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Playing sports is good for our health and popular all over the world.We all like playing sports and have our favourite sports and players.So students should be happy to introduce their hobbies and learn with fun.

Ⅱ Type of the lesson

Ⅲ Teaching aims and learning objectives

By the end of the lesson，the students will be able to:

1.Memorize the new words and phrases.

2.Write an article according to the writing plan.

3.Organize the article with new words，phrases and sentence patterns learnt in this unit.

4.Introduce their favourite sports to others.

Ⅳ Teaching content

1.New words and phrases

Ⅴ Focus of the lesson and predicted area of difficulty

1.New words and phrases

2.Organization of the article

3.Application of new words，phrases and sentence patterns

4.How to improve students'involvement in class

1.Video　2.Pictures　3.Blackboard　4.Chalk

5.Computer 6.Multimedia 7.Projector

Ⅶ Teaching procedures

Step 1 Warm-up and lead-in

（1）Play a video and enjoy some pictures of some famous sports players.

【设计理念:1.教师播放一段录像展示世界著名运动员的风采，活跃课堂气氛，激发学生积极参与课堂的兴趣。2.师生自由对话，问学生在视频里看到哪些运动员，可以追问学生更多关于运动员的信息。3.师生自由对话，问学生自己喜欢的运动员并做介绍，增进师生间的了解，创造良好的交流环境，鼓励学生勇于表达自己。】

T:Boys and girls，just now we watched a video of some famous sports players.Who do you see in the video？（可以追问What is he／she good at？Do you like him／her？Do you know other famous players？Can you say something about them？）

What is your favourite sport？

Who is your favourite player？

Do you often watch his／her matches on TV？（板书match，on TV并带读）

（2）Teacher shows some pictures of his hero on PPT and has a free talk with students.

【设计理念:让学生猜测老师喜欢的运动员，激发学生的好奇心，并以此导入生词，多带读加深学生印象。】

T:Can you guess my favourite player？

T:This is a picture.Who is he？

T:What is he good at？

S:He is good at playing badminton.

T:Yes.And he is a member of the Chinese badminton team.（板书带读team）

Look！He is playing badminton in a match.

He is many people's hero.（板书带读hero）

Look！They are all our Chinese people's heroes.（板书带读heroes）

Step 2 I love sports

（1）Students read the article—I love sports and fill in the table.

【设计理念:1.通过让学生阅读文章，完成相关表格，初步完成对文本内容的梳理。2.通过问答的方式呈现答案，让学生初步完成对目标话题语言素材的积累。3.通过学生回答导入四会短语talk about／of，watch basketball matches。】

T:Just now，we talked about our favourite sports and our heroes.Now I'd like you to meet David.He is a student at Sunshine Middle School.Do you want to know more about him，his favourite sports and hero？Please read the article and complete the table.

T:Now let's check the answers.What is his favourite sport？

S:His favourite sports is basketball.

T:Which team is he in？

S:He is in his school basketball team.

T:Who does he often play with？And when？

S:He often plays basketball with his friends after school.

T:What do they often do？

S:They often talk about basketball and watch basketball matches on TV.（板书带读talk about，watch basketball matches）

T:Who is his favourite player？

（2）Classify the information

【设计理念:1.通过再次朗读文章，将文章信息进行归纳，学生能掌握每段大意并形成分段意识。2.老师板书每段大意，为总结常用表达做铺垫。3.通过听磁带并跟读，学生模仿语音语调，培养语感。】

T:Please read David's article again.Try to classify the information.Put the letters into the brackets.

Paragraph One （　）

Paragraph Two （　）

Paragraph Three （　）

A.What is David's favourite sport？

B.What team is David in？

C.When does David often play basketball？

D.Who does David often play basketball with？

E.What else do David and his friends often do？

F.What do they watch on TV？

G.Who is David's hero？

H.Why does David like Yao Ming？

（核对答案并板书每段大意）

Listen to the tape and read the article.

（3）Discuss useful expressions

【设计理念:学生组内讨论每段能使用的常用表达，写在白板上，然后全班交流展示。老师根据小组展示，提炼每组总结的常用表达，将板书补充完整，来帮助学生对目标话题的常用表达形成知识体系，完成写作前的语言积累。】

T:Now I'd like you to work in groups and discuss useful expressions of each paragraph and write them down on your white board.

（教师根据学生总结得好的表达完善板书）

【设计理念:通过使用常用表达谈论自己喜欢的运动和运动员，学生熟练使用目标语言，为接下来的写作奠定基础。】

Students work in pairs and answer questions with useful expressions.

1.What sport do you love／like／enjoy？

2.What is your favourite sport／player？

3.Who do you often play…with？

4.Where do you often play…？

5.When do you often play…？

6.Why do you like…？

【设计理念:1.通过完成书本表格，来完成写作素材的积累。2.学生根据表格信息和黑板上总结的常用表达和分段写文章。3.通过让学生互相批改作文，并根据表格里的评分标准打分，让学生相互学习同伴作文中的亮点和好的表达来拓宽思路，并提高自批作文的能力。4.学生组内讨论推荐一篇文章，老师全班点评。】

（1）Fill in the table in Part B.

T:We have read David's article.Now，can you introduce your favourite sport in the same way？Do you want to try？Please fill in the table in Part B with your own information.

Students write an article with the information in the table and useful expressions.

Students revise their partners'articles with the help of the table.Then work in groups and choose the best one.

（4）Presentation.

Teacher shows the best article of each group and makes comments.

【设计理念:1.通过背诵单词和短语，巩固课堂所学。2.通过修改作文，学生运用通过交流展示学习到的好的表达和想法，丰富作文内容。】

（1）Remember the new words and phrases.

（2）Revise the article.

Ⅷ Blackboard design

（1）New words and phrases

team　　　　talk about／of sth.

match　　　　watch basketball matches

heroes　　　make me happy／feel great

Para.1:favourite sports

Para.2:what team；when；who

Para.3:favourite player

（3）Useful expressions

I like／love／enjoy…

my favourite sport／…

Ⅸ Teaching reflection

本课的主题是写一篇文章介绍自己喜欢的运动和运动员。老师首先播放一段录像展示世界著名运动员的风采，以此来活跃课堂气氛，激发学生的兴趣，让他们能积极参与到课堂中来。然后师生自由对话，谈论在视频里看到的运动员，并追问学生更多关于他们的信息。接下来让学生谈论自己喜欢的运动员并做介绍，来增进师生间的相互了解，创造良好的交流环境，鼓励学生勇于表达自己，为接下来的活动奠定基础。

在处理文本内容时，学生先阅读文章，完成相关表格，然后通过问答的方式呈现答案，导入四会短语。再次朗读文章时，学生将文章信息归纳，掌握每段大意并形成分段意识。以此让学生在整体上对文章的谋篇布局做到心中有数。而语言素材的积累是通过让学生先在组内讨论每段能使用的常用表达，写在白板上交流展示，然后由老师提炼每组总结的常用表达，将板书补充完整，帮助学生形成知识体系。

在学生进行正式写作时，根据自己填写的表格信息和黑板上总结的常用表达写作。写完以后学生互相批改作文，并根据表格里的评分标准打分。这样可以让学生在学习好作文的亮点和表达以及拓宽思路的同时，发现自己在写作方面存在的不足，提高自批自改的能力。

在2011版的英语课程标准中，对于初中英语写作课的教学目标做出了以下要求:在初中英语写作课中，学生要乐于用书面英语表达意思，能够基本连贯地表述与表达事实、观点、情感，形成基本的写作能力。本节课的设计思路基本达到了以上要求:

写前通过播放相关视频，激发了学生兴趣，并导入了本节课中的重点单词、短语和句型，激活了相关信息。让学生猜测教师所喜爱的运动员及此运动员的相关信息，更将课堂推入了一个小高潮，再次激发学生的兴趣，并对本节课中的重要表达有了初步的接触。写中通过填表格、回答问题、写提纲、归纳段落大意，既再一次导入新的短语，又让学生深刻理解了范文，学生的段落意识也得到进一步提升。组内总结写作常用表达并写在黑板上，通过小组竞争的方式，以看似游戏的方式，不仅将课堂氛围推向了最高潮，也在无形中帮助学生掌握了重要表达。写后以学生互助的形式帮助学生修改错误，提高写作能力。

整节课主线明确，过渡自然，衔接巧妙，内容丰富扎实，操练形式多样，并做到了以学生为中心，也发挥了教师指导、示范、启发、鼓励的作用。写作评价方式多样化。但建议加强课堂的趣味性，采用游戏、竞猜、竞争等多种形式，去激发学生的积极性，培养学生竞争与合作的精神。另在课堂升华部分须再多下些功夫。