目 錄
前言………………………………………………………………………………( )
Unit 1 Playing Sports…………………………………………………………( )
一、教學目標…………………………………………………………………( )
二、教材分析…………………………………………………………………( )
三、教學建議…………………………………………………………………( )
四、相關語言知識材料………………………………………………………( )
Unit 2 Keeping Healthy………………………………………………………( )
一、教學目標…………………………………………………………………( )
二、教材分析…………………………………………………………………( )
三、教學建議…………………………………………………………………( )
四、相關語言知識材料………………………………………………………( )
Unit 3 My Hobby…………………………………………………………………( )
一、教學目標…………………………………………………………………( )
二、教材分析…………………………………………………………………( )
三、教學建議…………………………………………………………………( )
四、相關語言知識材料………………………………………………………( )
Unit 4 Our World………………………………………………………………( )
一、教學目標…………………………………………………………………( )
二、教材分析…………………………………………………………………( )
三、教學建議…………………………………………………………………( )
四、相關語言知識材料………………………………………………………( )
Recording ………………………………………………………………………( )
學生用書參考答案………………………………………………………………( )
前 言
教材編寫組的中外編者們匯聚京華,辛勤筆耕,共同打造了Project English這套有著豐厚文化底蘊的教材。這是全國第一套嚴格按照教育部新課標教材編寫程序：先立項通過--后編寫教材--送審教材--教育部審查通過的七年級零起點英語教材。它帶著博大精深的語言文化而來，向我們展開了濃縮當今世界原貌的萬里畫卷；它深入淺出地為我們展示生活的細節(jié)，詮釋情感的真諦；它不僅給我們文化積淀，而且它那些最美、最人性的元素將會通過語言一點一滴地浸染、滲透我們的血液；它讓我們胸懷天下，讓我們感覺我們不僅是中國的公民，而且也是世界的一員。
編者們不敢說深諳語言文化的交流之道，但絕對是交際語言教學的忠實踐行者。在王德春教授、Jim Greenlaw教授兩位著名學者的帶領下，編者們精心打造了這套Project English。Project是這套教材的核心，它本身就是一個內涵豐富的詞匯，有著四層含意：
1．n．任務、活動、課題 a planned task
2．v．生動地與他人交流 communicate vividly
3．v．推動 put forward
4．v．預知未來,未雨綢繆 predict, plan ahead
可以說這套教材就是通過不斷出現(xiàn)的任務和活動，使學生能夠用多種手段生動地與他人交流，并開展課題探究。它將最先進的語言知識和教學方法植入課堂，為學生將來能用英語與他人自信、有效地交流做好較為充分的準備。
教材的特點
1．零起點,針對性強：教材針對中國大部分地區(qū)初中學生的特點而編寫，起點為零。從二十六個字母開始學習，重視語音、語調，以圖文結合的形式呈現(xiàn)教學內容；教材內容體系的安排由淺入深、由簡單到復雜逐步過渡；重視新舊知識的結合和語言現(xiàn)象的復現(xiàn)。話題環(huán)環(huán)相扣，因此單詞、句型再現(xiàn)率特別高，使學生的詞匯量和語言知識像滾雪球一樣不斷循環(huán)滾動，逐漸增大，學生的英語水平呈螺蜁式逐步提高。
2．體例體系新：教材創(chuàng)造了國內最新的新課標英語教材編寫體例、體系，以康康等四個小主人公相識、相知、成長、學習、生活的故事情節(jié)為主線貫穿教材始終，生活氣息濃厚。整套教材共六冊，每冊由四個模塊組成。每個模塊由單元--話題--功能--任務構成，編寫思路清晰，符合學生認知發(fā)展規(guī)律。單元按語言功能意念項目編排，話題按相關教學任務編排，每一話題四個小節(jié)(section）按聽、說、讀、寫的語言技能編排。
3．語言地道：本書的加拿大主編Jim Greenlaw先生是加拿大著名英語教育專家，不列顛哥倫比亞大學教育學博士。他所率領的加拿大編寫團隊的每位成員均為ESL教育專家，有豐富的教材編寫經驗，保證了教材語言的純正、地道、原汁原味。
中方主編王德春教授是博士生導師，中國修辭學會會長、中外語言文化比較學會副會長，享受國務院特殊津貼的國家級突出貢獻專家。他領銜的中方編寫專家，都有著多年的一線教學經驗和教材編寫經歷，保證了這套教材的優(yōu)越性和思想性，同時還賦予了教材豐厚的中國文化內涵，注重跨學科領域的聯(lián)系。例如教材介紹了京劇等中國傳統(tǒng)文化、中國少數(shù)民族服飾文化、中國革命史等等，使學生能夠在學習外語的同時進一步了解中國博大精深的文化遺產。通過學習，他們有能力讓世界了解中國，從而為中國走向世界做出貢獻。
4．好教易學：教材充分體現(xiàn)了新課標的指導思想，把任務型教學與交際教學法靈活地運用于英語課堂。課題(project）探究活動構成了每個單元的核心，旨在讓學生綜合運用在本單元所學的語言知識、語言技能，提高用英語獲取信息、處理信息、分析和解決問題的能力。 每個課題(project）都需要學生通過體驗與實踐、積極參與合作、交流與共同探究來完成，在完成任務中達到掌握運用語言技能的目的。這些活動的設計與安排周密、合理，富有彈性，能給教師提供靈感，有利于教師進行課堂教學設計，使教師施教更具主動性，又給學生留出更大的發(fā)展空間。幽默可愛的卡通形象，簡練生動的語言，新穎、有趣且貼近實際生活的對話，突出主題富有真實感的語篇，能使學生快速進入情景、進入角色、進入思考狀態(tài)、投入感情；使學生思路清晰，易于理解、接受語言，樂于積累語言材料從而形成語感；讓學生毫無雜亂之感，學習中倍感輕松，從而激發(fā)他們的英語學習興趣。
《教師用書》使用說明
整個教師用書的設計是在學生用書的基礎上，設置了一個個活動和情景，給教師們提供異彩紛呈的活動思路。教師將它們和教材任意組合，就能整合出精妙的課堂設計。
本冊《教師用書》供八年級上期使用。書中包括下列內容：
“教學目標”以表格的形式直觀地為教師展示了各單元要求掌握的語言知識、語言技能、情感態(tài)度和學習策略。教師可以以這些教學目標為核心，以教學建議里的各種活動為半徑，展開教學活動。教師最后要回到教學目標上來，以檢查學生對表格里的內容掌握的情況。例如：每課講完后，教師可以直接讓學生聽寫每一格的單詞，也可以讓學生用這些詞造句、寫對話、寫段落，檢查學生的目標完成情況。
“文化意識”、“補充材料”以英漢兩種形式為教師提供了一些背景知識。并非所有的背景材料都是英漢對照，有些材料是互補的，教師可以各取所需。例如教師可以選一些句子或段落給學生，也可以改寫或進行英漢互譯提高英語水平。
“教材分析”為教師理清各單元思路，鳥瞰全單元內容，講解知識、功能和話題間的聯(lián)系，分析本單元采取什么措施，如何完成新課標的要求。
“教學建議”分五部分，展現(xiàn)具體的活動，提供課堂用語，英美語言對照，幫助教師完成課堂設計�！敖虒W建議”每課都有英漢兩種方案，可根據需要任意選用。
“本單元相關語言材料”標有相關句子在學生用書上出現(xiàn)的頁碼，講解教材難點。
另外，本書還在最后提供了“聽力材料”和“學生用書參考答案”，均標有它們在學生用書上出現(xiàn)的頁碼。
給教師的幾點建議
教師還可以在以下方面有所作為：
一、學習策略的培養(yǎng)
貫徹新課標精神，努力改善學生學習的方式，提倡參與、探究、體驗、主動、創(chuàng)新、合作、自主等學習方式，改變過去學習過程中的死記硬背和機械訓練等不良學習方式。
Project English中有相當多的活動，如有Work alone; Listen and follow； Read and say； Listen, read and understand等等。當然，還有group work, pair work等強調合作學習、探究的學習方式。如何利用這些學習材料，幫助學生發(fā)展學習能力，提高英語學習效率，是教師應該研究的問題。
二、學習資源的開發(fā)
新課改已經對課程和教材進行了反思與“概念重建”。教材不再是教師的圣經，我們要以學生為中心，開發(fā)學習資源，學會“用教材”而不是“教教材”。盡管Project English的學生用書已經為教師提供了豐富的活動和任務，也配備了豐富的輔助資源，但教師還要根據自己的實際情況，開發(fā)學習資源，整合學習資料。
三、學習環(huán)境的創(chuàng)設
1．給學生一個英文名字讓他享用終生。
2．課堂盡量使用英語教學。
3．每周舉辦一次英語角活動。
4.家長鼓勵孩子在家用英文匯報表演。
5.每人有一個英語搭檔課內外督促說英語。
6.鼓勵學生開口，增強學生的信心是教師最重要的工作。創(chuàng)設情景、鼓勵學生積極參與課堂活動。說英語的目標是流利，寫作的目標才是準確。因此，學生課堂口語錯誤，應在活動結束后書面糾正，也可以及時重復正確句子而不是批評。
7.多用可視資料，提供形象的教具，寓學于樂，增強趣味性。
8.鼓勵創(chuàng)造性，不讓學生死記硬背。
課堂教學參考建議
(五指教學法RPCPP）
說明：
每課根據話題找出中心活動部分，其余是過渡部分。我們可以設計一些有意義的活動，使學生能夠大容量地輸出語言。
Step 1 (The first finger）
Review復習：
七年級開始：a. 限定時間、角色；
b. 全體起立，排練；
c. 兩組為單位互相表演、觀看；
d. 展示兩組；
e. 鼓勵與糾正。
過渡: 推出關鍵生詞。
Step 2 (The second finger）
Presentation 呈現(xiàn)：
七年級開始：a. 給出問題并放錄音；
b. 回答問題；
c. 頭腦風暴 (Brainstorming）， 讓全體學生一起分類整合出重點句型；
d. 讓學生找出關鍵詞,使思路連貫。
Step 3 (The third finger）
Consolidation 鞏固：
七年級開始：a. 放錄音，跟讀，用鉛筆標出重讀與語調；
b. 擦去所標語調，讓學生逐句先讀后聽，核對語音語調；
c. 人機對話，即學生和錄音機對話；
d. 為光盤配音或和磁帶齊讀。
Step 4 (The fourth finger）
Practice 練習：
a. 限定時間、角色；強調拋開課本，最多只允許看關鍵詞；
b. 全體起立，排練；
c. 兩組互相表演、觀看；
d. 展示幾組，相近兩組不允許重復；
e. 鼓勵與糾正。
過渡：提供文化差異、文化背景、書上鋪墊活動部分等。
Step 5 （The fifth finger）
Project 活動產品：
a. 必須用上新學的主要內容；
b. 不可相同，要有創(chuàng)造性。
例: １．做海報 ２．貼墻上 ３．分組排練
４．展示5．評價、鼓勵6．糾正、強化
詞匯教學建議
單詞拼寫練習：
音節(jié)對應：讀音節(jié)，手指在空中寫出這個音節(jié)的字母構成。要達到“聽其音而知其形,見其形而讀其音”的能力。
單詞推出方法：
幻燈、圖片、實物、動作、定義、解釋、語境、猜測、故事、聊天、翻譯、頭腦風暴、同義詞、反義詞、模仿等。
樹立全新的課堂教學設計理念
讓合理的學生活動貫穿課堂始終，讓書本知識走進學生的生活，讓學生在快樂的活動中體驗知識、情感，發(fā)展智能。備課時，不要那種粗放教學的零散備課，而要集約教學的整體備課--它不僅重視本學科之內的縱橫聯(lián)系，而且重視與相關學科之間的縱橫聯(lián)系，聯(lián)系學生實際，形成知識網絡，增強教學功能。整個課堂設計要體現(xiàn)集約教學，以高效、經濟、優(yōu)化為主旨，讓學生快速觀察、快速思維、快速聽記、快速閱讀、快速表演，培養(yǎng)學生對快節(jié)奏教學的適應能力，實現(xiàn)知識、能力、人格三者的結合。
在課堂中，賦予各部分活動名稱，將學生引入一個新天地，使活動層次更分明，教師操作更簡單。
復習活動要超越以前那種只重視新舊知識點之間的邏輯關系從而連點成線，即所謂的“線型聯(lián)系”；也要超越單元教學那種只強調本單元內部知識點間的縱橫聯(lián)系從而構成知識面，即所謂的“面型聯(lián)系”；要運用結構教學的復習方式，由知識、方法、情感所構成的一種立體的信息交流，故稱為“體型聯(lián)系”。我們將學生學過的舊知識、本單元的新知識和其它各種元素交織在一起設計復習活動，實現(xiàn)由“線”到“面”再到“體”的飛躍。以前我們說，失敗是成功之母，讓學生在活動中嘗試錯誤和失敗，再學會生詞�，F(xiàn)在我們要讓學生先用舊知識進行活動，嘗試成功，再愉快地感受和體驗新知識，最后學會運用新知識，體驗用新知識進行活動，嘗試成功的喜悅。
課堂設計要以學生為主體，充滿人文關懷，尊重學生的個性。以前我們重視認知教學，現(xiàn)在我們更重視情知教學。我們把教材的思想性、科學性、情感性與教師的設計和情感融為一體，激發(fā)學生的興趣、求知欲，使其身臨其境產生共鳴。這樣設計會產生濃濃的教學氛圍：教師、學生、教材的情感充分交融；整個教學活動目標明確、內容豐富；學生興趣濃厚、情緒高漲。當然，教師還可以用課件、圖片等增加課堂空間廣度。它們能創(chuàng)設情景、引發(fā)動機、激勵情感、煥發(fā)興趣、啟發(fā)思維、發(fā)展智能。
我們直接指導學生運用恰當?shù)膶W習策略。從單詞的記憶到語法的掌握都提供一些周到的方法。句型變化也可用動畫演繹，使它通俗易懂。教學設計也要體現(xiàn)啟發(fā)式教學。學生活動的設計，要體現(xiàn)從重視知識聯(lián)系到重視人際交往的轉變，課堂活動場所涉及到的交往模式要有單邊、雙邊到多邊活動。設計要體現(xiàn)出從重視結果教學到重視過程教學；從重視競爭學習到重視合作學習；從片面評分到包括學生自我評價在內的全面評價。
最后設計還要為異步教學的實現(xiàn)提供可能，體現(xiàn)從同步教學到異步教學的轉變。
課堂的整體設計要讓學生“學會關心”，而不僅僅是“學會生存”。
教材配套
本套教材有學生用書和錄音磁帶、教師教學用書、活動手冊、評價手冊、同步練習冊、同步整合方案、同步聽力訓練、同步閱讀訓練、新課標教材講解、教學掛圖、VCD光盤和開心寒（暑）假等。
最后希望在課程改革的熱潮塵埃落定的時候，廣大教師和學生通過對Project English系列教材的學習成為真正的贏家！
Unit 1 Playing Sports
一、教學目標
語言知識 語音 學習一般疑問句、選擇疑問句和特殊疑問句的語音語調
Will you join us↗?
Which sport do you prefer, running ↗or walking↘?
How often does he go skating↘?
詞
匯 內 容 課次
almost, every day, during, cheer sb.on, of course, team, win, quite a bit/a lot, club, join 1A
famous, arrive in/at, play against, fan, leave for, the day after tomorrow 1B
baseball, twice, at least, hour, pretty well, be good at, take part in, high jump, long jump, popular, all over the world, be good for, heart, keep fit, healthy, relax oneself, themselves 1C
once, most 1D
fall ill, be glad to, really, Would you mind...? practice, start, far from, smoke, somewhere, make one’s bed 2A
careless, chance, shame, fight, do one’s best, believe, angry, serve, turn down, in a minute, at once, important, break 2B
Russia, enjoy, competition, invent, college, even, score, put, into, throw, follow the rules, century, more and more 2C
however, tired, active, fresh, instead of, coach, mile, build up, sick, feel, feeling, window, wind, homework 2D
foreign, e瞞ail, address, form, fill out, reason, go on, maybe 3A
shall 3B
gold, grow up, brave, clever, among, grass, visitor, improve, environment 3C
ring, symbol, stand for, across, be fond of 3D
prefer, ski, bicycling, climbing 1A
p.m., lung, 1C
loudly, softly 2A
goal, better, quietly, clearly, apology 2B
traveling, tiring, court 2C
chips, easily 2D
host, the Olmpics, Roast Duck Shop 3A
the People’s Republic of China, medal, behave 3C
語
法 選擇疑問句及其回答:
Which sport do you prefer, skating or skiing?
I prefer skating.
功
能
話
題 特殊疑問句及其回答:
What’s your favorite sport, Jane?
Basketball.
Who’s your favorite player?
Michael Jordan.
How long will you play tennis?
For half an hour.
How often does he go skating?
Once a week.
一般將來時：
Will you join us?
Yes, I will./No, I won’t.
I will join the skiing club.
Will you come and cheer us on?
Of couse I will.
The school sports meet will be on October 20.
How long will you play?
Two hours.
Beijing will host the 2008 Olympics.
It’s too bad that they won’t stay in Beijing for long.
They’re leaving for Japan the day after tomorrow.
There will be more roads.
賓語從句:
I hope our team will win.
I think I will sit in a quiet place in Beijing, watching what’s going on.
Michael, we believe you can do better next time!
Beijing will host the 2008 Olympic Games, but we still don’t know who will be the mascot.
They are sure that she will win.
I’m very sorry for what I said.
功
能
話
題 談論體育活動、個人愛好及習慣行為：
Which sport do you prefer, skating or skiing?
I prefer skating.
Do you skate much?
Yes, quite a bit/ a lot./No,seldom.
She spends at least half an hour in the gym every day.
請求和建議：
Could you please do me a favor?
Sure. What is it?
Would you mind teaching me?
Not at all./Of course not.
Would you mind not smoking here?
Sorry.I’ll go somewhere else.
聽 1.能聽懂關于體育活動、個人愛好及習慣行為的對話或短文。
2.能聽懂他人所提出的建議和意見。
3.能聽懂關于奧運會的對話或短文。
說 1.能用英語談論個人愛好及習慣行為。
2.能就他人所提出的建議和意見進行溝通。
3.能使用簡單的英語談論奧運會。
讀 1.能讀懂對話或短文，抓住主要信息。
2.能讀懂體育活動、個人愛好等方面的課外輔導材料。
3.能讀懂簡短的奧運會方面的文章。
寫 1.能寫出體育活動、個人愛好及習慣行為內容的短文。
2.能用簡單的句子描寫奧運知識。
1.培養(yǎng)學生積極向上的人生態(tài)度。
2.培養(yǎng)學生積極參加英語實踐活動的興趣。
3.樂于接觸并了解世界體育活動。
4.用不屈不撓的奧運精神磨練學生的意志，培養(yǎng)學生的愛國熱情。
1.積極探索適合自己的英語學習方法，利用現(xiàn)實生活中的學習資源，培養(yǎng)任務型學習方法與技巧。
2.充分運用學習中使用英語的機會。
3.在日常學習中不斷開闊自己的視野，擴大知識面。
語 言 技 能
情 感 態(tài) 度
學 習 策 略
文化意識
美國人的休閑和運動
國際性的競技場上，體育的成就往往也是國力的象征之一。美國社會對體育非常重視和投入。體育設施隨處可見，如健身房、游泳池、網球場、足球場，甚至高爾夫球場。美國體育活動的推廣，其實與商業(yè)活動非常有關。許多大公司，諸如煙、酒、銀行、石油公司，為塑造公司健康形象，不惜投下巨資贊助體育活動。美國的職業(yè)棒球、籃球和美式足球是電視曝光率最高的三項運動。而這三項職業(yè)運動并非一年到頭都在比賽，而是有“季節(jié)性”。一般春、夏屬于棒球季,秋天是足球季，冬天則是籃球的天下。此外，美國大學籃球及足球亦是熒光屏上的�？�，所受到的“眷顧”不輸于職業(yè)隊。一般來說，不論是棒球、籃球或美式足球，美國各大城市至少擁有一支所屬的職業(yè)隊。這三類觀賞性球賽采取的比賽方式大致相同，分為“季節(jié)賽”(regular season)和“季后賽”(postseason或playoffs)兩階段。季節(jié)賽中各隊比賽場數(shù)相同，戰(zhàn)績優(yōu)秀的球隊在季節(jié)賽結束后繼續(xù)參加淘汰制的季后賽。季后賽的優(yōu)勝隊伍則冠以“世界冠軍”的頭銜，次日在所屬的城市舉行盛大的慶祝游行，最后被邀請到白宮和總統(tǒng)合照，可謂風光之至。
籃球的起源
1891年12月初在美國馬薩諸塞州斯普林菲爾德市基督教青年會國際訓練學校（后為春田學院），該校體育教師詹姆斯奈史密斯博士發(fā)明了籃球。當年的籃球規(guī)則只有13條。奈史密斯博士于1939年去世，終年78歲。他未曾料到，由他創(chuàng)建的籃球項目竟然在二百多個國家流傳著，而且至今美國籃球還譽滿全球。 為了紀念奈史密斯博士發(fā)明的籃球功績，在春田學院校園內修建了美國籃球名人館-詹姆斯奈史密斯紀念館。
NBA
聯(lián)賽名稱：美國職業(yè)籃球聯(lián)賽, NBA是National Basketball Association的縮寫（國家籃球協(xié)會），成立于1946年6月6日。聯(lián)賽總部： 美國紐約第五大道645號 （ No.645 Fifth Ave.,New York, NY 10022），現(xiàn)有30支球隊。
邁克爾.喬丹(Michael Jordan)
1984年NBA選秀大會第一輪被芝加哥公牛隊選中，1991-1993年率公牛隊完成NBA總冠軍“三連冠”霸業(yè)。隨后宣布退休，轉而投身美國職業(yè)棒球聯(lián)賽，加盟芝加哥白襪隊。但籃球天才并非放之四海而皆準，棒球生涯受挫的喬丹于1995年3月19日重返NBA，之后1996-1998年又帶領公牛隊3次奪得NBA總冠軍。1999年1月13日，喬丹宣布正式退役，他的23號球衣也在聯(lián)合中心體育館永久退役。
主要戰(zhàn)績： 6次獲得NBA總冠軍：(1990-1991, 1991-1992, 1992-1993, 1995-1996, 1996-1997 和1997-1998) 。
2次奪得奧運會冠軍：1984年、1992年。
榮譽： 1985年獲NBA年度最佳新人獎；6次當選NBA總決賽最有價值球員：(1991, 1992, 1993, 1996, 1997, 1998)；5次當選NBA最有價值球員：(1988, 1991, 1992, 1996, 1998)；3次當選NBA全明星賽最有價值球員：(1988, 1996, 1998)。
姚明
上海人, 1980年出生。
榮譽：
1998年入選中國籃球明星隊。
1999年入選中國籃球南方明星隊。
1999年5月，獲99賽季全國男籃甲Ａ聯(lián)賽最有進步球員獎。
2000年2月，入選1999年亞洲全明星隊。
2000年3月，入選1999－2000年全國男籃甲Ａ聯(lián)賽全明星陣容。
2000年3月，獲1999－2000賽季全國男籃甲Ａ聯(lián)賽籃板、扣籃、蓋帽三個單項獎。
2003年2月，入選 NBA 全明星陣容。
現(xiàn)效力于美國休斯敦火箭隊。
貝克漢姆（David Beckham）
英國足球隊員，1975年出生。能夠踢出世界上最好的右路傳中球，任意球和角球也是世界超一流水準，長傳球猶如巡航導彈一樣精確。加上帥氣的外表與冷酷的眼神，使他成為足球場上的“萬人迷”。
現(xiàn)效力于西班牙皇家馬德里隊。
羅納爾多（Ronaldo）
巴西足球隊員，1976年出生。他是當之無愧的新一代球王。他體會過少年成名的榮耀，經歷過狀態(tài)低迷的彷徨；他承受了傷筋斷骨的傷痛，感受了世人不信的炎涼。在2002年世界杯冠軍賽中踢進兩球，幫助桑巴舞王以2比０擊敗德國， 贏得創(chuàng)紀錄的第五座世界杯冠軍。
現(xiàn)效力于西班牙皇家馬德里隊。
齊達內（Zedane）
齊達內技術特點：腳法細膩、優(yōu)美、準確，盤球技術干凈利落，場上視野開闊，善于把握場上形勢，傳球巧妙而精確，射門方法多，門前沖擊力強。
榮譽：
1998年12月，被法國《足球》雜志評為98年度歐洲足球先生。
1998年12月，當選由英國《世界足球》雜志評選出的世界足球先生。
1999年1月，被法國《隊報》評選為1998年世界最佳運動員。
1999年2月1日，當選國際足聯(lián) 1998年世界足球先生。
1999年12月，入選99年歐洲全明星陣容。
2000年歐錦賽冠軍。
現(xiàn)效力于西班牙皇家馬德里隊。
奧林匹克運動會(the Olympic Games/the Olympics)
奧林匹克格言是：“更快、更高、更強”。它是國際奧委會對所有參與奧林匹克運動的人們的號召，號召他們本著奧林匹克的精神奮力向上。奧運會期間在主會場燃燒的火焰即是奧林匹克圣火，象征著光明、團結、友誼、和平、正義。奧林匹克旗，為白底無邊，中央有五個相互套連的圓環(huán)(the five interlocking rings /the Olympic rings)，環(huán)的顏色自左至右為藍、黃、黑、綠、紅。會旗和五個環(huán)的含義是：象征五大洲的團結以及全世界的運動員以公正、坦率的比賽和友好精神在奧運會上相聚一堂。
1949年以后，新中國的運動健兒先后參加了第15、23、24、25、26、 27、28屆夏季奧運會，并取得了比較輝煌的成績。第23屆奧運會，許海峰為中國奪得了首枚金牌，實現(xiàn)我國奧運金牌“零”的突破。第23屆洛杉磯奧林匹克運動會中國獲金牌15枚; 第24屆漢城奧林匹克運動會中國獲金牌5枚; 第25屆巴塞羅那奧林匹克運動會中國獲金牌16枚; 第26屆亞特蘭大奧林匹克運動會中國獲金牌16枚; 第27屆悉尼奧林匹克運動會中國獲金牌28枚；第28屆雅典奧林匹克運動會中國獲金牌32枚；第29屆奧林匹克運動會將于2008年在中國北京舉行。
二、 教材分析
本單元教學內容的三大部分分別為，第一部分“What’s your favorite sport?” ， 通過談論自己最喜歡的體育運動這個話題，學習描述和談論一些體育運動項目，介紹自己最喜歡的體育明星，這個話題是學生們比較感興趣的內容。語法方面復習一般現(xiàn)在時，引出新的語法項目: 一般將來時。第二部分“Would you mind saying sorry to Michael?”語言知識方面繼續(xù)以體育為主線，主要介紹了籃球的起源，采訪了一個籃球運動員，記述了一場籃球比賽后的情景。語法方面繼續(xù)學習一般將來時；復習一般過去時；向他人提出請求和建議；責備他人。 第三部分“Beijing will host the 2008 Olympics.” 語言知識方面以奧林匹克運動會為主線，以北京將于2008年舉辦奧林匹克運動會為話題，介紹了奧林匹克運動會的五環(huán)旗，討論了2008年北京奧運會將以什么作為吉祥物，以及我們應為奧運做些什么。語法方面繼續(xù)學習一般將來時的否定句、特殊疑問句及其回答；一般將來時的賓語從句；一般將來時的There be句型。
Topic 1 What’s your favorite sport?
Section A 主要學習一般將來時，有一般將來時的肯定句、一般疑問句及其回答。由于是本單元的第一個Section ，要求不宜過高。2a是一個很好的練習模式，出現(xiàn)了一般將來時的一般疑問句及其回答，同時還有一般現(xiàn)在時和現(xiàn)在進行時句子的對照，要讓學生分組活動，看圖說話，進行大量的對話練習，讓學生對英語的時態(tài)有一個清晰的認識。本話題還出現(xiàn)了選擇疑問句，比較容易掌握，注意選擇疑問句的發(fā)音，前升后降，回答不能使用Yes or No,要用陳述句。如：Which sport do you prefer, skating or skiing? I prefer skating. 1a中還出現(xiàn)了賓語從句，不是Section A的主要內容，讓學生了解即可。
Section B在自主學習和分組活動中繼續(xù)練習和掌握一般將來時和一般現(xiàn)在時句子。
Section C 主要內容是自己所喜歡的運動并說明原因，這是學生比較感興趣的話題，教師應抓住機會，擴大學生的知識面，提高學生學習英語的積極性。語法方面有一般現(xiàn)在時和一般將來時，功能和話題緊密地結合在一起。
Section D 對前三個Section的復習，復習How long和 How often 表示的特殊疑問句，要讓學生能夠明確地區(qū)分出這兩個疑問詞的不同含義。
Topic 2 Would you mind saying sorry to Michael?
Section A 在語法方面繼續(xù)學習一般將來時, 包括一般將來時的肯定句、一般疑問句、特殊疑問句及其回答。在功能用語方面引出了向他人提出請求和建議，這也是本話題的重點。老師要帶領學生多做練習，讓學生熟練應用，因為這一話題在我們生活中經常使用。
Section B 繼續(xù)練習一般將來時和一般過去時，還出現(xiàn)了表示責備他人的句子：You shouldn’t speak to me like that.表示道歉和應答的方式是Section B 的重點，因為這一話題在我們日常生活中也經常使用。
Section C繼續(xù)練習一般將來時和一般過去時。1a 談論了籃球運動員Ming 的工作和生活，有機地把一般將來時和一般過去時的句子結合在一起使用。2a講述了籃球的起源，對幫助同學們了解籃球方面的知識有很大的幫助。
Section D 是對前三個Section 的復習和總結。1a 復習了一般現(xiàn)在時和一般過去時，講述了自己的鍛煉經歷，告訴我們應該怎樣健康地學習、生活和鍛煉，緊扣中心話題。
Topic 3 Beijing will host the 2008 Olympics.
Section A中1a主要講述北京的一位出租車司機要加入一個英語俱樂部，以及要加入英語俱樂部的原因，引出本話題的中心：2008年北京奧運會，介紹北京的人文風貌，練習一般將來時。
Section B的主要內容在1a, Kangkang 和Michael約定去遠足，兩人討論在何時何地見面，1b 和1c 繼續(xù)就此話題展開練習。2a和2b 繼續(xù)以練習一般將來時為主，把未來的天氣和計劃進行的活動結合在一起。
Section C復習一般過去時，學習一般將來時的得There be句型。Section C圍繞奧林匹克運動會展開話題。1a 談論我國參加奧運會的情況及獲金牌情況。1c談論2008年北京奧運會的吉祥物。2a1看圖說話，以What will the 2008 Olympics bring us?為題，學習There will be ...句型。2a2看圖說話,以What should we do for the Olympics?為話題復習向他人提建議。2b談論我們應為奧運做些什么：What are you doing now for the 2008 Beijing Olympics? What will you do for the Beijing Olympics in 2008?
Section D 是對前三個Section的復習和總結。 1a學習奧運會五環(huán)旗及其含義。2a，2b總結本topic 的語法內容和有用的表達方式,總結一般將來時的賓語從句和一般將來時的There be句型。4是一首英語歌曲,歌曲內容緊扣本單元話題,激發(fā)我們奮發(fā)努力的上進心。5是本單元最后總結性的任務,對本單元的內容進行總結性的練習。
三、 教學建議
Topic 1 What’s your favorite sport?
Section A
重點活動是1a和2a。
教學目標：
1. 了解一般將來時。
2. 復習選擇疑問句。
3. 談論自己所喜歡的體育活動以及自己的打算。
教學過程：
第一步：復習
師生問答：談論同學們的課余生活及個人愛好。
What do you usually do after school?
I usually...
Do you like playing basketball /tennis/ football...?
Yes, I do. / No, I don’t.
I’d like to play basketball. Will you join us?
引出下一步。
第二步：呈現(xiàn)
1. 老師使用第一幅圖，圖上畫有學生正在打籃球。師生問答：
（板書出一個對話）
A: What are they doing?
B: They are playing basketball.
A: I’d like to play basketball. Will you join us？
幫助學生回答：
B: Yes, I will. / No, I won’t.
老師使用第二幅圖，圖上畫有學生正在打排球。師生問答：
A: What are they doing?
B: They are playing volleyball.
A: I’d like to play volleyball. Will you join us？
B: Yes, I will. / No, I won’t.
老師使用第三幅圖，圖上畫有學生正在踢足球。師生問答：
A: What are they doing?
B: They are playing soccer.
A: I’d like to play soccer. Will you join us？
B: Yes, I will. / No, I won’t.
2. 老師盡量多使用一些圖片讓學生根據板書和圖畫內容作對話。
3. 老師向同學展示圖片：
使用圖4、5、6、7教學詞和詞組bicycling, cheer sb. on, skiing，climbing。
老師使用第4幅圖，圖上畫有自行車運動。師生問答：
A: What are they doing?
B: They are bicycling.
老師使用第5幅圖，圖上畫有學生歡呼加油。師生問答：
A: What are they doing?
B: They are cheering us on.
老師使用第6幅圖，圖上畫有學生滑雪。師生問答：
A: What are they doing?
B: They are skiing.
老師使用第7幅圖，圖上畫有學生登山運動。師生問答：
A：What are they doing?
B：They are climbing mountains.
4. 聽1a的錄音，回答問題：
What will Michael do?
Will Kangkang come and cheer them on?
第三步：鞏固
1. 放錄音1a。 學生先聽，后跟讀并模仿，核對語音語調。
2. 讓學生和錄音機一起讀。人機對話，即學生和錄音機對話。
3. 學生兩人一組表演1a.
4. 雙人活動。根據1a重新編一個類似的對話，完成1b。
A: Hi, ...
B: Hi,... I’d like to play soccer. Will you join us?
A: I’m afraid I can’t. I have to do my homework first. By the way, I see you play soccer almost every day.
B: Yes. We’ll have a game between ... team and our team this Sunday. Will you come and cheer us on?
A: Of course I will.
5. 分組活動。使用圖片進行看圖說話練習， 完成2a。
A: Which sport do you prefer, ... or...?
B: I prefer ...
A: Do you ... much?
B: Yes, quite a lot.
A: We are planning to have a ... club. Will you join us?
B: Yes, I will./No, I won’t.
第四步:練習
1. 雙人活動。使用圖片進行看圖說話表演，談論自己最喜歡的體育活動。
2. 分組活動。討論各自所喜歡的體育活動以及自己的打算。 如自己打算參加某個體育俱樂部。
3. 分別從每組中找一名代表到前面,匯報本組同學所喜歡的體育活動以及他們的打算。
第五步: 活動產品
讓學生以短文的形式寫一篇介紹自己以及同伴所喜歡的體育活動的文章，作為作業(yè)。
Like this: My favorite sport is basketball. I play basketball a lot. I think it is exciting. I will join the basketball club. My friend, Li Lei’s favorite sport is ...
Section A
The main activities are 1a and 2a.
Teaching aims and demands:
1. Learn the Simple Future Tense.
2. Review the alternative questions.
3. Talk about the sports that the students like best and what they will do.
Teaching procedure:
Step 1 Review
Ask and answer between the teacher and the students: Talking about the things that the students like doing after class.
What do you usually do after school?
I usually...
Do you like playing basketball /tennis/ football...?
Yes, I do. / No, I don’t.
I’d like to play basketball. Will you join us?
Lead into the next step.
Step 2 Presentation
1. The teacher shows Picture 1. There are some students who are playing basketball. The teacher and the students ask and answer like this: (Write down the dialog on the blackboard.)
Picture 1 Picture 2 Picture 3A: What are they doing?
B: They are playing basketball.
A: I’d like to play basketball. Will you join us？(Help the students to answer)
B: Yes, I will. / No, I won’t.
The teacher shows Picture 2. There are some students who are playing volleyball. The teacher and the students ask and answer like this:
A: What are they doing?
B: They are playing volleyball.
A: I’d like to play volleyball. Will you join us？
B: Yes, I will. / No, I won’t.
The teacher shows Picture 3. There are some students who are playing football. The teacher and the students ask and answer like this:
A: What are they doing?
B: They are playing football.
A: I’d like to play football. Will you join us？
B: Yes, I will. / No, I won’t.
2. The teacher shows more pictures to let the students make more dialogs.
3. The teacher shows the pictures to the students. Learn the new words and phrases : bicycling, cheer sb. on, skiing,climbing,etc.
Picture 4 Picture 5 Picture 6 Picture 7The teacher shows Picture 4. There are some students bicycling. The teacher and the students ask and answer like this:
A: What are they doing?
B: They are bicycling.
The teacher shows Picture 5. There are some students cheering. The teacher and the students ask and answer like this:
A: What are they doing?
B: They are cheering us on.
The teacher shows Picture 6. There are some students skiing. The teacher and the students ask and answer like this:
A: What are they doing?
B: They are skiing.
The teacher shows Picture 7.There are some students climbing mountains. The teacher and the students ask and answer like this:
A:What are they doing?
B:They are climbing mountains.
4. Listen to 1a and answer the following questions:
What will Michael do?
Will Kangkang come and cheer them on?
Step 3 Consolidation
1. Ask the students to listen to Section A 1a. Ask them to mark the intonations.
2. Ask them to read with the tape together.
3. Ask them to act out Section A 1a in pairs.
4. Make a similar conversation in pairs, and finish 1b.
A: Hi, ...
B: Hi... I’d like to play soccer. Will you join us?
A: I’m afraid I can’t. I have to do my homework first. By the way, I see you play soccer almost every day.
B: Yes. We’ll have a game between ... team and our team this Sunday. Will you come and cheer us on?
A: Of course I will.
5. Make conversations with the pictures in groups, and finish 2a.
A: Which sport do you prefer, ... or...?
B: I prefer ...
A: Do you ... much?
B: Yes, quite a lot.
A: We are planning to have a ... club. Will you join us?
B: Yes, I will./No, I won’t.
Step 4 Practice
1. Make conversations with the pictures and act them out in pairs. Talk about the sports that they like best.
2. Talk about the sports that they like best and what they want to do. For example: They want to join a sports club.
3. Ask one student from each group to come to the front to express their favorite sport and what they want to do.
Step 5 Project
Let the students write down a short passage to introduce his and his partners’ favorite sports.
It may be their homework.
For example: My favorite sport is basketball. I play basketball a lot. I think it is exciting.
I will join the basketball club. My friend Li Lei’s favorite sport is ...
Section B
重點活動是1a和2a。
教學目標：
1. 繼續(xù)學習一般將來時。
2. 復習一般過去時。
3. 談論自己所喜歡的體育運動和體育運動員。
教學過程：
第一步: 復習
1. 讓學生盡量多地說出運動項目。
2. 選擇幾個學生到前面，復述自己作業(yè)中關于自己的以及同伴所喜歡的體育活動的文章。
第二步: 呈現(xiàn)
1. 老師向同學展示圖片, 使用圖片教學單詞和詞組：famous, places of interest, sportsman,sportswoman,fan， 并把生詞板書到黑板上。
圖1 圖2 圖3 圖4
教學famous,places of interest 可以多使用一些圖片。如：故宮、頤和園、長城等。師生問答：
A：What are these?
B：They are famous places of interest.
教學sportsman, sportswoman 也可以多使用一些圖片。如：姚明 、貝克漢姆（David Beckham）、羅納爾多（Ronaldo）、齊達內（Zedane）等。師生問答：
A：Who are they?
B：They are famous sportsmen.Yao Ming is a famous basketball player. David Beckham，Ronaldo and Zedane are famous soccer players.
使用一些女運動員圖片。如：乒乓球奧運冠軍王楠、跳水奧運冠軍郭晶晶、女足隊長孫雯等。師生問答：
A：Who are they?
B：They are famous sportswomen.
老師使用第4幅圖，圖畫上有籃球迷或足球迷, 學習fan。師生問答：
A：Who are they?
B：They are basketball / football /soccer fans.
第三步：鞏固
1. 學生獨立學習，閱讀2a并回答下面問題:
Where did David Beckham arrive yesterday?
Who will they play against?
What about the soccer fans?
Will they stay in Beijing for long?
Where will they leave for the day after tomorrow?
2. 聽1a的錄音，回答問題：
What’s Michael’s favorite sport?
Who is Michael’s favorite player?
檢查學生答案。
3. 放錄音1a, 學生先聽，后跟讀并模仿，核對語音語調。
4. 讓學生和錄音機齊讀。人機對話，即學生和錄音機對話。
5. 學生雙人活動, 分角色對話。
6. 學生小組活動，談論同學所喜歡的體育運動和體育運動員。
檢查學生答案。
7. 學生獨立學習，根據 1a 補全1b短文, 檢查學生答案，并完成1b。
第四步：練習
1. 學生小組活動，制作組內調查表，并用短文描述。
Name Favorite sport Favorite sportsman Favorite sportswoman
Li Ming
Han Mei
Liu Xiaodong
My friend Li Ming’s favorite sport is
________________________________________
. His favorite player is
________________________________________每組挑選一名同學到前面介紹本組同學的情況, 完成1b。
2. 雙人活動, 對1c中的問題進行問答練習，找?guī)讓ν瑢W到前面表演。
第五步：活動產品
獨立活動，制作自己最喜歡的運動員的名片，并寫成小短文完成3�？梢宰鳛樽鳂I(yè)。
Name Card
Name
Sex
Age
Birthday
Country
Job
Like this: My favorite player is...
Section B
The main activities are 1a and 2a.
Teaching aims and demands:
1. Go on learning the Simple Future Tense.
2. Review the Simple Past Tense.
3. Talk about the favorite sports and the favorite sports players.
Teaching procedure:
Step 1 Reveiew
1. Let the students say the sports names as many as they can.
2. Choose several students to retell their and their partners’favorite sports.
Step 2 Presentation
1. The teacher shows the pictures to the students. Learn the new words and phrases: famous, places of interest, sportsman, sportswoman, fan. And write down the information on the blackboard.
Picture 1 Picture 2 Picture 3 Picture 4
We can use more pictures to teach: famous, places of interest. For example: the Palace Museum,the Summer Palace, the Great Wall, etc.
Ask and answer like this:
A：What are these?
B：They are famous places of interest.
We can also use more pictures to teach: sportsman, sportswoman. For example: Yao
Ming，David Beckham，Ronaldo，Zedane，etc.
Ask and answer like this:
A:Who are they?
B：They are famous sportsmen. Yao Ming is a famous basketball player. David Beckham，Ronaldo and Zedane are famous soccer players.
Use pictures of some women players. For example: Wang Nan, Guo Jingjing, Sun Wen, etc.
Ask and answer like this:
A：Who are they?
B：They are famous sportswomen.
The teacher uses Picture 4 to learn:fan, with football fans or basketball fans.
Ask and answer like this:
A：Who are they?
B：They are basketball / football /soccer fans.
Step 3 Consolidation
1.The students read 2a alone and answer the following questions:
Where did David Beckham arrive yesterday?
Who will they play against?
What about the soccer fans?
Will they stay in Beijing for long?
Where will they leave for the day after tomorrow?
2. Listen to 1a and answer the following questions:
What’s Michael’s favorite sport?
Who’s Michael’s favorite player?
Check the answers.
3.Ask the students to listen to Section B 1a. Ask them to mark the intonations.
4. Ask them to read with the tape together.
5. In pairs, act the conversation out.
6. The students talk about their favorite sports and favorite players.
7. The students learn alone, and fill in the blanks in 1b according to 1a. Check the answers in 1b and finish 1b.
Step 4 Practice
1. Work in groups. The students make a survey about their favorite sports and favorite players. Then change the form into a short passage.
Name Favorite sport Favorite sportsman Favorite sportswoman
Li Ming
Han Mei
Liu Xiaodong
My friend Li Ming’s favorite sport is... His favorite player is...
Ask one student from each group to come to the front to introduce their favorite sports and favorite players. Finish 1b.
2. Ask and answer the questions from 1c in pairs. Ask several pairs to act it out in front. Finish 1c.
Step 5 Project
Work alone， make the favorite player’s name card, and make it into a short passage.Finish 3.It may be homework.
Name Card
Name
Sex
Age
Birthday
Country
Job
For example: My favorite player is...
Section C
重點活動是1a，1b和2a。
教學目標：
1. 繼續(xù)學習一般將來時。
2. 復習一般現(xiàn)在時。
3. 繼續(xù)談論自己所喜歡的體育活動及原因。
教學過程：
第一步:復習
1. 讓學生兩人一組，手拿圖片，到前面進行問答表演，復習自己所喜歡的體育活動。
2. 選擇幾個學生到前面，復述自己作業(yè)中關于自己最喜歡的運動的文章。
第二步:呈現(xiàn)
1. 老師向同學展示圖片, 使用圖片教學生單詞和詞組：baseball, gym, spend, at least, hour, high jump, long jump， 并把生詞板書到黑板上。
老師使用第1幅圖，圖上畫有學生正在打棒球。師生問答：
A: What is he doing? (幫助學生回答)
B: She is playing baseball.
老師使用第2幅圖，圖上畫有Ann在體育館健身。師生問答：
A: What’s Ann doing in the gym? (幫助學生回答)
B: She is doing sports.
A: She spends at least half an hour in the gym every day.
老師使用第3幅圖，圖上畫有學生正在跳高。師生問答：
A: What is she doing? (幫助學生回答)
B: She is doing high jump.
老師使用第4幅圖，圖上畫有學生正在跳遠。師生問答：
A: What is he doing? (幫助學生回答)
B: He is doing long jump.
2. 頭腦風暴法： What sports do you know? 讓學生舉手說出自己所知道的體育運動的名稱，同時把這些詞板書到黑板上。
兩人一組，完成1a，檢查答案。
3. 聽1b的錄音，回答問題：
Does Ann like sports?
What is she planning to do?
然后打開書自主學習并回答下面問題：
What does Ann often do on Sundays?
How often does she go bicycling?
How long does she spend at least in the gym every day?
How often does she play baseball?
Will her classmates cheer her on?
檢查學生答案。
4. 放錄音1b, 學生先聽，后跟讀并模仿，核對語音語調。
5. 讓學生和錄音機齊讀。人機對話，即學生和錄音機對話。
6. 老師示范，學生獨立完成1a， 根據 Ann 的活動時間表描述Ann一星期的運動情況。如：
Ann goes to the gym from 8:30 to 9:30 a.m. everyday. She goes bicycling from 5 o’clock to 6 o’clock on Wednesday afternoon and Friday afternoon...
第三步：鞏固
學生雙人活動進行對話練習，完成2a。
第四步：練習
1. 挑選一些同學到前面根據Ann的活動時間表描述出Ann一星期的運動情況。
2. 小組活動，同學們可以使用課本上的圖畫，或者畫出自己所喜歡的運動項目，描述自己所喜歡的體育活動及原因。
第五步：活動產品
1. 學生小組活動，列出運動項目，完成下面表格。例如：
Team games basketball, soccer, volleyball, baseball, etc.
Other ball games tennis, table tennis, golf, etc.
Track and Field running, swimming, horse racing, high jump, long jump， etc.
International sports events Olympic Games, World Cup Football League, etc.
2. 學生獨立活動，完成下面表格并形成短文介紹自己的運動計劃�？梢宰鳛樽鳂I(yè)。如：
Time Sports
6∶ 20a.m. ～ 6∶ 40a.m. every day running
5∶ 30p.m. ～ 6∶ 00p.m. every day basketball
4∶ 00p.m. ～ 6∶ 00p.m. Saturday afternoon soccer
I run from 6∶ 20 to 6∶ 40 in the morning every day...
Section C
The main activities are 1a,1b and 2a.
Teaching aims and demands:
1. Go on with the Simple Future Tense.
2. Review the Simple Present Tense.
3. Go on talking about the favorite sports and reasons.
Teaching procedure:
Step 1 Review
1. The students ask and answer in pairs to talk about their favorite sports with pictures.
2. Choose several students to retell their favorite athletes.
Step 2 Presentation
1. The teacher shows the pictures to the students. Learn the new words and phrases: baseball, gym, spend, at least, hour, high jump, long jump.Write them down on the blackboard.
Picture 1 Picture 2 Picture 3 Picture 4
The teacher shows Picture 1. There is a student who is playing baseball. The teacher and the students ask and answer like this:
A: What is she doing? (Help the students to answer)
B: She is playing baseball.
The teacher shows Picture 2. Ann is doing sports in the gym. The teacher and the students ask and answer like this:
A: What’s Ann doing in the gym? (Help the students to answer)
B: She is doing sports.
A: She spends at least half an hour in the gym every day.
The teacher shows Picture 3. There is a student who is doing high jump. The teacher and the students ask and answer like this:
A: What is she doing? (Help the students to answer)
B: She is doing high jump.
The teacher shows Picture 4. There is a student who is doing long jump. The teacher and the students ask and answer like this:
A: What is he doing? (Help the students to answer)
B: He is doing long jump.
2. Brain stormings: What sports do you know? Let the students say the sports words and write down these words on the blackboard.
Work in pairs to finish 1a, and then check the answers.
3. Listen to 1b and answer the following questions:
Does Ann like sports?
What is she planning to do?
And then, ask the students to open their books and answer the following questions by themselves:
What does Ann often do on Sundays?
How often does she go bicycling?
How long does she spend at least in the gym every day?
How often does she play baseball?
Will her classmates cheer her on?
Check the answers.
4.Ask the students to listen to section C 1b,and then read after the tape.Ask them to mark the intonations.
5.Ask the students to read with the tape together.
6.The teacher makes a model and students finish 1a. According to Ann’s sports timetable, talk about Ann’s exercise in a week. For example:
Ann goes to the gym from 8∶ 30 a.m. to 9∶ 30 a.m. every day. She goes bicycling from 5 o’clock to 6 o’clock on Wednesday afternoon and Friday afternoon...
Step 3 Consolidation
Pair work, finish 2a.
Step 4 Practice
1. Choose some students to talk about Ann’s exercise in a week according to Ann’s sports timetable.
2. According to the pictures in the book or drawing pictures by themselves, the students talk about their favorite sports in groups.
Step 5 Project
1. Work in groups to set out the sports names and finish the chart. For example:
Team games basketball, soccer, volleyball, baseball, etc.
Other ball games tennis, table tennis, golf, etc.
Track and Field running, swimming, horse racing, high jump , long jump, etc.
International sports events Olympic Games, World Cup Football League, etc.
2.The students work alone to finish the chart and write a short passage to introduce themselves’exercise plan.
Time Sports
6∶ 20a.m. ～ 6∶ 40a.m. every day running
5∶ 30p.m. ～ 6∶ 00p.m. every day basketball
4∶ 00p.m. ～ 6∶ 00p.m. Saturday afternoon soccer
I will run from 6∶ 20 to 6∶ 40 in the morning every day...
Section D
重點活動是1和3。
教學目標：
1. 復習總結一般將來時。
2. 繼續(xù)談論自己所喜歡的體育運動。
3. 復習特殊疑問詞。
教學過程：
第一步：復習
分組活動, 復習運動項目，小組之間展開競爭, 看哪個小組說出的單詞又多又準確， 說得最多的小組是獲勝組, 大家一起為他們鼓掌。
第二步：呈現(xiàn)
1.老師和一名同學使用前三課中用過的圖片，進行對話練習示范：
A: Which sport do you prefer,... or...?
B: I prefer... . I will play it with my brother.
A: What time will you play?
B: At about 4 o’clock p.m.
A: How long will you play?
B: Two hours.
A: How often do you play?
B: Oh, twice a week.
把對話中的問句板書到黑板上。
雙人活動, 根據個人愛好重編對話, 鼓勵同學們到前面使用圖片表演。
2. 雙人活動, 完成1。
第三步:鞏固
獨立活動，完成3，檢查學生答案，并完成2a和2b。
第四步:練習
小組活動，談論自己所喜歡的體育運動和運動員。介紹自己每天以及每個星期的運動情況,完成4。
第五步:活動產品
寫一個自己的體育鍛煉計劃。
Section D
The main activities are 1 and 3.
Teaching aims and demands:
1. Review and summarize the Simple Future Tense.
2. Go on talking about the favorite sports.
3. Review the special questions.
Teaching procedure:
Step 1 Review
Review the sports names in groups, and have a competition among them.
Step 2 Presentation
1. The teacher uses the pictures we have used and make a model dialog:
A: Which sport do you prefer,...or...?
B: I prefer... I will play it with my brother.
A: What time will you play?
B: At about 4 o’clock p.m.
A: How long will you play?
B: We will play two hours.
A: How often do you play?
B: Oh, twice a week.
Write down the questions in the dialog on the blackboard.
Work in pairs, and make their own dialogs. Encourage the students to act them out in front with the pictures.
2. Work in pairs, and finish 1a.
Step 3 Consolidation
Students work alone, and finish 3. Check answers and finish 2a, 2b.
Step 4 Practice
Work in groups. Talk about their favorite sports and favorite players. Introduce their daily exercise,and finish 4.
Step 5 Project
Write down a short passage about exercise plan.
Topic 2 Would you mind saying sorry to Michael?
Section A
重點活動是1a和2。
教學目標：
1. 繼續(xù)學習一般將來時。
2. 提出請求和建議。
教學過程：
第一步：復習
1. 讓學生談論自己喜歡的體育運動和運動員。
2. 讓學生談論自己每天的體育鍛煉情況。
3. 讓學生談論自己的體育鍛煉計劃。
告訴學生：We will have a soccer game this Saturday. But one of our teammates fell ill.
讓學生推測teammates 和 fell ill 的漢語意思。引出下一步。
第二步：呈現(xiàn)
1. 老師使用第1幅圖，學習fall ill。 師生問答：
（板書對話）
A：What’s wrong with him? （幫助學生回答）
B：He falls ill.
老師使用第2幅圖，圖上畫有首都體育場。師生問答：
A：What’s this? （幫助學生回答）
B：This is the Capital Stadium.
學生之間對話，呈現(xiàn)be glad to ,far from, would you mind...等。
A:Do you want to go to the Capital Stadium?
B:Yes,very much.Is it far from here?
A:Yes.You’d better take a bus.
B:Would you mind going there with me?
A:Not at all.Let’s meet at the school gate.
老師使用第3幅圖，圖上畫有一人在吸煙。師生問答：
A：What’s he doing? （幫助學生回答）
B：He is smoking.
2. 聽1a錄音，回答下列問題：
Can you guess“do me a favor”?
What will they do this Saturday?
What’s wrong with one of Kangkang’s teammates?
讀對話，完成1a。
第三步: 鞏固
1. 放錄音1a, 學生先聽，后跟讀并模仿，核對語音語調。
2. 讓學生和錄音機齊讀。人機對話，即學生和錄音機對話。
3. 學生兩人一組表演1a。
4. 雙人活動，根據1a重新編一個類似的對話，完成1b。
5. 自主學習，聽錄音，補全對話，完成1c。
第四步: 練習
1. 雙人活動，調整對話順序，然后和同伴進行練習。完成2。
2. 自主學習，聽錄音，對話和圖片一一對號入座。完成3。
3. 雙人活動，根據3對話，進行練習。
第五步: 活動產品
雙人活動，自編兩段對話：
1. 問路。需要用上：do me a favor, far from.
2. 請求別人做某事。需要用上：Would you mind...? / Would you mind not...?
Section A
The main activities are 1a and 2.
Teaching aims and demands:
1. Go on learning the Simple Future Tense.
2. Requests and suggestions.
Teaching procedure:
Step 1 Review
1. Let the students talk about their favorite sports and favorite players.
2. Let the students talk about their daily exercise.
3. Let the students talk about their exercise plan.
Step 2 Presentation
1. The teacher shows Picture 1 to learn “fall ill”. The teacher and the students ask and answer like this:
The teacher shows Picture 1 to learn “fall ill”. The teacher and the students ask like this:
(Write down the dialog on the blackboard.)
A:What’s wrong with him? (Help the students to answer）
B:He falls ill.
Picture 1 Picture 2 Picture 3
The teacher shows Picture 2 to learn the Capital Stadium. The teacher and the students ask and answer like this:
A:What’s this?（Help the students to answer）
B:The teacher helps the students to make a dialog, presenting: be glad to, far from, would you mind...?
A:Do you want to go to the Capital Stadium?
B:Yes.Very much.Is it far from here?
A:Yes.You’d better take a bus.
B:Would you mind going there with we?
A:Not at all.Let’s meet at the school gate.
The teacher shows Picture 3 to learn “smoke”. The teacher and the students ask and answer like this:
A：What’s he doing? (Help the students to answer）
B：He is smoking.
2.Listen to 1a and answer the following questions:
Can you guess: “ do me a favor”?
What will they do this Saturday?
What’s wrong with one of Kangkang’s teammates?
Read the dialog and finish 1a.
Step 3 Consolidation
1.Ask the students to listen to Section A 1a and follow the tape. Ask them to mark the intonations.
2.Ask them to read with the tape together.
3.Act out 1a in pairs.
4.In pairs, the students make a similar dialog according to 1a, and finish 1b.
5.Work alone, listen to the tape , fill in the blanks, and finish 1c.
Step 4 Practice
1.In pairs, number the sentences to make a conversation, then practice with their partners and finish 2.
2.Work alone, listen to the tape and match the conversation with the pictures, and finish 3.
3.In pairs, practice with their partners according to 3.
Step 5 Project
In pairs, make two conversations.
1.Ask the way with the words: do me a favor, far from
2.Ask others to do something with the drills: Would you mind...? / Would you mind not...?
Section B
重點活動是1a和2。
教學目標：
1. 繼續(xù)練習一般將來時和一般過去時。
2. 表示責備他人的用語。
3. 表示道歉和應答的用語。
教學過程：
第一步：復習
1. 雙人活動，同伴進行練習并表演關于問路的對話。
2. 雙人活動，同伴進行練習并表演關于請求別人做某事的對話。
第二步：呈現(xiàn)
1. 老師向同學展示圖片：
圖1 圖2 圖3 圖4
使用圖片教學單詞和詞組：careless, goal, fight, angry, 并把生詞板書到黑板上。
老師使用第1幅圖，師生問答：
A：Look at Li Ming’s homework. How is Li Ming? (幫助學生回答)
B：He is careless.
老師使用第2幅圖，師生問答：
A：What did he do? (幫助學生回答)
B：He got a goal.
A：If he didn’t get a goal, he missed a good chance.
老師使用第3幅圖，師生問答：
A：What are they doing? (幫助學生回答)
B：They are fighting.
老師使用第4幅圖，師生問答：
A：What’s wrong with Li Ming? (幫助學生回答)
B：He is angry.
學生之間展開問答練習，先熟悉一些生詞。還可以進行其他練習。如：
老師使用第1幅圖，師生問答：
Li Ming’s careless. What will Li Ming do? (幫助學生回答)
He will do his best.
老師使用第2幅圖，師生問答：
If he misses the goal, he misses a good chance. How will his teammates feel? (幫助學生回答)
They will feel angry with him and someone may say“shame on you”.
2. 聽1a的錄音，回答下列問題：
Did Michael miss a good chance?
Will Michael do better next time?
讀對話，完成1a。
第三步:鞏固
1. 放錄音1a。 學生先聽，后跟讀并模仿，核對語音語調。
2. 讓學生和錄音機齊讀。人機對話，即學生和錄音機對話。
3. 學生兩人一組表演1a, 完成1a。
4.自主學習，根據1a的內容，用所給的單詞完成短文，檢查答案，完成1b.
第四步: 練習
1.雙人活動，用所給的詞組完成對話，使對話意思完整。找部分同學到前面表演。如：
A:Your room is too dirty.Would you mind cleaning your room？
B:Sorry, I’ll do it in a minute.
完成2。
2.自主學習，給道歉和應答連線，使內容匹配。完成3。
3. 雙人活動，就3內容進行問答練習并表演。
第五步:活動產品
小組或雙人活動，創(chuàng)設一個情景或短劇，內容有：出現(xiàn)問題、抱怨、道歉和應答。如：一位同學讓另一位同學久等了，或者不小心把同學的書弄壞了等，內容可以隨意發(fā)揮。要求內容完整，意思連貫，表達準確。
Section B
The main activities are 1a and 2.
Teaching aims and demands:
1. Go on learning the Simple Future Tense and the Simple Past Tense.
2. Blame others.
3. Apologies and responses.
Teaching procedure:
Step 1 Review
1. In pairs, practice and act out the conversations about asking the way.
2. In pairs, practice and act out the conversations about asking others to do something.
Step 2 Presentation
1. The teacher shows the pictures to the students. Learn the new words and phrases: careless, goal, fight, angry. And write down the new words on the blackboard.
Picture 1 Picture 2 Picture 3 Picture 4
The teacher shows Picture 1. The teacher and the students ask and answer like this:
A：Look at Li Ming’s homework. How is Li Ming? (Help the students to answer)
B:He is careless.
The teacher shows Picture 2. The teacher and the students ask and answer like this:
A:What did he do? (Help the students to answer)
B:He got a goal.
A:If he didn’t get a goal, he missed a good chance.
The teacher shows Picture 3. The teacher and the students ask and answer like this:
A:What are they doing? (Help the students to answer)
B:They are fighting.
The teacher shows Picture 4. The teacher and the students ask and answer like this:
A:What’s wrong with Li Ming? (Help the students to answer)
B:He is angry.
The students ask and answer in pairs to practice the new words. They can also make other exercises. For example:
The teacher shows Picture 1. The teacher and the students ask and answer like this:
A:Li Ming’s careless. How will Li Ming do? (Help the students to answer)
B:He will try his best.
The teacher shows Picture 2. The teacher and the students ask and answer like this:
A:If he misses the goal, he misses a good chance. How will his teammates feel? (Help the students to answer)
B:They will feel angry with him and someone may say“shame on you”.
2.Listen to 1a and answer the following questions:
Did Michael miss a good chance?
Will Michael do better next time?
Read the dialog and finish 1a.
Step 3 Consolidation
1.Ask the students to listen to Section A 1a and follow the tape. Ask them to mark the intonations.
2.Ask them to read with the tape together.
3.Act out 1a in pairs.
4.Work alone. Read 1a and fill in the blanks with the words in the box. Check the answers and finish 1b.
Step 4 Practice
1. Work in pairs. Finish the dialogs with the given words. Ask some students to act them out in front. Finish 2.
2. Work alone. Match the complaints and the apologies. Finish 3.
3. Work in pairs. Practice in pairs and act out according to 3.
Step 5 Project
Work in pairs or in groups. Make a short play about problems, complaints, apologies and answers. For example: one student made the other students wait for a long time, or broke others’ books, and so on.
Section C
Section C部分用2個課時
重點活動是1a和2。
教學目標：
1. 繼續(xù)練習一般將來時和一般過去時。
2. 了解籃球方面的知識。
教學過程：
第一步：復習
小組或雙人表演關于道歉和應答的對話。
第二步:呈現(xiàn)
1. 老師向同學展示圖片教學單詞：France, Korea, Russia, Canada /Canadian
老師使用第1幅圖，師生問答：
A:What country is it? (幫助學生回答)
B:It’s France.
老師使用第2幅圖。師生問答：
A：What country is it? (幫助學生回答)
B：It’s Korea.
老師使用第3幅圖。師生問答：
A：What country is it? (幫助學生回答)
B：It’s Russia.
老師使用第4幅圖。師生問答：
A：What country is it? (幫助學生回答)
B：It’s Canada.
A：Jim Greenlaw is from Canada. He is a Canadian.
2. 聽1a的錄音，回答下列問題：
Where will Ming be in March/June/August?
When did Ming start playing basketball?
讀對話，完成1a。
3. 根據1a學生雙人活動，完成1b。
第三步:鞏固
1. 放錄音1a。 學生先聽，后跟讀并模仿，核對語音語調。
2. 讓學生和錄音機齊讀。人機對話，即學生和錄音機對話。
3. 學生兩人一組表演1a, 完成1a。
4. 根據1a學生雙人活動，完成1b。
第四步:練習
1. 學生獨立活動，閱讀2文章，回答下面問題：
Who invented basketball?
Where was he from?
What did he do?
When did he invent basketball?
Why did he invent basketball?
Can you say something about NBA?
2. 分組活動，討論關于籃球的知識, 完成2。
3. 集體活動, 拍手齊唱, 完成3。
第五步:活動產品
1. 分組活動，討論組內最喜歡的籃球明星，并制作他的個人檔案。
Name
Age
Sex
Country
Hobby
Team
Favorite color
Favorite food
Number
2. 根據最喜歡的籃球明星的個人檔案，寫一篇介紹他的短文。
Section C
The main activities are 1a and 2.
Teaching aims and demands:
1.Go on learning the Simple Future Tense and the Simple Past Tense.
2.Learn something about basketball.
Teaching procedure:
Step 1 Review
In groups or in pairs, act out the conversations about apologies and responses.
Step 2 Presentation
1.The teacher shows the pictures to the students to learn the new words and phrases: France, Korea, Russia, Canada /Canadian.
Picture 1 Picture 2 Picture 3 Picture 4
The teacher shows Picture 1. The teacher and the students ask and answer like this:
A:What country is it? (Help the students to answer)
B:It’s France.
The teacher shows Picture 2. The teacher and the students ask and answer like this:
A:What country is it? (Help the students to answer)
B:It’s Korea.
The teacher shows Picture 3. The teacher and the students ask and answer like this:
A:What courntry is it? (Help the students to answer)
B:It’s Russia.
The teacher shows Picture 4. The teacher and the students ask and answer like this:
A:What courntry is it? (Help the students to answer)
B:It’s Canada.Jim Greenlaw is from Canada.He is a Canadian.
2.Listen to 1a and answer the following questions:
Where will Ming be in March/June/August?
When did Ming start playing basketball?
Read the dialog and finish 1b.
Step 3 Consolidation
1. Ask the students to listen to Section A 1a and follow the tape. Ask them to mark the intonations.
2. Ask them to read with the tape together.
3. Act out 1a in pairs.
4. In pairs, role瞤lay the conversation and finish 1b.
Step 4 Practice
1. Work alone, read 2 “ Basketball”, and answer the following questions:
Who invented basketball?
Where was he from?
What did he do?
When did he invent basketball?
Why did he invent basketball?
Can you say something about NBA?
2. Work in groups. Discuss the knowledge about basketball and finish 2.
3. Class activities. Let’s chant together, and finish 3.
Step 5 Project
1. Work in groups. Discuss the favorite basketball player in the group, and make a name card.
Name
Age
Sex
Country
Hobby
Team
Favorite color
Favorite food
Number
2. Write a short passage about the favorite basketball player according to the name card.
Section D
重點活動是1a。
教學目標：
1. 復習和總結前三個Section 。
2.復習一般現(xiàn)在時和一般過去時。
3.教給學生怎樣健康地學習、生活和鍛煉。
教學過程：
第一步：復習
1. 找?guī)讉�同學到前面介紹自己最喜歡的籃球明星。
2. 找?guī)讉�同學到前面介紹自己平時的體育鍛煉情況。
第二步:呈現(xiàn)
1. 老師向同學展示圖片, 教學生單詞和詞組：coach,muscle,to do one’s homework
老師使用第1幅圖。師生問答：
A：What is he?/What does he do? (幫助學生回答)
B：He is a coach.
老師使用第2幅圖。師生問答：
A：What’s this? (幫助學生回答)
B：This is muscle.
老師使用第3幅圖。師生問答：
A：What is he doing? (幫助學生回答)
B：He is doing his homework.
2.學生獨立活動，閱讀1a文章，回答1b問題:
Why did the boy begin his running?
What kind of food does he eat now?
How does he feel when he does running?
老師檢查答案, 完成1a, 1b。
第三步: 鞏固
學生獨立活動，根據1a文章，完成1c表格，然后根據表格復述這個男孩的學習、生活和鍛煉情況。
第四步: 練習
1. 雙人活動，創(chuàng)造一個有抱怨、道歉和應答的對話，并到前面表演。
Would you mind...?/Would you mind not...?
I’m very sorry...
2. 集體活動，拍手合唱 The Olympic chant, 完成4。
第五步:活動產品
寫一篇介紹自己身體情況的短文，并制定一個鍛煉身體的計劃。
Section D
The main activity is 1a.
Teaching aims and demands:
1. Review and summarize the three sections ahead.
2. Review the Simple Present Tense and the Simple Past Tense.
3. Teach the students how to study, exercise and keep healthy.
Teaching procedure:
Step 1 Review
1. Ask several students to talk about their favorite basketball players in front.
2. Ask several students to introduce how they exercise usually.
Step 2 Presentation
1. The teacher shows the pictures and the students learn the new words and phrases: coach, muscle, to do one’s homework.
Picture 1 Picture 2 Picture 3
The teacher shows Picture 1. The teacher and the students ask and answer like this:
A:What is he?/What does he do? (Help the students to answer)
B:He is a coach.
The teacher shows Picture 2. The teacher and the students ask and answer like this:
A:What’s this? (Help the students to answer)
B:This is muscle.
The teacher shows Picture 3. The teacher and the students ask and answer like this:
A:What is he doing? (Help the students to answer)
B:He is doing his homework.
2. Work alone, the students read the passage in 1a, and answer the questions in 1b:
Why did the boy begin his running?
W