仁爱英语八上TopicWouldyoumindteachingme篇 30页

新湘教英语八年级上Unit 1 Sports and Games Topic 2‎ 教案 ‎ ‎ I. Teaching objectives教学目标 Skill Focus 听 Listen to people talking about requests and responses.‎ 说 Talking about team games and racing, expressing complains and apologizes, making requests and responses.‎ 读 Read about the history of basketball and someone’s sports life. ‎ 写 Write passages to introduce sb. and some sports. . ‎ Language Focus 功能句式 Making requests and responses Could you please do me a favor?‎ Sure. What is it?‎ Will you join us?‎ I’d be glad to.‎ Would you mind teaching me?‎ Not at all.‎ 词汇 1. 重点词汇 ill, mind, practice, window, smoke, somewhere, careless, chance, fight, angry, serve, ready, important, competition, invent, college, even, score, well, basket, throw, follow, over, century, however, tired, active, mile, fresh, instead, build, become, coach, feeling ‎ 2. 认读词汇 favor, teammate, No., make one’s bed, right away, loudly, goal, quickly, clearly, at once, traveling, tiring, Canadian, indoor, court, more and more, chips, easily, instead, runner ‎ 3. 短语 fall ill, be glad to, get to, Capital Stadium, far from…, do one’s best, turn down, in a minute, as well, Springfield College, build up 语法 Will for intentions I’ll play in the basketball game.‎ Will you come and cheer us on?‎ I’ll be there soon.‎ I’ll go somewhere else.‎ II. Teaching materials analyzing 教材分析 Section A ‎1a、1b是两个男生之间的对话，还是围绕着运动这个话题，并让学生模仿对话练习。‎2a是个听力练习，同时学习如何表达请求和回复；2b 要求学生把请求与适当的回复搭配并表演该对话；3是个听说训练，图文搭配。‎ Section B ‎1a是3组朋友之间的对话，让学生进行情景表演；1b是词汇练习，将阅读与词汇很好的结合在一起学习；2重点学习本节的重点句型Would you mind…? 3加强学生对请求和回复的掌握。‎ Section C 1a、1b的对话发生在小记者Kangkang与篮球运动员之间；‎1c是个写作练习，假设自己是Ming，写一段自我介绍；2是一篇有关篮球历史的阅读理解，让学生了解篮球的诞生过程；3是个课堂小活动，调节课堂气氛。‎ Section D ‎1a、1b是一篇有关跑步锻炼的阅读，学生通过对锻炼前后的对比，使学生加强自身身体锻炼；2听力练习；‎3a、3b的语法学习让学生复习掌握如何表达请求和回复；4强化练习本节的重点句型Would you mind…? 4是个课堂小活动，让学生自己学习乒乓球这项体育运动的历史。‎ III Teaching plans for each period 分课时教案 The fifth period Listening and speaking Target language目标语言 ‎1. Words & phrases 生词和短语 ill, fall ill, be glad to, mind, practice, window, get to, No., Capital Stadium, far from, smoke, somewhere, make one’s bed, loudly, right away ‎2. Key sentences 重点句子 Could you do me a favor?‎ But one of my teammate fell ill.‎ But I am not good at it.‎ Would you mind teaching me?‎ You need to take bus No. 2.‎ Ability goals 能力目标 Enable the students to understand the requests and responses and express complaints and apologies.‎ Learning ability goals 学能目标 Help the students listen to the requests and responses and express complaints and apologies.‎ Teaching important and difficult points 教学重难点 ‎ Understand the requests and responses.‎ Teaching aids教具准备 A tape recorder.‎ Teaching procedures and ways 教学过程与方式 Step I Lead in T: Good morning, boys and girls. ‎ Ss: Good morning. Mr. / Ms…‎ T: If you get into trouble, what will you do?‎ S1: I will try my best to solve it, but maybe it’s difficult.‎ S2: I will ask my parents to help me.‎ S3: I will ask some friend to give me some help.‎ T: Good. No matter what, most people will ask for some help. Let’s listen to a dialog between Kangkang and Michael. Listen carefully what happened.‎ Step II Listening (‎1a, 1b, ‎2a)‎ Play the recorder once. If necessary, play the recorder again.‎ T: OK. What’s wrong with Kangkang?‎ S1: He will have a soccer game this Saturday. But one of his teammates fell ill. He wants Michael join them.‎ T: Good. Dose Michael agree with him?‎ S2: Yes. ‎ T: You have understood the conversation. Practice it with your partner and role-play the conversation. You can change some information if you want to.‎ After students practice the conversation, ask two pairs to perform it for their classmates. ‎ Then let students do the other listening practice.‎ T: Listen to else two listening material, listen and fill in the blanks.‎ Play the recorder. Then check the answers.‎ T: Up to now, we listened 3 listening material. Have you find out the common grounds and the purpose that we listened to them?‎ S1: The common ground is they all need others’ help. ‎ T: Good. They made requests.‎ S2: So I think the purpose that we listened to these materials is learning how to make request and responses.‎ T: Yes. Have you learned it? Please write some sentences in your exercise book that you’ve learnt from the listening practice.‎ After students finished, teacher show some sentences on the slide.‎ 1. Could you please do me a favor? Sure.‎ 2. Will you join us? I’d be glad to.‎ 3. Would you mind teaching me? Not at all.‎ T: These sentences are from the listening material. Have you written them down?‎ Ss: Yes.‎ Step III Work alone (3)‎ T: There are four pictures. Let’s look at them and guess where they are and guess what the relationship is between them. ‎ Give students one minute to discuss with their partner.‎ S1: The first picture is in hospital. The woman is a nurse and maybe the man is looking in the patient. ‎ S2: The second picture is at the door. Maybe the old woman is the man’s neighbor.‎ S3: The woman in third picture is at home. Maybe the man is her husband or her friend.‎ S4: The fourth picture is at the boy’s room. The woman is his mother.‎ T: Good. Now listen and read the four dialogs. Then match them with the pictures and check if you guess is right.‎ Let students match the conversations with pictures.‎ T: The four conversations are all about requests and responses. There is an important sentence ‎ pattern: “would you mind…?” Do more practices after class.‎ Step IV Homework (2)‎ T: There are ten separate sentences. Match the requests with the right responses. Then practice with your partner and act out the conversation. See you next class.‎ The sixth period Speaking and Vocabulary Target language目标语言 ‎1. Words & phrases 生词和短语 careless, chance, goal, fight, do one’s best, angry, serve, quickly, turn down, clearly, in a minute, ready, important ‎2. Key sentences 重点句子 You are always so careless.‎ You shouldn’t shout at me. I didn’t want to miss the goal.‎ Shame on you.‎ Would you mind saying sorry to Michael?‎ I am very sorry for what I said.‎ Keep trying.‎ We are sure to win next time.‎ Ability goals 能力目标 Enable the students to make apology and response.‎ Learning ability goals 学能目标 Help the students make apology and response.‎ Teaching important and difficult points 教学重难点 ‎ Making apology and response. ‎ Teaching aids教具准备 A multimedia.‎ Teaching procedures and ways 教学过程与方式 Step I Revision T: Good morning, boys and girls. ‎ Ss: Good morning. Mr. / Ms…‎ T: Have you finished your homework? ‎ Ss: Yes.‎ T: Who would like to show your conversation for us? Volunteers?‎ A sample conversation:‎ A: Excuse me. Could you please do me a favor?‎ B: Sure. What is it?‎ A: Could you tell me how to get to the Capital Stadium?‎ B: It’s far from here. You need to take bus No. 2.‎ A: Thank you very much. ‎ B: You are welcome.‎ Step II Lead in ‎ T: If your friends fought, what will you do?‎ S1: I will advice them saying sorry to each other. Good friends should forget the friend’s mistake.‎ S2: I will write two letters of apology for everyone and write his friend’s name. Maybe they will forgive each other. ‎ T: Good idea. Did you remember that Michael helped Kangkang play soccer last period?‎ Ss: Yes. One of Kangkang’s teammates fell ill, so he asked Michael to join them.‎ T: Do you know the result?‎ S3: Maybe they win the game.‎ S4: Maybe they lost the game.‎ Step III Reading (‎1a)‎ T: Read the first conversation with your partner carefully. What happened?‎ After they read the first dialog, ask student to answer the question.‎ S1: Michael missed a good chance in the soccer game, so they fought. ‎ T: What will happen? Let’s go on our reading.‎ Let students read the second conversation.‎ S2: Maria and Jane persuade them not to fight, and they hope that Kangkang could say sorry to Michael.‎ S3: They believe Michael can do better next time.‎ T: Very good. Good friend should understand each other. Let’s go on the last conversation.‎ Let students read the last conversation.‎ S4: At last, Kangkang says sorry to Michael. They are still good friends.‎ T: Very good. Work in groups and play a role of the four students. You can change some information if you think it’s necessary.‎ Then ask one or two groups act in front of the class.‎ Step IV Vocabulary (1b) ‎ T: Read the conversation above again by yourself. There are nine words in the box. Please find some of them out in the conversation, and then fill them in the blanks.‎ Three minutes later.‎ Check the answers together.‎ Step V Speaking i (2)‎ T: Read the example, A make request to B and B make apology to A. You are required to make three similar dialogs using the sentence pattern: “would you mind…?” You should choose a, b or c in the box on the right according to the scene. I will give you five minutes to prepare. Then perform it. OK?‎ Ss: OK. ‎ Five minutes later, ask some students perform their dialogs in front of the class. Give students more chances to speak in public.‎ A sample dialog:‎ A: Your room is too dirty.‎ ‎ Would you mind cleaning your room?‎ B: Sorry. I’ll do it in a minute.‎ Step VI Speaking ii (3) ‎ T: There are two groups of sentences. One group is about apologies, and the other group is about responses. First match each apology with the best response of part 3. Then practice them with your partner.‎ Three minutes later, ask some pairs to perform.‎ A sample:‎ A: I am sorry I didn’t call you last night.‎ B: Never mind. I guess you were busy.‎ Step VII Homework a. Make four sentences about apologies and responses.‎ b. Make four sentences about requests and responses.‎ The seventh period Reading ‎ Target language目标语言 ‎1. Words & phrases 生词和短语 traveling, tiring, as well, competition, Canadian, invent, college, Springfield‎ ‎College, indoor, even, score, put, well, basket, throw, court, follow, over, century, more and more ‎2. Key sentences 重点句子 That’s a lot of traveling.‎ But very tiring as well.‎ He invented an indoor game for his students so that they could play it even in bad weather.‎ You must follow the rules.‎ More and more people play basketball.‎ Ability goals 能力目标 Enable the students to talk about team games and racing.‎ Learning ability goals 学能目标 Help the students talk about team games and racing.‎ Teaching important and difficult points 教学重难点 ‎ Talking about team games and racing. ‎ Teaching aids教具准备 A multimedia.‎ Teaching procedures and ways 教学过程与方式 Step I Lead in ‎ T: Good morning, boys and girls. ‎ Ss: Good morning. Mr. / Ms…‎ T: Look at the picture on Page 13. Do you know the tall man?‎ S1: Yes. He is Yao Ming. He is very famous in China even in the world.‎ T: Right. There are many students like him in our class. Yao Ming’s fans are around the world. If you are a reporter and you have a chance to communicate with Yao Ming face to face. What do you want to ask him?‎ S2: I want to ask him what his dream is.‎ S3: I want to ask him how long he will play basketball in USA in the future.‎ S4: I want to know which pop star he likes best.‎ S5: I will ask him when he will marry.‎ T: Very interesting. If you want to know him better, you can find more information about Yao Ming. Now let’s read the conversation between Ming and Kangkang.‎ Step II Reading and speaking (‎1a, 1b)‎ T: OK. Now Kangkang has the chance to communicate with him. Read the conversation with your partner carefully and then complete the following chart on the slide. Three minutes are given.‎ Show the chart on the slide.‎ Time March June August Activity T: OK. Time is up. Have you got the answers? Volunteers?‎ S1: The first blank. Ming will take part in the games in France in March.‎ S2: The second blank. In June, he will be in Korea.‎ S3: The third blank. In August he will be in Russia. ‎ T: Good. Dose Ming like traveling?‎ S4: He likes traveling and he enjoying playing in different countries.‎ T: When did he start playing basketball?‎ S5: Ming starts playing basketball about seven years old.‎ T: You all got it. Are there some students who want to be a reporter in the future?‎ Ss: Yes.‎ T: Reporter is an exciting job. You can communicate with different people and many stars. Now role-play the conversation with your partner. If you have enough time, you can make another conversation. For example, you can communicate with Beckham, Zhou Jielun or Cai Yinlin. I’ll give you five minutes to prepare.‎ Five minutes later.‎ T: Are you ready?‎ Ss: Yes.‎ Ask some volunteers to present their conversation.‎ A sample conversation:‎ Zhang Ming: This year is important for you, isn’t it, Beckham?‎ Beckham: Yes, that’s right. In March I will go to Japan. In June, I will take part in the World Cup in Germany. Then I will have some advertisements to prepare.‎ Zhang Ming: that’s a lot of traveling.‎ Beckham: Yes, a lot. I like traveling, and my wife and children also like traveling.‎ Zhang Ming: When did you start playing football?‎ Beckham: When I was about 13 years old, I joined a football club in England.‎ Zhang Ming: You have a very exciting life now. ‎ Beckham: Exciting? Yes. But very tiring as well.‎ Step III Reading (2)‎ T: We talked many about basketball and basketball players. Do you know its history? Do you know who invent basketball game? ‎ Ss: No.‎ T: Do you want to know it?‎ Ss: Yes. ‎ T: Turn to Page 14, read the passage. Before you read it, read these questions. When you read it, find the answers.‎ Show the questions on the slide.‎ 1. What’s the national of James Naismith?‎ 2. When he invented basketball?‎ 3. What’s his job at that time?‎ 4. Do you know how to score in the game?‎ T: If you got the answers, tell your partner and check if your answer is right. After that, mark (T) for Ture and (F) for False.‎ Give students two minutes to finish it. Then ask students retell the passage, using the information showed on the slide.‎ Show the information on the slide.‎ James Naismith ‎1891‎ P.E. teacher Indoor game put the ball into the other side’s basket follow the rules more and more people play basketball Ask some volunteers to retell the passage.‎ Then let students pay attention to the important words invent, college, indoor, even, score, put… into, throw, court, follow, century, more and more. ‎ T: There are many surprises around us. Maybe one day you will invent something too. It needs our carefulness and imagination.‎ ‎ ‎ Step IV Homework (‎1c)‎ T: We have known Ming well through the conversation above. Suppose you are Ming. Write a passage introducing yourself. You can start the passage like following.‎ A sample passage:‎ My name is Ming. I’m a basketball player. I started playing basketball when I was about seven years old. I like it very much. This year is important for me. In March I will take part in the competition in France. In June I will be in Korea, and in August I will be in Russia. I like traveling very much. Now I have an exciting life, but very tiring as well.‎ The eighth period Reading and Grammar ‎ Target language目标语言 ‎1. Words & phrases 生词和短语 however, chips, tired, easily, active, mile, fresh, instead, instead of, build, build up, coach, runner, feeling ‎2. Key sentences 重点句子 I drink milk and eat fresh fruit and vegetables instead of chocolate.‎ Running and healthy eating help to build me up.‎ I have great fun running and I feel well and look fit.‎ Ability goals 能力目标 Enable the students to make requests and responses.‎ Learning ability goals 学能目标 Help the students review the grammar and useful expressions.‎ Teaching important and difficult points 教学重难点 ‎ Grasping the grammar. ‎ Teaching aids教具准备 A multimedia.‎ Teaching procedures and ways 教学过程与方式 Step I Lead in ‎ T: Good morning, boys and girls. ‎ Ss: Good morning. Mr. / Ms…‎ T: Today, Children worldwide are getting fatter at an alarming rate. In China, more and more parents are worried about their children’s weight. At the moment ten percent of all urban children in China are overweight. Why are there so many fat children?‎ S1: They eat too much sugary and fried foot ‎ S2: They are lack of physical activities.‎ S3: They drink too much soft drink.‎ S4: They eat too much before sleeping in the evening.‎ S5: They eat too much fast foot, such as KFC and Mcdonald's.‎ T: You are all right. There are many reasons result in children’s overweight. In a word, Experts say the two reasons for the increase in children's bodyweight are diet and lack of physical activity. An American expert predicts that 25% of all children in China will be overweight by 2010. How terrible. There is a boy, he was fat one year ago. Now, he is quiet health. Why? Let read a passage he wrote.‎ Step II Reading (‎1a, 1b, ‎1c)‎ T: Look at the picture. What’s he doing? ‎ Ss: He is running. ‎ T: Right. Now read the passage and answer the T or F questions on the slide.‎ Show the questions on the slide.‎ 1. He is 16-year-old.‎ 2. Running and healthy eating help to build me up.‎ 3. He loves chips and chocolate now.‎ 4. He runs everyday.‎ 5. In fact, he doesn’t like running.‎ Key: 1. F 2. T 3. F 4. T 5. F After they finished the exercise, check the answers together.‎ T: Now I’ll ask you some questions about your understanding. The first question: why did the boy start his running?‎ S1: One year ago, he was fat. When he saw some young men running in the part, they looked so fit ‎ and active. So he started running.‎ T: Very good. The second question: what kind of food did he have instead of chocolate?‎ S2: He drink milk and eat fresh fruit and vegetables.‎ T: Good. The last question: how does he feel now?‎ S3: I have great fun running and I feel well and look fit.‎ T: Good job. Taking exercises is the best way to lose weight. It can also help you keep fit. If you think you are fat, taking exercises. But you are young and you need all kinds of nourishment. Health is the most important. The boy changed a lot because of running. In a word, there are three aspects could be seen – looking, eating and feeling. Look at the chart on Page 15. Fill in the chart according to the passage.‎ Suggested answer:‎ before going running after going running looking fat health, fitter eating chips and chocolate milk, fresh fruit and vegetable feeling got tired easily happy Then let students pay attention to the words however, chip, tired, easily, active, fresh, instead of, coach, mile, build up, muscles.‎ Step III Listening (2)‎ T: Listening to the dialog carefully. Fill in the correct numbers in the brackets.‎ Play the recorder once. If necessary, play the recorder again.‎ Step IV Grammar (‎3a, 3b)‎ T: We have learnt how to make requests and responses. This period we will have a whole revision. Besides the sentences in the book, there are many others to make request. Look at these sentences on the slide.‎ Requests ‎ ‎1. Would you like to…?‎ ‎2. You will …, won’t you?‎ ‎3. Won’t you come…?‎ ‎4. May I …?‎ ‎5. Would it be all right if I …?‎ Responses: ‎ ‎1. Yes. I’d love to.‎ ‎2. With pleasure.‎ ‎3. I am afraid I can’t.‎ ‎4. Oh, what a pity. I’m going to…‎ ‎5. Of course. ‎ The students also have learnt how to make apology and responses. Show more sentences on the slide.‎ Apology:‎ ‎1. I’m sorry about / for…‎ ‎2. I’m sorry to…‎ ‎3. Excuse me for…‎ Responses:‎ ‎1. Not at all.‎ ‎2. That’s all right.‎ ‎3. That’s nothing.‎ Step V Pair work (3)‎ T: Make conversations with the useful expressions in the box. Practise the phrases and sentences. There is an example.‎ A sample conversation:‎ A: I’ m sorry for losing your book.‎ B: You are always so careless. It’s important for me.‎ A: Sorry. I’ll be careful next time.‎ B: Never mind. Be careful next time.‎ Step VI Homework (4)‎ T: We have read a passage about basketball. After class, you have a task to do. Find some information about table tennis. Find its history and finish the form below, then write a short passage. See you next class.‎ The sample: ‎ Time: during the 19th century Place: England ‎ Inventor: unknown Famous clubs: China’s National Team Popular players: Zhang Yining, Wang Liqin Table tennis was invented in England during the 19th century. It is unknown who invented the game. It was called indoor tennis at the beginning. An English manufacturer(制造商) of sporting goods, John Jacques, registered "Ping Pong" as a trade name in 1901. Table tennis became an Olympic sport in 1988, with singles and doubles competition for both men and women. China’s National Team is the most famous Team in the world and almost every Chinese could play it.‎ Teaching resources 教学资源库 语法点 will  1. 表示意志、意愿，有“愿、要”之意。例如： 1)  We will fight on until final victory is won. 2)  I will do my best to help you. 3)  She will not shove the heavy load on to others. 2. 在疑问句中用于第二人称，表示说话人向对方提出请求或询问对方的意思，有“你…..好吗、你愿…..”。例如： 1)  Will you help me with my work? 2)  Will you join our discussion? 3. 表示习惯、经常性、倾向性，有“惯于、总是”等意义。例如： Every morning he will have a walk along this river.‎ would 1. Will  的过去式，表示对过去时间的意志、意愿、决心，有“愿、要、偏要”的意思。例如： 1)  I promised that I would do my best. ‎ ‎2)  I told him not to go ,but he would not listen to me. 2. 表示请求或个人的想法、看法，使语气婉转，有“愿、倒”等意思，例如： 1)  Would you please take a seat? 2)  Would you mind opening the window? 3)  I would like to express my thanks to you. 3. 表示过去习惯性的动作，着重动作的重复，有“总是、总会”等意思。例如： On Sundays he would come to our village and work with us.‎ 注意：  　1）would like； Would like to do = want to 想要，为固定搭配。 　　 Would you like to go with me? 　2）Will you…?　Would you like…? 表示肯定含义的请求劝说时，疑问句中一般用some, 而不是any。 　　 Would you like some cake? 　3）否定结构中用will，一般不用would, won't you是一种委婉语气。 　　 Won't you sit down?‎ Yao‎ Ming If you were seven-foot-six-inch tall, that is two-point-two-six meters — what would you do for a living? If you can play basketball, and you are from China, and your name is Yao Ming, you might become the newest sports star in the National Basketball Association. Yao Ming is still working on his English skills. He usually has to speak to reporters and fans with the help of a translator. But he needs no help on the basketball court. In 2002, the Houston Rockets professional basketball team chose Yao Ming as the number one new player. The owner of the Rockets team said choosing Yao would be the biggest sports story of all time. The twenty-two-year-old Chinese man has become very popular with American basketball fans. He has become well known for his hard work and his efforts to improve. It has not been easy. Yao Ming is learning to play professional basketball, speak a new language and live in a new country. Yao Ming says he has just really started to learn. Yao Ming did not come to the United States by himself. His mother came with him. She cooks the foods he likes best — pork chops and chicken soup. Yao says this helps, but he still misses his home in China. Sports reporters and basketball fans ask him a lot of questions. He is quick to answer some of them. He likes American coffee very much. But he does not like huge amounts of vehicle traffic in the city where he lives, Houston‎, ‎Texas. Sports experts say Yao Ming will likely be chosen the best new basketball player of the year.‎ Unit 1 Playing sports Topic 2 Would you mind passing me some water? ‎ Section A The main activities are ‎1a, 2 and 3. 本课重点活动是‎1a, 2和3。‎ Ⅰ. Teaching aims and demands 教学目标 ‎1.Learn some useful words and expressions:‎ ill, fall ill, be glad to, mind, practice, far from, manage, myself, smoke, somewhere, make one’s bed, right away, loudly.‎ ‎2. Learn to make requests and responses:‎ ‎(1)—Could you please do me a favor?‎ ‎—Sure. What is it?‎ ‎(2)—Will you join us?[‎ ‎—I’d be glad to.‎ ‎(3)—Would you mind teaching me?‎ ‎—Not at all.‎ ‎(4)—Would you mind not smoking here?]‎ ‎—Sorry. I’ll go somewhere else.‎ Ⅱ. Teaching aids 教具 录音机/图片/小黑板/磁带 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间:15分钟)‎ ‎1. (复习be going to结构，导入新课。)‎ T: We have talked about sports. We all know, doing sports is good for our health, so we should do sports often. Are you going to make a sports plan for this month? Please talk about your sports plan with your partner, then report it to the class.‎ ‎(老师在教室内巡视，帮助同学们完成关于计划的讨论。)‎ S1: Which sport are you going to do?‎ S2: I am going to…‎ S3: …‎ T: Good! I want to make a sports plan, too. Who can help me? S4, can you help me?‎ S4: Of course.‎ T: Thanks a lot, you can do me a favor. What does the phrase “do me a favor” mean? Do you know? OK, I tell you. It means “help me”.‎ ‎(板书)‎ do sb. a favor=help sb. ‎ T: S5, can you do me a favor?‎ S5: Of course.‎ T: S6, could you please do me a favor?‎ S6: Of course. / Sure. What is it? (可帮助学生回答。)‎ ‎(板书)‎ Could you please do me a favor?‎ Sure. What is it?‎ ‎(可让学生们用该句型自由操练2-3分钟。)‎ ‎2. (导入“Would you mind doing sth.”句型。)‎ T: OK, stop here. You know there is going to be a basketball game next month. Would you like to join it? (问一名喜爱篮球但不擅长的同学。)‎ S7: I’d be glad to. But I am not good at it.‎ T: (找一名擅长篮球的同学指着S7问) Could you please do him a favor? Would you mind teaching him?‎ ‎(板书)‎ Would you mind doing sth.? ‎ S8: Not at all. (可帮助学生回答。)‎ ‎(板书)‎ not at all ‎(操练“Would you mind doing sth.”句型)‎ T: (指着一名学生的钢笔问) S9, I want to use your pen. Would you mind passing it to me?‎ S9: Not at all. Here you are!‎ T: (指着教室的门问) S10, it’s very hot in the classroom. Would you mind opening the door?‎ S10:Not at all. (学生去开门。)‎ T: (指着黑板问) S11, I want to write something on the blackboard. Would you mind cleaning ‎ it?‎ S11:Not at all. (学生去擦黑板。)‎ ‎(展示一幅一名学生卧病在床的图片。)‎ T: Look at the picture. This is Wang Tao. He is one of our basketball players in this game. What’s wrong with him? You can tell me in Chinese.‎ Ss: (病了)‎ T: Yes, he falls ill.‎ ‎(板书)‎ fall ill ‎ T: What a pity! Wang Tao fell ill. He can’t take part in the game. S12, could you please do us a favor? Would you mind joining us?‎ S12:Not at all. I can do it.‎ T: OK. Let’s go and practice after class.‎ ‎(板书解释并举例)‎ practice ‎ Step 2 Presentation 第二步 呈现(时间:5分钟)‎ ‎1. (让学生听‎1a录音，请同学回答问题。)‎ T: Please listen to the dialog in ‎1a, then answer the following questions:‎ ‎(1) What are they going to do this Sunday?‎ ‎(2) What’s wrong with one of Kangkang’s teammates?‎ ‎(3) What does Kangkang want Michael to do?‎ ‎(核对答案。)‎ ‎2. T: Now, listen and read after the tape, pay attention to your pronunciation, intonation and stress.‎ ‎3. (让学生进行角色表演，完成1b。)‎ T: Work in pairs to act the dialog out. After a while, I am going to ask some students to act it out to the class.‎ S1: …‎ S2: …‎ ‎(表演得好的学生，老师给予表扬。)‎ Step 3 Consolidation 第三步 巩固(时间:8分钟)‎ ‎1. (模仿‎1a，编对话。教师提前准备好小黑板，把重点短语写在上面，出示小黑板。)‎ T: Now please look at the small blackboard. There are some important phrases on it.‎ plant trees pick apples carry water for the granny clean the classroom You can use these phrases to make up some similar dialogs according to ‎1a. Work in pairs, please.‎ ‎(学生编对话时，教师在教室里巡视，如需要时，给予帮助。)‎ T: OK. Are you ready? Who wants to act out your dialog? Please come to the front.‎ ‎(请1-2组学生到台前表演，表演得好的给予表扬。)‎ ‎2. (让学生听‎1c录音，独立完成‎1c。)‎ T: Listen to the tape and fill in the blanks in ‎1c. Learn to make requests and responses.‎ ‎(学生可听两遍，听完后核对答案。学生在听的过程中，教师板书。)‎ Could you (please)…?‎ Will you…?‎ Would you mind…?‎ T: Now, make up a short dialog to make requests and responses, using some of these sentence patterns in the box. Then act it out.‎ ‎(学生准备对话。)‎ ‎(1)S3: Could you please do me a favor?‎ S4: Sure. What is it?‎ S3: Would you mind helping me carry the box?‎ S4: Not at all.‎ S3: Thanks a lot.‎ S4: That’s all right.‎ ‎(2)S5: Will you join us?‎ S6: I’d be glad to. Where shall we meet?‎ S5: At the school gate. Would you mind taking your camera?‎ S6: Of course not.‎ S5: It’s very nice of you.‎ S6: That’s all right.‎ ‎(教师对表现好的小组给予奖励。)‎ Step 4 Practice 第四步 练习(时间:12分钟)‎ ‎1. (1)(运用图片学习生词，并完成3。)‎ ‎(展示一幅首都体育馆的图片，图片上用汉语标注“首都体育馆”。)‎ T: Please look at this picture, what is it? It’s Capital Stadium.‎ ‎(板书)‎ Capital Stadium T: Boys and girls. Do you want to visit the Capital Stadium?‎ Ss: Yes, we do.‎ T: Do you know the way to the Capital Stadium?‎ Ss: Sorry, we don’t.‎ T: Oh. It doesn’t matter. You can ask others. But how to ask others? Who can tell me?‎ S1: Could you please tell me the way to the Capital Stadium?‎ S2: Would you mind telling me the way to the Capital Stadium?‎ S3: Will you please tell me the way to the Capital Stadium?‎ S4: Could you please do me a favor?‎ T: Well done! Please open your books and turn to page 10, finish activity 3 by yourselves. Then practice with your partner and act out the conversations.‎ ‎(在学生活动的过程中，老师板书出该部分没有呈现的生词。)‎ manage ‎ myself ‎ ‎(2)(学生完成后，核对答案。教师可以让学生根据此题中的几个句子来总结一下，有哪些句式可以用来提出要求，以及有哪些回答方式。)‎ ‎2. (巩固练习Would you mind doing sth. )‎ T: Look at Picture ‎1 in 2. What’s the man doing? ‎ Ss: He is smoking. (引导学生给出答案。)‎ ‎(板书)‎ smoke T: Would you mind not smoking in the hospital?‎ Ss: Of course not. / Sorry. I’ll go somewhere else.‎ ‎(用同样的方式引出新词和短语并板书。)‎ make one’s bed ‎ right away = at once ‎(让学生朗读对话，注意Would you mind doing…的否定形式及其回答方式。)‎ Step 5 Project 第五步 综合探究活动(时间:5分钟)‎ ‎(要求学生设计一个问路的情景，需用上do me a favor, far from, need to, had better, would you mind…?等。)‎ T: Suppose you are a stranger here. You want to go to the Capital Stadium to watch a soccer game. But you don’t know the way there, so you need some help. Please make a dialog about asking the way. In your dialog you should use the expressions“do me a favor, would you mind…? …”‎ S1: Could you please do me a favor?‎ S2: Sure, what’s it?‎ S1: I’m new here. I want to go to the Capital Stadium, would you mind telling me the way there?‎ S2: …‎ ‎…‎ ‎(教师巡视，必要时给予帮助。)‎ ‎(请1-2组同学表演，并鼓励表扬。)‎ 板书设计:‎ Could you please do me a favor?‎ Section A do sb. a favour=help sb Could you please do me a favour?‎ fall ill Sure. What’s it?‎ Capital Stadium Would you mind doing sth. …?‎ make one’s bed No at all. / Of course not.‎ right away=at once ‎ Section B The main activities are ‎1a, 2 and 3.重点活动是‎1a, 2和3。‎ Ⅰ. Teaching aims and demands 教学目标 ‎1. Learn some useful words and expressions:‎ careless, chance, fight, do one’s best, nothing, angry, serve, turn down, dirty, minute, in a minute, ready, at once, another.‎ ‎2. Learn the usage of “will” for intentions:‎ ‎(1)I’ll do it in a minute.‎ ‎(2)It’ll be ready soon.‎ ‎(3)I’ll do it at once.‎ ‎3. Learn to express complaints and apologies:‎ ‎(1)Blame others:‎ ‎1)You are always so careless!‎ ‎2)Shame on you!‎ ‎(2)Apologies and responses:‎ ‎1)—I am very sorry for what I said.‎ ‎—It’s nothing.‎ ‎2)—I’m sorry I’m late for class.‎ ‎—That’s OK. Please take a seat.‎ Ⅱ. Teaching aids 教具 录音机/图片/磁带 Ⅲ. Five-finger Teaching Plan 五指教学方案 ‎ Step 1 Review 第一步 复习(时间:5分钟)‎ ‎1. 方案一 ‎ ‎(让学生编对话请求别人做某事，复习Would you mind (not) doing sth?)‎ T: Practice and act out the conversations about asking others to do sth. in pairs. You should use the sentence patterns like “Would you mind (not) doing sth.?”, “Could / Would you please do sth.?” etc. Pay attention to how to answer these questions.‎ S1: Would you mind not making so much noise?‎ S2: I’m sorry about that. I won’t do it again.‎ S3: Would you please move your bike?‎ S4: OK.‎ S5: …‎ ‎2. 方案二 ‎ ‎(做一个游戏，练习Would you mind not doing…?的表达。)‎ T: Boys and girls. Let’s play a game to practice how to make requests. First, let’s divide our class into two teams. Then team 1 makes statements with target language, team 2 expresses ‎ the same meaning with opposite language. For example, team 1: “Would you mind coming to class early?” team 2: “Would you mind not coming to class late?” then team 2: “Would you mind not talking loudly?” team 1: “Would you mind talking softly?” Clear?‎ ‎(如果学生在接受教师指令时有困难，教师可在恰当的时候使用汉语进行表述。)‎ For example:‎ S6: Would you mind moving your bike?‎ S7: Would you mind not putting your bike here?‎ S8:Would you mind cleaning your room?‎ S9:Would you mind not making your room so dirty?‎ S10:…‎ ‎(可以让学生在练习时，适当地加入回答。)‎ Step 2 Presentation 第二步 呈现(时间:15分钟)‎ ‎1. (利用图片导入新单词)‎ T: Look at Picture 1. What happened?‎ Ss: He broke his bottle.‎ T: Yes. He isn’t careful. He is so careless.‎ ‎(板书并解释)‎ not careful=careless T: Look at Picture 2. What are they doing?‎ Ss: They are playing soccer.‎ T: Yes. Did the boy kick the ball in?‎ Ss: Yes, he did.‎ T: Well done! We can also say he got a goal.‎ ‎(板书并解释)‎ got a goal ‎ T: If he didn’t get the goal, he would miss a good chance.‎ ‎(板书并解释、领读。)‎ chance ‎ T: We have a lot of chances in our life. We should seize them. Do you understand?‎ Ss: Yes, we think so.‎ T: Look at Picture 3. What are they doing? ‎ Ss: They are fighting. (引导学生给出答案。)‎ T: Yes, they are fighting.‎ ‎(板书并解释)‎ fight ‎ T: Do you think it’s good or bad to fight with others?‎ Ss: It’s bad.‎ T: Right. Don’t fight with others. If you do that, please say sorry to him / her.‎ ‎(板书解释)‎ fight with sb.‎ say sorry to sb.‎ T: S1, did you fight with your friends?‎ S1: No. / Yes.‎ ‎(若回答Yes)‎ T: Who did you fight with? Would you mind saying sorry to him?(假设把与之闹矛盾的同学叫过来，用此机会让其和解。)‎ S1: I’m sorry.‎ S2: It’s nothing.(老师帮其回答。)‎ ‎(板书)‎ It’s nothing. ‎ T: Good, please shake hands.(让其握手。)‎ T: OK, look at Picture 4. What’s wrong with the boy?‎ Ss: He is angry. (帮助学生回答。同时做发怒、生气的表情。)‎ ‎(板书)‎ angry ‎ ‎2. (听‎1a录音，回答问题。)‎ T: Listen to ‎1a. Answer the following questions:‎ ‎(1) Did Michael miss a good chance?‎ ‎(2) Did Kangkang say sorry to Michael?‎ ‎(板书)‎ Shame on you!‎ do one’s best keep trying ‎3. T: Listen to ‎1a again and repeat, pay attention to the intonation, stress and pronunciation.‎ ‎(可让学生与录音机齐读或人机对话。)‎ Step 3 Consolidation 第三步 巩固(时间:8分钟)‎ ‎1. (让学生根据‎1a，完成1b。)‎ T: OK. Please read ‎1a again and fill in the blanks with the words in the box in 1b.‎ ‎(在学生独立完成1b的过程中，板书。)‎ be angry with sb. ‎ ‎2. (师生一起列出‎1a中的关键信息、词语，找学生讲述‎1a的故事。完成1b。)‎ Kangkang, Michael, careless, miss, shame, Maria, Jane, fight, say sorry to, win, be sure that, do better T: According to these key words, retell the story. ‎ S3: …‎ ‎(如果学生能力较强，也可以让他们以Kangkang或者Michael的角度来讲故事。)‎ Step 4 Practice 第四步 练习(时间:10分钟)‎ ‎1. (通过复习Would you mind doing sth.?学习生词。)‎ ‎(教师把录音机调到最大音量，指着录音机问。)‎ T: Boys and girls. Do you think the recorder speaks too loudly?‎ Ss: Yes, it’s so loud.‎ T: S1, would you mind turning it down?(老师边说边演示，并让S1把录音机音量调小。)‎ S1: OK.(去调音量。)‎ T: Well done! It’s quiet now. But can you hear clearly?(老师做动作表示没有听清楚。)‎ Ss: No, we can’t.‎ T: (教师把录音机声音调适中。)Can you hear clearly now?‎ Ss: Yes, we can hear clearly.‎ ‎(板书)‎ turn down clearly T: (老师指着教室内地板上脏的地方问) Is it clean here?‎ Ss: No, it isn’t.‎ T: Yes, it’s too dirty. S2, would you mind cleaning it right away? (让学生立即扫干净，同时解释。) “right away” means “at once”.‎ ‎(板书并解释)‎ dirty right away=at once ‎(展示一幅在饭店里，一名服务员正在上菜的图片。)‎ T: What’s the boy doing? He is serving the food.‎ ‎(板书并解释)‎ serve ‎ ‎(教师可用书本当盘子演示上菜的动作。)[‎ ‎ T: Would you mind severing the food quickly?‎ Ss: It will be ready soon.(引导学生回答。)‎ ‎(板书并解释)‎ ready ‎(给学生1-2分钟熟读生词和短语。)‎ ‎2. (打开第12页的2完成2。)‎ T: Open your books, turn to page 12. Complete the short conversations with the phrases in the box, then practice in pairs.‎ For example:‎ S1: You kept me waiting so long. Would you mind serving the food quickly?‎ S2: Sorry. It’ll be ready soon.‎ ‎(请4组同学到台前表演。)‎ ‎3. (自主学习，把3中的道歉语与应答语连线，使内容匹配。)‎ T: If we do something wrong, what should we say? How to express our apologies?‎ Ss: We can say (I’m sorry).‎ T: Right. And their responses?‎ S: …‎ ‎(可以让学生自由说他们认为可以回答Sorry的话，然后老师给予总结，补充。)‎ T: OK. Now look at 3 Work alone. Please match each apology with the best response.‎ ‎(核对答案。)‎ ‎ Step 5 Project 第五步 综合探究活动(时间:7分钟)‎ ‎1. (让学生设计一个情景或短剧，要求剧中要出现有关问题、抱怨、道歉和应答的语句。)‎ T: Discuss in groups. Please make a short play about problems, complaints, apologies and responses. You should use the expressions we have learned in these two days.‎ For example:‎ One student made the other student wait for a long time, or lost other’s books and so on.‎ ‎(教师应查看各组，必要时给予帮助。)‎ ‎(每组选派学生到前面表演短剧。)‎ ‎2. (让学生写一些有关警示人们在公共场所应遵守公共道德的标语。)‎ T: Now, Please write some sentences in order to tell people not to break the rules of the public.‎ For example:‎ Would you mind keeping your voice down?‎ No smoking!‎ ‎(此环节学生可能会感觉不会用英语流利地表达自己想说的话，此时可借助于词典。如时间不允许，可留为作业。)‎ 板书设计:‎ Could you please do me a favor?‎ Section B not careful=careless be angry with sb.‎ got a goal turn down fight with sb. right away= at once say sorry to sb. ‎ It’s nothing. ‎ shame on you ‎ do one’s best keep trying Section C The main activities are ‎1a and 2. 本课重点活动是‎1a和2。‎ Ⅰ. Teaching aims and demands 教学目标 ‎1. Learn some useful words and expressions:‎ Russia‎, as well, competition, college, invent, even, score, into, side, basket, throw, follow, century, more and more ‎2. Learn about basketball.‎ ‎3. Go on learning “making requests and responses”.‎ Ⅱ. Teaching aids 教具 录音机/图片/磁带 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间:5分钟)‎ ‎1. (检查上节课作业，选若干份点评，点评时尽量用上Section B的一些词汇及短语。)‎ T: Do your best, please. / You should not be careless. / Keep trying. / I believe you will do better next time! /…‎ ‎2. (分组表演关于道歉和答语的对话，老师可给同学们一些提示语，让学生自行组织对话。)‎ For example:‎ ‎(1) didn’t clean the blackboard ‎(2) smoking here ‎(3) drawing on the blackboard ‎(4) fight with…‎ ‎(5) sing in the classroom S1: I’m sorry I didn’t clean the classroom.‎ S2: Never mind.‎ S3: …‎ ‎3. (教师展示图片复习以前所学的有关国家的单词。)‎ ‎ 第一组图片：‎ ‎ China, Japan, America…等国家的版图 T: What country is it?‎ Ss: It’s China / Japan / America…‎ 第二组图片：‎ France, Korea, Russia, Canada四国的版图 ‎(老师展示图片，让学生问，老师来答。)‎ S1: Which country is it?‎ T: It’s France.‎ ‎…‎ ‎(逐幅展示，每展示一幅，板书一个单词。)‎ France‎, Korea, Russia, ‎Canada T: (最后展示Canada版图)‎ Boys and girls. What do we call the people that live in Canada. Do you know?‎ Ss: Canadian.(帮助学生回答。)‎ ‎4. (通过让同学们陈述下个假期的旅游计划，导入新课。)‎ T: (找一个经常外出旅游的同学问) S1, Could you tell me your plans for next holiday?‎ S1: I will visit…‎ T: Great! You are going to many places, right?‎ S1: Yes.‎ T: Oh, That’s a lot of traveling, I think that must be exciting.‎ ‎(板书)‎ traveling ‎ exciting ‎ ‎(给学生1-2分钟熟读生词。)‎ Step 2 Presentation 第二步 呈现(时间:10分钟)‎ ‎1. (让学生听‎1a录音，并回答下列问题。)‎ T: Kangkang is a reporter. He is making an interview. Listen to the tape in ‎1a and find out the answers to these questions:‎ ‎(1)Where is Ming going in March / June / August?‎ ‎(2)Does he enjoy playing basketball in different countries?‎ Ss: …‎ T: Open your books, listen to ‎1a again and repeat.‎ ‎(在同学们跟读的同时，板书‎1a中尚未导出的生词和短语，并用英文解释，必要时可用 汉语表述。)‎ tiring ‎ as well ‎ ‎2. (将学生分成两人一组，练习‎1a对话，选两组同学到讲台前表演。)‎ T: OK, I’d like to ask two groups of students to act out the dialog.‎ Step 3 Consolidation 第三步 巩固(时间:10分钟)‎ ‎1. (设情景剧，巩固‎1a。)‎ T: Suppose you are a reporter. You are interviewing the sportman, Liu Xiang. Please make a dialog with your partner.‎ For example:‎ S1: Nice to meet you!‎ S2: Nice to meet you!‎ S1: Could you please tell me your plans for this year?‎ S2: Sure, …‎ S1: …‎ ‎2. (让学生再读‎1a，独立完成1b。)‎ T:Read the dialog in ‎1a again, complete the chart according to ‎1a by yourself.‎ ‎3. (让学生独立完成‎1c。)‎ T: Suppose you are Ming and try to write a passage to introduce yourself. Pay attention to the new word “competition”. Then read it by yourself.‎ ‎(板书并尽量用英文解释。)‎ competition ‎4. (根据‎1c内容，让同学们写一篇关于Ming的报道。)‎ T: Suppose you are Kangkang, and you interviewed the sportman, Ming. Please write a report about your interview. Then report it in class.‎ For example:‎ S1: I interviewed the famous sportman, Ming. Here is the report:‎ ‎ Ming is a basketball player. He started playing when he was young. He enjoys playing in different countries and he has a lot of traveling. He has a very exciting life, but very tiring as well…‎ ‎(请2-3名学生读报道。)‎ Step 4 Practice 第四步 练习(时间:15分钟)‎ ‎1. (通过谈论对运动项目的爱好，导入2。)‎ ‎ T: We talked about many sports. Which sport do you like best?‎ Ss:I like…best.‎ T: (老师找一名平时喜爱篮球运动的同学。) S1, do you like playing basketball?‎ S1:Yes, I like it very much.‎ T: OK, boys and girls. I think many students like playing basketball. But do you know who invented basketball?‎ ‎(板书并解释)‎ invent ‎ Ss: No, we don’t.‎ T: OK. I’ll tell you. It’s James Naismith. Now, let’s talk about him. James Naismith was a Canadian. He invented basketball in 1891. At that time, he was a P.E teacher at Springfield‎ ‎College in the U.S.A. .‎ ‎(板书并解释)‎ Springfield‎ ‎College‎ ‎ T: At first, people couldn’t play basketball outside if the weather was bad. So he invented an indoor game for his students. What does “indoor” mean? Can you guess?‎ ‎(引导学生根据词形猜出词义可比较“outside”与“inside”)‎ Ss: Yes.‎ ‎(板书)‎ indoor T: After he invented the indoor game, his students could play it even in bad weather.‎ ‎(板书)‎ even ‎ T: OK, Please open your books, turn to page 14. Read the first paragraph, then retell it. I will give you the key words.‎ ‎(板书)‎ Canadian, invented, P.E. teacher, indoor game, so that, even, bad weather ‎(鼓励同学自愿到讲台上复述，不必逐词逐句，说出大概意思即可，注意提示复述时的时 态。)‎ ‎2. (利用简笔试画出2中的第二段描述的场景。)‎ T: Boys and girls, in the first paragraph, we knew James Naismith invented basketball. But do you know how to score in the game? Now, close your books and listen to me.‎ ‎(尽量用英文解释并板书。)‎ score ‎ T: In the soccer game, if you kick a ball in, we say you get a goal. But in the basketball game, we say you get a score. ‎ T: (老师边说边画简笔画，先画一个篮球场。)Look at the picture, This is a basketball court.(再画篮球架和篮筐，手指篮筐)And this is a basket.‎ ‎(板书)‎ court basket T:(把球场从中间划分开) We all know, a court has two parts. This is one side, and this is the other side.‎ ‎(板书)‎ side ‎ T:If you want to score in the game. You should put the ball into the other side’s basket.‎ ‎(老师在叙述的同时画一个球员正把球投进篮筐，并做出一个投篮的动作。)‎ I am throwing the ball.‎ ‎(板书)‎ put…into ‎ throw ‎ T: (让所有同学跟老师做投篮动作。)Boys and girls, do the action following me. Throw! Throw! Throw! Good, when you throw the ball, you can stand at any part of the court, you can throw it with one hand or both hands. But you must follow the rules.‎ ‎(板书)‎ follow ‎ T: Now, open your book! Read the first and second paragraphs, then answer the following questions.‎ ‎ (1)When did James Naismith invent basketball?‎ ‎ (2)How to score in the game?‎ ‎(两分钟后核对答案。)‎ T:Boys and girls, We all know basketball was invented in 1891. How long is it since it was invented? Please tell me.‎ S2: About 116 years.‎ T:Right. It is over a century. A century is one hundred years. ‎ ‎(板书)‎ a century = one hundred years ‎3. (让学生们读两遍短文，完成文后习题。并核对答案。)‎ T: Read the passage twice. Mark the following statements True (T) or False (F) in 2.‎ Step 5 Project 第五步 综合探究活动(时间:5分钟)‎ ‎1. (根据2，分小组讨论关于篮球的知识，让学生完成下列表格。)‎ ‎ (板书表格)‎ Who invented When invented How many players in each team Your favorite basketball player About NBA About CBA ‎2. (欣赏3，在音乐中结束本课。)‎ 板书设计:‎ Could you please do me a favor?‎ Section C as well That’s a lot of traveling.‎ put…into He invented an indoor game for his students so a century=one hundred years that they could play it even in bad weather.‎ follow the rules Section D The main activities are ‎1a and 4. 本课重点活动是‎1a和4。‎ Ⅰ. Teaching aims and demands 教学目标 ‎1. Learn some useful words and expressions:‎ however, chocolate, tired, mile, fresh, fruit, instead, instead of, habit, build, build up, feel,‎ ‎ become, feeling.‎ ‎2. Review the Simple Present Tense and the Simple Future Tense.‎ ‎3. Teach the students how to exercise and keep healthy.‎ Ⅱ. Teaching aids 教具 录音机/小黑板/磁带 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间:7分钟)‎ ‎1. (让几名学生说出他们最喜欢的篮球运动员。)‎ T: Please talk about your favorite basketball player.‎ S1:My favorite basketball player is Michael Jordan. He is from America.‎ S2:My favorite basketball player is Yi Jianlian. He is playing for Shanghai Team.‎ S3: My favorite basketball player is Yao Ming. He is very tall and playing for Houston Rockets in the NBA.‎ S4: …‎ ‎2. (让几名学生介绍他们通常是怎样锻炼身体的。)‎ T: I’ll ask several students to introduce which sport he usually does and the reason why he likes it.‎ S5: I usually do morning exercise, because it makes me strong.‎ S6: I like running because it is good for my legs, heart, and lungs.‎ S7: I like walking after meals. It can help me to relax. I think it’s a good way to keep fit.‎ S8: …‎ Step 2 Presentation 第二步 呈现(时间:12分钟)‎ ‎1. (调查同学们的日常饮食，引入新课，导出生词和短语。)‎ T: Boys and girls, what do you usually like to eat and drink? Write them on a piece of paper, then hand it in. You can write like this:‎ ‎(板书)‎ food vegetables fruits T: (根据调查情况，找一名较胖但平时很少参加体育锻炼的同学进行提问。) S9, what do you usually like to eat?‎ S9: I like eating meat.‎ T: I see. Do you often do exercise?‎ S9: No, seldom.‎ T: So do you often get tired easily?‎ S9: Yes, I do.‎ ‎(谢谢学生的配合并板书)‎ get tired easily ‎ T: Boys and girls, eating too much meat makes us become fat easily, and it is also not good for our health. So we should eat it less. Do you think so? Here “become” means “be”.‎ ‎(板书)‎ become ‎ ‎ (老师可试问学生，活跃课堂气氛)‎ T: Now, I will tell you another two kinds of food that can also make us become fat easily. They ‎ are chips and chocolate.‎ ‎(板书)‎ chips ‎ chocolate ‎ T: If we eat much chips and chocolate, we will become fat easily. If we become fat, we’ll feel tired easily. So we should eat more vegetables and fresh fruits instead of chips and chocolate. Do you understand?‎ ‎(板书)‎ fresh ‎ instead of ‎ Ss:Yes, we do.‎ T: S9, what do you prefer from now on, vegetables, fresh fruits or chips and chocolate?‎ S9: Vegetables and fresh fruits.‎ T: Why?‎ S9: Because I want to become thin and healthy.‎ T: Good, and you should enjoy running as well. Now, let’ share a 15-year-old boy’s experience. First, listen to the tape in ‎1a. Then answer the following questions:‎ ‎(1)Why did the boy start running?‎ ‎(2)What kind of food does he eat now instead of chips and chocolate?‎ ‎ (核对答案。)‎ T: Listen again. Pay attention to the intonation, stress and the pronunciation.‎ ‎2. (让学生自读课文两遍，画出未呈现的生词和短语，试思考下列问题。)‎ ‎(出示小黑板。)‎ ‎(1)What did the boy love to eat one year ago?‎ ‎(2)What’s his favorite sport now?‎ ‎(3)How does he feel now?‎ ‎(4)What do you learn from this passage?‎ ‎(在学生自读的过程中，老师板书尚未呈现的生词和短语。)‎ however mile build build up feeling ‎ ‎(2-3分钟后，核对答案解释并领读生词。)‎ Step 3 Consolidation 第三步 巩固(时间:10分钟)‎ ‎1. (根据‎1a让学生独立完成1b。)‎ T: Finish 1b by yourself according to ‎1a.‎ ‎(老师与学生核对答案并解释。)‎ ‎2. (让学生试找出关键词，并请学生复述‎1a，提示也可用第三人称改写该文。)‎ ‎ (出示小黑板。)‎ ‎15-year-old, however, fat, love, tired easily, start running, every morning, eat fresh fruit, instead of, build…up, feel T: According to the key words, retell the passage in ‎1a.‎ ‎(老师在同学们自己试着复述或改写的同时，在教室内巡视，随时帮助有疑难的同学，提示同学们不要逐词逐句地背诵，要试着用自己的语言复述。)‎ For example:‎ ‎ The quite healthy boy is 15 years old. However, one year ago, he was fat, because he loved chips and chocolate. One day, he found running could keep people fit and healthy. So he started running…‎ ‎3. (引导学生试将‎1a内容改为一篇关于采访的对话。)‎ T: Suppose you are a reporter, you want to know how the boy gets so fit. Please make an interview dialog.‎ For example:‎ S1: Nice to meet you!‎ Boy: Nice to meet you, too!‎ S1: You look so active, could you please tell me what make you so fit and healthy?‎ Boy: Running and healthy eating.‎ S1: When did you begin running?‎ Boy: …‎ S1: What do you usually eat and drink?‎ Boy: …‎ ‎…‎ Step 4 Practice 第四步 练习(时间:10分钟)‎ ‎1. (让学生听2两遍后完成2。核对答案。)‎ T: Now, please look at 2. Listen to the tape carefully and fill in the correct numbers in the brackets.‎ ‎(再放一遍录音，边停顿边让学生跟读。)‎ ‎2. Review the Simple Present Tense and the Simple Future Tense.‎ ‎ 通过游戏练习一般现在时和一般将来时，游戏规则如下：‎ ‎ 把全班同学分成两组(若班级人数多，可先让一半同学参与)，排成两路纵队，当老师给出一个提示词时，第一组的第一个同学要快速用一般现在时说出一个句子；随后，第二组的第一个同学快速用一般将来时说出该句，(表示一般现在时和一般将来时的时间状语由同学自己加上)；接着，老师给出第二个提示词，这次，由第二组的第二个同学用一般现在时说出一个句子，随后，第一组的第二个同学要用一般将来时说出该句。以此轮流用一般现在时和一般将来时造句。说正确的同学坐回原位，而说错的同学自觉站到队尾，以示惩罚，最先全部回座位的一组为获胜组。）‎ For example:‎ T: Do my homework.‎ Group 1. S1: I often do my homework in the classroom.‎ Group 2. S1: I will do my homework at once.‎ T: Clean the classroom.‎ Group 2. S2: He cleans our classroom every day.‎ Group 1. S2: He will clean our classroom in a minute.‎ ‎…‎ ‎(注：最好把学生按英语水平均匀分布在两个组里。)‎ ‎3. (听‎3a录音后，练习重点句型Would you mind doing…) Go through the Grammar focus and review how to make requests and responses, practice in pairs with “Would you mind doing something?”.‎ S1: Would you mind giving your books?‎ S2: OK, I’ll give it to you. Would you mind lending me your ruler?‎ S1: …‎ ‎(叫一名学生做动作，大家提问，他 / 她回答。)‎ S3: (洗脸的动作)‎ S4: Would you mind washing your face?‎ S3: OK. I’ll do it soon.‎ S5: (关门的动作)‎ S6: Would you mind closing the door?‎ S5: OK. I’ll do it right now.‎ S7: (浇花的动作)‎ S8: Would you mind watering the flowers?‎ S7: OK. I’ll do it at once.‎ S9: (擦黑板的动作)‎ S10: Would you mind…‎ ‎…‎ ‎4. Review and summarize the useful expressions in this topic.‎ ‎(给同学们3-5分钟，找出本话题出现的重要的表达，必要的话让部分学生到黑板上写出，不允许看3b的内容。然后听3b录音，解释并引导学生使用3b内的短语和句子。)‎ Step 5 Project 第五步 综合探究活动(时间:6分钟)‎ ‎1. Write a passage to introduce your health condition and make an exercise plan.‎ ‎ You can begin like this:‎ ‎ I am quite healthy now. Because I often have healthy food and drink, such as milk, vegetables and fresh fruit. I often run in the morning. Now, I make an exercise plan for myself. I am going to…‎ ‎2. (让学生讨论完成4。如不能完成，则课下找资料来完成。)‎ 板书设计：‎ Could you please do me a favor?‎ Section D get tired easily Could you please do me a favour?‎ instead of Would you mind not smoking here?‎ a 15-year-old boy I’ll go somewhere else.‎ build up I’ll be there soon.‎ ‎ I’m sorry for losing your book.‎ ‎ Never mind.‎