U1T2P4
Unit
1
Playing
Sports
Topic
2
I’ll
kick
you
the
ball
again
教学内容分析及课时分配思路：
本单元以Playing
Sports
为主题。第二话题通过Section
A
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。Section
B通过Maria和Jane平息Kangkang和Michael的争吵，呈现了提建议的三种方式：
SectionC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。Section
D要求学生了解英国著名运动之后综合复习Sections
A-C的词汇、语法和功能句，巩固学生本周的学习内容。
我觉得Topic
2的课时分配用5个课时来完成。
第一课时：Section
A-1a,
1b,
1c,
2
第二课时：Section
B-1a,1b,1c,
2
第三课时：Section
B-3,4a,4b,
Section
A-
1d,Section
C-2
第四课时：Section
C-1a,1b,1c
第五课时：Section
D-Grammar
and
Functions,
1a,
1b,
Project
第四课时（Section
C-1a,1b,1c）
教学设计思路：
本节课为本单元第四课时，主要活动为1a,1c。首先教师播放关于篮球的短片，导入1a，学生根据文章配图和自己的背景知识判断句子正误并快速寻读文章，检查判断是否正确，然后再次阅读文章，完成1b练习，并改正错误，接着根据1a阅读材料和1c的问题提示，写下关于篮球的简短的介绍。
Ⅰ.
Teaching
aims
1.
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
2.
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。
（3）能熟练地口头谈论有关篮球的历史，规则及意义的话题。
（4）能规范地模仿本课课文，写出有关篮球运动的文章。
3.
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。
4.
Culture
awareness:
了解篮球的历史和具有代表性的球类运动，如:足球和板球。
Ⅱ.
The
key
points
and
difficult
points
1.
Key
points:
重点短语invent
sth,
come
into
being,
stop…from
doing
sth,
follow
the
rules,
enjoy
doing
sth的运用。
2.
Difficult
points：
(1).
动词不定式作表语的结构：The
goal
is
to
throw
the
ball…
(2).
any在肯定句中的运用。You
can
throw
it
from
any
part…
Ⅲ.
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。
Ⅳ.
Teaching
aids
计算机多媒体投影仪，一段关于蓝球比赛的视频。
V.
Teaching
procedures
Stage
1（5mins）：Warming
up
and
leading
in
Step
Teacher
activity
Student
activity
Designing
purpose
1(Class
activity)
Greet
and
warm
up.Design
some
exercises
to
review
the
structure
subject
+
vt
+
indirect
object
+
direct
object.
Focus
their
attention
on
the
teacher.Do
some
exercises
to
review
the
structure
they
have
learnt
last
lesson.
通过师生互相问候和做值日报告的方式吸引学生注意力，为本课教学做好铺垫。
2(Class
activity)
Play
the
short
video
of
a
basketball
game
and
asks
some
questions
about
basketball
game.
T:
Would
you
like
to
watch
a
video
about
basketball
games?T:
You
have
to
answer
several
questions
after
playing
it.OK!Let’s
enjoy
it.
T:how
many
players
are
there
in
the
game?
T:……
The
students
who
are
interested
in
basketball
voluntarily
answer
the
questions.
They
can
say
anything
about
basketball.Ss:
Yes.S1:There
are
ten.S2:……
教师利用短片吸引学生注意力，开始新课学习。
Remark：
Stage
2（4mins）：Pre-reading
Step
Teacher
activity
Student
activity
Designing
purpose
(Class
activity)
Let
the
students
finish
the
pre-reading
task
according
to
the
pictures
and
what
they
have
known
about
basketball
before.T:
Read
the
four
statements
and
find
out
the
correct
ones.T:You
can
read
the
passage
and
check
your
answers.
Tick
the
statements
based
on
the
pictures
and
their
background
knowledge.S1:No.1,I’m
not
sure.S2:Maybe
I
think
No2
is
true.
训练学生根据图片和背景知识判断句子正误，然后通过阅读短文检测判断是否正确，同时从文章中获取篮球的相关知识。
Remark:
Stage
3（11mins）：While-reading
Step
Teacher
activity
Student
activity
Designing
purpose
1(
Class
work
)
Ask
the
students
to
read
the
passage
quickly
and
check
the
pre-reading
task.
Read
the
passage
carefully
and
check
their
answers.
2(
Class
work
)
Ask
the
students
to
skim
1a
and
find
out
the
topic
sentence
of
each
paragraph.
Skim
1a
quickly
to
find
out
the
topic.Sentence
of
each
paragraph.
Then
volunteers
share
their
answers
in
class.S2:Para1.
Basketball
is
one
of
the
most
popular
sports
in
the
world
and
it
has
a
long
history.
S3:Para
2.
Basketball
soon
became
very
popular.S4:Para
3.
The
rules
of
playing
basketball
and
its
important
meaning
of
playing
basketball
先让学生skim略读，理解文章大意，然后去scan浏览，带着问题，为快速索定所需特定信息，这样可帮助学生掌握阅读技巧。
3(
individual
work
)
Ask
the
students
to
scan
1a
and
answer
the
two
questions.T:Read
the
passage
carefully
and
then
answer
the
question:
(1)
who
invented
basketball?(2)
when
did
he
invented
it
?Ask
the
students
to
read
Paragraph
3
carefully
and
answer
the
question
“What
are
the
rules
in
the
basketball
game?”
in
1c.T:
Quite
well.
Now,
everyone,
please
read
Paragraph
3
carefully
and
answer
the
question:
What
are
the
rules
in
the
basketball
game?
Scan
the
passage
to
find
out
the
answer.S5:“James
Naismith”.S6:“In
1891”.Find
out
the
following
information
from
Line
1
to
Line
7
in
Paragraph
3.Ss:……
4(
Class
work
)
Play
the
recording
for
the
Ss,
and
ask
them
to
read
with
the
tape.
Read
the
whole
passage
with
the
tape.
imitating
the
pronunciation
and
the
intonation.
Remark：
Stage
4（14mins）：Post-reading
Step
Teacher
activity
Student
activity
Designing
purpose
1(Group
work)
Finish
1b
quickly.
Finish
1b.
While-reading部分学生对1a的阅读已经很充分，故1b可以快速完成。
2(Class
work)
Explanation
of
the
passage
and
deal
with
the
key
points(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.
Underline
the
language
points
in
their
books
and
take
some
notes
3(Class
work)
Ask
the
students
to
finish
writing
the
introduction
of
basketball
in
1c,
reminding
them
to
connect
the
topic
sentences,
and
then
add
something
necessary..
Connect
the
topic
sentences
together,
and
add
some
detail
things,
especially
about
the
rules.
根据1a阅读材料和问题复述课文，巩固1a中蓝球的相关短语和重要句型，训练学生口头和笔头的输出能力。
Remark：学生先回答问题，再在小组内复述短文，最后抽几组学生到台上合作完成复述。
Stage
5（6mins）：Summarizing
and
assigning
HMK
Step
Teacher
activity
Student
activity
Designing
purpose
1（Class
activity)
Summarize
what
the
students
learned
today.
Some
important
language
points
are
shown
on
the
computer
screen.T:
OK.
Class
will
be
over
soon,
Now
let’s
summarize
what
we
have
learnt
in
this
lesson.
T:Well
done.
And
I
hope
you
can
remember
them
after
class.
Summarize
.All
the
students
should
know
the
meaning
of
the
summary.
S1:We
learned
about
basketball
history
and
the
rules
in
basketball
game.
S2:
We
knew
the
phrases
:came
into
being,
stop…from
doing
sth.
one
of
+
plural
nouns,
enjoy
doing
sth.
and
so
on
.S3:We
can
write
down
the
introduction
about
basketball.
该步骤引领学生总结本节课所学内容，并布置家庭作业。
2
(Class
activity)
Assign
the
HMK.Ask
the
students
to
search
the
Internet
for
some
special
information
about
football
and
cricket.
Assign
the
students
to
review
Sections
A-C
to
prepare
for
Section
D.
T:
Good.
For
today’s
homework,
I’d
like
you
to
remember
the
new
words
and
phrases.
And
then
you
should
preview
Section
D.
Search
the
Internet
for
the
information
about
football
and
cricket
after
class.Students
should
review
Sections
A-C
to
prepare
for
Section
D.
Remark：教师可安排学生课后查阅其它运动的历史和相关知识。
VI.
Blackboard
design
第四课时
(Section
C-1a,
1b,
1c)…is
one
of+
plural
nounscome
into
beingThe
goal
is
to
do
sth.stop…from
doing
sth.You
can
throw
it
from
any
part
of
the
court.follow
the
rulesfor
example
/
such
asIt
is
more
important
for
you
and
the
other
players
to
play
as
a
team.enjoy
doing
sth.
1
/
10U1T2P1
Unit
1
Playing
Sports
Topic
2
I’ll
kick
you
the
ball
again
教学内容分析及课时分配建议：
本单元以Playing
Sports
为主题。第二话题通过Section
A
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。Section
B通过Maria和Jane平息Kangkang和Michael的争吵，呈现了提建议的三种方式：
Section
C简单介绍了篮球的发展历史和运动规则。Section
D综合复习Sections
A-C的词汇、语法和功能句，巩固学生本周的学习内容，并介绍了两种英国的球类运动football和cricket。
本话题的内容可以用5个课时来完成。
第一课时：Section
A-1a,
1b,
1c,
2
第二课时：Section
B-1a,1b,1c,
2
第三课时：Section
B-4a,4b,
Section
A-
1d,
Section
B-3,
Section
C-2
第四课时：Section
C-1a,1b,1c
第五课时：Section
D-1a,
1b,Grammar
and
Functions,
Project
第一课时（Section
A-1a,
1b,
1c,
2）
教学设计思路：
首先用足球赛的视频导入本课主题：I’ll
kick
you
the
ball
again.
在pre-listening
部分提出三个问题让学生根据1a的图片猜测答案并浏览1b预测1a大意。While-listening中完成三个问题答案的确认和1b的填空。Post-listening
中完成1c并利用2进行步的巩固和操练直接间接宾语及Would
you
mind...句型，最后总结本课主要内容并布置课后作业结束本课。
Ⅰ.
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
…?
2.
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。
3.
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。
4.
Culture
awareness:
Ⅱ.
The
key
points
and
difficult
points
1.
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…？
2.
Difficult
points：
1.
活动中近义句的转换。
2.
Would
you
mind
(not)
doing
sth?
Do
you
mind
(not)
doing
sth?
Ⅲ.
Learning
strategies
1.
通过学句的转换，使学生有能力用不同的句型表达相同的意思。
2.
通过学生看图听音的训练，鼓励学生大胆预测所学内容。
Ⅳ.
Teaching
aids
计算机多媒体投影仪，一段足球比赛视频。
V.
Teaching
procedures
Stage
1（7mins）：Greeting
and
leading
in
Step
Teacher
activity
Student
activity
Designing
purpose
1(Class
activity)
Get
students
ready
for
learning.Ask
a
girl
and
a
boy
to
give
the
everyday
report:
My
weekend
plan.T:Good
morning,
everybody!
The
first
two
mins
is
for
you
to
give
the
everyday
report
Focus
their
attention
on
the
teacher.A
girl
and
a
boy
give
their
reports,
introducing
their
weekend
plan.Ss:Good
morning,
Miss…
S1:It’s
my
turn
to
do
duty
report.
Today,
I
want
to
talk
about
my
weekend
plan.I’m
going
to
……
2(individual
work)
Play
the
video
of
playing
football
to
introduce
the
topic
“I’ll
kick
you
the
ball
again”.T:
It’s
an
exciting
moment.
On
January
10th,2015,
China
played
the
match
against
Saudi
and
won
at
last.
Sun
Hai
kicked
the
ball
into
the
door.
So
great!
Today,
Let’s
come
to
the
topic
“I’ll
kick
you
the
ball
again.”Free
talkT:
Can
you
say
something
about
football?T:Yes,that’s
right.Any
more?T:You
are
so
great!
Watch
the
video.
Talk
about
football
freely.
S1:
Football
is
one
of
the
most
popular
sports
in
the
world.S2:
The
Britain
is
the
hometown
of
the
modern
football.S3:
I
know
a
great
football
association
named
the
FIFA.
视频导入不但能使学生迅速安静下来，而且能让学生快速进入到新课的学习中。
Remark:
教师要合理运用时事热点。既可激发学生兴趣，又可让英语课堂与时俱进。
Stage
2（5mins）：Pre-listening
Step
Teacher
activity
Student
activity
Designing
purpose
1(
Individual
work
)
Lead
in
1a.
Shows
the
pictures
of
1a
on
the
screen,
and
present
three
questions
for
the
students
to
discuss.(1)
What’s
wrong
with
the
boy?(2)
Who
is
the
boy?(3)
What
are
Michael
and
Kangkang
talking
about?Ask
the
students
to
read
the
statements
in
1b
and
predict
the
answers.
Look
at
the
pictures
of
1a
on
the
screen,
and
discuss
the
answers
of
the
three
questions
present
by
the
teacher.S1:
He
is
ill.S2:
He
is
sleeping.S3:
Maybe
he
is
Kangkang’s
friend
or
Michael’s
friend.S4:
Maybe
they
are
talking
about
a
football
game.Predict
the
answers
to
1b.
教师让学生通过观察图片预测发生的事，对于学生学习兴趣的激发作用很大。
Remark：
Stage
3（8mins）：While-listening
Step
Teacher
activity
Student
activity
Designing
purpose
1.(Class
activity)
Play
the
recording
of
1a
and
check
the
three
Qs'
answers.T:
Now
Let's
check
the
answers
of
the
three
questions.
Blid
you
get
them
right?
Answer
the
three
questions
together.Q1:
He
fell
ill/was
ill.Q2:They
are
talking
about
the
football
game
on
Saturday.Q3:He
is
one
of
Kangkang's
teammates.
2(Individual
work)
Get
the
Ss
listen
to
1a
again
and
finish
1b.
Then
ask
them
to
give
the
answers
individually.T:Now,
who
can
share
your
answers
with
us?
Listen
to
1a
again
and
finish
1b
by
themselves.
Then
share
the
answers
with
the
whole
class.S1:
Class
Five.S2:
Fell
ill.S3:
soccer.S4:
pactice.
3(Class
work)
Play
the
recording
of
1a
sentence
by
sentence.
Ask
the
Ss
to
listen
and
follow.T:I
will
play
the
recording
of
1a
sentence
by
sentence.
Please
listen
carefully,
and
pay
attention
to
your
pronunciation
and
the
intonation.
Read
the
dialogue
after
the
recording
sentence
by
sentence.
Paying
attention
to
the
pronunciation
and
the
intonation.Ss:...
Remark：
Stage
4（15mins）：Post-listening
Step
Teacher
activity
Student
activity
Designing
purpose
1(Group
work)
Start
on
1c.Explain
the
phrases
in
box
by
using
synonymous
phrases.
And
give
two
or
three
minutes
for
the
students
to
finish
1c.T:
Now,
let’s
come
to
1c
together.“be
ill”means“sick”;
and
“give…a
hand”means“give…help”.Ask
two
or
three
students
to
write
their
answers
on
the
blackboard.
Try
to
understand
the
explanation
of
the
phrases.
And
then
finish
1c.Discuss
in
groups
and
volunteers
write
the
answers
on
the
blackboard.
2(Individual
work)
Guide
the
Ss
to
finish
section
A-2T:
Let’s
enjoy
some
pictures.
You
can
use
several
phrases
to
describe
them.Teacher
plays
the
recording
and
pauses
after
each
dialogue.
Get
the
Ss
to
finish
Part
A
in
2.T:Get
ready
to
listen
to
the
conversations
and
number
the
pictures.
Then
tell
me
the
answer.Play
the
recording
again
and
get
the
Ss
finish
Part
B.
Then
check
the
answer
in
class.Guide
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.
Look
at
the
pictures
in
2-A,
and
try
to
describe
them
with
phrases.S1:the
high
jump,
S2:play
basketball,
S3:play
football,
S4:
litter
things.Students
listen
and
finish
Part
A
in
2.
S5:
the
right
order
is
2-3-1-4.Students
write
down
the
answers
to
Part
B
in
their
books
.Ask
and
answer
in
pairs,
using
the
following
phraseskicking
the
ball
to
me;kicking
me
the
ball。showing
the
book
to
me;showing
me
the
book.giving
the
book
to
me;giving
me
the
book.
Remark：
Stage
5（5mins）：Summarizing
and
assigning
HMK
Step
Teacher
activity
Student
activity
Designing
purpose
1（Class
activity)
Show
the
summary
to
the
students
on
the
screen.
T:
OK.
Class
will
be
over
soon,
Now
let’s
summarize
what
we
have
learnt
in
this
lesson.
What
do
we
learned
and
what
can
you
do
after
this
lesson?
T:Can
you
make
a
sentence
with
it?T:A
good
example.
Anything
else?Teacher
shows
summary
on
the
screen.
Summarize
Section
A
with
the
teacher
by
doing
exercises
shown
on
the
screen.S1:
We
learned
how
to
use
the
structure
of
“
Would
you
mind
(not)
doing
sth
?”Do
you
mind
(not)
doing
sth?”
after
teaching.
S1:
Yes.
For
example,
would
you
mind
passing
me
the
ball.S2:We
can
how
to
make
sentences
with
the
phrases
“fall
ill,
give
sb
a
hand,
do
well
in”.S3:We
have
known
the
difference
between
“see
sb.
do”
and
“see
sb.
doing”
correctly.
总结本课所学，帮助学生使知识条理化，再一次巩固本课的知识点。
2
(Class
activity)
Assigns
the
HMK.(1)
Review
the
summary
after
class.(2)
Retell
1a
and
report
it
to
the
whole
class
tomorrow.
(3)
Preview
Section
B
after
class.T:
Good.
For
today’s
homework,
I’d
like
you
to
remember
the
new
words
and
phrases.
Please
practice
1a
with
your
partner.
And
then
you
should
preview
Section
B-1a,
1b,
1c,
2.
Finish
the
HMK
after
class.
适当的家庭作业有助于巩固课堂所学的知识。
Remark：
VI.
Blackboard
design
第一课时
(SectionA-1a,
1b,
1c,
2)
Would
you
mind
(not)
doing
sth.?
fall
ill/be
illDo
you
mind
(not)
doing
sth.?
be
good
at/do
well
in
Would
you
mind
…?
Could
you…
please?
give
me
a
hand
1
/
12U1T2P5
Unit
1
Playing
Sports
Topic
2
I’ll
kick
you
the
ball
again
教学内容分析及课时分配建议：
本单元以Playing
Sports
为主题。第二话题通过Section
A
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。Section
B通过Maria和Jane平息Kangkang和Michael的争吵，呈现了提建议的三种方式：
Section
C简单介绍了篮球的发展历史和运动规则。Section
D综合复习Sections
A-C的词汇、语法和功能句，巩固学生本周的学习内容，并介绍了两种英国的球类运动football和cricket。
本话题的内容可以用5个课时来完成。
第一课时：SectionA-1a,
1b,
1c,
2
第二课时：
SectionB-1a,1b,1c,
2
第三课时：SectionB-4a,4b,
Section
A-1d,
Section
B-3,
Section
C-2
第四课时：SectionC-1a,1b,1c
第五课时：SectionD-1a,
1b,Grammar
and
Functions,
Project
第五课时（Section
D-1a,
1b,
Grammar
and
Functions,
Project）
教学设计思路：
本节课为本话题第五课时，主要活动为1a
，1b和Project。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。首先教师通过视频和足球明星贝克汉姆的海报导入1a，学生通过速读1a
，找出每段的中心句，然后再次阅读文本，完成1b的三个问答题
，在综合复习总结了Grammar
and
Functions
中词汇、短语和功能句的基础上，进行相关练习，最后通过Project
的写作练习，让学生以实践、体验等方式来综合运用本话题所学的知识。
Ⅰ.
Teaching
aims
1.
Knowledge
aims：
（1）能正确朗读出单词表所有单词及短语，能正确拼读、书写并运用单词。
（2）复习并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。
2.
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。
（3）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。
3.
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。
4.
Culture
awareness:
了解英国的足球和板球运动
Ⅱ.
The
key
points
and
difficult
points
1.
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
2.
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。
Ⅲ.
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。
Ⅳ.
Teaching
aids
计算机多媒体投影仪，英国足球明星贝克汉姆和查尔顿的海报或图片，近期的足球世界杯的视频。
V.
Teaching
procedures
Stage
1（2mins）：Getting
students
ready
for
learning
Step
Teacher
activity
Student
activity
Designing
purpose
(Class
activity)
Get
students
ready
for
learning.Ask
three
students
report
their
homework
one
by
one.
T:
I
know
that
you
have
searched
the
Internet
for
some
special
information
about
football
and
cricket.
Now
It’s
your
turn
to
share
it
with
us.
Volunteers?tT：You
are
wonderful
today,
indeed.
Focus
their
attention
on
the
teacher.The
three
students
try
to
report
as
well
as
they
can.S1:
Football
is
an
ancient
sports
activity,has
a
long
history.It
originated
from
the
game
named
Cuju
in
ancient
China.S2:Football
is
played
mainly
with
the
feet,but
players
may
use
any
part
of
their
body
except
their
hands
and
arms
to
propel
the
ball.S3:Cricket
is
a
team
sport
played
between
two
teams
of
eleven
players
each.It
is
played
on
a
rough
grass
field.S4:……
值日生作有关足球和板球的报告，为1a的学习作铺垫。
Remark:值日生报告后其它学生可就报告内容进行提问。
Stage
2（3mins）：Leading
in
1a
Step
Teacher
activity
Student
activity
Designing
purpose
(Class
activity)
Play
the
latest
video
of
the
football
World
Cup
and
ask
some
questions.T:Who
knows
the
players?
T:Who
can
say
something
about
them?
Show
a
picture
of
David
Beckham,
introducing
him
T:
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
.
Show
the
new
words
“player,
star,
hero,
person”
on
the
blackboard
and
teach
them
to
learn
the
new
words.
Watch
the
video
and
discuss
with
their
partners.
Some
students
answer
the
teacher’s
questions.Volunteer
to
say
something
about
them
S1:……S2:……Listen
to
the
teacher’s
introduction..
利用视频和贝克汉姆的海报导入，能引起学生注意，激发学习兴趣，引导学生快速进入学习状态。
Remark：
Stage
3（8mins）：Reading
1a
Step
Teacher
activity
Student
activity
Designing
purpose
1(Individual
work)
Finish
1a.
Ask
the
students
to
skim
the
passage,
looking
for
the
topic
sentence
of
each
paragraph.T:
Now,
who
can
share
your
answers
with
us?
Skim
the
passage
and
find
out
the
topic
sentence
of
each
paragraph.S1:
Para
1,
Football
and
cricket
are
the
world’s
famous
sports
in
England.S2:
Pagr2,
Football
is
a
fast
game.S3:Pagr3,
Cricket
is
a
national
sport
in
England.
学生通过略读，归纳段落大意。
2(Individual
work)
Finish
1b.
Ask
students
to
answer
the
questions
in
1b
and
write
down
the
answers.
Read
1a
carefully
and
write
the
answers
in
their
books.S1:It
means
the
grass.S2:Two.They
are
football
and
cricket.S3:……
3(Class
work)
Deal
with
the
language
points.(1)Sports
lover
(2)Football
is
a
fast
game
played
in
winter.(3)the
world’s
famous
sports
With
hundreds
of
years’
history,…(4)play
football
for
fun
(5)People
sit…,
enjoying
the
sun…(6)enjoy
the
sun(7)hero---heroes
Try
to
understand
the
explanation
and
take
notes.
Remark:
Stage
3（3mins）：Grammar
and
Functions
Step
Teacher
activity
Student
activity
Designing
purpose
(
Class
work
)
Check
the
students’
answers
of
Grammar
and
Function.
Two
groups
show
their
answers
by
writing
them
down
on
the
blackboard.
Remark：
Stage
4（12mins）：Consolidation
and
Practice
Step
Teacher
activity
Student
activity
Designing
purpose
1(Group
work)
Design
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.
Change
the
sentences
into
another
way
of
expressing.Keys:
S1:
Lily
kicks
me
the
ball.S2
:I
pass
him
the
book.S3:
She
shows
a
photo
to
me.S4:
Please
throw
the
ball
to
me.S6:Bring
a
present
to
Peter.S7:
I
made
my
mother
a
big
cake.S8:
My
dad
bought
my
brother
a
basketball.
复习本话题的核心内容，为学生提供复习和再学习的机会。
2(Individual
work)
Ask
the
students
to
make
dialogs
by
using
“-Would
you
mind/Do
you
mind…”-Not
at
all/Never
mind……T:
Good
job!
Two
groups
show
their
dialogs
by
acting
them
out
in
class.S1:Would
you
mind
opening
the
window?
S2:Of
cause
not.
I’ll
do
it
right
away.
复习表示请求和回应的功能句
3(Class
work)
Design
exercises
about
the
following
phrases:spend
time
(in)
doing
sth
spend
time
on
sth
do
sth
welldo
well
in
sthbe
good
at
doing
sth
take
part
in…
join
sbjoin
the
clubplay
witharrive
in
leave
forgo
skating
Have
to
know
the
following
synonymous
phrases:help
me
/
give
me
a
hand;
the
fifth
class
/
Class
Five;fall
ill
/
be
illdo
well
in
/
be
good
at;one
hundred
years
/
a
century;enjoy
/
become
popular;be
born
/
come
into
being;pass
sth.
to
sb.
/
pass
sb.
sth.;around
the
world
/
all
over
the
world.Students
try
to
do
the
exercise
correctly,
paying
attention
the
differences.
综合性的练习主要是对课堂上一些重难点的深入，必不可少。
Remark：练习的设计要兼顾学生的自主完成和合作完成。
Stage
5（9mins）：Finish
2
and
Project
Step
Teacher
activity
Student
activity
Designing
purpose
(Group
work)
Ask
the
students
to
finish
2.
Organize
the
students
to
write
the
essay
with
the
title
of
“My
favorite
sport”T:You
can
write
your
favorite
sports
with
the
help
of
the
questions
in
project
now.Call
three
students
to
write
their
favorite
sports
on
the
blackboard
and
helps
to
correct
the
mistakes.Collect
their
writings.
Interview
David
Beckham
about
“Famous
Sports
in
England”
and
write
down
their
interview.Write
down
the
essay
“My
favorite
sport”.Three
students
write
down
the
essays
while
others
read
their
own
essays.
With
the
help
of
the
teacher
and
students,
they
should
correct
the
mistakes.
通过搜集信息写报告介绍自己最喜欢的运动并在小组内进行讨论的活动，巩固本话题的重要语法和功能，培养学生的综合语言运用能力。
Remark：教师可把本活动的第一步提前布置成课后作业。
Stage
6（3mins）：Assigning
HMK
Step
Teacher
activity
Student
activity
Designing
purpose
（Class
activity)
Lead
the
students
to
preview
the
vocabulary
in
Topic
3.Ask
the
students
to
collect
the
names
of
the
sports
activities
and
they
will
show
the
names
on
the
blackboard
in
the
next
class.T:
OK.
Class
will
be
over
soon,
For
today’s
homework,
I’d
like
you
to
remember
the
new
words
And
then
you
should
preview
Topic3
Section
A-1a,
1b,
2a
and2b.
Read
the
words
and
phrases
according
to
the
phonetic
symbol
as
well
as
listening
to
the
recording
of
the
vocabulary.Collect
the
names
in
many
ways,
asking
others
or
looking
for
them
in
newspapers
or
on
the
Internet.
该部分的目的在于布置家庭作业，并提出预习要求。
Remark：教师布置家庭作业，让学生准备好下一话题的学习。
VI
.
Blackboard
design
第五课时
(section
D-1a,
1b,
Grammar
and
Functions,
1c,
Project)sports
lover
Football
is
a
fast
game
played
in
winter.the
world’s
famous
sports
With
hundreds
of
years’
history,…play
football
for
fun
It
is
a
game
played
on
grass.the
most
popular
sports
Players
score
points,
hitting
the
ball…the
most
interesting
People
sit…,
enjoying
the
sun…a
very
popular
sport
enjoy
the
sunwatch
team
gamehero---heroes
1
/
10U1T2P3
Unit
1
Playing
Sports
Topic
2
I’ll
kick
you
the
ball
again
教学内容分析及课时分配建议：
本单元以Playing
Sports
为主题。第二话题通过Section
A
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。Section
B通过Maria和Jane平息Kangkang和Michael的争吵，呈现了提建议的三种方式：
Section
C简单介绍了篮球的发展历史和运动规则。Section
D综合复习Sections
A-C的词汇、语法和功能句，巩固学生本周的学习内容，并介绍了两种英国的球类运动football和cricket。
本话题的内容可以用5个课时来完成。
第一课时：Section
A-1a,
1b,
1c,
2
第二课时：Section
B-1a,1b,1c,
2
第三课时：Section
B-4a,4b,
Section
A-
1d,
Section
B-3,
Section
C-2
第四课时：Section
C-1a,1b,1c
第五课时：Section
D-1a,
1b,Grammar
and
Functions,
Project
第三课时（Section
B-4a,4b,
Section
A-
1d,
Section
B-3,
Section
C-2）
教学设计思路：
本节课主要活动为Section
B
-3,
4a,4b.教师首先开展游戏复习表示请求的功能句，由功能句Would
you
mind
reading
the
phonetic
symbols
on
the
the
cards?导入4a，学生通过跟读掌握和区分/e/和/aI/的读音，再进行4b,通过模仿录音，正确朗读辅音的不完全爆破。接着教师利用课堂用语引入双宾语结构，学生仿照Section
A-
1d的例句进行句型转换，然后将Section
B-3作为巩固练习。最后完成Section
C-2的教学和练习，为开展Section
C-1a的阅读做好准备。
Ⅰ.
Teaching
aims
1.
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）能初步感知本话题语法：subject+vt+indirect
object+direct
object.
（3）能对双宾结构进行句型转换，理解并能运用双宾语结构。
2.
Skill
aims:
(1）能正确朗读对话和句子，注意语音语调。
（2）能区别/e/和/aI/音素，注意不完全爆破。
3.
Emotional
aims:
通过小组合作，培养团队精神。
4.
Culture
awareness:
Ⅱ.
The
key
points
and
difficult
points
1.
Key
points:
(1)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…？
(2)双宾语：subject
+
vt
+
indirect
object
+
direct
object.
2.
Difficult
points：
(1).
对不完全爆破读音的正确把握。
(2).
双宾语：subject
+
vt
+
indirect
object
+
direct
object.
Ⅲ.
Learning
strategies
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。
Ⅳ.
Teaching
aids
计算机多媒体投影仪，音标卡片，单词卡片。
V.
Teaching
procedures
Stage
1（6mins）：
Revision
and
leading
in
Step
Teacher
activity
Student
activity
Designing
purpose
1(Group
activity)
Play
a
game
to
review
the
functions.
The
teacher
need
to
divide
the
students
into
3groups,then
choose5students
in
each
group
to
listen
to
the
sentences
and
act.He
will
get
10
points
for
each
correct
action.The
group
which
gets
the
most
points
will
be
the
winner.T:
Before
the
new
lesson,
let’s
play
a
game.
The
rules
are
like
this:…
Are
you
ready?Would
you
mind
opening
the
window?
Do
you
mind
closing
your
English
book?Would
you
mind
showing
your
hands?
Would
you
mind
not
standing
there?Do
you
mind
putting
your
ruler
here?
Every
student
will
take
an
active
part
in
the
game
to
perform
best
.The
teacher
says
a
sentence,
the
students
act
them
out
after
the
teacher
said.S1:Of
course
not
(do
the
action)S2:Certainly
not.
(do
the
action)S3:Never
mind.
(do
the
action)S4:Sorry.
(do
the
action)S5:Not
at
all.
(do
the
action)
该步骤复习和巩固上节课所学的表示请求的功能句。
2(Class
activity)
Lead
in
4a.Show
the
word
cards
in
4a.T:
Would
you
mind
reading
the
phonetic
symbols
on
the
the
cards?
Try
to
read
the
words
on
the
cards
.Ss:……
Remark:
Stage
2（10mins）：Phonetic
learning
Step
Teacher
activity
Student
activity
Designing
purpose
1(
Class
work)
Show
phonetic
cards
/
e
/
and
/
aI/.T:Listen
to
a
tongue
twister(绕口令)
first,then
you
can
tell
the
difference
between
/e/and
/
aI
/.
It
is
like
this:
Five
white
mice
are
flying
nine
fine
kite.
Ted
gets
the
bread
ready
in
a
bed.T:Please
read
the
pairs
of
words
and
then
try
to
tell
the
students
the
rules
for
spelling..Play
the
recording
of
4a.
Read
the
words
individually,
asking
for
help
when
necessary.Volunteers
read
the
vowel.Ss:……Students
correct
their
pronunciation
as
the
teacher
reads.Ss:……Read
after
the
recording
and
try
to
imitate.
4a主要训练学生区别/
e
/
和
/
aI/.两个音素的不同发音。
2(
Class
work)
Play
the
recording
of
4b.
Let
students
check
their
reading.
Read
with
the
recording.T:You
did
quite
well.
Read
after
4b,
imitating
the
incomplete
plosion.
Check
in
pairs.
A
reads,
while
B
listens
and
corrects.
Students
read
together.
4b引导学生注意音素/k/,/t/,/d/,和/p/不完全爆破现象。
Remark:教师可通过让学生听绕口令的方式引导学生区别/e/和/aI/两个音素的不同发音。
Stage
3（11mins）：Grammar
learning
Step
Teacher
activity
Student
activity
Designing
purpose
1(
Class
work
)
Ask
the
students
to
finish
SectionA-1d.T:
You
can
read
Section-1a
again
and
underline
the
sentences
with
the
direct
and
indirect
object
structure.then
follow
the
example
to
rewrite
them.Check
the
answers.
Underline
the
sentences
and
rewrite
them.
Volunteers
read
the
answers.S1:
You
pass
me
the
ball.
We
can
also
say,You
pass
the
ball
to
me.S2:……
该部分主要展示和学习文中出现的语法项目－双宾语结构。
2(
Class
work
)
Encourage
students
to
summarize
the
structure
“subject
+
vt
+
indirect
object
+
direct
object.”T:
Can
you
make
some
sentences
like
this?
T:Good,S2,Can
you
say
it
in
another
way?Ask
students
to
make
more
sentences
to
practice
the
usage
of
the
structure
“subject
+
vt
+
indirect
object
+
direct
object.”
Try
to
summarize
the
structure
“subject
+
vt
+
indirect
object
+
direct
object.”and
rewrite
them
in
another
way.S1:Would
you
please
show
me
your
story
book?S2:Yes.
Would
you
please
show
your
story
book
to
me?Try
to
make
more
sentences
to
practice
the
usage
of
the
structure
“subject
+
vt
+
indirect
object
+
direct
object.”
Remark：教师应引导学生自己发现并总结新句型，再进行练习。
Stage
4（14mins）：Exercises
Step
Teacher
activity
Student
activity
Designing
purpose
1(Class
work)
Finish
3.
Let
the
students
observe
the
structure
of
the
example
and
paraphrase
the
sentences
in
3.
Check
their
answers,
and
five
students
from
different
group
finish
checking.
Teacher
gives
help
when
necessary.Organize
a
competition
to
read
3.
Five
groups
will
be
in
the
competition,
and
the
first
three
groups
will
be
the
winners.
Observe
the
example
first,
and
then
they
write
the
answers
in
their
books:S1:You
can
also
pass
the
ball
to
a
teammate.S2:
Please
throw
the
ball
to
me.S3:
My
dad
bought
my
brother
a
basketball.S4:
Bring
a
present
to
Peter.S5:
I
made
my
grandfather
a
big
cake.Five
students
write
their
answers
on
the
blackboard.
The
sixth
one
checks
and
reads
the
answers.
Five
groups
read
at
the
same
time
to
see
which
group
read
more
quickly.
C1:
Bring
Peter
a
present.C2:
Bring
a
present
to
Peter.B1:
…pass
a
teammate
the
ball.B1:
…pass
the
ball
to
a
teammate.A1:
…bought
a
basketball
for
my
brother.A2:
…bought
my
brother
a
basketball.
本部分旨在练习和巩固本话题重要语法项目－双宾语结构。
2(Class
work)
Ask
the
students
to
skim
through
the
exercises
in
SectioC-2
to
see
if
there’s
something
they
don’t
understand.
Explain
some
difficult
points
that
the
students
may
ask.T:It
means
starting
to
appear.Offer
about
3
minutes
for
students
to
finish
2.Ask
six
students
from
different
groups
to
write
down
their
answers
on
the
blackboard.
Skim
through
the
exercises
to
find
the
difficult
part,
and
then
they
turn
to
the
teacher
for
help.Students
point
out
the
difficult
points.S1:What’s
the
meaning
of
the
phrase”come
into
being”?Do
the
exercises
carefully,
leaving
question
mark
near
the
place
where
they
are
not
sure.The
six
students
representatives
write
their
answers
on
the
blackboard
while
others
try
to
read
the
exercises.
本步骤起引起词汇和激活背景知识的作用，为开展阅读SectionC-1a做好准备。
Remark：学生独立完成SectionB-3，教师抽层次较低的学生说出答案，了解学生完成情况，再按照学生需要进行讲解或者补充。
Stage
5（5mins）：Summarizing
and
assigning
HMK
Step
Teacher
activity
Student
activity
Designing
purpose
1（Class
activity)
Summarize
what
the
students
learned
today.
Important
language
points
are
shown
on
the
computer
screen.T:
OK.
Class
will
be
over
soon,
Now
let’s
summarize
what
we
have
learnt
in
this
lesson.
T:Wonderful!.
I
hope
you
can
remember
them.
If
you
have
difficulty
understanding
them,just
turn
to
me
or
ask
other
students
for
help.
All
the
students
should
know
the
meaning
of
the
summary.
S1:
We
learned
the
pronunciation
of
/e/and
/ai/S2:We
knew
about
the
incomplete
plosion.
S3:We
also
know
the
structure
“the
subject
+
vt
+
indirect
object
+
direct
object.
总结本节课所学重要知识。
2
(Class
activity)
Assign
the
HMK.Search
the
Internet
for
some
special
information
about
basketball.
Learn
to
read
the
words
and
text
of
1c
to
prepare
Section
C
after
class.
Students
search
the
information
about
basketball
and
preview
the
new
words
and
text
to
prepare
Section
C
after
class.
Remark：总结时教师可提供框架，学生进行填充；布置家庭作业时教师要强调复习和预习。
VI
.
Blackboard
design
第三课时
(section
B-4a,
4b,
section
A-1d,
section
B-3,
section
C-2)
/e/
/aI/
subject
+
vt
+
indirect
object
+
direct
object.press
price
kick
the
ball
to
me=
kick
me
the
ball
ta(k)e
part
in
……
1
/
10U1T2P2
Unit
1
Playing
Sports
Topic
2
I’ll
kick
you
the
ball
again
教学内容分析及课时分配建议：
本单元以Playing
Sports
为主题。第二话题通过Section
A
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。Section
B通过Maria和Jane平息Kangkang和Michael的争吵，呈现了提建议的三种方式：
Section
C简单介绍了篮球的发展历史和运动规则。Section
D综合复习Sections
A-C的词汇、语法和功能句，巩固学生本周的学习内容，并介绍了两种英国的球类运动football和cricket。
本话题的内容可以用5个课时来完成。
第一课时：Section
A-1a,
1b,
1c,
2
第二课时：Section
B-1a,1b,1c,
2
第三课时：Section
B-4a,4b,
Section
A-1d,
Section
B-3,
Section
C-2
第四课时：Section
C-1a,1b,1c
第五课时：Section
D-1a,
1b,Grammar
and
Functions,
Project
第二课时（Section
B-1a,1b,1c,
2）
教学设计思路：
本节课主要活动为Section
B
-1a,2。首先教师展示1a中第一幅图片，由问题“What’s
wrong
with
Kangkang
and
Michael?”导入1a，学生通过听1a判断1b四个句子的正误。然后在认真阅读1a对话的基础上，通过1c填空的方式对1a进一步巩固和拓展，并尝试复述1a。最后完成2，从AB两栏中选择词汇完成句子，巩固和运用对话中出现的重要短语。
Ⅰ.
Teaching
aims
1.
Knowledge
aims：
（1）能正确拼读并运用单词表中的单词:
fight,
angry,
nothing,
finish
（2）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.
（3）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.
2.
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。
3.
Emotional
aims:
通过对Section
B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。
4.
Culture
awareness:
Ⅱ.
The
key
points
and
difficult
points
1.
Key
points:
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.
2.
Difficult
points：
对be
sorry
for
what
I
said
中what的理解。
Ⅲ.
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.
尝试用不同的方式来重复所读到的信息能帮助学生更好地运用所学知识。
Ⅳ.
Teaching
aids
计算机多媒体投影仪。
V.
Teaching
procedures
Stage
1（3mins）：Getting
students
ready
for
learning
Step
Teacher
activity
Student
activity
Designing
purpose
(Class
activity)
Greet
and
warm
up.Ask
the
students
to
design
a
special
topic
of
request
and
give
the
everyday
report.T:
Good
morning,
everybody!
The
first
two
mins
is
for
you
to
give
the
everyday
report
T:What
can
you
learn
from
her
report?T:Could
you
share
some
examples
with
us?T:Well
done!
Greet
and
warm
up.Report
in
front
of
the
whole
class.
The
topic
is
related
to
the
request.Ss:Good
morning,
Miss…
S1:It’s
my
turn
to
do
duty
report.
Today,
I
want
to
talk
about
Request..……S2:I
can
learn
more
expressions
about
requestS2:Sure!
For
example:”I
can’t
manage,Can
you
help
me
?””Could
you
please
do
me
a
favor?”
……
Remark：尝试让学生搜集课本以外的相关内容，可拓展学生的知识量。
Stage
2（6mins）：Revision
Step
Teacher
activity
Student
activity
Designing
purpose
1(indivadual
activity)
Ask
a
girl
and
a
boy
to
retell
1a
in
Section
A.
Retell
1a.A
sample:S3:
Kangkang’s
team
is
going
to
have
a
soccer
game
against
Class
Five
on
Saturday,
but
one
of
his
teammates
falls
ill.
So
he
asks
Michael
to
join
them.
Michael
isn’t
good
at
playing
soccer.
So
Kangkang
and
Michael
are
practicing
on
the
playground,
and
they
keep
trying
it.
对上一节课内容回顾也起着承上启下的作用。
2(Individual
work)
Check
the
Ss’
HMK.
T:I
know
you
have
made
up
your
own
conversations
like
SectionA-2
It’s
your
turn
to
act
them
out
in
front
of
the
blackboard.
The
group
that
does
the
best
will
win
the
prize.
T:You
did
quite
well.
Get
ready
to
report
their
homework
in
class.S4:Zhang
Peng,would
you
mind
closing
the
window?
I
feel
very
cold.S5:
Ok,
I’ll
do
it
right
away.S4:Thank
you
very
much.S5:Not
at
all.S6:Would
you
mind
not
…S7:Sorry,….
复习上节课的核心内容，为学生提供复习和再学习的机会，也为学习本节课的新内容做好铺垫。
Remark:通过作业展示对上节课的重点内容进行复习巩固。
Stage
3（5mins）：Pre-listening
Step
Teacher
activity
Student
activity
Designing
purpose
(
Individual
work
)
Show
the
first
picture
of
1a
on
the
screen,
letting
the
students
guess:T:
look
at
the
picture,
What’s
wrong
with
Kangkang
and
Michael?
T:
Right
!Why
do
Kangkang
and
Michael
look
unhappy?Teach
“angry”
and
“fight”
with
the
help
of
the
first
two
pictures
in
1a.T:
Yes,
they
didn’t
win
the
game.
So
they
are
unhappy,
they
are
angry
and
they
are
fighting.Teacher
asks
the
students
to
read
the
statements
in
1b
and
predict
the
answers.T:Before
listening
,you
need
to
read
the
four
statements
in
1b,Predict
whether
they
are
true
or
false.
Discuss
in
groups,
and
try
to
answer
the
teacher’s
questions.S1:
They
look
unhappy.S2:
Maybe
they
didn’t
win
the
game.Listen
carefully,
catching
the
meanings
of
“angry”
and
“fight”
with
the
help
of
the
pictures.Make
sure
they
understand
what
the
statements
mean.
Then
predict
the
answers
of
1b.
运用图片让学生预测发生的事物，在感观上能够抓住学生的注意力。
Remark：听音前，教师引导学生通过观察配图对1b答案进行初步的猜测，然后再通过听音验证。
Stage
4（10mins）：While-listening
Step
Teacher
activity
Student
activity
Designing
purpose
1(Class
work)
Play
the
tape
recording
of
1a
for
the
first
time
without
stopping.
Ask
students
to
try
to
catch
the
general
idea
of
the
dialogue
.T:Who’d
like
to
show
your
idea?Play
the
recording
for
the
second
time
and
check
whether
the
Ss’
guesses
are
true
or
falseCheck
1b.
Teacher
asks
four
students
to
report
their
answers,
and
then
helps
to
correct
the
wrong
parts.T:
You
can
report
in
such
order
:Read
,translate,
mark
and
then
correct.
Listen
to
1a
and
try
to
catch
the
general
idea
of
the
dialogue
.S1:Kangkang
shouted
at
Michael
and
then
said
sorry
to
him
with
the
help
of
Maria
and
Jane.Listen
and
mark
“T”
or
“F”.Volunteers
report
their
answers
in
class.S1
:…NO.1
is
right.S2
:…NO.2is
also
right.S3
:..NO3
is
false.
Michael
isn’s
good
at
soccer.
2(Class
work)
Play
the
recording
for
the
third
time
and
ask
students
to
find
out
Jane’s
and
Maria’s
advice.T:You
can
summarise
their
advice
in
one
sentence.Play
the
recording
sentence
by
sentence.
Listen
to
the
recording
for
the
third
time
and
try
to
find
out
Jane’s
and
Maria’s
advice.S1:
Jane’s
advice
is
that
they
should
learn
teamwork.S2:
Maria’s
advice
is
to
keep
trying.Read
the
dialogue
after
the
recording
sentence
by
sentence
imitate
the
pronunciation
and
intonation.
Remark：
Stage
5（13mins）：Post-listening
Step
Teacher
activity
Student
activity
Designing
purpose
1(Class
work)
Ask
the
students
to
actout
1a.
Students
C1,
C2,
B1
and
B2
from
different
groups
show
the
performance
in
front
of
the
class.
The
best
group
will
get
5
points.
反复操练对话进行课堂语言项，可加深学生对语言形式和意义的理解。
2(Group
work)
Ask
the
students
to
finish
1c,
and
then
check
their
answers.T:Have
you
finished
filling?T:
volunteers
can
you’re
your
answers
on
the
blackboard.Ask
stunents
to
try
to
retell
the
story
without
the
book.
Finish
1c,
and
they
may
discuss
it
after
finishing
writing
the
answers
in
their
books.
Two
volunteers
show
their
answers
on
the
blackboard.Ss:Yes.S1:
fight
,shouted
,pass.S2:sorry
,teamwork
,fun.Try
to
retell
the
story.
3(Class
work)
Explanation
of
the
language
points
in
1a:
lose-
lostwouldn’t
pass
the
ballshout
at
did
his
bestlearn
teamworkmake
a
teambe
angry
with
sbwhat
about
doing
sthsay
sorry
to
sbIt’s
nothing.I
am
sorry
for
what
I
saidDesign
some
exercises
to
practice
the
new
phrases
which
appeared
in
this
lesson.T:
When
you
are
doing
it
,pay
more
attention
to
the
correct
forms
of
the
phrases.
It’s
important.
Underline
the
important
language
points
and
take
some
notes.Do
some
exercises
to
practice
the
new
phrases
which
appeared
in
this
lesson.Ss:…
4(Class
work)
Let
the
students
look
at
2
and
match
the
verbs.Check
the
students’
answers.Ask
the
students
to
complete
the
sentences
by
themselves.Ask
three
students
to
write
their
answers
on
the
blackboard,
correcting
them
if
necessary.
Match
the
verbs.Discuss
their
answers
in
groups,
and
choose
one
to
read
their
answers.Write
down
the
answers
in
their
books
by
themselves.Discuss
in
groups,
and
three
volunteers
write
the
answers
on
the
blackboard.
Remark：学生可尝试用不同的方式来重复所读到的信息能帮助学生更好地运用所学习到的英语。
Stage
6（3mins）：Summarizing
and
assigning
HMK
Step
Teacher
activity
Student
activity
Designing
purpose
1（Class
activity)
Summarize
Section
B
together
with
the
students
T:
OK.
Class
will
be
over
soon,
Now
let’s
summarize
what
we
have
learnt
in
this
lesson.
What
do
we
learned
in
this
lesson?
T:Can
you
say
that
in
detail?T:
Anything
else?
Students
summarize
Section
B
together
with
the
teacher.S1:
We
learned
some
important
phrases
,S1:Ok!
Such
as:
shout
at
sb,
do
one’s
best,
be
angry
with
sb,
talk
about
sth,
keep
doing
sth.
S2:We
can
use
some
sentences
about
giving
advice.
2
(Class
activity)
Assign
HMK.Ask
students
to
retell
1a
on
P11
in
their
own
words.
T:
Good.
For
today’s
homework,
I’d
like
you
to
remember
the
new
words
and
phrases.
Please
practice
1a
with
your
partner.
And
then
you
should
preview
Section
B-3,4a,
4b
Students
should
finish
their
homework
after
class.Try
to
retell
1a
on
P11
in
their
own
words
适当的家庭作业有助于巩固课堂所学的知识。
Remark：
VI.
Blackboard
design
第二课时（section
B-1a,
1b,
1c,
2）Don’t
shout
at
me
like
that.
lose---lostPlease
don’t
fight.
fight
with
sbYou
should
learn
teamwork.
do
one’s
best
What
about
saying
sorry
to…?
be
angry
with
sbI’m
sorry
for
what
I
said.
talk
aboutIt’s
nothing.
say
sorry/hello
to
sb
1
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