-
Unit 1
Playing
Sports
Topic 1
Are you going to play basketball?
Section A
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 new words and phrases:
almost,
against,
term,
cheer,
cheer
…
on,
team,
win,
row,
quite,
bit,
quite
a
bit
/
a
lot,
join,
club,
skate,
volleyball, tennis, table tennis
2. Learn some useful sentences:
(1)I saw you play basketball almost
every day during the summer holidays.
(2)Would you like to come and cheer us
on?
3. Learn the future tense with
be going to
:
(1)We are going to have a basketball
game against Class Three on Sunday.
(2)Are you going to join the school
rowing club?
4. Talk about preferences:
—
Which sport do you prefer,
cycling or rowing?
—
I prefer
rowing.
5. Talk about sports and games.
Ⅱ
. Teaching aids
教具
图片
/
海报
/
教学挂图
/
录音机
/
小黑板
< br>
Ⅲ
. Five-finger Teaching
Plan
五指教学方案
Step
1
Review
第一步
复
习
(
时间
:7
分钟
)
复习学过的运动项目名称，引出生词。
1. (
展示一些有关运动的图片，并通过师生对话，引出新的
运动项目名称。
)
T:
Welcome back to school, boys and girls.
The new term begins. This is our first English
lesson this term. Did
you enjoy
yourselves during your summer holidays?
What did you do during your holidays? Did you do
sports during your summer holidays?
Ss:
…
(
板书并要求学生掌握。
)
ter
m
T: We all
know doing sports is good for our health. Now
let
’
s review some sports and
learn some new ones.
(
展示学生在打篮球的图片。
)
T:
Look at the picture. Do
you know what they are doing?
S
1
, please.
S
1
:
They are playing basketball.
T:
Do you like playing
basketball?
S
1
:
Yes, I do. / No, I
don
’
t.
T:
How many players are there in the
basketball team?
1
(
板书并要求学生掌握。
)
team
S
1
:
There are five players.
(
展示学生在打排球的图片。
)
T:
What are they doing?
S
2
, do you know?
S
2
: They are
playing volleyball.
(
教师帮助该生回答。
)
(
板书并要求学生掌握。
)
volleyball
(
用同样的方式引出生词
cycle,
row, skate, tennis, table tennis,
ski
。
)
(
板书，并让学生跟读，要求学生理解
cycle,
ski
；掌握
row, skate, tennis,
table tennis
。
)
cycle, row, skate, tennis, table
tennis, ski
2.
(
用黑板上有关运动的生词操练，导出
prefer
的用法。
)
T:
Which sport do you like better, cycling
or rowing?
S
3
:
Rowing.
T:
Good! The phrase
“
like
…
better
”
means
“
prefer
”
.
(
板书并要求学生理解。
)
prefer
T:
S
4
, which sport
do you prefer, basketball or soccer?
S
4
: I prefer
basketball.
…
Step 2
Presentation
第二步
呈现
(
时间
:10
分钟
)
通过师生对话，呈现
1a
中部分生词及
功能句，并使学生初步掌握
be going
to
句型。
1.
(
利用
plan to do
sth.
，导入“
be going
to+do
”结构。
)
T:
I
’
m very glad you all like
doing sports and know a lot about them. Do you
want to play
volleyball
tomorrow afternoon? S
1,
please.
S
1
:
Yes, I do.
T:
So you plan to play volleyball tomorrow
afternoon, right?
S
1
:
Yes.
T:
OK.
When we plan to do something, we can say we are
going to do something.
(
板书，学习新语法。
)
be going to do sth.
T:
When I tell you my plan, you retell it
with
be going to
. OK, boys
and girls?
Ss: OK.
T:
I plan to go out for dinner tonight.
S
2
, please.
S
2
: You are going
to go out for dinner tonight.
T:
I plan to climb mountains tomorrow.
S
3
, please.
S
3
: You are going
to climb mountains tomorrow.
T:
Good! When we express something that is
going to happen or we plan to do something, we
can
use
going to
.
2.
(
教师让几个学生说说明天户外活动的打算，并引出
be
going to
结构的一般疑问句式，过渡到
1a
。
)
T:
OK,
S
4
, please tell me what you
plan to do tomorrow afternoon.
S
4
:
I
’
m going to swim
with my brother tomorrow afternoon.
T:
Are you going to swim?
S
4
:
Yes, I am.
(
板书，学习新句型。
)
2
be
—
Are you going to swim?
—
Yes, I am.
(
教师视学生掌握的情况来决定是否要进行更多的操练。
)
3.
(
展示一幅即将进行篮球赛的海报，引出单词
against,
cheer
和短语
cheer
…
on
。
)
T:
Now look at the poster.
Here is the news. Our class is going to have a
against Class 3 at 5:00 this afternoon.
Would you like to cheer them on?
Ss:Yes, we
’
d love
to./I
’
d love to.
(
板书，让学生猜词义，并要求掌握。
)
against, cheer, cheer ... on
(
出示教学挂图，让学生看图片猜测对话内容，导入
1a
。
)
T:
Look
at
this
picture.
They
are
Kangkang
and
Michael.
What
are
they
Can you
guess? Please listen to 1a and then answer the
following questions.
(
出示小黑板。
)
(1) Which class is
Michael
’
s class going to
play against?
(2) Is Kangkang going to
cheer them on?
(
听后核对答案。
)
4. (
学生朗读
1a
，画出疑难点和关键词，然后教师解释疑难点。
)
(
出示小黑板，领读关键词；解释并要求学生掌握
almost<
/p>
和
win
。
)
basketball
—
saw
—
play
—
alm
ost
—
every
day
—
against
—
S
unday
—
game
—
term
—
come
—
cheer
…
on
—
I
’
d
love to
—
hope
—
win
Step 3
Consolidation
第三步
巩固
(
时间
:10
分钟
)
创设情景，编对话，在真实的语境中培养学生口头交流能力。
1.
(
根据小黑板上的关键词，分角色表演对话。
)
T:
OK. Now you can use the
key words above to act out the dialog in roles.
2.
(
教师引导学生，通过讨论新学期的计划来操练
be
going to+do
句型。
)
(
教师先做示范，然后让学生两人一组练习。
)
T: S
1
, what are
you going to do this term?
S
1
:
I
’
m going to
learn English better.
T:
What about you,
S
2
?
S
2
:
I
’
m going to
study math hard.
T:
Oh,
it
’
s a good plan.
S
3
, do you know what your
partner is going to do?
S
3
:
Yes. He is going to learn rowing.
T:
Discuss with your partner
what you are going to do this term.
3.
(
创设情景，依据
1a
编对话，巩固<
/p>
1a
及
be going to+do<
/p>
句型，完成
1b
。
)
T:
Just
now
you
talked
about
your
plans
for
this
term.
Now
suppose
you
meet
your
classmate
on
the
playground and you want
to talk about your plans for this week. Please
make a similar conversation with
your
partner according to 1a. You can use the key words
on the blackboard.
(
板书
)
be going to, play,
I
’
m afraid, homework,
summer, play against, I hope
(
学生两人一组编对话，教师进行鼓励启发，必要时应给予帮助。
)
Example:
S
4
:
Hi, S
5
.
S
5
:
Hi, S
4
. I am
going to play
…
Are you
going to play with us?
S
4
:
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.
3
basketball
game
talking
about?
S
5
: Yes. You know
I am going to play in the
…
game against Class 2 this Saturday. Would you like
to come and
cheer us on?
S
4
:
Of
course. I
’
d love to. And I
hope you will win.
(
让几组学生到教室前面表演类似的对话，评出最佳表演组及最佳演员等。
)
(
教师出示
2
中运动项目的图片，引导学生巩固
be going to +
do
句型，使他们熟练掌握其用法，并自然
过渡到
2
。
)
Step 4
Practice
第四步
练
习
(
时间
:10
分钟
)
完成
2
和
3
，培养学生听说能力，并通过
大量操练，使他们熟练运用含有
be going to
的一般
疑问句及掌握
prefer
的用法。
1. (
通过看图片，练习
be
going to
的用法，导入
2
。<
/p>
)
T: Look at the pictures,
what are they going to do?
Ss:
(Picture 1) They are going to go
skating.
(Picture 2) They are going to
go skiing.
…
T:
Which sport do you prefer,
…
or
…
?
S
1
:
I
prefer
…
T: What
about you, S
2
?
S
2
:
I
prefer
…
T:
S
3
, do you often go
swimming?
S
3
:
Yes, very often.
T:
Good. You can also say
“
quite a lot/a
bit
”
.
“
Do you often go
swimming?
”
means
“
Do you go swimming
much?
”
(
板书，并领读，要求学生掌握
quite,
bit
和
quite a lot/a
bit
。
)
quite, bit
very often = quite a lot/a bit
I go swimming very often.= I go
swimming much.
T:
S
4
, do you go
rowing much?
S
4
:
Yes, quite a lot/a bit.
T:
S
5
, do you go
skiing much?
S
5
:
Yes, quite a lot / a bit.(
肯
)
S
6
:
No, seldom.(
否
)
T:
Oh, you
don
’
t like sports. It
isn
’
t good. I think you
should join a sports club, and maybe you will like
sports
there.
(
板书
，教学生词，并要求学生掌握。
)
join, club
T:
Discuss with your partner
which sports club you would like to join.
S
7
: I am going to
join the school rowing club.
S
8
:
…
(
学生两
人一组完成
2
，
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. (
让学生听
3
< br>录音，并完成
3
。
)
T: Michael and Kangkang like doing
sports a lot. Do you want to know what sports they
often do on weekends?
Listen to the
tape, then fill in the chart in 3.
(
再放录音
3
，核对答案。
)
3. (
做一个运用“
be
going to+do
”句型的游戏。
)
< br>(
挑选若干学生上台，
做关于运动的动作，
该动作要能使同学们明白并成功猜出运动名称。
猜到的同学要
4
用
be going
to+do
询问做动作的同学，以证实自己的猜测是否正确。
)
T: Please do an action about your
favorite sport.
(S
10
< br>表演一个动作。
)
S
9
:
Are you going to play basketball?
S
10
: No,
I
’
m not.
S
9
:
Are you going to play volleyball?
S
10
: Yes, I am.
…
(
让学生尽量多表演动作。
)
Step 5
Project
第五步
综
合探究活动
(
时间
:8
分钟
)
通过作报告和写句子，培养学生综合运用本课
所学语法及重要句型的能力。
1.
(
小组活动，在小组中做采访并向全班同学作报告。
)
T: Work in groups. Ask your partner the
following questions, then give a report to your
classmates.
(1)Which
sport
do
you
prefer,
…
or
…
?
(2)Do you
…
much?
(3)Are
you
going
to
…
next week?
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：
Are you
going to play basketball?
Section A
prefer
be going to + do sth.
cheer
…
on
We are going to have a basketball game
against Class Three on Sunday.
quite a
bit / a lot
Which sport do
you prefer, cycling or rowing?
I
prefer rowing.
Are you going
to join the school rowing club?
Yes, I am./No,
I
’
m not.
I
’
m going to
…
Section
B
The main activities are 1a
and 2a.
本课重点活动是
1a
和
2a
。
Ⅰ
. Teaching aims and demands
教学目标
1. Learn
some new words and phrases:
dream,
grow, grow up, future, in the future, job, active,
break, record, gold, give up, shame, single
2. Go on learning the future tense with
be going to
:
—
What are you going to be
when you grow up?
—
I
’
m
going to be a dancer.
3. Talk about the
favorite sports and players:
(1)
—
What
’
s your
favorite sport, Maria?
—
Basketball, of course.
(2)
—
Who
’
s your favorite player?
—
LeBron James. /
I like Yao Ming best.
Ⅱ
.
Teaching aids
教具
5
图片
/
小
黑板
/
录音机
Ⅲ
. Five-finger Teaching Plan
五指教学方案
Step 1
Review
第一步
复
习
(
时间
:8
分钟
)
通过谈论喜爱的运动项目及新学期的计划，导入新课。
1. (
学生在小组内进行链式对话，讨论他们所喜爱的运动项
目，注意使用
prefer
。
)
T:
I
know many students like sports. Please discuss in
groups which sport your partners prefer. You can
begin
like this:
S
1
, which sport do you
prefer, skiing or rowing?
S
1
:
I
prefer rowing. S
2
, which
sport do you prefer, cycling or skating?
S
2
:
I
prefer
…
What about you,
S
3
?
S
3
:
I
prefer
…
S
4
, which sport do you
prefer, volleyball or soccer?
S
4
:
I
prefer
…
2.
(
教师询问学生新学期计划，复习“
be going
to+do
”
。
)
T:
At the beginning of the
term, everyone has some plans. You are going to do
a lot of things to make more
progress
and make your school life more interesting. Now,
please tell me your plans. What are you going to
do?
S
5
:
I
’
m going to join an English
club.
S
6
:
I
’
m going to learn to play
basketball. I want to be a good player.
S
7
:
…
3.
(
教师通过展示图片导入本课新单词。
)
T:
Look at the girl in the
picture. What is she doing
now?(
教师指
着图片问。
)
S
8
:
She is sleeping.
T:
You
’
re right. And
she is dreaming. She is having a class in
her
dream.
And
her dream job is
to be a
teacher in the future. She wants to be a teacher
when she grows up.
(
板书，让学生猜词义，并要求掌握。
)
dream, job, future, in the future,
grow, grow up
T:
We know her dream job is
to be a teacher in the future. What about you?
S
9
:
My dream job is to be a teacher in the future.
S
10
: My dream job
is to be a basketball player in the future.
(
教师通
过询问学生长大后的职业引出一般将来时的特殊疑问句。
)
T:
S
11
, are you
going to be a dancer when you grow
up?(
教师出示舞蹈演员的图片，帮助学生理解。
)
S
11
: No,
I
’
m not.
T:
What are you
going to be when you grow up?
S
11
:
I
’
m going to be a teacher. <
/p>
(
板书，教学生词和新句型。要求学生理解
dancer
；掌握新句型。
)
dancer
What are you going to
be when you grow up?
I
’
m going to be a
teacher.
(
让学生两人一组做类似操练。
)
Step 2
Presentation
第二步
呈现
(
时间
:10
分钟
)
呈现
1a
，继续学习
< br>be going to
的特殊疑问句式。
1. (
教师展示一些著名运动员的图片，如刘翔、姚明、迈克
尔·菲尔普斯等，导入
1a
对话。
)
T:
Look at the pictures. Can
you tell me their names?
Ss:
They are Liu Xiang,
…
T:
Who
’
s your
favorite player, S
1
?
6
S
1
:
My favorite player is
…
T:
What about
Michael
’
s favorite player?
Listen to the dialog in 1a and then answer the
following questions:
(
出示小黑板上
的问题，听
1a
录音。
)
(1)Who
’
s
Michael
’
s favorite player?
(2)What is Michael going to be when he
grows up?
(3)What
’
s
Maria
’
s dream job?
(
核对答案。
)
2. (
出示小黑板，依据
1a
完成表格。
)
T: Read 1a and complete the information
about Yao Ming in the table.
Player
Height
Play for
Yao Ming
T:
Now
let
’
s
check
the
answers.
Yao
Ming
is
a
basketball
player.
He
is
2.26
meters
tall.
He
plays
for
the
Houston Rockets in the
NBA.
(
板书并要求学生理解
player,
Houston Rockets
；了解
NBA
。
)
player
Houston
Ro
cke
ts
NBA
3. (
再放
1a
录音，让学生跟读，并注意语音语调。
)
T: Listen to the tape again and repeat.
Pay attention to the pronunciation and intonation.
Go!
Step 3
Consolidation
第三步
巩固
(
时间
:10
分钟
)
分角色表演并做调查报告，完成
1b
，
使学生学会运用目标语言谈论自己喜爱的运动、运动员及梦想。
1. (
让学生根据小黑板上的听力问题和表格中的信息，两人
一组进行对话。
)
T: Work in pairs and act out the dialog
according to the questions on the small blackboard
and information in
the table. Then
I
’
ll ask two pairs to act it
out in the front.
2. (
让学生四人一
组讨论他们所喜欢的运动、运动明星以及未来的梦想，并完成表格。然后汇报讨论结果，
完成
1b
。
)
T: Discuss in
groups of four about your favorite sports,
favorite players and your dream jobs in the
future, and
fill in the table in 1b.
Then make a report according to 1b. In a few
minutes I will ask someone to give me
your report about your classmates.
Example:
T: S
1
, are you
ready? Please report.
S
1
: Yes. She is
going to be a teacher in the future.
It
’
s her dream job. She
likes sports very much because it is
important to her. Her favorite sport is
swimming and her favorite player is Phelps.
Step 4
Practice
第四步
练
习
(
时间
:12
分钟
)
完成
2a
，
2b
和
3
，培养学生通过自主阅读获取相关信息的能力。
1. (
教师出示张怡宁、菲尔普斯、刘翔的图片，通过师生对
话，谈论这些运动明星。
)
T:
I
have some photos of famous sports stars, who are
they? Can you say something about them?
S
1
: Zhang Yining
is a table tennis player. She won the first in the
Athens and Beijing Olympic Games.
(
板书并要求学生理解
Olympic
。
)
Olympic
7
S
2
: Phelps is an
athlete. And he is the first athlete to win so
many medals at a single Olympics.
(
教师帮助学生
回答。
)
T:
D
o
you know an active runner named Liu Xiang?
S
3
: Yes.
< br>(
板书，教学生词，并要求学生掌握
single
和
active
；理解
runner
和
athlete
。<
/p>
)
athlete,
runner
single,
active,
T:
Do you like
him?
S
3
: Of
course, I do.
T:
OK. Do you know anything about him?
S
3
:
…
(
教师根
据学生所说的情况，对刘翔做简短介绍，并呈现生词及词组。
)
T:
As we know, Liu Xiang is
one of the best runners in the world. He broke the
Olympic record in the 2004
Athens
Olympics and won a gold medal. But in the 2008
Beijing Olympics, he had to give up the race. Do
you know why? Please read the following
passage in 2a, find out the answer and pay
attention to the new
words.
(
板书，教学生词，并要求学生掌握
break(broke)
, record, gold, give up
；理解
me
dal
。
)
break(broke), record, gold, give up,
medal
(
让学生回答问题，核对答案。
)
2. (
播放
2a
录音，让学生跟读，完成
2b
，并核对答案。
)
T:
Listen and read after the tape. Then finish 2b and
check the answers.
3. (
让学生再读
2a
，
找出生词和疑难点，教师解释并
板书生词和关键词，要求学生掌握
shame
，为复述短文
做准备。
)
T: Please read 2a again and find out
the key words.
Liu Xiang
—
active
—
broke
…
record
—
won
—
give up
—
shame;
Phelps
—
eight
—
in swimming
—
first athlete
—
single;
Zhang Yining
—
table tennis
players
—
twice
4. (
教师让学生根据上面板书的关键词复述短文。练习、巩
固
2a
。
)
T:
Please retell the passage
according to the key words.
5. (
播放
3
录音，完成短文。
)
T:
Now listen to the tape of 3. Complete
the passage by yourselves.
(
播放录音，核对答案。
)
T: Listen to
the tape again and check your answers. Are you
right? Good.
Step 5
Project
第五步
综合探究活动
(
时间
:5
分钟
)
< br>
通过制作自己喜欢的运动员的名片，学会描述一些著名运动员。
1.
(
小组讨论并制作自己喜欢的运动员的名片。
)
T: Please make a card about your
favorite sports player.
(
教师出示小黑板上的表格。
)
Name
Card
Name
Gender
Age
Birthday
Country
Job
8
2. Homework:
用英语描述自己喜欢的运动、运动员及梦想。
板书设计：
Are you going to play basketball?
Section B
What
are you going to be when you grow up?
I
’
m going to be a
dancer.
What a shame!
grow
up
in the future
play for
give up
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
some new
words and phrases:
mountain,
spend,
spend
…
(in)
doing,
hour,
exercise,
do
exercise,
baseball,
pretty,
pretty
well,
jump,
weekend, take part in, popular, all
over, be good for, heart, the day after tomorrow,
healthy, fit, keep fit, relax
on
learning the future tense with
be going
to + do
:
(1)There is going
to be a school sports meet next weekend.
(2)She is going to take part in the
high jump and the long jump.
(3)
—
What are you
going to do tomorrow morning?
—
I
’
m
going to play soccer. I like it very much.
on talking about the favorite sports
and reasons:
I like playing soccer very
much. Because it makes me strong and it is popular
all over the world.
about plans and
intentions.
e the
students
’
ability of
reading.
Ⅱ
. Teaching aids
教具
图片
/
录音机
Ⅲ
. Five-finger Teaching Plan
五指教学方案
Step 1
Review
第一步
复
习
(
时间
:8
分钟
)
运用体育活动的图片，复习运动项目的名称，并导入部分生词。
1. (
复习上节课所学的运动项目的名称。教师展示一些体育
活动的图片。
学生使用图片，
三人一组，
到讲台
前进行问答表演，说出自己喜欢的体育活动。
)
T:
Please come to the
blackboard to talk about your favorite sports with
your partners. You can begin like this:
S
1
,
what
’
s your favorite sport?
S
1
:
S
2
,
what
’
s your favorite sport?
S
2
:
Skating. And you,
S
3
?
S
3
:
I
prefer
…
…
2.
(
快速问答，导入新课，最好找一名平时喜欢运动的同学。
)
T:
S
4
,
do you like sports?
S
4
:
Yes, I do.
T:
Do
you often go mountain
climbing?(
出示登山的图片。
)
S
4
:
Yes, I do.
9
T:
When do you often go mountain climbing?
S
4
:
On
Sundays.
T:
S
5
, please talk
about S
4
according to what
he/she said.
S
5
:
He/She likes sports very much. He/She
often goes mountain climbing on Sundays.
(
再找一名喜欢运动的同学。
)
T:
S
6
,
do you like doing exercise?
S
6
:
Yes, I do.
T:
How
often do you do exercise?
S
6
:
Every day.
T:
How
long do you spend doing exercise every
day?(
必要时可译成汉语。
)
S
6
:
About thirty minutes.
T:
S
6
spends about
thirty minutes in doing exercise every day.
(
板书并要求掌握。
)
mountain, exercise, do exercise, spend,
spend
…
(in) doing sth.
T: Thirty minutes is half an hour, so
we can also say
“
S
6
often spends half an hour (in) doing exercise
every
day.
”
(
板书，让学生猜
hour
词义，并要求掌握。
)
hour
T:
S
7
, please talk
about S
6
according to what
he/she said.
S
7
:
He/She likes doing exercise. He/She often spends
thirty minutes/half an hour (in) doing exercise
every day.
T:
Well done. You are very clever.
Step 2
Presentation
第二步
呈
现
(
时间
:10
分钟
)
学习
1a
，使学生区分一般现在时和一般将来时的用法。
1.
(
教师展示一幅一小女孩打棒球的图片。
)
T:
Boys and
girls, let
’
s look at the
picture. This girl is Ann.
What
’
s she doing? Do you
know?
Ss: She is playing baseball and
she plays it pretty well.
(
教师可帮同学回答。
)
(
板书领读并要求掌握生词。
)
baseball, pretty, pretty well
(
教师展示一幅学校运动会的图片，特别指出跳高和跳远两个项目。
)
T:
(
教师手指图画
)There is going to be
a school sports meet next weekend. Do you want to
take part in it? S
1
,
please.
S
1
: Yes, I do.
(
板书，解释生词和短语，并要求掌握。
)
weekend, take part in
T:
Which sport are you good at?
S
1
: Running
/
…
T:
Are you good at the long jump or the
high
jump?(
教师边说边指着图片中的跳远和跳高项目。
)
S
1
:
I
’
m good at the long
jump/the high jump.
(
板书，让学生猜
词义，并要求掌握
jump
，理解
th
e long jump
和
the high
jump
。
)
jump, the
long jump, the high jump
2.
(
听
1a
录音，回答下列问题。
)
T: Do
you want to know which sport Ann is good at?
Listen to 1a and answer the following questions:
(
板书
)
(1)Which sport is Ann good at?
(2)How long does she spend in the gym
every day
？
10
(
核对答案。
)
3. (
让学生再听
1a
录音，跟读并注意语音语调。
)
T:
Listen to the tape again and follow it. Pay
attention to the pronunciation and intonation.
Step 3
Consolidation
第三步
巩固
(
时间
:8
分钟
)
完成
1b
和
1c
，培养学生从简单的文章中找出关键信息的能力。
1. (
让学生再读一遍
1a
，完成
1b
。
)
T: According to 1a, we know
Ann likes doing sports a lot. She does sports
every day. Please read 1a again and
complete the timetable in 1b.
(
核对答案。
)
2. (
根据
1b
，完成
1c
。
)
T: According to the timetable in 1b,
ask and answer in pairs to finish 1c, then write
down the answers.
(
核对答案。
)
3. (
根据
Ann
< br>的活动时间表，描述
Ann
一周的运动情况。
)
T: Well done! Please discuss
with your partner and describe
Ann
’
s activities in a week
according to her sports
timetable.
Example:
Ann does exercise in the
gym from 6:30 a.m. to 7:00 a.m. every day. She
goes cycling from 5 p.m. to 6 p.m.
on
Wednesdays and Fridays.
…
T: Each group can choose one student to
report. Let
’
s begin.
(
对表现好的小组，进行表扬和鼓励。
)
Step 4
Practice
第四步
练习
(
时间
:12
分钟
)
完成
2
。巩固
be going to
的特殊疑问句的用法。
1. (
讨论运动对人体的益处，引出生词，必要时用图片或体
态语帮助学生理解生词，导入
2
。
)
T:
Boys and girls, we have
talked about many kinds of sports. How do you feel
after doing sports?
S
1
:
I
feel better.
S
2
:
I am strong.
…
T:
Yes, we all know doing
sports is good for our health.
It
’
s a good way to keep
fit/healthy.
(
板书，解释并要求掌握词组。
)
be good for
keep
fit / healthy
T:
S
3
, do you often
do sports?
S
3
:
Yes, quite a lot.
T:
Why?
S
3
:
Because it can keep me fit /
healthy.(
可帮助学生回答。
)
T:
Good. Doing sports is
good for our health in many ways.
S
4
, do you often run in the
morning?
S
4
:
Yes, I do.
T:
Why?
S
4
:
Because it
’
s good
for my legs, heart and
lungs.(
可帮助学生回答。
)
(
板书，领读，并解释画线生词，要求学生掌握
heart
；理解
lung
。
)
heart, lung
T: I like doing sports very much. I
often walk. Do you know why? Because it can help
me to relax, and it
’
s a
11
good way to keep healthy.
(
板书，领读生词，并要求掌握。
)
relax
2. (
教师展示一幅<
/p>
NBA
球赛的图片，上面有很多人在观看比赛，教师指着图片问。
)
T:
What are
they doing?
Ss:
They are
having a basketball game.
T:
Yes, basketball games are popular all
over the world.
(
板书，解释生词和词组，
并要求学生掌握。
)
popular
all
over
T:
Do you know other
popular games all over the world?
Ss:
Yes, we do. Soccer, volleyball,
baseball and so on.
3. (
让学生们
根据
2
中的图片讨论平时所喜爱的体育运动项目，并说出喜爱的
原因。
)
T: Boys and girls,
I
’
m going to swim the day
after tomorrow. If you want to go with me, you can
call me later.
Now, please discuss with
your partners about your favorite sports and speak
out your reasons.
(
板书并要求学生掌握。
)
the
day
after
tomor
row
Example:
S
1
:
Which sport do you prefer,
…
or
…
? /
What
’
s your favorite sport?
S
2
:
…
S
1
:
Why?
S
2
:
Because
…
…
(
让学生
根据示范，编对话，完成
2
。
)
T: OK, now read 2 in pairs, and then
follow the example to make similar conversations
with your partner.
Step 5
Project
第五步
综合探究活动
(
时间
:7
分钟
)
< br>
让学生介绍自己及父母的运动计划和喜欢运动的原因，培养学生综合运用
be going
to
结构及本课重点句型
的能力。
1. (
出示表格，让学生完成后，口头汇报自己的运动计划及
喜欢运动的原因。
)
Time
Sport
Reason
T: According to the form, please report
your exercise plans and tell us why you like this
exercise.
Example:
I run from 6:00 to 6:30 in the morning
every day. Because I think running is good for my
legs, heart and
lungs ...
2.
Homework:
询问你的父
母，了解他们的运动爱好，运动时间及喜欢运动的原因，写成短文，第二天和你的同桌互相
交流。
板书设计：
Are you going to play basketball?
Section C
take part in
She learns baseball on Saturdays, and
now she plays it pretty well.
12
the high jump
the long jump
be good for
school sports
meet
keep fit/healthy
There
is going to be a school sports meet next weekend.
She is going to take part in the high
jump and the long jump.
Playing soccer
makes me strong and it is popular all over the
world.
Running is good for his legs,
heart and lungs.
Section D
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 new words and phrases:
famous,
arrive in/at, play against, leave, leave for
2. Review and summarize the future
tense with
be going to
:
(1)It
’
s too bad
that the players aren
’
t
going to stay for long.
(2)They are
leaving for Japan the day after tomorrow.
3. Summarize the useful expressions in
Topic 1.
4. Go on talking about the
favorite sports.
Ⅱ
. Teaching
aids
教具
小黑板
/
图片
/
录音机
/
幻灯片
Ⅲ
. Five-finger Teaching Plan
五指教学方案
Step 1
Review
第一步
复
习
(
时间
:7
分钟
)
通过做“故事接龙”游戏，复习
be going
to
的结构，培养学生的合作精神，并促进学生之间的交流。
1. (
通过做故事接龙游戏复习
be
going to
结构，所造句子尽量避免雷同，尽可能让全班学生都参与。
)
T:
First let
’
s play a game.
Please make sentences using
be going
to
. You
’
d better
say your sentence as quickly as
you
can, and you can
’
t repeat
others
’
, but you can change
the personal pronouns, the things, the places or
the
time to make a new sentence. Please
go!
2.
(
编故事竞赛。出示小黑板上含有
be going
to
结构的问题。
)
What
are you going to do this weekend?
Where
are you going?
How are you going to get
there?
Who are you going with?
What are you going to do to prepare for
that?
What are you going to be in the
future/when you grow up?
(
根据
班级人数将学生分成若干组，
每个学生选择一个问题并给出完整答案，
< br>也可以鼓励学生运用本话题
所学语言进行创造性回答，组长执笔，把每个学生的答
案写下来，组成一个故事。评出最有趣的故事。
)
T:
Please look at the small blackboard. There are
some questions. Now work in groups. Everyone can
choose
one of the questions and give
the full answer. The group leader writes down all
the answers to make up a
story. And
then report it to the class. At last
let
’
s choose the most
interesting story.
Step 2
Presentation
第二步
呈现
(
时间
:10
分钟
)
运用图片教学，呈现
1a
。
1. (
运用贝克汉姆的图片，进行师生对话，导入
1a
。
)
T:
All
of
you
did
well,
and
the
××
group
did
the
best.
Congratulations
to
them!
Now
please
look
at
this
picture. Do you know
him?
Ss:
Yes.
He
’
s David
Beckham.(
教师可以帮助学生回答。
)
13
T: Good.
He
’
s a famous soccer player.
He arrived in China with his teammates yesterday.
I
’
m a soccer fan. So
I
’
m very excited
about this news. Do you want to know more about
the news? Please read the passage in 1a
on Page 7. Then finish the letter from
Kangkang to Steve.
(
板书，解释生词，
领读并要求学生掌握
famous, arrive in
；理
解
excited
；了解
teamma
te
。
)
famous,
arrive in, teammate, excited
2. (
阅读
1a
，核对答案，完成
1b
。
)
T: Now let
’
s
check your answers together.
I
’
d like to ask some of you
to read the letter. Who wants to try?
3. (
播放
1
录音，让学生跟读，并找出疑难点，教师板书关键词组并讲解，要求学生掌握，为复述短文做准
备。
)
T: Listen to the tape and repeat. Then
find out the difficulties.
arrive
in+big places
leave for
= get
to
arrive at+small places
A
B
play against
leave A for B
the day after tomorrow
Step 3
Consolidation
第三步
巩固
(
时间
:10
分钟
)
进一步强化练习
be going
to
及本话题所出现的重点短语及句型。
1. (
教师让学生根据上面板书的关键词组复述短文，巩固<
/p>
1a
。
)
T:
Now please retell the passage according to the key
words above.
2. (
听
3a
和
3b
录音并跟读。让学生再次
熟悉本话题的重难点。
)
T: In this
topic, we talk about sports a lot, including
sports names, your favorite sports and players.
Let
’
s look at
3a
and 3b. Listen to the tape and repeat.
3. (
练习
3a
和
3b
。
)
(1)(
用本话题重要的短语造句子或编对话。提示学生最好用一般将来时，鼓励学
生尽量使用本话题的语
法和短语编对话，培养学生的综合语言运用能力。
)
T: Very good! I think now you can
say the important sentences in English fluently.
Then let
’
s make sentences
and dialogs using the key phrases.
(
出示幻灯片
/
小黑板
，讲解并要求学生掌握。
)
see sb./sth. do
sth.
play against
cheer sb.
on
leave for
quite a bit/a lot
pretty
well
grow
up
make/keep
sb./sth. +
adj
.
…
Example:
①
T:
cheer sb. on.
S
1
: I
am going to cheer them on.
T:
play against.
S
2
: Our team will
play against Class Four.
…
②
Zhang Di: Hi, He Ming, what
are you doing?
He Ming:
I
’
m leaving for
the gym. I
’
m going to play
basketball.
Zhang Di: Do
you play basketball much? I see you play
basketball almost every Sunday.
He Ming:
Yes, quite a
bit/lot. It can make me strong, and
I
’
m going to be a basketball
player
like
14
Yao Ming when I grow up.
Zhang Di: You play
basketball pretty well. I hope your dream will
come true.
He Ming:
Thank you. We
’
re
going to play against Class 4 this Sunday. Would
you like to
cheer us on?
Zhang Di: Sure,
I
’
d love to.
(
也可让学生两人一组练习，一名学生说短语，另一名学生说句子。
)
(2)(
句型转换。练习一般将来时的一般疑问句及其回答和特
殊疑问句。
)
T: Nice work!
Let
’
s change the following
sentences.
(
小黑板出示练习题。
)
①
I am going to join the
school rowing club.(
改为一般疑问句并作肯定回
答。
)
you
join the school
rowing club?
Yes,
.
②
He goes
cycling every day.(
用
tomorrow
morning
改写句子。
)
He
cycle tomorrow morning.
③
They are going to play
soccer because it makes them
strong.(
对画线部
分提问。
)
to play soccer?
(
核对答案。
)
Step 4
Practice
第四步
练
习
(
时间
:10
分钟
)
完成
2
，让学生运用本话题的语法及功能句进行写作，培养学生写作能力。
1. (
教师将学生分组，让学生讨论喜爱的运动、
运动员和喜欢的原因，为后面的写作训练做准备。
教师先做
示范，然后让学生自由讨论。
)
T:
Talk about your favorite sports, sports
players and the reasons why you like them. You can
begin like this:
S
1
, which sport
do you like?
S
1
:
I like
…
very much.
T:
Why do you like it?
S
1
: Because
…
T:
How often do you play
…
?
S
1
: Once a week.
/
…
T:
Who is your favorite player?
S
1
:
…
T:
Why do you like him / her?
S
1
: Because
…
T:
…
2. (
写作训练。讨论结束后，让学生写一篇短文，介绍自己最喜爱的运动、运动员和喜欢的原因。完成
2
。
)
T: OK,
well done! Now write a short passage about your
favorite sports, sports players and the reasons.
You can
write it using the questions in
2. Five minutes. Go!
(
每组选派代表
朗读自己的文章，教师给予点评和鼓励。
)
Step 5
Project
第五步
综
合探究活动
(
时间
:8
分钟
)
完成
4
。通过讨论收集信息等学习方式，培养学生综合运用本话题所学语法及重要句型的能力。
1. (
教师展示图片，完成
4
。
)
15
(
根据上
面的插图和
4
中的问题，分组完成
4<
/p>
中的表格。
)
T: Please
look at the pictures. Work in groups of five. Then
fill in the table in 4. You can use the questions
and
expressions in 4.
2.
(
根据表格内容作报告。
)
T:
You
can
report
according
to
the
table
like
this:
My
classmate,
××
,
is
going
to play
soccer
with
his/her
brother this
weekend
…
(
请
1~2
名学生做汇报，并给予点评和鼓励。
)
3. Homework:
以表格形式归纳
Topic
1
中所学的黑体词、白体词、短语、主要句型及语法。运用本话题知识写一份新
< br>学期计划。
板书设计：
Are you going to play basketball?
Section D
famous
It
’
s too bad that
the players aren
’
t going to
stay for long.
arrive in+big places
They are leaving for Japan the day
after tomorrow.
arrive at+small places
There is going to be a school sports
meet next weekend.
play against
What are you going to do this weekend?
the day after tomorrow
I
’
m going to play
soccer.
Topic 2
Would you mind teaching me?
Section A
The
main activity is 1a.
本课重点活动是
1a
。
Ⅰ
.
Teaching aims and demands
教学目标
1. Learn
some new words and phrases:
ill, fall
ill, be glad to, mind, practice, somewhere, throw,
make one
’
s bed, manage,
myself
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 if I try it again?
—
Certainly not. Please do.
(5)
—
Do you mind
not putting your bike here?
—
Sorry.
I
’
ll put it somewhere else.
16
(6)
—
Would you
mind not throwing bottles around?
—
I
’
m
sorry about that. I won
’
t do
it again.
Ⅱ
. Teaching aids
教具
图片
/
录音机
/
小黑板
Ⅲ
. Five-finger Teaching
Plan
五指教学方案
Step 1
Review
第一步
复
习
(
时间
:10
分钟
)
谈论本月的运动计划，导入本课部分生词和重点句型
Would
you mind
…
?
1.
(
复习
be going
to
结构，导入新课。
)
T:
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.
(
教师在教室内巡视，帮助学生
完成关于计划的讨论。
)
S
1
: Which sport
are you going to do?
S
2
: I am going to
…
S
3
:
…
T:
Good! I want to make a sports plan,
too. S
4
, can you help me?
S
4
: 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,
let me
tell you. It means
“
help
me
”
.
(
板书，教学该生词，并要求学生理解。
)
favor
T:
S
5
, could you
please do me a favor?
S
5
: Of course. /
Sure. What is it? (
可帮助学生回答。
)
T: (
指着教室的门问
)
It
’
s very hot in the
classroom. Would you mind opening the door?
S
5
:Not at
all.(
学生去开门。
)
(
板书生词和新句型，并要求学生掌握。
)
mind
Would you mind doing
sth.?
(
可让学生们用该句型自由操练两三分钟。
)
(
展示一幅一名学生卧病在床的图片。<
/p>
)
T:
Look at the picture. This is Wang Tao.
What
’
s wrong with him? You
can tell me in Chinese.
Ss:
病了。
T:
Yes, he falls ill.
(
板书，并要求学生掌握。
)
ill
fall ill
T:
W
hat a pity! Wang Tao fell
ill. He is one of our basketball players
basketball game. He
can
’
t take part in the game.
S
6
, will you join
S
6
:
I
’
d be glad to. I can do it.
T:
OK.
Let
’
s go and practice after
class.
(
板书解释，并要求学生掌握。
)
Will you join us?
I
’
d be glad to.
practice
Step 2
Presentation
第二步
呈现
(
时间
:5
分钟
)
in
us?
the
17
利用
1a
图片，结合对话情境，学习要求和应答等交际功能的表达形式。
1. (
让学生听
1a
录音，并回答问题。
)
T:
Let
’
s look at the
picture in 1a. Kangkang is talking with Michael.
What are they talking about? Please listen
to the dialog in 1a, then answer the
following questions:
(1) What are they
going to do this Saturday?
(2)
What
’
s wrong with one of
Kangkang
’
s teammates?
(3) What does Kangkang want Michael to
do?
(
核对答案。
)
2. (
让学生跟读
1a
录音并画出关键词，为角色表演做准备。
)
T:
Now listen and read after the tape, and underline
the key words.
Step 3
Consolidation
第三步
巩固
(
时间
:10
分钟
)
进一步巩固
1a
，模仿
1a
编对话并表演，培养学生运用所学语言的能力。
1. (
让学生进行角色表演，完成
1
b
。
)
T:
Work in pairs to act the dialog out
according to the key words. After a while, I will
ask some students to act
it out in
front of the class.
S
1
:
…
S
2
:
…
(
对表演优秀者，教师给予表扬。
)
2. (
模仿
1a
，编对话。教师出示写有重点短语的小黑板。
)
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
T: 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，给予帮助。
)
T: OK.
Are you ready? Which group want to act out your
dialog? Please come to the front.
(
请
1~2
组学生到台前表演，教师对表演优秀者
给予表扬。
)
3. (
让学生听
2
录音，独立完成
2
。
)
T: Listen to the tape
and choose the correct answers in 2. Learn to make
requests and responses.
(
学生可
听两遍，听完后核对答案。在学生听的过程中，教师板书。
)
Could you (please)
…
?
Will you
…
?
Would you mind
…
?
T: Now make up
a short dialog about requests and responses using
these sentence patterns on the blackboard.
Then act it out.
(
学生准备对话。
)
(1)S
3
: Could you
please do me a favor?
S
4
: Sure. What is
it?
S
3
: Would you
mind helping me carry the box?
S
4
: Not at all.
S
3
: Thanks a lot.
S
4
:
That
’
s all right.
(2)S
5
: We are
going to the zoo. Will you join us?
S
6
:
I
’
d be glad to.
18
S
5
:
Would you mind taking your camera?
S
6
: Of course
not.
S
5
:
It
’
s very nice of you.
S
6
:
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
)
通过图片和情境，呈现本课
剩下的单词和短语，进一步练习要求及应答功能的表达形式。
1.
(
运用图片及动作演示学习生词，引出
Would you
mind not
…
?
及答语。
)
(
教师安排一名学生扔一张纸在地上。
)
T:
What is he
doing?
Ss: He is throwing litter
around. (
帮助学生回答。
)
(
板书并要求学生掌握。
)
throw
T:
Would
you mind not throwing litter around?
(
面对扔纸的学生。
)
S
1
: Sorry, I
won
’
t do it again.
(
帮助学生回答。
)
T:
Right. Would you mind putting it in the
dustbin right away?
S
1
: Of course
not. I
’
ll do it at once.
(
板书，教学新句型和短语，并要求学生掌握。
)
Would you mind not
…
?
Sorry, I
won
’
t do it again.
right away
(
出示
3
中的第二幅图。
)
T: I think the boy should put his bike
somewhere else. The girl is talking with the boy.
What is she saying? Can
you guess?
(
板书教学生词，并要求掌握。
)
somewhere
S
2
: Would you
mind not putting your bike here?
T:
Right, and who can guess the
boy
’
s answer?
S
3
: Sorry,
I
’
ll put it somewhere else.
(
教师帮助学生回答。
)
2. (<
/p>
匹配
3
中的图片和对话，两人一组依据图
片表演对话。运用
Would you mind not doing
…
?
完成
3
。
)
T: Now please match
the conversations with the pictures in 3. Then
practice with your partner.
3. (
学生小组讨论，完成
4
。
)
(1)(
教师用多种方式教学生词：出示图片，教学
Capital Stadium,
make one
’
s bed,
No.;
用反义词教学
more,
q
uietly
，让学生在语境中理解
manage,
myself
。
)
(
板书并要求学生掌握：
more,
manage, myself, make one
’
s
bed
；理解：
Capital Stadium, NO.,
quietly
。
)
more,
Capital Stadium, make one
’
s
bed, No., more, quietly, manage, myself
(2)(
完成
4
。总结本课中出现的
请求和应答的句式，两人一组练习。
)
T: Match
the requests with the right responses. Sum up the
main patterns in this section and practice with
your
partner.
Step 5
Project
第五步
综
合探究活动
(
时间
:8
分钟
)
把本课所学知识运用于实际交际，培养学生综
合运用语言的能力。
1.
(
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
…
?
”
19
S
1
: Could you
please do me a favor?
S
2
: Sure.
What
’
s it?
S
1
:
I
’
m new here. I want to go
to the Capital Stadium. Would you mind telling me
the way there?
S
2
:
…
…
(
教师巡视，必要时给予帮助。
) <
/p>
(
请
1~2
组同
学表演，并鼓励表扬。
)
2. Homework:
用今天所学的主要句式和短语造五个句子或编对话。
板书设计
:
Would you mind teaching me?
Section A
Could you please
do me a favor?
Sure.
What
’
s it?
Will
you join us?
I
’
d
be glad to.
Would you mind doing
…
?
Not at all. /
Of course not.
Do/Would you mind not
doing
…
?
I
’
m sorry about
that. I won
’
t do it again.
do sb. a
favor=help sb.
fall ill=be ill
throw
…
about
make one
’
s bed
right away=at once
Section
B
The main activities are 1a
and 2.
重点活动是
1a
和
2
。
Ⅰ
. Teaching aims and demands
教学目标
1. Learn
some new words and phrases:
careless,
chance, shout at, either, fight, be angry with, do
one
’
s best, nothing, keep
doing sth., serve, turn
down, dirty,
minute, in a minute, ready, another, take a seat
2. Learn some useful sentences:
(1)What do you mean by saying that?
(2)Kangkang,
don
’
t be angry with Michael.
(3)Keep trying!
(4)We
’
re sure to
win next time.
3. 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.
4. Learn to express
complaints and apologies:
(1)Blame
others:
①
You are always so
careless!
②
You
shouldn
’
t shout at me.
(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.
20
—
That
’
s OK. Please take a seat.
Ⅱ
. Teaching aids
教具
卡片
/
图片
/
录音机
Ⅲ
. Five-finger Teaching Plan
五指教学方案
Step 1
Review
第一步
复
习
(
时间
:12
分钟
)
通过复习
Do/Would you mind (not)
doing sth.?
及应答，导入本课部分生词。
1.
(
方案一：让学生看卡片，编对话，复习
Do/Would
you mind (not) doing
sth.?
句式及其答语。
)
T:
You should use the sentences
“
Do/Would you mind (not)
doing sth.?
”
“
Could/Would you please do
sth.?
”
to
ask and
answer.
S
1
:
W
ould you mind not making so
much noise?
S
2
:
I
’
m sorry about
that. I won
’
t do it again.
S
3
:Would you mind
moving your bike?
S
4
:
S
orry.
I
’
ll put it somewhere else.
…
(
方案二
：
做一个游戏，复习表示请求或建议的句式。
)
T: Boys and girls,
let
’
s play a game to
practice the sentences
“
Would you mind(not) doing
sth.?
”
First,
let
’
s divide
our
class into two teams. Team 1 makes statements,
Team 2 expresses the same meaning with the
opposite
pattern.
Example:
Team 1: Would you mind coming to class
early?
Team 2: Would you mind not
coming to class late?
Team 1: Would you
mind not talking loudly?
Team 2: Would
you mind talking quietly?
(
如
果学生在接受教师指令时有困难，教师可在适当的时候使用汉语进行表述。
)
Team 1: Would you mind moving your
bike?
Team 2: Would you mind not
putting your bike here?
Team 1: Would
you mind cleaning your room?
Team 2:
Would you mind not making your room so dirty?
(
可以让学生在练习时，适当地加入回答。
)
T: Well done!
2. (
利用图片导入新单词。
)
①
②
③
T: We know S
5
is
a good student in our class. She is careful. But
yesterday she was not careful.
She
made
a
few mistakes in her test paper. So we
say she was a little careless yesterday.
(
板书并教学生词，要求学生掌握。
)
not careful=careless
(
展示第一幅图片，并指着踢球的男生问学生。
)
T:
Look at Picture 1. They
are playing soccer. Did the boy get a goal?
Ss: No, he
didn
’
t.
T:
What a pity! He missed a good chance. <
/p>
(
板书并教学生词，要求学生掌握
cha
nce
；理解
goal
。
)
21
chance, goal
T:
We have a lot of chances in our lives.
We should seize them. Do you think so?
Ss: Yes, we think so.
(
展示第二幅图。
)
T:
Look at Picture 2. What
are they doing?
Ss: They
are fighting. (
引导学生给出答案。
)
T:
Yes, they are fighting.
(
板书并教学生词，要求学生掌握。
)
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.
S
6
,
did
you
fight
with
your
friends?
S
6
: 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，借此机
会让其和解。
)
S
6
:
I
’
m sorry.
S
7
:
It
’
s
nothing.(
教师帮其回答。
)
T:
S
6
,
S
7
, keep trying. You are
best friends.
(
板书，并要求掌握。
)
nothing
keep doing sth.
T:
Good, please shake
hands.(
让其握手。
)
(
教师展示第三幅图片。
)
T:
OK, look at Picture 3.
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。
)
T: Why is he angry? Who is he angry
with?
Ss: I/We
don
’
t know.
T:
Sorry. I don
’
t know, either.
(
板书，教学生词和词组，并要求掌握。
)
be angry with, either
(
用同样方法呈现词组并板书。
)
shout at
do
one
’
s best
Step 2
Presentation
第二步
呈
现
(
时间
:6
分钟
)
通过
1a
的一张图片，呈现抱怨及回答，完成
1a
< br>。
1. (
出示
1a
中第一幅图片，猜想发生了什么，引起学生好奇心。听
< br>1a
录音，回答问题。
)
T:
Look at the picture, what happened to them? Listen
to 1a. Answer the following questions:
(1) Why was Kangkang angry with
Michael?
(2) Did Kangkang say sorry to
Michael?
2. (
让学生再听
1a
录音，画出对话中表示抱怨与应答的句子，跟读并模仿语音语调。
)
T: Listen to 1a again and repeat,
paying attention to the intonation and
pronunciation. Underline the sentences
expressing complaints and apologies.
3. (
让学生分角色朗读。
)
22
Step 3
Consolidation
第三步
巩固
(
时间
:6
分钟
)
巩固
1a
所学句型和短语，培养学生运用语言的能力。
1. (
让学生根据
1a
，完成
1b
。
)
T:
OK. Please read 1a
again and fill in the blanks in 1b according to
1a.
(
核对答案。
)
2. (
师生一起列出
1b
中的关键词语，让学生根据关键词讲述
1a
的故事
。
)
good friends, had a
soccer game, lost the game, was angry with, with
the help of, said sorry to, do better, win
next time
T: According to
these key words, retell the story in 1a.
Ss:
…
(
如果学生能力较强，也可以让他们以
Kangkang
或者
Michael
的身份来讲故事。
)
S
1
:
Michael is my good friend. Yesterday we
had a soccer game
…
Step 4
Practice
第四步
练
习
(
时间
:13
分钟
)
集中练习道歉及应答语的表达形式，完成
2
和
3
。
1.
(
通过复习
Would you mind (not)
doing sth.?
学习生词。
)
(
教师把录音机调到很大音量，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:
S
1
, would you
mind turning it down?(
教师边说边演示，让
< br>S
1
把音量调得很小。
)
S
1
:
OK.(
去调音量。
)
T:
Well done!
It
’
s quiet now. But can you
hear clearly?(
教师做动作表示没有听清楚。
)
Ss:
No, we
can
’
t.
T:
(
教师把录音机音量调适中。
)
Can you hear clearly now?
Ss:
Yes, we can hear clearly.
T:
Good! If you
can
’
t hear clearly, you can
turn it up again.
(
板书，要求学生掌握
turn do
wn
；理解
clearly
。
)
turn down, clearly
T:
(
教师指着教室内地板上的污渍问。
)
Is it clean here?
Ss:
No, it
isn
’
t.
T:
Yes, it
’
s too
dirty. S
2
, would you mind
cleaning it after class?
S
2
: Not at all.
(
板书，教学生词并要求学生掌握。
)
dirty
(
展示一名服务员正在上菜的图片。
)
T:
Now, look at the
picture. What
’
s the boy
doing?
S
3
:
He is serving the
food.(
帮助学生回答。
)
(
板书，教学生词并要求学生掌握。
)
serve
T:
What is the waiter
serving? Can you guess?
S
3
:
I
think he is serving some hamburgers and a cup of
water.
(
教师演示喝水的动作。
)
T:
What else would the man
like?
S
4
:
He would like another cup of
water.(
帮助学生回答。
)
(
板书，教学生词并要求学生掌握。
)
23
another
T:
Would you mind serving the water
quickly?
S
4
:
I
’
ll do it in a
minute. I
t’
ll be
ready.(
帮助学生回答。
)
(
板书并要求学生掌握。
)
minute
in a minute
ready
(
用同样方法教学词组并
要求学生掌握。
)
take a seat
(
给学生
3~4
分钟熟读理解
，并尝试运用上述生词和短语。
)
2. (
< br>让学生用
2
方框里的短语，完成小对话，然后两人一组练
习对话，完成
2
。
)
T: Please turn to Page 12. Complete the
conversations with the phrases in the box in 2,
then practice them in pairs.
Example:
T: It
’
s quite
cold. Would you mind not opening the window?
S
5
:
I
’
m really sorry.
I
’
ll close it.
(
请几组同学表演。
)
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?
Ss:
…
(
让学生自由讨论哪些话可以用来回答“
Sorry
”
，然后老师给予总结。
)
T: OK. Now look at 3. Please match each
apology with the best response, and then practice
with your partner.
(
核对答案后，要求
学生表演对话。对表演优秀者，教师给予表扬。
)
Step
5
Project
第五步
综
合探究活动
(
时间
:8
分钟
)
通过表演，让学生掌握在交际中运用抱怨和道歉的表达形式。
1. (
让学生设计一个情景短剧，剧中要出现有关抱怨、道歉
和应答的语句。
)
T: Discuss in
groups. Please make a short play about complaints,
apologies and responses. You should use the
expressions we have learned.
Example:
One student made
the other student wait for a long time, or broke
others
’
books and so on.
(
教师应查看各组排练情况，必要时给予帮助。
)
(
每组选派学生到前面表演短剧。
)
2. Homework:
让学生运用下面句型及短语来造句。
Would you mind (not) doing
…
?
keep doing
sth.
do one
’
s
best
make one
’
s
bed
right away
Example:
Would you mind doing me a favor?
板书设计
:
Would you
mind teaching me?
Section B
24
not careful=careless
shout at
fight with sb.
say sorry to sb.
be angry
with
do one
’
s
best
keep doing sth.
turn
down
take a seat
You are
always so careless!
You
shouldn
’
t shout at me.
—
I am very sorry for what I
said.
—
It
’
s
nothing.
—
I
’
m
sorry I
’
m late for class.
—
That
’
s
OK. Please take a seat.
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 new words and phrases:
Russia,
as,
as
well,
competition,
invent,
score,
century,
college,
even,
into,
side,
basket,
follow,
become,
more and more
…
2. Learn some
useful sentences:
(1)That
’
s a lot
of traveling.
(2)Exciting? Yes, but
very tiring as well.
3. Talk about team
games and racing.
Ⅱ
.
Teaching aids
教具
小黑板
/
录音机
/
图片
Ⅲ
. Five-
finger Teaching Plan
五指教学方案
Step 1
Review
第一步
复
习
(
时间
:8
分钟
)
复习关于道歉及其应答语的表达形式，导入本课部分生词。
1. (
分组表演关于道歉及其应答的对话，教师可给学生一些
提示语，让学生自己组织对话。
)
Example:
(1) didn
’
t clean
the blackboard
(2) smoking here
(3) drawing on the blackboard
(4) fight with sb.
(5) sing
in the classroom
(6) throw litter
around
(7) be late for class
S
1
:
I
’
m sorry I
didn
’
t clean the classroom.
S
2
: Never mind.
…
2.
(
教师展示图片，复习以前所学的关于国家的单词。
)
(
出示第一组图片：
China,
Japan, America
等国家的版图
)
T:
What country is it?
Ss: It
’
s China /
Japan / America
…
(
出示第二组图片：
France,
Russia, Canada
三国的版图
)
(
教师展示图片，让学生问，教师回答。
)
T:
This time, you ask and I
answer.
25
S
1
: What country
is it?
T:
It
’
s France.
…
(
逐一展
示图片，每展示一幅，板书一个单词。教学生词，要求学生掌握
Russia
；理解
France
。
)
Russia, France
(
最后展示
Canada
版图
)
T:
Boys
and girls, what do we call the people in Canada?
Do you know?
Ss:
Canadian.(
帮助学生回答。
)
(
板书并要求学生理解。
)
Canadian
3.
(
通过师生对话谈论旅游，导入本课生词。
)
T:
Canadians
are
very
friendly.
Canada
is
very
beautiful.
Do
you
want
to
visit
Canada?
Traveling
is
very
exciting.
Ss: Yes. I
’
d love
to.
T:
But traveling is
tiring as well. Do you think so?
Ss:
Yes.
(
板书并要求学生掌握
as, as
well
；理解
traveling, tiring,
exciting
。
)
traveling, exciting, tiring, as, as
well
(
给学生
1~2
分钟熟读生词。
)
Step 2
Presentation
第二步
呈
现
(
时间
:10
分钟
)
呈现
1a
< br>，培养学生的听说技能。
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 and
find out the answers to these questions:
(1)Where is Ning going in March / June
/ August?
(2)Does she enjoy playing
table tennis in different countries?
(
核对答案。
)
2. (
让学生听录音并跟读。
)
T:
Open your books, listen
to 1a again and repeat.
3. (
小组竞赛：两人一组，练习
1a
对话，选出几组同学到讲台前表
演。
)
T:
Now
let
’
s have a competition,
work in pairs to practice 1a. Then act it out in
class. (
几分钟过后
) OK,
I
’
d
like to ask
several groups to act out the dialog.
(
板书并要求学生掌握。
)
competition
Step 3
Consolidation
第三步
巩
固
(
时间
:10
分钟
)
通过巩固
< br>1a
，培养学生的说、读、写等语言技能。
1. (
设置情景剧，巩固
1a
。
)
T:
Suppose you are a reporter. You are
interviewing the sportsman, Liu Xiang. Please make
a dialog with your
partner.
Example:
S
1
: Nice to meet
you!
S
2
: Nice to
meet you, too!
S
1
: Could you
please tell me your plans for this year?
S
2
: Sure,
…
…
26
2. (
让学生再读
1a
。假设你正在采访一名著名的乒乓球运动员，与你的搭档一起编一组对
话。
)
T: Read the dialog in 1a
again. Suppose you
’
re
interviewing a famous table tennis player. Make a
conversation with your partner.
3. (
让学生独立完成
1c
。
)
T: Write a passage according to 1a
and 1b to introduce a player.
Step 4
Practice
第四步
练
习
(
时间
:12
分钟
)
通过讨论篮球的来历及规则
，呈现本课剩余生词，并培养学生运用简单的阅读策略获取信息的能力。
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:
(
教师找一名平时喜欢打篮球的同学。
)
S
1
, do you like playing
basketball?
S
1
:
Yes, I like it very much.
T:
OK. Basketball is becoming more and
more popular all over the world. It has a history
of over a century. I
think
many
students
like
playing
basketball.
We
can
play
it
indoors
or
outdoors.
But
do
you
know
who
invented basketball?
(
板书，并要求学生掌握
become, more and more,
century, invent
；理解
outdoors
；了解
indoors
。
< br>)
become
more and more
…
century
indoors
outdoors
invent
Ss:
No, we don
’
t.
T:
OK.
I
’
ll tell you. It was James
Naismith, 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，并要求学生理解
Springfield
College
；掌握
college
。
)
Springfield College,
college
T:
At
first, people couldn
’
t do
sports 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.
(
板书并要求学生了解。
)
indoor
T:
After
he invented the indoor game, his students could
play even in bad weather.
(
板书，教学生词并要求学生掌握。
)
even
T:
Boys and girls, we know James Naismith
invented basketball. But do you know how to score
in the game? Now, close your books and listen
to me.
(
板书，教学生词并要求学生掌握。
)
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:
(
教师边说边画简笔画，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.
(
板书并要求学生掌握
basket
；理解
< br>court
。
)
27
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.
(
板书并要求学生掌握。
)
side
T:
If you want to score in the game, you
should put the ball into the other
side
’
s basket.
(<
/p>
教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。
< br>)
T:
I am throwing the
ball.
(
板书，并要求学生掌握。
)
into
T:
(
让所有同学跟教师做投篮动作。
)Boys and
girls, follow me, do the action, please. Throw!
Throw! Throw! Good! When you throw the ball,
you can stand at any part of the court
and you can throw it with one hand or both hands.
But you must follow the rules.
(
板书并要求学生掌握。
)
follow
2.
(
让学生读短文，完成文前习题，并核对答案。
)
T: Read the passage in 2. Find out what
the passage talks about. Answer the questions in
front
of the passage.
3. (
听
1a
录音并跟读，画出关键词。
)
T: Listen to
1a, follow it, and underline the key words.
4. (
根据关键词复述课文。尽量运用黑板上的生词及短语，
可用自己的语言复述。
)
T: Retell the text according to the key
words.
Step 5
Project
第五步
综合探究活动
(
时间
:5
分钟
)
< br>
把所学知识运用于现实生活中，以培养学生收集资料、处理信息的能力。
1. (
根据
2<
/p>
，分组讨论关于篮球的知识，让学生完成下列表格。
)
Who invented
When invented
Your favorite basketball player
About NBA
About CBA
How many players in each
team
2. (
欣赏
3
中的音乐，在音乐中结束本课。
)
3. Homework:
让学生
写一篇关于
Ning
的报道。
T:
Suppose you are Kangkang,
and you interviewed a sports star. Please write a
report about your interview.
Then
report it in class.
Example:
S
1
: Ning is a
table tennis player. She started playing table
tennis when she was young. She enjoys playing in
different countries and she has a lot
of traveling. She has a very exciting life, but
very tiring as well
…
板书设计
:
Would you
mind teaching me?
Section C
28
as well
That
’
s a lot of
traveling.
put
…
into
Exciting? Yes, but very
tiring as well.
follow the rules
more and more
…
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 new words and phrases:
however, chocolate, tired, mile, fresh,
fruit, instead, instead of, habit, build, build
up, feel
2. Review
will
for intentions.
3. Teach the students how to exercise
and keep healthy.
Ⅱ
.
Teaching aids
教具
图片
/
录音机
/
小黑板
Ⅲ
. Five-
finger Teaching Plan
五指教学方案
Step 1
Review
第一步
复
习
(
时间
:9
分钟
)
师生谈论运动和饮食与健康的关系，导入本课部分生词。
1.
(
出示图片，复习各项体育运动名称及运动带来的益处。
)
T:
Look at the picture, then
use the key words to make sentences.
(
出示图片，让学生齐读关键词组
)
play soccer/make sb. strong
run/be good for legs, heart and lungs
walk/a good way to keep healthy
swim/a good way to keep fit
T: The first one.
S
1
, please.
S
1
:
He
usually plays soccer because it can make him
strong.
…
2.
(
调查几名学生通常是怎样锻炼身体的。
)
T:
Which sport do you
usually do? Why do you like it?
S
2
: I usually
swim because it
’
s a good way
to keep healthy.
S
3
: I usually do
morning exercises, because it makes me strong.
S
4
: I like
running because it is good for my legs, heart, and
lungs.
S
5
: I like
walking after meals. It can help me to relax. I
think it
’
s a good way to
keep fit.
S
6
:
…
3.
(
通过调查学生们的日常饮食情况，导出生词和短语。
)
T: Boys and girls, what do you usually
like to eat and drink? Let
’
s
make a survey and write it down, then report it to
the class.
Example:
Most students like to eat
meat and hamburgers best. Some students
don
’
t like vegetables at
all. Xiao Ming and Lin Tao like to drink cola very
much.
(
让学生讨论
1~2
分钟，然后找几个学生汇报结果。
)
(
找一个较胖而平时很少参加体育锻炼的同学进行提问。
)
T:
S
7
, what do you
usually like to eat?
29
S
7
:
T:
I like eating meat.
Do you
like chips and chocolate?
(
板
书，教学生词并要求学生掌握
chocolate
；理解
chips
。
)
chips, chocolate
S
7
:
T:
S
7
:
T:
S
7
:
Yes, I like them very much.
Do you often do exercise?
No, seldom.
So do you often
get tired easily?
Yes, I do.
(
板书，并要求掌握
tired
；理
解
easily
。
)
tired, easily
T:
Boys and girls, eating too much meat
makes us fat easily. If we eat a lot of chips and
chocolate, we will become fat easily as well. And
it is
also not good for our health. Do
you know what food we should eat more every day?
Ss:
T:
Yes, we should eat
…
< br>(
学生可能回答不全，教师可以补充
)
We
should
eat
more
vegetables
and
fresh
fruit
instead
of
chips
and
chocolate.
Because
healthy
eating
habits can build
us up
and
we
won
’
t feel tired
easily. Do you understand?
(
板书并解释，要求学生掌握。
)
fresh, fruit, instead, instead of,
habit, build, build
…
up,
feel
Ss:
T:
Yes,
we do.
S
8
, what
will you eat more from now on, vegetables, fresh
fruit, chips or chocolate?
S
8
:
V
egetables and fresh fruit.
T:
Why?
S
8
:
B
ecause I want to become fit
and healthy.
T:
Good. And
you should enjoy doing sports as well. Now,
let
’
s share a 15-year-old
boy
’
s experience.
(
导入
1a
。
)
Step 2
Presentation
第二步
呈
现
(
时间
:10
分钟
)
呈现
1a
< br>，培养学生的阅读能力。
1. (
设置简单的听力任务，播放
1a
录音。回答问题。
)
T: First, listen to 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。
)
2. (
再放
1a
录音，让学生跟读并模仿语音语调。
)
T:
Listen to 1a again and repeat. Pay attention to
the pronunciation and intonation.
30
3.
(
让学生自己朗读课文两遍，根
据文意猜生词
however
和
mil
e
的意思，教师板书并解释生词，然后让学
生回答下列问题。<
/p>
)
(
板书并要求学生掌握。
)
however, mile
T: OK. Now read the text again. Then
find the answers to the following questions.
(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?
(
核对答案。
)
Step 3
Consolidation
第三步
巩固
(
时间
:10
分钟
)
巩固
1a
，培养学生的语言运用和团队
合作能力。
1. (
根据
1a
短文，让学生独立完成
1b
< br>。
)
T:
Finish
1b by yourselves according to 1a.
(
核对答案并讲解。
)
2. (
让学生找出关键词，并请学生复述
1a
，也可用第三人称改写此文。
)
(
出示小黑板。
)
15-year-old,
however,
fat,
love,
tired
easily,
start
running,
every
morning, eat fresh fruit, instead,
instead of, build
…
up, feel
T: According to the key words, retell
the passage in 1a.
(
教师在教室内巡视
，随时帮助有疑难的同学，提示学生不要逐词逐句地背诵，要用自己的语言复述。
)
Example:
He is a
15-year-old boy. He is quite healthy. 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. (
引导学生两人一组试着将
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 with
your partner.
Example:
S
1
:
Nice to meet you!
S
2
:
Nice to meet you, too!
S
1
:
You look so active. Could you please
tell me what makes you so fit and healthy?
S
2
:
Running and healthy eating.
S
1
:
When did you begin running?
S
2
:
…
S
1
:
What do you usually eat and drink?
S
2
:
…
…
Step 4
Practice
第四步
练
习
(
时间
:10
分钟
)
通过做游戏，复习巩固本话题出现的语法和重要句型。
1. (
让学生听
2
< br>录音两遍，完成
2
。核对答案。
)
T:
Now, please look at the
pictures in 2. Then listen to the tape carefully
and number the pictures.
2.
(
做游戏。练习抱怨与道歉、要求与应答的表达方式。
)
(
游戏规则如下：把全班同学分成两组
(<
/p>
若班级人数多，可先让一半同学参与
)
，
排成两列纵队，当教师给
出一个提示词组时，第一组的第一个同学要快速说出相应的抱怨
或要求的表达方式；随后，第二组的第
31
一个同学快速说出
相应的道歉或应答的表达方式；接着，教师给出第二个提示词，这次，由第二组的第
二个
同学说出相应的抱怨或要求的表达方式，随后，第一组的第二个同学要说出相应的道歉或应答的表
达方式。说正确的同学坐回原位，而说错的同学自觉站到队尾，最先全部回座位的一组为获胜组。
）
Example:
T:
Be late.
Group
1. S
1
:
Don
’
t be late next time.
Group 2. S
1
:
Sorry, I won
’
t.
T: Clean the classroom.
Group 2. S
2
:
Would you mind cleaning the classroom?
Group 1. S
2
: Of
course not. I
’
d be glad to.
…
(
注：最
好把学生按能力均匀分布在两个组里。
)
3. (
听
3a
录音并跟读，
然后
进行链式问答，
练习重点句型
Would you mind
(not) doing
…
?, Could you
please
…
?
及其应答语。
)
T:
Listen to 3a
and repeat, then ask and answer quickly one by
one. You can use the sentence patterns
“
Would
you mind
doing sth.?
”
,
“
Would you mind not doing
sth.?
”
or
“
Could you please
…
?
”
S
1
: Would you
mind giving me your books?
S
2
: Not at all.
I
’
ll give them to you. Would
you mind lending me your ruler?
S
3
: Certainly
not. Here you are. Could you please pass me your
eraser?
S
4
:
…
(
或做猜
谜游戏练习上述句型。即一名学生做动作，另一名同学提问。
)
S
5
:
(
做扫地的动作
)
S
6
: Would you
mind sweeping the floor?
S
5
: Of course
not. I
’
ll do it soon.
S
7
:
(
做关门的动作
)
S
8
: Would you
mind closing the door?
S
7
: Of course
not. I
’
ll do it right now.
S
9
:
(
做浇花的动作
)
S
10
: Could you
please water the flowers?
S
9
: OK.
I
’
ll do it at once.
S
11
:
(
做吸烟的动作
)
S
12
:Would you
mind not smoking here?
S
11
: Sorry. I
won
’
t do it again.
…
4. (
让学生找出本话题中重要的短语或句子并写出。然后听
3b
录音
，跟读并核对。
)
T: Nice work. Now please find out the
useful expressions in this topic. And then
let
’
s listen to 3b. Check
your
answers.
Step 5
Project
第五步
综
合探究活动
(
时间
:6
分钟
)
运用所学运动和健康
的知识做海报，写短文，培养学生综合运用语言的能力和探究能力。
1.
(
让学生写一篇介绍自身健康状况及相关的运动计划的短文。
)
T: 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
。如课上不能完成，则课后找资料完成。
)
32
3. Homework:
运用
3a
，
3b
，结合话题编一个对话或写一篇
短文，培养学生的语言综合运用能力。
板书设计：
Would you
mind teaching me?
Section D
get tired easily
Could you please do
…
?
instead of
Would you mind
(not) doing sth.?
build up
a
15-year-old boy
healthy eating habits
Topic 3
I will take part in the school sports
meet.
Section A
The main activities are 1a and 2a.
本课重点活动是
1a
和
2a
。
Ⅰ
.Teaching aims and demands
教学目标
some new
words and phrases:
foreign, have fun,
lots of, be ready for, relay race, maybe, make
friends, perhaps
the future tense with
will
:
(1)I think
I’
ll have lots of fun.
(2)I
’
ll do my
best. I won
’
t lose.
(3)Maybe I
’
ll
make many friends during the sports meet.
(4)I
’
ll join in
the teachers
’
relay race.
about school sports meet:
(1)I will take part in the school
sports meet.
(2)Which sport will you
take part in?
(3)I
’
ll be in the
long jump and the high jump.
(4)I
’
m sure our
school sports meet will be exciting.
Ⅱ
. Teaching aids
教具
录音机
/
幻灯片
Ⅲ
. Five-finger Teaching Plan
五指教学方案
Step 1
Review
第一步
复
习
(
时间
:8
分钟
)
复习上个话题的语法、句型及
功能用语，引出本课生词、语法及话题，导入新课。
1. (
让学生进行链式问答，复习上一话题的重要语法和功能用语。
)
T: Make conversations with the help of
the given words.
“
Be late
for school.
”
S
1
:
I
’
m sorry
I
’
m late for school.
S
2
:
That
’
s OK. Please
take a seat.
T: Join us.
S
3
:
Will you join us?
S
4
:
I
’
d be glad to.
T: Smoking.
S
5
:
Would you mind not smoking here?
33
S
6
:
Sorry. I will go somewhere else.
…
(
师生谈话导入本课话题和生词。
)
T:
Well done! Do you know
who is my favorite sports player?
Ss:
We think your favorite sports player is
Michael Jordan.
T: Yes. Is
he Chinese?
Ss:
No, he
isn
’
t.
T: You are
right. He comes from a foreign country. He is a
foreigner.
(
板书并要求学生掌握。
)
foreign
T: We all like
sports because we want to keep healthy. If there
is a sports meet in our school,
I
’
ll join in the
relay race. I think I will have lots of
fun. Which sport will you take part in?
(
引出词组：
relay race, have fun,
lots of;
语法：
Future tense with
will
;
话题：
Which sport will you take
part in?)
(
板书并要求学生掌握。
)
relay race, have fun, lots of
S
1
:
I
’
ll take part in the long
jump.
T:
Which
sport will you take part in?
S
2
:
I
’
ll take part in the
boys
’
800-meter race.
…
Step 2
Presentation
第二步
呈
现
(
时间
:8
分钟
)
呈现
1a
对话的情境，找出关键词，为下一步打下基础。
1. (
听
1a
录音，呈现
1a
内容。
)
T: Boys and girls, there is going to be
a school sports meet in Yu
Ting
’
s school. She is
talking with Li Ming
about it. Which
sports will they take part in? Now, please listen
to 1a and answer the following questions.
(
用幻灯片呈现问题。
)
(1)Which sport will Li Ming take part
in?
(2)Which sport will Yu Ting take
part in?
(3)Do you think Yu Ting will
win?
(
再听一遍，核对答案。
)
2. (
重放
1a
录音，让学生跟读并标出关键词，教师板书。
)
T:
Listen to 1a, follow it, and mark the key words.
take part in, which sport, be good at,
be in, cheer
…
on, be sure,
be exciting
3. (
男女生分两组朗读
1a
。
)
Step
3
Consolidation
第三步
巩
固
(
时间
:10
分钟
)
通过表演对话等方式，巩固
1a
中所学的一般将来时态。
1.
(
再读
1a
。根据
1a
，完成
1b
。
)
T: Read
1a again and finish 1b.
(
核对答案。
)
2. (
结合关键词及
1b
表格，学生两人一组表演
1a
。
< br>)
T: Well done! Now act out 1a in
pairs according to 1b and the key words.
3. (
模仿
1a
编写相似的对话，完成
1c
。
)
T: Please make a similar dialog with
your partner according to 1a. You can begin like
this:
S
1
:
There will be a school sports meet in
our school. Will you take part in it?
S
2
:
Yes, I will.
34
S
1
:
S
2
:
…
Which sport
will you take part in?
I will
…
Step 4
Practice
第四步
练
习
(
时间
:12
分钟
)
通过对学校运动会的采访，练习本课重点语法。
1.
(
教师扮演记者采访于婷，一名学生扮演于婷，引出短语：
be
ready for, make friends
。导入
2a
。
)
T: Now I am a
reporter. I
’
m interviewing
Yu Ting. Hello! Y
u Ting. Nice to see
you!
Yu: Hello! Miss/Mr.
…
Nice to see you, too.
T:
Are you good at jumping?
Yu: Yes, I am. And I will take part in
the long jump and the high jump.
T:
Are you ready for them?
(
板书并要求学生掌握。
)
be ready for
Yu: Yes,
I
’
m ready for them. I will
do my best.
T:
I believe you
will win. I think you will make many friends
during the sports meet.
Yu: I hope so.
Thank you.
(
板书并要求学生掌握，同时介绍
make friends with
sb.
这一词组。
)
make
friends
make friends with sb.
(
让学生当记者，做采访。
)
T:
Suppose you are a
reporter. Please make an interview.
S
1
: Hello!
S
2
. Do you like running?
S
2
:
Yes, I enjoy running.
S
1
: Which sport
will you take part in?
S
2
:
I want to be in the
boys
’
800-meter race.
…
2. (
设置听力任务，播放
2a
录音，并让学生回答问题。
)
T: What about Ann, Michael and
Miss Wang? Will they also take part in the sports
meet? Now let
’
s listen to
2a,
and answer the following questions.
(
出示幻灯片上的问题。
)
(1)Which sport will Ann take part in?
(2)Which sport does Michael want to be
in?
(3)What
did
Miss
Wang
do
yesterday?
Will
she
take
part
in
the
teachers
’
relay
race?
(
再听
2a
录音，核对答案。
)
3. (
让学生朗读
2a
，完成
2b
。
)
T: Read 2a aloud, then finish 2b.
(
让学生根据文意猜出生词
maybe,
perhaps
的意思。
)
(
板书并要求学生掌握。
)
maybe,
perhaps
4.
(
根据
2a
内容写篇短文，注意人称的
变化。
)
Example:
Michael enjoys
running. He wants to be in the
boys
’
800-metre race. He
will make friends during the sports meet.
35
Y
u Ting is
ready for the long jump. She will do her best. She
thinks she won
’
t lose. Ann
will take part in the high
jump for the
first time. She thinks she will have lots of fun.
Miss Wang bought a pair of running shoes
yesterday. She
will take part in the
teachers
’
relay race.
Step 5
Project
第五步
综
合探究活动
(
时间
:7
分钟
)
通过运用将来时态做调查，培养学生的合作精
神和综合运用语言的能力。
1. (
出示幻灯片做调查。
假设下周将要举行运动会，
调查班级同学参
加运动会的情况，
并汇报给全班同学。
)
Sport
Name
4
…
T: Imagine there will be a
school sports meet next week. Make a survey to
complete the table. And then report
it
to your class.
2. Homework:
将上面的调查结果写成一个报告。
Example:
There will be a school sports meet next
week. Many classmates will take part in it.
××
will take part
in
the boys
’
400-metre race.
××
will be in the long jump.
…
板书设计：
Which sport
will you take part in?
Section A
foreign
I
will take part in the school sports meet.
have lots of fun
I think I will
have lots of fun.
be ready for
Maybe I will make many friends during
the sports meet.
36
relay
race
maybe
make friends
perhaps
I
’
ll join in the
teachers
’
relay race.
Section B
The main activities are 1a and 3a.
本课重点活动是
1a
和
3a
。
Ⅰ
.
Teaching aims and demands
教学目标
1. Learn
some new words:
shall, pick, theater,
stick, hit
2. Go on learning the future
tense with
will
:
(1)We
’
ll take our
sports clothes and sports shoes.
(2)There will be another
exciting relay race this afternoon.
3.
Learn about expressions on making appointments:
(1)What shall
we take?
(2)Shall I take my camera?
(3)When shall we meet?
(4)Where shall
we meet?
(5)Let
’
s make it
half past six.
Ⅱ
. Teaching
aids
教具
教学挂图
/
小黑板
/
录音机
/
多媒体课件
Ⅲ
. Five-finger Teaching Plan
五指教学方案
Step 1
Review
第一步
复
习
(
时间
:10
分钟
)
通过师生对话讨论运动会，
导入本课生词和表达约定的功能用语。
1.
(
检查作业：汇报参加运动会的调查结果
)
T:
Now we are all ready for
the sports meet. Which sport will you take part
in? Please report your survey to us.
Ss:
…
2. (
师生对话，引出
shall<
/p>
句式，导入新课。
)
T:
There will be a sports meet in our
school this afternoon. Will you go with me?
S
1
: Yes,
I
’
d be glad to.
T:
Yeah,
let
’
s go together.
(
板书并提醒学生注意这一句型。了解生词
yeah
。
)
There will be
…
, yeah
T:
What shall we take?
S
1
:
We
’
ll take a camera.
T:
We
’
ll take our
sports clothes and sports shoes, too.
(
板书并解释，要求学生掌握生词
shall
的用法。
)
What
s
h
a
l
l
w
37
e
t
a
k
e
?
T: When shall we meet?
Let
’
s make it half past
twelve, OK?
(
板书并要求学生理解。
)
Let
’
s
make
it
half
past
twelve.
S
1
: OK. Where
shall we meet?
T:
Shall we
meet on the right side of the playground?
S
1
: OK.
(
板书并要求学生理解。
)
Shall we
…
?
Step 2
Presentation
第二步
呈现
(
时间
:8
分钟
)
通过听和朗读的练习，培养学生语感，理解说话人意图和态度。
1. (
出示
1a
挂图，让学生观察图中人物，猜测他们之间的对话。播放
1a
录音。
)
T:
Now look
at the picture. What are they doing? Can you guess
what they are talking about?
S
1
: They are
making a phone call. Maybe Kangkang is asking his
friend, Michael, to watch the sports meet.
2. (
出示小黑板，让学生听两遍
1
a
录音，完成下面表格。
)
T:
Let
’
s listen to 1a together,
and fill in the table.
What to take
When to meet
Where to meet
<
/p>
(
在学生们听录音的同时，板书
1a
中的重点句型。
)
Shall I
take my camera?
When/Where shall we
meet?
3.
(
让学生听录音，跟读并注意语音语调。
)
T: Listen to
the tape and repeat. Pay attention to the
pronunciation and intonation.
Step 3
Consolidation
第三步
巩
固
(
时间
:10
分钟
)
通过电话会话和留言，巩固
表达约定的功能用语，培养学生综合运用语言知识的能力。
1. (
独立完成
1b
。
)
T: Read 1a, then
finish 1b by yourselves.
(
核对答案。
)
2. (
让学生再读
1a
，标出关键词。
)
T: Please read
1a again and mark the key words.
(
用小黑板出示关键词。
)
sports meet, tomorrow, take, clothes,
shoes, camera, when, meet, make, where, my house
3. (
根据关键词表演
1a
对话。
)
T: Act out a dialog according to the
key words.
4. (
让学生看
1c
信息内容，猜出
pick
和<
/p>
theater
的词义。
)
(
板书并要求学生掌握。
)
pick, theater
38
5. (
让学生模仿
1a
对话内容，根据
1c
所提供的信息编对话。选出几组
学生表演并给予鼓励。
)
Step 4
Practice
第四步
练
习
(
时间
:10
分钟
)
通过谈论运动会，进一步巩固一般将来时态的用法。
1.
(
继续谈论有关运动会的话题，引出并学习生词。
)
T:
If someone wins the
match/race, what should we say to him/her in
Chinese?
Ss:
“祝贺”
。
T: Yes, we should say
“
Congratulations!
”
(
板书并要求学生理解。
)
congratulation
2. (
通过多媒体课件来展示接力赛的情景，导入
3a
。
)
T:
Boys and girls,
look at the screen, please. We can see Michael,
Jane and Helen. What are
they talking about?
Let
’
s listen to 3, then
finish 3b by yourselves.
(
核对答案。
)
3. (
再听
3
，让学生跟读并注意语音语调。
)
T: Listen to 3 again and
repeat. Pay attention to the pronunciation and
intonation.
4. (
三人一组根据
3a
、
3b
进行表演，完成
3c
，并给予肯定和鼓励。
)
T: Practice 3
in group of three. Then I
’
ll
ask some groups to act it out.
5. (
利用课件呈现运动员手中的接力棒，向学生提问。导入
2
。
)
T: Look here!
What
’
s this in the
boy
’
s hand in Chinese?
Ss:
“
接力棒
”
.
T:
Yes, we call it stick.
It
’
s a stick. We use it in
the relay race. We can
’
t use
it to hit others.
(
板书并要求学生掌握。
)
stick, hit
T:
What
’
s the result of Michael
and Kangkang
’
s relay race?
Listen to the tape and finish 2.
6. (
再听
2
，核对答案。
)
T: Listen to 2 again and check the
answers.
Step 5
Project
第五步
综合探究活动
(
时间
:7
分钟
)
< br>
运用本课所学的表达约定的功能用语、电话会话和一般将来时态编对话，培养学
生综合运用语言的能力。
1. (
假
设本周日天气晴朗，
大家约定一起去郊游，谈谈约定的内容和将要做的事情，
先打电话预约，
再将电
话内容写出来。
)
Example:
A: Hello!
Is that Tommy?
B: Speaking!
A: This is Jim. What are you going to
do this Sunday?
B:
I
’
ve no idea. What about
you?
A: The weather report says it will
be sunny this Sunday. Shall we go hiking with Rose
and Jenny?
B: Sounds great! What shall
we take?
A: We will take some fruit,
water, bread and milk.
B: I think
we
’
d better take a camera,
so we can take photos.
…
2. Homework:
(1)
搜集关于奥运会的信息。
(2)
假
设你和你的朋友相约去观看奥运会，把你们的对话写出来。可参照
1a
< br>。
板书设计：
39
Which sport will you take
part in?
Section B
What
shall we take?
We
’
ll take our
sports clothes and sports shoes.
When
shall we meet?
Let
’
s make it
half past six.
Where shall we meet?
There will be another exciting relay
race this afternoon.
Shall we meet on
the playground?
Sure.
I
’
ll meet you there and take
some photos.
Section C
The main activities are 1a and 2a.
本课重点活动是
1a
和
2a
。
Ⅰ
.
Teaching aims and demands
教学目标
1. Learn
some new words and phrases:
page, diary, winner, finish, encourage,
able, be able to, grass, visitor, improve,
environment
2. Go on learning the
future tense with
will
:
(1)I will do
more exercise every day and I hope some day
I
’
ll be able to take part in
the
Olympic Games.
(2)We hope that
China will win more gold medals in the future.
3. Review the simple past tense:
(1)Last week our school held a sports
meet.
(2)Everyone in our
class felt very excited because we were the
winners.
4. Talk about the school
sports meet and the Olympic Games:
(1)In the boys
’
relay race, Michael ran very fast and our class
won first place.
(2)I did
my best and was the first to cross the finish
line.
(3)The
People
’
s Republic of China
took part in the Olympics for the first time in
1952.
(4)Xu Haifeng won the
first gold medal for China in the 23rd Los Angeles
Olympics in 1984.
Ⅱ
.
Teaching aids
教具
录音机
/
幻灯片
/
小黑板
Ⅲ
. Five-
finger Teaching Plan
五指教学方案
Step 1
Review
第一步
复
习
(
时间
:10
分钟
)
通过复习关于运动会的话题，导入本课生词。
1. (
让学生根据上一课
1a
内容表演和朋友相约去参加运动会的对话。
)
2.
(
利用幻灯片呈现运动会场景，导入生词。
)
T: Boys and
girls, look, there are so many people on the
playground. Oh, this is the sports meet in
Kangkang
’
s
school. Do you know the result? Let
me
tell
you.
In the boys
’
400-meter race,
Kangkang was the first
to
cross the finish line. He won the
boys
’
400-metre race. So he
was the winner. This encourages him a lot.
(
板书并要求学生掌握。
)
finish
winner
encourage
T: After the
school sports meet, Kangkang wrote a diary about
it. Here are two pages from his diary,
let
’
s have a
look. Now let
’
s
learn Section C.(
导入新课。
)
40
(
板书并要求学生掌握。
)
diary, page
Step 2
Presentation
第二步
呈
现
(
时间
:8
分钟
)
让学生通过听和读，对
1a
内容有总体了解，获取主要信息，并根据语境猜词义。
1.
(
要求学生带着问题听录音，获取关键信息。
)
T: Please listen to the tape carefully
and answer the following questions.
(
用小黑板或幻灯片出示相关问题。
)
(1)Why did Kangkang feel excited?
(2)Did Yu Ting win the long jump?
(
学生听完后回答问题，并核对答案。
)
2. (
让学生读
1a
，根据日记内容猜出
badly
和
be able to
词义，教师讲解日记的写法。
) <
/p>
(
板书并要求学生掌握
able
和
be able to
；理解
badly
。
)
badly, able, be able to
Step
3
Consolidation
第三步
巩
固
(
时间
:10
分钟
)
让学生根据关键词复述
1a
，巩固
1a
所学内容，培养学生的口语
表达能力。
1. (
让学生再读
1a
，根据
1a
内
容完成
1b
。师生共同核对答案。
)
T: Please read
1a again and finish 1b. After a while,
let
’
s check the answers
together.
2. (
让学生听
1a
录音，并跟读。找出关键词。
)
T:
Listen to the tape and
repeat, paying attention to your pronunciation and
intonation. When you are listening,
mark the key words.
3. (
让学生根据关键词复述
1a
。提醒学生注意日记
中动词的时态。
)
T: Please retell 1a
according to the key words. You must pay attention
to the tense.
(
用幻灯片展示如下关键词。
)
last week, hold, feel, because,
Michael, the boys
’
relay
race, win, Yu Ting, the long jump,
do
badly in, do better, the
boys
’
400-metre race, first,
finish line, encourage, want, hope,
be
able to, the Olympic Games
Step 4
Practice
第四步
练
习
(
时间
:12
分钟
)
通过师生讨论导入中国的奥运史，培养学生的爱国意识。
1. (
师生对话，呈现生词，导入
2
a
。
)
T:
Boys and girls,
Kangkang
hopes some day he
’
ll be able
to take part in the Olympic Games. What about
you?
Ss: Me, too.
T:
Do you know something
about the Olympics? Who got the first gold medal
for China?
Ss: Xu
Haifeng.(
老师可帮助回答。
)
T:
Xu Haifeng won
China
’
s first gold medal in
1984. So he was the winner of the first gold medal
for China in
the Olympics. When Xu
Haifeng got the gold medal, all the Chinese people
were so excited because our
national
flag was first raised in the Olympics. The
People
’
s Republic of China,
the name of our country, was
first
mentioned in the Olympics. We should remember that
moment. Here, the People
’
s
Republic of China is
the full name of
China. And Beijing, the capital of China hosted
the 29th Olympics in 2008.
(
板书并要求学生理解。
)
republic, PRC = the
People
’
s Republic of China,
host
T:
Boys and girls, I
think we all should remember this first
winner
’
s name. Do you know
more about the history
of Chinese
Olympics? Please talk about it in pairs.
41
2. (
听
2a
录音，完成
2a
。
)
T: Now turn to Page 22. Listen
to the tape and then complete the passage.
(
核对答案。
)
3. (
学生独立完成
2b
，核对答案。
)
T: Read 2a again, and finish 2b.
4. (
师生对话，导入
3
。
)
T: The 29th
Olympics are over. There were more visitors during
the 29th Olympics. And what was Beijing like
then?
(
板书并要求学生掌握。
)
visitor
S
1
:
The roads were clean and the sky was
blue.
T:
That means the
environment was better than before, we improved
our environment a lot.
(
板书并要求学生掌握。
)
environment, improve
T:
What
’
s Beijing
like now?
S
2
:
It
’
s beautiful
and there are lots of trees and flowers.
T:
Right. There is more
grass than before.
(
板书并要求学生掌握。
)
grass
T: What about people in Beijing?
S
3
:
More and more people like doing sports.
T: We should do
more sports to keep ourselves fit.
(
板书并要求学生掌握。
)
ourselves
5. (
让学生
分组讨论北京将来的样子，自己应该怎么做。完成
3
。
)
T: What will Beijing be like
later? What will you do from now on? Discuss in
groups and then write a passage.
Step 5
Project
第五步
综
合探究活动
(
时间
:5
分钟
)
分组讨论第
29
届奥运会，培养学生综合运用语言的能力。
1. (
小组活动。
)
T: Discuss the
29th Olympic Games in groups. What is your
favorite game? Who is your favorite player? Why
do you like it/him/her best? What do
you learn from them? What are you going to be when
you grow up?
Report it to your group.
2. Homework:
写一篇日记，描述你参加过的学校
运动会，注意日记格式及动词时态。
板书设计：
Which sport
will you take part in?
Section C
diary
Last week our school
held a sports meet.
winner
Everyone in our class felt very excited
because we were the
the finish line
winners.
encourage
Xu Haifeng won the first gold medal for
China in the 23rd
the
People
’
s Republic of
China(PRC)
Los Angeles Olympics in
1984.
We hope that China
will win more gold medals in the future.
Section D
42
The main activities are 1a and 5.
本课重点活动是
1a
和
5
。
Ⅰ
.
Teaching aims and demands
教学目标
1. Learn
some new words and phrases:
modern,
ring, symbol, stand for, least, at least
2. Review and summarize the future
tense with
will
.
3. Go on learning something about the
Olympics.
Ⅱ
. Teaching aids
教具
幻灯片
/
录音机
/
图片
/
小黑板
Ⅲ
. Five-finger Teaching Plan
五指教学方案
Step 1
Review
第一步
复
习
(
时间
:10
分钟
)
通过复习中国奥运史，谈论奥运五环旗，呈现部分生词。
1.
(
用图片复习中国奥运史，导入新课。
)
T: I
’
ll show some
pictures or phrases. Please ask and answer in
pairs. (
教师先作示范。
)
(Show the phrase: take part in the
Olympics for the first time)
T:
When did China take part in the
Olympics for the first time?
Ss: In
1952 China took part in the Olympics for the first
time.
(
用幻灯片呈现许海峰在奥运赛场上举枪射击的图
片。
)
T: Who won the first
gold medal in the Olympics in the history of
China?
Ss:
Xu Haifeng.
…
2.
(
通过谈论关于奥运的知识，教学生词，呈现新课。
)
T:
Today we will talk more
about the Olympics. Look at the blackboard.
What
’
s it in Chinese? (
教师在黑板上
用红色彩笔画一个环。
)
Ss:
“环”
。
T:
Yes. In English we can
call it
“
ring
”
.
(
板书并要求掌握。
)
ring
(
然后再用黄、蓝、绿、黑
四种颜色画出另外四个环，组成一个奥运五环。
)
T:
How many rings are there?
Ss: There are five.
T:
What colors are they?
Ss:
They are red, yellow, blue, green and black.
T:
Right!
They
’
re the Olympic rings.
They are a symbol of the Olympic Games.
(
板书并要求学生掌握。
)
symbol
T:
But what do the rings stand for? Who
can tell me?
(
板书并解释，要求学生掌握。
)
stand
f
o
r
(<
/p>
可能有部分学生知道五环代表着什么，让学生试用英语回答，若有困难，教师给予帮助并解
释。
)
T:
They stand
for the five parts of the world. Blue stands for
Europe, black stands for Africa, red stands for
America,
yellow
stands
for
Asia,
and
green
stands
for
Australia.
But
do
you
know
what
the
slogan
of
Beijing
Olympics is? Who can tell me?
S
1
: One World,
One Dream!
43
T:
That
’
s right. The
modern Olympics started in Athens, Greece. Its
motto is
“
Faster, higher,
stronger
”
.
(
板书、领读并解释，要求学生掌握
modern
；理解
Greece
，
motto
。
)
modern, Greece,
motto
T: Do you know when the modern
Olympics started? Let
’
s
learn Section D.
(
导入新课。
)
Step 2
Presentation
第二步
呈现
(<
/p>
时间
:8
分钟
)
通过听和读等方式，呈现
1a
关于奥运
五环旗的相关信息。
1. (
让学生
带着问题听
1a
录音，获取相关信息。
)
T: Please listen to the tape, then
answer the question: When did the modern Olympics
start?
(
核对答案。
)
2.
(
让学生听录音跟读，标出关键词，并根据上下文猜测
at
least
词意，要求学生掌握。
)
T: Please listen to 1a and repeat, then
mark the key words.
the modern Olympics
start, the motto, the Olympic rings, stand for,
the
3.
(
让学生读
1a
，
注意语音语调。
)
colors of the rings, easily find, at
least
T:
Please
read
1a
aloud and
pay attention to the pronunciation and intonation.
Step 3
Consolidation
第三步
巩
固
(
时间
:10
分钟
)
让学生用复述和编对话等方
式巩固
1a
内容，培养学生运用语言的能力。
< br>
1. (
让学生再读
1a
，根据
1a
完成
1
b
并核对答案。
)
T: Please read 1a again and
finish 1b by yourselves.
2. (
核对
1b
答案后，用小黑板展示关键词
,
让学生试着复述
1a
。
)
T:
Look at the key words on the small blackboard. Try
your best to retell 1a.
3. (
把
1a
改编为一个小对话，加以巩固。最好使用本单元
Topic
2
所学的表达请求的句型，如：
Would you
mind
…
? Could you
please
…
?
等。
)
Example:
T:
When
did the modern Olympics start?
Ss: In
1896.
T:
Would you mind
telling me its motto?
Ss: Of course
not. Its motto is
“
Faster,
higher, stronger
”
.
T:
Could you please tell me
its symbol?
Ss: Five rings.
T:
What do they stand for?
Ss: They stand for the five parts of
the world.
T:
What colors
are the rings?
Ss: They are blue,
yellow, black, green and red.
(
< br>教师示范后，让学生按照其要求分组对话，并找两组到讲台前表演。
)
4.
(
出示福娃图片，谈论奥运吉祥物。
)
T:
Look at the picture. They
are Fuwa. Are they Beijing Olympic mascots?
Ss: Yes, they are.
T:
Good! They are the Olympic mascots of
the 29th Beijing Olympics. Please work in groups
to discuss and
44
match the
mascots with the host cities. Finish 2.
S
1
: What about
these?
S
2
: They
are Sydney Olympic mascots.
…
(
核对答
案，完成
2
。
)
Step 4
Practice
第四步
练
习
(
时间
:10
分钟
)
收集整理本单元语法和功能用语，针对这些知识点进行检测。
1.
(
总结本单元语法和功能用语。
)
(
让学生复习总结本话题的语言知识点。
)
T:
Now
let’
s
go
over
and
summarize
the
grammar
and
useful
expressions
in
this
topic.
Then
I
’
ll
ask
some
students
to write them down on the blackboard.
(
检查学生总结的情况然后播放
4a
、<
/p>
4b
录音，学生跟读。
)
2.
(
为巩固本话题的语言知识，进行单元小测试。
)
(
出示小黑板。
)
< br>(1)(
根据句意及首字母提示完成下列句子。
)
①
There were thousands of
foreign v
during the 29th
Olympics in Beijing.
②
Xu
Haifeng is the w
of
the first gold medal in
China
’
s Olympic history.
③
We should improve our e
to make our world more and
more beautiful.
④
The m
Olympics started in Athens,
Greece in 1896.
(2)(
用所给动词的适当
形式填空，提示学生注意句子时态。
)
①
Would you mind
(fill) out the form?
②
It
(be)sunny on Saturday. What about going
hiking?
③—
When
we
(meet) tomorrow?
—
Let
’
s
make it half past six.
④
He
(visit) Beijing
in August in 2008.
⑤
Beijing
(host) the 29th
Olympic Games.
Step 5
Project
第五步
综合探究活动
(
时间
:7
分钟
)
让学生对奥运知识进行讨论与交流，使他们能更全面了解奥运会。
1.
(
完成
5
。
)
(1)
让学生搜集有关奥运历史的信息。
(2)
小组内讨论自己所知道的某一届具体的奥运知识。<
/p>
(3)
以
The ________
Olympics
为题写一篇短文。
2. (
欣赏奥运歌曲，完成
3
，结束本课。
)
3. Homework:
Please search the mascots of other
Olympics on the Internet. Fill in the table, then
try to make a report about it.
Order
20 th
21 st
22 nd
23 rd
24 th
25 th
26 th
27 th
28 th
Year
City
45
Mascots
29 th
板书设计：
Which sport
will you take part in?
Section D
modern Olympics
The Olympic
rings are a symbol of the Olympic Games.
stand for
They
stand for the five parts of the world.
at least
Unit 2
Keeping Healthy
Topic 1 You should see a dentist.
Section A
The
main activity is 1a.
本课重点活动是
1a
。
Ⅰ
.Teaching aims and demands
教学目标
1. Learn
some new words and phrases:
toothache,
dentist, have a cold, cough, take a rest, fever,
flu, headache, at night, coffee, tea, plenty,
plenty of,
boiled water, lift
2. Learn some useful sentences:
(1)I have a
toothache.
(2)I
’
m sorry to
hear that.
(3)I
have a bad cold.
3. Learn the modals
for giving advice:
(1)You should see a dentist.
(2)You
shouldn’t drink coffee or tea in the
evening.
4. Talk about
illnesses.
5. Learn to express sympathy
for a patient and give some advice to the
patients.
Ⅱ
. Teaching aids
教具
图片
/
录音机
/
卡片
/
小黑板
Ⅲ
. Five-finger Teaching Plan
五指教学方案
Step 1
Review
第一步
复
习
(
时间
:5
分钟
)
通过谈论奥运会进入本单元话题，引出本节课的部分单词。
<
/p>
(
通过复习上个单元有关运动、奥运会的话题，导入新课。
)
T:
Boys
and
girls,
now
we
know
something
about
the
2008
Beijing
Olympics.
I
want
to
ask
you
some
questions.
What’s the
slogan of the 2008 Olympic Games?
Ss: One World, One Dream.
46
T:
Good!
Then
what’s
the symbol of the Olympic Games?
Ss: The Olympic rings.
T:
What’
re the colors of the
rings?
Ss: They are blue, yellow,
black, green and red.
T:
Do
you like sports, S
1
?
S
1
: Yes, very
much.
T:
What kind of sport
do you often do in your free time?
S
2
: I often play
football.
S
3
:
Sometimes I play table tennis with my classmates.
S
4
: I skate in
winter and swim in summer.
T:
Why do you like
sports?(
运用肢体语言，启发学生回答。
)
S
4
: Sports can
make us strong and healthy.
T:
I think so. Wonderful! Doing sports is
a good way to keep healthy. Do you agree with me?
(
教师面带微笑，
亲切地询问。
)
Ss: Yes!
Step 2
Presentation
第二步
呈现
(
时间
:15
分钟
)
通过师生对话及听力活动，呈现
1a
内容，学习部分生词与短
语，培养学生的听说能力。
1.
(
师生对话，谈论健康话题。
)
T:
In this lesson, l
et’s talk
about health
.
(
板书
本单元标题并注意
healthy
与
h
ealth
关系及区别。
)
keeping healthy
T:
How are you feeling today,
S
1
?
S
1
:
I’m fine, thank you,
and
you?
T:
I’m not
very well. I think I have a cold.
(
说着，老师形象地表现出生病的样子。
)
(
板书并要求学生掌握。
)
have a cold
T:
What should I do?
(
老师可用动作启发学生。
)
Ss:
You should go to see a doctor.
(
帮助学生回答。
)
T:
We can also say
“
You
’
d
better go to see a doctor.
”
(
板书本话题标题。
)
You
’
d better go
to see a doctor.
(
板书同义句并要求学生掌握。
)
You
’
d better go
to see a doctor. = You should go to see a doctor.
(
教师出示图片。
)
T:
Please
look
at
the
picture.
What
’
s
wrong
with
Kangkang?
We
can
also
ask
“
What
’
s
the
matter
with
Kangkang?
”
(
板书并要求学生掌握。
)
What
’
s wrong with
Kangkang? = What
’
s the
matter with Kangkang?
(
老师作牙痛状引导学生回答。
)
Ss: There is something wrong with his
mouth.
T:
Oh.
No, I think he has a toothache.
(
作牙痛状，令学生明白其意思。
) What should
he do?
Ss: He should see a doctor.
T:
Yes, he
should see a dentist.
(
板书并要求学生掌握。
)
toothache,
47
denti
st
(
< br>教师引导学生用
What
’
s
wrong with you?
或
What
< br>’
s the matter with
you?
句式提问，教师表演并回答。
)
Ss:
What’s wrong with
you? (
教师作咳嗽状。
)
T: I have a cough.
Ss:
What’s
the matter with you?
(
教师作头疼状。
)
T: I
have a headache.
(
板书并要求学生掌握。
)
cough, headache
Ss:
What
’
s wrong with
you?(
教师作背痛状。
)
T:
I have a backache.
(
板书并要求学生理解。
)
backache
Ss:
What
’
s wrong with
you?(
教师出示一张显示某人发烧的图片，并做回答。
)
T:
I have a fever.
(
板书并要求学生掌握。
)
fever
Ss:
What
’
s the matter
with you?(
教师作流鼻涕状。
)
T:
I have the flu.
(
板书并要求学生掌握。
)
flu
Ss:
What
’
s wrong with
you?(
教师作胃痛状。
)
T:
I have a stomachache.
(
板书并要求学生理解。
)
stomachache
Ss:
What should you
do?(
作休息状。
)
T:
I should take a rest.
(
板书并要求学生掌握。
)
take
a
r
e
s
t
2. (
要求学生出示教师事先准备好的图片，分组来表演，以
巩固上面的内容。
)
3. (
让学生
听
1a
录音，并回答问题
)
T:
There
’
s
something
wrong
with
Kangkang.
What
is
it?
Please
listen
to
the
dialog
in
1a,
then
answer
the
following questions:
(1)
What
’
s
wrong
with
Kangkang?
(2)
What
should
he
do?
(
核对答案。
)
4.
(
让学生跟读录音并标出关键词。
)
48
5. (
让学生分角色朗读，完
成
1a
。
)
Step 3
Consolidation
第三步
巩固
(
时间
:8
分钟
)
通过比赛，营造活跃的课堂气氛，激发学生学习英语的兴趣，培养学生的语言运用能力。
1. (
两人一组操练对话，完成
1b
。
)
T: Please practice the dialog in 1b in
pairs and then act it out.
2. (
< br>教师出示卡片，模仿
1a
编对话，完成
< br>1c
。以巩固关于疾病的表达及所给予的建议。
)
T: Let
’
s play a
game. OK? The game is
“
Who
is the best doctor?
”
I
’
ll ask two students to
make a dialog like 1a.
Suppose one is a
doctor, the other one is a patient.
S
1
:
What
’
s wrong with
you?
S
2
:
I have
sore eyes
.
S
1
:
You should
not read too
long
.
…
(
教师出示卡片叫学生模仿
)
(
板书卡片中出现的生词与短语，并
要求学生掌握；了解
sore
和
boi
led water
。
)
sore,
plenty, plenty of, boil, boiled water, lift, at
night, coffee, tea
Step 4
Practice
第四步
练习
(
时间
:12
分钟
)
通过小组活动，激发学生的兴趣，培养学生的合作精神。
1.
(
营造活跃的课堂气氛，激发学生学习兴趣。
)
T: I
’m ple
ased
with your dialogs, and
I’m sure you can
do
it better.
(
教师
把事先准备好的卡片粘贴在小黑板上，便于开展活动。
)
T:
Now ask and answer according to these cards.
Please use
“
W
hat’s
wrong
/the matter with
…?”
“
He/She has
…”
“
He/S
he
should/shouldn’t
…”
a
cough
toothache
see a doctor
not
eat too much sweets
the flu
a cold
have a good rest
take a rest
T:
Now please practice in pairs.
(
< br>学生完成练习后，教师分别找几组同学表演。
)
2.
(
完成
2
。
)
T: Finish 2 in
pairs, then act the dialogs out.
3. (
播放
3
录音，完成
3
。
)
T: Now please
listen to the conversations in 3 and number the
following pictures by yourselves. Then write down
49
the advice. Pay attention
to
should/shouldn
’
t
.
(
核对答案。
)
Step 5
Project
第五步
综
合探究活动
(
时间
:5
分钟
)
鼓励学生在实践活动中学习英语知识，激发学
生学习英语的兴趣。
1.
(
根据所给例子编写对话，提高口语表达能力。
)
T: Please make
a dialog like the example, then act it out.
Example:
S
1
: Ouch!
(
手摸脸，假装疼痛的样子。
)
S
2
:
What
’
s wrong with you?
S
1
: I have a
toothache.
S
2
:
Oh, you should see a dentist.
S
1
: Good idea.
Thank you.
S
3
:
Ouch! (
手摸后背。
)
S
4:
Do you have a
backache?
S
3
:
Yes!
S
4
: Oh, you
shouldn’t lif
t heavy things.
…
T: Well done!
Thank you.
2. Homework:
根据同学
上次所患疾病情况的调查，填写表格。根据表格内容写出完整的句子。教育学生照顾自己，关
爱他人。
Name
Illness
Should/Shouldn
’
t
板书设计：
You
’
d better go
to see a doctor.
Section A
cold
What
’
s wrong with
…
?
What
’
s the matter
with
…
?
fever
have a
toothache
You should see a dentist.
cough
You
’
d
better see a dentist.
headache
I’
m sorry to
hear that.
backache
I hope you
’
ll get
well soon.
take a rest
You should/shouldn
’
t
…
have the flu
plenty of
boiled water
Section B
The
main activities are 1a and 2a.
本课重点活动是<
/p>
1a
和
2a
。<
/p>
Ⅰ
. Teaching aims
and demands
教学目标
1. Learn some new words and phrases:
pale, terrible, day and night, feel
like doing, lie down, candy, brush, tooth (teeth),
Internet, care, take care of
2. Learn
some useful sentences:
(1)I
’
m feeling
terrible!
(2)How long have you been like this?
(3)How are you
feeling, Nick?
50
-
-
-
-
-
-
-
-
-
上一篇：飞机行业术语一览
下一篇：v民航专业词汇缩写()