基本信息		名称			Module8. Sports life Unit 1. Daming wasn’t chosen for the team last time.
		执教者					课时
		所属教材目录			外研2011课标版九年级上册Module8. Sports life Unit 1. Daming wasn’t chosen for the team last time.
教材分析		这是一个听说单元，其内容有：通过图片及听力,引出参加比赛的球队；再通过对话，谈论Tony’s team是否能赢得比赛。
学情分析		1.学生能够从听力信息中获得本单元的教学意图，也能明白下一段对话的内容。 2.学生能够对理解对话内容，但缺乏深入地思考和提炼其教育内涵。
教学目标		1.知识与技能：能用所学词汇谈论对话表达的意思。 2.过程与方法:能依据问题逐步深入地理解对话。 3.情感态度与价值观:在理解对话的同时，教育学生懂得团队意识及赢得比赛的条件。
教学重难点		重点		以话题为线索、听说为主谈论对话
		难点		围绕问题，理解对话内容
教学策略与设计说明		创设语境培养学生学习英语的兴趣，适时进行情感态度价值观的教育；遵循语言教学规律，由浅入深使每个学生都得到发展；使用体态语言提高学生学习的注意力，并调节其精神的松弛程度；围绕话题，使用问题循序渐进地展开讨论。将听力内容与对话衔接紧密、融会贯通，同时以Have BIG got a chance to win? Why?为线索，引发学生们的思考和辩论，依次攻破要想赢得比赛的五个条件；再以Do you think Daming is important? Why?为突破口，获得赢得比赛五个条件的作用。这样的设计既符合听说课的要求，又达到了以德树人的教育教学目的。
教学过程
教学环节（注明每个环节预设的时间）			教师活动			学生活动		设计意图
一导入新课（5分钟）	1.Play an English song and ask: Have you heard the song《The Cup Of Life》? Another World Cup is on fire these days. Which team will be the first? Let’s wait and see! Today we’re going to talk about another sport.					Answer: Yes, it was the song of the 1998 World Cup. Listen and understand.		从近日的运动盛世入手，提高学生们对时事的关注和了解，从而培养其关心身边事物的责任。
	2.Talk about a picture: What do you think of the man? Why? What about the match?					Answer: Basketball. He’s cool because he can touch the backboard. It must be very wonderful!		利用图片中的场景激发学生对赛事的期待和兴奋。
二学习新知（25分钟）	1.Listen and talk about: Which teams will play the game? Why? What does BIG stand for? Do you think so? Why? How soon are matches held? OK, let’s wait for the result.					Listen and complete the sentences for the teams and then talk about them in pairs: BIG! Because BIG’s fans think they are fantastic and Tony’s dad says “Good luck”. BIG stands for Beijing International Gaints. No, maybe a school team in Beijing. Because if a school team in Beijing wins its match or scores over fifty points in a match, it can play in the competition. And basketball matches are held every Saturday.		让学生在听后围绕话题，边完成练习边分析找出参赛队，而不是生硬地去训练，这无疑是最佳的听力教学方式。
	2.Listen another conversation and talk about it :Which teams will play the game? What about the school team in Beijing? Which one will win, HAS or BIG? Why? Haven’t BIG got a chance to win? Why? Oh, dear! What can they do? Why? What is Tony doing? When is the match? There is a little time to them. And their fans hope them to win. Will they win this time? Why?					Listen, complete the table and talk about it in groups of 3 students: HAS will be against BIG.. The school team in Beijing lost. HAS will win the match because HAS 98 points to BIG 52 last time. No way! Because they have played three but HAS have won all of them this year. They can train hard. It can develop their skills. Tony is training hard for the big match next week. It’s next Saturday at noon. Give up! Because the score is too wide!		让学生带着问题有目的地听,同时通过不由自主地辩论来推进对话的理解，很有利于学生思维能力的提高。
	3.Continue to talk about the conversation: Oh, my god! What should they do! And now? You think Daming is important to the team? Why?					Talk about it: Daming wasn’t chosen for the team last time. That was a bad decision. They can’t play well without him. And now Daming is back. There’s no difference between the two teams this season. Yes! A good player will be a turning point in a game and he can lead the team to the same level as him.		将对话中的内容熟练地运用起来，不仅带动全体学生进入学习状态，还可以激活课堂学习氛围。
	4.Listen and talk about it: What about this time?! But what can they do again? How do fans encourage them? What about Tony? What do they want Tony to do？					Listen and talk about it in groups of four students: Still can not! They also need to encourage each other, especially fans. “Remember to throw the ball, not kick it.” Tony lives angrily. They want Tony to make up his mind and try harder to win.		促进教学内容步步深入，给学生提供了敢于质疑、敢于辩驳的平台，从而表达自己的独特观点。
	5.Talk about in groups of 4 students: This time?!! What else do they need?! Why? That’s all? Why? This time?!!! Let’s look forward to the match. At the same time let’s look forward to the success of the World Cup!					Talk about: No! They need a good teacher. He can teach them good ways to win. No! They also need to work together because teamwork can bring power together. Yes!		通过交流获得比赛取胜的另外两个条件，不仅拓展了学生们的思维，而且对学生们的思想道德品质也进行了教育，达到以德树人的目标。
三巩固练习（10分钟）	1.听力训练					Listen and complete the sentences and then talk about the question in pairs: Which teams will play the game?		围绕问题去听，增加了听力的趣味性。
	2.提出问题引领学生讨论对话： Which one will win? Have BIG got a chance to win? Why? Will they win this time? Why？					Talk about the questions in groups of 3 students and complete the table.		带着话题谈论，既有利于理解又消除了枯燥的翻译过程。
	3.进一步提出问题引领学生讨论对话：Do you think Daming is important? Why? How do fans encourage them? What do they want Tony to do?					Talk about them in groups of 4 students and complete the sentences.		引领学生逐步地深入理解对话，达到透过现象看本质的教育教学的目的。
课堂小结	To talk about Tony’s team and sports life
布置作业	To find out some information about Liu Xiang for the next.
板书设计	Module8. Sports life Unit1. Daming wasn’t chosen for the team last time. Questions: Exercises: Information to win:
教学设计流程图
教学反思	1.本节课的课型是听说课（Listening and speaking），因此，我从今日的热点体育盛事入手，谈论sports life自然而真实，缩短运动与学生的距离。同时顺利过渡到本课中所涉及的话题，激活学生思维，让课堂自然过渡而不至于让课堂生涩，呆滞。 2.通过听力Tony和Dad的对话，讨论将要参加比赛的队伍，使学生带着问题轻松地完成听力练习，并做出推断。 3.本节课紧紧围绕“学生为主体，老师为主导”的教育理念，给学生创设真实的生动形象的语言交际情境，激发学生学习英语的内在兴趣，在强烈的任务动机的驱动下，学生自主积极参与，共同合作学习，大胆表达，在轻松、自信的学习过程中获得成功的体验。培养了学生的英语交际能力和创新能力。如：让学生带着任务（问题）去听对话、找答案，有助于学生更加准确地获取信息，提高听说效果和技巧。 4.学生在讨论的过程中，给与的时间还应再充分些，使他们进入学习状态、便于思考。这样才能有利于课堂的生成性和乐趣性。