TheOlympicGames教学设计
the olympic games 教案
Unit2 The Olympic GamesTeaching aims: Knowledge aims:1. Get Ss to learn the useful new words and expressions in this part.2. Let Ss learn about the basic knowledge on the Olympic Games.Ability aims:1. Develop Ss’ reading ability and let them learn different reading skills.2. Enable Ss’ to learn to talk about the Olympic Games.Emotional aims:1. Arouse Ss’ great interest in the Olympic Games.2. Develop Ss’ sense of cooperative learning.Important points:1. Let Ss learn more about the basic knowledge on the Olympic Games.2. Get Ss to learn different reading skills.Difficult points:1. Develop Ss’ reading skilling.2. Enable Ss to learn to talk about the Olympic Games.3. Let Ss learn to use comparing and contrasting when writing.Teaching methods:1. Task-based teaching method2. Cooperative learning3. Discussion Teaching aids:Normal teaching tools Teaching ProceduresStep1 Lead-inListen to a song and guess what purpose it is used for.(You and Me) It’s the theme song sung in th e 2008 Beijing Olympic Games. Show pictures about “The Olympic Games”, let Ss name them out in English.Torch MascotWhat do you know about the ancient Olympic Games? Do you want to know some details about i t? Then work in pairs and ask each other the following questions.1. Where did the ancient Olympic Games start? Olympia (Greece)2. How many countries competed in the ancient Olympic Games? One (Greece)3. Who could not take part in the ancient Olympic Games? Slaves and women (except the chariot)4. When and where did the modern Olympic Games start? Athens in 18965. Who was china’s first gold medal winner and for what event? Xu Haifeng for shooting6. What are the three words that show the spirits of the Olympic Games? Swifter, higher and stro nger7. What do the five rings on the Olympic flag stand for? The five continents 8. What are the offici al mascots for the Beijing Olympic Games?The five mascots are officially called the Five Friendlies. They are Beibei, the fish; Jingjing, the pan da; Huanhuan, the Olympic flame; Yingying, the Tibetan antelope; and Nini, the swallow. Step2 Pr e-readingNow, we have known some knowledge about the ancient Olympic Games. Do you know any differ ences between the ancient and modern Olympic Games? We will find out the answers after finishing the reading. Firstly, look at the title and the pictures and predict what the passage is about? Step3 ReadingTask1. Skimming for the general idea of each paragraphListen to the tape and match the main idea of each paragraph. {名师P17}1.Para.1( B ) A. Pausanias’s interview with Li Yan about the similaritiesand differences between the ancient and modern Olympic Games.Para.2 ( A ) B. Brief introduction of Pausanias. 2. What is the text mainly about? ( D ) {名师P16.2} A. Telling the history of the Olympic Games.B. Telling the fairy tale of the ancient and modern Olympics.C. Telling the similarities between the ancient and modern Olympics.D. Telling the differences and similarities between the ancient and modern Olympics Task2 Scan ning for detailed informationAsk Ss to read this passage carefully to locate detailed information and then fill in the blanks. Ite ms The ancient Olympic Games The modern Olympic Games Frequency 1.Every ______years 2. E very ______ yearsTypesOnly Summer Olympic GamesSummer and 3. __ Olympic Games Events Fewer4.__________AthletesOnly men from 5. _______ cityFrom 6.____ ___ including 7____ Places Greece 8.________ Prize9._________10. _________Keys: 1.four 2.four 3.winter 4. More 5.Greek 6.all over the world 7.women 8.Every country is poss ible 9.The olive wreath 10.Medals Step4.DiscussionDiscuss this question in groups: Why do many countries want to host the Olympic Games while ot hers do not?Step 5 Summary of the interviewThe Olympic Games are the biggest sports meeting in the worlds, which include two kinds, the __ ______and the ______ Olympics. Both of them are _____ every _____ ______. All countries can t ake part if their athletes reached the ___ to the games. Women are not only _______ to join in b ut playing a very ____ role. A ______ _______ village is built for the competitors to live in, a ____ ____ for competitions, a large swimming pool, a _____ as well as seats for those who watch the g ames. It’s a great _____ to host the Olympic Games.The Olive wreath has been _________ by medals. But it’s still about being able to run ______, ju mp ______ and throw _______.Keys: the Summer Olympic Games; the winter Olympic Games; held; four years; standard to be a dmitted; important; special; stadium; gymnasium; honour; replaced; higher; further Step6.Hom ework1. Do the exercises of page16 {名师P16.1.3.4.5}2. Read the passage AN INTERVIEW after class.。
the olympic games教学设计与反思--李霞
Unit 2 The Olympic Games (Ss’ Book 2)
教学设计与反思
课题：Warming up and Reading, Unit 2 The Olympic Games (Ss’ Book 2)
科目：英语
课时：第一节（40min）
单位：下关一中
一、教学内容分析
本单元的中心话题是“奥运会”----世界上最重要的体育盛会。通过本单元学习，使学生了解奥运会的起源、宗旨以及比赛项目。同时介绍了一些古代希腊神话传说和其中的一些著名人物。宗教和神话传说源远流长，是人类最初的文学形态，而希腊神话是整个西方文明的摇篮，本单元的教学对于学生了解西方文化和英语语音发展也有帮助。
在实际教学过程中，由于知识信息量较大，学生一堂课需要高度集中注意力才能够跟上教师的讲课进度，并且有一些基本常识需要记下来以便理解阅读篇章，学生听课过程中少了自己整理笔记资料的过程，比较依赖教师的讲解。教师应该再精简补充材料，并给学生消化理解的一段时间。细读完文章后可以通过让学生自己口述总结文章大意来检测学生对这一堂课所学的知识点的理解程度。另外，在板书设计方面，教师可以将奥运精神、五环的象征意义、一些体育运动的名称通过板书呈现出来，让学生尽可能的了解这些奥运常识。此外，在讨论思考“举办奥运会的利弊”的环节，应当给学生更多集体讨论的时间，以充分发挥学生的想象力。
中学英语九年级《TheOlympicGames》说课稿
中学英语九年级《The Olympic Games》说课稿一、教学目标知识目标：1.学生能够掌握与奥运会相关的基本词汇和短语，如“Olympic Games”,“host city”, “opening ceremony”, “medal ceremony”等。
2.学生能够理解并运用句型描述奥运会的历史、项目、精神及其对社会的影响。
能力目标：1.提高学生的阅读理解能力，能够从英文文章中获取关于奥运会的关键信息。
2.增强学生的口语表达能力，能够就奥运会相关话题进行流利交流。
3.培养学生的跨文化交际能力，了解不同国家和地区的奥运文化和传统。
情感态度价值观目标：1.激发学生对体育运动的热爱，培养积极参与体育活动的意识。
2.通过学习奥运会的历史和精神，培养学生的团队合作意识和公平竞争精神。
3.增强学生的国际视野，尊重和理解不同文化背景下的奥运价值观。
二、教学内容本节课的主要内容是围绕《The Olympic Games》这一主题，介绍奥运会的历史、基本构成、重要事件以及其对全球的影响。
重点内容包括奥运会的起源、现代奥运会的复兴、奥运会的标志和象征、以及奥运会的社会价值。
难点在于如何引导学生深入理解奥运会的精神内涵，以及如何用英语准确表达这些复杂的概念。
三、教学方法本节课采用讲授法、讨论法、案例分析法和多媒体教学法相结合的方式。
通过讲授法介绍基础知识，通过讨论法激发学生的思维，通过案例分析法加深学生对奥运会精神的理解，通过多媒体教学丰富教学手段，提高学生的学习兴趣和参与度。
四、教学资源-教材：九年级英语课本及相关辅助材料。
-教具：黑板、白板、马克笔。
-多媒体资源：课件、奥运会相关视频和图片、在线词典。
-实验器材：无（本节课为语言课，不涉及实验）。
五、教学过程六、课堂管理1.小组讨论：将学生分成小组，每组分配一个主题或任务，确保每个学生都有参与的机会。
2.维持纪律：制定课堂规则，明确奖惩制度，通过表扬和奖励激励学生积极参与。
高中英语_The Olympic Games教学设计学情分析教材分析课后反思
《The Olympic Games》教学设计一、教材分析本单元的中心话题是“奥运会”—世界上最重要的体育盛会。
通过本单元的学习，使学生了解奥运会的起源、宗旨及比赛项目。
同时了解奥运精神和国家之间息息相关，如北京奥运会、伦敦奥运会及2016年的巴西奥运会，让学生在更广义上去体会奥运会的精神。
本单元的教学对学生了解西方文化和英语语言发展也有帮助。
二、学情分析高中学生的心理日趋成熟,有一定的知识积累,且比较丰富;语言逻辑性强,有较强的参与意识,求知欲望及表现欲望强烈。
学生主动性、积极性的调动与教师的主导作用是分不开的。
本课教学设计就是要引导学生独立思考、激发学生思维，引导学生各抒己见，让学生自己得出解答问题的结论。
教师应跳出教学设计的问题模式，和学生一道去创造地发现问题、分析问题、解决问题，在成功中寻找快乐、在快乐中更加成功。
同时特别注重创设的情景的选择性，有针对性和实效性，引导学生们积极、主动参与，使他们的潜能、智慧得出充分挖掘、展示。
只有当学生们在课堂上表现出来的独特的、有创意的见解，学生主体参与和教师主导二者完美结合，才能充分的提升课堂教学效益。
三、教学重点、难点1、教学重点：掌握本单元的奥运词汇和短语；写作的基本要求和高分作文的要素。
2、教学难点：培养学生组织输出语言的能力四、教学目标知识：掌握本单元核心词汇和短语的在语境中的具体运用；培养学生的口头表达能力和写作能力。
能力：提高学生归纳与分析问题的能力；利用教材提供的情景和问题，提高学生自主学习、合作学习和初步探究学习的能力。
情感、态度、价值观：通过学习本课内容，使学生深入了解奥运知识，加深对西方文化的理解。
五、教学理念1、自主、合作探究的知识建构观。
2、教学活动回归学生生活中的文化价值观。
3、学生通过问题情境，课程资源进行多角度，多样式互动的多元互动教学观。
六、教学进程⑴课前活动设计1、展示写作中可用到的重点词汇和短语，扫清写作障碍It was the first time that ...（Book1 Unit1）While walking the dog, I was careless ...（Book1 Unit1)we can hardly wait to do （Book1 Unit1)It is ... that...（Book1 Unit3)Not all the hope was lost. （Book1 Unit4)There is no doubt that （Book2 Unit1)2、高级句式的变换与练习1) To his surprise, the little girl knows so many things.（使用名词性从句）___________is that the little girl knows so many things2) They sang and laughed as they went back to school.( 使用V-ing形式)_________________, they went back to school.3) If you study hard, you will make rapid progress. （祈使句+and…）_______________you will make rapid progress.⑵课中活动设计环节一：通过奥运图片猜测来表达奥运知识。
高一英语TheOlympicGames的教学设计一等奖
高一英语TheOlympicGames的教学设计一等奖《高一英语TheOlympicGames的教学设计一等奖》这是优秀的教学设计一等奖文章，希望可以对您的学习工作中带来帮助！1、高一英语TheOlympicGames的教学设计一等奖1、主题：The Olpic Gaes（奥运会）本节课是本单元的阅读课An interview.描述的是古希腊的一位作家穿越时空，到现代社会采访一位中国女孩的奇幻之旅，向我们展现了奥运会的有关知识以及古代与现代奥运会的异同。
2、教学目标：知识目标：让学生了解奥运会。
能力目标：训练并培养学生的.听、说、读、写能力。
情感目标：让学生学习奥运精神，热爱运动，增强体质。
3、教学重难点：古代与现代奥运会的异同，有关奥运会的英语表达方式。
4、学生分析和教学法：当今高中生正处于好奇，求知欲强的年龄阶段，尤其在素质教育和新课改的背景下我们教学更应该突出以学生为中心，教师为指导，因此我选择的教学法是任务型教学法和情境交际法，教具是多媒体和麦克风。
5、教学步骤Step1 Leading in导入（预演热身，激情导入）给学生展示奥运会会旗、会徽、五环，伴随着08北京奥运主题曲u and e《我和你》引入正题，激发学生学习的兴趣。
Step2 Fast reading快读（雾里看花、水中望月、粗枝大叶、不求甚解）要求学生快速浏览、默读课文，叙述课文的大意，从而对课文有个大体了解。
Step3 Careful reading细读（穿越迷雾、云开雾散、粗中有细、精益求精）在本环节我设计了一个表格，关于古代和现代奥运会的异同，让学生在细读过程中找出答案，从而对课文有个更详细的认识。
（温馨提示：在学生阅读时，教师应该走下讲台，来回走动，以便解决学生遇到的问题；在学生回答问题时，教师应多给予表扬和鼓励。
）Step4 Suar总结全文（化零为整、资源整合）让学生根据上述表格以及关键词复述课文，进一步巩固课文。
olympic games教学设计
Unit2 The Olympic Games教学设计一、教材分析本课是高一英语必修2第2单元的第一课时，本单元的话题是讲有关奥运会的知识及体育运动。
第一课时首先是要引入本单元话题并进行阅读课的教学。
在阅读课型的第一课时中首先训练学生从整体上把握文章大意及查找细节的能力。
第二课时处理语言点及深层次理解文章。
在口语训练中要求学生参与性强，达到交际的目的。
在课堂设计上贯彻趣味性原则。
二、教学目标与要求学生认识和学习世界上最重要的一个体育盛会——奥运会。
使学生达到能用英语就奥运会的基本知识进行互相问答，并能简述奥运会的基本知识。
１、培养自主学习的能力和开展研究性学习２、训练口头表达及阅读能力三、教学重点与难点１、就奥运会话题进行小组互动、商讨２、阅读文章把握文章大意四、教学方法1、情景交际法课堂教学以情景交际教学法为主，尽量给学生以足够的听、说、读的机会，联系课文实际，创设情景，引入讨论主题，在交际中学英语。
情景的设计注意衔接的自然性，主题的设计强调知识的渐进性和讨论的可行性，并注意德育和发散性思维的培养。
2、任务型语言教学法任务型语言教学是交际语言教学近年来发展起来的一种教学方法，主张采用任务型语言教学的人认为：人们使用语言的过程就是一个完成各种各样任务的过程。
在本课的任务型语言教学中，我将依据课程的总体目标并结合教学内容，创造性地设计贴近学生实际的任务活动，吸引和组织他们积极参与，使学生通过思考、调查、讨论、交流和合作等方式，在一种自然、真实或模拟真实的情境中体会语言、掌握语言的应用。
3、启发式教学法创设情景，引入主题，配合小组讨论交流，采用启发式教学启发学生的主动学习。
五、学法指导1.合作学习：合作学习是指学生通过分工合作共同达成学习目标的一种学习方式。
本节课将在课堂活动中把学生分成四人一小组的学习小组，让他们围绕着课堂任务分工合作，在活动中相互探讨、相互交流、相互合作，从而获得知识、技能和情感体验，发展他们的能力。
高一英语Unit2_The_Olympic_Games_教学设计
Unit2The Olympic Games第1课时一、教材分析本单元以世界性的体育盛会──Olympic Games为话题，旨在通过本单元的教学，使学生了解奥运会的起源、宗旨、比赛项目以及古现代奥运会的异同。
学会用英语表达自己的兴趣爱好以及如何向别人推荐某一种爱好，同时培养学生对体育运动的爱好。
二、教学目标根据《新课程标准》关于总目标的具体描述，结合高一学生实际和教材内容，我们分语言知识、语言技能、学习策略、情感态度、文化意识五个方面制定相对应教学目标:1）语言知识:双基词汇:学习掌握一些有关奥运会的词汇,如:compete,competitor,medal, Greece,Greek,athlete,stadium,gymnasium等。
掌握文中涉及的其他一些词汇，如:honest,host,magical,interview, admit,a set of,as well as等。
语用功能:学习掌握一些用于讨论奥运会的结构句式，如:When and where will the next Olympic Games be held?I have come to your time...that in2004…they are to be held in my hometown of Athens.All countries can take part if their athletes reach the standard to be admitted to the games.It is just as much a competition among countries to host the Olympics as to win an Olympic medal.表达自己的兴趣爱好以及如何向别人推荐某一种爱好的结构句式，如:What are your hobbies?How do you become good at them?I think/don’t think that…I agree/don’t agree that etc.语法结构:学习掌握将来时态的被动结构的用法。
《TheOlympicGames》教学设计
五、教学环境及资源准备
Teaching aids: Multi-media, flash，ppt
学习指导参考资料
完美 WORD 格式编辑
点评：能够借助多种教学媒体，使课堂教学活动顺利的进行。
六、教学媒体选择分析表
知识点 2-2-1
学习 目标 语言 能力 目标
媒体 类型 视频, ppt 等 其 他相关资 料
Grasp some reading skills
三、学习者特征分析
I.
II. III.
The Ss of senior one enjoy sports, they like playing the events of the Olympics games. They have learned some information of the Olympics games.
点评：教学内容部分对本课的教材出处、知识背景、教学内容、课时安排等进行 了详细的分析和介绍，清晰、明了，符合课程标准。
二、Teaching aims(教学目标:知识，技能，情感态度、价值观）
Ⅰ.Knowledge Aims Know the differences between modern and ancient Olympic Games, and
学习指导参考资料
让学生更多
的了解奥运
H
的 历 史 和 背 2 分 自制
景
G J A B,A,E F,J
利用图片 3分 复习、学习 有关词汇， 直观、形象， 易接受 预测课文 4分 的大意，培 养学生的 快速阅读 能力。 加深对课 8分 文的理解， 培养学生 的语言综 合能力。 培 养 学 生 10 分 搜集、整理 信息的能 力，同时培 养学生的 合作精神。 巩 固 所 学 5’ 知识，培养 学生综合
《TheOlympicGames》教学设计
《The Olympic Games》教学设计设计：崔静 永安一中点评：苏琳永定侨育中学Topic M2,U2,The Olympic Gamesbject English Students Class 5, Senior One.TeacherCuijing(崔静)PeriodOne periodTpyeReading一、Contents (教材内容分析)本课出自人教版高中英语模块2的第二单元。
本单元以世界性的体育盛会──Olympic Games 为话题，旨在通过本单元的教学，使学生进一步了解奥运会的起源、宗旨、比赛项目以及古代、现代奥运会的异同。
学会用英语表达自己的兴趣爱好以及如何向别人推荐某一种爱好，同时培养学生对体育运动的爱好。
点评：教学内容部分对本课的教材出处、知识背景、教学内容、课时安排等进行了详细的分析和介绍，清晰、明了，符合课程标准。
二、Teaching aims(教学目标:知识，技能，情感态度、价值观）Ⅰ.Knowledge AimsKnow the differences between modern and ancient Olympic Games, and learn some words about sport events.点评：本课知识目标的确定体现了以教学大纲为依据，促进学生的实际知识水平确定。
Ⅱ.Ability AimsA. Improve the reading ability.B. Learn how to do a summary点评：本课技能目标的确定体现了以教学大纲为依据，其次是遵循了素质教育对课堂教学的要求，从提高学生的阅读能力和归纳总结的能力出发，促进学生的实际知识水平确定的。
例如“skim,scan 和writing ”等环节体现了课堂知识与课外实践活动相结合的教学理念。
Teachin g AimsⅢ.Emotion AimsA. Know the spirit of Olympics.B. Build up confidence on study, and the cooperation with others.点评：情感态度目标寓德育于教学中，在学习奥运精神的同时，培养学生的团体协作精神，使教书育人渗透于英语教学中，实现了素质教育的IV.Cultural AimsA.Learn more about the Olympic Games.B.Build up the sense of global cooperation.DifficultpointsHow to improve the reading ability.ImportantpointsGrasp some reading skills三、学习者特征分析I.The Ss of senior one enjoy sports, they like playing the events of theOlympics games.II.They have learned some information of the Olympics games.III. The past 2008 Beijing Olympics will arise their interests of this period.点评：教师在学习者特征分析中尊重学生，注重分析学生的智力因素和兴趣、习惯等非智力因素，目的在于给学生创造机会，激发他们积极参与、主动发展。
人教版必修2Unit2TheOlympicgames优秀教案
Unit 2The Olympic gamesPeriod One能力目标：1.Develop students' reading ability and let them learn different reading skills.2.Enable students to learn to talk about the Olympic Games.情感目标：1.Arouse students' great interest in Olympic Games.2.Develop students' sense of cooperative learning.教学重点：1.Develop students' reading ability.2.Enable students to learn to talk about the Olympic Games.3.Let students learn to use comparing and contrasting when writing.教学方法：1.Task-based teaching method2.Cooperative learning3.Discussion教学过程：Step 1 lead-in and warming upWhat sports do you like? Do you want to take pert in-the Olympic Games?Step 2 Pre-readingWhen and where will the next Olympic Gaines be held?Step 2 reading——、Read the first paragraph and fill in the blanks.Pausanias, who was a Greek writer about 2000 years ago. has come on a magical journey on March 18th,2007 to find out about the present-day Olympic Games. He is now interviewing Li Yan. a volunteer for the 2008 Olympic Games.An InterviewInterviewer:Interviewee （接受采访者）Topic二、Look through the passage and then match the questions and answers.1.How often do you bold your Games? a. There are no nmning races or horse Riding event in winterGames.2.How runners enjoy competing in winter? b. Every country wants the opportunity And what about thehorses?3.All athletes are from the Greek world? c. A special village is built for them to Lire in.4.Where ear all athletes housed? d. Every four year.5.Does anyone want to host the Olympic Games? e. It's all about being able to run faster. Jumphigher and throw further6.Has the olive wreath been replaced? f. Any country can take part if their Do you compete forprize money too? Athletes are good enough.From the questions and answers, we learn something about modern Olympics andOlympics.三、Scan the text and fill in the table.Compare ancient and modern Olympic Gamesthe main ideaIn this lesson, we learn the and between Ancient Olympics and ModernOlympics.四、Answer the following questions1.When pausanias hears that women are allowed to join in, what does he say? How about his feeling, sad, surprised or happy?2.Why does Pausanias think Li Yan should feel proud?3.Why does think people may be competing for money in the modern Olympic Gaines?Step IV: Read the beginning and ending of the interview dialogue）An Interviewbeginning: self-introductionStructure ^niddle: questions + answersEnding: expressing thanksStepV: Interview ActivitySupppose （假设）one is Li Yan and the other is PausaniasUseful expressions:My name is..., I am from...,May I ask you some questions about...?How often ...?Thank you so much for your time.StepVI：SummaryThe Olympic Games are the biggest sports meeting in the world, which Include two kinds, the and. Both of them are every _. All countries can take part if their athletesreached the for their event. Women are not only to join in but playing a veryrole. A village is built for the competitors to live in. It s a great to host the OlympicGames. The olive wreath has been by medals. But it's still about being bale to run,jump and throw.Step VH：Homework1.Remember to finish the self-evaluation.Period two三维目标知识目标2.Get students to know the structure of the present future passive voice.3.Let students learn the usages of the present future passive voice.能力目标Enable students to use the present future passive voice correctly and properly.情感目标1.Get students to become interested in grammar learning.2.Develop students , sense of group cooperation.教学重点Enable students to learn how to use the present future passive voice correctly.教学难点1.Task-based teaching method2.Cooperative learning and practice教学方法教学过程Step 1 Grammar revision1.Review the passive voice1)the present passive voice: am/ is/ are + p.p.2)the present continuous passive voice: am/ is/ are + being + p.p.2.Fill in the blank with the right form of the verb given.1)Their house(paint) and they have to live with their parents.2)Visitors(request) not to touch the exhibits.3)In some parts of the world, tea(serve) with milk and sugar.4)The news article ____ (write) at present.Suggested answers:l )is being painted 2) are requested 3) is served 4) is being written3.Do Page 13 Exercise 3 to review the passive voice by making a poster.Step 2 Grammar learning1.Reading aloud and discoveringAsk students to turn back to page 9 to go through Pre-reading and the passage An Interview. Let them pick out the sentences in the present future passive voice and translate them into Chinese.2.Looking and thinkingLet students look at the tense used in the sentences they picked out and think over this question: What is the stnicture of the present future passive voice?3.Summing upThe stnicture of the present future passive voice is “s hall/ will + be + It is a combination of thefuture tense and the passive voice. We also can use the structure "is/ anV arc to be + p.p.’Tor the present future passive voice.Step 3 Grammar practice1.Turn to page 13. Ask students to do Exercise 2 to help the officials make some rules for the Olympic Games, using the present future passive voice.2.Turn to page 50. Ask students to do Exercise 1 and Exercise 2. Check the answers after most of them finish.Step 4 Closing down by consolidation exercisesTurn the following sentences into passive voice.l)Tliey will put up a notice on the wall.2)Have you sent for a doctor?3)I have never heard of such a thing before4)We must take good care of the children here.5)His classmates laughed at him for the foolish mistake.Suggested answers:1) A notice will be put up on the wall.2)Has the doctor been sent for?3)Such a thing has never been heard of before.4)The children must be taken good care of here.5)He was laughed at for the foolish mistake by his classmates.Step 5 Summary1.一般将来时的被动语态的用法：(1)表示根据计划或者安排将要发生的被动动作。
《The Olympic Games》教学设计全面版
Unit 2 The Olympic GamesPart One: Teaching Design (第一部分：教学设计)Period 3: A lesson plan for using languageAims:To read about the ancient Olympic GamesTo listen and talk about hobbiesTo write about hobbiesProcedures1. Warming upWarming up by introducingHi! Class. You know Greece is the world-known country with an ancient civilization. It has a long history with so much marvelous culture. The Greeks had wonderful stories about the Gods and Goddnesses who were part of their religion. They believed that these god or goddesses would help humans if they felt sorry for them or if the humans were good people. However, the Gods did not always help. They behaved like people who were unpredictable and capricious. To try to get the support of the Gods people had to pray to them and offer them present. In this story the Goddess Hera, the wife of the chief God, Zeus was sorry for Hippomenes and agreed to help him.Warming up by sharingNow, boys and girls. Is there anybody who can tell us some Greek mythology. You know they are so famous in human history. Or can you speak out some names of Greek Gods and Goddesses.Ⅱ. Guided reading1. Reading and judgingRead the text THE STORY OF ATLANTA, and complete the True or False guestions after the text on page14.2. Reading and answeringRead the text again, and answer the following questions.A. What was Atlanta’s problem?B. What were Atlanta’s rules?C. What was Hippomenes’ amazement?D. What made Hippomenes change his mind?E. Whom did Hippomenes turn to for help?F. Can you guess what was the ending?3. Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.4. ListeningFor listening turn to page 15 and be ready to do exercises 1.First read the questions carefully and imagine what is the listening about.When doing exercise 2, you must make clear what is wrong with the sentence. And tell the class which is correct, which is wrong and which is only half true.5. ActingNext we are going to put the text A STORY OF ATLANTA on stage. You know there are four charactors in the story. Who would like to be them?Who will be Alanta’s fa ther, the old king?Who will be the Goddess of Love?Ok. Li Li, you are the Greek princess. Zhang Qiang, you are the brave young man Hippomenes. Lucy, you are the Goddess of Love. Zhou Gang, you are the princess’s father. The rest of class, please prepare it in groups of four. Then act your play before class.6. SpeakingNow, class. Let’s carry out a survey of the interests in the class and write down the names of the classmates who have the same interests. You can carry out the task like this.Which do you like, sport, music or collection?Which of the sports do you like best?What is your favorite sport?Are you interested in table tennis?After the survey, the ones who have the same interests sit together and please work in groups of four to talk about their interest.III.Guided writing1. Writing an imagined dialogueGroups 1 and 2 are going to write an imagined dialogue between the princess and Hippomenes. You may begin like th is : Oh, my dear princess, I want to marry you…2. Writing a descriptionTurn to page 16 and follow the direction to write a description of your favorite hobby.Here is an example:IV. Closing down by finding informationGo to the library to read or get online to search in order to find more information on the Olympic Games and the ancient Greek mythology. Take notes of your finding and report to your groupmates next Monday morning.Part Two: Teaching ResourcesSection 1: The writing style of the reading AN INTERVIEWSection 2: Background information on the Olympic GamesI. Events of the Moden Olympic GamesArchery, Baseball, Badminton, Basketball, Beach, Volleyball, Boxing, Canoe/Kayak, Cycling,Diving, Equestrian, Fencing, Field Hockey, Gymnastics, Handball, Judo, Modern Pentathlon, Rowing, Sailing, Shooting, Soccer, Softball, Swimming, Synchronized Swimming, Table Tennis, Tennis, Tae kwon do, Track & Field, Triathlon, Volleyball, Water Polo, Weightlifting, WrestlingII.Olympic TraditionsThe Olympic AnthemThe Olympic anthem was written by the Greek national poet Costis Palamas and composed by Greek musician Splros Samaras. It was first sung at the 1896 Games. The IOC adopted it as the official Olympic anthem to crown olympic ceremonies at the 1958 IOC Session in Tokyo.The Olympic MottoThe Olympic motto “swifter, higher, stronger”comes from three Latin words”citus, altius, fortius”, which actually mean”faster, higher, braver”. The French educator, Baron Rerre de Coubertin, who revived the ancient Olympic Games and in 1896 led the first modern 01ympic Games in Athens, borrowed the phrase from a Dominican priest Henri Dinon. Mr.Dinon introduced these words while presenting athletic prizes at a college in 1891.But how did these words become the motto of the Olympic Games? It was Michel Breal who introduced this phrase at the closing dinner of the congress for the reestablishment of the modern Olympic Games on June 23,ter, the International Olympic Committee formally adopted this phrase as the official motto of the Games. The Olympic CreedThe Olympic creed was also introduced at the 1896 Games. As stated by Pierre de Coubertin, the creed is as follows:”The most important thi ng in the Olympic Games is not to win but to take part, just as the most important thing in life is not the triumph but the struggle. The essential thing is not to have conquered but to have fought well.”The Olympic FlagIt was Pierre de Coubertin who conceived the idea of the Olympic flag with five coloured interlocking rings on a white backround. The rings represent the union of the five continents and the meeting of the athletes from all around the world at the Olympic Games.Today, almost a century after the flag’s creation, the six colours, those of the rings (blue, yellow, black, green, red) and that of the white background which stands for peace, still maintain their symbolism and can be found in flags across the world. The Olympic flag was first used during the Antwerp Games in 1920.The Olympic Oath“In the name of all the competitors, I promise that we shall take part in these Olympic Games, respecting and abiding by the rules which govern them, in the true spirit of sportsmanship, for the glo ry of sport and the honour of our teams.”At the opening Ceremony of each Games, one athlete from the host country takes Olympic oath on behalf of all competing athletes. This particular gesture of sports-manship was introduced at the 1920 Games in Antwerp, Belgium. A coach or team official takes a similar oath at each Opening Ceremony.The Olympic FlameThe Olympic flame is one of the most visible symbols of the modern Games. Its tradition has survived from the Games of ancient Greece, where a sacred flame, ignited by the sun, burned continually on the altar of the goddess Hera.The modern Olympic flame was first lit in 1928 at the Amsterdam Olympic Games, where it burned throughout the competitions. It has become a major symbol for solidarity among nations and embodies the Olympic spirit encompassing the ideals of purity, the endeavour for perfection, the struggle for victory, friendship and peace.The Torch RelayDuring the 1896 Games in Athens, young inspired sportsmen had organised the first torch relays. However, the tradition of the Olympic torch officially began at the Berlin Games in 1936. As in ancient times, the torch is lit by the sun in Ancient Olympia, then passed from runner to runner in a relay to the host city, where it is used to light the Olympic Stadium’s flame during the Games’ Opening Ceremony. The flame then burns until it is extinguished at the Closing Ceremony.Section 3: Words and expressions from unit 2 THE OLYMPIC GAMEShonestadj. 1. not disposed to cheat or defraud; not deceptive or fraudulent: honest lawyers2. marked by truth: give honest answers3. without pretensions: worked at an honest trade4. without dissimulation; frank: my honest opinion5. habitually speaking the truth: an honest man6. worthy of being depended on: an honest working staff 7. free from guile: His answer was simple and honestancientadj. 1. very old: an ancient mariner 2. in or of times long ago: ancient Rome and Greece 3. havingexisted since a very early time: ancient history/customscompetev.to try to win sth. in competition with someone else: John competed for a place at their school, but didn’t get it. compete for something; engage in a contest; measure oneself against others medaln.an award for winning a championship or commemorating some other eventhostn. a man who receives guests: He acted as host to his father’s friends. China is the host country for 2008 Olympic Games. v.be the host of or for: We hosted 4 couples last night.magicaladj.possessing or using or characteristic of or appropriate to supernatural powers: a magical spell interviewn. 1.the questioning of a person (or a conversation in which information is elicited); often conducted by journalists: My interviews with teen-agers revealed a weakening of religious bonds.2. a conference (usually with someone important) v.1. conduct an interview in television, newspaper, and radio reporting 2. discuss formally with (somebody) for the purpose of an evaluation: We interviewed the job candidates.3. go for an interview in the hope of being hired: The job candidate interviewed everywhere.athleten. a person trained to compete in sportsadmitv. 1. allow participation in or the right to be part of; permit to exercise the rights, functions, and responsibilities of: admit someone to the profession 2. allow to enter; grant entry to: We cannot admit non-members into our club.3. serve as a means of entrance: This ticket will admit one adult to the show. 4. give access or entrance to: The French doors admit onto the yard.5. afford possibilitye: This problem admits of no solution.6. declare to be true or admit the existence or reality or truth of: He admitted his errors. 7. admit into a group or community: We’ll have to vote on whether or not to admit a new member.8. have room for; hold without crowding: The theater admits 300 people. replacev. 1. put something back where it belongs: Replace the book on the shelf after you have finishedreading it.2. substitute a person or thing for (another that is broken or inefficient or lost or no longer working or yielding what is expected): He replaced the old razor blade. 3. put in the place of another; switch seemingly equivalent items: The con artist replaced the original with a fake Rembrandt.4. take the place or move into the position of: Smith replaced Miller as CEO after Miller left.relatev. 1. have or establish a relationship to: She relates well to her peers.2. be in a relationship with: How are these two observations related?3. give an account of: The witness related the events.4. have to do with or be relevant to 5.make a logical or causal connection: I cannot relate these events at all.sailn. 1. a large piece of fabric (as canvas) by means of which wind is used to propel a sailing vessel 2. an ocean trip taken for pleasure v.1. traverse or travel by ship on (a body of water): We sailed the Atlantic2. travel in a boat propelled by wind: I love sailing, especially on the open sea.3. travel by boat on a boat propelled by wind or by other means: The QE2 will sail to Southampton tomorrow.4. move with sweeping, effortless, gliding motions: Shreds of paper sailed through the air.advertisev. 1. call attention to: Please don’t advertise the fact that he has AIDS.2. make publicity for; try to sell (a product)promisen. 1.grounds for feeling hopeful about the future: There is little or no promise that he will recover.2. a verbal commitment by one person to another agreeing to do (or not to do) something in the future v. 1.give grounds for expectations: The results promised fame and glory.2.make a promise or commitment3. promise to undertake or give: I promise you my best effort.4. make a prediction about; tell in advance。
TheOlympicGames教学设计人教版
课堂小结：
本节课我们学习了关于"The Olympic Games"的基本知识，包括奥运会的起源、历史、重要事件和规则等。我们通过具体的案例分析，深入了解了奥运会的特性和重要性，以及奥运会对个人成长和社会发展的重要影响。同时，我们也讨论了奥运会与我们的生活的关系，以及如何应用奥运会的精神解决实际问题。通过小组讨论和课堂展示，同学们积极参与，展现了自己的合作能力和解决问题的能力。希望同学们能够进一步探索和应用所学知识，积极参与奥运会相关活动，培养自己的体育精神和团队合作能力。
2.设计具体的教学活动：
-角色扮演：学生分组扮演不同角色，如运动员、教练、评委等，模拟奥运会场景，以提高学生的参与度和口语表达能力。
-实验：通过观看奥运会比赛视频，让学生分析和评价运动员的表现，以培养学生的观察力和批判性思维能力。
-游戏：设计奥运知识问答游戏，让学生在轻松愉快的氛围中巩固所学知识，提高学生的团队合作和竞争意识。
The Olympic Games教授课地点
教具
课程基本信息
1.课程名称：The Olympic Games
2.教学年级和班级：人教版小学五年级
3.授课时间：2课时
4.教学时数：90分钟
核心素养目标
1.语言能力：通过讲解和讨论奥运会相关的话题，提高学生的听、说、读、写能力，使他们能够用英语描述奥运会的历史、项目、规则等。
-学生可以观看奥运会比赛视频，分析运动员的表现和技巧，提高自己的观察力和批判性思维能力。
-学生可以参与学校或社区的体育活动，亲身体验运动的乐趣和团队合作的意义，培养自己的体育精神和合作能力。
-学生可以撰写关于奥运会的文章或报告，通过表达自己的观点和思考，提高自己的写作能力和表达能力。
Unit 2 The Olympic Games 教学设计
Unit 2 The Olympic Games 教学案Part One: Teaching Design (第一部分：教学设计)Period 1: A lesson plan for reading(AN INTERVIEW)AimsTo talk about the history of the Olympics gamesTo read an interview about the Olympic GamesProceduresI. Warming upWarming up by sharingMorning，everyone！Today we are going to learn about THE OL YMPIC GAMES. But first，I’d like to know how much you know about the Olympics to be held in Beijing. Anything about it is ok. Oh，Li Lei，do you want a try？…Right. You know so much about th e Olympics. Toady，we’ll learn more about it in ancient Greece.Warming up by describingNow，boys and girls. I’ll show you a video show of the 28th Olympic Games. Please tell me what it is about and describe it to the class. Ok，Wang Lin，please describe it. Wonderful. That’s Liu Xiang. The hurdle king！Warming up by discussingHi，class. You know our country is trying her best to prepare for the 2008 Olympic Games. Every one is expecting and excited about it. Let’s discuss what we can do for it. And imagi ne what we will do at the 2008 Olympics.II. Pre-reading1. Asking and answeringNow，please read the three questions before the Reading. Let’s do it in turn. Let’s begin from the first row here…ok，you did a good job. Let’s summarize your answers.2. Imaging and introducingPlease look at the three pictures in the reading. Please talk about them. Imagine whatever you can.3. Talking and SharingWe know there are many differences and similarities about the ancient and modern Olympics. Do you know anything about them？You can simply guess. Yes，Lucy，try …III. Reading1. Reading aloud to the recording and finding the general ideaNow please listen and read aloud to the recording of the text AN INTERVIEW. Pay attentionto the pronunciation and intonation as well as the pauses within each sentence. Then try to get the general idea of the passage. Have you got the main idea？Yes，it tells us the differences and the similarities between the ancient and modern Olympics.2. Reading and actingNow let’s play the parts of the Greek writer Pausanias and the Chinese girl Li Li. Now boys，you are Pausanias；girls，you are Li Li. Please pay attention to the bold words.3. Reading and findingNow read the text again. The boys shall try to finish the task: What was the ancient Olympics like？The girls shall try to finish the task: What is the modern Olympics like？4. Reading and collecting informationOk，now let’s read it silently. First let’s talk about the same points between the ancient and modern Olympics. Who can answer？Any volunteers？Then let’s come to the differences.5. Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.ⅣClosing downClosing down by doing exerciseTo end the lesson you are to do the comprehending exercises 1 & 2.Closing down by discussingYou know our government has tried its best to compete for hosting the 29th Olympic Games. It has cost a lot of money. Do you think it is worthwhile？Why？Closing by imaginingImagine what we will do and what we can do for the 29th Olympic Games now.Closing down by narratingWe can see the text is written in a conversational style. And there are two speakers. One is Pausanias，a Greek writer 2000 years ago，the other is Li Li，a Chinese girl. Now let’s change it into a narrative style. In other words，let’s describe the ancient and modern Olympic Games in our own words. Who would like to have a try？Closing down by summarizingAs we have finished the passage we’ll sum up what we have learned. First let’s see the writing skills. It is written in a conversational style. It’s in a very interesting way. It adopts a dialogue between Pausanias who lived 2000 years ago and a Chinese gird in modern world. Through their dialogue，the differences and similarities between the ancient and modern Olympic Games are made known to the readers. Just because it is in a conversational style，there are quite a few oral spoken English and elliptical phrases.Through the comparison between the ancient and modern Olympic Games，we have learned the differences and the similarities between them. Now we can have a deep understanding of the Games. From the passage，we can have a deep understanding of the Games. From the passage，we can also get to know that the Olympic Games are developing and improving. It’s our duty to make the Olympic Games better and healthier. We know that one of the slogans for 2008 Beijing Olympic Games is Green Olympic Games. It shows that people are paying more and more attention to our environment.Period 2: A lesson plan for Learning about Language(The Future Passive V oice)Aims：To learn about future passive voiceTo discover useful words and expressionsTo learn the methods of words formationProceduresI. Warming upWarming up by dictatingThere are several important sentences in this unit. Let’s dictate them. If you can’t，learn them by heart after class.①When and where will the next Olympic Games be held？②I live in what you call “Ancient Greece” and / used to write about the Olympic Games more than 2000 years ago.③All countries can take part if they reach the standard to be admitted to the games.④The next Olympic Games will be held in my hometown.⑤It is just as much a competition among countries to host the Olympics as to win an Olympic medal.Warming up by discovering useful words and expressionsTurn to page 11 and do exercises 1，2，3 and 5 first. Check your answers against your classmates’.II. Learning about word formation1. Do exercise 4 and discover the rules.Turn to page 12 and find out the rules of word formation.By adding -ing to a verb，we can change the verb into a noun.That means we can change “doing some sport” into “the name of the sport”.By adding -er to a verb，we can change the verb into a noun. That means we can change “doing some sport” into “the person who does the sport”.2. Means of word-formation in generalAffixation，conversion，and composition (or compounding) are the chief means of word-formation in English. Besides these，there are also other minor ways of word-formation including clipping，acronymy，blending etc.III. Learning about Present Future Passive V oiceTurn to page 13 and do exercise 3. And tell the class the formation of present future passive voice.ⅣClosing down by summarizing1.Present future passive voice (take “ask” for example)2.The passive V oice of phrasal verbGenerally speaking，only transitive verbs can form the passive voice，for only transitive verbs can be followed by objects. But many intransitive verbs together with some prepositions and adverbs can be used as transitive verbs. So they can also be followed by the objects. Therefore they can also be used in passive voice.But note that all the phrasal verbs are used as a whole. When using them in passive voice，we cannot drop out the prepositions and adverbs. For examples:At last they put out the fire. At last the fire was put out.They will put up a notice on the wall. A notice will be put up on the wall.Have you sent for a doctor？Has the doctor been sent for？I have never heard of such a thing before. Such a thing has never been heard of before.We must take good care of the children here. The children must be taken good care of here.His classmates laughed at him for the foolish mistake. He was laughed at for the foolish mistake by his classmates.Period 3: A lesson plan for using languageAims:To read about the ancient Olympic GamesTo listen and talk about hobbiesTo write about hobbiesProcedures1. Warming upWarming up by introducingHi！Class. You know Greece is the world-known country with an ancient civilization. It has a long history with so much marvelous culture. The Greeks had wonderful stories about the Gods and Goddnesses who were part of their religion. They believed that these god or goddesses would help humans if they felt sorry for them or if the humans were good people. However，the Gods did not always help. They behaved like people who were unpredictable and capricious. To try to get the support of the Gods people had to pray to them and offer them present. In this story the Goddess Hera，the wife of the chief God，Zeus was sorry for Hippomenes and agreed to help him.Warming up by sharingNow，boys and girls. Is there anybody who can tell us some Greek mythology. You know they are so famous in human history. Or can you speak out some names of Greek Gods and Goddesses.Ⅱ. Guided reading1. Reading and judgingRead the text THE STORY OF ATLANTA，and complete the True or False guestions after the text on page14.2. Reading and answeringRead the text again，and answer the following questions.A. What was Atlanta’s problem？B. What were Atlanta’s rules？C. What was Hippomenes’ amazement？D. What made Hippomenes change his mind？E. Whom did Hippomenes turn to for help？F. Can you guess what was the ending？3. Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.4. ListeningFor listening turn to page 15 and be ready to do exercises 1.First read the questions carefully and imagine what is the listening about.When doing exercise 2，you must make clear what is wrong with the sentence. And tell the class which is correct，which is wrong and which is only half true.5. ActingNext we are going to put the text A STORY OF ATLANTA on stage. You know there are four charactors in the story. Who would like to be them？Who will be Alanta’s father，the old king？Who will be the Goddess of Love？Ok. Li Li，you are the Greek princess. Zhang Qiang，you are the brave young man Hippomenes. Lucy，you are the Goddess of Love. Zhou Gang，you are the princess’s father. The rest of class，please prepare it in groups of four. Then act your play before class.6. SpeakingNow，class. Let’s carry out a survey of the interests in the class and write down the names of the classmates who have the same interests. You can carry out the task like this.Which do you like，sport，music or collection？Which of the sports do you like best？What is your favorite sport？Are you interested in table tennis？After the survey，the ones who have the same interests sit together and please work in groups of four to talk about their interest.III.Guided writing1. Writing an imagined dialogueGroups 1 and 2 are going to write an imagined dialogue between the princess and Hippomenes. You may begin like this : Oh，my dear princess，I want to marry you…2. Writing a descriptionTurn to page 16 and follow the direction to write a description of your favorite hobby.Here is an example:IV. Closing down by finding informationGo to the library to read or get online to search in order to find more information on the Olympic Games and the ancient Greek mythology. Take notes of your finding and report to your groupmates next Monday morning.Part Two: Teaching ResourcesSection 1: The writing style of the reading AN INTERVIEWSection 2: Background information on the Olympic GamesI. Events of the Moden Olympic GamesArchery，Baseball，Badminton，Basketball，Beach，V olleyball，Boxing，Canoe/Kayak，Cycling，Diving，Equestrian，Fencing，Field Hockey，Gymnastics，Handball，Judo，Modern Pentathlon，Rowing，Sailing，Shooting，Soccer，Softball，Swimming，Synchronized Swimming，Table Tennis，Tennis，Tae kwon do，Track & Field，Triathlon，V olleyball，Water Polo，Weightlifting，WrestlingII.Olympic TraditionsThe Olympic AnthemThe Olympic anthem was written by the Greek national poet Costis Palamas and composed by Greek musician Splros Samaras. It was first sung at the 1896 Games. The IOC adopted it as the official Olympic anthem to crown olympic ceremonies at the 1958 IOC Session in Tokyo.The Olympic MottoThe Olympic motto “swifter，higher，stronger”comes from three Latin words”citus，altius，fortius”，which actually mean”faster，higher，braver”. The French educator，Baron Rerre de Coubertin，who revived the ancient Olympic Games and in 1896 led the first modern 01ympic Games in Athens，borrowed the phrase from a Dominican priest Henri Dinon. Mr.Dinon introduced these words while presenting athletic prizes at a college in 1891.But how did these words become the motto of the Olympic Games？It was Michel Breal who introduced this phrase at the closing dinner of the congress for the reestablishment of the modern Olympic Games on June 23，ter，the International Olympic Committee formally adopted this phrase as the official motto of the Games.The Olympic CreedThe Olympic creed was also introduced at the 1896 Games. As stated by Pierre de Coubertin，the creed is as follows:”The most important thing in the Olympic Games is not to win but to take part，just as the most important thing in life is not the triumph but the struggle. The essential thing is not to have conquered but to have fought well.”The Olympic FlagIt was Pierre de Coubertin who conceived the idea of the Olympic flag with five coloured interlocking rings on a white backround. The rings represent the union of the five continents and the meeting of the athletes from all around the world at the Olympic Games.Today，almost a century after the flag’s creation，the six colours，those of the rings (blue，yellow，black，green，red) and that of the white background which stands for peace，still maintain their symbolism and can be found in flags across the world. The Olympic flag was first used during the Antwerp Games in 1920.The Olympic Oath“In t he name of all the competitors，I promise that we shall take part in these Olympic Games，respecting and abiding by the rules which govern them，in the true spirit of sportsmanship，for the glory of sport and the honour of our teams.”At the opening Ceremony of each Games，one athlete from the host country takes Olympic oath on behalf of all competing athletes. This particular gesture of sports-manship was introduced at the 1920 Games in Antwerp，Belgium. A coach or team official takes a similar oath at each Opening Ceremony.The Olympic FlameThe Olympic flame is one of the most visible symbols of the modern Games. Its tradition has survived from the Games of ancient Greece，where a sacred flame，ignited by the sun，burned continually on the altar of the goddess Hera.The modern Olympic flame was first lit in 1928 at the Amsterdam Olympic Games，where it burned throughout the competitions. It has become a major symbol for solidarity among nations and embodies the Olympic spirit encompassing the ideals of purity，the endeavour for perfection，the struggle for victory，friendship and peace.The Torch RelayDuring the 1896 Games in Athens，young inspired sportsmen had organised the first torch relays. However，the tradition of the Olympic torch officially began at the Berlin Games in 1936. As in ancient times，the torch is lit by the sun in Ancient Olympia，then passed from runner to runner in a relay to the host city，where it is used to light the Olympic Stadium’s flame during the Games’ Opening Ceremony. Th e flame then burns until it is extinguished at the Closing Ceremony.Section 3: Words and expressions from unit 2 THE OL YMPIC GAMEShonestadj. 1. not disposed to cheat or defraud；not deceptive or fraudulent: honest lawyers 2. marked by truth: give honest answers 3. without pretensions: worked at an honest trade 4. without dissimulation；frank: my honest opinion 5. habitually speaking the truth: an honest man 6. worthy of being depended on: an honest working staff 7. free from guile: His answer was simple and honestancientadj. 1. very old: an ancient mariner 2. in or of times long ago: ancient Rome and Greece 3. having existed since a very early time: ancient history/customscompetev. to try to win sth. in competition with someone else: John competed for a place at their school，but didn’t get it. compete for something；engage in a contest；measure oneself against othersmedaln. an award for winning a championship or commemorating some other eventhostn. a man who receives guests: He acted as host to his father’s friends. China is the host country for 2008 Olympic Games. v. be the host of or for: We hosted 4 couples last night.magicaladj. possessing or using or characteristic of or appropriate to supernatural powers: a magical spellinterviewn. 1. the questioning of a person (or a conversation in which information is elicited)；oftenconducted by journalists: My interviews with teen-agers revealed a weakening of religious bonds.2. a conference (usually with someone important) v. 1. conduct an interview in television，newspaper，and radio reporting 2. discuss formally with (somebody) for the purpose of an evaluation: We interviewed the job candidates.3. go for an interview in the hope of being hired: The job candidate interviewed everywhere.athleten. a person trained to compete in sportsadmitv. 1. allow participation in or the right to be part of；permit to exercise the rights，functions，and responsibilities of: admit someone to the profession 2. allow to enter；grant entry to: We cannot admit non-members into our club. 3. serve as a means of entrance: This ticket will admit one adult to the show. 4. give access or entrance to: The French doors admit onto the yard. 5. afford possibilitye: This problem admits of no solution. 6. declare to be true or admit the existence or reality or truth of: He admitted his errors. 7. admit into a group or community: We’ll have to vote on whether or not to admit a new member. 8. have room for；hold without crowding: The theater admits 300 people.replacev. 1. put something back where it belongs: Replace the book on the shelf after you have finished reading it. 2. substitute a person or thing for (another that is broken or inefficient or lost or no longer working or yielding what is expected): He replaced the old razor blade. 3. put in the place of another；switch seemingly equivalent items: The con artist replaced the original with a fake Rembrandt. 4. take the place or move into the position of: Smith replaced Miller as CEO after Miller left.relatev. 1. have or establish a relationship to: She relates well to her peers. 2. be in a relationship with: How are these two observations related？3. give an account of: The witness related the events. 4. have to do with or be relevant to 5. make a logical or causal connection: I cannot relate these events at all.sailn. 1. a large piece of fabric (as canvas) by means of which wind is used to propel a sailingvessel 2. an ocean trip taken for pleasure v. 1. traverse or travel by ship on (a body of water): We sailed the Atlantic 2. travel in a boat propelled by wind: I love sailing，especially on the open sea. 3. travel by boat on a boat propelled by wind or by other means: The QE2 will sail to Southampton tomorrow. 4. move with sweeping，effortless，gliding motions: Shreds of paper sailed through the air.advertisev. 1. call attention to: Please don’t advertise the fact that he has AIDS. 2. make publicity for；try to sell (a product)promisen. 1. grounds for feeling hopeful about the future: There is little or no promise that he will recover. 2. a verbal commitment by one person to another agreeing to do (or not to do) something in the future v. 1. give grounds for expectations: The results promised fame and glory. 2. make a promise or commitment 3. promise to undertake or give: I promise you my best effort. 4. make a prediction about；tell in advance。
《TheOlympicGames》教学设计
课程名称
The OlympicGames
授课人
学校名称
教学对象
高一学生
科 目
英语课时安排40分钟 Nhomakorabea一、教材分析
本单元以世界性的体育盛会──OlympicGames为话题，旨在通过本单元的教学，
使学生了解奥运会的起源、宗旨、以及古现代奥运会的异同。学会用英语表达自己的兴趣爱好以及如何向别
读书面语言为主，其中使讲授法、谈话法、讨论法和读书指导法交叉使用。
四、教学环境及设备、资源准备
教学环境：以多媒体课件演示为主，辅之以少量板书，即多媒体课件教室的教学环境。
教师准备：课件
教学资源：课件
五、教学过程
Step 1 Revision
Step 2 Lead-in
Step 3 Pre-reading
二、教学目标及难重点（知识与技能，方法和过程，情感态度与价值观）
知识与技能：
语言知识：理解、内化、运用课本17个生词、5个词组，更好地扫除 听读障碍，以及相关句型与语法：将来时的被动语态教学重点和难点
1)学会词形准确转换和应用。
2)会用天气表述的词语进行简单的天气预报。
3)学会与人交流不良天气情况的预防办法。
语言技能：对《奥运会》这篇文章进行篇章阅读，积极思考，达到强化语 言意识，积累语言经验的目的，全面提升综合语言运
用能力，
过程与方法：
学习策略：自主学习策略；有效合作与交际策略；信息处理与探究策略； 资源策略运用
情感、态度与价值观：
情感态度：体会“奥运精神”的实质,使学生更加关注奥运会。
文化意识：了解古代和现代奥运会的一些基本情况。
Step 4 Warming up
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《The Olympic Games》教学设计
设计：崔静永安一中
点评：苏琳永定侨育中学
总得来说，本课在整个学习过程中，以学生为学习的主体，教师起主导的作用，贯彻了新教材的教学思路。
教学过程中，教师不仅注重知识的传授，更注重英语学习方法的传授，符合基础教育新课程改革中不仅重知识更重方法的精神。
六、评价
本节课体现素质教育要求，把评价的侧重点放在学生的学习活动上，围绕学生主动学习来评价；充分利用现代教育技术，使评价具有客观性和可操作性，便于掌握和应用。
评价分为两部分：
1.定量评价
评价总分=课堂学习成果评价表得分（30）+小组协作互助表得分（20）+小组成果汇报表得分（30）+学习感受得分（20）
2.定性评价
一系列的定性评价和为促进学生发展的改进意见等等。
1.课堂学习成果评价量表（30）
2.定性评价
一系列的定性评价和为促进学生发展的改进意见等等。
注：1.得分为自评、互评、教师评总分之均值;
2.“我这样评价我自己”、“伙伴眼里的我”以及“老师的话”都是针对课堂学习情况的概括性评判和描述。
2.课堂小组协作学习评价系列表
表二：小组协作互评表（20分）
表三：小组成果汇报评价表（合30分）
注：1.本表针对该生所在小组作评价，对该生的评价还需要在小组内进行分配。
对于每个小组都有N张这种评价表，取所有评价表的均值作为对该小组的评价得分。
2.本表分为定量和定性评价两部分；
3.本定量评价表满分为100分，在加入总分时需进行折合；
4.定性评价部分，听完汇报后我的问题是评价者在听取他组汇报时所想到的问题，评价意见是对被评小组的优点及需要改进之处作评价，以作该小组改进之用。
3.学习感受（20）
上完本次课，你有什么感受收获了哪些你觉得自己还可以做那些改进比如在小组合作方面，比如在课堂参与方面，比如在练习方面……
[教师根据学生反思深度给分]
4.学生总体活动统计表
表四：定量评价量表。