Topic 1 Im going to play basketball教学内容分析及课时分配建议：本单元以Playing Sports 为主题。第一话题Michael和Kangkang的对话，引出本话题的重点语法项目“be going to do”结构所表达的一般将来时，呈现重点短语cheer on, win (the game), prefer doing，play for, grow up，spend time (in) doing sth, be good at doing sth, take part in等及句型“There is going to be ”，“Its good for ”等。让学生会运用所学到的结构来谈论意向、计划及自己所偏爱的事物。Section A以Michael和Kangkang谈论篮球运动为开端，引导学生结合自己的实际生活，正确地使用be going to do谈论自己的运动计划和偏好，Section B通过Michael和Maria谈论自己最喜欢的运动及运动员，由此激发学生谈论自己的理想， Section C要求学生能模仿Ann的运动习惯，写出自己的一周运动安排并付诸行动，而Section D是一节复习课，在综合复习Sections A-C的词汇、语法和功能句的基础上，巩固学生本周的学习内容。通过综合的阅读和写作的练习，拓展延伸学生的学习内容，检测学生综合运用语言的能力。本话题建议用5个课时来完成。第一课时：Section A-1a, 1b, 1c, 1d, 2第二课时：Section A-3a,3b, Section B-1a,1b,1c,1d第三课时：Section B-2,3a,3b, Section C-2a,2b第四课时：Section C-1a,1b,1c,1d, Section D-2第五课时：Section D-Grammar and Functions, 1a, 1b, Project第三课时（Section B-2,3a,3b, Section C-2a,2b）教学设计思路：本节课主要活动为Section B -2, Section C-2a。首先学生利用教师出示的Section B -2中图片和音标来学习表示职业的名称。然后结合自己的梦想，熟练地运用be going to be的句型谈论自己的梦想职业。接着教师出示3a中几组单词卡片，学生总结每组词的发音特点，掌握和区分元音音素e和eI的读音。再进行3b中音素/t/在短语和句子中不完全爆破的练习。最后学生仿照Section C-2a例句，运用Its good for 句型，重点短语：make sb. / sth +adj, keep sb. / sth. +adj, keep fit / keep healthy等谈论运动的意义，并尝试用所学句型、短语来自己编对话。. Teaching aims1. Knowledge aims：（1）能根据音标，正确朗读出单词表中的单音节单词及简单短语。（2）能在老师的引导下，分音节读出多音节单词：scientist, musician, pilot, policeman, policewoman （3）能准确把握单数第三人称做主语时谓语的变化形式。2. Skill aims: （1）能正确朗读句子中的不完全爆破。（2）能正确地口头表达有关梦想和运动意义的话题。3. Emotional aims:通过学习，让学生明白，有规律的运动,可以给健康带来极大的好处，同时还需加倍努力，强身健体，才能保证明天实现自己的梦想。4. Culture awareness:. The key points and difficult points1. Key points:(1)正确、熟练地运用be going to be句型， (2)有关职业的词及谈论运动意义所用到的短语。2. Difficult points： (1). be going to be句型中的第一个be动词和主语的一致性。(2). I am going to be an office worker. 不定冠词an + 元音。(3) make / keep sb./ sth. + adj ;. Learning strategies1.能够明白复习也是一种学习方式。2.能够注意到短语或句子中括号里的辅音在位于另一个辅音前的发音是比较轻的。. Teaching aids教学PPT，单词卡，词音卡V. Teaching proceduresStage 1（3mins）：Getting students ready for learning StepTeacher activityStudent activityDesigning purpose(Class activity)Greet and warm up.Ask the students to design a special topic of dreams and give the everyday report.T: Good morning, everybody! Whos on duty today?T: Whats her dream?The teacher encourages other students to ask more questions about S1s report.Greet and warm up.The student reports in front of the whole class. The topic is related to dreams.Ss:Good morning, Miss S1:I have a dreamS2: S3:英语学习主要是培养学生的听说读写能力，而英语值日报告恰恰为学生提供了这样一个锻炼的平台。Remark：教师鼓励听报告的学生提出问题，更能充分体现学生的主体地位。Stage 2（6mins）：Revision and presentationStepTeacher activityStudent activityDesigning purpose 1(Class activity)Have a contest. T: Before the new lesson, lets have a contest. We have learnt some words about jobs. You should write them down as quickly as possible. The student who writes the most will be the winner . Are you ready? Go!T:S1 of group4 wrote the most,butThere are two wrong words, so he has the same score as S2 of group1.They are both the winners. Congratulations! Have a contest. The NO.3 group members are chosen to write them on the blackboard.G1:.G2:.温故而知新，在学习新的有关职业名词前，有必要对已学的一些职业名称汇总，让学生意识到复习也是一种学习方式。2( Individual work)Show pictures in Section B-2 and offers 2 or 3 minutes to the students to read all the words according to the pronunciation below each picture.T:You did quite well. Well learn more nouns about occupations.Encourage students to read the phonetic syllable phoneme by phoneme.T: You can try to read them word by word.T: Its Relaxing time. You can practice the reviewing words like thisWhat are you going to be when you grow up?Im going to be a / anRead the words individually, asking for help if necessary.Read and pay more attention to the vowel phonemes.Ss:Ask and answer in pairs as quickly as they can.S1: What are you going to be when you grow up?S2:Im going to be a musician.Remark:在Section B-2中一定要给予学生独立拼读的时间，以培养学生根据音标拼读单词的能力Stage 3（8mins）：Consolidation and practiceStepTeacher activityStudent activityDesigning purpose1( Class work )Show phonetic cards /e/ and /eI/.Teacher asks the students to read /e/ and /eI/ one by one. T:I want NO.2 from each group to read one by one.Teacher plays the recording of 3a.Read together.Read one by one.Six Member 2s read the words one by one.Read together, paying attention to the sound of /e/ and /eI/.2( Individual work )Teacher shows “next weekend”. Read “next” and “weekend” separately,Let students read 3b in pairs.T: I agree with you .Lead the students to read.Play the recording.Encourage students to read 3b in groups, making sure everyone can read correctly