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Ⅰ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 + directobject。结合本单元的话题I’ll kick you the ball again.呈现了重点短语：kick theball 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 youmind (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。. Teaching aims
ⅡKnowledge 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。. The key points and difficult points
ⅢKey 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。. Learning strategies
Ⅳ1. 通过学习近义句的转换，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。. Teaching aids
Ⅴ Computer multimedia projector, a short video of a ping-pong game
Unit 1 Playing SportsTopic 2 I’ll kick you the ball again.Section A. Material analysis
ⅥStep 1 Introduction1. 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 shouldlearn 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 Presentation1. 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 phraseson 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 Consolidation1. 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 tryStep 4 Practice1. 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 theblackboard Teacher corrects the wrong parts.
Everyday saying: There’s no “I” in teamwork. 全队的配合不分你我。. Teaching procedures
Ⅰ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 dosth.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。. Teaching aims
ⅡKnowledge 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。
Step 5 Production1. Teacher organizes the students to practice the dialogue in 2 in pairs，helpingstudents 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 aspeed 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. Material analysis
ⅢKey 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。. Learning strategies
Ⅳ1. 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。. Teaching aids
ⅤComputer multimedia projector, phonetic syllable cards, word cards Everyday saying: There’s no “I” in teamwork. 全队的配合不分你我。. Teaching procedures
ⅥStep 1 Introduction1. 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. Canyou guess: Did they win the game? Teacher shows the pictures of 1a on the screen, lettingthe 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’spicture, indicating “They are unhappy,” because “They are angry.” and “ They arefighting.”Step 2 Presentation1. 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 tocorrect 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，shoutat ，did his best，learn teamwork，make a team，be angry with sb，what aboutdoing 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 Consolidation1. Finish 3. Teacher lets the students observe the structure of the example andparaphrase the sentences in 3.
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
ⅡKnowledge 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。. The key points and difficult points
ⅢKey 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。. Learning strategies
Ⅳ1. 通过学习近义句的转换，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。. Teaching aids
Ⅴ Computer multimedia projector, a short video of a ping-pong game
Unit 1 Playing SportsTopic 2 I’ll kick you the ball again.Section A. Material analysis
ⅥStep 1 Introduction1. 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 shouldlearn 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 Presentation1. 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 phraseson 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 Consolidation1. 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 tryStep 4 Practice1. 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 theblackboard Teacher corrects the wrong parts.
Everyday saying: There’s no “I” in teamwork. 全队的配合不分你我。. Teaching procedures
Ⅰ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 dosth.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。. Teaching aims
ⅡKnowledge 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。
Step 5 Production1. Teacher organizes the students to practice the dialogue in 2 in pairs，helpingstudents 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 aspeed 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. Material analysis
ⅢKey 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。. Learning strategies
Ⅳ1. 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。. Teaching aids
ⅤComputer multimedia projector, phonetic syllable cards, word cards Everyday saying: There’s no “I” in teamwork. 全队的配合不分你我。. Teaching procedures
ⅥStep 1 Introduction1. 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. Canyou guess: Did they win the game? Teacher shows the pictures of 1a on the screen, lettingthe 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’spicture, indicating “They are unhappy,” because “They are angry.” and “ They arefighting.”Step 2 Presentation1. 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 tocorrect 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，shoutat ，did his best，learn teamwork，make a team，be angry with sb，what aboutdoing 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 Consolidation1. Finish 3. Teacher lets the students observe the structure of the example andparaphrase the sentences in 3.
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
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