Topic 2 Would you mind teaching me?
Section A
The main activity is 1a. 本课重点活动是1a。
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。) favor
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。) mind
Would you mind doing sth.?
(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.
Ss: 病了。
T: Yes, he falls ill.
(板书，并要求学生掌握。)
ill fall ill
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。)
Will you join us?
I’d be glad to.
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: Let’s 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) What’s wrong with one of Kangkang’s 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。)
T: Now please look at the small blackboard. There are some important phrases on it.
plant trees pick apples
carry water for the granny clean the classroom
T: You can use these phrases to make up some similar dialogs according to 1a. Work in pairs, please.
(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。) 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。) throw
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。)
Would you mind not „?
Sorry, I won’t do it again. right away
(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。) somewhere
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。) more, Capital Stadium, make one’s bed, No., more, quietly, manage, myself
(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:
Would you mind teaching me?
Section A
do sb. a favor=help sb. Could you please do me a favor? fall ill=be ill Sure. What’s it? throw „about Will you join us? make one’s bed I’d be glad to. right away=at once 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.
Topic 2 Would you mind teaching me?
Section A
The main activity is 1a. 本课重点活动是1a。
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。) favor
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。) mind
Would you mind doing sth.?
(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.
Ss: 病了。
T: Yes, he falls ill.
(板书，并要求学生掌握。)
ill fall ill
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。)
Will you join us?
I’d be glad to.
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: Let’s 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) What’s wrong with one of Kangkang’s 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。)
T: Now please look at the small blackboard. There are some important phrases on it.
plant trees pick apples
carry water for the granny clean the classroom
T: You can use these phrases to make up some similar dialogs according to 1a. Work in pairs, please.
(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。) 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。) throw
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。)
Would you mind not „?
Sorry, I won’t do it again. right away
(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。) somewhere
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。) more, Capital Stadium, make one’s bed, No., more, quietly, manage, myself
(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:
Would you mind teaching me?
Section A
do sb. a favor=help sb. Could you please do me a favor? fall ill=be ill Sure. What’s it? throw „about Will you join us? make one’s bed I’d be glad to. right away=at once 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.