Introduction

(7 minutes)

1. The whole class 

work

2. The whole class 

work

3. Two students’ 

work

4. The whole class  

work

5. The whole class 

work

6. Some students’ 

work

7. The whole class 

work

8. The whole class 

work

1. Focus their attention

on the teacher.

2. Read the saying aloud.

3. Two students retell 1a

on P11.

4. Member A1 retells for

others, and six groups do it at the same time. The two reporters write their homework on the blackboard.

5. Students read the

passages loudly.

6. The students who are

interested in basketball

voluntarily answer the

questions. They can

say anything about

basketball.

7. Students tick the

statements based on

their background

knowledge.

8. Students read the

passage carefully and

check their answers.

1. Get students ready for

learning.

2. Show everyday saying for the students.

(one saying a week)

3. Ask two students to

report their homework, retelling 1a on P11.

4. Teacher asks A1 from

each group to retell their

homework to the other

five members in their groups.

5. Teacher corrects the mistakes 

for the students when they

read.

6. Teacher plays the short

video of a basketball

game and asks some

questions about basketball 

game. For example, how

many players are there in

the game?  

7. Teacher lets the students

finish the pre-reading task

according to what they

have known about

basketball before.

8. Teacher lets students read

the passage and check the

pre-reading task.

Presentation

(10 minutes)

1. Some students’ 

work.

2. The whole class 

work

3. The whole class 

work

4. The whole class 

work

5. The whole class 
work

6. The whole class 

work and group 

work

1. Volunteers summarize.

Para1. Basketball is

one of the most popular 

sports in the world and

it has a long history.

Para 2. Basketball soon

became very popular.

Para 3. The rules of

playing basketball and

its important meaning

of playing basketball

2. Students scan the

passage to find out

“James Naismith”.

3. Students scan and find

out “In 1891”.

4. Students find out the

following information

from Line 1 to Line 7 in Paragraph 3.

5. The students read the

whole passage silently,

checking true or false

in 1b.

6. Students point out the

places where the

mistakes are and find

the original sentences

in 1a. They may

discuss in groups.

1. Teacher asks the students

to skim 1a and find out the topic sentence of each paragraph.

2. Teacher asks the students

to scan 1a and answer the

question “Who invented

basketball?” in 1c.

3. Teacher asks the students

to scan 1a and answer the

question “When did he   

invent basketball?” in 1c.

4. Teacher asks the students

to read Paragraph 3

carefully and answer the

question “What are the

rules in the basketball

game?” in 1c.

5. Teacher lets the students   

read the whole passage

carefully and finish 1b.

6. Teacher checks the answers.

Consolidation

(10 minutes)

1. The whole

class work

2. The whole class 

work

3. The whole class 

  work

4. The whole class work and

individual 

work

1. Students underline the

language points in their

books and do the relevant

exercises on the screen.

2. Students try to follow

the recording.

3. Students read by

themselves.

4. Member A should read

fluently; Member B should read through the passage by himself /herself; Member C can read the passage with the help of Member A.

1. Explanation of the passage: 

(1) invent—inventor

—invention

(2) …is one of + plural

nouns

(3) sth. came into being

(4) The goal is to do sth.

(5) stop…from doing sth.

(6) You can throw it from any part of the court.

(the function of  “any” in affirmative sentences )

(7) follow the rules

(8) for example/such as

(9) It is more important

for you and the other

players to play as a team.

(10) enjoy doing sth.

2. Teacher plays the recording 

without stopping.

3. Teacher offers 2 minutes

for the students to read 1a.

4. Teacher asks the students to

read the whole passage in

groups, and makes sure

everyone can read through

the passage.

Practice

(10 minutes)

1. The whole class work

2. Some students’ 

work

3. Group work

and pair work

4. Six students’ 

work

5. Six students’ 

work

1. Students skim through the exercises to find the difficult part, and then they turn to the teacher for help.

2. Students point out the

difficult points.

3. The students do the

exercises carefully,

leaving question mark

near the place where they

are not sure.

4. The six students

representatives write

their answers on the

blackboard while others

try to read the exercises.

5. Another six students

correct the answers.

1. Teacher asks the students to  

skim through the exercises

in 2 to see if there’s something 

they don’t understand.

2. Teacher explains some

difficult points that the

students may ask.

3. Teacher offers about 3

minutes for students to finish 2.

4. Teacher asks six students

from different groups to

write down their answers on

the blackboard.

5. Teacher asks another six

students to correct the

answers.

Production

(8 minutes)

1. The whole class 

work

2. The whole class 

work

3. The whole class 

work

4. The whole class 

work

1. All the students should

know the meaning of

the summary.

2. Students connect the

topic sentences together,

and add some detail

things, especially

about the rules.

3. Students search the

Internet for the information 

about football after class.

4. Students review Sections

A-C to prepare

for Section D.

1. Teacher summarizes what

the students have learned

today. Some important

languages points are shown 

on the computer screen.

2. Teacher asks the students

to finish writing the

introduction of basketball   

in 1c, reminding them to

connect the topic

sentences, and then add

something necessary.

3. Teacher asks the students

to search the Internet for

some special information

about football.

4. Teacher assigns the

students to review Sections

A-C to prepare for

Section D.

Teaching Reflection

The following exercises should be added:

(1) The differences about “invent, invention, inventor”.

(2) The differences between “for example” and “such as”.