2020-2021学年Topic 1 I'm going to play basketball.教学设计

这是一份2020-2021学年Topic 1 I'm going to play basketball.教学设计，共7页。

Tpic 1 I’m ging t play basketball.
Sectin C
Ⅰ. Material analysis
本课时的主要活动为1a和2a。
Sectin A谈论了运动计划，Sectin B 谈论了运动爱好及梦想，Sectin C将计划、梦想付诸实践行动，并谈到了参与各种运动的意义。通过介绍Ann的运动习惯，呈现了重点短语：spend time (in) ding sth, be gd at ding sth, take part in +activity等。通过Ann主动参与校运会，引出本课将来时涉及的语法句型：There is ging t be … 在谈论运动的意义时，运用了It’s gd fr … 句型，出现了重点短语：make sb. / sth +adj, keep sb. / sth. +adj, keep fit / keep healthy等。学以致用，本课要求学生能模仿Ann的运动习惯，写出自己的一周运动安排并付诸行动，鼓励学生积极参与学校运动会等集体活动，将集体主义精神潜移默化地渗透到课堂教学中。
Ⅱ. Teaching aims
Knwledge aims：
1. 能根据音标，正确朗读出单词表中的单词及短语：
jump, spend, baseball, be gd at, weekend, part, take part in,
be gd fr, all ver, heart, lung, fit , keep fit, supper
2. 能在老师的引导下，分音节读出多音节单词或一些读音较难的短语：
exercise, wrld, the day after tmrrw, healthy, relax
3. 能正确拼读并运用单词表中黑体单词。
4. 能准确把握单数第三人称做主语时谓语的变化形式，并能谈论他人的运动爱好和梦想以及一周运动安排。
5. 能模仿本课课文，写出自己或他人一周的体育活动安排。
Skill aims：
1. 能听懂本课文本材料以及与运动相关的交际用语。
2. 能正确地口头介绍自己和他人平时的运动安排。
3. 能正确朗读课本的文本材料，准确把握语音、语调及连读，并能读相关的材料。
4. 能正确模仿本课课文，写出自己或他人一周日常的体育活动安排。
Emtinal aims：
学生能模仿课文写出自己的一周体育活动安排并付诸行动，鼓励学生要学习Ann, 养成健康而规律的生活习惯。
Ⅲ. The key pints and difficult pints
Key pints：
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/n …, take part in …, There is ging t be …
Difficult pints：
1. spend time (in) ding sth./ spend time n sth.;
2. make / keep sb./ sth. + adj ;
3. the differences between “health” and “healthy”;
4. There is ging t 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
Cmputer multimedia prjectr
Everyday saying: If yu can’t pass, yu can’t play. (乔丹教练对乔丹说的话。)
Ⅵ. Teaching prcedures
Ⅶ. Blackbard design
Step
Interactin pattern
Student activity
Teacher activity
Intrductin
(7 minutes)
1. The whle class
wrk
2. The whle class
wrk
3. One r tw
students’ wrk
4. The whle class
wrk
1. Fcus their attentin
n the teacher.
2. “If yu can’t pass,
yu can’t play.” Read
the saying alud.
3. One begins with “I
like…very much”; the ther begins with “He / She likes…very much”.
4. The whle class retell in pairs.
1. Get students ready fr
learning.
2. Shw everyday saying fr the students.
(ne saying a week)
3. Call tw students t
reprt their hmewrk.
One reprts smething
abut himself/herself
while the ther reprts
smething abut his/her friend.
4. Teacher asks each grup t
retell their hmewrk in
pairs: A1-A2; B1-B2;C1-C2.
All the students retell at the same time and check
each ther’s essay.
Teacher walks arund the
class and helps the
students when necessary.
Presentatin
(6 minutes)
1. The whle class
wrk
2. The whle class
wrk
3. The whle class
wrk
4. The whle class wrk
5. The whle class
wrk
6. The whle class
wrk
7. The whle class
wrk
8. The whle class
wrk
1. Students lk at the
pictures in 1b and guess, and chse ut which sprt Ann likes very much.
2. Students find ut the
sentence “Ann likes
sprts very much” at
nce.
3. Students scan the
passage quickly, and
find ut the
sentence “She ges
cycling twice a week.”
4. Students scan the
passage quickly again,
and find ut the
sentence “She spends
half an hur exercising
in the gym every day.”
5. Students scan the
passage the third time,
and find ut “The
high jump and the
lng jump.”
6. Students fill in the
missing infrmatin in
1b.
7. Students read the passage
after the recrding
sentence by sentence.
8. Students read at the
same speed as the
recrding, imitating
the prnunciatin and
the intnatin.
1. Teacher lets the students
finish the pre-reading task.
2. Teacher asks the students
t skim 1a and find ut
the tpic r general idea
as quickly as they can.
3. Teacher asks the students
t scan 1a and answer the
questin: Hw ften des
Ann g cycling?
4. Teacher asks the students
t scan 1a again and
answer the questin: Hw lng des Ann spend
exercising?
5. Teacher asks the students
t scan 1a the third time
and answer the questin:
What sprts is Ann
ging t take part in?
6. Teacher asks the students
t read 1a carefully and
finish 1b.
7. Teacher plays the recrding
sentence by sentence.

8. Teacher plays the recrding
withut stpping.

Cnslidatin
(15 minutes)
1. The whle
class wrk
2. Grup wrk
3. The whle class
wrk and
individual wrk
4. The whle class
wrk and
individual wrk
5. The whle class
wrk
6. The whle class
wrk
1. Students read 1a
carefully, trying t
cmplete the missing
parts in the sequence,
ne by ne. Students
try t retell 1a withut
bks.
2. Six students retell 1a
cperatively. Each student says ne sentence.
3. Students try t retell the whle passage individually.
4. Students describe the
pictures in 1b individually.
5. Students underline the
language pints in their
bks and d the
exercises n the screen.
6. Students read by
themselves.
1. Finish 1c. Teacher asks
the students t read 1a t
prepare fr the retelling:
the sequence f 1a is n
the blackbard: Ann…
ges cycling…twice a week
ges muntain…Sundays…
spends…exercising…
learns baseball…Saturdays…
plays…well…is gd at…
…is ging t be…the
high jump…the lng
jump… cheer her n…will
win.
2. Teacher rganizes the
students t cperate with their partners in retelling 1a tgether.
3. Teacher rganizes a
cmpetitin t retell the whle text individually.
4. Teacher asks the students t retell the passage
accrding t the pictures in 1b.
5. Teacher explains the
language pints:
(1) spend time (in) ding
sth./ spend time n sth.;
(2) play…very well;
(3) be gd at ding;
(4) There is ging t be …;
(5) be sure that …
6. Read 1a. Teacher ffers 1
r 2 minutes fr the
students t read 1a.

Practice
(10 minutes)
1.The whle
class wrk and
pair wrk
2. Grup wrk
3. Grup wrk
and pair wrk
4. Grup wrk
5. The whle class wrk
1. Students read the
example. Each grup
makes three dialgues in
pairs, and each pair
makes ne dialgue.
2. Students try t understand
the explanatin.
3. The students shw their
dialgues bravely.
4. Students ask the teacher t read sme difficult
sentences.
5. Students write dwn
the answers and crrect the answers tgether.

1. Relaxing time. Teacher asks
the students t read the
example in 2a, then students
make ther three
dialgues by fllwing the
example.
2. Teacher explains sme
phrases: make/ keep sb./sth.
+adj; keep sb. healthy / fit.
3. Time fr shw: Teacher
asks three pairs f students
frm different grups t
shw their dialgues.
4. Necessary help: Teacher
leads the students t read
sme sentences that the
students can’t read crrectly
and fluently.
5. Finish 1d. Teacher asks
students t answer the
questins in 1d and write
dwn the answers.
Prductin
(7 minutes)
1. The whle
class wrk
2. The whle
class wrk
3. The whle
class wrk and individual wrk
4. Individual wrk
1. All the students shuld
knw the meaning f
the summary.
2. Each student rewrites
the passage, nticing
t change the third
single frms f verbs
int the base frm.
3. Finish writing the essays，
answering the questin:
What are yu ging t d
when there is ging t be
a schl sprts meet in
yur schl?
4. Students shuld review
Sectins A-C t prepare
fr Sectin D.
1. Teacher summarizes what the students learned tday. Imprtant language pints are shwn n the
cmputer screen.
2. Teacher asks the students t rewrite 1a, changing
“Ann” int “I” t intrduce smething abut themselves.
3. Teacher assigns writing
hmewrk, which includes
the fllwing infrmatin:
A shrt passage abut
students’ favrite sprt,
students’ favrite sprts
stars , students’ daily sprts
life and students’ dream.
4. Teacher assigns the
students t review Sectins
A-C t prepare fr
Sectin D.
Teaching Reflectin
Students are able t accept the reading strategies f skimming and scanning easily, but it’s a little difficult fr the students t understand the structure “make / keep sb./ sth.+ adj”. Teacher shuld design mre exercises t help them understand the difficult pints.
Unit 1 Playing Sprts
Tpic 1 I’m ging t play basketball.
Sectin C
She spends half an hur (in) exercising. It makes / keeps him strng.
She plays it very well. It’s a gd way t keep healthy.
She is gd at jumping.
There is ging t be a schl sprts meet next weekend.
Is it gd fr yur health?