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視頻標簽：played footb,a year now
所屬欄目：初中英語優質課視頻
視頻課題：外研版八下Module4 Unit2 We have played football for a year now山東省昌樂二中
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外研版八下Module4 Unit2 We have played football for a year now山東省昌樂二中
Module 4 unit 2 We have played football for a year now.
初二英語備課設計
課 題 八下Module4 Unit2 We have played football for a year now. 主題語境 人與自我 語篇類型 體育與健身 授課時長
1課時
教材分析
教學內容分析：本節課是初中英語八年級下冊（外研版）Module 4 Unit 2 We have played football for a year now. 屬于讀寫課。本單元的課文由4個小文段組成，分別介紹了安娜、王薇、托馬斯和查理德4人的不同鍛煉方式。安娜通過遛狗鍛煉身體，王薇通過
踢球鍛煉身體，托馬斯騎車上班鍛煉身體，查理德病后跑步鍛煉。每一段按順序講述了主人公從事某項運動的原因、過程和結果。在閱讀這篇課文時應該關注其所傳達的主題：健康的生活離不開運動。本單元的教學內容除語言學習之外，還應該包括健康生活的內容。
學情分析
在本課之前的兩個單元中學過現在完成時的結構，本節課是針對for 和since的結構運用來談論健康生活，在應用上學生能有意識
的運用現在完成時，對現在完成時表示曾經做過某事的應用比較好。但本班的小組學習力度不夠，可以再加大培訓。
課標要求 Be able to describe people in the past and try to introduce them in the class.
核心知識 1. Vocabulary and structures about healthy life. 2. The present perfect tense.
學習目標
1. Understand the passage about health routines and tell how the
2
stories happened.
2. Share stories about healthy living with others. 3. Love sports and keep healthy in our life. 預習培訓
Training for preview
Read new words and expressions of M4 correctly and then try to remember them.
Training before class
1.Class report about “I like sports”.
2.Collect information about sport and heathy living. 評價
Study paper(A/B/C)
Each step is one point and the full mark is five.
學 習 過 程
教學環節及設計
意圖 教學活動
學科素養提
升
Step 1. Pre-reading 【看圖片，然后讓
T: Play the pictures and lead the students to think about: Are they healthy?
語言能力： 在常見的語
3
學生交流。圖片/開放式問題導入培養學生的聯想思維。】
Brain storm--Name as many sports the students like as possible.
T: A: What sports do you like? S: I….
T: How long have you….? S: Since…/ I have …for…
T: How do you feel after doing this sport. S: I feel… (healthy/fit/sleepy/happy/awful…)
S: Do pair work. Make dialogues and talk about their favorite sport.
境中整合性地運用自己已有的語言知識。
Step 2. While-reading: Skimming for sequence of the passage. 【利用skimming
及scanning提高學生信息篩選、主題概括等邏輯思維能力。 】
Activity 1. Read the passage and match the people with the pictures.
S: Skim the passage and understand it well. Read and match number the sentences quickly.
Tips：運用跳讀（Skimming）進行適當取舍，獲取有效信息，概括大意，提高歸納總結的能力。
思維品質： 辨析文化和
語言中的具體現象，梳
理概括信息。Activity 2. Read the passage again and
complete the notes. S：Complete the notes. Anna
1.She was not feeling very __________. 2.She needed more _____________. 3.She got a pet ______ from her parents and she takes him for a _________ every day. Wang Wei
4. She was the _____ member of the football team.
5. She has played football with the team for a ______ and all the members feel very____. Thomas
6. He went to work on the ___________ for several years.
7. He bought a _____ in January.
8. He arrives at work with a ____on his face. Richard
9. He started running a ______ ago. 10. He does not ________ running.
11. He thinks he is perhaps too _______ to go for a run.
（小組討論核對答案）
語言能力：
整合運用語
言進行表達；描述闡釋意義；提出自己的問題。
思維品質： 分析論證、推理判斷文本中提取的信息。 學習能力：
自主學習，合作學習。
5
Step 3. Post reading
【通過構建課文
結構，深入理解文章】
Discuss in groups:
Draw the structures of the four stories and describe the stories with key words. Why did they start a sport? What did they do? What’s the result?
※Choice 1: Retell only with the timeline in the fish bone map.
※※Choice 2: Retell according to the timeline table.
T: First, read the stories and summarize the structure. Then think and answer according to
their real life. 讓學生歸納文章結構，用關鍵詞來描述小故事。 分層目標：
※Choice 1：Describe at least two stories according to the key words. ※※Choice 2: Describe
the
four
stories
according to the structures.
多角度理解
文本，活動中鍛煉學生的思維與表達能力。
運用所學語言知識，創造性的表達自己的觀點，具備創新思維的能力。 學習能力： 自主學習，合作學習。 文化意識： 聯系現實生活，思考如何介紹個人
的生活小故事。
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