优秀教案 Ⅰ. Material analysis
Section A and Section B 的内容整合，用三个课时上完。
本节课为单元第一课和第二课时，用两课时上完。主要活动为Section A 的1a和2。
通过Kangkang对Michael的邀请，引出对话的主题：合作参加足球比赛。对话呈现了本课所要学的语法重点：subject + vt + indirect object + direct object。结合本单元的话题We should learn teamwork.呈现了重点短语：kick the ball to you, pass me the ball, practice doing sth, give me a hand等, 同时在对话中呈现了交际功能用语：Will you …? Would you mind (not) doing sth ? 和Do you mind (not) doing sth? 帮助学生学会请求，提建议的表达法。通过和他人的沟通、合作，将团队合作精神融于对话中。要求学生在学会课本语言知识的同时，培养他们的团队合作精神。督促学生结合学过的句型用be going to do 进一步谈论有关自己最喜欢的运动的话题，并能将团队合作精神体现在书面表达中。
Ⅱ. Teaching aims
Knowledge aims：
1. 能正确拼读并运用单词表中的单词: ill, mind, kick, pass, certainly, somewhere, throw.
2. 能正确运用以下短语造句：fall ill, give sb a hand, do well in.
3. 能自如地运用以下功能句进行交流，表达请求与允许:
Would you mind (not) doing sth?
Do you mind (not) doing sth?
Will you …?
4. 能初步感知本话题语法：subject+vt+indirect object+direct object.
Skill aims：
1. 能听懂有关体育活动中团队合作的简单对话和陈述。
2. 能正确地运用本课的交际功能语言提建议或征求意见。
3. 能正确朗读课本的文本材料及难度相当的材料。
4. 能写出自己最喜欢的运动，并能正确地运用本课双宾语的语法结构，写出简单的团队合作的过程。
Emotional aims：
通过对Section A的学习，学生能够将团队精神渗透到自己的书面表达中，丰富对自己最喜欢的运动的描写。同时，强化学生积极参与运动的意识，逐渐将团队合作精神渗透到学生的学习和生活中。
Ⅲ. The key points and difficult points
Key points：
能自如地运用以下功能句进行交流：
Would you mind (not) doing sth?
Do you mind (not) doing sth?
Will you…？
Difficult points：
1. 双宾语：subject + vt + indirect object + direct object.
2.1c活动中近义句的转换。
Ⅳ. Learning strategies
1. 通过学习近义句的转换，使学生有能力对同一句话进行不同的表达。
2. 通过学生看图听音的训练，鼓励学生大胆预测所学内容。
Ⅴ. Teaching aids
Computer multimedia projector, a short video of a ping-pong game
Everyday saying: There’s no “I” in teamwork. 全队的配合不分你我。
Ⅵ. Teaching procedures
| Step | Interaction pattern | Student activity | Teacher activity | |||||||||||
| Introduction（5 minutes） | 1. The whole class work 2. The whole class work 3. Two students’ work 4. The whole class work 5. Some students’ work 6. Group work | 1. Focus their attention on the teacher. 2. Read the saying aloud. 3. A girl and a boy report, introducing their weekend plan. 4. Students watch the video. 5. Students give some examples: (1) Discuss in groups. (2) Play football. 6. Students discuss in groups and try to answer the teacher’s questions: (1) S1: He is ill. S2: He is sleeping. (2) S3: Maybe they are talking about a football game. (3) S4: Maybe he is Kangkang’s friend or Michael’s friend. | 1. Greet students ready for learning. 2. Show everyday saying for the students. (>Presentation(10 minutes) | 1. The whole class work 2. The whole class work 3. The whole class work 4. The whole class work 5. Some students’ work 6. The whole class work 7. The whole class work 8. The whole class work 9. The whole class work | 1. Students make sure that they understand what the statements mean. 2. Students try to catch the general idea of the dialogue and fill in the blanks. 3. Students write down the keys, paying attention to the causes. 4. Students complete the blanks they haven’t finished. 5. Volunteers write answers to 1b>1. Finish 1b. Teacher asks the students to read the statements in 1b. 2. Teacher plays the recording for the first time without stopping. 3. Teacher plays1afor the second time, and stops when necessary. 4. Teacher lets students scan 1aand complete 1b. 5. Teacher asks two students to write answers to 1b, and then helps to correct the wrong parts. 6. Teacher checks the pre-reading questions to see if students have guessed correctly: (1) What’s wrong with the boy in bed? (2) What is Kangkang talking to Michael? (3) Who is the sleeping boy? 7. Focus>Consolidation (10 minutes) | 1. The whole class work 2. The whole class work 3. Group work 4. The whole class work 5. The whole class work 6. Some students’ work 7. The whole class work | 1. Students try to understand the explanation of the phrases. 2. Students read1c, understanding what they should do, and then finish1c. 3. Students can discuss in groups and volunteers write the answers>1. Teacher explains the phrases in box by using synonymous phrases. 2. Teacher gives two or three minutes for the students to finish1c. 3. Teacher asks two or three students to write their answers>Practice(10 minutes) | 1. The whole class work 2. The whole class work 3. The whole class work 4. Group work and individual work 5. Group work | 1. Students look at the pictures and say some phrases: the high jump, play basketball, play football, litter things. 2. Students listen and finish A in 2 first. 3. Students write down the answers in their books . 4. Students check their answers to B in 2. They may discuss in groups. 5. Four students from the same group write the answers>1. Teacher encourages the students to look at the pictures in 2 and guess what’s happening. 2. Teacher plays the recording. 3. Teacher plays the recording and pauses after each dialogue. 4. Teacher plays the recording for the third time. 5. Teacher checks the students’ answers, asking a group to show their answers>Production(8 minutes) | 1. The whole class work and pair work 2. The whole class work and pair work 3. The whole class work 4. The whole class work 5. Individual work | 1. Students practice the dialogue by replacing the following phrases and ask and answer in pairs: kicking the ball to me; kicking me the ball. showing the book to me; showing me the book. giving the book to me; giving me the book. 2. Students practice in pairs in the same way: shouting aloud; coming home too late; coloring the wall; drinking too much; crossing the street when the traffic lights are red. 3. Students practice2 in pairs to make sure that they can read the dialogue fluently. 4. Students summarize Section A with the teacher by doing exercises shown>1. Teacher organizes the students to practice the dialogue in2 inpairs， helping students to learn the ways to express permission and giving advice. —Would you mind passing me the ball? —Of course not. I’ll do it right away. 2. Teacher shows the dialogue Four>Teaching Reflection | It’s hard for the students to use the structure of “subject + vt + indirect object + direct object” freely. It’s also hard for the students to paraphrase the synonymous sentences. Teacher should design more relevant exercises for the students. | ||
Ⅶ. Blackboard design
| Unit1 Playing Sports Topic2 We should learn teamwork.Section AWould you mind (not) doing sth? fall ill/be ill Do you mind (not) doing sth? be good at/do well in kick the ball to me= kick me the ball Would you mind …? give me a hand Could you… please? |