UNIT 1
GENERAL OBJECTIVES
In this unit, the students learn interesting facts about the Olympics and the interesting English that describes them! The students use this language to complete the unit project:a classroom Olympics. The unit incorporates articles about Chinese athletes, designed to interest Chinese students. It also reviews sports-related vocabulary that the students learned in Levels 1 through 4, and extends that vocabulary including new verbs and common expressions.


掌握词汇
modern,gold,record,event,twentieth,close,race,seem,tie,eat,volleybal l, able tennis,luck,tennis,believe, guest, such, ble, great, practise, dream,age,victory,include,result,none,few
接触词汇
ancient, meaal, shaooting, athlete, silver, broke, sprint, freestyle, swimmer, spectator, design, diver, rope, sit-up, push-up, diving, dive, platform, springboard, champion, coach
词组和 语言知识 句型
win a gold medal, up and down, the others, set a world record, jump rope, do one's best, give up, believe in, be able to, at age 13, catch up with ..., Dream Team Good luck! Thank you! The same to you.
Wishes and Congratulations 希望和祝愿 DirectSpeech and lndirectSpeech 直接引语和间接引语
  1.听声接近正常语速、熟悉话题的语段,识别主题,获取主要信息。
  2.听懂简单故事的情节发展,理解其中主要人物和事件。
  3.根据连续的指令完成任务。
功能意念 语 听 法


  1.根据提示给出连贯的简单指令。

  2.引出话题并进行简单的交谈。
  5.在上述口语活动中使用正确的语音、语调。

  3.在教师的帮助下或根据图片用简单的语言描述自己或他人的经历。
  4.在教师的指导下参与角色扮演活动。 语言技能 读
  1.连贯、流畅的朗读课文。
  2.从简单的文章中找出有关的信息,理解大意。
  3.根据上下文猜测生词的意思。
  4.理解简易读物中的事件发生顺序和人物行为。 写
  1.能简单描述人物或事件。
  2,能用词组或简单句为自己创作的图片写出说明。
  3.能写出简短的文段,如简单的指令、规则。
  4.能在教师的帮助下或以小组讨论的方式起草和修改作文。 学习策略 了解一些奥林匹克运动发展史及一些中外著名运动员的简况
第 1 页 共 50 页
情感态度
  1.在学习中敢于用英语表达自己的看法。
  2.培养学习英语的兴趣和学好英语的信心。
  3.乐于接触并了解异国文化。
  4.通过小组活动培养合作精神,并通过互相评价激发学习兴趣。
  5.在学习英语歌曲和练习绕口令中培养学习兴趣。 、
文化意识 了解一些奥林匹克运动的发展史及一些中外著名运动员的简况。
SPECIFIC OBJECTIVES
Lesson 1:Higher,Faster,Stronger
LESSON STRUCTURE CLASS OPENING
Introduce the topic for Unit l. Predict from pictures or teach a key word. Ask the students to predict or guess the unit topic. Then ask "Who is on duty?". In this activity, teacher can ask: What day is it today? What'sthe date today? What season is it? What's the weather like? What's the temperature? A student or a pair of students can talk about the day of the week and the date.They can describe the current weather.
KEY STEPS
Step 1: Ask the class to discuss the questions in "ThinkAbout It". Step 2: Check to see if the students have previewed thereading as required. Ask if they have any questionsconcerning the text. Encourage other students to try toanswer the questions. To determine students' level of understanding, ask questions such as: Where does the title of the reading" Higher, Faster, Stronger" come from? What's the Chinese word(s) for the Olympics? What do you know about the Olympics? Step 3: There are some new words in the reading whose meanings you may have to briefly explain or demonstrate to the students in order to smooth their way in listening to the audiotape and understanding the reading. Select one or two sentences containing key words or phrases and ask if anyone has figured out the meaning. If a student replies correctly, ask him or her to share the srategies used to puzzle out the meaning. Remember to give lots of praise for a good try,even if it's wrong. Here is a suggested list in different groups: Places: Greece, Athens, Sydney, Mexico City, Los Angeles Time: ancient, modern, BC ( Before Christ ), AD (Anno Domini-in the year of the Lord, or since Christ was bom) Medals: gold ,silver ,bronze Sports and events: race, sprint ( a short race), long jumping, shooting Step 4: Play the audiotape. Have the class follow the audiotape while looking at the text.
第 2 页 共 50 页
Step 5: Divide the class into small groups. Have each group discuss the history, sports and events, and famous athletes of the from the reading. Step 6: Have the class' play a game to help them review sports vocabulary that they learned in the elementary program. See "Games" at the back of this teacher's guide for instructions for playing "Question Toss."Form two teams and use the category "sports." Step 7: Come to "Let's Do It. "An alternative game is "Charades. "Divide the class into several large groups. In each group students will take tums miming a sports activity and the other students will take turns guessing. Instruct the groups to choose a timekeeper and scorekeeper and organize the order in which they will play. (They may need to draw straws or use some method of dividing tasks fairly. )Answers should be specific and both give the name of the game and describe the action. Olympics. Summarize the main information
CLASS CLOSING
Below is the suggested homework for this lesson. Aim to give students about thirty minutes of homework. Use your discretion in deciding how much reading or how many exercises to assign as homework. Base your decision on students' progress. ? the first reading in the reader ? ? the remaining exercises in the activity book the next reading in the student book
Lesson 2: Swimming for Gold
LESSON STRUCTURE CLASS OPENING
For ideas and tips on beginning a class, see "Teaching Techniques" at the back of this teacher's guide.
KEY STEPS
Step 1: Check to see if the students have previewed the reading as required. Ask if they have any questions concerning the text. Encourage other students to try to answer the questions. Select one or two sentences containing key words or phrases and ask if anyone has figured out the meaning. If a student replies correctly, ask him or her to share the strategies used to puzzle out the meaning. Remember to give lots of praise for a good try, even if it's wrong. Come to "Think About It." You might ask if students understand the difference between second, minute and hour. (There are sixty seconds in one minute. There are sixty minutes in one hour. ) Step 2: Play the audiotape. Have the class follow the audiotape while looking at the text. Step 3: Come to "Let's Do It." Divide the class into small groups. Have each group discuss the reading and summarize the information about Zhuang Yong and her teammates. If there is time, ask each group to share what they know about well-known Chinese swimmers.
第 3 页 共 50 页
CLASS CLOSING
Below is the suggested homework for this lesson. Aim to give students about thirty minutes of homework. Use your discretion in deciding how much reading or how many exercises to assign as homework. Base your decision on students' progress. ? the second reading in the reader ? ? the remaining exercises in the activity book the next reading in the student book
Lesson 3: Are You an Athlete?
LESSON STRUCTURE CLASS OPENING
For ideas and tips on beginning a class, see "Teaching Techniques" at the back of this teacher's guide.
KEY STEPS
Step 1: Check to see if the students have previewed the reading as required. Ask if they have any questions concerning the text. Encourage other students to try to answer the questions. To aid students' understanding, you could play a game to demonstrate the meanings of some new words in the readings. If possible, arrange students in a circle in the classroom. Have one or two student volunteers stand in the middle of the circle. When you say a word or term, the volunteer (s)demonstrate the action. If possible, bring some ping-pong rackets and balls, a basketball, a jumping rope and a soccer ball to the classroom. Here is a list of words and terms to choose from: line walk, ping-pong bounce, ball toss, jump rope,jump and count, sit-ups, push-ups, long jump, ball kick, running, soccer, gymnastics, basketball,volleyball, swimming Try to make this activity fun! Step 2: Play the audiotape. Have the class follow the audiotape while looking at the text. Step 3: Divide the class into groups of three. Ask each group member to take one of the three roles ( Brian, Jenny or Danny)and act out the first reading, including the speech bubbles. Encourage the students to use their imagination to create and improvise. Step 4: Come to "Project
  1."Begin unit project
  1. This project can cover three lessons. The students will work in groups to plan and carry out a fitness program for their class. The "Teaching Techniques" section at the back of this teacher's guide provides suggestions for introducing a new project. One suggestion follows: ? Show the students a picture of an athlete who is very strong and fit, such as a track and field star, a weight lifter or a basketball player. Post the picture on the wall. Then, show them a humorous picture or a cartoon of a person who is not very fit or strong trying to do something physical like run or jump. Tack up the second picture about two metres away from the first. Explain what a
第 4 页 共 50 页
continuum is. This one is a scale from "very fit" to "not at all fit." Point to the athlete and ask the class:Is this you? Point to the other picture and ask the class:Is this you? Point to several places along the continuum. Students will respond "yes" or "no." ? Ask several students to show how fit they are. Ask them to come up and show where Divide the class into. five groups. Instruct they are on the continuum for fitness. ?
the groups to brainstorm activities for a fitness program that could be carded out in the classroom. Point out that the activities can be fun or serious. However, all students must be able to perform them (Activities must not be too difficult to do. Activities must be safe for all students to do. ) ? ? As a class, choose five activities for the class to complete from the brainstormed Continue unit project
  1. Students continue working in the same groups. Assign one activity to each group. Instruct them to begin planning their activity. lists.
Groups should choose a recorder to take notes while they plan. Walk around the groups and encourage them to use their English skills as much as possible. Ask questions to ensure they understand the task: What will the athletes do? What equipment will you need? How will you keep score? How will you measure time? Students continue working in the same groups. ? Groups complete their activity plans. Then they decide who will do each task. Some members begin to make a poster describing the steps to complete the activity. The poster will be part of their fitness activity station. Some members begin to gather or make equipment needed for the activity. ? ? Remind groups to make notes on how they will time and score their activity and who Ask all of the groups set up their fitness stations. Students who are not keeping will do it. score or timing should go to each of the fitness stations and complete the activities. All of the students must practise their English vocabulary, particularly the mastery phrases: "Good luck! .... Thank you. "and "The same to you!" Conclude unit project
  1. ? Ask all of the groups set up their fitness stations. Students who are not keeping score of timing should go to each of the fitness stations and complete the activities. All of the students must practise their English vocabulary, particularly the mastery phrases: "Good luck! ? .... Thank you. "and "The same to you!" This ff there is time, ask the scorekeepers to share the results with the class.
will be a good opportunity for them to use comparative and superlative adjectives!
CLASS CLOSING
Below is the suggested homework for this lesson. Aim to give students about thirty minutes of homework. Use your discretion in deciding how much reading or how many exercises to assign as homework. Base your decision on students' progress.
第 5 页 共 50 页
? ? ?
the third reading in the reader the remaining exercises in the activity book the next reading in the student book
Lesson 4: Good Luck to You
LESSON STRUCTURE CLASS OPENING
For ideas and tips on beginning a class, See "Teaching Techniques" at the back of this teacher's guide.
KEY STEPS
Step 1: Ask the students if they have previewed the song as required. Select one or two sentences containing key words or phrases and ask if anyone has figured out the meaning. If a student replies correctly, ask him or her to share the strategies used to puzzle out the meaning. Remember to give lots of praise for a good try, even if it's wrong. Step 2: Divide the class into two groups. Have each group read the song aloud as a poem, one line at a time. If you like, you could ask one group to read the lines and the other to act out what is being read. This will tell you how well the students have understood the s
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