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人教版九年级英语Unit8 More than a Game
大单元教学设计
单元名称 Unit 8 More than a Game 总课时数 7
单元主题 主题范畴：人与社会；子主题：体育赛事与奥运精神，体育的力量与激励作用
课标分析 （一）教学内容分析（Teaching Content Analysis） 感知单元核心词汇、短语的发音及用法，掌握与体育赛事、奥运精神、体育精神相关的核心词汇和表达，以及主谓一致（Subject-verb agreement）的结构与功能。 理解语篇围绕“体育”展开的逻辑脉络，把握不同语篇（对话、体育报道、演讲）的信息组织方式，理解“体育如何激励我们”这一主题。 在语境中运用主谓一致规则正确表达体育相关话题，确保主语和谓语在数上保持一致。 能在真实或模拟的交际情境中（如讨论体育赛事、介绍喜爱的运动员、分享体育经历），用得体的语言交流体育对生活的影响。 识别口语语篇中与体育赛事相关的核心信息、观点及评价，回应他人的体育观点分享。 在教师指导下参与角色扮演（体育赛事报道、运动员采访）、小组讨论等活动，提升语言运用的灵活性。 口语表达中做到发音清晰、语调自然，用词恰当，能准确传达体育相关想法与评价。 积极参与小组合作学习，共同完成体育赛事介绍、运动员展示等任务，提升协作与沟通能力。 围绕“体育”主题，独立撰写简短文段（如介绍喜爱的运动员、描述体育赛事），做到意义连贯、表意准确。 （二）学业质量分析（Academic Quality Analysis） 能听懂关于体育赛事、运动员的对话、报道等语篇，借助关键词句、语境等复述主要内容。 能运用所学词汇和句型，通过口语或书面形式介绍体育赛事、表达个人对体育的看法。 能参照范例仿写关于“体育与激励”主题的简单文段，语言准确、逻辑清晰、表达得体。 朗读相关语篇时，停顿自然、语音语调基本正确，能体现语篇的情感色彩（如兴奋、敬佩、感动）。 能根据交际语境，运用恰当的语言形式表达对体育的看法、介绍喜爱的运动员，传递体育精神与正能量。
单元整体框架 主题大观念（Big Idea of Theme） 认识到体育不仅仅是比赛和奖牌，更是一种激励人们不断超越自我、团结协作、追求卓越的精神力量。体育能培养坚韧不拔的意志、公平竞争的意识、团队合作的精神，以及面对失败和挑战的勇气。了解奥运精神，能激发学生积极参与体育运动的热情，培养健康的生活方式和积极的人生态度。 语言大观念（Big Idea of Language） 通过“More than a Game”主题的语义整合性学习，能提升对“体育赛事与体育精神”相关话题的语言表达与理解能力，在主谓一致运用、演讲语篇结构构建等维度实现全面语言发展，进而自信、准确地运用语言描述体育赛事、介绍运动员、探讨体育精神。 核心语法（Core Grammar） Subject-verb agreement（主谓一致）. 核心问题（Big Question） How does sport inspire us 这一核心问题贯穿整个单元，旨在引导学生思考体育的精神力量、奥运会如何激励世界、体育如何培养人的品格，以及如何通过体育实现自我超越。 单元内容结构（Unit Content Structure） Section A 1a-1d | Listen to conversations about Sports Day; talk about sports events and tryouts | Why do we like sports events Section A 2a-2d | Listen to a live sports report; discuss Olympic sports events | Why do we like sports events Section A 3a-3d | Discuss the meaning of sports events; learn subject-verb agreement in context | Why do we like sports events Grammar Focus 4a-4d | Systematically learn subject-verb agreement rules | Why do we like sports events Section B 1a-1e | Read a speech about Beijing as the first city to host both Summer and Winter Olympics; understand text structure; master related vocabulary | How does sport bring us together Vocabulary in use 2a-2c | Apply and expand vocabulary related to sports events; master word formation and collocations | How does sport bring us together Section B 3a-3c | Write an introduction to an admirable athlete; complete the project: introduce your favourite sports event | How does sport bring us together 重点（Key Points） 重点 (Key Points): - 掌握与体育赛事、运动员、体育精神相关的词汇、短语和核心句型； - 能流利地交流体育赛事、介绍喜爱的运动员、讨论体育精神； - 掌握主谓一致的基本规则，能正确运用于口语和书面表达； - 培养体育精神，能理解体育的激励作用，感受奥运精神的力量。 难点（Difficulties） 难点 (Difficulties): - 运用丰富、准确的词汇和句型描述体育赛事和运动员； - 准确使用主谓一致，尤其是不定代词、并列主语、集体名词作主语时的谓语动词形式； - 理解并运用演讲语篇的语篇结构进行写作； - 在项目任务中整合所学知识，制作出有深度的体育赛事介绍。
单元语言大观念 通过“More than a Game”主题的语义整合性学习，能提升对“体育赛事与体育精神”相关话题的语言表达与理解能力，在主谓一致运用、演讲语篇结构构建等维度实现全面语言发展，进而自信、准确地运用语言描述体育赛事、介绍运动员、探讨体育精神。
教学内容分析 感知单元核心词汇、短语的发音及用法，掌握与体育赛事、奥运精神、体育精神相关的核心词汇和表达，以及主谓一致（Subject-verb agreement）的结构与功能。 理解语篇围绕“体育”展开的逻辑脉络，把握不同语篇（对话、体育报道、演讲）的信息组织方式，理解“体育如何激励我们”这一主题。 在语境中运用主谓一致规则正确表达体育相关话题，确保主语和谓语在数上保持一致。 能在真实或模拟的交际情境中（如讨论体育赛事、介绍喜爱的运动员、分享体育经历），用得体的语言交流体育对生活的影响。 识别口语语篇中与体育赛事相关的核心信息、观点及评价，回应他人的体育观点分享。 在教师指导下参与角色扮演（体育赛事报道、运动员采访）、小组讨论等活动，提升语言运用的灵活性。 口语表达中做到发音清晰、语调自然，用词恰当，能准确传达体育相关想法与评价。 积极参与小组合作学习，共同完成体育赛事介绍、运动员展示等任务，提升协作与沟通能力。 围绕“体育”主题，独立撰写简短文段（如介绍喜爱的运动员、描述体育赛事），做到意义连贯、表意准确。
学情分析 1. 学情预测（Prediction） 学生对体育赛事和运动员普遍感兴趣，有丰富的体育经验，但在用英语描述体育赛事、运动员表现时，词汇量可能不足，表达不够准确。在使用主谓一致时，可能对主语是单数还是复数判断不够准确，尤其对不定代词（everybody, neither, either）、并列主语（both…and, either…or, neither…nor）、集体名词（family, team, class）等作为主语时的谓语动词形式把握不够清晰。在阅读演讲语篇时，可能对语篇的修辞手法和情感表达的理解不够深入。部分学生可能缺乏对体育精神深层意义的思考，在项目任务中难以深入分析体育赛事的意义。 2. 应对策略（Strategies） 借助多媒体资源（如奥运赛事视频、运动员采访、体育纪录片等），丰富学生的视觉体验，提供更多描述性词汇和表达范例，拓宽语言输入。 通过语篇分析、结构梳理、范例仿写等方式，帮助学生掌握主谓一致的规则和演讲语篇的写作技巧，提升书面表达能力。 引导学生开展小组讨论、角色扮演（体育赛事解说、运动员采访）、体育赛事介绍等活动，围绕“体育如何激励我们”等话题深入探讨，培养体育精神和团队意识。 在项目任务中，提供详细的指导支架，帮助学生明确目标、合理分工、有效表达。
单元 学习 目标 Listening & Speaking: Understand conversations about Sports Day and live sports reports, quickly capture key information (e.g., sports events, athletes, results, feelings). Use sentence patterns to talk about sports events, describe Olympic sports, and share personal sports experiences. Actively participate in group discussions and role plays with natural pronunciation and intonation. Vocabulary: Master core vocabulary related to sports events (e.g., relay, high jump, 100 metres, 1,500 metres, tryout, sign up, catch up, help out, set a record, try out, athlete, coach, Olympic, event, medal, etc.). Grammar: Understand and master subject-verb agreement rules. Correctly use singular and plural verb forms with different types of subjects, including indefinite pronouns, compound subjects, and collective nouns. Reading: Read a speech about Beijing as the first city to host both the Summer and Winter Olympics, identify text structure and rhetorical features, extract key information, understand the main idea, and apply reading strategies such as skimming and scanning. Writing: Use the vocabulary and sentence patterns learned in this unit flexibly in conversations and texts. Follow the reading model to write an introduction to an admirable athlete, with accurate language, clear logic, and appropriate expression. Include information about the athlete’s achievements, qualities, and why they are admirable. Project: Work in groups to introduce your favourite sports event. Research and present key information about the event, including its history, rules, famous athletes, and why it inspires people.
课时分配 第一课时 Section A 1a-1d 课型：听说课 (Listening & Speaking) 核心问题：Why do we like sports events
第二课时 Section A 2a-2d 课型：听说课 (Listening & Speaking) 核心问题：Why do we like sports events
第三课时 Section A 3a-3d 课型：对话课 (Dialogue) 核心问题：Why do we like sports events
第四课时 Grammar Focus 4a-4d 课型：语法课 (Grammar) 核心问题：Why do we like sports events
第五课时 Section B 1a-1e 课型：阅读课 (Reading) 核心问题：How does sport bring us together
第六课时 Vocabulary in use 2a-2c 课型：词汇运用 (Vocabulary) 核心问题：How does sport bring us together
第七课时 Section B 3a-3c + Project 课型：写作课 (Writing) 核心问题：How does sport bring us together
第 Ⅰ 课时
授课人 班级 课型 Listening & Speaking 授课日期
教学目标 Knowledge & Skills Objectives Vocabulary: Accurately recognize, understand and use core vocabulary about sports events: 100 metres, 4 × 100 m relay, high jump, 1,500 metres, tryout, jogging, sign up, suitable, etc. Master the classification of different sports events. Sentence Patterns: Skillfully use sentence patterns like “I could sign up for…” “I will try…” “I might not take part…” “Neither is suitable for me.” Get initial exposure to subject-verb agreement. Listening: Understand conversations about Sports Day, accurately extract key information such as sports events and students’ plete the tasks with at least 75% accuracy. Speaking: Imitate the listening conversations, discuss sports events and tryouts, and clearly express opinions with accurate pronunciation. Core Competency Objectives Language Ability: Improve vocabulary recognition, sentence pattern application, listening information extraction, and oral expression accuracy and fluency on the topic of sports events. Cultural Awareness: Understand the importance of sports events in school life. Appreciate the spirit of sportsmanship and fair competition. Thinking Quality: Through vocabulary classification, listening prediction, and oral expression activities, develop logical thinking, quick response ability, and simple problem analysis skills. Learning Ability: Master learning strategies such as “classification,” “predicting listening content,” and “key word extraction.” Improve autonomous learning and cooperative communication skills.
教学重点 Recognition, understanding, and use of core vocabulary about sports events. Skillful use of core sentence patterns to discuss sports events and tryouts in simulated scenarios. Accurate extraction of key information in listening tasks and task completion. Flexible use of learned vocabulary and sentence patterns in discussions with clear and coherent expression.
教学难点 Accurate use of expressions related to sports events and tryouts. Quick capture of key information in listening tasks, overcoming difficulties from speech speed. Natural and coherent use of learned sentence patterns to discuss sports events, avoiding mechanical recitation.
教学策略与方法 PWP (Pre-Listening, While-Listening, Post-Listening), Task-based Language Teaching.
教学环节 师生活动 调整与思考
复习导入 Step 1 Teacher Activities: 1. Guide students to observe the opening page picture and think about the big question: “How does sport inspire us ” Ask: “What do you see in the photo What event is shown How does this photo make you feel ” 2. Brainstorm different sports events at school Sports Day. Show related pictures to assist. Pre-teach new vocabulary (100 metres, relay, high jump, 1,500 metres, tryout, etc.). 3. Help students realize that the unit theme is about sports and the spirit of sport. Student Activities: 1. Observe the picture, think about and answer questions. 2. Actively participate in brainstorming, share known sports events. 3. Follow the teacher to learn new vocabulary, try pronunciation and memorization. Assessment: 1. Assess students’ existing knowledge level about sports events through their answers and sharing. 2. Monitor participation and encourage every student to speak.
新课讲授 Step 2 1a Look and Discuss: T: Guide students to look at the pictures of sports events and match them with the correct names. Have students discuss in pairs and share their answers. Introduce what each event involves. S: Look at the pictures, match with names. Discuss with partners, share answers. Assessment: Check students’ understanding and ability to recognize sports events. 1b (Listening): T: Guide students to read instructions and clarify task requirements. Play the recording of conversations about Sports Day. Have students listen and complete the table about what events each person chooses. Teaching Tip: Remind students to take quick notes using abbreviations to focus on key information. S: Read task requirements. Listen to the recording, take notes, complete the table. Check answers as a class. Assessment: Check listening answers, calculate accuracy rate, explain common issues. 1c (Listening): T: Guide students to read the 1c sentences and understand the meaning. Play the recording again. Students fill in more specific details about each person’s choices. Students share answers, check as a class. Play the recording once more for consolidation. S: Read the sentences. Listen again, fill in information. Share answers, check and correct. Listen once more to consolidate understanding. Assessment: Evaluate students’ listening comprehension ability through answer checking. Monitor their use of listening strategies. Retell: T: Guide students to retell the information about each person’s sports event choices based on the complete table. Give an example: “Fu Xing will try the high jump. Peter could sign up for the 100 metres and the 4 × 100 m relay.” S: Based on the table information, try to retell each person’s choices. Assessment: Evaluate students’ language organization and oral expression. 1d (Oral Output): T: Students work in pairs. Discuss what sports events they would like to try at Sports Day. Encourage students to use the sentence patterns learned. Invite 2-3 pairs to share. Other students give feedback. S: Work in pairs, discuss sports events. Use the sentence patterns learned. Share on stage, listen to peer feedback. Assessment: Use “peer evaluation” to assess language accuracy, fluency, and expressiveness. Teacher gives affirmation and constructive suggestions.
课堂小结 Step 3 T: 1. Guide students to review the lesson content using a mind map: Core Vocabulary (sports events) → Core Sentence Patterns (I could sign up for… / I will try…) → Listening Strategies (prediction, key word extraction, note-taking) → Oral Application (discussion). 2. Emphasize key points: accurate use of sports-related vocabulary and techniques for capturing key information in listening. 3. Ask students to share their learning gains: “What did you learn today What sports event would you like to try ” S: 1. Follow the teacher to review knowledge points, organize the learning framework. 2. Listen carefully to the key points emphasized by the teacher, consolidate weak areas. 3. Actively share learning gains, reflect on the key points and difficulties of this lesson. Assessment: 1. Praise students who can clearly share their learning gains; guide and encourage those who are less complete. 2. Monitor students’ ability to organize the knowledge system and grasp the core content.
作业设计 基础性作业 (Basic): 1. Copy the core vocabulary of sports events (100 metres, relay, high jump, 1,500 metres, tryout, etc.), 3 times each with Chinese meaning. 2. Write 3 sentences describing what sports events you would like to try. 实践性作业 (Practical): 1. Ask your classmates: “What sports event would you like to try at Sports Day ” Record their answers in English. 2. Watch a short sports video. Write down 3 sports-related words or phrases you hear. 拓展性作业 (Extended): 1. Research one Olympic sport. Write a short paragraph (50 words) in English introducing it. 2. Create a “Sports Events” poster showing at least 8 sports events with descriptions in English.
板书设计
教学反思
第ⅠⅠ课时
授课人 班级 课型 Listening & Speaking 授课日期
教学 目标 Knowledge & Skills Objectives Vocabulary: Master core vocabulary: relay race, catch up, help out, set a record, try out, champion, medal, Olympic, event, athlete, team, etc. Accurately recognize, spell and use them. Sentence Patterns: Understand and use sentence patterns to discuss sports events: “What sports events do you like ” “The 100 metres is exciting.” “Both are quite fast.” “Either… or… is a possible choice.” Get initial perception of subject-verb agreement. Listening: Understand a live sports report, extract key information about sports events and results. Speaking: Use target language to discuss Olympic sports events, achieving communicative functions. Core Competency Objectives Language Ability: Through listening and speaking activities, improve the communicative ability to describe sports events and discuss athletic performances. Cultural Awareness: Understand the Olympic spirit and the importance of sports in different cultures. Develop respect for athletic achievement. Thinking Quality: Through discussing sports events, cultivate logical thinking and evaluative skills. Learn to express opinions about sports performances. Learning Ability: Through autonomous learning, group cooperation, and role-play activities, cultivate independent inquiry, cooperative communication, and language practice abilities.
教学 重点 Understanding and use of core vocabulary, phrases, and sentence patterns about sports events. Extraction of key information about sports events and results in listening. Using target language to complete role-play and simulated dialogue tasks.
教学 难点 Accurate use of target sentence patterns to discuss sports events. Initial perception of subject-verb agreement in context. Flexible use of learned language in authentic situations for natural and fluent communication about sports.
教学策略与方法 Task-based language learning, Communicative Approach.
教学 环节 师生活动 调整与思考
复习导入 Step 1 T: Quick review of Period 1 content through Q&A: “What sports events did we talk about What will Fu Xing try ” Show a short video of an exciting sports competition. Guide students to discuss: “What sports events do you like watching Why ” S: Answer questions, review previous knowledge. Watch the video, discuss sports events. Assessment: Check students’ mastery of previous lesson through Q&A, adjust teaching pace as needed.
新课讲授 Step 2 Step 2a: T: Guide students to read the list of Olympic sports events in 2a. Ensure understanding of each item. Have students discuss which events they like and which they find exciting. Invite students to share their choices. S: Read the list, discuss preferences. Share choices and give reasons. Assessment: Monitor students’ vocabulary understanding and application ability. Step 2b: T: Play the recording of a live sports report. Students listen and complete the information about the sports events mentioned. Teaching Tip: Remind students to listen for key words related to sports events and results. S: Listen to the recording, complete the information. Check answers. Assessment: Check listening comprehension and accuracy. Step 2c: T: Play the recording again. Students complete the missing information in the report. Guide students to notice subject-verb agreement (e.g., “The 100 metres is exciting.” “Both are quite fast.”). Check answers as a class, explain key sentence patterns. S: Listen again to complete the report. Pay attention to subject-verb agreement. Check answers, record key sentence patterns. Assessment: Evaluate students’ ability to identify details and understand sentence patterns. Step 2d (Role-play): T: Students work in pairs to role-play a sports report. One student is the commentator, the other is the audience. Encourage students to create new reports about different sports events. Invite 2-3 groups to present. Whole class gives feedback. S: Work in pairs, role-play the sports report. Try to create new reports using learned vocabulary and sentence patterns. Present on stage, listen to feedback. Assessment: Use “peer evaluation” to assess dialogue completeness, accuracy, and fluency.
课堂小结 Step 3 T: 1. Guide students to review core content: (1) Core vocabulary: relay race, catch up, set a record, etc. (2) Core sentence patterns: asking about sports events (What sports events do you like ), expressing opinions about sports (The 100 metres is exciting.). (3) Grammar: initial perception of subject-verb agreement. 2. Emphasize key points: using learned language to discuss sports events and express opinions. S: 1. Follow the teacher to review core knowledge, organize the framework. 2. Record summary content, supplement notes. 3. Raise any remaining questions. Assessment: 1. Check students’ mastery of core knowledge through questioning. 2. Answer students’ questions in a timely manner.
作业 设计 基础性作业 (Basic): 1. Copy core vocabulary and phrases about sports events, 3 times each. Memorize and dictate. 2. Complete the basic exercises in the workbook corresponding to 2a-2d. 实践性作业 (Practical): 1. Practice the sports report with classmates. Record a 1-minute audio or video. 2. Write 3 sentences about a sports event you like, using subject-verb agreement correctly. 拓展性作业 (Extended): 1. Research more English expressions of sports reporting. Organize them into notes. 2. Try to write a short English sports report (6-8 sentences) about a competition.
板书 设计
教学反思
第 III课时
授课人 班级 课型 Dialogue 授课日期
教学目标 Knowledge & Skills Objectives Vocabulary: Master core vocabulary: teamwork, fair play, perseverance, determination, courage, spirit, encourage, support, cheer, etc. Accurately recognize, spell and use them. Sentence Patterns: Understand and use sentence patterns to discuss the meaning of sports: “Sport is more than a game because…” “The spirit of sport is…” “What I admire most is…” “Sports teach us…” Grammar: Master the use of subject-verb agreement in context. Correctly use singular and plural verb forms with different types of subjects. Reading & Speaking: Read and understand the dialogue about the meaning of sports, extract key information. Listen to related audio, do role plays. Use target language to discuss the spirit of sport. Core Competency Objectives Language Ability: Through reading, listening, and speaking activities, improve communicative ability to discuss sports and its meaning. Strengthen the ability to use subject-verb agreement. Cultural Awareness: Understand the Olympic spirit and the importance of sportsmanship. Develop an appreciation for the values of fair play and teamwork. Thinking Quality: Through analyzing the meaning of sports, cultivate critical thinking and evaluative skills. Learn to express opinions about the spirit of sport. Learning Ability: Through autonomous learning, group cooperation, and role-play activities, cultivate independent inquiry, cooperative communication, and language practice abilities.
教学重点 Understanding and use of core vocabulary, phrases, and sentence patterns for discussing the meaning of sports. Use of subject-verb agreement in context. Reading and understanding the dialogue, extracting key information; using target language for role-play and discussion.
教学难点 Accurate use of subject-verb agreement rules in context. Understanding and applying the concept of “more than a game.” Flexible use of learned language in authentic situations for natural and fluent discussion about sports.
教学策略与方法 Task-based language learning.
教学环节 师生活动 调整与思考
复习导入 新课讲授 Step 1 T: Quick review through Q&A: “What sports events did we talk about yesterday What sports do you like ” Show a short video about the Olympic spirit or a famous sports moment. Guide students to discuss: “What is the spirit of sport Why is sport more than a game ” S: Answer questions, review previous knowledge. Watch the video, discuss the spirit of sport. Assessment: Check students’ mastery through Q&A. Stimulate interest in the new lesson. Step 2 Step 3a: T: Guide students to read the 3a dialogue about the meaning of sports. Ask: “What does the title ‘More than a Game’ mean What ideas about sport are discussed ” Have students discuss and share. Teach core vocabulary and expressions: teamwork, fair play, perseverance, spirit, etc. S: Read the dialogue, understand the content. Answer questions, discuss the topic. Learn new vocabulary, take notes. Assessment: Check students’ reading comprehension and vocabulary mastery. Step 3b: T: Guide students to read the dialogue again and complete a mind map or information sorting table about the ideas discussed. Help students find key information: ideas about sport, examples given, and the speakers’ opinions. S: Read again, complete information sorting. Find key information, fill in the table. Assessment: Evaluate students’ information extraction and summarization ability. Step 3c: T: Play the audio recording, guide students to follow along, paying attention to pronunciation and intonation. Have students role-play the dialogue. S: Follow the recording, imitate pronunciation and intonation. Work in pairs, role-play the dialogue. Assessment: Monitor students’ pronunciation, intonation, and fluency in role play. Step 3d: T: Divide students into groups. Guide them to discuss “Why is sport more than a game ” using subject-verb agreement correctly. Demonstrate a sample: “Teamwork is important in sports. The players encourage each other.” Invite groups to share. S: Work in groups, discuss the meaning of sport. Use subject-verb agreement correctly. Present on stage, listen to feedback. Assessment: Use “group evaluation” to assess content completeness, language accuracy, and depth of thinking.
课堂小结 Step 3 T: 1. Guide students to review core content: (1) Core vocabulary: teamwork, fair play, perseverance, spirit, etc. (2) Core sentence patterns: discussing the meaning of sport (Sport is more than a game because…). (3) Grammar: subject-verb agreement in context. 2. Emphasize the meaning of sport as a source of inspiration and personal growth. 3. Encourage students to participate in sports and experience the spirit of sport. S: 1. Follow the teacher to review core knowledge, organize the framework. 2. Record summary content, supplement notes. 3. Raise any remaining questions. Assessment: 1. Check students’ mastery of core knowledge through questioning. 2. Answer students’ questions in a timely manner.
作业 设计 基础性作业 (Basic): 1. Copy core vocabulary and phrases, 3 times each and make a sentence with each. 2. Complete the 3b table in English, ensuring accurate information. 3. Make sentences with 3 core vocabulary items and 2 sentences demonstrating subject-verb agreement. 实践性作业 (Practical): 1. Ask your family: “What does sport mean to you ” Write down their answer in English and share it in the next class. 2. Write 3-5 sentences about the spirit of sport, using subject-verb agreement correctly. 拓展性作业 (Extended): 1. Write a short passage (50-80 words) in English about “Why sport is more than a game,” demonstrating correct subject-verb agreement. 2. Research a famous sports quote. Write a short paragraph explaining its meaning.
板书 设计
教学反思
第 IV课时
授课人 班级 课型 Grammar 授课日期
教学目标 Knowledge & Skills Objectives Structure & Usage: Master the rules of subject-verb agreement. Correctly use singular and plural verb forms with different types of subjects. Rules: Understand and apply rules for: (1) Indefinite pronouns (everybody, neither, either) as subjects. (2) Compound subjects with both…and, either…or, neither…nor. (3) Collective nouns (family, team, class) as subjects. (4) Subjects with quantities and measurements. Application: Use target grammar to complete sentence completion, error correction, and dialogue creation tasks on the topic of sports. Reading: Read short passages about sports, improving reading comprehension and language application ability. Core Competency Objectives Language Ability: Through grammar exercises and dialogue practice, improve the accuracy and flexibility of language use. Cultivate the ability to use language to solve problems in real contexts. Cultural Awareness: Understand the expression habits of describing sports events in English. Enhance cross-cultural communication awareness. Thinking Quality: Through analyzing grammar rules and creating communicative scenarios, cultivate logical thinking, critical thinking, and innovative thinking. Learning Ability: Guide students to actively explore grammar rules. Master autonomous learning and cooperative learning methods.
教学重点 Subject-verb agreement rules for different types of subjects. Rules for indefinite pronouns, compound subjects, and collective prehensive use of subject-verb agreement in sports-related communication scenarios.
教学难点 Correct use of verb forms with indefinite pronouns (everybody, nobody, something, etc.). Correct use of verb forms with compound subjects connected by either…or, neither…nor. Understanding when collective nouns take singular vs. plural verbs.
教学策略与方法 Task-based language learning, Inductive Approach.
教学环节 师生活动 调整与思考
复习导入 Step 1 T: Show several sentences from the Grammar Focus table and ask students to observe the verbs: 1. Everybody is looking forward to the 4 × 100 m relay. 2. Both are quite fast. 3. Either Wang Yaming or Adam is a possible choice. 4. Neither is really suitable for me. 5. The Winter Olympics start next month. 6. My family also watch / watches team sports together. Guide students to discover how the verb form changes according to the subject. Introduce the topic — subject-verb agreement. S: Observe sentences, find patterns. Try to summarize the rules. Clarify the learning objectives. Assessment: Assess students’ grammatical perception through observation and summarization.
新课讲授 Step 2 Grammar Discovery: T: Present the Grammar Focus table. Systematically explain subject-verb agreement rules: 1. Singular subjects take singular verbs; plural subjects take plural verbs. 2. Indefinite pronouns (everybody, someone, neither, either) are usually singular. 3. Both…and takes plural verbs. 4. Either…or / neither…nor: the verb agrees with the subject closest to it. 5. Collective nouns (family, team, class): singular when thought of as a unit; plural when thought of as individuals. S: Observe the table, listen to the plete contrastive exercises, understand the rules. Take notes, record key points. Assessment: Check students’ understanding of grammar rules through exercises and questioning. 4a: T: Guide students to read the sentences and underline the verbs. Ask: “What do you notice about subject-verb agreement ” Discuss the rules for each sentence. S: Read the sentences, underline verbs. Discuss the rules with the teacher and classmates. Assessment: Evaluate students’ ability to identify subject-verb agreement patterns. 4b: T: Guide students to complete the sentence completion exercise in 4b, choosing the correct verb form. Show an example first, then have students work independently. Check answers as a class, explain each rule. S: Observe the plete the exercise independently. Check answers, correct errors. Assessment: Evaluate students’ mastery of subject-verb agreement rules. 4c: T: Guide students to complete the passage completion exercise in 4c, filling in the blanks with the correct verb forms. Help students understand the context about sports events. Check answers as a class. S: Read the passage, complete the missing words. Check answers, understand the choice of verb forms. Assessment: Monitor students’ ability to use grammar knowledge in context. 4d: T: Organize students to work in pairs. Use subject-verb agreement correctly while discussing sports events. Provide sentence structure support: A: What sports do you like B: The 100 metres is exciting. Both the high jump and the relay are fun. Invite several groups to present. S: Work in pairs, discuss sports events using correct subject-verb agreement. Present on stage, listen to feedback. Assessment: Use “peer evaluation” to assess grammatical accuracy and dialogue fluency.
课堂小结 Step 3 T: 1. Guide students to review core content: (1) Basic rule: singular subject → singular verb; plural subject → plural verb. (2) Indefinite pronouns: usually singular. (3) Both…and → plural. (4) Either…or / neither…nor → agree with the nearest subject. (5) Collective nouns: can be singular or plural depending on meaning. 2. Share a memory aid: “Subject-verb agreement is key, singular and plural you must see. Indefinite pronouns are singular, both…and is plural. Either…or and neither…nor, the nearest subject is what matters for sure!” 3. Emphasize the connection between form and meaning: the choice of verb form depends on whether the subject is singular or plural. S: 1. Follow the teacher to review core knowledge, organize the framework. 2. Record summary content, supplement notes. 3. Raise any remaining questions. Assessment: 1. Check students’ mastery of core knowledge through questioning. 2. Answer students’ questions in a timely manner.
作业设计 基础性作业 (Basic): 1. Complete the corrections and extensions for 4a and 4b exercises. Create 2 additional sentences for each rule. 2. Memorize the subject-verb agreement rules and examples. 3. Write 5 sentences about sports demonstrating different subject-verb agreement rules. 实践性作业 (Practical): 1. Create a conversation about sports with a classmate. Record a 3-minute audio or video, demonstrating correct subject-verb agreement. 2. Write 5 sentences about sports events, each demonstrating a different subject-verb agreement rule. 拓展性作业 (Extended): 1. Write a short paragraph (50-80 words) about a sports event, using at least 5 different subject-verb agreement patterns. 2. Read a short sports article. Extract sentences with different subject types and analyze the verb forms.
板书 设计
教学反思
第 V课时
授课人 班级 课型 Reading 授课日期
教学目标 Knowledge & Skills Objectives Vocabulary: Master core vocabulary and phrases: Olympic Games, host city, Summer Olympics, Winter Olympics, event, medal, athlete, volunteer, spirit, unity, bring together, etc. Sentence Patterns: Understand and use sentence patterns: “Beijing is the first city to host both the Summer and Winter Olympics.” “The Olympic Games bring people together.” “Sport has the power to…” Reading: Read a speech about Beijing as the first city to host both the Summer and Winter Olympics. Identify text structure, extract key information, complete 1b-1c tasks. Reading Strategies: Use reading strategies (skimming, scanning, identifying rhetorical features, understanding the speaker’s purpose) to improve reading efficiency. Core Competency Objectives Language Ability: Through reading activities, improve the ability to understand speech text information in real contexts. Master reading strategies for speech texts. Cultural Awareness: Understand the significance of Beijing becoming the first city to host both the Summer and Winter Olympics. Develop cultural pride and global awareness. Thinking Quality: Through analyzing the speech’s structure and rhetorical features, cultivate logical thinking and critical thinking. Learn to identify the speaker’s purpose and message. Learning Ability: Through reading strategy training, master reading skills such as skimming, scanning, and identifying rhetorical features. Improve autonomous learning ability.
教学重点 Understanding and use of core vocabulary, phrases, and sentence patterns about the Olympics. Use of reading strategies (skimming for main idea, scanning for details, identifying rhetorical features). Understanding the text structure of a speech and extracting key information.
教学难点 Efficient use of reading strategies to obtain information and understand the main idea and details. Understanding and using new vocabulary and phrases in context. Using information from reading for oral expression and discussion.
教学策略与方法 PWP (Pre-reading, While-reading, Post-reading), Task-based language learning.
教学环节 师生活动 调整与思考
复习导入 Step 1 T: Guide students to review what they have learned: “What have we talked about sports How does sport inspire us ” Show pictures of the Beijing 2008 Summer Olympics and 2022 Winter Olympics. Guide students to think about what they know about these events. S: Answer questions, review previous knowledge. Observe pictures, think about the Olympic Games. Assessment: Activate students’ background knowledge through Q&A and discussion, preparing for reading.
新课讲授 Step 2 Pre-reading: T: Guide students to read the title and subtitle, predict the content of the speech. Ask: “What do you think the speech is about Why is Beijing special in Olympic history ” Guide students to predict the main idea based on the title. S: Read the title, predict the content. Share predictions. Assessment: Evaluate students’ prediction ability and use of reading strategies. While-reading: T: 1. First reading (skimming): Guide students to read quickly, verify predictions, and get the main idea of the speech. 2. Second reading (scanning): Guide students to find key information about the Olympic Games in Beijing, complete 1b information matching or table filling. 3. Third reading (intensive reading): Guide students to focus on details and rhetorical features, complete 1c detail comprehension exercises. Teaching Tip: Guide students to notice rhetorical questions, repetition, and emotional language to help understand the speech’s persuasive power. S: Read quickly, verify predictions, get main idea. Scan, complete information matching/table filling. Read intensively, focus on details and rhetorical features, complete exercises. Assessment: Evaluate students’ reading ability through the completion of each reading task. Post-reading: T: 1. Guide students to discuss the speech. Ask: “What is the most impressive part of the speech How does the Olympic Games bring people together ” 2. Organize group discussion: students share their thoughts on the meaning of the Olympic Games and how sport brings people together. 3. Invite group representatives to share discussion results. S: Answer questions, express opinions. Group discussion, share thoughts. Representatives speak, listen to others’ sharing. Assessment: Use “group evaluation” to assess depth of discussion and language accuracy.
课堂小结 Step 3 T: 1. Guide students to review core content: (1) Core vocabulary: Olympic Games, host city, spirit, unity, bring together, etc. (2) Reading strategies: skimming for main idea, scanning for details, identifying rhetorical features. (3) Text structure: introduction-body-conclusion of a speech. 2. Emphasize key points: efficient use of reading strategies to obtain information, understand speech text structure and content. S: 1. Follow the teacher to review core knowledge, organize the framework. 2. Record summary content, supplement notes. 3. Raise any remaining questions. Assessment: 1. Check students’ mastery of reading strategies through questioning. 2. Answer students’ questions in a timely manner.
作业 设计 基础性作业 (Basic): 1. Copy core vocabulary and phrases, 3 times each and make a sentence with each. 2. Read the text fluently and be able to retell the main idea. 3. Complete the basic exercises in the workbook corresponding to this lesson. 实践性作业 (Practical): 1. Tell your family about what you learned about the Olympic Games in Beijing using vocabulary learned today. 2. Research another Olympic host city. Write a short paragraph in English about it. 拓展性作业 (Extended): 1. Research more about the Olympic Games. Write a short passage (50-80 words) in English about the Olympic spirit. 2. Create a “Beijing Olympic Games” poster in English, with accurate content and illustrations.
板书 设计
教学反思
第 Ⅵ 课时
授课人 班级 课型 Vocabulary 授课日期
教学目标 Knowledge & Skills Objectives Word Formation: Master the derivative changes of core vocabulary (e.g., compete/competition/competitor/competitive, athlete/athletic, win/winner, lose/loser, train/trainer/training, champion/championship). Understand the meaning of suffixes (-tion, -or, -er, -ive, -ship). Phrasal Verbs: Master phrasal verbs related to sports (e.g., sign up, try out, catch up, help out, take part in, look forward to). Understand their meanings and usage. Application: Flexibly use unit vocabulary in conversations and plete 2a-2c exercises. Output: Use learned vocabulary for oral expression and written writing. Core Competency Objectives Language Ability: Through vocabulary learning and exercises, improve the accuracy and flexibility of vocabulary use. Expand vocabulary size. Thinking Quality: Through vocabulary classification, differentiation, and application, cultivate logical thinking and summarization ability. Learning Ability: Master vocabulary learning strategies (word root/affix method, phrasal verb method, contextual memory method, classification method). Improve autonomous vocabulary learning ability. Cultural Awareness: Through vocabulary learning, understand different expressions of sports concepts and expand international perspective.
教学重点 Derivative change rules of core vocabulary and phrasal verb meanings. Accurate use of vocabulary in context. Mastery and application of vocabulary learning strategies.
教学难点 Understanding and flexible application of derivative change rules. Accurate differentiation and use of phrasal verbs in specific contexts. Applying learned vocabulary to real contexts for expression.
教学策略与方法 Task-based language learning, Inductive Approach.
教学环节 师生活动 调整与思考
新课讲授 Step 1 T: Quick review of unit vocabulary through Q&A. Show a vocabulary list, have students quickly say the Chinese meaning. Ask: “How many words can you think of related to sports events ” Guide students to brainstorm. S: Quick response, review vocabulary. Brainstorm, recall more vocabulary about sports. Assessment: Check students’ vocabulary mastery through quick Q&A, preparing for the next step. Step 2 2a Vocabulary Classification: T: Guide students to complete the vocabulary classification exercise in 2a. Classify vocabulary into categories: “sports events,” “sports people,” “actions in sports,” “description words,” etc. Guide students to summarize word formation rules (e.g., compete→competition→competitor→competitive, win→winner). Teaching Tip: Guide students to notice the meanings and usage of suffixes like -tion, -or, -er, -ive, -ship in sports-related vocabulary. S: Complete vocabulary classification. Summarize word formation rules, take notes. Share findings. Assessment: Evaluate students’ vocabulary classification ability and word formation rule summarization. 2b Phrasal Verbs: T: Guide students to complete the phrasal verb exercise in 2b. Use example sentences to help students understand the meanings of phrasal verbs related to sports. Guide students to summarize key usage points. S: Complete phrasal verb exercise. Understand meanings, record key points. Participate in summarization, share differentiation methods. Assessment: Monitor students’ ability to understand and use phrasal verbs. 2c Text Completion: T: Guide students to complete the text completion exercise in 2c, using unit vocabulary to fill in the blanks. Students work independently first, then check with deskmates. Check answers as a class, explain key vocabulary usage. S: Complete the text completion exercise independently. Check with deskmates, correct each other. Check answers, record key vocabulary usage. Assessment: Evaluate students’ ability to use vocabulary in context. Extension Activity: T: Organize group work. Students write a short passage (about 80 words) about “a sports event I love” using unit vocabulary. Provide a writing framework: event name → what happens in the event → why I love it → how it inspires me. Invite group representatives to share. S: Work in groups, write a short passage. Use learned vocabulary for expression. Share results, listen to feedback. Assessment: Use “group evaluation” to assess content completeness, vocabulary accuracy, and creativity.
课堂总结 Step 3 T: 1. Guide students to review the lesson content using a mind map: Vocabulary Classification (events/people/actions/description) → Word Formation (suffixes: -tion, -or, -er, -ive, -ship) → Phrasal Verbs → Vocabulary Application (context completion/short writing). 2. Emphasize key points: word formation rules, phrasal verb meanings, and accurate vocabulary use. 3. Ask students to share their learning gains and summarize vocabulary learning strategies. S: 1. Follow the teacher to review knowledge points, organize the learning framework. 2. Listen carefully to key points, consolidate weak areas. 3. Actively share learning gains, reflect on key points and difficulties. Assessment: 1. Praise students who can clearly share their learning gains; guide and encourage those who are less complete. 2. Monitor students’ ability to organize the knowledge system.
作业 基础性作业 (Basic): 1. Complete the remaining exercises for 2a-2c. 2. Copy key vocabulary (including derivatives and phrasal verbs), 3 times each and make a sentence with each. 3. Use a mind map to summarize the key points of word formation and phrasal verbs. 实践性作业 (Practical): 1. Introduce 2 sports events to your family, using vocabulary learned today. 2. Watch a short sports video. Record 3 actions or descriptions in English, using 2-3 vocabulary items learned today. 拓展性作业 (Extended): 1. Research more English suffixes and phrasal verbs related to sports. Accumulate 10 related derivative words and 5 phrasal verbs. 2. Work in groups to write a short passage (about 80 words) about “a sports competition,” using at least 5 vocabulary items learned today.
板书 设计
教学反思
第 ⅥI 课时
授课人 班级 课型 Writing 授课日期
教学目标 Knowledge & Skills Objectives Comprehensive Use: Integrate all vocabulary, sentence patterns, and grammar learned in this unit to complete the 3a writing task — write an introduction to an admirable athlete. Writing Structure: Master the writing structure of a descriptive/personal narrative text. Organize articles following the “introduction-body-conclusion” structure. Model Writing: Follow the reading model to write a short passage about an admirable athlete, covering who they are, what they achieved, what qualities they have, and why they are admirable. Project: Work in groups to introduce your favourite sports event. Core Competency Objectives Language Ability: Through writing activities, improve written expression ability and text organization ability. Express opinions accurately and coherently. Thinking Quality: Through writing conception and article structure organization, cultivate logical thinking and critical thinking. Learn to express opinions in an organized way. Cultural Awareness: Through sharing admirable athletes, understand the spirit of sport and the power of perseverance. Cultivate the awareness of sportsmanship and personal growth. Learning Ability: Through writing strategy training, master the complete writing process: conception, drafting, revision, and finalization. Improve autonomous learning ability.
教学重点 Mastery and organization of descriptive/personal narrative writing prehensive use of unit vocabulary, sentence patterns, and grammar for writing. Design and implementation of the project: introduce your favourite sports event.
教学难点 Using rich vocabulary and sentence patterns for written expression, with accurate language and substantial content. Correct use of subject-verb agreement to describe athletes and sports events in writing. Effective integration of learned knowledge in the Project, creating an informative presentation and presenting it clearly.
教学策略与方法 Process writing approach, Task-based language learning, Cooperative learning.
教学环节 师生活动 调整与思考
新课讲授 Step 1 T: Quick review of unit content through Q&A. Show the list of core vocabulary and sentence patterns. Ask: “What is the most inspiring thing you’ve learned about sports in this unit Who is an athlete you admire ” Guide students to discuss and share. Introduce the writing task: write an introduction to an admirable athlete. S: Answer questions, review unit content. Share learning gains. Clarify the writing task. Assessment: Check students’ comprehensive mastery through Q&A, preparing for the writing task. Step 2 Pre-writing (3a): T: Guide students to read the writing requirements and model in 3a. Analyze the structure and language features of the model. Guide students to analyze the “introduction → body (who the athlete is, what they achieved, what qualities they have, why they are admirable) → conclusion” structure. Help students notice transition words and the use of subject-verb agreement. S: Read the writing requirements and model. Analyze the model structure, record key writing points. Learn the use of transition words and subject-verb agreement. Assessment: Evaluate students’ model analysis ability and writing strategy mastery. While-writing (3b): T: Guide students to write their own introduction to an admirable athlete following the model structure. Provide a writing scaffold: Introduction (who the athlete is) → Body (achievements, qualities, personal story) → Conclusion (why I admire them, how they inspire me). Remind students to use vocabulary, sentence patterns, and subject-verb agreement learned in this unit. Circulate and provide guidance. S: Write the passage following the model and scaffold. Use learned vocabulary, sentence patterns, and subject-verb agreement. Ask the teacher for help when encountering problems. Assessment: Through circulating, identify students’ writing difficulties in time and provide individual guidance. Post-writing (3c): T: Organize peer evaluation. Students exchange passages and give revision suggestions. Provide evaluation criteria: Content completeness (athlete’s name, achievements, qualities, reasons), Language accuracy (vocabulary, grammar, subject-verb agreement), Structure clarity (introduction-body-conclusion), Personal voice (genuine admiration and reasons). Invite 2-3 students to present their passages. Whole class gives feedback. S: Exchange passages, do peer evaluation. Give revision suggestions based on evaluation criteria. Revise own passage. Present on stage, listen to feedback. Assessment: Use “peer evaluation” and “teacher evaluation” to assess writing outcomes. Project: T: Assign the Project task: Work in groups to introduce your favourite sports event. Guide students to research the event’s history, rules, famous athletes, and why it inspires people. Provide a project structure: Event name → History and rules → Famous athletes → Why it inspires me. Invite groups to present their introductions. S: Work in groups, research a sports event. Prepare the introduction. Present the introduction to the class. Assessment: Through group presentations, evaluate students’ cooperation ability, language application ability, and research skills.
课堂总结 Step 3 T: 1. Guide students to review the unit content and build a complete knowledge system: Core Vocabulary (sports events/people/actions/description) → Core Sentence Patterns (discussing sports events) → Core Grammar (subject-verb agreement) → Reading Strategies (skimming/scanning/rhetorical features) → Writing Skills (descriptive/personal narrative structure). 2. Emphasize the core meaning of “More than a Game”: sport is a source of inspiration, unity, and personal growth. 3. Guide students to reflect on their learning process and gains. Encourage students to apply what they have learned to actual learning. S: 1. Follow the teacher to review the unit knowledge system, build a complete framework. 2. Reflect on own learning process and gains, identify weak areas and improvement directions. 3. Actively participate in class discussion, share learning experiences and insights. Assessment: 1. Praise students who can comprehensively and systematically summarize the unit knowledge. 2. Monitor students’ reflective ability, evaluate whether they can accurately identify their learning gains and shortcomings. 3. Understand students’ overall mastery through sharing, providing reference for subsequent teaching.
作业 基础性作业 (Basic): 1. Memorize the core vocabulary and sentence patterns of the unit. Use learned sentence patterns to describe an athlete (at least 3 sentences). 2. Revise the 3b writing passage carefully, ensuring accurate language expression. 实践性作业 (Practical): 1. Complete the sports event introduction with the group. Record the gains and feedback from the activity. 2. Share your introduction to an admirable athlete with your family. Ask for their feedback and write it down in English. 拓展性作业 (Extended): 1. Write an English essay (80-100 words) discussing “How does sport inspire us ” Express your own opinion with supporting examples. 2. Research a famous athlete’s story. Write a short biography in English (80 words).
板书 设计
教学反思
设计说明（Design Notes）
本教学设计以《义务教育英语课程标准（2022年版）》为依据，以“核心素养”为导向，以“More than a Game”为主题，围绕“How does sport inspire us ”这一核心问题，设计了7个课时的教学方案。
设计理念 (Design Philosophy):
主题引领，整体设计 (Theme-led, Holistic Design): 以“体育与激励”为主题，贯穿整个单元，将语言学习与主题探究深度融合，引导学生在学习语言的同时，感受体育的精神力量。
素养导向，目标明确 (Competency-oriented, Clear Objectives): 以语言能力、文化意识、思维品质和学习能力四大核心素养为目标，设计层次清晰、可操作、可评价的教学目标。 3. 学为中心，活动驱动 (Learner-centered, Activity-driven): 以学生为主体，设计听说读写看等多种语言实践活动，让学生在真实语境中运用语言，实现“做中学、用中学”。
教学评一体化 (Integration of Teaching, Learning, and Assessment): 将评价融入教学全过程，通过课堂观察、同伴互评、教师评价等多种方式，及时了解学生的学习情况，调整教学策略。
5. 分层作业，因材施教 (Differentiated Homework, Tailored Teaching): 设计基础性、实践性和拓展性三个层次的作业，满足不同层次学生的需求，促进每个学生的发展。
Notes:
教师可根据实际教学进度和学生情况，灵活调整课时安排和教学环节。
建议充分利用多媒体资源（如体育赛事视频、运动员采访等），丰富教学内容和形式，激发学生的学习兴趣。
建议加强小组合作学习，培养学生的合作能力和交际能力。
4. 建议注重过程性评价，关注学生的学习过程和进步，及时给予反馈和鼓励。

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