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Ⅰ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 (thegame), 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。. Teaching aims
ⅡKnowledge 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, preferrowing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。. The key points and difficult points
ⅢKey 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。. Learning strategies
Ⅳ1. 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。. Teaching aids
Ⅴ Computer multimedia projector Everyday saying: Reading is to the mind while exercise to the body. 读书健脑，运动强身。. Teaching procedures
ⅥStep 1 Introduction1. 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.
Unit 1 Playing SportsTopic 1 I’m going to play basketball.Section A. Material analysis
Ⅰ
4. Revision: Teacher says something about sports.E.g. I often play table tennis in the morning. I am going to play table tennis tomorrowmorning, too. Step 2 Presentation1. Write“I am going to play table tennis.” on the blackboard. Ask the students toreplace “play table tennis”. Teacher shows pictures in 2 on the computer screen withthe following words under each picture: swim, row, cycle, skate, play tennis.2. Finish 1b. Teacher introduces something about 1b. Michael is talking about sportswith Kangkang. Let’s listen and find: What are they talking about? Teacher playsthe 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 practicetable tennis”. Here “practice” means “play”.4. Finish 1c. Teacher plays the recording twice. The first time: stop whennecessary.The second time: check the answers.Step 3 Consolidation1. 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 1ain pairs, and then each group choose out one pair to perform the dialogue. To avoidonly the excellent students performing the show, teacher gives the equal chance todifferent 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 newwords correctly while the students are writing.Step 4 PracticePractice 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 groupwill make up their own conversation and write them down, and then they exchange itwith 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 Production1. 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. Material analysis
ⅡKnowledge 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。. The key points and difficult points
ⅢKey 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。. Learning strategies
Ⅳ1. 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。. Teaching aids
Ⅴ Computer multimedia projector, phonetic cards, word cards in 3aEveryday saying: Reading is to the mind while exercise to the body. 读书健脑，运动强身。. Teaching procedures
ⅥStep 1 Introduction1. 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 thestudents to retell the dialogue they wrote last class in pairs.
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, playfor, grow up等。谈论运动和梦想的话题深深地吸引着学生。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 tobe 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。. Teaching aims
①②What is Maria’s favorite sport?4. Finish 1b. Listen to 1a for the third time and finish1b.Step 3 Consolidation1. 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 the 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)“men compound words”; (6) “when” clause. 6. Finish1c: Teacher limits the time for the students to finish1c, and the first six students writetheir 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 Practice1. 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 thenread 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 readcorrectly.Step 5 ProductionFinish1d:1. Teacher summarizes.
5. Teacher asks a good student to make the conversation with the teacher, to learn “I’mgoing to be a …” and the new word “player”.T:
ⅡKnowledge 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, preferrowing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。. The key points and difficult points
ⅢKey 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。. Learning strategies
Ⅳ1. 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。. Teaching aids
Ⅴ Computer multimedia projector Everyday saying: Reading is to the mind while exercise to the body. 读书健脑，运动强身。. Teaching procedures
ⅥStep 1 Introduction1. 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.
Unit 1 Playing SportsTopic 1 I’m going to play basketball.Section A. Material analysis
Ⅰ
4. Revision: Teacher says something about sports.E.g. I often play table tennis in the morning. I am going to play table tennis tomorrowmorning, too. Step 2 Presentation1. Write“I am going to play table tennis.” on the blackboard. Ask the students toreplace “play table tennis”. Teacher shows pictures in 2 on the computer screen withthe following words under each picture: swim, row, cycle, skate, play tennis.2. Finish 1b. Teacher introduces something about 1b. Michael is talking about sportswith Kangkang. Let’s listen and find: What are they talking about? Teacher playsthe 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 practicetable tennis”. Here “practice” means “play”.4. Finish 1c. Teacher plays the recording twice. The first time: stop whennecessary.The second time: check the answers.Step 3 Consolidation1. 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 1ain pairs, and then each group choose out one pair to perform the dialogue. To avoidonly the excellent students performing the show, teacher gives the equal chance todifferent 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 newwords correctly while the students are writing.Step 4 PracticePractice 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 groupwill make up their own conversation and write them down, and then they exchange itwith 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 Production1. 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. Material analysis
ⅡKnowledge 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。. The key points and difficult points
ⅢKey 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。. Learning strategies
Ⅳ1. 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。. Teaching aids
Ⅴ Computer multimedia projector, phonetic cards, word cards in 3aEveryday saying: Reading is to the mind while exercise to the body. 读书健脑，运动强身。. Teaching procedures
ⅥStep 1 Introduction1. 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 thestudents to retell the dialogue they wrote last class in pairs.
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, playfor, grow up等。谈论运动和梦想的话题深深地吸引着学生。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 tobe 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。. Teaching aims
①②What is Maria’s favorite sport?4. Finish 1b. Listen to 1a for the third time and finish1b.Step 3 Consolidation1. 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 the 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)“men compound words”; (6) “when” clause. 6. Finish1c: Teacher limits the time for the students to finish1c, and the first six students writetheir 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 Practice1. 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 thenread 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 readcorrectly.Step 5 ProductionFinish1d:1. Teacher summarizes.
5. Teacher asks a good student to make the conversation with the teacher, to learn “I’mgoing to be a …” and the new word “player”.T:
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