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Topic 2 Would you mind teaching me? Section A The main activity is 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. (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。)
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。)
(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.
T: Yes, he falls ill. (板书，并要求学生掌握。)
T: What
a pity! Wang Tao fell ill. He is one of our basketball players in 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。)
Step 2 Presentation 第二步 呈现(时间:5分钟) 利用 1. (让学生听 T: Let’s look at the picture in
(核对答案。) 2. (让学生跟读 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 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 T: Now please look at
the small blackboard. There are some important phrases on it.
T:
You can use these phrases to make up some similar dialogs according to (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。)
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 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 B The main
activities are 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) (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.
(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 ③ ① 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。)
(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。)
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。)
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。)
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。)
(用同样方法呈现词组并板书。)
Step 2 Presentation 第二步
呈现(时间:6分钟) 通过 1. (出示 T: Look at the picture, what happened to them?
Listen to
2. (让学生再听 T: Listen to 3. (让学生分角色朗读。) Step 3 Consolidation 第三步 巩固(时间:6分钟) 巩固 1. (让学生根据 T: OK. Please read (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
T: According to these key words, retell the story
in 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: 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。)
T: (教师指着教室内陆板上的污渍问。) 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。)
(展示一名服务员正在上菜的图片。)
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。)
T: What is the waiter serving? Can you
guess? S3: I think he is serving some (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。)
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。)
(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:
Section C The main
activities are Ⅰ. Teaching aims and demands 教学目标 1. Learn some new words and phrases: 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 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： T: What country is it? Ss: It’s (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. S1: What country is it? T: It’s … (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。)
(最后展示Canada版图) T: Boys and girls, what do we call the people in Ss: Canadian.(帮助学生回答。) (板书并要求学生理解。)
3. (通过师生对话谈论旅游，导入本课生词。) T: 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。)
(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 1.
(让学生听 T: Kangkang is a reporter. He is making an
interview. Listen and find out the answers to these questions:
(核对答案。) 2. (让学生听录音并跟读。) T: Open your books, listen to 3. (小组竞赛：两人一组，练习 T: Now let’s have a competition, work in
pairs to practice (板书并要求学生掌握。)
Step 3 Consolidation 第三步 巩固(时间:10分钟) 通过巩固 1.
(设置情景剧，巩固 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, … … 2. (让学生再读 T: Read
the dialog in 3. (让学生独立完成 T: Write a passage
according to 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。)
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 (板书，并要求学生理解Springfield
College；掌握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。)
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。)
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。)
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。)
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。)
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。)
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。)
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 T: Listen
to 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 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。)
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:
Section D The main
activities are 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 (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? S7: I like eating meat. T: Do you like chips and chocolate? (板书，教学生词并要求学生掌握chocolate；理解chips。)
S7: Yes, I like them very much. T: Do you often do exercise? S7: No, seldom. T: So do you often get tired easily? S7: Yes, I do. (板书，并要求掌握tired；理解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: Yes, we should eat …(学生可能回答不全，教师可以补充) T: 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。)
Ss: Yes,
we do. T: 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 Step 2 Presentation 第二步 呈现(时间:10分钟) 呈现 1. (设置简单的听力任务，播放 T: First, listen to
(核对答案。) 2. (再放 T: Listen
to 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。)
T: OK. Now
read the
(核对答案。) Step 3 Consolidation 第三步 巩固(时间:10分钟) 巩固 1. (根据 T: Finish 1b by yourselves according to (核对答案并讲解。) 2. (让学生找出关键词，并请学生复述 (出示小黑板。)
T: According to the key words, retell
the passage in (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 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 T: Listen to 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。) 3. Homework: 运用 板书设计：
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来自： Jiang Shujuan > 《初中教案》
