英语Topic 1 I'm going to play basketball.教案配套课件ppt

Step

Student activity

Teacher activity

Design Intention

Part1

Lead-in

(7 minutes)

1.Focus their attention on the teacher.

2.The whole class retell the conversation in pairs.

3.Students listen carefully and try to imitate what the teacher says. Guess the meanings of the new words.

4.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.

1.Get students ready for learning.

2.Revision: Teacher shows pictures in 2 of Section A on the screen, and asks the students to retell the dialogue they wrote last class in pairs.

3.Teacher asks a good student to make the conversation with the teacher, to learn “I’m going to be a …” and the new word “player”.

T: Are you going to join the school rowing club?

S: Yes, I am. What about you?

T: I’m going to join the school table tennis club. I’m going to be a table tennis player.

4.Teacher shows 3 pictures in 2 of Section A on the screen, with new phrases under each picture:a tennis player,a basketball player,a rowing player. The teacher asks: What are you going to be? The students answer according to the pictures.

通过复习上节课所学的重点知识导入新知。

通过师生互动的方式让学生的注意力集中到课堂上来。

通过图片教学，从字到词再到句循序渐进地学习。

Step

Student activity

Teacher activity

Design Intention

Part2

Presentation

(8minutes)

1.Students listen carefully and find the sentences.

“I am going to be a basketball player.” 

“I like Yao Ming best.”

2.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”.

3.After listening, they should find out the answers to the two questions “Basketball.” “She is going to be a scientist.”

4.Listen and complete the table in 1b.

1.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.

2.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”, and then asks students two questions:  

①What is Michael going to be?

②Who is Michael’s favorite player?

3.Listen again and asks students two questions:

①What is Michael’s favorite sport?

②What is Maria going to be when she grows up?

4.Finish 1b. Listen to 1a for the third time and finish1b.

老师通过谈论自己的理想，自然过渡到谈论Michael的理想。

听前为学生介绍关于材料的相关知识，能够激活听前背景知识，降低听力难度。

让学生多听多熟悉材料，有助于帮助学生降低做题的难度。

Step

Student activity

Teacher activity

Design Intention

Part3

Consolidation

(10 minutes)

1.Listen and read.

①Students read sentence by sentence, imitating the pronunciation.

②Students try to follow the speed.

③Students read 1a in pairs, trying to read correctly and fluently.

2.Students underline the language points in the text book, and finish the exercises in summary on the computer screen.

3.Read 1a and underline the key phrases.

4.The first six excellent students write the

answers of 1c on the blackboard.

5.Students read 1a in pairs and act it out.

1.Ask students to listen and read.

①Read 1a. Teacher plays the recording of 1a sentence by sentence.

②Teacher plays the recording without stopping.

③Teacher offers students 1 or 2 minutes to read 1a in pairs.

2.Explain language points.

①2.26: two point two six.

②“play for” and “play against”.

③be going to be.             

④grow up.

3.Ask students read 1a and find out the key phrases.

4.Finish 1c: Teacher limits the time for the students to

finish 1c.

5.Practice the dialog with your partner, and act it out.

新课的读包括至少三遍读：第一遍一句句跟读；第二遍跟录音同步读；第三遍同伴分角色朗读。足够的跟读练习能够让学生感知和体验标准的发音。

学生对于Be going to do结构中be动词的选择是一个难点，用翻译句子的形式突破难点。

Step

Student activity

Teacher activity

Design Intention

Part4

Practice

(10 minutes)

1.Students read the words together.

2.Students read together. Students read and pay

more attention to the vowel phonemes.

3.Students survey their partners and finish 1d,then report it to the class.

4.Students read together, paying attention to the

sound of /e/ and /eɪ/ and pay attention to the changing of /eɪ/.

5.Students read after the recording, trying

to imitate the sound.One student reads, while the other listens and judges if it is right.

1.Teacher offers 2 minutes to the students to

review all the words about jobs.

2.Teacher asks students to read 2 word by word.

Teacher encourages students to read the phonetic syllable phoneme by phoneme.

3.Teacher asks students to survey their partners and finish the table 1d. Then ask students to report it to the class.

4.Teacher plays the recording of 3a and shows phonetic cards /e/ and /eɪ/. Then asks the students to read /e/ and /eɪ/ one by one.

5.Teacher plays the recording.   

Teacher encourages students to read 3b in groups, making sure everyone can read correctly.

通过结对活动，让学生生生互动，并在真实语境中运用新知。

通过小组活动，让学生互相纠正错误。

Step

Student activity

Teacher activity

Design Intention

Part5

Production

(8 minutes)

1.Students summarize Section B together with the teacher.

2.Students finish writing one essay after class,and complete the exercise book of U1T1SB.

1.Teacher summarizes.

2.Teacher assigns 1d as homework. They should

finish 2 tasks.

①Write something about your favorite sport, your favorite sports stars and your dream.

②Finish the exercise book of U1T1SB.

让学生写一篇关于最喜爱的运动和运动明星，以及谈论梦想的文章，能够让学生在语篇中运用新学结构,突破重难点。

Unit 1 Playing Sports

Topic 1 I’m going to play basketball.

Section B

What are you going to be when you grow up?        something, anything

I’m going to be a basketball player.                play for, play against

Do you know anything about him?                like (prep), (verb)

He played for the team in NBA.                  fisherman- fishermen