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. 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。)
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。)(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。) 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。)
(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
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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 ? ?”
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:
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. 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.—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. 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.
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S3:Would you mind moving your bike? S4: Sorry. I’ll put it somewhere else. 2. (利用图片导入新单词。)
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。)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?
(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)
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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 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。)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。)
(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.
T: It’s quite cold. Would you mind not opening the window? S5: I’m really sorry. I’ll close
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is serving the
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.
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 You are always so careless! shout at You shouldn’t shout at me. fight with sb. —I am very sorry for what I said. say sorry to sb. —It’s nothing. be angry with —I’m sorry I’m late for class. do one’s best —That’s OK. Please take a seat. keep doing sth. turn down 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。
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