Ⅲ. The key points and difficult points Key points：
1. 有关体育活动及户外活动的短语。
2. 重点短语的用法，如：spend … in/on …, take part in …, There is going to be … Difficult points：
1. spend time (in) doing sth./ spend time on sth.; 2. make / keep sb./ sth. + adj ;
3. the differences between ―health‖ and ―healthy‖; 4. There is going to be … Ⅳ. Learning strategies
1. 培养学生养成预习的习惯，提前预习单词、朗读课文。 2. 训练学生整体阅读课文的习惯，有意识侧重训练学生的skimming 和scanning阅读技巧。
Ⅴ. Teaching aids
Computer multimedia projector
Everyday saying: If you can‘t pass, you can‘t play. (乔丹教练对乔丹说的话。)
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Ⅵ. Teaching procedures
Step Interaction pattern Student activity Teacher activity 1. Get students ready for learning. 2. Show everyday saying for the students. (one saying a week) 3. Call two students to report their homework. One reports something about himself/herself while the other reports something about his/her friend. 4. Teacher asks each group to retell their homework in pairs: A1-A2; B1-B2;C1-C2. All the students retell at the same time and check each other‘s essay. Teacher walks around the class and helps the students when necessary. 1. The whole class 1. Focus their attention work on the teacher. 2. The whole class 2. ―If you can‘t pass, work you can‘t play.‖ Read the saying aloud. 3. One or two 3. One begins with ―I students‘ like…very much‖; the work other begins with ―He / She likes…very much‖. Introduction (7 minutes) 4. The whole class 4. The whole class retell work in pairs.
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1. The whole class 1. Students look at the work pictures in 1b and guess, and choose out which sport Ann likes very much. 2. The whole class 2. Students find out the work sentence ―Ann likes sports very much‖ at once. 3. The whole class 3. Students scan the work passage quickly, and find out the sentence ―She goes cycling twice a week.‖ 4. The whole class 4. Students scan the work passage quickly again, and find out the sentence ―She spends Presentation half an hour exercising (6 minutes) in the gym every day.‖ 5. The whole class 5. Students scan the work passage the third time, and find out ―The high jump and the long jump.‖ 6. The whole class 6. Students fill in the work missing information in 1b. 7. The whole class 7. Students read the passage work after the recording sentence by sentence. 8. The whole class 8. Students read at the work same speed as the recording, imitating the pronunciation and the intonation. 1. Teacher lets the students finish the pre-reading task. 2. Teacher asks the students to skim 1a and find out the topic or general idea as quickly as they can. 3. Teacher asks the students to scan 1a and answer the question: How often does Ann go cycling? 4. Teacher asks the students to scan 1a again and answer the question: How long does Ann spend exercising? 5. Teacher asks the students to scan 1a the third time and answer the question: What sports is Ann going to take part in? 6. Teacher asks the students to read 1a carefully and finish 1b. 7. Teacher plays the recording sentence by sentence. 8. Teacher plays the recording without stopping.
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1. The whole 1. Students read 1a class work carefully, trying to complete the missing parts in the sequence, one by one. Students try to retell 1a without books. 2. Group work 2. Six students retell 1a cooperatively. Each student says one sentence. 3. The whole class 3. Students try to retell the Consolidation work and whole passage individually. (15 minutes) individual work 4. The whole class 4. Students describe the work and pictures in 1b individually. individual work 5. The whole class 5. Students underline the work language points in their books and do the exercises on the screen. 6. The whole class 6. Students read by work themselves. 1. Finish 1c. Teacher asks the students to read 1a to prepare for the retelling: the sequence of 1a is on the blackboard: Ann… goes cycling…twice a week goes mountain…Sundays… spends…exercising… learns baseball…Saturdays… plays…well…is good at… …is going to be…the high jump…the long jump… cheer her on…will win. 2. Teacher organizes the students to cooperate with their partners in retelling 1a together. 3. Teacher organizes a competition to retell the whole text individually. 4. Teacher asks the students to retell the passage according to the pictures in 1b. 5. Teacher explains the language points: (1) spend time (in) doing sth./ spend time on sth.; (2) play…very well; (3) be good at doing; (4) There is going to be …; (5) be sure that … 6. Read 1a. Teacher offers 1 or 2 minutes for the students to read 1a.
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Practice (10 minutes) 1.The whole class work and pair work 2. Group work 3. Group work and pair work 4. Group work 5. The whole class work 1. Students read the example. Each group makes three dialogues in pairs, and each pair makes one dialogue. 2. Students try to understand the explanation. 3. The students show their dialogues bravely. 4. Students ask the teacher to read some difficult sentences. 5. Students write down the answers and correct the answers together. 1. Relaxing time. Teacher asks the students to read the example in 2a, then students make other three dialogues by following the example. 2. Teacher explains some phrases: make/ keep sb./sth. +adj; keep sb. healthy / fit. 3. Time for show: Teacher asks three pairs of students from different groups to show their dialogues. 4. Necessary help: Teacher leads the students to read some sentences that the students can‘t read correctly and fluently. 5. Finish 1d. Teacher asks students to answer the questions in 1d and write down the answers.
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