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Unit 1 Playing Sports Topic 1 Are you going to play basketball? Section A The main activities are Ⅰ.Teaching aims and demands 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. Ⅱ. Teaching aids 教具 图片/海报/教学挂图/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:7分钟) 复习学过的运动项目名称，引出生词。 1. (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。) T: Welcome back to school, boys and girls. The
new term begins. This is our first English lesson this term. Did you
enjoy yourselves during your summer holidays? What did you do during your
holidays? Did you do sports during your summer holidays? Ss: … (板书并要求学生掌握。)
T: We all know doing
sports is good for our health. Now let’s review some sports and learn some new
ones. (展示学生在打篮球的图片。) T: Look at the picture. Do you
know what they are doing? S1, please.
T: Do you like playing basketball? S1: Yes, I do. / No, I
don’t. T: How many players are there in
the basketball team? (板书并要求学生掌握。)
S1: There are five
players.
T: What are they doing? S2, do
you know? S2:
They are playing volleyball. (教师帮助该生回答。) (板书并要求学生掌握。)
(用同样的方式引出生词cycle,
row, skate, tennis, table tennis, ski。) (板书，并让学生跟读，要求学生理解cycle, ski；掌握row,
skate, tennis, table tennis。)
2. (用黑板上有关运动的生词操练，导出prefer的用法。) T: Which sport do you like better, cycling
or rowing? S3:
Rowing. T: Good! The phrase “like … better” means “prefer”. (板书并要求学生理解。)
T: S4, which sport do you prefer,
basketball or soccer? S4: I
prefer basketball. … Step 2
Presentation 第二步 呈现(时间:10分钟) 通过师生对话，呈现 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. S-1: 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。)
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 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。)
(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。)
Ss:Yes, we’d
love to./I’d love to. (板书，让学生猜词义，并要求掌握。)
(出示教学挂图，让学生看图片猜测对话内容，导入 T: Look at
this picture. They are
(听后核对答案。) 4. (学生朗读 (出示小黑板，领读关键词；解释并要求学生掌握almost和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: What about you, S2? S2: I’m going to study math hard. T: Oh, it’s a good plan. S3, do you
know what your partner is going to do? S3: Yes. He is going to learn rowing. T: Discuss with your partner what you are going
to do this term. 3.
(创设情景，依据 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 (板书)
(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。) Example: 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。)
T: S4, do you go rowing much? S4: Yes, quite a lot/a bit. T: S5, do you go skiing much? S5: Yes, quite a lot / a bit.(肯) S6: No, seldom.(否) T: Oh, you don’t like sports. It isn’t good. I
think you should join a sports club, and maybe you will like
sports there. (板书，教学生词，并要求学生掌握。)
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.
2. Homework: 用be going to造五个句子，要求用不同的人称、句式。 板书设计：
Section B The main activities
are Ⅰ. Teaching aims and demands 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. Ⅱ. Teaching aids 教具 图片/小黑板/录音机 Ⅲ. Five-finger Teaching Plan 五指教学方案 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。) T: I
know many students like sports. Please discuss in groups which sport your
partners prefer. You can begin like this: S1, which sport do you
prefer, skiing or rowing? S1: I prefer rowing. S2, which
sport do you prefer, cycling or skating? S2: I prefer … What about you, S3? S3: I prefer … S4, which sport do
you prefer, volleyball or soccer? S4: I prefer … 2. (教师询问学生新学期计划，复习“be going
to+do”。) T: At the beginning of the term, everyone has
some plans. You are going to do a lot of things to make more progress and make
your school life more interesting. Now, please tell me your plans. What are you
going to do? S5: I’m going to join an English club.
S7: … 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。)
T: We
know her dream job is to be a teacher in the future. What about you? S9: My dream job is to be a teacher in the future. S10: My dream job is to be a
basketball player in the future. (教师通过询问学生长大后的职业引出一般将来时的特殊疑问句。) T: S11, are you going to be a dancer when you grow
up?(教师出示舞蹈演员的图片，帮助学生理解。) S11: No, I’m not. T: What are you going to be when you grow up? S11: I’m going to be a teacher. (板书，教学生词和新句型。要求学生理解dancer；掌握新句型。)
(让学生两人一组做类似操练。) Step 2 Presentation 第二步 呈现(时间:10分钟) 呈现 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 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 (出示小黑板上的问题，听
2. (出示小黑板，依据 T: Read
T: Now let’s check the answers.
Yao Ming is a basketball player. He is 2.26 meters tall. He plays for
the Houston Rockets in the NBA. (板书并要求学生理解player, Houston
Rockets；了解NBA。)
3. (再放 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。) T: Discuss in groups of four
about your favorite sports, favorite players and your dream jobs in the future,
and fill in the table in 1b. Then make a report according to 1b. In a few
minutes I will ask someone to give me your report about your classmates. Example: T: S1,
are you ready? Please report. S1: Yes. She is going to be a teacher in the future. It’s her dream job.
She likes sports very much because it is important to her. Her favorite sport
is swimming and her favorite player is Phelps. Step 4 Practice 第四步 练习(时间:12分钟) 完成 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。) T: I have some
photos of famous sports stars, who are they? Can you say something about them? S1: Zhang Yining is a table (板书并要求学生理解Olympic。)
S2: Phelps is an athlete. And he is the
first athlete to win so many medals at a single Olympics. (教师帮助学生回答。) T: Do you know an active runner
named Liu Xiang? S3:
Yes. (板书，教学生词，并要求学生掌握single和active；理解runner和athlete。)
T: Do you like him? S3:
Of course, I do. T: OK. Do you know anything about him? S3:
… (教师根据学生所说的情况，对刘翔做简短介绍，并呈现生词及词组。) T: As we know, Liu Xiang is one of the best
runners in the world. He broke the Olympic record in the 2004
Athens Olympics and won a gold medal. But in the 2008 (板书，教学生词，并要求学生掌握break(broke), record, gold, give up；理解medal。)
(让学生回答问题，核对答案。) 2. (播放 T: Listen and read after the tape. Then finish 2b
and check the answers. 3. (让学生再读 T: Please read
4. (教师让学生根据上面板书的关键词复述短文。练习、巩固 T: Please retell the passage according to the key
words. 5. (播放3录音，完成短文。) T: Now listen to the tape of 3. Complete the
passage by yourselves. (播放录音，核对答案。) T: Listen to
the tape again and check your answers. Are you right? Good. Step 5 Project 第五步 综合探究活动(时间:5分钟) 通过制作自己喜欢的运动员的名片，学会描述一些著名运动员。 1.
(小组讨论并制作自己喜欢的运动员的名片。) T: Please
make a card about your favorite sports player. (教师出示小黑板上的表格。)
2. Homework: 用英语描述自己喜欢的运动、运动员及梦想。 板书设计：
Section C The main
activities are Ⅰ. Teaching aims and demands 教学目标 1.Learn
some new words and phrases: mountain,
spend, spend … (in) doing, hour, exercise, do exercise, baseball, pretty,
pretty well, jump, weekend, take part in, popular, all over, be good for,
heart, the day after tomorrow, healthy, fit, keep fit, relax 2.Go on
learning the future tense with be going
to + do: (1)There is going to be a school sports meet
next weekend. (2)She is going to take part in the high jump
and the long jump. (3)—What are
you going to do tomorrow morning? —I’m going
to play soccer. I like it very much. 3.Go on
talking about the favorite sports and reasons: I like playing soccer very much.
Because it makes me strong and it is popular all over the world. 4.Talk
about plans and intentions. 5.Improve
the students’ ability of reading. Ⅱ. Teaching aids 教具 图片/录音机 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间:8分钟) 运用体育活动的图片，复习运动项目的名称，并导入部分生词。 1.
(复习上节课所学的运动项目的名称。教师展示一些体育活动的图片。学生使用图片，三人一组，到讲台前进行问答表演，说出自己喜欢的体育活动。) T: Please come to the blackboard to talk about
your favorite sports with your partners. You can begin like this: S1,
what’s your favorite sport? S1: S2, what’s your favorite sport? S2: Skating. And you, S3? S3: I prefer… … 2. (快速问答，导入新课，最好找一名平时喜欢运动的同学。) T: S4, do you like sports? S4: Yes, I do. T: Do you often go mountain climbing?(出示登山的图片。) S4: Yes, I do. T: When do you often go mountain climbing? S4: On Sundays. T: S5, please talk about S4
according to what he/she said. S5: He/She likes sports very much. He/She
often goes mountain climbing on Sundays. (再找一名喜欢运动的同学。) T: S6, do you like doing exercise? S6: Yes, I do. T: How often do you do exercise? S6: Every day. T: How long do you spend doing exercise
every day?(必要时可译成汉语。) S6: About thirty minutes. T: S6 spends about thirty minutes in
doing exercise every day. (板书并要求掌握。)
T: Thirty minutes is half
an hour, so we can also say “S6 often spends half an hour
(in) doing exercise every day.” (板书，让学生猜hour词义，并要求掌握。)
T: S7, please talk about S6
according to what he/she said. S7: He/She likes doing exercise. He/She often spends
thirty minutes/half an hour (in) doing exercise every day. T: Well done.
You are very clever. Step 2 Presentation 第二步 呈现(时间:10分钟) 学习 1. (教师展示一幅一小女孩打棒球的图片。) T: Boys and girls, let’s look at the picture.
This girl is Ann. What’s she doing? Do you know? Ss: She is playing baseball
and she plays it pretty well. (教师可帮同学回答。) (板书领读并要求掌握生词。)
(教师展示一幅学校运动会的图片，特别指出跳高和跳远两个项目。) T: (教师手指图画)There is
going to be a school sports meet next weekend. Do you want to take
part in it? S1, please. S1: Yes, I do. (板书，解释生词和短语，并要求掌握。)
T: Which sport are you good at? S1: Running /… T: Are you good at the long jump or the
high jump?(教师边说边指着图片中的跳远和跳高项目。) S1: I’m good at the long jump/the high jump. (板书，让学生猜词义，并要求掌握jump，理解the long
jump和the high jump。)
2. (听 T: Do you want to know which sport Ann is good at? Listen to (板书)
(核对答案。) 3. (让学生再听 T: Listen
to the tape again and follow it. Pay attention to the pronunciation and
intonation. Step 3 Consolidation 第三步
巩固(时间:8分钟) 完成1b和 1.
(让学生再读一遍 T: According to (核对答案。) 2.
(根据1b，完成 T: According to the timetable in 1b, ask and answer
in pairs to finish (核对答案。) 3.
(根据Ann的活动时间表，描述Ann一周的运动情况。) T: Well done! Please
discuss with your partner and describe Ann’s activities in a week according to
her sports timetable. Example: Ann does exercise
in the gym from 6: T: Each group can choose one student to report.
Let’s begin. (对表现好的小组，进行表扬和鼓励。) Step 4 Practice 第四步 练习(时间:12分钟) 完成2。巩固be going to的特殊疑问句的用法。 1.
(讨论运动对人体的益处，引出生词，必要时用图片或体态语帮助学生理解生词，导入2。) T: Boys and
girls, we have talked about many kinds of sports. How do you feel after doing
sports? S1: I feel better. S2: I am strong. … T: Yes, we all know doing sports is good
for our health. It’s a good way to keep fit/healthy. (板书，解释并要求掌握词组。)
T: S3, do you often do sports? S3: Yes, quite a lot. T: Why? S3: Because it can keep me fit / healthy.(可帮助学生回答。) T: Good.
Doing sports is good for our health in many ways. S4, do you often
run in the morning? S4: Yes, I do. T: Why? S4: Because it’s good for my legs, heart
and lungs.(可帮助学生回答。) (板书，领读，并解释画线生词，要求学生掌握heart；理解lung。)
T: I like doing
sports very much. I often walk. Do you know why? Because it can help me to relax,
and it’s a good way to keep healthy. (板书，领读生词，并要求掌握。)
2. (教师展示一幅NBA球赛的图片，上面有很多人在观看比赛，教师指着图片问。) T: What are they doing? Ss: They are having a basketball game. T: Yes, basketball games are popular
all over the world. (板书，解释生词和词组，并要求学生掌握。)
T: Do you know other popular games all over
the world? Ss: Yes, we do. Soccer, volleyball, baseball
and so on. 3.
(让学生们根据2中的图片讨论平时所喜爱的体育运动项目，并说出喜爱的原因。) T: Boys and girls, I’m going to
swim the day after tomorrow. If you want to go with me, you can call me
later. Now, please discuss with your partners about your favorite sports and
speak out your reasons. (板书并要求学生掌握。)
Example: S1: Which sport do
you prefer, … or …? / What’s your favorite sport? S2: … S1: Why? S2: Because … … (让学生根据示范，编对话，完成2。) T: OK, now read Step 5 Project 第五步 综合探究活动(时间:7分钟) 让学生介绍自己及父母的运动计划和喜欢运动的原因，培养学生综合运用be going
to结构及本课重点句型的能力。 1. (出示表格，让学生完成后，口头汇报自己的运动计划及喜欢运动的原因。)
T: According to the form, please
report your exercise plans and tell us why you like this exercise. Example: I run from 6:00 to 6: 2. Homework: 询问你的父母，了解他们的运动爱好，运动时间及喜欢运动的原因，写成短文，第二天和你的同桌互相交流。 板书设计：
Section D The main
activities are 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 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。)
(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 1.
(运用贝克汉姆的图片，进行师生对话，导入 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 (板书，解释生词，领读并要求学生掌握famous,
arrive in；理解excited；了解teammate。)
2. (阅读 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.
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 T: Now please retell the passage according to the
key words above. 2. (听 T: In this topic, we
talk about sports a lot, including sports names, your favorite sports and
players. Let’s look at 3.
(练习 (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。)
Example: ①T: 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? 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 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。)
(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 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：
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来自： Jiang Shujuan > 《初中教案》
