目 錄

前言………………………………………………………………………………( )

Unit 1 Playing Sports…………………………………………………………( )

一、教學(xué)目標…………………………………………………………………( )

二、教材分析…………………………………………………………………( )

三、教學(xué)建議…………………………………………………………………( )

四、相關(guān)語(yǔ)言知識材料………………………………………………………( )

Unit 2 Keeping Healthy………………………………………………………( )

一、教學(xué)目標…………………………………………………………………( )

二、教材分析…………………………………………………………………( )

三、教學(xué)建議…………………………………………………………………( )

四、相關(guān)語(yǔ)言知識材料………………………………………………………( )

Unit 3 My Hobby…………………………………………………………………( )

一、教學(xué)目標…………………………………………………………………( )

二、教材分析…………………………………………………………………( )

三、教學(xué)建議…………………………………………………………………( )

四、相關(guān)語(yǔ)言知識材料………………………………………………………( )

Unit 4 Our World………………………………………………………………( )

一、教學(xué)目標…………………………………………………………………( )

二、教材分析…………………………………………………………………( )

三、教學(xué)建議…………………………………………………………………( )

四、相關(guān)語(yǔ)言知識材料………………………………………………………( )

Recording ………………………………………………………………………( )

學(xué)生用書(shū)參考答案………………………………………………………………( )

前 言

教材編寫(xiě)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(zhù)豐厚文化底蘊的教材。這是全國第一套嚴格按照教育部新課標教材編寫(xiě)程序：先立項通過(guò)--后編寫(xiě)教材--送審教材--教育部審查通過(guò)的七年級零起點(diǎn)英語(yǔ)教材。它帶著(zhù)博大精深的語(yǔ)言文化而來(lái)，向我們展開(kāi)了濃縮當今世界原貌的萬(wàn)里畫(huà)卷；它深入淺出地為我們展示生活的細節，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(jué)我們不僅是中國的公民，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(zhù)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)內涵豐富的詞匯，有著(zhù)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(kāi)展課題探究。它將最先進(jìn)的語(yǔ)言知識和教學(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備。

教材的特點(diǎn)

1．零起點(diǎn),針對性強：教材針對中國大部分地區初中學(xué)生的特點(diǎn)而編寫(xiě)，起點(diǎn)為零。從二十六個(gè)字母開(kāi)始學(xué)習，重視語(yǔ)音、語(yǔ)調，以圖文結合的形式呈現教學(xué)內容；教材內容體系的安排由淺入深、由簡(jiǎn)單到復雜逐步過(guò)渡；重視新舊知識的結合和語(yǔ)言現象的復現。話(huà)題環(huán)環(huán)相扣，因此單詞、句型再現率特別高，使學(xué)生的詞匯量和語(yǔ)言知識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 )造了國內最新的新課標英語(yǔ)教材編寫(xiě)體例、體系，以康康等四個(gè)小主人公相識、相知、成長(cháng)、學(xué)習、生活的故事情節為主線(xiàn)貫穿教材始終，生活氣息濃厚。整套教材共六冊，每?jì)杂伤膫�(gè)模塊組成。每個(gè)模塊由單元--話(huà)題--功能--任務(wù)構成，編寫(xiě)思路清晰，符合學(xué)生認知發(fā)展規律。單元按語(yǔ)言功能意念項目編排，話(huà)題按相關(guān)教學(xué)任務(wù)編排，每一話(huà)題四個(gè)小節(section）按聽(tīng)、說(shuō)、讀、寫(xiě)的語(yǔ)言技能編排。

3．語(yǔ)言地道：本書(shū)的加拿大主編Jim Greenlaw先生是加拿大著(zhù)名英語(yǔ)教育專(zhuān)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(xiě)團隊的每位成員均為ESL教育專(zhuān)家，有豐富的教材編寫(xiě)經(jīng)驗，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師，中國修辭學(xué)會(huì )會(huì )長(cháng)、中外語(yǔ)言文化比較學(xué)會(huì )副會(huì )長(cháng)，享受?chē)鴦?wù)院特殊津貼的國家級突出貢獻專(zhuān)家。他領(lǐng)銜的中方編寫(xiě)專(zhuān)家，都有著(zhù)多年的一線(xiàn)教學(xué)經(jīng)驗和教材編寫(xiě)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文化內涵，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傳統文化、中國少數民族服飾文化、中國革命史等等，使學(xué)生能夠在學(xué)習外語(yǔ)的同時(shí)進(jìn)一步了解中國博大精深的文化遺產(chǎn)。通過(guò)學(xué)習，他們有能力讓世界了解中國，從而為中國走向世界做出貢獻。

4．好教易學(xué)：教材充分體現了新課標的指導思想，把任務(wù)型教學(xué)與交際教學(xué)法靈活地運用于英語(yǔ)課堂。課題(project）探究活動(dòng)構成了每個(gè)單元的核心，旨在讓學(xué)生綜合運用在本單元所學(xué)的語(yǔ)言知識、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)中達到掌握運用語(yǔ)言技能的目的。這些活動(dòng)的設計與安排周密、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)設計，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(ài)的卡通形象，簡(jiǎn)練生動(dòng)的語(yǔ)言，新穎、有趣且貼近實(shí)際生活的對話(huà)，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)習中倍感輕松，從而激發(fā)他們的英語(yǔ)學(xué)習興趣。

《教師用書(shū)》使用說(shuō)明

整個(gè)教師用書(shū)的設計是在學(xué)生用書(shū)的基礎上，設置了一個(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計。

本冊《教師用書(shū)》供八年級上期使用。書(shū)中包括下列內容：

“教學(xué)目標”以表格的形式直觀(guān)地為教師展示了各單元要求掌握的語(yǔ)言知識、語(yǔ)言技能、情感態(tài)度和學(xué)習策略。教師可以以這些教學(xué)目標為核心，以教學(xué)建議里的各種活動(dòng)為半徑，展開(kāi)教學(xué)活動(dòng)。教師最后要回到教學(xué)目標上來(lái)，以檢查學(xué)生對表格里的內容掌握的情況。例如：每課講完后，教師可以直接讓學(xué)生聽(tīng)寫(xiě)每一格的單詞，也可以讓學(xué)生用這些詞造句、寫(xiě)對話(huà)、寫(xiě)段落，檢查學(xué)生的目標完成情況。

“文化意識”、“補充材料”以英漢兩種形式為教師提供了一些背景知識。并非所有的背景材料都是英漢對照，有些材料是互補的，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(xiě)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(niǎo)瞰全單元內容，講解知識、功能和話(huà)題間的聯(lián)系，分析本單元采取什么措施，如何完成新課標的要求。

“教學(xué)建議”分五部分，展現具體的活動(dòng)，提供課堂用語(yǔ)，英美語(yǔ)言對照，幫助教師完成課堂設計�！敖虒W(xué)建議”每課都有英漢兩種方案，可根據需要任意選用。

“本單元相關(guān)語(yǔ)言材料”標有相關(guān)句子在學(xué)生用書(shū)上出現的頁(yè)碼，講解教材難點(diǎn)。

另外，本書(shū)還在最后提供了“聽(tīng)力材料”和“學(xué)生用書(shū)參考答案”，均標有它們在學(xué)生用書(shū)上出現的頁(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)習策略的培養

貫徹新課標精神，努力改善學(xué)生學(xué)習的方式，提倡參與、探究、體驗、主動(dòng)、創(chuàng )新、合作、自主等學(xué)習方式，改變過(guò)去學(xué)習過(guò)程中的死記硬背和機械訓練等不良學(xué)習方式。

Project English中有相當多的活動(dòng)，如有Work alone; Listen and follow； Read and say； Listen, read and understand等等。當然，還有g(shù)roup work, pair work等強調合作學(xué)習、探究的學(xué)習方式。如何利用這些學(xué)習材料，幫助學(xué)生發(fā)展學(xué)習能力，提高英語(yǔ)學(xué)習效率，是教師應該研究的問(wèn)題。

二、學(xué)習資源的開(kāi)發(fā)

新課改已經(jīng)對課程和教材進(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(kāi)發(fā)學(xué)習資源，學(xué)會(huì )“用教材”而不是“教教材”。盡管Project English的學(xué)生用書(shū)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，但教師還要根據自己的實(shí)際情況，開(kāi)發(fā)學(xué)習資源，整合學(xué)習資料。

三、學(xué)習環(huán)境的創(chuàng )設

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(cháng)鼓勵孩子在家用英文匯報表演。

5.每人有一個(gè)英語(yǔ)搭檔課內外督促說(shuō)英語(yǔ)。

6.鼓勵學(xué)生開(kāi)口，增強學(xué)生的信心是教師最重要的工作。創(chuàng )設情景、鼓勵學(xué)生積極參與課堂活動(dòng)。說(shuō)英語(yǔ)的目標是流利，寫(xiě)作的目標才是準確。因此，學(xué)生課堂口語(yǔ)錯誤，應在活動(dòng)結束后書(shū)面糾正，也可以及時(shí)重復正確句子而不是批評。

7.多用可視資料，提供形象的教具，寓學(xué)于樂(lè )，增強趣味性。

8.鼓勵創(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：

每課根據話(huà)題找出中心活動(dòng)部分，其余是過(guò)渡部分。我們可以設計一些有意義的活動(dòng)，使學(xué)生能夠大容量地輸出語(yǔ)言。

Step 1 (The first finger）

Review復習：

七年級開(kāi)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(guān)看；

d. 展示兩組；

e. 鼓勵與糾正。

過(guò)渡: 推出關(guān)鍵生詞。

Step 2 (The second finger）

Presentation 呈現：

七年級開(kāi)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(lèi)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：

七年級開(kāi)始：a. 放錄音，跟讀，用鉛筆標出重讀與語(yǔ)調；

b. 擦去所標語(yǔ)調，讓學(xué)生逐句先讀后聽(tīng)，核對語(yǔ)音語(yǔ)調；

c. 人機對話(huà)，即學(xué)生和錄音機對話(huà)；

d. 為光盤(pán)配音或和磁帶齊讀。

Step 4 (The fourth finger）

Practice 練習：

a. 限定時(shí)間、角色；強調拋開(kāi)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(guān)看；

d. 展示幾組，相近兩組不允許重復；

e. 鼓勵與糾正。

過(guò)渡：提供文化差異、文化背景、書(shū)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)的主要內容；

b. 不可相同，要有創(chuàng )造性。

例: １．做海報 ２．貼墻上 ３．分組排練

４．展示5．評價(jià)、鼓勵6．糾正、強化

詞匯教學(xué)建議

單詞拼寫(xiě)練習：

音節對應：讀音節，手指在空中寫(xiě)出這個(gè)音節的字母構成。要達到“聽(tīng)其音而知其形,見(jiàn)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、故事、聊天、翻譯、頭腦風(fēng)暴、同義詞、反義詞、模仿等。

樹(shù)立全新的課堂教學(xué)設計理念

讓合理的學(xué)生活動(dòng)貫穿課堂始終，讓書(shū)本知識走進(jìn)學(xué)生的生活，讓學(xué)生在快樂(lè )的活動(dòng)中體驗知識、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，形成知識網(wǎng)絡(luò )，增強教學(xué)功能。整個(gè)課堂設計要體現集約教學(xué)，以高效、經(jīng)濟、優(yōu)化為主旨，讓學(xué)生快速觀(guān)察、快速思維、快速聽(tīng)記、快速閱讀、快速表演，培養學(xué)生對快節奏教學(xué)的適應能力，實(shí)現知識、能力、人格三者的結合。

在課堂中，賦予各部分活動(dòng)名稱(chēng)，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。

復習活動(dòng)要超越以前那種只重視新舊知識點(diǎn)之間的邏輯關(guān)系從而連點(diǎn)成線(xiàn)，即所謂的“線(xiàn)型聯(lián)系”；也要超越單元教學(xué)那種只強調本單元內部知識點(diǎn)間的縱橫聯(lián)系從而構成知識面，即所謂的“面型聯(lián)系”；要運用結構教學(xué)的復習方式，由知識、方法、情感所構成的一種立體的信息交流，故稱(chēng)為“體型聯(lián)系”。我們將學(xué)生學(xué)過(guò)的舊知識、本單元的新知識和其它各種元素交織在一起設計復習活動(dòng)，實(shí)現由“線(xiàn)”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)中嘗試錯誤和失敗，再學(xué)會(huì )生詞�，F在我們要讓學(xué)生先用舊知識進(jìn)行活動(dòng)，嘗試成功，再愉快地感受和體驗新知識，最后學(xué)會(huì )運用新知識，體驗用新知識進(jìn)行活動(dòng)，嘗試成功的喜悅。

課堂設計要以學(xué)生為主體，充滿(mǎn)人文關(guān)懷，尊重學(xué)生的個(gè)性。以前我們重視認知教學(xué)，現在我們更重視情知教學(xué)。我們把教材的思想性、科學(xué)性、情感性與教師的設計和情感融為一體，激發(fā)學(xué)生的興趣、求知欲，使其身臨其境產(chǎn)生共鳴。這樣設計會(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)目標明確、內容豐富；學(xué)生興趣濃厚、情緒高漲。當然，教師還可以用課件、圖片等增加課堂空間廣度。它們能創(chuàng )設情景、引發(fā)動(dòng)機、激勵情感、煥發(fā)興趣、啟發(fā)思維、發(fā)展智能。

我們直接指導學(xué)生運用恰當的學(xué)習策略。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(huà)演繹，使它通俗易懂。教學(xué)設計也要體現啟發(fā)式教學(xué)。學(xué)生活動(dòng)的設計，要體現從重視知識聯(lián)系到重視人際交往的轉變，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)。設計要體現出從重視結果教學(xué)到重視過(guò)程教學(xué)；從重視競爭學(xué)習到重視合作學(xué)習；從片面評分到包括學(xué)生自我評價(jià)在內的全面評價(jià)。

最后設計還要為異步教學(xué)的實(shí)現提供可能，體現從同步教學(xué)到異步教學(xué)的轉變。

課堂的整體設計要讓學(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(shū)和錄音磁帶、教師教學(xué)用書(shū)、活動(dòng)手冊、評價(jià)手冊、同步練習冊、同步整合方案、同步聽(tīng)力訓練、同步閱讀訓練、新課標教材講解、教學(xué)掛圖、VCD光盤(pán)和開(kāi)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Project English系列教材的學(xué)習成為真正的贏(yíng)家！

Unit 1 Playing Sports

一、教學(xué)目標

語(yǔ)言知識 語(yǔ)音 學(xué)習一般疑問(wèn)句、選擇疑問(wèn)句和特殊疑問(wèn)句的語(yǔ)音語(yǔ)調

Will you join us↗?

Which sport do you prefer, running ↗or walking↘?

How often does he go skating↘?

詞

匯 內 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(huà)

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(huà)

題 談?wù)擉w育活動(dòng)、個(gè)人愛(ài)好及習慣行為：

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(tīng) 1.能聽(tīng)懂關(guān)于體育活動(dòng)、個(gè)人愛(ài)好及習慣行為的對話(huà)或短文。

2.能聽(tīng)懂他人所提出的建議和意見(jiàn)。

3.能聽(tīng)懂關(guān)于奧運會(huì )的對話(huà)或短文。

說(shuō) 1.能用英語(yǔ)談?wù)搨�(gè)人愛(ài)好及習慣行為。

2.能就他人所提出的建議和意見(jiàn)進(jìn)行溝通。

3.能使用簡(jiǎn)單的英語(yǔ)談?wù)搳W運會(huì )。

讀 1.能讀懂對話(huà)或短文，抓住主要信息。

2.能讀懂體育活動(dòng)、個(gè)人愛(ài)好等方面的課外輔導材料。

3.能讀懂簡(jiǎn)短的奧運會(huì )方面的文章。

寫(xiě) 1.能寫(xiě)出體育活動(dòng)、個(gè)人愛(ài)好及習慣行為內容的短文。

2.能用簡(jiǎn)單的句子描寫(xiě)奧運知識。

1.培養學(xué)生積極向上的人生態(tài)度。

2.培養學(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.用不屈不撓的奧運精神磨練學(xué)生的意志，培養學(xué)生的愛(ài)國熱情。

1.積極探索適合自己的英語(yǔ)學(xué)習方法，利用現實(shí)生活中的學(xué)習資源，培養任務(wù)型學(xué)習方法與技巧。

2.充分運用學(xué)習中使用英語(yǔ)的機會(huì )。

3.在日常學(xué)習中不斷開(kāi)闊自己的視野，擴大知識面。

語(yǔ) 言 技 能

情 感 態(tài) 度

學(xué) 習 策 略

文化意識

美國人的休閑和運動(dòng)

國際性的競技場(chǎng)上，體育的成就往往也是國力的象征之一。美國社會(huì )對體育非常重視和投入。體育設施隨處可見(jiàn)，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)。美國的職業(yè)棒球、籃球和美式足球是電視曝光率最高的三項運動(dòng)。而這三項職業(yè)運動(dòng)并非一年到頭都在比賽，而是有“季節性”。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。一般來(lái)說(shuō)，不論是棒球、籃球或美式足球，美國各大城市至少擁有一支所屬的職業(yè)隊。這三類(lèi)觀(guān)賞性球賽采取的比賽方式大致相同，分為“季節賽”(regular season)和“季后賽”(postseason或playoffs)兩階段。季節賽中各隊比賽場(chǎng)數相同，戰績(jì)優(yōu)秀的球隊在季節賽結束后繼續參加淘汰制的季后賽。季后賽的優(yōu)勝隊伍則冠以“世界冠軍”的頭銜，次日在所屬的城市舉行盛大的慶祝游行，最后被邀請到白宮和總統合照，可謂風(fēng)光之至。

籃球的起源

1891年12月初在美國馬薩諸塞州斯普林菲爾德市基督教青年會(huì )國際訓練學(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。當年的籃球規則只有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 )建的籃球項目竟然在二百多個(gè)國家流傳著(zhù)，而且至今美國籃球還譽(yù)滿(mǎn)全球。 為了紀念奈史密斯博士發(fā)明的籃球功績(jì)，在春田學(xué)院校園內修建了美國籃球名人館-詹姆斯奈史密斯紀念館。

NBA

　　聯(lián)賽名稱(chēng)：美國職業(yè)籃球聯(lián)賽, NBA是National Basketball Association的縮寫(xiě)（國家籃球協(xié)會(huì )），成立于1946年6月6日。聯(lián)賽總部： 美國紐約第五大道645號 （ No.645 Fifth Ave.,New York, NY 10022），現有30支球隊。

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選中，1991-1993年率公牛隊完成NBA總冠軍“三連冠”霸業(yè)。隨后宣布退休，轉而投身美國職業(yè)棒球聯(lián)賽，加盟芝加哥白襪隊。但籃球天才并非放之四海而皆準，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號球衣也在聯(lián)合中心體育館永久退役。

主要戰績(jì)： 6次獲得NBA總冠軍：(1990-1991, 1991-1992, 1992-1993, 1995-1996, 1996-1997 和1997-1998) 。

2次奪得奧運會(huì )冠軍：1984年、1992年。

榮譽(yù)： 1985年獲NBA年度最佳新人獎；6次當選NBA總決賽最有價(jià)值球員：(1991, 1992, 1993, 1996, 1997, 1998)；5次當選NBA最有價(jià)值球員：(1988, 1991, 1992, 1996, 1998)；3次當選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年入選中國籃球明星隊。

1999年入選中國籃球南方明星隊。

1999年5月，獲99賽季全國男籃甲Ａ聯(lián)賽最有進(jìn)步球員獎。

2000年2月，入選1999年亞洲全明星隊。

2000年3月，入選1999－2000年全國男籃甲Ａ聯(lián)賽全明星陣容。

2000年3月，獲1999－2000賽季全國男籃甲Ａ聯(lián)賽籃板、扣籃、蓋帽三個(gè)單項獎。

2003年2月，入選 NBA 全明星陣容。

現效力于美國休斯敦火箭隊。

貝克漢姆（David Beckham）

英國足球隊員，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，長(cháng)傳球猶如巡航導彈一樣精確。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”。

現效力于西班牙皇家馬德里隊。

羅納爾多（Ronaldo）

巴西足球隊員，1976年出生。他是當之無(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， 贏(yíng)得創(chuàng )紀錄的第五座世界杯冠軍。

現效力于西班牙皇家馬德里隊。

齊達內（Zedane）

齊達內技術(shù)特點(diǎn)：腳法細膩、優(yōu)美、準確，盤(pán)球技術(shù)干凈利落，場(chǎng)上視野開(kāi)闊，善于把握場(chǎng)上形勢，傳球巧妙而精確，射門(mén)方法多，門(mén)前沖擊力強。

榮譽(yù)：

1998年12月，被法國《足球》雜志評為98年度歐洲足球先生。

1998年12月，當選由英國《世界足球》雜志評選出的世界足球先生。

1999年1月，被法國《隊報》評選為1998年世界最佳運動(dòng)員。

1999年2月1日，當選國際足聯(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。

現效力于西班牙皇家馬德里隊。

奧林匹克運動(dòng)會(huì )(the Olympic Games/the Olympics)

奧林匹克格言是：“更快、更高、更強”。它是國際奧委會(huì )對所有參與奧林匹克運動(dòng)的人們的號召，號召他們本著(zhù)奧林匹克的精神奮力向上。奧運會(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(zhù)光明、團結、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、黃、黑、綠、紅。會(huì )旗和五個(gè)環(huán)的含義是：象征五大洲的團結以及全世界的運動(dòng)員以公正、坦率的比賽和友好精神在奧運會(huì )上相聚一堂。

1949年以后，新中國的運動(dòng)健兒先后參加了第15、23、24、25、26、 27、28屆夏季奧運會(huì )，并取得了比較輝煌的成績(jì)。第23屆奧運會(huì )，許海峰為中國奪得了首枚金牌，實(shí)現我國奧運金牌“零”的突破。第23屆洛杉磯奧林匹克運動(dòng)會(huì )中國獲金牌15枚; 第24屆漢城奧林匹克運動(dòng)會(huì )中國獲金牌5枚; 第25屆巴塞羅那奧林匹克運動(dòng)會(huì )中國獲金牌16枚; 第26屆亞特蘭大奧林匹克運動(dòng)會(huì )中國獲金牌16枚; 第27屆悉尼奧林匹克運動(dòng)會(huì )中國獲金牌28枚；第28屆雅典奧林匹克運動(dòng)會(huì )中國獲金牌32枚；第29屆奧林匹克運動(dòng)會(huì )將于2008年在中國北京舉行。

二、 教材分析

本單元教學(xué)內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的體育運動(dòng)這個(gè)話(huà)題，學(xué)習描述和談?wù)撘恍�體育運動(dòng)項目，介紹自己最喜歡的體育明星，這個(gè)話(huà)題是學(xué)生們比較感興趣的內容。語(yǔ)法方面復習一般現在時(shí)，引出新的語(yǔ)法項目: 一般將來(lái)時(shí)。第二部分“Would you mind saying sorry to Michael?”語(yǔ)言知識方面繼續以體育為主線(xiàn)，主要介紹了籃球的起源，采訪(fǎng)了一個(gè)籃球運動(dòng)員，記述了一場(chǎng)籃球比賽后的情景。語(yǔ)法方面繼續學(xué)習一般將來(lái)時(shí)；復習一般過(guò)去時(shí)；向他人提出請求和建議；責備他人。 第三部分“Beijing will host the 2008 Olympics.” 語(yǔ)言知識方面以?shī)W林匹克運動(dòng)會(huì )為主線(xiàn)，以北京將于2008年舉辦奧林匹克運動(dòng)會(huì )為話(huà)題，介紹了奧林匹克運動(dòng)會(huì )的五環(huán)旗，討論了2008年北京奧運會(huì )將以什么作為吉祥物，以及我們應為奧運做些什么。語(yǔ)法方面繼續學(xué)習一般將來(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)很好的練習模式，出現了一般將來(lái)時(shí)的一般疑問(wèn)句及其回答，同時(shí)還有一般現在時(shí)和現在進(jìn)行時(shí)句子的對照，要讓學(xué)生分組活動(dòng)，看圖說(shuō)話(huà)，進(jìn)行大量的對話(huà)練習，讓學(xué)生對英語(yǔ)的時(shí)態(tài)有一個(gè)清晰的認識。本話(huà)題還出現了選擇疑問(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中還出現了賓語(yǔ)從句，不是Section A的主要內容，讓學(xué)生了解即可。

Section B在自主學(xué)習和分組活動(dòng)中繼續練習和掌握一般將來(lái)時(shí)和一般現在時(shí)句子。

Section C 主要內容是自己所喜歡的運動(dòng)并說(shuō)明原因，這是學(xué)生比較感興趣的話(huà)題，教師應抓住機會(huì )，擴大學(xué)生的知識面，提高學(xué)生學(xué)習英語(yǔ)的積極性。語(yǔ)法方面有一般現在時(shí)和一般將來(lái)時(shí)，功能和話(huà)題緊密地結合在一起。

Section D 對前三個(gè)Section的復習，復習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)法方面繼續學(xué)習一般將來(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求和建議，這也是本話(huà)題的重點(diǎn)。老師要帶領(lǐng)學(xué)生多做練習，讓學(xué)生熟練應用，因為這一話(huà)題在我們生活中經(jīng)常使用。

Section B 繼續練習一般將來(lái)時(shí)和一般過(guò)去時(shí)，還出現了表示責備他人的句子：You shouldn’t speak to me like that.表示道歉和應答的方式是Section B 的重點(diǎn)，因為這一話(huà)題在我們日常生活中也經(jīng)常使用。

Section C繼續練習一般將來(lái)時(shí)和一般過(guò)去時(shí)。1a 談?wù)摿嘶@球運動(dòng)員Ming 的工作和生活，有機地把一般將來(lái)時(shí)和一般過(guò)去時(shí)的句子結合在一起使用。2a講述了籃球的起源，對幫助同學(xué)們了解籃球方面的知識有很大的幫助。

Section D 是對前三個(gè)Section 的復習和總結。1a 復習了一般現在時(shí)和一般過(guò)去時(shí)，講述了自己的鍛煉經(jīng)歷，告訴我們應該怎樣健康地學(xué)習、生活和鍛煉，緊扣中心話(huà)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(chē)司機要加入一個(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(huà)題的中心：2008年北京奧運會(huì )，介紹北京的人文風(fēng)貌，練習一般將來(lái)時(shí)。

Section B的主要內容在1a, Kangkang 和Michael約定去遠足，兩人討論在何時(shí)何地見(jiàn)面，1b 和1c 繼續就此話(huà)題展開(kāi)練習。2a和2b 繼續以練習一般將來(lái)時(shí)為主，把未來(lái)的天氣和計劃進(jìn)行的活動(dòng)結合在一起。

Section C復習一般過(guò)去時(shí)，學(xué)習一般將來(lái)時(shí)的得There be句型。Section C圍繞奧林匹克運動(dòng)會(huì )展開(kāi)話(huà)題。1a 談?wù)撐覈鴧⒓訆W運會(huì )的情況及獲金牌情況。1c談?wù)?008年北京奧運會(huì )的吉祥物。2a1看圖說(shuō)話(huà)，以What will the 2008 Olympics bring us?為題，學(xué)習There will be ...句型。2a2看圖說(shuō)話(huà),以What should we do for the Olympics?為話(huà)題復習向他人提建議。2b談?wù)撐覀儜獮閵W運做些什么：What are you doing now for the 2008 Beijing Olympics? What will you do for the Beijing Olympics in 2008?

Section D 是對前三個(gè)Section的復習和總結。 1a學(xué)習奧運會(huì )五環(huán)旗及其含義。2a，2b總結本topic 的語(yǔ)法內容和有用的表達方式,總結一般將來(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,歌曲內容緊扣本單元話(huà)題,激發(fā)我們奮發(fā)努力的上進(jìn)心。5是本單元最后總結性的任務(wù),對本單元的內容進(jìn)行總結性的練習。

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：

1. 了解一般將來(lái)時(shí)。

2. 復習選擇疑問(wèn)句。

3. 談?wù)撟约核�喜歡的體育活動(dòng)以及自己的打算。

教學(xué)過(guò)程：

第一步：復習

師生問(wèn)答：談?wù)撏瑢W(xué)們的課余生活及個(gè)人愛(ài)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

1. 老師使用第一幅圖，圖上畫(huà)有學(xué)生正在打籃球。師生問(wèn)答：

（板書(shū)出一個(gè)對話(huà)）

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(huà)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(huà)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)生根據板書(shū)和圖畫(huà)內容作對話(huà)。

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(huà)有自行車(chē)運動(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(huà)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(huà)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(huà)有學(xué)生登山運動(dòng)。師生問(wèn)答：

A：What are they doing?

B：They are climbing mountains.

4. 聽(tīng)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(tīng)，后跟讀并模仿，核對語(yǔ)音語(yǔ)調。

2. 讓學(xué)生和錄音機一起讀。人機對話(huà)，即學(xué)生和錄音機對話(huà)。

3. 學(xué)生兩人一組表演1a.

4. 雙人活動(dòng)。根據1a重新編一個(gè)類(lèi)似的對話(huà)，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(huà)練習， 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

1. 雙人活動(dòng)。使用圖片進(jìn)行看圖說(shuō)話(huà)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(xiě)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：

1. 繼續學(xué)習一般將來(lái)時(shí)。

2. 復習一般過(guò)去時(shí)。

3. 談?wù)撟约核�喜歡的體育運動(dòng)和體育運動(dòng)員。

教學(xué)過(guò)程：

第一步: 復習

1. 讓學(xué)生盡量多地說(shuō)出運動(dòng)項目。

2. 選擇幾個(gè)學(xué)生到前面，復述自己作業(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

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(shū)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(cháng)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）、齊達內（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.

使用一些女運動(dòng)員圖片。如：乒乓球奧運冠軍王楠、跳水奧運冠軍郭晶晶、女足隊長(cháng)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(huà)上有籃球迷或足球迷, 學(xué)習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)生獨立學(xué)習，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(tīng)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(tīng)，后跟讀并模仿，核對語(yǔ)音語(yǔ)調。

4. 讓學(xué)生和錄音機齊讀。人機對話(huà)，即學(xué)生和錄音機對話(huà)。

5. 學(xué)生雙人活動(dòng), 分角色對話(huà)。

6. 學(xué)生小組活動(dòng)，談?wù)撏瑢W(xué)所喜歡的體育運動(dòng)和體育運動(dòng)員。

檢查學(xué)生答案。

7. 學(xué)生獨立學(xué)習，根據 1a 補全1b短文, 檢查學(xué)生答案，并完成1b。

第四步：練習

1. 學(xué)生小組活動(dòng)，制作組內調查表，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1c中的問(wèn)題進(jìn)行問(wèn)答練習，找幾對同學(xué)到前面表演。

第五步：活動(dòng)產(chǎn)品

獨立活動(dòng)，制作自己最喜歡的運動(dòng)員的名片，并寫(xiě)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：

1. 繼續學(xué)習一般將來(lái)時(shí)。

2. 復習一般現在時(shí)。

3. 繼續談?wù)撟约核�喜歡的體育活動(dòng)及原因。

教學(xué)過(guò)程：

第一步:復習

1. 讓學(xué)生兩人一組，手拿圖片，到前面進(jìn)行問(wèn)答表演，復習自己所喜歡的體育活動(dòng)。

2. 選擇幾個(gè)學(xué)生到前面，復述自己作業(yè)中關(guān)于自己最喜歡的運動(dòng)的文章。

第二步:呈現

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(shū)到黑板上。

老師使用第1幅圖，圖上畫(huà)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(huà)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(huà)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(huà)有學(xué)生正在跳遠。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動(dòng)的名稱(chēng)，同時(shí)把這些詞板書(shū)到黑板上。

兩人一組，完成1a，檢查答案。

3. 聽(tīng)1b的錄音，回答問(wèn)題：

Does Ann like sports?

What is she planning to do?

然后打開(kāi)書(shū)自主學(xué)習并回答下面問(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(tīng)，后跟讀并模仿，核對語(yǔ)音語(yǔ)調。

5. 讓學(xué)生和錄音機齊讀。人機對話(huà)，即學(xué)生和錄音機對話(huà)。

6. 老師示范，學(xué)生獨立完成1a， 根據 Ann 的活動(dòng)時(shí)間表描述Ann一星期的運動(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)行對話(huà)練習，完成2a。

第四步：練習

1. 挑選一些同學(xué)到前面根據Ann的活動(dòng)時(shí)間表描述出Ann一星期的運動(dòng)情況。

2. 小組活動(dòng)，同學(xué)們可以使用課本上的圖畫(huà)，或者畫(huà)出自己所喜歡的運動(dòng)項目，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)，列出運動(dòng)項目，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)生獨立活動(dòng)，完成下面表格并形成短文介紹自己的運動(dòng)計劃�？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：

1. 復習總結一般將來(lái)時(shí)。

2. 繼續談?wù)撟约核�喜歡的體育運動(dòng)。

3. 復習特殊疑問(wèn)詞。

教學(xué)過(guò)程：

第一步：復習

分組活動(dòng), 復習運動(dòng)項目，小組之間展開(kāi)競爭, 看哪個(gè)小組說(shuō)出的單詞又多又準確， 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

1.老師和一名同學(xué)使用前三課中用過(guò)的圖片，進(jìn)行對話(huà)練習示范：

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.

把對話(huà)中的問(wèn)句板書(shū)到黑板上。

雙人活動(dòng), 根據個(gè)人愛(ài)好重編對話(huà), 鼓勵同學(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

小組活動(dòng)，談?wù)撟约核�喜歡的體育運動(dòng)和運動(dòng)員。介紹自己每天以及每個(gè)星期的運動(dòng)情況,完成4。

第五步:活動(dòng)產(chǎn)品

寫(xiě)一個(gè)自己的體育鍛煉計劃。

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：

1. 繼續學(xué)習一般將來(lái)時(shí)。

2. 提出請求和建議。

教學(xué)過(guò)程：

第一步：復習

1. 讓學(xué)生談?wù)撟约合矚g的體育運動(dòng)和運動(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teammates 和 fell ill 的漢語(yǔ)意思。引出下一步。

第二步：呈現

1. 老師使用第1幅圖，學(xué)習fall ill。 師生問(wèn)答：

（板書(shū)對話(huà)）

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(huà)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)生之間對話(huà)，呈現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(huà)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(tīng)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?

讀對話(huà)，完成1a。

第三步: 鞏固

1. 放錄音1a, 學(xué)生先聽(tīng)，后跟讀并模仿，核對語(yǔ)音語(yǔ)調。

2. 讓學(xué)生和錄音機齊讀。人機對話(huà)，即學(xué)生和錄音機對話(huà)。

3. 學(xué)生兩人一組表演1a。

4. 雙人活動(dòng)，根據1a重新編一個(gè)類(lèi)似的對話(huà)，完成1b。

5. 自主學(xué)習，聽(tīng)錄音，補全對話(huà)，完成1c。

第四步: 練習

1. 雙人活動(dòng)，調整對話(huà)順序，然后和同伴進(jìn)行練習。完成2。

2. 自主學(xué)習，聽(tīng)錄音，對話(huà)和圖片一一對號入座。完成3。

3. 雙人活動(dòng)，根據3對話(huà)，進(jìn)行練習。

第五步: 活動(dòng)產(chǎn)品

雙人活動(dòng)，自編兩段對話(huà)：

1. 問(wèn)路。需要用上：do me a favor, far from.

2. 請求別人做某事。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：

1. 繼續練習一般將來(lái)時(shí)和一般過(guò)去時(shí)。

2. 表示責備他人的用語(yǔ)。

3. 表示道歉和應答的用語(yǔ)。

教學(xué)過(guò)程：

第一步：復習

1. 雙人活動(dòng)，同伴進(jìn)行練習并表演關(guān)于問(wèn)路的對話(huà)。

2. 雙人活動(dòng)，同伴進(jìn)行練習并表演關(guān)于請求別人做某事的對話(huà)。

第二步：呈現

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(shū)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(kāi)問(wèn)答練習，先熟悉一些生詞。還可以進(jìn)行其他練習。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(tīng)1a的錄音，回答下列問(wèn)題：

Did Michael miss a good chance?

Will Michael do better next time?

讀對話(huà)，完成1a。

第三步:鞏固

1. 放錄音1a。 學(xué)生先聽(tīng)，后跟讀并模仿，核對語(yǔ)音語(yǔ)調。

2. 讓學(xué)生和錄音機齊讀。人機對話(huà)，即學(xué)生和錄音機對話(huà)。

3. 學(xué)生兩人一組表演1a, 完成1a。

4.自主學(xué)習，根據1a的內容，用所給的單詞完成短文，檢查答案，完成1b.

第四步: 練習

1.雙人活動(dòng)，用所給的詞組完成對話(huà)，使對話(huà)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，給道歉和應答連線(xiàn)，使內容匹配。完成3。

3. 雙人活動(dòng)，就3內容進(jìn)行問(wèn)答練習并表演。

第五步:活動(dòng)產(chǎn)品

小組或雙人活動(dòng)，創(chuàng )設一個(gè)情景或短劇，內容有：出現問(wèn)題、抱怨、道歉和應答。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(shū)弄壞了等，內容可以隨意發(fā)揮。要求內容完整，意思連貫，表達準確。

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：

1. 繼續練習一般將來(lái)時(shí)和一般過(guò)去時(shí)。

2. 了解籃球方面的知識。

教學(xué)過(guò)程：

第一步：復習

小組或雙人表演關(guān)于道歉和應答的對話(huà)。

第二步:呈現

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(tīng)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?

讀對話(huà)，完成1a。

3. 根據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(tīng)，后跟讀并模仿，核對語(yǔ)音語(yǔ)調。

2. 讓學(xué)生和錄音機齊讀。人機對話(huà)，即學(xué)生和錄音機對話(huà)。

3. 學(xué)生兩人一組表演1a, 完成1a。

4. 根據1a學(xué)生雙人活動(dòng)，完成1b。

第四步:練習

1. 學(xué)生獨立活動(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, 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. 根據最喜歡的籃球明星的個(gè)人檔案，寫(xiě)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：

1. 復習和總結前三個(gè)Section 。

2.復習一般現在時(shí)和一般過(guò)去時(shí)。

3.教給學(xué)生怎樣健康地學(xué)習、生活和鍛煉。

教學(xué)過(guò)程：

第一步：復習

1. 找幾個(gè)同學(xué)到前面介紹自己最喜歡的籃球明星。

2. 找幾個(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

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)生獨立活動(dòng)，根據1a文章，完成1c表格，然后根據表格復述這個(gè)男孩的學(xué)習、生活和鍛煉情況。

第四步: 練習

1. 雙人活動(dòng)，創(chuàng )造一個(gè)有抱怨、道歉和應答的對話(huà)，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(xiě)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