take part in pretty well. the high jump There is going to be a school sports meet next weekend. the long jump She is going to take part in the high jump and the long jump. be good for Playing soccer makes me strong and it is popular all over the world. school sports meet Running is good for his legs, heart and lungs. keep fit/healthy Section D
The main activities are 1a and 2. 本课重点活动是1a和2。 Ⅰ. Teaching aims and demands 教学目标
1. Learn some new words and phrases: famous, arrive in/at, play against, leave, leave for 2. Review and summarize the future tense with be going to:
(1)It’s too bad that the players aren’t going to stay for long. (2)They are leaving for Japan the day after tomorrow. 3. Summarize the useful expressions in Topic 1. 4. Go on talking about the favorite sports. Ⅱ. Teaching aids 教具 小黑板/图片/录音机/幻灯片 Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:7分钟)
通过做“故事接龙”游戏，复习be going to的结构，培养学生的合作精神，并促进学生之间的交流。 1. (通过做故事接龙游戏复习be going to结构，所造句子尽量避免雷同，尽可能让全班学生都参与。) T: First let’s play a game. Please make sentences using be going to. You’d better say your
sentence as quickly as you can, and you can’t repeat others’, but you can change the personal pronouns, the things, the places or the time to make a new sentence. Please go! 2. (编故事竞赛。出示小黑板上含有be going to结构的问题。)
What are you going to do this weekend? Where are you going?
How are you going to get there? Who are you going with?
What are you going to do to prepare for that?
What are you going to be in the future/when you grow up?
(根据班级人数将学生分成若干组，每个学生选择一个问题并给出完整答案，也可以鼓励学生运用本话题所学语言进行创造性回答，组长执笔，把每个学生的答案写下来，组成一个故事。评出最有趣的故事。) T: Please look at the small blackboard. There are some questions. Now work in groups. Everyone can choose one of the questions and give the full answer. The group leader writes down all the answers to make up a story. And then report it to the class. At last let’s choose the most interesting story.
Step 2 Presentation 第二步 呈现(时间:10分钟)
运用图片教学，呈现1a。
1. (运用贝克汉姆的图片，进行师生对话，导入1a。)
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Section C She learns baseball on Saturdays, and now she plays it T: All of you did well, and the ×× group did the best. Congratulations to them! Now please look at this picture. Do you know him?
Ss: Yes. He’s David Beckham.(教师可以帮助学生回答。)
T: Good. He’s a famous soccer player. He arrived in China with his teammates yesterday. I’m a soccer fan. So I’m very excited about this news. Do you want to know more about the news? Please read the passage in 1a on Page 7. Then finish the letter from Kangkang to Steve. (板书，解释生词，领读并要求学生掌握famous, arrive in；理解excited；了解teammate。) famous, arrive in, teammate, excited 2. (阅读1a，核对答案，完成1b。) T: Now let’s check your answers together. I’d like to ask some of you to read the letter.
Who wants to try?
3. (播放1录音，让学生跟读，并找出疑难点，教师板书关键词组并讲解，要求学生掌握，为复述短文做准备。) T: Listen to the tape and repeat. Then find out the difficulties. arrive in+big places leave for arrive at+small places = get A B play against the day after tomorrow Step 3 Consolidation 第三步 巩固(时间:10分钟)
进一步强化练习be going to及本话题所出现的重点短语及句型。 1. (教师让学生根据上面板书的关键词组复述短文，巩固1a。) T: Now please retell the passage according to the key words above. 2. (听3a和3b录音并跟读。让学生再次熟悉本话题的重难点。)
T: In this topic, we talk about sports a lot, including sports names, your favorite sports and players. Let’s look at 3a and 3b. Listen to the tape and repeat. 3. (练习3a和3b。)
(1)(用本话题重要的短语造句子或编对话。提示学生最好用一般将来时，鼓励学生尽量使用本话题的语法和短语编对话，培养学生的综合语言运用能力。)
T: Very good! I think now you can say the important sentences in English fluently. Then let’s make sentences and dialogs using the key phrases. (出示幻灯片/小黑板，讲解并要求学生掌握。)
see sb./sth. do sth.
play against
cheer sb. on leave
for
quite a bit/a lot
pretty well
grow up make/keep
sb./sth. + adj.
Example:
① T: cheer sb. on. S1: I am going to cheer them on.
T: play against. S2: Our team will play against Class Four. ②Zhang Di: Hi, He Ming, what are you doing?
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He Ming: I’m leaving for the gym. I’m going to play basketball.
Zhang Di: Do you play basketball much? I see you play basketball almost every Sunday. He Ming: Yes, quite a bit/lot. It can make me strong, and I’m going to be a basketball player like Yao Ming when I grow up.
Zhang Di: You play basketball pretty well. I hope your dream will come true. He Ming: Thank you. We’re going to play against Class 4 this Sunday. Would you like to cheer us on?
Zhang Di: Sure, I’d love to.
(也可让学生两人一组练习，一名学生说短语，另一名学生说句子。) (2)(句型转换。练习一般将来时的一般疑问句及其回答和特殊疑问句。) T: Nice work! Let’s change the following sentences. (小黑板出示练习题。)
①I am going to join the school rowing club.(改为一般疑问句并
作肯定回答。)
you join the school rowing club? Yes, .
②He goes cycling every day.(用tomorrow morning改写句子。) He cycle tomorrow morning.
③They are going to play soccer because it makes them strong.(对
画线部分提问。)
to play soccer?
(核对答案。)
Step 4 Practice 第四步 练习(时间:10分钟)
完成2，让学生运用本话题的语法及功能句进行写作，培养学生写作能力。
1. (教师将学生分组，让学生讨论喜爱的运动、运动员和喜欢的原因，为后面的写作训练做准备。教师先做示范，然后让学生自由讨论。)
T: Talk about your favorite sports, sports players and the reasons why you like them. You can begin like this: S1, which sport do you like? S1: I like ?very much. T: Why do you like it? S1: Because ? T: How often do you play ?? S1: Once a week. /?T: Who is your favorite player? S1: ? T: Why do you like him / her? S1: Because ? T: ? 2. (写作训练。讨论结束后，让学生写一篇短文，介绍自己最喜爱的运动、运动员和喜欢的原因。完成2。) T: OK, well done! Now write a short passage about your favorite sports, sports players and the reasons. You can write it using the questions in 2. Five minutes. Go!(每组选派代表朗读自己的文章，教师给予点评和鼓励。)
Step 5 Project 第五步 综合探究活动(时间:8分钟)
完成4。通过讨论收集信息等学习方式，培养学生综合运用本话题所学语法及重要句型的能力。 1. (教师展示图片，完成4。)(根据上面的插图和4中的问题，分组完成4中的表格。)
T: Please look at the pictures. Work in groups of five. Then fill in the table in 4. You can use the questions and expressions in 4. 2. (根据表格内容作报告。)
T: You can report according to the table like this: My classmate, ××, is going to play soccer
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with his/her brother this weekend? (请1~2名学生做汇报，并给予点评和鼓励。)
3. Homework: 以表格形式归纳Topic 1中所学的黑体词、白体词、短语、主要句型及语法。运用本话题知识写一份新学期计划。 板书设计： I’m going to play basketball. Section D famous It’s too bad that the players aren’t going to stay for long. arrive in+big places They are leaving for Japan the day after tomorrow. arrive at+small places There is going to be a school sports meet next weekend. play against What are you going to do this weekend? the day after tomorrow I’m going to play soccer.
Topic 2 I’ll kick you the ball again.
Section A
The main activity is 1a. 本课重点活动是1a。 Ⅰ. Teaching aims and demands 教学目标
1. Learn some new words and phrases: ill, fall ill, be glad to, mind, practice, somewhere, throw, make one’s bed, manage, myself
2. Learn to make requests and responses:
(1)—Could you please do me a favor?—Sure. What is it? (2)—Will you join us?—I’d be glad to.
(3)—Would you mind teaching me?—Not at all.
(4)—Would you mind if I try it again?—Certainly not. Please do.
(5)—Do you mind not putting your bike here?—Sorry. I’ll put it somewhere else. (6)—Would you mind not throwing bottles around?—I’m sorry about that. I won’t do it again. Ⅱ. Teaching aids 教具 图片/录音机/小黑板 Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:10分钟)
谈论本月的运动计划，导入本课部分生词和重点句型Would you mind ?? 1. (复习be going to结构，导入新课。)
T: Doing sports is good for our health, so we should do sports often. Are you going to make a sports plan for this month? Please talk about your sports plan with your partner, then report it to the class.
(教师在教室内巡视，帮助学生完成关于计划的讨论。) S1: Which sport are you going to do? S2: I am going to ? S3: ?
T: Good! I want to make a sports plan, too. S4, can you help me? S4: Of course.
T: Thanks a lot. You can do me a favor. What does the phrase“do me a favor”mean? Do you know? OK, let me tell you. It means “help me”. (板书，教学该生词，并要求学生理解。)favor T: S5, could you please do me a favor? S5: Of course. / Sure. What is it? (可帮助学生回
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答。) T: (指着教室的门问) It’s very hot in the classroom. Would you mind opening the door? S5:Not at all.(学生去开门。)
(板书生词和新句型，并要求学生掌握。) Mind Would you mind doing sth.? (可让学生们用该句型自由操练两三分钟。)(展示一幅一名学生卧病在床的图片。)
T: Look at the picture. This is Wang Tao. What’s wrong with him? You can tell me in Chinese. Ss: 病了。 T: Yes, he falls ill. (板书，并要求学生掌握。) Ill fall ill T: What a pity! Wang Tao fell ill. He is one of our basketball players in the basketball game. He can’t take part in the game. S6, will you join us? S6: I’d be glad to. I can do it. T: OK. Let’s go and practice after class. (板书解释，并要求学生掌握。) Will you join us? I’d be glad to. practice Step 2 Presentation 第二步 呈现(时间:5分钟)
利用1a图片，结合对话情境，学习要求和应答等交际功能的表达形式。 1. (让学生听1a录音，并回答问题。)
T: Let’s look at the picture in 1a. Kangkang is talking with Michael. What are they talking about? Please listen to the dialog in 1a, then answer the following questions:
(1) What are they going to do this Saturday?
(2) What’s wrong with one of Kangkang’s teammates? (3) What does Kangkang want Michael to do?
(核对答案。)
2. (让学生跟读1a录音并画出关键词，为角色表演做准备。)
T: Now listen and read after the tape, and underline the key words.
Step 3 Consolidation 第三步 巩固(时间:10分钟)
进一步巩固1a，模仿1a编对话并表演，培养学生运用所学语言的能力。 1. (让学生进行角色表演，完成1b。) T: Work in pairs to act the dialog out according to the key words. After a while, I will ask some students to act it out in front of the class. S1:?S2: ?(对表演优秀者，教师给予表扬。)
2. (模仿1a，编对话。教师出示写有重点短语的小黑板。)
T: Now please look at the small blackboard. There are some important phrases on it.
plant trees pick apples carry water for the granny clean the classroom T: You can use these phrases to make up some similar dialogs according to 1a. Work in pairs, please.
(学生编对话时，教师在教室里巡视，给予帮助。)
T: OK. Are you ready? Which group want to act out your dialog? Please come to the front. (请1~2组学生到台前表演，教师对表演优秀者给予表扬。) 3. (让学生听2录音，独立完成2。)
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