—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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