关键词不能为空

当前您在: 主页 > 英语 >

仁爱版英语八年级上册全册教案

作者:高考题库网
来源:https://www.bjmy2z.cn/gaokao
2021-02-01 18:15
tags:

-

2021年2月1日发(作者:工作经验英文)


Unit 1 Playing Sports


Topic 1 I



m going to play basketball.


Section A



The main activities are 1a and 2.

< p>
本课重点活动是


1a



2





.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.



. Teaching aids


教具



图片


/


海报


/


教学挂图

/


录音机


/


小黑板




. 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。


)

< p>
(


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

< p>


)


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>



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



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


< 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


< p>
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



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.(



) S


6


:


No, seldom.(



)


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:



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



2a





. 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.



. Teaching aids


教具



图片


/


小黑板


/


录音机

< br>



. 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


< p>
)


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。

< p>
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



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



active


;理解


runner



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

< p>
)


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



2





. 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.



. Teaching aids


教具



图片


/


录音机




. 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?(



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.


(

< p>
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



the high jump



)


jump, the long jump, the high jump


2. (


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


< 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. (

< p>
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。

< p>
)


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

< p>
)


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。

< p>


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



2





. 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.



. Teaching aids


教具



小黑板

< p>
/


图片


/


录音机


/


幻灯片




. 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。

< p>
)


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

< p>
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. (



3a



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


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.

< p>
(


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:




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.



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。


)



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, .



He goes cycling every day.(



tomorrow morning


改写句子。


)


He cycle tomorrow morning.



They


are


going


to


play


soccer


because


it


makes


them


strong .(



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

< p>
)


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




(



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





. 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.



. Teaching aids


教具



图片


/


录音机


/


小黑板



. 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

< p>
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.


(



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



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

< p>
)


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。


)(



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



2


< p>



. 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:



You are always so careless!



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.



. Teaching aids


教具



卡片


/


图片


/


录音机




. 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

< p>
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,

< p>
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


< p>


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

< p>
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



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。

< p>
)


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

< p>
)


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



2





. 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.



. Teaching aids


教具



小黑板


/


录音机


/

图片




. 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

< p>
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. (



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


< p>
)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


< p>


)


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.(



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. (



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

< p>
)


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



4





. 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.



. Teaching aids


教具



图片


/


录音机


/

小黑板




. 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

< p>
;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

< p>
however



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


(

< p>
若班级人数多,可先让一半同学参与


)


,排成两列 纵队,当教师


给出一个提示词组时,第一组的第一个同学要快速说出相应的抱怨或要求的 表达方式;随后,第二组的


第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. (



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

< p>
)


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



2a





.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.



. Teaching aids


教具



录音机


/


幻灯片




. 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. (



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

< p>
1a


中所学的一般将来时态。



1. (


再读


1a

。根据


1a


,完成


1b

< p>


)


T: Read 1a again and finish 1b.(


核对答案。


)


2. (


结合关键词及


1b

< p>
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

< p>
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

< p>
)


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



3a





. 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.



. Teaching aids


教具



教学挂图


/


小黑板


/


录音机


/


多媒体课件




. 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



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


< p>
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. (

< p>
再听


3


,让学生跟读并注意语音语调。

< p>
)


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

< p>
)


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



2a





. 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.



. Teaching aids


教具



录音机


/


幻灯片


/

小黑板




. 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?

< p>
(


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


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



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.


(



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. (

< p>
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

< p>


)


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

< p>
)


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.

< p>
本课重点活动是


1a



5





. 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.



. 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



. 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

< p>


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



.

< p>
(


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?(



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.


(



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。


)



There were thousands of foreign v during the 29th Olympics in Beijing.



Xu Haifeng is the w of the first gold medal in China



s Olympic history.



We should improve our e to make our world more and more beautiful.



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。


)



Would you mind (fill) out the form?



It (be)sunny on Saturday. What about going hiking?


③—


When we (meet) tomorrow?



Let



s make it half past six.



He (visit) Beijing in August in 2008.



Beijing (host) the 29th Olympic Games.


Step 5 Project


第五步



综合探究活动


(


时间


:7


分钟

< p>
)


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)



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





.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.



. Teaching aids


教具



图片


/


录音机


/


卡片


/


小黑板




. 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



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

< p>


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?



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。

< p>
)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. (

< p>
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



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


< p>
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

< p>
)


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



2a





. 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.



. Teaching aids


教具



卡片


/


教学挂图


/


录音机

< br>/


小黑板


/


药片


/


水杯




. 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. (



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

< p>
)


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

< p>
1a



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



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



3





. 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.



. Teaching aids


教具



图片


/


教学挂图


/


录音机

< br>/


幻灯片


/


小黑板


/


白纸




. 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



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。


)(

< p>
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



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.

< p>
(


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

< p>
)


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



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



3





. 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.



. Teaching aids


教具



小黑板


/


录音机


/


幻灯片

/


小纸箱


/


卡片

< br>



. 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“√”

< p>
,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.


(

< p>
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?(



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.

< p>
(


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

< p>
;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


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



1b



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


< 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



3a





. 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.



. Teaching aids


教具



多媒体课件


/


小黑板


/


录音机


/


幻灯片




. 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



?


(

< p>
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)

< p>
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。

< p>
)


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

)

-


-


-


-


-


-


-


-



本文更新与2021-02-01 18:15,由作者提供,不代表本网站立场,转载请注明出处:https://www.bjmy2z.cn/gaokao/594350.html

仁爱版英语八年级上册全册教案的相关文章

  • 爱心与尊严的高中作文题库

    1.关于爱心和尊严的作文八百字 我们不必怀疑富翁的捐助,毕竟普施爱心,善莫大焉,它是一 种美;我们也不必指责苛求受捐者的冷漠的拒绝,因为人总是有尊 严的,这也是一种美。

    小学作文
  • 爱心与尊严高中作文题库

    1.关于爱心和尊严的作文八百字 我们不必怀疑富翁的捐助,毕竟普施爱心,善莫大焉,它是一 种美;我们也不必指责苛求受捐者的冷漠的拒绝,因为人总是有尊 严的,这也是一种美。

    小学作文
  • 爱心与尊重的作文题库

    1.作文关爱与尊重议论文 如果说没有爱就没有教育的话,那么离开了尊重同样也谈不上教育。 因为每一位孩子都渴望得到他人的尊重,尤其是教师的尊重。可是在现实生活中,不时会有

    小学作文
  • 爱心责任100字作文题库

    1.有关爱心,坚持,责任的作文题库各三个 一则150字左右 (要事例) “胜不骄,败不馁”这句话我常听外婆说起。 这句名言的意思是说胜利了抄不骄傲,失败了不气馁。我真正体会到它

    小学作文
  • 爱心责任心的作文题库

    1.有关爱心,坚持,责任的作文题库各三个 一则150字左右 (要事例) “胜不骄,败不馁”这句话我常听外婆说起。 这句名言的意思是说胜利了抄不骄傲,失败了不气馁。我真正体会到它

    小学作文
  • 爱心责任作文题库

    1.有关爱心,坚持,责任的作文题库各三个 一则150字左右 (要事例) “胜不骄,败不馁”这句话我常听外婆说起。 这句名言的意思是说胜利了抄不骄傲,失败了不气馁。我真正体会到它

    小学作文