仁爱版英八年级上册全册教案

Unit 1 Playing Sports

Topic 1 Are you going to play basketball?

Section A

The main activities are 1a and 2. 本课重点活动是1a和2。 Ⅰ.Teaching aims and demands 教学目标 1. Learn some new words and phrases:

almost, against, term, cheer, cheer … on, team, win, row, quite, bit, quite a bit / a lot, join, club, skate, volleyball, tennis, table tennis 2. Learn some useful sentences:

(1)I saw you play basketball almost every day during the summer holidays. (2)Would you like to come and cheer us on? 3. Learn the future tense with be going to:

(1)We are going to have a basketball game against Class Three on Sunday. (2)Are you going to join the school rowing club? 4. Talk about preferences:

—Which sport do you prefer, cycling or rowing? —I prefer rowing.

5. Talk about sports and games. Ⅱ. Teaching aids 教具

图片/海报/教学挂图/录音机/小黑板

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间:7分钟)

复习学过的运动项目名称，引出生词。

1. (展示一些有关运动的图片，并通过师生对话，引出新的运动项目名称。)

T: Welcome back to school, boys and girls. The new term begins. This is our first English lesson this term. Did you enjoy yourselves during your summer holidays? What did you do during your holidays? Did you do sports during your summer holidays? Ss: …

(板书并要求学生掌握。) term T: We all know doing sports is good for our health. Now let’s review some sports and learn some new ones. (展示学生在打篮球的图片。)

T: Look at the picture. Do you know what they are doing? S1, please. S1: They are playing basketball. T: Do you like playing basketball? S1: Yes, I do. / No, I don’t.

T: How many players are there in the basketball team? 1

(板书并要求学生掌握。) team S1: There are five players.

(展示学生在打排球的图片。) T: What are they doing? S2, do you know?

S2: They are playing volleyball. (教师帮助该生回答。) (板书并要求学生掌握。) volleyball (用同样的方式引出生词cycle, row, skate, tennis, table tennis, ski。)

(板书，并让学生跟读，要求学生理解cycle, ski；掌握row, skate, tennis, table tennis。) cycle, row, skate, tennis, table tennis, ski

2. (用黑板上有关运动的生词操练，导出prefer的用法。) T: Which sport do you like better, cycling or rowing? S3: Rowing. T: Good! The phrase “like … better” means “prefer”. (板书并要求学生理解。)

prefer T: S4, which sport do you prefer, basketball or soccer? S4: 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? S1, please. S1: Yes, I do.

T: So you plan to play volleyball tomorrow afternoon, right? S1: 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. S2, please. S2: You are going to go out for dinner tonight.

T: I plan to climb mountains tomorrow. S3, please. S3: You are going to climb mountains tomorrow.

T: Good! When we express something that is going to happen or we plan to do something, we can use going to.

2. (教师让几个学生说说明天户外活动的打算，并引出be going to结构的一般疑问句式，过渡到1a。) T: OK, S4, please tell me what you plan to do tomorrow afternoon. S4: I’m going to swim with my brother tomorrow afternoon. T: Are you going to swim? S4: Yes, I am. (板书，学习新句型。)

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be —Are you going to swim? —Yes, I am. (教师视学生掌握的情况来决定是否要进行更多的操练。)

3. (展示一幅即将进行篮球赛的海报，引出单词against, cheer和短语cheer … on。) T: Now look at the poster. Here is the news. Our class is going to have a against Class 3 at 5:00 this afternoon. Would you like to cheer them on? Ss:Yes, we’d love to./I’d love to.

(板书，让学生猜词义，并要求掌握。)

against, cheer, cheer ... on (出示教学挂图，让学生看图片猜测对话内容，导入1a。)

T: Look at this picture. They are Kangkang and Michael. What are they

Can you guess? Please listen to 1a and then answer the following questions. (出示小黑板。) (1) Which class is Michael’s class going to play against? (2) Is Kangkang going to cheer them on? (听后核对答案。)

4. (学生朗读1a，画出疑难点和关键词，然后教师解释疑难点。) (出示小黑板，领读关键词；解释并要求学生掌握almost和win。) basketball—saw—play—almost—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)

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: S1, what are you going to do this term? S1: I’m going to learn English better. T: What about you, S2?

S2: I’m going to study math hard.

T: Oh, it’s a good plan. S3, do you know what your partner is going to do? S3: Yes. He is going to learn rowing.

T: Discuss with your partner what you are going to do this term.

3. (创设情景，依据1a编对话，巩固1a及be going to+do句型，完成1b。)

T: Just now you talked about your plans for this term. Now suppose you meet your classmate on the playground and you want to talk about your plans for this week. Please make a similar conversation with your partner according to 1a. You can use the key words on the blackboard. (板书) be going to, play, I’m afraid, homework, summer, play against, I hope (学生两人一组编对话，教师进行鼓励启发，必要时应给予帮助。) Example: S4: Hi, S5. S5: Hi, S4. I am going to play … Are you going to play with us?

S4: 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.

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basketball game

talking about?

S5: 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? S4: Of course. I’d love to. And I hope you will win.

(让几组学生到教室前面表演类似的对话，评出最佳表演组及最佳演员等。)

(教师出示2中运动项目的图片，引导学生巩固be going to + do句型，使他们熟练掌握其用法，并自然过渡到2。)

Step 4 Practice 第四步 练习(时间:10分钟)

完成2和3，培养学生听说能力，并通过大量操练，使他们熟练运用含有be going to的一般疑问句及掌握prefer的用法。

1. (通过看图片，练习be going to的用法，导入2。) 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 …? S1: I prefer …

T: What about you, S2? S2: I prefer …

T: S3, do you often go swimming? S3: Yes, very often. T: Good. You can also say “quite a lot/a bit”. “Do you often go swimming?” means “Do you go swimming much?”

(板书，并领读，要求学生掌握quite, bit和quite a lot/a bit。)

quite, bit very often = quite a lot/a bit I go swimming very often.= I go swimming much. T: S4, do you go rowing much? S4: Yes, quite a lot/a bit.

T: S5, do you go skiing much? S5: Yes, quite a lot / a bit.(肯) S6: No, seldom.(否)

T: Oh, you don’t like sports. It isn’t good. I think you should join a sports club, and maybe you will like sports there.

(板书，教学生词，并要求学生掌握。) join, club T: Discuss with your partner which sports club you would like to join. S7: I am going to join the school rowing club. S8: …

(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

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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. (S10表演一个动作。)

S9: Are you going to play basketball? S10: No, I’m not.

S9: Are you going to play volleyball? S10: Yes, I am. …

(让学生尽量多表演动作。)

Step 5 Project 第五步 综合探究活动(时间:8分钟)

通过作报告和写句子，培养学生综合运用本课所学语法及重要句型的能力。 1. (小组活动，在小组中做采访并向全班同学作报告。)

T: Work in groups. Ask your partner the following questions, then give a report to your classmates.

(1)Which sport do you

prefer, … or …? (2)Do you … much?

(3)Are you going to …

next week?

2. Homework:

用be going to造五个句子，要求用不同的人称、句式。 板书设计： Are you going to play basketball? Section A prefer be going to + do sth. cheer … on We are going to have a basketball game against Class Three on Sunday. quite a bit / a lot Which sport do you prefer, cycling or rowing? I prefer rowing. Are you going to join the school rowing club? Yes, I am./No, I’m not. I’m going to … Section B

The main activities are 1a and 2a. 本课重点活动是1a和2a。 Ⅰ. Teaching aims and demands 教学目标

1. Learn some new words and phrases:

dream, grow, grow up, future, in the future, job, active, break, record, gold, give up, shame, single

2. Go on learning the future tense with be going to:

—What are you going to be when you grow up? —I’m going to be a dancer.

3. Talk about the favorite sports and players: (1)—What’s your favorite sport, Maria? —Basketball, of course.

(2)—Who’s your favorite player?

—LeBron James. / I like Yao Ming best. Ⅱ. Teaching aids 教具

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图片/小黑板/录音机

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间:8分钟)

通过谈论喜爱的运动项目及新学期的计划，导入新课。

1. (学生在小组内进行链式对话，讨论他们所喜爱的运动项目，注意使用prefer。)

T: I know many students like sports. Please discuss in groups which sport your partners prefer. You can begin

like this: S1, which sport do you prefer, skiing or rowing? S1: I prefer rowing. S2, which sport do you prefer, cycling or skating? S2: I prefer … What about you, S3? S3: I prefer … S4, which sport do you prefer, volleyball or soccer? S4: 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?

S5: I’m going to join an English club.

S6: I’m going to learn to play basketball. I want to be a good player. S7: …

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。) S8: 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? S9: My dream job is to be a teacher in the future.

S10: 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: S11, 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。) S11: No, I’m not.

T: What are you going to be when you grow up? S11: 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)

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, S1?

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S1: My favorite player is …

T: What about Michael’s favorite player? Listen to the dialog in 1a and then answer the following questions: (出示小黑板上的问题，听1a录音。) (1)Who’s Michael’s favorite player? (2)What is Michael going to be when he grows up? (3)What’s Maria’s dream job? (核对答案。) 2. (出示小黑板，依据1a完成表格。)

T: Read 1a and complete the information about Yao Ming in the table. Player Height Play for Yao Ming T: Now let’s check the answers. Yao Ming is a basketball player. He is 2.26 meters tall. He plays for the

Houston Rockets in the NBA. (板书并要求学生理解player, Houston Rockets；了解NBA。)

player Houston

Rockets NBA

3. (再放1a录音，让学生跟读，并注意语音语调。)

T: Listen to the tape again and repeat. Pay attention to the pronunciation and intonation. Go!

Step 3 Consolidation 第三步 巩固(时间:10分钟)

分角色表演并做调查报告，完成1b，使学生学会运用目标语言谈论自己喜爱的运动、运动员及梦想。 1. (让学生根据小黑板上的听力问题和表格中的信息，两人一组进行对话。)

T: Work in pairs and act out the dialog according to the questions on the small blackboard and information in

the table. Then I’ll ask two pairs to act it out in the front.

2. (让学生四人一组讨论他们所喜欢的运动、运动明星以及未来的梦想，并完成表格。然后汇报讨论结果，完成1b。)

T: Discuss in groups of four about your favorite sports, favorite players and your dream jobs in the future, and

fill in the table in 1b. Then make a report according to 1b. In a few minutes I will ask someone to give me your report about your classmates. Example:

T: S1, are you ready? Please report.

S1: Yes. She is going to be a teacher in the future. It’s her dream job. She likes sports very much because it is

important to her. Her favorite sport is swimming and her favorite player is Phelps.

Step 4 Practice 第四步 练习(时间:12分钟)

完成2a，2b和3，培养学生通过自主阅读获取相关信息的能力。

1. (教师出示张怡宁、菲尔普斯、刘翔的图片，通过师生对话，谈论这些运动明星。) T: I have some photos of famous sports stars, who are they? Can you say something about them?

S1: Zhang Yining is a table tennis player. She won the first in the Athens and Beijing Olympic Games. (板书并要求学生理解Olympic。)

Olympic

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S2: 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? S3: Yes.

(板书，教学生词，并要求学生掌握single和active；理解runner和athlete。) athlete, runner single, active, T: Do you like him? S3: Of course, I do.

T: OK. Do you know anything about him? S3: …

(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。)

break(broke), record, gold, give up, medal

(让学生回答问题，核对答案。)

2. (播放2a录音，让学生跟读，完成2b，并核对答案。)

T: Listen and read after the tape. Then finish 2b and check the answers.

3. (让学生再读2a，找出生词和疑难点，教师解释并板书生词和关键词，要求学生掌握shame，为复述短文做准备。)

T: Please read 2a again and find out the key words. Liu Xiang — active — broke … record — won — give up — shame; Phelps — eight — in swimming — first athlete — single; Zhang Yining — table tennis players — twice 4. (教师让学生根据上面板书的关键词复述短文。练习、巩固2a。) T: Please retell the passage according to the key words. 5. (播放3录音，完成短文。)

T: Now listen to the tape of 3. Complete the passage by yourselves. (播放录音，核对答案。)

T: Listen to the tape again and check your answers. Are you right? Good.

Step 5 Project 第五步 综合探究活动(时间:5分钟)

通过制作自己喜欢的运动员的名片，学会描述一些著名运动员。 1. (小组讨论并制作自己喜欢的运动员的名片。)

T: Please make a card about your favorite sports player. (教师出示小黑板上的表格。) Name Card Name Gender Age Birthday Country Job 8

2. Homework:

用英语描述自己喜欢的运动、运动员及梦想。 板书设计： Are you going to play basketball? Section B What are you going to be when you grow up? I’m going to be a dancer. What a shame! grow up in the future play for give up Section C

The main activities are 1a and 2. 本课重点活动是1a和2。 Ⅰ. Teaching aims and demands 教学目标 1.Learn 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 2.Go 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. 3.Go 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.Talk about plans and intentions.

5.Improve the students’ ability of reading. Ⅱ. Teaching aids 教具 图片/录音机

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间:8分钟)

运用体育活动的图片，复习运动项目的名称，并导入部分生词。

1. (复习上节课所学的运动项目的名称。教师展示一些体育活动的图片。学生使用图片，三人一组，到讲台前进行问答表演，说出自己喜欢的体育活动。)

T: Please come to the blackboard to talk about your favorite sports with your partners. You can begin like this: S1, what’s your favorite sport? S1: S2, what’s your favorite sport? S2: Skating. And you, S3? S3: 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: S4, do you like sports? S4: Yes, I do.

T: Do you often go mountain climbing?(出示登山的图片。) S4: Yes, I do.

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T: When do you often go mountain climbing? S4: On Sundays.

T: S5, please talk about S4 according to what he/she said. S5: 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: S6, do you like doing exercise? S6: Yes, I do.

T: How often do you do exercise? S6: Every day.

T: How long do you spend doing exercise every day?(必要时可译成汉语。) S6: About thirty minutes.

T: S6 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 “S6 often spends half an hour (in) doing exercise every day.”

(板书，让学生猜hour词义，并要求掌握。) hour T: S7, please talk about S6 according to what he/she said.

S7: 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? S1, please. S1: 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? S1: 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。) S1: 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？ 10

(核对答案。)

3. (让学生再听1a录音，跟读并注意语音语调。)

T: Listen to the tape again and follow it. Pay attention to the pronunciation and intonation.

Step 3 Consolidation 第三步 巩固(时间:8分钟)

完成1b和1c，培养学生从简单的文章中找出关键信息的能力。 1. (让学生再读一遍1a，完成1b。)

T: According to 1a, we know Ann likes doing sports a lot. She does sports every day. Please read 1a again and

complete the timetable in 1b. (核对答案。)

2. (根据1b，完成1c。)

T: According to the timetable in 1b, ask and answer in pairs to finish 1c, then write down the answers. (核对答案。)

3. (根据Ann的活动时间表，描述Ann一周的运动情况。)

T: Well done! Please discuss with your partner and describe Ann’s activities in a week according to her sports timetable. Example:

Ann does exercise in the gym from 6:30 a.m. to 7:00 a.m. every day. She goes cycling from 5 p.m. to 6 p.m. on Wednesdays and Fridays. …

T: Each group can choose one student to report. Let’s begin. (对表现好的小组，进行表扬和鼓励。)

Step 4 Practice 第四步 练习(时间:12分钟)

完成2。巩固be going to的特殊疑问句的用法。

1. (讨论运动对人体的益处，引出生词，必要时用图片或体态语帮助学生理解生词，导入2。) T: Boys and girls, we have talked about many kinds of sports. How do you feel after doing sports? S1: I feel better. S2: 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: S3, do you often do sports? S3: Yes, quite a lot. T: Why? S3: 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. S4, do you often run in the morning? S4: Yes, I do. T: Why? S4: Because it’s good for my legs, heart and lungs.(可帮助学生回答。) (板书，领读，并解释画线生词，要求学生掌握heart；理解lung。) heart, lung

T: I like doing sports very much. I often walk. Do you know why? Because it can help me to relax, and it’s a

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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. (板书，解释生词和词组，并要求学生掌握。)

popular all over

T: Do you know other popular games all over the world? Ss: Yes, we do. Soccer, volleyball, baseball and so on.

3. (让学生们根据2中的图片讨论平时所喜爱的体育运动项目，并说出喜爱的原因。)

T: Boys and girls, I’m going to swim the day after tomorrow. If you want to go with me, you can call me later. Now, please discuss with your partners about your favorite sports and speak out your reasons. (板书并要求学生掌握。)

the day

after tomorrow

Example: S1: Which sport do you prefer, … or …? / What’s your favorite sport? S2: … S1: Why? S2: Because … …

(让学生根据示范，编对话，完成2。)

T: OK, now read 2 in pairs, and then follow the example to make similar conversations with your partner.

Step 5 Project 第五步 综合探究活动(时间:7分钟)

让学生介绍自己及父母的运动计划和喜欢运动的原因，培养学生综合运用be going to结构及本课重点句型的能力。

1. (出示表格，让学生完成后，口头汇报自己的运动计划及喜欢运动的原因。) Time Sport Reason T: According to the form, please report your exercise plans and tell us why you like this exercise. Example:

I run from 6:00 to 6:30 in the morning every day. Because I think running is good for my legs, heart and lungs ... 2. Homework:

询问你的父母，了解他们的运动爱好，运动时间及喜欢运动的原因，写成短文，第二天和你的同桌互相交流。 板书设计： Are you going to play basketball? Section C take part in She learns baseball on Saturdays, and now she plays it pretty well. 12

the high jump the long jump be good for school sports meet keep fit/healthy There is going to be a school sports meet next weekend. She is going to take part in the high jump and the long jump. Playing soccer makes me strong and it is popular all over the world. Running is good for his legs, heart and lungs. Section D

The main activities are 1a and 2. 本课重点活动是1a和2。 Ⅰ. Teaching aims and demands 教学目标

1. Learn some new words and phrases:

famous, arrive in/at, play against, leave, leave for

2. Review and summarize the future tense with be going to:

(1)It’s too bad that the players aren’t going to stay for long. (2)They are leaving for Japan the day after tomorrow. 3. Summarize the useful expressions in Topic 1. 4. Go on talking about the favorite sports. Ⅱ. Teaching aids 教具

小黑板/图片/录音机/幻灯片

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间:7分钟)

通过做“故事接龙”游戏，复习be going to的结构，培养学生的合作精神，并促进学生之间的交流。 1. (通过做故事接龙游戏复习be going to结构，所造句子尽量避免雷同，尽可能让全班学生都参与。)

T: First let’s play a game. Please make sentences using be going to. You’d better say your sentence as quickly as

you can, and you can’t repeat others’, but you can change the personal pronouns, the things, the places or the time to make a new sentence. Please go!

2. (编故事竞赛。出示小黑板上含有be going to结构的问题。)

What are you going to do this weekend? Where are you going?

How are you going to get there? Who are you going with?

What are you going to do to prepare for that?

What are you going to be in the future/when you grow up?

(根据班级人数将学生分成若干组，每个学生选择一个问题并给出完整答案，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。)

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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，核对答案，完成1b。)

T: Now let’s check your answers together. I’d like to ask some of you to read the letter. Who wants to try?

3. (播放1录音，让学生跟读，并找出疑难点，教师板书关键词组并讲解，要求学生掌握，为复述短文做准备。)

T: Listen to the tape and repeat. Then find out the difficulties. arrive in+big places leave for = get to arrive at+small places A B play against leave A for B the day after tomorrow Step 3 Consolidation 第三步 巩固(时间:10分钟)

进一步强化练习be going to及本话题所出现的重点短语及句型。 1. (教师让学生根据上面板书的关键词组复述短文，巩固1a。) T: Now please retell the passage according to the key words above. 2. (听3a和3b录音并跟读。让学生再次熟悉本话题的重难点。)

T: In this topic, we talk about sports a lot, including sports names, your favorite sports and players. Let’s look at 3a and 3b. Listen to the tape and repeat. 3. (练习3a和3b。)

(1)(用本话题重要的短语造句子或编对话。提示学生最好用一般将来时，鼓励学生尽量使用本话题的语法和短语编对话，培养学生的综合语言运用能力。)

T: Very good! I think now you can say the important sentences in English fluently. Then let’s make sentences and dialogs using the key phrases.

(出示幻灯片/小黑板，讲解并要求学生掌握。)

see sb./sth. do sth. play against cheer sb. on leave for quite a bit/a lot pretty

well grow up make/keep

sb./sth. + adj. …

Example:

①T: cheer sb. on.

S1: I am going to cheer them on. T: play against.

S2: Our team will play against Class Four. …

②Zhang 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

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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。)

①I 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, . ②He goes cycling every day.(用tomorrow morning改写句子。) He cycle tomorrow morning.

③They are going to play soccer because it makes them strong.(对画线部

分提问。)

to play soccer?

(核对答案。)

Step 4 Practice 第四步 练习(时间:10分钟)

完成2，让学生运用本话题的语法及功能句进行写作，培养学生写作能力。

1. (教师将学生分组，让学生讨论喜爱的运动、运动员和喜欢的原因，为后面的写作训练做准备。教师先做示范，然后让学生自由讨论。)

T: Talk about your favorite sports, sports players and the reasons why you like them. You can begin like this: S1, which sport do you like? S1: I like …very much. T: Why do you like it? S1: Because …

T: How often do you play …? S1: Once a week. /…

T: Who is your favorite player? S1: …

T: Why do you like him / her? S1: Because … T: …

2. (写作训练。讨论结束后，让学生写一篇短文，介绍自己最喜爱的运动、运动员和喜欢的原因。完成2。) T: OK, well done! Now write a short passage about your favorite sports, sports players and the reasons. You can write it using the questions in 2. Five minutes. Go!

(每组选派代表朗读自己的文章，教师给予点评和鼓励。)

Step 5 Project 第五步 综合探究活动(时间:8分钟)

完成4。通过讨论收集信息等学习方式，培养学生综合运用本话题所学语法及重要句型的能力。 1. (教师展示图片，完成4。)

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(根据上面的插图和4中的问题，分组完成4中的表格。)

T: Please look at the pictures. Work in groups of five. Then fill in the table in 4. You can use the questions and expressions in 4.

2. (根据表格内容作报告。)

T: You can report according to the table like this: My classmate, ××, is going to play soccer with his/her brother this weekend…

(请1~2名学生做汇报，并给予点评和鼓励。) 3. Homework:

以表格形式归纳Topic 1中所学的黑体词、白体词、短语、主要句型及语法。运用本话题知识写一份新学期计划。 板书设计： Are you going to play basketball? Section D famous It’s too bad that the players aren’t going to stay for long. arrive in+big places They are leaving for Japan the day after tomorrow. arrive at+small places There is going to be a school sports meet next weekend. play against What are you going to do this weekend? the day after tomorrow I’m going to play soccer.

Topic 2 Would you mind teaching me?

Section A

The main activity is 1a. 本课重点活动是1a。 Ⅰ. Teaching aims and demands 教学目标

1. Learn some new words and phrases:

ill, fall ill, be glad to, mind, practice, somewhere, throw, make one’s bed, manage, myself 2. Learn to make requests and responses: (1)—Could you please do me a favor? —Sure. What is it? (2)—Will you join us? —I’d be glad to.

(3)—Would you mind teaching me? —Not at all.

(4)—Would you mind if I try it again? —Certainly not. Please do.

(5)—Do you mind not putting your bike here? —Sorry. I’ll put it somewhere else.

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(6)—Would you mind not throwing bottles around? —I’m sorry about that. I won’t do it again.

Ⅱ. Teaching aids 教具 图片/录音机/小黑板

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间:10分钟)

谈论本月的运动计划，导入本课部分生词和重点句型Would you mind …? 1. (复习be going to结构，导入新课。)

T: Doing sports is good for our health, so we should do sports often. Are you going to make a sports plan for this month? Please talk about your sports plan with your partner, then report it to the class. (教师在教室内巡视，帮助学生完成关于计划的讨论。) S1: Which sport are you going to do? S2: I am going to … S3: …

T: Good! I want to make a sports plan, too. S4, can you help me? S4: Of course.

T: Thanks a lot. You can do me a favor. What does the phrase“do me a favor”mean? Do you know? OK, let me tell you. It means “help me”.

(板书，教学该生词，并要求学生理解。) favor T: S5, could you please do me a favor?

S5: 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? S5: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: What a pity! Wang Tao fell ill. He is one of our basketball players basketball game. He can’t take part in the game. S6, will you join S6: I’d be glad to. I can do it. T: OK. Let’s go and practice after class. (板书解释，并要求学生掌握。) Will you join us? I’d be glad to. practice Step 2 Presentation 第二步 呈现(时间:5分钟)

in us? the

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利用1a图片，结合对话情境，学习要求和应答等交际功能的表达形式。 1. (让学生听1a录音，并回答问题。)

T: Let’s look at the picture in 1a. Kangkang is talking with Michael. What are they talking about? Please listen to the dialog in 1a, then answer the following questions:

(1) What are they going to do this Saturday?

(2) What’s wrong with one of Kangkang’s teammates? (3) What does Kangkang want Michael to do?

(核对答案。)

2. (让学生跟读1a录音并画出关键词，为角色表演做准备。) T: Now listen and read after the tape, and underline the key words.

Step 3 Consolidation 第三步 巩固(时间:10分钟)

进一步巩固1a，模仿1a编对话并表演，培养学生运用所学语言的能力。 1. (让学生进行角色表演，完成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. S1: … S2: …

(对表演优秀者，教师给予表扬。)

2. (模仿1a，编对话。教师出示写有重点短语的小黑板。)

T: Now please look at the small blackboard. There are some important phrases on it. plant trees pick apples carry water for the granny clean the classroom T: You can use these phrases to make up some similar dialogs according to 1a. Work in pairs, please. (学生编对话时，教师在教室里巡视，给予帮助。)

T: OK. Are you ready? Which group want to act out your dialog? Please come to the front. (请1~2组学生到台前表演，教师对表演优秀者给予表扬。) 3. (让学生听2录音，独立完成2。)

T: Listen to the tape and choose the correct answers in 2. Learn to make requests and responses. (学生可听两遍，听完后核对答案。在学生听的过程中，教师板书。)

Could you (please) …? Will you …? Would you mind …? T: Now make up a short dialog about requests and responses using these sentence patterns on the blackboard. Then act it out. (学生准备对话。)

(1)S3: Could you please do me a favor? S4: Sure. What is it?

S3: Would you mind helping me carry the box? S4: Not at all. S3: Thanks a lot. S4: That’s all right.

(2)S5: We are going to the zoo. Will you join us? S6: I’d be glad to.

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S5: Would you mind taking your camera? S6: Of course not.

S5: It’s very nice of you. S6: That’s all right.

(教师对表现好的小组给予奖励。)

Step 4 Practice 第四步 练习(时间:12分钟)

通过图片和情境，呈现本课剩下的单词和短语，进一步练习要求及应答功能的表达形式。 1. (运用图片及动作演示学习生词，引出Would you mind not …?及答语。) (教师安排一名学生扔一张纸在地上。) T: What is he doing?

Ss: He is throwing litter around. (帮助学生回答。) (板书并要求学生掌握。)

throw

T: Would you mind not throwing litter around? (面对扔纸的学生。) S1: 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? S1: Of course not. I’ll do it at once.

(板书，教学新句型和短语，并要求学生掌握。)

Would you mind not …? Sorry, I won’t do it again. right away

(出示3中的第二幅图。)

T: I think the boy should put his bike somewhere else. The girl is talking with the boy. What is she saying? Can you guess?

(板书教学生词，并要求掌握。)

somewhere

S2: Would you mind not putting your bike here? T: Right, and who can guess the boy’s answer?

S3: Sorry, I’ll put it somewhere else. (教师帮助学生回答。)

2. (匹配3中的图片和对话，两人一组依据图片表演对话。运用Would you mind not doing …?完成3。) T: Now please match the conversations with the pictures in 3. Then practice with your partner. 3. (学生小组讨论，完成4。)

(1)(教师用多种方式教学生词：出示图片，教学Capital Stadium, make one’s bed, No.;用反义词教学more,

quietly，让学生在语境中理解manage, myself。)

(板书并要求学生掌握：more, manage, myself, make one’s bed；理解：Capital Stadium, NO., quietly。)

more, Capital Stadium, make one’s bed, No., more, quietly, manage, myself

(2)(完成4。总结本课中出现的请求和应答的句式，两人一组练习。)

T: Match the requests with the right responses. Sum up the main patterns in this section and practice with your partner.

Step 5 Project 第五步 综合探究活动(时间:8分钟)

把本课所学知识运用于实际交际，培养学生综合运用语言的能力。

1. (要求学生设计一个问路的情景，需用上do me a favor, far from, need to, had better, would you mind … ?等。)

T: Suppose you are a stranger here. You want to go to the Capital Stadium to watch a soccer game. But you don’t know the way there, so you need some help. Please make a dialog about asking the way. In your dialog, you should use the expressions “do me a favor, would you mind … ?”

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S1: Could you please do me a favor? S2: Sure. What’s it?

S1: I’m new here. I want to go to the Capital Stadium. Would you mind telling me the way there? S2: … …

(教师巡视，必要时给予帮助。)

(请1~2组同学表演，并鼓励表扬。) 2. Homework:

用今天所学的主要句式和短语造五个句子或编对话。

板书设计:

Would you mind teaching me? Section A Could you please do me a favor? Sure. What’s it? Will you join us? I’d be glad to. Would you mind doing …? Not at all. / Of course not. Do/Would you mind not doing … ? I’m sorry about that. I won’t do it again.

do sb. a favor=help sb. fall ill=be ill throw … about make one’s bed right away=at once Section B

The main activities are 1a and 2. 重点活动是1a和2。 Ⅰ. Teaching aims and demands 教学目标

1. Learn some new words and phrases:

careless, chance, shout at, either, fight, be angry with, do one’s best, nothing, keep doing sth., serve, turn down, dirty, minute, in a minute, ready, another, take a seat

2. Learn some useful sentences: (1)What do you mean by saying that? (2)Kangkang, don’t be angry with Michael. (3)Keep trying!

(4)We’re sure to win next time. 3. Learn the usage of will for intentions:

(1)I’ll do it in a minute. (2)It’ll be ready soon. (3)I’ll do it at once.

4. Learn to express complaints and apologies: (1)Blame others:

①You are always so careless! ②You shouldn’t shout at me. (2)Apologies and responses:

①—I am very sorry for what I said. —It’s nothing.

②—I’m sorry I’m late for class.

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—That’s OK. Please take a seat.

Ⅱ. Teaching aids 教具 卡片/图片/录音机

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间:12分钟)

通过复习Do/Would you mind (not) doing sth.?及应答，导入本课部分生词。

1. (方案一：让学生看卡片，编对话，复习Do/Would you mind (not) doing sth.?句式及其答语。)

T: You should use the sentences “Do/Would you mind (not) doing sth.?” “Could/Would you please do sth.?” to ask and answer. S1: Would you mind not making so much noise? S2: I’m sorry about that. I won’t do it again. S3:Would you mind moving your bike? S4: Sorry. I’ll put it somewhere else. …

(方案二：做一个游戏，复习表示请求或建议的句式。)

T: Boys and girls, let’s play a game to practice the sentences “Would you mind(not) doing sth.?” First, let’s divide our class into two teams. Team 1 makes statements, Team 2 expresses the same meaning with the opposite pattern. Example:

Team 1: Would you mind coming to class early? Team 2: Would you mind not coming to class late? Team 1: Would you mind not talking loudly? Team 2: Would you mind talking quietly?

(如果学生在接受教师指令时有困难，教师可在适当的时候使用汉语进行表述。) Team 1: Would you mind moving your bike?

Team 2: Would you mind not putting your bike here? Team 1: Would you mind cleaning your room?

Team 2: Would you mind not making your room so dirty? (可以让学生在练习时，适当地加入回答。) T: Well done!

2. (利用图片导入新单词。)

① ② ③

T: We know S5 is a good student in our class. She is careful. But yesterday she was not careful. She made a few mistakes in her test paper. So we say she was a little careless yesterday. (板书并教学生词，要求学生掌握。)

not careful=careless (展示第一幅图片，并指着踢球的男生问学生。)

T: Look at Picture 1. They are playing soccer. Did the boy get a goal? Ss: No, he didn’t.

T: What a pity! He missed a good chance. (板书并教学生词，要求学生掌握chance；理解goal。)

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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. S6, did you fight with your

friends? S6: 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。) S6: I’m sorry.

S7: It’s nothing.(教师帮其回答。)

T: S6, S7, keep trying. You are best friends. (板书，并要求掌握。) nothing keep doing sth.

T: Good, please shake hands.(让其握手。) (教师展示第三幅图片。)

T: OK, look at Picture 3. What’s wrong with the boy?

Ss: He is angry. (帮助学生回答，同时做发怒、生气的表情。) T: Why is he angry? Who is he angry with? Ss: I/We don’t know.

T: Sorry. I don’t know, either. (板书，教学生词和词组，并要求掌握。) be angry with, either (用同样方法呈现词组并板书。) shout at do one’s best Step 2 Presentation 第二步 呈现(时间:6分钟)

通过1a的一张图片，呈现抱怨及回答，完成1a。

1. (出示1a中第一幅图片，猜想发生了什么，引起学生好奇心。听1a录音，回答问题。) T: Look at the picture, what happened to them? Listen to 1a. Answer the following questions:

(1) Why was Kangkang angry with Michael? (2) Did Kangkang say sorry to Michael?

2. (让学生再听1a录音，画出对话中表示抱怨与应答的句子，跟读并模仿语音语调。)

T: Listen to 1a again and repeat, paying attention to the intonation and pronunciation. Underline the sentences expressing complaints and apologies. 3. (让学生分角色朗读。)

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Step 3 Consolidation 第三步 巩固(时间:6分钟)

巩固1a所学句型和短语，培养学生运用语言的能力。 1. (让学生根据1a，完成1b。)

T: OK. Please read 1a again and fill in the blanks in 1b according to 1a. (核对答案。)

2. (师生一起列出1b中的关键词语，让学生根据关键词讲述1a的故事。) good friends, had a soccer game, lost the game, was angry with, with the help of, said sorry to, do better, win next time T: According to these key words, retell the story in 1a. Ss: …

(如果学生能力较强，也可以让他们以Kangkang或者Michael的身份来讲故事。) S1: Michael is my good friend. Yesterday we had a soccer game …

Step 4 Practice 第四步 练习(时间:13分钟)

集中练习道歉及应答语的表达形式，完成2和3。

1. (通过复习Would you mind (not) doing sth.?学习生词。) (教师把录音机调到很大音量，指着录音机问。) T: Boys and girls, do you think the recorder speaks too loudly? Ss: Yes, it’s so loud. T: S1, would you mind turning it down?(教师边说边演示，让S1把音量调得很小。) S1: 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 down；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. S2, would you mind cleaning it after class? S2: Not at all.

(板书，教学生词并要求学生掌握。) dirty (展示一名服务员正在上菜的图片。) T: Now, look at the picture. What’s the boy doing? S3: He is serving the food.(帮助学生回答。) (板书，教学生词并要求学生掌握。) serve

T: What is the waiter serving? Can you guess? S3: 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? S4: 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。)

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another T: Would you mind serving the water quickly? S4: 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。)

minute in a minute ready

(用同样方法教学词组并要求学生掌握。)

take a seat

(给学生3~4分钟熟读理解，并尝试运用上述生词和短语。)

2. (让学生用2方框里的短语，完成小对话，然后两人一组练习对话，完成2。)

T: Please turn to Page 12. Complete the conversations with the phrases in the box in 2, then practice them in pairs. Example:

T: It’s quite cold. Would you mind not opening the window? S5: I’m really sorry. I’ll close it. (请几组同学表演。)

3. (自主学习，把3中的道歉语与应答语连线，使内容匹配。)

T: If we do something wrong, what should we say? How to express our apologies? Ss: We can say “I’m sorry.” T: Right. And their responses? Ss: …

(让学生自由讨论哪些话可以用来回答“Sorry”，然后老师给予总结。)

T: OK. Now look at 3. Please match each apology with the best response, and then practice with your partner. (核对答案后，要求学生表演对话。对表演优秀者，教师给予表扬。)

Step 5 Project 第五步 综合探究活动(时间:8分钟)

通过表演，让学生掌握在交际中运用抱怨和道歉的表达形式。

1. (让学生设计一个情景短剧，剧中要出现有关抱怨、道歉和应答的语句。)

T: Discuss in groups. Please make a short play about complaints, apologies and responses. You should use the expressions we have learned. Example:

One student made the other student wait for a long time, or broke others’ books and so on. (教师应查看各组排练情况，必要时给予帮助。) (每组选派学生到前面表演短剧。) 2. Homework:

让学生运用下面句型及短语来造句。 Would you mind (not) doing …? keep doing sth. do one’s best make one’s bed right away Example:

Would you mind doing me a favor? 板书设计:

Would you mind teaching me? Section B 24

not careful=careless shout at fight with sb. say sorry to sb. be angry with do one’s best keep doing sth. turn down take a seat You are always so careless! You shouldn’t shout at me. —I am very sorry for what I said. —It’s nothing. —I’m sorry I’m late for class. —That’s OK. Please take a seat. Section C

The main activities are 1a and 2. 本课重点活动是1a和2。 Ⅰ. Teaching aims and demands 教学目标

1. Learn some new words and phrases:

Russia, as, as well, competition, invent, score, century, college, even, into, side, basket, follow, become, more and more …

2. Learn some useful sentences: (1)That’s a lot of traveling.

(2)Exciting? Yes, but very tiring as well. 3. Talk about team games and racing.

Ⅱ. Teaching aids 教具 小黑板/录音机/图片

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间:8分钟)

复习关于道歉及其应答语的表达形式，导入本课部分生词。

1. (分组表演关于道歉及其应答的对话，教师可给学生一些提示语，让学生自己组织对话。) Example:

(1) didn’t clean the blackboard (2) smoking here

(3) drawing on the blackboard (4) fight with sb.

(5) sing in the classroom (6) throw litter around (7) be late for class

S1: I’m sorry I didn’t clean the classroom. S2: 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.

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S1: What country is it? T: It’s France. …

(逐一展示图片，每展示一幅，板书一个单词。教学生词，要求学生掌握Russia；理解France。) Russia, France (最后展示Canada版图)

T: Boys and girls, what do we call the people in Canada? Do you know? Ss: Canadian.(帮助学生回答。) (板书并要求学生理解。) Canadian 3. (通过师生对话谈论旅游，导入本课生词。)

T: Canadians are very friendly. Canada is very beautiful. Do you want to visit Canada? Traveling is very

exciting. Ss: Yes. I’d love to.

T: But traveling is tiring as well. Do you think so? Ss: Yes.

(板书并要求学生掌握as, as well；理解traveling, tiring, exciting。)

traveling, exciting, tiring, as, as well (给学生1~2分钟熟读生词。) Step 2 Presentation 第二步 呈现(时间:10分钟)

呈现1a，培养学生的听说技能。

1. (让学生听1a录音，并回答下列问题。)

T: Kangkang is a reporter. He is making an interview. Listen and find out the answers to these questions: (1)Where is Ning going in March / June / August? (2)Does she enjoy playing table tennis in different countries? (核对答案。)

2. (让学生听录音并跟读。)

T: Open your books, listen to 1a again and repeat.

3. (小组竞赛：两人一组，练习1a对话，选出几组同学到讲台前表演。)

T: Now let’s have a competition, work in pairs to practice 1a. Then act it out in class. (几分钟过后) OK, I’d like to ask several groups to act out the dialog. (板书并要求学生掌握。)

competition

Step 3 Consolidation 第三步 巩固(时间:10分钟)

通过巩固1a，培养学生的说、读、写等语言技能。 1. (设置情景剧，巩固1a。)

T: Suppose you are a reporter. You are interviewing the sportsman, Liu Xiang. Please make a dialog with your partner. Example:

S1: Nice to meet you! S2: Nice to meet you, too!

S1: Could you please tell me your plans for this year? S2: Sure, … …

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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。) S1, do you like playing basketball? S1: 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 P.E. teacher at Springfield College in the U.S.A. (板书，并要求学生理解Springfield College；掌握college。) Springfield College, college T: At first, people couldn’t do sports outside if the weather was bad. So he invented an indoor game for his students. What does “indoor” mean? Can you guess?

(引导学生根据词形猜出词义，可比较“outside”与“inside”。) Ss: Yes.

(板书并要求学生了解。) indoor T: After he invented the indoor game, his students could play even in bad weather. (板书，教学生词并要求学生掌握。) even T: Boys and girls, we know James Naismith invented basketball. But do you know how to score in the game? Now, close your books and listen to me.

(板书，教学生词并要求学生掌握。) score T: In the soccer game, if you kick a ball in, we say you get a goal. But in the basketball game, we say you get a score.

T: (教师边说边画简笔画，先画一个篮球场。)Look at the picture. This is a basketball court.(再画篮球架和篮筐，手指篮筐)And this is a basket.

(板书并要求学生掌握basket；理解court。)

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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. (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 When invented Your favorite basketball player About NBA About CBA How many players in each team 2. (欣赏3中的音乐，在音乐中结束本课。) 3. Homework:

让学生写一篇关于Ning的报道。

T: Suppose you are Kangkang, and you interviewed a sports star. Please write a report about your interview. Then report it in class. Example:

S1: Ning is a table tennis player. She started playing table tennis when she was young. She enjoys playing in different countries and she has a lot of traveling. She has a very exciting life, but very tiring as well … 板书设计:

Would you mind teaching me? Section C 28

as well That’s a lot of traveling. put … into Exciting? Yes, but very tiring as well. follow the rules more and more … Section D

The main activities are 1a and 4. 本课重点活动是1a和4。 Ⅰ. Teaching aims and demands 教学目标 1. Learn some new words and phrases:

however, chocolate, tired, mile, fresh, fruit, instead, instead of, habit, build, build up, feel

2. Review will for intentions.

3. Teach the students how to exercise and keep healthy. Ⅱ. Teaching aids 教具 图片/录音机/小黑板

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间:9分钟)

师生谈论运动和饮食与健康的关系，导入本课部分生词。 1. (出示图片，复习各项体育运动名称及运动带来的益处。) T: Look at the picture, then use the key words to make sentences. (出示图片，让学生齐读关键词组) play soccer/make sb. strong

run/be good for legs, heart and lungs walk/a good way to keep healthy swim/a good way to keep fit T: The first one. S1, please. S1: 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? S2: I usually swim because it’s a good way to keep healthy. S3: I usually do morning exercises, because it makes me strong. S4: I like running because it is good for my legs, heart, and lungs.

S5: I like walking after meals. It can help me to relax. I think it’s a good way to keep fit. S6: …

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:

S7, what do you usually like to eat?

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S7: T:

I like eating meat.

Do you like chips and chocolate? (板书，教学生词并要求学生掌握chocolate；理解chips。) chips, chocolate S7: T: S7: T: S7:

Yes, I like them very much. Do you often do exercise? No, seldom.

So do you often get tired easily? Yes, I do.

(板书，并要求掌握tired；理解easily。) tired, easily

T: Boys and girls, eating too much meat makes us fat easily. If we eat a lot of chips and chocolate, we will become fat easily as well. And it is also not good for our health. Do you know what food we should eat more every day? Ss: T:

Yes, we should eat …(学生可能回答不全，教师可以补充)

We should eat more vegetables and fresh fruit instead of chips and chocolate. Because healthy eating habits can build us up and we

won’t feel tired easily. Do you understand? (板书并解释，要求学生掌握。)

fresh, fruit, instead, instead of, habit, build, build … up, feel Ss: T:

Yes, we do.

S8, what will you eat more from now on, vegetables, fresh fruit, chips or chocolate?

S8: Vegetables and fresh fruit. T:

Why?

S8: 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，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.

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3. (让学生自己朗读课文两遍，根据文意猜生词however和mile的意思，教师板书并解释生词，然后让学生回答下列问题。)

(板书并要求学生掌握。)

however, mile

T: OK. Now read the text again. Then find the answers to the following questions. (1)What did the boy love to eat one year ago? (2)What’s his favorite sport now? (3)How does he feel now? (4)What do you learn from this passage? (核对答案。)

Step 3 Consolidation 第三步 巩固(时间:10分钟)

巩固1a，培养学生的语言运用和团队合作能力。 1. (根据1a短文，让学生独立完成1b。) 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:

S1: Nice to meet you! S2: Nice to meet you, too!

S1: You look so active. Could you please tell me what makes you so fit and healthy? S2: Running and healthy eating. S1: When did you begin running? S2: …

S1: What do you usually eat and drink? S2: … …

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录音两遍，完成2。核对答案。)

T: Now, please look at the pictures in 2. Then listen to the tape carefully and number the pictures. 2. (做游戏。练习抱怨与道歉、要求与应答的表达方式。)

(游戏规则如下：把全班同学分成两组(若班级人数多，可先让一半同学参与)，排成两列纵队，当教师给出一个提示词组时，第一组的第一个同学要快速说出相应的抱怨或要求的表达方式；随后，第二组的第

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一个同学快速说出相应的道歉或应答的表达方式；接着，教师给出第二个提示词，这次，由第二组的第二个同学说出相应的抱怨或要求的表达方式，随后，第一组的第二个同学要说出相应的道歉或应答的表达方式。说正确的同学坐回原位，而说错的同学自觉站到队尾，最先全部回座位的一组为获胜组。） Example: T: Be late.

Group 1. S1: Don’t be late next time. Group 2. S1: Sorry, I won’t. T: Clean the classroom.

Group 2. S2: Would you mind cleaning the classroom? Group 1. S2: Of course not. I’d be glad to. …

(注：最好把学生按能力均匀分布在两个组里。) 3. (听3a录音并跟读，然后进行链式问答，练习重点句型Would you mind (not) doing …?, Could you please …?及其应答语。)

T: Listen to 3a and repeat, then ask and answer quickly one by one. You can use the sentence patterns “Would you mind doing sth.?”, “Would you mind not doing sth.?” or “Could you please …?” S1: Would you mind giving me your books?

S2: Not at all. I’ll give them to you. Would you mind lending me your ruler? S3: Certainly not. Here you are. Could you please pass me your eraser? S4: …

(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。) S5: (做扫地的动作)

S6: Would you mind sweeping the floor? S5: Of course not. I’ll do it soon. S7: (做关门的动作)

S8: Would you mind closing the door? S7: Of course not. I’ll do it right now. S9: (做浇花的动作)

S10: Could you please water the flowers? S9: OK. I’ll do it at once. S11: (做吸烟的动作)

S12:Would you mind not smoking here? S11: Sorry. I won’t do it again. …

4. (让学生找出本话题中重要的短语或句子并写出。然后听3b录音，跟读并核对。)

T: Nice work. Now please find out the useful expressions in this topic. And then let’s listen to 3b. Check your

answers.

Step 5 Project 第五步 综合探究活动(时间:6分钟)

运用所学运动和健康的知识做海报，写短文，培养学生综合运用语言的能力和探究能力。 1. (让学生写一篇介绍自身健康状况及相关的运动计划的短文。)

T: Write a passage to introduce your health condition and make an exercise plan. You can begin like this:

I am quite healthy now. Because I often have healthy food and drink, such as milk, vegetables and fresh fruit. I often run in the morning. Now, I make an exercise plan for myself. I am going to … 2. (让学生讨论完成4。如课上不能完成，则课后找资料完成。)

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3. Homework:

运用3a，3b，结合话题编一个对话或写一篇短文，培养学生的语言综合运用能力。 板书设计： Would you mind teaching me? Section D get tired easily Could you please do …? instead of Would you mind (not) doing sth.? build up a 15-year-old boy healthy eating habits

Topic 3 I will take part in the school sports meet.

Section A

The main activities are 1a and 2a. 本课重点活动是1a和2a。 Ⅰ.Teaching aims and demands 教学目标 1.Learn some new words and phrases:

foreign, have fun, lots of, be ready for, relay race, maybe, make friends, perhaps 2.Learn 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.Talk about school sports meet:

(1)I will take part in the school sports meet. (2)Which sport will you take part in?

(3)I’ll be in the long jump and the high jump.

(4)I’m sure our school sports meet will be exciting. Ⅱ. Teaching aids 教具 录音机/幻灯片

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间:8分钟)

复习上个话题的语法、句型及功能用语，引出本课生词、语法及话题，导入新课。 1. (让学生进行链式问答，复习上一话题的重要语法和功能用语。)

T: Make conversations with the help of the given words. “Be late for school.” S1: I’m sorry I’m late for school. S2: That’s OK. Please take a seat. T: Join us. S3: Will you join us? S4: I’d be glad to. T: Smoking. S5: Would you mind not smoking here?

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S6: Sorry. I will go somewhere else. …

(师生谈话导入本课话题和生词。)

T: Well done! Do you know who is my favorite sports player? Ss: We think your favorite sports player is Michael Jordan. T: Yes. Is he Chinese? Ss: No, he isn’t.

T: You are right. He comes from a foreign country. He is a foreigner. (板书并要求学生掌握。) foreign

T: We all like sports because we want to keep healthy. If there is a sports meet in our school, I’ll join in the

relay race. I think I will have lots of fun. Which sport will you take part in? (引出词组：relay race, have fun, lots of; 语法：Future tense with will; 话题：Which sport will you take part in?) (板书并要求学生掌握。)

relay race, have fun, lots of

S1: I’ll take part in the long jump. T: Which sport will you take part in?

S2: I’ll take part in the boys’ 800-meter race. …

Step 2 Presentation 第二步 呈现(时间:8分钟)

呈现1a对话的情境，找出关键词，为下一步打下基础。 1. (听1a录音，呈现1a内容。)

T: Boys and girls, there is going to be a school sports meet in Yu Ting’s school. She is talking with Li Ming about it. Which sports will they take part in? Now, please listen to 1a and answer the following questions. (用幻灯片呈现问题。) (1)Which sport will Li Ming take part in? (2)Which sport will Yu Ting take part in? (3)Do you think Yu Ting will win? (再听一遍，核对答案。) 2. (重放1a录音，让学生跟读并标出关键词，教师板书。) T: Listen to 1a, follow it, and mark the key words.

take part in, which sport, be good at, be in, cheer … on, be sure, be exciting

3. (男女生分两组朗读1a。)

Step 3 Consolidation 第三步 巩固(时间:10分钟)

通过表演对话等方式，巩固1a中所学的一般将来时态。 1. (再读1a。根据1a，完成1b。) T: Read 1a again and finish 1b. (核对答案。)

2. (结合关键词及1b表格，学生两人一组表演1a。)

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: S1: There will be a school sports meet in our school. Will you take part in it? S2: Yes, I will.

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S1: S2: …

Which sport will you take part in? I will …

Step 4 Practice 第四步 练习(时间:12分钟)

通过对学校运动会的采访，练习本课重点语法。

1. (教师扮演记者采访于婷，一名学生扮演于婷，引出短语：be ready for, make friends。导入2a。) T: Now I am a reporter. I’m interviewing Yu Ting. Hello! 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。)

make friends

make friends with sb.

(让学生当记者，做采访。)

T: Suppose you are a reporter. Please make an interview.

S1: Hello! S2. Do you like running? S2:

Yes, I enjoy running.

S1: Which sport will you take part in? S2:

I want to be in the boys’ 800-meter race.

…

2. (设置听力任务，播放2a录音，并让学生回答问题。)

T: What about Ann, Michael and Miss Wang? Will they also take part in the sports meet? Now let’s listen to 2a, and answer the following questions. (出示幻灯片上的问题。) (1)Which sport will Ann take part in? (2)Which sport does Michael want to be in? (3)What did Miss Wang do yesterday? Will she take part in the teachers’ relay race? (再听2a录音，核对答案。) 3. (让学生朗读2a，完成2b。) T: Read 2a aloud, then finish 2b.

(让学生根据文意猜出生词maybe, perhaps的意思。) (板书并要求学生掌握。) maybe, perhaps 4. (根据2a内容写篇短文，注意人称的变化。) Example:

Michael enjoys running. He wants to be in the boys’ 800-metre race. He will make friends during the sports meet.

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