Reading(1)：The Olympic Games优秀说课稿

Unit 2 Sporting events 教学设计

Welcome to the unit Teaching Aims: 1. Participate in a discussion to find out why sports are popular around the world. 2. Develop students’ speaking ability by expressing their opinions in the discussion.

Teaching Important Point: Develop students’ speaking ability.

Teaching Methods: Individual, pair or group discussion to make every student work in class. Teaching Aids: 1. The multimedia 2. The blackboard Teaching Procedures;

Step 1

Greeting and Lead-in

1.

Do you like sports? What sports can you play? 2.

What sports do you know?

3.

Who is your favorite sportsperson? 4. Do you like playing sports? How much time do you usually spend exercising or doing sports every week?

Step 2

Welcome to the unit

Sport plays a very important role in our lives. We see or do sports almost everyday. Look at the following pictures. Are you familiar with these sports? 1.

table tennis Can you play table tennis? Do you like it? Is it your favourite sport? Why? 2.

Wrestling

How much do you know about wrestling? (a short introduction of wrestling) 3.

Boxing Do you like watching it? (a short introduction of boxing) 4. In your opinion, do you think these Sports are too violent?5.Kung fu is a traditional sport in China? Are you interested in it? 6.Which do you prefer, Kung fu or boxing? 7.Itroduction of gymnastics and diving. Step 3

Pair Work 1.

To become a professional gymnast or a diver, you have to sacrifice(牺牲) a lot. What do you think these sacrifices would include?(group discussion) 2.basketball and football, which do you prefer? 3.No matter what kind of sport you take part in ,what are the basic qualities you need to possess in order to be successful in that sport?) (video of Jordan) Step 4

Group Work 1. Why do you think sport is so popular?2. How often do you play sport? What sports do you usually play?3. What is your favourite sport? Why? Step 5

Homework 1.Find more information about the business of sport. 2.Preview reading text.

Reading Teaching Aims:

To read and understand a speech To learn the common elements of a speech and try to identify them To improve reading comprehension and master the basic reading skills Teaching Procedures: Step 1: Lead-in 1.

Talk about the Olympics ( with slide-showing)

As we all know, the Olympic Games are held every four years and it is a great

honour for a country to host the Games. How much do you know about the Olympics, fro example, its history, ceremonies and sporting events? How many Olympic games did you see? Where were they held? Do you think they are exciting? Why? Who is your favourite athlete and who do you think is the greatest Olympian? Why?

2.

Share the information and express their opinions freely. Step 2: Reading comprehension 1.

Go through the passage as quickly as possible and try to find answers fto the three questions in Part A. (Only focus on and identify the information needed to answer these questions.)



What is the speech about? The history and significance of the Olympic Games.



Where were the ancient Olympic Games held? At Olympia Greece. 

Who restarted the modern Olympic Games? Pierre de Coubertin. 2.

Read the passage again and complete Parts C1 and C2. Check the answers with the slide-showing as a class. 3.

Further reading comprehension:

What characteristics do the ancient Olympics and the modern Olympics share? What are the differences between the ancient and the modern Olympic Games? Muhammad Ali and Michael Jordan are mentioned in the passage. What do these two sportspeople have in common? Do you think Chinese athletes such as Deng Yaping and Liu Xiang are as great as Muhammad Ali or Michael Jorddan? 4.

Complete Parts D and E. ( to improve the students’ ability to understand the meaning of new words from the context and become more familiar with the text)

5.

Recall the quotations , interesting stories and statistics in the speech. 6.

Read the speech again and think about the criteria for a good speech. And then

after discussing the following questions, take note on the blackboard. Do you think it is difficult to give a speech in front of an audience? Why or why not? What makes a good speech and a good speaker? What are the things a speaker should attach importance to? Is there any relationship between the different topics the speaker mentions? (Express the opinions freely.) Step 3: Post-reading activities 1.

Go over Part F and discuss the questions in pairs.(Any possible answers are acceptable.) 2.

If time permits, have a class debate on the following subject:

Hosting the Olympic Games is a great honour for a country, but at the same time it costs a lot of money. Do you think hosting the Olympics will be a good opportunity to develop the host country’s economy and tourism, or will it be a heavy burden on the economy? Step 4: Homework: Finish the exercises in workbook. Word power Teaching aims: 1. To enlarge students’ vocabulary by applying the rules of making compound words. 2. To get students to learn some words and expressions related to Olympic sports. 3. To improve students’ speaking ability.

Teaching Important and Difficult Point: To master the formation rules of compound words.

Teaching Approaches: Task-based approaches Form of Activities:

Individual, pair or group work ..

Teaching Aids: The multimedia and the blackboard

Teaching Procedures: Step 1. Lead-in Ask the students to read the following dialogue: A: Did you know that Liu Xiang was the first Asian to win a gold medal for the men’s 110-metre

hurdles in the Olympic Games? B. Yes! Everyone knows that he is a very hard-working sportsperson. He is a well-trained winner. Let the students study the italicized words and ask them two questions: 1.

Do you know the meanings of the words? 2.

Do you know how the words are made? Give them a few minutes to think. They may discuss with their partners if necessary. 110-metre(n.)--- 110 (num.), meter (n.)

hard-working (adj.)--- hard (adv.), working(v-ing) sportsperson (n.)--- sports(n.), person(n.) well-trained (adj.)--- well(adv.), trained (v-ed) Step 2. Compound words 1.

Tell students that the above words are called compound words. Ask them to give the definition of a compound word: A compound word is made when two or more than two words are joined together to form a new word. 2. Ask students to think about other words that are created this way. Organize them into groups of four and have a competition. Write all the compound words that students can think of on the blackboard. The winning group is the one that comes up with the most words. 3. Have students study the words that they have listed and then read the words on page26 to understand the formation rules of compound adjectives and compound nouns.

To form compound adjectives:

Formation adj.+n.+-ed adj.+v-ing adv.+v-ing n.+adj. n.+v-ed adj.+ v-ed adv.+ v-ed

Compound (adj.) warm-hearted, cold-blooded

easy-going, ordinary-looking hard-working, long-lasting tax-free, world-famous air-conditioned, man-made Soft-boiled, well-paid

Well-educated, well-paid To form compound nouns: Formation n.+n. n.+ v-ing Compound handbag, bookmark, website, motherland sightseeing, window-shopping, house-keeping 4. Ask the students to match the words in column A with the ones in column B.

A

B 1.black

a. room 2.broad

b. eyed

3.every

c. cast 4.bed

d. case 5.blue

e. where 6.suit

f. board . 7.radio

g. ground 8.bus

h. throw 9.reading

i. driver 10.passer

j. by 11.play

k. paper

12.over

l. active 13.news

m. room 5. Ask the students to translate the words into Chinese. Explain that some English words are derived from the combination of two different words, for example: hand-bag: a small bag carried on a

person’s hand;

long-lasting: that can last for a long time; tea-cup: a cup that contains tea; three-day: lasting for three days; sightseeing: the activity of seeing sights as a tourist. 6. Ask the students the following questions: When you come across unfamiliar words, do you often use the knowledge of word formation to guess the meaning of the new word? If so, can you think of some examples? 7. Ask the students to put the following into English: 1.项链

2.雨衣

3.男朋友

4.聚会

5.书店

6. 地震

7.消防队员

８.气象员

９．金鱼

１０．说英语的

１１．握手

１２．电影制片人

１３．水面下的

１４．伐木工

8. Ask the students: Can you recognize the formation of the following compound words? What parts of speech are they and what do they mean? Take a guess and then check in the dictionary. Try to use them in the letter below. ( page26, SB)

Step 3. Olympic sports and events.

Answers: Part A:

a

(3)

b

(2)

c

(1)

d

(4) Part B: Track and field events Javelin throw 20km race walk 100m sprint discus throw high jump long jump marathon relay race Step 4. Homework

Revise what we have learnt today.

Grammar and usage Teaching Aims: 1、

Learn that modal verbs can be used to talk about ability, obligation, certainty or permission, to make requests, suggestions, offers and to give advice. 2、

Enable students to learn that some modal verbs can be used with the continuous form and the perfect form to talk about current affairs or past actions. Teaching Important Points: 1、

2、

Develop the students’ ability of using modal verbs.

How to make students master the usage of modal verbs. Gymnastics asymmetric bars balance bar floor exercise horizontal bar parallel bars individual all-round rings uneven bars Water sports 100m freestyle 200m butterfly platform dive springboard dive water polo 100m backstroke 100m butterfly 200m freestyle Teaching Difficult Points: Develop the students’ ability of using modal verbs and how to make students

master the usage of modal verbs. Teaching Methods: Explanation and exercise Teaching Aids: 1.

The multimedia 2.

The blackboard Teaching Procedures: Step1 Warming up Say some sentences to warm up students: Can you drive ? He can jump 2 meters.

You must work hard ,or you have to live a hard life. Step2 Lead in

Let students say sentences including modal verbs as many as possible. Step3 Activities: (1)Introduce modal verbs with the following: Now, many of us can speak English quite well, but a few years ago, we couldn’t. If we talk about the ability someone has now , we use “can”. If we talk about the ability someone had in the past, we usually use “could”.

Ask students: If we talk about the ability in the future, what modal verbs do we use ? ( will, shall, be able to ) (2)

Ask students to make sentences using these words to talk about ability. Show the usage of the modal verbs on the screen. (3)

Talk about obligation of the modal verbs “should, ought to, have to, must ”,

Show the usage of the modal verbs on the screen. Step4 Write the following sentence on the blackboard :

I might/may/could/should/ought to/will/must watch the TV programme tonight. Explain the usage of these modal verbs, showing more examples on the screen. Step5 Explain the usage of permission of the modal verbs “Can, could, might”

Show the examples on the screen Step6. Ask students to read Part 1 on page 28 to find out how modal verbs are used to talk about ability, obligation, certainty and permission, showing more examples to the students and explaining the usage to the students.

Step7 Ask students to read Part 2 about the modal verbs of making requests, suggestions or offers, and give advice. Step8

Ask students to read the instructions for the exercise on page 29, complete the article individually, and then check the answers in class. Ask students to give reasons for each choice they make. Step 9

Ask students to read Part 4 on Page 28. Make sure that they understand why the continuous form or the perfect form is used in the example sentences. Homework: Part C1 on page 100 of the workbook

Task Report on advising a friend Aims in this section: 1.

Learn how to listen for specifics in a conversation 2.

Learn how to get the true meaning of the speaker. 3.

Learn how to make some suggestions. Procedures: Skills building1: listening for specifics

Have the Ss to guidelines on page32. Make sure that they understand it is important to pay close attention to what he or she is saying to select the information you want.

Listening. Finish the exercise on page 32.

Ans. 1.Yes

2.England

3.Yes

4.Japan

5.France

6.China

7.Yes

8.Yes

9.No Step 1:completing a new training schedule 1.

Have the Ss to read the instructions on page 33. Make sure they will know what they are going to listen to. And ask them to read the training schedule. 2.

Have Ss listen to a recording and confirm their predicted answers. Finish the schedule on page 33. 1.increased

2.2

3.weightlifting

6.8

8.False

9.True 10. vegetables

11.4

12.water

tea without caffeine

Skills building 2: identifying/selecting relevant information: 1.

Read the guidelines on page 34 to make sure that they know they will learn to identifying and select relevant information when they are reading or listening to English. Help the Ss to report what they are asked to write about and what information they should get from the letter. Answers: Table tennis, also called ping-pang, is played throughout the world and is an Olympic sport. The exact origin of table tennis is not known…. It began in England in the 1890s.

Today, players from China, South Korea and Germany among others play leading roles in the international table tennis competitions. Step2:designing a new daily routine: 1.

Begin this part by asking students if they can tell what the coach and the athlete talk about in Skills building 1. 2.

Have students read leaflets 1 and 2. 3.

Have students make changes on the daily routine individually. Try to give different answers.

Skills building 3: giving advice and making suggestions 1.

Read the three points at the top of page 36 and ask them to pay attention to the differences between advice and advise in Pattern 1. 2.

Have students to read the five question forms in the second part. 3.

Have students read the dialogue on page 36 in pairs and underline the sentences which give advice and make suggestions. Answers: John: You are good at the 400-metre race. Why not try that?. Step 3: offering advice to your friend 1.

Have students read the instructions in Part A. Have them do the questions-and-answers exercise. They should take notes of their partners’ answers

and complete the chart. 2.

Have students read the instructions and then offer some advice to his or her partner. Possible example B.

●I advise you to take more exercise during the week—perhaps three or four times a week. ● I suggest you have three servings of vegetables and four servings of fruit per day.

● If I were you I wouldn’t drink soft drinks. Why not drink some water? You should

drink eight glasses of water of water every day. ● I advise you go to bed no later than10 p.m. every night.

● I also advise you have at least 8 hours of sleep every night.

● I suggest you shouldn’t spend too much time in the Internet café or playing computer games.