1.2 Unit1 The Olympics教案(冀教版九年级上册)

unit1 《theolympics 》lesson2 说课稿(冀教版初三上)Lesson 2 ：Swimming for Gold讲课稿一、教材分析本单元的话题是The Olympics ，要紧介绍了奥运历史和几个中外奥运健儿及其竞赛的情形，以弘扬奥林匹克精神。

同时我对本单元内容做了整合，其中Lesson 2 ：Swimming for Gold 和Lesson 6: Diving 〝Dream Team 〞分不讲的是我国奥运健儿庄泳和伏明霞夺金的情形。

因此我打算学完Lesson 2 接着学习Lesson 6 。

第二课的话题是Swimming for Gold ，课文是庄泳在1992 年巴塞罗那奥运会上获100 米自由泳金牌的一篇报道，这是中国运动员获得的第一枚奥运会游泳金牌，是我们全中国人民的自豪，相信学生对本课的学习充满期待。

二、教学目标依照?英语课程标准?的教学理念，教材特点以及我们初三年级学生的情形，我将本课时的教学目标确定如下:1、知识目标:(1) 、把握词汇:close, race, seem, tie, beat〔2 〕、把握短语:up and down, the other, set a world rec ord2、能力目标:用所学知识谈论庄泳和其他游泳运动员。

3、情感目标: 培养学生的自信意识、竞争意识和集体荣誉感。

4、教学重难点：1〕、运用所学知识谈论庄泳和其他的游泳运动员〔2 〕、把握短语：the others 的用法。

三、教学过程依照人类认识过程的普遍规律和学生认识活动的要紧特点，我把教学过程分为课前热身，新课导入、新知出现、巩固操练、表演深入，拓展延伸、应试指导以及课后作业八个环节。

第一环节课前热身〔Warming-up 〕：奏国歌并展现刘子歌在北京奥运会夺金后站在冠军台的图片，这时学生会不由自主的跟着唱起来。

激发学生的爱国激情和集体荣誉感，创设英语教学情境，并在此情形中学习butterfly 为以后的教学活动储备词汇，接着导出为中国游泳队夺得第一金的庄泳。

Lesson 5: Danny’s Very Special GuestTeaching Content:Mastery words and expressions: guest, such, ab le, great, practiseOral words and expressions: Jeff JohnsonTeaching Aims:1.Know m ore about the foreign athlete s.2.Know the saying: Failure is the mother of success.Teaching Important Points:1.The tense of the object clause.2.The use of the Direct Speech and Indirect Speech.Teaching Difficult Points:The tense of the object clause.Teaching Preparation: picturesTeaching Aids: audiotape, flashcards, picturesType of lesson: new lessonTeaching Procedure:Step1. Come to “THINK ABOUT IT”.Ask some students to answer the questions.If some students can imitate the famous singer or player, they can act in front of the class.Ask the students to come to the front and act. The others guess w ho the man is and what his job is.Step2. Listen to the tape and answer the following questions.1.Who will come to Danny’s school?2.What does the man do?Step3. Read the text. Encourage the students to as k questions by themselves.1.Why does Danny have to write t he diary?2.What’s Danny’s favourite sport?3.What should Danny do if the wants to be in Olympics some day?Step4.D isc ussion专心爱心专心-1-Imagine you are a report. You are going to see your favourite star today.What will you ask him. Work with your partner. Now imagine he is the star.After five minutes, ask the students to act their dialogue out in front of the class. Step5. Come to“LET’S DO IT”.Give them a little time. Then let the students finish it in front of the class.After a student tells his story, the others can ask questions.Step6. Homework1.Finish off the activity book.2.Go on the next reading in the student book.Summary:We all have dreams so we like film stars or players. Sometimes we don’t think wecan do well in class. But we are better at swimming or skating. Everyone hasshortcomings. If we want to do better, we must work hard at it. If we need help,we can ask our classmates and teachers for it. Work on!专心爱心专心-2-。

田径体育运动中最古老的项目，有"运动之母"的美称。

田径运动的形成与人类社会的发展有着千丝万缕的联系。

远古时代，我们的祖先为获得生活资料需要走跑各种距离、跨越各种障碍、投掷各种器械，这些最基本的动作经不断延续、发展，得以保存下来，流传至今，形成传统项目，如赛跑、掷铁饼、掷标枪。

文明时代，人们劳动之余用于消遣的某些娱乐活动，经不断传播、完善，逐渐演变成为某些新型项目，如跨栏跑、推铅球、掷铁饼等。

英国是现代田径运动开展最早的国家。

田径运动由田赛、径赛、公路跑、竞走和越野跑组成。

田赛和径赛必须在体育场内进行，田赛可分为跳跃、投掷两类项目，跳跃项目包括跳高、撑竿跳高、跳远、三级跳远，投掷项目包括推铅球、掷铁饼、投链球、掷标枪；径赛项目可分为短跑、中跑、长跑、接力跑、跨栏跑、障碍跑；公路跑必须在公路上进行，有各种距离的公路跑和公路接力跑，包括半程马拉松、马拉松等；竞走项目特殊，在体育场内或场外均可进行；越野跑必须在原野、草地等自然环境中进行。

此外，还有以部分田赛和径赛项目组成的全能运动。

在体育场内进行比赛的项目均设世界纪录，在公路上进行比赛的项目仅设世界最好成绩。

田径运动是比速度、比高度、比远度和比耐力的体能项目，或要求在很短的时间内表现出最大的速度和力量，或要求在很长的时间内表现出最大的耐力，最能体现奥林匹克"更快、更高、更强"的格言。

田径运动是奥运会的必备项目，也是奥运会金牌最多的项目，所以有人用"得田径者得天下"来表述田径在奥运会中的地位。

国际田联规定运动员参加奥运会必须在规定时间里达到规定的报名标准，个人项目每个单项达到A级标准的最多3名运动员参赛，如无达到A级标准的运动员，允许1名达到B级标准的运动员参赛，如无达到B级标准的运动员，则允许各报1名男女运动员参加除田赛项目、10000米跑、七项全能、十项全能以外的其他项目比赛。

接力项目每个协会每个项目最多1个队，接力运动员可报6名，其中可报两名未达标的运动员。

中学英语九年级《The Olympic Games》说课稿一、教学目标知识目标：1.学生能够掌握与奥运会相关的基本词汇和短语，如“Olympic Games”,“host city”, “opening ceremony”, “medal ceremony”等。

2.学生能够理解并运用句型描述奥运会的历史、项目、精神及其对社会的影响。

能力目标：1.提高学生的阅读理解能力，能够从英文文章中获取关于奥运会的关键信息。

2.增强学生的口语表达能力，能够就奥运会相关话题进行流利交流。

3.培养学生的跨文化交际能力，了解不同国家和地区的奥运文化和传统。

情感态度价值观目标：1.激发学生对体育运动的热爱，培养积极参与体育活动的意识。

2.通过学习奥运会的历史和精神，培养学生的团队合作意识和公平竞争精神。

3.增强学生的国际视野，尊重和理解不同文化背景下的奥运价值观。

二、教学内容本节课的主要内容是围绕《The Olympic Games》这一主题，介绍奥运会的历史、基本构成、重要事件以及其对全球的影响。

重点内容包括奥运会的起源、现代奥运会的复兴、奥运会的标志和象征、以及奥运会的社会价值。

难点在于如何引导学生深入理解奥运会的精神内涵，以及如何用英语准确表达这些复杂的概念。

三、教学方法本节课采用讲授法、讨论法、案例分析法和多媒体教学法相结合的方式。

通过讲授法介绍基础知识，通过讨论法激发学生的思维，通过案例分析法加深学生对奥运会精神的理解，通过多媒体教学丰富教学手段，提高学生的学习兴趣和参与度。

四、教学资源-教材：九年级英语课本及相关辅助材料。

-教具：黑板、白板、马克笔。

-多媒体资源：课件、奥运会相关视频和图片、在线词典。

-实验器材：无（本节课为语言课，不涉及实验）。

五、教学过程六、课堂管理1.小组讨论：将学生分成小组，每组分配一个主题或任务，确保每个学生都有参与的机会。

2.维持纪律：制定课堂规则，明确奖惩制度，通过表扬和奖励激励学生积极参与。

Unit 1 The OlympicsLesson 1Class openingIntroduce the topic for Unit1. Predict from pictures or teach a key word, Ask the students to predict or guess the unit topic. Then ask “who is on duty?” In this activity, teacher can ask : What day is it today? W hat’s the date today? What season is it? What’s the weather like? What’s the temperature? A student or a pair of students can talk about the day of the week and the date. They can describe the current weather.Step1: Ask the class to discuss the questions in “ Think About it”.Step 2: Check to see if the students have previewed the reading as required. Ask if they have any questions concerning the text. Encourage other students to try to answer the questions. To determine students’ level of understanding ,a sk questions such as:Where does the title of the reading “Higher, Faster, Stronger” e from?What’s the Chinese word(s) for the Olympics?What do you know about the Olympics?Step3: There are some new words in the reading whose meanings you may have to briefly explain or demonstrate to the students in order to smooth their way in listening to the audiotape and understanding the reading. Select one or two sentences containing key words or phrases and ask if anyone has figured out the meaning. If a student replies correctly, ask him or her to share the strategies used to puzzle out the meaning. Remember to give lots of praise for a good try, even if it’s wrong.Here is suggested list in different groups;Places: Greece, Athens, Sydney, Mexico City, Los AngelesTime: ancient, modern, BC(before Christ), AD (Anno Domini-in the year of the Lord, or since Christ was born.)Medals: gold, silver, bronzeSports and events: race, sprint (a short race), long jumping, shootingStep4: Play the audiotape. Have the class follow the audiotape while looking at the text.Step5: Divide the class into small groups. Have each group discuss the history, sports and events, and famous athletes of the Olympics. Summarize the main information from the reading.Step6: have the class play a game to help them review sports vocabulary that they learned in the elementary program. See “Games” at the back of this teacher’s guide for instructions for playing “Question Toss”. Form two teams and use the category “sports.”Step7:e to “Let’s do it”. An alternative game is “charades.” Divide the class into several large groups. In each group students will take turns miming a sports activity and the other students will take turns guessing. Instruct the groups to choose a timekeeper and scorekeeper and organize the order in which they will play. ( they may need to draw straws or use some method of dividing tasks fairly.) Answers should be specific and both give the name of the game and describe the action.Class closingBelow is the suggested homework for this lesson. Aim to give students about thirty minutes of homework. Use your discretion in deciding how much reading or how many exercises to assign as homework. Bade your decision on students’ progress.The first reading in the readerThe remaining exercises in the activity bookThe next reading in the student bookLesson 2Class openingFor ideas and tips on beginning a class, see “ Teaching techniques” at the back of this teacher’s guide.Step1: Check to see if the students have previewed the reading as required. Ask if they have any questions concerning the text. Encourage other students to try to answer the questions. Select oneor two sentences containing key words or phrases and ask if anyone has figured out the meaning. If a student replies correctly, ask him or her to share the strategies used to puzzle out he meaning. Remember to give lots of praise for a good try, even if it’s wrong. e to “Think About it.”You might ask if students understand the difference between second, minute and hour. (there are sixty seconds in one minute. There are sixty minutes in one hour.)Step2: Play the audiotape. Have the class follow the audiotape while looking at the text.Step3: e to “Let’s do it.” Divide the class into small groups. Have each group discuss the r eading and summarize the information abo9ut Zhuang Yong and her teammates. If there is time, ask each group to share what they know about well-known Chinese swimmers.Class closingBelow is the suggested homework for this lesson. Aim to give students about thirty minutes of homework. Use your discretion in deciding how much reading or how many exercises to assign as homework. Base your decision on students’ progress.The second reading in the reader .The remaining exercises in the activity bookThe next reading in the student bookLesson3Class openingFor ideas and tips on beginning a class, see” Teaching techniques” at the back of this teacher’s guide.Step1: Check to see if the students have previewed the reading as required. Ask if they have any questions concerning the text, Encourage other students to try to answer the questions. To aid students’ understanding , you could play a game to demonstrate the meanings of some new words in the readings. If possible, arrange students in a circle in the classroom. Hsve one or two student volunteers stand in the middle of the circle. When you say a word or term, the volunteer(s) demonstrate the action. IF possible, bring some ping-pong rackets and balls, a basketball, ajumping rope and a soccer ball to the classroom.Here is a list of words and terms to choose from:Line walk , ping-pong bounce, ball toss, jump rope, jump and count, sit-ups , push-ups, long jump, ball kick, running, soccer, gymnastics, basketball, swimming.Try to make this activity fun!Step2: Play the audiotape. Have the class follow the audiotape while looking at the text.Step3: Divide the class into groups of three. Ask each group member to take one of the three roles (Brain, Jenny or Danny) and act out the first reading, including the speech bubbles. Encourage the students to use their imagination to create and improvise.Step4: e to “Project1”.Begin unit project 1. This project can cover three lessons. The students will work in groups to plan and carry out a fitness program for their class. The “Teaching Techniques” section at the back of this teacher’s guide provides suggestions for introducing a new project. One suggestion follows: Show the students a picture of an athlete who is very strong and fit, such as a track and field star, a weight lifter or a basketball player. Post the picture or a cartoon of a person who is not very fit or strong trying to do something physical like run or jump. Tack up the second picture about two meters away from the first. Explain what a continuum is. This on e is a scale from “very fit” to not at all fit.Point to the athlete and ask the class: Is this you?Point to the other picture and ask the class : Is this you?Point to several places along the continuum. Students will respond “yes” or “no”.Ask several students to show how fit they are. Ask them to e up and show where they are on the continuum for fitness.Divide the class into five groups. Instruct the groups to brainstorm activities for a fitness program that could be carried out in the classroom. Point out that the activities can be fun or serious. However, all students must be able to perform then( Activities must not be too difficult to do. Activities must be safe for all students to do.)As a class, choose five activities for the class to plete form the brainstormed lists.Continue unit project1. Students continue working in the same groups.Assign one activity to each group. Instruct them to begin planning their activity. Groups should choose a recorder to take notes while they plan. Walk around the groups and encourage them to use their English skills as much as possible. Ask questions to ensure they understand the task: What will the athletes do?What equipment will you need?How will you keep score?How will you measure time?Students continue working in the same groups.Groups plete their activity plans. Then they decide who will do each task. Some members begin to make a poster describing the steps to plete the activity. They poster will be part of their fitness activity station. Some members begin to gather or make equipment needed for the activity. Remind groups to make notes on how they will time and score there activity and who will do it. Ask all of the groups set up their fitness stations. Students who are not keeping score timing should go to each of the fitness stations and plete the activities. All of the students must practice their English vocabulary, particularly the mastery phrases: “ Good Luck!” Thank you!” and “The same to you!”Conclude unit project 1.Ask all of the groups set up their fitness stations. Students who are not keeping score of timing should go to each of the fitness stations and plete the activities. All of the students must practice their English vocabulary, particularly the mastery phrases: “Good luck!” “thank you.”And “the same to you!”If there is time, ask the scorekeepers to share the results with the class. This will be a good opportunity for them to use parative and superlative adjectives!Class closingBelow is the suggested homework for this lesson. Aim to give students about thirty minutes ofhomework. Use your discretion in deciding how much reading or how many exercises to assign as homework. Base your decision on students’ progress.The third reading in the readerThe remaining exercises in the activity bookThe next reading in the student bookLesson 4Class openingFor ideas and tips on beginning a class, see “ Teaching Techniques” at the back of this teacher’s guide.Step1: Ask the students if they have previewed the song as required. Select one or two sentences containing key words or phrases and ask if anyone has figured out the meaning. If a student replies correctly, ask him or her to share the strategies used to puzzle out the meaning. Remember to give lots of praise for a good try, even if it’s wrong.Step2: Divide the class into two groups. Have each group read the song aloud as a poem, one line at a line at a time. If you like , you could ask one group to read the lines and the other to act out what is being read. This will tell you how well the students have understood the song and how well they have learned to appreciate it.Step3: Play the audiotape. Have the class follow the audiotape and sing along.Step4: Practice singing until everybody sings the song well.Step5: If you have time, ask two volunteers who are willing to sing and act out the song to the class. One volunteer sings while the other acts. Play the audiotape again. Have the class sing along with the audiotape.Step6: e to “Let’s do it.”Class closingThis lesson does not have a reading in the reader. This is a chance for students to catch up if they are behind.Suggested homework for this lesson includes.The remaining exercises in the activity book.The next reading in the student bookAt the end of every Song lesson, consider reminding the students to work on their diaries and group verb-tense studies.。

unit1《theolympics》lesson1教案（冀教初三上）Lesson 1 Higher Faster Stronger一、教材分析一〕教材内容：冀教版英语九年级Book5 Unit1Lesson1 Higher , Faster, Stronger二〕教材内容分析：本单元的中心话题是〝奥运会〞。

本课是本单元的第一课时，题目是〝更高，更快，更强〞，既是奥林匹克的口号，也是国际奥委会对所有参与奥林匹克运动的人们的号召，号召他们本着奥林匹克的精神奋力向上。

本课课文围绕着〝奥运会的起源，进展以及奥运选手〞而展开的。

学生通过本课学习把握一些与奥运会有关的单词、短语和句型。

使学生更加了解有关奥运会的常识，培养他们为国争光的爱国情感；在学习中发扬〝更快、更高、更强〞的奥运精神。

三〕教学目标1、知识目标词汇1〕把握词汇及短语：modern, gold, record, event, twentieth, win a gold medal.2)接触词汇及短语：ancient, medal, shooting, athlete, silver, bronze, sprint.功能意念：表示时刻语法：名词作宾语补足语。

2、能力目标听1〕能听明白有关奥运会的语段，识不主题，猎取要紧信息。

2〕能依照简单的连续指令完成任务。

讲1〕能引出相关的话题并进行简单的交谈。

2〕能用正确的语音、语调进行口语活动。

3〕就日常生活中的祝愿和恭喜的话题与他人交换信息并陈述自己的意见。

读1〕能连贯、流畅的朗读课文。

2〕能从简单的文章中找出有关的信息，明白得大意。

3〕能读明白同步的简单读物，克服生词障碍，明白得大意。

4〕能明白得课文中事件发生的顺序和人物行为。

写1〕能用词组和简单句写有关奥运会的短文。

2〕能在老师的关心下练习和修改有关奥运会的作文。

3、学习策略目标1〕树立自主学习的概念和意识。

2〕能总结所学语言材料中的语言规律并加以利用。

2011-2012学年9年级英语（冀教版）上册素材（含教案和练习）Unit1 The Olympics（下）一. 教学内容：Unit 1 The Olympics （II）1. 单词和短语。

guest such ablegreat practise divingdream Sydney divediver include platformspringboard champion agevictory coach fewup and down catch up withth e others do one’s bestgive up Dream Team2. 语法。

（1）直接引语和间接引语（2）宾语从句小结二. 重点、难点解析及词语辨析：1. At the end , we asked questions. 在谈话的最后，我们问了问题。

At the end 在这是at the end of the talking 的省略。

顺便谈谈end 的用法。

at the end of…到……的尽头或在……结束时。

（可表时间，也可表地点）例如：At the end of the road , there is a building . 在这条路的尽头，有一座大楼。

（1）At the end of this term , we will have an exam. 在本学期末，我们将有一场考试。

by the end of…直到……结束时（指时间）例如：By the end of this year ,we have learned 2500 words. 到本学期结束时，我们已经学了2500个单词。

（2）词语拓展in the end = at last 最后endless adj.无止境的end v. 结束2. He said that I should always try hard, and never give up. 他说我应该一直努力，永不放弃。

Lesson 3: Are You an AthleteTeaching Content:Mastery words and expressions: volleyball, table tennis=ping-pong, luck, tennisOral words and expressions: design, rope, jump rope, sit-up, push-upTeaching Aims:1.Le arn about the Olympics events.2.Cultivate the spirit to compete in life and study.Teaching Important Points:1.The Direct Spee ch and Indirect Speech.2.The Object Clause.3.Wishes and Congratulations.Teaching Difficult Points:The Direct Speech and the Indirect Speech.Teaching Preparation: some ballsTeaching Aids: audiotape, flashcards, picturesType of lesson: new lessonTeaching Procedure:Step1.Divide the class into groups.One stud ent acts,the others in the group guess the sport. Let’s see which group can get the most scores.Step2.Show the students the language points with the flashcards.Such as: the same as, good luck, jump over, two more timesMake sentences with the expressions.The book is the same colour as that one.Good luck to you.Don’t jump over the wall. It’s too high.You can jump two more times.Step3. Class OlympicsHave a class Olympics in the classroom. The teacher brings r ope and bal l to the classroom. Divide the class into several groups. Every group has two students infront of the class at a time.One student is the player,the other is the timekeeper. Now compete in the classroom.Step4. Listen to the tape and answer the following questions:What’s Danny’s idea?Step5. Read the text and find out what Jenny’s idea is.Is it OK? At the same time, practice how to express wishes and congratulations.e to PROJECTLet the students find out the event that they fit.They must think carefully:What will they need if they want to have the event?How many people do they need?How will you keep the score?How will you measure the time?Step7. Homework1.Finish the activity book.2.Go on reading the student book.Summary:We have classroom Olympics in our classroom. It’s good for the students. It will increase stude nts ’ interest of learning English. Prepare some techniques beforethe class. Keep the time in one minute. You the first. When they are doing the sports, good luck, the same to you, congratulations.’d better give them praise if they get let the others practice the expressions:。

Lesson 1 Higher, Faster, StrongerTeaching Content:Mastery words and expressions: modern, gold, record, event, twentiethOral words and expressions: ancient, Athens, Beamon, medal, shooting, athlete, silver, bronze, sprintTeaching Aims:1. Learn about the history of Olympics.2. Encourage the students to work hard for our country. Teaching Important Points:1. Learn something about the Olympics.2. Wishes and congratulations.Teaching Difficult Points:Some words and expressions used in the Olympics.Teaching Preparation: some pictures of OlympicsTeaching Aids: audiotape, flashcards, picturesType of lesson: new lessonTeaching Procedure:Step1.Show some pictures of Olympics to the class. Let the students say something about the Olympics. Show some new words to the students with the help of the pictures. At the end, introduce the topic of the unit to the class.e to “THINK ABOUT IT.”Step3.Listen to the tape and answer the following questions.1. When were the first Olympics?2. When did the modern Olympics start?Step4.Now let’s learn how to use the new words. Make some sentences with the new words. Sometimes they can guess the meanings of the new words.Step5. Read the text and find out the words that stand for places, time, medals, sports and events.Places: Greece, Athens, Sydney, Mexico City, Los AngelesTime: ancient, modern, BC (Before Christ), ADMedals: gold, silver, bronzeSports and events: race, sprint (a short race), long jumping, shootingStep6. Discuss the main ideas of the text. Answer the questions in Quick Quiz! Have the students talk about the history, sports and events, and famous athletes of the Olympics.Step7. Divide the class into several groups. Talk about the 2008 Olympics Games. What do the students know about it?e to “LET’S DO IT”.Play the game in the class. Divide the class into several groups. Then each group have a student in front of the class to imitate a sport. The others guess by using “Is it______?”Step9. Homework1. Finish the activity.2. Search on the Internet for more words about the Olympics.Summary:Today’s subject is familiar to the students, but the English words about the Olympics are difficult for them. So we must spend a little time to deal with the new words. Show some pictures to help the students know more about Olympics. The pictures also help the students know about the history of Olympics.。