外研版高中英语必修五说课稿 Module5 A Life in Sport

说课稿

I. 教学内容分析

本次做课的内容是外研版的“新标准”高中英语教材第五册（必修）第五模块“The Great Sports Personality”中的阅读课文“A Life in Sport”。

本模块的话题是中学生比较感兴趣的体育名人，涉及到中外各种赛事和各项体育运动的多名体育明星比如体操王子李宁、拳王阿里、肯尼亚长跑名将基普·凯诺、球王贝利以及马拉松运动。通过学习，希望同学们热爱体育运动，学习体育健儿们不畏艰难、奋力拼搏的精神。

Reading and Vocabulary是一篇介绍体操王子李宁的文章。通过了解李宁辉煌的运动生涯和退役后在商海中的奋斗以及他为中国体育事业做出的不懈努力，号召同学们热爱祖国、热爱运动，学习体育健儿们不畏艰难、永不放弃、奋力拼搏的精神。

II．教学目标及重难点

1. 教学目标

（1）阅读中能识别新学词汇、短语并推断出大意。

（2）正确灵活使用Skimming, scanning等阅读策略。

（3）了解体操王子李宁的运动生涯及搏击商海的经历。

（4）分析文章结构，根据文字表面意思对其深层含义做出正确合理的推断。

2. 教学重点

(1) 学习如何谈论体育名人以及他们的个人影响。

(2) 正确灵活使用Skimming, scanning等阅读技巧。

3. 教学难点

(1) 让学生根据文字表面意思对其深层含义做出正确合理的推断。

(2) 通过学习，陶冶学生的情操，要求学生热爱体育运动，学习体育健儿们

不畏艰难、奋力拼搏的精神。

III.人文目标

学习策略：通过谈论体育人物引出话题，促进与他人的交流。

文化意识：关心和了解体坛赛事，增强健身意识。

情感态度：学习体育明星们的拼搏精神，在学习上刻苦用功、努力拼搏。IV. 设计思路及理念

1.整体设计思路：课程标准将英语课程的总体目标确定为学生综合语言运用能力的形成，而这一能力的形成是建立在学生的语言技能、语言知识、情感态度、学习策略和文化意识等素养的整合发展的基础之上的。而阅读教学正是承载以上任务的最好教学形式。教师在教学过程中强化阅读意识、传授阅读技巧和方法就显得尤

为重要。所以本节课的重心放在如何有效利用教材、提高学生的阅读理解能力方面。从读前的prediction，到scanning, skimming，到分析文章段落结构，再到discussion 和给文章起新题目，以及从长句中指出key words 等环节，力求使学生学会如何领会大意；学会阅读的基本步骤，即从整体到部分，再到细节；如何根据不同的活动要求采用不同的阅读策略等技能。

2.具体教学环节及遵循的教学理念

阅读教学从大环节来说分三部分：Pre-reading, While-reading, Post-reading。在Pre-reading阶段我共设计了两个任务：warming-up和prediction 。其目的是帮助学生熟识问题，提供话题以激活他们头脑中相关的知识储备，并鼓励学生根据题目对文章的内容进行预测。这样就激发了学生的求知欲望和学习动力，强化了学生主动思考意识，便于学生阅读过程中对文本的纵观统筹、整体把握，从而提高课堂教学的实效。While-reading阶段是学生阅读实践的重点环节，学生处在不同的阅读阶段，教师应设计出不同层次，不同难度的题目进行检测。据此，我共设计了五个环节，分别是速读连线各段段意、验证读前预测、细读完成表格，分析文章结构和多项选择题。速读连线题为了训练学生速读全文，抓住各短大意的能力，细读完成表格是用来训练学生抓住重要信息点的能力。Post-reading环节的任务是培养学生的综合语言运用能力，是发展学生的思维能力和分析问题、解决问题的能力的重要环节，同时也是渗透情感教育的一个很好的机会。本环节主要有两个任务：小组讨论和给文章起新题目。其中讨论题What can we learn from Li Ning?既体现本节课教学内容，又符合学生的实际水平和心理特点。尤其是选择新题目这一任务，有利于学生开拓思维，积极参与课堂交流。

V．学法指导

本节课重点在指导学生如何运用scanning, skimming, analyzing the text.，finding the key words 等阅读策略及阅读后的实践讨论。教师通过启发诱导，挖掘学生的学习潜能，引导学生进行独立自主的学习和合作讨论，为学生引路，让学生自己去跨越一级又一级的台阶，最终完成本节课教学目标。

Module 5 The Great Sports Personality

吴忠高级中学王志红

Teaching contents: Reading and V ocabulary (1)

Teaching Goals:

1. To get some information of Li Ning.

2. To develop some basic reading skills—Skimming and Scanning.

3. To develop a basic reading skill—analyzing the text.

4. To cultivate Ss’ spirit of sports.

Teaching important points：

To develop some basic reading skills

Teaching difficult points：

How to analyze the text and grasp the main idea of the text.

To understand the spirits of sport better.

Teaching Procedures:

Step 1 Lead in

Purpose: To arouse Ss’ interest in learning about Li Ning.

Show a red logo on the screen.

Ask Ss: What does it stand for? What is the famous slogan of his company?

Ask Ss the following questions:

T: How much do you know about Li Ning? (show Ss a video in which Li Ning is doing some gymnastics to help Ss know Li Ning better.)

Do you know who is the prince of gymnasts?

Can you say several famous persons of this sport?

Step 2. Pre-reading

Purpose: To arouse Ss’ interest in learning about Li Ning.

T: Make a prediction:Which of these topics will be mentioned in this passage?

Show the following on the screen.

?His family and his childhood

?How LI Ning became a gymnast

?He decided to launch a new brand of sportswear.

?Li Ning’s sports life

?Li Ning’s success as a businessman

?Li Ning opened a school for gymnasts.

Step 3. While-Reading

Purpose: To develop some basic reading skills and get some information about Li Ning and cultivate Ss to love sports and love the spirit of sports.

1. Scanning: Ask Ss to read the passage very quickly and match the main idea with the

right paragraph.

Para.1 Li Ning began a new career.

2. Li Ning’s other work.

3. Why was he successful?

4. Li Ning’s sports life.

5. Li Ning’s success as a businessman.

2. Check Ss’ prediction

3. Skimming:

Ask Ss to read the passage again and fill in the blanks with the information in the passage.

4. Analyzing

Purpose: To develop a basic reading skill—analyzing the text.

Ask Ss to divide the passage into several parts and try to summarize the main idea of each part.

Ask some students to show their opinions.

5. Comprehension

Ss choose the best answers according to the passage.

Step 4 Post-reading

Purpose: To enable Ss to learn to use what they have learned in the lesson to finish the tasks.

1. Group work: Ask Ss to read the passage again and discuss the three questions:

1.Why did Li Ning start a sportswear company?

2. Why has he been successful?

3. What can we learn from Li Ning?

2. Pair work:Choose a new title for this passage and give your reason.

1.Prince of Gymnast

2. A Sportsman’s Ambition(抱负;志向）

3.Li Ning’s Success

4.Anything Is Possible

5.________________.

Step 6 Homework

1. Read the passage again and underline the sentences which are difficult for you to

understand.

2. Finish off Activity 2,3,5 and 6 on page 4

3.

3. Try to write a summary of the passage, using about 120 words.

自评稿

一、课堂环节设计

读前导入环节设计简单实用，没有“作秀式”的累赘步骤，一切均以阅读教学的实际需要为出发点而设计。我认为较成功的是读前的prediction任务，既强化了学生的主动思考意识，又便于学生在阅读过程中对文本的纵观统筹、整体把握。阅读中任务的设计体现了层次性、科

学性、多样性与灵活性。由整体到部分到细节，合乎学生的认知规律—循序渐进原则。任务设置由易到难，由浅入深，环环相扣，每一个环节都与上一个或下一个环节有关联，从中可体现出教师课堂设计的精心及处理好重难点的能力。读后任务是一个知识与能力的转化、知识与情感的交融的过程。设计重在突出实效性和深刻性。既避免了简单地重复课文内容，又有一定的深度和挑战性，能够锻炼学生独立分析问题解决问题的能力。尤其是选择新题目这一任务，有利于学生开拓思维，积极参与课堂交流。如果时间允许，应该可以有更多的同学展示出他们给文章的新题目，有个别同学的题目很精彩，但没时间在本节课展示了。

二、课堂总体效果

1、本节课实效性较强。一节课的时间很短，但想要展示给学生的很多，想要引导学生学会的东西也很多，老师不可能面面俱到。所以本节ke2我力求在指导学生正确的阅读方法方面有一些突破，如skimming, scanning, key words, analyzing等，突出了学生在阅读教学过程中获取和处理信息的能力的培养。遗憾的是教师有些赶进度，而缺少更多更细的指导。

2、关注学生，引领学生。课堂是生成的，是变化中的，关注学生的语言，关注学生的情绪，关注当一个学生发言时其他学生是否在聆听，还是只顾思考自己想表达的观点。每一个活动学生都带着任务去学习、去思考、去讨论，教师很好地扮演了指导者与引领者的角色。

3、老师课堂有特点。尽量控制教师提问数量，提高提问质量，减少封闭式问答，鼓励学生积极参与。

本节课存在的问题主要是缺少气势。教师很亲和，但语言有些平淡，课堂气氛不是预想中的效果。部分环节对学生的实际能力估计不足。

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