仁爱版英语八年级上册全册教案
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Unit 1 Playing Sports
Topic 1 I’m going to play basketball.
Section A
Ⅰ. Material analysis
本课时的主要活动为1a和2。
通过Michael和Kangkang的对话，呈现了本课所要学的语法重点：将来时be going to do结构。结合本单元的话题Playing Sports, 呈现了重点短语：play basketball/football, have a basketball/football game, cheer … on, win (the game), prefer doing等。Playing Sports这个话题和学生们的生活紧密相连，容易激发学生的学习兴趣。但要正确使用be going to do对学生来说还是有一定困难的。困难一：be动词和主语不一致（多数学生）；困难二：不会正确地将do替换成具体动词（少数学生）。所以，要求老师以课本文本内容为依据，结合学生的实际生活，引导学生正确地使用be going to do谈论自己的运动计划，并能用书面表达形式写出自己的运动计划。
Ⅱ. Teaching aims
Knowledge aims：
1. 能根据音标正确朗读出下列单词表中的单词：team, win, cheer, row, quite, during, against, practice…
2. 能正确拼读并运用单词表中的黑体单词。
3. 能正确运用be going to do 表达运动计划。
4. 能正确地运用prefer doing结构表达喜好，如：prefer swimming, prefer rowing等。
5. 能运用本课所学语言，就自己的运动计划与他人交流。
Skill aims：
1. 能听懂有关运动计划和运动爱好的简单对话和陈述。
2. 能正确地口头表达有关运动计划和运动爱好的话题。
3. 能正确朗读课本的文本材料，准确把握语音、语调及连读。
4. 能正确地运用书面表达写出自己的运动计划及运动爱好。
Emotional aims：
通过对Section A的学习，学生能够写出自己的运动计划，并讨论各自喜好的运动，激发学生的运动意识，帮助学生养成运动的好习惯，学会强身健体。
Ⅲ. The key points and difficult points
Key points：
能正确、熟练地运用be going to do句型。
Difficult points：
1. be going to do句型中的be动词和主语的一致性。
2. see sb. do和see sb. doing的区别。
Ⅳ. Learning strategies
1. 学生通过看图猜测单词，锻炼他们的预测能力。
2. 学生模仿例子编写对话，提高他们的改写能力。
Ⅴ. Teaching aids
Computer multimedia projector
Everyday saying: Reading is to the mind while exercise to the body. 读书健脑，运动强身。
Ⅵ. Teaching procedures
Step 1 Introduction
1. Get students ready for learning.
2. Show everyday saying for the students. (one saying a week)
3. Ask the students to design a special topic of sports and give the everyday report.
4. Revision: Teacher says something about sports.
E.g. I often play table tennis in the morning. I am going to play table tennis tomorrow morning, too.
Step 2 Presentation
1. Write“I am going to play table tennis.” on the blackboard. Ask the students to replace “play
table tennis”. Teacher shows pictures in 2 on the computer screen with the following words under each picture: swim, row, cycle, skate, play tennis.
2. Finish 1b. Teacher introduces something about 1b. Michael is talking about sports with Kangkang. Let’s listen and find: What are they talking about Teacher plays the recording without stopping.
Check 1b.
3. Finish 1c. Teacher presents new words “against” and “practice” in different ways.
Against:Teacher puts his/ her two fists against each other.
Practice: I am going to play table tennis. We can also say “I am going to practice table tennis”. Here “practice” means “play”.
4. Finish 1c. Teacher plays the recording twice. The first time: stop when necessary.The second time: check the answers.
Step 3 Consolidation
1. Read 1a. Teacher plays the recording in 1a sentence by sentence.
2. Teacher plays the recording without stopping.
3. Teacher gives 1 or 2 minutes for the students to read 1a in pairs.
4. Teacher designs a competition: Students in each group do pair work first to read 1a in pairs, and then each group choose out one pair to perform the dialogue. To avoid only the excellent students performing the show, teacher gives the equal chance to different pairs.
5. Teacher explains some key points and difficult points to the students:
(1) The structure of “be going to do”
(2) The differences between “see… do” and “see… doing”.
6. Finish 1d. Teacher shows 1d on the screen, checking if the students are able to write the new words correctly while the students are writing.
Step 4 Practice
Practice 2:
1. Teacher shows the following words on the screen: play-playing, skate-skating, swim-swimming,
row-rowing, cycle-cycling.
2. Teacher organizes group work. Divide the whole class into six groups. Each group will make up
their own conversation and write them down, and then they exchange it with another group.
3. Teacher asks each group to read their conversations one by one at the same time, walking around the class to check or to help.
4. Teacher plays the recording of 3a without stopping.
5. The recording stops when the long and difficult sentences appear.
6. The recording stops when the answer appears.
Step 5 Production
1. Teacher shows summary on the screen.
2. Teacher assigns homework. Write an essay about your own sports plan.
3. Ask students to prepare Section B after class.
Section B
Ⅰ. Material analysis
本课时的主要活动为1a和3a, 3b。
通过Michael和Maria谈论最喜爱的运动和最喜爱的运动员，将话题拓展到对梦想职业的谈论，引出本课语法重点：be going to be +职业名称。围绕本单元的话题Playing Sports, 呈现了重点短语：favorite sport, favorite player, play for, grow up等。谈论运动和梦想的话题能深深地吸引着学生。在本节课中，学生要汇报自己最喜欢的运动及运动员，以及由此激发的自己的理想，还要汇报他人最喜欢的运动及运动员，以及相关联的梦想职业。正确运用be going to be 将是一个难题。所以，要求老师要运用活动2的职业名称，结合学生的梦想，引导学生正确地运用be going to be的句型谈论有关自己和他人的运动爱好及梦想的话题，并能用书面形式写出自己的梦想及运动爱好。
Ⅱ. Teaching aims
Knowledge aims：
1. 能根据音标，正确朗读出单词表中的单音节单词及简单短语。
2. 能在老师的引导下，分音节读出多音节单词：
scientist, musician, pilot, policeman, policewoman…
3. 能区分元音音素[e]和[eI]并能正确朗读单词，注意相对应字母组合的书写。
4. 能正确朗读句子中的不完全爆破。
5. 能正确运用be going to be 谈论运动爱好及梦想，并在课后写成作文。
Skill aims：
1. 能听懂有关运动爱好和梦想的简单对话和陈述。
2. 能正确地口头表达有关运动爱好和梦想的话题。
3. 能正确朗读课本的文本材料，准确把握语音、语调及连读。
4. 能正确地运用书面表达写出自己和他人的运动爱好及梦想。
Emotional aims：
通过对Section B的学习，要求学生写出自己最喜爱的运动及运动员的相关信息，教师运用名人效应影响学生的人生观，帮助他们树立远大的理想，明白只有今天好好学习，强身健体，才能保证明天实现自己的梦想。
Ⅲ. The key points and difficult points
Key points：
正确、熟练地运用be going be句型。
Difficult points：
1. be going to be句型中的第一个be动词和主语的一致性。
2.为他人作报告时主语是he和she时, 谓语动词形式的正确变化以及物主代词his 和
her的正确运用。
3. I am going to be an office worker. 不定冠词an + 元音。
Ⅳ. Learning strategies
1. 学生运用线索词改写对话，有助于提高学生的复述能力。
2. 学生根据音标拼读单词，发展学生拼读音标的能力。
Ⅴ. Teaching aids
Computer multimedia projector, phonetic cards, word cards in 3a.
Everyday saying: Reading is to the mind while exercise to the body. 读书健脑，运动强身。
Ⅵ. Teaching procedures
Step 1 Introduction
1. Get students ready for learning.
2. Show everyday saying for the students. (one saying a week)
3. Ask the students to design a special topic of sports and give the everyday report.
4. Revision: Teacher shows pictures in 2 of Section A on the screen, and asks the students to retell the dialogue they wrote last class in pairs.
5. Teacher asks a good student to make the conversation with the teacher, to learn “I’m going to be a …” and the new word “player”.
T: Are you going to join the school rowing club
S: Yes, I am. What about you
T: I’m going to join the school table tennis club. I’m going to be a table tennis player.
Step 2 Presentation
1. Teacher shows 3 pictures in 2 of Section A on the screen, with new phrases under each picture: a rowing player, a tennis player, a table tennis player. The teacher asks: What are you going to be The students answer according to the pictures.
2. Start on 1b.Teacher: I have a dream. I am going to be a table tennis player. Michael also has a dream, and let’s listen to 1a and find out: What is Michael going to be Who is Michael’s favorite player Let’s listen.
3. Go on with 1b.Teacher says “I like table tennis best. My favorite sport is table tennis.” to help students understand the meaning of “favorite”, then asks students two questions:
①What is Michael’s favorite sport ②What is Maria’s favorite sport
4. Finish 1b. Listen to 1a for the third time and finish 1b.
Step 3 Consolidation
1. Read 1a. Teacher plays the recording of 1a sentence by sentence.
2. Teacher plays the recording without stopping.
3.Teacher offers students 1 or 2 minutes to read 1a in pairs.
4. Design a competition:To see who can read fastest in class.
5. Explain 1a.
(1) favorite player; (2) “something” and “anything”； (3) “play for” and “play against”；
(4) prep “like” and verb “like”; (5) “when” clause.
6. Finish 1c: Teacher limits the time for the students to finish 1c, and the first six students write their essays
“My…” on the blackboard.
7. Correct the essays: Teacher asks another 6 volunteers to correct the essays.Teacher
helps to correct if necessary.
Step 4 Practice
1. Teacher offers 2 or 3 minutes to the students to read all the words.
2. Teacher encourages students to read the phonetic syllable phoneme by phoneme.
3. Teacher asks students to read 2 word by word.
4. Relaxing time. Practice the reviewing words.
5. Teacher shows phonetic cards /e/ and /eI/.
6. Teacher asks the students to read /e/ and /eI/ one by one.
7. Teacher shows word cards, calling Member B from each group to read one by one.
8. Teacher plays the recording of 3a.
9. Teacher shows “next weekend”. Read “next”and “weekend”separately, and then read together.
10. Teacher lets students read 3b in pairs.
11. Teacher leads the students to read.
12. Teacher plays the recording.
13. Teacher encourages students to read 3b in groups, making sure everyone can read correctly.
Step 5 Production
Finish1d:
1. Teacher summarizes.
2.Teacher assigns 1d as homework. They should finish 2 tasks.
(1) Write something about your favorite sport, your favorite sports stars and your dream.
(2) Write something about other’s favorite sport, other’s favorite sports stars and other’s dream.
3. Prepare for the learning of Section C.
Section C
Ⅰ. Material analysis
本课时的主要活动为1a和2a。
Section A谈论了运动计划，Section B 谈论了运动爱好及梦想，Section C将计划、梦想付诸实践行动，并谈到了参与各种运动的意义。通过介绍Ann的运动习惯，呈现了重点短语：spend time (in) doing sth., be good at doing sth., take part in +activity等。通过Ann主动参与校运会，引出本课将来时涉及的语法句型：There is going to be … 在谈论运动的意义时，运用了It’s good for … 句型，出现了重点短语：make sb. / sth +adj., keep sb. / sth. +adj., keep fit / keep healthy等。学以致用，本课要求学生能模仿Ann的运动习惯，写出自己的一周运动安排并付诸行动，鼓励学生积极参与学校运动会等集体活动，将集体主义精神潜移默化地渗透到课堂教学中。
Ⅱ. Teaching aims
Knowledge aims：
1. 能根据音标，正确朗读出单词表中的单词及短语：
jump, spend, baseball, be good at, weekend, part, take part in,
be good for, all over, heart, lung, fit , keep fit, supper
2. 能在老师的引导下，分音节读出多音节单词或一些读音较难的短语：
exercise, world, the day after tomorrow, healthy, relax
3. 能正确拼读并运用单词表中黑体单词。
4. 能准确把握单数第三人称做主语时谓语的变化形式，并能谈论他人的运动爱好和梦想以及一周运动安排。
5. 能模仿本课课文，写出自己或他人一周的体育活动安排。
Skill aims：
1. 能听懂本课文本材料以及与运动相关的交际用语。
2. 能正确地口头介绍自己和他人平时的运动安排。
3. 能正确朗读课本的文本材料，准确把握语音、语调及连读，并能读相关的材料。
4. 能正确模仿本课课文，写出自己或他人一周日常的体育活动安排。
Emotional aims：
学生能模仿课文写出自己的一周体育活动安排并付诸行动，鼓励学生要学习Ann, 养成健康而规律的生活习惯。
Ⅲ. The key points and difficult points
Key points：
1. 有关体育活动及户外活动的短语。
2. 重点短语的用法，如：spend … in/on …, take part in …, There is going to be …
Difficult points：
1. spend time (in) doing sth./ spend time on sth.;
2. make / keep sb./ sth. + adj. ;
3. the differences between “health” and “healthy”;
4. There is going to be …
Ⅳ. Learning strategies
1. 培养学生养成预习的习惯，提前预习单词、朗读课文。
2. 训练学生整体阅读课文的习惯，有意识侧重训练学生的skimming 和scanning阅读技巧。
Ⅴ. Teaching aids
Computer multimedia projector
Everyday saying: If you can’t pass, you can’t play. (乔丹教练对乔丹说的话。)
Ⅵ. Teaching procedures
Step 1 Introduction
1. Get students ready for learning.
2. Show everyday saying for the students. (one saying a week)
3. Call two students to report their homework. One reports something about himself/herself while the other reports something about his/her friend.
4. Teacher asks each group to retell their homework in pairs: A1-A2; B1-B2;C1-C2.
All the students retell at the same time and check each other’s essay. Teacher walks around the
class and helps the students when necessary.
Step 2 Presentation
1. Teacher lets the students finish the pre-reading task.
2.Teacher asks the students to skim 1a and find out the topic or general idea as quickly as they can.
3. Teacher asks the students to scan 1a and answer the question: How often does Ann go cycling
4. Teacher asks the students to scan 1a again and answer the question: How long does Ann spend
exercising
5. Teacher asks the students to scan 1a the third time and answer the question:
What sports is Ann going to take part in
6. Teacher asks the students to read 1a carefully and finish 1b.
7. Teacher plays the recording sentence by sentence.
8. Teacher plays the recording without stopping.
Step 3 Consolidation
1. Finish 1c. Teacher asks the students to read 1a to prepare for the retelling: the sequence of 1a is on the blackboard: Ann…goes cycling…twice a week, goes mountain…Sundays,
…spends…exercising…, learns baseball…Saturdays, …plays…well…, is good at…, …is going to be…, the high jump…, the long jump, … cheer her on, …will win.
2. Teacher organizes the students to cooperate with their partners in retelling 1a together.
3. Teacher organizes a competition to retell the whole text individually.
4. Teacher asks the students to retell the passage according to the pictures in 1b.
5. Teacher explains the language points:
(1) spend time (in) doing sth./ spend time on sth.; (2) play…very well;
(3) be good at doing; (4) There is going to be …; (5) be sure that …
6. Read 1a. Teacher offers 1or 2 minutes for the students to read 1a.
Step 4 Practice
1. Relaxing time. Teacher asks the students to read the example in 2a, then students make other three
dialogues by following the example.
2. Teacher explains some phrases: make/ keep sb./sth. +adj.; keep sb. healthy / fit.
3. Time for show: Teacher asks three pairs of students from different groups to show their dialogues.
4. Necessary help: Teacher leads the students to read some sentences that the students can’t read correctly
and fluently.
5. Finish 1d. Teacher asks students to answer the questions in 1d and write down the answers.
Step 5 Production
1. Teacher summarizes what the students learned today. Important language points are shown on the
computer screen.
2. Teacher asks the students to rewrite 1a, changing “Ann” into “I” to introduce something about themselves.
3. Teacher assigns writing homework, which includes the following information: A short passage about students’ favorite sport, students’ favorite sports stars, students’ daily sports life and students’ dream.
4. Teacher assigns the students to review Sections A-C to prepare for Section D.
Section D
Ⅰ. Material analysis
本课时的主要活动为1a和2。
Section D是一节复习课，在综合复习Sections A-C的词汇、语法和功能句的基础上，巩固学生本周的学习内容。通过综合的阅读和写作的练习，拓展延伸学生的学习内容，检测学生综合运用语言的能力。
Ⅱ. Teaching aims
Knowledge aims：
1. 能正确朗读出单词表所有单词及短语，能正确拼读、书写并运用黑体单词。
2. 复习并能熟练运用be going to do ; There is going to be 句型。
3. 能准确运用本单元重点短语进行写作练习：
play basketball / football; have a basketball game against…; win (the game) ; cheer sb. on;
prefer doing sth.; one’s favorite player; play against; play for; grow up; in the future; spend time (in) doing sth. / on sth.; do sth. very well ; be good at doing sth.; take part in…;
play with; arrive in; leave for等短语。
4. 能正确完成教师设计的补充词汇对比的练习：
see sb. do sth，see sb. doing sth
play against，play for, play with
take part in，join sb., join+组织名称, join in +活动
arrive in，arrive at
be good at，do well in
5. 能综合运用本课短语、句型写出自己或他人的运动计划或周末计划。
Skill aims：
1. 能听懂与课本内容难度相当的、有关体育运动及体育明星话题的材料。
2. 能正确运用本单元所学内容，比较流利地谈论自己和他人的运动计划、运动日程、
简单的梦想。
3. 能阅读有关运动计划、运动日程、简单的梦想以及相关话题的文章，理解文章并
做相关的阅读练习。
4. 能综合运用本单元的语法、词汇、句型写出自己和他人的运动计划、运动日程、
周末计划以及相关话题。
Emotional aims：
通过学习，唤醒学生的运动意识，鼓励学生积极参与运动，使他们养成健康而有规律
的生活习惯。
Ⅲ. The key points and difficult points
Key points：
复习be going to 结构及表示计划意愿的功能句。
Difficult points:
1. see sb. do sth/ see sb. doing sth.
2. take part in / join / join in.
Ⅳ. Learning strategies
1. 通过短语辨析的学习，鼓励学生学会归纳总结。
2. 通过看图写话，看信息补全文章等多种方法，帮助学生提高写作能力。
3. 学生通过整体复习Sections A-C，了解到复习是一种很好的学习方式。
Ⅴ. Teaching aids
Computer multimedia projector，poster of David Beckham
Everyday saying: If you can’t pass, you can’t play.
Ⅵ. Teaching procedures
Step 1 Introduction
1.Get students ready for learning.
2. Show everyday saying for the students. ( one saying a week )
3. Teacher asks three students to report their homework one by one. Choose the best one to award.
4. Teacher asks each group to read their homework in pairs: A1-A2; B1-B2; C1-C2, checking each other’s essay. Teacher walks around the class and helps the students when necessary.
Step 2 Presentation
1. Teacher shows the picture of David Beckham, and asks “Who knows him ” and “Who can say
something about him ”, introducing the word “famous”.
2. Guess the content of text. Teacher goes on with the students’ topic, asking students “Why are you so happy ”, introducing the word “excited”. Teacher asks the students to guess what happens in the text.
3. Finish 1a. Teacher asks the students to read 1a to see if they have guessed correctly, then asks them to finish 1a.
4. Teacher checks and shows the final correct answer.
5. Teacher explains the function of “be leaving for”.
6. Teacher plays the recording once.
7. Teacher encourages the students to complete 1b, then lets them read 1a carefully.
Step 3 Consolidation
1. Teacher checks the students’ answers of Grammar and Function.
2. Teacher asks the students to make sentences by using “be going to do / be”, using the following phrases in groups: play basketball; have a basketball game; climb a mountain; row a boat against…; win (the game); grow up; in the future;
3. Teacher designs exercises about the following phrases:
spend time (in) doing sth. , spend time on sth., do sth well, do well in sth., be good at doing sth.,
take part in… , join sb., join the club, play with, arrive in, leave for, go skating
Step 4 Practice
1. Teacher asks students to finish 2 and write a passage in class. Time is limited.
2. Teacher asks three students to show their writings on the blackboard.
3. Teacher asks another three students to check the essays and helps them when necessary.
4. Teacher organizes the students to do a survey according to the Project.
5. Teacher asks the students to write an essay about “My weekend plan”.
6. Teacher calls three students to write their weekend plans on the blackboard and helps to correct the mistakes.
7. Teacher encourages six students from different groups to report their weekend plans to see which group has the most interesting plan, then teacher will give the scores.
8. Collect their writings.
Step 5 Production
1. Teacher leads the students to preview the words in topic 2.
2. Teacher asks the students to write “My favorite sport” after class.
3. Teacher asks the students to read the words on P9-10 after the recording.
4. Teacher asks the students to collect the names of the sports activities and they will show the names on the blackboard in the next class.
Unit 1 Playing Sports
Topic 2 I’ll kick you the ball again.
Section A
Ⅰ. Material analysis
本课时的主要活动为1a和2。
通过Kangkang对Michael的邀请，引出对话的主题：合作参加足球比赛。对话呈现了本课所要学的语法重点：subject + vt.+ indirect object + direct object。结合本单元的话题I’ll kick you the ball again.呈现了重点短语：kick the ball to you, pass me the ball, practice doing sth., give me a hand等, 同时在对话中呈现了交际功能用语：Will you … Would you mind (not) doing sth. 和Do you mind (not) doing sth. 帮助学生学会请求，提建议的表达法。通过和他人的沟通、合作，将团队合作精神融于对话中。要求学生在学会课本语言知识的同时，培养他们的团队合作精神。督促学生结合学过的句型用be going to do 进一步谈论有关自己最喜欢的运动的话题，并能将团队合作精神体现在书面表达中。
Ⅱ. Teaching aims
Knowledge aims：
1. 能正确拼读并运用单词表中的单词: ill, mind, kick, pass, certainly, somewhere, throw.
2. 能正确运用以下短语造句：fall ill, give sb. a hand, do well in.
3. 能自如地运用以下功能句进行交流，表达请求与允许:
Would you mind (not) doing sth.
Do you mind (not) doing sth.
Will you …
4. 能初步感知本话题语法：subject+vt.+indirect object+direct object.
Skill aims：
1. 能听懂有关体育活动中团队合作的简单对话和陈述。
2. 能正确地运用本课的交际功能语言提建议或征求意见。
3. 能正确朗读课本的文本材料及难度相当的材料。
4. 能写出自己最喜欢的运动，并能正确地运用本课双宾语的语法结构，写出简单的团队合作的过程。
Emotional aims：
通过对Section A的学习，学生能够将团队精神渗透到自己的书面表达中，丰富对自己最喜欢的运动的描写。同时，强化学生积极参与运动的意识，逐渐将团队合作精神渗透到学生的学习和生活中。
Ⅲ. The key points and difficult points
Key points：
能自如地运用以下功能句进行交流：
Would you mind (not) doing sth.
Do you mind (not) doing sth.
Will you…？
Difficult points：
1. 双宾语：subject + vt. + indirect object + direct object.
2. 1c 活动中近义句的转换。
Ⅳ. Learning strategies
1. 通过学句的转换，使学生有能力对同一句话进行不同的表达。
2. 通过学生看图听音的训练，鼓励学生大胆预测所学内容。
Ⅴ. Teaching aids
Computer multimedia projector, a short video of a ping-pong game
Everyday saying: There’s no “I” in teamwork. 全队的配合不分你我。
Ⅵ. Teaching procedures
Step 1 Introduction
1. Get students ready for learning.
2. Show everyday saying for the students. ( one saying a week )
3. Ask a girl and a boy to give the everyday report: My weekend plan.
4. Teacher plays the video of playing table tennis to introduce the topic “We should learn teamwork”.
5. Teacher asks students when and where we need teamwork.
6. Teacher shows the pictures of 1a on the screen, letting the students guess:
(1) What’s wrong with the boy in bed
(2) What is Kangkang talking to Michael
(3) Who is the sleeping boy
Step 2 Presentation
1. Finish 1b. Teacher asks the students to read the statements in 1b.
2. Teacher plays the recording for the first time without stopping.
3. Teacher plays 1a for the second time, and stops when necessary.
4. Teacher lets students scan 1a and complete 1b.
5. Teacher asks two students to write answers to 1b, and then helps to correct the wrong parts.
6. Teacher checks the pre-reading questions to see if students have guessed correctly:
(1) What’s wrong with the boy in bed
(2) What is Kangkang talking to Michael
(3) Who is the sleeping boy
7. Focus on practicing “Would you mind doing…with me ”Teacher shows some verb phrases on the screen for the students so that they can practice replacing with those phrases:
rowing, cycling, skating, playing tennis, swimming.
8. Teacher plays the recording sentence by sentence.
9. Teacher plays the recording for the last time without stopping.
Step 3 Consolidation
1. Teacher explains the phrases in box by using synonymous phrases.
2. Teacher gives two or three minutes for the students to finish 1c.
3. Teacher asks two or three students to write their answers on the blackboard.
4. Teacher explains the structure of “the subject + vt. + indirect object + direct object” in Chinese,
showing a few examples.
5. Teacher asks the students to finish 1d.
6. Teacher checks the answers.
7. Teacher explains some key points and difficult points to the students:
(1) The structure of “ the subject + vt.+ indirect object + direct object”
(2) The synonymous phrases: fall ill / be ill
(3) one of +plural nouns
(4) mind doing sth.
(5) keep doing sth.
(6) have a try
Step 4 Practice
1. Teacher encourages the students to look at the pictures in 2 and guess what’s happening.
2. Teacher plays the recording.
3. Teacher plays the recording and pauses after each dialogue.
4. Teacher plays the recording for the third time.
5. Teacher checks the students’ answers, asking a group to show their answers on the blackboard Teacher corrects the wrong parts.
Step 5 Production
1. Teacher organizes the students to practice the dialogue in 2 in pairs，helping students to learn the ways to express permission and giving advice.
—Would you mind passing me the ball
—Of course not. I’ll do it right away.
2. Teacher shows the dialogue Four on the blackboard, letting students do pair work.
—Would you mind not throwing bottles around
—I’m sorry about that. I won’t do it again.
3. Teacher asks the students to practice 2 in pairs in their own groups to prepare for a speed competition.
4. Teacher shows the summary to the students.
5. Teacher assigns homework:
(1) Review the summary after class.
(2) Retell 1a and report it to the whole class tomorrow.
(3) Prepare Section B after class.
Section B
Ⅰ. Material analysis
本课时的主要活动为1a和4a, 4b。
通过Maria和Jane平息Kangkang和Michael的争吵，呈现了对话的主题是：One player doesn’t make a team. 对话呈现了提建议的三种方式：（1）祈使句的肯定句、否定句形式；（2）What about doing sth. （3）sb. should do sth.语音学习：（1）让学生区分元音/ e/ 和/ aI/ 发音的不同，并能掌握各自的拼写规则。（2）让学生体会清辅音的不完全爆破并能正确朗读。本课帮助学生学会请求、提建议、道歉的表达法，通过和他人的沟通、合作，将团队合作精神融于对话中。要求学生能结合学过的be going to do，进一步谈论有关自己最喜欢的运动的话题，并能将团队合作精神体现在书面表达中。
Ⅱ. Teaching aims
Knowledge aims：
1. 能区分元音音素/e/和/ aI /的发音，并能正确拼读单词，注意对应的字母组合的拼写规则；能在句中正确朗读辅音的不完全爆破。
2. 能正确拼读并运用单词表中的单词: fight, angry, nothing, finish, grandfather.
3. 能正确运用以下短语造句：
shout at sb., do one’s best, be angry with sb., talk about sth., keep doing sth.
4. 能自如地运用以下功能性语言进行交流，表达提建议、道歉:
Don’t shout at me like that.
Please don’t fight.
You should learn teamwork.
What about saying sorry to Michael
I am sorry for what I said.
It’s nothing.
5. 能对双宾结构进行句型转换，理解并能运用双宾语结构。
Skill aims：
1. 能听懂有关体育活动中团队合作的简单对话和陈述。
2. 能正确地用英语在团队中提建议、向他人道歉。
3. 能正确朗读课本的文本材料及难度相当的材料。
4. 能书面表达提建议，道歉等。
Emotional aims：
通过对Section A的学习，学生能够在团队合作中, 学会为他人提建议，犯了错误要勇于向他人道歉。在谈论运动合作时，强化学生在积极参与运动时要主动配合他人的意识，将团队精神渗透到学生的学习和生活中。
Ⅲ. The key points and difficult points
Key points：
对双宾语用法的巩固: subject + vt.+ indirect object + direct + subject.
能清楚地找出短文中的直接宾语和间接宾语。
Difficult points：
1. 对be sorry for what I said 中what的理解。
2. 对不完全爆破读音的正确把握。
Ⅳ. Learning strategies
1. 通过再现复习双宾语的用法，让学生懂得复习也是一种学习。
2. 通过模仿录音的不完全爆破，让学生知道模仿读音是纠正自己读音的很好的学习途径。
Ⅴ. Teaching aids
Computer multimedia projector, phonetic syllable cards, word cards.
Everyday saying: There’s no “I” in teamwork. 全队的配合不分你我。
Ⅵ. Teaching procedures
Step 1 Introduction
1. Get students ready for learning.
2. Show everyday saying for the students. (one saying a week )
3. Ask a girl and a boy to retell 1a in Section A.
4. Teacher goes on with the topic: Kangkang and Michael’s soccer game is over. Can you guess: Did they win the game Teacher shows the pictures of 1a on the screen, letting the students guess:
(1) What’s wrong with Kangkang and Michael
(2) Why do Kangkang and Michael look unhappy
5. Learn new words “fight”and “angry”. Teacher shows Kangkang and Michael’s picture, indicating “They are unhappy,” because “They are angry.” and “ They are fighting.”
Step 2 Presentation
1. Finish 1b.Teacher asks the students to read the statements in 1b.
2. Teacher plays the recording for the first time without stopping.
3. Teacher plays the recording for the second time.
4. Teacher lets students read 1a carefully and check 1b.
5. Check 1b. Teacher asks two students to write their answers, and then helps to correct the wrong parts.
6. Teacher asks the students to finish 1c, and then check their answers.
7. Explanation of the language points in 1a: lose- lost，wouldn’t pass the ball，shout at ，did his best，learn teamwork，make a team，be angry with sb.，what about doing sth.，say sorry to sb.，
It’s nothing.
8. Teacher plays the recording sentence by sentence.
9. Teacher plays the recording without stopping.
Step 3 Consolidation
1. Finish 3. Teacher lets the students observe the structure of the example and paraphrase the sentences in 3.
2. Teacher checks their answers, and six students from different group finish checking. Teacher gives help when necessary.
3. Teacher organizes a competition to read 3. Six groups will be in the competition, and the first
three groups will be the winners.
4. Conclusion: Teacher instructs the way of changing the structure of “subject + vt.+ indirect object + direct object” (direct object: things; indirect object: person.)
Step 4 Practice
1. Teacher organizes the students to practice 1a in pairs.
2. Teacher asks the students to perform 1a.
3. Teacher lets the students look at 2 and match the verbs.
4. Teacher checks the students’ answers.
5. Teacher asks the students to complete the sentences by themselves.
6. Teacher asks three students to write their answers on the blackboard, correcting them if necessary.
7. Teacher shows phonetic cards / e/ and / aI/.
8. Teacher pronounces/ e/ and / aI/.
9. Teacher shows the cards.
10. Teacher plays the recording of 4a.
11. Teacher plays the recording of 4b.
12. Teacher lets students check their reading.
13. Read with the recording.
Step 5 Production
1. Teacher shows the summary to the students.
2. Teacher assigns homework:
(1) Review the summary after class.
(2) Rewrite 1c on P11, with the subject being “I”.
(3) Search the Internet for some special information about basketball.
Learn to read the words and text of 1c to prepare Section C after class.
Section C
Ⅰ. Material analysis
本节课的主要活动为1a和2。
1a简单介绍了篮球形成的原因、经过及打篮球基本规则，让学生了解了打篮球的历史意义，教育学生要热爱篮球运动，传承历史文化。2通过近义句的学习丰富了学生的语言积累，避免单一的表达。课后要求学生写一篇有关篮球运动的文章，旨在将热爱运动的思想耕织于学生心中。
Ⅱ. Teaching aims
Knowledge aims：
1. 能根据音标，正确朗读出单词表中单词及短语。
2. 能正确拼读并运用单词。
3. 能运用can, can’t , must, should 等情态动词提建议。如：
You can throw it from any part of the court.
You must follow the rules.
You can’t hold the ball and run with it.
You should have good skills.
4. 能正确使用以下短语，复述本课课文，简单地介绍篮球运动。
invent sth., come into being, stop…from doing sth., follow the rules, enjoy doing sth.
Skill aims：
1. 能听懂本课文本材料以及与篮球运动相关的课堂用语。
2. 能熟练地口头谈论有关篮球的历史，规则及意义的话题。
3. 能准确朗读课本的文本材料，并能正确地朗读相关的文本材料。
4. 能规范地模仿本课课文，写出有关篮球运动的文章。
Emotional aims：
教育学生要热爱篮球运动，体现合作精神，突出团队协作的重要性。
Ⅲ. The key points and difficult points
Key points：
invent sth., come into being, stop…from doing sth., follow the rules, enjoy doing sth.
的运用。
Difficult points：
1. 短语come into being的运用。
2. 动词不定式作表语的结构：The goal is to throw the ball…
3. any在肯定句中的运用：You can throw it from any part…
Ⅳ. Learning strategies
1. 运用图片猜测文章的内容，有助于学生整体理解文章。
2. 根据长课文进行缩写，训练学生对报纸、杂志等刊登的长文章的转述能力。
Ⅴ. Teaching aids
Computer multimedia projector, a short video of a basketball game
Everyday saying: Constant dripping wears away a stone. 水滴穿石。
Ⅵ. Teaching procedures
Step 1 Introduction
1. Get students ready for learning.
2. Show everyday saying for the students. (one saying a week)
3. Ask two students to report their homework, retelling 1a on P11.
4. Teacher asks A1 from each group to retell their homework to the other five members in their groups.
5. Teacher corrects the mistakes for the students when they read.
6. Teacher plays the short video of a basketball game and asks some questions about basketball game. For example, how many players are there in the game
7. Teacher lets the students finish the pre-reading task according to what they have known about
basketball before.
8. Teacher lets students read the passage and check the pre-reading task.
Step 2 Presentation
1. Teacher asks the students to skim 1a and find out the topic sentence of each paragraph.
2. Teacher asks the students to scan 1a and answer the question “Who invented basketball ” in 1c.
3. Teacher asks the students to scan 1a and answer the question “When did he invent basketball ” in 1c.
4. Teacher asks the students to read Paragraph 3 carefully and answer the question “What are the
rules in the basketball game ” in 1c.
5. Teacher lets the students read the whole passage carefully and finish 1b.
6. Teacher checks the answers.
Step 3 Consolidation
1. Explanation of the passage:
(1) invent—inventor—invention (2) …is one of + plural nouns (3) sth. came into being
(4) The goal is to do sth. (5) stop…from doing sth. (6) You can throw it from any part of the court. (the function of “any” in affirmative sentences )
(7) follow the rules (8) for example/such as (9) It is more important for you and the other players to play as a team. (10) enjoy doing sth.
2. Teacher plays the recording without stopping.
3. Teacher offers 2 minutes for the students to read 1a.
4. Teacher asks the students to read the whole passage in groups, and makes sure everyone can read through
the passage.
Step 4 Practice
1. Teacher asks the students to skim through the exercises in 2 to see if there’s something they don’t understand.
2. Teacher explains some difficult points that the students may ask.
3. Teacher offers about 3 minutes for students to finish 2.
4. Teacher asks six students from different groups to write down their answers on the blackboard.
5. Teacher asks another six students to correct the answers.
Step 5 Production
1. Teacher summarizes what the students have learned today. Some important languages points are shown on the computer screen.
2. Teacher asks the students to finish writing the introduction of basketball in 1c, reminding them to connect the topic sentences, and then add something necessary.
3. Teacher asks the students to search the Internet for some special information about football.
4. Teacher assigns the students to review Sections A-C to prepare for Section D.
Section D
Ⅰ. Material analysis
本节课的主要活动为1a和2。
Section D是一节复习课，在综合复习Sections A-C的词汇、语法和功能句的基础上，巩固学生本周的学习内容。通过阅读写作的拓展练习，延伸学生的学习内容，检测学生综合运用语言的能力。
Ⅱ. Teaching aims
Knowledge aims：
1. 能正确朗读出单词表中所有单词及短语，能正确拼读、书写并运用单词。
2. 能熟练运用双宾语句型。
3. 能准确运用本单元重点短语进行写作练习：
kick the ball to you, pass me the ball, practice doing sth., give me a hand, shout at sb., do one’s best, be angry with sb., talk about sth., keep doing sth., invent sth., come into being, stop…from doing sth., follow the rules, enjoy doing sth.等短语。
4. 能正确做出教师设计的补充词汇对比的练习：
be ill, fall ill
play against, play for
take part in, join sb., join+组织名称, join in +活动
for example, such as
be good at, do well in
5. 能综合运用本课短语、句型写出自己最喜欢的体育运动的发展历史、影响、规则及意义。
Skill aims：
1. 能听懂与课本内容难度相当的，有关体育运动项目的历史、影响、规则及意义的听力材料。
2. 能正确运用本单元所学内容、比较流利地谈论自己最喜欢的体育运动项目的历史、影响、规则及意义。
3. 能阅读有关自己最喜欢的运动项目的历史、影响、规则及意义的文章，理解文章，并能做出相关的阅读练习。
4. 能综合运用本单元的语法、词汇、句型写出自己最喜欢的体育运动项目的历史、影响、规则及意义以及平时自己安排的活动。
Emotional aims：
本话题通过体育活动中团队合作话题的学习，唤醒学生的团队意识，鼓励学生热爱体育运动，学会在体育运动中与他人友好合作。
Ⅲ. The key points and difficult points
Key points：
能用以下短语描写自己最喜欢的运动：
sports lover, the world’s famous sports, play football for fun, the most popular sports,
the most interesting, a very popular sport, enjoy the sun, watch the team game
Difficult points：
1. a fast game played in winter 对play的理解。
2. hundreds of years’ history
3. People can sit…, enjoying the sun…对现在分词作伴随性状语的理解。
Ⅳ. Learning strategies
1. 通过整体复习Section A-C，让复习也是一种学习的想法根植在学生心中。
2. 让学生养成习惯，通过采访来了解同学，既有利于培养自己的自信，又有益于感情的交流。
Ⅴ. Teaching aids
Computer multimedia projector, posters of David Beckham and Bobby Charlton,
the latest video of the football World Cup
Everyday saying: Constant dripping wears away a stone. 水滴穿石。
Ⅵ. Teaching procedures
Step 1 Introduction
1. Get students ready for learning.
2. Show everyday saying for the students. (one saying a week)
3. Three students report their homework one by one. Choose one report that the students are the most interested in.
4. Teacher asks each group to read their homework in pairs: A1-A2; B1-B2; C1-C2, checking each other’s essay. Teacher walks around the class and helps the students when necessary.
5. Teacher asks one boy and one girl to show their essays on the blackboard.
Teacher corrects their essays as an example for others to check.
Step 2 Presentation
1. Teacher plays the latest video of the football World Cup , asking “ Who knows the players ”,
“Who can say something about them ” and “Who can say something about football ”
2. Teacher shows a picture of David Beckham, introducing “hero”. Teacher says “David
Beckham is a famous football player and he is a famous football star. He is a football hero, and also he is a famous person” , showing the new words“player, star, hero, person” on the blackboard.
3. Teacher asks the students to skim the passage, looking for the topic sentence of each paragraph.
4. Finish 1b. Teacher asks the students to read 1a to see if they have guessed correctly, and then ask them to finish 1a.
5. Teacher asks three students to show their answers on the blackboard, and then corrects the mistakes.
Step 3 Consolidation
1. Teacher checks the students’ answers to Grammar and Function.
2. Teacher designs some exercises to consolidate the usage of “subject + vt. + indirect object +
direct object” .
(1) Lily kicks the ball to me. (2) I pass the book to him. (3) She shows me a photo.
(4) He gave her a pen. (5) Please throw me the ball. (6) Bring Peter a present.
(7) I made a big cake for my mother. (8) My dad bought a basketball for my brother.
3. Teacher leads students to consolidate synonymous sentences by doing 1c on Page 9 and 2 on Page 14.
Step 4 Practice
1. Teacher leads the students to practice the vocabulary.
(1) Can you find the topic sentence in this passage Do you know its m_____ meaning
(2) Lin Shuhao is a famous p__________. He is very popular now.
(3) Please don’t throw bottles on the g______ , it’s bad for the green ground.
(4) Do you know how to score p_________ in a football game
(5) People h______ the ball with a bat when they play cricket.
2. Teacher leads the students to summarize the phrases in this topic：
kick the ball to you，pass me the ball，practice doing sth.，give me a hand，shout at sb.
do one’s best，be angry with sb.，talk about sth.，keep doing sth.，invent sth.，come into being
stop…from doing sth.，follow the rules，enjoy doing sth.
3. Teacher organizes a competition to practice thef our skill words in this topic.
Teacher says Chinese, and students translate into English.
Step 5 Production
1. Teacher asks the students to finish 2.
2. Teacher lets students write the essay with the title of “My favorite sport” after class.
3. Teacher asks the students to preview the vocabulary
Topic 3 The school sports meet is coming.
Section A
Ⅰ. Material analysis
本节课的主要活动为1a和2b。
Section A 对话里，Yu Ting和Li Ming兴奋地谈论即将到来的运动会，呈现了本课所要学的语法重点Future Tense with will。Yu Ting 和Li Ming 饶有兴趣地围绕Which sport will you take part in 谈论着各自参加的运动会项目，呈现了重点短语：the boys’ 800-meter race, be in the long jump等。本对话呈现了孩子们积极上进的学习生活，要求学生在学会课本语言知识的同时，向Yu Ting 和Li Ming学习，积极参与学校各项集体活动，在培养集体主义思想的同时，培养自己自信、上进的个人素质。
Ⅱ. Teaching aims
Knowledge aims：
1. 能正确运用以下短语进行书面表达：
the boys’ 800-meter race, be in the long jump, have lots of fun, prepare for,
make many fiends, make friends with sb.等。
2. 能正确地理解下列句子和短语：
The school sports meet is coming.
the coming school sports meet
3. 能正确理解并运用will将来时，能运用will进行造句。
Skill aims：
1. 能听懂有关运动会项目的名称及相关话题。
2. 能熟练地运用will引导的将来时谈论有关运动会的话题。
3. 能正确朗读介绍运动会项目的对话或文章。
4. 能用will将来时介绍自己或朋友在运动会中参加的项目。
Emotional aims：
通过学习Yu Ting 和Li Ming积极上进的对话内容，鼓励学生要积极参与学校集体活动，培养自己乐观、自信、乐于合作的优良品质。
Ⅲ. The key points and difficult points
Key points：
the boys’ 800-meter race, be in the long jump, have lots of fun, prepare for,
make many friends, make friends with sb.等短语的理解及运用。
Difficult points：
1. be going to和will的不同。
2.The school sports meet is coming.与the coming school sports meet 的正确理解和运用。
Ⅳ. Learning strategies
1. 培养学生提前搜集信息的习惯，搜集有关运动会的项目名称。
2. 培养学生善于运用采访收集信息的习惯，愿意就运动会话题进行提问采访。
Ⅴ. Teaching aids
Computer multimedia projector, chalk, blackboard, a flash “Song of Health” (sung by Fan
Xiaoxuan)
Everyday saying: All things are easy that are done easily. 做事乐意，诸事容易。
Ⅵ. Teaching procedures
Step 1 Introduction
1. Get students ready for learning.
2. Play the flash “Song of Health” sung by Fan Xiaoxuan.
3. Ask the whole class to read their homework as quickly as they can. The first six students will stand up and be awarded.
4. Lead to 1a. Teacher draws a line on the ground, and the six winners stand at the same line and do the long jump to see who are the furthest three students.
5. The teacher gives one candy to the third one, gives two candies to the second one, and gives three candies to the first one, introducing “excited” and “exciting”. The teacher says “The jump
race is exciting, and the jumpers are excited.”
6. Teacher lets the students to write the names of sports activities on the blackboard, and only asks the students to know the names but needn’t to remember them.
Step 2 Presentation
1. Teacher introduces the dialogue by saying “Yu Ting and Li Ming are talking about the school sports meet on the playground.”, asking the students to read the statements in 1b.
2. Teacher plays the recording for the first time without stopping.
3. Teacher plays the recording for the second time and stops when necessary.
4. Teacher lets students scan 1a to complete 1b.
5. Check 1b. Teacher asks three students to write their answers on the blackboard, then asks another three students to correct the wrong parts.
6. Teacher checks the answers when necessary.
Step 3 Consolidation
1. Teacher asks some questions about 1a, letting the students help to explain. How to understand the following points
(1) The school sports meet is coming. (is coming )
(2) the boys’ 800-meter race (800-meter )
(3) I’ll be in the long jump.(will be )
(4) I believe you will win.(I , you )
(5) I’m sure the sports meet will be exciting. (I )
(6) The school sports meet is very ________, we are all _____.(excite)
Teacher adds or corrects the explanation.
2. Teacher plays the recording without stopping twice.
3. Teacher organizes the students to perform 1a in pairs. Then three pairs will do the performances.
4. Teacher shows differences between “be going to do” and “will do” by showing some exercises.
Step 4 Practice
1. Teacher asks the students to look through A in 3, then plays the recording without stopping.
2. Teacher asks the students to look through B in 3, then plays the recording without stopping.
3. Teacher plays the recording for the third time for the students to check their answers.
4. Teacher checks the students’ answers, asking two students to write their answers on the blackboard.
Teacher corrects the wrong parts.
5. Teacher organizes the students to practice2b in pairs.
6. Teacher asks every pair to do the performance.
Step 5 Production
1. Teacher organizes an interview according to 4. Students will do it in their own groups.
2. Teacher asks the students to write down their interview after class.
3. Teacher shows the summary to the students:
(1) Vocabulary. (2) the structure: will do.
4. Teacher assigns homework:
(1) Review the summary of Section A after class.
(2) Report their interview to the whole class tomorrow.
(3) Prepare Section B after class.
Section B
Ⅰ. Material analysis
本课时的主要活动为1a 和3a, 3b。
通过Kangkang 和 Michael相约去参加运动会，呈现了本课所要学的语法重点Future Tense with shall。相约中，依次呈现了：What shall we take When shall we meet Where shall we meet 等功能性语言。对话中呈现了重点短语：take sth …, make it half past six等。本对话呈现了孩子们亲密无间的友情，旨在让学生在学会课本语言知识的同时，向Kangkang 和 Michael学习，善于表达自己的感情，在参加集体活动中提升同学间的友情。语音学习要求学生掌握两个辅音字母在一起第一个辅音字母的轻读现象；学生能正确认识元音在句中的弱读现象，并能正确朗读。
Ⅱ. Teaching aims
Knowledge aims：
1. 能正确认识两个辅音字母在一起第一个辅音字母的轻读现象；学生能正确认识朗读元音在句中的弱读现象，并能正确朗读发音。
2. 能听懂含有以下短语的英语对话或文章：
take sth. for…, make it half past six, catch up with, neck and neck, run into等。
3. 能正确地理解下列句子和短语，并能加以运用：
What shall me take When shall we meet
take sth. …, make it+时间、地点或价钱。
4. 学生能正确理解并运用shall将来时，能运用shall进行写作。
Skill aims：
1. 能听懂相约见面的对话，能听懂对运动场景描述的文字材料。
2. 能用英语和同学朋友进行简单的约会对话，能用英语描述运动场景。
3. 能正确朗读介绍运动场景的对话或文章。
4. 能用shall将来时介绍自己或朋友在运动会中参加的项目。
Emotional aims：
通过学习Kangkang 和 Michael友好的对话内容，教会学生要善于表达自己的感情，在参加集体活动中提升同学间的友情。
Ⅲ. The key points and difficult points
Key points：
take sth.…, catch up with, neck and neck, run into, run past the line, cross the line等短语的
理解及运用。
Difficult points：
make的用法。
Ⅳ. Learning strategies
1. 培养学生提前预习的习惯。
2. 培养学生用已有信息补全信息的习惯。
Ⅴ. Teaching aids
Computer multimedia projector, phonetic cards, word cards.
Everyday saying: All things are easy that are done easily. 做事乐意，诸事容易。
Ⅵ. Teaching procedures
Step 1 Introduction
1. Get students ready for learning.
2. Looking at the flash “Song of Health” sung by Fan Xiaoxuan.
3. Ask the whole class to report their interview in pairs.
4. Check the homework. Teacher asks three students to write their homework on the blackboard. Teacher checks quickly.
5. Lead to 1a. Teacher praises the three students for the fact that they will take part in the school
sports meet, encouraging more students to take part in the activity.
6. The teacher shows her/ his own regret “It’s a pity I can’t take part in the school sports meet, but I am going to cheer you on. I shall come to the school sports meet. ”
7. Teacher asks the students to look at picture in 1a and guess what Kangkang and Michael are talking about.
Step 2 Presentation
1. Play 1a for the students to check if they have guessed correctly.
2. Teacher lets the students look through 1b, then plays the recording again.
3. Teacher plays the recording for the third time and asks students to finish 1c, stopping when necessary.
4. Teacher asks students to scan 1a to check 1b and 1c.
5. Check 1b and 1c.Teacher asks four students to write their answers on the blackboard.
6. Teacher checks the answers when necessary.
Step 3 Consolidation
1. Teacher asks the students to underline “shall” in their books and find out the subject.
2. Teacher writes some questions on the blackboard:
What shall we take When shall we meet Where shall we meet
Then teacher lets the students find answers in 1a.
3. Teacher lets students read all the sentences with “shall” aloud.
4. Teacher plays the recording sentence by sentence.
5. Teacher plays the recording without stopping.
6. Teacher organizes the students to read 1a in pairs.
7. Teacher asks the students to look through 1d and make up new conversations.
8. Teacher organizes students to work in pairs. Each group makes three different dialogues. Each pair writes down their dialogue.
9. Teacher requires each pair to read their conversations.Then they exchange the papers with another pair and read.
Step 4 Practice
1. Teacher asks the students to look through the pictures and statements in 2.
2. Teacher plays the recording for the first time.
3. Teacher plays the recording for the second time.
4. Teacher plays the recording for the third time, then checks the students’ answers.
5. Teacher shows phonetic cards to the students: /sp/ /st/ /sk/.
6. Teacher asks a group to read the words containing /sp/ /st/ /sk/.
7. Teacher shows /gr/ /fr/ /dr/ /tr/ for two groups.
8. Teacher asks the students to read the left words in the same way.
9. Teacher plays the recording of 3a.
10. Teacher plays the recording of 3b, asking the students to pay attention to the pronunciation of
the underlined letters.
11. Teacher asks the students to read in pairs.
12. Teacher plays the recording again.
Step 5 Production
1. Teacher asks the students to show the interview in 1d.
2. Teacher shows the summary to the students.
(1) Vocabulary. (2) the structure: I/ We shall do…
3. Teacher assigns homework:
(1) Review the summary after class.
(2) Search something about Olympics and write them down, then report to the whole class tomorrow.
(3) Prepare Section C after class.
Section C
Ⅰ. Material analysis
本节课的主要活动为1a 和4。
通过阅读The Modern Olympics, 拓展了学生的视野。在预习本课时，学生需要从报纸、杂志、网络搜寻大量的有关奥运会的相关知识，培养了学生主动探究的精神。本课有关奥运会的话题，让学生了解了奥运会的历史发展过程，明白运动的历史意义，有助于深化学生对运动的热爱之情，从而促进学生们积极主动地参加运动，让自己的身体更加健康。本课巩固了本话题的语法重点Future Tense with will，呈现了重点短语：stand for, every four years, become more and more popular, have the chance to do sth.等。课后要求学生能结合本单元内容，写一篇介绍自己学校运动会的文章。
Ⅱ. Teaching aims
Knowledge aims:
1. 能正确拼读下列单词：
modern, Olympics, ring, stand, least, chance, whether, gold;
能明白下列单词或短语的含义：
motto, symbol, stand for, at least, nowadays, compete, host, beginning, medal.
2. 能在英语对话或文章中听懂、读懂下列短语：
stand for, every four years, become more and more popular, have the chance to do sth.等。
3. 能正确地理解下列句子并能加以运用：
In the future, more cities will have the chance to hold the Olympics.
The Olympic Games will be more exciting.
The Olympics are becoming more and more popular.
Skill aims:
1. 能听懂有关奥运会的对话及类似的英语文字材料。
2. 能用英语和同学朋友简单谈论奥运会。
3. 能读懂有关奥运会的对话或文章。
4. 能介绍自己参加运动会的经历及意义。
Emotional aims:
发扬奥运精神，积极锻炼，强身健体。
Ⅲ. The key points and difficult points
Key points:
1. In the future, more cities will have…
The Olympic Games will be more exciting.
2. 对every four years, become more and more popular, have the chance to do sth.等短语的理解及运用。
Difficult points：
理解下列句子：
They are held every four years.
The Winter Olympic Games are usually held two years before the Summer Olympic Games.
Nowadays, the Olympic Games are held by different cities in turn.
Ⅳ. Learning strategies
在预习本课时，学生从有获取其他资源信息的能力，发展到主动探究学习的能力。
Ⅴ. Teaching aids
Computer multimedia projector, flash of Olympic Games.
Everyday saying: A sound mind is in a sound body. 健全的精神寓于健全的身体。
Ⅵ. Teaching procedures
Step 1 Introduction
1. Get students ready for learning.
2. Look at the flash “ Song of Health” sung by Fan Xiaoxuan.
3. Ask the whole class to show the information about Olympics to their partners. Then look through the information. Teacher writes “Olympics”on the blackboard.
4. Teacher asks two or three students to say something about Olympics.
5. Teacher writes “The Modern Olympics” on the blackboard and leads the students to read. Then
teacher lets students finish pre-reading task on P21.
6. Teacher calls a group to introduce something about the year and the place.
7. Teacher shows the Olympic motto and the Olympic rings, and teaches the new words “motto, ring, symbol”.
Step 2 Presentation
1. Teacher asks the students to finish 1b before reading 1a.
2. Teacher asks the students to read 1a and to check 1b.
3. Teacher lets the students communicate with others about the ways in which they find the answers.
4. Teacher asks other students to check the answers.
5. Teacher shows something on the computer screen:
(1) In the future, more cities will have the chance to hold the Olympics.
(2) The Olympic Games will be more exciting.
(3) The Olympics is becoming more and more popular.
6. Teacher asks the students to make sentences by imitating the examples.
Step 3 Consolidation
1. Teacher asks the students to read 1a aloud individually.
2. Teacher lets the students read in groups.
3. Teacher plays the flash of Olympic Games.
4. Teacher shows some language points on the screen.
(1) …start/ begin… (2) a symbol of … (3) stand for… (4) at least (5) every four years
(6) …are becoming more and more popular… (7) will have chance to do sth.
(8) …will be more exciting
5. Teacher asks the students to read 1a the last time.
6. Teacher asks the students to finish 2.
7. Teacher checks the students’ answers.
Step 4 Practice
1. Teacher asks the students to read 3.
2. Teacher asks the students to add something about China in the Olympic Games.
3. Teacher asks the students to finish 3 and to tell the reason.
take—took, win—won, the 23rd 28 gold medals, hosted—2008, will win—in the future
4. Teacher asks the students to read 3 aloud.
Step 5 Production
1. Teacher asks the students about how to describe a thing and lets the students look through 4.
2. Teacher leads the students to form a passage:
(1) time: when… (2) person: who… (3) what: the thing…
(4) significance: what we can learn…from…
3. Teacher asks the students to answer the questions in 4.
4. Teacher checks the students’ answers.
5. Teacher lets the students to connect all the answers together to form a passage.
6. Teacher shows the summary to the students:
(1) Vocabulary. (2) The structure of future tense.
7. Teacher assigns homework:
(1) Review the summary after class.
(2) Read through Sections A-C, and prepare for Section D.
(3) Write about a school sports meet that you once took part in, finishing 4 on P22.
Section D
Ⅰ. Material analysis
本节课的主要活动为1。
本课谈论了与运动有关的话题，语法重点是将来时。通过学生自己参加运动会，为他人喝彩，强化了学生的团队意识。有关篮球历史和现代奥运会的学习， 帮助学生提升对运动的认识，有助于他们参与运动、保持健康的好习惯的养成。课后要求学生能学以致用，书面介绍自己参加运动会的经历；同时要求他们结合课本内容和已有的有关奥运会的知识，写一篇有关奥运会的文章。
Ⅱ. Teaching aims
Knowledge aims:
1. 能正确拼读本话题单词表中的单词。
2. 能在英语对话或文章中听懂并能运用本单元的重点短语。
3. 能正确地理解将来时态的用法，能正确选用将来时态的形式。
Skill aims:
1. 能听懂有关奥运会的对话及类似的英语文字材料。
2. 能用英语和同学朋友简单谈论奥运会。
3. 能读懂有关奥运会的对话或文章。
4. 能介绍自己参加运动会的经历及意义。
5. 能写一篇有关奥运会的文章。
Emotional aims:
1. 乐于接触外国体育文化，增强跨文化意识。
2. 积极参与集体活动，培养集体荣誉感。
Ⅲ. The key points and difficult points
Key points:
能正确运用下面短语的过去式写一篇日记。
hold a sports meet, feel excited, run fast, do badly in, do well, take part in, do one’s best, be the first to do sth., cross the finishing line, want to do sth., be a soccer player, do more exercise, be able to do sth.
Difficult points:
Describing the Olympics.
Ⅳ. Learning strategies
巩固学生整体复习Sections A-C 的习惯。
Ⅴ. Teaching aids
Computer multimedia projector
Everyday saying: A sound mind is in a sound body. 健全的精神寓于健全的身体。
Ⅵ. Teaching procedures
Step 1 Introduction
1. Get students ready for learning.
2. Look flash “ Song of Health” sung by Fan Xiaoxuan.
3. Teacher asks three students to write their answers on the blackboard, and corrects them as models.
4. Ask the whole class to read their homework about a school sports meet to his / her partner.
5. Teacher asks the students to observe the type of 1, then to change their homework into a diary.
Step 2 Presentation
1.Teacher asks the students to read 1 silently and finish the exercises.
2. Teacher checks the students’ answers.
3. Teacher designs several questions to help students to write a diary：
(1) What tense should be used in a diary (2) What was the weather like
(3) What day was it or what was the date (4) What happened
(5) How did he/she/they do the thing
4. Teacher looks through six passages to see if they can write diaries correctly.
Step 3 Consolidation
1. Teacher asks the students to write a diary by using the following phrases: hold a sports meet, feel excited, run fast, do badly in, do well, take part in, do one’s best, be the first to do sth., cross the finishing line, want to do sth., be a soccer player, do more exercise, be able to do sth.
2. Teacher corrects the two passages as an example for the students to correct their own passages.
3. Teacher lets the students choose out the best three diaries and read them for the whole class.
4.Teacher organizes Member A to correct the mistakes of Member B and Member C’ s diaries by reading them with B and C together.
Step 4 Practice
1. Teacher asks the students to explain the Grammar and Functions.
2. Teacher asks the students to read the Future Tense on P126.
3. Teacher provides some exercises for the students to practice. (Exercises are shown at the end of the teaching procedure.)
Step 5 Production
1. Teacher organizes the students to finish Project 1 and 2.
(1) Match the mascots with the host cities.
(2) Fill in 2 with information about Beijing Olympics.
2. Teacher assigns homework:
(1) Let students write the passage “The Beijing Olympics”.
(2) Preview Section A in Unit 2, Topic 1.
Unit 2 Keeping Healthy
Topic 1 You should brush your teeth twice a day.
Section A
Ⅰ. Material analysis
本节课的主要活动为1a和2。
第二单元谈论如何保持健康。话题一介绍了感冒、头疼等常见病的名称，出现了疾病名称的词：toothache, backache, fever, cough, headache, stomachache等以及相对应的短语：have a cold, have a fever, have a cough, have a headache, have a toothache, have a backache, have a stomachache等。通过Kangkang 和Betty的对话，呈现了询问生病情况的对话：What’s wrong with you I have a … 等，以及表达关心所提的建议：You should… 和You shouldn’t…。本课的语法重点是You should… 和You shouldn’t…。语言功能方面要求学生学会用英语描述疾病并能就疾病征求他人意见、给他人提建议等。要求学生能在课后用英语写一篇描述疾病并提出有益建议的文章。
Ⅱ. Teaching aims
Knowledge aims:
1. 能正确运用以下短语进行书面表达：
have a cold, have a fever, have a cough, have a headache, have a toothache,
have a backache, have a stomachache等。
2. 能正确地运用should, shouldn’t 提建议：
You should drink enough boiled water.
You shouldn’t drink coffee or tea in the evening.
Skill aims:
1. 能听懂有关日常小病的名称及相关话题。
2. 能熟练地运用should，shouldn’t针对日常小病提建议。
3. 能正确朗读介绍日常小病的对话或文章。
4. 能用should, shouldn’t 结合本单元短语描述日常生活小病并提出有益的建议。
Emotional aims:
通过语言学习，影响学生的自身品格，要学会信任他人、关心他人，为我们的健康生活创建友爱、和谐的氛围。
Ⅲ. The key points and difficult points
Key points:
have a cold, have a fever, have a cough, have a headache, have a toothache, have a backache, have a stomachache等短语的理解及运用。
Difficult points:
就日常小病用英语提建议。
Ⅳ. Learning strategies
1. 培养学生根据图片猜单词意思的能力。
2. 培养学生模仿已有例句造句的能力。
Ⅴ. Teaching aids
Computer multimedia projector, pictures of different illnesses
Everyday saying: Bitter pills may have wholesome effects. 良药苦口利于病。
Ⅵ. Teaching procedures
Step 1 Introduction
1. Get students ready for learning.
2. Sing a song together. Teacher shows the Chinese words on the screen.
3. Daily report. Teacher asks monitor of English to give a report about “The Beijing Olympics”.
4. Teacher asks a question “Why does … like sports ”
5. The teacher leads to the new topic, “Yes, if we exercise every day, we will be more beautiful, stronger and healthier. If you don’t take part in any sports activities, you will be ill like the children here.”
Step 2 Presentation
1. Teacher presents some pictures about the new words: fever, cough, headache and stomachache.
Guide students to learn the words with the phonetic symbols, showing the verb phrases under the pictures.
2. Teacher asks and answers about “have a fever” as a model for the students to imitate.
A: What’s the matter B: He has a fever.
3. Teacher introduces “What’s wrong with him/her ” to the students to do pair work.
4. Teacher leads to 1a for the students to finish 1b, saying:
“Betty and Kangkang are talking about illness. Let’s listen and finish 1b. First, you should look through 1b and make sure you know what to do.”
5. Teacher plays 1a, and then checks the students’ answers.
6. Teacher checks the answers and teaches the word “suggestion” by pointing out its synonym “advice”.
7. Teacher plays 1c for the students.
Step 3 Consolidation
1. Teacher plays 1a for the students to read without stopping.
2. Teacher asks the students to practice “What’s wrong with you I have a…” in pairs.
3. Teacher asks the students to ask and answer according to 1c in groups.
4. Teacher asks the six groups to do chain practice, and the first three groups will win the game.
5. Teacher makes a conclusion, “When we talk about illness, we may use
—What’ s wrong with … —…have/has a…”
6. Teacher shows pictures of new words on the screen “coffee, tea, boiled water ” with phonetic symbols.
7. Teacher explains the word “lift” by saying its synonym “carry” and asks the students to finish 2.
8. Teacher checks the students’ answers.
Step 4 Practice
1. Teacher asks the students to make up new conversations according to 1c and 2.
2. Teacher asks the groups who have lost the game of practicing 1c to practice their new conversations in pairs. Each group finishes one pair.
3. Teacher asks the best pair to show the conversation to the whole class.
4. Teacher shows “You should/You shouldn’t…” on the blackboard.
5. Teacher plays 3 for the students to finish A in 3, and then plays for the second time for the
students to finish B in 3.
6. Teacher checks the answers.
Step 5 Production
1. Teacher organizes an interview according to 1c and 2, and students will do it in their own groups.
2. Teacher asks the students to write down their interviews after class.
3. Teacher shows the summary to the students.
(1) Vocabulary. (2) The structure: will do.
4. Teacher assigns homework:
(1) Review the summary after class.
(2) Report their interviews to the whole class tomorrow.
(3) Prepare Section B after class.
Section B
Ⅰ. Material analysis
本节课的主要活动为1a，4a和4b。
本课时将生病、关心询问及提建议综合运用，呈现了提建议的另外两种说法sb. had better (not) do sth.…和Why don’t you… 对话中还呈现询问对方病情的问句：How long have been like this 及对病情的描述：I am feeling terrible. 本课的语法重点sb. had better (not) do sth 和Why don’t you… 语言功能方面要求学生学会用英语描述疾病并能就疾病征求他人意见、给他人提建议等。课后要求学生能用英语写一篇描述疾病并提出有益建议的文章。
Ⅱ. Teaching aims
Knowledge aims:
1. 能正确运用以下短语进行书面表达：feel terrible, have the flu, take some medicine, have a good rest等。
2. 能正确地运用sb. had better (not) do sth. 和Why don’t you… 提建议。
Skill aims:
1. 能区分/1/和/eI/ 发音的不同，并掌握音素对应的字母或字母组合的写法；在
朗读时能正确把握辅音的不完全爆破和元音的强读、弱读现象。
2. 能听懂有关日常小病的名称、对病人的关心询问及提建议的话题。
3. 能熟练地运用sb h
Topic 1 I’m going to play basketball.
Section A
Ⅰ. Material analysis
本课时的主要活动为1a和2。
通过Michael和Kangkang的对话，呈现了本课所要学的语法重点：将来时be going to do结构。结合本单元的话题Playing Sports, 呈现了重点短语：play basketball/football, have a basketball/football game, cheer … on, win (the game), prefer doing等。Playing Sports这个话题和学生们的生活紧密相连，容易激发学生的学习兴趣。但要正确使用be going to do对学生来说还是有一定困难的。困难一：be动词和主语不一致（多数学生）；困难二：不会正确地将do替换成具体动词（少数学生）。所以，要求老师以课本文本内容为依据，结合学生的实际生活，引导学生正确地使用be going to do谈论自己的运动计划，并能用书面表达形式写出自己的运动计划。
Ⅱ. Teaching aims
Knowledge aims：
1. 能根据音标正确朗读出下列单词表中的单词：team, win, cheer, row, quite, during, against, practice…
2. 能正确拼读并运用单词表中的黑体单词。
3. 能正确运用be going to do 表达运动计划。
4. 能正确地运用prefer doing结构表达喜好，如：prefer swimming, prefer rowing等。
5. 能运用本课所学语言，就自己的运动计划与他人交流。
Skill aims：
1. 能听懂有关运动计划和运动爱好的简单对话和陈述。
2. 能正确地口头表达有关运动计划和运动爱好的话题。
3. 能正确朗读课本的文本材料，准确把握语音、语调及连读。
4. 能正确地运用书面表达写出自己的运动计划及运动爱好。
Emotional aims：
通过对Section A的学习，学生能够写出自己的运动计划，并讨论各自喜好的运动，激发学生的运动意识，帮助学生养成运动的好习惯，学会强身健体。
Ⅲ. The key points and difficult points
Key points：
能正确、熟练地运用be going to do句型。
Difficult points：
1. be going to do句型中的be动词和主语的一致性。
2. see sb. do和see sb. doing的区别。
Ⅳ. Learning strategies
1. 学生通过看图猜测单词，锻炼他们的预测能力。
2. 学生模仿例子编写对话，提高他们的改写能力。
Ⅴ. Teaching aids
Computer multimedia projector
Everyday saying: Reading is to the mind while exercise to the body. 读书健脑，运动强身。
Ⅵ. Teaching procedures
Step 1 Introduction
1. Get students ready for learning.
2. Show everyday saying for the students. (one saying a week)
3. Ask the students to design a special topic of sports and give the everyday report.
4. Revision: Teacher says something about sports.
E.g. I often play table tennis in the morning. I am going to play table tennis tomorrow morning, too.
Step 2 Presentation
1. Write“I am going to play table tennis.” on the blackboard. Ask the students to replace “play
table tennis”. Teacher shows pictures in 2 on the computer screen with the following words under each picture: swim, row, cycle, skate, play tennis.
2. Finish 1b. Teacher introduces something about 1b. Michael is talking about sports with Kangkang. Let’s listen and find: What are they talking about Teacher plays the recording without stopping.
Check 1b.
3. Finish 1c. Teacher presents new words “against” and “practice” in different ways.
Against:Teacher puts his/ her two fists against each other.
Practice: I am going to play table tennis. We can also say “I am going to practice table tennis”. Here “practice” means “play”.
4. Finish 1c. Teacher plays the recording twice. The first time: stop when necessary.The second time: check the answers.
Step 3 Consolidation
1. Read 1a. Teacher plays the recording in 1a sentence by sentence.
2. Teacher plays the recording without stopping.
3. Teacher gives 1 or 2 minutes for the students to read 1a in pairs.
4. Teacher designs a competition: Students in each group do pair work first to read 1a in pairs, and then each group choose out one pair to perform the dialogue. To avoid only the excellent students performing the show, teacher gives the equal chance to different pairs.
5. Teacher explains some key points and difficult points to the students:
(1) The structure of “be going to do”
(2) The differences between “see… do” and “see… doing”.
6. Finish 1d. Teacher shows 1d on the screen, checking if the students are able to write the new words correctly while the students are writing.
Step 4 Practice
Practice 2:
1. Teacher shows the following words on the screen: play-playing, skate-skating, swim-swimming,
row-rowing, cycle-cycling.
2. Teacher organizes group work. Divide the whole class into six groups. Each group will make up
their own conversation and write them down, and then they exchange it with another group.
3. Teacher asks each group to read their conversations one by one at the same time, walking around the class to check or to help.
4. Teacher plays the recording of 3a without stopping.
5. The recording stops when the long and difficult sentences appear.
6. The recording stops when the answer appears.
Step 5 Production
1. Teacher shows summary on the screen.
2. Teacher assigns homework. Write an essay about your own sports plan.
3. Ask students to prepare Section B after class.
Section B
Ⅰ. Material analysis
本课时的主要活动为1a和3a, 3b。
通过Michael和Maria谈论最喜爱的运动和最喜爱的运动员，将话题拓展到对梦想职业的谈论，引出本课语法重点：be going to be +职业名称。围绕本单元的话题Playing Sports, 呈现了重点短语：favorite sport, favorite player, play for, grow up等。谈论运动和梦想的话题能深深地吸引着学生。在本节课中，学生要汇报自己最喜欢的运动及运动员，以及由此激发的自己的理想，还要汇报他人最喜欢的运动及运动员，以及相关联的梦想职业。正确运用be going to be 将是一个难题。所以，要求老师要运用活动2的职业名称，结合学生的梦想，引导学生正确地运用be going to be的句型谈论有关自己和他人的运动爱好及梦想的话题，并能用书面形式写出自己的梦想及运动爱好。
Ⅱ. Teaching aims
Knowledge aims：
1. 能根据音标，正确朗读出单词表中的单音节单词及简单短语。
2. 能在老师的引导下，分音节读出多音节单词：
scientist, musician, pilot, policeman, policewoman…
3. 能区分元音音素[e]和[eI]并能正确朗读单词，注意相对应字母组合的书写。
4. 能正确朗读句子中的不完全爆破。
5. 能正确运用be going to be 谈论运动爱好及梦想，并在课后写成作文。
Skill aims：
1. 能听懂有关运动爱好和梦想的简单对话和陈述。
2. 能正确地口头表达有关运动爱好和梦想的话题。
3. 能正确朗读课本的文本材料，准确把握语音、语调及连读。
4. 能正确地运用书面表达写出自己和他人的运动爱好及梦想。
Emotional aims：
通过对Section B的学习，要求学生写出自己最喜爱的运动及运动员的相关信息，教师运用名人效应影响学生的人生观，帮助他们树立远大的理想，明白只有今天好好学习，强身健体，才能保证明天实现自己的梦想。
Ⅲ. The key points and difficult points
Key points：
正确、熟练地运用be going be句型。
Difficult points：
1. be going to be句型中的第一个be动词和主语的一致性。
2.为他人作报告时主语是he和she时, 谓语动词形式的正确变化以及物主代词his 和
her的正确运用。
3. I am going to be an office worker. 不定冠词an + 元音。
Ⅳ. Learning strategies
1. 学生运用线索词改写对话，有助于提高学生的复述能力。
2. 学生根据音标拼读单词，发展学生拼读音标的能力。
Ⅴ. Teaching aids
Computer multimedia projector, phonetic cards, word cards in 3a.
Everyday saying: Reading is to the mind while exercise to the body. 读书健脑，运动强身。
Ⅵ. Teaching procedures
Step 1 Introduction
1. Get students ready for learning.
2. Show everyday saying for the students. (one saying a week)
3. Ask the students to design a special topic of sports and give the everyday report.
4. Revision: Teacher shows pictures in 2 of Section A on the screen, and asks the students to retell the dialogue they wrote last class in pairs.
5. Teacher asks a good student to make the conversation with the teacher, to learn “I’m going to be a …” and the new word “player”.
T: Are you going to join the school rowing club
S: Yes, I am. What about you
T: I’m going to join the school table tennis club. I’m going to be a table tennis player.
Step 2 Presentation
1. Teacher shows 3 pictures in 2 of Section A on the screen, with new phrases under each picture: a rowing player, a tennis player, a table tennis player. The teacher asks: What are you going to be The students answer according to the pictures.
2. Start on 1b.Teacher: I have a dream. I am going to be a table tennis player. Michael also has a dream, and let’s listen to 1a and find out: What is Michael going to be Who is Michael’s favorite player Let’s listen.
3. Go on with 1b.Teacher says “I like table tennis best. My favorite sport is table tennis.” to help students understand the meaning of “favorite”, then asks students two questions:
①What is Michael’s favorite sport ②What is Maria’s favorite sport
4. Finish 1b. Listen to 1a for the third time and finish 1b.
Step 3 Consolidation
1. Read 1a. Teacher plays the recording of 1a sentence by sentence.
2. Teacher plays the recording without stopping.
3.Teacher offers students 1 or 2 minutes to read 1a in pairs.
4. Design a competition:To see who can read fastest in class.
5. Explain 1a.
(1) favorite player; (2) “something” and “anything”； (3) “play for” and “play against”；
(4) prep “like” and verb “like”; (5) “when” clause.
6. Finish 1c: Teacher limits the time for the students to finish 1c, and the first six students write their essays
“My…” on the blackboard.
7. Correct the essays: Teacher asks another 6 volunteers to correct the essays.Teacher
helps to correct if necessary.
Step 4 Practice
1. Teacher offers 2 or 3 minutes to the students to read all the words.
2. Teacher encourages students to read the phonetic syllable phoneme by phoneme.
3. Teacher asks students to read 2 word by word.
4. Relaxing time. Practice the reviewing words.
5. Teacher shows phonetic cards /e/ and /eI/.
6. Teacher asks the students to read /e/ and /eI/ one by one.
7. Teacher shows word cards, calling Member B from each group to read one by one.
8. Teacher plays the recording of 3a.
9. Teacher shows “next weekend”. Read “next”and “weekend”separately, and then read together.
10. Teacher lets students read 3b in pairs.
11. Teacher leads the students to read.
12. Teacher plays the recording.
13. Teacher encourages students to read 3b in groups, making sure everyone can read correctly.
Step 5 Production
Finish1d:
1. Teacher summarizes.
2.Teacher assigns 1d as homework. They should finish 2 tasks.
(1) Write something about your favorite sport, your favorite sports stars and your dream.
(2) Write something about other’s favorite sport, other’s favorite sports stars and other’s dream.
3. Prepare for the learning of Section C.
Section C
Ⅰ. Material analysis
本课时的主要活动为1a和2a。
Section A谈论了运动计划，Section B 谈论了运动爱好及梦想，Section C将计划、梦想付诸实践行动，并谈到了参与各种运动的意义。通过介绍Ann的运动习惯，呈现了重点短语：spend time (in) doing sth., be good at doing sth., take part in +activity等。通过Ann主动参与校运会，引出本课将来时涉及的语法句型：There is going to be … 在谈论运动的意义时，运用了It’s good for … 句型，出现了重点短语：make sb. / sth +adj., keep sb. / sth. +adj., keep fit / keep healthy等。学以致用，本课要求学生能模仿Ann的运动习惯，写出自己的一周运动安排并付诸行动，鼓励学生积极参与学校运动会等集体活动，将集体主义精神潜移默化地渗透到课堂教学中。
Ⅱ. Teaching aims
Knowledge aims：
1. 能根据音标，正确朗读出单词表中的单词及短语：
jump, spend, baseball, be good at, weekend, part, take part in,
be good for, all over, heart, lung, fit , keep fit, supper
2. 能在老师的引导下，分音节读出多音节单词或一些读音较难的短语：
exercise, world, the day after tomorrow, healthy, relax
3. 能正确拼读并运用单词表中黑体单词。
4. 能准确把握单数第三人称做主语时谓语的变化形式，并能谈论他人的运动爱好和梦想以及一周运动安排。
5. 能模仿本课课文，写出自己或他人一周的体育活动安排。
Skill aims：
1. 能听懂本课文本材料以及与运动相关的交际用语。
2. 能正确地口头介绍自己和他人平时的运动安排。
3. 能正确朗读课本的文本材料，准确把握语音、语调及连读，并能读相关的材料。
4. 能正确模仿本课课文，写出自己或他人一周日常的体育活动安排。
Emotional aims：
学生能模仿课文写出自己的一周体育活动安排并付诸行动，鼓励学生要学习Ann, 养成健康而规律的生活习惯。
Ⅲ. The key points and difficult points
Key points：
1. 有关体育活动及户外活动的短语。
2. 重点短语的用法，如：spend … in/on …, take part in …, There is going to be …
Difficult points：
1. spend time (in) doing sth./ spend time on sth.;
2. make / keep sb./ sth. + adj. ;
3. the differences between “health” and “healthy”;
4. There is going to be …
Ⅳ. Learning strategies
1. 培养学生养成预习的习惯，提前预习单词、朗读课文。
2. 训练学生整体阅读课文的习惯，有意识侧重训练学生的skimming 和scanning阅读技巧。
Ⅴ. Teaching aids
Computer multimedia projector
Everyday saying: If you can’t pass, you can’t play. (乔丹教练对乔丹说的话。)
Ⅵ. Teaching procedures
Step 1 Introduction
1. Get students ready for learning.
2. Show everyday saying for the students. (one saying a week)
3. Call two students to report their homework. One reports something about himself/herself while the other reports something about his/her friend.
4. Teacher asks each group to retell their homework in pairs: A1-A2; B1-B2;C1-C2.
All the students retell at the same time and check each other’s essay. Teacher walks around the
class and helps the students when necessary.
Step 2 Presentation
1. Teacher lets the students finish the pre-reading task.
2.Teacher asks the students to skim 1a and find out the topic or general idea as quickly as they can.
3. Teacher asks the students to scan 1a and answer the question: How often does Ann go cycling
4. Teacher asks the students to scan 1a again and answer the question: How long does Ann spend
exercising
5. Teacher asks the students to scan 1a the third time and answer the question:
What sports is Ann going to take part in
6. Teacher asks the students to read 1a carefully and finish 1b.
7. Teacher plays the recording sentence by sentence.
8. Teacher plays the recording without stopping.
Step 3 Consolidation
1. Finish 1c. Teacher asks the students to read 1a to prepare for the retelling: the sequence of 1a is on the blackboard: Ann…goes cycling…twice a week, goes mountain…Sundays,
…spends…exercising…, learns baseball…Saturdays, …plays…well…, is good at…, …is going to be…, the high jump…, the long jump, … cheer her on, …will win.
2. Teacher organizes the students to cooperate with their partners in retelling 1a together.
3. Teacher organizes a competition to retell the whole text individually.
4. Teacher asks the students to retell the passage according to the pictures in 1b.
5. Teacher explains the language points:
(1) spend time (in) doing sth./ spend time on sth.; (2) play…very well;
(3) be good at doing; (4) There is going to be …; (5) be sure that …
6. Read 1a. Teacher offers 1or 2 minutes for the students to read 1a.
Step 4 Practice
1. Relaxing time. Teacher asks the students to read the example in 2a, then students make other three
dialogues by following the example.
2. Teacher explains some phrases: make/ keep sb./sth. +adj.; keep sb. healthy / fit.
3. Time for show: Teacher asks three pairs of students from different groups to show their dialogues.
4. Necessary help: Teacher leads the students to read some sentences that the students can’t read correctly
and fluently.
5. Finish 1d. Teacher asks students to answer the questions in 1d and write down the answers.
Step 5 Production
1. Teacher summarizes what the students learned today. Important language points are shown on the
computer screen.
2. Teacher asks the students to rewrite 1a, changing “Ann” into “I” to introduce something about themselves.
3. Teacher assigns writing homework, which includes the following information: A short passage about students’ favorite sport, students’ favorite sports stars, students’ daily sports life and students’ dream.
4. Teacher assigns the students to review Sections A-C to prepare for Section D.
Section D
Ⅰ. Material analysis
本课时的主要活动为1a和2。
Section D是一节复习课，在综合复习Sections A-C的词汇、语法和功能句的基础上，巩固学生本周的学习内容。通过综合的阅读和写作的练习，拓展延伸学生的学习内容，检测学生综合运用语言的能力。
Ⅱ. Teaching aims
Knowledge aims：
1. 能正确朗读出单词表所有单词及短语，能正确拼读、书写并运用黑体单词。
2. 复习并能熟练运用be going to do ; There is going to be 句型。
3. 能准确运用本单元重点短语进行写作练习：
play basketball / football; have a basketball game against…; win (the game) ; cheer sb. on;
prefer doing sth.; one’s favorite player; play against; play for; grow up; in the future; spend time (in) doing sth. / on sth.; do sth. very well ; be good at doing sth.; take part in…;
play with; arrive in; leave for等短语。
4. 能正确完成教师设计的补充词汇对比的练习：
see sb. do sth，see sb. doing sth
play against，play for, play with
take part in，join sb., join+组织名称, join in +活动
arrive in，arrive at
be good at，do well in
5. 能综合运用本课短语、句型写出自己或他人的运动计划或周末计划。
Skill aims：
1. 能听懂与课本内容难度相当的、有关体育运动及体育明星话题的材料。
2. 能正确运用本单元所学内容，比较流利地谈论自己和他人的运动计划、运动日程、
简单的梦想。
3. 能阅读有关运动计划、运动日程、简单的梦想以及相关话题的文章，理解文章并
做相关的阅读练习。
4. 能综合运用本单元的语法、词汇、句型写出自己和他人的运动计划、运动日程、
周末计划以及相关话题。
Emotional aims：
通过学习，唤醒学生的运动意识，鼓励学生积极参与运动，使他们养成健康而有规律
的生活习惯。
Ⅲ. The key points and difficult points
Key points：
复习be going to 结构及表示计划意愿的功能句。
Difficult points:
1. see sb. do sth/ see sb. doing sth.
2. take part in / join / join in.
Ⅳ. Learning strategies
1. 通过短语辨析的学习，鼓励学生学会归纳总结。
2. 通过看图写话，看信息补全文章等多种方法，帮助学生提高写作能力。
3. 学生通过整体复习Sections A-C，了解到复习是一种很好的学习方式。
Ⅴ. Teaching aids
Computer multimedia projector，poster of David Beckham
Everyday saying: If you can’t pass, you can’t play.
Ⅵ. Teaching procedures
Step 1 Introduction
1.Get students ready for learning.
2. Show everyday saying for the students. ( one saying a week )
3. Teacher asks three students to report their homework one by one. Choose the best one to award.
4. Teacher asks each group to read their homework in pairs: A1-A2; B1-B2; C1-C2, checking each other’s essay. Teacher walks around the class and helps the students when necessary.
Step 2 Presentation
1. Teacher shows the picture of David Beckham, and asks “Who knows him ” and “Who can say
something about him ”, introducing the word “famous”.
2. Guess the content of text. Teacher goes on with the students’ topic, asking students “Why are you so happy ”, introducing the word “excited”. Teacher asks the students to guess what happens in the text.
3. Finish 1a. Teacher asks the students to read 1a to see if they have guessed correctly, then asks them to finish 1a.
4. Teacher checks and shows the final correct answer.
5. Teacher explains the function of “be leaving for”.
6. Teacher plays the recording once.
7. Teacher encourages the students to complete 1b, then lets them read 1a carefully.
Step 3 Consolidation
1. Teacher checks the students’ answers of Grammar and Function.
2. Teacher asks the students to make sentences by using “be going to do / be”, using the following phrases in groups: play basketball; have a basketball game; climb a mountain; row a boat against…; win (the game); grow up; in the future;
3. Teacher designs exercises about the following phrases:
spend time (in) doing sth. , spend time on sth., do sth well, do well in sth., be good at doing sth.,
take part in… , join sb., join the club, play with, arrive in, leave for, go skating
Step 4 Practice
1. Teacher asks students to finish 2 and write a passage in class. Time is limited.
2. Teacher asks three students to show their writings on the blackboard.
3. Teacher asks another three students to check the essays and helps them when necessary.
4. Teacher organizes the students to do a survey according to the Project.
5. Teacher asks the students to write an essay about “My weekend plan”.
6. Teacher calls three students to write their weekend plans on the blackboard and helps to correct the mistakes.
7. Teacher encourages six students from different groups to report their weekend plans to see which group has the most interesting plan, then teacher will give the scores.
8. Collect their writings.
Step 5 Production
1. Teacher leads the students to preview the words in topic 2.
2. Teacher asks the students to write “My favorite sport” after class.
3. Teacher asks the students to read the words on P9-10 after the recording.
4. Teacher asks the students to collect the names of the sports activities and they will show the names on the blackboard in the next class.
Unit 1 Playing Sports
Topic 2 I’ll kick you the ball again.
Section A
Ⅰ. Material analysis
本课时的主要活动为1a和2。
通过Kangkang对Michael的邀请，引出对话的主题：合作参加足球比赛。对话呈现了本课所要学的语法重点：subject + vt.+ indirect object + direct object。结合本单元的话题I’ll kick you the ball again.呈现了重点短语：kick the ball to you, pass me the ball, practice doing sth., give me a hand等, 同时在对话中呈现了交际功能用语：Will you … Would you mind (not) doing sth. 和Do you mind (not) doing sth. 帮助学生学会请求，提建议的表达法。通过和他人的沟通、合作，将团队合作精神融于对话中。要求学生在学会课本语言知识的同时，培养他们的团队合作精神。督促学生结合学过的句型用be going to do 进一步谈论有关自己最喜欢的运动的话题，并能将团队合作精神体现在书面表达中。
Ⅱ. Teaching aims
Knowledge aims：
1. 能正确拼读并运用单词表中的单词: ill, mind, kick, pass, certainly, somewhere, throw.
2. 能正确运用以下短语造句：fall ill, give sb. a hand, do well in.
3. 能自如地运用以下功能句进行交流，表达请求与允许:
Would you mind (not) doing sth.
Do you mind (not) doing sth.
Will you …
4. 能初步感知本话题语法：subject+vt.+indirect object+direct object.
Skill aims：
1. 能听懂有关体育活动中团队合作的简单对话和陈述。
2. 能正确地运用本课的交际功能语言提建议或征求意见。
3. 能正确朗读课本的文本材料及难度相当的材料。
4. 能写出自己最喜欢的运动，并能正确地运用本课双宾语的语法结构，写出简单的团队合作的过程。
Emotional aims：
通过对Section A的学习，学生能够将团队精神渗透到自己的书面表达中，丰富对自己最喜欢的运动的描写。同时，强化学生积极参与运动的意识，逐渐将团队合作精神渗透到学生的学习和生活中。
Ⅲ. The key points and difficult points
Key points：
能自如地运用以下功能句进行交流：
Would you mind (not) doing sth.
Do you mind (not) doing sth.
Will you…？
Difficult points：
1. 双宾语：subject + vt. + indirect object + direct object.
2. 1c 活动中近义句的转换。
Ⅳ. Learning strategies
1. 通过学句的转换，使学生有能力对同一句话进行不同的表达。
2. 通过学生看图听音的训练，鼓励学生大胆预测所学内容。
Ⅴ. Teaching aids
Computer multimedia projector, a short video of a ping-pong game
Everyday saying: There’s no “I” in teamwork. 全队的配合不分你我。
Ⅵ. Teaching procedures
Step 1 Introduction
1. Get students ready for learning.
2. Show everyday saying for the students. ( one saying a week )
3. Ask a girl and a boy to give the everyday report: My weekend plan.
4. Teacher plays the video of playing table tennis to introduce the topic “We should learn teamwork”.
5. Teacher asks students when and where we need teamwork.
6. Teacher shows the pictures of 1a on the screen, letting the students guess:
(1) What’s wrong with the boy in bed
(2) What is Kangkang talking to Michael
(3) Who is the sleeping boy
Step 2 Presentation
1. Finish 1b. Teacher asks the students to read the statements in 1b.
2. Teacher plays the recording for the first time without stopping.
3. Teacher plays 1a for the second time, and stops when necessary.
4. Teacher lets students scan 1a and complete 1b.
5. Teacher asks two students to write answers to 1b, and then helps to correct the wrong parts.
6. Teacher checks the pre-reading questions to see if students have guessed correctly:
(1) What’s wrong with the boy in bed
(2) What is Kangkang talking to Michael
(3) Who is the sleeping boy
7. Focus on practicing “Would you mind doing…with me ”Teacher shows some verb phrases on the screen for the students so that they can practice replacing with those phrases:
rowing, cycling, skating, playing tennis, swimming.
8. Teacher plays the recording sentence by sentence.
9. Teacher plays the recording for the last time without stopping.
Step 3 Consolidation
1. Teacher explains the phrases in box by using synonymous phrases.
2. Teacher gives two or three minutes for the students to finish 1c.
3. Teacher asks two or three students to write their answers on the blackboard.
4. Teacher explains the structure of “the subject + vt. + indirect object + direct object” in Chinese,
showing a few examples.
5. Teacher asks the students to finish 1d.
6. Teacher checks the answers.
7. Teacher explains some key points and difficult points to the students:
(1) The structure of “ the subject + vt.+ indirect object + direct object”
(2) The synonymous phrases: fall ill / be ill
(3) one of +plural nouns
(4) mind doing sth.
(5) keep doing sth.
(6) have a try
Step 4 Practice
1. Teacher encourages the students to look at the pictures in 2 and guess what’s happening.
2. Teacher plays the recording.
3. Teacher plays the recording and pauses after each dialogue.
4. Teacher plays the recording for the third time.
5. Teacher checks the students’ answers, asking a group to show their answers on the blackboard Teacher corrects the wrong parts.
Step 5 Production
1. Teacher organizes the students to practice the dialogue in 2 in pairs，helping students to learn the ways to express permission and giving advice.
—Would you mind passing me the ball
—Of course not. I’ll do it right away.
2. Teacher shows the dialogue Four on the blackboard, letting students do pair work.
—Would you mind not throwing bottles around
—I’m sorry about that. I won’t do it again.
3. Teacher asks the students to practice 2 in pairs in their own groups to prepare for a speed competition.
4. Teacher shows the summary to the students.
5. Teacher assigns homework:
(1) Review the summary after class.
(2) Retell 1a and report it to the whole class tomorrow.
(3) Prepare Section B after class.
Section B
Ⅰ. Material analysis
本课时的主要活动为1a和4a, 4b。
通过Maria和Jane平息Kangkang和Michael的争吵，呈现了对话的主题是：One player doesn’t make a team. 对话呈现了提建议的三种方式：（1）祈使句的肯定句、否定句形式；（2）What about doing sth. （3）sb. should do sth.语音学习：（1）让学生区分元音/ e/ 和/ aI/ 发音的不同，并能掌握各自的拼写规则。（2）让学生体会清辅音的不完全爆破并能正确朗读。本课帮助学生学会请求、提建议、道歉的表达法，通过和他人的沟通、合作，将团队合作精神融于对话中。要求学生能结合学过的be going to do，进一步谈论有关自己最喜欢的运动的话题，并能将团队合作精神体现在书面表达中。
Ⅱ. Teaching aims
Knowledge aims：
1. 能区分元音音素/e/和/ aI /的发音，并能正确拼读单词，注意对应的字母组合的拼写规则；能在句中正确朗读辅音的不完全爆破。
2. 能正确拼读并运用单词表中的单词: fight, angry, nothing, finish, grandfather.
3. 能正确运用以下短语造句：
shout at sb., do one’s best, be angry with sb., talk about sth., keep doing sth.
4. 能自如地运用以下功能性语言进行交流，表达提建议、道歉:
Don’t shout at me like that.
Please don’t fight.
You should learn teamwork.
What about saying sorry to Michael
I am sorry for what I said.
It’s nothing.
5. 能对双宾结构进行句型转换，理解并能运用双宾语结构。
Skill aims：
1. 能听懂有关体育活动中团队合作的简单对话和陈述。
2. 能正确地用英语在团队中提建议、向他人道歉。
3. 能正确朗读课本的文本材料及难度相当的材料。
4. 能书面表达提建议，道歉等。
Emotional aims：
通过对Section A的学习，学生能够在团队合作中, 学会为他人提建议，犯了错误要勇于向他人道歉。在谈论运动合作时，强化学生在积极参与运动时要主动配合他人的意识，将团队精神渗透到学生的学习和生活中。
Ⅲ. The key points and difficult points
Key points：
对双宾语用法的巩固: subject + vt.+ indirect object + direct + subject.
能清楚地找出短文中的直接宾语和间接宾语。
Difficult points：
1. 对be sorry for what I said 中what的理解。
2. 对不完全爆破读音的正确把握。
Ⅳ. Learning strategies
1. 通过再现复习双宾语的用法，让学生懂得复习也是一种学习。
2. 通过模仿录音的不完全爆破，让学生知道模仿读音是纠正自己读音的很好的学习途径。
Ⅴ. Teaching aids
Computer multimedia projector, phonetic syllable cards, word cards.
Everyday saying: There’s no “I” in teamwork. 全队的配合不分你我。
Ⅵ. Teaching procedures
Step 1 Introduction
1. Get students ready for learning.
2. Show everyday saying for the students. (one saying a week )
3. Ask a girl and a boy to retell 1a in Section A.
4. Teacher goes on with the topic: Kangkang and Michael’s soccer game is over. Can you guess: Did they win the game Teacher shows the pictures of 1a on the screen, letting the students guess:
(1) What’s wrong with Kangkang and Michael
(2) Why do Kangkang and Michael look unhappy
5. Learn new words “fight”and “angry”. Teacher shows Kangkang and Michael’s picture, indicating “They are unhappy,” because “They are angry.” and “ They are fighting.”
Step 2 Presentation
1. Finish 1b.Teacher asks the students to read the statements in 1b.
2. Teacher plays the recording for the first time without stopping.
3. Teacher plays the recording for the second time.
4. Teacher lets students read 1a carefully and check 1b.
5. Check 1b. Teacher asks two students to write their answers, and then helps to correct the wrong parts.
6. Teacher asks the students to finish 1c, and then check their answers.
7. Explanation of the language points in 1a: lose- lost，wouldn’t pass the ball，shout at ，did his best，learn teamwork，make a team，be angry with sb.，what about doing sth.，say sorry to sb.，
It’s nothing.
8. Teacher plays the recording sentence by sentence.
9. Teacher plays the recording without stopping.
Step 3 Consolidation
1. Finish 3. Teacher lets the students observe the structure of the example and paraphrase the sentences in 3.
2. Teacher checks their answers, and six students from different group finish checking. Teacher gives help when necessary.
3. Teacher organizes a competition to read 3. Six groups will be in the competition, and the first
three groups will be the winners.
4. Conclusion: Teacher instructs the way of changing the structure of “subject + vt.+ indirect object + direct object” (direct object: things; indirect object: person.)
Step 4 Practice
1. Teacher organizes the students to practice 1a in pairs.
2. Teacher asks the students to perform 1a.
3. Teacher lets the students look at 2 and match the verbs.
4. Teacher checks the students’ answers.
5. Teacher asks the students to complete the sentences by themselves.
6. Teacher asks three students to write their answers on the blackboard, correcting them if necessary.
7. Teacher shows phonetic cards / e/ and / aI/.
8. Teacher pronounces/ e/ and / aI/.
9. Teacher shows the cards.
10. Teacher plays the recording of 4a.
11. Teacher plays the recording of 4b.
12. Teacher lets students check their reading.
13. Read with the recording.
Step 5 Production
1. Teacher shows the summary to the students.
2. Teacher assigns homework:
(1) Review the summary after class.
(2) Rewrite 1c on P11, with the subject being “I”.
(3) Search the Internet for some special information about basketball.
Learn to read the words and text of 1c to prepare Section C after class.
Section C
Ⅰ. Material analysis
本节课的主要活动为1a和2。
1a简单介绍了篮球形成的原因、经过及打篮球基本规则，让学生了解了打篮球的历史意义，教育学生要热爱篮球运动，传承历史文化。2通过近义句的学习丰富了学生的语言积累，避免单一的表达。课后要求学生写一篇有关篮球运动的文章，旨在将热爱运动的思想耕织于学生心中。
Ⅱ. Teaching aims
Knowledge aims：
1. 能根据音标，正确朗读出单词表中单词及短语。
2. 能正确拼读并运用单词。
3. 能运用can, can’t , must, should 等情态动词提建议。如：
You can throw it from any part of the court.
You must follow the rules.
You can’t hold the ball and run with it.
You should have good skills.
4. 能正确使用以下短语，复述本课课文，简单地介绍篮球运动。
invent sth., come into being, stop…from doing sth., follow the rules, enjoy doing sth.
Skill aims：
1. 能听懂本课文本材料以及与篮球运动相关的课堂用语。
2. 能熟练地口头谈论有关篮球的历史，规则及意义的话题。
3. 能准确朗读课本的文本材料，并能正确地朗读相关的文本材料。
4. 能规范地模仿本课课文，写出有关篮球运动的文章。
Emotional aims：
教育学生要热爱篮球运动，体现合作精神，突出团队协作的重要性。
Ⅲ. The key points and difficult points
Key points：
invent sth., come into being, stop…from doing sth., follow the rules, enjoy doing sth.
的运用。
Difficult points：
1. 短语come into being的运用。
2. 动词不定式作表语的结构：The goal is to throw the ball…
3. any在肯定句中的运用：You can throw it from any part…
Ⅳ. Learning strategies
1. 运用图片猜测文章的内容，有助于学生整体理解文章。
2. 根据长课文进行缩写，训练学生对报纸、杂志等刊登的长文章的转述能力。
Ⅴ. Teaching aids
Computer multimedia projector, a short video of a basketball game
Everyday saying: Constant dripping wears away a stone. 水滴穿石。
Ⅵ. Teaching procedures
Step 1 Introduction
1. Get students ready for learning.
2. Show everyday saying for the students. (one saying a week)
3. Ask two students to report their homework, retelling 1a on P11.
4. Teacher asks A1 from each group to retell their homework to the other five members in their groups.
5. Teacher corrects the mistakes for the students when they read.
6. Teacher plays the short video of a basketball game and asks some questions about basketball game. For example, how many players are there in the game
7. Teacher lets the students finish the pre-reading task according to what they have known about
basketball before.
8. Teacher lets students read the passage and check the pre-reading task.
Step 2 Presentation
1. Teacher asks the students to skim 1a and find out the topic sentence of each paragraph.
2. Teacher asks the students to scan 1a and answer the question “Who invented basketball ” in 1c.
3. Teacher asks the students to scan 1a and answer the question “When did he invent basketball ” in 1c.
4. Teacher asks the students to read Paragraph 3 carefully and answer the question “What are the
rules in the basketball game ” in 1c.
5. Teacher lets the students read the whole passage carefully and finish 1b.
6. Teacher checks the answers.
Step 3 Consolidation
1. Explanation of the passage:
(1) invent—inventor—invention (2) …is one of + plural nouns (3) sth. came into being
(4) The goal is to do sth. (5) stop…from doing sth. (6) You can throw it from any part of the court. (the function of “any” in affirmative sentences )
(7) follow the rules (8) for example/such as (9) It is more important for you and the other players to play as a team. (10) enjoy doing sth.
2. Teacher plays the recording without stopping.
3. Teacher offers 2 minutes for the students to read 1a.
4. Teacher asks the students to read the whole passage in groups, and makes sure everyone can read through
the passage.
Step 4 Practice
1. Teacher asks the students to skim through the exercises in 2 to see if there’s something they don’t understand.
2. Teacher explains some difficult points that the students may ask.
3. Teacher offers about 3 minutes for students to finish 2.
4. Teacher asks six students from different groups to write down their answers on the blackboard.
5. Teacher asks another six students to correct the answers.
Step 5 Production
1. Teacher summarizes what the students have learned today. Some important languages points are shown on the computer screen.
2. Teacher asks the students to finish writing the introduction of basketball in 1c, reminding them to connect the topic sentences, and then add something necessary.
3. Teacher asks the students to search the Internet for some special information about football.
4. Teacher assigns the students to review Sections A-C to prepare for Section D.
Section D
Ⅰ. Material analysis
本节课的主要活动为1a和2。
Section D是一节复习课，在综合复习Sections A-C的词汇、语法和功能句的基础上，巩固学生本周的学习内容。通过阅读写作的拓展练习，延伸学生的学习内容，检测学生综合运用语言的能力。
Ⅱ. Teaching aims
Knowledge aims：
1. 能正确朗读出单词表中所有单词及短语，能正确拼读、书写并运用单词。
2. 能熟练运用双宾语句型。
3. 能准确运用本单元重点短语进行写作练习：
kick the ball to you, pass me the ball, practice doing sth., give me a hand, shout at sb., do one’s best, be angry with sb., talk about sth., keep doing sth., invent sth., come into being, stop…from doing sth., follow the rules, enjoy doing sth.等短语。
4. 能正确做出教师设计的补充词汇对比的练习：
be ill, fall ill
play against, play for
take part in, join sb., join+组织名称, join in +活动
for example, such as
be good at, do well in
5. 能综合运用本课短语、句型写出自己最喜欢的体育运动的发展历史、影响、规则及意义。
Skill aims：
1. 能听懂与课本内容难度相当的，有关体育运动项目的历史、影响、规则及意义的听力材料。
2. 能正确运用本单元所学内容、比较流利地谈论自己最喜欢的体育运动项目的历史、影响、规则及意义。
3. 能阅读有关自己最喜欢的运动项目的历史、影响、规则及意义的文章，理解文章，并能做出相关的阅读练习。
4. 能综合运用本单元的语法、词汇、句型写出自己最喜欢的体育运动项目的历史、影响、规则及意义以及平时自己安排的活动。
Emotional aims：
本话题通过体育活动中团队合作话题的学习，唤醒学生的团队意识，鼓励学生热爱体育运动，学会在体育运动中与他人友好合作。
Ⅲ. The key points and difficult points
Key points：
能用以下短语描写自己最喜欢的运动：
sports lover, the world’s famous sports, play football for fun, the most popular sports,
the most interesting, a very popular sport, enjoy the sun, watch the team game
Difficult points：
1. a fast game played in winter 对play的理解。
2. hundreds of years’ history
3. People can sit…, enjoying the sun…对现在分词作伴随性状语的理解。
Ⅳ. Learning strategies
1. 通过整体复习Section A-C，让复习也是一种学习的想法根植在学生心中。
2. 让学生养成习惯，通过采访来了解同学，既有利于培养自己的自信，又有益于感情的交流。
Ⅴ. Teaching aids
Computer multimedia projector, posters of David Beckham and Bobby Charlton,
the latest video of the football World Cup
Everyday saying: Constant dripping wears away a stone. 水滴穿石。
Ⅵ. Teaching procedures
Step 1 Introduction
1. Get students ready for learning.
2. Show everyday saying for the students. (one saying a week)
3. Three students report their homework one by one. Choose one report that the students are the most interested in.
4. Teacher asks each group to read their homework in pairs: A1-A2; B1-B2; C1-C2, checking each other’s essay. Teacher walks around the class and helps the students when necessary.
5. Teacher asks one boy and one girl to show their essays on the blackboard.
Teacher corrects their essays as an example for others to check.
Step 2 Presentation
1. Teacher plays the latest video of the football World Cup , asking “ Who knows the players ”,
“Who can say something about them ” and “Who can say something about football ”
2. Teacher shows a picture of David Beckham, introducing “hero”. Teacher says “David
Beckham is a famous football player and he is a famous football star. He is a football hero, and also he is a famous person” , showing the new words“player, star, hero, person” on the blackboard.
3. Teacher asks the students to skim the passage, looking for the topic sentence of each paragraph.
4. Finish 1b. Teacher asks the students to read 1a to see if they have guessed correctly, and then ask them to finish 1a.
5. Teacher asks three students to show their answers on the blackboard, and then corrects the mistakes.
Step 3 Consolidation
1. Teacher checks the students’ answers to Grammar and Function.
2. Teacher designs some exercises to consolidate the usage of “subject + vt. + indirect object +
direct object” .
(1) Lily kicks the ball to me. (2) I pass the book to him. (3) She shows me a photo.
(4) He gave her a pen. (5) Please throw me the ball. (6) Bring Peter a present.
(7) I made a big cake for my mother. (8) My dad bought a basketball for my brother.
3. Teacher leads students to consolidate synonymous sentences by doing 1c on Page 9 and 2 on Page 14.
Step 4 Practice
1. Teacher leads the students to practice the vocabulary.
(1) Can you find the topic sentence in this passage Do you know its m_____ meaning
(2) Lin Shuhao is a famous p__________. He is very popular now.
(3) Please don’t throw bottles on the g______ , it’s bad for the green ground.
(4) Do you know how to score p_________ in a football game
(5) People h______ the ball with a bat when they play cricket.
2. Teacher leads the students to summarize the phrases in this topic：
kick the ball to you，pass me the ball，practice doing sth.，give me a hand，shout at sb.
do one’s best，be angry with sb.，talk about sth.，keep doing sth.，invent sth.，come into being
stop…from doing sth.，follow the rules，enjoy doing sth.
3. Teacher organizes a competition to practice thef our skill words in this topic.
Teacher says Chinese, and students translate into English.
Step 5 Production
1. Teacher asks the students to finish 2.
2. Teacher lets students write the essay with the title of “My favorite sport” after class.
3. Teacher asks the students to preview the vocabulary
Topic 3 The school sports meet is coming.
Section A
Ⅰ. Material analysis
本节课的主要活动为1a和2b。
Section A 对话里，Yu Ting和Li Ming兴奋地谈论即将到来的运动会，呈现了本课所要学的语法重点Future Tense with will。Yu Ting 和Li Ming 饶有兴趣地围绕Which sport will you take part in 谈论着各自参加的运动会项目，呈现了重点短语：the boys’ 800-meter race, be in the long jump等。本对话呈现了孩子们积极上进的学习生活，要求学生在学会课本语言知识的同时，向Yu Ting 和Li Ming学习，积极参与学校各项集体活动，在培养集体主义思想的同时，培养自己自信、上进的个人素质。
Ⅱ. Teaching aims
Knowledge aims：
1. 能正确运用以下短语进行书面表达：
the boys’ 800-meter race, be in the long jump, have lots of fun, prepare for,
make many fiends, make friends with sb.等。
2. 能正确地理解下列句子和短语：
The school sports meet is coming.
the coming school sports meet
3. 能正确理解并运用will将来时，能运用will进行造句。
Skill aims：
1. 能听懂有关运动会项目的名称及相关话题。
2. 能熟练地运用will引导的将来时谈论有关运动会的话题。
3. 能正确朗读介绍运动会项目的对话或文章。
4. 能用will将来时介绍自己或朋友在运动会中参加的项目。
Emotional aims：
通过学习Yu Ting 和Li Ming积极上进的对话内容，鼓励学生要积极参与学校集体活动，培养自己乐观、自信、乐于合作的优良品质。
Ⅲ. The key points and difficult points
Key points：
the boys’ 800-meter race, be in the long jump, have lots of fun, prepare for,
make many friends, make friends with sb.等短语的理解及运用。
Difficult points：
1. be going to和will的不同。
2.The school sports meet is coming.与the coming school sports meet 的正确理解和运用。
Ⅳ. Learning strategies
1. 培养学生提前搜集信息的习惯，搜集有关运动会的项目名称。
2. 培养学生善于运用采访收集信息的习惯，愿意就运动会话题进行提问采访。
Ⅴ. Teaching aids
Computer multimedia projector, chalk, blackboard, a flash “Song of Health” (sung by Fan
Xiaoxuan)
Everyday saying: All things are easy that are done easily. 做事乐意，诸事容易。
Ⅵ. Teaching procedures
Step 1 Introduction
1. Get students ready for learning.
2. Play the flash “Song of Health” sung by Fan Xiaoxuan.
3. Ask the whole class to read their homework as quickly as they can. The first six students will stand up and be awarded.
4. Lead to 1a. Teacher draws a line on the ground, and the six winners stand at the same line and do the long jump to see who are the furthest three students.
5. The teacher gives one candy to the third one, gives two candies to the second one, and gives three candies to the first one, introducing “excited” and “exciting”. The teacher says “The jump
race is exciting, and the jumpers are excited.”
6. Teacher lets the students to write the names of sports activities on the blackboard, and only asks the students to know the names but needn’t to remember them.
Step 2 Presentation
1. Teacher introduces the dialogue by saying “Yu Ting and Li Ming are talking about the school sports meet on the playground.”, asking the students to read the statements in 1b.
2. Teacher plays the recording for the first time without stopping.
3. Teacher plays the recording for the second time and stops when necessary.
4. Teacher lets students scan 1a to complete 1b.
5. Check 1b. Teacher asks three students to write their answers on the blackboard, then asks another three students to correct the wrong parts.
6. Teacher checks the answers when necessary.
Step 3 Consolidation
1. Teacher asks some questions about 1a, letting the students help to explain. How to understand the following points
(1) The school sports meet is coming. (is coming )
(2) the boys’ 800-meter race (800-meter )
(3) I’ll be in the long jump.(will be )
(4) I believe you will win.(I , you )
(5) I’m sure the sports meet will be exciting. (I )
(6) The school sports meet is very ________, we are all _____.(excite)
Teacher adds or corrects the explanation.
2. Teacher plays the recording without stopping twice.
3. Teacher organizes the students to perform 1a in pairs. Then three pairs will do the performances.
4. Teacher shows differences between “be going to do” and “will do” by showing some exercises.
Step 4 Practice
1. Teacher asks the students to look through A in 3, then plays the recording without stopping.
2. Teacher asks the students to look through B in 3, then plays the recording without stopping.
3. Teacher plays the recording for the third time for the students to check their answers.
4. Teacher checks the students’ answers, asking two students to write their answers on the blackboard.
Teacher corrects the wrong parts.
5. Teacher organizes the students to practice2b in pairs.
6. Teacher asks every pair to do the performance.
Step 5 Production
1. Teacher organizes an interview according to 4. Students will do it in their own groups.
2. Teacher asks the students to write down their interview after class.
3. Teacher shows the summary to the students:
(1) Vocabulary. (2) the structure: will do.
4. Teacher assigns homework:
(1) Review the summary of Section A after class.
(2) Report their interview to the whole class tomorrow.
(3) Prepare Section B after class.
Section B
Ⅰ. Material analysis
本课时的主要活动为1a 和3a, 3b。
通过Kangkang 和 Michael相约去参加运动会，呈现了本课所要学的语法重点Future Tense with shall。相约中，依次呈现了：What shall we take When shall we meet Where shall we meet 等功能性语言。对话中呈现了重点短语：take sth …, make it half past six等。本对话呈现了孩子们亲密无间的友情，旨在让学生在学会课本语言知识的同时，向Kangkang 和 Michael学习，善于表达自己的感情，在参加集体活动中提升同学间的友情。语音学习要求学生掌握两个辅音字母在一起第一个辅音字母的轻读现象；学生能正确认识元音在句中的弱读现象，并能正确朗读。
Ⅱ. Teaching aims
Knowledge aims：
1. 能正确认识两个辅音字母在一起第一个辅音字母的轻读现象；学生能正确认识朗读元音在句中的弱读现象，并能正确朗读发音。
2. 能听懂含有以下短语的英语对话或文章：
take sth. for…, make it half past six, catch up with, neck and neck, run into等。
3. 能正确地理解下列句子和短语，并能加以运用：
What shall me take When shall we meet
take sth. …, make it+时间、地点或价钱。
4. 学生能正确理解并运用shall将来时，能运用shall进行写作。
Skill aims：
1. 能听懂相约见面的对话，能听懂对运动场景描述的文字材料。
2. 能用英语和同学朋友进行简单的约会对话，能用英语描述运动场景。
3. 能正确朗读介绍运动场景的对话或文章。
4. 能用shall将来时介绍自己或朋友在运动会中参加的项目。
Emotional aims：
通过学习Kangkang 和 Michael友好的对话内容，教会学生要善于表达自己的感情，在参加集体活动中提升同学间的友情。
Ⅲ. The key points and difficult points
Key points：
take sth.…, catch up with, neck and neck, run into, run past the line, cross the line等短语的
理解及运用。
Difficult points：
make的用法。
Ⅳ. Learning strategies
1. 培养学生提前预习的习惯。
2. 培养学生用已有信息补全信息的习惯。
Ⅴ. Teaching aids
Computer multimedia projector, phonetic cards, word cards.
Everyday saying: All things are easy that are done easily. 做事乐意，诸事容易。
Ⅵ. Teaching procedures
Step 1 Introduction
1. Get students ready for learning.
2. Looking at the flash “Song of Health” sung by Fan Xiaoxuan.
3. Ask the whole class to report their interview in pairs.
4. Check the homework. Teacher asks three students to write their homework on the blackboard. Teacher checks quickly.
5. Lead to 1a. Teacher praises the three students for the fact that they will take part in the school
sports meet, encouraging more students to take part in the activity.
6. The teacher shows her/ his own regret “It’s a pity I can’t take part in the school sports meet, but I am going to cheer you on. I shall come to the school sports meet. ”
7. Teacher asks the students to look at picture in 1a and guess what Kangkang and Michael are talking about.
Step 2 Presentation
1. Play 1a for the students to check if they have guessed correctly.
2. Teacher lets the students look through 1b, then plays the recording again.
3. Teacher plays the recording for the third time and asks students to finish 1c, stopping when necessary.
4. Teacher asks students to scan 1a to check 1b and 1c.
5. Check 1b and 1c.Teacher asks four students to write their answers on the blackboard.
6. Teacher checks the answers when necessary.
Step 3 Consolidation
1. Teacher asks the students to underline “shall” in their books and find out the subject.
2. Teacher writes some questions on the blackboard:
What shall we take When shall we meet Where shall we meet
Then teacher lets the students find answers in 1a.
3. Teacher lets students read all the sentences with “shall” aloud.
4. Teacher plays the recording sentence by sentence.
5. Teacher plays the recording without stopping.
6. Teacher organizes the students to read 1a in pairs.
7. Teacher asks the students to look through 1d and make up new conversations.
8. Teacher organizes students to work in pairs. Each group makes three different dialogues. Each pair writes down their dialogue.
9. Teacher requires each pair to read their conversations.Then they exchange the papers with another pair and read.
Step 4 Practice
1. Teacher asks the students to look through the pictures and statements in 2.
2. Teacher plays the recording for the first time.
3. Teacher plays the recording for the second time.
4. Teacher plays the recording for the third time, then checks the students’ answers.
5. Teacher shows phonetic cards to the students: /sp/ /st/ /sk/.
6. Teacher asks a group to read the words containing /sp/ /st/ /sk/.
7. Teacher shows /gr/ /fr/ /dr/ /tr/ for two groups.
8. Teacher asks the students to read the left words in the same way.
9. Teacher plays the recording of 3a.
10. Teacher plays the recording of 3b, asking the students to pay attention to the pronunciation of
the underlined letters.
11. Teacher asks the students to read in pairs.
12. Teacher plays the recording again.
Step 5 Production
1. Teacher asks the students to show the interview in 1d.
2. Teacher shows the summary to the students.
(1) Vocabulary. (2) the structure: I/ We shall do…
3. Teacher assigns homework:
(1) Review the summary after class.
(2) Search something about Olympics and write them down, then report to the whole class tomorrow.
(3) Prepare Section C after class.
Section C
Ⅰ. Material analysis
本节课的主要活动为1a 和4。
通过阅读The Modern Olympics, 拓展了学生的视野。在预习本课时，学生需要从报纸、杂志、网络搜寻大量的有关奥运会的相关知识，培养了学生主动探究的精神。本课有关奥运会的话题，让学生了解了奥运会的历史发展过程，明白运动的历史意义，有助于深化学生对运动的热爱之情，从而促进学生们积极主动地参加运动，让自己的身体更加健康。本课巩固了本话题的语法重点Future Tense with will，呈现了重点短语：stand for, every four years, become more and more popular, have the chance to do sth.等。课后要求学生能结合本单元内容，写一篇介绍自己学校运动会的文章。
Ⅱ. Teaching aims
Knowledge aims:
1. 能正确拼读下列单词：
modern, Olympics, ring, stand, least, chance, whether, gold;
能明白下列单词或短语的含义：
motto, symbol, stand for, at least, nowadays, compete, host, beginning, medal.
2. 能在英语对话或文章中听懂、读懂下列短语：
stand for, every four years, become more and more popular, have the chance to do sth.等。
3. 能正确地理解下列句子并能加以运用：
In the future, more cities will have the chance to hold the Olympics.
The Olympic Games will be more exciting.
The Olympics are becoming more and more popular.
Skill aims:
1. 能听懂有关奥运会的对话及类似的英语文字材料。
2. 能用英语和同学朋友简单谈论奥运会。
3. 能读懂有关奥运会的对话或文章。
4. 能介绍自己参加运动会的经历及意义。
Emotional aims:
发扬奥运精神，积极锻炼，强身健体。
Ⅲ. The key points and difficult points
Key points:
1. In the future, more cities will have…
The Olympic Games will be more exciting.
2. 对every four years, become more and more popular, have the chance to do sth.等短语的理解及运用。
Difficult points：
理解下列句子：
They are held every four years.
The Winter Olympic Games are usually held two years before the Summer Olympic Games.
Nowadays, the Olympic Games are held by different cities in turn.
Ⅳ. Learning strategies
在预习本课时，学生从有获取其他资源信息的能力，发展到主动探究学习的能力。
Ⅴ. Teaching aids
Computer multimedia projector, flash of Olympic Games.
Everyday saying: A sound mind is in a sound body. 健全的精神寓于健全的身体。
Ⅵ. Teaching procedures
Step 1 Introduction
1. Get students ready for learning.
2. Look at the flash “ Song of Health” sung by Fan Xiaoxuan.
3. Ask the whole class to show the information about Olympics to their partners. Then look through the information. Teacher writes “Olympics”on the blackboard.
4. Teacher asks two or three students to say something about Olympics.
5. Teacher writes “The Modern Olympics” on the blackboard and leads the students to read. Then
teacher lets students finish pre-reading task on P21.
6. Teacher calls a group to introduce something about the year and the place.
7. Teacher shows the Olympic motto and the Olympic rings, and teaches the new words “motto, ring, symbol”.
Step 2 Presentation
1. Teacher asks the students to finish 1b before reading 1a.
2. Teacher asks the students to read 1a and to check 1b.
3. Teacher lets the students communicate with others about the ways in which they find the answers.
4. Teacher asks other students to check the answers.
5. Teacher shows something on the computer screen:
(1) In the future, more cities will have the chance to hold the Olympics.
(2) The Olympic Games will be more exciting.
(3) The Olympics is becoming more and more popular.
6. Teacher asks the students to make sentences by imitating the examples.
Step 3 Consolidation
1. Teacher asks the students to read 1a aloud individually.
2. Teacher lets the students read in groups.
3. Teacher plays the flash of Olympic Games.
4. Teacher shows some language points on the screen.
(1) …start/ begin… (2) a symbol of … (3) stand for… (4) at least (5) every four years
(6) …are becoming more and more popular… (7) will have chance to do sth.
(8) …will be more exciting
5. Teacher asks the students to read 1a the last time.
6. Teacher asks the students to finish 2.
7. Teacher checks the students’ answers.
Step 4 Practice
1. Teacher asks the students to read 3.
2. Teacher asks the students to add something about China in the Olympic Games.
3. Teacher asks the students to finish 3 and to tell the reason.
take—took, win—won, the 23rd 28 gold medals, hosted—2008, will win—in the future
4. Teacher asks the students to read 3 aloud.
Step 5 Production
1. Teacher asks the students about how to describe a thing and lets the students look through 4.
2. Teacher leads the students to form a passage:
(1) time: when… (2) person: who… (3) what: the thing…
(4) significance: what we can learn…from…
3. Teacher asks the students to answer the questions in 4.
4. Teacher checks the students’ answers.
5. Teacher lets the students to connect all the answers together to form a passage.
6. Teacher shows the summary to the students:
(1) Vocabulary. (2) The structure of future tense.
7. Teacher assigns homework:
(1) Review the summary after class.
(2) Read through Sections A-C, and prepare for Section D.
(3) Write about a school sports meet that you once took part in, finishing 4 on P22.
Section D
Ⅰ. Material analysis
本节课的主要活动为1。
本课谈论了与运动有关的话题，语法重点是将来时。通过学生自己参加运动会，为他人喝彩，强化了学生的团队意识。有关篮球历史和现代奥运会的学习， 帮助学生提升对运动的认识，有助于他们参与运动、保持健康的好习惯的养成。课后要求学生能学以致用，书面介绍自己参加运动会的经历；同时要求他们结合课本内容和已有的有关奥运会的知识，写一篇有关奥运会的文章。
Ⅱ. Teaching aims
Knowledge aims:
1. 能正确拼读本话题单词表中的单词。
2. 能在英语对话或文章中听懂并能运用本单元的重点短语。
3. 能正确地理解将来时态的用法，能正确选用将来时态的形式。
Skill aims:
1. 能听懂有关奥运会的对话及类似的英语文字材料。
2. 能用英语和同学朋友简单谈论奥运会。
3. 能读懂有关奥运会的对话或文章。
4. 能介绍自己参加运动会的经历及意义。
5. 能写一篇有关奥运会的文章。
Emotional aims:
1. 乐于接触外国体育文化，增强跨文化意识。
2. 积极参与集体活动，培养集体荣誉感。
Ⅲ. The key points and difficult points
Key points:
能正确运用下面短语的过去式写一篇日记。
hold a sports meet, feel excited, run fast, do badly in, do well, take part in, do one’s best, be the first to do sth., cross the finishing line, want to do sth., be a soccer player, do more exercise, be able to do sth.
Difficult points:
Describing the Olympics.
Ⅳ. Learning strategies
巩固学生整体复习Sections A-C 的习惯。
Ⅴ. Teaching aids
Computer multimedia projector
Everyday saying: A sound mind is in a sound body. 健全的精神寓于健全的身体。
Ⅵ. Teaching procedures
Step 1 Introduction
1. Get students ready for learning.
2. Look flash “ Song of Health” sung by Fan Xiaoxuan.
3. Teacher asks three students to write their answers on the blackboard, and corrects them as models.
4. Ask the whole class to read their homework about a school sports meet to his / her partner.
5. Teacher asks the students to observe the type of 1, then to change their homework into a diary.
Step 2 Presentation
1.Teacher asks the students to read 1 silently and finish the exercises.
2. Teacher checks the students’ answers.
3. Teacher designs several questions to help students to write a diary：
(1) What tense should be used in a diary (2) What was the weather like
(3) What day was it or what was the date (4) What happened
(5) How did he/she/they do the thing
4. Teacher looks through six passages to see if they can write diaries correctly.
Step 3 Consolidation
1. Teacher asks the students to write a diary by using the following phrases: hold a sports meet, feel excited, run fast, do badly in, do well, take part in, do one’s best, be the first to do sth., cross the finishing line, want to do sth., be a soccer player, do more exercise, be able to do sth.
2. Teacher corrects the two passages as an example for the students to correct their own passages.
3. Teacher lets the students choose out the best three diaries and read them for the whole class.
4.Teacher organizes Member A to correct the mistakes of Member B and Member C’ s diaries by reading them with B and C together.
Step 4 Practice
1. Teacher asks the students to explain the Grammar and Functions.
2. Teacher asks the students to read the Future Tense on P126.
3. Teacher provides some exercises for the students to practice. (Exercises are shown at the end of the teaching procedure.)
Step 5 Production
1. Teacher organizes the students to finish Project 1 and 2.
(1) Match the mascots with the host cities.
(2) Fill in 2 with information about Beijing Olympics.
2. Teacher assigns homework:
(1) Let students write the passage “The Beijing Olympics”.
(2) Preview Section A in Unit 2, Topic 1.
Unit 2 Keeping Healthy
Topic 1 You should brush your teeth twice a day.
Section A
Ⅰ. Material analysis
本节课的主要活动为1a和2。
第二单元谈论如何保持健康。话题一介绍了感冒、头疼等常见病的名称，出现了疾病名称的词：toothache, backache, fever, cough, headache, stomachache等以及相对应的短语：have a cold, have a fever, have a cough, have a headache, have a toothache, have a backache, have a stomachache等。通过Kangkang 和Betty的对话，呈现了询问生病情况的对话：What’s wrong with you I have a … 等，以及表达关心所提的建议：You should… 和You shouldn’t…。本课的语法重点是You should… 和You shouldn’t…。语言功能方面要求学生学会用英语描述疾病并能就疾病征求他人意见、给他人提建议等。要求学生能在课后用英语写一篇描述疾病并提出有益建议的文章。
Ⅱ. Teaching aims
Knowledge aims:
1. 能正确运用以下短语进行书面表达：
have a cold, have a fever, have a cough, have a headache, have a toothache,
have a backache, have a stomachache等。
2. 能正确地运用should, shouldn’t 提建议：
You should drink enough boiled water.
You shouldn’t drink coffee or tea in the evening.
Skill aims:
1. 能听懂有关日常小病的名称及相关话题。
2. 能熟练地运用should，shouldn’t针对日常小病提建议。
3. 能正确朗读介绍日常小病的对话或文章。
4. 能用should, shouldn’t 结合本单元短语描述日常生活小病并提出有益的建议。
Emotional aims:
通过语言学习，影响学生的自身品格，要学会信任他人、关心他人，为我们的健康生活创建友爱、和谐的氛围。
Ⅲ. The key points and difficult points
Key points:
have a cold, have a fever, have a cough, have a headache, have a toothache, have a backache, have a stomachache等短语的理解及运用。
Difficult points:
就日常小病用英语提建议。
Ⅳ. Learning strategies
1. 培养学生根据图片猜单词意思的能力。
2. 培养学生模仿已有例句造句的能力。
Ⅴ. Teaching aids
Computer multimedia projector, pictures of different illnesses
Everyday saying: Bitter pills may have wholesome effects. 良药苦口利于病。
Ⅵ. Teaching procedures
Step 1 Introduction
1. Get students ready for learning.
2. Sing a song together. Teacher shows the Chinese words on the screen.
3. Daily report. Teacher asks monitor of English to give a report about “The Beijing Olympics”.
4. Teacher asks a question “Why does … like sports ”
5. The teacher leads to the new topic, “Yes, if we exercise every day, we will be more beautiful, stronger and healthier. If you don’t take part in any sports activities, you will be ill like the children here.”
Step 2 Presentation
1. Teacher presents some pictures about the new words: fever, cough, headache and stomachache.
Guide students to learn the words with the phonetic symbols, showing the verb phrases under the pictures.
2. Teacher asks and answers about “have a fever” as a model for the students to imitate.
A: What’s the matter B: He has a fever.
3. Teacher introduces “What’s wrong with him/her ” to the students to do pair work.
4. Teacher leads to 1a for the students to finish 1b, saying:
“Betty and Kangkang are talking about illness. Let’s listen and finish 1b. First, you should look through 1b and make sure you know what to do.”
5. Teacher plays 1a, and then checks the students’ answers.
6. Teacher checks the answers and teaches the word “suggestion” by pointing out its synonym “advice”.
7. Teacher plays 1c for the students.
Step 3 Consolidation
1. Teacher plays 1a for the students to read without stopping.
2. Teacher asks the students to practice “What’s wrong with you I have a…” in pairs.
3. Teacher asks the students to ask and answer according to 1c in groups.
4. Teacher asks the six groups to do chain practice, and the first three groups will win the game.
5. Teacher makes a conclusion, “When we talk about illness, we may use
—What’ s wrong with … —…have/has a…”
6. Teacher shows pictures of new words on the screen “coffee, tea, boiled water ” with phonetic symbols.
7. Teacher explains the word “lift” by saying its synonym “carry” and asks the students to finish 2.
8. Teacher checks the students’ answers.
Step 4 Practice
1. Teacher asks the students to make up new conversations according to 1c and 2.
2. Teacher asks the groups who have lost the game of practicing 1c to practice their new conversations in pairs. Each group finishes one pair.
3. Teacher asks the best pair to show the conversation to the whole class.
4. Teacher shows “You should/You shouldn’t…” on the blackboard.
5. Teacher plays 3 for the students to finish A in 3, and then plays for the second time for the
students to finish B in 3.
6. Teacher checks the answers.
Step 5 Production
1. Teacher organizes an interview according to 1c and 2, and students will do it in their own groups.
2. Teacher asks the students to write down their interviews after class.
3. Teacher shows the summary to the students.
(1) Vocabulary. (2) The structure: will do.
4. Teacher assigns homework:
(1) Review the summary after class.
(2) Report their interviews to the whole class tomorrow.
(3) Prepare Section B after class.
Section B
Ⅰ. Material analysis
本节课的主要活动为1a，4a和4b。
本课时将生病、关心询问及提建议综合运用，呈现了提建议的另外两种说法sb. had better (not) do sth.…和Why don’t you… 对话中还呈现询问对方病情的问句：How long have been like this 及对病情的描述：I am feeling terrible. 本课的语法重点sb. had better (not) do sth 和Why don’t you… 语言功能方面要求学生学会用英语描述疾病并能就疾病征求他人意见、给他人提建议等。课后要求学生能用英语写一篇描述疾病并提出有益建议的文章。
Ⅱ. Teaching aims
Knowledge aims:
1. 能正确运用以下短语进行书面表达：feel terrible, have the flu, take some medicine, have a good rest等。
2. 能正确地运用sb. had better (not) do sth. 和Why don’t you… 提建议。
Skill aims:
1. 能区分/1/和/eI/ 发音的不同，并掌握音素对应的字母或字母组合的写法；在
朗读时能正确把握辅音的不完全爆破和元音的强读、弱读现象。
2. 能听懂有关日常小病的名称、对病人的关心询问及提建议的话题。
3. 能熟练地运用sb h
同课章节目录
- Unit 1 Playing Sports
- Topic 1 I'm going to play basketball.
- Topic 2 I'll kick you the ball again.
- Topic 3 The school sports meet is coming.
- Unit 2 Keeping Healthy
- Topic 1 You should brush your teeth twice a day.
- Topic 2 I must ask him to give up smoking.
- Topic 3 Must we exercise to prevent the flu?
- Unit 3 Our Hobbies
- Topic 1 What's your hobby?
- Topic 2 What sweet music!
- Topic 3 What were you doing at this time yesterday
- Unit 4 Our World
- Topic 1 What's the strongest animal on the farm?
- Topic 2 How can we protect ourselves from the eart
- Topic 3 The Internet makes the world smaller.