九年级英语上册 Unit 1 The Olympics Lesson 1-Lesson 4教案 冀教版.doc

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? Whats the date today? What season is it? Whats the weather like? Whats 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 ,ask questions such as:Where does the title of the reading “Higher, Faster, Stronger” come from?Whats 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 its 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 teachers guide for instructions for playing “Question Toss”. Form two teams and use the category “sports.”Step7:Come to “Lets 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 teachers 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 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 he meaning. Remember to give lots of praise for a good try, even if its wrong. Come 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: Come to “Lets do it.” Divide the class into small groups. Have each group discuss the reading 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 bookLesson 3Class openingFor ideas and tips on beginning a class, see” Teaching techniques” at the back of this teachers 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, a jumping 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: Come 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 teachers 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 one 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 come 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 complete 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 complete their activity plans. Then they decide who will do each task. Some members begin to make a poster describing the steps to complete 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 complete 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 complete 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 comparative and superlative adjectives!Class closing Below 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 third reading in the reader The 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 teachers 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 its 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: Come to “Lets 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.