1. 能根据音标，正确朗读出单词表中单词及短语。 2. 能正确拼读并运用单词。
3. 能运用can, can‘t , must, should 等情态动词提建议。如： You can throw it from any part of the court. You must follow the rules.
You can‘t hold the ball and run with it. You should have good skills.
4. 能正确使用以下短语，复述本课课文，简单地介绍篮球运动。
invent sth, come into being, stop…from doing sth, follow the rules, enjoy doing sth Skill aims：
1. 能听懂本课文本材料以及与篮球运动相关的课堂用语。 2. 能熟练地口头谈论有关篮球的历史，规则及意义的话题。
3. 能准确朗读课本的文本材料，并能正确地朗读相关的文本材料。 4. 能规范地模仿本课课文，写出有关篮球运动的文章。 Emotional aims：
教育学生要热爱篮球运动，体现合作精神，突出团队协作的重要性。 Ⅲ. The key points and difficult points Key points：
invent sth, come into being, stop…from doing sth, follow the rules, enjoy doing sth 的运用。
Difficult points：
1. 短语come into being的运用。
2. 动词不定式作表语的结构：The goal is to throw the ball… 3. any在肯定句中的运用：You can throw it from any part… Ⅳ. Learning strategies
1. 运用图片猜测文章的内容，有助于学生整体理解文章。
2. 根据长课文进行缩写，训练学生对报纸、杂志等刊登的长文章的转述能力。 Ⅴ. Teaching aids
Computer multimedia projector, a short video of a basketball game Everyday saying: Constant dripping wears away a stone. 水滴穿石。 Ⅵ. Teaching procedures
Step Interaction pattern Student activity Teacher activity
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Introduction (7 minutes) 1. The whole class 1. Focus their attention 1. Get students ready for work on the teacher. learning. 2. The whole class 2. Read the saying aloud. 2. Show everyday saying for work the students. (one saying a week) 3. Two students‘ 3. Two students retell 1a 3. Ask two students to work on P11. report their homework, retelling 1a on P11. 4. The whole class 4. Member A1 retells for 4. Teacher asks A1 from work others, and six groups each group to retell their do it at the same time. homework to the other The two reporters five members in their groups. write their homework on the blackboard. 5. Teacher corrects the mistakes 5. The whole class 5. Students read the for the students when they work passages loudly. read. 6. Some students‘ 6. The students who are 6. Teacher plays the short work interested in basketball video of a basketball voluntarily answer the game and asks some questions. They can questions about basketball say anything about game. For example, how basketball. many players are there in the game? 7. The whole class 7. Students tick the 7. Teacher lets the students work statements based on finish the pre-reading task their background according to what they knowledge. have known about basketball before. 8. The whole class 8. Students read the 8. Teacher lets students read work passage carefully and the passage and check the check their answers. pre-reading task.
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1. Some students‘ 1. Volunteers summarize. work. Para1. Basketball is one of the most popular sports in the world and it has a long history. Para 2. Basketball soon became very popular. Para 3. The rules of playing basketball and its important meaning of playing basketball 2. The whole class 2. Students scan the work passage to find out ―James Naismith‖. 3. The whole class 3. Students scan and find work out ―In 1891‖. Presentation (10 minutes) 4. The whole class 4. Students find out the work following information from Line 1 to Line 7 in Paragraph 3. 5. The whole class 5. The students read the work whole passage silently, checking true or false in 1b. 6. The whole class 6. Students point out the work and group places where the work mistakes are and find the original sentences in 1a. They may discuss in groups. 1. Teacher asks the students to skim 1a and find out the topic sentence of each paragraph. 2. Teacher asks the students to scan 1a and answer the question ―Who invented basketball?‖ in 1c. 3. Teacher asks the students to scan 1a and answer the question ―When did he invent basketball?‖ in 1c. 4. Teacher asks the students to read Paragraph 3 carefully and answer the question ―What are the rules in the basketball game?‖ in 1c. 5. Teacher lets the students read the whole passage carefully and finish 1b. 6. Teacher checks the answers.
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Consolidation (10 minutes) 1. The whole 1. Students underline the class work language points in their books and do the relevant exercises on the screen. 2. The whole class 2. Students try to follow work the recording. 3. The whole class 3. Students read by work themselves. 4. The whole class 4. Member A should read work and fluently; Member B individual should read through work the passage by himself /herself; Member C can read the passage with the help of Member A. 1. Explanation of the passage: (1) invent—inventor —invention (2) …is one of + plural nouns (3) sth. came into being (4) The goal is to do sth. (5) stop…from doing sth. (6) You can throw it from any part of the court. (the function of ―any‖ in affirmative sentences ) (7) follow the rules (8) for example/such as (9) It is more important for you and the other players to play as a team. (10) enjoy doing sth. 2. Teacher plays the recording without stopping. 3. Teacher offers 2 minutes for the students to read 1a. 4. Teacher asks the students to read the whole passage in groups, and makes sure everyone can read through the passage.
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Practice (10 minutes) 1. The whole class work 2. Some students‘ work 3. Group work and pair work 4. Six students‘ work 5. Six students‘ work 1. Students skim through the exercises to find the difficult part, and then they turn to the teacher for help. 2. Students point out the difficult points. 3. The students do the exercises carefully, leaving question mark near the place where they are not sure. 4. The six students representatives write their answers on the blackboard while others try to read the exercises. 5. Another six students correct the answers. 1. Teacher asks the students to skim through the exercises in 2 to see if there‘s something they don‘t understand. 2. Teacher explains some difficult points that the students may ask. 3. Teacher offers about 3 minutes for students to finish 2. 4. Teacher asks six students from different groups to write down their answers on the blackboard. 5. Teacher asks another six students to correct the answers.
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