2. Key sentences 重点句子

You are always so careless.

You shouldn’t shout at me. I didn’t want to miss the goal.

Shame on you.

Would you mind saying sorry to Michael?

I am very sorry for what I said.

Keep trying.

We are sure to win next time.

Ability goals 能力目标

Enable the students to make apology and response.

Learning ability goals 学能目标

Help the students make apology and response.

Teaching important and difficult points 教学重难点

Making apology and response.

Teaching aids教具准备

A multimedia.

Teaching procedures and ways 教学过程与方式

Step I Revision

T: Good morning, boys and girls.

Ss: Good morning. Mr. / Ms…

T: Have you finished your homework?

Ss: Yes.

T: Who would like to show your conversation for us? Volunteers?

A sample conversation:

A: Excuse me. Could you please do me a favor?

B: Sure. What is it?

A: Could you tell me how to get to the Capital Stadium?

B: It’s far from here. You need to take bus No. 2.

A: Thank you very much.

B: You are welcome.

Step II Lead in

T: If your friends fought, what will you do?

S1: I will advice them saying sorry to each other. Good friends should forget the friend’s mistake.

S2: I will write two letters of apology for everyone and write his friend’s name. Maybe they will forgive each other.

T: Good idea. Did you remember that Michael helped Kangkang play soccer last period?

Ss: Yes. One of Kangkang’s teammates fell ill, so he asked Michael to join them.

T: Do you know the result?

S3: Maybe they win the game.

S4: Maybe they lost the game.

Step III Reading (1a)

T: Read the first conversation with your partner carefully. What happened?

After they read the first dialog, ask student to answer the question.

S1: Michael missed a good chance in the soccer game, so they fought.　

T: What will happen? Let’s go on our reading.

Let students read the second conversation.

S2: Maria and Jane persuade them not to fight, and they hope that Kangkang could say sorry to Michael.

S3: They believe Michael can do better next time.

T: Very good. Good friend should understand each other. Let’s go on the last conversation.

Let students read the last conversation.

S4: At last, Kangkang says sorry to Michael. They are still good friends.

T: Very good. Work in groups and play a role of the four students. You can change some information if you think it’s necessary.

Then ask one or two groups act in front of the class.

Step IV Vocabulary (1b)

T: Read the conversation above again by yourself. There are nine words in the box. Please find some of them out in the conversation, and then fill them in the blanks.

Three minutes later.

Check the answers together.

Step V Speaking i (2)

T: Read the example, A make request to B and B make apology to A. You are required to make three similar dialogs using the sentence pattern: “would you mind…?” You should choose a, b or c in the box on the right according to the scene. I will give you five minutes to prepare. Then perform it. OK?

Ss: OK.

Five minutes later, ask some students perform their dialogs in front of the class. Give students more chances to speak in public.

A sample dialog:

A: Your room is too dirty.

　 Would you mind cleaning your room?

B: Sorry. I’ll do it in a minute.

Step VI Speaking ii (3)

T: There are two groups of sentences. One group is about apologies, and the other group is about responses. First match each apology with the best response of part 3. Then practice them with your partner.

Three minutes later, ask some pairs to perform.

A sample:

A: I am sorry I didn’t call you last night.

B: Never mind. I guess you were busy.

Step VII Homework

a.　　　 Make four sentences about apologies and responses.

b.　　　 Make four sentences about requests and responses.

The seventh period Reading

Target language目标语言

1. Words & phrases 生词和短语

careless, chance, goal, fight, do one’s best, angry, serve, quickly, turn down, clearly, in a minute, ready, important

2. Key sentences 重点句子

Could you do me a favor?

But one of my teammate fell ill.

But I am not good at it.

Would you mind teaching me?

You need to take bus No. 2.

Ability goals 能力目标

Enable the students to understand the requests and responses and express complaints and apologies.

Learning ability goals 学能目标

Help the students listen to the requests and responses and express complaints and apologies.

Teaching important and difficult points 教学重难点

Understand the requests and responses.

Teaching aids教具准备

A tape recorder.

Teaching procedures and ways 教学过程与方式

Step I Lead in

T: Good morning, boys and girls.

Ss: Good morning. Mr. / Ms…

T: If you get into trouble, what will you do?

S1: I will try my best to solve it, but maybe it’s difficult.

S2: I will ask my parents to help me.

S3: I will ask some friend to give me some help.

T: Good. No matter what, most people will ask for some help. Let’s listen to a dialog between Kangkang and Michael. Listen carefully what happened.

Step II Listening (1a, 1b, 2a)

Play the recorder once. If necessary, play the recorder again.

T: OK. What’s wrong with Kangkang?

S1: He will have a soccer game this Saturday. But one of his teammates fell ill. He wants Michael join them.

T: Good. Dose Michael agree with him?

S2: Yes.

T: You have understood the conversation. Practice it with your partner and role-play the conversation. You can change some information if you want to.

After students practice the conversation, ask two pairs to perform it for their classmates.

Then let students do the other listening practice.

T: Listen to else two listening material, listen and fill in the blanks.

Play the recorder. Then check the answers.

T: Up to now, we listened 3 listening material. Have you find out the common grounds and the purpose that we listened to them?

S1: The common ground is they all need others’ help.

T: Good. They made requests.

S2: So I think the purpose that we listened to these materials is learning how to make request and responses.

T: Yes. Have you learned it? Please write some sentences in your exercise book that you’ve learnt from the listening practice.

After students finished, teacher show some sentences on the slide.

T: These sentences are from the listening material. Have you written them down?

Ss: Yes.

Step III Work alone (3)

T: There are four pictures. Let’s look at them and guess where they are and guess what the relationship is between them.

Give students one minute to discuss with their partner.

S1: The first picture is in hospital. The woman is a nurse and maybe the man is looking in the patient.

S2: The second picture is at the door. Maybe the old woman is the man’s neighbor.

S3: The woman in third picture is at home. Maybe the man is her husband or her friend.

S4: The fourth picture is at the boy’s room. The woman is his mother.

T: Good. Now listen and read the four dialogs. Then match them with the pictures and check if you guess is right.

Let students match the conversations with pictures.

T: The four conversations are all about requests and responses. There is an important sentence pattern: “would you mind…?” Do more practices after class.

Step IV Homework (2)

T: There are ten separate sentences. Match the requests with the right responses. Then practice with your partner and act out the conversation. See you next class.

The sixth period Speaking and Vocabulary

Target language目标语言

Ⅲ.

Basketball is one of the most popular games in America. America is famous for the NBA. Every week we can watch the NBA games on TV. Jordan and Yao Ming are well known in the world now.

Now some Chinese basketball players, like Yao Ming, are in the U. S. A. for the NBA. They are loved by Americans and people around the world. Basketball can make people from different countries become close friends.

10. W: Michael, do you like playing basketball?

M: Certainly. What about you, Maria?

W: I like going out for a walk.

Q: What does Maria like doing?

9. M: Is your sister good at playing basketball?

W: Yes, she plays basketball everyday.

Q: What is the woman’s sister good at?

8. W: Oh, it’s a wonderful match!

M: Yes, I think so. I like both of the two basketball teams.

Q: What are they doing?

7. W: I’m sorry for losing your dictionary.

M: Have you forgotten it? You have given it back to me.

Q: Is the dictionary lost?