-
Unit 1 Playing Sports
Topic 1
I
’
m 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
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。
) term
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?
(
板书并要求学生掌握。
)team
S
1
:
T
here 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
< br>)
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
:
Y
es, 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
be 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。
)
—
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
basketball
game
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
(
< br>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
talking about? 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
—
Sunday
—
game
—
term
—
come
—
cheer
…
on
—
I
’
d
love to
—
hope
—
win
Step 3 Consolidation
第三步
巩固
(
时间
:10
分钟
< br>)
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
:
Y
es. 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
1a
及
b
e going to+do
句型，完成
1b
< br>。
)
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。
)
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.
S
5
:
Y
es. 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
< br>)
完成
2
和
< br>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
< br>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
:
Y
es, 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
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：
I
’
m going to play
basketball?
Section A
be
going to + do sth.
We are going to have
a basketball game against Class Three on
prefer
cheer
…
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
图片
/
小黑板
/
录音机
< br>
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.
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
:
M
y 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.
(
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
< br>)
呈现
1a
，继续学习
be going to
的特殊疑问句式。
1. (
教师展示一些着名运动员的图片，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
?
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
T:
Now
let
’
s
check
the
answers.
Yao
Ming
is
a
basketball
player.
He
is
meters
tall.
He
plays
for the Houston
Rockets in the NBA.
(
板书并要求学生理解
player, Houston Ro
ckets
；了解
NBA
。
)
3. (
再放
1a<
/p>
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
< br>)
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.
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
< br>)
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.
Yao Ming
(
板书并要求学生理解
Olympic
。
)
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:
Do you know an active
runner named Liu Xiang?
S
3
: Yes.
(
板书，教学生词，并要求学生掌握
single
和
active
；理解
runner
和
athlete
。
)
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
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。
< br>) 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
)
通过制作自己喜欢的运动员的名片，学会描述一些着名运动员。
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
2.
Homework:
用英语描述自己喜欢的运动、运动员及梦想。
板书设计：
I
’
m going to play
basketball.
Section B
grow up
What are you going
to be when you grow up?
in the future
I
’
m going to be a
dancer.
play for
What a
shame!
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.
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. 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
:
A
bout 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。
)
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
< br>)
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
:
Y
es, 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
< br>the 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
？
(
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
< br>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 . to 6 . on
Wednesdays and Fridays.
…
T:
Each group can choose one
student to report. Let
’
s beg
in.(
对表现好的小组，进行表扬
和鼓励。
< br>)
Step 4 Practice
第四步
练习
(
时间
:12
分钟
< br>)
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
。
)
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 good way to keep
healthy.
(
板书，领读生词，并要求掌握。
)relax
2. (
教师展示一幅
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. <
/p>
(
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。
)
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
< br>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
)
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?
take part
in
pretty well.
the high
jump
There is going to be a school
sports meet next weekend.
the long jump
She is going to take part in the high
jump and the long
jump.
be
good for
Playing
soccer
makes
me
strong
and
it
is
popular
all
over
the world.
school sports
meet Running is good for his legs, heart and
lungs.
keep fit/healthy
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，也可以鼓励学生运用本话
< br>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
。
)
Section C
She
learns baseball on Saturdays, and now she plays it
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。
)
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
teammat
e
。
)
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
< br>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
arrive at+small places
=
get
A
B
play against
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 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
< br>)
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。
< br>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
。
)(
根据上面的插图和
4
中的问题，分组完成
4
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
知识写一份新学期计划。
板书设计：
I
’
m 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
I
’
ll kick you the ball
again.
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.
(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
:
W
hich 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。
)
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
in
the
basketball
game.
He can
’
t take
part in the game. S
6
, will
you join us? 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
)
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
< br>)
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
1b
。
)
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
< br>:
…
(
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<
/p>
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
< br>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.
(<
/p>
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 : That
’
s all right.
(2)S
5
: We are
going to the zoo. Will you join
us?S
6
:
I
’
d be glad to.
S
5
: Would you
mind taking your camera?S
6
:
Of course not. S
5
:
It
’
s very nice of :
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
< br>)
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。
)
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。<
/p>
)(
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。
)
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.
(
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,
quietly
，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
。
)
(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
…
?
”
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。
)(
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
:
Section A
do sb. a favor=help sb.
fall
ill=be ill
throw
…
about
make
one
’
s bed
right
away=at once
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.
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
’
< br>s nothing.
②—
I
’
m
sorry I
’
m late for class.
—
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
< br>)
通过复习
Do/Would you mind
(not) doing
sth.?
及应答，导入本课部分生词。
1.
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
:
Would 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
:
Sorry. I
’
ll put
it somewhere else.
2.
(
利用图片导入新单词。
)
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。<
/p>
)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.
(
板书并教学生词，要求学生掌握
chance
；理解
goal
。
)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
。
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
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?
(
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。
)
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
< br>)
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
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. <
/p>
(
板书，教学生词并要求学生掌握。
)d
irty
(
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
food.(
帮助学生回答。
)
(
板书，教学生词并要求学生掌握。
)se
rve
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。
) <
/p>
(
板书，教学生词并要求学生掌握。
)a
nother
T:
Would
you mind serving the water quickly?
S
4
:
I
’
ll
do
it
in
a
minute.
It
’
ll
be
ready.(
帮助学生回答。
)
(
板书并要求学生掌握。
)
(
用同样方法教学词组并要求学生掌握。
)ta
ke 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. (
让学生用
2
< br>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.
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?
is
serving
the
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.
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
板书设计
:
Section B
not careful=careless
You are
always so careless!
shout at
You shouldn
’
t
shout at me.
fight with sb.
—
I am very sorry for what I
said.
say sorry to sb.
—
It
’
s
nothing.
be angry with
—
I
’
m
sorry I
’
m late for class.
do one
’
s best
—
That
’
s
OK. Please take a seat.
keep doing sth.
turn down
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.
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
。
)
(
最后展示
Canada
版图
)
T:
B
oys
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。
)Can
adian
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
< br>分钟
)
呈现
1a
，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。
)
Step 3 Consolidation
第三步
巩固
(
时间
:10
分钟
< br>)
通过巩固
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.
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,
…
2. (
让学生再读
1a
。假设你正在采访一名着名的乒乓球运动员，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
< br>)
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
。
)
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 . teacher
at Springfield College in the
板书，并要求学生理解
Springfield Colleg
e
；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<
/p>
”
mean? Can you guess?
(
引导学生根据词形猜出词义，可比较“
outsi
de
”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。
)scor
e
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 <
/p>
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<
/p>
court
。
)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
)
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
，分组讨论关于篮球的知识，让学生完成下列表格。
)
Who invented
When invented
How
many
players
in
each
team
Your
favorite
basketball
player
About NBA
About CBA
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
:
N
ing
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
:
Section C
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? S
7
:
I like eating meat. T: Do
you
like
chips
and chocolate?
(
板
书，教学生词并要求学生掌握
chocolate
；理解
chips
。
)
S
7
:
Yes, I like them very much. T: Do you
often do exercise? S
7
:
No, seldom.
T:
So
do you often get tired easily?
S
7
:
Yes, I do.
(
板书，并要求掌握
tired
；理解
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: Yes, we
should eat
…
(
学生可能
回答不全，教师可以补充
)
T:
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: Yes, we do. T:
S
8
,
what
will
you
eat
more
from
now
on,
vegetables,
fresh
fruit,
chips
or
chocolate?
S
8
:
Vegetables and fresh fruit. T:
Why?
S
8
:
Because 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
1
a
。
)
Step 2
Presentation
第二步
呈现
(
时间
:10
< br>分钟
)
呈现
1a
，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.
3. (
让学生自己朗读课文两遍，根据文意猜生词
however
和
mile
的意思，教师板书并解释生词，然后让
学生回答下列问题。
)
(
板书并要求学生掌握。
)
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
< br>)
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
。
)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
:
N
ice to meet you!
S
2
:
Nice to meet
you, too!
S
1
:
Y
ou look so active. Could
you please tell me what makes you so fit and
healthy?
S
2
:
R
unning and healthy eating.
S
1
:
When did you
begin running? S
2
:
…
S
1
:
W
hat do you usually eat and
drink? S
2
:
…
Step 4
Practice
第四步
练习<
/p>
(
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
(
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。
）
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
…
?
< br>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
:
C
ertainly 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。
)
3. Homework:
运用<
/p>
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：
get tired
easily
instead of
build up
a
15-year-old boy
healthy eating habits
Section D
Could
you please do
…
?
Would you mind (not) doing sth.?
Topic 3 The school sports meet is
coming.
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?
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。
)
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.
S
1
:
Which sport
will you take part in? S
2
:
I will
…
Step 4 Practice
第四步
练习
(
时间
:12
分钟
< br>)
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! Yu 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。
)
(
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. Yu 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。
)
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：
foreign
have lots of
fun
be ready for
meet.
relay race
maybe
make friends
perhaps
Section A
I will take part
in the school sports meet.
I think I will have lots of fun.
Maybe I will make many friends during
the sports
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<
/p>
)
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.
(
< br>板书并解释，要求学生掌握生词
shall
的用法。
)
T: When shall we meet?
Let
’
s make it half past
twelve, OK?
(
板书并要求学生理解。
)
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
:
T
hey 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
(
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
< br>)
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
theater
的词义。<
/p>
)(
板书并要求学生掌握。
)
pick, theater
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
< br>)
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。
)congratul
ation
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。
)
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
)
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. (
< br>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
。
板书设计：
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
< br>)
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。
)
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。
)
(
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
< br>)
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
< br>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<
/p>
。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
< br>)
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.
2.
(
听
2
a
录音，完成
2a
。
< br>)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。
< br>) 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?
(
< br>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：
diary
winner
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
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
Section C
Last week our school held a sports
meet.
Everyone
in
our
class
felt
very
excited
because
we
Ⅲ
. Five-finger Teaching Plan
五指教学方案
Step 1
Review
第一步
复习
(
时间
:10
分钟<
/p>
)
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:
T
hey 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。
)
(
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!
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
。
)
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
(
时间
:8
< br>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.
3. (
让学生读
1a
，注意语音语调。
)
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
< br>)
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。
1. (
让学生再读
1a
，根据
1a
完成
1b
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
1
a
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：
Wou
ld
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 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
< br>)
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
、
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。
)
(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)(
< br>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。
(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
Year
20 th
21 st
22 nd
23 rd
24 th
25 th
26 th
27 th
28 th
29 th
板书设计：
modern
Olympics
Games.
stand for
at least
City
Mascots
Section D
The Olympic rings are a symbol of the
Olympic
They stand for the five parts
of the world.
Unit 2 Keeping Healthy
Topic 1 You should brush your teeth
twice a day.
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.
T:
Good! Then
what
’
s the symbol of the
Olympic Games?
Ss: The Olympic rings.
T:
What
’
re the
colors of the rings? Ss:
T
hey
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
< br>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, let
’
s talk
about health.
(
板书本单元标题并注意
healthy
与
health
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。
)
(
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。
)
(
教师引导学生用
What
’
s wrong with you?
或
What
’
s the matter with y
ou?
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。
)
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。
)
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。
)
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
. (
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。
)
5. (
让学生分角色朗读，完成
1a
。
)
Step 3
Consolidation
第三步
巩固
(
时间
:8
< br>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
。
< br>)
T: Please practice the dialog in
1b in pairs and then act it out.
2. (
教师出示卡片，模仿
1a
编对话，完成
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
boiled
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
< br>)
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 pleased
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
“
What
’
s
wrong/the
matter
with
…
?
”
“
He/She has
…”
“
He/She
should/shouldn
’
t
…”
toothache
a
cough
T: Now
please practice in
pairs.(
学生完成练习后，教师分别找
the flu
a cold
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
the advice. Pay attention to
should/sho
uldn
’
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
< br>: 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 lift 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。<
/p>
Name
Illness
Should/Shouldn
’
t
板书设计：
Section A
cold
What
’
s wrong with
…
?
fever
toothache
take a rest
have
What
’
s the matter
with
…
?
cough
have the flu
headache
plenty of
backache
You should see a dentist.
boiled water
You
’
d better see
a dentist.
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:
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?
3. Go on learning some modals for
giving advice:
(1)
You
’
d better go to see a
doctor.(2) Why don
’
t you
have a good rest?(3) You should
lie
down and rest.
(4)
You
’
d better not drink cold
water.(5) You shouldn
’
t eat
too much candy.
4. Get students to know
how to take care of themselves and others.
Ⅱ
. Teaching aids
教具
卡片
/
教学挂图
/
录音机
< br>/
小黑板
/
药片
/
水杯
Ⅲ
. Five-finger Teaching Plan
五指教学方案
Step 1
Review
第一步
复习
(
时间
:5
分钟
)
师生互动，通过对疾病表达及建议的复习，导入新课。
1.
(
教师出示上节课的卡片，复习保持健康的话题。
)
T:
Look at this card and
let
’
s make a dialog. You
ask, and I answer.
Ss:
What
’
s wrong with
you? / What
’
s the matter
with you?
T: I have
…
Ss:
You
should/shouldn
’
t
…
2.
(
改变人称，复习第三人称单数代词的用法。
)
T:
Look
at
this
card,
(
教师拿着或指着卡片
)
please
use
“
he
”
,
“
she
”
,
“
him
”
or
“
her
”
to make a
dialog.
Ss: What
’
s wrong
with him? / What
’
s the
matter with him?
T:
He has
…
Ss: Oh, he
should/shouldn
’
t
……
T:
Well done. In this lesson,
let
’
s learn more about
modals for giving advice.
Step 2
Presentation
第二步
呈现
(
时间
:15
< br>分钟
)
师生对话，通过表情及动作，呈现
1a
中部分生词及功能句，并设置听力任务，提高学生的听力水平。通
过对
1a
的学习，教育学生关心他人，并培养
其应对突发事件提出建议的能力。
1.
(
老师扮演医生，学生扮演病人。
)
T: S
1
, suppose
you are ill. You come to the hospital. I am the
doctor. You look pale.
What
’
s the
matter?(
教师作咳嗽状以作提示
)
S
1
:
I
’
m feeling
terrible. I cough day and
night.(
教师帮助回答。
)
(
板书并要求学生掌握。
)
pale, terrible, day and night
T: I
’
m sorry to
hear that. How long have you been like this?
(
板书并要求学生掌握。
)
been
How long have you been
like this?
S
1
:
Three days. T:
Do you feel
like eating?
(
板书并要求学生掌握。
)
feel like doing
S
1
:
No, I don
’
t. T:
I think you have a cold.
You
’
d better drink plenty of
boiled water.
S
1
:
Can I go to school today?
T:
I think you
’
d better not go
to school. Why not stay in bed and have a rest? My
meaning
is that
you
’
d better lie down and
rest. It
’
s good for you.
(
板书并要求学生掌握。
)
1
:
OK, thank you
very much. T:
Not at all.
2. (
出示
1a
图片，学生猜测图中人物发生了怎样的故事。然后用小黑板呈现听力任务，让学生带着问题
< br>听
1a
录音，并理解生词
hey
。
)
T: Boys and
girls, we have learnt some modals for giving
advice. Now let
’
s look at
the picture
in 1a and guess what
happened to Bruce. Then listen to 1a and answer
the questions.
(
板书并要求理解。
)(
核对答案。
)
3. (
再放
1a
录音，让学生跟读并找出关键词及短语，整体呈现
1a
。<
/p>
)
T: Now, listen to 1a again
and repeat. Pay attention to the pronunciation and
intonation.
Ss:
…
T: Please read the dialog
loudly by yourselves, and find out the key words
and phrases.
(
板书重点短语并要求掌握。
)
look
pale,
feel
terrible,
have
a
headache
and
a
cough,
had
better,
take
…
to
…
4.
(
让学生分角色朗读，并尝试记下关键词，为表演作准备。
)
Step 3 Consolidation
第三步
巩固
(
时间
:10
分钟
< br>)
通过对疾病和建议等相关知识的表达，培养学生运用语言和处理信息的能力。
1. (
教师为学生准备道具，设置
情景，让学生根据关键词表演对话，完成
1b
。
)
T: Practice the dialog with
your partner according to the key words and
phrases, then act it
out.
(<
/p>
教师把事先准备好的药片、水杯等放在讲台上，让学生做类似对话。
)
Ss:
…
2. (
让学生独立完成
1c
。
)
T: Well done!
Boys and girls, now please number the sentences by
yourselves, then make a
conversation. <
/p>
(
学生做
1c
的
同时，教师板书
1c
中的重点句型及短语。
)
How are you feeling?
Why
don
’
t you
…
? = Why not
…
?
day and night
You
’
d better
(not) do
…
(
核对答案，并要求学生朗读句子。
)
3.
(
让学生用板书的句子及短语编对话，掌握重点知识。
)
T: Please make a dialog according to
the phrases and sentences on the blackboard. Then
act
it out.
4. (
做
游戏，把全班分成两组，
A
组选出一名学生表演病状，
B
组猜出其病情并提出一项建议。两组交替
角色
。猜对病情加
1
分，给出建议加
2
分，最后评出获胜组，并给予鼓励或小小的奖励。
)
(GA) S
1
:
(
不停地咳嗽。
)(GB) Ss: You have a
bad cold. You
’
d better have
a good rest.
(GB)
S
2
:
(
表演牙疼。
)(GA) Ss: You have a
toothache. You should see a dentist.
…
T: Please stop here! Let me
see. Oh, Group A is better. Congratulations! Group
B, can you
sing an English song for
Group A?
GB:
OK.(
如果时间允许，可采用生日快乐歌的曲调唱
Good
morning/afternoon to you!
每唱完一句，
快速击掌三下，使课堂气氛达到高潮。
)
Step
4 Practice
第四步
练习
(
时间
:10
分钟
)
通过教师假装上课时出现的意外状况，引入对相应
疾病提出建议的话题，以培养学生关心他人及照顾自己
的能力。
1.
(
老师手摸喉咙，并作很难受的样子，提示学生向老师提问。
)
S
1
:
What
’
s wrong with
you, Miss Liao?T:
I have a sore throat.
(
板书并要求学生理解。
)
S
1
:
You should/had better take good care of
yourself.(
帮助学生回答。
)
(
板书并要求学生掌握。
)
T:
Thank you. I will. I
think I had better lie down and rest after work.
(
提示一名同学作牙疼状。
)T:
What
’
s wrong with
you?
S
2
:
I have a toothache. T:
You
had better not eat too much candy.
(
板书并让学生掌握。
)
2. (
根据
2a
中所给的例子，两人一组用方框中的句子练习对话。完成
2a
。
)
T: Now, please make
new dialogs with your partner according to the
example in 2a.
(
学生两人一组快速练习
had better, had
better not, should, shouldn
’
t
。然后检查几组学生，教
师给予点评，要求学生尽可能多地给
出建议。
)
3. (
看
2b
图片，完成
2b
练习，
巩固
had better (not), should
(not)
的用法。
)
T:
Now, please look at the pictures of 2b. Fill in
the blanks according to the pictures.
(
可进行抢答，答对者全班击掌三下给予鼓励。若有条件可用幻灯片出示每幅图片及内容。
)
(
先让学生根据语境猜测对话中生
词的词义，然后板书并要求学生掌握。
)
brush,
Internet, tooth (teeth)
Step 5 Project
第五步
综合探究活动
(
时间
:5
分钟
)
让学生把所学知识用于实际，体现“学以致用”原则并培养学生的语言
运用能力。
1. (
根据
1a
和
1c
对话内容，创
设情景，让学生两人一组进行对话，深入有关看病的话题。
)
T: Suppose you are ill, you go to see a
doctor. Make a dialog between you and the doctor.
The
following expressions can help you.
How are you feeling?
What
’
s wrong? =
What
’
s the matter?
Not so well. (I
’
m
feeling terrible.)
How long have you
been like this?
feel like doing
You
’
d better
(not)
…
You
should (not)
…
Why not
…
?
Example:
S
1
:
What
’
s wrong with
you, S
2
?
S
2
:
I
’
m feeling
terrible
…
2.
(
找几组学生进行表演，评出最好的一组给予表扬。
)
3. Homework:
编五个对话，将五种疾病
toothache, fever,
sore throat, headache, stomachache
分
别融入话题，用
had better
…及
had better not
…
, should
…及
should not
…结构写出医生的建
议。
板书设计：
day and
night
feel like doing
take care of
on the Internet
Section B
You
’
d better go
to see a doctor.
How long
have you been like this?
Shall I take
you to the hospital?
Why
don
’
t you
…
? = Why not
…
?
Why
don
’
t you have a good rest?
You
’
d better not
go to school today.
Section
C
The main activities are 1a
and 3.
本课重点活动是
1a
和
3
。
Ⅰ
. Teaching aims and demands
教学目标
some new
words and phrases: still, X-ray, serious, check
over, worry about, advice, taxi
some
useful expressions:
(1)But my left leg
still hurts when I move
it.(2)It
’
s nothing
serious.(3)Two pills each
time, three
times a day.
(4)Thank
you
for
your
flowers
and
fruit.(5)I
hope
I
’
ll
get
well
and
return
to
school
soon.
on learning how to
express your feelings.
to ask for/give
advice.
Ⅱ
. Teaching aids
教具
图片
/
教学挂图
/
录音机
< br>/
幻灯片
/
小黑板
/
白纸
Ⅲ
. Five-finger Teaching Plan
五指教学方案
Step 1
Review
第一步
复习
(
时间
:5
分钟
)
通过游戏，复习疾病及建议的表达方式，增强学生学习英语的积
极性，导入本课生词。
1. (
通过
做游戏，进行对话练习，复习上节课的重点词汇和短语。
)
T: Boys and girls,
let
’
s play a game.
(
游戏规则：全班分成两组，
A
组
为男生，
B
组为女生，
A
组一名男生说病情，
B
组一名女生给建议，然
后
B
组下一名同学说病情，
< br>A
组下一名同学给建议。学生说得又快、又准确的那组为优胜组。
)
S
1
G
< br>A
: I have a stomachache.
S
1
G
B
:
You should take some medicine.
S
2
G
B
:
I have a fever.
S
2
G
A
:
You
’
d better drink lots of
boiled water.
S
3
G
A
:
I have a headache.
S
3
G
B
:
You
’
d better stay in bed and
have a good rest.
…
(
< br>如果个别同学不会回答或答错，应由本组组内同学快速补充。
)
(
教师用○来统计组内表现好的人数。
)(
板书
)
T: Maybe Group A
is better, do you think
so?(
全班同学击掌三下，用来表示鼓励。
)
2. (
通过师生问答，导入新课。
)
(
教师出示一张事先准备好的
Mich
ael
受伤并被同学们用出租车送进医院的图片。
)
T:
What happened to Michael?
Ss:
H
e hurt his leg.
T:
Yes, his classmates sent
him to the hospital by taxi. How is he now?
Let
’
s come to 1a and
find out the answer.
(
板书并要求学生掌握。
)
Step 2 Presentation
第二步
呈现
(
时间
:15
分钟
< br>)
利用图片进行师生对话，呈现
1a
< br>中的重点生词及短语，为听力扫清障碍。并通过对
1a
的
学习，让学生懂
得人与人之间应该互相关心，互相帮助。
1. (
出示文中
Dr. Jiang
为
Michael
检查的图片。
)
T:
Did Dr. Jiang
check him over? Ss:
Y
es,
he did.
(
板书并要求学生掌握短语
check
over
，理解
Dr.
。
)check over, Dr. = Doctor
T:
Did Michael take X-rays? (
出示
一张
X
光照片。
)Ss:
(
板书并要求学生掌握。
)X-ray
T:
Is there anything
serious?
(
板书并要求学生掌握。
< br>)serious
Ss:
We
don
’
t know.
T:
There
is
nothing
serious.
Don
’
t
worry
about
him.
But
his
left
leg
still
hurts
when
he
moves
it.
(
板书并要求学生掌握。
)worry
about, still
T:
Can you give
him some advice? S
1
:
He had better not move his leg too
much.
S
2
:
He should take some pills. (
引导学生回答。
)S
3
:
…
(
板书并
让学生掌握
advice
，理解
pil
l
。
)
2. (
提出问题，使学生集中注意力，边听
1a
边寻找问题的答案
。
)
T: Your advice is very
useful. But what advice did the doctor give him?
Now please listen to
the tape and
answer the following questions.
(1)
What advice did the
doctor
give Michael?(2)
What presents did
Michael
’
s friends
bring to him?
(
核对答案。
)
3. (
再放
1a
录音，学生跟读，并模仿语音语调。
)
Yes, he
did.
T:
N
ow,
listen
to
1a
again
and
read
after
it.
Pay
attention
to
the
pronunciation
and
intonation.
Ss:
…
4. (
让学生朗读
1a
，独自完成
1b
。
)T: Very good. Now
let
’
s finish 1b. Come on!
(
本题可放幻灯片或出示小黑板，便于讲解。
)(
核对答案。
)
Step 3
Consolidation
第三步
巩固
(
时间
:11
分钟
)
让学生看图，说出故事情节，培养学生根据所
给图示进行描绘的能力。
1. (
让
学生表演
1a
，要求学生注意语音语调。
)
T: Well done! Next,
let
’
s practice 1a and act it
out. Pay attention to the pronunciation and
intonation.
(
找几组同
学表演，并对优秀表演者给予掌声鼓励。
)
2. (
根据图片内容，完成
2
。
)
T: Look at the pictures and number
them in the right
order.(
核对答案。
)
T:
It
’
s easy to number the
pictures. Can you describe the pictures according
to the given
words? Now,
let
’
s try.
Example: Michael got well after two
weeks and returned home with his classmates.
(
找几个学生分别对每幅图进行描述，并给予点评，注意时态和句式结构。
)
3.
(
根据图片内容，讲述故事。
)
T: Well done, you
’
re great!
Now, look at the pictures again. They show us a
whole story. Can
you
tell
it
to
the
class?
Please
tell
the
story
like
this:
Jane,
Maria,
Kangkang
and
Michael
played in the park yesterday afternoon.
Suddenly Michael had an accident
…
(
找几个
同学进行讲述，对优秀讲述者给予掌声鼓励。
)
Step 4
Practice
第四步
练习<
/p>
(
时间
:7
分钟
)
通过对应用文体中请假条的学习，培养学生的语言运用能力。
1. (
练习如何写请假条，完成
3<
/p>
。
)
T: Michael hurt
himself. Now, help Michael to complete the note
for leave.(
核对答案。
)
(
教师讲解疑难点，让学生了解生词
sincerely
，并板书。
)
(
让一名学生在黑板上用汉语写一张请假条，并注意格式。
)
T:
Look
at
Michael
’
s
note
for
leave.
Compare
the
two
notes
and
find
out
the
same
and
differences.
(
找几个学生讲述，并强调相似之处和不同之处。
)
2. (
写请假条。
)T:
Suppose you are ill. Please write a note to me for
a day
’
s leave.
(<
/p>
找几个学生在黑板上写请假条并给予点评。
)
Step 5 Project
第五步
综合探究活动
(
时间
:7
分钟
)
通过把
Michael
受伤事件编成短剧进行表演，培养学生综合运用语言的能力及表演才能。
1. (
让学生根据
1a
和
2
的内容自编自演短剧，使其对文章的理解得到升
华。要求学生注意场景和道具。
)
T: Now I
will ask one student to act as Michael. And the
other student acts as his friend,
then
make a dialog, please.
Example:
S
1
: Look, how
fast! It
’
s cool!
S
2
: More slowly, Michael,
it
’
s dangerous!
S
1
: Ouch!
S
2
: Oh. How are you feeling,
Michael? S
1
: Ouch, my leg!
I
’
m feeling terrible.
2. Homework:
让学生设计卡片，提高综合能力。发
给每个同学一张
16
开白纸，对折后，让学生设计图案
和文字，必要时教师给予指点。几分钟之后，找几名学生读一读自己设计的卡片，并展示。如时间
不够，
可让学生课下做，下节课检查。
板书设计：
Section C
worry about
…
But my left leg
still hurts when I move it.
check
…
over
…
It
’
s nothing
serious.
take
…
to
…
Two pills each time, three times a day.
have an accident
Thank you for your flowers
and fruit.
I
hope I
’
ll get well and
return to school soon.
Section
D
The main activities are 1a
and 3.
本课重点活动是
1a
和
3
。
Ⅰ
. Teaching aims and demands
教学目标
1. Learn
some new words and phrases: sick, both
…
and
…
, ice, ice cream, cold pill
2. Review how to give advice:
(1)You
should/shouldn
’
t
…
(2)You
’
d
better
(not)
do
…
(3)Why
not
…
?
/
Why
don
’
t
you
…
?
3. Review the form of the e-mail.
Ⅱ
. Teaching aids
教具
小黑板
/
录音机
/
幻灯片
/
小纸箱
/
卡片
< br>
Ⅲ
. Five-finger Teaching
Plan
五指教学方案
Step
1 Review
第一步
复习
(
时间
:15
分钟
)
通过复习疾病及建议的表达方式，导入本课新单词。
1. (
归纳总结
Topic 1,
强化前三个
Section
中的重点知
识。
)
T: Boys and girls,
today we will review the main knowledge.
(
可挂小黑板。
)
< br>(
运用头脑风暴，复习本话题所学有关疾病和建议的相关词、短语、句子。将学生
分成四组，填写多的
组为优胜组，全班同学击掌三下，以示鼓励。
)
(
教师走到学生中间。几分钟之后。
)
T:
Stop here.
I
’
ll ask one student to say
his illness. The other student gives him some
advice.
S
1
:
I
have a toothache. S
2
:
You should go to see a dentist.
S
3
:
I
have a headache. S
4
:
You
’
d better stay
in bed and take a good rest.
S
5
:
I
’
m feeling
terrible. S
6
:
You
’
d better go
to see a doctor.
S
7
:
I
have the flu. S
8
:
You should drink lots of boiled water.
…
2.
(
让学生利用本话题中重要语句编对话。采用接龙方式进行。
)
T:
Well done! Now, sum up
the main language
points
in
this topic by yourselves, and then make
a dialog one by one.
S
9
:
What
’
s wrong with you? /
What
’
s the matter?
S
10
:
I
’
m afraid
…
S
11
:
You
’
d better
drink a lot of boiled water. /
You
’
d better have a good
rest.
T:
Very good.
< br>(
教师边听学生说边板书，总结语言点，并适时讲解。
)
Language points:
What
’
s wrong with
…
?
What
’
s the matter
…
?
take a rest
take
care of
a lot of/lots
of/plenty of
take
some
medicine/take
some
pills
brush
one
’
s teeth
Don
’
t worry!
nothing serious
3.
(
利用上面板书的内容造句子，
将学生分成
A
、
B
两组进行竞赛。教师说出比赛规则，每组每说对一次，
就得到一个“√”
，对号最多的为获胜组。
)
T:
Then
let
’
s
have
a
competition.
This
side
is
Group
A.
That
side
is
Group
B.
Let
’
s
make
sentences, OK?
Ss:
OK. T:
Take a good rest. (G
A
)S
1
: You should take
a good rest.
T:
Good. Take
care of. (G
B
)S
1
:
You should take care of
your eyes.
T:
Take some
pills. (G
A
)S
2<
/p>
: When I have a cold, I take some pills.
…
T:
Good.
(
同时板书
)
Group A
√
√
√
√
Group B
√
√
√
T:
Group A wins! Congratulations!
(G
A
)Ss:
Yeah!
(
全班同学击掌三下，教师给予表扬。在欢快的气氛中结束复习，激发
学生学习新知识的兴趣。
)
Step 2
Presentation
第二步
呈现
(
时间
:7
< br>分钟
)
通过对疾病和建议的表达方式的复习，培养学生
综合运用语言的能力。
1. (
根据
短文内容猜词，然后听录音，完成
1a
。
)
T: Read the e-mail in 1a, can you
guess what the missing words are? Now,
let
’
s try.
(
找几个学生说出他们的答案，对语句通顺，意思合理的，给予表扬。
)
T:
What
’
re the
correct answers of the tape?
Let
’
s listen and write them
down.
(
找几个学生说出他们的答案并核对，答案全对的
给予表扬。
)
T:
Can
you guess the meaning of
“
My
sister is also sick
”
?(
教师作生病状。
)
Ss: Yes, it
means
“
My sister is also
ill
”
.
T: Yes,
you
’
re great.
“
be
sick
”
means
“
be
ill
”
.
(
板书并要求学生掌握。
)
2. (
跟读
1a
，注意语音语调。
)
T:
Listen
to
the
tape
and
read
after
it.
Pay
attention
to
the
pronunciation
and
intonation.
3. (
根
据
1a
内容，完成
1b
。
)
T:
We know both Peter and his sister are
ill. What should they do? And what should they
not do? Can you give them some advice?
Ss:
Of course.
They
’
d better see a doctor.
…
(
教师拿出药品，引导学生回答。<
/p>
)
T:
They
’
d better take some cold
pills.(
板书并要求学生掌握
both
…
and
…理解
cold
pills
。
)
both
…
and
…
, cold pill
(
找几个学生说出他们的建议，优秀的给予表扬。
)
T:
You
’
re great. You
have given them good advice. Can they eat ice
cream or
candy?(
形
象的画出冰淇淋。
)
Ss:
I think they had better
not eat ice cream or
candy.(
板书并要求学生掌握。
)
T: OK. Now, please write an e-mail back
to Peter and give him some advice.
(
找几个同学说出他们的答案。
)
4. (
让学生朗读
1a
内容，并找出关键词。
)
interesting
book,
not
…
until,
bad
weekend,
headache,
last
Friday, football, bad
cold,
my sister, cough, worry, get well
Step 3 Consolidation
第三步
巩固
(
时间
:8
分钟
)
复习英文电子邮件格式，根据关键词讲故事，培养学生综合运用语言的能力和口
头表达能力。
1.
(
复习英文电子邮件格式。
)
T:
According to the two e-mails, sum up the form of
the English e-mail.
(
挑几个学生说出
格式的特点，教师最后归纳并补充。
)
2.
(
巩固
1a,
1b
内容。
)
T: Please
tell a story according to the key words on the
blackboard. You can do it like this:
Peter borrowed an interesting book from
Lily, but he couldn
’
t read
it until today
…
(
教师给出示范，让学生讨论
2
～
3
分钟，然后进行讲述。
)
Step 4 Practice
第四步
练习
(
时间
:5
分钟
)
通过对语法内容的训练及重点句子的听写，让学生灵活运用所学知识，达到学以
致用的目的。
(
通过听录音，完成<
/p>
2a
语法训练及
2b
重点句子的听写。再次强化重点词汇和句子。
)
T:
Now, please listen to the tape. Then
I
’
ll dictate some of the
sentences.
(
听写内容：
) I
don
’
t feel like eating. I
have a sore throat/the flu.
I
’
m sorry to hear
that.
How are you feeling
today? But my left leg still hurts when I move
it.
(
听写完成之后，上交学习组长检查。
)
Step 5 Project
第五步
综合探究活动
(
时间
:10
分钟
)
通过做游戏，进一步复习本话题的重点知识，使学生能把所学知识用
于实际生活中。完成
3
。
1. (
通过对话及听写的训练，学生基本掌握了保持健康这个
话题。下面做一个游戏。
)
T: Boys and
girls, now let
’
s have an
interesting game. We
’
ll play
“
Dr. Know-it-
all
”
in
our
class. (
解释
Dr. Know-it-
all
的意思。
)
(
给每位学生发一张卡片，让其在卡片上写出一种疾病名称。
)
T: Each student has one card. Please
write down a kind of illness on your card.
(
必要时可作解
释。
)
(
教师收集每一个学生自制的卡片，然后把它们混合放在一
个小纸箱里。
)
T: Now, I call one
student to come to the front, get one card out of
the box, and then act
as a patient. The
others guess what
’
s wrong
with him/her. Then give him/her some advice.
(
学生以抢答方式进行，讲台上的学生表演卡片上所写的病症，如果下面的
学生猜对了，表演病人的学
生要喊
Yes
，然后猜对的学生继续给建议，若建议合理，教师要说
Good idea
；如果猜错了，表演病人
的学生便说
No
，然后由其他学生来抢着猜。
)
Example:
S
1
: Ouch!
(
手摸后背
)
S
2
:
Do
you
have
a
backache? S
1
:
Yes! S
2
:
Oh,
you
shouldn
’
t
lift
heavy
things.
T:
Good
idea! S
1
: Thank you!
(
教师可以找一名学生帮助统计，选出
Dr. Know-
it-all
。
)
2. (
回忆本课开始时，第一步复习中的关于疾病和建议的头脑风暴。两人一组，将其记录下来，复习几
遍
选出几组，由两人分别将
illness
及
advice
复述给全班同学。说得流利且内容多的小组
获胜。教师准
备几份小礼物作为奖励。
)
T: Well done! Congratulations to the
winners. (
鼓掌，在愉快的气氛中结束本课。
)
3. Homework:
让学生仿照
1a
和
1b
写
e-mail
。
T: Please
write an e-mail according to 1a and 1b after
class.
Written work:
(1)
假设你和同桌是一对相距遥远的朋友，你喜欢《哈利·波特》这部电影，但在当地
买不到它的影碟。你的朋友送了你一张《哈利·波特》的影碟
(DVD)
，你非常喜欢。
由于你最近患了重感冒，头痛、发烧、咳嗽，所以一直
没看。出于礼貌，你给朋友
发一份
e-mail
，告知近况。
(2)
同桌写
封回信。主要是针对病情给些好的建议。
(
< br>这一步需要两名同学合作，经过
1a
和
< br>1b
的练习，这部分不会太难。
)
板书设计：
Section D
be sick
You
’
d better see
a doctor.
be ill
You
’
d better not
eat ice cream or candy.
both
…
and
…
You
should stay in bed.
cold pill
You should eat
hot food.
Topic 2 I must ask him to
give up smoking.
Section A
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: cause, health, tonight, sleepy,
medicine, meal, without
2. Learn some
knowledge of healthy habits and unhealthy habits:
(1)Staying up late is bad for your
health. (2)
—
Is going to bed
early good or bad for our
health?
—
It
’
s good.
3. Get to know that
it
’
s necessary for us to
have healthy habits.
Ⅱ
.
Teaching aids
教具
多媒体课件
/
小黑板
/
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
:6
分钟
)
复习
Topic
1
中有关疾病的话题，导入生活习惯与健康的话题。导入新课。
1.
(
采用由浅入深的方式，复习
Topic 1
< br>所学的关于表达疾病及建议的方式。首先以师生问答的形式帮助
学生回忆。
)T: Boys
and
girls,
today I
’
m not feeling well.
If I have a toothache,
what should
I do?
S
1
:
Y
ou should go to see a :
If I have a headache, what should I do?
S
2
:
Y
ou
’
d
better stay in bed and have a good rest. T:
If I have a cold, what should I do?
S
3
:
Y
ou
’
d
better go to see a doctor. T: You are very
clever!
,
what should I
do?
(
板书重点句型。
)
If
I
have
You
(not)
…
toothac
he
a
should/shouldn
’
t
…
/
You
’
d better
/
Why not
…
?
(
通过问题的进一步深入，引导学生说出更多的建议方式，最后由学生以对话形式表演出以上疾病和建
议内容。
)
2.
< br>(
由疾病话题，谈及如何保持健康，再过渡到生活习惯。通过调查几个学生的生活
习惯，导入本话题。
)
T:
When we are ill, we feel terrible. So
health is very important. If we have good living
habits, we will be in good health. Do
you think so?
Ss:
Yeah!
(
板书，让学生猜测词义并要求学生掌握。
)
T:
Now I will make a
survey about your living habits. Would you mind
answering? Ss:
Of course
not.
T:
Do you brush your
teeth every day? S
4
:
Yes.
T:
Is it a
good or bad living habit, boys and girls? Ss:
It
’
s a good habit.
T: Yes, it
’
s good
for our health. In this lesson,
let
’
s talk more about living
habits and
discuss which are bad and
which are good.
Step 2 Presentation
第二步
呈现
(
时间
:11
分钟
< br>)
继续调查学生的生活习惯，引出
1a
中有关表达生活习惯与健康的词汇和短语。培养学生的听说能力。
1. (
找同学回答问题。
) T:
Do you usually go to bed late?
S
1
: No, I
don
’
t.
T:
Very good. It
’
s
good for your health. T:
S
2
, what do you
usually do before going to
bed?
S
2
:
I
usually play computer games. T: Do you always do
that very late?
S
2
:
Yes, I do. I like it very much. T:
Do you feel sleepy next day?
S
2
:
Yes,
I
do.
T:
Oh, it
’
s too bad.
I
think staying up late caused you to
feel
sleepy. It is
bad for
your
health.
(
解释
stay up
late
这个词组。
) T: When are you
going to bed tonight, S
2
?
(
板书要求掌握。
)
cause, sleepy, tonight
S
2
:
I
’
m going to bed
at nine tonight. T: Good.
It
’
s good for your health.
2. (
通过图片展示一些生活习惯。然后让学生判断图片上表
示的习惯是否有益健康。
)
(
教
师可利用多媒体出示
(1)
一个学生晨跑的画面。
(2)
一男孩不洗手就吃饭的画面。
(3)
一男孩吃饭囫囵
吞枣的画面。
(4)
一男孩抽烟的画面。
(5)
一个学生早上做早操的
画面。如果没有多媒体，教师可以直接
表演动作或用出示图片的方式来导入。
)
T:
Let
’
s look at the
screen. (Show Picture 1) Is it good for your
health? Ss:
Yes,
it is.
T:
(Show Picture 2) Is it
good or bad for your health? Ss:
It
’
s bad.
3. (
由生活习惯切入到主人公
Ka
ngkang
的问题上来，设置听力任务。听
1a
录音。
)
T: Today, our
friend, Kangkang, looks tired.
What
’
s wrong with him? Now,
please listen to
the tape and find out
the answers.
(
教师用多媒体或小黑板出示课前
准备好的问题。
)
(1)What
’
s
wrong
with
Kangkang
today?
Why?(2)What
advice
does
Jane
give
Kangkang?
(
核对答案。
)
4. (
让学生跟读
1a
，并找出关键词。
)
T: Now open
your books. Read 1a after the tape and find out
the key words in the dialog.
(
可让学生举手发言回答问题，也可抢答。教师板书关键词，为学生下一步自由表演做准备。
< br>)
(
板书
)
look
tired,
headache,
soccer
game,
stay
up,
late,
be
bad
for
…
,
feel
better, tonight
Step 3 Consolidation
第三步
巩固
(
时间
:8
分钟
)
-
-
-
-
-
-
-
-
-
上一篇：光纤中英文缩略语对照
下一篇：植物中英文对照