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Unit 1 Playing Sports
Topic 1 I’m going to play basketball.
(Section B)教学设计
[Material analysis]
通过Michael和Maria谈论最喜爱的运动和最喜爱的运动员，将话题拓展到对梦想职业的谈论，引出本课语法重点：be going to be +职业名称。围绕本单元的话题Playing Sports, 呈现了重点短语：favorite sport, favorite player, play for, grow up等。谈论运动和梦想的话题深深地吸引着学生。在本节课中，学生要汇报自己最喜欢的运动及运动员，以及由此激发的自己的理想，还要汇报他人最喜欢的运动及运动员，以及相关联的梦想职业。正确运用be going to be 将是一个难题。所以，要求老师要运用活动2的职业名称，结合学生的梦想，引导学生正确地运用be going to be的句型谈论有关自己和他人的运动爱好及梦想的话题，并能用书面形式写出自己的梦想及运动爱好。
[Teaching aims] Knowledge aims：
1. 能根据音标，正确朗读出单词表中的单音节单词及简单短语。 2. 能在老师的引导下，分音节读出多音节单词： scientist, musician, pilot, policeman, policewoman…
3. 能区分元音音素[e]和[v]并能正确朗读单词，注意相对应字母组合的书写。 4. 能正确朗读句子中的不完全爆破。
5. 能正确运用be going to be 谈论运动爱好及梦想，并在课后写成作文。 Skill aims：
1. 能听懂有关运动爱好和梦想的简单对话和陈述。 2. 能正确地口头表达有关运动爱好和梦想的话题。
3. 能正确朗读课本的文本材料，准确把握语音、语调及连读。 4. 能正确地运用书面表达写出自己和他人的运动爱好及梦想。
Emotional aims：
通过对Section B的学习，要求学生写出自己最喜爱的运动及运动员的相关信息，教师运用名人效应影响学生的人生观，帮助他们树立远大的理想，明白只有今天好好学习，强身健体，才能保证明天实现自己的梦想。
[The key points and difficult points] Key points：
正确、熟练地运用be going be句型。 Difficult points：
1. be going to be句型中的第一个be动词和主语的一致性。
2.为他人作报告时主语是he和she时，谓语动词形式的正确变化以及物主代词his 和her的正确运用。
3. I am going to be an office worker. 不定冠词an + 元音。
[Learning strategies]
1. 学生运用线索词改写对话，有助于提高学生的复述能力。 2. 学生根据音标拼读单词，发展学生拼读音标的能力。
[Teaching aids]
Computer multimedia projector, phonetic cards, word cards in 3a Everyday saying: Reading is to the mind while exercise to the body. 读书健脑，运动强身。
[Teaching procedures] Interaction pattern Student activity Teacher activity
1.The whole class work 2.The whole class work Presentation (6 minutes) 3.The whole class work 4.The whole class work 1. Students answer together. I’m going to be a rowing player.I’m going to be a tennis player. I’m going to be a table tennis player. 2. Students listen carefully, and find the sentences.“I am going to be a basketball player.” “I like Yao Ming best.” 3. Students listen carefully and try to understand the meaning of “favorite” with the help of their own memory. After listening, they should find out the answers to the two questions “Basketball, of course. Me , too”. “That’s OK”. 4. Listen and complete the table in 1b. 1. Teacher shows 3 pictures in 2 of Section A on the screen, with new phrases under each picture: a rowing player, a tennis player, a table tennis player. The teacher asks: What are you going to be? The students answer according to the pictures. 2. Start on 1b.Teacher: I have a dream. I am going to be a table tennis player. Michael also has a dream, and let’s listen to 1a and find out: What is Michael going to be? Who is Michael’s favorite player? Let’s listen. 3. Go on with 1b. Teacher says “I like table tennis best. My favorite sport is table tennis.” to help students understand the meaning of “favorite”, then asks students two questions: ①What is Michael’s favorite sport? ②What is Maria’s favorite sport? 4. Finish 1b. Listen to 1a for the third time and finish1b.
1. The whole 1. Students read class work class work 3. Pair work 4.Individual work class work and individual work Consolidation (15 minutes) 6. Several students’ work 7.Several students’ work 7. Volunteers correct the essays. Students should develop the habit of checking by themselves. 6. The first six excellent students 1c on the blackboard. sentence by sentence, imitating the pronunciation. follow the speed. pairs, trying to read correctly and fluently. 4. Students read 1a individually as quickly as they can. the language points 1. Read 1a. Teacher plays the recording of 1a sentence by sentence. 2. Teacher plays the recording without stopping. or 2 minutes to read 1a in pairs. 4. Design a competition: To see who can read the fastest in class. 5. Explain 1a. 2. The whole 2. Students try to 3. Students read 1a in 3.Teacher offers students 1 5. The whole 5. Students underline in the text book, and (1) favorite player; finish the exercises in (2) summary on the computer screen. “something”and“anything”； (3) “play for”and“play against”； (4) prep “like” and verb “like”; (5)“men compound words”; 6. Finish1c: Teacher limits the time for the students to finish1c, and the first six students write their essays “My…” on the blackboard. 7. Correct the essays: Teacher asks another 6 volunteers to correct the essays. Teacher helps to correct if necessary. write the answers of (6) “when” clause.