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 write it using the questions in 2. Five minutes. Go! (每组选派代表朗读自己的文章，教师给予点评和鼓励。)
Step 5 Project 第五步 综合探究活动(时间:8分钟)
完成4。通过讨论收集信息等学习方式，培养学生综合运用本话题所学语法及重要句型的能力。
1. (教师展示图片，完成4。)
(根据上面的插图和4中的问题，分组完成4中的表格。)
T: Please look at the pictures. Work in groups of five. Then fill in the table in 4. You can use the questions and expressions in 4. 2. (根据表格内容作报告。)
T: You can report according to the table like this: My classmate, ××, is going to play soccer with hisher 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? 16 famous long. arrive in+big places arrive at+small places weekend. play against the day after tomorrow Section D It’s too bad that the players aren’t going to stay for They are leaving for Japan the day after tomorrow. There is going to be a school sports meet next What are you going to do this weekend? 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 ’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 . Are you going to make a sports plan for this month?
17
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 do me a favor. What does the phrase“do me a favor”mean? Do you know? OK, let me tell you. It means “ 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 tell me in Chinese. Ss: 病了。
T: Yes, the basketball game. He can’t take part in the game. S6, will you join us? 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)
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.
18 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 us? S6: I’d be glad to.
S5: Would you mind taking your camera? S6: Of course not.
19 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 ’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 you guess? (板书教学生词，并要求掌握。)
somewhere
S2: Would you mind not putting your bike 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。
20