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Unit 3 Lesson 8 Olympic Winners（第二课时）Lesson Focus•Sports, players·Superlatives•Talking about your classmatesGrammar: SuperlativesExercise 5Purpose: to help students plete a table with superlative adjectives and adverbsWrite this sentence on the board: Hiroshi Hoketsu is older than Antoinette Guedia. Then direct students to the reading in Exercise the first sentence aloud and write it on the board. Ask“In the first sentence, what are we paring?Elicit the age of Hiroshi Hoketsu and Antoinette Guedia. Point to the second sentence, from the reading. Say”In this sentence, we are also making a parison. What are we paring?Give students some time to think about this. Elicit or provide We are paring the age of Hiroshi Hoketsu with all the other athletes at the Olympics.Point to the first sentence again and ask How many things do you pare in this sentence?”Elicit two. Point to the second sentence and ask the same question. Elicit or provide many things, or more than two.Explain that with a parative, we pare only two things; with a superlative (point to the oldest in the sentence), we pare more than two things.Direct students to the table on page 31. Point out the first parative, fast / faster. Ask How do we form the parative?Elicit by adding er to the adjective or adverb. Direct students to the table with the superlatives and say Look at the examples of the superlatives. How do we form the superlative?”Elicit or provide by adding est to the adjective or adverb. Point out that the article the is used with the superlative. If you feel your students are ready, you may skip these steps.Say“plete the table with superlatives”Monitor, offering help as needed.If students need support, have them work in pairs. Encourage students to try to figure out the spelling changes. Give them a hint: Remember the patterns for paratives! The only one that they might be unsure of is hot: When the word has a CVC ( consonantvowelconsonant) pattern, double the last consonant and add est (or er or ing or ed...! Be sure to build on students' previous knowledge of this spelling rule.).Go over the answers, first having students check the reading to find the superlatives. Then have individual students read them aloud. Answers2. longest;3. oldest; 5. latest; 7. hottest; 9. heaviestExercise 6Purpose: to help students write sentences using superlativesDirect students to the reading in Exercise 2. Ask students to findexamples of superlatives in the reading. Say Think about paratives.When they pare two things in a sentence, they always have the word than; He's taller than his sister. What does a superlative always have?”Give students a few moments to look at the reading and to answer.Elicit or provide A superlative always has the word the before it. Ask students to point out examples of this in the reading: the oldest, the youngest, the tallest, the shortest, the heaviest, the strongest.Direct students to the chart. Say Look at the chart. Read the information about the swimmers. What information does the chart give you?”After students have read the chart, elicit each swimmer's age, weight, and time. (You may need to explain that time”refers to how fast the swimmer swam, or the swimmer's results.) Ask What adjectives will you use to describe this information about the swimmers?”You may wish to have students e up with the adjectives in pairs, or elicit the answers from the entire class: old, heavy, fast. You may also elicit the opposites of these, to give students more adjectives to practise with: young, light, slow.Say Now write sentences about the swimmers using superlatives”.Monitor, offering help as needed. If students need support, have them work in pairs.SpeakingExercise 7Purpose: to help students talk about classmates using superlativesDirect students to the words in the box. Say With a partner, use the words to talk about your classmates, using superlatives”. If necessary, go over the superlative form of the words: the fastest, the funniest, the oldest, the strongest, the tallest, the youngest. Monitor, offering help as needed.e together as a class and have individual students tell about theirclassmates, using superlatives.Have students volunteer to e to the front of the class and talk about their classmates.Expansion: Keep Talking!Note; Use this activity to give students more practice. Have students continue talking about their classmates, but this time, have them use paratives as well. Facilitate this by having each student write his or her name on a strip of paper. Put the papers in a bag or box, and have each student draw a name. In pairs, students can pare the two students whose names they drew. To continue the activity, have students brainstorm more adjectives they know. Write them on the board. Then have each student write his or her name on another strip of paper. Each pair should choose another name (or two names) from the bag, and then in pairs, pare the students using superlatives and the brainstormed adjectives.Monitor, offering help as needed with vocabulary and ideas.。
Unit 3 Lesson 8 Olympic winners
第一课时First Period
教学目标:在本课学习结束时，学生能够：
1.认读并理解有关奥运会的词汇。
2.通过阅读填写表格，获取运动员的个人信息以及比赛成绩,并能口头介绍运动员个人信息。
3.学习体会运动员坚持不懈的拼搏精神。
教学过程
第二课时Second Period
教学目标
在本课学习结束时，学生能够：
1. 通过复习课文及例句，观察，发现，归纳总结规则形容词、副词最高级的
构成和御用功能。
2. 在语境中恰当地使用形容词、副词最高级来介绍运动员及身边的同学，包
括年龄、体重、游泳成绩等信息。
教学过程。
北师大版英语八上Unit 3 Lesson 8 Olympic Winners （第2课时）说课稿一. 教材分析北师大版英语八上Unit 3 Lesson 8 Olympic Winners （第2课时）的主要内容是介绍奥运会上的冠军们。
本节课主要通过讲述中国在奥运会上的辉煌成就，让学生了解体育英雄，激发他们的爱国情怀。
教材以真实的图片和生动的描述，展现了运动员们在赛场上的拼搏精神和优异成绩，为学生提供了丰富的语言材料。
二. 学情分析八年级的学生已经具备了一定的英语基础，对于听说读写四项基本技能有了一定的掌握。
但是，学生在语言运用方面还存在一定的困难，如词汇量不足、语法知识掌握不牢固等。
此外，学生对于体育赛事和奥运会的了解有限，因此需要在教学中加以引导和拓展。
三. 说教学目标1.知识目标：学生能够掌握本节课的重点词汇和句型，如“win the goldmedal”、“set a new record”等，并能够运用这些词汇和句型介绍运动员和赛事。
2.能力目标：学生能够听懂、说清、读懂关于奥运会和运动员的材料，提高他们的英语听说读写能力。
3.情感目标：通过介绍中国在奥运会上的辉煌成就，激发学生的爱国情怀，培养他们积极向上的精神风貌。
四. 说教学重难点1.重点：本节课的重点是学生能够掌握相关词汇和句型，并能够运用它们进行交流。
2.难点：学生对于语法知识的运用，如时态、语态等，以及在实际情景中灵活运用所学知识。
五. 说教学方法与手段1.教学方法：采用任务型教学法，让学生在完成任务的过程中，运用所学知识，提高他们的实际运用能力。
2.教学手段：利用多媒体课件、图片、视频等，为学生提供丰富的教学资源，激发他们的学习兴趣。
六. 说教学过程1.导入：通过展示中国在奥运会上的辉煌成就，引发学生的兴趣，导入新课。
2.呈现：教师通过展示图片和视频，呈现本节课的重点词汇和句型，引导学生进行学习。
3.操练：学生通过小组合作，运用所学知识进行角色扮演，模拟奥运会现场，提高他们的实际运用能力。
Unit 3 Lesson 8 Olympic winners第一课时First Period教课目的:在本课学习结束时，学生可以：1.认读并理解有关奥运会的词汇。
2.经过阅读填写表格，获得运动员的个人信息以及竞赛成绩 , 并能口头介绍运动员个人信息。
3.学习领会运动员坚韧不拔的拼搏精神。
教课过程教课活动设计企图互动模式& 时间Warm-upStep 1 · T asks Ss to look at the pictures presented on 1. 导入本单元话题，激the PPT and ask questions about 2008 发学生对话题的兴Olympic games. 趣。
· T presents pictures on the screen and IW CW 4’teaches new words.New words:Olympic, diving, gymnastics ,horse-riding, weightliftingQuestions：1.What are the pictures about ?2.What Olympic sports do you know ?3.Which of these is NOT Olympic event? 2.预教词汇。
经过图片和构词法学习词汇。
Fast readingStep 2 · T asks Ss to predict the main idea of the 读前展望。
经过展望，激IW passage according to the headings and the 发学生读的兴趣，为学生CWtexts on the webpage. 在读中捕获重点词做准New words：athlete 备。
6’Questions：经过迅速读，将四个标题What’sthe passage mainly about? 和文章相般配，圈出文段·T asks Ss to read the webpage and match the 中运动员姓名，并体此刻headings with the text. T asks Ss to underline 表格中，为下一步细读做the textual evidences.好铺垫。
北师大版英语八上Unit 3 Lesson 8 Olympic Winners （第1课时）说课稿一. 教材分析北师大版英语八上Unit 3 Lesson 8 Olympic Winners （第1课时）是一篇关于奥运会冠军的文章。
通过讲述运动员在奥运会上的出色表现，激发学生对体育运动的热爱和对运动员的敬佩。
本文主要介绍了一位游泳冠军的成长历程以及她在奥运会上的杰出表现。
文章语言生动，情节感人，易于激发学生的学习兴趣。
二. 学情分析八年级的学生已经具备了一定的英语基础，能够理解和运用简单的英语句子。
但他们在阅读理解、词汇积累和语法运用等方面还存在一定的困难。
因此，在教学过程中，教师需要关注学生的个体差异，充分调动学生的学习积极性，帮助他们理解和运用文章中的重点词汇和句型。
三. 说教学目标1.知识目标：让学生掌握文章中的重点词汇和句型，能够正确运用它们进行口头和书面表达。
2.能力目标：通过阅读和讨论，提高学生的阅读理解能力，培养他们用英语进行交流的能力。
3.情感目标：激发学生对体育运动的热爱，培养他们积极向上的精神风貌。
四. 说教学重难点1.重点：文章中的重点词汇和句型。
2.难点：理解文章中的一些特殊语法结构和表达方式。
五. 说教学方法与手段1.交际法：通过小组讨论、角色扮演等形式，让学生在实际语境中运用英语，提高他们的口语表达能力。
2.阅读理解法：通过引导学生提问、预测、推理等策略，提高他们的阅读理解能力。
3.任务型教学法：通过完成各种任务，让学生在实践中学习英语，提高他们的综合运用能力。
六. 说教学过程1.导入：以奥运会为主题，引导学生谈论他们喜欢的运动和运动员，激发他们的学习兴趣。
2.阅读理解：让学生阅读文章，引导他们提出问题，通过讨论和回答问题，理解文章内容。
3.词汇学习：讲解文章中的重点词汇和句型，让学生通过练习掌握它们。
4.语法讲解：讲解文章中的一些特殊语法结构和表达方式，让学生通过练习掌握。
Unit 3 Lesson 8 Olympic Winners（第一课时）Lesson Focus•Sports, players·Superlatives•Talking about your classmatesWarmupExercise 1Purpose: to help students determine which sports are not Olympics events Ask students if they can remember the last Olympic games. Ask them to share their memories by asking questions such as“Did you watch any of the games? Which ones did you see? Do you have a favourite event? Which one?”Don't worry about accuracy; just let students share.If you feel your students are ready, you may skip this step.Direct students to the Key Words. Read them aloud, making sure students understand the meaning. You may want to bring in photos of the sports or you can act out the sports to teach or confirm prehension.Then ask“Which of these is NOT an Olympic”Let students guess which sport it is, and tally up students' guesses. See how many guessed the answer, baseball.AnswerbaseballExpansion: Don't Stop!Ask students to brainstorm other Olympic events. See if they can remember any details from the Beijing 2008 Olympics, for example, who won which events, the scores, special shows or songs performed, etc.ReadingExercise 2Purpose: to help students match headings with paragraphs within a text Direct students to the photo. Ask“What do you think this event is?“Elicit an appropriate response, for example, a race, the high jump, the long jump. Ask students if they recall those events from the Beijing 2008 Olympics. If you feel your students are ready, you may skip this step.Direct students to the headings in the box. Read them aloud. Say““Read the webpage and match the headings with the paragraphs”. Monitor, offering help as needed. Encourage students to skim the text, getting the general idea without focusing on unknown vocabulary, so they can match the headings with the correct paragraphs.After students have finished, say“Now listen and check”. Play the recording, pausing if necessary after each paragraph for students to check their answers. If necessary, play the recording again.Go over the answers, asking individual students to say them aloud. Be sure to ment on whether or not students remembered these events. Ask if they remember them now, after reading about them.Answers1. The oldest and youngest2. The tallest and shortest3. The highest and longest jumps4. The heaviest and strongestExercise 3Purpose: to help students plete sentences based on a textDirect students to the sentences. Read them aloud, or have a student read them. Ask students to think about in which paragraph they will find the information to plete each sentence. Give them a few moments to think about this. If you feel your students are ready, you may skip this step.Say“Now read the webpage again and plete the sentences”. Monitor, offering help as needed. If students need support, have them work in pairs.Go over the answers, asking individual students to read the sentences aloud.Answers1. peted;2. swimmer;3. shortest;4. gold;5. from;6. GermanyExercise 4Purpose: to help students plete a chart with the names of playersDirect students to the reading in Exercise 2. Say“What are the namesof the people in the text?”Elicit some names, writing them on the board.Ask“What do they all have in mon?”Students may not be able to answer this question, but give them a chance. However, don't wait too long before telling them“They're all athletes”. Write athletes on the board. Explain that athlete is the general term for anyone who plays any sport. Then say““What about Yao Ming? He's an athlete. What sport does he play?”Elicit basketball. Ask“So what sort of athlete is he?”Elicit a basketball player. If necessary, direct students to the Word Builder. If you feel your students are ready, you may skip this step.Say“plete the Word Builder“. Monitor, offering help as needed.Encourage students to plete the table without looking at the reading. If students need support, have them work in pairs.Go over the answers, first having students check the reading. Then have individual students read the answers aloud.Answershorserider, swimmer, weightlifter, diverExpansion: Don't Stop!See if students know any other players. Have them brainstorm, either in groups or as a class, other sports. (Let them look in the Student's Book if necessary.) Then have them e up with the name of the player for each sport. They can categorise them into two groups: sport + player and sport + er. Make sure their spelling is correct. Students may produce for sport +player: chess, chess player; baseball, baseball player; football, football player; (table) tennis, tennis player; volleyball, volleyball player; and for sport + er: running, runner; skating, skater; long / high jump, long / high jumper. Point out that someone who does gymnastics is called a gymnast.。
