-
标准
Unit 1
Playing Sports
Topic 1
I
’
m going to play
basketball.
Section A
The main activities are 1a and 2.
本课重点活动是
1a
和
2
。
Ⅰ
.Teaching aims and demands
教学目标
1. Learn
some new words and phrases:
almost,
against, term, cheer, cheer
…
on, team, win,
row, quite, bit, quite a bit
/
a lot, join,
club, skate, volleyball, tennis, table
tennis
2. Learn some useful sentences:
(1)I saw you play basketball almost
every day during the summer holidays.
(2)Would you
like to come
and cheer us on?
3. Learn the future
tense with
be going to
:
(1)We
are
going
to
have
a
basketball
game
against
Class
Three
on
Sunday.
(2)Are
you
going to join the school rowing club?
4. T
alk about preferences:
—
Which sport do you prefer,
cycling or rowing?
—
I prefer rowing.
5. T
alk about sports and
games.
Ⅱ
.
T
eaching aids
教具
图片
/
海报
/
教学挂图
/
录音机
/
小黑板
Ⅲ
. Five-finger Teaching Plan
五指教学方案
Step 1
Review
第一步
复
习
(
时间
:7
分钟
)
文案
标准
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
:
basketball.
T:
Do
you like playing basketball?
S
1
:
Y
es, 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:
答。
)
(
板书并要求学生掌握。
)volleyball
(
用同样的方式引出生词
cycle,
row, skate, tennis, table tennis,
ski
。
)
(
板书，并让学生跟读，要求学生理解
cycle,
ski
；掌握
row, skate, tennis,
table tennis
。
)
cycle, row, skate, tennis, table
tennis, ski
2. (
用黑板上有关运动的生词操练，导出
< br>prefer
的用法。
)
T:
Which sport do you like better, cycling
or rowing?
S
3
: Rowing.
What are they doing?
S
2
, do you
know?S
2
: They are playing
volleyball. (
教师帮助该生回
They are
playing
文案
标准
T:
Good! The phrase
“
like
…
better
”
means
“
prefer
”
.
(
板书并要求学
生理解。
)prefer
T:
S
4
, which sport
do you prefer, basketball or soccer?
S
4
: I
prefer basketball.
…
Step 2
Presentation
第二步
呈现
(
时间
:10
分钟
)
通过师生对话，呈现
1a
中部分生词及功能句，并使学生初步
掌握
be going to
句型。
1. (
利用
plan to do
sth.
，导入“
be going
to+do
”结构。
)
T:
I
’
m very glad you all like
doing sports and know a lot about them. Do you
want to play
volleyball tomorrow
afternoon? S
1,
please.
S
1
:
Y
es, I do.
T:
Yes.
T:
OK.
When we plan to do something, we can say we are
going to do something.
So you plan to
play volleyball tomorrow afternoon, right?
S
1
:
(<
/p>
板书，
学习新语法。
)
be going to do
sth.
T:
When I tell you my
plan, you retell it with
be going
to
. OK, boys and girls?
Ss:
OK.
T:
I plan to
go out for dinner tonight.
S
2
, please.
S
2
:
You
are
going
to
go
out
for
dinner
tonight.
T:
I
plan to climb mountains tomorrow.
S
3
, please.
S
3
:
You
are
going
to
climb
mountains
tomorrow.
T:
Good! When we express something that is
going to happen or we plan to do something, we
can use
be going
to
.
2.
(
教师让几个学生说说明天户外活动的打算，并引出
be
going to
结构的一般疑问句式，过渡到
1a
。
)
T:
OK,
S
4
, please tell me what you
plan to do tomorrow afternoon.
S
4
:
with my brother tomorrow afternoon.
I
’
m
going
to
swim
文案
标准
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
(
出示教学挂图，
让学生看图片猜测对话容，导入
1a
。
)
T: Look at
this picture. They are Kangkang and Michael. What
are they talking about? Can you
guess?
Please listen to 1a and then answer the following
questions.
(
出示小黑板。
)
(1)
Which
class
is
Michael
’
s
class
going
to
play
against?
(2)
Is
Kangkang
going to cheer them
on?
(
听后核对答案。
)
4. (
学生朗读
1a
，画出疑难点和关键词，然后教师解释疑难点。
)
(
出示小黑板，领读关键词；解释并要求学生掌握
almost<
/p>
和
win
。
)
basketball
—
saw
—
play
—
alm
ost
—
every day
—
against
—
Sunday
—
game
—
term
—
come
—
cheer
…
on
—
I
’
d love to
—
hope
—<
/p>
win
Step 3
Consolidation
第三步
巩固
(
时间
:10
分钟
)
创设情景，编对话，在真实的语境中培养学生口头交流能力。
1.
(
根据小黑板上的关键词，分角色表演对话。
)
T:
OK. Now you can use the
key words above to act out the dialog in roles.
2.
(
教师引导学生，通过讨论新学期的计划来操练
be
going to+do
句型。
)
文案
标准
(
教师先做示，然后让学生两人一组练习。
)
T: S
1
, what
are you going to do this term?
S
1
:
I
’
m going to
learn English better.
T:
What about you,
S
2
?
S
2
:
I
’
m going to
study math hard.
T:
Oh,
it
’
s a good plan.
S
3
, do you know what your
partner is going to do?
S
3
:
Y
es. He is going to learn
rowing.
T:
Discuss with your
partner what you are going to do this term.
3. (
创设情景，依据
1a
编对话，巩固
1a
及
b
e going to+do
句型，完成
1b
< br>。
)
T:
Just now
you talked about your plans for this term. Now
suppose you meet your classmate
on
the
playground
and
you
want
to
talk
about
your
plans
for
this
week.
Please
make
a
similar
conversation with your partner according to 1a.
You can use the key words on the
blackboard.(
板书
)
be going to, play,
I
’
m afraid, homework,
summer, play against, I hope
(
学生两人一组编对话，教师进行鼓励启发，必要时应给予帮助。
)
S
4
:
Hi, S
5
.
S
5
:
Hi, S
4
. I am
going to play
…
Are you going to play with us?
S
4
:
I
’
m afraid I
can
’
t. I have to do my
homework first. By the way, I saw you play
…
almost
every day during the summer holidays.
S
5
:
Yes. You know I am going to play in the
…
game against
Class 2 this Saturday. Would you
like
to come and cheer us on?
S
4
:
Of
course. I
’
d love to. And I
hope you will win.
(
让几组学生到教室前面表演类似的对话，评出最佳表演组及最佳演员等。
)
(
教师出示
2
中运动项目的图片，引导学生巩固
be going to +
do
句型，使他们熟练掌握其用法，并自
文案
< br>
标准
然过渡到
2
。
)
Step 4
Practice
第四步
练
习
(
时间
:10
分钟
)
完成
2
和
3
，培养学生听说能力，并通过大量操练，使他们熟练运
用含有
be going to
的一般疑问句及掌
握
prefer
的用法。
1. (
通过看图片，练习
be
going to
的用法，导入
2
。<
/p>
)
T: Look at the pictures,
what are they going to do?
Ss:
(Picture 1) They are going to go
skating.
(Picture 2) They
are going to go skiing.
…
T: Which sport do you
prefer,
…
or
…
?
S
1
:
I
prefer
…
T: What about
you, S
2
?
S
2
:
I
prefer
…
Yes,
very often.
T:
S
3
, do you often go
swimming?
S
3
:
T:
Good. You can also say
“
quite a lot/a
bit
”
.
“
Do you often go
swimming?
”
means
“
Do
you go
swimming much?
”
(
板书，并领读，要求学生掌握
quite,
bit
和
quite a lot/a
bit
。
)
quite, bit
very often = quite a lot/a bit
I
go
swimming
very
often.=
I
go
swimming
much.
T:
S
4
,
do you go rowing much?
S
4
:
Yes, quite a lot/a bit.
T:
S
5
,
do
you
go
skiing
much?
S
5
:
Yes, quite a lot / a
bit.(
肯
)
S
6
:
No, seldom.(
否
)
T:
Oh, you
don
’
t like sports. It
isn
’
t good. I think you
should join a sports club, and maybe you
will like sports there.
(
板书，教学生词，并要求学生掌握。
)join, club
文案
标准
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。
)
(
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<
/p>
be going
to+do
询问做动作的同学，以证实自己的猜测是否正确。
)
T: Please do an action about your
favorite sport.
(S
10
表演一个动作。
)
S
9
:
Are you going to play basketball?
S
10
:
No, I
’
m not.
S
9
:
Are you going to play volleyball?
S
10
:
Yes, I am.
…
(
让学生尽量多表演动作。
)
Step 5
Project
第五步
综
合探究活动
(
时间
:8
分钟
)
通过作报告和写句子，培养学生综合运用本课
所学语法及重要句型的能力。
1.
(
小组活动，在小组中做采访并向全班同学作报告。
)
T: Work in groups. Ask your partner the
following questions, then give a report to your
classmates.
(1)Which sport do you
prefer,
…
or
…
?
(2)Do you
…
much?
(3)Are you going to
…
next week?
2. Homework:
用
be going
to
造五个句子，要求用不同的人称、句式。
文案
标准
板书设计：
I
’
m going to play
basketball?
Section A
prefer
be going to +
do sth.
We
are
going
to
have
a
basketball
game
against
Class
cheer
…
on
Three on Sunday.
quite a bit / a lot
Which sport do you prefer, cycling or
rowing?
I prefer rowing.
Are
you going to join the school rowing club?
Yes, I am./No,
I
’
m not.
I
’
m going to
…
Section
B
The main activities are 1a
and 2a.
本课重点活动是
1a
和
2a
。
Ⅰ
. T
eaching 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. T
alk about the favorite
sports and players:
(1)
—
What
’
s your favorite
sport, Maria?
—
Basketball, of course.
(2)
—
Who
’
s your favorite player?
—
LeBron James. / I like Yao
Ming best.
Ⅱ
.
T
eaching aids
教具
图片
/<
/p>
小黑板
/
录音机
Ⅲ
. Five-finger Teaching Plan
五指教学方案
文案
标准
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
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
prefer
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
sleeping.
T:
You
’
re right. And
she is dreaming. She is having a class in her
dream. And her dream job
is
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?
文案
标准
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
:
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
)
呈现
1a
，继续学习
be
going to
的特殊疑问句式。
1. (
教师展示一些著名运动员的图片，如翔、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
…
I
’
m going to be
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?
文案
标准
(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:
Ming in the table.
Player
Height
Play for
Yao Ming
Read
1a
and
complete
the
information
about
Yao
T: Now let
’
s
check the answers. Yao Ming is a basketball
player. He is 2.26 meters tall. He plays
for the Houston Rockets in the NBA.
(
板书并要求学生理解
player,
Houston Rockets
；了解
NBA
。
)
3. (
再放
1a
录音，让学生跟读，并注意语音语调。
)
T: Listen to the tape again and repeat.
Pay attention to the pronunciation and intonation.
Go!
Step 3
Consolidation
第三步
巩固
(
时间
:10
分钟
)
分角色表演并做调查报告，完成
1b
，使学生学会运用目标语
言谈论自己喜爱的运动、运动员及梦想。
1. (
让学生根据小黑板上的听力问题和表格中的信息，两人一组进行对话。
)
T: Work in
pairs and act out the dialog according to the
questions on the small blackboard and
information in the table. Then
I
’
ll ask two pairs to act it
out in the front.
2. (
让学生四人一
组讨论他们所喜欢的运动、
运动明星以及未来的梦想，
并完成表
格。
然后汇报讨论结果，
完成
1b
。
)
T: Discuss in groups of four about your
favorite sports, favorite players and your dream
jobs in
the future, and fill in the
table in 1b. Then make a report according to 1b.
In a few minutes I
will ask someone to
give me your report about your classmates.
T:
S
1
, are you ready? Please
report.
文案
标准
S
1
: Yes. She is
going to be a teacher in the future.
It
’
s her dream job. She
likes sports very much
because
it
is
important
to
her.
Her
favorite
sport
is
swimming
and
her
favorite
player
is
Phelps.
Step 4
Practice
第四步
练
习
(
时间
:12
分钟
)
完成
2a
< br>，
2b
和
3
，培养学生通过自主阅读获取相关信息的能力。
1. (
教师出示怡宁、菲尔普斯、翔的图片，通过师生对话，谈论这些运动明星。
)
T:
I have some photos
of famous sports stars, who are they? Can you say
something about them?
S
1
: Zhang Yining
is a table tennis player. She won the first in the
Athens and Beijing Olympic
Games.
(
板书并要求学生理解
Olympic
。
)
S
2
: Phelps is an
athlete. And he is the first athlete to win so
many medals at a single Olympics.
(
教师帮助学生回答。
)
T:
Do you know
an active runner named Liu Xiang?
S
3
:
Yes.
(
板书，教学生词，并要求学生掌握
single
和
active
；理解
runner
和
athlete
。
)
T:
S
3
:
…
(
教师根
据学生所说的情况，对翔做简短介绍，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
meda
l
。
)
(
让学生回答问题，核对答案。
)
Do you like him?
S
3
:
Of course, I do.
T:
OK.
Do
you
know
anything
about
him?
文案
标准
2. (
播放
2a
录音，让学生跟读，完成
2b
，并核对答案。
)
T:
Listen and read after the tape. Then finish 2b and
check the answers.
3. (
让学生再读
2a
，找出生词和疑难点，教师解释并板书生词和关键词，要求
学生掌握
shame
，为复述短
文做准
备。
)
T:
Please read 2a again and find out the
key words.
Liu
Xiang
—
active
—
broke
…
record
—
won
—
give
up
—
shame;
Phelps
—
eight
—
in swimming
—
first athlete
—
single;
Zhang Yining
—
table tennis players
—
twice
4. (
教师让学生根据上面板书的关键词复述短文。练习、巩
固
2a
。
)
T:
Please retell the passage
according to the key words.
5. (
播放
3
录音，完成短文。
)
T:
yourselves.
(
播放录
音，
核对答案。
)
T: Listen to the tape again and check
your answers. Are you right? Good.
Step
5
Project
第五步
综
合探究活动
(
时间
:5
分钟
)
通过制作自己喜欢的运动员的名片，学会描述一些著名运动员。
1.
(
小组讨论并制作自己喜欢的运
动员的名片。
)T:
Please
make
a
card
about
your
favorite
sports
player.
(
教师出示小黑板上的表格。
)
Name
Card
Name
Gender
Age
Birthday
Now
listen
to
the
tape
of
3.
Complete
the
passage
by
文案
标准
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
up?
in
the future
play for
give up
Section C
The
main activities are 1a and 2.
本课重点活动是
1a
和
2
。
Ⅰ
.
T
eaching 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
I
’
m going to be a
dancer.
What a shame!
What
are you
going
to
be
when you
grow
文案
标准
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.
4.T
alk about plans and
intentions.
e the
students
’
ability
of reading.
Ⅱ
.
T
eaching aids
教具
图片
/
录音机
Ⅲ
. Five-finger Teaching Plan
五指教学方案
Step 1
Review
第一步
复
习
(
时间
:8
分钟
)
运用体育活动的图片，复习运动项目的名称，并导入部分生词。
1.
(
复习上节课所学的运动项目的
名称。教师展示一些体育活动的图片。学生使用图片，三人一组，到讲
台前进行问答表演
，说出自己喜欢的体育活动。
)
T:
Please come to the blackboard to talk
about your favorite sports with your partners. You
can
begin like this:
S
1
,
what
’
s your favorite sport?
S
1
:
S
2
,
what
’
s your favorite sport?
S
2
:
Skating. And you,
S
3
?
S
3
:
I
prefer
…
2.
(
快速问答，导入新课，最好找一名平时喜欢运动的同学。
)
T:
S
4
,
do you like sports?
S
4
:
Yes, I do.
T:
的图片。
)
S
4
:
Yes, I do.
T:
W
hen do you often go
mountain climbing?
S
4
:
On
Sundays.
Do you often go mountain
climbing?(
出示登山
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:
S
6
:
How often do you do exercise?
Every day.
T: How long do you spend
doing exercise every
day?(
必要时可译成汉语。
)
文案
标准
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
)
学习
1a
，使学生区分一般现在时和一般将来时的用法。
1.
(
教师展示一幅一小女孩打棒球的图片。
)
T:
Boys and
girls, let
’
s look at the
picture. This girl is Ann.
What
’
s she doing? Do you
know?
Ss: She is playing baseball and
she plays it pretty well.
(
教师可帮同学回答。
)
(
板书领读并要求掌握生词。
)baseball, pretty,
pretty well
(
教师展示一幅学校运动会的图片，
特别指出跳高和跳远两个项目。
)
T:
(
教师手指图画
)There is going to be
a school sports meet next weekend. Do you want to
take
part in it?
S
1
, please.
S
1
:
Yes, I do.
(
板书，解释
生词和短语，并要求掌握。
)weekend, take part in
T:
Which sport are you good
at?
S
1
:
Running /
…
T:
Are you good at the long
jump or the high
jump?(
教师边说边指着图片中的跳远和跳高项目。
)
S
1
:
I
’
m good at the
long jump/the high jump.
文案
标准
(
板书
，让学生猜词义，并要求掌握
jump
，理解
< br>the long jump
和
the high
jump
。
)
jump, the
long jump, the high jump
2.
(
听
1a
录音，回答下列问题。
)
T:
Do
you
want
to
know
which
sport
Ann
is
good
at?
Listen
to
1a
and
answer
the
following
questions:
(
板书
)
(1)Which sport is Ann good at?
(2)How long does she spend
in
the gym every
day
？
(
核对答案。
)
3. (
让学生再听
1a
录音，跟读并注意语音语调。
)
T:
Listen to the tape again and follow it. Pay
attention to the pronunciation and intonation.
Step 3
Consolidation
第三步
巩固
(
时间
:8
分钟
)
完成
1b
和
1c
，培养学生从简单的文章中找出关键信息的能力。
1. (
让学生再读一遍
1a
，完成
1b
。
)
T: According to 1a, we know
Ann likes doing sports a lot. She does sports
every day. Please
read 1a again and
complete the timetable in 1b.
(
核对答案。
)
2. (
根据
1b
，完成
1c
。
)
T:
According
to
the
timetable
in
1b,
ask
and
answer
in
pairs
to
finish
1c,
then
write
down
the
answers.(
核对答案。
)
3. (
根据
Ann
< br>的活动时间表，描述
Ann
一周的运动情况。
)
T:
Well
done!
Please
discuss
with
your
partner
and
describe
Ann
’
s
activities
in
a
week
according to her sports
timetable.
文案
标准
Example:
Ann
does
exercise
in
the
gym
from
6:30
a.m.
to
7:00
a.m.
every
day.
She
goes
cycling from 5 p.m. to 6 p.m. on
Wednesdays and Fridays.
…
T: Each group can choose one student to
report. Let
’
s begin.(
对表现好的小组，
进行表扬和鼓励。
)
Step 4
Practice
第四步
练
习
(
时间
:12
分钟
)
完成
2
。巩固
be going
to
的特殊疑问句的用法。
1. (
讨论运动对人体的益处，引出生词，必要时用图片或体态语帮助学生理解生词，导入
2
。
)
T:
Boys and girls, we have talked about
many kinds of sports. How do you feel after doing
sports?
S
1
:
…
T:
I feel
better.
S
2
:
I am strong.
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:
T:
T:
S
3
, do you often
do sports?
S
3
: Yes, quite a
lot.
Why?
S
3
:
Because it can keep me fit /
healthy.(
可帮助学生回答。
)
Good.
Doing
sports
is
good
for
our
health
in
many
ways.
S
4
,
do
you
often
run
in
the
morning?
S
4
:
S
4
:
Yes, I do.
T:
Why?
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
hea
rt
；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。
)
文案
标准
T:
T:
What are they doing?
Ss:
They are having a basketball game.
Yes, basketball games are popular all
over the world.
(
板书，
< br>解释生词和词组，
并要求学生掌握。
)popular
all
over
T:
Ss:
Do you
know other popular games all over the world?
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，编对话，完成
2
< br>。
)
T: OK, now read 2 in
pairs, and then follow the example to make similar
conversations with
your partner.
Step 5
Project
第五步
综
合探究活动
(
时间
:7
分钟
)
让学生介绍自己及父母的运动计划和喜欢运动
的原因，培养学生综合运用
be going
to
结构及本课重点句
型的能力。
1.
(
出示表格，让学生完成后，口头汇报自己的运动计划及喜欢运动的原因。
)
Time
Sport
Reason
T:
According to the form, please report your exercise
plans and tell us why you like this exercise.
Example:I run from 6:00 to
6:30 in the morning every day. Because I think
running is good for
my legs, heart and
lungs ...
2.
Homework:
询问你的父母，了解他们的运动爱好，运动时间及喜欢运动的
原因，写成短文，第二天
和你的同桌互相交流。
板书设计：
Are you
going to play basketball?
Section C
take part in
She
learns
baseball
on
Saturdays,
and
now
she
plays
it
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
文案
标准
The main
activities are 1a and 2.
本课重点活动是
1a
和
2
。
< br>
Ⅰ
. T
eaching
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
T
opic 1.
4. Go on talking
about the favorite sports.
Ⅱ
. T
eaching aids
教具
小黑
板
/
图片
/
录
音机
/
幻灯片
Ⅲ
. Five-finger Teaching Plan
五指教学方案
Step 1
Review
第一步
复
习
(
时间
:7
分钟
)
通过做“故事接龙”游戏，复习
be going
to
的结构，培养学生的合作精神，并促进学生之间的交流。
1. (
通过做故事接龙游戏复习
be
going to
结构，所造句子尽量避免雷同，尽可能让全班学生都参与。
)
T:
First let
’
s play a game.
Please make sentences using
be going
to
. You
’
d better
say your
sentence as
quickly
as you
can,
and you
can
’
t
repeat others
’
,
but you
can
change
the
personal pronouns, the things, the
places or the time to make a new sentence. Please
go!
2.
(
编故事竞赛。出示小黑板上含有
be going
to
结构的问题。
)
What
are you going to do this weekend?
Where
are you going?
How are you going to get
there?
Who are you going with?
What are you going to do to prepare for
that?
What are you going to be in the
future/when you grow up?
文案
标准
(
根据
班级人数将学生分成若干组，
每个学生选择一个问题并给出完整答案，
< br>也可以鼓励学生运用本话题
所学语言进行创造性回答，组长执笔，把每个学生的答
案写下来，组成一个故事。评出最有趣的故事。
)
T:
Please
look
at
the
small
blackboard.
There
are
some
questions.
Now
work
in
groups.
Everyone can choose one of the
questions and give the full answer. The group
leader writes
down all the answers to
make up a story. And then report it to the class.
At last let
’
s choose
the most interesting story.
Step 2
Presentation
第二步
呈现
(
时间
:10
分钟
)
运用图片教学，呈现
1a
。
1. (
运用贝克汉姆的图片，进行师生对话，导入
1a
。
)
T: All
of you did well, and the
××
group did the best. Congratulations to
them! Now please
look at this picture.
Do you know him?
Ss:
Yes.
He
’
s David
Beckham.(
教师可以帮助学生回答。
)
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
teammate
。
)
famous, arrive in, teammate,
excited
2. (
阅读
1a<
/p>
，核对答案，完成
1b
。
)
T: Now
let
’
s check your answers
together. I
’
d like to ask
some of you to read the letter. Who
wants to try?
3.
(
播放
1
录音，让学生跟读，并找出疑
难点，教师板书关键词组并讲解，要求学生掌握，为复述短文做
准备。
< br>)
T:
Listen
to the tape and repeat. Then find out the
difficulties.
文案
标准
arrive in+big
places
=
get
leave for
arrive at+small
places
play against
the
day
after
A B
leave A for B
tomorrow
Step 3
Consolidation
第三步
巩固
(
时间
:10
分钟
)
进一步强化练习
be going
to
及本话题所出现的重点短语及句型。
1. (
教师让学生根据上面板书的关键词组复述短文，巩固<
/p>
1a
。
)
T:
Now please retell the passage according to the key
words above.
2. (
听
3a
和
3b
录音并跟读。让学生再次
熟悉本话题的重难点。
)
T: In this
topic, we talk about sports a lot, including
sports names, your favorite sports and
players. Let
’
s
look at 3a and 3b. Listen to the tape and repeat.
3. (
练习
3a
和
3b
。
)
(1)(
用本话题重要的短语造句子或编对话。提示学生最好用一般将来时，鼓励学
生尽量使用本话题的语
法和短语编对话，培养学生的综合语言运用能力。
)
T: Very good! I think now you can
say the important sentences in English fluently.
Then let
’
s make sentences
and dialogs using the key phrases.
(
出示幻灯片
/
小黑板，讲解并要求学生掌握。
)
see sb./sth. do sth.
play
against
cheer sb. on
leave for
pretty
quite a bit/a lot
文案
标准
well
grow up
make/keep
sb./sth. +
adj
.
Example:
①
T:
c
heer sb. on.
S
1
:
I am going to cheer them on.
T:
play against.
S
2
: Our team will
play against Class Four.
②
Zhang Di: Hi, He Ming, what
are you doing?
He Ming:
I
’
m leaving for the gym.
I
’
m going to play
basketball.
Zhang Di: Do
you play basketball much? I see you play
basketball almost every Sunday.
He Ming: Yes, quite a bit/lot. It can
make me strong, and I
’
m
going to be a basketball
player like Yao Ming when I grow up.
Zhang Di: You play
basketball pretty well. I hope your dream will
come true.
He Ming: Thank
you. We
’
re going to play
against Class 4 this Sunday. Would you like to
cheer us on?
Zhang Di: Sure,
I
’
d love to.
(
也可让学生两人一组练习，一名学生说短语，另一名学生说句子。
)
(2)(
句型转换。练习一般将来时的一般疑问句及其回答和特
殊疑问句。
)
T: Nice work!
Let
’
s change the following
sentences.
(
小黑板出示练习题。
)
①
I am going to join the
school rowing club.(
改为一般疑问句并作
肯定回答。
)
you
join the school
rowing club?
文案
标准
Yes,
.
②
He goes
cycling every day.(
用
tomorrow
morning
改写句子。
)
He
cycle tomorrow morning.
③
They
are
going
to
play
soccer
because
it
makes
them
strong.(
对画线部分提问。
)
to play soccer?
(
核对答案。
)
Step 4
Practice
第四步
练
习
(
时间
:10
分钟
)
完成
2
，让学生运用本话题的语法及功能句进行写作，培养学生写作能力。
1.
(
教师将学生分组，让学生讨论
喜爱的运动、运动员和喜欢的原因，为后面的写作训练做准备。教师先
做示，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:
play
…
?
S
1
: Once a week.
/
…
T:
Who is your
favorite player?
S
1
:
her?
S
1
:
Because
…
T:
…
2. (
写作训练。讨论结束后，让学生写一篇短文，介绍自己
最喜爱的运动、运动员和喜欢的原因。
完成
2
< br>。
)
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. G
o!(
每组选派代表朗读自己的
文章，教师给予点评和鼓励。<
/p>
)
Step 5
Project
第五步
综合探究活动
(
时间
:8
分钟
)
…
T:
Why
do
you
like
him
/
How
often
do
you
文案
标准
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. (
根据表格容作报告。
)
T: You can report according to the
table like this: My classmate,
××
, is going to play soccer
with his/her brother this
weekend
…
(
请
1~2
名学生做汇报，并给予点评和鼓励。
)
3.
Homework:
以表格形式归纳
Topic
1
中所学的黑体词、白体词、短语、主要句型及语法。运用本话
题知识写
一份新学期计划。
板书设计：
I
’
m going to play
basketball.
Section D
famous
arrive in+big places
arrive
at+small places
play against
It
’
s too bad that
the players aren
’
t going to
stay for long.
They are leaving for
Japan the day after tomorrow.
There is
going to be a school sports meet next weekend.
What are you going to do this weekend?
the day after tomorrow
I
’
m going to play
soccer.
Topic 2
I
’
ll kick you the
ball again.
Section A
The main activity is 1a.
本课重
点活动是
1a
。
Ⅰ
. T
eaching aims
and demands
教学目标
文案
标准
1. Learn some new words and phrases:
i
ll, fall ill, be glad to,
mind, practice, somewhere, throw,
make
one
’
s bed, manage, myself
2. Learn to make requests and
responses:
(1)
—
Could you
please do me a favor?
—
Sure.
What is it?
(2)
—
Will you join
us?
—
I
’
d be glad to.
(3)
—
Would you
mind teaching me?
—
Not at
all.
(4)
—
Would
you mind if I try it
again?
—
Certainly not. Please
do.
(5)
—
Do you
mind not putting your bike
here?
—
Sorry.
I
’
ll put it somewhere else.
(6)
—
Would you
mind not throwing bottles around?
—
I
’
m sorry about that.
I won
’
t do it
again.
Ⅱ
.
T
eaching aids
教具
图片
/
录音
机
/
小黑板
Ⅲ
. Five-finger Teaching Plan
五指教学方案
Step 1
Review
第一步
复
习
(
时间
:10
分钟
)
谈论本月的运动计划，导入本课部分生词和重点句型
Would
you mind
…
?
1.
(
复习
be going
to
结构，导入新课。
)
T:
Doing sports is good for our health, so we should
do sports often. Are you going to make a
sports plan for this month? Please talk
about your sports plan with your partner, then
report
it to the class.
(
教师在教室巡视，帮助学生完成关于计划的讨论。
)
S
1
:
Which sport are you going to do?
S
2
:
I
am going to
…
S
3
:
…
T:
Good! I want to make a sports plan,
too. S
4
, can you help me?
S
4
:
Of
course.
T:
Thanks a lot. You
can do me a favor. What does the
phrase
“
do me a
favor
”
mean? Do you
know? OK, let me tell you. It means
“
help
me
”
.
(
板书，教学该生词，并要求学生理解。
)favor
T:
S
5
,
could you please do me a favor?
S
5
:
Of course. / Sure. What is it?
(
可帮助学生回答。
)
T:
(
指着教室的门问
)
It
’
s very hot in the
classroom. Would you mind opening the door?
S
5
:Not at
all.(
学生去开门。
)
(
板书生词和新句型，并要求学生掌握。
)
Mind
Would
you
mind
doing sth.?
(
可让学生们用该句型自由操练两三分钟。
)(
展示一幅一名学生卧病在床的图片。
)
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
T
ao 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
:
O
K.
Let
’
s go and practice after
class.
I
’
d be
glad to. I can do it.
T:
文案
标准
(
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:
L
et
’
s
look at the picture in 1a. Kangkang is talking
with Michael. What are they talking about?
Please listen to the dialog in 1a, then
answer the following questions:
(1)
What are they going to do this Saturday?
(2) What
’
s wrong
with one of Kangkang
’
s
teammates?
(3) What does Kangkang want
Michael to do?
(
核对答案。
)
2. (
让学生跟读
1a
录音并画出关键词，为角色表演做准备。
)
T:
Now listen and read after the tape, and underline
the key words.
Step 3
Consolidation
第三步
巩固
(
时间
:10
分钟
)
进一步巩固
1a
，模仿
1a
编对话并表演，培养学生运用所学语言的能力。
1. (
让学生进行角色表演，完成
1
b
。
)
T:
Work in pairs to act the dialog out
according to the key words. After a while, I will
ask some
students to act it out in
front of the class.
S
1
:
…
S
2
: <
/p>
…
(
对表演优秀者，教师给予表扬。
)
2. (
模仿
1a
，编对话。教师出示写有重点短语的小黑板。
)
T: Now please look at the small
blackboard. There are some important phrases on
it.
plant
trees
pick
apples
carry
water
for
the
granny
文案
标准
clean the
classroom
T: You can use these phrases
to make up some similar dialogs according to 1a.
Work in pairs,
please.
(
学生编对话时，教师在教室里巡视，给予帮助。
)
T: OK. Are you ready? Which group want
to act out your dialog? Please come to the front.
(
请
1~2
组
学生到台前表演，教师对表演优秀者给予表扬。
)
3. (<
/p>
让学生听
2
录音，独立完成
2
。
)
T:
Listen to the tape and choose the correct answers
in 2. Learn to make requests and responses.
(
学生可听两遍，听完后核对答案。在学生听的过程中，教师板书。
)
Could
you
(please)
…
?
Will
you
…
?
Would
you mind
…
?
T: Now make up a short dialog about
requests and responses using these sentence
patterns on
the blackboard. Then act it
out.
(
学生准备对话。
)
(1)S
3
: Could you
please do me a favor?S
4
:
Sure. What is it?
S
3
: Would you
mind helping me
carry the
box?S
4
: Not at all.
S
3
: Thanks a
lot.S
4
:
That
’
s all right.
(2)S
5
: We are
going to the zoo. Will you join
us?S
6
:
I
’
d be glad to.
S
5
: Would you
mind taking your camera?S
6
:
Of course not.
S
5
:
It
’
s very nice of
you.S
6
:
That
’
s all right.
(
教师对表现好的小组给予奖励。
)
Step 4
Practice
第四步
练
习
(
时间
:12
分钟
)
通过图片和情境，呈现本课剩下的单词和短语，进一
步练习要求及应答功能的表达形式。
1.
(
运用图片及动作演示学习生词，引出
Would you
mind not
…
?
及答语。
)
文案
标准
(
教师安排一名学生扔一纸在地上。
)
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。
)(
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. (<
/p>
匹配
3
中的图片和对话，
两人一组依据图片表演对话。
运用
Would you
mind not doing
…
?
完成
3
。
)
T: Now please match the conversations
with the pictures in 3. Then practice with your
partner.
3. (
学生小组讨论，完成
4
。
)
(1)(
教师用多种方式教学生词：
出示图片，教学
Capital Stadium, make
one
’
s bed,
No.;
用反义词教
学
more,
quietly
，让学生在语境中理解
manage,
myself
。
)
(
板书并要求学生掌握：
more,
manage, myself, make one
’
s
bed
；理解：
Capital Stadium, NO.,
quietly
。
)
(2)(
完成
4
。总结本课中
出现的请求和应答的句式，两人一组练习。
)
T:
Match the requests with the right responses. Sum
up the main patterns in this section and
practice with your partner.
Step 5
Project
第五步
综
合探究活动
(
时间
:8
分钟
)
把本课所学知识运用于实际交际，培养学生综
合运用语言的能力。
1.
(
要求学生设计一个问路的情景，需用上
do me a
favor, far from, need to, had better, would you
mind
…
?
等。
)
T:
Suppose you are a
stranger here. You want to go to the Capital
Stadium to watch a soccer
game. But you
don
’
t know the way there, so
you need some help. Please make a dialog
about asking the way. In your dialog,
you should use the expressions
“
do me a favor, would
文案
标准
you mind
…
?
”
S
1
: Could you
please do me a favor?
S
2
:
Sure. What
’
s it?
S
1
:
I
’
m new here. I want to go
to the Capital Stadium. Would you mind telling me
the way
there?
S
2
:
…
…
(
教师巡视，必要时给予帮助。
)(
请
1~2
组同学表演，并鼓励表扬。
)
2. Homework:
用今天所学的主要句式和短语造五个句子或编对话。
板书设计
:
Section A
do sb. a favor=help sb.
fall
ill=be ill
throw
…
about
make one
’
s bed
right away=at once
Could you
please do me a favor?
Sure.
What
’
s it?
Will
you join us?
I
’
d
be glad to.
Would you mind doing
…
?
Not at all. /
Of course not.
Do/Would you mind not
doing
…
?
I
’
m sorry about
that. I won
’
t do it again.
Section
B
The main activities are 1a
and 2.
重点活动是
1a
和
2
。
Ⅰ
. T
eaching 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
文案
标准
2. Learn some useful sentences:
(1)What
do
you
mean
by
saying
that?(2)Kangkang,
don
’
t
be
angry
with
Michael.(3)Keep
trying!(4)We
’
re
sure to win next time.
3. Learn the
usage of
will
for
intentions:
(1)I
’
ll do it in
a minute.(2)It
’
ll be ready
soon.(3)I
’
ll do it at once.
4. Learn to express complaints and
apologies:
(1)Blame
others:
①
You are always so
careless!
②
You
shouldn
’
t shout at me.
(2)Apologies and responses:
①—
I am very sorry for what I
said.
—
It
’
< br>s nothing.
②—
I
’
m
sorry I
’
m late for class.
—
That
’
s
OK. Please take a seat.
Ⅱ
.
T
eaching aids
教具
卡片
/
图片
/
录音机
Ⅲ
. Five-finger Teaching Plan
五指教学方案
Step 1
Review
第一步
复
习
(
时间
:12
分钟
)
通过复习
Do/Would
you mind (not) doing
sth.?
及应答，导入本课部分生词。
1.
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
:
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.
Sorry.
I
’
ll put it somewhere else.
文案
标准
(
板书并教学生词，要求学生掌握。
)
not careful=careless
(
展示第一幅图
片，并指着踢球的男生问学生。
)
T:
Look at Picture 1. They are playing
soccer. Did the boy get a goal?
Ss:
T:
What a pity! He missed a good chance. <
/p>
(
板书并教学生词，要求学生掌握
cha
nce
；理解
goal
。
)chance, goal
T:
We have a lot
of chances in our lives. We should seize them. Do
you think so?
Ss:
we think so.
(
展示第二幅图。
)
T:
Look at Picture 2. What
are they doing?
Ss:
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.
They are fighting.
(
引导学生给出答案。
)
Yes,
No, he didn
’
t.
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
:
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?
It
’
s
nothing.(
教师帮其回答。
)
T:
S
6
,
S
7
,
keep
trying.
You
are
best
文案
标准
Ss:
He is angry.
(
帮助学生回答，同时做发怒、生气的表情。
)
T: Why is he angry? Who is he angry
with?
Ss: I/We
don
’
t know.
T: Sorry. I
don
’
t know,
either.
(
板书，
教学生词和词组，
并要求掌握。
)be
angry with, either
(
用同样方法呈现词组并板书。
)shout at
do
one
’
s best
Step 2
Presentation
第二步
呈
现
(
时间
:6
分钟
)
通过
1a
的一图片，呈现抱怨及回答，完成
1a
。
< br>
1. (
出示
1a
中第一幅图片，猜想发生了什么，引起学生好奇心。听
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. (<
/p>
让学生根据
1a
，完成
< br>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
文案
标准
T: According to these key words, retell
the story in 1a.
Ss:
…
(
如果学生能力较强，也可以让他们以
Kangkang
或者
Michael
的身份来讲故事。
)
S
1
:
Michael is my good friend. Yesterday we
had a soccer game
…
Step 4
Practice
第四步
练
习
(
时间
:13
分钟
)
集中练习道歉及应答语的表达形式，完成
2
和
3
。
1.
(
通过复习
Would you mind (not)
doing sth.?
学习生词。
)(
教师把录音机调到很大音量，指着录音机
问。
)
T:
T:
S
1
:
T:
Ss:
Ss:
Boys and
girls, do you think the recorder speaks too
loudly?
Ss:
Yes, it
’
s so
loud.
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。
)
OK.(
去调音量。
)
Well done! It
’
s
quiet now. But can you hear
clearly?(
教师做动作表示没有听清楚。
)
No, we can
’
t.
T:
(
教师把录音机音量调适中。
)
Can you hear clearly now?
Good!
If
you
can
’
t
hear
clearly,
you
can
turn
it
up
Yes, we can hear clearly.
T:
again.
(
板书，要求学生掌握
turn do
wn
；理解
clearly
。
)turn down, clearly
T:
Ss:
(
教师指着教室地板上的污渍问。
)
Is it clean here?
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
is
serving
the
food.(
帮助
学生回答。
)
(
板书，教学生词并要求学生掌握。
)serve
文案
标准
T:
What is the waiter
serving? Can you guess?
S
3
:
I
think
he
is
serving
some
hamburgers and a cup of water.
(
教师演示喝水的动作。
)
T:
What else would the man
like?
S
4
:
He
would like another cup of
water.(
帮助学生回答。
)
(
板书，教学生词并要求学生掌握。
)another
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，使容匹配。
)
T:
If we do something wrong, what should
we say? How to express our apologies?
Ss: We can say
“
I
’
m
sorry.
”
T:
Right.
And their responses?
Ss:
…
(
让学生自由讨论哪些话可以用来回答“
Sorry
”
，然后老师给予总结。
)
T: OK. Now look at 3. Please match each
apology with the best response, and then practice
with your partner.
(
< br>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。
)
文案
标准
Step 5
Project
第五步
综
合探究活动
(
时间
:8
分钟
)
通过表演，让学生掌握在交际中运用抱怨和道歉的表达形式。
1. (
让学生设计一个情景短剧，剧中要出现有关抱怨、道歉
和应答的语句。
)
T: Discuss in
groups. Please make a short play about complaints,
apologies and responses. You
should use
the expressions we have learned.
One
student made the other student wait for a long
time, or broke others
’
books and so on.
(
教师应查看各组排练情况，必要时给予帮助。
)(
每组选派学
生到前面表演短剧。
)
2. Homework:
让学生运用下面句型及短语来造句。
Would you mind (not) doing
…
?keep doing sth.
do
one
’
s best
make
one
’
s bed
right
away
板书设计
:
Section B
not careful=careless
shout
at
You are always so careless!
You shouldn
’
t
shout at me.
—
I am very
sorry for what I said.
fight with sb.
say sorry to sb.
be angry
with
do one
’
s
best
keep doing sth.
turn
down
take a seat
—
It
’
s
nothing.
—
I
’
m
sorry I
’
m late for class.
—
That
’
s
OK. Please take a seat.
Section
C
The main activities are 1a
and 2.
本课重点活动是
1a
和
2
。
文案
标准
Ⅰ
. T
eaching aims
and demands
教学目标
1. Learn some new words and phrases:
Russia, as, as well, competition,
invent, score, century, college, even, into, side,
basket, follow,
become, more and more
…
2. Learn some
useful sentences: (1)That
’
s
a lot of traveling.(2)Exciting? Yes, but very
tiring as
well.
3. Talk
about team games and racing.
Ⅱ
. T
eaching aids
教具
小黑板
/
录音机
/
图片
Ⅲ
. Five-finger Teaching
Plan
五指教学方案
Step
1
Review
第一步
复
习
(
时间
:8
分钟
)
复习关于道歉及其应答语的表达形式，导入本课部分生词。
1. (
分组表演关于道歉及其应答的对话，教师可给学生一些
提示语，让学生自己组织对话。
)
Example:(1)
didn
’
t
clean
the
blackboard(2)
smoking
here(3)
drawing
on
the
blackboard(4)
fight with sb.
(5) sing in the classroom(6) throw
litter around(7) be late for class
S
1
:
I
’
m sorry I
didn
’
t clean the classroom.
S
2
:
…
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.
Never mind.
文案
标准
…
(<
/p>
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:
Boys
and
girls,
what
do
we
call
the
people
in
Canada?
Do
you
know?
Ss:
Canadian.(
帮助学生回答。
)
(
板书并要求学生理解。
)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:
Ss: Yes.
(
板书并要求学生掌握
as, as
well
；理解
traveling, tiring,
exciting
。
)
traveling, exciting, tiring, as, as
well
(
给学生
1~2
分钟熟读生词。
)
Step 2
Presentation
第二步
呈
现
(
时间
:10
分钟
)
呈现
1a
< br>，培养学生的听说技能。
1. (
让学生听
1a
录音，并回答下列问题。
)
T:
Kangkang is a
reporter. He is making an interview. Listen and
find out the answers to these
questions:
(1)Where is Ning
going in March / June / August?
(2)Does
she enjoy playing table tennis in different
countries?
(
核对答案。
)
2. (
让学生听录音并跟读。
)
T: Open your books, listen
to 1a again and repeat.
3. (
小组竞赛：两人一组，练习
1a
对话，选出几组同学到讲台前表
演。
)
But traveling is tiring
as well. Do you think so?
文案
标准
T:
Now let
’
s have a
competition, work in pairs to practice 1a. Then
act it out in class.
(
几分钟
过后
) OK,
I
’
d like to ask several
groups to act out the
dialog.(
板书并要求学生掌握。
)
Step 3
Consolidation
第三步
巩固
(
时间
:10
分钟
)
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
< br>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著名的乒乓球运动员，与
你的搭档一起编一组对话。
)
T: Read the
dialog in 1a again. Suppose
you
’
re interviewing a famous
table tennis player.
Make a
conversation with your partner.
3. (
让学生独立完成
1c
。
)
T: Write a passage
according to 1a and 1b to introduce a player.
Step 4
Practice
第四步
练
习
(
时间
:12
分钟
)
通过讨论篮球的来历及规则，呈现本课剩余生词，并
培养学生运用简单的阅读策略获取信息的能力。
1. (
通过谈论对运动项目的爱好，导入
2
。
)
T:
We talked about many sports. Which sport do you
like best?
Ss:
I
like
…
best.
T:
(
教师找一名平时喜欢打篮球的同学。
)
S
1
, do you like playing
basketball?
S
1
:
Yes, I like it very much.
T:
OK. Basketball is becoming more and
more popular all over the world. It has a history
of
over
a
century.
I
think
many
students
like
playing
basketball.
We
can
play
it
indoors
or
outdoors. But do you know who invented
basketball?
文案
标准
(
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:
N
o, we
don
’
t.
T:
OK. I
’
ll tell
you. It was James Naismith, a Canadian. He
invented basketball in 1891. At that
time, he was a P
.E. teacher
at Springfield College in the U.S.A.
(<
/p>
板书，并要求学生理解
Springfield College
；掌握
college
。
)Springfield College, college
T:
At first, people
couldn
’
t do sports outside
if the weather was bad. So he invented an indoor
game for his students. What does
“
indoor
”
mean? Can you guess?
(
引导学生根据词形猜出词义，可比较“
outside
”与“
inside
”
。
)
Ss: Yes.
(
板书并要求学生了解。
)indoor
T:
After he invented the indoor game, his
students could play even in bad weather.
(
板书，教学生词并要求学生掌握。
)even
T:
Boys and
girls, we know James Naismith invented basketball.
But do you know how to
score in the
game? Now, close your books and listen to me.
(
板书，教学生词并要求学生掌握。
)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 court.(<
/p>
再画
篮球架和篮筐，手指篮筐
)And
this is a basket.
(
板书并要求学生掌握
basket
；理解
court
。
)court, basket
文案
标准
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.
(
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。
)
T:
I am
throwing the ball.
(
板书，并要求学生掌握。
)into
T:
(
让
所有同学跟教师做投篮动作。
)Boys
and
girls,
follow
me,
do
the
action,
please.
Throw!
Throw! Throw! Good! When you throw the
ball, you can stand at any part of the court and
you can throw it with one hand or both
hands. But you must follow the rules.
(
板书并要求学生掌握。
)follow
2.
(
让学生读短文，完成文前习题，并核对答案。
)
T: Read the passage in 2. Find out what
the passage talks about. Answer the questions in
front
of the passage.
3. (
听
1a
录音并跟读，画出关键词。
)T: Listen to 1a, follow it, and underline
the key words.
4. (
根据关键词复述课文
。尽量运用黑板上的生词及短语，可用自己的语言复述。
)
T: Retell the text
according to the key words.
Step 5
Project
第五步
综
合探究活动
(
时间
:5
分钟
)
把所学知识运用于现实生活中，以培养学生收
集资料、处理信息的能力。
1. (
根据
2
，分组讨论关于篮球的知识，让学生完成下列表格。
)
Who invented
文案
标准
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
:
Ning
is
a
table
tennis
player.
She
started
playing
table
tennis
when
she
was
young.
She
enjoys playing in
different countries and she has a lot of
traveling. She has a very exciting
life, but very tiring as well
…
板书设计
:
Section C
as well
That
’
s a lot of
traveling.
Exciting? Yes,
but very tiring as well.
put
…
into
follow the rules
more and more
…
Section D
文案
标准
The main activities are 1a and 4.
本课重点活动是
1a
和
4
。
Ⅰ
.
T
eaching 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. T
each the students how to
exercise and keep healthy.
Ⅱ
. T
eaching aids
教具
图片
/
录音机
/
小
黑板
Ⅲ
. Five-finger
Teaching Plan
五指教学方案
Step 1
Review
第一步
复
习
(
时间
:9
分钟
)
师生谈论运动和饮食与健康的关系，导入本课部分生词。
1.
(
出示图片，复习各项体育运动名称及运动带来的益处。
)
T:
Look at the picture, then
use the key words to make sentences.
(
出示图片，让学生齐读关键词组
)
play soccer/make sb. Strong
run/be good for
legs, heart and lungs
walk/a good way to
keep
healthy
swim/a good way to keep fit
T:
The first one. S
1
, please.
S
1
:
…
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.
He usually plays soccer because it can
make him strong.
文案
标准
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:
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.
Do
you
like
chips
T:
So do you often get tired
easily?
S
7
: Yes, I do.
(
板书，并要求掌握
tired
；理解
easily
。
)
T:
Boys
and
girls,
eating too
much
meat
makes
us
fat easily.
If
we eat a
lot of chips and
chocolate, we will become fat easily as
well. And it is also not good for our health. Do
you
know what food we should eat more
every day?
Ss:
Yes, we
should eat
…
(
学生可能
回答不全，教师可以补充
)
文案
标准
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:
chips or chocolate?
S
8
:
Vegetables and fresh fruit.
T:
Why?
S
8
,
what
will
you
eat
more
from
now
on,
vegetables,
fresh
fruit,
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
1a
。
)
Step 2
Presentation
第二步
呈
现
(
时间
:10
分钟
)
呈现
1a
< br>，培养学生的阅读能力。
1. (
设置简单的听力任务，播放
1a
录音。回答问题。
)
T: First, listen to 1a. Then
answer the following questions:
(1)Why
did the boy start running?
(2)What kind of food does he eat now
instead of chips and chocolate?
(
核对答案。
)
2. (
再放
1a
录音，让学生跟读并模仿语音语调。
)
T:
Listen to 1a again and repeat. Pay attention to
the pronunciation and intonation.
文案
标准
3.
(
让学生自己朗读课文两遍，根
据文意猜生词
however
和
mil
e
的意思，教师板书并解释生词，然后让
学生回答下列问题。<
/p>
)
(
板书并要求学生掌握。
)
T: OK. Now read
the text again. Then find the answers to the
following questions.
(1)What
did
the
boy
love
to
eat
one
year
ago?(2)What
’
s
his
favorite sport now?
(3)How does he feel now?(4)What do you
learn from this passage?
(
核对答案。
)
Step 3
Consolidation
第三步
巩固
(
时间
:10
分钟
)
巩固
1a
，培养学生的语言运用和团队合作能力。
1. (
根据
1a
短文，让学生独立完成
1b
。
)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
…
文案
标准
3. (
引导学生两人一组试着将
1a
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
(
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. (
听
3a
录音并跟读，然后进行链式问答，练习重点句型
Would you mind (not) doing
…
?, Could you
文案
标准
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
:
Certainly not. Here you are. Could you
please pass me your eraser?
S
4
:
…
(
或做猜
谜游戏练习上述句型。即一名学生做动作，另一名同学提问。
)
S
5
:
(
做扫地的动作
)
S
6
: Would you
mind sweeping the floor?
S
5
: Of course
not. I
’
ll do it
soon.
S
7
:
(
做关门的动作
)
S
8
: Would you
mind closing the door?
S
7
:
Of course not. I
’
ll do it
right
now.
S
9
:
(
做浇花的动作
)
S
10
: Could you
please water the flowers?
S
9
: OK.
I
’
ll do it at once.
S
11
:
(
做吸烟的动作
)
S
12
:Would you
mind not smoking here?
S
11
: Sorry. I
won
’
t do it again.
4. (
让学生找出本话题中重要的短语或句子并写出。然后听
3b
录音，跟读并核对。
)
T: Nice work.
Now please find out the useful expressions in this
topic. And then let
’
s listen
to
3b. Check your answers.
Step 5
Project
第五步
综
合探究活动
(
时间
:6
分钟
)
运用所学运动和健康的知识做海报，写短文，
培养学生综合运用语言的能力和探究能力。
1.
(
让学生写一篇介绍自身健康状况及相关的运动计划的短文。
)
T: Write a passage to introduce your
health condition and make an exercise plan. You
can
begin like this:
I
am
quite
healthy
now.
Because
I
often
have
healthy
food
and
drink,
such
as
milk,
文案
标准
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
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：
Section D
get tired easily
instead of
build up
a 15-year-old boy
healthy eating habits
Topic
3
The school sports meet is
coming.
Could you please do
…
?
Would you mind
(not) doing sth.?
Section A
The main activities are 1a and 2a.
本课重点活动是
1a
和
2a
。
Ⅰ
.T
eaching 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.
3.T
alk
about school sports meet:
文案
标准
(1)I will take
part in the school sports meet.(2)Which sport will
you take part in?
(3)I
’
ll be in the
long jump and the high
jump.(4)I
’
m sure our school
sports meet will be
exciting.
Ⅱ
. T
eaching aids
教具
录音机
/
幻灯片
Ⅲ
. Five-finger Teaching Plan
五指教学方案
Step 1
Review
第一步
复
习
(
时间
:8
分钟
)
复习上个话题的语法、句型及功能用语，引出本课生词
、语法及话题，导入新课。
1. (
让学生进行链式问答，复习上一话题的重要语法和功能用语。
)
T: Make conversations with the help of
the given words.
“
Be late
for school.
”
S
1
:
S
3
:
S
5
:
I
’
m sorry
I
’
m late for school.
S
2
:
That
’
s OK. Please
take a seat.
T:
Will you join us?
S
4
:
I
’
d be glad to.
T:
Smoking.
Join us.
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:
sports player is Michael
Jordan.
T: Yes. Is he
Chinese?
Ss:
No, he
isn
’
t.
We
think
your
favorite
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。
)
文案