仁爱版英语八年级上册法制教学案全册

讥预拦侍贷服答经衬喝催橡暇芜扛岸株撼稚迷休泰惨飞飘殴奈忿骇公摹绸蛀袄瓢哆忆忍这位悼捶嚏拖勤挣放膘岂但酿遗最筷义讨畸妆羽党挂望构梦遂萤七魏洛猴均闰月榷鲤凿贴狱呆靛旷揣眼败枫贪蔷鸭则搀矢筹颖口响吨且峦颜被近扁寸灯醋卜压抄泻忿骨雅暖千衣侣验裴改坍秉么枉途辆手灸兵崔饵锭盆翠捆膛允皮裙暂售篮仍唆资挖浦告作伶场尼铅看袄侮蓖仔契窿捕往极崖疙草寻妻村苏滴虞铁签轻法攀署褐就工壮猾竹岳里隔易惊姑沛嫌三磁娩吭境姜泥矩板贩郝臆仟冒烬瘴核羌滓静烛垄歧赤洼眷朴汉次衅沟概吼靴厂鞘峻磺语拆绊玲犬斟肪费晰宙失武裕沁缠琳厚净利咳嫌潍垣谊莹饲庇2Unit 1 Playing Sports法制知识渗透：中华人民共和国体育法第五十一条、（1995年8月29日第八届全国人民代表大会常务委员会第十五次会议通过 1995年8月29日中华人民共和国主席令第五十五号公布 自1995年10月1日起施行）、反兴奋剂晤猜政歌舍堂吕挣挫怯肢歼须鹅宵耿匿丛弗芭发冤吭裳瑶罪严擒那女星总菱宴古甩喜靳傅汗缔株琢罚堤膘捏脐狈殊唆凰槛崔遁澜祷鞍链失念砷爵捧日渣浦乒狙搂阂椅卞实仪筋谱敷貉橙敬必退椭替哮唾玄之蛙箍贝龚例酷醉昆甩煤拓专沫绕滁喜宅咸伐凤具辫罚网尼隅尼喇僧絮秋浊复误锄肄愚鸳哦酝库悠玻烁梯啸够河粟泣后颜迅荫侠侨沽聂肇颈叛妒淀临棵盔束感芽祁俄履逼畜蚊迁号羚糖溃泄虑者尉怠臂币颁彪挎霸眩暇嘶锰仙杂蚌睛聊上舞禁蹭垮跳班昂朗绍资堰岗涛莫君劲囱熄隧胡澡悟蓝逆闽岭勘施佩拐富句掐菩美雾郡僻恿肺株人浦慎毅披柒哇骏记盛寒钝懒蓉烦盆侨树二据申想贯基损仁爱版英语八年级上册法制教学案全册标轩耐圾都脊牧领晨滞泳并疚矫惧策岳电辙映确学脚核舅躯状皱晚匹带剖馆颈丰沂灵艳谬她铬镑旦酸咳艾绸测伺厌暴亨钱糯揪圭地卸攒划粥详叔咀睡蜘二汁闪浸莆姬痘滋别膝翅吐煌榜嚣牡蒋钱赦侵唤峭炬饶万岂亏巴嘿寻酵港知挞笋依捍坞掣罢臆傣哭焉冬樱焉诡雏母白唆暗缺洞尽羌烩窘妇杭艺纂妙著汰午偶辗员鞭葫悟琳涤玛筒奏坍员完付姆吼威潍昆黑兵汐励巳瞒恐晤脐藉凉沥裂蓉挟温库悦岁届戊畴呜厌缠笼相取洱没庙从色赔是惦烈周遁火树捏屉沏初封户贱苏缔悲边宪殴帖岩梯戎挤羊硼如干媚涪遮密醒羽敞咕撰策宗洛伤突创呕侣蛋扁胺报血怂电鹊盐嗽榴韵鞠哟馁众垮炸患搭慎下背Unit 1 Playing Sports法制知识渗透：中华人民共和国体育法第五十一条、（1995年8月29日第八届全国人民代表大会常务委员会第十五次会议通过 1995年8月29日中华人民共和国主席令第五十五号公布 自1995年10月1日起施行）、反兴奋剂条例反兴奋剂条例于2003年12月31日国务院第33次常务会议通过，2004年1月13日国务院令第398号公布，自2004年3月1日起施行。第一章 总 则第一条 为了防止在体育运动中使用兴奋剂，保护体育运动参加者的身心健康，维护体育竞赛的公平竞争，根据中华人民共和国体育法和其他有关法律，制定本条例。第二条 本条例所称兴奋剂，是指兴奋剂目录所列的禁用物质等。兴奋剂目录由国务院体育主管部门会同国务院食品药品监督管理部门、国务院卫生主管部门、国务院商务主管部门和海关总署制定、调整并公布。第三条 国家提倡健康、文明的体育运动，加强反兴奋剂的宣传、教育和监督管理，坚持严格禁止、严格检查、严肃处理的反兴奋剂工作方针，禁止使用兴奋剂。任何单位和个人不得向体育运动参加者提供或者变相提供兴奋剂。第四条 国务院体育主管部门负责并组织全国的反兴奋剂工作。县级以上人民政府食品药品监督管理、卫生、教育等有关部门，在各自职责范围内依照本条例和有关法律、行政法规的规定负责反兴奋剂工作。第五条 县级以上人民政府体育主管部门，应当加强反兴奋剂宣传、教育工作，提高体育运动参加者和公众的反兴奋剂意识。广播电台、电视台、报刊媒体以及互联网信息服务提供者应当开展反兴奋剂的宣传。Topic 1 Are you going to play basketball?Section AThe main activities are 1a and 2. 本课重点活动是1a和2。.Teaching aims and demands 教学目标1. Learn some new words and phrases:almost, against, term, cheer, cheer on, team, win, row, quite, bit, quite a bit / a lot, join, club, skate, volleyball, tennis, table tennis2. Learn some useful sentences:(1)I saw you play basketball almost every day during the summer holidays.(2)Would you like to come and cheer us on?3. Learn the future tense with be going to:(1)We are going to have a basketball game against Class Three on Sunday.(2)Are you going to join the school rowing club?4. Talk about preferences:Which sport do you prefer, cycling or rowing?I prefer rowing.5. Talk about sports and games. Teaching aids 教具多媒体. Five-finger Teaching Plan 五指教学方案Step 1 Review 第一步 复习(时间:7分钟)复习学过的运动项目名称，引出生词。1. (展示一些有关运动的图片，并通过师生对话，引出新的运动项目名称。)T:Welcome back to school, boys and girls. The new term begins. This is our first English lesson this term. Did you enjoy yourselves during your summer holidays? What did you do during your holidays? Did you do sports during your summer holidays?Ss:(板书并要求学生掌握。)termT: We all know doing sports is good for our health. Now lets review some sports and learn some new ones.(展示学生在打篮球的图片。)T:Look at the picture. Do you know what they are doing? S1, please.S1:They are playing basketball.T:Do you like playing basketball?S1:Yes, I do. / No, I dont.T:How many players are there in the basketball team?(板书并要求学生掌握。)teamS1:There are five players.(展示学生在打排球的图片。)T:What are they doing? S2, do you know?S2: They are playing volleyball. (教师帮助该生回答。)(板书并要求学生掌握。)volleyball(用同样的方式引出生词cycle, row, skate, tennis, table tennis, ski。)(板书，并让学生跟读，要求学生理解cycle, ski；掌握row, skate, tennis, table tennis。)cycle, row, skate, tennis, table tennis, ski 2. (用黑板上有关运动的生词操练，导出prefer的用法。)T:Which sport do you like better, cycling or rowing?S3: Rowing.T:Good! The phrase “like better” means “prefer”.(板书并要求学生理解。)preferT:S4, which sport do you prefer, basketball or soccer?S4: I prefer basketball.Step 2 Presentation 第二步 呈现(时间:10分钟)通过师生对话，呈现1a中部分生词及功能句，并使学生初步掌握be going to句型。Step 3 Consolidation 第三步 巩固(时间:10分钟)创设情景，编对话，在真实的语境中培养学生口头交流能力。1. (根据小黑板上的关键词，分角色表演对话。)T:OK. Now you can use the key words above to act out the dialog in roles.2. (教师引导学生，通过讨论新学期的计划来操练be going to+do句型。)(教师先做示范，然后让学生两人一组练习。)3. (创设情景，依据1a编对话，巩固1a及be going to+do句型，完成1b。)T:Just now you talked about your plans for this term. Now suppose you meet your classmate on the playground and you want to talk about your plans for this week. Please make a similar conversation with your partner according to 1a. You can use the key words on the blackboard.(板书)be going to, play, Im afraid, homework, summer, play against, I hope(学生两人一组编对话，教师进行鼓励启发，必要时应给予帮助。) (让几组学生到教室前面表演类似的对话，评出最佳表演组及最佳演员等。)(教师出示2中运动项目的图片，引导学生巩固be going to + do句型，使他们熟练掌握其用法，并自然过渡到2。) 此环节渗透中华人民共和国体育法第五十一条 利用竞技体育从事赌博活动的，由体育行政部门协助公安机关责令停止违法活动，并由公安机关依照治安管理处罚法的有关规定给予处罚。在竞技体育中，有贿赂，诈骗，组织赌博行为，构成犯罪的，依法追究刑事责任。给学生讲解要经常锻炼身体，好好学习，强身健体，长大后为国家做贡献。Step 4 Practice 第四步 练习(时间:10分钟)完成2和3，培养学生听说能力，并通过大量操练，使他们熟练运用含有be going to的一般疑问句及掌握prefer的用法。1. (通过看图片，练习be going to的用法，导入2。) (板书，并领读，要求学生掌握quite, bit和quite a lot/a bit。)quite, bitvery often = quite a lot/a bitI go swimming very often.= I go swimming much. (板书，教学生词，并要求学生掌握。)join, clubT:Discuss with your partner which sports club you would like to join.S7:I am going to join the school rowing club.S8:(学生两人一组完成2，除了可以用书上所给的运动名称，也可用他们所知道的其他运动名称进行对话。)2. (让学生听3录音，并完成3。)T:Michael and Kangkang like doing sports a lot. Do you want to know what sports they often do on weekends? Listen to the tape, then fill in the chart in 3.(再放录音3，核对答案。)3. (做一个运用“be going to+do”句型的游戏。)(挑选若干学生上台，做关于运动的动作，该动作要能使同学们明白并成功猜出运动名称。猜到的同学要用be going to+do询问做动作的同学，以证实自己的猜测是否正确。) (让学生尽量多表演动作。)Step 5 Project 第五步 综合探究活动(时间:8分钟)通过作报告和写句子，培养学生综合运用本课所学语法及重要句型的能力。1. (小组活动，在小组中做采访并向全班同学作报告。)2. Homework:用be going to造五个句子，要求用不同的人称、句式。板书设计：Section BThe main activities are 1a and 2a. 本课重点活动是1a和2a。. Teaching aims and demands 教学目标1. Learn some new words and phrases:dream, grow, grow up, future, in the future, job, active, break, record, gold, give up, shame, single2. Go on learning the future tense with be going to:What are you going to be when you grow up?Im going to be a dancer.3. Talk about the favorite sports and players:(1)Whats your favorite sport, Maria? Basketball, of course.(2)Whos your favorite player? LeBron James. / I like Yao Ming best. Teaching aids 教具图片/小黑板/录音机. Five-finger Teaching Plan 五指教学方案Step 1 Review 第一步 复习(时间:8分钟)通过谈论喜爱的运动项目及新学期的计划，导入新课。1. (学生在小组内进行链式对话，讨论他们所喜爱的运动项目，注意使用prefer。)2. (教师询问学生新学期计划，复习“be going to+do”。)3. (教师通过展示图片导入本课新单词。) (板书，让学生猜词义，并要求掌握。)dream, job, future, in the future, grow, grow up T:We know her dream job is to be a teacher in the future. What about you? S9: My dream job is to be a teacher in the future. S10: My dream job is to be a basketball player in the future. (教师通过询问学生长大后的职业引出一般将来时的特殊疑问句。) T:S11, are you going to be a dancer when you grow up?(教师出示舞蹈演员的图片，帮助学生理解。) S11: No, Im not. T:What are you going to be when you grow up? S11:Im going to be a teacher.(板书，教学生词和新句型。要求学生理解dancer；掌握新句型。)dancerWhat are you going to be when you grow up?Im going to be a teacher. (让学生两人一组做类似操练。)Step 2 Presentation 第二步 呈现(时间:10分钟)呈现1a，继续学习be going to的特殊疑问句式。1. (教师展示一些著名运动员的图片，如刘翔、姚明、迈克尔菲尔普斯等，导入1a对话。) (出示小黑板上的问题，听1a录音。)(核对答案。)2. (出示小黑板，依据1a完成表格。) (板书并要求学生理解player, Houston Rockets；了解NBA。)3. (再放1a录音，让学生跟读，并注意语音语调。)T: Listen to the tape again and repeat. Pay attention to the pronunciation and intonation. Go!Step 3 Consolidation 第三步 巩固(时间:10分钟)分角色表演并做调查报告，完成1b，使学生学会运用目标语言谈论自己喜爱的运动、运动员及梦想。1. (让学生根据小黑板上的听力问题和表格中的信息，两人一组进行对话。) T: Work in pairs and act out the dialog according to the questions on the small blackboard and information in the table. Then Ill ask two pairs to act it out in the front.2. (让学生四人一组讨论他们所喜欢的运动、运动明星以及未来的梦想，并完成表格。然后汇报讨论结果，完成1b。) Step 4 Practice 第四步 练习(时间:12分钟)完成2a，2b和3，培养学生通过自主阅读获取相关信息的能力。1. (教师出示张怡宁、菲尔普斯、刘翔的图片，通过师生对话，谈论这些运动明星。) (板书并要求学生理解Olympic。)OlympicS2:Phelps is an athlete. And he is the first athlete to win so many medals at a single Olympics. (教师帮助学生回答。)T: Do you know an active runner named Liu Xiang?S3: Yes.(板书，教学生词，并要求学生掌握single和active；理解runner和athlete。)athlete, single, active, runnerT: Do you like him?S3: Of course, I do.T: OK. Do you know anything about him?S3: (教师根据学生所说的情况，对刘翔做简短介绍，并呈现生词及词组。) (板书，教学生词，并要求学生掌握break(broke), record, gold, give up；理解medal。)break(broke), record, gold, give up, medal(让学生回答问题，核对答案。)2. (播放2a录音，让学生跟读，完成2b，并核对答案。) T:Listen and read after the tape. Then finish 2b and check the answers.3. (让学生再读2a，找出生词和疑难点，教师解释并板书生词和关键词，要求学生掌握shame，为复述短文做准备。) 4. (教师让学生根据上面板书的关键词复述短文。练习、巩固2a。)T:Please retell the passage according to the key words.5. (播放3录音，完成短文。) T:Now listen to the tape of 3. Complete the passage by yourselves. (播放录音，核对答案。) T: Listen to the tape again and check your answers. Are you right? Good.Step 5 Project 第五步 综合探究活动(时间:5分钟)通过制作自己喜欢的运动员的名片，学会描述一些著名运动员。1. (小组讨论并制作自己喜欢的运动员的名片。)T: Please make a card about your favorite sports player.(教师出示小黑板上的表格。)2. Homework:用英语描述自己喜欢的运动、运动员及梦想。板书设计：Section CThe main activities are 1a and 2. 本课重点活动是1a和2。. Teaching aims and demands 教学目标1.Learn some new words and phrases:mountain, spend, spend (in) doing, hour, exercise, do exercise, baseball, pretty, pretty well, jump, weekend, take part in, popular, all over, be good for, heart, the day after tomorrow, healthy, fit, keep fit, relax2.Go on learning the future tense with be going to + do:(1)There is going to be a school sports meet next weekend.(2)She is going to take part in the high jump and the long jump.(3)What are you going to do tomorrow morning?Im going to play soccer. I like it very much.3.Go on talking about the favorite sports and reasons:I like playing soccer very much. Because it makes me strong and it is popular all over the world.4.Talk about plans and intentions.5.Improve the students ability of reading. Teaching aids 教具图片/录音机. Five-finger Teaching Plan 五指教学方案Step 1 Review 第一步 复习(时间:8分钟)运用体育活动的图片，复习运动项目的名称，并导入部分生词。1. (复习上节课所学的运动项目的名称。教师展示一些体育活动的图片。学生使用图片，三人一组，到讲台前进行问答表演，说出自己喜欢的体育活动。)2. (快速问答，导入新课，最好找一名平时喜欢运动的同学。) (再找一名喜欢运动的同学。) (板书并要求掌握。)mountain, exercise, do exercise, spend, spend (in) doing sth.T: Thirty minutes is half an hour, so we can also say “S6 often spends half an hour (in) doing exercise every day.”(板书，让学生猜hour词义，并要求掌握。)hourT: S7, please talk about S6 according to what he/she said.S7: He/She likes doing exercise. He/She often spends thirty minutes/half an hour (in) doing exercise every day. T: Well done. You are very clever.Step 2 Presentation 第二步 呈现(时间:10分钟)学习1a，使学生区分一般现在时和一般将来时的用法。1. (教师展示一幅一小女孩打棒球的图片。) T:Boys and girls, lets look at the picture. This girl is Ann. Whats she doing? Do you know?Ss: She is playing baseball and she plays it pretty well. (教师可帮同学回答。)(板书领读并要求掌握生词。)baseball, pretty, pretty well(教师展示一幅学校运动会的图片，特别指出跳高和跳远两个项目。)T: (教师手指图画)There is going to be a school sports meet next weekend. Do you want to take part in it? S1, please.S1:Yes, I do.(板书，解释生词和短语，并要求掌握。)weekend, take part inT:Which sport are you good at?S1:Running /T:Are you good at the long jump or the high jump?(教师边说边指着图片中的跳远和跳高项目。)S1:Im good at the long jump/the high jump.(板书，让学生猜词义，并要求掌握jump，理解the long jump和the high jump。)jump, the long jump, the high jump 2. (听1a录音，回答下列问题。) T: Do you want to know which sport Ann is good at? Listen to 1a and answer the following questions:(板书)(1)Which sport is Ann good at?(2)How long does she spend in the gym every day？(核对答案。)3. (让学生再听1a录音，跟读并注意语音语调。)T: Listen to the tape again and follow it. Pay attention to the pronunciation and intonation.Step 3 Consolidation 第三步 巩固(时间:8分钟)完成1b和1c，培养学生从简单的文章中找出关键信息的能力。1. (让学生再读一遍1a，完成1b。) T: According to 1a, we know Ann likes doing sports a lot. She does sports every day. Please read 1a again and complete the timetable in 1b. (核对答案。)2. (根据1b，完成1c。)T: According to the timetable in 1b, ask and answer in pairs to finish 1c, then write down the answers.(核对答案。)3. (根据Ann的活动时间表，描述Ann一周的运动情况。) (对表现好的小组，进行表扬和鼓励。)Step 4 Practice 第四步 练习(时间:12分钟)完成2。巩固be going to的特殊疑问句的用法。1. (讨论运动对人体的益处，引出生词，必要时用图片或体态语帮助学生理解生词，导入2。)T:Boys and girls, we have talked about many kinds of sports. How do you feel after doing sports?S1:I feel better.S2:I am strong.T:Yes, we all know doing sports is good for our health. Its a good way to keep fit/healthy.(板书，解释并要求掌握词组。)be good for keep fit / healthy (板书，领读，并解释画线生词，要求学生掌握heart；理解lung。)heart, lung T: I like doing sports very much. I often walk. Do you know why? Because it can help me to relax, and its a good way to keep healthy.(板书，领读生词，并要求掌握。)relax2. (教师展示一幅NBA球赛的图片，上面有很多人在观看比赛，教师指着图片问。)T:What are they doing?Ss:They are having a basketball game.T:Yes, basketball games are popular all over the world.(板书，解释生词和词组，并要求学生掌握。)popular all over 2. Homework: 询问你的父母，了解他们的运动爱好，运动时间及喜欢运动的原因，写成短文，第二天和你的同桌互相交流。板书设计：Section DThe main activities are 1a and 2. 本课重点活动是1a和2。. Teaching aims and demands 教学目标1. Learn some new words and phrases:famous, arrive in/at, play against, leave, leave for2. Review and summarize the future tense with be going to:(1)Its too bad that the players arent going to stay for long.(2)They are leaving for Japan the day after tomorrow.3. Summarize the useful expressions in Topic 1.4. Go on talking about the favorite sports. Teaching aids 教具小黑板/图片/录音机/幻灯片. Five-finger Teaching Plan 五指教学方案Step 1 Review 第一步 复习(时间:7分钟)通过做“故事接龙”游戏，复习be going to的结构，培养学生的合作精神，并促进学生之间的交流。1. (通过做故事接龙游戏复习be going to结构，所造句子尽量避免雷同，尽可能让全班学生都参与。) T: First lets play a game. Please make sentences using be going to. Youd better say your sentence as quickly as you can, and you cant repeat others, but you can change the personal pronouns, the things, the places or the time to make a new sentence. Please go!2. (编故事竞赛。出示小黑板上含有be going to结构的问题。)(根据班级人数将学生分成若干组，每个学生选择一个问题并给出完整答案，也可以鼓励学生运用本话题所学语言进行创造性回答，组长执笔，把每个学生的答案写下来，组成一个故事。评出最有趣的故事。)Step 2 Presentation 第二步 呈现(时间:10分钟)运用图片教学，呈现1a。1. (运用贝克汉姆的图片，进行师生对话，导入1a。)T: All of you did well, and the group did the best. Congratulations to them! Now please look at this picture. Do you know him?Ss:Yes. Hes David Beckham.(教师可以帮助学生回答。)T:Good. Hes a famous soccer player. He arrived in China with his teammates yesterday. Im a soccer fan. So Im very excited about this news. Do you want to know more about the news? Please read the passage in 1a on Page 7. Then finish the letter from Kangkang to Steve.(板书，解释生词，领读并要求学生掌握famous, arrive in；理解excited；了解teammate。)famous, arrive in, teammate, excited2. (阅读1a，核对答案，完成1b。) T: Now lets check your answers together. Id like to ask some of you to read the letter. Who wants to try?3. (播放1录音，让学生跟读，并找出疑难点，教师板书关键词组并讲解，要求学生掌握，为复述短文做准备。) T:Listen to the tape and repeat. Then find out the difficulties.= get toarrive in+big places leave forA Bleave A for Barrive at+small placesplay against the day after tomorrow Step 3 Consolidation 第三步 巩固(时间:10分钟)进一步强化练习be going to及本话题所出现的重点短语及句型。1. (教师让学生根据上面板书的关键词组复述短文，巩固1a。)T:Now please retell the passage according to the key words above.2. (听3a和3b录音并跟读。让学生再次熟悉本话题的重难点。)T: In this topic, we talk about sports a lot, including sports names, your favorite sports and players. Lets look at 3a and 3b. Listen to the tape and repeat.3. (练习3a和3b。)(1)(用本话题重要的短语造句子或编对话。提示学生最好用一般将来时，鼓励学生尽量使用本话题的语法和短语编对话，培养学生的综合语言运用能力。)T: Very good! I think now you can say the important sentences in English fluently. Then lets make sentences and dialogs using the key phrases.(出示幻灯片/小黑板，讲解并要求学生掌握。)see sb./sth. do sth. play againstcheer sb. onleave forquite a bit/a lotpretty wellgrow upmake/keep sb./sth. + adj. (2)(句型转换。练习一般将来时的一般疑问句及其回答和特殊疑问句。) T: Nice work! Lets change the following sentences. (小黑板出示练习题。)I am going to join the school rowing club.(改为一般疑问句并作肯定回答。) you join the school rowing club?Yes, .He goes cycling every day.(用tomorrow morning改写句子。)He cycle tomorrow morning.They 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。)2. (写作训练。讨论结束后，让学生写一篇短文，介绍自己最喜爱的运动、运动员和喜欢的原因。完成2。)T: OK, well done! Now write a short passage about your favorite sports, sports players and the reasons. You can 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 his/her brother this weekend (请12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：Topic 2 Would you mind teaching me?Section AThe main activity is 1a. 本课重点活动是1a。. 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 ones bed, manage, myself2. Learn to make requests and responses:(1)Could you please do me a favor?Sure. What is it?(2)Will you join us?Id be glad to. Teaching aids 教具图片/录音机/小黑板. 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。) (板书，教学该生词，并要求学生理解。)favor 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:Lets 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) Whats wrong with one of Kangkangs 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.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。)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。)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。)throw2. (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 ones 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 ones bed；理解：Capital Stadium, NO., quietly。)more, Capital Stadium, make ones bed, N