Reading(1)：The Olympic Games板书设计

Teaching design for Module 4 Unit 2（教学设计）

The Olympic Games

Learning goals: Enable students to: 1. Know the structure of the speech 2. Learn more information about the Olympics: history, the interesting story and some athletes and their achievements at the Olympics 3. Make a short speech with the help of reading strategy Teaching important points: Get students to acquire and output information in their own words Teaching difficult points: How to make a speech Moral aims: Enable students to learn the spirit from the athletes Teaching aids: Multi-media and learning papers Teaching methods: 1. Activity-based approach 2. Task-based method Classroom activities: Individual work, oral practice, pair work and group discussion Teaching procedures Step 1 Lead-in Activities: Talking and brainstorming Before the class, show the video of Liu Huan and Sarah Brightman singing “You and Me”. Then ask the students: Do you enjoy the song? In what event do they sing the song? Today we are going to learn a speech. As you can guess, it is about the Olympic Games. Finally, make students predict: What might be mentioned in the speech? 【设计意图】在课前播放2008年奥运会主题曲，意在为上课内容做出铺垫，使学生有所心理预设。所提问题意在使学生对演讲所涉及的内容做出预测。

Step 2 Fast reading Activities: Individual work Students go through the speech quickly to have a general understanding of the speech and check whether their prediction is mentioned. 【设计意图】此环节意在通过学生快速阅读，使学生对课文内容有大致了解，并检测在导入环节中的预测是否准确。

Step 3 Careful reading Activities: Reading and individual work Students read the speech again and find the answers. 1. Who gave the Olympics a second life? A. Mr. Johnson

B. Hera C. Zeus

D. Pierre de Coubertin

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2. Which of the following proverbs（谚语）

best suits the athletes mentioned in this passage? A. Life is made up of little things. B. It’s never too old to learn. C. Where there is a will, there is a way. D. Look before you leap; see before you go. 3. Which of the following shows the right structure of the passage?

【设计意图】此环节题目由易到难，使学生阅读层层深入，通过细节到整体阅读从而由把握文章的具体信息进而了解文章的框架结构。

Step 4 Reading Strategy Activities: Reading and answering Students read reading strategy to find out the answers to the following questions: 1.What should a good speech do? 2. What may the speaker do to achieve this? 【设计意图】此环节使学生了解何为好的演讲，一篇好的演讲通常具备哪些要素。既为下一环节中，在教师的引导下，学生由数据和有趣的故事要素入手，自主获得信息做好铺垫，也为第六个环节的怎样做一个好的演讲提供理论基础。

Step 5 Hunting information Activities: Pair work and oral practice 1.The teacher provides several statistics, which can be categorized into two groups. Students are required to work in pairs, read the passage, find out corresponding related information of who, what, where, when, etc., and then express the information in their own words. An example will be offered by the teacher. Later, all the information will be spoken out by students. Eg. Statistics: 776 BC Information: The Olympic Games began in the year 776 BC. 2.Conclusion: What do we know from the statistics? 【设计意图】此环节以阅读策略为理论依据，在步骤1 中激发学生从好的演讲的基本要素入手，自主获取使“听众”感兴趣的和有用的信息，达到阅读的输入。再通过谁，什么，什么时候，什么地方等方面的整合，将获取的信息用自己的语言表述，达到信息的加工再输出。在步骤2中，使学生结合观察老师所提供的数据以及步骤1中信息的输出，得出结论：从以上数据中，我们了解到了奥运会的历史，其有趣的故事，以及一些运动员和他们的奥运成就，亦实现了教学目标。

Step 6 Production: Making a short speech Activities: Group work 1.

Show students a picture of Sports Meeting in our school. Require them to work in groups to prepare a speech introducing the sports meeting with the help of reading

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strategy. 2.

Students make a speech. 【设计意图】使学生在阅读策略的指导下，进行一篇好的演讲，达到学以致用的目的。

Step 7 Summary Activities: Talking Summarize our class today: 1.

What information did we learn today? 2.

What did we learn to do today? 【设计意图】本环节意在对本堂课做出总结，并与导入环节收尾呼应。

Homework: 1. Finish D on P24 2. Finish E on P25 【设计意图】巩固本文所学内容，并为词汇等知识点的学习做好铺垫。

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