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Step 1 Pre-reading
Brainstorm: sports
What sports do you like? Where do you do sports?
2. sports centre出示不同sports centre 的图片，让学生在视觉感知中理解词义，并在小阅读中练习单词的发音并体会单词在句子中的运用。
Wow, it’s a beautiful sports centre, the sports centre is very big. We can do sports at the sports centre.
3. 板书课题，引导学生根据课题提出问题。
T： Today we’re going to learn Lesson 1 (Read)Going to the sports centre. Look at the title, what do you want to know from the passage?
Ss: Who is going to the sports centre? When is he going there? What do they do?...
设计思路：sports centre是生词, 把这个生词带入图片语境，让学生在小片段中反复说、用这个词汇从而掌握它的音、义。开放式的自主提问解放和活跃学生的思维，激发他们探究文本的欲望，学生带着问题开始阅读，并在阅读中解决问题。
Step 3 While reading
Read 1：初步通读 感知课文 解决学生提出的基本问题
T: You have so many questions. First, scan the text and find the answers of when and who. Do you know the word ”scan”?
When: Sunday
Who: Mike and his family
T: Scan the text again, and find the members of Mike’s family.
板书 Mike Jill father mother Grandmother Grandfather
设计思路：学生带着问题走向文本，集中精神展开阅读，运用scanning reading的策略找出who 和when，在解决问题的同时对文本有了初步的感知和理解。
Read 2 细读课文 大声朗读
Read carefully and then answer this question. What are they doing?
学生回答，老师简笔画辅助, 通过追加问题和交流加深对语言的理解。强调不要只说单词或词组，鼓励学生用整句话表达。
学生借助板书进行描述练习。1. 师语言引领，全班齐说。2. 自己看板书练习，如果需要可以看书，而后个别展示。
设计思路：老师对文章中的核心内容进行梳理、提炼并板书，进行集中练习和看图复述，保证学生掌握最基本最重要的语言知识，同时为后面的自主复述打好基础。
Read 3 读图挖掘细节，处理难点
整合第一幅和第四幅图，学生认真读书，思考，并完成练习。练习不是单纯课文的挖空，而是语言的整合，强化对语言知识的理解和运用。
Mike is playing _________ with his friends, Jill _____ ______ ping-pong. Their grandmother and grandfather ______ _______ ________. They are going to have a match ________ ________. Oh, they all love _____ _____.
同桌互相检查答案，对开放性问题Oh, they all love _____ _____.进行集中讨论。
2. 第二幅图
Look at the picture carefully, what’s Mr. Green’s feeling? Can you imagine？
3. 第三幅图
Mrs. Green is watching a basketball game, look at her face, what’s her feeling? What is she shouting?