2021学年Section B说课课件ppt

Teaching Procedures

Tips

Step 1 Pre-reading

此部分作为引入环节，让学生回忆比赛中发生过的不愉快的事情方便引入主题，并通过此问题激发学生的兴趣。

Predict是中考中需要掌握的一个阅读技巧，通过对文本预测，启发学生回忆起之前所学知识。

Lead-in

       T asks Ss to share one unhappy experience in a competition.

Q1. What happened in a competition?

Q2. How did it make you feel?

(Past tense must be used in their stories.)

       T asks Ss to think about the question: Which do you think is the most important in a team?

(Before answering, T makes sure that Ss can understand the four phrases by pictures. Ss brainstorm in groups and share their answers one by one in a line, a row or a group.)

Pre-reading

       T asks Ss to predict some information about the passage according to the picture in the text.

Q1: Who is the boy and who are the other boys? Why?

Q2: What team are they on? Why?

Q3: Did they win the game?

(T uses questions above to lead Ss to fill in the blanks. Ask Ss to observe carefully and fill in the blanks with the right word form.)

Step 2 While-reading

First Reading环节教会学生阅读策略skim。通过对文本进行段落划分，让学生对文章大意有初步了解。

Second Reading环节教会学生阅读策略scan。

让学生学会找文本细节。让学生对重点的句型有更清晰的了解和掌握。

通过让学生角色扮演，从而对文本有关teamwork的短语和句型进行练习，同时便于老师检测学生还没有完全掌握的部分，寓教于乐，时效性强，这也是学生最喜欢的部分。

While-reading

First Reading

       Ask Ss to skim the passage and divide the passage into three parts according to the related meaning.

(T tells Ss what skim is: to read fast and find the key words. T asks Ss to divide the passage into three parts and uses one sentence or phrase to summarize each part. Ss can discuss it within groups before sharing. T guides Ss to find key words or related meanings in every paragraph. Ss share the structure of the passage according to their own understanding & T gives guidance. In the end T show Ss the right structure.)

       Ask Ss to match the ideas of the three parts.

(T also needs to tell Ss reading skills like find the key words or sentences to make a summary. If Ss can’t summarize correctly, T should lead Ss to find out the key sentences or phrases and then they can learn to summarize well.)

Second Reading

       Ask Ss to scan para.1 and answer the questions.

Q1: What’s his mistake?

Q2: How did he feel after the game?

Q3: Why did he feel angry and worried?

(T tells Ss what scan is: to read carefully and find the details of the passage. Since the article is difficult to read and understand, it’s better for Ss to read after T. While Ss are answering questions, T remembers to correct their pronunciations. T shows the answers of each question and explains the difficult words or phrases.)

       Ask Ss to scan para.2-6 and find out some advice Peter's father gave him.

       Ask Ss to scan para.7-11 and circle T for true or F for false.

Third Reading

2a

       Ask Ss to talk about the mistakes they have made before and their feelings.

Answers will vary.

2b

       Ask Ss to read the article in groups and number the events in the correct order.

(If Ss do well in the last few steps, this exercise will be very easy for them. After the answers are shared, T can introduce a new reading strategy to Ss: RECOGNIZING IDIOMS AND PHRASES. Since this kind of reading strategy are not the key points for middle school students, T just needs to give simple examples for Ss to understand.)

Answers: 2, 4, 1, 3, 5

       Ask Ss to answer questions in 2c.

Answers:

1. He was angry with himself for missing an important goal and letting his team down. He was worried that his coach might kick him off the team.
2. Peter’s father advised him not to be too hard on himself but to learn how to communicate with his teammates and learn from his mistake.
3. Suggested answers: Yes, it is no point crying over spilled milk. / It is more meaningful to learn from one’s mistakes and do better in the future.
4. His teammates asked him not to worry about what had happened as it wasn’t just one person’s fault. They agreed that they should work together to think about how they could do better in the future.
5. He was on a team that had good team spirit, which would help them achieve success in the future.

2d

       Ask Ss to find idioms or phrases from the story to replace the underlined parts of these sentences in 2d.

(If Ss do well in the last few steps, they can find out the phrases easily. So T can choose different levels of students to answer different questions or phrases to make sure they master the article well.)

Answers:

1. missed scoring (that) goal
2. let ... down
3. kicked off
4. be too hard on yourself
5. pull together

2e

       Ask Ss role-play the conversation between Peter and his father.

(T give Ss samples, so they can practice well.)

Step 3 Post-reading

       Ask Ss to talk about the question: What does a winning team usually do?

(T asks Ss to find out the phrases in the last few paragraphs. After Ss shared their answers, T can make a summary about what team spirits are by using examples.)

Discussion

       Ask Ss to discuss other team spirits that a winning team needs.

(Ss can have more deep thinking about team spirits through discussion.)

Language points learning

keep one’s eyes on sth. 的含义和用法

keep one’s eyes on sth. 意为“盯着……”；keep an eye on… 意为“留意；照看”。

let sb. down的含义和用法

let sb. down 意为“不支持；使失望”；let sth. down 意为“放下；降低；降下”

because of 的含义和用法

because of 是介词短语, 意为“因为；由于”, 后面可接名词、代词、动名词或what引导的名词性从句等。扩展：1) thanks to意为 “由于或因为某人（某事）”, 通常用于好的方面, 译为“多亏”, 但有时作反语；引导的介词短语可置于句首或句末。 

2) due to意为“由于； 因…...造成”, 在句中既可作状语（此时一般不用于句首）,也可作表语或定语；作表语或状语时可将due to看作是owing to的同义短语。 

due to除可表示原因外, 还有“应给于, 应属于”的意思。3) owing to意为“由于”, 引出的介词短语在句中作状语或表语, 做状语时, 习惯上用逗号和句子其他部分分开。 

kick sb. off sth. 的含义和用法

kick sb. off sth. 意为“使某人离开；开除；逐出”, 相当于kick sb. out of sth.

rather than的含义和用法

rather than常用于平行结构中，连接名词、代词、形容词、介词短语、动词-ing形式和不定式短语等。【特别提醒】rather than连接两个并列的不定式短语时，通常省略其后的不定式符号to。

讨论环节，通过问题层层深入，让学生对teamwork深度思考，增强对文本情感目标的培养。

本部分language points环节中的每个知识点的意思通过文本让学生先行了解，然后通过习题让学生对其用法有更加清晰的认识。

Step 4 Exercises & Homework

通过习题让学生对知识点的用法有更加清晰的认识。

Exercises

       Ask Ss to do the exercises on PPT P41-P43.

       T ask Ss to make a summary about what they learned today.

Teaching Reflection

Teaching skills are practiced fully in this class. Ss know how to find the main idea according to the reading skills. Explain the words and phrases in English is a good way to improve Ss’ English thinking ability. The content is too full, so one class is not enough.More time should be given to deal with the details of the article. The discussion part is a good way to help Ss to have a better and deeper understanding of team spirits.