目 錄
前言………………………………………………………………………………( )
Unit 1 Playing Sports…………………………………………………………( )
一、教學(xué)目標(biāo)…………………………………………………………………( )
二、教材分析…………………………………………………………………( )
三、教學(xué)建議…………………………………………………………………( )
四、相關(guān)語(yǔ)言知識(shí)材料………………………………………………………( )
Unit 2 Keeping Healthy………………………………………………………( )
一、教學(xué)目標(biāo)…………………………………………………………………( )
二、教材分析…………………………………………………………………( )
三、教學(xué)建議…………………………………………………………………( )
四、相關(guān)語(yǔ)言知識(shí)材料………………………………………………………( )
Unit 3 My Hobby…………………………………………………………………( )
一、教學(xué)目標(biāo)…………………………………………………………………( )
二、教材分析…………………………………………………………………( )
三、教學(xué)建議…………………………………………………………………( )
四、相關(guān)語(yǔ)言知識(shí)材料………………………………………………………( )
Unit 4 Our World………………………………………………………………( )
一、教學(xué)目標(biāo)…………………………………………………………………( )
二、教材分析…………………………………………………………………( )
三、教學(xué)建議…………………………………………………………………( )
四、相關(guān)語(yǔ)言知識(shí)材料………………………………………………………( )
Recording ………………………………………………………………………( )
學(xué)生用書參考答案………………………………………………………………( )
前 言
教材編寫組的中外編者們匯聚京華,辛勤筆耕,共同打造了Project English這套有著豐厚文化底蘊(yùn)的教材。這是全國(guó)第一套嚴(yán)格按照教育部新課標(biāo)教材編寫程序：先立項(xiàng)通過(guò)--后編寫教材--送審教材--教育部審查通過(guò)的七年級(jí)零起點(diǎn)英語(yǔ)教材。它帶著博大精深的語(yǔ)言文化而來(lái)，向我們展開了濃縮當(dāng)今世界原貌的萬(wàn)里畫卷；它深入淺出地為我們展示生活的細(xì)節(jié)，詮釋情感的真諦；它不僅給我們文化積淀，而且它那些最美、最人性的元素將會(huì)通過(guò)語(yǔ)言一點(diǎn)一滴地浸染、滲透我們的血液；它讓我們胸懷天下，讓我們感覺我們不僅是中國(guó)的公民，而且也是世界的一員。
編者們不敢說(shuō)深諳語(yǔ)言文化的交流之道，但絕對(duì)是交際語(yǔ)言教學(xué)的忠實(shí)踐行者。在王德春教授、Jim Greenlaw教授兩位著名學(xué)者的帶領(lǐng)下，編者們精心打造了這套Project English。Project是這套教材的核心，它本身就是一個(gè)內(nèi)涵豐富的詞匯，有著四層含意：
1．n．任務(wù)、活動(dòng)、課題 a planned task
2．v．生動(dòng)地與他人交流 communicate vividly
3．v．推動(dòng) put forward
4．v．預(yù)知未來(lái),未雨綢繆 predict, plan ahead
可以說(shuō)這套教材就是通過(guò)不斷出現(xiàn)的任務(wù)和活動(dòng)，使學(xué)生能夠用多種手段生動(dòng)地與他人交流，并開展課題探究。它將最先進(jìn)的語(yǔ)言知識(shí)和教學(xué)方法植入課堂，為學(xué)生將來(lái)能用英語(yǔ)與他人自信、有效地交流做好較為充分的準(zhǔn)備。
教材的特點(diǎn)
1．零起點(diǎn),針對(duì)性強(qiáng)：教材針對(duì)中國(guó)大部分地區(qū)初中學(xué)生的特點(diǎn)而編寫，起點(diǎn)為零。從二十六個(gè)字母開始學(xué)習(xí)，重視語(yǔ)音、語(yǔ)調(diào)，以圖文結(jié)合的形式呈現(xiàn)教學(xué)內(nèi)容；教材內(nèi)容體系的安排由淺入深、由簡(jiǎn)單到復(fù)雜逐步過(guò)渡；重視新舊知識(shí)的結(jié)合和語(yǔ)言現(xiàn)象的復(fù)現(xiàn)。話題環(huán)環(huán)相扣，因此單詞、句型再現(xiàn)率特別高，使學(xué)生的詞匯量和語(yǔ)言知識(shí)像滾雪球一樣不斷循環(huán)滾動(dòng)，逐漸增大，學(xué)生的英語(yǔ)水平呈螺蜁式逐步提高。
2．體例體系新：教材創(chuàng)造了國(guó)內(nèi)最新的新課標(biāo)英語(yǔ)教材編寫體例、體系，以康康等四個(gè)小主人公相識(shí)、相知、成長(zhǎng)、學(xué)習(xí)、生活的故事情節(jié)為主線貫穿教材始終，生活氣息濃厚。整套教材共六冊(cè)，每?jī)?cè)由四個(gè)模塊組成。每個(gè)模塊由單元--話題--功能--任務(wù)構(gòu)成，編寫思路清晰，符合學(xué)生認(rèn)知發(fā)展規(guī)律。單元按語(yǔ)言功能意念項(xiàng)目編排，話題按相關(guān)教學(xué)任務(wù)編排，每一話題四個(gè)小節(jié)(section）按聽、說(shuō)、讀、寫的語(yǔ)言技能編排。
3．語(yǔ)言地道：本書的加拿大主編Jim Greenlaw先生是加拿大著名英語(yǔ)教育專家，不列顛哥倫比亞大學(xué)教育學(xué)博士。他所率領(lǐng)的加拿大編寫團(tuán)隊(duì)的每位成員均為ESL教育專家，有豐富的教材編寫經(jīng)驗(yàn)，保證了教材語(yǔ)言的純正、地道、原汁原味。
中方主編王德春教授是博士生導(dǎo)師，中國(guó)修辭學(xué)會(huì)會(huì)長(zhǎng)、中外語(yǔ)言文化比較學(xué)會(huì)副會(huì)長(zhǎng)，享受國(guó)務(wù)院特殊津貼的國(guó)家級(jí)突出貢獻(xiàn)專家。他領(lǐng)銜的中方編寫專家，都有著多年的一線教學(xué)經(jīng)驗(yàn)和教材編寫經(jīng)歷，保證了這套教材的優(yōu)越性和思想性，同時(shí)還賦予了教材豐厚的中國(guó)文化內(nèi)涵，注重跨學(xué)科領(lǐng)域的聯(lián)系。例如教材介紹了京劇等中國(guó)傳統(tǒng)文化、中國(guó)少數(shù)民族服飾文化、中國(guó)革命史等等，使學(xué)生能夠在學(xué)習(xí)外語(yǔ)的同時(shí)進(jìn)一步了解中國(guó)博大精深的文化遺產(chǎn)。通過(guò)學(xué)習(xí)，他們有能力讓世界了解中國(guó)，從而為中國(guó)走向世界做出貢獻(xiàn)。
4．好教易學(xué)：教材充分體現(xiàn)了新課標(biāo)的指導(dǎo)思想，把任務(wù)型教學(xué)與交際教學(xué)法靈活地運(yùn)用于英語(yǔ)課堂。課題(project）探究活動(dòng)構(gòu)成了每個(gè)單元的核心，旨在讓學(xué)生綜合運(yùn)用在本單元所學(xué)的語(yǔ)言知識(shí)、語(yǔ)言技能，提高用英語(yǔ)獲取信息、處理信息、分析和解決問(wèn)題的能力。 每個(gè)課題(project）都需要學(xué)生通過(guò)體驗(yàn)與實(shí)踐、積極參與合作、交流與共同探究來(lái)完成，在完成任務(wù)中達(dá)到掌握運(yùn)用語(yǔ)言技能的目的。這些活動(dòng)的設(shè)計(jì)與安排周密、合理，富有彈性，能給教師提供靈感，有利于教師進(jìn)行課堂教學(xué)設(shè)計(jì)，使教師施教更具主動(dòng)性，又給學(xué)生留出更大的發(fā)展空間。幽默可愛的卡通形象，簡(jiǎn)練生動(dòng)的語(yǔ)言，新穎、有趣且貼近實(shí)際生活的對(duì)話，突出主題富有真實(shí)感的語(yǔ)篇，能使學(xué)生快速進(jìn)入情景、進(jìn)入角色、進(jìn)入思考狀態(tài)、投入感情；使學(xué)生思路清晰，易于理解、接受語(yǔ)言，樂(lè)于積累語(yǔ)言材料從而形成語(yǔ)感；讓學(xué)生毫無(wú)雜亂之感，學(xué)習(xí)中倍感輕松，從而激發(fā)他們的英語(yǔ)學(xué)習(xí)興趣。
《教師用書》使用說(shuō)明
整個(gè)教師用書的設(shè)計(jì)是在學(xué)生用書的基礎(chǔ)上，設(shè)置了一個(gè)個(gè)活動(dòng)和情景，給教師們提供異彩紛呈的活動(dòng)思路。教師將它們和教材任意組合，就能整合出精妙的課堂設(shè)計(jì)。
本冊(cè)《教師用書》供八年級(jí)上期使用。書中包括下列內(nèi)容：
“教學(xué)目標(biāo)”以表格的形式直觀地為教師展示了各單元要求掌握的語(yǔ)言知識(shí)、語(yǔ)言技能、情感態(tài)度和學(xué)習(xí)策略。教師可以以這些教學(xué)目標(biāo)為核心，以教學(xué)建議里的各種活動(dòng)為半徑，展開教學(xué)活動(dòng)。教師最后要回到教學(xué)目標(biāo)上來(lái)，以檢查學(xué)生對(duì)表格里的內(nèi)容掌握的情況。例如：每課講完后，教師可以直接讓學(xué)生聽寫每一格的單詞，也可以讓學(xué)生用這些詞造句、寫對(duì)話、寫段落，檢查學(xué)生的目標(biāo)完成情況。
“文化意識(shí)”、“補(bǔ)充材料”以英漢兩種形式為教師提供了一些背景知識(shí)。并非所有的背景材料都是英漢對(duì)照，有些材料是互補(bǔ)的，教師可以各取所需。例如教師可以選一些句子或段落給學(xué)生，也可以改寫或進(jìn)行英漢互譯提高英語(yǔ)水平。
“教材分析”為教師理清各單元思路，鳥瞰全單元內(nèi)容，講解知識(shí)、功能和話題間的聯(lián)系，分析本單元采取什么措施，如何完成新課標(biāo)的要求。
“教學(xué)建議”分五部分，展現(xiàn)具體的活動(dòng)，提供課堂用語(yǔ)，英美語(yǔ)言對(duì)照，幫助教師完成課堂設(shè)計(jì)�！敖虒W(xué)建議”每課都有英漢兩種方案，可根據(jù)需要任意選用。
“本單元相關(guān)語(yǔ)言材料”標(biāo)有相關(guān)句子在學(xué)生用書上出現(xiàn)的頁(yè)碼，講解教材難點(diǎn)。
另外，本書還在最后提供了“聽力材料”和“學(xué)生用書參考答案”，均標(biāo)有它們?cè)趯W(xué)生用書上出現(xiàn)的頁(yè)碼。
給教師的幾點(diǎn)建議
教師還可以在以下方面有所作為：
一、學(xué)習(xí)策略的培養(yǎng)
貫徹新課標(biāo)精神，努力改善學(xué)生學(xué)習(xí)的方式，提倡參與、探究、體驗(yàn)、主動(dòng)、創(chuàng)新、合作、自主等學(xué)習(xí)方式，改變過(guò)去學(xué)習(xí)過(guò)程中的死記硬背和機(jī)械訓(xùn)練等不良學(xué)習(xí)方式。
Project English中有相當(dāng)多的活動(dòng)，如有Work alone; Listen and follow； Read and say； Listen, read and understand等等。當(dāng)然，還有g(shù)roup work, pair work等強(qiáng)調(diào)合作學(xué)習(xí)、探究的學(xué)習(xí)方式。如何利用這些學(xué)習(xí)材料，幫助學(xué)生發(fā)展學(xué)習(xí)能力，提高英語(yǔ)學(xué)習(xí)效率，是教師應(yīng)該研究的問(wèn)題。
二、學(xué)習(xí)資源的開發(fā)
新課改已經(jīng)對(duì)課程和教材進(jìn)行了反思與“概念重建”。教材不再是教師的圣經(jīng)，我們要以學(xué)生為中心，開發(fā)學(xué)習(xí)資源，學(xué)會(huì)“用教材”而不是“教教材”。盡管Project English的學(xué)生用書已經(jīng)為教師提供了豐富的活動(dòng)和任務(wù)，也配備了豐富的輔助資源，但教師還要根據(jù)自己的實(shí)際情況，開發(fā)學(xué)習(xí)資源，整合學(xué)習(xí)資料。
三、學(xué)習(xí)環(huán)境的創(chuàng)設(shè)
1．給學(xué)生一個(gè)英文名字讓他享用終生。
2．課堂盡量使用英語(yǔ)教學(xué)。
3．每周舉辦一次英語(yǔ)角活動(dòng)。
4.家長(zhǎng)鼓勵(lì)孩子在家用英文匯報(bào)表演。
5.每人有一個(gè)英語(yǔ)搭檔課內(nèi)外督促說(shuō)英語(yǔ)。
6.鼓勵(lì)學(xué)生開口，增強(qiáng)學(xué)生的信心是教師最重要的工作。創(chuàng)設(shè)情景、鼓勵(lì)學(xué)生積極參與課堂活動(dòng)。說(shuō)英語(yǔ)的目標(biāo)是流利，寫作的目標(biāo)才是準(zhǔn)確。因此，學(xué)生課堂口語(yǔ)錯(cuò)誤，應(yīng)在活動(dòng)結(jié)束后書面糾正，也可以及時(shí)重復(fù)正確句子而不是批評(píng)。
7.多用可視資料，提供形象的教具，寓學(xué)于樂(lè)，增強(qiáng)趣味性。
8.鼓勵(lì)創(chuàng)造性，不讓學(xué)生死記硬背。
課堂教學(xué)參考建議
(五指教學(xué)法RPCPP）
說(shuō)明：
每課根據(jù)話題找出中心活動(dòng)部分，其余是過(guò)渡部分。我們可以設(shè)計(jì)一些有意義的活動(dòng)，使學(xué)生能夠大容量地輸出語(yǔ)言。
Step 1 (The first finger）
Review復(fù)習(xí)：
七年級(jí)開始：a. 限定時(shí)間、角色；
b. 全體起立，排練；
c. 兩組為單位互相表演、觀看；
d. 展示兩組；
e. 鼓勵(lì)與糾正。
過(guò)渡: 推出關(guān)鍵生詞。
Step 2 (The second finger）
Presentation 呈現(xiàn)：
七年級(jí)開始：a. 給出問(wèn)題并放錄音；
b. 回答問(wèn)題；
c. 頭腦風(fēng)暴 (Brainstorming）， 讓全體學(xué)生一起分類整合出重點(diǎn)句型；
d. 讓學(xué)生找出關(guān)鍵詞,使思路連貫。
Step 3 (The third finger）
Consolidation 鞏固：
七年級(jí)開始：a. 放錄音，跟讀，用鉛筆標(biāo)出重讀與語(yǔ)調(diào)；
b. 擦去所標(biāo)語(yǔ)調(diào)，讓學(xué)生逐句先讀后聽，核對(duì)語(yǔ)音語(yǔ)調(diào)；
c. 人機(jī)對(duì)話，即學(xué)生和錄音機(jī)對(duì)話；
d. 為光盤配音或和磁帶齊讀。
Step 4 (The fourth finger）
Practice 練習(xí)：
a. 限定時(shí)間、角色；強(qiáng)調(diào)拋開課本，最多只允許看關(guān)鍵詞；
b. 全體起立，排練；
c. 兩組互相表演、觀看；
d. 展示幾組，相近兩組不允許重復(fù)；
e. 鼓勵(lì)與糾正。
過(guò)渡：提供文化差異、文化背景、書上鋪墊活動(dòng)部分等。
Step 5 （The fifth finger）
Project 活動(dòng)產(chǎn)品：
a. 必須用上新學(xué)的主要內(nèi)容；
b. 不可相同，要有創(chuàng)造性。
例: １．做海報(bào) ２．貼墻上 ３．分組排練
４．展示5．評(píng)價(jià)、鼓勵(lì)6．糾正、強(qiáng)化
詞匯教學(xué)建議
單詞拼寫練習(xí)：
音節(jié)對(duì)應(yīng)：讀音節(jié)，手指在空中寫出這個(gè)音節(jié)的字母構(gòu)成。要達(dá)到“聽其音而知其形,見其形而讀其音”的能力。
單詞推出方法：
幻燈、圖片、實(shí)物、動(dòng)作、定義、解釋、語(yǔ)境、猜測(cè)、故事、聊天、翻譯、頭腦風(fēng)暴、同義詞、反義詞、模仿等。
樹立全新的課堂教學(xué)設(shè)計(jì)理念
讓合理的學(xué)生活動(dòng)貫穿課堂始終，讓書本知識(shí)走進(jìn)學(xué)生的生活，讓學(xué)生在快樂(lè)的活動(dòng)中體驗(yàn)知識(shí)、情感，發(fā)展智能。備課時(shí)，不要那種粗放教學(xué)的零散備課，而要集約教學(xué)的整體備課--它不僅重視本學(xué)科之內(nèi)的縱橫聯(lián)系，而且重視與相關(guān)學(xué)科之間的縱橫聯(lián)系，聯(lián)系學(xué)生實(shí)際，形成知識(shí)網(wǎng)絡(luò)，增強(qiáng)教學(xué)功能。整個(gè)課堂設(shè)計(jì)要體現(xiàn)集約教學(xué)，以高效、經(jīng)濟(jì)、優(yōu)化為主旨，讓學(xué)生快速觀察、快速思維、快速聽記、快速閱讀、快速表演，培養(yǎng)學(xué)生對(duì)快節(jié)奏教學(xué)的適應(yīng)能力，實(shí)現(xiàn)知識(shí)、能力、人格三者的結(jié)合。
在課堂中，賦予各部分活動(dòng)名稱，將學(xué)生引入一個(gè)新天地，使活動(dòng)層次更分明，教師操作更簡(jiǎn)單。
復(fù)習(xí)活動(dòng)要超越以前那種只重視新舊知識(shí)點(diǎn)之間的邏輯關(guān)系從而連點(diǎn)成線，即所謂的“線型聯(lián)系”；也要超越單元教學(xué)那種只強(qiáng)調(diào)本單元內(nèi)部知識(shí)點(diǎn)間的縱橫聯(lián)系從而構(gòu)成知識(shí)面，即所謂的“面型聯(lián)系”；要運(yùn)用結(jié)構(gòu)教學(xué)的復(fù)習(xí)方式，由知識(shí)、方法、情感所構(gòu)成的一種立體的信息交流，故稱為“體型聯(lián)系”。我們將學(xué)生學(xué)過(guò)的舊知識(shí)、本單元的新知識(shí)和其它各種元素交織在一起設(shè)計(jì)復(fù)習(xí)活動(dòng)，實(shí)現(xiàn)由“線”到“面”再到“體”的飛躍。以前我們說(shuō)，失敗是成功之母，讓學(xué)生在活動(dòng)中嘗試錯(cuò)誤和失敗，再學(xué)會(huì)生詞�，F(xiàn)在我們要讓學(xué)生先用舊知識(shí)進(jìn)行活動(dòng)，嘗試成功，再愉快地感受和體驗(yàn)新知識(shí)，最后學(xué)會(huì)運(yùn)用新知識(shí)，體驗(yàn)用新知識(shí)進(jìn)行活動(dòng)，嘗試成功的喜悅。
課堂設(shè)計(jì)要以學(xué)生為主體，充滿人文關(guān)懷，尊重學(xué)生的個(gè)性。以前我們重視認(rèn)知教學(xué)，現(xiàn)在我們更重視情知教學(xué)。我們把教材的思想性、科學(xué)性、情感性與教師的設(shè)計(jì)和情感融為一體，激發(fā)學(xué)生的興趣、求知欲，使其身臨其境產(chǎn)生共鳴。這樣設(shè)計(jì)會(huì)產(chǎn)生濃濃的教學(xué)氛圍：教師、學(xué)生、教材的情感充分交融；整個(gè)教學(xué)活動(dòng)目標(biāo)明確、內(nèi)容豐富；學(xué)生興趣濃厚、情緒高漲。當(dāng)然，教師還可以用課件、圖片等增加課堂空間廣度。它們能創(chuàng)設(shè)情景、引發(fā)動(dòng)機(jī)、激勵(lì)情感、煥發(fā)興趣、啟發(fā)思維、發(fā)展智能。
我們直接指導(dǎo)學(xué)生運(yùn)用恰當(dāng)?shù)膶W(xué)習(xí)策略。從單詞的記憶到語(yǔ)法的掌握都提供一些周到的方法。句型變化也可用動(dòng)畫演繹，使它通俗易懂。教學(xué)設(shè)計(jì)也要體現(xiàn)啟發(fā)式教學(xué)。學(xué)生活動(dòng)的設(shè)計(jì)，要體現(xiàn)從重視知識(shí)聯(lián)系到重視人際交往的轉(zhuǎn)變，課堂活動(dòng)場(chǎng)所涉及到的交往模式要有單邊、雙邊到多邊活動(dòng)。設(shè)計(jì)要體現(xiàn)出從重視結(jié)果教學(xué)到重視過(guò)程教學(xué)；從重視競(jìng)爭(zhēng)學(xué)習(xí)到重視合作學(xué)習(xí)；從片面評(píng)分到包括學(xué)生自我評(píng)價(jià)在內(nèi)的全面評(píng)價(jià)。
最后設(shè)計(jì)還要為異步教學(xué)的實(shí)現(xiàn)提供可能，體現(xiàn)從同步教學(xué)到異步教學(xué)的轉(zhuǎn)變。
課堂的整體設(shè)計(jì)要讓學(xué)生“學(xué)會(huì)關(guān)心”，而不僅僅是“學(xué)會(huì)生存”。
教材配套
本套教材有學(xué)生用書和錄音磁帶、教師教學(xué)用書、活動(dòng)手冊(cè)、評(píng)價(jià)手冊(cè)、同步練習(xí)冊(cè)、同步整合方案、同步聽力訓(xùn)練、同步閱讀訓(xùn)練、新課標(biāo)教材講解、教學(xué)掛圖、VCD光盤和開心寒（暑）假等。
最后希望在課程改革的熱潮塵埃落定的時(shí)候，廣大教師和學(xué)生通過(guò)對(duì)Project English系列教材的學(xué)習(xí)成為真正的贏家！
Unit 1 Playing Sports
一、教學(xué)目標(biāo)
語(yǔ)言知識(shí) 語(yǔ)音 學(xué)習(xí)一般疑問(wèn)句、選擇疑問(wèn)句和特殊疑問(wèn)句的語(yǔ)音語(yǔ)調(diào)
Will you join us↗?
Which sport do you prefer, running ↗or walking↘?
How often does he go skating↘?
詞
匯 內(nèi) 容 課次
almost, every day, during, cheer sb.on, of course, team, win, quite a bit/a lot, club, join 1A
famous, arrive in/at, play against, fan, leave for, the day after tomorrow 1B
baseball, twice, at least, hour, pretty well, be good at, take part in, high jump, long jump, popular, all over the world, be good for, heart, keep fit, healthy, relax oneself, themselves 1C
once, most 1D
fall ill, be glad to, really, Would you mind...? practice, start, far from, smoke, somewhere, make one’s bed 2A
careless, chance, shame, fight, do one’s best, believe, angry, serve, turn down, in a minute, at once, important, break 2B
Russia, enjoy, competition, invent, college, even, score, put, into, throw, follow the rules, century, more and more 2C
however, tired, active, fresh, instead of, coach, mile, build up, sick, feel, feeling, window, wind, homework 2D
foreign, e瞞ail, address, form, fill out, reason, go on, maybe 3A
shall 3B
gold, grow up, brave, clever, among, grass, visitor, improve, environment 3C
ring, symbol, stand for, across, be fond of 3D
prefer, ski, bicycling, climbing 1A
p.m., lung, 1C
loudly, softly 2A
goal, better, quietly, clearly, apology 2B
traveling, tiring, court 2C
chips, easily 2D
host, the Olmpics, Roast Duck Shop 3A
the People’s Republic of China, medal, behave 3C
語(yǔ)
法 選擇疑問(wèn)句及其回答:
Which sport do you prefer, skating or skiing?
I prefer skating.
功
能
話
題 特殊疑問(wèn)句及其回答:
What’s your favorite sport, Jane?
Basketball.
Who’s your favorite player?
Michael Jordan.
How long will you play tennis?
For half an hour.
How often does he go skating?
Once a week.
一般將來(lái)時(shí)：
Will you join us?
Yes, I will./No, I won’t.
I will join the skiing club.
Will you come and cheer us on?
Of couse I will.
The school sports meet will be on October 20.
How long will you play?
Two hours.
Beijing will host the 2008 Olympics.
It’s too bad that they won’t stay in Beijing for long.
They’re leaving for Japan the day after tomorrow.
There will be more roads.
賓語(yǔ)從句:
I hope our team will win.
I think I will sit in a quiet place in Beijing, watching what’s going on.
Michael, we believe you can do better next time!
Beijing will host the 2008 Olympic Games, but we still don’t know who will be the mascot.
They are sure that she will win.
I’m very sorry for what I said.
功
能
話
題 談?wù)擉w育活動(dòng)、個(gè)人愛好及習(xí)慣行為：
Which sport do you prefer, skating or skiing?
I prefer skating.
Do you skate much?
Yes, quite a bit/ a lot./No,seldom.
She spends at least half an hour in the gym every day.
請(qǐng)求和建議：
Could you please do me a favor?
Sure. What is it?
Would you mind teaching me?
Not at all./Of course not.
Would you mind not smoking here?
Sorry.I’ll go somewhere else.
聽 1.能聽懂關(guān)于體育活動(dòng)、個(gè)人愛好及習(xí)慣行為的對(duì)話或短文。
2.能聽懂他人所提出的建議和意見。
3.能聽懂關(guān)于奧運(yùn)會(huì)的對(duì)話或短文。
說(shuō) 1.能用英語(yǔ)談?wù)搨�(gè)人愛好及習(xí)慣行為。
2.能就他人所提出的建議和意見進(jìn)行溝通。
3.能使用簡(jiǎn)單的英語(yǔ)談?wù)搳W運(yùn)會(huì)。
讀 1.能讀懂對(duì)話或短文，抓住主要信息。
2.能讀懂體育活動(dòng)、個(gè)人愛好等方面的課外輔導(dǎo)材料。
3.能讀懂簡(jiǎn)短的奧運(yùn)會(huì)方面的文章。
寫 1.能寫出體育活動(dòng)、個(gè)人愛好及習(xí)慣行為內(nèi)容的短文。
2.能用簡(jiǎn)單的句子描寫奧運(yùn)知識(shí)。
1.培養(yǎng)學(xué)生積極向上的人生態(tài)度。
2.培養(yǎng)學(xué)生積極參加英語(yǔ)實(shí)踐活動(dòng)的興趣。
3.樂(lè)于接觸并了解世界體育活動(dòng)。
4.用不屈不撓的奧運(yùn)精神磨練學(xué)生的意志，培養(yǎng)學(xué)生的愛國(guó)熱情。
1.積極探索適合自己的英語(yǔ)學(xué)習(xí)方法，利用現(xiàn)實(shí)生活中的學(xué)習(xí)資源，培養(yǎng)任務(wù)型學(xué)習(xí)方法與技巧。
2.充分運(yùn)用學(xué)習(xí)中使用英語(yǔ)的機(jī)會(huì)。
3.在日常學(xué)習(xí)中不斷開闊自己的視野，擴(kuò)大知識(shí)面。
語(yǔ) 言 技 能
情 感 態(tài) 度
學(xué) 習(xí) 策 略
文化意識(shí)
美國(guó)人的休閑和運(yùn)動(dòng)
國(guó)際性的競(jìng)技場(chǎng)上，體育的成就往往也是國(guó)力的象征之一。美國(guó)社會(huì)對(duì)體育非常重視和投入。體育設(shè)施隨處可見，如健身房、游泳池、網(wǎng)球場(chǎng)、足球場(chǎng)，甚至高爾夫球場(chǎng)。美國(guó)體育活動(dòng)的推廣，其實(shí)與商業(yè)活動(dòng)非常有關(guān)。許多大公司，諸如煙、酒、銀行、石油公司，為塑造公司健康形象，不惜投下巨資贊助體育活動(dòng)。美國(guó)的職業(yè)棒球、籃球和美式足球是電視曝光率最高的三項(xiàng)運(yùn)動(dòng)。而這三項(xiàng)職業(yè)運(yùn)動(dòng)并非一年到頭都在比賽，而是有“季節(jié)性”。一般春、夏屬于棒球季,秋天是足球季，冬天則是籃球的天下。此外，美國(guó)大學(xué)籃球及足球亦是熒光屏上的�？�，所受到的“眷顧”不輸于職業(yè)隊(duì)。一般來(lái)說(shuō)，不論是棒球、籃球或美式足球，美國(guó)各大城市至少擁有一支所屬的職業(yè)隊(duì)。這三類觀賞性球賽采取的比賽方式大致相同，分為“季節(jié)賽”(regular season)和“季后賽”(postseason或playoffs)兩階段。季節(jié)賽中各隊(duì)比賽場(chǎng)數(shù)相同，戰(zhàn)績(jī)優(yōu)秀的球隊(duì)在季節(jié)賽結(jié)束后繼續(xù)參加淘汰制的季后賽。季后賽的優(yōu)勝隊(duì)伍則冠以“世界冠軍”的頭銜，次日在所屬的城市舉行盛大的慶祝游行，最后被邀請(qǐng)到白宮和總統(tǒng)合照，可謂風(fēng)光之至。
籃球的起源
1891年12月初在美國(guó)馬薩諸塞州斯普林菲爾德市基督教青年會(huì)國(guó)際訓(xùn)練學(xué)校（后為春田學(xué)院），該校體育教師詹姆斯奈史密斯博士發(fā)明了籃球。當(dāng)年的籃球規(guī)則只有13條。奈史密斯博士于1939年去世，終年78歲。他未曾料到，由他創(chuàng)建的籃球項(xiàng)目竟然在二百多個(gè)國(guó)家流傳著，而且至今美國(guó)籃球還譽(yù)滿全球。 為了紀(jì)念奈史密斯博士發(fā)明的籃球功績(jī)，在春田學(xué)院校園內(nèi)修建了美國(guó)籃球名人館-詹姆斯奈史密斯紀(jì)念館。
NBA
聯(lián)賽名稱：美國(guó)職業(yè)籃球聯(lián)賽, NBA是National Basketball Association的縮寫（國(guó)家籃球協(xié)會(huì)），成立于1946年6月6日。聯(lián)賽總部： 美國(guó)紐約第五大道645號(hào) （ No.645 Fifth Ave.,New York, NY 10022），現(xiàn)有30支球隊(duì)。
邁克爾.喬丹(Michael Jordan)
1984年NBA選秀大會(huì)第一輪被芝加哥公牛隊(duì)選中，1991-1993年率公牛隊(duì)完成NBA總冠軍“三連冠”霸業(yè)。隨后宣布退休，轉(zhuǎn)而投身美國(guó)職業(yè)棒球聯(lián)賽，加盟芝加哥白襪隊(duì)。但籃球天才并非放之四海而皆準(zhǔn)，棒球生涯受挫的喬丹于1995年3月19日重返NBA，之后1996-1998年又帶領(lǐng)公牛隊(duì)3次奪得NBA總冠軍。1999年1月13日，喬丹宣布正式退役，他的23號(hào)球衣也在聯(lián)合中心體育館永久退役。
主要戰(zhàn)績(jī)： 6次獲得NBA總冠軍：(1990-1991, 1991-1992, 1992-1993, 1995-1996, 1996-1997 和1997-1998) 。
2次奪得奧運(yùn)會(huì)冠軍：1984年、1992年。
榮譽(yù)： 1985年獲NBA年度最佳新人獎(jiǎng)；6次當(dāng)選NBA總決賽最有價(jià)值球員：(1991, 1992, 1993, 1996, 1997, 1998)；5次當(dāng)選NBA最有價(jià)值球員：(1988, 1991, 1992, 1996, 1998)；3次當(dāng)選NBA全明星賽最有價(jià)值球員：(1988, 1996, 1998)。
姚明
上海人, 1980年出生。
榮譽(yù)：
1998年入選中國(guó)籃球明星隊(duì)。
1999年入選中國(guó)籃球南方明星隊(duì)。
1999年5月，獲99賽季全國(guó)男籃甲Ａ聯(lián)賽最有進(jìn)步球員獎(jiǎng)。
2000年2月，入選1999年亞洲全明星隊(duì)。
2000年3月，入選1999－2000年全國(guó)男籃甲Ａ聯(lián)賽全明星陣容。
2000年3月，獲1999－2000賽季全國(guó)男籃甲Ａ聯(lián)賽籃板、扣籃、蓋帽三個(gè)單項(xiàng)獎(jiǎng)。
2003年2月，入選 NBA 全明星陣容。
現(xiàn)效力于美國(guó)休斯敦火箭隊(duì)。
貝克漢姆（David Beckham）
英國(guó)足球隊(duì)員，1975年出生。能夠踢出世界上最好的右路傳中球，任意球和角球也是世界超一流水準(zhǔn)，長(zhǎng)傳球猶如巡航導(dǎo)彈一樣精確。加上帥氣的外表與冷酷的眼神，使他成為足球場(chǎng)上的“萬(wàn)人迷”。
現(xiàn)效力于西班牙皇家馬德里隊(duì)。
羅納爾多（Ronaldo）
巴西足球隊(duì)員，1976年出生。他是當(dāng)之無(wú)愧的新一代球王。他體會(huì)過(guò)少年成名的榮耀，經(jīng)歷過(guò)狀態(tài)低迷的彷徨；他承受了傷筋斷骨的傷痛，感受了世人不信的炎涼。在2002年世界杯冠軍賽中踢進(jìn)兩球，幫助桑巴舞王以2比０擊敗德國(guó)， 贏得創(chuàng)紀(jì)錄的第五座世界杯冠軍。
現(xiàn)效力于西班牙皇家馬德里隊(duì)。
齊達(dá)內(nèi)（Zedane）
齊達(dá)內(nèi)技術(shù)特點(diǎn)：腳法細(xì)膩、優(yōu)美、準(zhǔn)確，盤球技術(shù)干凈利落，場(chǎng)上視野開闊，善于把握?qǐng)錾闲蝿?shì)，傳球巧妙而精確，射門方法多，門前沖擊力強(qiáng)。
榮譽(yù)：
1998年12月，被法國(guó)《足球》雜志評(píng)為98年度歐洲足球先生。
1998年12月，當(dāng)選由英國(guó)《世界足球》雜志評(píng)選出的世界足球先生。
1999年1月，被法國(guó)《隊(duì)報(bào)》評(píng)選為1998年世界最佳運(yùn)動(dòng)員。
1999年2月1日，當(dāng)選國(guó)際足聯(lián) 1998年世界足球先生。
1999年12月，入選99年歐洲全明星陣容。
2000年歐錦賽冠軍。
現(xiàn)效力于西班牙皇家馬德里隊(duì)。
奧林匹克運(yùn)動(dòng)會(huì)(the Olympic Games/the Olympics)
奧林匹克格言是：“更快、更高、更強(qiáng)”。它是國(guó)際奧委會(huì)對(duì)所有參與奧林匹克運(yùn)動(dòng)的人們的號(hào)召，號(hào)召他們本著奧林匹克的精神奮力向上。奧運(yùn)會(huì)期間在主會(huì)場(chǎng)燃燒的火焰即是奧林匹克圣火，象征著光明、團(tuán)結(jié)、友誼、和平、正義。奧林匹克旗，為白底無(wú)邊，中央有五個(gè)相互套連的圓環(huán)(the five interlocking rings /the Olympic rings)，環(huán)的顏色自左至右為藍(lán)、黃、黑、綠、紅。會(huì)旗和五個(gè)環(huán)的含義是：象征五大洲的團(tuán)結(jié)以及全世界的運(yùn)動(dòng)員以公正、坦率的比賽和友好精神在奧運(yùn)會(huì)上相聚一堂。
1949年以后，新中國(guó)的運(yùn)動(dòng)健兒先后參加了第15、23、24、25、26、 27、28屆夏季奧運(yùn)會(huì)，并取得了比較輝煌的成績(jī)。第23屆奧運(yùn)會(huì)，許海峰為中國(guó)奪得了首枚金牌，實(shí)現(xiàn)我國(guó)奧運(yùn)金牌“零”的突破。第23屆洛杉磯奧林匹克運(yùn)動(dòng)會(huì)中國(guó)獲金牌15枚; 第24屆漢城奧林匹克運(yùn)動(dòng)會(huì)中國(guó)獲金牌5枚; 第25屆巴塞羅那奧林匹克運(yùn)動(dòng)會(huì)中國(guó)獲金牌16枚; 第26屆亞特蘭大奧林匹克運(yùn)動(dòng)會(huì)中國(guó)獲金牌16枚; 第27屆悉尼奧林匹克運(yùn)動(dòng)會(huì)中國(guó)獲金牌28枚；第28屆雅典奧林匹克運(yùn)動(dòng)會(huì)中國(guó)獲金牌32枚；第29屆奧林匹克運(yùn)動(dòng)會(huì)將于2008年在中國(guó)北京舉行。
二、 教材分析
本單元教學(xué)內(nèi)容的三大部分分別為，第一部分“What’s your favorite sport?” ， 通過(guò)談?wù)撟约鹤钕矚g的體育運(yùn)動(dòng)這個(gè)話題，學(xué)習(xí)描述和談?wù)撘恍w育運(yùn)動(dòng)項(xiàng)目，介紹自己最喜歡的體育明星，這個(gè)話題是學(xué)生們比較感興趣的內(nèi)容。語(yǔ)法方面復(fù)習(xí)一般現(xiàn)在時(shí)，引出新的語(yǔ)法項(xiàng)目: 一般將來(lái)時(shí)。第二部分“Would you mind saying sorry to Michael?”語(yǔ)言知識(shí)方面繼續(xù)以體育為主線，主要介紹了籃球的起源，采訪了一個(gè)籃球運(yùn)動(dòng)員，記述了一場(chǎng)籃球比賽后的情景。語(yǔ)法方面繼續(xù)學(xué)習(xí)一般將來(lái)時(shí)；復(fù)習(xí)一般過(guò)去時(shí)；向他人提出請(qǐng)求和建議；責(zé)備他人。 第三部分“Beijing will host the 2008 Olympics.” 語(yǔ)言知識(shí)方面以?shī)W林匹克運(yùn)動(dòng)會(huì)為主線，以北京將于2008年舉辦奧林匹克運(yùn)動(dòng)會(huì)為話題，介紹了奧林匹克運(yùn)動(dòng)會(huì)的五環(huán)旗，討論了2008年北京奧運(yùn)會(huì)將以什么作為吉祥物，以及我們應(yīng)為奧運(yùn)做些什么。語(yǔ)法方面繼續(xù)學(xué)習(xí)一般將來(lái)時(shí)的否定句、特殊疑問(wèn)句及其回答；一般將來(lái)時(shí)的賓語(yǔ)從句；一般將來(lái)時(shí)的There be句型。
Topic 1 What’s your favorite sport?
Section A 主要學(xué)習(xí)一般將來(lái)時(shí)，有一般將來(lái)時(shí)的肯定句、一般疑問(wèn)句及其回答。由于是本單元的第一個(gè)Section ，要求不宜過(guò)高。2a是一個(gè)很好的練習(xí)模式，出現(xiàn)了一般將來(lái)時(shí)的一般疑問(wèn)句及其回答，同時(shí)還有一般現(xiàn)在時(shí)和現(xiàn)在進(jìn)行時(shí)句子的對(duì)照，要讓學(xué)生分組活動(dòng)，看圖說(shuō)話，進(jìn)行大量的對(duì)話練習(xí)，讓學(xué)生對(duì)英語(yǔ)的時(shí)態(tài)有一個(gè)清晰的認(rèn)識(shí)。本話題還出現(xiàn)了選擇疑問(wèn)句，比較容易掌握，注意選擇疑問(wèn)句的發(fā)音，前升后降，回答不能使用Yes or No,要用陳述句。如：Which sport do you prefer, skating or skiing? I prefer skating. 1a中還出現(xiàn)了賓語(yǔ)從句，不是Section A的主要內(nèi)容，讓學(xué)生了解即可。
Section B在自主學(xué)習(xí)和分組活動(dòng)中繼續(xù)練習(xí)和掌握一般將來(lái)時(shí)和一般現(xiàn)在時(shí)句子。
Section C 主要內(nèi)容是自己所喜歡的運(yùn)動(dòng)并說(shuō)明原因，這是學(xué)生比較感興趣的話題，教師應(yīng)抓住機(jī)會(huì)，擴(kuò)大學(xué)生的知識(shí)面，提高學(xué)生學(xué)習(xí)英語(yǔ)的積極性。語(yǔ)法方面有一般現(xiàn)在時(shí)和一般將來(lái)時(shí)，功能和話題緊密地結(jié)合在一起。
Section D 對(duì)前三個(gè)Section的復(fù)習(xí)，復(fù)習(xí)How long和 How often 表示的特殊疑問(wèn)句，要讓學(xué)生能夠明確地區(qū)分出這兩個(gè)疑問(wèn)詞的不同含義。
Topic 2 Would you mind saying sorry to Michael?
Section A 在語(yǔ)法方面繼續(xù)學(xué)習(xí)一般將來(lái)時(shí), 包括一般將來(lái)時(shí)的肯定句、一般疑問(wèn)句、特殊疑問(wèn)句及其回答。在功能用語(yǔ)方面引出了向他人提出請(qǐng)求和建議，這也是本話題的重點(diǎn)。老師要帶領(lǐng)學(xué)生多做練習(xí)，讓學(xué)生熟練應(yīng)用，因?yàn)檫@一話題在我們生活中經(jīng)常使用。
Section B 繼續(xù)練習(xí)一般將來(lái)時(shí)和一般過(guò)去時(shí)，還出現(xiàn)了表示責(zé)備他人的句子：You shouldn’t speak to me like that.表示道歉和應(yīng)答的方式是Section B 的重點(diǎn)，因?yàn)檫@一話題在我們?nèi)粘Ｉ钪幸步?jīng)常使用。
Section C繼續(xù)練習(xí)一般將來(lái)時(shí)和一般過(guò)去時(shí)。1a 談?wù)摿嘶@球運(yùn)動(dòng)員Ming 的工作和生活，有機(jī)地把一般將來(lái)時(shí)和一般過(guò)去時(shí)的句子結(jié)合在一起使用。2a講述了籃球的起源，對(duì)幫助同學(xué)們了解籃球方面的知識(shí)有很大的幫助。
Section D 是對(duì)前三個(gè)Section 的復(fù)習(xí)和總結(jié)。1a 復(fù)習(xí)了一般現(xiàn)在時(shí)和一般過(guò)去時(shí)，講述了自己的鍛煉經(jīng)歷，告訴我們應(yīng)該怎樣健康地學(xué)習(xí)、生活和鍛煉，緊扣中心話題。
Topic 3 Beijing will host the 2008 Olympics.
Section A中1a主要講述北京的一位出租車司機(jī)要加入一個(gè)英語(yǔ)俱樂(lè)部，以及要加入英語(yǔ)俱樂(lè)部的原因，引出本話題的中心：2008年北京奧運(yùn)會(huì)，介紹北京的人文風(fēng)貌，練習(xí)一般將來(lái)時(shí)。
Section B的主要內(nèi)容在1a, Kangkang 和Michael約定去遠(yuǎn)足，兩人討論在何時(shí)何地見面，1b 和1c 繼續(xù)就此話題展開練習(xí)。2a和2b 繼續(xù)以練習(xí)一般將來(lái)時(shí)為主，把未來(lái)的天氣和計(jì)劃進(jìn)行的活動(dòng)結(jié)合在一起。
Section C復(fù)習(xí)一般過(guò)去時(shí)，學(xué)習(xí)一般將來(lái)時(shí)的得There be句型。Section C圍繞奧林匹克運(yùn)動(dòng)會(huì)展開話題。1a 談?wù)撐覈?guó)參加奧運(yùn)會(huì)的情況及獲金牌情況。1c談?wù)?008年北京奧運(yùn)會(huì)的吉祥物。2a1看圖說(shuō)話，以What will the 2008 Olympics bring us?為題，學(xué)習(xí)There will be ...句型。2a2看圖說(shuō)話,以What should we do for the Olympics?為話題復(fù)習(xí)向他人提建議。2b談?wù)撐覀儜?yīng)為奧運(yùn)做些什么：What are you doing now for the 2008 Beijing Olympics? What will you do for the Beijing Olympics in 2008?
Section D 是對(duì)前三個(gè)Section的復(fù)習(xí)和總結(jié)。 1a學(xué)習(xí)奧運(yùn)會(huì)五環(huán)旗及其含義。2a，2b總結(jié)本topic 的語(yǔ)法內(nèi)容和有用的表達(dá)方式,總結(jié)一般將來(lái)時(shí)的賓語(yǔ)從句和一般將來(lái)時(shí)的There be句型。4是一首英語(yǔ)歌曲,歌曲內(nèi)容緊扣本單元話題,激發(fā)我們奮發(fā)努力的上進(jìn)心。5是本單元最后總結(jié)性的任務(wù),對(duì)本單元的內(nèi)容進(jìn)行總結(jié)性的練習(xí)。
三、 教學(xué)建議
Topic 1 What’s your favorite sport?
Section A
重點(diǎn)活動(dòng)是1a和2a。
教學(xué)目標(biāo)：
1. 了解一般將來(lái)時(shí)。
2. 復(fù)習(xí)選擇疑問(wèn)句。
3. 談?wù)撟约核矚g的體育活動(dòng)以及自己的打算。
教學(xué)過(guò)程：
第一步：復(fù)習(xí)
師生問(wèn)答：談?wù)撏瑢W(xué)們的課余生活及個(gè)人愛好。
What do you usually do after school?
I usually...
Do you like playing basketball /tennis/ football...?
Yes, I do. / No, I don’t.
I’d like to play basketball. Will you join us?
引出下一步。
第二步：呈現(xiàn)
1. 老師使用第一幅圖，圖上畫有學(xué)生正在打籃球。師生問(wèn)答：
（板書出一個(gè)對(duì)話）
A: What are they doing?
B: They are playing basketball.
A: I’d like to play basketball. Will you join us？
幫助學(xué)生回答：
B: Yes, I will. / No, I won’t.
老師使用第二幅圖，圖上畫有學(xué)生正在打排球。師生問(wèn)答：
A: What are they doing?
B: They are playing volleyball.
A: I’d like to play volleyball. Will you join us？
B: Yes, I will. / No, I won’t.
老師使用第三幅圖，圖上畫有學(xué)生正在踢足球。師生問(wèn)答：
A: What are they doing?
B: They are playing soccer.
A: I’d like to play soccer. Will you join us？
B: Yes, I will. / No, I won’t.
2. 老師盡量多使用一些圖片讓學(xué)生根據(jù)板書和圖畫內(nèi)容作對(duì)話。
3. 老師向同學(xué)展示圖片：
使用圖4、5、6、7教學(xué)詞和詞組bicycling, cheer sb. on, skiing，climbing。
老師使用第4幅圖，圖上畫有自行車運(yùn)動(dòng)。師生問(wèn)答：
A: What are they doing?
B: They are bicycling.
老師使用第5幅圖，圖上畫有學(xué)生歡呼加油。師生問(wèn)答：
A: What are they doing?
B: They are cheering us on.
老師使用第6幅圖，圖上畫有學(xué)生滑雪。師生問(wèn)答：
A: What are they doing?
B: They are skiing.
老師使用第7幅圖，圖上畫有學(xué)生登山運(yùn)動(dòng)。師生問(wèn)答：
A：What are they doing?
B：They are climbing mountains.
4. 聽1a的錄音，回答問(wèn)題：
What will Michael do?
Will Kangkang come and cheer them on?
第三步：鞏固
1. 放錄音1a。 學(xué)生先聽，后跟讀并模仿，核對(duì)語(yǔ)音語(yǔ)調(diào)。
2. 讓學(xué)生和錄音機(jī)一起讀。人機(jī)對(duì)話，即學(xué)生和錄音機(jī)對(duì)話。
3. 學(xué)生兩人一組表演1a.
4. 雙人活動(dòng)。根據(jù)1a重新編一個(gè)類似的對(duì)話，完成1b。
A: Hi, ...
B: Hi,... I’d like to play soccer. Will you join us?
A: I’m afraid I can’t. I have to do my homework first. By the way, I see you play soccer almost every day.
B: Yes. We’ll have a game between ... team and our team this Sunday. Will you come and cheer us on?
A: Of course I will.
5. 分組活動(dòng)。使用圖片進(jìn)行看圖說(shuō)話練習(xí)， 完成2a。
A: Which sport do you prefer, ... or...?
B: I prefer ...
A: Do you ... much?
B: Yes, quite a lot.
A: We are planning to have a ... club. Will you join us?
B: Yes, I will./No, I won’t.
第四步:練習(xí)
1. 雙人活動(dòng)。使用圖片進(jìn)行看圖說(shuō)話表演，談?wù)撟约鹤钕矚g的體育活動(dòng)。
2. 分組活動(dòng)。討論各自所喜歡的體育活動(dòng)以及自己的打算。 如自己打算參加某個(gè)體育俱樂(lè)部。
3. 分別從每組中找一名代表到前面,匯報(bào)本組同學(xué)所喜歡的體育活動(dòng)以及他們的打算。
第五步: 活動(dòng)產(chǎn)品
讓學(xué)生以短文的形式寫一篇介紹自己以及同伴所喜歡的體育活動(dòng)的文章，作為作業(yè)。
Like this: My favorite sport is basketball. I play basketball a lot. I think it is exciting. I will join the basketball club. My friend, Li Lei’s favorite sport is ...
Section A
The main activities are 1a and 2a.
Teaching aims and demands:
1. Learn the Simple Future Tense.
2. Review the alternative questions.
3. Talk about the sports that the students like best and what they will do.
Teaching procedure:
Step 1 Review
Ask and answer between the teacher and the students: Talking about the things that the students like doing after class.
What do you usually do after school?
I usually...
Do you like playing basketball /tennis/ football...?
Yes, I do. / No, I don’t.
I’d like to play basketball. Will you join us?
Lead into the next step.
Step 2 Presentation
1. The teacher shows Picture 1. There are some students who are playing basketball. The teacher and the students ask and answer like this: (Write down the dialog on the blackboard.)
Picture 1 Picture 2 Picture 3A: What are they doing?
B: They are playing basketball.
A: I’d like to play basketball. Will you join us？(Help the students to answer)
B: Yes, I will. / No, I won’t.
The teacher shows Picture 2. There are some students who are playing volleyball. The teacher and the students ask and answer like this:
A: What are they doing?
B: They are playing volleyball.
A: I’d like to play volleyball. Will you join us？
B: Yes, I will. / No, I won’t.
The teacher shows Picture 3. There are some students who are playing football. The teacher and the students ask and answer like this:
A: What are they doing?
B: They are playing football.
A: I’d like to play football. Will you join us？
B: Yes, I will. / No, I won’t.
2. The teacher shows more pictures to let the students make more dialogs.
3. The teacher shows the pictures to the students. Learn the new words and phrases : bicycling, cheer sb. on, skiing,climbing,etc.
Picture 4 Picture 5 Picture 6 Picture 7The teacher shows Picture 4. There are some students bicycling. The teacher and the students ask and answer like this:
A: What are they doing?
B: They are bicycling.
The teacher shows Picture 5. There are some students cheering. The teacher and the students ask and answer like this:
A: What are they doing?
B: They are cheering us on.
The teacher shows Picture 6. There are some students skiing. The teacher and the students ask and answer like this:
A: What are they doing?
B: They are skiing.
The teacher shows Picture 7.There are some students climbing mountains. The teacher and the students ask and answer like this:
A:What are they doing?
B:They are climbing mountains.
4. Listen to 1a and answer the following questions:
What will Michael do?
Will Kangkang come and cheer them on?
Step 3 Consolidation
1. Ask the students to listen to Section A 1a. Ask them to mark the intonations.
2. Ask them to read with the tape together.
3. Ask them to act out Section A 1a in pairs.
4. Make a similar conversation in pairs, and finish 1b.
A: Hi, ...
B: Hi... I’d like to play soccer. Will you join us?
A: I’m afraid I can’t. I have to do my homework first. By the way, I see you play soccer almost every day.
B: Yes. We’ll have a game between ... team and our team this Sunday. Will you come and cheer us on?
A: Of course I will.
5. Make conversations with the pictures in groups, and finish 2a.
A: Which sport do you prefer, ... or...?
B: I prefer ...
A: Do you ... much?
B: Yes, quite a lot.
A: We are planning to have a ... club. Will you join us?
B: Yes, I will./No, I won’t.
Step 4 Practice
1. Make conversations with the pictures and act them out in pairs. Talk about the sports that they like best.
2. Talk about the sports that they like best and what they want to do. For example: They want to join a sports club.
3. Ask one student from each group to come to the front to express their favorite sport and what they want to do.
Step 5 Project
Let the students write down a short passage to introduce his and his partners’ favorite sports.
It may be their homework.
For example: My favorite sport is basketball. I play basketball a lot. I think it is exciting.
I will join the basketball club. My friend Li Lei’s favorite sport is ...
Section B
重點(diǎn)活動(dòng)是1a和2a。
教學(xué)目標(biāo)：
1. 繼續(xù)學(xué)習(xí)一般將來(lái)時(shí)。
2. 復(fù)習(xí)一般過(guò)去時(shí)。
3. 談?wù)撟约核矚g的體育運(yùn)動(dòng)和體育運(yùn)動(dòng)員。
教學(xué)過(guò)程：
第一步: 復(fù)習(xí)
1. 讓學(xué)生盡量多地說(shuō)出運(yùn)動(dòng)項(xiàng)目。
2. 選擇幾個(gè)學(xué)生到前面，復(fù)述自己作業(yè)中關(guān)于自己的以及同伴所喜歡的體育活動(dòng)的文章。
第二步: 呈現(xiàn)
1. 老師向同學(xué)展示圖片, 使用圖片教學(xué)單詞和詞組：famous, places of interest, sportsman,sportswoman,fan， 并把生詞板書到黑板上。
圖1 圖2 圖3 圖4
教學(xué)famous,places of interest 可以多使用一些圖片。如：故宮、頤和園、長(zhǎng)城等。師生問(wèn)答：
A：What are these?
B：They are famous places of interest.
教學(xué)sportsman, sportswoman 也可以多使用一些圖片。如：姚明 、貝克漢姆（David Beckham）、羅納爾多（Ronaldo）、齊達(dá)內(nèi)（Zedane）等。師生問(wèn)答：
A：Who are they?
B：They are famous sportsmen.Yao Ming is a famous basketball player. David Beckham，Ronaldo and Zedane are famous soccer players.
使用一些女運(yùn)動(dòng)員圖片。如：乒乓球奧運(yùn)冠軍王楠、跳水奧運(yùn)冠軍郭晶晶、女足隊(duì)長(zhǎng)孫雯等。師生問(wèn)答：
A：Who are they?
B：They are famous sportswomen.
老師使用第4幅圖，圖畫上有籃球迷或足球迷, 學(xué)習(xí)fan。師生問(wèn)答：
A：Who are they?
B：They are basketball / football /soccer fans.
第三步：鞏固
1. 學(xué)生獨(dú)立學(xué)習(xí)，閱讀2a并回答下面問(wèn)題:
Where did David Beckham arrive yesterday?
Who will they play against?
What about the soccer fans?
Will they stay in Beijing for long?
Where will they leave for the day after tomorrow?
2. 聽1a的錄音，回答問(wèn)題：
What’s Michael’s favorite sport?
Who is Michael’s favorite player?
檢查學(xué)生答案。
3. 放錄音1a, 學(xué)生先聽，后跟讀并模仿，核對(duì)語(yǔ)音語(yǔ)調(diào)。
4. 讓學(xué)生和錄音機(jī)齊讀。人機(jī)對(duì)話，即學(xué)生和錄音機(jī)對(duì)話。
5. 學(xué)生雙人活動(dòng), 分角色對(duì)話。
6. 學(xué)生小組活動(dòng)，談?wù)撏瑢W(xué)所喜歡的體育運(yùn)動(dòng)和體育運(yùn)動(dòng)員。
檢查學(xué)生答案。
7. 學(xué)生獨(dú)立學(xué)習(xí)，根據(jù) 1a 補(bǔ)全1b短文, 檢查學(xué)生答案，并完成1b。
第四步：練習(xí)
1. 學(xué)生小組活動(dòng)，制作組內(nèi)調(diào)查表，并用短文描述。
Name Favorite sport Favorite sportsman Favorite sportswoman
Li Ming
Han Mei
Liu Xiaodong
My friend Li Ming’s favorite sport is
________________________________________
. His favorite player is
________________________________________每組挑選一名同學(xué)到前面介紹本組同學(xué)的情況, 完成1b。
2. 雙人活動(dòng), 對(duì)1c中的問(wèn)題進(jìn)行問(wèn)答練習(xí)，找?guī)讓?duì)同學(xué)到前面表演。
第五步：活動(dòng)產(chǎn)品
獨(dú)立活動(dòng)，制作自己最喜歡的運(yùn)動(dòng)員的名片，并寫成小短文完成3�？梢宰鳛樽鳂I(yè)。
Name Card
Name
Sex
Age
Birthday
Country
Job
Like this: My favorite player is...
Section B
The main activities are 1a and 2a.
Teaching aims and demands:
1. Go on learning the Simple Future Tense.
2. Review the Simple Past Tense.
3. Talk about the favorite sports and the favorite sports players.
Teaching procedure:
Step 1 Reveiew
1. Let the students say the sports names as many as they can.
2. Choose several students to retell their and their partners’favorite sports.
Step 2 Presentation
1. The teacher shows the pictures to the students. Learn the new words and phrases: famous, places of interest, sportsman, sportswoman, fan. And write down the information on the blackboard.
Picture 1 Picture 2 Picture 3 Picture 4
We can use more pictures to teach: famous, places of interest. For example: the Palace Museum,the Summer Palace, the Great Wall, etc.
Ask and answer like this:
A：What are these?
B：They are famous places of interest.
We can also use more pictures to teach: sportsman, sportswoman. For example: Yao
Ming，David Beckham，Ronaldo，Zedane，etc.
Ask and answer like this:
A:Who are they?
B：They are famous sportsmen. Yao Ming is a famous basketball player. David Beckham，Ronaldo and Zedane are famous soccer players.
Use pictures of some women players. For example: Wang Nan, Guo Jingjing, Sun Wen, etc.
Ask and answer like this:
A：Who are they?
B：They are famous sportswomen.
The teacher uses Picture 4 to learn:fan, with football fans or basketball fans.
Ask and answer like this:
A：Who are they?
B：They are basketball / football /soccer fans.
Step 3 Consolidation
1.The students read 2a alone and answer the following questions:
Where did David Beckham arrive yesterday?
Who will they play against?
What about the soccer fans?
Will they stay in Beijing for long?
Where will they leave for the day after tomorrow?
2. Listen to 1a and answer the following questions:
What’s Michael’s favorite sport?
Who’s Michael’s favorite player?
Check the answers.
3.Ask the students to listen to Section B 1a. Ask them to mark the intonations.
4. Ask them to read with the tape together.
5. In pairs, act the conversation out.
6. The students talk about their favorite sports and favorite players.
7. The students learn alone, and fill in the blanks in 1b according to 1a. Check the answers in 1b and finish 1b.
Step 4 Practice
1. Work in groups. The students make a survey about their favorite sports and favorite players. Then change the form into a short passage.
Name Favorite sport Favorite sportsman Favorite sportswoman
Li Ming
Han Mei
Liu Xiaodong
My friend Li Ming’s favorite sport is... His favorite player is...
Ask one student from each group to come to the front to introduce their favorite sports and favorite players. Finish 1b.
2. Ask and answer the questions from 1c in pairs. Ask several pairs to act it out in front. Finish 1c.
Step 5 Project
Work alone， make the favorite player’s name card, and make it into a short passage.Finish 3.It may be homework.
Name Card
Name
Sex
Age
Birthday
Country
Job
For example: My favorite player is...
Section C
重點(diǎn)活動(dòng)是1a，1b和2a。
教學(xué)目標(biāo)：
1. 繼續(xù)學(xué)習(xí)一般將來(lái)時(shí)。
2. 復(fù)習(xí)一般現(xiàn)在時(shí)。
3. 繼續(xù)談?wù)撟约核矚g的體育活動(dòng)及原因。
教學(xué)過(guò)程：
第一步:復(fù)習(xí)
1. 讓學(xué)生兩人一組，手拿圖片，到前面進(jìn)行問(wèn)答表演，復(fù)習(xí)自己所喜歡的體育活動(dòng)。
2. 選擇幾個(gè)學(xué)生到前面，復(fù)述自己作業(yè)中關(guān)于自己最喜歡的運(yùn)動(dòng)的文章。
第二步:呈現(xiàn)
1. 老師向同學(xué)展示圖片, 使用圖片教學(xué)生單詞和詞組：baseball, gym, spend, at least, hour, high jump, long jump， 并把生詞板書到黑板上。
老師使用第1幅圖，圖上畫有學(xué)生正在打棒球。師生問(wèn)答：
A: What is he doing? (幫助學(xué)生回答)
B: She is playing baseball.
老師使用第2幅圖，圖上畫有Ann在體育館健身。師生問(wèn)答：
A: What’s Ann doing in the gym? (幫助學(xué)生回答)
B: She is doing sports.
A: She spends at least half an hour in the gym every day.
老師使用第3幅圖，圖上畫有學(xué)生正在跳高。師生問(wèn)答：
A: What is she doing? (幫助學(xué)生回答)
B: She is doing high jump.
老師使用第4幅圖，圖上畫有學(xué)生正在跳遠(yuǎn)。師生問(wèn)答：
A: What is he doing? (幫助學(xué)生回答)
B: He is doing long jump.
2. 頭腦風(fēng)暴法： What sports do you know? 讓學(xué)生舉手說(shuō)出自己所知道的體育運(yùn)動(dòng)的名稱，同時(shí)把這些詞板書到黑板上。
兩人一組，完成1a，檢查答案。
3. 聽1b的錄音，回答問(wèn)題：
Does Ann like sports?
What is she planning to do?
然后打開書自主學(xué)習(xí)并回答下面問(wèn)題：
What does Ann often do on Sundays?
How often does she go bicycling?
How long does she spend at least in the gym every day?
How often does she play baseball?
Will her classmates cheer her on?
檢查學(xué)生答案。
4. 放錄音1b, 學(xué)生先聽，后跟讀并模仿，核對(duì)語(yǔ)音語(yǔ)調(diào)。
5. 讓學(xué)生和錄音機(jī)齊讀。人機(jī)對(duì)話，即學(xué)生和錄音機(jī)對(duì)話。
6. 老師示范，學(xué)生獨(dú)立完成1a， 根據(jù) Ann 的活動(dòng)時(shí)間表描述Ann一星期的運(yùn)動(dòng)情況。如：
Ann goes to the gym from 8:30 to 9:30 a.m. everyday. She goes bicycling from 5 o’clock to 6 o’clock on Wednesday afternoon and Friday afternoon...
第三步：鞏固
學(xué)生雙人活動(dòng)進(jìn)行對(duì)話練習(xí)，完成2a。
第四步：練習(xí)
1. 挑選一些同學(xué)到前面根據(jù)Ann的活動(dòng)時(shí)間表描述出Ann一星期的運(yùn)動(dòng)情況。
2. 小組活動(dòng)，同學(xué)們可以使用課本上的圖畫，或者畫出自己所喜歡的運(yùn)動(dòng)項(xiàng)目，描述自己所喜歡的體育活動(dòng)及原因。
第五步：活動(dòng)產(chǎn)品
1. 學(xué)生小組活動(dòng)，列出運(yùn)動(dòng)項(xiàng)目，完成下面表格。例如：
Team games basketball, soccer, volleyball, baseball, etc.
Other ball games tennis, table tennis, golf, etc.
Track and Field running, swimming, horse racing, high jump, long jump， etc.
International sports events Olympic Games, World Cup Football League, etc.
2. 學(xué)生獨(dú)立活動(dòng)，完成下面表格并形成短文介紹自己的運(yùn)動(dòng)計(jì)劃�？梢宰鳛樽鳂I(yè)。如：
Time Sports
6∶ 20a.m. ～ 6∶ 40a.m. every day running
5∶ 30p.m. ～ 6∶ 00p.m. every day basketball
4∶ 00p.m. ～ 6∶ 00p.m. Saturday afternoon soccer
I run from 6∶ 20 to 6∶ 40 in the morning every day...
Section C
The main activities are 1a,1b and 2a.
Teaching aims and demands:
1. Go on with the Simple Future Tense.
2. Review the Simple Present Tense.
3. Go on talking about the favorite sports and reasons.
Teaching procedure:
Step 1 Review
1. The students ask and answer in pairs to talk about their favorite sports with pictures.
2. Choose several students to retell their favorite athletes.
Step 2 Presentation
1. The teacher shows the pictures to the students. Learn the new words and phrases: baseball, gym, spend, at least, hour, high jump, long jump.Write them down on the blackboard.
Picture 1 Picture 2 Picture 3 Picture 4
The teacher shows Picture 1. There is a student who is playing baseball. The teacher and the students ask and answer like this:
A: What is she doing? (Help the students to answer)
B: She is playing baseball.
The teacher shows Picture 2. Ann is doing sports in the gym. The teacher and the students ask and answer like this:
A: What’s Ann doing in the gym? (Help the students to answer)
B: She is doing sports.
A: She spends at least half an hour in the gym every day.
The teacher shows Picture 3. There is a student who is doing high jump. The teacher and the students ask and answer like this:
A: What is she doing? (Help the students to answer)
B: She is doing high jump.
The teacher shows Picture 4. There is a student who is doing long jump. The teacher and the students ask and answer like this:
A: What is he doing? (Help the students to answer)
B: He is doing long jump.
2. Brain stormings: What sports do you know? Let the students say the sports words and write down these words on the blackboard.
Work in pairs to finish 1a, and then check the answers.
3. Listen to 1b and answer the following questions:
Does Ann like sports?
What is she planning to do?
And then, ask the students to open their books and answer the following questions by themselves:
What does Ann often do on Sundays?
How often does she go bicycling?
How long does she spend at least in the gym every day?
How often does she play baseball?
Will her classmates cheer her on?
Check the answers.
4.Ask the students to listen to section C 1b,and then read after the tape.Ask them to mark the intonations.
5.Ask the students to read with the tape together.
6.The teacher makes a model and students finish 1a. According to Ann’s sports timetable, talk about Ann’s exercise in a week. For example:
Ann goes to the gym from 8∶ 30 a.m. to 9∶ 30 a.m. every day. She goes bicycling from 5 o’clock to 6 o’clock on Wednesday afternoon and Friday afternoon...
Step 3 Consolidation
Pair work, finish 2a.
Step 4 Practice
1. Choose some students to talk about Ann’s exercise in a week according to Ann’s sports timetable.
2. According to the pictures in the book or drawing pictures by themselves, the students talk about their favorite sports in groups.
Step 5 Project
1. Work in groups to set out the sports names and finish the chart. For example:
Team games basketball, soccer, volleyball, baseball, etc.
Other ball games tennis, table tennis, golf, etc.
Track and Field running, swimming, horse racing, high jump , long jump, etc.
International sports events Olympic Games, World Cup Football League, etc.
2.The students work alone to finish the chart and write a short passage to introduce themselves’exercise plan.
Time Sports
6∶ 20a.m. ～ 6∶ 40a.m. every day running
5∶ 30p.m. ～ 6∶ 00p.m. every day basketball
4∶ 00p.m. ～ 6∶ 00p.m. Saturday afternoon soccer
I will run from 6∶ 20 to 6∶ 40 in the morning every day...
Section D
重點(diǎn)活動(dòng)是1和3。
教學(xué)目標(biāo)：
1. 復(fù)習(xí)總結(jié)一般將來(lái)時(shí)。
2. 繼續(xù)談?wù)撟约核矚g的體育運(yùn)動(dòng)。
3. 復(fù)習(xí)特殊疑問(wèn)詞。
教學(xué)過(guò)程：
第一步：復(fù)習(xí)
分組活動(dòng), 復(fù)習(xí)運(yùn)動(dòng)項(xiàng)目，小組之間展開競(jìng)爭(zhēng), 看哪個(gè)小組說(shuō)出的單詞又多又準(zhǔn)確， 說(shuō)得最多的小組是獲勝組, 大家一起為他們鼓掌。
第二步：呈現(xiàn)
1.老師和一名同學(xué)使用前三課中用過(guò)的圖片，進(jìn)行對(duì)話練習(xí)示范：
A: Which sport do you prefer,... or...?
B: I prefer... . I will play it with my brother.
A: What time will you play?
B: At about 4 o’clock p.m.
A: How long will you play?
B: Two hours.
A: How often do you play?
B: Oh, twice a week.
把對(duì)話中的問(wèn)句板書到黑板上。
雙人活動(dòng), 根據(jù)個(gè)人愛好重編對(duì)話, 鼓勵(lì)同學(xué)們到前面使用圖片表演。
2. 雙人活動(dòng), 完成1。
第三步:鞏固
獨(dú)立活動(dòng)，完成3，檢查學(xué)生答案，并完成2a和2b。
第四步:練習(xí)
小組活動(dòng)，談?wù)撟约核矚g的體育運(yùn)動(dòng)和運(yùn)動(dòng)員。介紹自己每天以及每個(gè)星期的運(yùn)動(dòng)情況,完成4。
第五步:活動(dòng)產(chǎn)品
寫一個(gè)自己的體育鍛煉計(jì)劃。
Section D
The main activities are 1 and 3.
Teaching aims and demands:
1. Review and summarize the Simple Future Tense.
2. Go on talking about the favorite sports.
3. Review the special questions.
Teaching procedure:
Step 1 Review
Review the sports names in groups, and have a competition among them.
Step 2 Presentation
1. The teacher uses the pictures we have used and make a model dialog:
A: Which sport do you prefer,...or...?
B: I prefer... I will play it with my brother.
A: What time will you play?
B: At about 4 o’clock p.m.
A: How long will you play?
B: We will play two hours.
A: How often do you play?
B: Oh, twice a week.
Write down the questions in the dialog on the blackboard.
Work in pairs, and make their own dialogs. Encourage the students to act them out in front with the pictures.
2. Work in pairs, and finish 1a.
Step 3 Consolidation
Students work alone, and finish 3. Check answers and finish 2a, 2b.
Step 4 Practice
Work in groups. Talk about their favorite sports and favorite players. Introduce their daily exercise,and finish 4.
Step 5 Project
Write down a short passage about exercise plan.
Topic 2 Would you mind saying sorry to Michael?
Section A
重點(diǎn)活動(dòng)是1a和2。
教學(xué)目標(biāo)：
1. 繼續(xù)學(xué)習(xí)一般將來(lái)時(shí)。
2. 提出請(qǐng)求和建議。
教學(xué)過(guò)程：
第一步：復(fù)習(xí)
1. 讓學(xué)生談?wù)撟约合矚g的體育運(yùn)動(dòng)和運(yùn)動(dòng)員。
2. 讓學(xué)生談?wù)撟约好刻斓捏w育鍛煉情況。
3. 讓學(xué)生談?wù)撟约旱捏w育鍛煉計(jì)劃。
告訴學(xué)生：We will have a soccer game this Saturday. But one of our teammates fell ill.
讓學(xué)生推測(cè)teammates 和 fell ill 的漢語(yǔ)意思。引出下一步。
第二步：呈現(xiàn)
1. 老師使用第1幅圖，學(xué)習(xí)fall ill。 師生問(wèn)答：
（板書對(duì)話）
A：What’s wrong with him? （幫助學(xué)生回答）
B：He falls ill.
老師使用第2幅圖，圖上畫有首都體育場(chǎng)。師生問(wèn)答：
A：What’s this? （幫助學(xué)生回答）
B：This is the Capital Stadium.
學(xué)生之間對(duì)話，呈現(xiàn)be glad to ,far from, would you mind...等。
A:Do you want to go to the Capital Stadium?
B:Yes,very much.Is it far from here?
A:Yes.You’d better take a bus.
B:Would you mind going there with me?
A:Not at all.Let’s meet at the school gate.
老師使用第3幅圖，圖上畫有一人在吸煙。師生問(wèn)答：
A：What’s he doing? （幫助學(xué)生回答）
B：He is smoking.
2. 聽1a錄音，回答下列問(wèn)題：
Can you guess“do me a favor”?
What will they do this Saturday?
What’s wrong with one of Kangkang’s teammates?
讀對(duì)話，完成1a。
第三步: 鞏固
1. 放錄音1a, 學(xué)生先聽，后跟讀并模仿，核對(duì)語(yǔ)音語(yǔ)調(diào)。
2. 讓學(xué)生和錄音機(jī)齊讀。人機(jī)對(duì)話，即學(xué)生和錄音機(jī)對(duì)話。
3. 學(xué)生兩人一組表演1a。
4. 雙人活動(dòng)，根據(jù)1a重新編一個(gè)類似的對(duì)話，完成1b。
5. 自主學(xué)習(xí)，聽錄音，補(bǔ)全對(duì)話，完成1c。
第四步: 練習(xí)
1. 雙人活動(dòng)，調(diào)整對(duì)話順序，然后和同伴進(jìn)行練習(xí)。完成2。
2. 自主學(xué)習(xí)，聽錄音，對(duì)話和圖片一一對(duì)號(hào)入座。完成3。
3. 雙人活動(dòng)，根據(jù)3對(duì)話，進(jìn)行練習(xí)。
第五步: 活動(dòng)產(chǎn)品
雙人活動(dòng)，自編兩段對(duì)話：
1. 問(wèn)路。需要用上：do me a favor, far from.
2. 請(qǐng)求別人做某事。需要用上：Would you mind...? / Would you mind not...?
Section A
The main activities are 1a and 2.
Teaching aims and demands:
1. Go on learning the Simple Future Tense.
2. Requests and suggestions.
Teaching procedure:
Step 1 Review
1. Let the students talk about their favorite sports and favorite players.
2. Let the students talk about their daily exercise.
3. Let the students talk about their exercise plan.
Step 2 Presentation
1. The teacher shows Picture 1 to learn “fall ill”. The teacher and the students ask and answer like this:
The teacher shows Picture 1 to learn “fall ill”. The teacher and the students ask like this:
(Write down the dialog on the blackboard.)
A:What’s wrong with him? (Help the students to answer）
B:He falls ill.
Picture 1 Picture 2 Picture 3
The teacher shows Picture 2 to learn the Capital Stadium. The teacher and the students ask and answer like this:
A:What’s this?（Help the students to answer）
B:The teacher helps the students to make a dialog, presenting: be glad to, far from, would you mind...?
A:Do you want to go to the Capital Stadium?
B:Yes.Very much.Is it far from here?
A:Yes.You’d better take a bus.
B:Would you mind going there with we?
A:Not at all.Let’s meet at the school gate.
The teacher shows Picture 3 to learn “smoke”. The teacher and the students ask and answer like this:
A：What’s he doing? (Help the students to answer）
B：He is smoking.
2.Listen to 1a and answer the following questions:
Can you guess: “ do me a favor”?
What will they do this Saturday?
What’s wrong with one of Kangkang’s teammates?
Read the dialog and finish 1a.
Step 3 Consolidation
1.Ask the students to listen to Section A 1a and follow the tape. Ask them to mark the intonations.
2.Ask them to read with the tape together.
3.Act out 1a in pairs.
4.In pairs, the students make a similar dialog according to 1a, and finish 1b.
5.Work alone, listen to the tape , fill in the blanks, and finish 1c.
Step 4 Practice
1.In pairs, number the sentences to make a conversation, then practice with their partners and finish 2.
2.Work alone, listen to the tape and match the conversation with the pictures, and finish 3.
3.In pairs, practice with their partners according to 3.
Step 5 Project
In pairs, make two conversations.
1.Ask the way with the words: do me a favor, far from
2.Ask others to do something with the drills: Would you mind...? / Would you mind not...?
Section B
重點(diǎn)活動(dòng)是1a和2。
教學(xué)目標(biāo)：
1. 繼續(xù)練習(xí)一般將來(lái)時(shí)和一般過(guò)去時(shí)。
2. 表示責(zé)備他人的用語(yǔ)。
3. 表示道歉和應(yīng)答的用語(yǔ)。
教學(xué)過(guò)程：
第一步：復(fù)習(xí)
1. 雙人活動(dòng)，同伴進(jìn)行練習(xí)并表演關(guān)于問(wèn)路的對(duì)話。
2. 雙人活動(dòng)，同伴進(jìn)行練習(xí)并表演關(guān)于請(qǐng)求別人做某事的對(duì)話。
第二步：呈現(xiàn)
1. 老師向同學(xué)展示圖片：
圖1 圖2 圖3 圖4
使用圖片教學(xué)單詞和詞組：careless, goal, fight, angry, 并把生詞板書到黑板上。
老師使用第1幅圖，師生問(wèn)答：
A：Look at Li Ming’s homework. How is Li Ming? (幫助學(xué)生回答)
B：He is careless.
老師使用第2幅圖，師生問(wèn)答：
A：What did he do? (幫助學(xué)生回答)
B：He got a goal.
A：If he didn’t get a goal, he missed a good chance.
老師使用第3幅圖，師生問(wèn)答：
A：What are they doing? (幫助學(xué)生回答)
B：They are fighting.
老師使用第4幅圖，師生問(wèn)答：
A：What’s wrong with Li Ming? (幫助學(xué)生回答)
B：He is angry.
學(xué)生之間展開問(wèn)答練習(xí)，先熟悉一些生詞。還可以進(jìn)行其他練習(xí)。如：
老師使用第1幅圖，師生問(wèn)答：
Li Ming’s careless. What will Li Ming do? (幫助學(xué)生回答)
He will do his best.
老師使用第2幅圖，師生問(wèn)答：
If he misses the goal, he misses a good chance. How will his teammates feel? (幫助學(xué)生回答)
They will feel angry with him and someone may say“shame on you”.
2. 聽1a的錄音，回答下列問(wèn)題：
Did Michael miss a good chance?
Will Michael do better next time?
讀對(duì)話，完成1a。
第三步:鞏固
1. 放錄音1a。 學(xué)生先聽，后跟讀并模仿，核對(duì)語(yǔ)音語(yǔ)調(diào)。
2. 讓學(xué)生和錄音機(jī)齊讀。人機(jī)對(duì)話，即學(xué)生和錄音機(jī)對(duì)話。
3. 學(xué)生兩人一組表演1a, 完成1a。
4.自主學(xué)習(xí)，根據(jù)1a的內(nèi)容，用所給的單詞完成短文，檢查答案，完成1b.
第四步: 練習(xí)
1.雙人活動(dòng)，用所給的詞組完成對(duì)話，使對(duì)話意思完整。找部分同學(xué)到前面表演。如：
A:Your room is too dirty.Would you mind cleaning your room？
B:Sorry, I’ll do it in a minute.
完成2。
2.自主學(xué)習(xí)，給道歉和應(yīng)答連線，使內(nèi)容匹配。完成3。
3. 雙人活動(dòng)，就3內(nèi)容進(jìn)行問(wèn)答練習(xí)并表演。
第五步:活動(dòng)產(chǎn)品
小組或雙人活動(dòng)，創(chuàng)設(shè)一個(gè)情景或短劇，內(nèi)容有：出現(xiàn)問(wèn)題、抱怨、道歉和應(yīng)答。如：一位同學(xué)讓另一位同學(xué)久等了，或者不小心把同學(xué)的書弄壞了等，內(nèi)容可以隨意發(fā)揮。要求內(nèi)容完整，意思連貫，表達(dá)準(zhǔn)確。
Section B
The main activities are 1a and 2.
Teaching aims and demands:
1. Go on learning the Simple Future Tense and the Simple Past Tense.
2. Blame others.
3. Apologies and responses.
Teaching procedure:
Step 1 Review
1. In pairs, practice and act out the conversations about asking the way.
2. In pairs, practice and act out the conversations about asking others to do something.
Step 2 Presentation
1. The teacher shows the pictures to the students. Learn the new words and phrases: careless, goal, fight, angry. And write down the new words on the blackboard.
Picture 1 Picture 2 Picture 3 Picture 4
The teacher shows Picture 1. The teacher and the students ask and answer like this:
A：Look at Li Ming’s homework. How is Li Ming? (Help the students to answer)
B:He is careless.
The teacher shows Picture 2. The teacher and the students ask and answer like this:
A:What did he do? (Help the students to answer)
B:He got a goal.
A:If he didn’t get a goal, he missed a good chance.
The teacher shows Picture 3. The teacher and the students ask and answer like this:
A:What are they doing? (Help the students to answer)
B:They are fighting.
The teacher shows Picture 4. The teacher and the students ask and answer like this:
A:What’s wrong with Li Ming? (Help the students to answer)
B:He is angry.
The students ask and answer in pairs to practice the new words. They can also make other exercises. For example:
The teacher shows Picture 1. The teacher and the students ask and answer like this:
A:Li Ming’s careless. How will Li Ming do? (Help the students to answer)
B:He will try his best.
The teacher shows Picture 2. The teacher and the students ask and answer like this:
A:If he misses the goal, he misses a good chance. How will his teammates feel? (Help the students to answer)
B:They will feel angry with him and someone may say“shame on you”.
2.Listen to 1a and answer the following questions:
Did Michael miss a good chance?
Will Michael do better next time?
Read the dialog and finish 1a.
Step 3 Consolidation
1.Ask the students to listen to Section A 1a and follow the tape. Ask them to mark the intonations.
2.Ask them to read with the tape together.
3.Act out 1a in pairs.
4.Work alone. Read 1a and fill in the blanks with the words in the box. Check the answers and finish 1b.
Step 4 Practice
1. Work in pairs. Finish the dialogs with the given words. Ask some students to act them out in front. Finish 2.
2. Work alone. Match the complaints and the apologies. Finish 3.
3. Work in pairs. Practice in pairs and act out according to 3.
Step 5 Project
Work in pairs or in groups. Make a short play about problems, complaints, apologies and answers. For example: one student made the other students wait for a long time, or broke others’ books, and so on.
Section C
Section C部分用2個(gè)課時(shí)
重點(diǎn)活動(dòng)是1a和2。
教學(xué)目標(biāo)：
1. 繼續(xù)練習(xí)一般將來(lái)時(shí)和一般過(guò)去時(shí)。
2. 了解籃球方面的知識(shí)。
教學(xué)過(guò)程：
第一步：復(fù)習(xí)
小組或雙人表演關(guān)于道歉和應(yīng)答的對(duì)話。
第二步:呈現(xiàn)
1. 老師向同學(xué)展示圖片教學(xué)單詞：France, Korea, Russia, Canada /Canadian
老師使用第1幅圖，師生問(wèn)答：
A:What country is it? (幫助學(xué)生回答)
B:It’s France.
老師使用第2幅圖。師生問(wèn)答：
A：What country is it? (幫助學(xué)生回答)
B：It’s Korea.
老師使用第3幅圖。師生問(wèn)答：
A：What country is it? (幫助學(xué)生回答)
B：It’s Russia.
老師使用第4幅圖。師生問(wèn)答：
A：What country is it? (幫助學(xué)生回答)
B：It’s Canada.
A：Jim Greenlaw is from Canada. He is a Canadian.
2. 聽1a的錄音，回答下列問(wèn)題：
Where will Ming be in March/June/August?
When did Ming start playing basketball?
讀對(duì)話，完成1a。
3. 根據(jù)1a學(xué)生雙人活動(dòng)，完成1b。
第三步:鞏固
1. 放錄音1a。 學(xué)生先聽，后跟讀并模仿，核對(duì)語(yǔ)音語(yǔ)調(diào)。
2. 讓學(xué)生和錄音機(jī)齊讀。人機(jī)對(duì)話，即學(xué)生和錄音機(jī)對(duì)話。
3. 學(xué)生兩人一組表演1a, 完成1a。
4. 根據(jù)1a學(xué)生雙人活動(dòng)，完成1b。
第四步:練習(xí)
1. 學(xué)生獨(dú)立活動(dòng)，閱讀2文章，回答下面問(wèn)題：
Who invented basketball?
Where was he from?
What did he do?
When did he invent basketball?
Why did he invent basketball?
Can you say something about NBA?
2. 分組活動(dòng)，討論關(guān)于籃球的知識(shí), 完成2。
3. 集體活動(dòng), 拍手齊唱, 完成3。
第五步:活動(dòng)產(chǎn)品
1. 分組活動(dòng)，討論組內(nèi)最喜歡的籃球明星，并制作他的個(gè)人檔案。
Name
Age
Sex
Country
Hobby
Team
Favorite color
Favorite food
Number
2. 根據(jù)最喜歡的籃球明星的個(gè)人檔案，寫一篇介紹他的短文。
Section C
The main activities are 1a and 2.
Teaching aims and demands:
1.Go on learning the Simple Future Tense and the Simple Past Tense.
2.Learn something about basketball.
Teaching procedure:
Step 1 Review
In groups or in pairs, act out the conversations about apologies and responses.
Step 2 Presentation
1.The teacher shows the pictures to the students to learn the new words and phrases: France, Korea, Russia, Canada /Canadian.
Picture 1 Picture 2 Picture 3 Picture 4
The teacher shows Picture 1. The teacher and the students ask and answer like this:
A:What country is it? (Help the students to answer)
B:It’s France.
The teacher shows Picture 2. The teacher and the students ask and answer like this:
A:What country is it? (Help the students to answer)
B:It’s Korea.
The teacher shows Picture 3. The teacher and the students ask and answer like this:
A:What courntry is it? (Help the students to answer)
B:It’s Russia.
The teacher shows Picture 4. The teacher and the students ask and answer like this:
A:What courntry is it? (Help the students to answer)
B:It’s Canada.Jim Greenlaw is from Canada.He is a Canadian.
2.Listen to 1a and answer the following questions:
Where will Ming be in March/June/August?
When did Ming start playing basketball?
Read the dialog and finish 1b.
Step 3 Consolidation
1. Ask the students to listen to Section A 1a and follow the tape. Ask them to mark the intonations.
2. Ask them to read with the tape together.
3. Act out 1a in pairs.
4. In pairs, role瞤lay the conversation and finish 1b.
Step 4 Practice
1. Work alone, read 2 “ Basketball”, and answer the following questions:
Who invented basketball?
Where was he from?
What did he do?
When did he invent basketball?
Why did he invent basketball?
Can you say something about NBA?
2. Work in groups. Discuss the knowledge about basketball and finish 2.
3. Class activities. Let’s chant together, and finish 3.
Step 5 Project
1. Work in groups. Discuss the favorite basketball player in the group, and make a name card.
Name
Age
Sex
Country
Hobby
Team
Favorite color
Favorite food
Number
2. Write a short passage about the favorite basketball player according to the name card.
Section D
重點(diǎn)活動(dòng)是1a。
教學(xué)目標(biāo)：
1. 復(fù)習(xí)和總結(jié)前三個(gè)Section 。
2.復(fù)習(xí)一般現(xiàn)在時(shí)和一般過(guò)去時(shí)。
3.教給學(xué)生怎樣健康地學(xué)習(xí)、生活和鍛煉。
教學(xué)過(guò)程：
第一步：復(fù)習(xí)
1. 找?guī)讉�(gè)同學(xué)到前面介紹自己最喜歡的籃球明星。
2. 找?guī)讉�(gè)同學(xué)到前面介紹自己平時(shí)的體育鍛煉情況。
第二步:呈現(xiàn)
1. 老師向同學(xué)展示圖片, 教學(xué)生單詞和詞組：coach,muscle,to do one’s homework
老師使用第1幅圖。師生問(wèn)答：
A：What is he?/What does he do? (幫助學(xué)生回答)
B：He is a coach.
老師使用第2幅圖。師生問(wèn)答：
A：What’s this? (幫助學(xué)生回答)
B：This is muscle.
老師使用第3幅圖。師生問(wèn)答：
A：What is he doing? (幫助學(xué)生回答)
B：He is doing his homework.
2.學(xué)生獨(dú)立活動(dòng)，閱讀1a文章，回答1b問(wèn)題:
Why did the boy begin his running?
What kind of food does he eat now?
How does he feel when he does running?
老師檢查答案, 完成1a, 1b。
第三步: 鞏固
學(xué)生獨(dú)立活動(dòng)，根據(jù)1a文章，完成1c表格，然后根據(jù)表格復(fù)述這個(gè)男孩的學(xué)習(xí)、生活和鍛煉情況。
第四步: 練習(xí)
1. 雙人活動(dòng)，創(chuàng)造一個(gè)有抱怨、道歉和應(yīng)答的對(duì)話，并到前面表演。
Would you mind...?/Would you mind not...?
I’m very sorry...
2. 集體活動(dòng)，拍手合唱 The Olympic chant, 完成4。
第五步:活動(dòng)產(chǎn)品
寫一篇介紹自己身體情況的短文，并制定一個(gè)鍛煉身體的計(jì)劃。
Section D
The main activity is 1a.
Teaching aims and demands:
1. Review and summarize the three sections ahead.
2. Review the Simple Present Tense and the Simple Past Tense.
3. Teach the students how to study, exercise and keep healthy.
Teaching procedure:
Step 1 Review
1. Ask several students to talk about their favorite basketball players in front.
2. Ask several students to introduce how they exercise usually.
Step 2 Presentation
1. The teacher shows the pictures and the students learn the new words and phrases: coach, muscle, to do one’s homework.
Picture 1 Picture 2 Picture 3
The teacher shows Picture 1. The teacher and the students ask and answer like this:
A:What is he?/What does he do? (Help the students to answer)
B:He is a coach.
The teacher shows Picture 2. The teacher and the students ask and answer like this:
A:What’s this? (Help the students to answer)
B:This is muscle.
The teacher shows Picture 3. The teacher and the students ask and answer like this:
A:What is he doing? (Help the students to answer)
B:He is doing his homework.
2. Work alone, the students read the passage in 1a, and answer the questions in 1b:
Why did the boy begin his running?
W