Unit 1 Playing Sports Topic 1 I’m going to play basketball
Section A
【教学重难点】
The main activities are 1a and 2．本课重点活动是1a和2。
【教学目标】
1．Learn some new words and phrases:
almost, against, term, cheer, cheer … on, team, win, row, quite, bit, quite a bit / a lot, join, club, skate, volleyball, tennis, table tennis
2．Learn some useful sentences:
（1）I saw you play basketball almost every day during the summer holidays.
（2）Would you like to come and cheer us on?
3．Learn the future tense with be going to:
（1）We are going to have a basketball game against Class Three on Sunday.
（2）Are you going to join the school rowing club?
4．Talk about preferences:
—Which sport do you prefer, cycling or rowing? —I prefer rowing.
5．Talk about sports and games.
【教学准备】
图片/海报/教学挂图/录音机/小黑板
【教学过程】
Step 1 Review 第一步 复习(时间:7分钟)
复习学过的运动项目名称，引出生词。
(展示一些有关运动的图片，并通过师生对话，引出新的运动项目名称。)
Step 2 Presentation 第二步 呈现(时间:10分钟)
通过师生对话，呈现1a中部分生词及功能句，并使学生初步掌握be going to句型。
1．(利用plan to do sth，导入“be going to+do”结构。)
T: I’m very glad you all like doing sports and know a lot about them. Do you want to play volleyball tomorrow afternoon?
S1, please.
S1: Yes, I do.
T: So you plan to play volleyball tomorrow afternoon, right?
S1: Yes.
T: OK. When we plan to do something, we can say we are going to do something.
(板书，学习新语法。) be going to do sth. |
T: When I tell you my plan, you retell it with be going to. OK, boys and girls?
Ss: OK.
T: I plan to go out for dinner tonight.
S2, please.
S2: You are going to go out for dinner tonight.
T: I plan to climb mountains tomorrow.
S3, please.
S3: You are going to climb mountains tomorrow.
T: Good! When we express something that is going to happen or we plan to do something, we can use be going to.
2．(教师让几个学生说说明天户外活动的打算，并引出be going to结构的一般疑问句式，过渡到1a。)
T: OK, S4, please tell me what you plan to do tomorrow afternoon.
S4: I’m going to swim with my brother tomorrow afternoon.
T: Are you going to swim?
S4: Yes, I am. (板书，学习新句型。)
—Are you going to swim? —Yes, I am. |
(教师视学生掌握的情况来决定是否要进行更多的操练。)
3．(展示一幅即将进行篮球赛的海报，引出单词against, cheer和短语cheer … on。)
T: Now look at the poster. Here is the news. Our class is going to have a basketball game against Class 3 at 5:00 this afternoon. Would you like to cheer them on?
Ss: Yes, we’d love to. /I’d love to.
(板书，让学生猜词义，并要求掌握。)against, cheer, cheer ... on |
(出示教学挂图，让学生看图片猜测对话内容，导入1a。)
T: Look at this picture. They are Kangkang and Michael. What are they talking about? Can you guess? Please listen to 1a and then answer the following questions. (出示小黑板。)
（1） Which class is Michael’s class going to play against? （2） Is Kangkang going to cheer them on? |
(听后核对答案。)
4．(学生朗读1a，画出疑难点和关键词，然后教师解释疑难点。)
(出示小黑板，领读关键词；解释并要求学生掌握almost和win。)
basketball—saw—play—almost—every day—against—Sunday—game—term—come— cheer … on—I’d love to—hope—win |
Step 3 Consolidation 第三步 巩固(时间:10分钟)
创设情景，编对话，在真实的语境中培养学生口头交流能力。
1．(根据小黑板上的关键词，分角色表演对话。)
T: OK. Now you can use the key words above to act out the dialog in roles.
2．(教师引导学生，通过讨论新学期的计划来操练be going to+do句型。)
(教师先做示范，然后让学生两人一组练习。)
T: S1, what are you going to do this term?
S1: I’m going to learn English better.
T: Discuss with your partner what you are going to do this term.
3．(创设情景，依据1a编对话，巩固1a及be going to+do句型，完成1b。)
T: Just now you talked about your plans for this term. Now suppose you meet your classmate on the playground and you want to talk about your plans for this week. Please make a similar conversation with your partner according to 1a．You can use the key words on the blackboard．(板书)
be going to, play, I’m afraid, homework, summer, play against, I hope |
(学生两人一组编对话，教师进行鼓励启发，必要时应给予帮助。)
S4: Hi, S5．
S5: Hi, S4．I am going to play … Are you going to play with us?
S4: I’m afraid I can’t. I have to do my homework first. By the way, I saw you play … almost every day during the summer holidays.
S5: Yes. You know I am going to play in the … game against Class 2 this Saturday. Would you like to come and cheer us on?
S4: Of course. I’d love to. And I hope you will win.
(让几组学生到教室前面表演类似的对话，评出最佳表演组及最佳演员等。)
(教师出示2中运动项目的图片，引导学生巩固be going to + do句型，使他们熟练掌握其用法，并自然过渡到2。)
Step 4 Practice 第四步 练习(时间:10分钟)
完成2和3，培养学生听说能力，并通过大量操练，使他们熟练运用含有be going to的一般疑问句及掌握prefer的用法。
1．(通过看图片，练习be going to的用法，导入2。)
T: Look at the pictures, what are they going to do?
Ss: (Picture 1) they are going to go skating. (Picture 2) They are going to go skiing.…
T: Which sport do you prefer, … or …?
S1:I prefer …
T: What about you, S2?
S2:I prefer …
T: S3, do you often go swimming?
S3: Yes, very often.
T: Good．You can also say “quite a lot/a bit”.“Do you often go swimming?” means “Do you go swimming much?”
(板书，并领读，要求学生掌握quite, bit和quite a lot/a bit。)
quite, bit very often = quite a lot/a bit I go swimming very often. = I go swimming much. |
(板书，教学生词，并要求学生掌握。)join, club |
T: Discuss with your partner which sports club you would like to join.
S7: I am going to join the school rowing club．
S8:…
(学生两人一组完成2，除了可以用书上所给的运动名称，也可用他们所知道的其他运动名称进行对话。)
2．(让学生听3录音，并完成3。)
T: Michael and Kangkang like doing sports a lot. Do you want to know what sports they often do on weekends? Listen to the tape, then fill in the chart in 3． (再放录音3，核对答案。)
3．(做一个运用“be going to+do”句型的游戏。)
(挑选若干学生上台，做关于运动的动作，该动作要能使同学们明白并成功猜出运动名称。猜到的同学要用be going to+do询问做动作的同学，以证实自己的猜测是否正确。)
T: Please do an action about your favorite sport. ( S10表演一个动作。)
S9: Are you going to play basketball?
S10: No, I’m not.
S9: Are you going to play volleyball?
S10: Yes, I am.
…(让学生尽量多表演动作。)
Step 5 Project 第五步 综合探究活动(时间:8分钟)
通过作报告和写句子，培养学生综合运用本课所学语法及重要句型的能力。
1．(小组活动，在小组中做采访并向全班同学作报告。)
T: Work in groups. Ask your partner the following questions, then give a report to your classmates.
（1）Which sport do you prefer, … or …? （2）Do you … much? （3）Are you going to … next week? |
【作业布置】
用be going to造五个句子，要求用不同的人称、句式。
【板书设计】
I’m going to play basketball? Section A Prefer be going to + do sth. cheer … on We are going to have a basketball game against Class Three on Sunday. quite a bit / a lot Which sport do you prefer, cycling or rowing? I prefer rowing. Are you going to join the school rowing club? Yes, I am. /No, I’m not. I’m going to … |
Section B
【教学重难点】
The main activities are 1a and 2a．本课重点活动是1a和2a。
【教学目标】
1．Learn some new words and phrases:
dream, grow, grow up, future, in the future, job, active, break, record, gold, give up, shame, single
2．Go on learning the future tense with be going to:
—What are you going to be when you grow up?—I’m going to be a dancer.
3．Talk about the favorite sports and players:
（1）—What’s your favorite sport, Maria? —Basketball, of course.
（2）—Who’s your favorite player? —LeBron James. / I like Yao Ming best.
【教学准备】
图片/小黑板/录音机
【教学过程】
Step 1 Review 第一步 复习(时间:8分钟)
通过谈论喜爱的运动项目及新学期的计划，导入新课。
1．(学生在小组内进行链式对话，讨论他们所喜爱的运动项目，注意使用prefer。)
2．(教师询问学生新学期计划，复习“be going to+do”。)
3．(教师通过展示图片导入本课新单词。)
T: Look at the girl in the picture. What is she doing now? (教师指着图片问。)
S8: She is sleeping.
T: You’re right. And she is dreaming. She is having a class in her dream. And her dream job is to be a teacher in the future. She wants to be a teacher when she grows up.
(板书，让学生猜词义，并要求掌握。)
dream, job, future, in the future, grow, grow up |
Step 2 Presentation 第二步 呈现(时间:10分钟)
呈现1a，继续学习be going to的特殊疑问句式。
1．(教师展示一些著名运动员的图片，如刘翔、姚明、迈克尔·菲尔普斯等，导入1a对话。)
T: Look at the pictures. Can you tell me their names?
Ss: They are Liu Xiang, …
T: Who’s your favorite player, S1?
S1: My favorite player is …
T: What about Michael’s favorite player? Listen to the dialog in 1a and then answer the following questions:
(出示小黑板上的问题，听1a录音。)
（1）Who’s Michael’s favorite player? （2）What is Michael going to be when he grows up? （3）What’s Maria’s dream job? |
(核对答案。)
2．(出示小黑板，依据1a完成表格。)
3．(再放1a录音，让学生跟读，并注意语音语调。)
T: Listen to the tape again and repeat. Pay attention to the pronunciation and intonation. Go!
Step 3 Consolidation 第三步 巩固(时间:10分钟)
分角色表演并做调查报告，完成1b，使学生学会运用目标语言谈论自己喜爱的运动、运动员及梦想。
1．(让学生根据小黑板上的听力问题和表格中的信息，两人一组进行对话。)
T: Work in pairs and act out the dialog according to the questions on the small blackboard and information in the table. Then I’ll ask two pairs to act it out in the front.
2．(让学生四人一组讨论他们所喜欢的运动、运动明星以及未来的梦想，并完成表格。然后汇报讨论结果，完成1b。)
Step 4 Practice 第四步 练习(时间:12分钟)
完成2a，2b和3，培养学生通过自主阅读获取相关信息的能力。
1．(教师出示张怡宁、菲尔普斯、刘翔的图片，通过师生对话，谈论这些运动明星。)
(让学生回答问题，核对答案。)
2．(播放2a录音，让学生跟读，完成2b，并核对答案。)
T: Listen and read after the tape. Then finish 2b and check the answers.
3．(让学生再读2a，找出生词和疑难点，教师解释并板书生词和关键词，要求学生掌握shame，为复述短文做准备。)
T: Please read 2a again and find out the key words.
Liu Xiang — active — broke … record — won — give up — shame; Phelps — eight — in swimming — first athlete — single; Zhang Yining — table tennis players — twice |
4．(教师让学生根据上面板书的关键词复述短文。练习、巩固2a。)
T: Please retell the passage according to the key words.
5．(播放3录音，完成短文。)
