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2. The teacher introduces Liu Xiang simply to the students, then get the students to learn some new words of this passage.通过图片展示简明直观的导入新课，展示话题；通过简单介绍刘翔，为学生做一些必要的词汇准备,为之后的阅读材料扫清词汇障碍； Approx
4 minStep 2
While-taskTask1 Read for the main idea
The teacher gives the students some minutes to
read the passage and choose the main idea.
Guide the students to find the sentences to support their answers in the passage.目的在于培养学生思维的敏捷性，并进一步培养学生快速查找有效信息和对文章进行整体概括的能力。
Approx
25 minTask2 Read for details
1. Read Paragraph 1 and try to find out the answer to the question:
How do you know Liu Xiang is a sports hero?
Then encourage the students to summarize the structure of the past tense of the passive voice:
was/were done
2. Read and fill in the blanks.
3. Read and find out the two most important prizes that Liu Xiang won.
4. Read and answer the questions.
①What was Liu Xiang’s problem?
②What’s Liu Xiang’s pity?
细节阅读：学生在完成各种阅读任务活动中，进一步培养了其思维的准确性；锻炼学生留意与问题有关的信息点，捕捉关键信息的能力，有利于强化提升其阅读技能。在教授被动语态结构时，启发学生自己观察、自己总结，进一步培养学生的自主学习能力。Step 3
Post- task
1. Watch the video about the passage;播放教学视频，视听同步，进一步加强了学生对所学知识的巩固，并且让学生有更直观的视觉感受，间接培养其听说能力，达到了英语作为交际用语学以致用的目的。
Approx
10 min
2. After watching the video, get the students to retell the story of Liu Xiang.
Give the students a mind map, encourage the students to write the story of Liu Xiang according to the time.
Then have several students to share their stories of Liu Xiang.
通过思维导图的呈现，让学生进一步巩固内化本单元的阅读内容，并注重培养学生的语言能力以及写的能力（让学生学会以时间为线索去介绍、去写作一位体育明星的运动生涯），同时也促进了学生思维品质的发展。
3. Ask the students two questions:
（Work in groups）
What do you think of Liu Xiang ?
What do we learn from Liu Xiang?