1.学生自学生词，并记住单词拼写和拼读。
2.预习课本，找出重点短语和句式。
3.读、记后完成学案中自学导练作业。
Step
1情景导入
T：Do
you
know
Liu
Xiang?
S1:Yes,I
do.He
is
a
runner.
T:What
else
do
you
know
about
him?
S2:He
won
an
Olympic
gold
medal.
T：Where
does
he
come
from？
If
we
want
to
know
more
about
him
and
other
players.Let’s
search
on
the
Internet.
Step
2
完成教材Activities
1,2的任务
1.Look
at
the
picture
and
the
title
of
the
passage
in
Activity
2.
Say
what
you
know
about
Liu
Xiang
and
how
he
became
a
sports
hero.
(Activity
1)
(1)学生谈论图片,教师可以提出以下问题：
Who’s
the
man
in
the
picture?
When
and
where
did
he
get
his
Olympic
gold
medal?
How
did
he
feel
at
that
moment?
(2)学生四五人分成一组，就他们了解或査阅到的信息讨论运动员刘翔，包括刘翔遇到的困难，赢得的奖励和获得的荣誉等，每个组派一个组员就讨论结果进行记录总结。
(3)教师抽点小组，向全班展示讨论结果,汇报信息。
(4)教师汇总所有小组的讨论结果，剔除重复信息,得到一份关于刘翔经历的详细清单。
2.Read
the
passage
and
choose
the
sentence
which
best
expresses
the
main
idea.
(Activity
2)
(1)学生个体活动，浏览3个选项，快速阅读短文并选择答案。
阅读前，教师应指导学生通过浏览文章的开头和结尾来理解文章大意的阅读方法。
(2)全班核对答案。
Step
3小结训练
根据句意及首字母提示或者中文提示填空。
1.Liu
Xiang
is
one
of
the
sportsmen
of
China.
2.It
is
so
surprising
that
the
sportswoman
breaks
her
own
record
again.
3.To
learn
English
well,you
should
find
the
best
method
of
your
own.
4.Japan
is
an
island
country
which
is
located
in
the
Pacific
Ocean.
5.He
sufferes
from
(遭受）a
headache，
because
he
has
a
cold.
6.I
don’t
have
any
courage
to
face
the
truth.
Step
4
问题探究
(A)1.I
_______study
hard
by
my
teacher.
A.am
encouraged
to
B.am
encouraged
C.encourage
D.am
encouraging
to
(C)2.I
think
that
he
has
_________to
hold
the
class
meeting.
A.able
B.able
to
C.ability
D.can
(B)3.When
_______our
school
?
A.did;
set
up
B.was;
set
up
C.is;
cheered
up
D.was;
setting
up
(B)4.
that
the
scientist
________to
the
USA
last
week.
A.From
then
on;
return
B.It’s
a
pity;
returned
C.In
fact;
returned
D.It’s
pity;
went
back
Step
5
家庭作业
完成学案中的相关练习。
本节课活动的目的是让学生通过阅读短文，了解刘翔成为奥运跨栏冠军的经历，以及他作为奥运英雄的事迹。本阶段的学习能够让学生在获取信息的同时进一步理解一般过去时被动语态的意义和用法，并学习一些新的单词和短语。学生对本单元的生词没记住，下一课时将继续监督巩固词汇。
PAGE1.学生自学生词，并记住单词拼写和拼读。
2.预习课本，找出重点短语和句式。
3.读、记后完成学案中自学导练作业。
Step
1
情景导入
T:Who
wasn’t
chosen
for
the
team
last
time?
S1:Daming.
T:What
does
HAS
stand
for
?
S2:Haidian
All
Stars.
…
Step
2
完成教材Activities
4,5的任务
1.Complete
the
sentences.
(Activity
4)
(1)根据学生的程度，可以直接答题，也可以让学生再次听录音后再答题。
(2)同桌互相检査。
（答案：1.he’s
training
for
the
big
match
next
week2.it’ll
be
a
difficult
match3.win4.try
harder
to
win）
(3)全班核对答案，学生大声读出完整的句子。
2.Complete
the
passage
with
the
words
in
the
box.
(Activity
5)
(1)学生个体活动，浏览方框中的单词，并明确其含义。
(2)浏览短文，完成填空。
(3)全班核对答案。
（答案：1.memory
2.decision
3.noon
4.seats
5.kick
6.mad）
（4）学生默读短文，仔细体会对话如何改写成短文的。
Step
3小结训练
(D)1.—Oh,
if
you
get
a
chance
______
our
teacher,
tell
him
about
it.
A.seeing
B.seen
C.see
D.to
see
(B)2.They
did________
in
the
exam,
so
their
teachers
were
very
happy.
A.very
good
B.very
well
C.very
better
D.very
best
(A)3.He
will_______the
match.
A.try
hard
to
win
B.try
hard
to
beat
C.try
winning
D.try
beating
Step
4
完成教材Activities
6,7的任务
1.Listen
and
decide
which
words
are
weak
and
which
words
are
strong.
Now
listen
again
and
repeat.
(Activity
6)
(1)学生个体活动，听录音，划出重读单词。
(2)再次听录音，跟读，体会重读单词和轻读单词在句子中的使用。
(3)全班核对答案。
(4)如果时间允许，教师可以让学生跟读活动3的对话，指导学生注意停顿以及句子的轻、重读规律。
（Strong
words
in
bold：
1.Yes,
I’m
training
for
the
big
match
next
week.
2.It’s
next
Saturday
at
noon,
but
if
you
want
good
seats,
you
should
come
by
11:30.
3.He’s
so
mad
at
us
that
he’ll
try
harder
to
win，
just
to
show
we’re
wrong!)
2.Work
in
pairs.
Talk
about
your
favourite
sports
teams
or
sports
stars.
(Activity
7)
(1)学生个体活动，简单列出提纲。
(2)两人一组，向对方描述自己喜欢的运动队或体育明星，并聆听别人的喜好，适当作笔记。如果与同伴意见不同，两人可以进行辩论。
环节说明:本活动有两个目的：一是让学生练习使用被动语态描述自己喜欢的运动队或体育明星，从而巩固本单元所学的词语；二是让学生进行交流互动,表达各自的观点,
以培养学生的口头表达能力。
Step
5
问题探究
1.We
had
better
not
（最好不）leave
here
before
the
teacher
comes.
2.The
student
was
left
out
of
(被迫离开）our
school
last
Friday.
3.I’m
so
mad
(如此生气）
because
I
am
not
allowed
to
(不被允许）
watch
TV.
Step
6
家庭作业
完成学案中的相关练习。
本节课活动的目的是通过听、读、练习让学生准确理解对话，正确掌握词汇，语法。对学生的能力要求高，教师根据情况给学生布置课外作业以跟上步伐。
PAGE1.学生自学生词，并记住单词拼写和拼读。
2.预习课本，找出重点短语和句式。
3.读、记后完成学案中自学导练作业。
Step
1
完成教材Activities
1~8的任务
1.Complete
the
conversation
with
the
correct
form
of
the
words
in
the
box.
You
need
to
use
some
words
more
than
once.
(Activity
1)
(1)学生个体活动，阅读对话，完成填空。全班核对答案。
（答案：1.were;
held
2.were
held
3.did;
win
4.were
won
5.did;
win
6.was
chosen）
(2)教师引导学生小结被动语态在特殊疑问句中的用法。
2.Complete
the
passage
with
the
correct
form
of
the
words
in
brackets.
(Activity
2)
(1)学生个体活动，通读短文，掌握大意。
(2)根据语境，用动词的正确时态和语态填空。全班核对答案。
（答案：1.watched
2.were
trained
3.was
recorded
4.compared
5.was
used）
3.Look
at
the
pictures
and
tell
the
story
with
the
help
of
the
words
and
expressions
under
the
pictures.Now
work
in
pairs
and
find
out
more
about
this
true
event
at
the
Olympics
in
London
,1908.Use
the
words
and
expressions
under
each
picture
to
help
you.
(1)教师可以提前布置作业，让学生査找与这个故事有关的信息。
(2)学生个体活动，看图，描述图片。
(3)两人一组，根据提示谈论图片。
(4)部分小组展示，全班反馈。
4.Complete
the
sentences
with
the
correct
form
of
the
words
in
the
box.
(Activity
4)
(1)学生朗读方框中给出的单词，并理解其含义。
(2)根据情景完成句子，全班核对答案。
（答案:1.methods
2.decision
3.seats;
race
4.pride;
neck
5.Asian
6.ability）
5.Choose
the
correct
answer.
（Activity
5)
6.Listen
and
check
(√)
the
true
sentences.
（Activity
6)
学生个体活动，先看题，然后带着问题听录音，完成任务。
7.Listen
again
and
choose
the
correct
answer.
（Activity
7)
(1)学生个体活动，先浏览问题，再听录音，作出选择。全班核对答案。
8.Put
the
sentences
in
the
correct
order
to
make
a
conversation.
(Activity
8)
(1)学生个体活动，阅读材料，找出首句。
(2)分析句子间的逻辑关系，安排顺序,全班核对答案，并谈论排序的理由。
(3)学生大声朗读对话。(a)—6;
b)—1;
c)—3;
d)—4;
e)—7;
f)—5;g)—2）
环节说明:1-8活动旨在巩固本模块的重点词汇、短语、句子及被动语态的运用。同时训练听说读写能力。
Step
2小结训练
1.My
parents
are
preparing
for
（正在为…做准备）
my
party.
2.I
have
no
chance
of
becoming
(没机会成为）
a
reporter
because
I\'m
not
good
at
communicating.
Step
3
Around
the
world
环节说明：本活动旨在让学生增加对残奥会的了解。
Step
4
完成教材Activities
9~11的任务
1.Work
in
groups.
Write
questions
in
the
table
to
find
out
about
the
sports
that
your
classmates
like
to
watch
and
do.
(Activity
9)
开展小组活动，设计所要问的问题，教师巡视指导。
2.Go
around
and
ask
as
many
students
as
you
can.
Write
their
answers
in
the
table.
(Activity
10)
学生采访同学，并认真记录同学的回答，整理答案。
3.Write
up
the
results
of
your
survey.
Use
words
like
and,
although,
but,
etc.
(Activity
11)
(1)个人整理采访结果，完成调查报告。
(2)班级汇报、展示。
(3)也可以以小组为单位完成报告，并在班级里作汇报。
Possible
answer:
Although
most
of
the
people
I
spoke
to
like
sports,
only
half
of
them
do
some
kinds
of
sports.
The
most
popular
sport
was
basketball,
but
running
and
swimming
were
also
chosen.
Two
people
do
sports
four
times
a
week
but
most
people
don\'t.
One
person
does
taekwondo,
but
she
only
trains
with
her
club
twice
a
week.
Step
5
问题探究
评价报告。
Step
6
家庭作业
完成学案中的相关练习。
本节课活动的目的是培养学生的综合能力，但学生在口头表达的能力上欠缺。教师要多进行此项训练。1.学生自学生词，并记住单词拼写和拼读。
2.预习课本，找出重点短语和句式。
3.读、记后完成学案中自学导练作业。
Step
1
情景导入
T：Last
class,
we
read
the
passage
about
Liu
Xiang.Can
you
tell
me
when
he
won
the
Olympic
gold
medal?
S1:…
T:You
didn\'t
understand
the
text
completely,so
we
must
read
the
passage
again.
环节说明:本活动旨在考査学生对上课时所学内容的掌握情况。同时训练学生的口头表达能力。
Step
2
完成教材Activities
3,4的任务
1.Match
the
years
with
the
notes
to
complete
the
timeline.
(Activity
3)
(1)学生细读课文，梳理出每个年份发生的事情，完成匹配。
(2)教师点名，部分学生汇报，全班核对答案。
(3)完成匹配后，教师可以要求学生按照时间顺序，用完整的句子说出有关刘翔的大事件。这也能为活动5的开展作好铺垫。
2.Complete
the
passage
with
the
correct
form
of
the
words
in
the
box.
(Activity
4)
(1)学生个体活动，浏览方框中给出的单词，通读短文，完成填空。
(2)全班核对答案
(答案：1.pride
2.ability
3.methods
4.races
5.Asian
6.courage)
环节说明:本阶段旨在让学生根据文章中的时间线索来梳理主要事件，考査学生对所学词汇的理解和运用能力。
Step
3小结训练
根据句意及首字母提示或者中文意思填空。
1.We
take
pride
in
(感到自豪）
Liu
Xiang,
because
he
is
a
symbol
of
courage
and
success.
2.Anna
doesn\'t
have
the
ability
of
driving.
3.He
chooses
to
stay
at
home
instead
of
going
shopping
outside.
4.China,Japan
and
Korea
are
Asian
countries.
5.He
has
taken
part
in
a
number
of
important
races.
Step
4完成教材Activities
5~7的任务
1.Write
the
notes
in
Activity
3
in
full
sentences.
(Activity
5)
(1)学生个体活动，根据要点写出完整的句子。
(2)同桌互相检査，交流补充。
(3)教师点名，部分学生朗读句子，全班核对答案。
2.Look
at
the
verb
forms
in
the
two
sentences.
Now
write
sentences
about
table
tennis
player
Zhang
Yining.
Use
the
correct
verb
form.
(Activity
6)
(1)教师引导学生分析例句。
(2)两人一组交流总结一般过去时被动语态的结构。
(3)教师点名，个体汇报，全班反馈，教师小结，以加深学生对此语法内容的理解。
(4)学生个体活动，将主动的句子改成被动语态。(1.Zhang
Yining
was
noticed
by
Coach
Wang
Biling.
2.Zhang
Yining
was
asked
to
go
to
Beijing
Shichahai
Sports
School
by
Wang
Biling.
3.…)
（5）全班核对答案,学生大声朗读句子，进一步感知被动语态的结构和用法。
3.Write
a
passage
about
Zhang
Yining.Use
the
sentences
you
have
written
in
Activity
6
to
help
you.
(Activity
7)
(1)学生两人一组活动，思考、讨论并拟出写作提纲，教师可提醒学生参考活动4中介绍刘翔的短文来拟提纲。
(2)个体活动，根据所给信息和自己对张怡宁的了解，写一篇介绍张怡宁的短文。
Possible
answer:
Zhang
Yining
was
noticed
by
Coach
Wang
Biling.
She
was
asked
by
Wang
Biling
to
go
to
Beijing
Shichahai
Sports
School.
A
lot
of
Zhang
Yining\'s
time
was
taken
up
by
her
training
programme,
but
Zhang
Yining
was
advised
by
her
mother
to
study
as
well
as
train
hard.
Step
5
问题探究
学生互相点评彼此的短文。
Step
6
家庭作业
完成学案中的相关练习。
本节课活动的目的是巩固本模块学过的词汇、短语及语法，培养学生根据时间线索和要点记录来组织篇章的能力。学生的反馈显现短语和语法掌握不牢，给学生布置课外作业加强巩固。1.学生自学生词，并记住单词拼写和拼读。
2.预习课本，找出重点短语和句式。
3.读、记后完成学案中自学导练作业。
Step
1
情景导入
T:Do
you
like
sports？
S1：Yes,I
do.
T：What
sports
do
you
often
do
?
S1:I
often
play
ping
pong.
T:Who
is
your
favourite
sports
star?
S1:Guo
Yue.T:What
kinds
of
games
has
she
taken
part
in?
S1：She
has
taken
part
in
all
kinds
of
games
and
won
gold
medals.
T：Why
do
you
like
her？
S1：…
Step
2
完成教材Activities
1，2任务
1.Work
in
pairs.
Look
at
the
picture
and
describe
it.(Activities
1)
(1)做一个游戏竞赛，学生尽可能多地列出与运动有关的单词，列出最多的人为获胜者。如：
Football－soccer,
match,
goal,
score,
kick,
kick
off,player,
goalkeeper,
referee,
whistle,
defence,
attack,
forward,
pass,
run,
miss,
champion,
save
Golf－club,
course,
ball,
walk,
flag,
hole,
golfer,
putt,
hit,
hole?in?one
(2)学生两人一组，看图说话，描述图片中的篮球比赛。
(3)教师点名，部分小组展示，全班反馈。
2.Listen
and
complete
the
sentences.
(Activity
2)
(1)学生个体活动，浏览句子，预测听力内容。
(2)听对话，完成填空。
(3)全班核对答案。
Step
3完成教材Activity
3的任务
1.Listen
and
read.
Now
complete
the
table.
(1)学生个体活动，听录音，理解大意。
(2)浏览表格，然后带着问题再次听对话。
(3)根据所获取的信息，完成表格。
(4)两人一组问答，核对答案。
（答案：1.Teams-HAS
against
BIG
2.Score
of
last
match-HAS
98:
BIG
52
3.Time
of
next
match-next
Saturday
at
noon
4.Lingling’s
favourite
team
to
win-BIG)
（5）全班核对答案。(在学生听对话时，教师应指导学生边听边作笔记，记录的内容可以是重点词、重点短语或者是部分语句，这样能帮助学生准确抓住对话中的细节信息，顺利完成听后活动。)
环节说明:本活动旨在训练学生从听力材料中获取有关比赛的信息，包括队别、分数和说话者对参赛队伍的态度和评价等。对话谈论的是学生非常熟悉的话题——校际篮球比赛以及对比赛的评论和预测，对话内容还涉及了本模块的重点语法项目——一般过去时的被动语态。
2.Everyday
English
(1)让学生在对话中找到这些常用语，老师告诉学生这些语言的含义。
(2)熟读这些常用语。
Step
4
小结训练
1.Do
you
know
what
GDP
stands
for
(代表）?
2.Are
you
for
or
against
my
plan?
3.We’ll
try
our
best
to
beat
(取胜）
them
and
win
the
match.
Step
5
问题探究
你母亲会去为你加油的。
—不可能。
—Your
mum
will
cheer
for
you.
—
No
way.
Step
6
家庭作业
完成学案中的相关练习。
本节课活动的目的是训练学生阅读理解及听力能力。课堂设计好，有利于提高听力能力。
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