【正文】 教師告訴學生籃筐是 ,拿著籃球投籃，邊投邊說 I’ m throwing the basketball. Say “ throw,throwing” ,。 4． 教師沒投中就說 This is too hard. The basketball is too heavy. 學生模仿練習。 5． 教師拿著乒乓球投籃，一下就投中了就說 This is too easy. The pingpong ball is light. 學生模仿練習。 6． 然后把籃球傳給別的學生并說 I’ m throwing the basketball. He’ s catching the basketball. Say “ catch,catching” ,please. 學生模仿練習。 7． 教師又拿起乒乓球拍并告訴學生 This is a paddle. I’ m hitting the pingpong ball. Say “ paddle,hit,hitting” ,please. 學生模仿練習。 8． 聽錄音兩至三遍，完成課后習題。 9． 學生分組編對話。 。 (設計意圖：這節(jié)課的教學可在教室布置環(huán)境也可以到操場去上，讓學生真正體會籃球和乒乓球運動，激發(fā)學習興趣。在句子中學習單詞，做到詞不離句，最后過度到對話練習，形成篇章，對學生的綜合語言運用能力有了很大的提升。 ) Class Clossing Activity book Homework 課下打籃球和乒乓球并把所學語言運用進去。 板書設計： Lesson 3. At the Gym The basketball is heavy. The pingpong ball is light. I’ m throwing/catching the basketball. I’ m hitting the pingpong ball. 課后習題： 一． 根據(jù)要求寫單詞： 寫出現(xiàn)在分詞形式 寫出反義詞 hit heavy throw hard catch this learn these teach 二． 填空： 1． I want to ____ basketball. Can you ____ me? 2. The basketball is ____. The pingpong ball is ____. 3. I’ m ____ing the basketball. He’ s ____ing the basketball. 4. I’ m ____ting the pingpong ball. 課后反思： throw、 catch、 hit 是表示動作的詞，上課時用實物演示，很吸引學生的注意力。 在教授單詞時讓學生造句，學生的實際運用能力得以提高。 讓學生翻譯時，由于緊張他沒說出來就讓他坐下了，下來一想有點不妥，應該給他以提示，這樣就可以克服它的畏難情緒。 Lesson4 Where did you go? 教學目標：知識目標： , taught and thought story song 能力目標： 1. past tense did you do? did you do？ 情感目標： When you play things, you must get good corporation with your players. 教學重點、難點： am throwing the basketball. and throwing 教具、學具： some balls and story a tape and pictures 教學過程： 一 . Class opening and review Review “ past tense” and “ future tense” verbs with a game. Write three columns of words on the blackboard and ask for volunteers to match them correctly. As each student makes a match, he or she says “Yesterday I___de. Today I___. Tomorrow I am going to__. Introduce Add “buy” “teach” and “think” to your “today” column. Ask the students to give you the future tense for each verb and write them under your “tomorrow” column. Then write “taught” “thought” “bought” in a different order than the other two columns, and ask the students to guess how they match with the presenttense verbs. Point out the similarities in spelling “bought” “taugh t” “thought” Use the student book Pause after Number 1 in the student book. Review the story so far. Today Jenny and Li Ming went to the store buy some clothes for Li Ming to the pictures in the student book. Who are they talking to? Note the word “player” in the lesson. A “players” plays something, such as a sport. Practice Play “What’s wrong?” to practice the new past tense verbs, and other tenses and verbs. Play “spelling Bee” to practice spelling any vocabulary in this unit. Tech “Oh, what did you do?” in Number 3 of the student book. Use the activity book Number 2 in the activity book is a listening exercise. The students listen to each sentence on the audiotape and change it into the past— tense. Here’s how the audiotape goes: 板書： Lesson4 Where did you go? bought taught thought Where did you do? What did you do？ 習題： ? 寫出 buy teach think 的過去式。 ? 用 Where did you do?練習說話。 ? 用 What did you do？練習說話。 課后反思： 這是三個時態(tài)的比較，過去、現(xiàn)在和將來，因此我們把前面學過得不規(guī)則動詞又加以鞏固，并把三種時態(tài)加以比較，效果不錯。 引導學生用新詞造句。 Lesson5 A basketball game 教學目標：知識目標： 1. player and team, game 2． win and lost 能力目標： 1. Demonstrate “ win” and “ lose” after the game is done a game of “ spelling Bee” 情感目標： When you get lose, you don’ t lose your heart. Try it again and again. You will win at last. 教學重點 、難點： 1. words about the game and lose 教具、學具： A big picture of this lesson and a tape 教學過程： Class opening and review Play “Charades” to review occupations the students mastered in Levels 1, 2 and 7: teacher, clerk, cashier, waitress and bus driver. After the students have guessed these occupations, add “doctor” and “police officer”. The students mastered these words orally in Level 1, but they haven’t seen them for a long time. Whisper the translation for these occupations to the students acting them out, and help the class guess the occupations with lots of prompts and encouragement. You can, for example, draw blanks on the blackboard and slowly write in the letters as you sound out more and more of each occupation. Introduce Demonstrate “player” “team ” “game” with six volunteers and a game of “spelling bee” divide the volunteers into two teams of three. Give player a sheet of coloured paper to hold, the same colour for each team. Demonstrate “win” and “l(fā)ose” after the game is done. Point to the teams a nd as you say “You win/lose” Use the student book Pause after Number 1 in the student book. Review the story so far. Li Ming and Jenny have been learning about sports. Look at the pictures in the student book. What are they doing now? Note some of the idiom in this lesson: Bob plays basketball “for fun” Jenny and Li Ming “jump up and down” Li Ming asks Jenny “What’s the score?” What do the students think these phrases mean? Practice Divide the class into small groups. In e