老师会对课本中的主要教学内容整理到教案课件中，大家应该要写教案课件了。我们要写好教案课件计划，才能在以后有序的工作！你们会写多少教案课件范文呢？急您所急，小编为朋友们了收集和编辑了“EntertainmentandFriendship教案”，欢迎您参考，希望对您有所助益！
Unit6EntertainmentandFriendship
Topic1IwouldratherwatchTVplaysthansportsshows.
SectionA
Themainactivitiesare1aand1b.本课重点活动是1a和1b。
Ⅰ.Teachingaimsanddemands教学目标
1.Mastersomenewphrases:
wouldrather...than...,fallinlove(withsb.)
2.Learn“wouldrather…than…”
IwouldratherwatchTVplaysthansportsshows.
3.Reviewthesentencepatternsinwhichv.-ingusedasobject.
(1)Inmysparetime,IenjoywatchingTV,especiallyquizshowsfromwhichIcanlearnalot.
(2)I’mtiredofwatchingthoseshows.
(3)Ilikewatchingsoccergamesbest.
4.LearnhowtotalkaboutTVprograms.
5.Broadenthestudents’horizons.
Ⅱ.Teachingaids教具
录音机/李瑞英、王小丫、刘纯燕等一些节目主持人的图片/一副象棋/《泰坦尼克号》主题曲磁带/小黑板
Ⅲ.Five-fingerTeachingPlan五指教学方案
Step1Review第一步复习(时间:15分钟)
复习上一单元的功能话题与本课相关内容。再由图片导入新词并介绍电视节目名称。
1.(简要复习，导入新学内容，激活学生的思维，让学生进入英语学习状态。)
T:Nicetoseeyouagain.
Ss:Nicetoseeyou,too.
T:Couldyoutellmewhatyouusuallydoinyoursparetime?
S1:IlikewatchingTV.
S2:Ilikereadingbooks.
T:Whatkindofbookswouldyouliketoread?
S2:Humorousstorybooksandhistorybooks.
T:Youareallgreat.Indeed,readingisagoodhabit.AndalsosomestudentslikeplayingChinesechess.
(鼓励学生开展健康、合理的课外活动，建立和谐民主的师生关系。)
T:TherearesomanystudentswhoenjoyplayingChinesechess.Whoisthebestplayerinourclass?
Ss:S3.
T:S3,couldyouteachushowtoplayChinesechessafterclass/inyoursparetime?
S3:Ofcourse.
T:Thankyou.ThisisasetofChinesechess.Nowitbelongstoyou.
(教师张贴李瑞英、王小丫、刘纯燕的图片在黑板旁。)
T:SomepeoplelikeplayingChinesechessandsomepeoplelikewatchingTV.Look,therearesomepicturesontheblackboard.Couldyoutellmewhotheyare?
Ss:TheyareLiRuiying,WangXiaoyaandLiuChunyan.
T:Doyouknowwhatprogramstheyhost?
Ss:LiRuiyinghostsCCTVnews.LiuChunyanhostschildren’sprograms.
T:ThisisWangXiaoya.Sheisusuallyinchargeofquizshows.
(导入新短语并板书画线部分解释其意义及用法，领读。)
quizshows
T:HowmanyTVprogramsdoyouknow?
(开展心脑风暴活动，让学生尽量多说出一些电视节目名称。)
S4:TVplays,CCTVnews,sportsshows...
T:S4,doyouknowanythingelse?
S4:Cartoon,entertainmentshows...
(板书电视节目名称，引出需理解生词entertainment。)
T:Great!Howwonderful!Therearesomanyprograms.Butwhichoneisyourfavorite,TVplays,cartoonorquizshows?
S5:IlikewatchingTVplaysbetterthanquizshows.
T:Isee.S5sayshe/shewouldratherwatchTVplaysthanquizshows.Whataboutyou,S6?
S6:IwouldratherwatchCCTVnews.ButIdon’tlikesportsshows.
T:S6sayshe/shelikeswatchingCCTVnews.Buthe/shewouldrathernotwatchsportsshows.Howaboutyou,S7？
S7:IwouldrathernotwatchTV.IlikesurfingtheInternet.
T:S7sayshe/shewouldrathersurftheInternetthanwatchTV.
(板书本课中出现的重难点句式，让学生弄清其句式结构，为下一步教学活动扫除障碍。)
He/shewouldratherwatchTVplaysthanquizshows.→wouldratherdosth.thansth.
He/shewouldrathernotwatchsportsshows.→wouldrathernotdosth.
He/shewouldrathersurftheInternetthanwatchTV.→wouldratherdosth.thandosth.
2.(让学生结对讨论各自喜欢的电视节目，并说明原因。)
T:We’vediscussedsomeTVprograms.Now,let’sdiscusswhatprogramsyouwouldliketowatch.You’dbettergiveyourreasons.Workinpairs.Let’sbegin!
(让学生进行结对练习。)
T:Now,stophere.S8andS9,pleaseshowusyourjob.
(表演对话。)
S8:Whichprogramdoyouprefer,TVplaysorsportsshows?
S9:IwouldratherwatchTVplaysthansportsshowsbecauseTVplaysaremoreinteresting.
Howaboutyou?
S8:IwouldratherwatchnewsreportsbecauseIcanlearnalotofthingsathomeandabroadfromit.
T:Whatdoyouthinkoftheirjob?
Ss:Good!
Step２Presentation第二步呈现(时间:10分钟)
呈现1a，通过回答问题加深对1a内容的理解。
1.(呈现1a。)
T:We’vetalkedmuchaboutTVprogramsandourpreference.Now,let’slearnwhatKangkangandhisfriendsliketowatch.Listentothetapeandanswerthefollowingquestions:
(出示小黑板，让学生根据问题听对话然后回答问题。)
(1)WhatdoesMichaelwantKangkangtodo?
(2)WhydoesMarialikewatchingTVshows?
(3)WhatdoMichaelandKangkangthinkofwatchingquizshows?
T:Nowlistentothetapecarefully!
(播放录音磁带。)
T:Couldyouanswerthequestionsontheblackboard?Anyvolunteers?
OK,S1,please!Question1.
S1:MichaelwantsKangkangtoteachhimtoplayChinesechess.
T:Great.S2,pleaseanswerQuestion2.
S2:BecauseshethinksTVshowsarewonderfulandshecanlearnalotfromthem.
T:Youarewonderful！S3,couldyougivetheanswertoQuestion3?
S3:OK.Theythinkquizshowsareveryboring./Theydon’tlikequizshows.
T:Verygood.
(让学生读1a，根据所提问题进一步理解对话内容。)
T:Now,let’sturnto1aonpage25andreadthroughthedialog.
(2分钟后)
T:Finished?
Ss:Yes.
T:S4,couldyoutellmehowMariaandMichaelexpresstheirpreference?
S4:MarialikeswatchingTV,especiallyquizshows,butMichaelwouldratherwatchsportsshows.
2.(复习动名词作宾语的用法，让学生找出动名词作宾语的句子然后进行适当操练。)
T:Let’sgoovertheusageofgerund(v.-ing)asanobject.Pleasefindoutthesentenceswithgerunds.Goahead,please!
(1)IenjoywatchingTV,…
(2)I’mtiredofwatchingthoseshows.
(3)Ilikewatchingsoccergamesbest.
Step3Consolidation第三步巩固(时间:8分钟)
以表演形式巩固1a。学习1b并巩固句型wouldratherdosth.thansth.。
1.(分角色朗读1a并表演。教师可给予适当的帮助。)
T:Nowlet’sactitoutinroles.S1isMichael,S2isKangkang,S3isMariaandS4isJane.
(表演对话。)
T:Good.Thenextgroupcanmakesomechangesaccordingtoyourownideas.
(根据情况，安排2~3组学生练习。)
2.(把1b中的图片全部展示。也可利用前面板书的电视节目名称，用wouldrather…than…句型让学生谈论电视节目。)
T:TalkabouttheTVprogramsthatyouprefer,using“wouldratherdosth.thansth.”
3.(让学生用wouldrather...than...句式造句，巩固并加深新句式的用法。)
T:Pleaseexpressyourpreferenceonebyoneassoonaspossibleaccordingto1b.Let’sseewhichgroupisthewinner.
(步骤：
(1)把全班学生分成5组，每个小组各派一个监督员到其他组监督。
(2)每组成员均要依次表述各自喜好，要求内容不得重复出现。
(3)最先完成者为胜方。)
Step4Practice第四步练习(时间:5分钟)
学生独立完成1c。
1.(利用图片或歌曲导入1c。)
T:Iamverypleasedwithyourjob.MaybeyouwatchTVeveryday.IfIshowyouapictureor
asong,canyougivesomedescriptionsofit?Let’shaveatry.Listentothesongandtellussomethingaboutit.
(播放歌曲MyHeartWillGoOn的一小段。)
T:Whatdoyouthinkofitwhenyouhearthesong?
Ss:Verybeautiful.ThisisasongofafilmcalledTitanic.
T:Yes,youareright.Look,herearesomepicturesfromCCTV-6andsomedescriptions.
2.(让学生独立完成1c，培养学生独立思考问题的能力和科学的思维联想能力。)
T:Pleasematchthepicturesandtheirdescriptionsonpage126.Finishthispartinoneminute.
(一分钟后)
T:Finished?S1,couldyougivetheorderofthedescriptions?
S1:Yes.Itis2,5,1,6,4,3.
T:Pleasereadthedescriptionsforus.Youcanuse“Thepictureshows/describes/includes...”
Example:
Picture1showsusthefuture.Understand?
S1:Isee.
Picture1showsusthefuture.
Picture2showsamanandawomanfallinlove.
Picture3includesastoryofgoodpeopleagainstbadpeople.
Picture4describesthereallivesofpeopleinthepast.
Picture5makesuslaugh.It’sacomedy.
Picture6showscartoonsormodelsofpeopleandanimalsseemtomove.
T:Doyouagreewithhim?
Ss:Yes,Ido.
3.(进入课文2，听力练习。)
T:Katelikeswatchingmovies.Now,let’slearnwhatshedidlastnightandwhatthemoviewasabout.Atfirst,let’slookthroughtheexercisesonpage26.
(先让学生预览问题，提高预测能力。)
T:Listentothetapeandthenchoosethecorrectanswers.
(播放听力材料，听完两遍后核对答案。)
教师板书2中涉及的需掌握词组：fallinlove(withsb.)
fallinlove(withsb.)
T:Finished?OK.S2,pleasegiveyouranswers.
S2:Allright...
T:You’vedoneagoodjob.
Step5Project第五步综合探究活动(时间:7分钟)
学生分组投票选出最受欢迎的三个节目。
1.(把学生按10人一组分成几个小组，共同交流他们喜欢的电视节目，并向大家推荐自己认为值得看的一些栏目。然后集合起来投票选出最受欢迎的三个节目，最后各组选派一个代表汇报评选结果，并阐述其理由。)
T:Maybeeveryonehashis/herownfavoriteTVprogram,butwhichprogramisthemostpopularone?Whydoyouthinkitisworthwatching?Pleasespeakoutyourfavoriteprogramandgiveyourreasons.Atlastwewillvoteforthethreemostpopularprogramsandreporttotheclass.
2.Homework
写一篇详细描述你看过的一部印象深刻的电视剧的短文。可从下列方面阐述:
(1)电视剧的名称及导演(director)。
(2)电视剧的主要演员(characters)。
(3)该剧的主要故事情节(plot)。
(4)给你印象最深的画面。
(5)对该电视剧的总体评价。
字数:100~120之间
板书设计:
IwouldratherwatchTVplaysthansportsshows.
SectionA
quizshowwouldrather…than…
entertainmentwouldrathernotdosth.
comedy
fallinlove(withsb.)
SectionB
Themainactivitiesare1aand2.本课重点活动是1a和2。
Ⅰ.Teachingaimsanddemands教学目标
1.Mastersomenewwordsandphrase:
voice,fair,upon,onceuponatime,sudden,shoulder
2.Learnhowtodescribeone’sownstarsignandcharacteristics.
(1)IwasbornonJuly12th.SomystarsignisCancer.
(2)Cancersarekindandalwaysreadytohelpothers.
3.Knowaboutthe12starsignsandsomestoriesaboutthem.
4.Learntodevelopgoodcharacteristicsandassessoneselfandotherscorrectly.
Ⅱ.Teachingaids教具
录音机/天蝎座和巨蟹座的动物标志图片/星座与性格调查表/写有12星座名称和日期的小黑板
Ⅲ.Five-fingerTeachingPlan五指教学方案
Step1Review第一步复习(时间:15分钟)
检查作业，学习新词汇。
1.(检查上节课布置的作业，组织学生互评，教师选取其中几份予以表扬。)
T:Hello!Boysandgirls!Let’sbeginourclass.Firstofall,letmecheckyourhomework,OK?Didyouhaveanyproblemswithyourhomework?
S1:No.
S2:Alittle.
T:Pleaseexchangeyourhomeworkwithyourpartner,checkitforeachother,andthenshowmesomegoodexamples,please.
(学生开始互评，教师了解情况。)
T:Herearesomeexamples.TheyareS3’s,S4’sandS5’s.S3,pleasereadyourpassagealoud.OK?
S3:OK…
T:Goodjob!Ofcourse,therearesomecommonproblemsinyourexercises.Forexample,...
2.(导入新课词汇。)
T:Althoughyou’reagirl.Couldyoutellmehowoldyouare?
G1:Iamthirteen.
G2:Iamtheoldestone.Iamfifteen.
T:G3,couldyoutellmewhenyourbirthdayis?
G3:Mybirthdayis...
T:OK.ThenIknowyourstarsign.Yourstarsignis...
(导入并板书新单词。)
T:Whatdoes“starsign”mean?Forexample,ifyouarebornbetweenOct.23andNov.21,yourstarsignisScorpio.Understand?
(板书新词)
(教师一边讲述，一边拿出蝎子的图片向学生展示。)
Ss:Yes,Isee.MystarsignisalsoScorpio.
T:DoyouknowScorpioisrelatedtohunter?Ahunterisapersonwhokillswildanimals.IfyouarebornbetweenJune22andJuly22,yourstarsignisCancer.
(教师拿出巨蟹座的图片向学生展示。)
T:Doyouthinkyourcharacteristicshaveanythingtodowithyourstarsign?
Ss:Wecan’tcatchyou.Ibegyourpardon?
T:Forexample,ifyourstarsignisCancer,maybeyouarekindandhardworking.Thoseareyourmaincharacteristics.
S6:Ithinkso.
S7:Idon’tthinkso.Everyonehashisowncharacteristics.
T:Usually,apersonmakessuchamistake:forgivehimselforherselfeasily.It’shardtoforgiveothers.“Forgive”means“stopfeelingangrywithsb.”Willyouforgiveotherswhentheymakemistakes?
Ss:Iwill.
(板书新单词，让学生了解本节课即将谈论的主要话题，标出音标及释义或展示图片，领读几遍。要求学生理解starsign,hunter,forgive，了解Scorpio,characteristic,Cancer。)
starsign
Scorpio
hunter//n.apersonwhokillswildanimals
Cancer
characteristic//n.
forgive/()/v.stopfeelingangrywithsb.
3.(开展活动，进一步了解课文主题和相关词汇。)
T:Therearethe12starsigns.Pleasematchthemwiththerelateddates,andfindoutwhichstarsignyoubelongto.
(教师把写有下列内容的小黑板呈现给学生。)
Matchthebirthdaydateswiththestarsigns:
BirthdaydatesStarsigns
(1)Dec.21-Jan.20双鱼座()
(2)Jan.21-Feb.19摩羯座()
(3)Feb.20-Mar.20巨蟹座()
(4)Mar.21-Apr.20水瓶座()
(5)Apr.21-May21狮子座()
(6)May22-Jun.21白羊座()
(7)Jun.22-Jul.22天秤座()
(8)Jul.23-Aug.22金牛座()
(9)Aug.23-Sept.22射手座()
(10)Sept.23-Oct.22双子座()
(11)Oct.23-Nov.21天蝎座()
(12)Nov.22-Dec.20处女座()
(让学生先讨论，然后让一个学生把相应的序号填在后面的括号内。)
T:S10,couldyoumatchthem?
S10:Letmehaveatry.
(学生开始做题。)
T:Arealltheanswersright?Istheorderis3,1,7,2,8,4,10,5,12,6,11and9?
Ss:Yes.
T:Now,pleaseaskyourpartner’sbirthdayandhis/herstarsign.Ifyoucan’texpressyourownstarsigninEnglish,youmaysayitinChinese.
(学生配对练习。)
(Example)
S11:Whenisyourbirthday?
S12:Mybirthdayison…
S11:What’syourstarsign?
S12:Mystarsignis…
Step2Presentation第二步呈现(时间:13分钟)
呈现1a，进行活动1b、1c。学习2。
1.(听1a录音，回答问题，用小黑板呈现问题。)
T:Listento1aandanswerthefollowingquestions.Don’tlookatyourbooks.
(1)WhydoesMarialooktiredtoday?
(2)Whenwassheborn?
(3)Whatarehercharacteristics?
(4)What’sthemeaningof“inatiredvoice”inChinese?
(板书、领读并示范疲惫的声音。让学生掌握生词voice。几分钟后，核对答案。)
2.(跟录音朗读。)
T:Readafterthetape,please.
3.(练习对话。)
T:Workinpairstopractisethedialog,please.
4.T:We’veknownsomewordsthatcanbeusedfordescribingone’scharacteristicsin12starsigns.Wouldyouliketoknowsomemorewordsaboutit?
Ss:Yes.
(教师板书1b的形容词，并讲解其中生词。需掌握生词为fair。)
gentle,creative,hard-working,outgoing,generous,modest,fair,confident
(进行活动1b，让学生讨论或以相互采访的形式谈每个人的星座、性格。)
T:Pleasetalkaboutthestarsignofyourowninpairs.Atthesametime,describeyourpartner’scharacteristicsaccordingto1b.
Example:
S1:Whenwereyouborn?
S2:IwasbornonMarch1st,1995.
S1:Whatisyourstarsign?
S2:MystarsignisAries.
S1:Youmustbeactiveandimpatient.
5.(完成1c，小组讨论同一星座人群的性格共同点与不同点。)
T:Pleasetalkaboutyourcharacteristicsingroups.Findoutthecommononesandthedifferentones.Thenreporttotheclass.
6.(学习2。)
T:Maybesomeofyoucollectalotofinformationaboutstarsigns.WhatcharacteristicsdopeoplehaveunderthestarsignScorpio?
S3:Theyarepowerfulandhavelotsofenergy.
T:Yeah.Dotheyhaveanyshortcomings?
Ss:Idon’tknow.
T:Sometimestheydonotforgiveothers.Thatistosay,theydon’thavebroadminds.Therearealsomanystoriesaboutstarsignsinwesterncountries.Inourbooks,thereisastoryaboutScorpio.Couldyoutellmewhichkindofexpressionastoryusuallybeginswith?
S4:Long,longago...
S5:Manyyearsago...
S6:Acenturyago...
T:Allright.Theseexpressionsaretotellusthetime,justasonceuponatime.S7,canyoumakeasentenceusing“onceuponatime”?
(教师边说边板书画线部分内容。领读并讲解，要求学生掌握。)
Upon
onceuponatime=longlongago
S7:Onceuponatime,therelivedanoldmaninthevillage.
T:Good.S8,couldyou?
S8:Onceuponatime,therewasatalltree.
T:Welldone.Now,turnto2onpage28.Readthepassagewithin2minutesandfindoutthe
keywordsinthetext.
(让学生阅读课文，找出文中的关键词。为降低难度，教师安排3个学生完成此任务，每人一段。第一个完成任务后，第二个开始，依次到第三个学生。按词性分类，以便在下轮巩固环节中参考关键词时能想到其搭配的名词、动词或形容词。)
T:S9,pleasefindoutthekeywordsinParagraph1.
S10,youareinchargeofParagraph2.S11,youareinchargeofParagraph3.
(学生一边找，教师一边板书。)
SpeechKeywords
n.12starsigns,characteristic,Scorpio,shoulder(肩膀)
v.believe,share,kill,die,appear,hide,forgive
adj.handsome,brave,dangerous,powerful,sudden
(要求学生掌握生词shoulder和sudden。)
T:Doyouagreewiththem?
Ss:Yes.
T:You’vedonegoodjobs.
Step3Consolidation第三步巩固(时间:7分钟)
巩固2。
1.(读2，加深学生对课文的理解。)
T:Now,pleasereadthetextbyyourself,andthenI’llasksomestudentstoretellit.
2.(复述故事情节。检测学生对课文的熟悉程度，培养学生的表达能力和记忆能力。)
T:IbelieveyouhaveknownthestoryaboutScorpio.I’llasksomeofyoutoretellitaccordingtothekeywords.
(学生准备好后，要求他们合上书本进行复述。可以提示关键词以降低难度。)
Step4Practice第四步练习(时间:5分钟)
通过采访活动，进一步练习人物性格的描述。
1.(采访活动。此活动的目的在于创设真实的语言环境，以达到学以致用。)
T:SupposeyouareasuccessfulbusinessmanorafamousStar.Thereisareportertointerviewyou.Youmaybeaskedthefollowingquestions:
(1)Whenisyourbirthday?
(2)Whatisyourstarsign?
(3)Whatareyourcharacteristics?
(4)Doyoubelieveyourstarsigndecidesyourcharacteristics?
(5)Whyareyousosuccessful?
2.(让学生合作练习。在运用中认识良好性格的积淀，可以铸就优秀的品质、事业的辉煌。)
T:Pleasefindapartner,andoneactsastheinterviewer,whiletheotherasasuccessfulbusinessmanorafamousStar.
(教师巡视，并及时予以帮助。)
3.(表演)
T:S1andS2,pleaseactouttheinterview.
S1,2:Allright.
(安排两个学生进行汇报表演。)
Step5Project第五步综合探究活动(时间:5分钟)
通过有关性格词汇的学习和掌握，让学生学会人物性格的描述。
1.(目的:组织学生收集描述性格的词汇，以扩展他们的词汇量，提高语言表达能力。)
T:Thereisgoingtobeamatchamongeachgroup.We’llcollectwordstodescribecharacteristics.
2.(规则:每10人为一小组，把该组想到的词汇按感情色彩分成两类。)
T:Eachgroupismadeupof10members.Thewordsshouldbedividedintotwotypes.Agood;Bbad.Thegroupthathasthemostwordsisthewinner.
3.(开展合作学习活动。)
T:Understand?Let’sbegin.
4.Homework
(1)(调查报告:相同星座的人是否具有相同的性格。下面为调查表格。)
T:Thereisaform.Pleasecollectinformationtoshowifthepersonswhowerebornunderthesamestarsignsharethesimilarcharacteristics.
NameBirthdayStarsignCharacteristics
要求:①调查完后写出报告。
②每人对同一星座的人调查对象不少于10人。
(2)(独立完成3。)
T:Finish3byyourself.
板书设计:
IwouldratherwatchTVplaysthansportsshows.
SectionB
A.voicen.characteristic//
starsignonceuponatime=longlongago
Scorpion.shouldern.
suddenadj.—suddenlyadv.
huntern.:apersonwhokillswildanimals
forgive/()/v.:stopfeelingangrywithsb.
B.
SectionC
Themainactivitiesare1aand2b.本课重点活动是1a和2b。
Ⅰ.Teachingaimsanddemands教学目标
1.Mastersomenewwordsandphrase:
honest,compare,standfor
2.LearnthedifferencesbetweenChinesecultureandwesternculture.
(1)Differentemotionstoanimals,plantsandsoon.
(2)SomeproverbsinwesterncountriesandChina.
①Everydoghasitsday.
②adogcatchingamouse
3.GoonlearningTVprogramsandtalkingabouttheircharacteristics.
4.Preferenceandhobbies.
(1)WhichTVprogramdoyoulikebetter,SoccerNightorHumanandNature?
(2)IpreferHumanandNaturetoSoccerNight.
Ⅱ.Teachingaids教具
录音机/写有阅读任务的小黑板或课件/一张叼着玫瑰花的狗的图片/一张罗京的图片/一张动物世界的图片/一张小狗的图片
Ⅲ.Five-fingerTeachingPlan五指教学方案
Step1Review第一步复习(时间:12分钟)
检查作业，导入新课。
1.(检查作业，把此项活动作为对学生学习活动的督促。)
T:Hello,everybody!Areyoureadytoshareyourhomeworkwithus?
Ss:Yes.
T:Whowouldliketoreadyourreportinclass?
S1:Letmehaveatry.
(教师边问边注意学生的反映，检查他们作业的完成情况，让表现积极的某个学生汇报调查报告。选取几篇优秀的材料张贴以示鼓励。)
2.(运用头脑风暴的形式，激励学生用英语表达电视节目名称。)
T:WhatTVprogramsdidyouwatchthisweek?
Ss:TVplays,news,sportsshows,andentertainmentshows.
T:We’velearntmanyexpressionsofTVprograms.
CouldyousaysomenamesofTVprograms?
(教师呈现动物世界的相关图片。)
T:WhatTVprogramdoyouthinkitis?
Ss:AnimalWorld.
T:Great.Whataboutthispicture?
(教师呈现罗京的图片。)
Ss:CCTVnews.
T:Goodjob!Hereisaform,andfillintheblanksaccordingtotheexample.
TVprogramChildren’sprogram...
ExampleCartoonCity...
(把写有上述表格的小黑板呈现给学生。表格最后部分的省略号表示此内容可充分扩展。)
T:Now,youaredividedinto5groups.Pleasegiveusmoreinformationassoonaspossible.Thegroupthatthinksoutthemostisthewinner.Let’sbegin.
(学生开始讨论。)
T:Stophere!Group1,howmanyTVprogramnamesdoyouhave?
S2:4.
T:Whatarethey?
S2:TheyareLucky52,TheSameSong,AnimalWorldandCartoonCity.
(教师再检查其他组收集的情况，作出总结。)
Step2Presentation第二步呈现(时间:15分钟)
呈现2a，完成2b。导入1a。
1.(让学生把2a中的图片与英文表述匹配，然后听录音并标出序号。)
T:HerearesomenamesofTVprograms.Nowpleasematchthepictureswiththeirnames,thenlistenandnumberthem.
(放2a录音。)
T:TherearesomanywonderfulTVprograms.S3,whichTVprogramdoyoulikebetter,SoccerNightorAnimalWorld?
S3:IwouldratherwatchAnimalWorldthanSoccerNight.
T:Why?
S3:BecauseIcanlearnalotaboutanimalsinAnimalWorld.
T:Good.Whichprogramdoyouprefer,Lucky52orTheSameSong,S4?
S4:IwouldratherwatchTheSameSongthanLucky52.
T:Couldyouexpressyourideainanotherway?
S4:IpreferTheSameSongtoLucky52.
T:Youarewonderful.WhydoyoupreferTheSameSongtoLucky52?
S4:BecauseIenjoythemusic.
T:Wonderful,welldone!
2.(实践活动，组织学生对表达偏爱和爱好的句式进行归纳总结，进行拓展练习。)
T:Boysandgirls,ifyouwanttoexpressyourpreferenceandhobbies,howmanywayscanyouuse?Let’splayagame.Sayasentenceonebyoneassoonaspossible,butyoucan’trepeatothers’.S1,youfirstplease.
(教师可要求学生按座次的先后顺序进行。)
S1:Iwouldratherstayathomethanhangout.
S2:Helikesplayingbasketballbetterthanplayingfootball.
S3:TheypreferLucky52toQuizShow.
S4:Whichsportwouldyouratherhave,runningorfishing?
S5:Whichdishdoyoulikebetter,fishorsteak?
S6:Whichfruitdoyouprefer,appleororange?
...
T:Howwonderfulyouallare!Therearemanydifferentwaystoexpressyouropinions.
3.(小组对话，完成2b。)
T:Lookattheexampleof2b.Thenmakedialogsinpairsaccordingtothepicturesof2a.
4.(引出新单词。)
(拿出一幅小狗的图片。)
T:Lookatthedog!Therearealotofphrasesaboutthedoginthissection.Forexample,ahomelessdog,arunningdog.Whatcharacteristicsdoesadoghave?
Ss:Friendlyandlovely.
T:Yes,andit’sveryhonest.“Honest”meansnottellinglies.
Anhonestmannevertellsalie.
(板书需掌握生词honest，标注音标，并领读讲解。)
honest/I/adj.nottellinglies
Anhonestmannevertellsalie.
tellalie
T:Whoisthemosthoneststudentinourclass?
Ss:Me.
T:Maybeyouarehonestifyoutellthetruth.Whoisnothonestinourclass?
Ss:Nobody./Heisnothonest.
(营造出一种幽默、轻松的学习氛围。)
5.(学习1a。教师呈现一幅小狗叼着玫瑰花的图片。)
T:Let’slookatthepicture.Couldyoudescribeit?S1,please.
S1:Thereisadoginthepicturewitharoseinitsmouth.Thedog
looksverylovely.
T:Great!Whatdoyouthinktherosemeans?
S1:Usually,rosesmeanlove.Maybethedoglovesitsownerverymuch.
T:Thankyou.S2,whatdoyouthinkofthedog?
S2:Ithinkthedogiscute.Itisveryfriendlytoitsowner.
T:Whatyousaidisveryreasonable.Whatelsedoyouthinkofit,S3?
S3:Ithinkoftwophrases.Itis“amaddog”and“adogcatchingamouse”.
T:Iseewhatyousaid.Youmeanadoglikestryingtocatchmice.Anythingelse?
S4:Arunningdog.
(阅读1a。)
T:Yes.TherearedifferentfeelingstowardsdogsinChinaandwesterncountries.Sowordsandphrasesaboutdogsareusedinpositiveornegativewaysindifferentcultures.Wecanlearnaboutmanydifferencesinculturesbycomparinghowcertainwordsareused.
(板书并理解生词phrase，了解positive和negative,要求学生掌握生词compare。)
Phrase
positive
negative
compare
Now,turnto1aonpage129.Readthepassagein1aandthenfinish1b.
(教师巡回指导，帮助学生养成良好的阅读习惯。)
T:Mostofyouhavefinished.Atfirst,answerthequestionsaccordingtothepassage.
(教师把写有阅读任务的小黑板呈现给学生。)
(1)DoChinaandwesterncountrieshavedifferentcultures?
(2)Whatdoes“aluckydog”mean?
(3)Howmanyphrasesaboutdogsdoyouknow?
(4)ArerosesthesymbolofloveinChinaasinwesterncountries?
T:S5,pleasegiveyouranswertoNo.1.
S5:Yes,theydo.
T:Doyouthinkso?
Ss:Yes.
T:S6,haveyougottheanswertoNo.2?
S6:Yes.Itmeansapersonwhohasgoodluck.
T:S7,youanswerQuestion3.
S7:Ahomelessdog,amaddog,arunningdog,adogcatchingamouse,aluckydog，everydoghasitsday,andsickasadog.
T:Wonderful!S7,whatdoes“everydoghasitsday”mean?
S7:Itmeanseachpersonhasgoodluckattimes.
T:Youaregreat.No.4,S8,couldyou?
S8:Yes,Theyare.
T:You’vedoneagoodjob!
Step3Consolidation第三步巩固(时间:3分钟)
(巩固1a。完成1b。)
T:Now,let’scometo1b.Fillintheformaccordingto1a.Youcanuse“negative”or
“positive”andalsoaddyourownopinions.
(学生独立做作业，并能用自己的语言来阐述观点，最后核对。)
T:Finished?Let’scheckyouranswers.
Step4Practice第四步练习(时间:8分钟)
1.(读1a，加深对1a的理解。)
T:We’vegraspedthemainideaofthetext.Now,pleasereadthetextagain.
(让学生进一步加深对课文内容的理解。)
2.(播放磁带时，教师在黑板上安排下列巩固任务。)
(1)Thetitleofthetext:
(2)ThemainideaofParagraph1:
(3)ThemainideaofParagraph2:
(4)Drawtheconclusion(结论):
T:Maybemostofyouaresureofthetext.Let’ssetouttofinishthetaskontheblackboard.S1,pleasecometothefrontandwritedownyouranswersontheblackboard.
(让学生学会理解文章的整体结构，培养严密的逻辑思维能力。)
S1:OK.Letmetry.
T:Theothersmaywritedownyouranswersonapieceofpaper.
(完成后核对答案。)
T:Now,checkyouranswers.
Theanswersare:
(1)Title:DifferentCountriesHaveDifferentCultures
(2)Themainideaofparagraph1:SomedifferentwordsareusedinChinaandinwestern
countries.
(3)Themainideaofparagraph2:Take“rose”asanexampletodiscusssimilarmeaningsusedinChinaandinwesterncountries.
(4)Conclusion:Thewordsareusedinpositiveornegativewaysindifferentcultures.
3.(根据1b所填的表格，复述1a。)
T:Pleaseretell1aaccordingtotheformof1b.
Step5Project第五步综合探究活动(时间:7钟)
收集谚语，设计电视节目。
1.(谚语集锦。拓展学生知识面，增强理解能力。)
T:Inthesection,we’velearntsomeproverbsandfamoussayings.Forexample,everydoghasitsday.Therearesomeothersontheblackboard.Trytograsptheirmeanings.
(教师出示写有下列谚语的小黑板。)
(1)Nothingisdifficultifyousetyourmindonit.
(2)Afriendinneedisafriendindeed.
(3)AllroadsleadtoRome.
(4)Theearlybirdcatchestheworm.
(5)Nopains,nogains.
(6)Wastenot,wantnot.(俭以防匮。)
T:TrytotranslatethemintoChineseinaneasyway.
(学生们各抒己见。)
2.Homework
电视节目设计方案:
(1)节目名称:TalksonDifferentCultures(不同文化访谈)
(2)节目风格(style)
(3)表现形式(form)
(4)选择收集的信息内容(information)
信息内容:①交际话题的差异
②对不同事物的情感态度
③一些有哲理的谚语
④不同的风土人情
板书设计：
IwouldratherwatchTVplaysthansportsshows.
SectionC
honest//adj.nottellingliesphrase
Anhonestmannevertellsalie.positive,negative
tellalie/liescompare
SectionD
Themainactivitiesare1aand4.本课重点活动是1a和4。
Ⅰ.Teachingaimsanddemands教学目标
1.Masterthenewwordandphrase:
soap,soapopera
2.Reviewsomephraseslearntbefore:
spendsometimeonsth./(in)doingsth.,keep…awayfrom,haveaninfluence/positiveeffectsonsth.,agreewith
3.TalkabouthowTVinfluencesourlives.
4.Summarizethecontentsofthistopic.
5.Learnhowtomakeadebate.
Ⅱ.Teachingaids教具
录音机/一幅《家有儿女》的电视剧图片/写有复习任务和阅读任务的小黑板
Ⅲ.Five-fingerTeachingPlan五指教学方案
Step1Review第一步复习(时间:10分钟)
学生说出中西方文化中有关狗的描述。运用头脑风暴的形式复习所学的电视节目，呈现新词，为1a的学习作准备。
1.(说出中西方文化中有关狗的描述。)
T:Hello,boysandgirls!DuringthisClass,we’regoingtoreviewsomesayingsaboutdogsinChineseandwesternculture,andyoumayaddyourownopinions.Now,let’sbegin!
S1:InChina,“ahomelessdog”,“amaddog”,“arunningdog”and“adogcatchingamouse”havenegativemeanings.
S2:Inwesterncountries,dogsareconsideredhonestandgoodfriendsofhumans.
S3:Inwesterncountries,“Youarealuckydog”meansyouarealuckyperson.“Everydoghasitsday”meanseachpersonhasgoodluckattimes.
S4:…
2.(运用头脑风暴的形式，复习所学的电视节目。)
T:Reviewalltheprogramsthatwe’velearned.
TVprograms:TVplays,sportsshows,talkshows,quizshows,newsreports,entertainmentshows,children’sprograms,educationalprograms…
(SoccerNight,Lucky52,CCTVNews,AnimalWorld,CartoonCity,TheSameSong…)
3.(教师呈现一幅《家有儿女》电视剧的图片，并以此为例解释一下肥皂剧。)
T:Now,let’sdiscussanotherTVprogram.It’scalledsoapopera.It’sakindofTVorradioplayaboutfamilylives.《Afamilywithkids》/《家有儿女》isapopularsoapopera.
(板书需掌握单词soap及需理解词组soapopera，领读。)
soap
soapopera
4.(教师呈现写有复习任务的小黑板，其内容为已学短语，但在本课中重新出现，用以激活相关背景知识，为下一活动作铺垫。)
T:DosomeexercisesandfillintheblankswiththephrasesthatIgiveyou.
选用下列短语的适当形式填空。
haveaninfluence,aluckydog,spendsometimeonsth./(in)doingsth.,keepawayfrom,agreewith
(1)Annaisreally.Shehasbeeninvitedtoactasthechairmanofthecompany.
(2)Televisiononourlife.
(3)ThoughIdon’tbelieveyou,Iyourideaonthispoint.
(4)Hethreehoursthework.
(5)Stayingathomeallthetimehimhealthyactivities.
T:Finishthetaskalone.S5,cometotheblackboardandwriteyouranswersonit.
(学生板书答案。)
T:Finished?
Ss:Yes,wehave.
T:Let’scheckS5’sanswers.
Theanswersare:(1)aluckydog(2)hasaninfluence(3)agreewith
(4)spent...on/(in)finishing(5)keeps...awayfrom
(此环节也可以让其他学生到黑板前帮助修正错误答案，培养学生探究、合作意识。)
T:Whenyoudotheexercises,youshouldmakeoutthemeaningofeachsentenceatfirst,thenchoosetherightphrases,andatlastfillintheblankswithproperforms.
(教师可用彩色粉笔标出学生易错部分。)
Step2Presentation第二步呈现(时间:12分钟)
由1a的课文图片谈起电视。先完成1b，再学习1a。
1.(1)(以课文图片作为突破口，呈现课文内容，进入1a。)
T:Pleaseturntopage31.Hereisapictureofafamily.TheyarewatchingTVtogether.Theviewersarethefather,themotherandthechild.Ithinktheprogrammustbeveryfunnybecauseallofthemaresmiling.
(描述并板书需理解生词viewer，领读。)
viewern.
T:Perhaps,thereisanother“person”inthepicture,butwecan’tseeher.Sheisababysitter.Theword“babysitter”inChinesemeans“保姆”.
(了解babysitter。)
T:Whatisthis?(老师指着图片中的电视机问。)
Ss:TV!
T:WatchingTVisanimportantpartofourlife.Thinkcarefully!Whatinfluencedoestelevisionhaveonus?Therearesomestatementsin1bonpage31.Discusswhichonesaregoodforus,andwhichonesarebad.Write“A”foragreement“D”fordisagreement.Finishitin2minutes.
(学生独立完成1b作业。培养学生的预测能力和独立思考问题的能力。)
T:Haveyoufinished?
Ss:Yes.
T:S2,whichonesdoyouagreewith?
S2:1,5and7.
T:Doyouagreewithhim?
Ss:Yes,wedo./No,wedon’t.
T:Indeed,televisionhasmanygoodinfluencesonus.Butwhatbadinfluencesdoesithaveonus?S3,couldyoutellusyouropinion?
S3:2,3,4and6.
2.(让学生阅读1a，并完成表格。)
T:Now,pleasereadthetextonpage31.Thenfillintheblanksontheblackboard.
(教师在黑板上呈现阅读任务，学生开始阅读课文。)
GoodInfluencesBadInfluences
T:Stophere,please.S4,whatgoodinfluenceshaveyoufoundinthetext?
S4:(1)Increaseourknowledgeandchangethewaywelookattheworld.
(2)Televisionsometimesislikeababysitter.
(3)Therearemanygoodprogramsforus.
(4)Itisoneofthemostimportantwaysofgettinginformation.
T:Awonderfuljob!S5,whatbadinfluencestelevisionsgiveushaveyoufound?
S5:(1)Itkeepsusawayfromhealthyoutdooractivities.
(2)Therearealsosomeunhealthyprograms.
T:Rightorwrong?
Ss:That’sright.
(教师把学生陈述的关键词填写在上述表格内。)
3.(学生找出重点词组及难点句子。)
T:Somephrasesareveryimportanttoyouandsomesentencesaretoodifficultforyoutounderstand.Pleasefindthemout.
(教师板书，讲解。)
haveahugeinfluenceon…
keep…awayfrom
besuitablefor…
NoteverythingonTVhaspositiveeffectsonviewers.
Step3Consolidation第三步巩固(时间:7分钟)
巩固1a。
1.(读1a，进一步加深对课文的理解。)
T:Pleaseread1aandpayattentiontothepronunciationandintonation.
2.T:Now,let’shaveafurtherdiscussionofthosequestionsaboutthetextoneanother,thenI’llasksomestudentstoreportyouranswers.
(教师呈现写有下列任务的小黑板，让学生讨论。)
Fillintheblanksafterreadingthetext:
(1)Thetopicsentenceofthetextis.
(2)ThemainideaofParagraph1andParagraph2is.
(3)ThemainideaofParagraph3is.
(4)Thelastparagraphtellsus.
(此活动的目的是使学生进一步加深对文章内容的理解，培养学生从整体把握文章主题或大意的能力，了解文章的结构，把握文章的内在联系。)
T:Now,well!Stophere!S1,wouldyouliketohaveatry?
S1:OK.Letmehaveatry.Thetopicsentenceofthetextisthattelevisionhasahugeinfluenceonourlives.ThemainideaofParagraph1and2isadvantagesofwatchingTV.ThemainideaofParagraph3isdisadvantagesofwatchingTV.Thelastparagraphtellsustochoosepropertelevisionprograms.
(教师把画线部分填入上述表格内。学生回答若有困难，教师可提示一些关键词，如:advantage和disadvantage。)
T:It’swonderfulofyoutofinishthejob.Thankyou.
Step4Practice第四步练习(时间:8分钟)
完成活动2和3。
1.(先学后练)
T:Lookattheusefulexpressions,readandlearnthem,andthenwe’lldosometranslationexercises.I’llgiveyou2minutes.Hurryup!
T:Iwouldratherwatchsportsshows.InChineseitmeans…S1.
S1:…
T:IwouldratherwatchTVplaysthansportshows.Whatdoesitmean?S2.
S2:…
T:Howdoyousay“你是个幸运儿”inEnglish?S3.
S3:…
T:Whatdoyoumeanby“Everydoghasitsday”?S4.
S4:…
T:Doyouknowthelastsentence?S5.
S5:…
T:Here“wouldratherdosth.thansth.”means“prefersth.tosth.”or“preferdoingsth.todoingsth.”OK,somuchforit.Youallhavedonegoodjobs.
2.(完成活动3。)
T:We’velearntmanyTVprogramsandsomedifferentculturesinChinaandwesterncountries.Inthissection,supposewe’lldesignanewTVprogram.Whatwoulditbeabout?
S3:Iwouldratherdesignaprogramaboutcountrylife.
S4:We’dbetterdesignaprogramaboutcultureofChinaandwesterncountries.
T:Thatsoundsgood.Let’smakeit.Whatnamedoyouthinkisthebest?
S5:HowaboutSkyforCulture?
T:Itsoundsgood.Anythingelse?
S6:TalksonDifferentCultures.
T:WhatdoyouthinkofTalksonDifferentCultures?
Ss:WewouldratherchooseTalksonDifferentCulturesthanSkyforCulture.
(让学生尽可能地发挥其创造性，选择其中创意较好的几个进行评论。)
T:WhatwillwediscussintheprogramTalksonDifferentCultures?Therearesomesuggestions:
(1)Differentwaysofgreeting.
(2)Differentemotionstowardsanimals,plantsandotherthings.
Doyouhaveanyothersuggestionstoadd?
S7:Wecanalsoaddsomeproverbstoit.
(学生可能用中文陈述谚语。教师可帮助他们用英文表示。)
S8:Sowemustcollectalotofinformationtodesignagoodprogram.
S9:Itmustbeinteresting.
Step5Project第五步综合探究活动(时间:8分钟)
进行辩论活动，完成4。
1.(进入教材4。)
T:Thetexttellsussomegoodandbadinfluencestelevisionhasonus.Maybetherearemanymoreinfluencesbesidestheabove.Now,let’shaveadebateonthestatement:Televisionhasabadinfluenceonchildren.
(板书画线部分内容。)
Televisionhasabadinfluenceonchildren.
T:Workin2groups.Group1agreeswiththeideaandyouaretheAffirmativeTeam.Group2disagreeswiththeideaandyouaretheNegativeTeam.Therearesomerulesforyou:
(1)Eachteamhasthreespeakers.Butbothteamsdoresearchonthetopicandtrytofindreasonsfortheirpointofview.
(2)Thefirstspeakerfromeachteampresentstheirideas.
(3)Thesecondspeakerfurtherarguesanddisagreeswiththepreviousspeakerfromtheotherteam.
(4)Thethirdspeakerfromeachteamdisagreeswiththeotherteam’sideasfurther.
(5)Speakersdebatethestatementfreely.
(6)Thethirdspeakermakesasummaryofwhattheirteamhasargued.
Now,eachgroupdiscussesandwritesyourideasandreasonsonapieceofpaperandthen
givesittoyourspeakers.
(教师告诉学生辩论程序和要领，也可写在小黑板上，学生分组讨论。)
T:DebatebeginswiththeAffirmativeTeam,andthentheNegativeTeam.
Example:
AffirmativeTeamNegativeTeam
FirstspeakerWeagreewiththeidea:
Televisionhasabadinfluenceonchildren.Onthecontrary,wedisagreewiththeidea:Televisionhasabadinfluenceonchildren.
SecondspeakerWeallknowthattherearemanyTVprograms.Butsomeareunhealthy.Childrenwillactaswhattheysee.Televisionalsokeepsusawayfromhealthyoutdooractivities.Wedisagreewiththeideabecausemostofuscanlearnmuchfromtelevision.Forexample,itcanincreaseourknowledge,helpuscollectinformationandmakeourlifeinterestingandcolorful.
ThirdspeakerWhiletelevisionmakesourlifeinterestingandcolorful,wewillalsolearnsomerudewordsandbadbehaviors,evenacceptsomeunhealthyideas.Forexample,whenachildseesacharacterwholikessmoking,hewilllearntosmoke.
Goodhabitsareformedgraduallywhilebadbehaviorsareactedatonce.Inaword,televisioncan’thavenobadinfluenceonchildren.Idisagreewithyou.Therearemanyhealthyprograms,andwecanrejecttheunhealthyones.Atthesametime,ourparentssometimesgiveussomeadvicewhenwewatchTVtogether.
Obviously,televisionhasmoregoodinfluencesonourlife.Therearemanyhealthyprogramsandwecanlearnalot.Sowecan’tsaytelevisionhasbadinfluenceonchildren.
(学生们在准备中遇到生词时可通过查词典或问老师得以解决。)
2.Homework
以WhatcanIlearnfromTV?为题目写一篇约100单词的短文。
(个人自我反省总结。)
板书设计:
IwouldratherwatchTVplaysthansportsshows.
SectionD
haveahugeinfluenceonsoapopera
keep…awayfrom…viewer
besuitablefor…
NoteverythingonTVhaspositiveeffectsonweviewers.
Topic2Whoisyourfavoritecharacterinliterature?
SectionA
Themainactivitiesare1aand2.本课重点活动是1a和2。
Ⅰ.Teachingaimsanddemands教学目标
1.Masterthephrase:
makeupone’smind
2.Reviewdifferentkindsofclauses.
(1)attributiveclauses
(2)adverbialclauses
(3)objectclauses
3.Learnaboutsomefamouspaintersandtheirpaintings.
Ⅱ.Teachingaids教具
录音机/不同风格的图画及其作者画像或图片
Ⅲ.Five-fingerTeachingPlan五指教学方案
Step1Review第一步复习(时间:15分钟)
复习状语从句、定语从句，并导入新课。
1.(师生问答，复习电视节目，为下面引出教育节目及凡高的出现作铺垫。)
T:Hello,everybody!Ihavesomequestions.Couldyouanswerthem?
Ss:OK.
T:DidyouwatchTVlastnight?
S1:Yes,Idid.
T:Whatprogramdidyouwatch?
S1:Iwatched...(让学生说出节目名称。)
T:Whatwasitabout?
S1:Itwasabout...(让学生用自己的话描述节目内容。)
2.(学生用相似的对话问教师，导入新课。)
T:Youmayaskmesomesimilarquestions.Don’tyouwanttoknowwhatIdidlastnight?
Ss:DidyouwatchTVlastnight?
T:Yes,Idid.
Ss:Whatprogramdidyouwatch?
T:Iwatchedaneducationalprogram.
Ss:Whatwasitabout?
T:ItwasastoryaboutVincentvanGogh.HewasafamousDutchartist.It’sapitythathediedwhenhewasveryyoung.Thecolorsinhispaintingsarebrightandbeautiful.
(板书画线部分，让学生们猜VincentvanGogh的中文名字，解释Dutch的英语意思，使学生们对凡高有一定的了解。)
VincentvanGogh,Dutchartist
T:“Dutch”meanspeoplefromHolland,languagespokeninHollandandotherthingsaboutHolland.Iwantsomestudentstosaysomethingaboutthegreatartist,VincentvanGogh.Whocan?Handsup!
(分别让几个同学单独说，然后大家一起说，学会如何对艺术家进行描述。)
3.(让一个喜欢艺术的学生回答教师的问题，引出对从句的复习。)
T:Doyoulikedrawing?
S2:Yes.
T:Whatdoyouknowaboutpaintings?
S2:...
(让学生根据自己的情况说一些内容。)
T:Doyouwanttobeanartist?
Ss:Yes,...
(引导学生做肯定回答。)
T:Whatwillyoudoifyouwanttobeanartist?
Ss:...
(引导学生说一些做法。)
T:Yes.Ifyouwanttobeanartist,youmustworkveryhard.
(让其他学生模仿造句，教师总结观点。)
S3:Ifyouwanttobeanartist,youmustgotoartclasses.
S4:Ifyouwanttobeanartist,youmustwatchthingscarefully.
S5:Ifyouwanttobeanartist,youmustworkveryhard.
(板书画线句子，总结条件状语从句。)
Ifyouwanttobeanartist,youmustgotoartclasses.
Ifyouwanttobeanartist,youmustwatchthingscarefully.
Ifyouwanttobeanartist,youmustworkveryhard.
T:BeijingNationalArtGalleryisagreatplaceforyoutogo.Ifyoudon’tknowmuchaboutart,youcanasksomebodywhoknowsarttogowithyou.Ifyoudon’tknowtheway,youcanaskyourfriendwhoknowstogowithyou.
(板书定语从句，并归纳。)
Youcanasksomebodywhoknowsarttogowithyou.
Youcanaskyourfriendwhoknowstogowithyou.
(引导学生们用含有定语从句的句子回答问题。)
T:Whocanyouasktogowith?
S6:Icanasksomebodywhohasacartogowithme.
S7:Icanasksomebodywhoishelpfultogowithme.
S8:...
S9:...
(找几个不喜欢艺术的同学，说出自己不喜欢的原因，引导他们用原因状语从句来表达。)
T:Doyouwanttobeanartist?
S10:No,Idon’t.
T:Why?
S10:BecauseImustworkveryhard.
(教师对学生观点作出总结。)
T:Nowyouknowthatitisnoteasytobeanartist.Ifyouwanttobeanartist，youmustknowhowhardyoumustwork.
4.(点将比赛。要求用以上所涉及的各种从句,男女学生分为两组。)
T:Let’sdoacontest.Allthegirlsinonegroup:G,alltheboysintheothergroup:B.Youcanchallengethemembersoftheothergroup.
(第一轮，用if条件状语从句。)
T:Let’smakesentenceswith“if”.Iwillmakethefirstsentence.
(教师说出第一句，让第一个学生说第二句，第一个学生说完叫第二个学生。)
T:Iwillgototheparkifitisfinetomorrow.(T→B1)
B1:Iwillgotoschoolifitisfinetomorrow.(B1→G1)
G1:IwillgototheNationalArtGalleryifitisfinetomorrow.(G1→B2)
B2:...
...
(第二轮，用定语从句。)
T:HewasaChinesepainterwhowasquitegoodatpaintingfigures.(T→B1)
B1:ThemanwasaDutchartistwhowasfamousforhispaintingofSunflowers.(B1→G1)
G1:…
(同时板书画线部分生词。需理解生词figure，了解生词sunflower。同时老师给予必要说明：sunflower作画的名称时，s要大写。)
figure,sunflower
(第三轮，用条件状语从句。)
T:××saidhehadmadeuphismindtobeanartist.
(板书画线部分，解释并要求学生掌握。)
makeupone’smind
T:Ifheworkshard,hisdreamwouldbetrue.(T→B1)
B1:Ifyouwouldn’tknowtheway,youcanaskyourfriends.(B1→G1)
G1:…
…
(教师宣布结果，并给予奖励。)
Step2Presentation第二步呈现(时间:5分钟)
学习1a。
1.(就1a对话，进行简单介绍，然后设置听力任务，降低听力难度。)
T:Todaywe’lllearnsomethingaboutSteve.HewantstobeanartistlikeVincentvanGogh，becausehelikesVincentvanGogh’sworksverymuch.Nowlistenandfindtheanswerstothefollowingquestions:
(1)WhichpaintingisSteve’sfavourite?
(2)WhatisthemajorsymbolofexpressioninVincentvanGogh’spaintings?
(听录音，回答问题并核对答案。)
2.(让学生找出本段对话的复合句，并说出从句的类型。)
T:Pleaseread1aandfindoutthecomplexsentences,atthesametimepointouttheirtypes.Discussinpairsandfurtherunderstandthem.
(本段对话中含有状语从句和定语从句，在此过程中应得到复习。)
Step3Consolidation第三步巩固(时间:5分钟)
巩固1a。
1.(放1a录音，让学生跟读。)
T:Followthetape,payattentiontothepronunciationandintonation,andthenpracticeinpairs.
2.(两人一组表演1a。)
T:Workinpairs.Actoutthedialog.
3.(学生自读，注意黑板上所标的复合句的类型，对从句作出总结。)
T:Readthedialogbyyourselvesandpayattentiontothecomplexsentencesontheblackboard.Thensummarizethekindsofthesentences.
4.(完成1b。)
T:Read1aagainandfilloutthetablein1b.Check(√)thepainteryoulikebetter.ThenI’llasksomeofyoutoexplainthereasonswhyyoulikehim/herbetter.
5.(呈现第34页3的图片，引出对图画的分类，并学习生词。)
T:Inthispicturewecanseeawoman.It’saportrait.ItisLeonardo
daVinci’swork.
(以同样的方法讲解其他两幅图片，学习并了解生词:landscape,porrtait。)
(板书画线部分。)
Portrait，landscape
(领读生词并对图片进行描述，为学生自己描述奠定基础。)
Step4Practice第四步练习(时间:15分钟)
完成1c和2。
1.(小组讨论，相互提问完成1c。)
T:Everyonehashisownfavoriteartist.Pleasediscussthequestionsin1cingroups.Thentellusthestoryofyourfavoriteartist.
MyfavoriteartistisQiBaishi.Heshowsgreatlovetolifeinhispainting.Hispaintingsbelongtomodernarts.Worklikethis,please!In3minutes,I’llasksomestudentstoreport.
2.(教师做适当引入，听录音完成2。)
T:HereisastoryaboutLeonardodaVinci.Wouldyouliketoknowit?Ifso,listentothepassagecarefullythenfinishthetasksin2onpage34.OK,nowlet’sbegin!
(放录音)
Step5Project第五步综合探究活动(时间:5分钟)
完成3。
1.(让学生拿出自备的图画，总结艺术的分类，并调查学生最喜欢的艺术家和他们的作品、风格及喜欢他们的原因。)
Student’snameAnimalLandscapePortraitReason
T:Pleasemakeasurveyaboutyourclassmates’favoritekindsofpaintingsandfillintheblank.Youcandoitlikethis:
Example:
T:Whattypesofpaintingsdoyoulikebest?
S1:Myfavoritekindofpaintingis…
T:Why?
S1:Because…
2.(学生完成调查表后，把调查结果汇报给全班同学。)
T:Youcanreportittoyourclasslikethis:
KangkanglikesXuBeihong’spaintingsbest.Becausethehorsesinhispicturesareverypowerful.
3.Homework
Findasmanybooksasyoucan.Findoutthemaincharacters,theircharacteristicsandthewriters’styles.
板书设计:
Whoisyourfavoritecharacterinliterature？
SectionA
VincentvanGogh:Dutchartist
sunflowerNationalGallery
landscape
portrait
makeupone’smind
Ifyouwanttobeanartist,youmustgotoartclasses.
.
.
.
Youcanasksomebodywhoknowsarttogowithyou.
.
.
.
SectionB
Themainactivitiesare1aand2a.本课重点活动是1a和2a。
Ⅰ.Teachingaimsanddemands教学目标
1.Masterthenewwords:
fly,kiss
2.Learnaproverb:
Onetreecan’tmakeaforest.
3.Learnhowtodescribeliteraryworks.
4.LearnaboutChineseclassicalliteratureandwesternliterature.
5.Cultivatethestudents’cooperativespirit.
Ⅱ.Teachingaids教具
录音机/幻灯片/图片
Ⅲ.Five-fingerTeachingPlan五指教学方案
Step1Review第一步复习(时间:10分钟)
检查作业，导入新课。
1.(让学生们整理上一节课的作业，把自己所找到的文学作品的作者、主要人物及其性格特征，还有作者的写作风格向大家汇报。)
T:Let’scheckyourhomework.Whohasfinishedyourhomework?Pleasereportittotheclass.
(为了规范大家的说法及提供示范，教师先介绍一下自己的发现。)
T:ThisbookiscalledYongzhengDynasty.It’smainlyaboutEmperorYongzheng.Yongzhengwasverypowerful.Hemadeagreatcontributiontothedynasty.EryuehealwayswritesstoriesaboutChineseemperors,especiallytheemperorsoftheQingdynasty.
S1:Thisbookiscalled….It’smainlyabout...
S2:...
(检查作业，谈论文学作品的作者、主要人物及其性格特征等。)
2.(呈现《西游记》的图，让学生们描述其内容，为后面对各个角色的描述作铺垫。)
T:Whatcanyouseeinthepicture?
Ss:Wecanseefourpeople.
T:Whoarethey?
Ss:TheyarethecharactersinJourneytotheWest.
(对于这个回答，老师可以给出适当的提示，也可以用这四个人名来回答。)
T:Great!JourneytotheWestisoneofthefourclassicnovelsofChineseliterature.
(板书画线生词，并讲解。理解生词literature，了解生词classic。)
classic,literature
(教师继续提问。)
Whichcharacterdoyoulikebest?
(学生们可以给出不同的回答。)
S3:Ilike…best.
S4:...
S5:...
S6:...
(当学生们给出不同的答案后，教师提问他们喜欢这一角色的原因，引导学生们对其性格特点做出描述。)
T:WhydoyouliketheMonkeyKing?
S7:Becauseheisfunnyandclever.
T:WhydoyoulikeSandy?
S8:Becauseheiskindandhelpful.
T:WhydoyoulikePigsy?
S9:Becauseheisfatandlazy.Helikeseatingverymuch.Heisveryfunny.
T:WhydoyoulikeXuanzang?
S10:BecausehecansaymagicwordstocontroltheMonkeyKing.
(教师总结学生们的回答，并对其进行情感态度方面的教育。)
T:Xuanzangwasnearlyeatenbyhisenemies.Withthehelpoftheotherthree,hesucceededatlast.
3.(呈现《哈里波特》的图片，让学生们描述其内容，为后面对各个角色的描述作铺垫。)
T:Whatcanyouseeinthepicture?
Ss:Wecanseesomechildren.
T:Whoarethey?
Ss:TheyareHarryPotterandhisfriends.
T:Whichcharacterdoyoulikebest?
S11:...
S12:...
(允许学生们给出不同的回答，然后问喜欢的原因。)
T:Whydoyoulike…?
S13:Because...
T:Whydoyoulike…?
S14:Because...
(教师总结学生们的回答。)
T:Harryiscleverandbrave.Butwithoutthehelpofhisfriendshewouldn’tbecomeahero.
(总结学生们对两幅图的描述，加上一些适当的提示，对学生进行情感方面的教育，培养其乐于与他人合作的精神，使其养成和谐和健康向上的品质。)
T:TheMonkeyKingiscleverandpowerful,buthecan’tsucceedbyhimself.Histwofriendsgivehimalotofhelp.HarryPotterisverybraveandclever,buthecan’tbeathisenemiesbyhimself.Hewouldnotbecomeaherowithoutthehelpofhisfriends.Fromthatweknow,Onetreecan’tmakeaforest.Wemustknowhowtoworktogetherwithothers,thenwecanmakeagreatsuccess.
(板书画线部分对其进行释义并领读。)
Onetreecan’tmakeaforest.独木难成林。
Step2Presentation第二步呈现(时间:8分钟)
完成1a。
1.(让学生带着任务听1a，锻炼其从材料中获取信息的能力。)
T:Nowpleaselistento1a.Thenanswerthefollowingquestions:
(板书问题。)
(1)InordertohelpHarry,whatdoHarry’sfriendsdo?
(2)What’sKangkang’sview?
(听录音，回答问题。)
(1)Theyreadmanybooksanddiscoveredthebestwaytodefeattheirenemies.
(2)NeithertheMonkeyKingnorHarryPotterwouldbecomeaherowithouttheirfriends.
2.(三人一组表演1a，加深对对话的理解。)
T:Let’sactthedialogout.Workingroupsofthree.
Step3Consolidation第三步巩固(时间:10分钟)
巩固1a，完成1b。
1.(小组活动，让大家一起讨论并填写表格。)
T:Let’sworkingroupsoffour,anddescribethecharactersin1atoyourpartners.Thenfillinthechartandcheck(√)yourfavoritecharacter.
2.(选两位学生来作汇报，其他学生一起校对并对其进行补充，然后师生一起补全表格中人物的性格特征，完成1b。)
S1:…ismyfavoritecharacter.
S2:…ismyfavoritecharacter.
CharactertheMonkeyKingSandyPigsyHarryPotterHarry’sfriends
Characteristicsfunny,clever,
brave…honest,
wise,
helpful…kind,
funny,
alittlelazy…brave,handsome,
kind…helpful,
wise…
Yourfavorite
character
(可用小黑板或幻灯片展示上面的表格。)
Step4Practice第四步练习(时间:10分钟)
学生谈论文学作品中他们最喜爱的人物，导入2a。
1.(让学生拿出自己所收集的文学作品，来描述自己最喜欢的人物。)
T:Pleasetakeoutyourliteratureworksanddescribeyourfavoritecharacters.Whydoyoulikehimorher?Whatothercharactersdoyourememberclearly?Doyoulikethem?Whyorwhynot?
S1:...
S2:...
2.(完成2a。通过活动培养学生的阅读能力。)
(1)(读2a，找出文中所提及的重点人物，培养学生获取信息的能力。)
T:Let’sread2aandfindtheanswertothequestion:Whoarementionedinthispassage?
(读完后，教师核对答案。)
(2)(对哈里波特和孙悟空作比较，以加深学生对文章的理解和培养他们对人物分析的能力。)
T:ComparethesimilaritiesanddifferencesbetweenHarryPotterandtheMonkeyKing.Youcandoitwithyourpartner.
(教师帮助总结，并板书。)
Thesimilarities:canfly,bothbraveandclever.
Thedifferences:HarryPottertheMonkeyKing
1)supperpower1)funnybehavior
2)protecthisfriendsfromdanger2)isgoodathiding
3)handsomeandkind3)hidesbyturninghimselfintoasmalllivingthing
3.(巩固2a，并讨论2a。)
(1)(学生自读短文，根据文中所提供信息，描述哈里波特和美猴王。)
T:ReadbyyourselvesanddescribeHarryPotterandtheMonkeyKing.
S1:HarryPotterhasmanypowers.Hecanflyandprotecthisfriendsfromdanger.Heisnotonlybrave,butalsohandsomeandkind.
S2:TheMonkeyKingisabravehero.Heisverycleverandfunny.Heoftenbehaveslikeachildandmakesuslaugh.TheMonkeyKingcanflyandheisgoodathiding.Hehidesbyturninghimselfintosmalllivingthings,suchasabeeorafly.
(2)(让学生们描述其他文学作品中的人物形象。)
T:Whoisyourfavoriteheroinliterature?Describetheherowithafewsentencestoyourpartner.
(3)(教师总结，对学生们进行情感教育。)
T:Theheroesyoumentionedareallverysuccessful.Butwhosucceedsallbyhimself?
Ss:...
T:Noonecansucceedallbyhimself.Theyalwaysneedthehelpfromhisrelativesorfriends.Onetreecan’tmakeaforest.Wemustworktogetherwithothers.
(4)(两人一组讨论2b中的问题。)
T:Pleasediscussthequestionsof2binpairs,andthenI’llasksomeofyoutoreport.
S1:…
S2:…
S3:…
(再读2a，对其进一步理解。)
T:Read2aagainandhaveafurtherunderstandingof2a.
4.(转入课堂活动。)
T:Nowwell,let’scometoclassactivities.Firstofall,letmetellyouthewords“fly”and“kiss”.Here“fly”means“苍蝇”,and“kiss”meanstotouchsomebody.withyourlipsasagreetingorasasignoflove.
(板书画线生词，并要求学生掌握。)
kissn./v.flyn.
(学生读并欣赏。)
T:OK,pleasereaditaloud.
Step5Project第五步综合探究活动(时间:7分钟)
通过情景剧表演，加深对中国文学中人物的理解。欣赏诗歌，完成3。
1.(组织学生从熟悉的JourneytotheWest中选材或自编一个小情景剧，分四人小组进行表演。)
要求:(1)情景剧表演。
(2)人物的语言要符合人物的身份，特别是theMonkeyKing.
T:Let’smakeupashortplay.Workingroupsoffour.FourstudentsacttheMonkeyKing,Sandy,PigsyandXuanzang.Thenchoosetwogroupstoactthemout.
(教师在学生组织表演时应及时提供必要的帮助。)
T:Whichgroupcanactoutyourplay?
G1:…
G2:…
2.(欣赏3中的诗歌。)
(1)(看图画，分析内容，帮助学生理解诗歌。)
T:Abeautifulnight,abeautifulgirl,alargeleafandabeautifullotus.Whatcanyouthinkof?
(2)(听录音，欣赏诗歌。)
T:Listentothetapeandappreciatethepoem.
3.Homework
以Myfriend为题写一篇短文。
要求：1.使用已学过的描述性词汇。
2.字数100左右。
板书设计:
Whoisyourfavoritecharacterinliterature?
SectionB
literatureOnetreecan’tmakeaforest.
classic
kiss
SectionC
Themainactivitiesare1aand3.主要活动1a和3。
Ⅰ.Teachingaimsanddemands教学目标
1.Masternewwordsandphrase:
reply,golden,setfree
2.Furtherunderstandhowtocherishfriendship.
3.Goontalkingaboutartandliterature.
Ⅱ.Teachingaids教具
录音机/文学艺术图片
Ⅲ.Five-fingerTeachingPlan五指教学方案
Step1Review第一步复习(时间:15分钟)
学生谈论文学作品中他们最喜爱的人物。导入2a。
1.(让学生拿出自己所收集的文学作品来描述自己最喜欢的人物。)
T:Pleasetakeoutyourliteratureworksanddescribeyourfavoritecharacters.
Whydoyoulikehimorher?
Whatothercharactersdoyourememberclearly?Doyoulikethem?Why?
S1:…
S2:…
2.(让学生分类并从作者生平及作品文学地位来描述，继而转入2a。)
T:Pleasetalkaboutyourliteraturebookagain,accordingtothethreeaspectsbelow.
1)Author’snameandworks.
2)Thebirthplace/birthdateoftheauthor.
3)Howdoyoucommentonhiswork?
Workingroups,youmaytalkitlikethis:
WilliamShakespeareisknownforhisplaysandpoems.HismostfamousplaysareHamletandRomeoandJuliet.InRomeoandJuliet,heshowsthegreattruelovebetween2youngpeople.Thegreatwriterandpoetwasbornin1564,diedin1616.
Doit,please.In3minutesreporttous.
(教师语速放慢,可把要求书写在黑板上，以便学生明确要求。)
(学生小组汇报。)
Group1:…Group2:…Group3:…
T:Verywell.Nowlet’sgoontalking.Doyouknowthesepeople?Ifso,tellyourgroupmemberswhatdoyouknowabouttheirworks.Ifnot,discussandsolveitingroups.Goahead!
(让学生分别根据2a的图片和相关信息进行小组合作。)
(五分钟后，教师让小组依次选其中一、二幅汇报。)
Group4:…Group5:…Group6:…
3.(完成2b。谈论自己最喜欢的作家及理想。)
Step2Presentation第二步呈现(时间:10分钟)
转入1a。
1.T:Everygrouphavedonewell.Everyonecanhelpeachother.Ibelieveyouallknowtheproverb“Onetreecan’tmakeaforest”.Hereisastorywiththeideaofit.Let’scometo1aandreadthestorySandandStone.Thenanswerthefollowingquestions.
(呈现小黑板上的问题。)
(1)Howmanypeoplearethereinthestory?
(2)Wheredidthestoryhappen?
(3)Whatdidthetallerboydowhenhehadanargumentwithhisfriend?
(4)Wheredidtheshorterboywritethewordswhenhisfriendhurthim?
(5)Whathappenedinthepond?
(6)Wheredidtheshorteronewritethewordswhenhisfriendsavedhim?
(7)Whatdidhemeaninhislastwords?
(文中有几个生词教师不必处理，让学生自己判断，锻炼其根据上下文理解文章的能力。)
(以下是几个问题的答案，板书以备同学们复述。)
(1)Therearetwopeopleinthestory.
(2)Thestoryhappenedinadesert.
(3)Heslappedhisfriendinhisface.
(4)Hewroteitinthesand.
(5)Theshorterboygotstuckinthemudandstartedtosink.
(6)Hewroteitonastone.
(7)Ifsomeonehurtsme,I’llbeangrybuttrytoforgetitandforgivetheperson.Ifsomeonegivesmehelp,I’llbethankfultohimandtrytorememberhimforever.
2.(让学生用自己的话复述课文大意，要求用记叙文。)
T:Pleaseretellthestorywiththesentencesabove.
(读课文，进一步理解故事。)
T:Nowwell,stophere.Let’sreadthetextagainandhaveafurtherunderstandingof1a.Let’sbegin!
Step3Consolidation第三步巩固(时间:10分钟)
完成1b中的问题。
(根据短文，让学生回答问题，为下面的辩论作准备。)
T:Doyouagreethatitisgoodtoforgiveyourfriendswhentheyhurtyou?Whyorwhynot?
S3:Yes.Iagree,because...
(学生们的意见若不一致，这时候教师就提出来让大家进行辩论。)
T:Let’sdebateonthisstatement.
Itisgoodtoforgiveyourfriendswhentheyhurtyou.Howtodebate:
(给他们定下规则。)
(1)Formtwoteams.Eachteamhasthreespeakers.Othersgiveinformationtothem.
(2)Sayonereasoneachtime.
(3)Eachreasoncangettwoscores.
(4)Thewholeclassdecidewhichteamisthewinner.
(板书下面的辩论主题和表格。)
Itisgoodtoforgiveyourfriendswhentheyhurtyou.
AgreementDisagreement
ReasonScoreReasonScore
(教师作出总结，用以教育学生认识自己的性格优点与不足，学会宽容并乐于与他人合作。)
T:Somestudentsthinkweshouldforgiveourfriendswhentheyhurtus,becauseweshouldgiveeachotherlotsofhelpatmosttime.Maybewhentheyareinbadmoodstheymayhurtus.Soweshouldunderstandandbefriendlywiththemagain.Butsomestudentsthinkthatweshouldnotforgivethembecausetheyhurtusdeeply,andtheyactinbadmanners.Youcansolvetheproblemaccordingtoyourownideas.Butremembertheproverbs:Twoheadsarebetterthanone.Onetreecan’tmakeaforest.Onemorefriend,onemoreway.Weshouldalwaysbethankfulandgratefultoothers.Thenwecangetmorehappinessfromourlife.
Step4Practice第四步练习(时间:5分钟)
完成1b中的2。
(两人合作完成1b中的2。)
T:Pleaseworkinpairstofinish2of1b.
Step5Project第五步综合探究(时间:5分钟)
完成3。
1.(让学生先看活动中的图片，分析其所描述的内容，并标出正确的序号。)
T:Lookatthepicturesin3andnumbertheminrightorder.
(对6幅图逐一描述，核对答案。)
T:Let’slookatthesepictures.Whocandescribethem?
S1:TheMonkeyKingisbornfromamagicstone.
S2:TheMonkeyKinggetsafantasticgoldenironbar.
S3:TheMonkeyKingisfightingagainstthegods.
S4:TheMonkeyKingisheldunderamountain.
S5:TheMonkeyKingissetfreebyaTangdynastymonk,Xuanzang.
S6:TheMonkeyKinghelpsXuanzangtraveltotheWestwithPigsyandSandy.
2.Homework
(根据3的描述，写一篇关于猴王的故事。)
T:Wedidmanydescriptionsjustnow,accordingtoyourdescriptions,writeastoryoftheMonkeyKingashomework.
要求：80~100单词
SectionD
Themainactivitiesare1aand3.本课重点活动是1a和3。
Ⅰ.Teachingaimsanddemands教学目标
1.Masterthenewwordandphrases:
wheel,stickto(doing)sth.,catchupwith
2.SumupthesentencepatternsandusefulexpressionsinTopic2.
3.Improvelistening,speakingandwritingskillsofthestudents.
4.LearnaboutthestructureoftheshortEnglishplay.
Ⅱ.Teachingaids教具
录音机/文学艺术作品/图片
Ⅲ.Five-fingerTeachingPlan五指教学方案
Step1Review第一步复习(时间:8分钟)
谈论艺术家及其作品，加深学生对艺术作品的理解。
1.(复习艺术家及其作品，给出本单元所涉及的艺术家及其作品的图片。)
T:Inthistopicwe’velearnedsomeartistsandtheirworks.Youcanappreciatetheirworks.Let’sdiscussthestylesoftheirworks.
(1)(讨论凡高。)
T:Whoisthisman?
Ss:HeisVincentvanGogh.
T:Wherewashefrom?
Ss:HewasfromHolland.
T:Whatdidhedo?
Ss:HewasagreatDutchartist.
T:What’shisstyle?
Ss:Hispaintingsexpressstrongfeelings.Also,hispaintingsareverylivelywithbrightcolors.
(2)(让学生两人一组编相似的对话，讨论顾恺之。)
(3)(总结两者的异同点。)
T:Theyhavesomedifferentpointsthoughtheirpaintingsbelongtothesametype.Whattypeofpaintingsdidtheypaint?
Ss:Theypaintedlandscapes.
T:Whatarelandscapesabout?
Ss:Theyshowbeautifulscenes.
T:What’sthedifferencebetweentheirpaintings?
Ss:Thewaytheyshowthingsinthedistance.
(4)(讨论达芬奇。)
T:Whoisthisman?
Ss:HeisLeonardodaVinci.
T:Wherewashefrom?
Ss:HewasfromItaly.
T:What’shismostfamouspicture?
Ss:MonaLisa.
T:Whattypedoesitbelongto?
Ss:Itbelongstoportrait.
T:Whatareportraitsabout?
Ss:Theyareaboutpeople.
(5)(让学生两人一组编相似的对话，讨论徐悲鸿。)
(6)(总结图画的分类，并让学生们把自己所收集的图画进行分类。)
T:Weknowthreetypesofpicturesnow.Pleasedescribethemrespectively.
(让同学们对自己的图画进行描述。)
S1:Thisisaportrait.It’sdrawnby….Inthispicture,wecansee...
S2:...
...
Step2Presentation第二步呈现(时间:12分钟)
完成1a。
(通过对文学作品的复习，转入另一种艺术形式——短剧的学习。)
T:We’velearntafewtypesofliteratureandlearntalotfromthem,butdoyouknowanothertypeofliterature—Englishplay.Nowlet’slearnittogether.Iwillwritethenewwordsandphrasesdownontheblackboard,andwhenyoulearn1a,youcanreferenceit.I’llgiveyou3minutestolearnit.
(板书生词并做简要解释。要求掌握wheel,sticktosth.,catchupwith；理解生词roll，tortoise；其余了解。)
tortoise/(),/
hare////
wheel
hop//ashortjump
plod//towalkalongslowly
roll//Theballrolledintothestreet.
stickto(doing)sth.todoorkeepingdoingsth.
catchupwithIfyouworkhardyou’llcatchupwithus.
T:Now,stophere!PleasereadtheshortplayTheTortoiseandtheHarequicklywiththefollowingquestions.
Question1:Howmanycharactersarethereintheshortplay?
Question2:WheredidScene1happen?
Question3:WheredidScene2happen?
Question4:WheredidScene3happen?
T:OK,stophere!Who’dliketoanswerthequestions?
S1:...
S2:...
S3:...
S4:...
T:Verygood!We’veknownthecharactersandplacesoftheplay.Now,let’sgoonreadingit.PleasereadScene1carefullyandthenfinishthefollowingtasks.
Task1:Readandwritedownthekeyphrasesandsentences.
Task2:TellusthemainmeaningofScene1.
T:Finished?
Ss:Yes.
T:S1,pleasereadthephrasesandsentenceswhichyou’vewrittendown.
S1:…
T:S2,tellusthemainmeaningofScene1usingyourownwords.
S2:…
T:Great!Nowlet’scometoScene2justlikeinScene1andpayyourattentiontothedescriptionofScene2.Goahead,please.
(教师问学生答，完成该环节。)
T:OK,we’vedonewellinthereadingofScene1andScene2.Nextlet’sreadScene3carefullywiththefollowingquestions.
1.WhentheHarecanseethefinishline,whatisitgoingtodo?
2.WhatdoestheHarethink?
3.WhentheHaresleeps,howdoestheTortoisedo?
4.WhentheHarewakesup,whereisTortoise?
Step3Consolidation第三步巩固(时间:10分钟)
表演并巩固1a。
T:Weallhavedoneagoodjob.Nowlistentothetapeof1a,payyourattentiontopronunciationandgetreadytoactitout.Prepareinpairs.In5minutesactitout.
T:Areyouready?
Ss:Yes!
(找2~3组学生表演并给出评价。)
T:Perfect.Everypairhasdonewell.NowDiscussinpairs.InActⅠthetortoisewinstherace.Why?Whatcanyoulearnfromthestory?
S1:…
S2:…
Step4Practice第四步练习(时间:8分钟)
完成2。
T:Somuchforit.Now,useyourimaginationtowriteActⅡorActⅢ,thenputitoningroups.
(转入2。)
T:Let’smakesomesentenceswiththefollowingphrasesorstructureandthenwritedowntheusefulexpressionsin2.
makeupone’smind
It’s+adj.forsb.todo
Onetreecan’tmakeaforest.
Step5Project第五步综合探究活动(时间:7分钟)
表演短剧，完成3。
1.(编排短剧，并表演。)
Adaptashortplayfromyourfairytaleandthenputitoningroups.
2.(根据图片，编写神话故事。)
Lookatthepicturesonpage40andchooseonetomakeupafairytale.
3.Homework
Findandappreciatesomeforeignartsandpoems.
Topic3Iwillrememberourfriendshipforever.
SectionA
Themainactivitiesare1aand3a.本课重点活动是1a和3a。
Ⅰ.Teachingaimsanddemands教学目标
1.Mastersomenewwordsandphrases:
firstofall,apieceof,handwriting,chalk,dozen,dozensof,pound,penny
2.Learntotalkaboutwhatweshoulddobeforeleavingschoolandhowtogiveaspeechatthegraduationceremony.
(1)...thereisgoingtobeagraduationceremony.
(2)...firstofall,wemustpassourfinalexamination.
3.Shopping
(1)Doyouhaveanyothercolors/sizes/materials/kinds?
(2)Whatsize…?
(3)Howmuch…?
Ⅱ.Teachingaids教具
教学磁带/录音机/画有英镑、美元和便士的卡片/含有AuldLangSyne的歌曲磁带
Ⅲ.Five-fingerTeachingPlan五指教学方案
Step1Review第一步复习(时间:15分钟)
让学生写出毕业典礼的祝愿用语，学习新单词。
1.(播放歌曲AuldLongSyne营造一种离别的气氛，创造真实的语言学习环境，唤起学生的思维。)
T:Boysandgirls,doyouknowthesong?What’sthename?
Ss:AuldLongSyne.
T:That’sright.Couldyoutellmewhatitisabout?Whowilltry?OK,S1.
S1:Itisaboutthefeelingwhenpeoplesaygood-bye.Isitright?
T:Perfect!Weoftenhearthesongattheendofsomeactivities.Howtimeflies!We’llfinishourschoolsoon,thatistosay,you’llgraduatefromschoolsoon.
(老师慢读graduate，重读几遍且板书，让学生理解其意义并学会其读音。)
graduate—tocompleteyourstudiesinahighschool,collegeoruniversity
2.(要求学生写出毕业典礼用语。)
T:Ifweholdagraduationceremony(“graduationceremony”means“ameetingorapartyforgraduation”.InChinese,itmeans“毕业典礼”.)andwritebestwishesinEnglish,whatwillyouwrite?Firstofall,writeitonapieceofpaper,please.
(板书并要求掌握。)
firstofall
(板书并要求学生了解。)
graduationceremony
(此活动可激活学生已有的知识，也可引出下面的一些新单词。老师选出有深意的几份，其中有一份的内容好，字又漂亮。)
T:Now,Icollectsomeofyours.S2,couldyoureadtheslogansforus?
S2:Noproblem.S3says,“Letourfriendshiplastforever.”
S4says,“Wearetheownersoffuture.”
S5says,“It’sluckyforustohavethedayswithyou.”
S6says,“Iwouldratherlosetheworldthanhavenonewsofyou.”
3.(导入新单词。教师在讲述时用相应的实物，通过直观法呈现新单词，并依次板书。要求学生掌握生词handwriting,chalk及短语apieceof。)
T:Thankyou,S2.Howwonderfulyouallare,myfriends!Thisjobseemsapieceofcakeforyou.
(教师抽出其中最漂亮的一份。)
T:LookatS5’sslogan.Howbeautifulhis/herhandwritingis!S5,couldyoudesignyoursloganwithsomepicturesontheblackboardwithsomecoloredchalksbeforethegraduationceremony?
S5:Ofcourse,Iamgladto.
T:Thankyou,S5.I’llgiveyouagiftahead,butyoumustguesswhatitis.Now,listenup!Itislikeabook,butwecanwritesomethingsuchas,passages,diaries,wordsinit.Whatisit?
S5:A…?
T:It’sanotebook.It’scheap.Butasthesayinggoes,“It’sthethoughtthatcounts.”Itmeans“礼轻情义重”.
T:Hereitis!Hereyouare,S5.Iwishyourhandwritingbecomemoreandmorebeautiful.
S5:Thankyouverymuch.
(展示画有英镑、美元和便士的图片。依次呈现给学生。以轻松幽默的语气继续导入生词。)
T:Look!I’vegotmuchforeignmoneyhere.HowrichIam!I’llgetdozensofgiftsforyouwiththemoneyifyoustudyEnglishwell.ThisisEnglishmoney,apoundandapenny;thisisAmericanorAustralianmoney,adollar.
(板书部分画线内容并要求掌握。)
apieceofcake:somethingeasytodo
handwritingn.
chalkn.apieceofchalk
dozensofadozen=twelve
poundn.apound≈1.81dollars≈12yuan
dollarn.adollar≈7yuan
pennyn.apound=100pence/pennies
T:Canyourememberallthenewwordsandphrases?Isitapieceofcake?
Ss:Ofcourse,itis.
Step2Presentation第二步呈现(时间:10分钟)
学习1a和3a。完成2。
1.(呈现毕业前的一般的活动，进入1a。)
T:Class,canyoutellmewhenyouwillgraduate?
Ss:Infivemonths.
T:Whatdoyouthinkyouwilldobeforeleavingschool,S1?
S1:Wemuststudyhardtopassthefinalexamination.
T:Whataboutyou,S2?
S2:Weshouldleavethetelephonenumbersandaddresses.
T:Doyouthinkifweshouldholdagraduationceremony?
Ss:Yes,wethinkso.
T:OK.Let’sturnto2onpage41.Discusswithyourpartner.Checkwhatyouwilldobeforeleavingschool.
(学生分组讨论，抽查部分学生的答案，导出1a听力。)
T:S3,whatwillyoudo?
S3:I’lltakephotosofeveryone,prepareformyexaminationandhaveaclassget-together.
T:S4,howaboutyou?
S4:I’llgivepresentstoeveryoneandpreparegiftsforteachers.
T:Welldone!Now,lookatthepictureonpage41.Kangkangandsomeotherstudentsaretalkingwitheachother.Let’slistentothetapetoseewhattheyaretalkingabout.Thenanswerthequestions.
(出示以下问题。)
(1)Whenwilltheygraduate?
(2)WhatdoesMichaelthinkofthefinalexamination?
(3)WhatwillKangkangsayattheceremony?
2.(进入3a。)
T:Wehavelearnedsomanyactivitieswecandobeforeleavingschool.Ifweholdagraduationceremony,whatwillyoudo?
S5:Writeasloganontheblackboardanddrawsomepicturesonit.
S6:We’lltalkaboutourfriendshipandourplan.
S7:We’llgivepresentstoeachother.
S8:...
...
T:Yourideassoundverygood!Let’slistentothetapeof3aandfindoutwhattheyaretalkingabout?
(出示3a阅读任务，然后听3a录音。)
Answerthefollowingquestionsaccordingto3a:
(1)Whowilldesignandwriteontheblackboard?
(2)Whohasprepareddozensofcardsforclassmates?
(3)WhatisKangkang’spackagefullof?
(由于本课生词较多，让学生听完磁带后再阅读，然后再做上述练习。)
T:Now,readthedialog,andthenI’llasksomeofyoutoanswerthequestionsontheblackboard.
(学生自由朗读。)
Step3Consolidation第三步巩固(时间:7分钟)
巩固1a和3a，完成1b。
1.(进一步巩固课文内容，分角色进行对话练习。朗读1a和3a。)
T:Thistime,we’llactasdifferentroles.Group1actsasKangkang,Group2actsasMichael,Group3actsasMaria,Group4actsasJane,andIactasMissWang.One,two,three,go!
2.(进入1b部分，让学生参照黑板上针对1a的问题，复述1a。在了解文章内容的基础上，通过体裁的变化改写文章，培养学生的语言表达能力。)
T:Boysandgirls,fillintheblanksof1b,andthenretell1aaccordingtothequestionsof1athathavebeenshowed.
Step4Practice第四步练习(时间:8分钟)
学习3b和4。
1.(结对表演。为毕业典礼进行购物活动，完成3b。)
T:Manyofyousayyouwillbuysomegiftsforyourclassmates.Whenyoubuysomething,youshouldmakesurewhatyou’llbuy,whyyoubuyit,howmuchitisandsoon.Thesentencesof3bonpage42mayhelpyou.Turntopage42.Let’slookthroughthesentences.
(引领学生学习3b中的句子，为下面的对话活动作准备。)
T:OK.Pleasefindapartner.Oneactsasacustomerandtheotheractsasashopassistant.Makeadialog.Then,I’llasksomepairstoactitout.
(两分钟后，找学生表演。)
T:Canyouactitout,S1,S2?
S1,2:Allright.
S1:Goodmorning.WhatcanIdoforyou?
S2:Goodmorning.Ineedaredpackageforthegraduationceremony.
S1:Sorry.Ihavenoredpackage.
S2:Doyouhaveanyothercolors?
S1:Ihavesomeblueones.It’sverycheapbutbeautiful.
S2:Howmuchisit?
S1:Itis5dollars.
S2:OK,I’lltakeone.Hereisthemoney.
S1:Thankyou.
2.(进入4，听力训练。)
T:Let’slistento4andlearnwhatMichaeldoesattheshop.
(播放听力磁带。听完一遍后，做书上的练习。)
T:Canyoucatchthedialog?
Ss:Yes,wecan.
T:Pleaseturnto4onpage42.MarkthesentencesTrue(T)orFalse(F)alone.
(学生独立作业。)
T:S3,couldyougiveyouranswers?
S3:Ofcourse.TheyareT,F,T,F,Ffrom1to5.
T:Doyouagreewithhim?
Ss:Yes,wedo.
T:Good.Listentothedialogoncemore.Checkyouranswers.
Step5Project第五步综合探究活动(时间:5分钟)
实践活动。
1.T:Ifyouareaskedtodesignablackboardpaperforthegraduationceremony.Howwillyoudoit?Pleasedesignitonapieceofpaperalone.Eachgroupchoosesthebestonefromyourgroupandhanditin.
2.Homework
Writeapassageaboutgraduationceremony.
(要求100单词左右)
板书设计：
Iwillrememberourfriendshipforever.
SectionA
apieceofcake:somethingeasytodo
handwritingn.chalkn.:apieceofchalk
dozensof:Ibought{
adozen=twelve
poundn.apound≈1.81dollars≈12yuan
dollarn.adollar≈7yuan
pennyn.apound=100pence
SectionB
Themainactivitiesare1aand2a.本课重点活动是1a和2a。
Ⅰ.Teachingaimsanddemands教学目标
1.Masterthenewwordsandphrases:
bottom,lookahead,getoff,geton
2.Reviewthepresentperfecttenseandlearnhowtouseitwithothertenses.
(1)MaybeIhavedonesomethingsthathurtyourfeelingsinthepastthreeyears.
(2)I’vecertainlyforgottenanythinglikethat.
3.Learnhowtoexchangethepastexperienceswithothers.
4.Learnhowtomakeaspeechatthegraduationceremony.
5.Farewells
6.Apologies
(1)…,Iwanttobegyourpardon.
(2)It’snothing.
(3)Youdon’tneedtosaysorry.
Ⅱ.Teachingaids教具
磁带/录音机/小黑板
Ⅲ.Five-fingerTeachingPlan五指教学方案
Step1Review第一步复习(时间:15分钟)
讨论如何准备毕业典礼，学习新单词和短语。
1.(复习上节课功能话题以及现在完成时态和其他一些时态的综合运用。)
T:Boysandgirls,gladtoseeyouagain.
Ss:Gladtoseeyou,too.
T:Ourgraduationiscoming.Whatareyoupreparingforit?
S1:Imuststudyhardforthefinalexamination.
S2:Iwillbuysomegiftsformygoodfriends.
S3:Iwillmakesomecardsformyclassmatesanddesignsomebeautifulflowersandwordsontheblackboardfortheceremony.
T:Great!Now,pleaseworkinpairsanddiscusswhatyouhavedoneforgraduation.
(学生互相讨论，复习现在完成时态的用法。教师尽量引导学生复习含有完成时态的陈述句、疑问句及其回答。)
T:S4,couldyoutelluswhatyouhavedone?
S4:Ihavetakensomephotostosendtomygoodfriends.S5andIhavepreparedaprogramforthegraduationceremony.
S5:Yes,wehavepractisedtheprogramforalongtime.
T:That’sgreat.Mostofyouhavepreparedfortheexamination,haven’tyou?
Ss:Yes,wehave.
T:It’ssosmartofyoutodoso.
2.(导入新单词及本课关键短语。)
T:Boysandgirls,wehavestayedhereforthreeyears.Howtimeflies!We’llsaygoodbyetoeachother.Ibelieveduringthepastthreeyears,youhavegotalongwellwitheachother.But,maybeyouhavedonesomethingsthathurtothers.Ifso,youshouldbegtheirpardon.Tomygreatjoy,mostofyouarestudyingsohard.Thankstoyourhardworking,allofyouhavemadegreatprogress.Asateacher,fromthebottomofmyheart,Iwishyouallsuccessforthefutureandrememberthefriendshipforever.Remembertheunforgettabletime,willyou?
Ss:Certainly.
(教师在陈述的同时，板书并领读画线部分的单词及短语，bottom要求掌握，unforgettable要求了解。)
saygoodbyeto…
getalongwellwith…
begone’spardon
(呈现写有下列内容的小黑板。以此复习已学单词和短语，激活旧知识，为课文理解作铺垫。)
Fillintheblankswithawordorphraseinaproperwaytocompletethefollowingsentences:
toone’sjoy,realize,enjoyoneself,getalongwell,goon,thanksto
(1)myclassmates’advice(建议),Ihavemadesogreatprogress.
(2),ImetanoldfriendinBeijing.
(3)Workhard,andyouwillyourdreams.
(4)Theseyears,wewitheachother.
(5)Attheclassget-together,theyhadagoodtimeandverymuch.
(6)Havingarest,wewritingourcomposition.
(学生单独做练习，随后讨论并修改。教师指出学生在练习中的典型问题。)
T:Boysandgirls,discusstheanswersontheblackboardandthenlet’scheckthemtogether.
Answers:1.Thanksto2.Tomyjoy3.realize4.havegotalongwell
5.enjoyedthemselves6.wenton
Step2Presentation第二步呈现(时间:12分钟)
学习1a，完成1b，并学习2a。
1.(进入1a部分。)
T:Turntopage43.Lookatthepicturein1a.KangkangandMichaelaretalkingaboutsomething.Listentothetapeandlearnwhattheyaretalkingabout.Therearesomequestionsforyoutoanswerafterlistening.
(呈现任务，听1a录音并核对答案。)
(1)WhowillgobacktoAmerica,KangkangorMichael?
(2)HasKangkangdoneanythingthathurtMichael’sfeelings?
WhatdoesKangkangsay?
(3)Whataretheygoingtoremember?
2.(进入1b部分。)
(把学生分成两组，分角色朗读1a。)
T:Allright.Readthedialoginroles.Group1andGroup2actasKangkang.Group3andGroup4actasMichael.One,two,three,go!
T:Now,youhavetofinishataskaloneaccordingtothedialog.Turnto1bonpage43.Fillintheblanksandfinishitassoonaspossible.
(学生独立完成，老师核对答案。)
T:Theanswersare:miss,hasdone,feelings,sorry,haveforgotten,remember.
3.(进入2a部分。)
T:Boysandgirls,maybesomeofyouwillmakespeechesatthegraduationceremony.Today,we’lllearnhowtomakeit.Therearetwospeechesatthegraduationceremonyin2a.Let’sseewhattheysayinthespeech.Readthepassagein2minutes.Thenfinishthetasksbelow:
(教师呈现写有阅读任务的小黑板。2分钟后检查同学们完成的情况。)
Howtheyfeel
Whattheyhavegot
Whattheywilldo
Step3Consolidation第三步巩固(时间:8分钟)
巩固2a，完成2b。
1.(学生再读课文，加深句子理解，找关键词，复述课文。)
T:Read2aagain,andhaveafurtherunderstandingofthesentencesinthetext.Atthesametime,youshouldunderlinethekeywordsandphrases,andtrytoretell2ainyourownwords.
(进入2b部分。)
T:I’llcheckhowyougraspthetext.Turnto2bonpage44,andchoosethesimilarmeanings.Atfirst,finishthepartalone.
2.(整合文章内容。练习学生的语音和语调，进一步加深对文章的理解。)
T:Herearesomequestions.Couldyouanswerthemaccordingtothetext?
(教师板书阅读任务，同时给学生一些思考的时间。)
1.WhyisMariafeelingsoexcitedandhappy?
2.WhathasMariagotduringthethree-yeartime?
3.WhatwillKangkangdoaftergraduation?
(师生共同核对答案。)
Step4Practice第四步练习(时间:5分钟)
进行活动，完成2c。
(小组讨论在毕业典礼上的发言。)
T:Wehavelearnttwospeechesanddiscussedhowtomakeaspeech.Now,we’lldiscusswhatyouaregoingtosayatthegraduationceremony.Youcanprepareyourspeechaccordingtothe5aspectsbelow.
(教师给出讨论的要点。)
(1)Myfeeling.
(2)Thereasonsformyexcitementandhappiness.
(3)WhatI’velearntanddoneduringthethreeyears.
(4)Themostmovingevent.
(5)Myplanforthefuture.
(教师根据情况让1~2名学生陈述。)
Step5Project第五步综合探究活动(时间:5分钟)
写作练习。
1.(练习写毕业典礼演讲稿。)
T:Ithinkmostofyouhavepreparedforwritingaspeech.Now,writeitonyourexercisebook.Therearesomerequirementsforyou.
(1)先列出提纲，再写正文。
(2)文章中尽量能运用已学或你收集的谚语或俗语。如:
①Wherethereisawill,thereisaway.
②It’sthethoughtthatcounts.
③Nopains,nogains.
(3)词数:80-100。
2.Homework
Thinkofthethingsthathavehappenedbetweenyouandyourclassmatesduringthepastthreeyears.Whichonesdoyouthinkarenotgoodforyou?Showyourreasons.
板书设计
Iwillrememberourfriendshipforever.
SectionB
saygoodbyeto…unforgettable
getalongwellwith…bottom
begone’spardon
SectionC
Themainactivitiesare1a,2and3.本课重点活动是1a,2和3。
Ⅰ.Teachingaimsanddemands教学目标
1.Masterthenewphrase:
cometo
2.Learntotalkaboutthefeelingsaboutfarewells.
3.Learnsomeinformationaboutgraduation.
Ⅱ.Teachingaids教具
录音机/图片/各种毕业证书及学历证书
Ⅲ.Five-fingerTeachingPlan五指教学方案
Step1Review第一步复习(时间:10分钟)
由图片展开毕业典礼话题。
1.(向学生出示康康做演讲的图片，展开毕业典礼话题。复习SectionA和SectionB中的内容。)
T:Hello,boysandgirls,what’sKangkangdoing?
Ss:Heismakingaspeech.
T:Whereishemakingthespeech?
Ss:Heismakingthespeechatthegraduationceremony.
T:WhenwilltheygraduatefromRen’aiInternationalSchool?
Ss:Atthisweekend.
T:Whatmusttheydobeforegraduation?
Ss:Theymustpassthefinalexamination.
T:WhatwillMichaeldotogetreadyfortheirgraduationceremony?
Ss:Hewillwritesomewordsontheblackboardwithcoloredchalks.
T:WhathasJanedoneforit?
Ss:She’sgotmanycards.
T:WhathasKangkangdoneforit?
Ss:He’spreparedalargepackageofpresents.
T:Youwillgraduateverysoon.Whatwillyoudoforit?
S1:Iwill…
S2:I…
S3:…
T:Youhavebeentogetheratschoolforaboutthreeyears.Thedaysyouhavespenttogetherwillbeabeautifulmemoryinyourlife.Sowesaytheyarethegoldenolddays.Howareyoufeelingnow?
(让学生们说出毕业前的心情，为后面的写作打下基础。)
S4:IfeelexcitedbecauseIwillgotoanotherschooltolearnmore.
S5:IfeelworriedbecauseImustpassthefinalexamination.
S6:IfeelproudbecauseIwontheprizeof“ExcellentStudent”inmyclass.
S7:Ifeelsorrybecausewewillleaveourschool.Maybewecan’tmeeteachotherforalongtime.
S8:…
…
T:Whatwillyousaytoyouroldfriends?
S9:I’mgoingtorememberallthegoodtimewe’vehadtogether.
S10:IfIhurtyousometime,IwanttosayI’msorry.
S11:I’llmissyouall,mydearfriends.
S12:Wecangettogetheragainsometimeinthefuture.
S13:…
…
2.(听前准备。设置几个与本短文有关的话题，提前解释文中的某些句子。)
T:Youwillhaveagraduationceremonyverysoon.Butwhatisagraduationceremony?
(帮助同学们用课文中的句子做出回答。)
Ss:Agraduationceremonyisacustomwhichtakesplacewhenstudentsgraduatefromaschool.
T:Whenyougraduatefromaschool,youwillreceiveadocument.Onthepaper,yourname,yourschool’snameandyourprincipal’snamewillbesign.Wecallthedocumentdiploma.Itshowsthatyouhavesuccessfullycompletedacourseorhaspassedanexamination,andalsoitmeansthatyouwillmeetanewpossibility.
(板书画线单词。要求理解document和possibility；了解principal和
diploma。)
document,possibility,principal,diploma
(呈现各种毕业证书及学历证书，让学生更明确地理解其含义。)
T:Whatdoesagraduationceremonymean?
Ss:Itmarkstheendofaperiodinone’sschoollife.
(帮助学生回答。)
Step2Presentation第二步呈现(时间:10分钟)
呈现1a。
1.(设置一个问题，读第一段，找出段落主题。)
T:Readthefirstparagraphof1aandanswerthequestion:Whatistheparagraphabout?
(听录音，回答问题。)
Ss:It’saboutagraduationceremony.
(以同样的方式阅读第二段和第三段。)
2.(读全文，让同学们画出文中难以理解的内容，教师做出讲解。)
T:Let’sreadthetextagainandunderlinethewords,expressionsandsentencesthataredifficulttounderstand.Whenyoufinishit,Iwillexplain.
Step3Consolidation第三步巩固(时间:8分钟)
巩固1a，完成1b和1c。
1.(自读1a，完成1b。)
T:Read1abyyourselvesandanswerthequestionsin1b.
(请同学们说出问题答案，并核对。)
2.(四人小组活动，写出每段的关键词，并派一个代表复述课文。)
T:Pleaseworkingroupsoffourandfindoutthekeywordsineachparagraph.ThenI’llaskonestudentofeachgrouptoretellthepassage.
(如果学生们感到有难度，可让他们逐段复述。)
3.(重点读最后一段，完成1c。)
T:Readthelastparagraphof1aandfilloutthetablein1c.Youcanalsoaddyourownopinions.
(完成表格之后，找几个同学把添加的内容以师生对话的形式汇报。)
T:Howdoyoufeelwhenthegraduationceremonycomes?
S1:…
T:Why?
(以相同的方法问其他的学生。)
Step4Practice第四步练习(时间:12分钟)
完成2。
1.(教师总结学生们的回答，把内容引向2。)
T:Differentstudentshavedifferentfeelings.Butmostpeoplearenotwillingtoleave.WhataboutKangkang?Ajournalistisinterviewinghimafterthegraduationceremony.Completethedialogandthenpracticeitwithyourpartner.
(1)(自读对话，填入正确答案。)
(2)(设置问题，引导学生深入理解对话。并对2中生词anniversary稍做解释，要求学生了解即可。)
①What’sKangkang’sfeeling?
②Ishewillingtoleavehisschool?
③Willhekeepintouchwithhisteachersandfriends?
④Willhecomebacktoseehisschool?When?
(板书并稍作解释。)
anniversary
(3)(两人一组表演对话。)
T:Workinpairstopracticethedialog.
2.(总结离别前夕大家所想的、所做的，复习前几节课内容。)
T:Workingroupsoffour.Thenaskonestudenttoreporttoothers.
(1)Whathavetheydoneorwhatdidtheydo?
(2)Whatshouldtheydoforthegraduation?
(3)Whatdotheywanttodo?
Summarizethecontentsandfillinthetable.
NameThingstheyhavedoneThingstheyshoulddoThingstheywanttodo
Step5Project第五步综合探究活动(时间:5分钟)
学生畅谈毕业前夕的感想。
1.(讨论。写出在毕业前夕自己的感受及想对老师和朋友说的话，以口头形式作汇报。)
T:Pleasetellyourpartnerwhatyourfeelingsareandwhatyouwillsaytoyourteachersandoldfriends.
S1:…
S2:…
2.Homework
Writeapassageaboutwhatyourfeelingsareandwhatyouwillsaytoyourteachersandoldfriendswhenyouareleavingschool.Finish3.
板书设计:
Iwillrememberourfriendshipforever.
SectionC
document//n.△principal
△diploma//n.
possibility//n.△anniversary
SectionD
Themainactivitiesare1a,2and4.本课重点活动是1a,2和4。
Ⅰ.Teachingaimsanddemands教学目标
1.Mastersomenewwordsandphrases:
intime,inahurry,setoff,getback,goforawalk,awake,alive,forever
2.SumupthesentencepatternsandusefulexpressionsaboutfarewellsinTopic3.
(1)Itwashardtosetoffbecausesomanypeoplewantedtosaygoodbyetomyfamily.
(2)...,I’msadtobeherewatchingyouallheadingbackhome.
(3)...,whichflightwillyoutake?
(4)I’msorryIhavetogonow.
(5)Ihopeyouwillhaveagreatfuture.Ilookforwardtoreadingaboutitinyoure-mails.
(6)We’llmissyou!
(7)Keepintouch!
(8)Haveasafeflight!
3.Learntoexpressthefeelingofbeingreluctanttopartandcherishthefriendship.
Ⅱ.Teachingaids教具
录音机/小黑板
Ⅲ.Five-fingerTeachingPlan五指教学方案
Step1Review第一步复习(时间:10分钟)
复习谚语。畅谈毕业典礼及感受。呈现新词为1a的学习作铺垫。
1.(复习本单元谚语，教师以英汉交互的形式提问复习。)
T:Somesayingsareveryimportanttousandwearefamiliarwiththem.Let’sreviewsomeofthemtogether.
T:S1，礼轻情义重。
S1:It’sthethoughtthatcounts.
T:有志者事竟成。
S2:Wherethereisawill,thereisaway.
T:凡人皆有得意日。
S3:Everydoghasitsday.
(老师说出英语，让同学们说出汉语，扩展同学们的知识。)
T:Nopains,nogains.
Ss:不劳无获。
T:Afriendinneedisafriendindeed.
Ss:患难见真情。
T:Anearlybirdcatchesworms.
Ss:勤能补拙。
T:Wastenot,wantnot.
Ss:俭以防匮。
T:AllroadsleadtoRome.
Ss:条条大路通罗马。
T:WheninRome,doasRomansdo.
Ss:入乡随俗。
2.(复习与毕业有关的内容，为引出新课作铺垫。)
T:Whatdoesagraduationceremonymark?
(帮助学生一起回忆教材中有关的句子。)
Ss:Itmarkstheendofaperiodinastudent’sschoollife.
T:Itmeanssomethingelse.Whatdoesitmean?
(让学生们自主发表意见。)
S4:Itmeanswemustleavethisschool.
S5:Itmeanswecan’tbetogetheranylonger.
S6:Itmeanswehavegrownup.
S7:Itmeanswecanseeeachotheronlyinourdreams.
S8:Itmeanswemaynotseeeachotheragain.
(问学生自己毕业前的感受及原因。)
T:Everythinghasanend.You’llleaveourschoolverysoon.Howdoyoufeelaboutit?
S9:I’mhappy.
T:Why?
S9:BecauseIcanfindnewfriendsinanotherschool.
(以相同的方式问其他学生。)
S10:…
S11:…
T:WhatdoIfeel?Doyouknow?
Ss:Wedon’tknow.Whatdoyoufeel?
(教师通过这个问题来呈现本课新单词。)
T:Ifeelhappybecauseyouhavegrownup.ButIfeeldisappointed,too.BecauseIalwaysdreamofyouthesedays,andinthosedreamswewentbacktothepast.Wewentforawalkontheseasidetogether.WhenIawake,Ican’tseeyou.ThenIwillfeelanxiousandcomebacktoschoolinahurry.Iwanttogettoschoolquicklyandstaywithyouforever.
(板书画线单词和词组，掌握：awake,inahurry,goforawalk,forever；理解seaside并回顾hurry的用法。)
awake,inahurry,goforawalk,seaside,forever
T:“Awake”means“wakeup”.
Example:
Ialwaysawakeat6:00,andthenIgetupatonce.
T:“Hurry”isusedasanounhere.
Example:Kangkanggotuplateandhewenttoschoolinahurry.
(继续提出问题，为1a的呈现打下基础。)
T:WhereisMariafrom?
Ss:SheisfromCuba.
T:WhereisMichaelfrom?
Ss:HeisfromtheU.S.A.
T:WhereisJanefrom?
Ss:SheisfromCanada.
(教师总结，引出机场送行。)
T:NowtheyhavegraduatedfromRen’aiInternationalSchool.Theyhavetogobackhome.Howcantheygoback?
(这个问题很简单，同学们会自然回答乘飞机。)
Ss:Theycangobyair/byplane.
T:Theyareleavingfortheirhomes,ortheyaregettingbacktotheirhomes.Thatmeans“theyarestartingtogobackhome.”
(板书画线部分短语并要求掌握。)
getback=starttoleavefor=headbackatonce
T:WhereshouldKangkangseethemoff?
Ss:Attheairport.
T:Yes,Maria,JaneandMichaelwillsetoffbyair.Cantheygettotheairportintime?
Let’sgoonto1aandfinditout.
(板书画线部分并要求掌握。)
setoff
intime
Step2Presentation第二步呈现(时间:5分钟)
呈现1a。
1.(设置问题，让学生带着问题去听，锻炼其从听力材料中获取信息的能力。)
(用小黑板呈现问题。)
T:Now,let’slistentothetapeandfindouttheanswerstothequestionsthatIgiveyou.
(1)Whoisthelastonetogettotheairport?
(2)Whyisshesolate?
(3)WhichflightwillJanetake?
(4)WhywillMariaworryaboutMichael?
(5)Fromthedialog,wecanknowsomedoesn’tliketowritealot.Whoisthat?
2.(放录音，让学生找出答案。)
Step3Consolidation第三步巩固(时间:10分钟)
回答有关1a的问题并找出送别用语。然后分角色表演对话。完成1b。
1.(打开课本，看着对话听录音，找出与送别相关的句子，及送别用语并给出问题的答案。要求学生理解head，了解hug。)
T:Openyourbookstopage47.Listentothetapeagain.Thenanswerthequestions.Atlast,pleasefindoutthesentencesaboutfarewells.
(1)Whyisitasadfarewell?
(2)Howdotheyplantokeepintouch?
(3)WhatdoesMichaellikedoing?
(板书并要求学生了解。)
farewell
Theanswersare:
(1)Becausetheymaynotseeeachotheragain.
(2)Theyplantokeepintouchbysendinge-mails.
(3)Helikesplayingskateboardcrazily.
(送别用语)
(1)Sorry.Itwashardtosetoffbecausesomanypeoplewantedtosaygoodbyetomyfamily.
(2)...,I’msadtobeherewatchingyouallheadingbackhome.
(3)Jane,whichflightwillyoutake?
(4)I’msorryIhavetogonow.
(5)Ihopeyouwillhaveagreatfuture.Ilookforwardtoreadingaboutitinyoure-mails.
(6)We’llmissyou!
(7)Keepintouch!
(8)Haveasafeflight!
2.(分角色表演对话。完成1b。)
T:Let’stakerolestopracticethedialog.
Step4Practice第四步练习(时间:10分钟)
学生根据1a编对话。完成活动2和3。
1.(编相似的对话。)
T:Yourgraduationiscomingsoon.Let’ssupposeyouareseeingyourfriendsoffattheairportoratthestation.Makeasimilardialoginpairsoringroups.Youcanusethesentencesaboutfarewellsthatyou’vefoundtohelpyou.
2.(阅读，完成2。)
(1)T:Now,that’sallforit.Let’slookat2.Completethee-mailwiththecorrectformsofthewordsgiven.Firstofall,letmeexplaintheword“alive”.Itmeans“continuetoexist”or“keepexisting”(inChineseitmeans“继续存在”).Wecansay“keepadreamalive”and“keepahopealive”.OK,doitplease,andthenI’llchecktheanswers.
(板书并要求学生掌握。)
alive
(2)(设置问题，帮助学生们深入理解短文。)
①WheredidMariaarrive?
②Wheredoessheoftengoforawalk?
③Whydidshefeelsad?
3.(让学生读3，然后彼此检查。)
T:Pleaseread3,andcheckwithyourpartner.
4.(小组活动，谈论毕业打算及去向。)
T:Youaregoingtoleaveschool,andwhatareyougoingtodoaftergraduation?Whatdoyouwanttobeinthefuture?Howcanyourealizeyourdream?Pleaseworkingroupsoffour.ThenI’llasksomestudentstoreporttoeachother.
NameWanttobeHowtodo
Steveartistgotoanartschool
Example:
Stevelikespaintingalot.Hewantstobeanartistverymuch,sohewillgotoanartschooltorealizehisdream.
Step5Project第五步综合探究活动(时间:10分钟)
毕业活动设计。
1.(学生收集名言，选一条作为自己的座右铭。)
T:Collectfamoussayingsasmanyaspossible,andthenchooseoneasyourmotto.
2.(制作通讯录。)
(给同学写临别留言。帮助学生理解生词appearance。)
T:Collectpartingwishesfromyourclassmates.
T:Whenyouleaveeachotherandwanttokeepintouchwithyourfriends,youcanmakeanaddressbook.Fillinthechartandreportittoothers.
(表格学生可扩展。)
Name
Address
Telephonenumber
Motto
Starsign
Hobby
3.Homework
Getyourschoolmatestofillinyouraddressbook.
板书设计：
Iwillrememberourfriendshipforever.
SectionD
intimegoforawalk
inahurryforever
setoffawake
getbackalive
seaside△farewell
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)Listentothetaperecorder/therecording.
(35)Lookcarefully,please.
(36)Lookoverhere.
(37)Watchcarefully.
(38)Areyourwatching?
(39)Pleaselookattheblackboard/picture/map…
(40)Payattentiontoyourspelling/pronunciation.
6.课堂活动(Classroomactivities)
(41)Start！/Startnow.
(42)Everybodytogether./Alltogether.
(43)Practiseinagroup./Practiseingroups./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)Practisethedialogue,please.
(53)NowTomwillbeA,andtheotherhalfwillbeB.
(54)Pleasetake(play)thepartof…
(55)Whoseturnisit?
(56)It’syourturn.
(57)Waityourturn,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./Comeupandwriteontheblackboard/chalkboard.
(78)Comeandwriteitontheblackboard.
(79)Pleasegobacktoyourseat.
(80)InEnglish,please.
(81)Putyourhandup,please.Raiseyourhand,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)Sayitoutloud,beforeyouwriteitdown.
(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.
相关推荐
教案
目的要求：
一、认识鲁迅。
了解童年时鲁迅爱美丽的自然景物，爱动人的民间传说，爱读书学习，恭敬学识渊博的人，爱绘画，爱一切新鲜活泼的生活的性格和生活情趣。
理解鲁迅在永别故乡和流离颠沛中，追忆童年生活时的一种惆怅的失落感。
明白鲁迅“夕拾”“朝花”的深刻的批判精神和强烈的爱憎感情。
二、学习本文依照时间、空间顺序有层次的记叙和生动、具体的描写。
三、能够记叙自己经历的印象深刻的人和事，要求内容充实，增进记叙的兴趣。
要点难点
学习要点应放在第一大段“百草园”。即作家抓住特点写景和写景中确切使用形容词、动词这一部分。只有深刻体味到在“百草园”这个自由广阔的天地里能够享受到无穷乐趣这一点，才能进一步理解“三味书屋”单调、沉闷、枯燥的生活是怎样束缚和摧残着儿童身心健康的发展的。
难点：
1.弄懂插叙美女蛇的故事的作用，特别是理解插叙后的一段议论的含义。
2.正确理解鲁迅对三味书屋生活的态度。
3.理解结尾的话。
4.理解行文中叙述口吻的变化。
写作背景
本文的发表、结集和写作背景这是一篇回忆性的散文，写于1926年9月18日，最早发表于同年10月10日《莽原》半月刊第十九期上，副题：《旧事重提之六》，后由作者收入散文集《朝花夕拾》。
从当时的社会政治形势看，我国正处在第一次国内革命战争高潮时期，国共合作的国民革命军顺利北伐，冲击着北洋军阀的统治。另一方面，封建军阀和帝国主义势力加紧迫害革命力量，斗争很尖锐。无论是在1924年的女师大事件中，还是1926年发生的“三·一八”惨案中，鲁迅先生始终坚定地站在爱国青年学生一边，站在斗争的最前列，写下了《纪念刘和珍君》、《无花的蔷薇之二》、《死地》、《可惨与可笑》等一系列文章，与反动势力进行了毫不妥协的战斗。当然，这也就更加触怒了封建军阀，而被诬陷，被通缉。为了安全起见，鲁迅先生在许寿裳等友人的敦促和帮助下，先是暂避在西城锦什坊的莽原社里，后又辗转住进几家外国医院，最后于9月初到达厦门，经林语堂推荐，在厦门大学国文系任教。
鲁迅在厦大仅一百三十多天的日子里，一方面为革命风暴在南方的兴起而欢欣鼓舞，正如9月14日给正在广州的许广平的信中所说；”此地北伐顺利的消息也甚多，极快人意。”
可是，另一方面，鲁迅不久就发现，厦门也骨子里和北京没有什么两样，“沉沉如死”。厦大校长兼国学院院长林文庆，是个顽固守旧分子，他使厦大弥散着尊孔复古的空气，令人窒息。林文庆与跟踪鲁迅而来的“现代评论派”分子串通起来，以种种卑劣手段排挤鲁迅。鲁迅此时又陷入渴望战斗而不可得的新的孤寂与苦闷之中，于是，对于往事的回忆便开始在他心中酝酿了，这正如《故事新编·序言》中所说：“直到1926年的秋天，一个人住在厦门的石屋里，对着大海，翻着古书，四近无生人气，心里空空洞洞。”“这时我不愿想到目前，于是回忆在心中出土了”。《朝花夕拾》小引中还有如下说明：“……这回便轮到陆续载在《莽原》上的《旧事重提》，我还替他改了一个名称：《朝花夕拾》。”“这十篇就是从记忆中抄出来的，……后五篇却在厦门大学的图书馆的楼上，已经是被学者挤出集团之后了。”“朝花”，即清晨带露珠、色香“自然要好得多”的鲜花，指鲁迅青少年时的事；“夕拾”，是说直到中年以后才在回忆中把它们写出来
借以慰藉“夕时”“离奇和芜杂”的心情。
鲁迅在厦大期间写的后五篇回忆性散文是：《从百草园到三味书屋》、《父亲的病》、《琐记》、《藤野先生》、《范爱农》；此前在北京期间写的前五篇回忆性散文有：《狗·猫·鼠》、《阿长与?山海经?》、《二十四孝图》、《五猖会》、《无常》。《朝花夕拾》中的散文，形式多样，笔法灵活，抒情之中见讽刺，叙述之中显深意，严肃的内蕴常以幽默诙谐的语言出之，构成了独特的艺术风格。
段落大意
百草园和三味书屋是鲁迅童年生活过的两个地方。阅读时抓住地点的变化可将全文分为两部分。每部分又可按时间和事情的不同分为几层。
全文可分两部分。
第一部分（1—8段）：回忆百草园的有趣生活。又可分四层。
一层（1段）：总的介绍百草园情况。点出是“我的乐园”，充满留恋之情。
二层（2段）：写热天百草园充满无限乐趣。
三层（3—6段）：写长妈妈讲的美女蛇故事及“我”的感慨。
四层（7—8段）：写冬天百草园雪地捕鸟的乐趣。
第二部分（9段—结束）：回忆在三味书屋读书的经历。可分五层。
一层（9段）：是过渡段，告别百草园去书塾读书。
二层（10—11段）：写入学的情形。介绍了书屋和先生。
三层（12—16段）写不准提课外的问题。
四层（17—20段）：写不准去后园玩。
五层（21—24段）：写师生读书的可笑情景“我”趁先生读书入神时画画儿。
主题思想
作者通过在百草园和三味书屋截然不同的生活描写，表现了少
，年儿童热爱大自然，探求各种知识的广泛的生活兴趣，并揭露批判了束缚儿童身心健康发展的封建教育。
写作特点
课文说的是“我家”后面的一个“很大的园”，里面植物、动物很多，在童年鲁迅来说，有趣的事情很多，如果不能按照一定的时间空间顺序来安排材料，势必写得杂乱无章，百草园为什么说是“乐园”，读者也就很难从记叙中获得清晰的感受了。
本文采取了由远及近、由高到低、从静到动、先夏后冬的顺序，对百草园的景物作了有层次的描述。先写远远望见的、粗线条的景物，如菜畦、皂荚树、鸣蝉，再写身边、脚下、眼前的景物，如斑蝥、何首乌根、覆盆子果实；先写静止的，如石井栏，再写动态的，如叫天子；先写生机勃勃的夏季，再写别有情趣的冬季。又如作者对捕鸟经过的记叙，虽然仅仅用了两个句子共100个字，但写得很细致，很有层次。第一句，简洁交代了冬季捕鸟的条件。第二句，着重写捕鸟经过。这之中，又是先写捕前必要的准备，创造招鸟环境和确保来鸟落网的可能，强调要先露出一块地面再撒些秕谷，支棒要短，竹筛大而多孔，绳长，人远远牵着，看鸟雀下来后再猛然一拉。最后说明，只要掌握好以上要领，罩住鸟是不成问题的。这一小段记叙，语序顺正而严格，绝不能任意调换。
文章像是一位精明热心的导游，引导我们对百草园的环境和童年时代鲁迅在这里充满情趣的活动，一步步地有了深切的了解。
全文前写百草园，后写三味书屋。就局部而言，写百草园含三大块内容：夏天的百草园、美女蛇的传说、冬天的百草园。写三味书屋，先写三味书屋座落的位置及格局陈设，写第一次行礼、第二次行礼，插叙“怪哉”虫的传说，后写读书生活（读书、习字、对课），写溜到后园里玩耍，再写师生朗读，写孩子们偷偷在课堂上做戏、描绣像。作者就是这样，把一幅幅生活图画展现在我们面前。
这一幅幅画面，按照作者的思路，是有其内在联系排列在一起
的。这种联系主要表现为内容上合乎逻辑、顺乎情理的承前启后，同时作为一篇好文章，在形式上也要求有相应的过渡文字，起到结构全文的粘合剂的作用。
文章第一段，以回忆的口吻，简洁概括介绍百草园的位置、规模、名称、变迁、景观，特别点出“那时却是我的乐园”。那么，“乐”在何处呢？带出下文。第二段写乐在夏季。第三段，由“长的草”不去，因为相传有“赤练蛇”，为下段写美女蛇搭了“桥”。第四、五段正好写乐在关于美女蛇的奇妙传说。这传说写完，第六段稍加议论，作为前面的收束。第七段，以“冬天的百草园比较的无味”一句起步。关键是“比较”二字，跟谁比呢？显然，是跟刚刚写完的夏天的百草园比。于是第七、八段写雪地捕鸟之乐。一直到第九段将被送进书塾而无限留恋地告别百草园一虫一鸟，一草一木，几行动人的抒情，完成转而记叙三味书屋生活的过渡。
作业练习
1.选出下面字形、读音完全正确的一项：
A.竹筛ｚｈúｓāｉ签赏ｊｉàｎｓｈǎｎｇ
绣像ｘｉùｘｉàｎｇ
B.菜畦ｃàｉｗā渊博ｙｕāｎｂó
脑髓ｎǎｏｓｕí
C.确凿ｑｕèｚáｏ盔甲ｈｕīｊｉǎ
蝉锐ｃｈáｎｔｕì
D.秕谷ｂǐｇǔ锡箔ｘīｂó倜傥ｔìｔǎｎｇ
2.选出下面加黑字注音、解释不全对的一项：
A.人迹罕至（ｈàｎ稀少）
人声鼎沸（ｆèｉ水开）
B.拗过去（ǎｏ用力弯曲）
敛在盒里（ｌｉǎｎ放）
C.攒成小球（ｃｕáｎ凑在一块）
高枕而卧（ｗò睡）
D.总而言之（ｙáｎ说）
无处觅食（ｍì寻找）
3.选出下面全是形声字的一项：
A.拥肿轻捷木莲珊瑚
B.机关斑蝥消释戒尺
C.和蔼绅士宿儒方正
D.油蛉蟋蟀莲房弹琴
4.选出下面说法不正确的一项：
A.鲁迅原名周树人，浙江绍兴市人，是我国现代著名的文学家、思想家、革命家。
B.本文选自鲁迅的《朝花夕拾》，是一篇回忆童年生活的小说。
C.本文表现了儿童热爱大自然，喜欢自由快乐生活的心理，同时对束缚儿童身心发展的封建教育表示不满。
D.“三味书屋”不是“我”的乐园，但其中也不乏乐趣，如大家放开喉咙读书的情形以及到后园去折梅花、寻蝉蜕都是好玩的事情。
5.“三味书屋”的先生是一位学问渊博的老者，文中鲁迅对他的看法是：
A.他挫伤了学生的求知欲，鲁迅很讨厌他。
B.他对鲁迅很严厉，鲁迅认为这束缚了儿童的身心发展，所以对他很不满。
C.他没有多少真才实学，只是常读些令学生难懂的文章，鲁迅觉得他很可笑。
D.他很博学，对学生又有一些开明的思想，鲁迅对他很恭敬。
6.文章在写百草园时插入了美女蛇的故事，选出下面分析正确的一项：
A.这个故事是长妈妈讲的，目的是使鲁迅懂得做人之险。
B.这个故事是长妈妈讲的，它表明了劳动人民的智慧。
C.这个故事给百草园增添了神秘感，也给这个儿童乐园增添了情趣。
D.这是一个迷信故事，鲁迅有力地批判了长妈妈的迷信思想。
阅读文段，回答7—8题。
扫开一块雪，露出地面，用一枝短棒起一面大的竹筛来，下面些秕谷，棒上一条长绳，人远远地着，看鸟雀下来啄食，走到
竹筛底下的时候，将绳子一拉，便罩住了。
7.选择最准确的动词填空，恰当的一项是：
A.撑放系拉B.支撒
《电压》教案
老师会对课本中的主要教学内容整理到教案课件中，到写教案课件的时候了。将教案课件的工作计划制定好，才能够使以后的工作更有目标性！你们清楚有哪些教案课件范文呢？为满足您的需求，小编特地编辑了“《电压》教案”，欢迎阅读，希望您能够喜欢并分享！
《电压》教案
教学目标
1.知道电压的意义、符号、单位及常见电压值.
2.知道电压表的作用与符号，知道正确使用电压表的规则，能识别和选择电流表量程，会正确读数.
教学过程
一、电压
自主预习
阅读课本第55、56页，完成下列填空：
1.要让一段电路中有电流，它的两端就要有电压.电源的作用就是给用电器两端提供电压.
2.通常用字母U表示电压，它的单位是伏特，简称伏，符号是V；常用符号还有千伏和毫伏.
3.我国家庭电路的电压是220V，一节新的干电池的电压是1.5V.
小组讨论
取一个灯泡用导线跟一节电池连通，再把这个小灯泡跟两节串联电池连通.观察两次小灯泡的发光亮度有何不同？说明电路中电流的强弱与电源的什么量有关？
解：第2次灯泡更亮，说明不同的电源提供的电压不同，使电路中形成的电流大小也不相同.
教师点拨
1.电压使电路中形成电流，电源是提供电压的装置.
2.电路中获得持续电流的条件:
(1)电路中有电源(或电路两端有电压)
(2)电路是连通的.
3.不同的电源提供的电压不同，使电路中形成的电流大小也不相同.
跟踪练习
1.干电池是一种常用、方便的电源.下列关于干电池的说法正确的是(D)
A.有的干电池提供直流电，有的干电池提供交流电
B.常用的1号、2号、5号、7号干电池的电压随号数的增大而增大
C.干电池是把电能转化为化学能的装置
D.多数干电池中有汞、镉等重金属元素，随便丢弃会污染环境.所以,废弃的干电池应该集中分类处理
2.(2012黄冈)下列有关“电”的说法正确的是(D)
A.摩擦起电的实质是创造了电荷
B.运动的电荷一定形成电流
C.电路两端有电压就一定有电流
D.电阻中有电流，它的两端一定有电压
二、电压表的连接
自主学习
阅读课本第57、58页，完成下列填空：
测量电路中电压的仪表叫电压表，要测量电路中的电压，必须使它跟这部分电路并联连接，并使电流从正接线柱流入，从负接线柱流出，还要注意被测电压不能超过它的量程.
小组讨论
观察如图所示的电压表的外形，它有V字标记，表盘上有两种刻度，“表座”上有3个接线柱，一个是“-”接线柱，两个正接线柱(3、15)，“表头”表盘的示数分别是：(1)0~1~2~3，(2)0~5~10~15，表的正中央有一个调节旋钮.
然后阅读课本上电压表的三个使用特点及图16.1-4，回答下列几个问题：
(1)电压表应该怎样跟被测用电器连接？
(2)电压表的“＋”“-”接线柱应该摆在什么位置？
(3)电压表能否直接接到电源的两极？
解：(1)与被测用电器并联；(2)“＋”接线柱与电源的正极方向相连，“-”接线柱与电池的负极方向相连；(3)可以.
教师点拨
1.在将电压表连入电路的时候，要同时注意接线柱的连接及量程的选择，不可顾此失彼，更不能将电压表与用电器串联，可将电压表直接接到电源两极上.
2.电压表量程的选择顺序是：
(1)估计被测电路中电压的大小；
(2)在不能估计的情况下，拿电路中的开关试触大量程接线柱；
(3)如果被测电压超过小量程，则选择较大量程，如果在较小量程内则使用较小量程.选择较小量程是为了减小误差.
跟踪练习
1.(2012南昌)请完成下表中两电表正确使用的异同点：
电表
比较
连接方式串联在被测电路中并联在被测电路两端与电源
与电源
相连接绝对不允许不经过用电器直接连在电源两极能直接连在电源两极
相同点使用前都要把指针调到零刻度，弄清分度值，使用时都要选择合适的量程，都要让电流从正接线柱流进负接线柱流出.
2.(2012福州)果汁也能做电池.先向杯中倒入芭乐汁，再把分别接有导线的铜棒和铝棒插入芭乐汁中，作为电池的正负极，如图所示，一个芭乐电池就做成了.那么芭乐电池的正极是铜棒还是铝棒呢？给你电流表、电压表、低压发光二极管、开关各一个，导线若干，请选择其中合适的器材设计一个实验方案进行探究.(也可画图辅助说明)
解：将芭乐电池的铝棒用导线和电流表的负接线柱连接，然后用与铜棒连接的导线跟电流表的正接线柱试触，如果电流表指针正向偏转，说明铜棒是电池的正极；若电流表反向偏转，铝棒是电池的正极.
三、电压表的读数
自主学习
阅读课本第57、58、59页，完成下列填空：
(1)实验室里常用电压表有3个接线柱2个量程.
(2)大量程为0~15V，分度值为0.5V；小量程为0~5V，分度值为0.1V.
(3)读数时，先明确电压表的量程，再确定电流表的分度值，最后看表针向右总共偏了多少小格，就能知道电压的多少.
小组讨论
如图所示的电压表用的接线柱被一片厚布盖着，不知道用了哪两个接线柱与电路连接，我们都知道，电流表的指针向右偏得越多，表示电流越大，但是如图所示的电压到底是多大呢？
思考下列问题：
(1)图中的电压表读数可能有几个？为什么会出现这种情况？
(2)图中电压表有几个量程？它们对应的分度值是多少？二者有什么关系？
解：(1)2个，因为电压表所选的量程没有确定；(2)2个，0.1V和0.5V，大量程的分度值是小量程分度值的5倍.
教师点拨
1.电压表读数时，不要求估读，表针的位置离哪条刻度线近，就按那条刻度线进行读数.
2.某一电压值用大小量程均可测量时，应选用小量程.因为若使用大量程，电压表指针偏转幅度较小，读数不精确.
跟踪练习
1.事先不能估测出电压大小，一般先试用大量程试触,如电压表的示数在小量程范围内，则改用小量程.
2.(2012广东)如图的电压表，若选0~3V的量程，读数为2.6V；若选0~15V的量程，读数为13V.
《咏雪》教案
每个老师上课需要准备的东西是教案课件，规划教案课件的时刻悄悄来临了。此时就可以对教案课件的工作做个简单的计划，才能规范的完成工作！有没有出色的范文是关于教案课件的？下面是由小编为大家整理的“《咏雪》教案”，欢迎您阅读和收藏，并分享给身边的朋友！
《咏雪》教案
教材解读：
《咏雪》——选自《世说新语》
《咏雪》选自《世说新语》，它言简意赅地勾勒了疾风骤雪、纷纷扬扬的下雪天，谢家子女即景赋诗咏雪的情景，展示了古代家庭文化生活轻松和谐的画面。文章通过神态描写和身份补叙，赞赏谢道韫的文学才华。“谢太傅寒雪日内集，与儿女讲论文义。”文章第一句交代咏雪的背景。短短的十五个字，涵盖的内容相当多。东晋的谢氏家族是个赫赫有名的诗礼簪缨之家，为首的是谢太傅即谢安。在这样的家族里，遇到雪天无法外出，才有“讲论文义”的雅兴。主讲人对这两个答案的优劣未做评定，只是“大笑乐”而已，十分耐人寻味。作者也没有表态，却在最后补充交代了谢道韫的身份，“即公大兄无奕女，左将军王凝之妻也。”这是一个有力的暗示，表明他欣赏及赞扬谢道韫的才气。并写出了谢道韫是“咏絮才”，后来便把在诗文创作方面卓有才华的女子赞誉为“咏絮之才”。《红楼梦》第五回的“金陵十二钗正册判词”，便以“堪怜咏絮才”称许林黛玉。在《三字经》中还有“蔡文姬，能辨琴。谢道韫，能咏吟”之句。
谢太傅寒雪日内集，与儿女讲论文义。俄而雪骤，公欣然曰：“白雪纷纷何所似？”兄子胡儿曰：“撒盐空中差可拟。”兄女曰：“未若柳絮因风起。”公大笑乐。即公大兄无奕女，左将军王凝之妻也。
注释：
内集：家庭聚会。
儿女：侄儿、侄女，指年轻一代。
文义：诗文。
俄而：不久，不一会儿。
欣然：高兴的样子。
差可拟：差不多。
因：乘。
无奕女：指谢道韫，东晋时期有名的才女，是宰相谢安的侄女，安西将军谢奕的女儿。
王凝之：东晋时期著名书法家王羲之的次子，也是谢道韫的丈夫。
教学目标
1．了解古代聪颖机智少年的故事，学习古人的智慧。
2．阅读浅易文言文，积累常见的文言词语。
3．能借助注释和工具书理解基本内容。
4．自主、合作、探究的学习方式。
教学重点
1．阅读浅易文言文，积累常见的文言词语。
2．能借助注释和工具书理解基本内容。
一、导入
说说你知道的古代聪颖机智少年的故事。
同学们，刚才我们都听了“司马光砸缸”的故事。其实像司马光这样聪明的中国古代少年还有很多，如四岁画画的王冕、七岁做诗的曹植、十二岁做宰相的甘罗等。今天我再向大家介绍两位这样的古代少年，他们是谁呢?让我们一起来认识他们，和他们交个朋友。
二、新课学习
（一）了解有关《世说新语》和刘义庆的知识。
《世说新语》这部书记载了自汉魏至东晋的逸闻轶事，是研究魏晋风流的极好史料，其中关于魏晋名士的种种活动如清谈、品题，种种性格特征如栖逸、任诞、简傲，种种人生追求，以及种种嗜好，都有生动的描写，纵观全书，可以得到魏晋时期几代士人的群像，通过这些人物形象，可以进而了解那个时代上层社会的风尚。从中可以看到道家思想对魏晋士人的思维方式和生活状况，乃至整个社会风气都产生了重要影响。
（二）学习《咏雪》。
1．一读课文：
诵读示范，根据文意断句，加上标点符号，再朗读。
谢太傅寒雪日内集（，）与儿女讲论文义（。）俄而雪骤（，）公欣然曰（：“）白雪纷纷何所似（？”）兄子胡儿曰（：“）撒盐空中差可拟（。”）兄女曰（：“）未若柳絮因风起（。”）公大笑乐（。）即公大兄无奕女（，）左将军王凝之妻也（。）
2．二读课文，理解加点的词语：
谢太傅寒雪日内集（家庭聚会），与儿女（子侄辈，指年轻一代）讲论文义。俄而（不久，一会儿）雪骤，公欣然（高兴）曰：“白雪纷纷何所似？”兄子胡儿曰：“撒盐空中差（差不多）可拟（相比）”。兄女曰：“未若（比不上）柳絮因风起。”公大笑乐。即公大兄无奕女。左将军王凝之妻也。
3．三读课文，用现代汉语复述故事。
一个寒冷的雪天，谢太傅把家人聚会在一起，跟子侄辈的人谈诗论文。忽然间，雪下得紧了，太傅高兴地说：“这纷纷扬扬的大雪像什么呢?”他哥哥的长子胡儿说：“跟把盐撒在空中差不多。”他哥哥的女儿道韫说：“不如比作风把柳絮吹得满天飞舞。”太傅高兴得笑了起来。道韫是太傅大哥谢无奕的女儿、左将军王凝之的妻子。
4．四读课文，研讨问题：（四人小组合作）
“寒雪”“内集”“欣然”“大笑”’等词语营造了一种怎样的家庭氛围?
融洽欢快轻松
撒盐空中、柳絮因风起两个比喻，哪一个更好?同时说说还可以用哪些事物来比喻雪。
好的诗句要有意象。意象是物象和意蕴的统一，“柳絮”一喻好在有意象，“撒盐”一喻只有物象而无意蕴。
文章结尾交待了谢道韫的身份，有什么用意?
这是一个有力的暗示，表明他赞赏道韫的才气。
5．五读课文能背诵：
6．归纳主题：
咏雪讲的是晋朝著名文学世家谢氏家族里的一个故事。在一次家庭聚会中，谢道蕴表现出了咏絮之才。
7．想一想议一议：
对文中“公大笑乐”一句有不同解释，你如何看法：
对两个答案都表示满意；
“笑”前喻，“乐”后喻；
为“柳絮”一喻而“笑乐”
三、拓展思维：
说说还可以用哪些事物来比喻雪，举出并积累几句咏雪的名句。
请欣赏：
北国风光，千里冰封，万里雪飘。
——毛泽东
欲渡黄河冰塞川，将登太行雪满天。
——李白
窗含西岭千秋雪，门泊东吴万里船。
——杜甫
忽如一夜春风来，千树万树梨花开。
——岑参
四、课后作业：
1．阅读《世说新语》，选择你读懂的一篇给予鉴赏、评点。
2．片断练笔：自拟题目，景色描写。
板书设计：
咏雪
咏：歌颂、赞美。
雪：撒盐空中
柳絮因风起
胆识过人咏絮之才
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