2026年新教材人教版九年级上册英语Unit 8 More than a Game 教案

第第页2026年新教材人教版九年级上册英语Unit8MorethanaGame教案SectionA(1a-1d)一、TeachingObjectivesInthisclass,studentswill：1.mastersports-relatedwordsandusethemtotalkabouttheschool'sSportsDay.2.extractkeyinformationfromtheconversations,andanswercomprehensionquestions.3.usethetargetlanguagetodiscusswhichsportseventstojoin.二、TeachingAdviceLead-inLookandShare1.HavestudentslookatthethemepictureontheopeningpageandthinkaboutthequestionsonPage71.2.Invitesomestudentstosharetheiranswers.3.Havestudentsreadtheunittitleandpredictwhattheywilllearnintheunit.

Pre-listening1a1.Writethesportsontheboardandelicitthemeaningsfromstudents.2.Havestudentsmatchthesportswiththeimagesandwritethenamesunderthepictures.3.Gothroughtheanswersasaclass,correctingpronunciation.FreeTalkWhichsportsdoyouhaveonyourschool'sSportsDay?Whichonesdoyoulike?Invitesomestudentstosharetheiranswers.Encouragestudentstosharemoredifferentsportstheyknow.While-listening1b1.Havestudentsreadtheinstructionandthetopicstogetthemeanings.2.Playtheaudioonce.Studentslistenandchoose.3.Checktheanswerswiththewholeclass.4.Invitestudentstoexplainthereasonsbasedonkeywordstheyheard.1c1.Askstudentstoreadthequestionstoclarifythekeyinformation.2.Playtheaudioagainandhavestudentswriteshortanswers.Then,playthethirdtime.Havestudentscompleteandchecktheiranswers.3.Invitesomestudentstosharetheiranswersandthenpresentthecorrectanswers.ListeningScriptsPresentthelisteningscriptsandguidestudentstopayattentiontothetargetvocabulariesandexpressions.Explainthelanguagepointsifnecessary.Post-listening1d1.Modelthedialoguewithastudent:A:Ilikerunning,soI'lltrythe1,500metres….B:I'mnotgoodatrunning,butIcanhelpwiththephotography.2.Havestudentsworkingroupstodiscussthefollowingquestions.Providesomeexpressionsandsentenceframesasthelanguagesupport.Whichsportwillyoutry?WhatelsecanyoudoforSportsDay?3.Walkaroundtomonitorandofferhelp.Inviteareporterfromeachgrouptopresenttheirgroup'sdiscussion.SummaryAskstudentstosummarizewhattheylearnedinthislesson.BlackboardDesignWritethelanguagepointsandusefulexpressionsontheblackboard.TeachingReflectionThislisteningandspeakinglessonfocusedonSportsDay.MostcouldextractkeydetailsanddiscusstheirplansforSportsDayusingtheprovidedsentenceframes.However,afewstudentsstruggledwithspontaneousspeaking.Nexttime,Iwilladdmorecontrolledpractice.第二课时SectionA(2a-2d)一、TeachingObjectivesInthisclass,studentswill：1.masterrelayrace-relatedwordsandusethemtodescribeasportsevent.2.understandalivesportsreport,extractkeydetails,andidentifyTrue/Falsestatements.3.retelltherelayracestoryinpairs,usingsequencewordsandthetargetlanguage.二、TeachingAdviceLead-inWatchandSay1.Playashort,excitingvideoclipofa4X100-metrerelayrace.Duringtheprocess,theteachercanpre-teachsomekeywordsandexpressions.2.Displaytherelayraceimage(2d).Ask:Whatishappeninginthispicture?Howdoyouthinktherunnersandtheaudiencefeel?3.Invite2-3studentstosharetheiranswers.

Pre-listening2a1.Havestudentsreadthewordsandsentencesandcompletethesentencesindividually.2.Checktheanswersasaclass.3.Havestudentsreadthecompletesentencesaloudtogetherasaclass.While-listening2b1.Havestudentsreadtheinstructionandmakesuretheyunderstandthetask.2.Playtherecordingandhavestudentstickthecorrectanswerindividually.3.Gooverthecorrectanswerwiththewholeclass.4.Invitesomestudentstoexplainthereasons.2c1.Askstudentstoreadthestatementstogetthemeanings.Encouragestudentstorecallfromtheirfirstlistening.2.PlaytherecordingagainandhavestudentscircleTorFindividually.Theteachercanalsoplayathirdtimetomakestudentsconfirmtheiranswers.3.Invitesomestudentstosharetheiranswersandcorrectthefalsestatements.4.Checktheanswerswiththewholeclass.ListeningScripts1.Presentthelisteningscriptandguidestudentstounderlinetargetvocabulariesandexpressions.2.Explainanyremaininglanguagepointsandhavestudentspractisereading.Post-listening2d1.Writethetemplateontheboard:First,WangYaming_______.Next,hepassedthebatontoPeter,butPeter______.Then,LiLeitookthelead,butHanLin________.Afterthat,itwasthefinalhandoff.LiLeipassedtoXieTao,andHanLinpassedtoTengFei.Theywere_________.Finally,thejudgesdecidedthewinner.Itwas_______!2.Fillintheblankstogetherasaclass,usingkeydetailsfromthereport.3.Studentsworkinpairstoretelltherelayrace.Theycanusethetemplate,thepicture,andthescriptassupport.4.Walkaroundtomonitor,offerhelp,andpraisegooduseofsequencewordsandvocabulary.5.Invite2-3pairstoperformtheirretellingfortheclass.Encouragetheclasstogivepositivefeedback.SummaryAskstudentstosummarizewhattheylearnedinthislesson.BlackboardDesignWritethelanguagepointsandusefulexpressionsontheblackboard.TeachingReflectionInthislesson,studentslearnedthekeyvocabularyaboutrelayracesandunderstoodthelivesportsreportwell.Theywereactiveinwatchingthevideoandsharingideas.However,somestudentswereslowtousesequencewordsinretelling.Nexttime,Iwilladdmoreoralpracticebeforepairworkandprovideclearersentencesupport.第三课时SectionA(3a-3c)一、TeachingObjectivesInthisclass,studentswill：1.masterOlympicsportsvocabularyanduseadjectivestodescribesportsevents.2.extractkeyinformationfromaconversation,andcompleteatable.3.role-playtheconversationanddiscusstheirownfavouriteOlympicsports.二、TeachingAdviceLead-inWatchandSay1.DisplayshortvideoclipsofdifferentsportscompetitionsinOlympicGamesandaskstudentsthefollowingquestions:Whatsportsarethey?Whatdoyouthinkofthesesports?◆Wouldyouliketowatchthem?Whyorwhynot?2.Invitesomestudentstoanswerthequestions.

Pre-readingVocabularyActivation1.Writethesportsontheboard.2.Usethepicturesandshortdescriptionstoelicitmeaningsfromstudents.3.Readthewordsaloudtogether.Havestudentspointtothecorrectpicturewhentheyheartheword.4.Providemoresportswordsifpossible.While-readingSkimreadingAskstudentstoreadtheconversationquicklytogetthemainidea.TengFeiandEllaaretalkingabouttheirfavouriteOlympicsportsandthesportstheirfamiliesenjoy.Theyexplainwhytheyfindtheseeventsexciting.Carefulreading3a1.Havestudentsreadagainandticktheeventsthateachpersonorfamilywillwatch.2.Askvolunteerstoreadtheiranswersaloudinclass.3.Checktheanswerswiththewholeclass.4.Explainthelanguagepointsintheconversationifneeded.3b1.Playtheaudiooftheconversation.Studentslistenandpayattentiontotheintonationandhowthespeakersdescribetheevents.Providesentenceframes.2.Playitagain,andhavestudentsreadalong.3.Havestudentsworkinpairstorole-play.4.Invite2-3pairstoperformtheconversationfortheclass.Post-reading3c1.Studentsworkingroupsof3-4todiscuss:WhatOlympicsportsdoyouliketowatch?Why?2.Walkaroundtomonitorandofferhelp.Theteachercansharehis/herownopiniontosetanexample.3.Providemoresportsandusefulexpressionsasthelanguagesupport.4.Invitearepresentativefromeachgrouptosharetheirgroup'sideaswiththeclass.SummaryAskstudentstosummarizewhattheylearnedinthislesson.BlackboardDesignWritethelanguagepointsandusefulexpressionsontheblackboard.TeachingReflectionThislessonfocusedonreadinganddiscussingfavouriteOlympicsports.Studentsmasteredthekeyvocabularyandunderstoodtheconversationwell.Mostcouldcompletethetableandexplainwhypeoplelikedifferentsports.However,somestudentsstruggledtouseadjectivestodescribesportsinthediscussion.Nexttime,Iwilladdmoreoralpracticewithsentenceframesbeforegroupwork.第四课时GrammarFocus(4a-4d)一、TeachingObjectivesInthisclass,studentswill：1.identifysubjectsandverbsinsentencesandobservetherulesofsubject-verbagreement.2.masterthecorerulesofsubject-verbagreementandusethecorrectverbformsinexercises.3.usesubject-verbagreementrulesandtargetsentencestructurestocompletethegroupdiscussion.二、TeachingAdviceLead-inReview&Activate1.Quicklyreviewsentencesfromthepreviouslesson:Myfamilyalsowatch/watchessportstogether.Everyoneislookingforwardtothe4X100-metrerelay.2.Ask:Whydoweuse“is”with“everyone”but“watch/watches”with“family”?Guidestudentstothinkabouttherelationshipbetweenthesubjectandtheverb.

ExploretheGrammar4a1.Havestudentsreadthesentences,circlethesubjectsandunderlinetheverbs.2.Checktheanswerswiththewholeclass.3.Askguidingquestionstohelpstudentsobservepatterns:“Whatdoyounoticeabouttheverbswhenthesubjectis‘everybody’,‘neither’,or‘either..or..’?”“Whatabout‘both’or‘theWinterOlympics'?”“Is‘family’singularorplural?”4.Havestudentsdiscussingroupsandsharetheirfindings.GrammarRules1.不定代词作主语:everyone,everybody,someone,nobody,neither,either等作主语时,谓语动词用单数。例如:Everybodyishere.2.both...and.连接并列主语时,谓语动词用复数。例如:BothyouandIarestudents.either...or.../neither...nor...连接并列主语时,遵循“就近原则”,谓语动词与靠近它的主语保持一致。例如:Eitheryouorheisright.3.以-s结尾的专有名词/复数名词:如TheOlympics,TheUnitedStates作主语时，如果表示整体概念,谓语动词可用单数;如果强调成员或动作,可用复数。例如:TheOlympicsstartnextmonth.4.集体名词family,team,class等作主语时，如果强调整体,谓语动词用单数;如果强调成员,用复数。例如:Myfamilywatchessportstogether.(强调整体)Myfamilywatchsportstogether.(强调成员)GrammarExercises4b1.Havestudentscomplete4bindependently,fillingintheblankswiththecorrectformsoftheverbsinbrackets.2.Checktheanswersandexplaintheconfusingparts.4c1.Letstudentsreadtheconversationandgraspthemainidea.2.Askstudentstocompletetheconversationindependentlyandchecktheanswersinpairs.3.Checktheanswerswiththewholeclassandexplainthetrickyparts.4.Havestudentsreadtheconversationinpairs.4d1.Havestudentsworkingroupstodiscuss:WhatsportswouldyouliketoaddtotheOlympicsportslist?Providesomeexpressionsandsentenceframesasthelanguagesupport.Askonerepresentativefromeachgrouptogiveareport,ensuringtheyusesubject-verbagreementcorrectly.Providefeedbackfortheclass,praisingaccurateuseofthegrammarrules.SummaryAskstudentstosummarizewhattheylearnedinthislesson.BlackboardDesignWritethegrammarrulesontheblackboard.TeachingReflectionThisgrammarlessonfocusedonsubject-verbagreement.Studentsidentifiedsubjectsandverbswellandsummarizedkeyrulesthroughdiscussion.Mostcompleted4band4ccorrectly,especiallywithindefinitepronounsand“both...and…”.However,somestruggledwiththeproximityrulefor“either...or..”and“neither...nor...”.Nexttime,Iwilladdmoreguidedpracticebeforeindependentexercises.第五课时SectionB(1a-1e)&VocabularyinUse一、TeachingObjectivesInthisclass,studentswill：1.readaspeechabout“theBeijingOlympicsGames",extractkeyinformation,andcompleteamindmap.2.discussthehighpointsandcommonfeaturesoftheBeijingOlympicsGames,andexpresstheirownopinionsabouthostingthegames.3.understandthesignificanceoftheBeijingOlympicsGamesandtheOlympicspirit,andappreciatehowsportsbuildbridgesbetweencountries.4.analyzethespeaker'sattitudeandfeelingsthroughwordchoiceandsentencestructures.二、TeachingAdviceLead-inWatchandSay1.Displayaseriesoficonicimagesandshortvideoclipsfromthe2008and2022BeijingOlympics.Askstudentstherelatedquestions.2.Invitesomestudentstosharetheiranswersinclass.1a1.Gothrougheachtopicinlawiththeclass.Explainthenewwordsifneeded.2.Havestudentsmark“K”or“W”foreachtopicandthendiscusstheiranswersinpairs.3.Invitesomestudentstosharetheiranswersindetail.Forexample,ifstudentsknowtheOlympicmascots,encouragethemtosaythenames.Theteachercanpresenttherelatedpicturesasprompts.

Pre-readingPredict“Today,wearegoingtoreadaspeechabouttheBeijingOlympics.Basedonourdiscussionandyouranswersinla,whattopicsdoyouthinkthespeakerwilltalkabout?Makealistwithyourpartner.”1.Sharepredictionswiththeclass:Let'sseeifyourpredictionsarecorrectwhenwereadthespeech!2.Pre-teachkeywordsandexpressions.Theteachercanusecontextfromthespeechtoelicitmeanings.While-readingSkimReading1b1.Havestudentsreadthespeechquicklytochecktheirpredictions.2.Discuss:Whichtopicsarementioned?Whicharenot?CarefulReadingHavestudentsreadthespeechcarefullyandgraspthemainideaofeachparagraph.1c1.Havestudentsreadthespeechagaincarefullyandcompletethemindmapinlc.2.Checktheanswerswiththewholeclass.3.Encouragestudentstoaddmoredetailstothemindmap.Feelings&AttitudeAnalysis1.Askstudentstounderlinesentences/phrasesthatshowthespeaker'sfeelingsorattitude,suchas:Ifellinlovewiththosebraveandtalentedathletes.2.Havestudentsdiscussthefollowingquestionsinpairs:Whatfeelingsdoesthespeakerexpress?◆Howdothewordsandsentencestructureshelpyouunderstandthem?3.Summarize:Thespeakerexpressespride,excitement,admiration,andhope,usingpositiveandemotionallanguagetoshowthedeepappreciationfortheBeijingOlympicsandtheOlympicspirit.Post-reading1d1.Havestudentsreadthequestionstogetthemeanings.2.Studentsworkingroupstodiscussthequestions.Providesentenceframesfordiscussion.3.Eachgrouppresentstheiranswertotheclass.Encourageotherstudentstoaskfollow-upquestions.1e1.Playtheaudioofthespeech.Studentslistenandpayattentiontotheintonationandrhythm.2.Havestudentspractisereadingthespeechinpairs,takingturnstobethespeaker.3.AskstudentstoworkinpairstointroduceBeijing'stwoOlympicGamesintheirownwords,usingthemindmapassupport.4.Invite2-3pairstopresenttheirretellingstotheclass.VocabularyinUse2a1.Havestudentsreadtheinstructiontounderstandthetask.2.Studentsreadthesentencesandmatchandthenchecktheanswersinpairs.3.Checktheanswerswiththewholeclass.2b1.Brieflyreviewtheboxedphrasestoclarifythemeanings.2.Havestudentsreadthesentencestounderstandthecontext.3.Studentsfillintheblanksindividuallyandthenchecktheanswerswithapartner.4.Checktheanswerswiththewholeclass.2c1.Havestudentsreadthewordsintheboxtogetthemeanings.2.Studentsreadthepassagetograspthemainidea.3.Studentscompletethetextwiththecorrectformsofthewords,workingindividually.4.Havestudentschecktheanswersinpairsandthenreviewanswersasaclass,explainingthelanguagepoints.SummaryAskstudentstosummarizewhattheyhavelearnedinthislesson.BlackboardDesignWritethelanguagepointsandusefulexpressionsontheblackboard.TeachingReflectionInthelesson,studentssuccessfullyextractedkeyinformationtocompletethemindmapandgraspedeachparagraph'smainidea.TheywereactiveindiscussingtheOlympicsandanalyzingthespeaker'spositivefeelingsofprideandadmiration.However,somestruggledtoretelltheOlympicsintheirownwords.Overall,studentsunderstoodtheOlympicspiritwellandimprovedtheirreadinganddiscussionskills.第六课时SectionB(3a-3c)一、TeachingObjectivesInthisclass,studentswill：1.extractkeyinformationfromatext,andcompleteamindmap.2.analyzethestructureandlanguageofamodelintroductiontoanadmiredathlete.3.writeashortintroductiontoanathletetheyadmire,usingtheclearstructureandappropriatelanguagetoexplaintheirreasons.4.understandthetruemeaningoftheOlympicspirit,whichisnotjustaboutwinningmedalsbutalsoaboutperseveranceandcourage.二、TeachingAdviceLead-inWatchandSay1.DisplayashortvideoclipofEricMoussambani'sraceatthe2000SydneyOlympics.2.Ask:Whatdoyouthinkhappenedtothisswimmer?Whydoyouthinkpeoplestillrememberhim?

Pre-writing3a1.Havestudentsreadthetextindependentlytograspthemainidea.2.Havestudentsreadthequestionsinthemindm