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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