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

这是一份2026年新教材人教版九年级上册英语Unit 8 More than a Game 教案【表格式 】，共23页。
2026年新教材人教版九年级上册英语Unit 8 More than a Game 教案Section A (1a-1d) 一、Teaching ObjectivesIn this class, students will：1. master sports-related words and use them to talk about the school's Sports Day.2. extract key information from the conversations,and answer comprehension questions.3. use the target language to discuss which sports events to join.二、Teaching AdviceLead-inPre-listeningWhile-listeningPost-listeningTeaching Reflection第二课时Section A (2a-2d) 一、Teaching ObjectivesIn this class, students will：1. master relay race-related words and use them to describe a sports event.2. understand a live sports report,extract key details,and identify True/False statements.3. retell the relay race story in pairs,using sequence words and the target language.二、Teaching AdviceLead-inPre-listeningWhile-listeningPost-listeningTeaching Reflection第三课时Section A (3a-3c) 一、Teaching ObjectivesIn this class, students will：1. master Olympic sports vocabulary and use adjectives to describe sports events.2. extract key information from a conversation,and complete a table.3. role-play the conversation and discuss their own favourite Olympic sports.二、Teaching AdviceLead-inPre-readingWhile-readingPost-readingTeaching Reflection第四课时Grammar Focus (4a-4d) 一、Teaching ObjectivesIn this class, students will：1. identify subjects and verbs in sentences and observe the rules of subject-verb agreement.2. master the core rules of subject-verb agreement and use the correct verb forms in exercises.3. use subject-verb agreement rules and target sentence structures to complete the groupdiscussion.二、Teaching AdviceLead-inExplore the GrammarGrammar RulesGrammar ExercisesTeaching Reflection第五课时Section B(1a-1e)&Vocabulary in Use 一、Teaching ObjectivesIn this class, students will：1. read a speech about “the Beijing Olympics Games", extract key information,and complete amind map.2. discuss the high points and common features of the Beijing Olympics Games,and expresstheir own opinions about hosting the games.3. understand the significance of the Beijing Olympics Games and the Olympic spirit,andappreciate how sports build bridges between countries.4. analyze the speaker's attitude and feelings through word choice and sentence structures.二、Teaching AdviceLead-inPre-readingWhile-readingPost-readingVocabulary in UseTeaching Reflection第六课时Section B (3a-3c) 一、Teaching ObjectivesIn this class, students will：1. extract key information from a text,and complete a mind map.2. analyze the structure and language of a model introduction to an admired athlete.3. write a short introduction to an athlete they admire, using the clear structure and appropriatelanguage to explain their reasons.4. understand the true meaning of the Olympic spirit,which is not just about winning medalsbut also about perseverance and courage.二、Teaching AdviceLead-inPre-writingWhile-writingPost-writingTeaching ReflectionLook and Share1. Have students look at the theme picture on the opening page and think about the questions onPage 71.2. Invite some students to share their answers.3. Have students read the unit title and predict what they will learn in the unit.1a1. Write the sports on the board and elicit the meanings from students.2. Have students match the sports with the images and write the names under the pictures.3. Go through the answers as a class,correcting pronunciation.Free TalkWhich sports do you have on your school's Sports Day?Which ones do you like?Invite some students to share their answers. Encourage students to share more differentsports they know.1b1. Have students read the instruction and the topics to get the meanings.2. Play the audio once. Students listen and choose.3. Check the answers with the whole class.4. Invite students to explain the reasons based on key words they heard.1c1. Ask students to read the questions to clarify the key information.2. Play the audio again and have students write short answers. Then,play the third time.Have students complete and check their answers.3. Invite some students to share their answers and then present the correct answers.Listening ScriptsPresent the listening scripts and guide students to pay attention to the target vocabulariesand expressions. Explain the language points if necessary.1d1.Model the dialogue with a student:A:I like running ,so I'll try the 1,500 metres ….B:I'm not good at running ,but I can help with the photography.2. Have students work in groups to discuss the following questions. Provide some expressionsand sentence frames as the language support.Which sport will you try?What else can you do for Sports Day?3. Walk around to monitor and offer help. Invite a reporter from each group to present theirgroup's discussion.SummaryAsk students to summarize what they learned in this lesson.Blackboard DesignWrite the language points and useful expressions on the blackboard.This listening and speaking lesson focused on Sports Day. Most could extract key details and discuss their plans for Sports Day using the provided sentence frames. However, a few students struggled with spontaneous speaking. Next time,I will add more controlled practice.Watch and Say1. Play a short,exciting video clip of a 4X100-metre relay race. During the process,the teacher can pre-teach some key words and expressions.2.Display the relay race image(2d).Ask:What is happening in this picture?How do you think the runners and the audience feel?3.Invite 2-3 students to share their answers.2a1.Have students read the words and sentences and complete the sentences individually.2.Check the answers as a class.3.Have students read the complete sentences aloud together as a class.2b1.Have students read the instruction and make sure they understand the task.2. Play the recording and have students tick the correct answer individually.3. Go over the correct answer with the whole class.4. Invite some students to explain the reasons.2c1. Ask students to read the statements to get the meanings. Encourage students to recallfrom their first listening.2.Play the recording again and have students circle T or F individually. The teacher canalso play a third time to make students confirm their answers.3. Invite some students to share their answers and correct the false statements.4. Check the answers with the whole class.Listening Scripts1.Present the listening script and guide students to underline target vocabularies andexpressions.2. Explain any remaining language points and have students practise reading.2d1. Write the template on the board:First,Wang Yaming_______.Next ,he passed the baton to Peter ,but Peter______.Then ,Li Lei took the lead ,but Han Lin________.After that,it was the final handoff.Li Lei passed to Xie Tao ,and Han Lin passed toTeng Fei.They were_________.Finally,the judges decided the winner. It was_______!2. Fill in the blanks together as a class,using key details from the report.3. Students work in pairs to retell the relay race. They can use the template,the picture,and the script as support.4. Walk around to monitor,offer help,and praise good use of sequence words and vocabulary.5. Invite 2-3 pairs to perform their retelling for the class. Encourage the class to give positivefeedback.SummaryAsk students to summarize what they learned in this lesson.Blackboard DesignWrite the language points and useful expressions on the blackboard.In this lesson, students learned the key vocabulary about relay races and understood the live sports report well. They were active in watching the video and sharing ideas. However, some students were slow to use sequence words in retelling. Next time,I will add more oral practice before pair work and provide clearer sentence support.Watch and Say1. Display short video clips of different sports competitions in Olympic Games and ask studentsthe following questions:What sports are they?What do you think of these sports?◆ Would you like to watch them?Why or why not?2. Invite some students to answer the questions.Vocabulary Activation1. Write the sports on the board.2.Use the pictures and short descriptions to elicit meanings from students.3. Read the words aloud together. Have students point to the correct picture when they hear theword.4.Provide more sports words if possible.Skim readingAsk students to read the conversation quickly to get the main idea.Teng Fei and Ella are talking about their favourite Olympic sports and the sports theirfamilies enjoy. They explain why they find these events exciting.Careful reading3a1. Have students read again and tick the events that each person or family will watch.2. Ask volunteers to read their answers aloud in class.3.Check the answers with the whole class.4. Explain the language points in the conversation if needed.3b1. Play the audio of the conversation. Students listen and pay attention to the intonation and howthe speakers describe the events. Provide sentence frames.2. Play it again,and have students read along.3.Have students work in pairs to role-play.4.Invite 2-3 pairs to perform the conversation for the class.3c1. Students work in groups of 3-4 to discuss:What Olympic sports do you like to watch?Why?2. Walk around to monitor and offer help. The teacher can share his/her own opinion toset an example.3. Provide more sports and useful expressions as the language support.4. Invite a representative from each group to share their group's ideas with the class.SummaryAsk students to summarize what they learned in this lesson.Blackboard DesignWrite the language points and useful expressions on the blackboard.This lesson focused on reading and discussing favourite Olympic sports. Students mastered the key vocabulary and understood the conversation well. Most could complete the table and explain why people like different sports. However, some students struggled to use adjectives to describe sports in the discussion. Next time,I will add more oral practice with sentence frames before group work.Review & Activate1. Quickly review sentences from the previous lesson:My family also watch/watches sports together.Everyone is looking forward to the 4X100-metre relay.2.Ask:Why do we use“is”with“everyone”but“watch/watches”with“family”?Guidestudents to think about the relationship between the subject and the verb.4a1. Have students read the sentences,circle the subjects and underline the verbs.2.Check the answers with the whole class.3. Ask guiding questions to help students observe patterns:“What do you notice about the verbs when the subject is ‘everybody’,‘neither’,or‘either .. or .. ’?”“What about ‘both’or ‘the Winter Olympics'?”“Is ‘family’singular or plural?”4.Have students discuss in groups and share their findings.1.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:Everybody is here.2. both... and .连接并列主语时,谓语动词用复数。例如:Both you and I are students.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:Either you or he is right.3.以-s 结尾的专有名词/复数名词:如TheOlympics, The United States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:The Olympicsstart next month.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:My family watches sports together.(强调整体)My family watch sports together.(强调成员)4b1. Have students complete 4b independently ,filling in the blanks with the correct forms ofthe verbs in brackets.2. Check the answers and explain the confusing parts.4c1. Let students read the conversation and grasp the main idea.2. Ask students to complete the conversation independently and check the answers in pairs.3.Check the answers with the whole class and explain the tricky parts.4. Have students read the conversation in pairs.4d1. Have students work in groups to discuss:What sports would you like to add to the Olympicsports list?Provide some expressions and sentence frames as the language support.Ask one representative from each group to give a report , ensuring they use subject-verbagreement correctly.Provide feedback for the class, praising accurate use of the grammar rules.SummaryAsk students to summarize what they learned in this lesson.Blackboard DesignWrite the grammar rules on the blackboard.This grammar lesson focused on subject-verb agreement. Students identified subjects and verbs well and summarized key rules through discussion.Most completed 4b and 4c correctly,especially with indefinite pronouns and “both ... and … ”. However,some struggled with the proximity rule for “either ... or .. ”and“neither ... nor ... ”. Next time, I will add more guided practice before independent exercises.Watch and Say1. Display a series of iconic images and short video clips from the 2008 and 2022 BeijingOlympics. Ask students the related questions.2. Invite some students to share their answers in class.1a1. Go through each topic in la with the class. Explain the new words if needed.2. Have students mark“K”or“W”for each topic and then discuss their answers in pairs.3. Invite some students to share their answers in detail. For example,if students know theOlympic mascots,encourage them to say the names. The teacher can present the relatedpictures as prompts.Predict“Today,we are going to read a speech about the Beijing Olympics. Based on our discussionand your answers in la,what topics do you think the speaker will talk about? Make a listwith your partner.”1.Share predictions with the class:Let's see if your predictions are correct when we readthe speech!2. Pre-teach key words and expressions. The teacher can use context from the speech toelicit meanings.Skim Reading1b1. Have students read the speech quickly to check their predictions.2.Discuss:Which topics are mentioned? Which are not?Careful ReadingHave students read the speech carefully and grasp the main idea of each paragraph.1c1. Have students read the speech again carefully and complete the mind map in lc.2. Check the answers with the whole class.3.Encourage students to add more details to the mind map.Feelings& Attitude Analysis1. Ask students to underline sentences/phrases that show the speaker's feelings or attitude, suchas:I fell in love with those brave and talented athletes.2.Have students discuss the following questions in pairs:What feelings does the speaker express?◆How do the words and sentence structures help you understand them?3.Summarize: The speaker expresses pride,excitement , admiration ,and hope,using positiveand emotional language to show the deep appreciation for the Beijing Olympics and theOlympic spirit.1d1. Have students read the questions to get the meanings.2. Students work in groups to discuss the questions. Provide sentence frames for discussion.3. Each group presents their answer to the class. Encourage other students to ask follow-upquestions.1e1. Play the audio of the speech. Students listen and pay attention to the intonation andrhythm.2. Have students practise reading the speech in pairs,taking turns to be the speaker.3. Ask students to work in pairs to introduce Beijing's two Olympic Games in their ownwords,using the mind map as support.4.Invite 2-3 pairs to present their retellings to the class.2a1. Have students read the instruction to understand the task.2.Students read the sentences and match and then check the answers in pairs.3.Check the answers with the whole class.2b1. Briefly review the boxed phrases to clarify the meanings.2. Have students read the sentences to understand the context.3. Students fill in the blanks individually and then check the answers with a partner.4. Check the answers with the whole class.2c1. Have students read the words in the box to get the meanings.2. Students read the passage to grasp the main idea.3. Students complete the text with the correct forms of the words,working individually.4. Have students check the answers in pairs and then review answers as a class,explainingthe language points.SummaryAsk students to summarize what they have learned in this lesson.Blackboard DesignWrite the language points and useful expressions on the blackboard.In the lesson,students successfully extracted key information to complete the mind map and grasped each paragraph's main idea. They were active in discussing the Olympics and analyzing the speaker's positive feelings of pride and admiration.However, some struggled to retell the Olympics in their own words. Overall, students understood the Olympic spirit well and improved their reading and discussion skills.Watch and Say1. Display a short video clip of Eric Moussambani's race at the 2000 Sydney Olympics.2.Ask:What do you think happened to this swimmer? Why do you think people stillremember him?3a1. Have students read the text independently to grasp the main idea.2. Have students read the questions in the mind map to get the meanings.3. Ask students to read the text again carefully to answer the questions.4. Invite some students to share the answers in class.Analyze the Writing StructureGuide students to identify the structure of the passage:Introduction:Introduce the athlete (who he/she is).Body:Describe his/her story and challenges (what he/she did).Conclusion:Explain why he/she is admirable and what we can learn from him/her( theOlympic spirit).3b1. Have students think about an athlete they admire.2. Ask them to complete a mind map like the one in 3a,answering the four key questions.3. Have students discuss their mind maps in pairs and give each other the feedback.3c1. Provide useful expressions and sentence frames for writing.2. Students write their first draft independently, using their mind maps and the providedlanguage support.3. Walk around the classroom to offer the individual help and feedback.1.Provide a checklist for students to use when editing their partner's work.2. Students exchange drafts and use the checklist to give the feedback to each other. Encouragethem to make positive comments and specific suggestions for improvement.3. Students revise their drafts based on the peer feedback.4.Invite 2-3 students to read their introductions to the class.5. Celebrate their work and discuss the different athletes they chose.SummaryAsk students to summarize what they learned in this lesson.Blackboard DesignWrite the checklist on the blackboard.This writing lesson focused on introducing an admired athlete. Students successfully extracted keyinformation about Eric Moussambani and analyzed the writing structure. Most completed their mind maps well and drafted clear introductions.Overall,students improved their writing skills and understood the true meaning of sportsmanship.