1. The whole class 1. Students answer together. work I‘m going to be a rowing player. I‘m going to be a tennis player. I‘m going to be a table tennis player. 2.The whole class 2. Students listen carefully, work and find the sentences. ―I am going to be a basketball player.‖ ―I like Yao Ming best.‖ Presentation (6 minutes) 3.The whole class 3. Students listen carefully work and try to understand the meaning of ―favorite‖ with the help of their own memory. After listening, they should find out the answers to the two questions ―Basketball, of course. Me , too‖. ―That‘s OK‖. 4. The whole class 4. Listen and complete work the table in 1b. 1. Teacher shows 3 pictures in 2 of Section A on the sereen, 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 finish1b.
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Consolidation (15 minutes) 1. The whole 1. Students read sentence by class work sentence, imitating the pronunciation. 2. The whole 2. Students try to follow class work the speed. 3. Pair work 3. Students read 1a in pairs, trying to read correctly and fluently. 4. Individual work 4. Students read 1a individually as quickly as they can. 5. The whole class 5. Students underline the work and language points in the individual work text book, and finish the exercises in summary on the computer screen. 6. Several students‘ 6. The first six excellent work students write the answers of 1c on the blackboard. 7. Several students‘ 7. Volunteers correct the work essays. Students should develop the habit of checking by themselves. 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 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 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.
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Practice (10 minutes) 1. The whole class work 2. The whole class work 3.Group work 4.Group work 5. The whole class work 6. Several students‘ work 7. Several students‘ work 8. The whole class work 9. The whole class work 10. Pair work 11. The whole class work 12. The whole class work 13. Group work 1. Students read the words individually, asking for help when necessary. 2. Students read and pay more attention to the vowel phonemes. 3. Students read in groups. 4. Students ask and answer in pairs as quickly as they can. —What are you going to be when you grow up? —I‘m going to be a / an… 5. Students read together. 6. Students read one by one. 7. Six Member Bs read the words one by one. 8. Students read together, paying attention to the sound of /e/ and /eI /. 9. Students pay attention to the changing of /eI /.
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. One student reads, while 10. Teacher lets students the other listens and read 3b in pairs. judges if it is right. 11. Students read together. 11. Teacher leads the students to read. 12. Students read after 12. Teacher plays the the recording, trying recording. to imitate the sound. 13. Find the one who 13. Teacher encourages can‘t read and help students to read 3b in him / her. groups, making sure everyone can read correctly. 13 Production (7 minutes) 1. The whole class work 2. Individual work 3. Individual work 1. Students summarize Section B together with the teacher. 2. Students finish writing two essays after class. 3. Students preview Section C after class. 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. Teaching Reflection Students are very interested in talking about their favorite sports stars, but it‘s difficult for them to say their different dreams when they grow up.
Ⅶ. Blackboard design
Unit 1 Playing Sports Topic 1 I’m going to play basketball. Section B What are you going to be when you grow up? something, anything I‘m going to be a basketball player. play for , play against Do you know anything about him? like (prep), (verb) He played for the team in NBA. fisherman- fishermen
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Unit 1 Playing Sports
Topic 1 I’m going to play basketball.
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。
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