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1、英语（选择性必修第二册）Unit 2 Sports cultureWelcome to the unit & Reading (I)I. Learning objectivesBy the end of the lesson, students will be able to:1. summarize different paragraphs with subheadings;2. learn about the basic knowledge of the Olympic Games;3. know how to distinguish facts from opinions.II. Key
2、 competence focus1. Achieve a deep understanding of the Olympic Games and the Olympic spirits.2. Apply reading strategies to reading tasks and get a deep understanding of the reading material.III. Predicted area of difficultyHave a deep understanding about sports spirit.IV. Teaching proceduresStep 1
3、 Lead-in1. T greets the class.T: Class begins, boys and girls! Good morning/afternoon, class! How are you today?2. T shows some pictures about the Olympic Games to Ss and presents some words which are related with the Olympic Games, such as torch, boxing and so on. Then T asks Ss to recognize them a
4、nd say something about them. After that T presents the correct words below each picture and leads in the topic of this lessonThe Olympic Games.T: Please look at the screen. Here come some pictures for you. Do you know what they are, who they are and what they are doing?(torch, Lang Ping, boxing, foo
5、tball, bicycle)T: Have you ever watched any sporting events? Now, open your textbook and turn to page 15. Lets watch a short video.T: Having watched the video, lets think of the following questions: How did you feel about it? (excited/amazing/proud ) Which sporting events in the video do you like be
6、st? Why?I like Formula 1 best. I have been to the Shanghai Grand Prix before. The cars were so loud and fast! I just enjoy the excitement whenever I see a beautiful, shiny automobile racing through the track, which makes me feel like I could be as skilful and confident as the driver too. What other
7、sporting events do you know about?I always watch the Championships, Wimbledon. Held every summer in England, it is the worlds oldest tennis tournament. All of the best players in the world compete in the tournament and there are various events for men, women, doubles and juniors. When I see the grea
8、t players on television, the green grass surfaces and the spectators enjoying these exciting matches, I really want to be there too!【设计意图：创设情境，引导话题，激发学生的学习期望和兴趣。使学生了解今天要学什么，为新课文内容做好准备。】Step 2 No Specific ResponseT plays the tape of the passage without giving any tasks to Ss.T: Close your book. Pleas
9、e allow me to read the passage for you. Just listen and have a preliminary perception of the text. OK?【设计意图：在学生第一次看到文章的时候不给他们任何任务，有利于消除学习中的焦虑。此处只是让学生听一听课文，达到对课文有个初步了解。】Step 3 Reading for the gistT asks Ss to read the passage quickly to divide the passage.T: Open your books and turn to page 16, first
10、ly number each paragraph, read the passage quickly and then divide the passage. You need to write down the subheadings of the article. Youll have five minutes to finish this task.T: Have you done it? Would any volunteer like to share his/her idea?T: Yes, well done! Any other different ideas?T: As fo
11、r this passage, it can be divided into five parts: Part IPara. 1Introduction Part IIParas. 23History of the Olympic Games Part IIIParas. 45Well-known Olympians/Olympic athletes Part IVPara. 6China and the Olympics/Chinas contribution to the Olympics Part VPara.7Conclusion【设计意图：帮助学生理解段落之间的逻辑关系，掌握如何提取
12、和归纳段落大意的技巧。】Step 4 Reading for the specific informationT asks Ss to read the passage again carefully and decide whether the following statements are facts (F) or opinions (O). If the statement is an opinion, find the evidence the author gives to support it. Then T invites Ss to speak out their under
13、standing. But before that, it is necessary for the teacher to introduce some tips to distinguish facts from opinions. T: Since we have got five parts of the passage, now its your turn to read the passage again carefully to decide whether the following statements are facts or opinions. Here are some
14、tips on how to tell them.Fact: A fact is a piece of information that is known to be true and can be proved.Opinion: An opinion is a statement that reflects an authors points of view, beliefs, personal feelings and values. In order for an opinion to be accepted by the reader, the author often support
15、s it with evidence. If it is an opinion, find the evidence to support it. Five minutes will be left for you.1. The ancient Olympic Games were held at Olympia in Greece every four years until around the year 393. _2. Many Olympic athletes have devoted themselves to achieving sporting excellence. _3.
16、Since the 1984 Los Angeles Olympics, the upward trend for Chinese sport has been unstoppable._T: All right, times up. Lets check your answers.【设计意图：通过该任务使学生掌握文章的一些细节内容，更好地理解文章，同时检验学生是否能区分“事实和观点”的概念。】Step 5 DiscussionT asks Ss to discuss the following questions in pairs, in order to figure out their
17、attitudes and opinions to the Olympic Games and deeply understand the benefits of the Olympic Games. T: Since we have read this article carefully, could you please tell me the authors attitude to the Olympic Games? Please use details in the article to support your opinion. Just speak it out loudly.
18、Your answer will be written on the blackboard. Whats the authors attitude to the Olympic Games? Use details in the article to support your opinion.T: Weve got some attitudes of the author on the blackboard. Can you tell me your opinion on the Olympic Games? Whether it can help people of different cu
19、ltures live in harmony? And give me the reason. Do you think the Olympic Games can help people of different racial origins and from different cultures live side by side in peace? Why or why not?T: Considering that almost all of you are in favor of the Olympic Games, lets come to the last part. There
20、 are some words said by Coubertin at the end of the website article. How do you understand Coubertins words? How do you understand Coubertins words at the end of the website article?【设计意图：通过问答和讨论，集思广益，帮助学生尽可能多地表达对奥林匹克运动和奥林匹克精神的看法，有助于提升学生对奥林匹克运动和奥林匹克精神的理解。】Step 6 SummaryT helps Ss to summarize what have been learned today.【设计意图：简明的总结，有助于学生对本课的整体把握。】HomeworkRead this article loudly and fluently.4