云南省麗江市華坪縣中心中學(xué) 李 艷

Ⅰ. Material analysis

通過(guò)Michael和Maria談?wù)撟钕矏鄣倪\(yùn)動(dòng)和最喜愛的運(yùn)動(dòng)員，將話題拓展到對(duì)夢(mèng)想職業(yè)的談?wù)摚霰菊n語(yǔ)法重點(diǎn)：be going to be +職業(yè)名稱。圍繞本單元的話題Playing Sports, 呈現(xiàn)了重點(diǎn)短語(yǔ)。

Ⅱ. Teaching aims

Knowledge aims：

1. 能根據(jù)音標(biāo)，正確朗讀出單詞表中的單音節(jié)單詞及簡(jiǎn)單短語(yǔ)。

2. 能在老師的引導(dǎo)下，分音節(jié)讀出多音節(jié)單詞：

scientist, musician, pilot,policeman, policewoman…

3. 能正確運(yùn)用be going to be談?wù)撨\(yùn)動(dòng)愛好及夢(mèng)想，并在課后寫成作文。

Emotional aims：

通過(guò)對(duì)Section B的學(xué)習(xí)，要求學(xué)生寫出自己最喜愛的運(yùn)動(dòng)及運(yùn)動(dòng)員的相關(guān)信息，教師運(yùn)用名人效應(yīng)影響學(xué)生的人生觀，幫助他們樹立遠(yuǎn)大的理想，明白只有今天好好學(xué)習(xí)，強(qiáng)身健體，才能保證明天實(shí)現(xiàn)自己的夢(mèng)想。

Ⅲ. The key points and difficult points

Key points：

正確、熟練地運(yùn)用be going be句型。

Difficult points：

1. be going to be句型中的第一個(gè)be動(dòng)詞和主語(yǔ)的一致性。

2.為他人作報(bào)告時(shí)主語(yǔ)是he和she時(shí), 謂語(yǔ)動(dòng)詞形式的正確變化以及物主代

詞his 和her的正確運(yùn)用。

3. I am going to be an office worker.不定冠詞an + 元音。

Ⅳ.Teaching aids

Computer multimedia projector

Everyday saying: Reading is to the mind while exercise to the body. 讀書健腦，運(yùn)動(dòng)強(qiáng)身。

Ⅴ. Teaching procedures

Step Interaction pattern Student activity Teacher activity Introduction（7 minutes）1. Show everyday saying for the students.2. Ask the students to design a special topic of sports and give the everyday report.3. 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.4. 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”.Presentation（6 minutes）1. The whole class work 2. One or two Students’ work 3. The whole class work 4. The whole class work 1. Read the saying aloud.2. The student reports in front of the whole class.3. The whole class retell the conversation in pairs.4. S t u d e n t s l i s t e n carefully and try to imitate what the teacher says. Guess the meanings of the new words.1. The whole class work 2.The whole class work 3.The whole class work 4. The whole class work 1. S t u d e n t s a n s w e r together.I’m going to be a rowing player.2. S t u d e n t s l i s t e n carefully,and find the sentences.3. S t u d e n t s l i s t e n 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.4. Listen and complete the table in 1b.1. Teacher shows 3 pictures in 2 of Section A on the sereen, with new phrases under each picture.2. Teacher:What is Michael going to be? Who is Michael’s favorite player?Let’s listen.3. Go on with 1b.Teacher helps 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.

Consolidation（15 minutes）1. The whole class work.2. Individual work 1. Read 1a. Teacher plays the recording of 1a sentence by sentence.2. Design a competition:To see who can read the fastest in class.3. Explain 1a.3. The whole class work and individual work 4. Finish1c.4. Several students’work 5. Correct the essays.5. Several students’work 1. Students read sentence by sentence, imitating the pronunciation.2. Students read 1a individually as quickly as they can.3. Students underline the language points in the text book, and finish the exercises in summary on the computer screen.4. The first six excellent students write the answers of 1c on the blackboard.5. Volunteers correct the essays.