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Unit 8 More than a Game 第5课时 Section B 2a~3c & Project（读写与项目课）
基本信息 课题：Unit 8 More than a Game — Section B 2a~3c & Project 课型：读写与项目课｜课时：1课时（45分钟）｜授课年级：九年级上册
核心素养目标 语言能力 读懂奥运游泳选手 Eric Moussambani 的故事，掌握 master、satisfy、round、Greek、Roman、drown、crowd 等词汇；学写一篇介绍自己敬佩运动员的短文。 学习能力 通过 2a 看图匹配、2b 短语填空、2c 短文填空巩固词汇；借助思维导图梳理人物信息并模仿写作。 思维品质 分析 Eric 虽未获奖却令人敬佩的原因，提炼‘永不放弃’的奥运精神，并迁移到自己敬佩的运动员。 文化意识 了解从古代奥运会到现代奥运会的发展，认识奥运精神重在参与与坚持；在小组项目中合作探究一项世界赛事。
教学重难点 教学重点 ①读懂 3a 短文，完成人物思维导图；②掌握本课词汇与短语；③模仿范文写一篇运动员介绍并完成 Project。 教学难点 ①按‘项目—成就—令人敬佩之处’组织短文；②在小组项目中合作完成海报或短视频并汇报。
语言点
Language Points ①satisfy v. 使（某人）满意（P78） The figure skater tried out some new moves, but they did not satisfy the coach. 这位花样滑冰运动员尝试了一些新动作，但这些动作并未让教练满意。及物动词，过去式/过去分词 satisfied，后接名词、代词作宾语。例句：He satisfied his mother by cleaning up the kitchen. 他打扫了厨房，这让他母亲很满意。拓展：satisfying adj. 令人满意的（修饰事物）；satisfied adj. 满意的（修饰人，搭配 be satisfied with… 对……满意）；satisfaction n. 满意，满足（to one’s satisfaction 使某人满意的是）。 ②crowd n. 人群；观众（P79） But he tried hard and finished the race, winning loud cheers from the crowd. 但他拼尽全力完成了比赛，赢得了观众热烈的欢呼。短语：a crowd of 一群；crowds of 成群的。例句：Tom and Jack are playing chess, with a crowd of students watching them. 汤姆和杰克正在下国际象棋，一群学生在一旁围观。拓展：crowd v. 挤满；使……拥挤。Hundreds of people crowded the narrow street. 数百人把狭窄的街道挤得水泄不通。
教学环节 师生活动 活动观层次 评价要点
Step 1
Review & Lead-in ①话题导入：复习热身——两者都 both A and B；爱上 fall in love with；惊奇地 in wonder；创造一个新的世界纪录 set a new world record；改革开放 reform and opening-up；分担、帮忙做 help out；触动某人的心 touch one’s heart。导入：What’s the event in the picture What do you know about the event ②师生互动：教师呈现图片/人物，引导学生用英语说出已知故事（如 Swimming.、This swimming match is a wonderful sports event. It includes various swimming events, such as 50-meter freestyle, 100-meter backstroke and relay races.），自然带入本课话题。 学习理解
感知与注意 话题导入与旧知激活
设计意图 在真实人物/情境中激活旧知，建立联系，明确本课目标。
Step 2
Topic Vocabulary:
Present & Practice ①词汇（音形义）：master v. 掌握；精通； n. 能手 satisfy v. 使（某人）满意 round n. 比赛阶段；轮次 Greek adj. 希腊的；希腊人的； n. 古希腊人；希腊人 Roman adj. 古罗马的；罗马的； n. 罗马人；罗马字体 drown v. （使）淹死；（使）溺毙 crowd n. 人群；观众； v. 挤满 ②跟读与感知：教师带读音标，学生在例句中感知音形义与搭配； ③检测：同桌互考认读与拼写，教师用闪卡/听写快速检测。 学习理解
感知与注意 新词认读与拼写
设计意图 在语境中建构“不止是游戏”话题词汇网络，支撑后续听说读写。
Step 3
Work on 2a:
Vocabulary · Thinking ①任务：Match the pictures with the sentences. ②素材：看图匹配句子：1. Junior high students need to take shot-put classes as part of their physical education.2. Four runners make up a team for the relay race.3. Though he was defeated, he had competed to the best of his ability in the boxing match.4. The master explained that kung fu, also known as wushu, was a fighting skill.5. Peter learnt to ski on family holidays when he was a child. ③教师：教师先示范如何定位、填表，再让学生独立完成，完成后同桌核对。 ④学生：学生再读语篇，边读边把关键信息填到表格或导图中。 学习理解
概括与整合 信息梳理完整度
设计意图 训练信息提取与结构化整理，为“不止是游戏”后续输出积累素材。
Step 4
Work on 2b:
Listening / Reading ①任务：Complete the sentences with the correct forms of the phrases in the box. ②素材：用方框短语的正确形式填空（set a record / help out / catch up / sign up / try out）：1. A huge number of volunteers got together to ___________ at the Olympics!2. Since he ___________ for the relay race, he has trained hard with his team.3. The coach helped the team to ___________ for the 4 × 100 m relay.4. The figure skater ___________ some new moves, but they did not satisfy the coach.5. The losing team managed to ___________ in the last minute of the event.参考答案：1. help out 2. signed up 3. set a record 4. tried out 5. catch up。 ③教师：教师播放录音，第一遍让学生整体把握，第二遍抓细节；听后同桌互对答案，教师点拨策略。 ④学生：学生听第一遍了解大意，听第二遍边听边圈画关键词，把答案记在书上。 学习理解
获取与梳理 听/读信息抓取准确率
设计意图 在真实语篇中训练“预测—抓关键词—核对”策略，提升“不止是游戏”语感。
Step 5
Work on 2c:
Cloze ①任务：Complete the passage with the correct forms of the words in the box. Find more information about the development of the Olympic Games. ②素材：用方框词的正确形式补全短文（compete / citizen / prize / final / pride / medal / gain）：The first Olympic Games began in ancient Greece in 776 BCE. There were neither team sports nor water sports. It only had one event: a race about 192 metres long. The Olympics included more events over time. Greek citizens from different cities around the country came together to compete in the events. They hoped to bring pride and honour to their hometowns. The Games were held every four years until the Roman emperor stopped them. The final ancient Olympic Games were held in 394 CE. In 1896, the first modern Olympics were held in Greece. In 1904, gold medals were introduced as prizes for the winners. Today, the Olympic Games have gained the love and interest of people worldwide.参考答案：citizens；compete；pride；final；medals；prizes；gained。 ③教师：教师先示范如何定位、填表，再让学生独立完成，完成后同桌核对。 ④学生：学生再读语篇，边读边把关键信息填到表格或导图中。 学习理解
概括与整合 信息梳理完整度
设计意图 训练信息提取与结构化整理，为“不止是游戏”后续输出积累素材。
Step 6
Work on 3a:
Reading ①任务：Read the text and answer the questions in the mind map below. ②素材：阅读短文并完成思维导图：An Olympic Swimmer Who Nearly Drowned. You may have never heard of my favourite athlete, Eric Moussambani, the first Olympic swimmer from Equatorial Guinea. Eric swam in the 100-metre freestyle at the 2000 Sydney Olympics. However, he had just begun swimming only eight months before the Games! The only swimming pool for him was a hotel pool about 13 metres long, and even then he could only use it for an hour every morning. In fact, the first time he ever saw an Olympic-sized 50-metre swimming pool was at the Olympics. During his race, he swam well for the first 50 metres, but the last 15 metres were especially difficult for him. In fact, it looked like he was going to drown! But he tried hard and finished the race, winning loud cheers from the crowd. Though Eric Moussambani is not an Olympic medal winner, he is still my favourite athlete. He never gave up no matter how hard it was. With hard work and practice, Eric later became quite fast at the 100 metres. His time for the 100-metre event improved from 1 minute 52 seconds, his Olympic record, to under 57 seconds! He later became the coach of the national swimming team for Equatorial Guinea, and he is a true example of the Olympic spirit.思维导图答案：What sport did he compete in — He competed in the 100-metre freestyle. What were his achievements — He became the first Olympic swimmer from Equatorial Guinea and later the coach of Equatorial Guinea’s national swimming team; his time improved from 1 minute 52 seconds to under 57 seconds. What made him admirable — He never gave up. He fully shows the true Olympic spirit. ③教师：教师播放录音，第一遍让学生整体把握，第二遍抓细节；听后同桌互对答案，教师点拨策略。 ④学生：学生听第一遍了解大意，听第二遍边听边圈画关键词，把答案记在书上。 学习理解
获取与梳理 听/读信息抓取准确率
设计意图 在真实语篇中训练“预测—抓关键词—核对”策略，提升“不止是游戏”语感。
Step 7
Work on 3b:
Table Work ①任务：What other aspects about him do you want to share ②素材：Who is the athlete you admire the most Make a mind map about him or her（以苏炳添为例：What sport does he compete in What are his achievements What makes him admirable ）。 ③教师：教师先示范如何定位、填表，再让学生独立完成，完成后同桌核对。 ④学生：学生再读语篇，边读边把关键信息填到表格或导图中。 学习理解
概括与整合 信息梳理完整度
设计意图 训练信息提取与结构化整理，为“不止是游戏”后续输出积累素材。
Step 8
Work on 3c:
Role Play ①任务：Write an introduction to the athlete. Explain why you admire him or her. ②素材：写一篇运动员介绍并说明你为何钦佩他/她（My favourite athlete）：Beginning（直接点明最爱的运动员）：My favourite athlete is Su Bingtian, a famous Chinese sprinter.Body（项目、成就与令人钦佩之处）：He competes in the men’s 100-metre race. He is the first Chinese athlete to step into the men’s 100-metre Olympic final, and he set the Asian record of 9.83 seconds. Before him, few people believed Asian runners could shine in top sprint events. I respect him so much for his persistence. As he grows older, he still keeps strict training every day and dares to break limits. He changes old stereotypes and inspires millions of young people.Ending（总结我从他身上学到的）：Whenever I want to give up facing hard schoolwork, his spirit pushes me to keep trying. That’s why he is my hero. ③教师：教师先示范，明确角色和要求，提醒学生注意语音语调。 ④学生：学生两人一组分角色练习对话，注意语调和表达自然。 应用实践
描述与阐释 角色扮演表现
设计意图 在仿真交际情境中内化语言，提升语用能力与交际自信。
Step 9
Work on 4a:
Grammar Focus ①任务：Work in groups. Choose a world-famous sports event that you all like. ②素材：Project；●Women’s Volleyball World Championship●World Table Tennis Championships●FIFA World Cup●Wimbledon Championships…… ③教师：教师呈现例句，引导学生观察结构、归纳用法，提醒易错点。 ④学生：学生观察例句、总结规律，完成相应练习，体会不同用法。 应用实践
观察与发现 语法观察与操练
设计意图 在“观察—归纳—操练”中内化语法，服务真实表达。
Step 10
Work on 4b:
Grammar Practice ①任务：Research the questions. ②素材：1. When did the event start 2. How often does it take place 3. Who takes part in it 4. What is the prize 5. Who are the most famous champions ③教师：教师呈现例句，引导学生观察结构、归纳用法，提醒易错点。 ④学生：学生观察例句、总结规律，完成相应练习，体会不同用法。 应用实践
观察与发现 语法观察与操练
设计意图 在“观察—归纳—操练”中内化语法，服务真实表达。
Step 11
Work on 4c:
Text Application ①任务：Make a poster or a short video with the information you find. ②素材：FIFA World Cup——●Began in 1930 ●The oldest and most famous football event in the world ●Held every four years in a different country。The most successful teams in history: Brazil 5 wins；Germany 4 wins；Italy 4 wins。Great players in history: Pelé, Maradona, etc.。The host country automatically qualifies for the tournament. A celebration for all football fans! It brings together people from all over the world! ③教师：教师布置讨论任务，给出可用句式和连接词，组织学生结对或小组讨论。 ④学生：学生围绕问题分组讨论、记录要点，整理思路后准备汇报。 应用实践
分析与判断 口头输出流利度
设计意图 将输入转化为口头输出，发展合作学习与逻辑表达。
Step 12
Work on 4d:
Consolidation ①任务：Present your poster or video in class. Vote for the top three. ②教师：教师布置讨论任务，给出可用句式和连接词，组织学生结对或小组讨论。 ③学生：学生围绕问题分组讨论、记录要点，整理思路后准备汇报。 应用实践
分析与判断 口头输出流利度
设计意图 将输入转化为口头输出，发展合作学习与逻辑表达。
Step 13
Consolidation:
Diagnose & Fill Gaps ①独立完成：完成课内 Exercise——根据句意或括号内所给单词的适当形式填空：1. It takes years ________ (master) all the skills of bouldering.2. The player’s perfect performance ________ (satisfy) all the judges last week.3. There are three ________ (round) in this sports tryout.4. Many old ________ (Greek) and ________ (Roman) sports stories are about competitions.5. The little boy nearly ________ (drown) in the lake yesterday.6. A large ________ (crowd) ________ (crowd) the stadium to watch the freestyle match.参考答案：1. to master 2. satisfied 3. rounds 4. Greeks；Romans 5. drowned 6. crowd；crowded。 ②互查订正：同桌互查、红笔订正，记录疑点； ③精讲：教师汇总易错点当堂精讲，学生即时改错巩固。 应用实践
内化与运用 练习正确率
设计意图 以练促学，及时诊断并补缺。
Step 14
Project:
Survey · Interview · Report ①教师：说明项目主题与评价量规，示范调查/访谈方法，分解任务步骤。 ②学生：4a 列举生活重要事物；4b 设计对父母/祖辈的问卷。 ③学生：4c 实施访谈并记录；4d 整理 then-now 差异，撰写汇报提纲。 ④互动/核对：小组内预演互提建议，教师巡回指导。 ⑤学生：班级汇报展示；师生按量规共评（内容/语言/合作）。 迁移创新
想象与创造 项目流程与汇报
设计意图 在真实任务中综合语用，培养合作、探究与跨文化理解。
作业设计（分层） 基础 熟读并背诵本课词汇（master、satisfy、round、Greek、Roman、drown、crowd 等）；复习 Eric 的故事。 拓展 完成 Project，小组合作制作介绍一项世界赛事的海报或短视频脚本。 探究 选一位你敬佩的运动员，按‘项目—成就—精神’列好提纲，下节课展示。
板书设计 Unit 8 More than a Game — 第5课时Section B 2a~3c & Project 词汇: master v. 掌握；精通； n. 能手 satisfy v. 使（某人）满意 round n. 比赛阶段；轮次 Greek adj. 希腊的；希腊人的； n. 古希腊人；希腊人 Roman adj. 古罗马的；罗马的； n. 罗马人；罗马字体 drown v. （使）淹死；（使）溺毙 crowd n. 人群；观众； v. 挤满 重点句型/结构: satisfy v. 使（某人）满意 及物动词，p /p.p：satisfied；后接名词、代词作宾语。 活动链: 2a 词汇·思维 → 2b 听力/阅读 → 2c 语篇填空 → 3a 阅读 → 3b 表格 → 3c 角色扮演 → 4a 语法聚焦 → 4b 语法操练 → 4c 语篇运用 → 4d 巩固 主题: 体育精神、团队协作与价值认同
教学评价与反思 1. 评价方式（教-学-评一体化）： 语言能力——本课重点词汇与句型运用是否准确，口头、书面输出是否连贯 学习能力——听读策略是否有效，信息梳理是否完整 思维品质——能否按时间或逻辑梳理内容，说出自己的观点 文化意识——能否体会体育精神，有自己的感受与表达 2. 课后反思：①听读任务是否先示范、再放手；②重点词汇句型是否在板书强化；③输出环节的错误是否及时纠正；④作业是否分层、便于检查。
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