每个老师不可缺少的课件是教案课件，大家在认真写教案课件了。只有写好教案课件计划，未来工作才会更有干劲！你们知道适合教案课件的范文有哪些呢？以下是小编为大家精心整理的“2014秋九年级英语上册全册教案设计（仁爱英语）”，希望能为您提供更多的参考。

Unit1TheChangingWorld

Topic1Ourcountryhasdevelopedrapidly

SectionA

Ⅰ.Materialanalysis

本课是九年级第一单元第一话题的第一课时。本课内容丰富，主活动为1a和3。1a部分通过“谈论假期经历”初步感知现在完成时“have/hasbeento和have/hasgoneto”的用法。1b引导学生运用抓关键字词完成表格的方法，培养学生的听力技能。1c则是培养学生运用关键词复述课文的能力。2a通过创设新的语境，在听的过程中进一步体会“have/hasbeento和have/hasgoneto”。然后在2b中让学生通过小组合作的方式总结它们的区别。通过前几个步骤的学习，学生完全可以口头运用“have/hasbeento和have/hasgoneto”来进行3的对话操练。这样，在听、说、读、写各个方面都对新语法进行了全方位地复现和操练，有利于巩固新知识。通过谈论假期生活，既可以相互增长见识又可以增进同学间的友谊。

Ⅱ.Teachingaims

1.Knowledgeaims：

掌握本课的重点词汇和短语，初步学习现在完成时。

2.Skillaims:

培养学生的听力能力。

培养学生的口语表达能力。

能通过整合对话内容，提升综合语言运用能力，为语言输出做好准备。

3.Emotionalaims:(optional)

引导学生了解不同的假期生活，热爱生活，增进友谊。

4.Cultureawareness:(optional)

通过了解不同的假期生活，引导学生关注不同的生活方式有不同的人生意义，培养他们热爱生活的品质。

Ⅲ.Thekeypointsanddifficultpoints

1.Keypoints:

Wordsandphrases:bell,takeplace,volunteer,have/hasbeento…,have/hasgoneto…,so…that…,bytheway,behappytodo…

Sentences:Theregoesthebell./Itmustbefun.

Grammar:PresentPerfect(have/hasbeento和have/hasgoneto的用法)

2.Difficultpoints：

能通过听、说和读的方式感知并掌握have/hasdone的用法。

能区别并会恰当使用have/hasbeento和have/hasgoneto。

Ⅳ.Learningstrategies

培养学生通过图表信息重组语言的综合能力。

教会学生如何在听的过程中提取关键词。

培养学生通过图片表达相应信息的能力。

Ⅴ.Teachingaids

单词卡片或者幻灯片；家乡或所去城市的风景照片等。

Ⅵ.Teachingprocedures

Stage

(timeperiod)Interaction

patternsTeacheractivityStudentactivityRemarks

1Gettingstudentsreadyforlearning

(4-6mins)ClassactivityBrainstorming:Showsomepicturesofsomefamousplaces.GettheSstospeakouttheirnamesasquicklyaspossibletoarousetheSs’interest.

T:Boysandgirls,thebellisringing.Let’sbeginourclass.

T:Herearelotsofpictures.Nowpleasespeakouttheirnamesasquicklyasyoucan.Areyouready?

Ss:Yes!

T:Herewego!Speakoutthenamesofthecountries.

Ss…

Ss:Yes!让学生更加熟悉各国名称，为1a学习做好准备。

建议一：也可使用自己旅游时的照片或当地比较有特色的风景图片，让学生猜地名，提升学习兴趣。

建议二：可使用freetalk的方式，用一般过去时自由谈论假期生活。

2Pre-listening

(15mins)Classactivity

Roundrobin

Pairwork

Groupwork

PairworkStep1:PresentthelastpictureofWenchuan,gettheSstoguessthemeaningofthenewwordsandthenteachthenewwords.

T:Whathappenedtherein2008?

Ss:（地震）

T:Yes.Anearthquakehastakenplacethere.Manyvolunteerswenttheretohelpthem.

Step2:Presentthenewsentencestructuresandthenaskandansweronebyoneineachgroup.

T:IhavebeentoWenchuan,too.

Wherehaveyoubeen?

Ss:Ihavebeento…

T:Now,let’saskandansweronebyoneineachgroup.

S1…S2...S3…S4…S5…S6…S1

Step3:Presentthenewsentencestructuresandthenaskandanswerwithpartners.

T:WhereisS5?

Ss:Hewenttothewashroom?

T:Yes,hehasgonetothewashroom.Andwethinkhewillbebacksoon.WhereisMissZhu(ateacherofyourclass)?

Ss:Shehasgoneto…

T:Nowaskandanswerwithyourpartners.

…

Step4:GettheSstodiscussthedifferencesbetweenhave/hasbeentoandhave/hasgoneto.Chooseonegrouptostatethepointsandotherscanaddtheirideas.Finish2b.

T:OK,nowpleaseshareyouranswerswithus.Otherslistencarefullyandcanaddyourideas.

Step5:LettheSsmakeconversationsinpairsandactthemout.Finish3.

T:Nowlookattheexample,let’sreadittogether.

Pleasemakenewdialogsaccordingtothe

pictures?

…

T:Let’sinvitesomeofyoutoactoutyourdialog.

Ss…Guessthemeaningofthewordsaccordingtotheteacher’sdescriptions.

Ss:（地震）

Askandansweronebyoneineachgroup.

Ss:Ihavebeento…

S1…S2...S3…S4…S5…S6…S1

Practicethedialoginpairs.

Ss:Hewenttothewashroom?

Ss:Shehasgoneto…

Discussthedifferencebetweenhave/hasbeentoandhave/hasgonetoandthenmakeapresentation.Finish2b.

Makeconversationsinpairsandfinish3.

让学生在具体的语言环境中感知新单词，有助于更快更好的记住它们。

给学生创设良好的语言环境，有助于学生更好的体会和掌握该句式。

在环境中感知语言，才能更好地用语言做事情。

教会学生及时归纳和总结所学知识是学好语言的策略之一。

建议：教师应根据实际给予不同程度的肯定与奖励。

及时的巩固训练是内化语言的有效途径。

建议一：教师可以根据需要在第三部分适当增加有地方特色的图片，用来练习，可以更好的贴近实际生活。

建议二：教师可以用简笔画，在黑板上展示两个短语的不同之处，更加清晰明了。

建议三：展示环节，建议让学生互动评价，指出优缺点，更好地使全体学生参与课堂。

3While-listening

(8mins)Individualwork

Classactivity

IndividualworkStep1:GettheSstrytofillintheblanksin1bbeforelistening.Thenlistenandchecktheanswers.Finish1b.

T:First，trytofillintheblanksbeforelistening.Thenlistenandchecktheanswersbyyourselves.

…

T：DoyouknowwhereKangkang,Jane,RitaandMariahavebeen?Nowlet’slistenandcompletethechartin1b.

Step2:Listento1aandpayattentiontothepronunciationandintonationandthenread1a.

…

Step3:Listentotheconversationin2aandfillintheblanks.Payattentiontothepresentperfecttense.Fillintheblanksin1bbeforelistening.Thenlistenandchecktheanswers.Finish1b.

Listento1aandpayattentiontothepronunciationandintonationandthenread1a.

Finish2aand2b.听力训练之前，试着填空，能更好地预测听力内容。

语言学习，读的过程很重要，教师可以根据班级情况，分配朗读的方式和时间。

4After-listening

(15mins)Individualwork

Groupwork

IndividualworkStep1:Readthe1aagainandguidetheSstounderlinethestructureslike“have/hasdone”.

T:Listentothe1aagainandpleaseunderlinethestructureslike“have/hasdone”andthekeypoints.

Step2:LettheSsdiscussthekeypointsandsolvetheproblemsbythemselves.

T:Nowpleasedealwiththedifficultpointsbyyourselvesandyoucanaskyourgroupmembersforhelp.

Step3:Retell1aaccordingto1b,finish1c.

T:Trytoretell1aaccordingto1b.

…

T:Nowlet’sretell1a.

S1:RitahasbeentomanyplacesnearherhomeinIndia.Herhometownhasbecomemoreandmorebeautiful.JanehasbeentoMountHuangwithherparents.It’sbeautiful,butthereweretoomanypeople…Readtheconversationthoroughlyandunderlinethepointstheydonotunderstand.

Discussthekeypointsandsolvetheproblemsbythemselves.

Retell1aaccordingto1b.

S1:RitahasbeentomanyplacesnearherhomeinIndia.Herhometownhasbecomemoreandmorebeautiful.JanehasbeentoMountHuangwithherparents.It’sbeautiful,butthereweretoomanypeople…该环节教师应提供参考资料和方法指导，以提升学生的自学能力和培养克服难关的意识。

小组内不能解决的问题，组间可以互相帮助解决。学生水平有限的话，老师可以直接讲解知识点。

该环节教师可以根据实际情况，采用不同的互动模式，可以是班级活动，结对活动，也可以是个人活动。

5Summarizingandasigninghomework(5mins)ClassactivityStep1:Sumupthemaincontentofthisclassandrepeatthekeypoints.

Step2:HMK:Makenewconversationslike3.Gothroughwhatyouhavelearnedwithyourteacher.Ifthereisstillsomethingyoudonotunderstand,donothesitatetoaskforhelp.

Makenewconversationslike3.

Ⅶ.Blackboarddesign

Ourcountryhasdevelopedrapidly.

SectionA

Languagepoints:

bell,takeplace,volunteer

so…that…,

bytheway,

behappytodo…

Theregoesthebell./Itmustbefun.

HMK:Makenewconversations.Grammar:

have/hasbeento…,have/hasgoneto…,

A：Wherehaveyoubeen?

B:Ihavebeento…

A:Whereis…?/Wherehas…gone?

B:…hasgoneto…

延伸阅读

2014版人教新目标九年级英语上册全册教案

教案课件是老师不可缺少的课件，大家应该在准备教案课件了。只有规划好教案课件工作计划，才能使接下来的工作更加有序！你们会写多少教案课件范文呢？为满足您的需求，小编特地编辑了“2014版人教新目标九年级英语上册全册教案”，供您参考，希望能够帮助到大家。

Unit3Couldyoupleasetellmewheretherestroomsare?

一、教学目标：

1.语言知识目标

基本词汇：restroom,stamp,bookstore,postcard,pardon,washroom,bathroom,normal,rush,suggest,staff,grape,central,mail,east,fascinating,convenient,mall,clerk,corner,polite,politely,speaker,request,direction,correct,direct,whom,address,underground

基本句型：Excuseme,doyouknowwhereIcanbuysomemedicine?

Sure.There’sasupermarketdownthestreet.

Couldyoupleasetellmehowtogettothepostoffice?

Sorry,I’mnotsurehowtogetthere.

Iwonderwhereweshouldgonext.

Couldyoutelluswhenthebandstartsplayingthisevening?

Youshouldtrythatnewrideoverthere.

2.技能目标:（1）能用宾语从句礼貌的寻求帮助。

（2）能用正确的方法指路。

3.情感目标:培养学生尊重他人，对人有礼貌，热爱生活。

二、教学重难点：

1.教学重点：（1）礼貌的向他人寻求帮助。

（2）正确使用宾语从句。

2.教学难点：运用宾语从句礼貌的寻求帮助。

三、教学步骤:

SectionA1(1a-2d)

Step1Warming–up

Greeting

Step2Presentation

（1）Guessinggame

Showpicturestothewholeclass,onestudentexplainstheplacesinEnglishandanotheronewhodoesn’tlookattheblackboardguesseswhatplaceitis.Forexample,onestudentsay:Wecansavemoneyorexchangemoneyinthisplace,anotheroneguessitisabank.Getstudentstoguesstheplaceslikebank,postoffice,bookstore,museum,bathroom,washroom,mallandsoon.

（2）Showsomestampstostudentsandpresentthenewsentences:

CouldyoutellmewhereIcanbuysomestamps?

CouldyoupleasetellmewhereIcangetadictionary?

DoyouknowwhereIcangetsomemagazines?

Step3Practice

1)Matcheachthingwithaplaceinthepicturein1a.

2)Readthephrases.

___getsomemoney

___getsomemagazines

___havedinner

___getadictionary

___getsomeinformationaboutthetown

___buyanewspaper

___buysomestamps

___getapairofshoes

Step4Listening

Listenandcompletetheconversationsinthepicturein1a.Thenchecktheanswerswiththewholeclass.

Step5Practice

Makeconversationsusingtheinformationin1a.Thentalkaboutyourowncity.Forexample:

A:Excuseme,couldyoupleasetellmehowtogettothebookstore?

B:Sure,justgoalongMainStreetuntilyoupassCenterStreet.Thebookstoreisonyourright,besidethebank.

A:Thanks.Doyouknowwhenthebookstoreclosestoday?

B:Itclosesat7:00p.m.today.

A:Thankyou!

B:You’rewelcome.

Step6Listening

1.Listenandnumberthedirectionsintheorderthatyouhearthem.

2aYouwillhearsomeofthedirectionsbelow.Numberthedirectionsintheorderyouhearthem.

___Gotothebirdfloor.

___Turnleft.

___Gotothesecondfloor.

___Turnright.

___Thesupermarketisbetweentheflowerstoreandthebookstore.

___Gopastthebookstore.

2.Listenagain.Showhowtheboywalkstothesupermarket.Drawalineinthepicturein2a.Thengetonestudentdrawthelineontheblackboard.

3.Listenthethirdtimeandanswerthequestions.

1)Excuseme,canyoutellmewhereIcanbuysomemedicine?

2)Doyouknowhowtogothere?

3)OK,great.Oh,andonemorething.Doyouknowwhenthisshoppingcenterclosestonight?

4)OK,thanksalot.

Step7Pairwork

Makeconversationsabouttheotherplacesinthepicturein2a.

A:Excuseme.CanyoutellmewhereIcanbuysomestamps?

B:Yes,there’sapostofficeinthisshoppingcenter.

A:Doyouknowhowtogothere?

B:Yes.Gotothethirdfloorandturnright.Thengopastthebank.Thepostofficeisbetweenmuseumandlibrary.Youshouldbeabletogetstamps.

A:OK,great.Oh,andonemorething.Doyouknow…

B:I’mnotsure,butyou…

A:OK,thanksalot.

B:You’rewelcome.

Step8Reading

1.Readtheconversationin2dandanswerthequestions.

2.Role–playtheconversation.

3.Explainthelanguagepintsin2d.

(1)GoalongMainStreetuntilyoupassCenterStreet.

1)until和till同义为“直到……”，till多用于口语，until可以放在句首，till则不能放在句首。

2)not...until“直到……才”，表示直到某一时间,某一行为才发生,之前该行为并没有发生。

e.g.IdidnotstudyEnglishuntil9oclocklastnight.

(2)Pardon?Restroom?Youalreadywanttorest?Butwehaven’tevenstartedyet!

1)pardon用作动词，后面既可以跟宾语，也可以跟双宾语；pardonsb.fordoingsth.意为“原谅/宽恕某人做某事”

e.g.Canyoupardonmefornotpassingtheexam,Mom?

2)在没有听懂对方的话，请对方重复一下时也可说pardon。

e.g.Pardon?I’msorryIcan’tfollowyou.

(3)I’mexcitedtotrytherides!

excited和exciting的区别:

1)excited意为“激动的；兴奋的”，作表语时，主语通常是人；作定语时，常用来修饰人，说明激动的表情。

e.g.Allofuswereexcitedwhenweheardthegoodnews.

Theexcitedchildopenedhispresentquickly.

2)exciting意为“激动人心的”，作表语时，主语通常是物；作定语时，常用来修饰物。

e.g.Themovieisveryexciting.

Myfathertoldmeanexcitingstory.

(4)Imean…youknow,awashroomorbathroom.

mean作动词有以下含义：

1)有……的意思，指（多作及物动词），其后可跟名词或代词，也可跟从句。

e.g.Whatdoesthiswordmean?

2）意味（着）（及物动词），常跟名词，有时可跟动词-ing形式或从句。

e.g.Carlreallycouldnotdothat—itwouldmeantheendofhiscareer.

3）有……意图，打算，想，常跟名词、代词或动词不定式。跟带不定式

的复合结构时，还可用于被动语态。

e.g.Inevermeanttohurtyou.

(5)Wenormallysay“toilets”or“washrooms”.

normallyadv.正常地;通常地，一般地

e.g.Augustisnormallyaslowmonth.

(6)Ninethirty,soyoudon’tneedtorush!

rushv.仓促;匆忙n.仓促;匆忙

e.g.Thenthreepolicemenrushedathim.(rushv.)

Theymadearushforthedoor.(rushn.)

Step9Summary

1)Excuseme.WhereisQiaotouMiddleSchool?

2)Excuseme.CouldyoutellmewhereQiaotouMiddleSchoolis?

3)Excuseme.DoyouknowhowIcangettoQiaotouMiddleSchool?=DoyouknowhowtogettoQiaotouMiddleSchool?

4)Excuseme.WhichisthewaytoQiaotouMiddleSchool?

Step10Homework

Makeconversationsaboutyourowntown/city.

SectionA2(3a-3b)

Step1Revision

1)TranslatethesentencesintoEnglish.

①请你告诉我，怎样去书店好吗？

②打扰了，你知道我在哪能买到一些邮票吗？

③我想知道公园今天什么时候关门。

④银行和超市之间有一个餐馆。

2)Role-playtheconversationin2d.

Step2Presentation

1)Showapictureoffunpark.Askstudents:Areyouexcitedtotrytheseinthefunpark?

2)Showaridetothemandsay:Howdoyouthinktheride?Isitfunorscary?Doyouwanttohaveatry?

Step3Reading

1)Readtheconversationin3aquicklyandtrueorfalsethesentences.

①AliceandHeWeiareinWaterWorld.

②Thenewridelooksscary.

③Alicewasscaryatfirst.

④Alicethinksthenewrideisactuallyfun.

⑤HeWeithinksFunTimesParkrestaurantseversdeliciousfood.

⑥ArockbandplaysinWaterWorldRestauranteveryevening.

⑦AliceandHeWeicangolatertotherestaurant.

2)Readtheconversationagainandanswerthequestionsin3a.

1.WhydidAlicenotwanttogoonthenewride?Howdidshefeelaftertheride?

2.WhatisspecialaboutUncleBob’srestaurant?

3.ShouldAliceandHeWeigetthereearlyfordinner?Why?

Step4Practice

Underlinethequestionsorstatementsintheconversationthataskforinformation.Rewritetheminadifferentway.

e.g.Iwonderwhereweshouldgonext.

Couldyoutellmewherewecouldgonext?

Checktheanswerswiththewholeclass.

Step6Languagepoints

1.Iwasscaredatfirst,butshoutingdidhelp.

此句相当于Iwasscaredatfirst,butshoutingreallyhelped.原句是一种表现强调的句式，英语中，可用助动词do对谓语动词进行强调，构成强调句。

e.g.Pleasedobecareful.请一定小心。

Idoagreewithyou.我完全同意你的意见。

Hedidwarnyouotherday,remember?他前两天就告诫过你，还记得吗？

2.Youneverknowuntilyoutrysomething.

try的用法

1)做名词haveatry试一试

e.g.Whynothaveatry?为什么不试一试？

2)做动词

(1)trytodosth.努力做某事

e.g.Well,we’lltrytofinishthehomeworkintime.

那好。我们争取及时完成作业。

(2)trydoingsth.表示尝试着去做某事

e.g.--Iusuallygotherebytrain.我通常乘火车去那儿。

--Whynottrygoingbyboatforachange?为什么不换乘船呢?

(3)tryone’sbest尽某人最大的努力

e.g.Thankyou.Iwilltrymybest.

谢谢你。我会尽力而为的。

3.IsuggestWaterCityRestaurantinWaterWorld.

suggest作动词，可意为“显示；间接表明”，后可接宾语从句。

e.g.Hisbehaviorsuggested(that)hewasakindman.

他的行为显示他是个好人。

suggest作“建议”讲时，应注意以下两点：

1)suggestdoingsth.建议做某事

e.g.Isuggestedgoinghome.

我建议回家。

2)suggest后接从句时，从句常用虚拟语气，谓语由“should+动词原形”构成，

should可以省略。

e.g.Isuggestedthatweshouldgohome.我建议我们回家。

另外，suggestion是suggest的名词形式，作“建议”讲时，是可数名词。

e.g.Doyouhaveanysuggestions?你有什么建议吗？

4.Therestaurantisalwaysbusy,atthattimesocomealittleearliertogetatable.

用于“就餐”的语境时，形容词busy相当于“吃饭人多；餐厅拥挤”的意思；动词短语togetatable类似于汉语“定餐桌；占位子”等意思。

Step7Homework

1.背诵3a。

2.用“Couldyoutellme…?”写三个问路的句子。

SectionA3(GrammarFocus-4c)

Step1Revision

1.HowdidAliceandHeWeithinkofthenewride？Studentssaythesentencestogether?

Alicethoughtthatitlookedprettyscary.HeWeithoughtthatitwouldbefun.

2.Aftertheride,AliceandHeWeitalkedabouttheirfeeling.

Alicethoughtthatwasfun!Shewasscaredatfirst,butshoutingreallydidhelp.HeWeitoldAlicethat“Youneverknowuntilyoutrysomething.”

3.AliceandHeWeitalkedaboutUncleBob’s.

Alicethoughtthisrestaurantlookedinteresting.Itseemedarockbandplaysthereeveryevening.HeWeisuggestedthattheycouldhavedinnerthere.

Step2GrammarFocus

1)Letstudentscompletethesentences.

1.打扰了，你知道我能在哪买到一些药?

Excuseme,doyouknowwhere_________buysomemedicine?

2.当然，顺着这条街有个超市。

Sure.Thereisasupermarketdownthestreet.

3.请你告诉我怎样到邮局好吗？

Couldyoupleasetellme_________gettothepostoffice?

4.对不起，我不确定怎样到那。

______,Iam____________howtogetthere.

5.你能告诉我们今晚乐队什么时候开始演奏吗？

Canyoutellus______________________playingthisevening?

6.晚上8点开始。

Itstartsat8:00p.m.

7.我想知道接下来我们该去哪儿。

I______wherewe________________.

8.你应该试试那个新的乘骑设施。

Youshouldtrythatnewrideoverthere.

2）Objectiveclauseswithwh-questions

上一个单元我们已经学习了由that和whether,if引导的宾语从句。这个单元我们继续学习由疑问词引导的宾语从句。疑问词：疑问代词（what、whom、who、whose、which）疑问副词（when、where、why、how）。

语序：无论主句是陈述句还是疑问句，也无论主从句间是什么引导词，宾语从句一律用陈述语序，即“引导词+主语+谓语+其它”。如：CouldyoutellmewhereWeiFanglives?

时态

1.如果主句是一般现在时或一般将来时，宾语从句的时态不受限制，可根据实际表达的需要来确定。如：

Jennyknowsthemanwasflyingakiteatthattime.

YouwillunderstandwhyIdiditoneday.

总有一天你会明白我为什么那样做。

2.如果主句是一般过去时，宾语从句用过去时态的某种形式。如：

Ithoughthehadgonetotownthatday.

我以为他那天进城去了。

3.如果宾语从句叙述的是客观事实、自然现象或科学真理等，从句不受主句时态的限制，用一般现在时。如：

Hesaidtimeismoney.

他说时间就是金钱。

3）Practice

1.Heasked________forthecomputer.

A.didIpayhowmuchB.Ipaidhowmuch

C.howmuchdidIpayD.howmuchIpaid

2.“Haveyouseenthefilm?”heaskedme.

Heaskedme_______.

A.hadIseenthefilm

B.haveIseenthefilm

C.ifIhaveseenthefilm

D.whetherIhadseenthefilm

3.“You’vealreadygotwell,haven’tyou?”sheasked.

Sheasked______.

A.ifIhavealreadygotwell,hadn’tyou

B.whetherIhadalreadygotwell

C.haveIalreadygotwell

D.hadIalreadygotwell.

4.Heasked,“Howareyougettingalong?”

Heasked_______.

A.howamIgettingalong

B.howareyougettingalong

C.howIwasgettingalong

D.howwasIgettingalong

5.Heaskedme_____toldmetheaccident.

A.whomB.whichC.whoD.whose

6.SheaskedmeifIknew______.

A.whosepenisitB.whosepenitwas

C.whosepenitisD.whosepenwasit

Keys:DDBCCB

Step3Function:Askforinformationpolitelyandfollowdirections

1)问路时应注意

①问路时应首先说一声：“Excuseme.”这样可以引起对方的注意，又不失礼貌。

②当你没听清时，你可以说一声“Excuseme,wouldyoupleasesayitagain?”(对不起，请您再说一遍好吗?)或“Ibegyourpardon?”(对不起，请再说一遍好吗?)等，礼貌地要求对方重复一遍。

③问完路后，千万不要忘记向对方说句“Thankyouforhelpingme.”或“Thankyou.”

④问路时经常会用到“向左(右)拐”这样的表达，英语对此有两种常见的说法，即turnleft(right)或turntotheleft(right)。表示“在左(右)边”，英语用介词on或at均可。

2）用英语问路及其回答

①Excuseme,canyoutellmewheretherailwaystationis?

打扰一下，请问火车站在哪儿?

②Excuseme,butcanyoutellmethewaytothetrainstation?

劳驾，请问去火车站怎么走?

③Excuseme,couldyoutellmewhichisthewaytothenearesthospital?

劳驾，请问去最近的医院怎么走?

④Excuseme,wouldyoupleaseshowmethewaytothepostoffice?

请告诉我去邮局怎么走好吗?

⑤Excuseme,wouldyoumindtellingmethewaytothepolicestation?

劳驾，请告诉我去警察局怎么走好吗？

⑥Excuseme,howcanIgettoNo.1MiddleSchool?

劳驾，请问去一中怎么走?

⑦Excuseme,isthistherightwaytothePeople’sPark?

打扰了，请问去人民公园走这条路对吗?

⑧Excuseme.CouldyoutellmeifthereisaQiaotouMiddleSchoolnearhere?

打扰了，请问桥头中学是否在这附近?

⑨Excuseme.DoyouknowhowIcangettoQiaotouMiddleSchool?

=Excuseme.DoyouknowhowtogettoQiaotouMiddleSchool?

请问，你知道怎样去桥头中学吗?

3）指路的方法

①Takealongwiththisstreet,and…isonyouleft.

②Godownthisway,andturnleftatthefirstcrossing,andyou’llfind…isrightthere,onyourleft.

③…isbehind(near,nextto,ontheleftof)…

④YoucanjusttakeNO.111bus,andgetoffatthesecondstation.Andyou’llseeit.

⑤Look!…isinfrontofusfaraway,rightthere!

Step4Practice

1)Rewritethequestionsin4atomakethemmorepolite.

①WherecanIbuysomegrapesorotherfruit?

②HowdoesthisCDplayerwork?

③HowdoIgettotheCentralLibrary?

④IstheItalianrestaurantnearbyopenonMondays?

Getstudentswritedowntheiranswersintheirbooks.

2)Whatshouldeachpersonaskinthefollowingsituations?Letstudentswritedowntheiranswersandthemsaytheiranswersonebyone.

①Timisveryhungry.

CouldyoutellmewhereIcangetsomethingtoeat?

Excuseme,wouldyoumindtellingmehowIcangettoanearbyrestaurant?

Pardonme,doyouknowifthere’sarestaurantaroundhere?

②Sallyneedstomailaletter.

③Helenneedstoknowwhenthebikeshopcloses.

④Beniswonderingifthere’sabankintheshoppingcenter.

3)Askstudentstowritefourquestionsthatatouristmightaskaboutyourcity/town.Thenrole-playconversationswithyourpartner.

Step5Exercises

TranslatethesentencesintoChinese.

①请你到那后给我打个电话好吗？

②请在这条路的尽头向右转。

③你能告诉我在哪里可以买到一些邮票吗？

④你可否告诉我火车什么时候到达武汉？

Step6Homework

假如你到一个陌生的城市去旅游，你想向当地人了解一些关于那个城市的

东西，请编写一个你和当地人的小对话。

SectionB1(1a-2d)

Step1Revision

Youareatouristinacity,youwanttoknowsomethingaboutthecity.Makeaconversationaboutaskinginformationpolitely.

A:Couldyoupleasetellmewherethenearestbankis?

B:Sure,goeastalongthisstreet,thenyou’llseeit.

A:Canyoutellmeifthereisadeliciousrestaurantnearhere?

B:Sure.Walkalongthisstreet,therestaurantisonyouright.

A:Anddoyouknowwherethebiggesthospitalis?

B:Godownthisstreet,turnleftatthefirstcrossing,youwillseeit.

A:Afterdinner,Iwanttobuyapairofshoes,wouldyoumindtellingmewherethenearestsupermarketis?

B:It’soverthere,justacrossfromyou.

A:Haha!Iseeit.Thankyouverymuch!

B:Youarewelcome.

Step2Leadin

1)Talkaboutplacesinyourcity.

2)Showsomepicturesofplacesanddiscusswhatqualitiesareimportantforeachplace.

Step31aPairwork

1aWhatqualitiesareimportantforeachplace?Writethewordsfromtheboxnexttoeachplacebelow.Writethemostimportantwordsfirst.

PlacesQualities

restroomclean,uncrowded,convenient

museuminteresting,quiet,uncrowded

restaurantclean,inexpensive,quiet

parkbeautiful,safe,big

subwayuncrowded,safe,convenient

mallinexpensive,big,interesting,convenient,safe

Pairwork

1bTalkaboutplacesinyourcityusingthewordsin1a.

A:TheFunArtsMuseumisreallyinteresting.

B:Yes,andit’sbeautiful,too.

A:….

Step4Listening(1c)

1)Listenandcheckthesentencesyouhear.

Conversation1

______YoucangotoGreenLand.

Conversation2

_____Couldyoutellmewherethebookstoreis?

2)Listentotheconversationsandcompletethesentences.(1c)

Conversation1

Theboyasksabout___________,andtheclerktellshimtogotoGreenLand.

Conversation2

Thegirlasksabout_________,andtheclerktellshertogotothecornerofMarketandMiddleStreets.

Conversation3

Themotherasksabout________.Thefatherwantstogotoa________museum.Theyoungergirlwantstogotoa_______museum.Theboywantstogotoa__________museum.Theoldergirlwantstogotoan______museum.Theclerksuggeststheygotothe_________museum.

3)Listenagainandanswerthequestions(1d)

Conversation1

Theboyasksaboutrestaurants,theclerksuggestshimgotoGreenLand,theyhavedelicioussalad.…

Step5Practice

Role-playtheconversationsbetweentheclerkandthetourist.

A:Canyoutellmewherethere’sgoodplacetoeat?

B:Ofcourse.Whatkindoffooddoyoulike?

A:I’dlikefreshvegetables.

B:YoucangotoGreenLand,theyhavedelicioussalad.

A:….

Step6Presentation

2aWheredoyouneedtomakepoliterequests?Thinkofsomepossiblesituations.

Discussthemwithyourpartner.

Inaforeigncountry.

Inpublicplaceslikeabank,apostoffice,alibrary,ashoppingmall,etc.

Atschool.

Athome,especiallywhenspeakingtoyourelders.

ZhangMingistravelingintheUSA.Hewantstogotoasmalltownbuthedoesntknowthewaynow.Whatshouldhedo?

Step7Discussion

Discussthelanguageyouusedtomakethisrequest(要求，请求).Wasitthesameeachtime?Ifnot,discusswhynot.

Step8Reading

1)Readthearticleandmatchparagraphwithitsmainidea.

2dReadthearticleandunderlinethetopicsentenceforeachparagraph.

Paragraph1

Whenyouvisitaforeigncountry,itisimportanttoknowhowtoaskforhelppolitely(adv.礼貌地)….

Paragraph2

Goodspeakerschangethewaytheyspeakindifferentsituations.…

Paragraph3

Usuallypolitequestionsarelonger.Theyincludeexpressionssuchas“Couldyouplease…?”or“MayIask…?”

Paragraph4

However,itisimportanttolearnhowtousetherightlanguageindifferentsituations.…

2)Readthearticleagainandanswerthequestions.

Readparagraph1andanswerthequestion.

Whatelsedoweneedtolearnbesidesaskingaquestioncorrectlywhenyouaskforhelp?

Weneedtolearnhowtobepolitewhenweaskforhelp.

Readparagraph2andanswerthequestion.

Whatdoweneedtothinkaboutwhenyoutalktodifferentpeople?

Weneedtothinkaboutwhomwespeaktoorhowwellweknowthem.

Readparagraph3andanswerthequestion.

Whatcanleadintoarequestwithastrangeronthestreet?

“Excuseme,Iwonderifyoucanhelpme”or“I’msorrytotroubleyou,but…”beforeaskingforhelp.

2cFindallthedirectquestionsandpoliterequestsfromthepassage.

DirectquestionsPoliterequests

1.1.Wherearetherestrooms?

2.Whenistheschooltrip?

3.Peter,tellmeyoure-mailaddress.

4.Where’sthepostoffice?

1.Couldyoutellmewheretherestroomsare?

2.Excuseme,Mr.West.

Doyouknowwhen

theschooltripis?

3.Peter,couldyou

pleasetellme

youre-mailaddress?

4.Pardonme,couldyoupleasetellmewheretoparkmycar?

2dReadtherequestsbelow.Inthesecondcolumn,writeAifyouwouldsayittosomeoneyouknowandBifyouwouldsayittoastranger.Inthelastcolumn,writewhereyouthinkthesepeopleare.

RequestPersonPlace

1.Willyoupassthesalt?Ahome

2.DoyouknowwhereIcanchangesomemoney,please?Bstreet

3.Couldyoutellmewhatjusthappened?A/Banypublicplace/home

4.Canyoupleasetellmewheretheneareststationis?Bstreet

5.Excuseme,doyouknowwhattimeitbegins,please?Bmovietheater

6.Letmeknowwhenyou’reready,OK?Ahome

7.Couldyoupossiblytellmethewaytothevillageschool?Bstreet

Step9Languagepoints

1.Botharecorrect,butthefirstonesoundslesspolite.

less+形容词或副词，构成降级比较形式，相当于中文“不那么；稍许不……”之意。

e.g.Hissecondmovieislessinteresting.

他的第二部电影就没那么有趣。

2.Itmightseemmoredifficulttospeakpolitelythandirectly.

情态动词might表达一种可能性及推测的不确定性，意思与表达可能性的may相当，表示“有可能，也许会”，但语气更加委婉，更不确定。

e.g.Hemightcome,butit’sveryunlikely.

他也许会来，但非常靠不住。

3.However,itisimportanttolearnhowtousetherightlanguageindifferentsituations.

it作形式主语

在英语中，如果主语是较长的动词不定式或一个句子，为了保持句子结构的平衡，避免头重脚轻，通常用it作形式主语放在句首，而把真正的主语放在句尾。

常见的句型有：

1)Itis+adj.(+for+sb.)+todosth.。常用于此句型的形容词有important,difficult,dangerous,necessary,useful,possible等，用来对todosth.进行说明。如：

It’sdifficultforustofinishtheworkinanhour.

2)Itis+adj.+of+sb.+todosth.。常用于此句型的形容词有good,kind,nice,clever,wise等，用来对sb.的性格、品质等进行说明。

如：It’skindofyoutosayso.

Step10Exercises

请根据汉语意思完成下列英语句子（每空一词）。

1.对他来说，回答那个问题是十分困难的。

It’sveryhard____him___________thatquestion.

2.你这样说真是太好了。

It’sverykind____you________so.

3.我们在阅览室里保持安静是十分必要的。

It’snecessary____________(should)keepquietinthereadingroom.

It’snecessaryforus___________________inthereadingroom.

Keys:1.for;toanswer2.of,tosay3.thatwe,tokeepquiet

Step11Homework

Writeaguidetoaplacethatyouknowwell.

SectionB2(3a-SelfCheck)

Step1Revision

1)Writedownthephrases

①提出礼貌的要求②听起来更礼貌

③一个很直接的问题④请求帮助

⑤在不同的情形下⑥取决于

⑦你所用的表达方式⑧比如

⑨花时间导入⑩变得更擅长

2）Fillintheblanksaccordingto2b.

Whenyouvisita_______country,itis_________toknowhowtoaskforhelp______.Forexample,“Wherearetherestrooms?”or“Couldyou_____tellmewherethe___________?”thesearesimilar________for_________youmayask.

Bothare_______English,butthefirstonesounds_____polite.Thatisbecauseitisavery______question.Itisnotenoughtojustaskaquestion________.Wealsoneedtolearnhowtobepolite—whenweaskfor_____.

InEnglish,___inChinese,wechangethewaywe______indifferent_________.Theexpressionsyouusemight__________whomyouarespeakingto___howwellyouknowthem.Ifyousaytoyourteacher,“Whenistheschooltrip?”thismightsound________.Butifyousay,“Excuseme,Mr.West,doyouknowwhentheschooltrip___?”,thiswillsound_____morepolite.However,itisallrighttoaskdirectquestionstoyourclassmatesbecauseyouknowthem____.

Itmightseemmore_______tospeakpolitelythan_______.Itisimportanttolearnhowtouse_____________indifferentsituations.Thiswillalsohelpyou___________betterwithotherpeople.

Step2Presentation

ImagineyouaregoingonashortstudyvacationataschoolinanEnglish-speakingcountry.Whatwouldyouliketoknowbeforeyougo?Writesomepolite,indirectquestionsaboutthefollowingtopics.

Thetopicsare:

①Thecourseyouwillstudy②Thetimeofthecourse

③Whereandwhatyoucaneat④Whereyouwillstay

⑤Whatactivitiesyoucando⑥Traveltotheschool

⑦Other

Step3Practice

Makeconversationsaccordingtotheinformationin3a.

Step4Writing

1)Writeapolitelettertotheschoolaskingfortheinformationyouwanttoknow.Useyournotesin3a.

Inyourletter,youshould:

introduceyourself

saywhenyouarecoming

politelyaskforinformation

thankthepersonforhelpingyou

2)Usethefollowingexpressionstohelpyou:

Mynameis…andI’mfrom…

I’llbecomingtoyourschoolfor…

I’dliketoknowabout…

Iwouldliketothankyoufor…

I’mlookingforwardtoyourreply.

3）写作指导：本次写作内容是一封书信，信的开头和结尾已经给出。但我们还是要记住书信的格式，便于今后自己运用。信中首先要介绍自己，然后告诉你去他们学校的时间，然后同学们可根据在3a环节中所问到的问题来礼貌的询问你想知道的信息。

Onepossibleversion:

DearSirorMadam,

MynameisHeWeiandI’mfromBeijing,China.I’llbecomingtoyourschoolsoonforashortstudyvacation.IwillleaveforyourschoolonJuly10th.I’dliketoknowmoreinformationabouttheschool.

CouldyoutellmewhatcourseIwillstudyinyourschool?AndIalsowanttoknowwhenthecoursewillstart.IwanttoknowwhereIwillstay.Canyoutellme?WouldyoumindtellingmewhereandwhatIcaneatinyourschool?Ilikeallkindsofactivities.CouldyoupleasetellmewhatactivitiesIcandoinyourschool?

Thelastquestion,canyoutellmehowIcangettoyourschool?IwouldliketothankyouforhelpingmeandIlookforwardtoyourreply.

Yoursfaithfully,

HeWei

Step5SelfCheck

1)Fillintheblankswiththewordsinthebox.

2)Writequestionsandanswersusingthewordsgiven.

Step6Languagepoints

1.I’mlookingforwardtoyourreply.

lookforwardto期待，盼望。后面接名词或者动名词。

e.g.Ilookforwardtoyourgoodnews.我等待你的好消息。

Lookforwardtohearingfromyou.期待你的来信。

2.Iwouldliketothankyoufor…

thanksfor“因……而感谢”，是客套用语，thanks相当于thankyou，for强调为何而感谢，其后可接名词或V-ing。

e.g.Thanksforlendingmethemoney.多谢您借钱给我。

Thanksforreminding.I’dforgottenallabouthiscomingthisafternoon.

谢谢你提醒我，我完全忘了他今天下午要来。

3.Ineedtoplanmytimebetter.

1)plansth.计划某事，后接名词。

e.g.Iwanttoplanmysummervacation.我想要计划我的暑假。

2)plantodosth.计划去做某事，to是动词不定式。

e.g.Theyplantohaveasportsmeeting.他们计划开运动会。

3)planforsth.关于……的计划，plan是名词。

Step7Homework

根据3b的内容写一封回信。

七年级英语下册全册教案(仁爱英语)

Step3Consolidation第三步巩固(时间:8分钟)
巩固1,掌握有关表述。
1.(根据短文1的内容提问,复习一般过去时的特殊疑问句形式与贺卡的书写格式。)
T:Now,pleaseanswermyquestions.WhendidJackgettoNewYork?
Ss:HegottoNewYorkthedaybeforeyesterday.
T:Whatdidherent?
Ss:Herentedacar.
T:Didhetravelaroundthecity?
Ss:Yes,hedid.
T:Wheredidhevisit?
Ss:HevisitedChinatowninNewYork.
T:WhatdidhebuyforCaoYan’ssister?
Ss:Heboughtabeautifulskirtforher.
2.(在黑板上呈现关键词,让学生根据关键词复述贺卡内容。)
got—rented—traveled—visited—bought
T:Whocanusethekeywordstoretellthestory?
S1:JackgottoNewYorkthedaybeforeyesterday.Herentedacar…
Step4Practice第四步练习(时间:9分钟)
练习并完成2。
1.(向学生说明英语国家有不同于我国的习俗。)
T:NowJackisinNewYork.Heknowsdifferentcountrieshavedifferentcustoms.Forexample,inChina,whenwemeetourfriends,weoftengreetwith“你吃了没有？”,“你多大了？”,“你要去哪里？”.CanwegreetanEnglishmanlikethis?
Ss:Ha!Ha!No.
2.(播放2录音,让学生根据听力内容,做出选择。)
T:WeknowinEnglish-speakingcountries,wecan’tasksuchquestionsaswedoinChina.Becauseit’simpolite.Pleaselistento2andmarkthemwithPforpoliteorIforImpolite.
3.(核对答案。)
T:Ifweask“Doyouhaveanybrothersorsisters”,isitpoliteorimpolite?
Ss:Polite.
T:Isitpoliteorimpolitetoaskthequestion“Howmuchmoneydoyoumakepermonth”?
Ss:…
4.(再听录音2，让学生简述2。)
T:Nowlistento2againandtrytoretellsomeofit.
Step5Project第五步综合探究活动(时间:7分钟)
1.(猜一猜。六人为一组，让学生分组描述曾经去过的有代表性的地方,其他组的学生猜是什么地方。看哪组学生用最少的信息就能猜对。)
T:Workingroupsofsix.GroupAdescribessomethingabouttheplaceheorshehasvisited.Theothergroupsguesswhereitis.Thegroupwhichcanguesstherightplacewiththefewestwordswillbethewinner.
2.(家庭作业。)
(让学生假设自己正在度假，然后给朋友写一张贺卡,告诉他/她自己在哪旅游,并做了哪些活动。完成5。)
Ⅳ.疑点探究
Pleasegivemylovetoyourparents.意为“请代我向你父母问好。”也可说Pleaseremembermetoyourparents.

Topic3Let’scelebrate!
SectionA
SectionAneeds1~2periods.SectionA需用1~2课时。
Themainactivitiesare1aand2.本课重点活动是1a和2。
Ⅰ.Aimsanddemands目标要求
1.(1)Learnthenamesoffestivals:
SpringFestival,Christmas,LanternFestival,Thanksgiving,Easter,Mid-autumnFestival
　(2)Learnsomeothernewwords:
dumpling,sweet,luck,riddle,pie,not…until,believe,full,moon
2.Talkaboutholidaysandfestivals.
　Chinesepeopleeatdumplingsandperformlionanddragondances.
　PeopleinmanycountriescelebrateChristmasandgiveeachotherpresents.
　OntheLanternFestival,peopleeatsweetdumplingsforgoodluck.
　OnThanksgiving,manypeopleeatturkeyandpumpkinpie.
Ⅱ.Teachingaids教具
录音机/日历图片/小黑板/万年历
Ⅲ.Five-fingerTeachingPlan五指教学方案
Step1Review第一步复习(时间:8分钟)
复习日期表达,引入节日。
1.(复习日期的表达并询问生日，呈现农历日期表达。)
T:Boysandgirls,what’sthedatetoday?Doyouknow?
Ss:It’sJune6th.
T:Whosebirthdayisittoday?
S1:It’smine.
T:Boysandgirls,let’ssay“HappyBirthday”toS1together.
Ss:HappyBirthday!
T:Afterclass,we’llgiveyousomepresents.
S1:Thankyouverymuch.
T:Doyouknowwhenmybirthdayis?Guess.
S2:October1st.
S3:December20th.
S4:…
…
T:No.MybirthdayisonlunarOctober12th.
IhopeIcancelebratemybirthdaywithyou.
Ss:It’smypleasure.
(板书并稍作解释。)
lunar
2.(用日历图片展示一些节日的日期,让学生说出这些日期。)
2011
9月10日2011
12月25日2011
11月24日
星期四2011
12月31日
十二月初七2012
1月23日
正月初一2012
2月6日
正月十五
T:What’sthedate?Doyouknow?
S5:It’sSept.10th,2011.
S6:It’sDec.25th,2011.
S7:It’sNovember24th,Thursday,2011.
S8:It’sDecember31st,lunarDecember7th,2011.
S9:It’sJanuary23rd,lunarJanuary1st,2012.
S10:It’sFebruary6th,lunarJanuary15th,2012.
(告诉学生这些日期都是一些节日,然后请学生说出这些节日的名称。)
T:Boysandgirls,doyouknowwhatdaysthesedatesare?
Ss:Somefestivals.
T:Yes.Theyaredatesofsomefestivals.Pleasesaythesefestivals.
S11:It’sTeachers’Day.
S12:圣诞节。
T:Yes.It’sChristmas.
S13:新年前夜。
T:Yes.It’sNewYear’sEve.
S14:春节。
T:Yes.It’sSpringFestival.
S15:元宵节。
T:Yes.It’sLanternFestival.Well,doyouknowwhatdayitisonNov.24th,2011?
(教师指导学生用万年历查找，得出结果，学生们一起说出答案。)
Ss:It’sThursday.
T:Yes,it’sthefourthThursdayinNovember.It’sThanksgiving,感恩节.
(教师板书节日名称,并领读生词。)

SpringFestivalTeachers’Day
ChristmasNewYear’sEve
ThanksgivingLanternFestival
Step2Presentation第二步呈现(时间:8分钟)
呈现1a,了解1a内容。
(教学生词：掌握dumpling,sweet,luck,riddle,pie；理解turkey;了解dragon,pumpkin。播放1a录音。让学生通过听力，了解各节日的名称、日期、特殊食物及其相关庆祝活动。教师用小黑板在课前准备好表格，请学生用关键词完成表格。)
(板书)
dumpling,sweet,luck,riddle,pie,turkey,dragon,pumpkin
T:Therearefourfestivals.Tocelebratethem,weeatsomespecialfoodsandtakepartinsomespecialactivities.Pleaselistento1acarefullyandcompletethetable.
FestivalDateFoodActivity
SpringFestivallunarJanuary1stdumplings
ChristmasturkeyandChristmascakes　giveeachotherpresents
LanternFestivallunarJanuary15th　
Thanksgiving　turkeyandpumpkinpie　familiesgettogetherforabig
　dinnertoeatturkeyandpumpkinpie
Step3Consolidation第三步巩固(时间:12分钟)
巩固1a,完成1b。
1.(再次播放1a录音,让学生跟读,注意新单词的读音。)
T:Pleaselistenagainandfollowthetape.Payattentiontothepronunciationofthenewwords.
2.(把全班分成4个小组，教师提问。采用竞争机制,看哪个小组回答问题最多,则该小组为优胜小组，从而让学生对节日的日期、食物及相关活动有更深记忆。完成1b。)
T:Iwilldivideyouintofourgroupsandaskyousomequestionsaboutthefestivals.Trytoanswerthequestions.Thegroupwhichanswersthemostquestionswillbethewinner.
T:WhenistheSpringFestival?
G1:It’sinJanuaryorFebruary/onlunarJanuary1st.
T:WhatfooddoChinesepeopleeatontheSpringFestival?
G2:Dumplings.
T:Howdopeoplecelebrateit?
G3:Performlionanddragondances.
T:…
G4:…
…
(小组里的学生每答对一个问题,教师在下面表里为该组记上1分。)
Group1234
Point
3.(让学生根据小黑板上Step2的表格内容,复述每个节日。)
T:Now,pleasetellmehowpeoplecelebratethosefestivalsaccordingtotheformontheblackboard.
S1:TheSpringFestivalisinJanuaryorFebruary.Peopleeatdumplingsandperformlionanddragondances.
S2:ChristmasisonDecember25th.Peoplegiveeachotherpresents.
S3:ThanksgivingisonthefourthThursdayinNovember.Familiesgettogetherforabigdinner.Peopleeatturkeyandpumpkinpie.
S4:TheLanternFestivalisonlunarJanuary15th.Peopleeatsweetdumplings.Peoplewatchlanternshowsandguessriddlesonlanterns.
4.(小组讨论。让学生四人一组讨论1b中的问题，然后各组派代表汇报。)
T:Now,let’sdiscussthequestionsof1bingroupsof4.3minuteslater,we’llasktherepresentativetoreporthisidea.Begin,please.
5.(让学生说出以上节日还有什么其他的庆祝方式,拓展学生思维能力。)
T:WeeatdumplingsandperformlionanddragondancestocelebratetheSpringFestival.Wecaneatotherthingsonthisday.Andwecanalsocelebrateinotherways.Forexample,weeatredeggs,riceandnoodles.Andwewearnewclothes.PleasetellmesomeotherwaystocelebratetheSpringFestival.
S5:Weeatoranges.
S6:Weeatricecakes.
S7:Wevisitfriends.
…
T:Howaboutsomeotherfestivals?
S8:SingChristmassongsatChristmas.
S9:Sendcards.
…
Step4Practice第四步练习(时间:8分钟)
练习并完成2。掌握not…until,believe,full,moon；理解midnight,Easter,fool,Mid-autumn,mooncake。

1.(播放2录音,让学生将所听到的内容填到空格上。)
T:Pleaseopenyourbookstopage94,listenandfillintheblanksin2.
2.(核对答案,再次播放录音,并让学生跟读。)
T:Pleasechecktheanswers,thenlistentothetapeagainandfollowit.
3.(让学生补充教学1a时用到的表格。)
T:Pleasecontinuetocompletethetablewithnewcontents.
4.(检查学生是否能记住所学到的节日名称。采取游戏机制,将全班分成4小组,每组的第一个学生只说一个节日名称,之后的学生必须重复前面的节日名称,并且再说一个新节日的名称,依次类推。哪一组在最短时间内说全10个节日，该组则为优胜组。)
T:Pleasesaythenamesoffestivals.Workinfourgroups.Thefirststudentsaysaname.Thefollowingstudentmustrepeatthenamesthathavebeensaid,andaddanewone.Thegroupusingtheshortesttimetosaytennameswillbethewinner.
Group1:
S1:SpringFestival.
S2:SpringFestival,Christmas.
S3:SpringFestival,Christmas,…
…
5.(检查学生是否能记住节日的准确日期。教师说日期,让学生说出节日名称；或教师说出节日名称,学生说出日期。)
T:WhenisTeachers’Day?
Ss:OnSeptember10th.
T:WhatfestivalisitonApril1st?
Ss:AprilFool’sDay.
…
Step5Project第五步综合探究活动(时间:9分钟)
通过活动，让学生加深对本节课所学习的各种节日的记忆和理解。
1.(找朋友。教师在课前准备好若干小纸条。纸条内容分为四类。第一类注明节日名称，第二类注明节日的日期包括农历和公历，第三类注明节日里的主要食物，第四类注明节日里的主要活动。)
活动步骤：1.教师将准备好的小纸条分别放在四个小纸盒里，并在盒外标上名称、日期、食物、活动，将小纸盒放在讲台上。
2.教师把学生分为四个小组，根据所准备的节日数目，让第一小组以最快的速度抽取纸条，每人读出节日名称，然后按节日时间顺序排好队。（一共有几个节日，就选几名同学参加，以下同。）
3.第二小组的同学为该节日搭配日期。
4.第三小组的同学为该节日搭配食物。
5.第四小组的同学为该节日搭配活动。
(活动完成后，每个小组选出一名同学朗读，表现最好的小组为获胜组。获胜组的每位成员可获得教师在课前准备好的适合不同节日的小礼物，以此来肯定学生的成绩、让学生有成就感，激发学生学习英语的兴趣，培养学生的参与意识。)
注：此活动可循环进行。
2.(让学生进行一个采访活动,调查每名学生最喜欢的节日。)
T:Pleasemakeasurveyaboutyourfavoritefestivalandcompletethetable.
NameFavoritefestivalWhy
S1:What’syourfavoritefestival?
S2:Christmas.
S1:Why?
S2:Ilikepresents.AndIcansendcardstomyfriends.
…
3.(家庭作业。)
(参考1b中的相关问题，让学生搜集当地节日的有关信息。)
T:Collectinformationaboutinterestingfestivalsinourlocalarea.
SectionB
SectionBneeds1~2periods.SectionB需用1~2课时。
Themainactivitiesare1aand2a.本课重点活动是1a和2a。
Ⅰ.Aimsanddemands目标要求
1.Learnsomenewwordsandphrases:
important,prepare,church,putup,open,gift,grape
2.(1)Talkaboutfestivals.
It(Christmas)isonDecember25th.
OnChristmasEve,thenightofDecember24th,familiesoftengotochurchandsing
Christmassongs.
　(2)Talkaboutcustomsandculture.
Childrenputupstockingsbythefireplacesorattheendoftheirbedsbeforetheygotobed.
SomeJewishpeopleeatappleswithhoneyforasweetnewyear.
3.Expresswishesandcongratulations.
　MerryChristmas!
　HappyNewYear!
Ⅱ.Teachingaids教具
录音机/日历/图片
Ⅲ.Five-fingerTeachingPlan五指教学方案
Step1Review第一步复习(时间:5分钟)
复习节日名称。巩固有关节日内容的知识。
1.(复习节日名称。)
T:Therearealotoffestivalsintheworld.Canyounamethem?
Ss:SpringFestival,Mid-autumnFestival,...
2.(让学生说出节日及其日期。全班分4组,采用竞争机制,看哪一组说得最多,用时最短。小组里的每一名学生只能说出一个节日,后面的学生不能重复前面说过的。教师在下面表里记录下所用时间。)
Group1234
Time
T:Iwilldivideyouintofourgroups.Pleaselistthenamesanddatesofthefestivals.Everystudentcansayonlyonefestivalanditsdate.Thefollowingstudentscannotrepeatthenamesthathavebeensaid.Thegroupwhichsaysthemostfestivalsintheshortesttimewillbethewinner.
S1:SpringFestival,inJanuaryorFebruary.
S2:AprilFool’sDay,April1st.
…
Step2Presentation第二步呈现(时间:12分钟)
呈现1a,初步了解课文。
1.(展示一幅日历,呈现圣诞节。)
××年
　12月25日
T:What’sthedate?
Ss:It’sDecember25th.
T:Whatfestivalisit?
Ss:It’sChristmas.
T:Yes.It’sthemostimportantfestivalinmanycountries.WhatdoyouknowaboutChristmas?
Ss:…
T:DoyoulikeChristmas?
Ss:…
T:Why?
Ss:…
(展示圣诞节的相关图片,呈现部分关键词汇。)

(1)(2)(3)
T:IhavesomebeautifulpicturesaboutChristmas.Doyouwanttohavealook?
Ss:Yes,wedo.
T:OK.Let’slookatPicture1first.It’saChristmastree,whatcanyouseeinthetree?
Ss:Lights,balls,stars…
T:Yes.BeforeChristmasDay,peoplearebusypreparingforit.TheydecorateChristmastreeswithlights,colorfulballs,starsandsoon.
LookatPicture2.Whatcanyouseeattheendofthebed?
Ss:Stockings,presents.
T:Yes.OnChristmasEve,childrenputupstockingsbythefireplacesorattheendoftheir
　bedsbeforetheygotobed.TheythinkSantaClauswillfillthestockingswithpresents,soonthemorningofChristmasDay,childrenalwaysgetupveryearlyandopenthestockings.
LookatPicture3.Familiesarehavingabigget-togetherwithaspecialdinner.
(板书并讲解画线部分生词和短语。)
themostimportant,prepare,decorate,colorful,putup,stocking,fireplace,open,get-together
2.(让学生听1a录音两遍，回答人们在圣诞节期间的活动。)
T:Pleaselistento1atwice,andcompletethetable.
TimeActivity
BeforeChristmasDay
OnChristmasEve
OnChristmasDay
(核对答案。)
T:WhatdopeopledobeforeChristmasDay?
Ss:Goshopping,cleanhouses,giveChristmascardstotheirfriendsanddecorateChristmastrees.
T:WhatdopeopledoonChristmasEve?
Ss:FamiliesoftengotochurchandsingChristmassongs.Childrenputupstockingsbythefireplacesorattheendoftheirbeds.
T:OnChristmasDay?
Ss:Childrenopenthepresentsinthestockings;everyonegivesgiftstoeachother;familieshaveabigget-togetherwithaspecialdinner.Theygreeteachotherandsay,“MerryChristmas!”
(板书并讲解画线部分生词和短语。)
gift,greet,MerryChristmas
Step3Consolidation第三步巩固(时间:10分钟)
巩固1a,进一步理解并掌握课文内容。
1.(再次播放1a录音,让学生跟读,并圈出短文中的关键词。)
T:Pleaselistentothetapeagainandfollowit.Circlethekeywords.
(几分钟后,板书关键词。)
important—Dec.25th—preparing—decorate—church—
stockings—open—give—get-together—dinner—greet
2.(让学生根据关键词分段复述短文。)
T:Pleasetrytoretellthestorywiththekeywords.
S1:Christmasisthemostimportantfestivalinmanycountries.ItisonDecember25th…
S2:OnChristmasEve,familiesoftengotochurch…
…
Step4Practice第四步练习(时间:10分钟)
练习并完成1b,2a和2b。
1.(完成1b。)
T:Workaloneplease.Readthepassagein1aagainandcompletethetablein1bwith“√”or“×”.
　(核对答案。)
T:Now,let’schecktheanswers.
Christmasactivity
decorateChristmastrees√
playgameswithapples×
giveneighborssweets×
giveeachotherpresents√
singChristmassongs√
putupstockingsattheendoftheirbeds√
2.(让学生明白不同地区的人以不同的方式,吃不同的食物来庆祝新年。)
T:Tocelebratethenewyear,peopleindifferentareasusedifferentways.Westernpeoplehaveparties.Chinesepeopleperformlionanddragondances.Andpeoplealsoeatdifferentfoods.
(看书中2a部分的图。教师提问学生图中食物的名称，掌握grape；理解Spain,honey。)
T:Lookat2a,thesearemanyfoodspeopleeatforthenewyear.WhataretheyinPicturea?
S1:Grapes.
T:What’sitinPictureb?
S2:It’saturkey.
T:WhataretheyinPicturec?
S3:Oranges.
T:What’sitinPictured?
S4:Pudding.
T:WhataretheyinPicturee?
S5:Applesandhoney.
T:What’sitinPicturef?
S6:It’saChristmascake.
(板书)
Spain,grape,honey
(让学生听2a录音,并做出正确选择。)
T:Listento2a,choosetherightpicturesoffoodsthatpeopleeatonNewYear’sDayorNewYear’sEve.
(核对答案。)
T:WhatdopeopleeatonNewYear’sDay?
Ss:Oranges,Picturec.
T:WhatdopeopleeatonNewYear’sEve?
Ss:Grapes,appleswithhoney,PictureaandPicturee.
3.(让学生再听录音,完成2b。)
T:Pleaselistentothetapeagainandcompletethesentencesin2b.
(核对答案。)
T:Let’schecktheanswers.Pleasereadthesentencesaloud.
S7:SomeChinesepeopleeatoranges.Theyareround,endandbeginagainlikeyears.
S8:InSpain,peopleeattwelvegrapesforgoodluckinthenewyear.
S9:SomeJewishpeopleeatappleswithhoneyforasweetnewyear.
Step5Project第五步综合探究活动(时间:8分钟)
通过活动,拓展思维。
1.(让学生将呈现的食物与节日联系起来。)
T:Boysandgirls,weallknow,ondifferentfestivals,weeatdifferentfoods.Pleasetellmewhenweeattherestfoodin2a,andsaysomethingaboutthefestival.Whendoweeatsweetdumplings?
Ss:OntheLanternFestival.Peoplewatchlanternshowsandguessriddlesonlanterns.
T:Whendopeopleeatturkey?
Ss:OnThanksgiving.Familiesgettogetherforabigdinner.It’sonthe4thThursdayinNovember.
T:Mooncakes?
Ss:OntheMid-autumnFestival…
…
2.(让学生补充说出某些节日还可以吃些什么特殊食物。)
T:WeusuallyeatmooncakesontheMid-autumnFestival.Whatelsedoweeat?
Ss:Youzi,nuts…
T:WhatdopeopleeatfortheSpringFestival?
Ss:Dumplings,oranges…
…
3.(让学生选择一个特别的节日,并说明如何庆祝。)
T:Therearealotoffestivals.Now,pleasechooseaspecialfestival.Andcompletethetable.
FestivalnameDateHowtocelebrate
4.(家庭作业。)
(让学生到图书馆或网上搜寻更多的关于不同国家、地区的人们为迎接新年而吃的不同食物的相关资料,以扩大视野,增强文化意识。)
T:Let’sgettoknowmoreaboutdifferentfoodstowelcomethenewyearindifferentcountriesorareas.YoucansearchontheInternetorinthelibrary.
Ⅳ.疑点探究
春节吃橘子，象征一年圆圆满满，也象征吉祥。
SectionC
SectionCneeds1~2periods.SectionC需用1~2课时。
Themainactivitiesare1aand2a.本课重点活动是1a和2a。
Ⅰ.Aimsanddemands目标要求
1.Learnsomenewwordsandphrases:
　start,whole,stayup,knockon/at,shout,trickortreat
2.Talkaboutcustomsandculture.
　Peoplestayupandenjoydumplingsatmidnightforgoodluck.
　Onthefirstdayofthelunarnewyear,childrengreettheirparentsandgetluckymoneyfromthem.
Ⅱ.Teachingaids教具
录音机/歌曲磁带/图片/卡片
Ⅲ.Five-fingerTeachingPlan五指教学方案
Step1Review第一步复习(时间:7分钟)
复习节日名称。引入春节主题。
1.(要求学生分别说出中国与西方节日的名称并复习巩固。)
T:Boysandgirls,weknowtherearealotoffestivalsintheworld.SomefestivalsarecelebratedinChina,whilesomefestivalsarecelebratedinwesterncountries.Canyoutellmewhatfestivalsarecelebratedinwesterncountries?
Ss:AprilFool’sDay,Easter,Halloween,Christmas…
T:WhatfestivalsarecelebratedinChina?
Ss:LanternFestival,Mid-autumnFestival…
2.(复习圣诞节的庆祝方式。)
T:Christmasisthemostimportantfestivalinwesterncountries.WhatdopeopledobeforeChristmas?Howdopeoplecelebrateit?
S1:TheygiveChristmascardstotheirfriendsanddecorateChristmastrees.
T:WhatdopeopledoonChristmasEve?
S2:Gotochurch,andputupstockings.
T:WhatdopeopledoonChristmas?
S3:Childrenopenthepresentsinthestockingsandgivegiftstoeachother.
3.(讨论春节前后人们的活动,呈现本课关于春节的主题。)
T:Weknow,SpringFestivalisourimportantfestival.Pleaseworkingroups,haveadiscussionandcompletethetable.
BeforetheSpringFestivalOntheEveOnthefirstday
goshopping
…haveabigdinner,watchTV
…visitfriends
…
(向学生询问讨论结果。)
T:WhatdopeopledobeforetheSpringFestival?
S4:Peoplegoshopping.
S5:…
…
(通过交流，呈现本课生词和短语。)
(板书并讲解生词和短语。)
start,whole,stayup
Step2Presentation第二步呈现(时间:7分钟)
呈现1a,了解课文主要内容。
1.(让学生阅读短文,并在短文中画出描述春节活动的句子。)
T:Justnow,wediscussedhowpeoplecelebratetheSpringFestival.Nowpleasereadthe
passagein1a,andunderlinethesentencesaboutthemainactivitiesoftheSpringFestival.
2.(教师在课前准备好与春节活动相匹配的图片。让学生根据短文内容，说出该图片所展示的是哪项春节活动。)

(请学生在教师所展示的图片下写出描述春节活动的句子，完成1a。)
(按图片的顺序依次核对答案。)
Preparedeliciousfood.
Cleananddecoratetheirhouses.
Gettogetherforabigdinner.
Stayupandenjoydumplings.
Greettheirparentsandgetluckymoney.
Step3Consolidation第三步巩固(时间:9分钟)
巩固1a,完成1b。
1.(播放1a录音,让学生跟读。)
T:Pleaselistento1aandrepeatit.
2.(要求学生利用春节的主要活动复述1a，可以适当发挥想象。)
　T:Now,pleasetrytoretellthepassagewiththemainactivitiesandsomethingelseyouknow.
　S1:BeforetheSpringFestival…
　S2:…
3.(要求学生独立完成1b。)
T:WeknowtherearealotofdifferencesbetweentheSpringFestivalandChristmas.Nowpleasefindthedifferencesandcompletethetablein1b.
(核对答案。)
T:WhenaretheSpringFestivalandChristmas?
S3:TheSpringFestivalisinJanuaryorFebruary.
ChristmasDayisonDecember25th.
T:WhatdoweusuallydoontheSpringFestival?
S4:Eatdumplingsandperformlionanddragondances.
T:WhatarethemainactivitiesaboutChristmas?
S5:DecorateaChristmastree,putupstockingsandgiveeachothergifts.
T:WhataretheSpringFestival’sgifts?
S6:Greetingcardsandluckymoney.
T:AndChristmasDay’sgifts?
S7:GreetingcardsandChristmaspresents.
T:WhataretheSpringFestival’sfoods?
S8:Dumplings.
T:ChristmasDay’s?
S9:TurkeyandChristmascakes.
Step4Practice第四步练习(时间:12分钟)
完成2a,2b。
1.(让学生完成2a的练习。)
T:YesterdaywasHalloween.Juliahadawonderfultimewithherfriends.ThenshewrotealettertoKangkang.Hereareseveralnewwordsandphrases.Let’slearnthem.
(板书并讲解生词。)
knockon/at,shout,trickortreat
T:Nowreadtheletterandfillintheblanksin2a.
　(让学生将答案写在黑板上。)
T:Who’dliketowriteyouranswersontheblackboard?
was,had,wore,gave,didn’tplay,tell
(让学生观察,判断以上动词用的是什么形式。)
T:Thesewordsareverbs.Whatformoftheseverbsdoweuse?
Ss:Simplepastform.
T:Yes,weusethepastformoftheverbsexceptthelastone.
(让学生找出短文中出现的其他动词过去式。)
T:Pleasefindoutmoreverbsinthesimplepastformintheletter,andcirclethem.
(让学生说出所找到的动词过去式。)
T:Pleasetelluswhatyouhavefound.
(要求学生说出自己所知道的动词及其过去式。)
T:Canyousaysomemoreverbsandtheirpastformsthatwehavelearned?
S1:Sing—sang.
S2:Buy—bought.
…
(总结归纳动词过去式的五种变化规律，以加深学生对这部分内容的印象。)
2.(结对活动。两人一组，互相介绍万圣节的习俗。)
T:Workinpairs.PleaseintroduceHalloweentoyourpartner.
T:S3andS4,telltheclasswhatyouknowaboutHalloween.
S3:WhenisHalloween?
S4:It’sonOctober31st.
T:Verygood.S5andS6,tryyours.
S5:Howdotheycelebrateit?
S6:Childrenplay“Trickortreat!”ontheirneighbors.
…
3.(要求学生以康康的名义回信,告诉朱丽娅一个难忘的节日。完成2b。)
T:SupposethatyouwereKangkang.WouldyouliketowritealetterbacktoJuliaaboutoneofyourunforgettablefestivals?
Ss:Yes,we’dloveto.
(给学生两分钟时间准备，然后找同学朗读自己的信。)
T:Who’dliketoreadyourletter?
S7:DearJulia,thankyouforyourletter.TheLanternfestivalofthisyearisoneofmyunforgettablefestivals…
S8:…
…
Step5Project第五步综合探究活动(时间:10分钟)
通过活动,巩固加深对节日的理解和记忆。
1.(学唱JingleBells,播放录音让学生跟唱。)
T:Todaywe’llsingasongnamedJingleBells.Listenandsingafterthetape.
2.(让学生根据歌曲猜测节日名称。)
T:PleaselistentothesongJingleBellsagain.(再次播放录音。)Canyoutellmewhatfestivalthissongisfor?
Ss:Christmas.
T:Therearealotofsongsfordifferentfestivals.Now,I’llsingsomesongs.Pleasetellmewhatfestivalsthesesongsarefor.
(教师唱歌。)
T:(唱)今天是你的生日,我的中国。清晨我放飞一群白鸽,……。Whatfestivalisthissongfor?
Ss:NationalDay.
T:(唱)恭喜恭喜恭喜你,每条大街小巷,每个人的脸上……。
Ss:SpringFestival.
T:(唱)十五的月亮,照在家乡照在边关……。Whatfestivalisitfor?
Ss:Mid-autumnFestival.
…
3.(是或不是。YesorNo.)
(1)准备。教师事先准备四张卡片，每张卡片上写上10个句子。其中有的句子的内容是真实的，有的则不符合事实。
(2)将学生分为四个组。
(3)先从第一组中选出一名学生上台抽出一张卡片，并让该生读出卡片上的每个句子，每句读两遍。本组其他同学必须大声打断那位同学读句，并根据真实情况分别说出Yes或No。若回答正确，则加一分；若回答错误，则不给分；若该句第二遍读完之后该组还没人回答，这时教师用双手击掌，其他三组学生开始抢答。第一个抢答正确者为所在的组赢得一分。第一句回答完毕，接着读第二句、第三句、第四句……
(4)待每组都读完10句后，统计各组得分，分数最高的组为优胜组。
注：①卡片上的句子内容可涉及本话题所涉及到的所有节日。
②如果学生具有较高的英语水平，可采用分组对抗形式。一组学生现场说一个句子，另一组学生判断正误。内容可涉及到课本上没有提到的中国其他传统节日或有地方特色的节日。这样可以激发学生的求知欲。
(下面提供一些句子，供游戏使用。根据事实判断句子的正误。)
1.TheSpringFestivalusuallycomesinJanuaryorFebruary.
2.ChinesepeopleusuallyeatnoodlesontheSpringFestival.
3.OntheLanternFestival,peopleeatsweetdumplingsforlonglife.
4.PeopleofteneatturkeyandChristmascakesonChristmas.
5.ManypeopleeatturkeyandpumpkinpieonThanksgiving.
6.OntheMid-autumnFestival,peopleeatdumplingsandenjoythebrightfullmoon.
7.ChristmasisonDecember24th.
8.SomeChinesepeopleeatapplesontheSpringFestival.Theyareround,likeyears.
9.InSpain,peopleeattwelvegrapesforgoodluckinthenewyear.
10.SomeJewishpeopleeatappleswithhoneyforasweetnewyear.
4.(家庭作业。)
(让学生在课后搜集不同地区的人民庆祝春节的不同方式。)
T:PleasecollectsomewaystocelebratetheSpringFestivalindifferentareasofChina.
SectionD
SectionDneeds1period.SectionD需用1课时。
Themainactivitiesare1and5.本课重点活动是1和5。
Ⅰ.Aimsanddemands目标要求
1.Learnsomenewwordsandphrases:
InternationalLaborDay,DragonBoatFestival,hold,race,NationalDay,thePRC,capital,flag,burn,god
2.(1)Talkaboutholidaysandfestivals.
OneofthemisInternationalLaborDay,thatisMayDay.It’sonMay1st.Peopleenjoyaone-dayholiday.
TheDragonBoatFestivalisonlunarMay5th.
October1stistheNationalDayofthePRC.
(2)Talkaboutcustomsandculture.
Onthisday,peopleholddragonboatracesinmanyplacesandeatricedumplingstorememberQuYuan.
ThewholecountrycelebratesthebirthdayofChinaonthisday.
BeforeChineseNewYear,manyChinesefamiliesburntheoldpictureofZaoShen,thekitchengod,togetgoodluck.
Ⅱ.Teachingaids教具
录音机/图片
Ⅲ.Five-fingerTeachingPlan五指教学方案
Step1Review第一步复习(时间:7分钟)
通过唱歌,复习节日名称。引入1。
1.(复习JingleBells,以小组形式竞赛。)
T:CanyousingJingleBells?
Ss:Yes.
T:WhatfestivalisJingleBellsfor?
Ss:Christmas.
T:OK.Pleasesingthesongingroups.Iwanttoseewhichgroupsingsbest.
G1:(唱)Dashingthroughthesnow,…
…
T:GroupXsingsbest.Congratulations.
2.(呈现本课学习的中国节假日。并教学生词。)
T:TherearealotoftraditionalfestivalsinChina.Forexample,SpringFestival,LanternFestival…Now,listentome,I’lldescribeanotherfestival.Pleasetellmewhatfestivalitis.Onthatday,peopleholddragonboatraces,eatricedumplings.Whatfestivalisit?
Ss:DragonBoatFestival.
T:Whenisit?
Ss:It’sonlunarMay5th.
T:TheDragonBoatFestivalisaChinesetraditionalfestival.Nowwehavesomenewholidays,andwhentheycome,wecanhaveaone-dayorathree-dayholiday.Whatarethey?
Ss:MayDayandNationalDay.
T:WhenisMayDay?
Ss:OnMay1st.
T:Yes,wecanalsocallitInternationalLaborDay.
Ss:OnNationalDay,wehopetogotoBeijing,thecapital,towatchthenationalflaggoup.
T:WhenisNationalDay?
Ss:OnOctober1st.
(板书并讲解画线生词和短语。)
hold,race,DragonBoatFestival,NationalDay,InternationalLaborDay,capital,flag
Step2Presentation第二步呈现(时间:11分钟)
通过总结本话题所学的节日和对应的庆祝活动，呈现4和1。
1.T:Wehavelearnedalotoffestivalsandactivities,andweknoweachfestivalhasaspecialcelebratingactivity.Forexample,onThanksgiving,peopleeatturkeyandpumpkinpie.OnChristmas,peoplesendChristmascards.Boysandgirls,pleaselookat4andtelluswhatpeopledoonotherfestivals?
　S1:PeopleenjoyabrightfullmoonontheMid-autumnFestival.
S2:Childrenknockontheirneighbors’doorsandshout“Trickortreat!”onHalloween.
S3:PeopleeatsweetdumplingsforgoodluckontheLanternFestival.
S4:PeoplemakecolorfuleggstocelebrateEaster.
S5:ChildrengetluckymoneyasnewyeargiftsonthefirstdayoftheSpringFestival.
S6:ChinesepeoplecelebratethebirthdayofChinaonNationalDay.
PeopleplaytricksonothersonAprilFool’sDay.
Peopleenjoyaone-dayholidayontheDragonBoatFestival.
T:OK,verygood!
(播放4录音，让学生跟读。)
T:Listento4andrepeatit.
2.(阅读短文，了解更多有关节日的信息。完成1。)
　T:Good!Doyouwanttoknowmoreaboutsomefestivals?
Ss:Yes.
　(1)(让学生阅读1中的课文,并将节假日的相关信息填入表格。)
T:Pleasereadthepassagein1.Findouttheinformationaboutholidaysandfestivals,thencompletethetable.
　(2)(核对答案。)
T:Nowlet’schecktheanswers.Whatistheholidayinthefirstparagraph?
Ss:InternationalLaborDay.
T:Whenisit?
Ss:OnMay1st.
T:Howdopeoplecelebrate?
Ss:Goshoppingortraveling.
…
HolidayorfestivalDateActivity
International
LaborDayMay1stgoshoppingortraveling
DragonBoatFestivallunarMay5thholddragonboatraces,eatricedumplings
torememberQuYuan
NationalDayOctober1stwatchthenationalflaggoup
Step3Consolidation第三步巩固(时间:7分钟)
巩固1。学会复述节日活动。
1.(播放1录音,让学生跟读。)
T:Listento1andrepeatit.
2.(让学生根据表格内容,描述节日。)
T:Pleasetrytodescribetheholidaysorfestivalsaccordingtothetable.
S1:MayDayisonMay1st.Peopleoftengoshoppingortraveling.
S2:TheDragonBoatFestivalisonlunarMay5th.Peopleholddragonboatracesandeatricedumplings.
S3:NationalDayisonOctober1st.Peoplewatchthenationalflaggoup.
3.(让学生谈论1中节日的活动或相关故事。)
T:Nowtalkaboutactivitiesorstoriesaboutthefestivalsmentionedin1.
S4:Wehaveaone-dayholidayonMayDay.Weoftengoshoppingortraveling.
S5:Wehaveathree-dayholidayonNationalDay.Weenjoywatchingthenationalflaggoup.
S6:AsQuYuanwassolovedbypeople,thefishermeninhishometownrushedoutinlongboatswhentheyheardofhisdeath,playingthedrumstoscarethefishaway,andthrowingZongzi,akindofricedumpling,intowatertofeedthefishsothattheywouldnoteatQuYuan’sbody.
…
Step4Practice第四步练习(时间:10分钟)
通过练习,完成2,3。
1.(听2录音，完成2。根据听到的内容，给图片标上正确的序号。)
T:Boysandgirls.Herearesomebeautifulpictures,canyoutellmewhattheyareabout?
(展示2中的图片。)
Ss:Yes.Theyareaboutdifferentfestivals.
T:Good.Pleaselistentothetapeandnumberthepicturesintherightorderyouhear.
(核对答案。)
T:What’stherightorder?
Ss:5—2—3—1—4.
2.(告诉学生春节还有其他很多活动。让学生阅读3的节日描写范文,并向伙伴介绍其中的风俗习惯。)
T:PeopledodifferentactivitiestocelebratetheSpringFestivalindifferentareas.Pleasereadthepassagein3andfindoutthecustomsaboutthefestival.
(问学生文中所介绍的风俗。)
Ss:BeforeChineseNewYear,peopleburntheoldpictureofthekitchengod.WhenNewYear’sDaycomes,theyputupanewoneonthewall.
(让学生写短文，然后朗读自己的短文。)
T:Canyouwriteashortpassageaboutanotherfestivallike3?
(几分钟后。)
T:Nowpleasereadyourcompositionaloud.
S1:BeforetheMid-autumnFestival,peoplebuymooncakes,youziandnuts.Onthatday,peoplegettogetherforabigdinner.Afterdinner,peopleputmooncakesandnutsonthedeskintheopenairandenjoythefullmoon,tellingthestoryaboutChang’e,Wugangandthewhiterabbit.
S2:…
…
Step5Project第五步综合探究活动(时间:10分钟)
通过活动,培养学生的语言表达能力。
1.(让学生根据5中表格内容要求，在全班同学中自由采访，完成表格。活动中，尽可能使用英语。)
T:Boysandgirls,wewrotealotofcompositionsaboutdifferentfestivalsjustnow.Nowlet’smakeasurveyaboutyourclassmates’favouritefestivals.Supposeyouareajournalist,pleaseinterviewyourclassmatesaccordingtothetablein5.TryyourbesttospeakEnglishduringtheinterview.Let’sseewhocandobestwithin6minutes.
2.(家庭作业。)
　(让学生根据调查结果写一篇短文，下节课选两名学生向全班汇报。)
T:Writeapassageaccordingtotheresultsofyoursurvey.NextclassI’llasktwostudentstoreporttotheclass.附录：课堂教学用语
1.上课(Beginningaclass)
　(1)Let’sstartnow./Let’sbeginourclass/lesson.
　(2)Standup,please.
　(3)Sitdown,please.
2.问候(Greeting)
　(4)Hello,boysandgirls/children.
　(5)Goodmorning,class/everyone/everybody/children/boysandgirls.
　(6)Goodafternoon,class/everyone/everybody/children/boysandgirls.
　(7)Howareyoutoday?
3.考勤(Checkingattendance)
　(8)Who’sondutytoday?/Who’shelpingthismorning/today?
　(9)Iseveryone/everybodyhere/present?
　(10)Isanyoneaway？/Isanybodyaway？
　(11)Isanyoneabsent?/Isanybodyabsent?
　(12)Who’sabsent?/Who’saway?
　(13)Whereishe/she?
　(14)Trytobeontime./Don’tbelatenexttime.
　(15)Gobacktoyourseat,please.
　(16)Whatdayisittoday?
　(17)What’sthedatetoday?
　(18)What’stheweatherliketoday?
　(19)What’sitlikeoutside?
4.宣布(Announcing)
　(20)Let’sstartworking./Let’sbegin/startanewlesson./Let’sbegin/startourlesson.
　(21)First,let’sreview/dosomereview.
　(22)Whatdidwelearninthelastlesson?
　(23)Whocantell/rememberwhatwedidinthelastlesson/yesterday?
　(24)Nowwe’regoingtodosomethingnew/different./Nowlet’slearnsomethingnew.
　(25)Wehavesomenewwords/sentences.
5.提起注意(Directingattention)
　(26)Ready?/Areyouready?
　(27)Didyougetthere?/Doyouunderstand?
　(28)Isthatclear?
　(29)Anyvolunteers?
　(30)Doyouknowwhattodo?
　(31)Bequiet,please./Quiet,please.
　(32)Listen,please.
　(33)Listencarefully,please.
　(34)Listentothetape.
　(35)Lookcarefully,please.
　(36)Lookhere.
　(37)Watchcarefully.
　(38)Areyouwatching?
　(39)Pleaselookattheblackboard/picture/map…
　(40)Payattentiontoyourspelling/pronunciation…
6.课堂活动(Classactivities)
(41)Start！/Startnow.
(42)Everybodytogether./Alltogether.
(43)Practiceinagroup./Practiceingroups./Ingroups,please.
(44)Getintogroupsofthree/four…
(45)Everybodyfindsapartner/friend.
(46)Inpairs,please.
(47)Oneatatime./Let’sdoitonebyone.
(48)Nowyou,please./Yourturn(Student’sname).
(49)Next,please.Nowyoudothesame,please.
(50)Let’sact./Let’sactout/dothedialogue.
(51)WhowantstobeA?
(52)Practicethedialogue,please.
(53)NowTomwillbeA,andtheotherswillbeB.
(54)Pleasetake(play)thepartof…
(55)Whoseturnisit?
(56)It’syourturn.
(57)Waitforyourturn,please.
(58)Standinline./Lineup.
(59)Onebyone./Oneatatime,please.
(60)Intwos./Inpairs.
(61)Don’tspeakout.
(62)Turnaround.
7.请求(Request)
(63)Couldyoupleasetryitagain?
(64)Couldyoupleasetrythenextone?
(65)Willyoupleasehelpme?
8.鼓励(Encouraging)
(66)Canyoutry?
(67)Try,please.
(68)Tryyourbest./Doyourbest.
(69)Thinkitoverandtryagain.
(70)Don’tbeafraid/shy.
9.指令(Issuingacommand)
(71)Say/Readafterme,please.
(72)Followme,please.
(73)DowhatIdo.
(74)Repeat,please./Repeatafterme.
(75)Oncemore,please./Onemoretime,please.
(76)Comehere,please.
(77)Pleasecometothefront./Comeupandwriteitontheblackboard/chalkboard.
(78)Comeandwriteitontheblackboard.
(79)Pleasegobacktoyourseat.
(80)InEnglish,please.
(81)Putyourhandsup,please./Raiseyourhands,please.
(82)Putyourhandsdown,please./Handsdown,please.
(83)Sayit/WriteitinChinese/English.
(84)Pleasetakeoutyourbooks.
(85)Pleaseopenyourbooksatpage…/Findpage…/Turntopage…
(86)Pleaseanswerthequestion/questions./Pleaseanswermyquestion(s).
(87)Pleasereadthisletter/word/sentenceoutloud./Pleasereadoutthisletter/word/sentence.
(88)Pleasestopnow./Stopnow,please./Stophere,please.
(89)Cleanupyourdesk/theclassroom,please.
(90)It’sclean-uptime./Tidyupyourdesk/theclassroom.
(91)Putyourthingsaway./Cleanoffyourdesk./Pickupthescraps.
(92)Cleantheblackboard.
(93)Pluginthetape-recorder,please.
(94)Putthetape-recorderaway.
(95)Putthetapeinitsbox/cassette.
(96)Listenandrepeat.
(97)Lookandlisten.
(98)Repeatafterme.
(99)Followthewords.
(100)Fast./Quickly!/Bequick,please.
(101)Hurry!/Hurryup,please.
(102)Slowdown,please.
(103)Slowly.
(104)Bringmesomechalk,please.
10.禁止和警告(Prohibitionandwarning)
(105)Stoptalking./Stoptalkingnow,please.
(106)Don’ttalk./Everybodyquiet,please.
(107)Don’tbesilly.
(108)Settledown.
11.评价(Assessment)
(109)Good,thankyou.
(110)Good!/Verygood./Goodjob./Goodwork./Goodexample.
(111)Agoodanswer./Nicework.
(112)Excellent./Great!/Welldone./Verygood./Ilikethewayyou…
(113)That’sinteresting!
(114)Don’tworryaboutit./Noproblem.
(115)OK!/That’sOK.
(116)Idon’tthinkso.
(117)That’snotquiteright,anyotheranswers?/That’sclose./That’salmostright.
(118)Notquite,cananyonehelphim/her?/Tryagain.
(119)Agoodtry.
12.布置作业(Settinghomework)
(120)Fortoday’shomework…
(121)Practiseafterclass./Practiseathome.
(122)Sayitoutloudbeforeyouwriteitdown.
(123)Copy/Print/Writeeachwordtwice.
(124)Remember(Memorize)thesewords/sentences.
(125)Learnthesewords/thesesentences/thistextbyheart.
(126)Doyourhomework./Dothenextlesson./Dothenewwork.
13.下课(Dismissingtheclass)
(127)Handinyourworkbooks,please.
(128)Timeisup.
(129)Thebellisringing.
(130)There’sthebell.
(131)Theregoesthebell.
(132)Let’sstophere.
(133)That’sallfortoday.
(134)Classisover.
(135)Goodbye./Bye./Seeyounexttime.

仁爱版初三英语上册全册教案1

老师会对课本中的主要教学内容整理到教案课件中，大家应该开始写教案课件了。我们制定教案课件工作计划，才能对工作更加有帮助！你们会写多少教案课件范文呢？为了让您在使用时更加简单方便，下面是小编整理的“仁爱版初三英语上册全册教案1”，仅供您在工作和学习中参考。

Unit1TheDevelopingWorld

Topic1Ourcountryhasdevelopedrapidly.

SectionA

Themainactivitiesare1aand2.本课重点活动是1a和2。

Ⅰ.Teachingaimsanddemands教学目标

1.Learnsomenewwordsandusefulexpressions:

cruel,proper,bytheway,bell,chairwoman,yet,grandson

2.Learnthepresentperfecttense:

Youhavejustcomebackfromyourhometown.

Wherehaveyoubeen,Jane?IhavebeentoMountHuangwithmyparents.

Bytheway,where’sMaria?ShehasgonetoCubatobeavolunteer…

3.Learnsomefunctionalsentences:

Ifeltsorryforthem.

Theregoesthebell.

Ⅱ.Teachingaids教具

录音机/童工图片/小黑板/多媒体图片或幻灯片/学生的旅游纪念照

Ⅲ.Five-fingerTeachingPlan五指教学方案

Step1Review第一步复习(时间:12分钟)

(通过教师询问暑期活动，导入话题，呈现现在完成时和部分生词。)

T:Listen!Thebellisringing.Let’sbeginourclass!(老师解释Thebellisringing等于Theregoesthebell，板书bell，要求学生掌握)

bell

Nicetoseeyouagain.Didyouenjoyyoursummerholidays?

Ss:Yes.

T:(问其中一学生)Hi,LiXueqing,wheredidyougoduringyoursummerholiday?

S1:Iwenttomygrandparents’home.

T:Whatdidyoudothere?

S1:Iwentfishing,swimmingandsoon.

T:WangXue,wheredidyougo?

S2:IwenttoWestLakewithmyfather.

T:Wow!WestLakeisabeautifulplace.Whatdidyoudothere?

S2:Ienjoyedthebeautifulscenery,tookphotosandboughtmanybeautifulcards.

T:LiYang,whataboutyou?

S3:Ihadtostayathometohelpmymotherwiththehousework.

T:Oh.Ifeelgladforwhatyoudid,andIthinkyou’reagoodgirl.You’rehelpful.S4,didyougotosummerclasses?

S4:Yes.Idid.IwenttoanEnglishtrainingschooltoimprovemyEnglish.IthinktheEnglishtrainingschoolisaniceplaceformetoimprovemyEnglish.

T:TheEnglishtrainingschoolisaproperplacetoimproveyourEnglish.

(板书生词，请学生猜汉语意思并领读，要求掌握。)

proper

Step2Presentation第二步呈现(时间:12分钟)

1.(创设对话情境。Mr.Smith组织Class2去野营。在校门口集合时发现Jim没来。对话呈现have/hasgoneto…，完成2。)

Smith:Hello!Everyone.Areweallhere?

Ss:No,Jimisn’there.

Smith:Doyouknowwhereheis?(教师帮助学生用hasgoneto和volunteer回答。)

Ss:Yes.HehasgonetoBeijingtobeavolunteerfortheOlympics.

(板书volunteer，让学生猜出意思。然后板书have/hasgoneto，解释并稍加操练。)

volunteer

have/hasgoneto…

(星期一Jim返回学校，Mr.Smith和Jim展开对话，呈现have/hasbeento…)

Jim:Goodmorning,Mr.Smith.

Smith:Goodmorning,Jim.YouhavejustcomebackfromBeijing.Howwasyourtrip?

Jim:Cool!AndIhavebeentomanyplacesofinterest.

(教师可用简笔画呈现have/hasbeento和have/hasgoneto，并讲解它们的区别。)

Hehasbeentoschool.

Hehasgonetoschool.

2.T:Mr.Smithandhisclasshadagoodtime.Bytheway,doyouknowwhatRita,JaneandKangkangdidduringtheholiday?

(板书bytheway，要求学生掌握)

bytheway

T:Now,listento1a.Kangkangandhisfriendsaretalkingabouttheirdifferentexperiences

duringtheirholidays.Payattentiontowhattheyhavedone.

(播放1a录音，注意文中主人公在暑假中的活动。)

T:From1a,weknowsomeonehasjustcomebackfromIndia.Whoisshe,SallyorRita?

(教师加重语气读hasjustcomeback。)

S1:Rita.

(学生若有疑问或答错，可再播放一遍录音。)

T:Yes.Youhavetherightanswer.RitahasbeentoherhometowninIndiainhersummerholiday.ButnowsheisinChina.WecansayshehasbeentoIndia.WherehasJanebeen?

S2:MountHuang.

(教师引导学生用现在完成时表达。)

T:Yes.ShehasbeentoMountHuang.WherehasKangkangbeen?

S3:HehasbeentoanEnglishtrainingschool.

3.(重放课文1a录音，核对答案，板书并领读生词cruel，要求学生掌握。)

T:Listentothetapeagain.Andthentalkaboutwhattheyhavedone.

(多媒体展示康康、简、丽塔和玛丽亚的图像和hasbeento。让学生再听一遍对话，教师引导学生用现在完成时说出四人分别在暑假中的活动。)

S4:Kangkanghasbeento…

Ritahasbeento…

Janehasbeento…

…

(教师展示印度童工图画。)

T:Theyareasoldasyou.Whatweretheydoing?

S4:Theywereworking.Theylookedsotiredandthin.

T:RitasawthemworkingforacruelbossinherhometowninIndia.Theycouldn’tgotoschool.Theylivedapoorlife.Ifeltsorryforthem.

(板书cruel，要求学生掌握)

cruel

Step3Consolidation第三步巩固(时间:10分钟)

1.T:Now,openyourbooks.Pleaseread1a.Andthenfillinthechartin1b,accordingto1a.

(学生读对话，也可以三人小组分角色读对话，教师巡视纠正学生发音。)

(学生独立完成1b的表格。教师检查学生所填内容，然后学生口头汇报，巩固现在完成时have/hasbeento这一基本句型。)

2.T:KangkanghasbeentoanEnglishtrainingschooltoimprovehisEnglish.RitahasbeentoIndia.Whataboutyou?Wherehaveyoubeen?Andwhatdidyoudo?Pleaseworkingroupstotalkaboutyoursummerholidays.

(学生三人一组进行问答。)

T:Whowilltrytoactitoutinfrontofclass?

(挑几组学生进行表演，并对学生进行适时指导和鼓励。)

Forexample:

S1:IhavebeentoWestLake.

S2:(指S1问S3)Wherehashe/shebeen?

S3:He/ShehasbeentoWestLake.

S2:(问S1)Whatdidyoudothere?

S1:Iwentboatingonthelake.

S2:(指S1问S3)Whatdidhe/shedothere?

S3:He/Shewentboatingthere.

(教师引导学生区别一般过去时与现在完成时。)

Step4Practice第四步练习(时间:6分钟)

1.(教师让学生两人一组，每人拿出提前准备好的照片或图片，操练现在完成时，并注意区别一般过去时和现在完成时，完成1c。)

A:Hi,B.Wherehaveyoubeen?

B:IhavebeentoShanghai.

A:Whendidyougothere?

B:Iwenttherethissummerholiday.

…

C:Hi,D.WherehasLucygone?

D:ShehasgonetoMountTai.

C:Whydidshegothere?

D:Becauseshewantedtoseethesunrisethere.

…

2.(根据呈现的have/hasbeento…和have/hasgoneto…，完成2。小组完成后可讨论答案，然后教师核对。在处理2时，讲解并要学生掌握chairwoman,yet和grandson，板书并领读。)

3.(缤纷小赛场。出示幻灯片或小黑板。)

(1)Myteachergaveusthepanswer.(首字母填空)

(2)Ialsowanttobeavforthe2008Olympics.(首字母填空)

(3)These(chairwoman)can’tagreewitheachother.(适当形式填空)

(4)—Hi,Michael.Howwasyourholiday?

—Wonderful!BecauseItomanyfamousmountains.(单项选择)

A.wentB.havebeenC.havegoneD.hasgone

(5)—Where’sJane,Maria?

—Sheherhometowntoseehergrandparents.(单项选择)

A.returntoB.hasgonetoC.hasbeentoD.havegoneto

Step5Project第五步综合探究活动(时间:5分钟)

1.(教师制作关于暑假活动的表格，让学生相互调查完成表格。)

NameWherehashe/shebeen?Whatdidhe/shedo?

…

…

2.Homework:Writeasurveyreport.

(课后根据本课内容，用过去式和现在完成时写一份暑假调查报告。内容包括：1.去了什么地方？2.做了什么事？)

板书设计：

Ourcountryhasdevelopedrapidly.

SectionA

properbythewayHowwasyourtrip?

volunteersee…doing—Wherehaveyoubeen,Jane?

Theregoesthebell.—Ihavebeento…

—Where’sJane?

—Shehasgoneto…

SectionB

Themainactivitiesare1a,1band2a.本课重点活动是1a,1b和2a。

Ⅰ.Teachingaimsanddemands教学目标

1.Learnsomenewwordsandexpressions:

social,learn…from…,shut,dig,granny,describe,indetail,education,develop,development

2.Learnthepresentperfecttenseandusefulsentences:

Haveyoueverfedthedisabledchildren?Yes,Ihave./No,Ihaven’t.

HasAnnever…?Yes,shehas./No,shehasn’t.

ThoughIhadnotimetotravel,…

Isthatso?

3.LearnaboutthedifferencesbetweentheChineseteenagers’livesinthepastandatpresent.

Ⅱ.Teachingaids教具

录音机/幻灯片/残疾儿童的照片/小黑板/《三毛流浪记》和《家有儿女》影片片断

Ⅲ.Five-fingerTeachingPlan五指教学方案

Step1Review第一步复习(时间:8分钟)

1.(通过师生问答复习现在完成时。)

T:Hi,Class.Let’splaythegame“QuickResponse”.

T:Wherehaveyoubeen,S1?

S1:IhavebeentoHongKong,andIhaveboughtmanythings.

.

.

.

T:WherehasS2gone?

S3:He/ShehasgonetoMr.Lee’soffice.

2.(教师出示一张吉姆的旅游照片，介绍他的假期经历，导入并教授生词。)

T:DoyouwanttoknowwhereJimhasbeenduringhissummerholiday?

Ss:Yes.

T:It’saphotoofhim.Letmedescribeitforyou.

(板书)

describe

T:HehasbeentoBeijingwithhisparents,grannyandlittlesister.

(板书)

granny

T:Hislittlesisterwentthereforfurthereducation.Herdreamistostudyabroad.Ihopeherdreamwillcometrue.Ithinksomeofyouwanttostudyabroad.AmIright?

(板书)

education

Ss:Yes,you’reright.

T:Soyoumuststudyhard.Withthedevelopmentofourcountry,mostofyouwillhaveachancetostudyabroad.

(板书，学生跟读熟悉单词，快速记忆。)

development,develop

Jimalsodidsomesocialactivities.(学习social，引入disabledchildren’shome。)

Step2Presentation第二步呈现(时间:10分钟)

1.(老师拿出一张残疾儿童之家的图片，导入现在完成时的一般疑问句。)

T:What’sthis?

Ss:It’sadisabledchildren’shome.

(理解单词disabled，板书并领读)

disabled

T:Haveyoueverbeenthere?

Ss:Yes,wehave./No,wehaven’t.(引导学生去回答)

T:Mariahasbeentoadisabledchildren’shome.DoyouwanttoknowwhatMariahasdonethere?

Ss:Certainly.

T:OK.Let’slistentothetapeandanswerthefollowingquestion.Whatdidshedotohelpthem?

(听1a录音回答问题，老师核对答案。)

T:DidMariahaveanytimetotravel?

Ss:No,shedidn’t.Butshestillfelthappy.

T:Yes.Thoughshehasnotimetotravel,shelearnedalotfromherholidayexperiences.

(老师解释though引导让步状语从句，不与but连用，然后继续询问。)

T:Sally,whatdidyoudotospendyourleisuretimeduringtheholiday?

(板书leisure,learn…from…并要求理解)

leisure

Sally:Iwatchedmanyfilms.

T:Oh.Doyouwanttowatchfilmsnow,boysandgirls?

Ss:Great.

(用多媒体播放《三毛流浪记》和《家有儿女》影片片断，对比影片所反映的生活。播放2a录音前，把班级分为A和B两大组，分别记录过去和现在生活，完成2b。)

FoodClothesEducation…

Inthepast

Nowadays

T:Todayweallhaveahappylife,butinthepast,people’sliveswereveryhard.Listentothetape,andanswerthefollowingquestions.(播放2a录音，并回答下列问题。用幻灯片出示问题，让学生读问题，并放录音。)

1.Didkangkang’sgrannyhaveahardlifeinthepast?

2.Howdidmostchildrenspendtheirchildhoodinthepast?

(板书，理解childhood)

childhood

2.(学生打开课本，再听2a，跟读并找出疑难点。)

3.(鼓励学生说出疑难点和含有现在完成时态的句子，引导学生解释疑难点，并板书要点，理解生词support,rapidly，掌握短语indetail。)

have/liveahardlife

Isthatso?

indetail

can’t/couldn’taffordsth.

Ourcountryhasdevelopedrapidly.

givesupporttosb./givesb.support

Step3Consolidation第三步巩固(时间:12分钟)

1.(分角色朗读2a，选择四组进行比赛，激发学生朗读兴趣。)

2.(听录音2c填空。提高学生听力技能，进一步了解过去与现在的生活变化。)

T:Listentothetapeandfillintheblanks.

(播放录音2c两遍，并核对答案。若有不明白之处，再放一遍。)

3.(学生两人一组，谈论过去的孩子和现在的孩子不同的生活。)

T:Workinpairstotalkaboutchildren’sdifferentlivesinthepastandnowadays.

Forexample:

S1:Inthepast,manyfamilieswerebigandpoor.

S2:Yes.Theparentscouldn’taffordtheirchildren’seducation.

S1:Thechildrenhadnochancetogotoschool.

S2:Someofthechildrenhadtobechildlaborers.

S1:Ifeelsorryforthem.Wearesohappynowadays.

S2:Nowadays,ourcountryhasdevelopedrapidly.Mostchildrencangetagoodeducation.

T:Justnow,youcomparedChineseteenagers’livesinthepastwiththosenowadays.Youcanwriteanarticleaboutitafterclass.

Step4Practice第四步练习(时间:10分钟)

1.(出示残疾儿童的图片，指令学生运用现在完成时，针对图片进行问答练习。)

(1)—Haveyouevertoldstoriestothekids?—Yes,Ihave.

(2)—Haveyoueverfedthedisabledchildren?—No,Ihaven’t.

(3)Ihavecleanedtheirrooms.

2.(引导学生总结现在完成时的句子，结构为：have/has+动词的过去分词。然后板书几组过去分词的构成，同时告诉学生动词的不规则变化可参考书后附表，完成1b过去分词的填空部分。)

cleancleanedshutshut

digdugdodid

(板书并掌握生词shut和dig)

shut,dig

3.(用现在完成时的一般疑问句操练1b，完成1b。要注意第三人称单数的练习。例如：)

A:Chatonline.

B:Haveyouchattedonline/Hashechattedonline?

C:Yes,Ihave./No,hehasn’t.

Step5Project第五步综合探究活动(时间:5分钟)

1.(让学生在课后调查自己的父母亲或爷爷奶奶童年时的生活，写一份调查报告。)

T:Weknowalotaboutthedifferencesbetweenteenagers’livesinthepastandnowadays.Whatareyouropinions?Doyoucareaboutyourparents’childhood?Doyoucareaboutyourgrandparents’livesintheirchildhood?Ifso,youcanaskyourparentsoryourgrandparentssomequestions.Makeasimplesurveyreportatlast.(调查可以是关于娱乐、运动、学习、饮食、住房、穿着、健康、工作等方面的。)

(板书生词teenager和nowadays，并要求理解)

teenager,nowadays

2.Homework:Accordingtoyoursurvey,pleasewriteanarticleaboutteenagersnowadays.

(此综合探究活动既完成了课本2a部分，又综合了学生对本课内容的理解，让学生感受到世界变得越来越美好，体现了教学目标中对学生的情感教育。)

(为出色完成此项作业也可鼓励学生利用多种方式获得信息。)

T:It’spossibletoreadthetextofSectionBtofinishyourarticleandyourparentscanalsohelpyou.Whatelsecanyoudotogetinformation?

Ss:WecansearchtheInternet.

T:Excellent!Haveabreak!

Ss:Thankyou.Seeyou!

板书设计:

Ourcountryhasdevelopedrapidly.

SectionB

social—Haveyoueverfedthedisabledchildren?

describe—Yes,Ihave./No,Ihaven’t.

development—HasAnnever…?

ThoughIhadnotimetotravel,…—Yes,shehas./No,shehasn’t.

Isthatso?

WiththedevelopmentofChina,…

SectionC

Themainactivityis1a.本课重点活动是1a。

Ⅰ.Teachingaimsanddemands教学目标

1.Learnsomenewwordsandusefulexpressions:

communication,quick,keepintouchwith,faraway,sort,rapid,progress,makeprogress,already,succeed

2.Goonlearningthepresentperfecttense:

(1)MygrannyhaslivedinBeijingformorethanfortyyears.

(2)Beijinghasmaderapidprogress.

3.Comparethelivingconditionsinthepastwiththoseatpresent.LearnthegreatchangesinChina.

4.TellthestudentstocherishthelifeatpresentandstudyhardtomakeChinastronger.

Ⅱ.Teachingaids教具

录音机/投影仪/旧北京城的图片/新北京城的图片/自己家乡新旧变化的图片

Ⅲ.Five-fingerTeachingPlan五指教学方案

Step1Review第一步复习(时间:10分钟)

1.(检查作业。让学生在小组中交流自己的报告，然后小组推荐出一名学生向全体同学报告。师生互动，谈论父母或爷爷奶奶的童年生活。)

Forexample:

T:Whatdoyouthinkofyourlifeatpresent?

Ss:Weliveahappylife.

T:Whocantelluswhatyourgrandparents’lifewaslikeinthepast?

S1:Letmetry.Mygrannyhadahardlifeduringherchildhood.Herfamilywasverybigandpoor.Herparentscouldn’taffordhereducation.

S2:Mygrandpausedtobeachildlaborer…

S3:…

T:Verygood.Soyoushouldenjoytoday’slifeandstudyhard.

2.(开展全班讨论活动，主题为“我和爷爷奶奶比童年”，复习新社会的幸福生活，感受社会进步。并逐一汇报。)

S1:Wehaveabalanceddiet.

S2:Wecanweardifferentkindsofclothes.

S3:Wecanalsogetagoodeducation.Forexample,wehavechancestodrawpictures,playmusicalinstrumentsandreceivesomeothertraining.

…

Step2Presentation第二步呈现(时间:12分钟)

1.(用多媒体或图片展出旧北京城和现代北京城的照片并做比较，从而引出生词。)

T:Let’slookattheplacewhichKangkang’sgrannylivedin.ItwasoldBeijing.WhatwereBeijing’sroadslike?Lookattoday’sBeijing.WhatareBeijing’sroadslikenow?

S1:InthepastBeijing’sroadswerenarrow.

S2:ButBeijing’sroadsarewidenow.

T:You’reright.Doyouknowhowtokeepintouchwithourfriendsfaraway?

(板书narrow，要求理解。)

narrow

(板书，讲解且要求掌握。)

faraway,keepintouchwith

S1:WecankeepintouchwithourfriendsontheInternet.

S3:Wecanalsousefaxmachines.

S4:Wecanusecellphonetokeepintouchwithourfriends.

T:Great.Butdoyouknowhowpeoplekeptintouchwiththeirfriendsinthepast?

S1:Theyusedtowriteletters.

T:Yes,good.Atthattimeifwewantedtokeepintouchwithothers,wecouldalsosendtelegrams.OK,weknow,inthepastwecouldwriteletters,andsendtelegramstokeepintouchwithourfriends.Butnowadayswecanusemanysortsofcommunicationsmethods,suchastelephones,cellphones,faxmachines,theInternetandsoon.

(板书telegram,fax，要求理解。板书sort和communication，要求掌握。)

fax,telegram,sort,communication

T:Inthepastthecommunicationswereslow,buttoday’scommunicationsareveryquick.Sowecansay,Chinahasmaderapidprogress.

(板书，掌握生词quick,rapid,progress)

quick,rapid,progress

2.(学生打开书，快速阅读1a，完成1b，找出每段的中心句。)

T:Openyourbooks,read1aquicklyandfindoutthemainideasoffourparagraphs.

(1)Kangkang’sgrannyhasseenthechangesinBeijingherself.

(2)Inthe1960s,thelivingconditionsinthecitywerepoor.

(3)Chinahasdevelopedrapidlysince1978.

(4)Itisimportanttorememberthepast,liveinthepresentanddreamaboutthefuture.

3.(仔细阅读1a,并回答下列问题,提高阅读理解能力,用幻灯片出示问题。)

(1)HowaboutBeijing’sroadsinthepast?

(2)Couldmostfamiliesgetenoughfoodinthepast?

(3)Whydidn’tthechildrenhaveachancetogotoschool?

(4)Whataboutpeople’slivesnowadaysinBeijing?

(教师核对答案,并加以纠正。)

4.(学生跟读课文录音,找出文中的疑难点,并分组讨论。对大部分学生不能理解的难点，教师给以板书并讲解。)

see…oneself

narrow(要求理解)

so…that…

relative

faraway

notonly…butalso…

already

Chinahasdevelopedrapidlysince1978.

Step3Consolidation第三步巩固(时间:12分钟)

(让学生再次阅读。两人一组填表格,加深对北京今昔变化的了解。)

(用投影仪出示表格。)

InthepastNowadays

Roads

Houses

Communications

Livingconditions

Step4Practice第四步练习(时间:8分钟)

1.(再次呈现新旧北京城的图片,参照上一步的表格，师生互动,完成1c。)

T:WhatwereBeijing’sroadslikeinthepast?

S:Beijing’sroadswerenarrow.

T:WhathashappenedtoBeijing’sroadsnowadays?

S:Beijing’sroadshavechanged.Theyarewiderthanbefore.Therearemoreringroads.

T:WhatwillBeijing’sroadsbelikeinthefuture?

S:IthinkBeijing’sroadswillbethewidestintheworldinthefuture.

2.(分组活动以采访的形式二人一组,其中一个扮演记者，另一个扮演居住在北京多年的老人，对北京的变化做一个采访，从而提高同学们的口语表达能力，培养热爱生活热爱社会的情感。R=Reporter，M=Man)

R:Hello!Howdoyoudo?

M:Howdoyoudo?

R:MayIaskyousomequestions?

M:Ofcourse.Goahead.

R:HowlonghaveyoulivedinBeijing?

M:Ihavelivedhereformorethanthirtyyears.

R:Oh.Canyoudescribetheroads,housesandlivingconditionsofBeijinginthepast?

M:OK.IwasborninoldBeijing.Atthattime,Beijing’sroadswerenarrowandcrowded.Myhousewassmallanddarkandthelivingconditionswerehard.Insummer,itwasveryhotandinwinteritwasverycold.Howhardthelifewas!ButnowyoucanseeBeijing’sroadsarewiderandwider.Iliveinatallandbrightbuildingandmylivingconditionsarecomfortable.Howhappythelifeis!

R:Thankyou.

(找尽可能多的学生做采访，比一比哪个组更好。)

Step5Project第五步综合探究活动(时间:3分钟)

(让学生们搜集关于所住的城镇的旧照片，并与现在的城镇作比较，写一篇调查报告。教育学生热爱自己的家乡，为家乡拥有更美好的未来而努力。完成2。)

Homework:Writeapassageon“Changesinmyhometown”.Eightywordsatleast.

板书设计：

Ourcountryhasdevelopedrapidly.

SectionC

see…oneself

keepintouchwith

faraway

Chinahasdevelopedrapidlysince1978.

happentosb./sth.

SectionD

Themainactivitiesare1and4.本课重点活动是1和4。

Ⅰ.Teachingaimsanddemands教学目标

1.Learnsomenewwordsandusefulexpressions:

rope,war,note,composition,consider,drawup,tool,thanksto

2.Reviewthepresentperfecttense.

3.FeelandwritedownthechangesofChina.

Ⅱ.Teachingaids教具

2中的图片/录音机/小黑板/几张新旧环境对照图

Ⅲ.Five-fingerTeachingPlan五指教学方案

Step1Review第一步复习(时间:12分钟)

1.(检查上节课综合探究活动成果——描述你家乡的变化，要求学生交换描述，并选几名学生在全班同学面前进行描述。)

T:Wehaveknownthechangesaroundus.Let’stalkaboutthemtogether.

(教师引导学生一起讲述一些中国生活条件的变化。)

(1)Theroadsinthepastwerenarrowanddirty.Nowtherearemanycleanandwideringroadsinthecities.

(2)Wehavebighousestolivein.Theyareverycomfortable.

(3)Wehavedifferentkindsoffoodtoeatandfashionableclothestowear.

(4)Wecanusecomputers,telephones,andfaxmachinestomakeourcommunicationsfasterandeasier.

(教师可用提示性的单词如road,house,food等让学生一起来讲述。)

2.(教师拿出课本2中的图片，复习现在完成时一般疑问句，学习部分生词，完成2。)

T:Thankstothegovernment’sefforts,people’slivingconditionshavechangedalot,especiallytheleisureactivities.Canyousaysomeleisureactivitieswhichtheyoftenhadinthepast?

Ss:Watchingamovieintheopenair/Jumpingrope/Playingtugofwar/Playinghideandseek.

(板书生词，要求掌握rope,war。)

thanksto,rope,playingtugofwar,hideandseek

T:Haveyoueverplayedanyofthem?

Ss:Yes,wehave.

T:Haveyoueverwatchedamovieintheopenair?

Ss:No,wehaven’t.

…

Step2Presentation第二步呈现(时间:8分钟)

1.(老师继续利用2中图片对话，引出1听力内容。)

T:Ithinktheseleisureactivitiesmakeyourlivesinteresting.Whatelsehaveyoudoneexcepttheseleisureactivities?

Ss:WehavejoinedanorganizationtohelptheoldintheCommunityServices.

(板书单词organization，要求理解。)

organization

T:Youaresohelpful.Ourmaincharacterin1alsojoinedthesameorganization.Let’slistentothetape.

2.(播放1录音。班级学生分为四人一组，推选一人代表本组参加限时抢写赛。听完录音3分钟内首先把答案写在黑板上的组为最佳听力组，奖幸运星一枚。)

T:Beforewelistentothetape,listentotherulescarefully.Eachgroupmakeonestudentwriteyouranswersontheblackboard.Thefastestoneisthewinner,andyourgroupwillwinaluckystar.Clear?

Ss:Yes.

☆

Group1Group2Group3…

T:Group2isthewinner.Congratulations!

Ss:(Claps…)

Step3Consolidation第三步巩固(时间:7分钟)

1.(再次播放1录音，重复所听的句子。特别注意要填入的重要信息。)

T:Listenagainandpayattentiontotheimportantinformationsuchashow,when,what,andhowmany.

2.(讨论自己做过的帮助老年人的事情，宣扬尊老传统美德，构建一个精神文明和物质文明和谐发展的社会，并做口头作文。)

T:Talkaboutthethingsyouhavedone,anddoanoralcomposition.

Duringthesummerholiday,myclassmatesandIoftenwenttotheCommunityServicefortheold.Webroughtmanythingsforthemsuchasdeliciousfood,newclothesandCDsofPekingopera.Theylikedthemverymuch.Wealsocleanedrooms,washedclothesandperformedprogramsforthem.Theyweresohappyandexcited,andsowerewe.

Step4Practice第四步练习(时间:10分钟)

1.(播放录音3a，学生跟读。)

T:Next,let’sreviewthepresentperfecttense.

(板书3a中的关键句。)

1.—Wherehaveyoubeen?

—Ihavebeento…

2.—Haveyoueverdone…?

—Yes,Ihave./No,Ihaven’t.

3.ShehasgonetoCuba.

4.…haslivedin…formorethan…years.

2.T:Now,canyouusethepresentperfecttensetomakesentencesasmanyaspossible?

(让学生回顾以前所学的现在完成时，说出更多的句子。)

(教师提出问题，让学生一个接一个问答，训练现在完成时的用法。)

ExampleA:T:WherehaveyoubeenthisSunday?

S1:I’vebeentothecountryside.Whataboutyou,…?

S2:I’vebeentotheGreatWall.Wherehaveyoubeen,…？

S3:I’vebeento…

S4:…

ExampleB:T:HaveyoubeentoBeijing?

S5:No,Ihaven’t.ButIhavebeentoShanghai.Whataboutyou,…?

S6:IhavebeentoXiamen.HaveyoubeentoXiamen,…?

S7:Yes,Ihave.

S8:…

3.(播放3b录音，让学生跟读。复习3b中的重点句子。)

4.(利用多媒体或小黑板做一些现在完成时的练习。)

(1)A:you(make)yourbed?

B:Yes.

(2)I(water)theflowersalready.

(3)Mymother(work)inthehospitalfortwentyyears.

(4)A:Where’sMaria?

B:Shetothelibrary.

(5)LilyBeijingtwice.

(学生完成后，核对答案。)

(1)Havemade

(2)havewatered

(3)hasworked

(4)hasgone

(5)hasbeento

Step5Project第五步综合探究活动(时间:8分钟)

1.(教师出示第4部分的挂图或让学生直接看课文的插图。)

T:Wehavereviewedtheusefulexpressionsandgrammars.Let’swriteacompositionaboutthechangesinLiMing’shometownwiththehelpofthenotes.Beforeyouwriteit,youshouldconsideritcarefully,andthenyoushoulddrawupanoutline.

(板书note,composition,consider,drawup，要求掌握)

note,composition,consider,drawup

(学生四个一组讨论图画内容或同桌之间讨论。)

S1:ThehousesinPicture1aresolowandold.

S2:LiMinghaslivedthereformanyyears.

S3:Now,therearemanytallbuildings.

…

T:Wehavetalkedaboutthesepictures.SowehaveknownalotaboutthechangesinLiMing’shometown.Youcanwriteacompositionaboutthat.

Thetitle:ChangesinLiMing’sHometown.

(学生讨论后，学习4中写作的各个步骤。)

T:Whenyouwriteacomposition,youshouldfollowthesesteps:

First,consideritcarefullybeforewriting.

Second,drawupanoutline.

Third,writethecomposition.

Finally,checkoverthecomposition.

Hereisanexampleofanoutline.

(出示投影或小黑板。)

1.changesinlivingconditions

2.changesinworkingtools

3.changesineducation

4.changesintransportation

(板书生词tool，并要求学生掌握)

tool

T:Atlastyoushouldcometotheconclusion:

Thankstothegovernment’sefforts,ourhometownisbecomingbetterandbetter.

Now,writeyourowncomposition.

(教师具体解答学生在写作中遇到的困难，也可以让学生互相讨论怎么写。完成作文的同学，可以互换作品进行阅读，分享成果。)

2.Homework:

(1)Finishthecompositionifyouhaven’tfinishedit.

(2)Imaginewhatourcountrywillbelikein2050,andwriteanoutline.

板书设计：

Ourcountryhasdevelopedrapidly.

SectionD

thanksto—Haveyoueverdone…?

besorryfor—Yes,Ihave./No,Ihaven’t.

WiththedevelopmentofChina…—Wherehaveyoubeen?

keepintouchwith…—Ihavebeento…

ShehasgonetoCuba.

Topic2

SectionA

Themainactivitiesare1a,2and3a.本课重点活动是1a,2和3a。

Ⅰ.Teachingaimsanddemands教学目标

1.Mastersomenewwordsandusefulexpressions:

probably,European,population,takeplace,becauseof,policy,neither,recent

2.Goonstudyingthepresentperfectwith“just,already,yet,ever,never”:

(1)Ihavejustcalledyou.

(2)Haveyoufoundhimyet?

(3)HaveyoueverbeentoFrance?

(4)I’veneverbeentherebefore,…

(5)ButgreatchangeshavealreadytakenplaceinChinarecently.

3.TalkaboutthechangesofeconomyandpopulationinChina.

4.Letthestudentsknowthattheyshouldcherishthehappylifenow.

Ⅱ.Teachingaids教具

录音机/多媒体课件/两张全家福照片(旧与新)/小黑板/超市购物图

Ⅲ.Five-fingerTeachingPlan五指教学方案

Step1Review第一步复习(时间:12分钟)

(教师出示一张超市购物图，通过询问学生是否曾去购物，引入本课话题。)

T:Lookatthispicture.Whatpictureisit?

Ss:Itisashoppingpicture.

T:(指向一位学生)Haveyoueverbeentoashoppingcentre?

S1:Yes,Ihave.

T:Whataboutyou?Haveyoueverbeentoashoppingcentrewithyourparents?

S2:Yes,Ihave.Ioftengoshoppingwiththem.

T:Yes.Mostofyouhaveeverbeentoashoppingcentre.Butdoyounoticethattherearemanypeopleintheshop?

Ss:Yes.Therearetoomanypeoplethere.

T:Iwentshoppingyesterdaywithmydaughter.Myhusbandhasneverbeenthere.Thereweretoomanypeopleandtheshoppingcentrewastoocrowded.

(板书)

(解释ever,never，让学生跟读。)

T:MydaughterandIhavejustbeentoashoppingcenter.Whataboutyou,S1?

S1:No,Istayedathome.Ihelpedmymotherdothehousework.

T:Youareagoodboy/girl.Haveyoueverbeentoashoppingcenter,S2?

S2:Yes,Ihavejustbeentherewithmymother.

T:Doyoulikegoingthere?

S2:Yes,Ido.Itisinteresting.

T:Butmydaughterdoesn’tlikeit.Shesaidthatthereweretoomanypeoplethere.YesterdaywhenIwasshopping,shegotlost.Andwecouldn’tfindeachother.

Ss:Didyoufindheratlast?

T:Yes,shehasalreadygonehome.

(板书)

already

have/has+donesth.

just

(讲解already,just,让学生跟读。)

T:Mydaughterhatestogoshopping.Whataboutyou?

S1:Ilovetogoshopping.

S3:SodoI.

S2:Idon’tlikegoingshopping.

T:NeitherdoI.

(板书)

SodoI=Ilovetogoshopping,too.

NeitherdoI=Idon’tlikegoingshopping,either.

(解释这个句子，引导学生用相同形式的句子。)

Step2Presentation第二步呈现(时间:8分钟)

1.(教师仍可用那张拥挤的超市图，引出1a的内容。)

T:NowLet’slistentothetape,andfindoutwhathashappenedtokangkangandMichael.

(教师播放录音一遍，如学生听不明白可再听一遍。)

T:Nowpleaseopenyourbooksandreadthedialogin1ayourselves.Thenanswermyquestions.

(教师在小黑板上写出问题，给学生1分钟再阅读一遍1a。)

T:Nowwehavefinishedreadingthetext.Iwillaskyousomequestions.

(引入康康的活动。)

T:Wherehaskangkangjustbeen?

Ss:HeandMichaelhavejustbeentoashoppingcenter.

T:Haskangkangbeentherebefore?

Ss:No.Hehasneverbeentherebefore.

T:Doeshewanttogothereagain?

Ss:No,hedoesn’t.

T:Now.Iwillasksomeonetoanswer.Whydoeshehatetogoshoppingagain?

(提问一个学生)

S1:Becausethereweretoomanypeoplethere.Hegotlost,andcouldn’tfindMichael.

T:You’reright.HaskangkangfoundMichaelyet?

(板书并讲解)

havedonesth.yet

S2:No,hehasn’t.

T:WherewasMichael?

S3:Hehasprobablygonehome.

T:DoesMarialikegoingshopping,S4?

S4:No,Shedoesn’t.Shehatestogoshopping.

T:(教师引导学生总结。)FromthistextweknowMichaelandKangkanghavejustbeentoashoppingcenter.Becausethereweretoomanypeoplethere.Theygotlostandcouldn’tfindeachother.KangkangthoughtthatMichaelhadprobablygonehome.

2.T:Lookat1b.Finishit.

(给学生两分钟时间)

T:Now.Let’schecktheanswers.

3.跟读1a录音。

Step3Consolidation第三步巩固(时间:8分钟)

1.(1)(学生根据板书的重点，把对话改写成一篇短文。)

T:Accordingtothemainsentences,pleasechangethedialogintoashortpassage.

(2)(让两个学生复述对话。)

S1:MichaelandKangkanghavejustbeentoashoppingcenter.Kangkanghasneverbeentherebefore.Intheshoppingcenter,thereweretoomanypeoplethere.Theygotlostandcouldn’tfindeachother.AndatlastKangkangthoughtthatMichaelhadprobablygonehome.Kangkangdoesn’twanttogoshoppingagain.

2.(1)(让学生独立完成2，一分钟后核对答案。)

T:Now.I’llgiveyouoneminute.Pleasefinish2.Thenchecktheanswerstogether.

(2)让学生齐读2.使学生更好掌握这5个词。

Step4Practice第四步练习(时间:12分钟)

1.(用事先准备好的两张康康家的照片，用幻灯片展示在大屏幕上。)

T:Lookatthetwopicturescarefully.CanyoufindoutwhathashappenedinKangkang’sfamily?

(先放3a录音，让学生听一遍课文。然后与学生一起讨论引出本对话。)

T:HowmanypeoplearethereinPicture1?

Ss:Therearethree.

T:Yes.It’sanicephoto.Kangkangwassocutethen.Isitabigfamily?

Ss:No,itisn’t.

T:PleaselookatPicture2.Isitabigfamily?

Ss:Yes,itisverybig.

T:Itseemsthattheirlivingconditionswerenotverygood.It’saphotoofKang’sfather’sfamily.Atthattime,mostfamiliesinourcountryhadatleastthreeorfourchildren.Chinawasthecountrywiththelargestpopulationintheworld.

(板书并讲解。)

population

T:Mostoffamilieshaveonlyonechildnow.Doyouknowwhy?

Ss:No,wedon’tknow.

T:BecauseChinahasthelargestpopulation.SoChinahascarriedoutone-childpolicytocontrolthepopulation.

(板书并讲解。)

one-childpolicy

(总结)

T:Becauseofourcountry’sone-childpolicy,Chinahasdevelopedalot.

2.(让学生阅读一遍3a，画出同3b中所给例句意思相似的句子，完成3b。)

T:Read3aandunderlinethesentenceswhichhavethesamemeaningsasthesentencesbelow.

3.(跟读3a录音)

T:Readafterthetapein3a.

4.T:Lookatthesmallblackboard.Usethesewordstoretellthedialog.

atleastthelargestpopulationnotwelldevelopedtakeplaceone-childpolicy

Step5Project第五步综合探究活动(时间:5分钟)

1.(小结讨论本课出现的主要话题。)

T:TodayweknowgreatchangeshavetakenplaceinChina.Youcandiscussthesetopics:

(1)Thepopulationproblem

(2)EconomyofChina

(3)One-childpolicy

(4)LittleEmperors

(学生自己选用一个话题，两人一组进行讨论，讨论完毕，选几组做一个汇报。不同的学生发表自己的见解，教师要尊重学生的个性发展，并体现激励机制。)

2.Homework:

(1)Chooseoneoftheprojects.Talkaboutitandwriteanarticleof80words.

(2)Readthedialogin1acarefully.Writeout5sentences.Usethewords“just,already,yet,ever,never”.

板书设计：

Whatalargepopulation!

SectionA

takeplaceever

one-childpolicynever

LittleEmperorhave/hasalready+donesth.

thelargestpopulationjust

notwelldevelopedhave/hasdonesth.yet

inrecentyearssodoI

atleastneitherdoI

SectionB

Themainactivitiesare1aand2a.本课重点活动是1a和2a。

Ⅰ.Teachingaimsanddemands教学目标

1.Learnthenewword:

increase

2.Masterthesesentences:

(1)What’sthepopulationofChina?

(2)Itisincreasingby80millioneveryyear.

(3)Whichcountryhasthelargestpopulation?

(4)Soitis.

(5)Theproblemismoreseriousindevelopingcountries.

(6)Chinahasalreadycarriedouttheone-childpolicytocontrolthepopulation.

3.Learnhowtoreadthenumbers:

million,billion.

Ⅱ.Teachingaids教具

录音机/多媒体课件/小黑板/世界人口示意图

Ⅲ.Five-fingerTeachingPlan五指教学方案

Step1Review第一步复习(时间:15分钟)

1.(检查上节课教师布置的探究性活动，组织学生互评，教师选出较好的几份点评。)

T:Manystudentswroteverywell.Youcantalkaboutalotofsocialproblems.

(由学生谈论的人口问题，引入本课话题——人口数量。)

T:Somestudentshavetalkedaboutthepopulationproblem.Asweknow,itishardtoimproveourlivingconditions,becausewehavealargepopulation.Now,what’sthepopulationofourcountry?

(由学生举手回答。)

S1:Chinahas1.3billionpeople.It’sthelargestpopulationoftheworld.

T:TheU.S.A.isthestrongestdevelopedcountry.Canyoutellmewhat’sthepopulationoftheU.S.A.?

(板书并讲解。)

thedeveloped/developingcountry

S3:TheU.S.A.hasabout250million.

S4:Ithinkithasabout300million.

T:Stop.Nowlookatthemultimedia.

(看多媒体，展示1a中图表。)

T:Hereisadiagramaboutsomecountries’population.LookattheU.S.A..TheU.S.A.hasapopulationof296million.Nowlookatthediagram.TellmeaboutIndonesia’sandBrazil’spopulation.

S5:ThepopulationofIndonesiais222million.

S6:Brazilhas184million.

T:Welldone.Wehaveknownsomecountries’population.What’sthepopulationoftheworld?

S7:Idon’tknow.

S8:Theworldhasapopulationof6.5billion.

T:Right.Thereis6.5billionintheworld.Andtheworld’spopulationisincreasingby80millioneveryyear.

(教师重读increasing一词。)

T:Lookatthechart,itshowsthatthepopulationindevelopingcountriesislargerthanthatindevelopedcountries,doesn’tit?

Ss:Yes,itdoes.

T:Inordertosolvethepopulationproblem,whatpolicydoesChinacarryout?

(板书并讲解。)

carryout

Ss:One-childpolicy.

Step2Presentation第二步呈现(时间:7分钟)

(教师放1a录音，让学生找出含数词的句子。)

T:Openyourbooks.Listentothetapecarefullyandunderlinethesentenceswithnumbers.

(教师再播放一遍，让学生跟着磁带默读一遍。)

T:Lookatyourbooks.Payattentiontothesesentences.

(板书)

What’sthepopulationoftheU.S.A.?

296million.

(教师重点解释这个句型，引出类似的句子。)

A:What’sthepopulationofChina/India…?

B:It’sabout1.3billion/…

(教师利用前面的世界人口示意图，让学生一问一答。)

S1:What’sthepopulationofBrazil,××？

S2:Ithasabout184million.What’sthepopulationofChina,××？

S3:…

T:Itiswonderful.Pleasereadthedialoganddiscussthekeysentences.

(教师板书并讲解这三个句子，使学生加深对文章的理解。)

1.Theworld’spopulationisincreasingby80millioneveryyear.

2.Thepopulationindevelopingcountriesislargerthanthatindevelopedcountries.

3.Chinahasalreadycarriedouttheone-childpolicytocontrolthepopulation.

(让学生齐读课文一遍。)

Step3Consolidation第三步巩固(时间:8分钟)

(读1a，让学生完成1b。)

T:Lookattheform.Thenfillitout.

CountryChinaIndiatheU.S.A.IndonesiaBrazil

Population

(本表格很简单，一分钟后，老师叫几位学生核对答案。)

T:Great.Ithinkyoualldidwell.

(学生两人一组进行问答练习。)

S1:What’sthepopulationofChina?

S2:It’sabout1.3billion.What’sthepopulationofIndia?

S1:Itisabout1.1billion.WhatabouttheU.S.A.?

S2:…

(以比较快的速度来完成训练。)

T:OK.Ithinkyouhavemasteredthedialog.Youcanpracticebyyourselvesafterclass.

Step4Practice第四步练习(时间:10分钟)

1.T:Wehavelearntmanycountries’population.Buthowtoexpressthenumbers?Firstlet’slookattheblackboard.

(板书)

2185366306

(教师由以前学的百、千位引入百万、十亿。教师可以先提问后进生，让这些学生有成就感以提高他们的兴趣。)

S1:twohundredandeighteen

S2:fivethousandthreehundredandsixty-six

S3:threehundredandsix

(教师总结一下如何读百位、千位，指出特别易出错点和个别学生表达的错误。)

T:Now,lookatthesenumbers.Canyoureadthesenumbers?

(板书)

73654787360629839800

(教师先讲述三位一划分原则，再让学生运用。给学生讨论时间，然后提问学生。)

S4:736547Sevenhundredandthirty-sixthousand,fivehundredandforty-seven

(可以先提问较好的学生，总结一下。教师必须说明and，—，thousand放的位置，以及注意量词在这不加“s”的形式，让学生在自己思考时有注意的地方。)

T:Now,Iwillasktheotherstudentstoreadthetwonumbers.

S2:8736062eightmillion,sevenhundredandthirty-sixthousandandsixty-two

S3:9839800ninemillion,eighthundredandthirty-ninethousand,eighthundred

T:Youaregreat.Mostofyouhavemasteredhowtoreadthenumbers.Pleaselookatthenumbersin2a.Readthemtogether.

2.T:Let’splayanumbergame.Iwillshowyousomenumbers.Readthemquicklyandcorrectlyingroups.

(每个小组各选派三位学生，由教师统分，构建评分机制激发学生兴趣。)

(板书)

739850040600000017602018000676302320

(教师在黑板上画出计分表。)

G1G2G3G4

3.T:Lookatthepicturesof2banddescribethem.

(让学生通过自己的猜测，用所学过的语言知识把图片描述一下。教师可以先提问程度稍差的同学，复习较大数字的读法并把新旧知识结合起来。)

S1:PictureFThejacketcosts￥326.00.

S2:PictureBIt’s6575milesawayfromBeijingtoToronto.

S3:PictureAThemountainis8844.43metershigh.

S4:PictureEThepopulationofChinais1.3billion.

S5:PictureDIthinkthepopulationofCanadais210million.

S6:PictureCTheanimallivedin210millionyearsago.

T:Yeah,verygood.Youaregreat.Nowlet’slistentothetapeof2bandnumberthepicturesyouhear.Afterthat,let’schecktheanswers.

(教师核对答案。)

Step5Project第五步综合探究活动(时间:5分钟)

1.T:ThepopulationproblemisthebiggestoneinChina.Nowlet’sdiscussthequestion:What

aretheproblemsofChina’spopulation?

(学生小组讨论。)

T:Whocantalkaboutit?

(学生可能要说的很多，但有些语言他们表达不清楚，教师加以引导，使他们尽量用简洁的语言表达清楚。)

S1:Thepopulationisstillincreasing.

S2:Thepeopleinthecountrysidecan’tobeytheone-childpolicy.

S3:Therearemoreandmoreoldpeopleinsomebigcities.

T:Verygood.ButwhatdoyouthinkofthefutureofChina’spopulation?Pleasediscussit.

(鼓励学生举手，自觉起来表达自己的观点。)

S4:ThepopulationofChinawillbe1.5billionin2050.

S5:MaybeChinawillhaveapopulationof1.7billionin2050.

(学生可能做出种种猜测。)

2.Homework:

WriteareportaboutthepopulationofthefutureinChina.

板书设计：

Whatalargepopulation!

SectionB

thedeveloped/developingcountry—What’sthepopulationof…?

carryout—Ithas…billion/million…

populationproblemItisincreasingby80millioneveryyear.

Chinahasalreadycarriedouttheone-childpolicytocontrolthepopulation.

SectionC

Themainactivitiesare1a,2a.本课重点活动是1a,2a。

Ⅰ.Teachingaimsanddemands教学目标

1.Learnthenewwordsandusefulexpression:

difficulty,sofar,percent,offer.

2.Talkabouttheproblemstheoverpopulationbringsabout:

(1)It’sdifficultforlotsofpeopletofindjobs.

(2)Weareshortofenergyandwater.

(3)Mostcitiesaremorecrowdedthanbefore,andthetrafficismuchheavier.

3.Getstudentstoknowhowserioustheworld’spopulationproblemis.

Ⅱ.Teachingaids教具

录音机/多媒体/小黑板/图片

Ⅲ.Five-fingerTeachingPlan五指教学方案

Step1Review第一步复习(时间:10分钟)

1.T:YesterdayItoldyoutowriteanarticleaboutthepopulationproblem.NowI’llcheckyourhomework.Pleasereadyourarticleingroups,thenchoosesomebettersentencesandsharethemwithus.

(四人一小组讨论中国未来的人口问题导致的后果，选出较好的句子，由每组一个学生说，

教师总结写在黑板上。)

(板书)

Therearen’tenoughjobsforpeople.

Theroadsarefullofpeople.Thetrafficistooheavy.

Peoplehavefewplacestolivein.

(另外的可以用口述，充分发掘学生的想象力，从而引出新课题。)

2.T:Yourarticlesarewonderful.Yousayalotofproblemsaboutpopulation.ItisaseriousprobleminChina.Yes,becauseofthelargepopulation,ithascausedmanyproblems.Suchas:(教师总结)

(1)Therearefewerplacesforeachfamilytolivein.

(2)It’sdifficulttofindajobforlotsofpeople.

(3)Weareshortofenergyandwater.

(4)Mostofthecitiesaremorecrowdedthanbeforeandthetrafficisheavier.

3.T:WhatcanwedowiththelargepopulationinChina?Canyoutellme?

Ss:One-childpolicy.

T:Youareright.Chinahastakensomemeasurestocontrolthepopulation.Oneisknownastheone-childpolicy.IthasworkedwellincontrollingChina’spopulation.

(板书并解释takesomemeasuresto。)

takesomemeasuresto

T:Thankstothepolicy,Chinaisdevelopingquicklyandpeople’slivingconditionsareimprovingrapidly.

Step2Presentation第二步呈现(时间:15分钟)

1.T:Openyourbooks,andlistento1aforthetwoquestions:

(1)WhydoesChinacarryouttheone-childpolicy?

(2)WhatproblemsdoyouthinkChina’slargepopulationwillcause?

(让学生自己阅读一遍，然后回答第一个问题。)

T:Now.Whocananswerthefirstquestion?

S1:Ican.BecauseChinahasthelargestpopulationintheworld.

T:Youarewonderful.HowmanypeoplearethereinChina?

Ss:Thereare1.3billion.

T:Andhowmanypeoplearethereintheworld?

Ss:Thereareabout6.5billion.

T:Yes.ThereareaboutonefifthofthepeopleintheworldlivinginChina.

(板书并讲解分数的表示法。)

onefifth

(继续回答第二个问题。)

T:Whatproblemswillthelargepopulationcause?

S2:It’sdifficulttofindjobsforlotsofpeople.

T:Yes.Anymore?Whocanadd?

S3:Weareshortofenergyandwater.

T:Youarewonderful.Theyaretwoseriousproblems.

(板书并解释这两个词。)

difficult(adj.)——difficulty(n.)

beshortofenergy

T:Whataboutcities’traffic?

S4:Thetrafficisheavier,andmostcitiesaremorecrowded.

T:Verygood.Luckily,Chinahascarriedouttheone-childpolicytocontrolitspopulation.Now,Chinaisdevelopingquicklyandpeople’slivingconditionsareimprovingrapidly.

2.(教师再放一遍录音,让学生跟着录音一起读。)

Step3Consolidation第三步巩固(时间:7分钟)

1.T:Boysandgirls,pleaseread1aagainandthenretellitaccordingtothekeywordsontheblackboard.

(学生阅读1a的同时,教师把关键词列在黑板上。)

6.5million3billionhalfonefifth

causedifficultiestakemeasuresone-childpolicy

workwellinlivingconditionsserious

alongway

(让两位同学看着黑板上的关键词复述1a,当学生表达错误时,教师给予纠正,当学生表达不出时,教师或全班同学给以帮助,以利于提高学生口语复述能力。)

2.T:Let’slookat1b(workalone).DescribethedisadvantagesofChina’slargepopulationaccordingto1aandwritethemdown.Youhavetwominutes.

(给学生两分钟完成,然后让五位学生到黑板上写。)

T:NowIwillaskfivestudentstowriteyouranswersontheblackboard.

S1:Fewerplacestolivein.

S2:Difficulttofindjobsforlotsofpeople.

S3:Shortofenergyandwater.

S4:Mostcitiesaremorecrowded.

S5:Thetrafficisheavier.

T:Youranswersareverywonderful.Youhaveunderstoodmostofthetext.

Step4Practice第四步练习(时间:8分钟)

1.T:Now,lookatthepicture,theearthhasbeenfullofpeople.Thepopulationproblemisserious.Pleaselistentothetapeandcompletethearticlein2a.

(教师拿出一张”地球上站满人”的图片或展示在多媒体上,让学生仔细观察,然后播放录音2a。)

T:Now,lookatthetextyourselves.Let’slistentothetapeagainandchecktheanswers.

(让学生核对完后,一起齐读这篇短文。)

T:Youhaveunderstoodthetext.Let’sdotheexercisein2b.Thenwewillchecktheanswers.

(给学生一分钟,理解2b中的四个句子,让一位学生回答。)

2.(如果有时间,让学生完成一个复述性的填空。)

T:Pleaselookatthesmallblackboard.Finishthemaccordingto1a.

(教师出示准备好的小黑板,让学生把答案写在课堂作业纸上。)

In2005,theworld’spopulationwasabout.MorethanpeopleliveinAsianow.Chinahasthelargestpopulationintheworld,andaboutofthepeopleintheworldliveinChina.Alargepopulationmanydifficulties.Chinahasdonesomethingtothepopulation.thepolicy,Chinaisdevelopingquicklyandpeople’slivingconditionsareimprovingrapidly.

T:Let’scheckyouranswerstogether.

(在短文中呈现正确答案,并让同学们一起朗读。)

Step5Project第五步综合探究活动(时间:5分钟)

1.T:Youhaveknownaboutthepopulationsomuch.Now,turntoPage14andwritealetteraboutthepopulationprobleminChina.Thequestionsin3mayhelpyou,thenIwillasksomestudentstoshowyouropinions.

(学生们互相交流想法。)

(让学生写一封信给他/她的笔友,谈谈他/她对中国人口问题的看法,可以借鉴3中五个问题的说法。写的好的，可以读一小段给同学听，并且说明写信时必须注意的事项。)

2.Homework:

Makeasurveyandcompletethechart,thenwriteasurveyreport.YoucansearchtheinformationontheInternet.

CityPopulationRoadsLivingconditions

Beijing

Tokyo

Toronto

NewYork

Yourcity

板书设计：

Whatalargepopulation!

SectionC

halfof…takemeasurestodosth.

onefifthcardinalnumber+percentof…

beshortofenergy…

alongwaytogo

workwellin

SectionD

Themainactivitiesare1aand3.本课重点活动是1a和3。

Ⅰ.Teachingaimsanddemands教学目标

1.Mastersomenewwordsandusefulexpressions:

town,lessthan,unless,couple,acoupleof,market,excellent,keepupwith,relation

2.Reviewpresentperfect:

(1)have/hasbeento…

(2)have/hasgoneto…

(3)theusingof“just,yet,already,ever,never”

3.Reviewsomeusefulsentences.

Ⅱ.Teachingaids教具

幻灯片/多媒体/小黑板/城市的信息图片

Ⅲ.Five-fingerTeachingPlan五指教学方案

Step1Review第一步复习(时间:10分钟)

1.(教师根据SectionC的内容，选一篇短文，引入新课题。)

T:Pleaselistentothearticlecarefully.Andfindoutsomemistakes.(教师朗读。)

DearJohn,

Howtimeflies!Ihavebeenbacktoschoolfortwoweeks.Thesedays,IhaveknownalotaboutthepopulationinChina.

Chinahasapopulationof1.3billion.Ithasreachedaboutone-fifthoftheworld’spopulation.About80percentofthepeopleliveinthecountryside.Itcausesmanydifficulties.Inlessdevelopedareas,someparentspreferboystogirls.Notallthefamiliescanoffertheirchildrenagoodeducation.Somechildrencan’tgotoschool.

Chinahastakenmeasurestocontrolthepopulation.China’seconomygrowsmuchfasterandpeople’slivingconditionshavechangedalot.Mostofushavelivedinbrightandtallbuildings.Wehavehadringroadsandtheyarewideenough.Wehavehadmorecomfortablelife.However,thelargepopulationproblemisstillseriousinChina.

Howaboutthepopulationofyourcountry?Canyoutellmeaboutit?

Yours,

Kangkang

(让学生们指出错误的知识点，然后投影到大屏幕，让学生一起朗读这篇范文。)

T:Thearticlewroteverywell.Fromthearticlewecanlearnalotofdifferencesbetweencountrysideandcity.Now,Iwillaskyouaquestion.Haveyoueverbeentothecountry?

S1:Yes,Ihave.Mygrandparentsliveinthecountry.

S2:…

T:Myunclelivesinasmalltown.Therearealotoftallgreentreesandtheairisveryclearandfresh.Myfamilyoftendriveacoupleofhourstogothere.

(板书)

acoupleof

(教师用英语解释这个词组，并且让学生们有一个思路去想像农村的生活。)

(继续问学生。)

T:Whoelsehasbeentothecountry?

S3:Ihavebeento.Myunclelivesonafarm.Itisnotfarfromhere.Ioftenrideabikethere.

T:Whataboutyou,S4?

S4:Ihavebeentothecountry.Therearemanymountainsaroundit.

T:Yes,IlivedinthecountrywhenIwasyoung.Myhometownhaslotsoftall,greentreesandcleanfreshair.Butthecountryisn’tperfect.Therearen’tbigstorestogoshoppingunlessyougotocities.Doyouthinkso?

(教师板书并解释unless。)

T:Manypeopleliveincities.Howarecities?Pleaselistentothetapein1aandfindout:

Whatdifferencesdothecountryandthecityhave?

(教师播放录音1a。)

Step2Presentation第二步呈现(时间:12分钟)

1.T:Thinkabouttwoquestions,thenlistento1aagain.

(1)Wheredotheylive?

(2)Howdotheyfeelabouttheirlivingconditions?

(教师再播放1a录音，学生思考问题。)

2.T:Let’sreadthetexttogether.

(1)WhichcountrydoesSuecomefrom?

Ss:Canada.

T:WhichtowndoesSuelivein?

(教师板书并讲解town。)

Ss:Fairmont.

T:ShelivesinasmallmountaintowncalledFairmont.Whatdoesthetownhave?

Ss:Herhometownhaslotsoftall,greentreesandclear,freshair.

T:Yes,youarewonderful.Isitperfect?

S2:No,itisn’t.Therearen’tbigstoresthere.

T:Youdidverywell.Suecan’tgoshoppinginbigstoresunlessshetravelsforacoupleofhourstothecity.

(理解完本段，让学生一起朗读本段短文，提高朗读能力。)

(2)T:Now.Let’ssaysomethingaboutLiMing.Wheredoeshelive?

Ss:HelivesinBeijing.

T:CanyoudescribeBeijing?Whocan?Pleasehandsup.S1please.

S1:Beijinghasalonghistoryandmanybeautifulbuildings,botholdandnew.

T:Youranswerisverygood.Anythingelse?

S2:Therearemanybigshoppingcentersandhugemarkets.

T:Yes,youdidverywell.HowisBeijing’stransportation?

Ss:Itisexcellent.

T:Yes,itisexcellent.

(教师板书并讲解excellent。)

T:MustthepeopleinBeijingworkhard?

Ss:Yes,theymustworkhard.

T:Bothstudentsandworkershavealotofpressure,sotheyhavetostudyandworksohard.Wehaveunderstoodthepassage,pleasereadittogether.

(学生齐读短文。)

(教师总结。)

T:Yes.Youdidverywell.Toliveinthecountryorcitybothhavegoodandbadaspects.Buteveryonemustloveyourlives.

Step3Consolidation第三步巩固(时间:8分钟)

1.NowweknowSuecomesfromFairmontCanadaandLiMinglivesinBeijing.PleasefilloutthefollowingmindmapusingtheinformationofFairmont.ThenmakeasimilaroneofBeijing.

(让学生完成1b。教师板书并解释relation。)

T:Finishnextmindmap.Thenwechecktheanswers.

2.(教师把原先准备好的幻灯片放出来，让学生思考，复述。)

FairmontBeijing

asmallmountaintown

tallgreentreesandcleanfreshairthecapitalofChina

manyoldandnewbeautifulbuildings

likeonebigfamily

helpeachother

havefuntogetherhavealotofpressure

havetostudyandworkhard

nobigstoresbigshoppingcentersandhugemarkets

T:Now,I’llgiveyoutwominutestoread1aagainandthenretellitwiththekeywordsontheslides.

(几组同学复述之后，教师点评。)

T:Boysandgirls,ifyouareallowedtochoosetheplacewhereyoulive,doyouwanttoliveinaplacewithalargepopulationorasmallone?Ithinkyouhavedifferentchoices.

Step4Practice第四步练习(时间:10分钟)

1.T:Fairmontisabeautifulmountaintown.Beijingisabeautifulcity.Wherehaveyoubeen?

S1:IhaveneverbeentoFairmont.ButIhaveeverbeentoBeijing.

(教师重复读neverbeento,everbeento。)

T:IwenttoBeijingthreeyearsago.ButIbelievethatgreatchangeshavealreadytakenplace

inBeijingtheseyears.OneofourteachershasgonetoBeijing.

(教师重复读havealreadytakenplace,hasgoneto。)

(举两个例子说明beento与goneto区别。)

ShehasgonetoBeijing.

ShehasbeentoBeijing.

(让学生自己造两个句子。)

Forexample:(1)LiMinghasgonetothelibrary.Hewillbebacksoon.

(2)SuehasbeentoGermany.Shewantstogothereagain.

2.(教师播放录音2a与2b，学生跟读。)

(让学生看着2b中的8个句子重新造句。)

T:WehavelearnttheusefulexpressionsinTopic2.Pleasemakeupsentenceswiththemasquicklyasyoucan.

S1:—Ireallyhatetogoshopping.

—SodoI.

S2:—Itisanicepicture.

—Soitis.

S3:Aboutonefifthstudentsinourclassridebikestoschool.

S4:…

(学生们有不同的句子，修正它们，培养他们表达能力。)

Step5Project第五步综合探究活动(时间:5分钟)

1.T:Lookatthedifferenttypesoffamiliesbelow.Whichkindoffamilyareyouin?

(用多媒体展现这三幅图。)

(教师解释一下这三幅图的含义。)

T:Canyoutellme?

S1:IaminPicture2.

S2:IaminPicture1.

T:MostofyoubelongtoPicture1orpicture2.Now,Let’sdiscusswhichkindoffamilyyouprefer.Why?

(给学生两分钟时间，讨论整理。让几组学生来回答。)

S3:…

S4:…

(教师在学生回答时，总结一些关键词在黑板上。)

(板书)

lovebiglivingconditiononlychild

takeplaceone-childpolicybestrictwith

littleemperors

(让学生用黑板上的提示语写一篇小短文。)

2.Homework:

Writeanarticleaboutyourfamilyabout80words.

板书设计:

Whatalargepopulation!

SectionD

acoupleof

hugemarket

keepupwith

thedevelopmentof

modernsociety

extendedfamily

nuclearfamily

Topic3

SectionA

Themainactivitiesare1a,1band3.本课重点活动是1a,1b和3。

Ⅰ.Teachingaimsanddemands教学目标

1.Learnsomenewwords:

manage,medical,treatment,provide,granddaughter,grandchild,fire,stairs,downstairs.

2.Learndirectspeechandindirectspeech:

(1)“Whatareyoureading,Jane?”Mariaasked.

(2)Janesaidthatthisprogramhelpedhomelesspeoplereturntoworkandliveanormallife.

3.Masterwordformation:compounds.

4.Learntohelpothersintrouble.

Ⅱ.Teachingaids教具

多媒体/图片(流浪者/灾难)/小黑板或幻灯片/“找朋友”歌曲

Ⅲ.Five-fingerTeachingPlan五指教学方案

Step1Review第一步复习(时间:10分钟)

(通过人口过密带来很多问题，引出本课话题。)

T:Whocanshowyouropinionsaboutpopulationproblemtous?

S1:Thelargepopulationproblemisveryseriousnow.Andineveryminuteabout261babieswillbebornintheworld.Ifwedon’tpayanyattentiontotheproblem,itwillcausemanydifficulties.Wewillbeshortofenergyandwater.Thereisheavytraffic…Sowemustdosomethingtocontrolthepopulationandweshouldcomeupwithwaystoreusetherubbishandtrytodevelopnewresources.

S2:…(和上一个同学观点可能基本相同)Ifwedon’tcontrolthepopulation,peoplewillhavenoplacestolivein.Manypeoplewilllosetheirjobsandtheirlivingconditionswillgetworseandworse.Thecrimewillincrease,andthesocietywillbedangerous.

(教师总结点评。)

T:Youropinionsarecorrectandclear.Yes,ifwedon’tcontrolit,therewillbemorepeopletohavenohousetoliveinandnofoodtoeat.Itwillbringthegovernmentalotofpressure.Sothegovernmentmustprovidethemwithfoodandlivingplaces.

(教师可以口头解释“thepeopletohavenohousetolivein”means“thehomelesspeople”让同学们感知“homeless”。)

(板书并讲解provide。)

provide:offer

providesb.withsth.

T:Thepeopleinmanyplacesareverypoor.Theyarehomeless.Whatshouldwedoforthemifweseethehomelesspeople?

(引导学生如何向处于困境的人献爱心。)

S3:Iwanttogivesomemoneytothem.

T:(指着S3问全班学生)WhatdidS3sayjustnow?

(教师转述引出间接引语并板书。)

T:S3saidhewantedtogivesomemoneytothem.

S4:Iwilltakethemtomyhome.

T:WhatdidS4say?

(教师和学生一起回答。)

S4saidshe/hewouldtakethemtoher/hishome.

S5:Butisyourhousebigenoughtoholdsomanypeople?

T:WhatdidS5ask?

Heaskedifher/hishousewasbigenoughtoholdsomanypeople.

S6:…

(引导学生做几个直接引语变间接引语的练习。)

T:Yourwaysarenotbad.ButIreallyhopethatallthepeoplecantakeactiontocontrolthepopulationandimproveourlivingconditions.Fortheproblem,thegovernmenthasmanagedtosolveit.

(教师释义领读manage。)

Step2Presentation第二步呈现(时间:7分钟)

(展示几幅流浪者，灾难图片，让学生体会，唤起同情心。)

T:Let’slistento1atwiceandtrytofindouttheanswertothequestion.

(教师在黑板上或在幻灯片上呈现听力任务。)

Whatmeasuresdoeseverygovernmentdecidetotaketohelpthehomelesspeople?

(这个问题很难，学生听两遍可能不会完全得到正确答案然后让学生翻书阅读。)

T:Pleaseopenyourbooksandreaditcarefullyagainandfindoutthecorrectanswer.Youcandiscussitingroups.

(学生讨论之后，让学生给出答案。)

S1:Itprovidesmedicineforhomelesspeople.

S2:Itprovidesthemwithnicehomes.

S3:Ittrainsthemsothattheycanfindjobsagain.

T:Ithinkyouareright.

Step3Consolidation第三步巩固(时间:12分钟)

1.T:Pleasereadthedialogin1aagainandthenIwillasksomeofyoutoactitout.

(在学生准备的过程中，教师在黑板上写下关键词。)

aprogramthathelpshomelesspeople;returntoworkandliveanormallife;

peopleinneed;foodandmedicaltreatment;nicehomes;

trainthem;feelgoodabout;forthebetter.

T:OK.Stophere.Let’sinvitesomegroupstocometofrontoftheclassandactoutthedialog.Trytoinvolveyourselfintherealsituation.

(几组同学表演过后，教师点评。)

T:G1actwell.G2iscreative…Nowpleaseanswerthequestionaccordingtothepassage.Youshouldsumupanddescribeitinyourownwords.Thequestionis:Whatdoesthesuccessfulprogramdoforhomelesspeople?

(为了巩固本课重点活动，用此问题让同学进一步熟悉此对话内容。)

S1:Theprogramistohelphomelesspeople.Itcanhelpthemreturntoworkandliveanormallife.Itprovidesthemwithgoodfoodandmedicine,nicelivingplacesandtrainsthemsothattheycanfindjobsagain.

2.T:Yourdescriptionisverycorrect.Next,let’splayagame“Followme”.I’llgiveyouanexample.Youmustdoitlikethat.

(为了巩固间接引语，设计一个“跟我学”的游戏。)

T:I’mreadinganewspaper.Youmustsay:Theteachersaidshewasreadinganewspaper.Doyouunderstandme?

Ss:Yes.

T:OK.Let’sbegin.Myfatherisadoctor.

Ss:Theteachersaidherfatherwasadoctor.

(教师总结一下间接引语的肯定句用法。)

T:Becareful.IfIsay“AretherehomelesspeopleinCanada?”Youmustsay:TheteacheraskediftherewerehomelesspeopleinCanada.Doyouunderstandme?

Ss:Yes.

T:OK.Let’sbegin.Istheworld’spopulation6.5billion?

Ss:Theteacheraskediftheworld’spopulationwas6.5billion.

(总结一下间接引语疑问句用法，讲述与肯定句的不同，让学生会区分它们的用法。)

T:Now.Youcanwritetwosentencesyourselves.Thenaskonebyone.

T:Areyouready?Let’sbeginfromme.Thiscityhasawonderfulprogramtohelphomelesspeople.

S1:Theteachersaidthatthiscityhadawonderfulprogramtohelphomelesspeople.Howold

areyou,S2?

S2:S1askedhowoldIwas.

S2:Canyoudance?

S3:S2askedifIcoulddance.

S3:Chinaisdevelopingquickly.

S4:S3saidChinawasdevelopingquickly.

S4:…

S5:…

(三分钟后停止游戏。)

3.T:Openyourbooksandfinish1b.Thenwechecktheanswers.

(教师指导一下，如何完成。)

Example:Whatareyoureading,Jane?

MariaaskedJanewhatshewasreading.

(学生就很快会完成另外五句的间接或直接引语，让学生起来回答。)

S2:AretherehomelesspeopleinCanada?

S3:JanetoldMariaeverycountryhashomelesspeople.

S4:Thisprogramhelpshomelesspeoplereturntoworkandliveanormallife.

MariaaskedJanehowtheymanagedit.

T:Youdidverywell.Let’sreadthefoursentencestogether.

Step4Practice第四步练习(时间:11分钟)

1.T:Thoughtherearemanyhomelesspeopleintheworld,theworldisfulloflove.Let’sknowagirlcalledCarly,pleaselistentothetapein2andchoosetherightanswers.

(教师播放两遍2录音后，找同学核对答案。请学生思考如何把这四个问题转换成本课知识点，把直接引语变成间接引语。)

T:Whocanretellit?Tryyourbestandtakeiteasy.Themore,thebetter.S1,youarethefirst.

S1:Carlyisa16-year-oldIndiangirl.

T:Whatdidhe/shesay?S2,please.

S2:He/ShesaidCarlywasa16-year-oldIndiangirl.

T:OK,let’sgoontoretellit.S3,please.

S3:Herparentsdiedintheflood.

T:Whatdidhe/shesay?S4,please.

S4:He/Shesaidherparentsdiedintheflood.

…

2.(通过本环节的训练，锻炼了同学们听的能力及口语表达能力，同时巩固了直接引语变间接引语。)

(教师设置情景，引入合成词的讲解。)

T:Excellent.Ithinkyoumaybetired.Let’shaveabreakandlistentoasong.

(教师放歌曲“找朋友”。)

T:Wehopewehavemanyfriendswhocangetalongwithus.Englishwordsalsohavetheirownfriends.Let’shelpthemfindgoodfriends.

(用小黑板或幻灯片出示3。)

T:Youcandoitingroups.

(学生讨论两分钟后，请同学口头完成，并猜测词义。)

T:Whohashelpedthemfindfriends?Thenguesstheirmeanings.

S5:“mother”and“land”aregoodfriends.Ithinkitsmeaningis“祖国”.

S6:“basket”and“ball”aregoodfriends.Itmeans“篮球”.

S7:“birth”and“day”aregoodfriends.Itsmeaningis“生日”.

…

T:You’reveryhelpful.Weshouldoftenhelpeachother.InEnglish,therearemanywordslikethese.It’sforustomakeourvocabularybigger.Let’strytogivemoreexamples,pleasedoitingroups.

(学生讨论过后，让各组汇报本组讨论结果。对表现最佳，说出合成词最多的小组给予表扬。)

Step5Project第五步综合探究活动(时间:5分钟)

(学生口述合成词时，教师在黑板上写出几个合成词让他们猜测词意。)

1.T:OK.Stophere.Pleaselookatthecompoundsontheblackboardandguesstheirmeaningsingroups.

earthquakenightdressbystander

blueprintbaby-sittertownsman

(学生讨论后，说出词意，猜不出来的教师给出答案。)

2.Homework:

Findoutmoreexamplesandaddthemtoyourvocabulary.

板书设计：

ProjectHopehaschangedmylife.

SectionA

homelesspeople—Whatareyoureading,Jane?

inneed—I’mreadinganewspaperfromCanada,Maria.

providesb.withsth.MariaaskedJanewhatshewasreading.

providesth.forsb.JanesaidthatshewasreadinganewspaperfromCanada.

grandson—grandsonAretherehomelesspeopleinCanada,Jane?

downstairs—downstairsMariaaskedJaneiftherewerehomelesspeopleinCanada.

SectionB

Themainactivitiesare1a,1band3.本课重点活动是1a,1b和3。

Ⅰ.Teachingaimsanddemands教学目标

1.Learnsomenewwords:

rope,retell,discover,invention

2.TalkaboutNewYork’scitylifeinthepastandnow.

(1)Iheardthetraffictherewasterribleandeveryonedrovetoofast.

(2)Ialsoheardthestreetsweredirty.

(3)Ithinkit’sawonderfulplacetolivein.

3.Payattentiontodirectandindirectspeech.

4.Learnaboutwordformation:derivations

disobeydiscoverimpossibleimportant

peacefulusefulexcitinginteresting

Ⅱ.Teachingaids教具

小黑板/多媒体/几张新旧北京图片/录音机

Ⅲ.Five-fingerTeachingPlan五指教学方案

Step1Review第一步复习(时间:10分钟)

1.(检查作业，引出新课。)

(教师播放“找朋友”的乐曲，四个小组展开竞赛复习合成词。)

T:YesterdayItoldyoutofindoutmorecompounds.Thislessonwewillhaveawordcompetition.Eachgroupchoosesonestudenttowritethewordsyoupreparedontheblackboard.Otherstudentsinyourgroupcancometothefrontandadd.Thegroupthathaswrittenthemostwordsisthewinner.

(每组选择一人到黑板上写出本组总结的合成词，其他同学可以补充，写的最多的组获胜。)

G1G2G3G4

hometownpancakehomeworkclassroom

birthdaytoothbrushhouseworkupstairs

classmatedaytimefriendshippoliceman

handbagraincoatfarmlandtoothbrush

filmmaker

policemanmotherlandhandsome

(三分钟后，宣布结束。)

T:Verygood.Let’scountthewordstheywrotetogether.

Ss:G1twenty-oneG2…G3…G4…

T:You’reexcellent.Whichgroupisthewinner?

Ss:G2.

T:Let’sexplainthesewordsandreadthem.Youcanlearnalotofwordsfromthiscompetition.

(解释这些合成词，让学生齐读，把不懂的写在笔记本上。)

T:Englishwordsareverymagical,andeachofuscanbeagoodmagician.Next,Iwillshowawordmagicforyou.

(在黑板上画上哭脸和笑脸。)

T:Canyouguessaword?

Ss:Happy.

T:Yes.ButIadd“un”beforethisword.

(教师在黑板上多呈现几个派生词。)

re+tell　retellcare+less　careless

re+write　rewriteenjoy+able　enjoyable

dis+likedislikeill+ness　illness

(让学生猜测一下这些派生词，教师再解释。)

2.T:Wecanbemagicianstochangewords.Wecanalsochangeourhometown.Wecangetourlivingconditionsbetterandbetter.Let’slookatthepicturesanddiscussthem.

(教师用多媒体或图片展示几组北京过去和现在的画面，让同学观看讨论北京的变化，然后进行描述。)

T:Beijinghaschangedalot.Whocandescribeit?

(教师指着一幅北京城过去的画面问。)

S1:ThehouseswereshortandthestreetsweredirtyinBeijinginthepast.

T:Youareright.Whocandescribethispicture?

(教师又指着一幅现在北京市的画面问。)

S2:TherearealotofbuildingsinBeijingnow,…

S3:…

S5:…

T:Youdidverywell.S1saidthehouseswereshortandthestreetsweredirtyinBeijinginthepast.Whatdidotherthreestudentssay?

(请几位同学复述刚才几位同学说的话，目的是复习间接引语。)

S3:S2saidBeijinghadalotoftallbuildingsnow.

…

T:Right.Let’sretellittogether.

(复述完毕后，再问一个学生。)

S4:S5said….

(同学能复述出其中一二句即可。)

T:Nowtheworldchangesfast,notonlycitiesbutalsovillages.Let’slistentothetapeandknowaboutthechangesinNewYork.

Step2Presentation第二步呈现(时间:12分钟)

T:Let’slistento1aforthefirsttimeandtrytofindouttheanswertothequestion.

(教师在黑板或幻灯片上呈现听力任务。)

WhathaschangedinNewYork?

(学生听录音两遍后,自己阅读,画出回答这个问题的知识点。)

T:Now,whocananswerthisquestion?HowisNewYork’straffic?

S1:Thetrafficisterribleandeveryonedrivestoofast.

T:You’reright.Whataboutitsstreetsinthepast?

S2:Thestreetsweredirty.

T:Doesitchangenow?

S2:Yes.Itisquitecleannow.

T:IsNewYorkadangerousplacenow?

Ss:No,itisn’t.Itwasdangerousinthepast.

T:Yes,it’squitesafenow.It’sawonderfulplacetolivein.Therearealotofbeautifulparks,goodschools,famousmuseumsandexcellentrestaurants.

(总结一下)

T:Welldone.Youranswersareexcellent.IfyouwanttoknowmoreaboutNewYork,youmustgoforavisitthere.Doyouwanttogothere?

Ss:Yes.Ofcourse.

(板书并讲解。)

goforavisit

T:Ihopeyouhavechances.Nowlet’sreadafterthetape.

(教师播放录音,学生跟读一遍。)

Step3Consolidation第三步巩固(时间:8分钟)

1.T:Pleaseread1aagainandthenpracticethedialoginpair.Theinformationontheblackboardorontheslideshowmayhelpyou.

(提示学生使用黑板或幻灯片上的信息，也可以直接打开书看1b。)

trafficwonderful

streetterrible

restaurantsdirty

placeexcellent

T:FirstIwillaskfourstudentstodescribe.

S1:Thetrafficisterrible.

S2:Thestreetisdirty.

S3:Therestaurantsareexcellent.

S4:Theplaceiswonderful.

T:OK.Nextlet’sretellitwithindirectspeechlikethistogether:Theysaidthetrafficwasterrible.

Ss:Theysaidthestreetwasdirty.

Theysaidtherestaurantswereexcellent.

Theysaidtheplacewaswonderful.

2.T:Good,Let’sdoanotherpracticeaboutthechangesofNewYork.Read1aagainandtrytoretellitinyourownwords.Youcanbeginlikethis.(可让学生在书上完成。)

(板书)

Changes

NewYorkhaschangedalot.

(给学生几分钟时间完成,请几位同学读范文。)

T:Whocanreadyourarticleforus?

S1:NewYorkhaschangedalot.Thestreetsweredirtybefore,butithasimprovedalot.Andit’squitesafenow.Butitwasdangerousinthepast.It’sawonderfulplacetolivein.Therearebeautifulparks,goodschools,famousmuseumsandexcellentrestaurants.IwanttopayavisittoNewYorkmyselfsomeday.

(两三个同学示范即可。)

Step4Practice第四步练习(时间:10分钟)

1.T:Ourlivingconditionshaveimproved.Itmakesourentertainmentsbechangingallthetime.Now,lookatthesepictures.Thendiscuss.Haveyoueverplayedthesegames?

(由生活条件改变引出娱乐活动变化。出示课文2中的六幅图,让学生观察,讨论。)

T:Canyoutellmewhichgameshaveyouplayed?

S1:Ihavejumpedrope.

T:Ihavejumpedrope,too.

(教师板书并讲解rope。)

S2:Ihaveplayedtug-of-war.

S3:Ilikeplayingskateboard.

T:Ican’tplayit.

S4:IoftenwatchTVathome.

T:It’sbadforustowatchTVtoolong.

S5:Ioftengotoanamusementparkwithmyparents.

T:Youarelucky.Therearemanyamusementsnow.Butinthepasttherewerefewamusements.Howaboutyourparents’andgrandparents’entertainments?

S6:Myparentshaveeverseenafilmintheopenair.

T:Good.S7,canyousaysomethingaboutyourfamily?

S7:MygrandparentshaveneverwatchedTVbefore,becausethereweren’tTVsetsatthattime.

S8:…

(学生们可能会争着说，几个同学示范即可。)

2.T:Ourlivingconditionshaveimproved.Yourparentsgiveyouagoodeducationchance.Youmuststudyhard.OK,inordertoimproveouroralandwritingskillswemustmasteralotofwords.Therearesomeskillstohelpremembermorewords.Let’splayanotherwordgame.Pleasehelpthefollowingwordswear“hats”or“shoes”.Thenthewordwillchangeintoanotherone.

(为了增加大家的词汇量，提高口语表达能力及书面表达能力，做一个单词游戏扩大同学们的词汇量。看书本完成3。)

T:Youcanfinishitingroups.Somewordsdon’thaveonlyonehatorapairofshoes.

Foxexample:use—useful—useless—reuse

write—writer—rewrite—writing

Ss:Thewordsareveryinteresting.

T:Yes.Inthisway,youcanmemorizemanywordsinashorttime.

(学生意犹未尽，乘机布置一项课后作业。)

Step5Project第五步综合探究活动(时间:5分钟)

T:Ifyouareinterestedinit,pleasecollectandsumupthewordsliketheseafterclass.Nextlet’shaveadiscussionandtrytousethewordsinthegame,suchas:like/dislike,comfortable/uncomfortable.

(教师把准备好的词展示在小黑板或幻灯片上。)

T:Finishthesederivations.Youcandoitingroups.

板书设计：

SectionC

Themainactivityis1a.本课重点活动是1a。

Ⅰ.Teachingaimsanddemands教学目标

1.Mastersomenewwords:

skill,drug,steal,succeed,purpose,mention,war

2.Learntohelphomelesspeople.

3.Talkaboutsocialservices.

Ⅱ.Teachingaids教具

录音机/小黑板/图片(流浪者)

Step1Review第一步复习(时间:10分钟)

1.(复习城市生活和乡村生活的差异。)

T:Therearemanydifferencesbetweenthecitylifeandthevillagelife.Doyouthinkso?

Ss:Yes.

T:Whocanshowyouropinionsinthefrontoftheclassroom?

(选几名学生依次站到讲台上说一说城乡之间的差异。)

S1:Boysandgirls.Ilikelivinginthevillage,andIdislikelivinginthecity.Ithinkthevillageisnotnoisy,butinthecitythereisalotofnoise,sothelifeinthecityisuncomfortable…

S2:…

(教师做总结，引出本课重点内容——政府，个人如何帮助城市中的流浪者。)

T:Asweknowtherearemanykindsofpollutioninthecity,thetrafficisverybusy,andthepopulationislargerthanbefore.Buttheirconditionshaveimproved.Now,thequestionis:Areyousurethateveryoneinthecityhasahousetolivein?Now,pleaselookatthepicture.

(向学生展示一张流浪者的悲惨生活照片，谈论照片的内容逐步引出新单词。)

T:Dotheyhavehouses?

Wheredotheyliveintheevening?

Whatdotheyeat?

(同学们议论纷纷。)

T:Well,let’sseeittogether.Thereareallkindsofpeopleinthepicture.Someareveryold.Someareyoung.Perhapstheyounghaven’tgotanyskills.Theyhardlyknowhowtoworkinashoporinafactory.

(教师解释并板书skill。)

T:Someofthehomelesspeoplehavelosttheirfamilies.Theylivealone.Someofthembecomehomelesspeoplebecauseoftakingdrugs.Whataredrugs?Almostallthehomelesspeopledon’thaveaclearpurpose.

(板书并讲解drug,purpose。)

(总结一下，鼓励学生们努力学习，掌握技能。)

T:Manypeopledon’tknowthereasonwhytheylive.Theydon’thaveaclearpurpose.Ihopeallofuscanstudyhardandlearnalotofskills.

Ss:Can’ttheygetchancestostudyorwork?

T:Maybetheywanttogetskillsorwork.Butnoproperpeopleintroducethemtodothat.

Ss:I/Wefeelsorryforthem.

T:Yes,butnowthereisanorganizationinCanadatohelpthehomelesspeople.

Pleaselistento1a.Payattentiontothenewwords.

Step2Presentation第二步呈现(时间:12分钟)

(在放1a录音前，向学生简单介绍文中提到的两家慈善机构，帮助学生更好理解听力内容。)

T:ThereisaprograminEdmontoninCanada.TheprogramiscalledEdmontonCommunityServices.Anotherspecialprogramforstreetkidsiscalled“kidsintheHall”tohelpthemselvestolivewell.Now,pleaselistento1aforthefirsttime.

T:Next,openthebooktoreadthepassagein1a.Afterreading,pleaseanswerthequestion:Howdotheprogramshelpthehomelesspeople?

(学生自读课文一遍。)

T:Now,whocananswermyquestion?

S1:Edmontoncommunityhelpshomelesspeoplereturntoanormallife.

T:What’syouropinion,S2?

S2:Edmontoncommunityhelpsthemgetjobsandlendsmoneytothem.

T:Whatdotheydoforborrowingmoney?S3,please.

S3:Theycanrentapartmentsandbuyclothesfortheirchildren.

T:Whatabout“kidsintheHall”?

S4:“KidsintheHall”helpsthestreetkidstolearnrestaurantskillsthere.

T:Whydotheylearnskills?

Ss:Afterthetraining,itwillbeeasyforthemtofindjobs.

T:Canstreetkidsgethelpeasily?

Ss:No.Theymustobeystrictrules.

(板书知识点并小结。)

1.Edmontoncommunityhelpsthemreturntoanormallife.

2.KidsintheHall:learnskills.

T:WhatdoyouthinkofZack?

S5:Heisahomelesschild.

S6:Hecangethelpfrom“KidsintheHall”.

T:Whatworkcanbedonebystreetkids?

S7:Thefoodisprepared,cookedandservedbythestreetkids.

T:Anythingmore?Whocanaddit?WhatdoesZackfeel?

S9:Hethanksforthehelpofthe“KidsintheHall”.

T:Whatdoeshesay?

S10:Hesaystheprogramhasgivenhimagoodchancetosucceed.Itwillhelphimlivelikeotherkidsagain.

(学生齐读一遍课文，更深一层掌握文章大意，为后面复述做准备。)

T:Now,let’sreadthetexttogether.

Step3Consolidation第三步巩固(时间:8分钟)

1.(看小黑板的关键词，编两组小短文，复述这篇短文。)

T:Lookattheblackboard.Usethesewords.Retellthetext.

EdmontonCommunityServices

help,borrow,rent

buyKidsintheHall

learnskills,strict

obey,returnto

(三分钟后，叫两位同学到黑板前复述。)

ExampleA:

EdmontonCommunityServiceshelpspeoplegetjobs.Thehomelesspeoplecanborrowmoneyfromit,sothattheycanrentapartmentsandbuyclothesfortheirchildren.

ExampleB:

“KidsintheHall”helpsthestreetkidslearnrestaurantskills.Buttherulesareverystrict.Theymustobeythem.Iftheydisobeythem,theyhavetoreturntothestreets.

2.T:Read1aagainandfinishthefollowingtasksin1b.

(独立完成1b。两分钟后核对答案。)

3.Readafterthetapeagain.

(学生跟录音读一遍。)

Step4Practice第四步练习(时间:10分钟)

1.(让学生打开书，看2中的三幅图，完成2。)

T:Theworldhasmanyproblems.Lookatthesepictures.Talkaboutthemwithyourpartners.andthenwritedownwhatyouthinkandhope.

(小组代表发言。)

T:LookatPicture1.What’syouropinion?

G1:Thepeoplehavenohousetolivein.Ihopetheycanhavewarmhouses.

T:Whocanaddhis/herhope?

G2:Ithinktheyareveryhungry.Ihopesomeotherpeoplecangivethemsomefood.

T:It’sverykindofyou.LookatthePicture2.Whatdoyouthinkofit?

G3:Thelaborersaretooyoung.Theyshouldstudyintheschool.

G4:Ithinkthebossmustbeverycruel.Heshouldhavehelpedthechildren.

G5:Thegovernmentmusthelpthem.

T:Yourthoughtsareverygood.Ithinktheirfamiliesareverypoor.Theymustworkhardalldayforliving.Ifeelsorryforthem.LookatPicture3.G6,whatareyouropinions?

G6:Thewaristoocruel.Manypeoplewilldieinthewar.

G7:Wehopethewarcanend.Everyonecanhaveahappylife.

T:Wonderful.Pleasewritedownyouropinions.

(经过讨论图片上的内容，为下一步写作练习准备素材。)

2.T:Lookatthesewords.Writeapassageaboutyourhope.

homelesspeople,warmhouses,communityservices

gotoschool,rich,poor,endthewar,liveahappylife

smileonone’sface

T:Afterwriting.Iwillasksomestudentstoread.

Step5Project第五步综合探究活动(时间:5分钟)

1.(让学生观察自己的周围，看哪些人需要帮助。讨论政府，居民，学生应如何帮助他们。)

T:Discussingroups.Howtohelpotherpoorpeople?Writedownwhatyouhope./Makeaplantohelpthem.

2.Homework:

Makeasurveyaboutyourhometowngovernment.Writesomethingaboutwhathasbeendonebygovernmentforthehomelesspeopleinrecentyears.Youcanaskyourpartnerstohelpyou.

(列出对学生有帮助的短语。)

T:Thesephrasesmayhelpyou:

(1)findapurposeofthelife

(2)learnsomeskills

(3)findajob

板书设计：

ProjectHopehaschangedmylife.

SectionC

succeed(v.)——successful(adj.)besuccessfulindoingsth.

KidsintheHallItwillbeeasyforthemtofindjobs.

takedrugs

thepurposeof

learnskills

obeytherules

cruelwar

SectionD

Themainactivitiesare1a,1band3.本课重点活动是1a,1b和3。

Ⅰ.Teachingaimsanddemands教学目标

1.Reviewdirectspeechandindirectspeech:

(1)“Whatareyoureading,Jane?”Mariaasked.

MariaaskedJanewhatshewasreading.

(2)“I’mreadinganewspaperfromCanada,”Janesaid.

JanesaidthatshewasreadinganewspaperfromCanada.

3.Reviewwordformation:

(1)Compounds:film-maker,granddaughter,friendship,downstairs.

(2)Derivations:disobey,impossible,unhappy,rewrite,dancer,peaceful,homeless,exciting,snowy,rapidly.

4.LearnaboutProjectHope.

Ⅱ.Teachingaids教具

希望工程的宣传画一张／录音机／小黑板／多媒体/单词卡片

Ⅲ.Five-fingerTeachingPlan五指教学方案

Step1Review第一步复习(时间:10分钟)

1.(检查上次综合探究活动的成果，以对话形式呈现。)

T:Haveyoufinishedyourproject?

Ss:Wehavefinishedit.

(教师提问一位学生。)

T:Whathaveyoudone?

S1:Myfathertoldmesomethingaboutthehomelesspeople.

T:Whatdidhesay?

S1:Hesaidtherewasaspecialorganizationtohelpthem.Theyoffersomemeals,clothesforthehomelesspeople.Theygivethemsomemoneyduringsomeimportantholidays,suchastheNationalDay,theSpringFestival.Thentheofficialsoftenkeepintouchwiththem.

(教师提问另一个学生。)

T:Howisyourprojectgoing?

S2:Ihaveinterviewedahomelessperson.

T:What’sthematterwithhim?

S2:Hewasoutofschool.Hewaswearingoldclothes.Andhewassodirty.First,Iwassonervous.Iwasafraidofhim.

T:Whathaveyoudonetohelphim?

S2:IgavehimaT-shirtandapairofpants.Andhethankedmeforthat.

T:Whatdidhesay?

S1:HesaidthatIwassokindtogivehimthosethings.

T:Youareakindboy/girl.

(教师提问第三个学生，侧重于失学儿童。)

T:Haveyoumetstreetkidsaroundyou?

S3:Yes,Ihave.Imeetsome.Sometimestheyplayinthestreet.Sometimestheyplaycomputergamesdayandnight.Theydon’tgotoschool.

T:Allofyouspokeverywell.

(总结三位学生发言，复习直接引语和间接引语。)

T:Whatdidthethreestudentssayjustnow?

(学生一起回答。)

Ss:S1saidshe/heaskedher/hisfathersomethingaboutthehomelesspeople.

S1:S2saidhe/shehelpedahomelessboy.S3saidhe/shemetsomestreetkids.

2.T:Welldone!Therearealotofhomelesspeoplearoundus.Someofthemarefrompoorfamilies.Becausetheirparentscan’taffordthemtostudy.Doyouknowanythingaboutit?

Ss:Yes,weknow.

T:Inourcountry,therearemorethan40millionchildrenfrompoorfamilieswhostillneedhelp.Butnow,thereisasocialserviceprogramtohelpthem—ProjectHope.

(板书并讲解。)

asocialserviceprogram

ProjectHope

Step2Presentation第二步呈现(时间:12分钟)

1.(教师呈现一张希望工程的宣传画，导入课文。)

T:HereisapictureofProjectHope.Thestudentsherearefrompoorfamilies.Theycan’tgetnormaleducation.Now,openyourbooksandlistento1a.Pleaseunderlinethenumberswhenyouarelisteningtothetape.

(教师放1a录音，学生画出所听到的数字，复习数字的读法。学生边看边听录音，教师在黑板上板书有关数字，以备用数字来说明希望工程的作用。)

(板书)

sixteenyears3billionyuan

2.5millionpoorstudents2.3million

train2300teachers40million

T:OK,stophere.Allofushavereadthetext.Nowlookatthesenumbersandanswermyquestions.

T:WhendidProjectHopestart?

Ss:ItstartedonOctober30,1989.

T:What’sitsaim?

Ss:ItaimstobringschoolsintopoorareasofChina,tohelppoorfamiliesaffordtheirchildren’sschooleducation.

T:Youareright.Canyousaysomethingabout3billionyuan?Whereisitfrom?Cansomebodytellme?

S1:Yes,Ican.ProjectHopehasraisedabout3billionyuanfrompeopleathomeandabroadinthepastsixteenyears.

T:Yes,youareexcellent.

(板书并讲解。)

athomeandabroad

T:Whathasthemoneypaidfor?

Ss:Ithaspaidfortheeducationof2.5millionpoorstudentsandsent2.3millionstudentstohighschool.

T:Anythingelse?Whocanadd?

S2:Withthemoney,ithasbuiltthousandsofschoolsandlibrariesandtrained2300teachers.

T:Youdidwell.Howmanychildrenstillneedhelp?

Ss:40million.

T:Yes.Thereare40millionchildrenfrompoorfamilieswhostillneedhelp,soProjectHopestillhasalotofworktodo.

Step3Consolidation第三步巩固(时间:8分钟)

1.T:Lookatthenumbers.AndretellthepassageaboutProjectHope.Youhavethreeminutes.

(学生利用前面板书的数字,复述1a。)

T:Now,Iwillasksomestudentstoretellthepassage.

S1:ProjectHopehasraisedabout3billionyuanfrompeopleathomeandabroad.Ithaspaidfortheeducationof2.5millionpoorstudentsandsent2.3millionstudentstohighschool….

2.T:MinminisagirlwhogothelpfromProjectHope.Readwhatshesaysandthenchangeherspeechintoindirectspeech,usingMinminsaid/asked…Youhavetwominutestofinishit.

(让学生完成课文1b。)

T:Now.Iwillaskthreestudentstoreadwhatyouwrite.

(让三位学生把他们所写读出来。)

S4:MinminsaidthatProjectHopehadchangedherlife.Shehadbecomeacollegestudenttwoyearsbefore.Sheaskediftherewerechildrenlikeher.Andsheaskedwhatdifficultiestheyhad.Shewoulddoherbesttohelpthem.

S5:Now.Lookat1c.Doyouknowotherorganizationswhichalsoofferhelpandmaketheworldbetter?Discussingroups.

(用多媒体把书上1c中的四个图形展示到大屏幕上。)

T:NowIwillasksomeofyoutosaysomethingaboutthesefourprograms.

(给学生介绍这四个组织。)

Step4Practice第四步练习(时间:10分钟)

1.T:Nowlookatthesmallblackboard.Therearesomeexerciseshere.Pleasechangethesesentencesintoindirectspeech.

1.Kangkangsaid,“Thetrafficisterribleinmyhometown.”

2.“Cantheygetgoodfoodandmedicine?”JaneaskedMaria.

3.“What’sthepopulationoftheworld?”Lucyasked.

4.Katesaid,“TherearealotofhomelesspeopleinChina.”

5.“Doyouwanttohaveapicnicwithme?”MariaaskedMary.

T:Nowyouhavetwominutestofinishthem.Iwillaskfivestudentstodothemontheblackboard.

(两分钟后,叫五位同学到黑板上写。)

Example:S1:Kangkangsaidthetrafficwasterribleinhishometown.

S2:JaneaskedMariaiftheycouldgetgoodfoodandmedicine.

S3:…

2.(设计一个游戏,看能组合成多少个单词。以单词找朋友的形式复习构词法.先让一个学生站起来说一个单词,如能和另一个单词组成一个新单词,本单词就找到了朋友。教师事先把写了单词的卡片发给每人一张。)

T:Herearemanywordcards.Let’smakefriendsinordertobecomeanothernewword.

Forexample:

S1:Ihave“friend”.

S2:Ihave“ship”.

S1andS2:It’s“friendship”.

(教师把新组合的单词写在黑板上。)

3.Readafterthetapeof2a.

(跟读录音2a。)

4.T:Nowlookat2b.Canyouunderstandthesesentences?

(1)Readandunderstandfor2minutes.

(让学生看2b,读和理解这些句子。)

(2)T:Letusreadafterthetape.

(和录音一起读一遍。)

Step5Project第五步综合探究活动(时间:5钟)

(引入话题)

T:Althoughwehavemadealotofprogress,therearestillmanyproblemsintheworld.

(1)T:Workingroupstoresearchtheproblemsbelow.

(出示小黑板)

AIDS,homelessness,hunger,childlaborers

warsintheMiddleEast…

(学生以小组形式选择他们感兴趣的话题进行讨论。)

(2)T:Whatareyougoingtodotodealwiththeproblem?Makeashortspeechwiththetopic“IHaveaDream”nexttime,andeveryoneshouldgiveusaspeech.

(3)Homework:

Gooverthepassagewehavelearnttoprepareforyourspeech.

板书设计：

ProjectHopehaschangedmylife.

SectionD

ProjectHopesixteenyears→3billionyuan→

athomeandabroad2.5millionpoorstudents→2.3million→

asocialserviceprogramtrain2300teachers→40million

Unit2SavingtheEarth

Topic1Pollutionisharmfultopeople’shealth.

SectionA

Themainactivitiesare1a,1band3a.本课重点活动是1a、1b和3a。

Ⅰ.Teachingaimsanddemands教学目标

1.Learnsomenewwordsandphrases:

bee,mygoodness,waste,stream,breathe,beharmfulto,influence

2.Learnsomeusefulsentences:

(1)Oh,mygoodness!

(2)Look,thereareseveralchemicalfactoriespouringwastewaterintothestream.

3.Learndirectspeechandindirectspeech:

(1)Kangkangsaidthatitwasabeautifulplacewithflowersandgrass.

(2)Kangkangsaidthattheflowersandgrasshadgone.

4.Learnandtalkaboutdifferentkindsofpollution:

(1)Airpollutionmakespeoplesick.

(2)Lightpollutionisharmfultooureyes.

(3)Litterinfluencesourenvironment.

Ⅱ.Teachingaids教具

幻灯片/小黑板/录音机/图片

Ⅲ.Five-fingerTeachingPlan五指教学方案

Step1Review第一步复习(时间:3分钟)

回顾第一单元有关家乡变化的内容，运用现在完成时态，导入新课。

(通过对第一单元的复习，导入被污染的西山景象。)

T:Lastunit,wehavelearnedsomechangesinourhometown.Canyousaysome?

S1:Theroadsarewider.

S2:Thebuildingsarehigherandhigher.

S3:Thelivingconditionshaveimproved…

S4:…

T:Yes.Manychangeshavehappenedinourhometown.Let’slookatthetwopicturesabouttheWestHillanddiscussthechangesbetweenthem.

Step2Presentation第二步呈现(时间:15分钟)

通过比较1a的两幅图画的差异，展开对话，学习部分生词，呈现1a。

1.(利用幻灯片展示1a中的两幅图，师生问答。)

T:Arethereanydifferencesbetweenthem?

Ss:Yes.

T:Let’slookatPicture1.Whatcanyousee?

S1:Icanseesomeflowersandgrass.

S2:Icanseesomebutterfliesdancing.

T:Yes,therearesomebutterfliesdancing.

(板书并要求学生掌握。)

thereis/are…doingsth.

T:Whatelsecanyousee?

S3:Icanseearabbit.

S4:Icanseesomehouses.

S5:…

T:(指着蜜蜂。)What’sit?

Ss:蜜蜂。

T:It’sabee.Thereisabeeflying.

(板书并要求学生掌握。)

bee

T:(指着小溪。)What’sit?

Ss:小溪。

T:It’sastream.Andtherearesomefishesswimminginthestream.

(板书并要求学生掌握。)

stream

T:WeknowtheWestHillwasabeautifulplace.LookatPicture2.Oh,mygoodness!WhathashappenedtotheWestHill?

(板书并要求学生掌握。)

mygoodness

S6:Therabbithasdisappeared.

S7:Thefishhavedied.

S8:Thetreeshavedied.

S9:Therearenoflowers,butterflies,grass,andsoon.

S10:Therearesomefactories.

T:(指着工厂。)Yes,thereareseveralfactories.Theyarechemicalfactories.

(板书并要求学生理解。)

chemical

T:(指着工厂冒的黑烟，并捂住鼻子做呼吸困难状。)Theyaremakingmuchsmoke.Itcancausebreathingproblems.

(板书并要求学生掌握。)

breathe

T:(指着排放的废物。)Andtheyarepouringwastewaterintothestream.

(板书并要求学生掌握。)

waste

T:FromPicture2,weknowthechemicalfactoriesareharmfultotheanimalsandplants.

(板书并要求学生掌握。)

harmful

beharmfulto

2.(要求学生不看书，只听录音，捕捉要点，回答问题，提高听力水平。)

T:Closeyourbooks.Listentothetapecarefully,thenanswerthesequestions.

(出示小黑板上的问题，听录音1a。)

(1)Wherearetheygoingtohavethepicnic?

(2)WhydoesKangkangsay“Oh,mygoodness!”?

3.(核对答案，板书1a的关键词。)

beautiful—fresh—clean—gone—dirty—terrible—wastewater

Step3Consolidation第三步巩固(时间:12分钟)

复述1a，引入本课重点，讲解和操练“直接引语”与“间接引语”，完成1b。

1.(要求学生在限定时间内，根据黑板上的关键词复述对话。)

T:Trytousethekeywordsontheblackboardtoretell1a.

Example:

Inthepast,theWestHillwasabeautifulplacewithflowersandgrass.Wecouldseebeesandbutterfliesdancing.Theairwasfresh,thewaterwasverycleanandwecouldseefishswimming.Butnow,alltheflowers,grass,bees,butterfliesandfishhavegone.Thewaterissodirtyanditsmellsterrible.Why?Becausethereareseveralchemicalfactoriespouringwastewaterintothestream.Soweshouldprotecttheenvironment.

2.(引入语法“直接引语”和“间接引语”。要求学生根据1a回答教师的问题。)

T:WhatdidKangkangsay?

(要求学生轮流回答。)

S1:I’vebeentherebefore.

T:Yes.Kangkangsaidthathehadbeentherebefore.

T:Next,please.

S2:It’sabeautifulplacewithlotsofflowersandgrass.

T:OK.Kangkangsaidthatitwasabeautifulplacewithlotsofflowersandgrass.

T:Next,please.

S3:Theairisfreshandthewaterisclean,andyouwillsee…

T:SoKangkangsaidthattheairwasfreshandthewaterwasclean,andtheywouldsee…

(板书以上三个画线句子，要求学生将板书与1a中的原句对比找出不同之处，教师引导和补充。学习“直接引语”和“间接引语”。)

Kangkangsaidthathehadbeentherebefore.

Kangkangsaidthatitwasabeautifulplacewithlotsofflowersandgrass.

Kangkangsaidthattheairwasfreshandthewaterwasclean,andtheywouldsee…

3.(让学生完成1b，并作报告。)

T:Filloutthetablein1b,thengiveareport,using“Kangkang/Mariasaid…”.

Step4Practice第四步练习(时间:10分钟)

通过听力训练，引出污染的概念，充分调动学生的积极性，加深对各种污染及其危害的理解，完成2和3b。

1.(播放2录音，学生听后完成2。)

T:Weknow,withoutplantsandanimals,theWestHillisn’tbeautiful.Soplantsandanimalsareimportant.Let’slookatthelovelyanimalsinthepicturesin2.Listentothetapeandwritedownthenumbersofthecorrectpictures.

(若学生没听懂，可再放一遍，核对答案。)

2.(学生看图完成3a。)

T:Afterlistening,doyouknowwhatdoesgreatharmtoanimals?

Ss:Pollution.

T:Yes.There’remanykindsofpollution.Let’slookatthepicturesin3aandmatchthemwiththephrasesgiven.Trytoguessthemeaningofsoil.

(板书并要求学生理解。)

soil

(核对答案。)

3.(让学生用3a的短语完成3b。)

T:Pollutionhascausedmanyproblems.Whatproblemshasitcaused?Pleasecomplete3bwiththephrasesin3a.

(核对答案，并板书influence，要求学生掌握。)

influence

Step5Project第五步综合探究活动(时间:5分钟)

通过游戏及调查的方式，加深学生对污染及其危害的印象，增强学生的环保意识。

1.Guessinggames.

(教师让一学生到讲台，从3a所提供的有关污染的图片中任取一张，正面面向全体学生，背面面向自己。台下学生描述图片上的内容或引起的污染问题，让台上的学生猜出该种污染的名称。)

T:Everyoneofyoucandescribethepicture.Andthestudentinthefrontoftheclassroomtriestotelluswhatkindofpollutionitis.

Example:

(S1任意抽取一张图片。)

S2:It’sproducedinafactory.(教师帮助学生描述。)

S3:Itsmellsterrible.

S4:It’sharmfultoourlungs.

S5:It’sblacksmoke.

S1:Airpollution.

…

2.Homework:Makeasurvey.

(调查你们家附近的污染状况，并填写表格，以增强学生的环保意识。)

T:Nowmakeasurveytostudythepollutionaroundyourhome,andfillouttheform.

PollutionReasonEffect

Airpollution

Soilpollution

Waterpollution

Lightpollution

Noisepollution

Litter

板书设计：

Pollutionisharmfultopeople’shealth.

SectionA

airpollutiontherebesb./sth.doingsth.

soilpollutionbeharmfulto…

waterpollutionKangkangsaidthatitwasabeautiful

lightpollutionplacewithflowersandgrass.

noisepollutionThegovernmenthasdonesomething

litterusefultostopit.

SectionB

Themainactivitiesare1aand1b.本课重点活动是1a和1b。

Ⅰ.Teachingaimsanddemands教学目标

1.Learnsomenewwords:

weak,produce,chest,anyway

2.Goonlearningdirectspeechandindirectspeech:

(1)Theoldladysaidthatitwasdifficultforhertobreathe.

(2)TheoldladytoldKangkangthatshehadbeenlikethatsincetheweekbefore.

(3)Kangkangaskedtheoldladyhowlongshehadbeenlikethat.

(4)ThejournalistaskedMrs.Zhouwhether/ifshewasfeelingbetterthen.

(5)Thejournalistaskedwhattheenvironmentaroundthatplacewaslike.

3.Learnsomeexpressionsaboutblameandcomplaint:

(1)It’sdifficultformetobreathe.

(2)Thebadairmakesmychesthurt.

(3)…thefactorymakestoomuchnoiseandIcan’tsleepwellatnight.

(4)I’malwaysinabadmood…

(5)…Ican’tstandtheenvironmenthere.

(6)Anyway,Ihopethegovernmentwillsolvethisproblemsoon.

Ⅱ.Teachingaids教具

图片/教学挂图/录音机/小星星/游戏纸条

Ⅲ.Five-fingerTeachingPlan五指教学方案

Step1Review第一步复习(时间:6分钟)

检查上节课的作业，通过学生对调查结果的汇报和转述，复习直接引语和间接引语。

T:Isthereairpollutionaroundyourhome?

S1:Yes.Thereareseveralchemicalfactoriesnearmyhome.Theymaketerriblegas.Ioftenfeelsick.

T:WhatdidS1sayjustnow?

S2:S1saidthattherewereseveralchemicalfactoriesnearhis/herhome.

S3:S1saidthattheymadeterriblegas.

S4:S1saidthathe/sheoftenfeltsick.

(其余五种污染用同样的方法进行转述。)

…

Step2Presentation第二步呈现(时间:12分钟)

继续展示有关环境污染的图片，开展对话，学习生词，呈现1a。

1.(教师用SectionA的1a进行导入，利用图片引出新的词汇。)

T:From1a,SectionA,weknowKangkangandhisfriendsplannedtogoforapicnic.Buttwodayslater,whenthechildrenreachedtheWestHill,wouldtheyhaveapicnicthere?

Ss:No.

T:Why?

Ss:Theflowers,grassandfishhavegone.Thechemicalfactoriesarepouringwastewaterintothestream.

T:(出示工厂排放着浓烟的图片。)Andwhatisthefactorymaking?

Ss:It’smakingsmoke.

T:Yes,it’sproducingsmoke.It’sproducingterriblegas.(教师做捂鼻皱眉状。)It’sdifficulttobreathe.

(板书并要求学生掌握produce；理解gas。)

produce,gas

T:Theterriblegascanmakepeople’schestache.(教师做捂胸皱眉状。)

(板书并要求学生掌握。)

chest

T:What’smore,thefactorymakestoomuchnoise.Whatproblemsdoesnoisepollutioncause?

S1:Maybepeoplecan’tsleepwell.

T:Yes,itmakespeopleweak,andpeoplemaybeinabadmood.

(板书并要求学生掌握。)

weak

T:Pollutioncausestoomanyproblems.Anyway,weshoulddosomethingtostopit.

(板书并要求学生掌握。)

anyway

2.(呈现1a图片。)

T:Lookatthepicture.Whoaretheyinthepicture?

Ss:TheyareKangkangandGranny.

T:Whatotherthingscanyousee?

S2:Icanseesomedeadfish.

S3:Thebirdonthetreeisdying.

S4:Somechemicalfactoriesareproducingterriblegas.

S5:Factoriesarepouringwastewaterintotheriver.

T:Soitcauseswaterpollutionandairpollution.LookatKangkangandGranny.Whataretheytalkingabout?Listentothetape,andthenanswerthequestion.

(教师放1a录音，学生听后回答。)

Ss:Theyaretalkingaboutpollution.

T:Yes,youareright.

3.(学生齐读课文，找出疑难点，教师解释，并板书要点，要求学生掌握短语can’tstand及句型Howlong…。)

can’tstand(doing)sth.

Howlonghaveyoubeenlikethis?

I’malwaysinabadmood…

Anyway,Ihopethegovernmentwillsolvethisproblemsoon.

It’sdifficultformetobreathe.

Thebadairmakesmychesthurt.

Step3Consolidation第三步巩固(时间:9分钟)

采用表演及竞赛的方法，充分调动学生积极性，继续巩固直接引语与间接引语，巩固1a，完成1b。

1.(让学生再读1a对话，并要求和同桌一起表演，完成1a。)

T:Read1aaloud,andtrytoactoutthedialoginpairs.

(请几组上台表演。)

2.(学习1b。将学生分成四组进行比赛，看哪组同学的观察思维能力强。每发现一条变化规则，即为本组加一颗星。教师可适时地引导。)

T:Read1bcarefully,andtrytofindoutthechangingrules.Let’shaveamatch.

S1:Kangkangaskedtheoldladyhowlongshehadbeenlikethat.

S2:Theoldladysaidshewasalwaysinabadmood.

S3:Kangkangsaidthatwastoobad.

…

(教师进行补充和总结，并对获胜组进行表扬和奖励。)

3.(学生独立完成1b。)

T:Complete1bbyyourselvesintwominutes.

(必要时教师给予帮助。)

Step4Practice第四步练习(时间:12分钟)

设置情景展开对话，操练及强化疑问句变成间接引语的方法，完成2；展开小组讨论，完成3。

1.(引导学生发现一般疑问句变成间接引语的方法。)

T:AfterKangkangwrotetothenewspaperabouttheoldlady’sproblems,ajournalistinterviewedher.Whatisthejournalist’squestion?Let’slookatthefirstpicturein2.

Ss:Areyoufeelingbetternow,Mrs.Zhou?

T:Yes.Thejournalistaskedtheoldladyifshewasfeelingbetter.

2.(师生对话，让学生先口头练习，然后书面完成2。)

T:WhatisMrs.Zhou’sanswer?

Ss:She’sfeelingevenworse.

T:Yes.Pleaseansweritwithindirectspeech.

Ss:Mrs.Zhou’ssaidthatshewasfeelingevenworse.

T:Then,whatdidthejournalistask?

Ss:Whatistheenvironmentaroundthisplacelike?

T:Pleaseansweritwithindirectspeech.

Ss:Heaskedwhattheenvironmentaroundthatplacewaslike.

T:Completetherestsentenceswithdirectspeechorindirectspeech.

…

(核对答案。)

3.(三人一组练习：一人问，一人回答，一人作汇报，要求用到所学的间接引语知识。完成3。)

T:Discussthequestionsin3,andworkingroupsofthree.Oneasks,anotheranswersandthethirdonereportsitusingindirectspeech.Twominutesforpreparation.

Step5Project第五步综合探究活动(时间:6分钟)

通过做游戏的方式，继续巩固直接引语与间接引语，布置有关环境内容的作文，加强本课功能句型的运用。

1.Playagame.

(传话：分给每组第一位同学一张纸，上面事先写好同一句话Howistheenvironmentaroundthisschool?(即直接引语)。这位同学要以间接引语的形式(Theteachersaid/asked…)口头向第二个同学传话，然后依次往后传，最后接到话的同学要使用直接引语说出原句。传得又快又正确的组获胜。注：各组人数要一样多。如果时间允许，可以换一个句子继续游戏。)

2.Homework:

Writetothegovernmentaboutthepollutionproblemsaroundyourhome.

板书设计：

Pollutionisharmfultopeople’shealth.

SectionB

produceterriblegasKangkangaskedtheoldladyhowlongshehadbeenlikethat.

can’tstand(doing)sth.ThejournalistaskedMrs.Zhouwhether/ifshewasfeeling

betterthen.

……

SectionC

Themainactivityis1a.本课重点活动是1a。

Ⅰ.Teachingaimsanddemands教学目标

1.Learnsomenewwordsandphrases:

coal,deaf,print,disturb,rubbish

2.Learnsomeusefulsentencesaboutnoisepollution:

(1)…noiseisalsoakindofpollutionandisharmfultohumans’health.

(2)Peoplewhoworkandliveinnoisyconditionsgodeafeasily.

(3)…manyteenagersinAmericacanhearnobetterthan65-year-oldpeopledo,…

3.Improvethesenseofprotectingtheenvironment.

Ⅱ.Teachingaids教具

图片/录音机/小黑板

Ⅲ.Five-fingerTeachingPlan五指教学方案

Step1Review第一步复习(时间:5分钟)

总结SectionA与SectionB内容，以环境污染的危害为主题，展开复习。

(教师用上两节课的内容进行复习，导入1a。)

T:Wehaveknownsomekindsofpollution.Canyoulistthem?

Ss:Yes.Suchaswaterpollution,soilpollution,lightpollution,airpollution,noisepollutionandsoon.

T:Whatproblemsdotheycause?

S1:Waterpollutioncanmakepeoplesick.

S2:Soilpollutioncausesunhealthyfood.

S3:Lightpollutionhurtsoureyes.

S4:Airpollutioncausesbreathingproblems.

…

T:Verygood.Inthislesson,let’stalkaboutwhatkindsofnoisepollutionare.

Step2Presentation第二步呈现(时间:15分钟)

利用图片导入生词教学，同时结合环境污染内容，创设情景，呈现1a。

1.(展示图片，导入生词。)

T:Let’slookatthepicture.

(教师展示图片一。)

T:(指着图片。)Whatisheburning?

Ss:Coal.(帮学生回答。)

(板书并要求学生掌握。)

coal

T:Canburningcoalcausepollution?

Ss:Yes.Burningcoalcancauseairpollution.

T:You’reright.

(教师展示图片二。)

T:Lookatthepicture.Peopleareproducingelectricitybywind.(教师让学生猜测词义。)

(板书并要求学生理解。)

electricity

T:(指着图片。)Canitcausepollution?

Ss:No.

T:You’reright.Itcan’tcausepollution.

2.(完成1a中的读前问题，核对答案。)

T:OK.Lookatthephrasesof1in1a,andcheck(√)whichcausespollution.

…

(一分钟后。)

T:Youknow,playingloudrockmusicatmidnightisakindofpollution.Why?

Ss:Becauseplayingloudrockmusiccanmakelotsofnoise.

T:Yes.Itnotonlydisturbsothersbutalsodoesgreatharmtopeople’shearing.

(板书并要求学生掌握。)

disturb

doharmto=beharmfulto

T:Let’slookatthepicture.

(教师展示图片三。)

T:(指着图片。)Whataretheydoing?

Ss:Theyareprintingnewspapers.(教师帮助学生回答。)

(板书并要求学生掌握。)

print

T:Themachinesaremakingloudnoise.Cantheyheareachotherclearly?

Ss:No.

T:Theyhavetosaythewordsagainandagain.Iftheyworkthereforalongtime,theymaygodeaf.(教师指着耳朵领读godeaf并解释。)

T:Thatistosay,theywillhavehearingloss.

(板书并要求学生掌握deaf，理解hearingloss。)

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