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视频标签：played footb,a year now
所属栏目：初中英语优质课视频
视频课题：外研版八下Module4 Unit2 We have played football for a year now山东省昌乐二中
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外研版八下Module4 Unit2 We have played football for a year now山东省昌乐二中
Module 4 unit 2 We have played football for a year now.
初二英语备课设计
课 题 八下Module4 Unit2 We have played football for a year now. 主题语境 人与自我 语篇类型 体育与健身 授课时长
1课时
教材分析
教学内容分析：本节课是初中英语八年级下册（外研版）Module 4 Unit 2 We have played football for a year now. 属于读写课。本单元的课文由4个小文段组成，分别介绍了安娜、王薇、托马斯和查理德4人的不同锻炼方式。安娜通过遛狗锻炼身体，王薇通过
踢球锻炼身体，托马斯骑车上班锻炼身体，查理德病后跑步锻炼。每一段按顺序讲述了主人公从事某项运动的原因、过程和结果。在阅读这篇课文时应该关注其所传达的主题：健康的生活离不开运动。本单元的教学内容除语言学习之外，还应该包括健康生活的内容。
学情分析
在本课之前的两个单元中学过现在完成时的结构，本节课是针对for 和since的结构运用来谈论健康生活，在应用上学生能有意识
的运用现在完成时，对现在完成时表示曾经做过某事的应用比较好。但本班的小组学习力度不够，可以再加大培训。
课标要求 Be able to describe people in the past and try to introduce them in the class.
核心知识 1. Vocabulary and structures about healthy life. 2. The present perfect tense.
学习目标
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. 预习培训
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. 评价
Study paper(A/B/C)
Each step is one point and the full mark is five.
学 习 过 程
教学环节及设计
意图 教学活动
学科素养提
升
Step 1. Pre-reading 【看图片，然后让
T: Play the pictures and lead the students to think about: Are they healthy?
语言能力： 在常见的语
3
学生交流。图片/开放式问题导入培养学生的联想思维。】
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.
境中整合性地运用自己已有的语言知识。
Step 2. While-reading: Skimming for sequence of the passage. 【利用skimming
及scanning提高学生信息筛选、主题概括等逻辑思维能力。 】
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：运用跳读（Skimming）进行适当取舍，获取有效信息，概括大意，提高归纳总结的能力。
思维品质： 辨析文化和
语言中的具体现象，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.
（小组讨论核对答案）
语言能力：
整合运用语
言进行表达；描述阐释意义；提出自己的问题。
思维品质： 分析论证、推理判断文本中提取的信息。 学习能力：
自主学习，合作学习。
5
Step 3. Post reading
【通过构建课文
结构，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. 让学生归纳文章结构，用关键词来描述小故事。 分层目标：
※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，活动中锻炼学生的思维与表达能力。
运用所学语言知识，创造性的表达自己的观点，具备创新思维的能力。 学习能力： 自主学习，合作学习。 文化意识： 联系现实生活，思考如何介绍个人
的生活小故事。
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