1. Learn some useful words and expressions:

dream, grow, grow up, future, in the future, arrive, arrive in/at, against, play against, leave, leave for, the day after tomorrow, gold, take part in, shame, active, record

2. Homework:

用be going to造五个句子，要求用不同的人称，句式。

板书设计：

Section B

The main activities are 1a and 2a. 本课重点活动是1a和2a。

1. (了解班中同学们喜爱的运动，调查同学们是否经常参加各项运动，是否想参加各种运动俱乐部。)

　T: Now please make a survey in class to find out your classmates’ favorite sports and fill in the form below.

(展示小黑板。)

3. (让学生听2b并完成2b。)

T:　　 Michael and Kangkang like doing sports a lot. On weekends, they often do sports. Listen to the tape then fill in the chart in 2b.

(再放录音2b。核对答案。)

Step 5　 Project 第五步　 综合探究活动(时间:5分钟)

2. (做一个运用“be going to+do”句型的游戏。)

(小组活动。每组派一名学生上台，做一个关于运动的动作，该动作要能表达意愿，要使本组同学明白是什么意思并能用语言准确地表达出动作的含义。)

T:　　 Please do an action about your favorite sport.

S₃:　 OK.(做了一个打乒乓球的动作。)

T:　　 (对S₃所在的那组学生S₄)What is he going to do?

S₄:　 I think he is going to play table tennis.

T:　　 (对S₃)Are you going to play table tennis?

S₃:　 Yes, I am.

T:　　 Good.(假如猜错，让本组其他组员重新猜。)

(视时间而定游戏长度，可以让学生代替老师提问，也可让该游戏在组内进行。四人一组，分两组练习，一人做动作，另一人猜，用“be going to”表达意愿。)

1. (通过复习运动项目名称，练习prefer, be going to的用法。)

T: We know many different kinds of sports. Everyone has his own favorite sport. Some students like playing table tennis. Some like skating. Now, let’s discuss which sport you prefer. S₁, which sport do you prefer, …or…?

S₁:　 I prefer…

T: What about you, S₂?

S₂:　 I prefer…

T:　　 S₃, do you often go swimming?

S₃:　 Yes, quite often.

T: Good. “Do you often go swimming?” means “Do you go swimming much?”. Do you understand?

(板书)

T: S₄, do you go rowing much?

S₄:　 Yes, quite often.

T: OK. You can also say “quite a lot / a bit”.

(板书)

T: S₅, do you go skiing much?

S₅:　 Yes, quite a lot / a bit.

(找一名不爱运动的同学。)

T:　　 Do you go rowing much?

S₆:　 No, seldom.(老师可帮助其回答。)

T: Oh, you don’t like sports. It isn’t good. I think you should join a sport club, and maybe you will like sports there.

(板书并解释相关的新单词。)

T: Discuss with your partner which sport club you would like to join.

S₁:　 I am going to join…club.

S₂:　 …

T: Look at the pictures in 2a. Here are many kinds of sports: skating, cycling, volleyball, rowing... . Make up dialogs after the example.

(学生两人一组完成这项任务，除了可以用书上所给的运动名称，也可用他们所知道的其他运动名称进行对话。)

2. (通过讨论这学期的计划来操练be going to+do句型。)

T: Discuss with your partner what you are going to do this term.

(教师先做示范，然后让学生两个一组练习。)

T: S₃, what are you going to do this term?

S₃:　 I’m going to do more exercise.

T: What about you, S₄?

S₄:　 I’m going to make a soccer team.

T: Oh, it’s a great plan. S₅, do you know what your partner is going to do?

S₅:　 Yes. He is going to learn how to play the piano.

…

(教师尽量引导学生多练习be going to+do句型，用不同的人称、句式使他们掌握其用法。)

Step 4　 Practice 第四步 　练习(时间:10分钟)

1. (创设情景，编对话巩固1a及be going to+do句型。)

T: Suppose you meet your classmates on the playground today and you want to know what kind of sports they did during the summer holidays. Please make a similar conversation with your partner according to 1a. You can use the key words on the blackboard.

(教师板书)

(学生两人一组编对话，教师进行巡视，必要时应给予指导。)

Example:

S₁:　 Hi, …

S₂:　 Hi, … I am going to play… . Are you going to play with us?

S₁:　 I’m afraid I can’t. I have to do my homework first. By the way, I saw you play… almost every day during the summer holidays.

S₂:　 Yes. You know I am going to play in the … game between … and our team this Saturday. Would you like to come and cheer us on?

S₁:　 Of course. I’d love to. And I hope you will win.

　 (由几组学生到教室前面表演类似的对话。对表演较好的小组，教师应给予表扬。)

3.(根据板书的关键词，两人一组表演1a，完成1b。)

Step 3　 Consolidation 第三步 　巩固(时间:10分钟)

2. (教师展示一幅本星期天将进行篮球赛的海报。)

　 T: There is going to be a basketball game between Class Three and our class this Sunday. Would you like to come and cheer us on?

　　 (教师边说边展示图片，图片上有许多人在欢呼，加油。)

Ss:　 Yes.

　(板书)

T: Michael’s team will have a game too. Listen to the tape of 1a. Then answer the following questions:

(1)Which class is Michael’s class going to play against?

(2)Is Kangkang going to cheer them on?

Ss: ...

T: Listen to 1a again and read after it without looking at books. Pay attention to the intonation, stress and pronunciation.

T: Now open your books and please read the dialog in 1a. While you are reading, underline the key words and expressions.

(教师在学生跟读时板书。)