仁爱版英语八年级下册教案全集(详细)


Unit 5

Feeling Happy

Topic 1 Section A
Ⅰ. Aims and demands 目标要求 1. (1)Review and learn some adjectives expressing feelings: happy, unhappy, sad, worried, excited, afraid, angry, funny, active (2)Learn other new words and phrases: invite, say thanks to, smile, none, taste, silly, cruel 2. Master the structure of “linking verb+adj.”: You look excited. That’s very exciting. I feel disappointed. It tastes so delicious. 3. Happiness: That’s great! I’m so happy. How nice! 4. Regret: What a shame! Ⅱ. Teaching aids 教具 录音机/简笔画/小黑板 Step 1 Review 第一步 复习(时间: 5 分钟) 复习表达情感的形容词并处理新词句。 (方案一)(寒假过后,师生见面,相互问候,然后教师以简笔画的形式表达出自己在寒假中 的感受并让学生试着来表达,引出部分表示情感的形容词。) T: Did you have a good time in your winter holiday? Ss: Yes, we did. T: S1, did you ask your friends to your home for dinner? S1: Certainly. T: Oh, I know you invited your friends to your home. Were you ? S1: Yes, we were very happy. T: Great. I know all of you had a good winter holiday. Now let ’s use stick figures to express your feelings in the holiday.

sad

excited

angry

worried

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(板书并要求学生掌握 invite 和 none;理解 worried;了解 disappointed。)
invite, none, disappointed, worried

(方案二)(同学们寒假过得愉快吗?在新年里你最喜欢做什么?) T: Did you enjoy yourselves in your winter holiday? What do you like doing best during the Spring Festival? (老师引导学生回答,找一名男同学用哑剧的形式表达出放鞭炮时的情境,但注意运用不 同表情,由此引出形容词进行系表结构的教学。) T: Let ’s ask a boy to make some actions without making any sound, and then we watch how he fires firecracker and find some adjectives to express his feelings. (方案三)(放一段卓别林的影片, 其中含有不同表情。由此引出表达情感的一系列形容词, 进行系表结构的学习。) T: Let ’s see a movie, and then find some adjectives to express feelings. Step 2 Presentation 第二步 呈现(时间: 7 分钟)

呈现并处理 1 和 3a 的对话。 1. (教师总结并导入 1。) T: We had a good time in the winter holiday. So we are all happy today. What about Kangkang? Let ’s listen to 1 and find it. (板书)
How does he feel?

(核对答案。) 2. (让学生跟读 1 并画出文中重点词、句,然后教师板书。学生掌握 say thanks to。)
How are you doing?—excited—invite—say thanks to

3. (导入 3a。掌握生词 smile。) T: Kangkang, Michael, Maria and Jane are happy. What about their teacher, Mr. Lee? Now listen to 3a and answer my questions. (用小黑板呈现听力问题。)
a. Why all the smiling faces? b. How does Mr. Lee feel?

(核对答案。) 4. (再听录音,让学生画出本对话生词及疑难点,教师板书并给予适当讲解。) T: Listen again, underline the new words and difficulties. (板书)
movie theater, exciting, The Sound of Music, lucky, none, disappointed, How nice! What a shame!

Step 3 Consolidation 第三步 巩固(时间: 10 分钟) 巩固 1 和 3a 的知识点。 1. (让学生再读 1,然后进行角色扮演。) T: Read 1 again, and then act it out in roles. 2. (让学生朗读 3a,并根据黑板上的关键词复述 3a。) T: Read 3a again and retell it in your own words according to the key words on the blackboard. 3. (让学生在 1 和 3a 中圈出系表结构的句型,核对并朗读。) T: Circle the sentences with “linking verb + adj” and read these sentences. Step 4 Practice 第四步 引出并练习系表结构。 练习(时间: 15 分钟)

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1. (通过师生问答,呈现并讲解系表结构。)

Kangkang/excited Mr. Lee/disappointed T: Kangkang looks excited. What about Mr. Lee? S1: He feels disappointed. 主 系 表 (让学生总结学过的系动词,教师板书,学习生词 taste。)
be, look, feel, sound, taste

2. (给学生 3~5 分钟时间,完成 2 与 3b 的练习。) T: You have 3~5 minutes to finish 2 and 3b. (教师板书答案。)
2. (1) The woman is/looks/feels very worried and the boy is/looks/feels sad. (2) Michael is/looks so active/happy. (3) The teacher is/looks/feels angry and the student is/looks/feels afraid. (4) The girl is/looks/feels sad. (5) The man is/looks funny. 3b. How do the children look? They look happy. How does the music sound? It sounds wonderful. How do the people feel? They feel excited.

Step 5 Project 第五步 综合探究活动(时间: 8 分钟) 合作探究本课重点词句。 1. (让学生自我测试,通过反义词学习生词。) T: We have learned many adjectives. Let ’s have a test. Say out the opposite words as quickly as you can. T: happy Ss: … T: … (板书)
popular—unpopular smart—silly kind—cruel

T: Great / Wonderful! 2. Homework: T: Make a survey about how your friend feels when she/he is in the following situations.
Situation Pass the exam. Be late for class. Your pet dog is dead. Listen to wonderful music. Your mother is ill. Make faces. Your bike is lost. Do sports. … Feeling

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Section B
Ⅰ. Aims and demands 目标要求 1. Learn some new words and phrases: seem, film, be proud of, smell, set the table 2. Go on learning some sentences showing feelings: He feels disappointed because he couldn’t get a ticket to The Sound of Music. He seems a little unhappy. Did she sound upset? I’m sure Mr. Lee will be surprised! 3. Go on learning the structure of “linking verb+adj.”: It’s so funny and interesting. It’s so moving. It smells terrible. The leaves turn green. The food smelt nice and tasted delicious. 4. Talk about movies and operas. Ⅱ. Teaching aids 教具 录音机/幻灯片/京剧磁带 Step 1 Review 第一步 复习(时间: 5 分钟) 复习并处理新词句,然后导入新课。 1. (教师检查上节课布置的作业,复习系表结构,导出本课的目标语言。要求学生理解生词 upset,掌握短语 be proud of。) T: Now let ’s check the homework. S1,when you are late for class, how do you feel? S1: I always feel worried and afraid. T: S2, if your pet dog is dead, are you sad? S2: Yes, I must be very sad. T: Oh, you mean you must be very upset. T: When you heard Zhang Yining won the first in the Olympic Games, how did you feel? S3: I felt excited. S4: I felt very pleased. T: We are all proud of her, right? Ss: Yes. (板书画线部分。)
upset, be proud of

Step 2 Presentation 第二步

呈现(时间:12 分钟)

呈现并处理本课活动 1 和 3a。 1. (通过谈论京剧, 引入本课重点活动 1。 要求学生掌握 film, 理解 Beijing Opera, 了解 moving。 ) T: What music are you listening to? S5: Jing Ju. T: Yes, It’s Beijing Opera. What do you think of it? S5: It’s wonderful. I like it.

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S6: I don’t like it at all. It ’s boring. T: OK, S7, which do you like better, Beijing Opera or movies? S7: I like movies better. T: Oh, you mean you like films. I like films, too. Love Me Once More, Mom is my favorite. It ’s very moving. (板书画线部分。)
Beijing Opera, film, moving

T: What about Kangkang? What is his favorite? Let ’s listen to 1 and find out which film Kangkang likes best. (让学生听 1 的录音,回答教师问题。听完录音后,教师提问。) T: Which film does Kangkang like best? Ss: He likes Love Me Once More, Mom. T: Why? Ss: … 2. (呈现 3a。学习并掌握短语 set the table 和 be able to。) T: Look at the picture in 3a on page 4. What ’s Kangkang doing? Is he setting the table? Ss:Yes, he is. T: What ’s he setting the table for? Ss: His friends are coming for supper. T: Yes, but Michael can’t come because he is ill. That ’s to say he isn’t able to come and Michael’s mother has to look after him at home. Is Michael’s mother able to go to the movie? Ss:No, she isn’t. T: Right. I’m sure she will be very disappointed. Then, is Mr. Lee able to go to the movie? What’s Mr. Lee’s feeling? Now let ’s listen to 3a and find out the answers. (老师在放录音前先板书。)
set the table be able to Is Mr. Lee able to go to the movie? What’s Mr. Lee’s feeling?

T: Can you catch the dialog? Who can answer my questions? S1: Mr. Lee is able to go to the movie and he will be surprised.(可帮助学生回答。 板书并理 解画线生词。)
surprised

Step 3 Consolidation 第三步 巩固(时间: 11 分钟) 巩固本课 1 和 3a。 1. (让学生读 1,完成下面表格。) T: Read 1 and complete the table. 2. (让学生分角色朗读 3a,然后讨论并完成 3b。) T: Read 3a in roles, and then discuss and finish 3b. 3. (利用 3b 中的关键词句复述 3a 内容。) T: Retell 3a according to the key words and sentences in 3b. Step 4 Practice 第四步 继续学习并练习系表结构。 练习(时间: 10 分钟)

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1. (以幻灯片或所提供词造句的形式描述图片, 并完成 2, 由此引出并掌握生词 seem 和 smell。) T: Now look at 2 and describe the pictures. (教师核对并板书答案。)
1. He is pleased with his new bike. 2. The man seems worried. 3. It becomes cloudy. 4. It smells terrible. 5. The leaves turn green.

2. (让学生听录音,并完成 4 的填空练习,并核对答案。) T: Listen to the tape, and then finish the blanks in 4. 3. (让学生归纳学过的系动词和表示情感的形容词。) T: Please sum up the linking verbs and feeling words in Section A and B. 2. Homework: (1)(假设你是康康的妈妈,你正在给迈克尔的妈妈打电话。你们会谈些什么呢?请设置一 个打电话的对话。) T: Suppose you were Kangkang ’s mother, you are talking with Michael’s mother on the phone. What are you talking about? Please make a dialog about this. (2)预习。 (查询资料,了解 Section C 中的影片内容。) T: Collect some information about the films The Sound of Music, Titanic and Love Me Once More, Mom.

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Section C
Ⅰ. Aims and demands 目标要求 1. Learn some new words and phrases: cry, lonely, lively, cheer up, mad, at first, fall into, in the end 2. Master sentences expressing feelings: Mrs. Von Trapp died, and the family were very sad and tired. The children cried and shouted every day. The father was lonely and often became angry because of the noisy children. The father was almost mad at first, but the smiling faces of his children pleased him and made him happy again. They were very frightened because they were afraid of losing each other. 3. Learn to describe the main idea of the movies. 4. Talk about your favorite movies. Ⅱ. Teaching aids 教具 录音机/海报(或照片)/图片/小黑板(或幻灯片)/ Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间: 5 分钟) 复习 Section B, T: Let ’s review what we learned yesterday. Answer my questions, OK? Ss: OK. T: How does Mr. Lee feel? Ss: He feels disappointed. T: Why is he disappointed? Ss: Because he couldn’t get a ticket to The Sound of Music. T: What happened to Michael? Ss: Michael had a temperature. T: How about their tickets? Ss: Mr. Lee could use their tickets since they were not able to go. T: Yes, you’re right. Now, Mr. Lee is in the theater. That is the song he is listening to. Let’s share it together. T: What do you think of the song? Do you think it is lively? Ss: Yeah, it’s good. T: Why do you think it ’s good? Ss: Because it makes me happy and relaxed. T: I think so. It can cheer us up. I like to listen to this song when I am sad. It’s the theme song of The Sound of Music. Do you know this movie? Ss: Yeah. It’s very popular. T: Would you like to learn the song? Ss: Great! T: Now let ’s sing the song after the tape.

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(板书)
lively, cheer up

Step 2 Presentation 第二步

呈现(时间: 8 分钟)

呈现 1a。 1. (教师导入新课。) T: Well done! It ’s a lively song. It’s the theme song of The Sound of Music. Do you know anything more about this movie? Now let ’s look at the poster, and discuss the questions in 1a. (教师拿出 The Sound of Music 的海报, 展示给学生, 讨论 1a 中的问题并核对答案。 讲解学 生可能看不懂的地方,必要时在黑板上写出中文解释。) T: Please find out who are the starring and the director. Ss: Julie Andrews and Robert Wise. T: Right. This story happened in Austria. Can you tell me something about this story? S1: It’s a story about Maria. S2: Maria went to care for a family with seven children. S3: The children cried and shouted every day. The father was lonely. S4: Their father was almost mad at their behaviors at first, but their father became happy in the end. (通过交流,检查学生的预习情况。以上内容如果学生表述不清楚,教师可帮助学生一起 回答。 引出生词和短语:Austria, cry, lonely, mad, at first, in the end 并解释。) (板书)
Austria, cry, lonely, mad, at first, in the end=at last

2. (让学生自读 1a,根据上下文猜测生词意思并画出表达情感的词。) T: Now we’ve known something about this movie. Please read 1a by yourselves, and guess the meanings of the new words and phrases according to the context. Then underline the words expressing feelings. 3. (让学生说出表示情感的单词。) T: Say out the words expressing feelings, please.
sad and tired—lonely—angry—mad—happy

Step 3 Consolidation 第三步 巩固(时间: 13 分钟) 复习巩固 1a,并完成 1b。 1. (让学生阅读 1a,并画出关键词句。教师把学生总结的关键词句写在黑板上。) T: Please read 1a carefully and underline the key words and sentences. (板书) popular, movie, story about a young woman, Austria, the Von Trapp family, care for, died, sad and tired, father, angry, lively, perform, play, cheer up, mad, pleased 2. (现在再读 1a, 然后回答 1b 问题。) T: Now, let ’s read 1a again and then find the answers to the questions of 1b. (呈现小黑板或幻灯片。) 1.What did Maria go to the Von Trapp family for? 2.Why were the family sad and tired?

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3.How did Maria cheer up the children? 4.What do you think of Maria? 3. (教师核对答案,检查学生的理解情况。) (核对完答案后。) T: Excellent. Now, let ’s listen to 1a and find out the main idea of each paragraph. Please work in pairs and discuss them. (听完录音,给学生两分钟的讨论时间,然后检查讨论结果。如果学生表达不够简练,教 师指正。) T: Group 1, what does Paragraph 1 talk about? G1: The Sound of Music is a story about Maria. T: Group 2, what about the second paragraph? G2: It talks about the family. The family looked sad and tired. T: Group 3, what ’s your idea about Paragraph 3? G3: Maria cheered up the family in the end. 4. (把学生分成三人一组,给学生三到四分钟的时间,然后看着黑板上的关键词语,让几组 学生读出他们所概括的文章大意,看哪一组表现得好。) T: Very good, every group did a good job. Now, work in groups of three. Each member sums up one paragraph, and combines them together. Understand? G1: The Sound of Music is a very popular movie. It’s a story about Maria. She went to care for a family with seven children. The family looked sad and tired. The mother died, so the father was often unhappy. Maria cheered up the family. At last, Mr. Von Trapp became happy again. (如果学生有困难,教师可给出示范。) G2: … G3: … … Step 4 Practice 第四步 练习(时间: 10 分钟)

完成 2,进一步练习关于系表结构及表示情感的词语。掌握生词: fall into,了解 Titanic 和 frightened。 1. (播放歌曲 My Heart Will Go on。) T: Do you know this song? Ss: Yeah. T: So you must know the movie Titanic. Ss: Yes. (教师出示 Titanic 的海报。) T: What’s it about? S1: It’s a love story about Jack and Rose. S2: They fell in love with each other in the ship Titanic. S3: The Titanic had a serious accident. S4: Jack died, but Rose was saved. … (必要时教师可做适当介绍,并导入下一步。) (教师播放歌曲“世上只有妈妈好”并出示 Love Me Once More, Mom 的海报。) T: You know this one clearly, right?

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Ss: Yeah. It’s a story about a mother and her son. One day, her son was lost and she couldn’t find him. She was very sad and almost went mad. T: Yeah, very good. Now let’s learn about these two movies, Titanic and Love Me Once More, Mom. 2. (让学生独立完成 2。给学生 3 分钟的时间通读短文,理解大意之后,让学生选择正确的形 容词填空。然后圈出系表结构。) T: Finish 2 by yourselves. We’ve just mentioned Titanic and Love Me Once More, Mom. Now, please read through the two passages and fill in the blanks. Then circle the structure of “linking verb + adj.” 3. (教师在黑板上写下答案及含有系表结构的句子,并提示学生选择正确的形容词。) They were happy to be… …the Titanic had a serious accident… ...they were afraid of losing each other. Rose was very sad. She felt so lonely! Her son was very cute. The mother was so worried that… She was sad and went mad. (以上斜体用红字来表示。) 4. (学生做完之后,核对答案。) T: Now, let ’s check the answers together 5. Homework: (1)(每人都要把 Do Re Mi 这首歌学会唱好,可以跟着录音机,MP4 等,也可同学互相教唱。) (2)(预习 Section D。 了解京剧的信息, 可以网上查询或者向喜欢京剧的爷爷、 奶奶等人了解。 )

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Section D
Ⅰ. Aims and demands 目标要求 1. Learn some new words and phrases: come into being, role, gesture, culture, foreigner, make peace with sb., grateful 2. Learn some knowledge about Beijing Opera: Beijing Opera’s history four main roles of Beijing Opera 3. Review and sum up the structure of “linking verb + adj.”: You look excited. I feel disappointed. It tastes so delicious. The man seems worried. It smells terrible. Did she sound upset? She was very sad and went mad. The father was lonely and often became angry because of the noisy children. 4. Review and sum up the useful expressions in this topic. 5. Learn about Chinese culture and love our national opera. Ⅱ. Teaching aids 教具 脸谱或图片(“生” 、 “旦” 、 “净” 、 “丑”)/卡片/幻灯片/录音机/京剧磁带 Step 1 Review 第一步 复习(时间: 5 分钟) 复习并处理 Section A 到 Section C 的内容。 1. (教师引导学生用描绘情感的词问答。) T: Ask and answer the questions using the adjectives to express feelings. when your pet dies? when you have a temperature? when you see someone walking in the rain with a closed umbrella in How will you feel the hand? when you listen to wonderful music? … 2. (教师放京剧磁带。) T: What do you call this music? Ss: We call it Beijing Opera. T: Yeah. Beijing Opera is an important part of Chinese culture. So we think it’s our national opera. (板书生词 culture, 并要求学生掌握。) culture 文化 T: Do you want to know anything more about Beijing Opera? Let ’s learn about it from 1a. Step 2 Presentation 第二步 呈现(时间:13 分钟)

呈现 1a。 1. (教师依次拿出 “生” 、 “旦” 、 “净” 、 “丑” 的脸谱或图片, 呈现并理解生词 facial, 掌握 gesture。 对京剧中“生” 、 “旦” 、 “净” 、 “丑”的角色做解释。通过这个环节检查学生的预习情况。)

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(教师拿出三张“生”的脸谱或图片。) T: Look at this facial painting. Its name is“Sheng”. (板书 facial 并要求学生理解。) facial 面部的 T: What does“Sheng”usually stand for? Just Guess! Ss: It stands for Xiucai(秀才). T: Yeah, very good. There are three kinds of “Sheng” (分别呈现“生”的图片). They are Wenxiaosheng, Wenlaosheng and Wusheng. Wenxiaosheng usually stands for Xiucai. Wenlaosheng stands for people in high positions. Wusheng stands for ancient soldiers. They all make wonderful gestures, and Wusheng also makes wonderful fighting. (板书 gesture 并用手势让学生猜词义。)
Gesture 手势

(教师拿出“旦”的脸谱或图片。) T: Do you know this one? Ss: Yeah, it’s “Dan”. (如果回答有困难,就用下列问题提示。) T: Are they all women? S1: Yes, they are. T: Do they wear beautiful clothes? S2: Yes, they do. T: “Dan” has Huadan and Laodan. They are all women. They usually wear beautiful clothes. (教师拿出“净”的脸谱或图片。) T: How about this one? In Beijing Opera, there are “Sheng”,“Dan”,“Jing” and“Chou”. Can you guess this one? S1: It’s “Jing”. T: What’re their faces like? S2: They usually have black and red faces. S3: They also have black and white faces. T: Yes. People with black and red faces are good, but people with black and white faces are bad. (教师拿出“丑”的脸谱或图片。) T: What is this one called? Ss: “Chou”. T: What’re their faces like? Ss: They usually paint their noses white. T: Do you like them? Ss: Yeah. They are so funny. T: I like them, too. They often bring us happiness and laughter. (老师同时展示“Sheng” , “Dan” , “Jing” , “Chou”四幅图。) T: How many main roles are there in Beijing Opera?

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Ss: Four. (教师板书生词,适当解释并要求学生掌握。)
role

(导入下一步。) 2. (放 1a 录音,给学生布置听力任务。) T: OK, you have known much about Beijing Opera. But do you know how many years of history it has? Let ’s listen to the tape and find out the answer to this question. (学生听完录音后,回答问题。) T: How many years of history does it have? Ss: It has over 200 years of history. 3. (让学生读 1a 的短文,在重点词、短语下画线,鼓励学生在语境中猜词义,然后适当讲解。 学习并掌握 come into being,理解 nowadays。) T: Boys and girls, please read this passage and underline the key words and phrases. Try your best to catch the meanings in the context. (板书) national opera, come into being, main roles, music and singing, facial paintings, gestures and fighting, an important part of Chinese culture, be popular with, nowadays Step 3 Consolidation 第三步 巩固(时间: 7 分钟)

巩固 1a,完成 1b 和 1c。 1.(让学生再读 1a,独立完成 1b。) T: Read 1a again and mark True or False in 1b according to the passage. (做完 1b 后,核对答案。) T: Let ’s check the answers together. 2. (通过听力训练完成 1c。) T: Beijing Opera is full of famous stories. Do you know the stories in it? Let ’s learn about them. First, please read through the passage and then underline the new words and phrases in it. (板书并要求学生掌握。) peace, make peace with sb. (让学生听 1c 的录音, 完成 1c。) T: Listen carefully and complete 1c. (核对答案。) T: Let’s check the answers together. Step 4 Practice 第四步 练习(时间: 12 分钟)

总结本话题的语法及目标语言。 1. (复习巩固 3a,本话题的重要知识点并以双簧的形式表演出来。) (方案一) (全班分为四个小组,每组选出两名学生,到前面表演双簧。此活动主要目的是 巩固系表结构。) T: Now I’ll divide the class into four groups, and then ask two students from each group to come to the blackboard and act. A (表演) B (说句子) … 1. I look so excited. … 2. I feel disappointed.

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… … … …

3. The food tastes so delicious. 4. It smells terrible. 5. The boy seems worried. 6. He becomes angry.

(方案二) (教师提供表演线索。) T: According to the clue, act out the story. (板书)
盲人 过马路 寻找饭店 吃饭

(场景设计) (找两名同学和老师一块表演,老师说英语句子,B(盲人),C(行人)来表演动作。) T: He seems so worried. (B 表演担心过马路的表情,此时 C 进来帮助 B。) T: He is so grateful and says thanks to the boy. (板书并要求学生理解生词 grateful。)
grateful

(B 表演紧握 C 的手连说 Thanks a lot。C 领盲人过马路找到饭店。) T: He feels so happy and excited. (B 表演找到饭店后很高兴很激动的表情,并与 C 说再见。) T: The food tastes so delicious. (B 表演吃饭时因可口而高兴的表情,并连说 How nice! How delicious! ) (然后找另外三名学生表演游戏。) 2. (让学生找表达感情的系表结构,找到最多者获得脸谱作为奖励。) T: Now, boys and girls, please find out the sentences showing feelings with the pattern of “linking verb + adjective” as many as you can. The winner will get a wonderful facial painting as a prize. Go! (在此活动中,有的学生找出的句子可能不合要求,教师要给以讲解。) Example: You look so excited. I feel disappointed. Did she sound worried? … (将 3a 中的句子写在卡片上,或用幻灯片向学生展示,播放录音朗读,让学生总结分析该 部分重点语法。) 3. (要求学生掌握 3b 的习惯用语。) (引导学生自己归纳总结本话题的目标语言,然后与 3b 中的内容核对,让学生分组操练并 掌握这些目标语言。) T: Please sum up the target languages in this topic by yourselves. Check them with 3b. Then practise and master them in groups. (2-3 分钟后,要求学生操练。) T: Now, four students in one group. Each group makes a dialog with the useful expressions. And then act it out. The best group can get a facial painting as a prize. (说明要慢,让每名学生都能够明白意图。) G1: … G2: … G3: …

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… T: I think Group 3 is the best. Do you think so? (教师对每组都要点评, 但都要着重体现各组的闪光点, 体现激励机制, 尊重学生个体差异性。 ) Step 5 Project 第五步 综合探究活动(时间: 8 分钟) 探究合作完成 2 和 4。 1. (完成 4, 让学生收集他们喜爱的电影、戏曲、故事或歌曲,然后讨论并向全班汇报结果。 教师给出评价。) T: Please collect your favorite movie, opera, story or song, and discuss it with your partners. Then report to the class. The following questions may help you: What ’s your favorite movie/play/story? Are the people in it happy or sad? Why? What happens in the end? 2. Homework: (1) (让学生课后根据 2 中的图片和单词,写一篇短文,提示学生注意系表结构的用法。完 成 2。) T: Write a passage according to the pictures and the words given in 2. Pay attention to the structure “linking verb+adjective”. (2) Review and consolidate the content of this topic.

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Topic 2

I feel better now.

Section A
Section A needs 1 period. Section A 需用 1 课时。 The main activities are 1a and 2. 本课重点活动是 1a 和 2。 Ⅰ. Aims and demands 目标要求 1. Learn some new words and phrases: be strict with, shy, send, take it easy 2. Master adverbial clauses of reason: She is crying in the bathroom because she did badly in the English exam. She feels very lonely because she has no friends to talk with. 3. Learn and master the sentences about personal feelings and characters further: She’s so unhappy. Oh dear! I’m sorry to hear that. She is quiet and shy. I’m really worried about her. 4. Share feelings with other people. Ⅱ. Teaching aids 教具 录音机/幻灯片/小黑板 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间: 5 分钟) 复习并学习新词句。 1. (复习上节课内容。) T: Good morning, boys and girls. Ss: Good morning, Miss Wang. T: What’s your favorite movie, S1? S1: My favorite movie is Love Me Once More, Mom. T: Are the people in it happy or sad? Why? S1: They are sad because the mother lost her son. T: What happened in the end? S1: The mother went mad at last! T: Why do you like it best? S1: Because it’s very moving. T: Can you tell us something about Beijing Opera? S2: Yes, … 2. (教师检查家庭作业,并让几名学生把所写的短文读给大家听。) T: Now let me check your homework. S3, please read your passage to the class. S3: … … (教师对学生的作业做点评。)

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T: Just now, most students did very well. That shows you work hard after class and you are strict with yourselves. (板书单词,并要求学生掌握。) strict, be strict with 对??严格要求 T: As a teacher, I’m very glad that most of you are strict with yourselves. It ’s good for your study. But sometimes, it’s not good to be too strict. It’s enough to try your best. Do you think so? Step 2 Presentation 第二步 呈现(时间: 12 分钟)

呈现 1a。 1. T: Is Li Hong strict with herself? Is she active or shy? Let ’s listen to 1a and answer the questions. (教师播放录音,让学生带着任务听 1a。) T: OK. Is Li Hong strict with herself? Ss: Yes, she is. T: Is she active or shy? Ss: She is shy. (教师板书生词并要求学生掌握。)
shy

(为了让学生对 shy 这一词更加了解,教师可用书本遮着脸做害羞状。) T: Now look at me. I’m a little shy. 2. (再听 1a,呈现听力任务。) T: Let ’s listen again. Then answer the following questions. (播放幻灯片。) Who are they talking about? What’s Li Hong like? Who will have a talk with Li Hong later? (听完录音,要求学生回答问题。) T: OK, stop here. Please give me the answers together. Who are they talking about? Ss: Li Hong. T: What’s Li Hong like? Ss: She is quiet and shy. T: Who will have a talk with Li Hong later? Ss: Miss Wang. T: Good job! Everyone should help others when they are in trouble. 3. (学生跟读 1a,模仿语音和语调并找出文中关键词句。) T: Now read 1a after the tape. Pay attention to the pronunciation and intonation, and then find out the key points. (板书关键词句。) Anything wrong? 怎么了? I’m sorry to hear that. 听到这些事情真让人难过。 What seems to be the problem? 到底是怎么回事? be strict with 对??要求严格 have a talk with her 和她谈谈 be worried about 担心

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Step 3 Consolidation 第三步 巩固(时间: 10 分钟) 复习巩固 1a,并完成 1b。 1. (让学生自读 1a,完成 1b。) T: Read 1a by yourselves, and then ask and answer the questions in 1b. (教师核对答案。) 2. (学生分角色朗读。) T: Act out the dialog. Boys act as Miss Wang, and girls act as Helen. Go! (读完一遍后,男女生互换角色。) 3. (根据关键词,表演对话。) T: Work in pairs. Close your books and look at the blackboard, then act out the dialog. The best pair will get five points. (学生表演完,教师给出评语。) T: Pair 1 has a wonderful pronunciation. They can use the words freely, and they don’t just read books, so they get five points … Step 4 Practice 第四步 练习(时间: 10 分钟)

完成 2 和 3,练习本课的重点词句。 1. (让学生在 1a 中找出 because 引导的原因状语从句,为第二步作铺垫。) T: Please underline the sentences with because in 1a. (教师板书 because 从句。)
She is crying in the bathroom because she did badly in the English exam. She feels very lonely because she has no friends to talk with.

2. (教师让学生独立完成 2。) T: Do you like watching TV? Ss: Yes, of course. T: Which program do you like best, sports, plays, cartoons or ads? S1: I like sports best. S2: I like cartoons best. S3: I like plays best. … T: When you watch your favorite program, how do you feel? Ss: We feel excited/happy/relaxed … T: Why? Ss:Because it’s interesting. T: So we can say: We feel excited because the program is interesting/wonderful. Now look at the pictures in 2 and finish the blanks. (几分钟之后) T: OK, stop here. Let ’s check the answers. (以下答案可写在小黑板上或打在幻灯片上,向学生展示。) (2) The boy gets very angry because his pen is lost again. (3) The mother seems worried because her son is ill. (4) The children are excited because the program is interesting/wonderful. (5) The boy looks very tired because he has too much homework to do. (6) The girl feels very sad because all the buildings in her school fell down.

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(教师给学生总结以 because 引导的原因状语从句。) 3. (教师可让学生先通读一遍 3 的电子贺卡,试着猜测空白处的内容和生词词义。学习并掌 握 send 和 take it easy,了解 e-card,然后听录音并完成 3。) T: Read through the e-card, try to guess the words in the blanks and new words. (板书单词。)
send, e-card, take it easy

T: What is an e-card? Do you know? (学生可能知道,也可能不知道。他们可以各抒己见。) T: An e-card is a card on the Internet. Now listen to 3 and help Helen to complete this e-card. (学生听过录音之后。) T: OK. Who can tell me the answer? S1: … T: Good job, you are great! Step 5 Project 第五步 综合探究活动(时间: 8 分钟) 综合探究下列带有情感的原因。 1. (小组活动。将全班分成几组,每组 5-8 人。组内采访并把采访的结果填入表格内。)
Feeling happy sad worried … Reason Li Ming: got many birthday presents. Wang Tao: …

T: Boys and girls, we have learned many words to show feelings such as“happy”,“sad”, “worried”and so on. Now let ’s make an interview in groups to find out what kinds of feelings your friends have and the reasons. At last the group leader should give a report to the class. You may begin like this: S1: Are you happy, Li Ming? S2: Yes, I’m very happy. S1: Why are you so happy? S2: Because I got many beautiful birthday presents yesterday. … T: Now report your results to the class. G1: Li Ming is happy because he got many beautiful birthday presents yesterday… G2: … G3: … G4: … 2. Homework: (试着以王老师的口吻向李红提一些建议,帮她渡过难关。) T: Imitate Miss Wang to give Li Hong some advice.

Section B
Section B needs 1 period. Section B 需用 1 课时。 The main activities are 1a and 2a. 本课重点活动是 1a 和 2a。 Ⅰ. Aims and demands 目标要求 1. Learn some new words:

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feeling, fail, experience, suggestion, normal, soft, nervous 2. Learn some sentences of reassuring others: Don’t worry. There, there! It’ll be OK. 3. Learn how to give advice to people in bad moods. 4. Learn to deal with unhappy feelings. Ⅱ. Teaching aids 教具 录音机/小黑板/简笔画 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间: 6 分钟) 复习并导入 1a。 1. (运用简笔画复习表示情感的形容词和原因状语从句。) T: Look at the stick figures, and then review the adjectives expressing feelings and adverbial clauses of reason.

2. (教师根据第三幅简笔画,引入新课学习并掌握生词 fail 和 feeling。) T: Let ’s look at Picture 3. What ’s wrong with the girl? Ss: She is crying. T: Why? Ss: Because she did badly in the English exam. T: Yes, she didn’t pass her exam. That’s to say, she failed the exam. What ’s her feeling? Or how does she feel? Ss: She feels very sad. (板书画线部分。)
fail 不及格,失败 feeling 感情,感觉

T: We all know Li Hong failed the exam and felt sad. Miss Wang will have a talk with her. If you are Miss Wang, what suggestions can you give her? S1: Listen to music. S2: Why not do sports? S3: … (老师一边与同学们对话,一边依次板书画线生词,检查学生作业完成情况,并适当讲解 导入新课。) (板书画线部分。)
suggestion 建议,提议

Step 2 Presentation 第二步

呈现(时间: 8 分钟)

呈现 1a。 1. T: Now, Miss Wang is talking to Li Hong. What suggestions can she give her? Let ’s listen to 1a

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and find them out. (帮助学生整理答案并板书。) What suggestions can Miss Wang give Li Hong? Suggestions: Everyone gets these feelings at your age. Talk to others when you feel sad. 2. (让学生自读 1a,然后师生对话,使学生更好地理解课文。) T: Read 1a by yourselves. (一分钟之后) T: Why doesn’t Li Hong talk to others? Ss: Because she is quiet and shy and she doesn’t know how to talk with others. T: What does Miss Wang tell her? Ss: Miss Wang tells her everyone gets these feelings at her age. T: … Ss: ... Step 3 Consolidation 第三步 巩固(时间: 10 分钟) (方案一) 巩固 1a,完成 1b。 1. (再读 1a, 独立完成 1b。) T: Now, read 1a again, and finish 1b by yourselves. (教师核对答案。) 2. (根据呈现部分的对话内容改写 1a 并让学生试着复述。) T: Please retell 1a according to the dialog above. S1: Li Hong feels very sad because she failed the English exam. She wants to talk with others about it, but she doesn’t know how to do it. Miss Wang tells her everyone gets these feelings at her age. Li Hong wants to make friends with Helen and she feels better. ... (方案二) 巩固 1a,整合 Section A 与 Section B 中的 1a。完成 1b。 1. (让学生跟读磁带,注意语音和语调。) T: Listen to 1a and follow it. Pay more attention to the pronunciation and intonation. (学生自读,然后完成 1b。) T: Now, read 1a by yourselves and finish 1b. Go! (核对答案。) (人机对话。) T: Suppose you were Miss Wang. Listen to Li Hong and make a dialog with her. Go! 2. (将 Section A, 1a 和 section B, 1a 的知识整合。) (用小黑板呈现一些问题,让学生回答,然后让学生根据答案叙述 Li Hong 的心理变化。) T: Answer the questions on the blackboard. Then retell the changes of Li Hong ’s feelings according to the answers.
1. Why does Li Hong often feel lonely? 2. How is she feeling these days? Why? 3. What did Miss Wang do for her? 4. What suggestions did Miss Wang give her? 5. How does she feel now?

T: Can you tell me the changes of Li Hong ’s feelings?

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S1: Yes. Li Hong is a quiet and shy girl. She has few friends. So she often feels lonely. She is feeling very sad these days because… (鼓励学生积极主动地概括 1a 的主要内容,巩固 1a。) Step 4 Practice 第四步 练习(时间: 11 分钟)

呈现 2a。 1. (师生对话, 继续谈论同学们的不同经历, 引出 2a 中的目标语言, 学习并掌握生词: experience, normal, soft。) T: Li Hong feels bad because she failed the exam. Do you have these bad experiences? S1: Yes, sometimes. T: What ’s your feeling when some bad experiences happen? S1: I always feel sad and unhappy. T: It’s normal to have these feelings. But what do you often do for it? S2: I often talk to my classmates. T: Well done. S3: I often listen to music to relax. T: Right. Especially listen to soft music. … (板书画线部分。)
experience normal soft

T: OK. Here are some suggestions from Doctor Chen. Listen to 2a and find them out. 2. (听后教师检查听力效果, 然后让学生阅读 2a, 划出 Doctor Chen 给出的建议及重点词句。 ) Step 5 Project 第五步 综合探究活动(时间: 10 分钟) 1. 整合 1c 和 2b,让学生学会给别人建议和安慰。 (1) (让学生两人一组完成 2b。) T: Work in pairs and finish 2b. (2) (让学生根据 2b 中的提示分组调查,调查同学们心情不好的原因,然后给出建议。) T: Work in groups. Make a survey in your group. Find out the unhappy feelings from others and talk about the reasons. Then give your advice.
Name Zhang Shan Li Wei … … Problem too much homework no close friends to talk with Feeling tired lonely Advice Why not tell your teachers about your feelings? Don’t be shy or quiet. Please try your best to get along well with others.

(3) (让学生根据调查表格设计咨询热线,进行对话。) S1: What’s the matter? S2: I feel tired. S1: Why? S2: Because I have too much homework. S1: Why not tell your teachers and your parents about your feelings? Tell them it ’s bad for your health to do too much homework. 2. Homework: (1) (课后把同学们未能解决的心理问题向专家咨询,下节课向同学们汇报咨询结果。)

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(2) (描述你的一次不愉快的经历,你是如何解决的。) Ⅳ. 疑点探究 There, there! 好啦!好啦! there 在这里是语气词,表示安慰别人。 Don’t worry; Don’t be afraid; It’s all right; It ’ll be OK/all right 等也可以表示安慰。

Section C
Section C needs 1 period. Section C 需用 1 课时。 The main activities are l and 2. 本课重点活动是 1 和 2。 Ⅰ. Aims and demands 目标要求 1. Learn some new words and phrases: stranger, usual, be/get used to(doing) sth., as ... as, accept, clap 2. Learn equal comparison: I live as happily as before. I couldn’t sleep as well as usual. Helen is as lovely as Maria. Maria is not as/so brave as Helen. 3. Share feelings with good friends. Ⅱ. Teaching aids 教具 录音机/各种实物/小黑板/图片 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间: 5 分钟) 复习旧知识并导入新课。 1. (用歌曲 It’s a Small World 热身。用动作教学生词 clap,并要求学生掌握。教师播放歌曲, 学生跟唱并打节拍。) (复述 Section A 及 Section B 的内容。) T: Retell the story in Section A and Section B. S1: Li Hong felt sad because she failed the English exam. Her teacher told her to make more friends. S2: Many people in their teens have Li Hong ’s experiences. The doctor gave us some suggestions. He told us to talk to others, listen to soft music or take part in activities. Then we may feel much better. S3: ... … 2. (教师引言:生活中,我们会遇到许多不愉快的事情,你能谈谈自己的一次不愉快的经历 吗?) T: We may have some bad experiences. Who can tell us one of them? S1: I was lonely before, but now I have many friends. (我们不能把不愉快的事情压抑在心里,要向朋友或老师倾诉,让我们看看 Li Hong 是如何 向她的朋友诉说苦恼的。) T: When we have some difficulties, we should talk with our friends. Now, Li Hong has some problems. How does she talk to her friends?

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(由此导入新课。) Step 2 Presentation 第二步 呈现并解决 1 中的重难点。 1. (教师出示一幅图片。) 呈现(时间: 10 分钟)

(Li Hong’s classmates)

T: Now look at the picture. What’s Li Hong doing? Ss: She is writing a letter. T: Who is she writing to? Ss: She is writing to her friend. T: OK! Let’s read the letter on Page 13. (让学生自读 1,根据上下文猜测生词。) (板书生词,并要求学生掌握:stranger, usual, accept, be/get used to(doing) sth., as … as。)
stranger, usual, accept, be/get used to (doing) sth., as … as

2. (学生理解生词后,再次阅读课文,回答问题。) T: Now read 1 again and answer questions. (教师出示小黑板上的问题。)
(1) How did she feel several months ago? (2) Did Li Hong think the roads here were as clean as those in her hometown? (3) What about the food and the people here? (4) Do the classmates accept her?

(教师核对答案。) Step 3 Consolidation 第三步 巩固(时间: 8 分钟)

巩固 1。 1. (听录音并跟读。) T: Listen to 1 and repeat it. 2. (让学生自读 1 并画出带有 as…as…和 not as/so…as…的句子。) T: Now read 1 by yourselves and underline the sentences with the structures of “as…as…” and “not as/so…as…” . 3. (教师核对学生画出的句子后,让学生大声朗读。) (教师板书学生画出的句子。)
I couldn’t sleep as well as usual. The roads here were not so clean as those in our hometown. The food was not as delicious as ours. The people here were not so friendly as you. I live as happily as before.

T: Well done! All of you did a good job. Now please read these sentences again. You can read it as loudly as you can. Step 4 Practice 第四步 练习(时间: 15 分钟)

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学习同级比较的语法知识。完成 2 和 4。 1. (由形容词的比较级导入同级比较。) (教师出示两个不同大小的球,如足球和乒乓球,让同学们说出比较的句子。) T: Please look at the two balls. Which ball is bigger? Ss: This ball is bigger than that one. (教师出示相同大小的球,如两个足球或两个乒乓球,再让同学们用句子来表达。) T: Please compare these two balls. Ss: This ball is as big as that one. (教师可帮助学生回答,并板书句型。)
... as +形容词/副词的原级+as ...

(教师用其他例子来操练该句型。) S1: This man is as sad as that one. S2: This boy is as happy as that one. S3: Kangkang speaks English as well as Maria. … 2. (让学生分组比赛,进一步学习同级比较。比赛规则:教师叫两名学生到教室前面,可以 随便做动作,其余学生用 as ... as …或 not as/so ... as …对他们进行描述。造句最多的一组 获胜。) Example: GA: S1 isn’t as tall as S2. S2 isn’t as careful as S1. … T: Make similar sentences as many as you can ... 3. (学生两人一组合作完成 2。) T: Now work in pairs to finish 2. (教师核对答案。) 4. (让学生独立完成 4。) T: Please finish 4 by yourselves. (教师检查,核对答案。) Step 5 Project 第五步 综合探究活动(时间: 7 分钟) 1. (四人一小组合作探究。) According to the table, discuss in groups using the structures of “as … as …”, “not so/as … as …”.
Name S1 S2 S3 S4 tall old helpful friendly …

2. Homework: (根据 3,用 as … as 或 not so/as … as 结构写一篇文章。)

Section D
Section D needs 1 period. Section D 需用 1 课时。 The main activities are 1a and 4. 本课重点活动是 1a 和 4。 Ⅰ. Aims and demands 目标要求

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1. Learn some new words and phrases: deal with, elder, refuse, anybody, even though, understand, no longer 2. Review some adjectives expressing feelings. 3. Review adverbial clasuses of reason and equal comparison. 4. Learn to solve the problems around us. Ⅱ. Teaching aids 教具 录音机/图片 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间: 10 分钟) 复习并导入新课。 1. (先把全班以竖排为单位分成四组,然后让学生们以小组为单位用 as ... as …或 not as/so ... as …造句,哪一组造句多,哪一组获胜,获胜组得 5 分。) (注意:在学生说的时候,暂时别纠错,以免影响学生的积极性,在练习中,融入竞争意 识,激励机制,调动学生学习积极性。) T: Now let’s have a contest among four groups. Try to use “as ... as …” or “not as/so ... as …” to make sentences as many as you can. The winner can get five points. (五分钟后) T: Stop! Group 3 has the most sentences. Group 3 is the winner. They get five points. Clap your hands for them. What about the others? Each of you can get three points. 2. (复习表示情感的形容词,以及如何处理情感问题,导入新课。) T: Nobody can be happy all the time. How do you deal with your unhappy feelings? S1:When I feel tired, I often listen to my favorite music. S2:… Step 2 Presentation 第二步 呈现(时间: 10 分钟)

呈现并学习 1a。 1. T: Everyone may have bad experiences sometimes. For example, when Wenchuan earthquake happened, many people lost their relatives. They must be very very sad. But it ’s useless to be always in this sadness. How to deal with these problems? Let ’s read 1a in section D. We may learn something from the passage. (通过下列步骤学习生词及短语。) (1)(让学生快读 1a,画出文中生词,鼓励学生通过上下文猜测词义。) T: Skim the passage, underline the new words and try to guess the new words and phrases according to the context. (2)(完成 1a 的词义解释,学习并掌握生词及短语:elder, refuse, understand, deal with。) T: Match phrases or words with their meanings in 1a. (3)( 利用构词法或同义词学习并掌握: anybody, no longer, even though ;理解 sadness, unfair。) (板书)
elder refuse understand deal with sad+ness→sadness un+fair→unfair any+body→anybody no longer = not…any longer

2. (让学生带着问题再读 1a,找出答案。)

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T: Now, boys and girls, please read 1a and find out the answers to the following questions. (板书)
How did Jeff feel when his elder brother died? What did Jeff do to feel better?

(学生阅读后,先讨论问题的答案,然后核对。) T: Let ’s check the answers one by one. Step 3 Consolidation 第三步 巩固(时间: 15 分钟) 巩固 1a。 1.(分组讨论 1b 中的问题,并检查答案。) T: Discuss the questions in 1b in groups. After a while, let ’s check the answers. 2. (让学生听 1a 录音,边听边画出文中关键词,要求学生看关键词,复述 1a。) T: Listen to 1a and underline the key words, then look at the key words and retell 1a. Step 4 Practice 第四步 练习(时间: 5 分钟)

练习完成 2,巩固并掌握 3a 和 3b。 1. (听录音,完成 2 中 A 部分。) T: Look at the table and listen to the tape carefully. Match the “feeling ” words with the names. (再听录音,完成 2 中 B 部分。) T: Look at the advice in the table. Listen again and match the advice with the students’ feelings. (教师核对答案。) 2. (巩固本单元重点语法,掌握 3a 中的 Adverbial clauses of reason。) (利用教案中 Section B 的简笔画,复习并巩固原因状语从句。) T: Look at the figure pictures in Section B. Review the following sentences.
She feels very lonely because she has no friends to talk with. I’m feeling really sad because I failed the English exam.

3. (利用图片或实物复习同级比较的用法,掌握 3a 中的 Equal comparison。) (板书)
I live as happily as before. Qiqi is as lovely as I. I am not as/so brave as Qiqi.

4. (用 3b 中的词语造句并掌握 3b 中的重点句子。) T: Use the phrases in 3b to make sentences and master the important sentences. Step 5 Project 第五步 综合探究活动(时间: 5 分钟) 1. (调查班上同学存在的普遍问题,讨论最佳解决办法。) T: Survey our classmates about problems. Discuss them and find the best way to solve them.
Problem Too much homework. … Advice Tell our teachers. …

2. Homework: (多数学生与父母沟通困难。了解周围同学与父母沟通的方法,然后把它们记录下来,向 同学们汇报。) T: Collect the ways to communicate with parents among your classmates. Write them down and give a report.

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Topic 3

Many things can affect our feelings.
Section A

Section A needs 1 period. Section A 需用 1 课时。 The main activities are 1a and 2a. 本课重点活动是 1a 和 2a。 Ⅰ. Aims and demands 目标要求 1. Learn some new words and phrases: calm down, bitter, CD, DVD, test, speech, monitor 2. Learn useful expressions: How long have you felt like this? I hate to go to the hospital. 3. Learn how to describe feelings: These days I feel very bored and lonely at home. I’m worried about the test at the end of the month. 4. Learn the usages of “make + object + v./adj.” It makes me feel nervous. The TV programs make me sleepy. 5. Learn how to reassure others: Don’t be afraid! Be brave! Take it easy. Don’t worry. Ⅱ. Teaching aids 教具 录音机/手机/小黑板 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间: 5 分钟) 复习电话用语并创设情景导入新课。 1. (假设一名学生因病缺席,教师让一名学生扮演那名生病的学生,用手机进行师生对话, 复习打电话及询问病情的表达。学习单词,掌握 nervous 和 bitter;理解 calm down。) T: Suppose one student is absent, and I will make a phone call with him/her. Example: T: Hello! May I speak to Li Ming? S1: Hello! This is Li Ming speaking. T: This is Mr.Wang speaking. You didn’t come to school today. What ’s wrong with you? S1: I have a bad cold. It makes me very upset. T: Oh, I’m sorry to hear that. Don’t be nervous. Calm down and listen to me. How long have you felt like this? S1: One day. T: You need to go to see a doctor. S1: No, I’m afraid of taking medicine. T: Be brave. I know medicine is a little bitter, but it’s good for your health. Follow the doctor ’s

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advice, and you’ll get well soon. S1: I hope so. Thanks a lot. (板书)
nervous, bitter, calm down

2. (询问几名学生是否担心下周的英语演讲和数学测试,并给予安慰。) (板书生词并要求学生掌握。) test 测试 speech 演讲 T: Next week we’ll have an English and a math test. S1, are you worried about the English speech? S1: Yes. I’m very worried. I can’t sleep well at night. T: Don’t be nervous. Calm down. Please be confident! Next week we will have a math test. What’s your feeling, S2? S2: I’m afraid of getting poor results. So I’m very worried about it. T: Don’t worry. Take it easy. (复习完毕导入新课。) T: Boys and girls, we’re going to learn Section A of Topic 3 in Unit 5. First, let ’s listen to 1a, and then tell me what Kangkang and Michael are talking about? Step 2 Presentation 第二步 呈现(时间: 8 分钟)

呈现并学习 1a。 1. (学生听完 1a 后回答问题。) T: Boys and girls. What are they doing? Ss: They are making a phone call. T: Who is ill, Kangkang or Michael? Ss: Michael. 2. (让学生看着课本再听 1a,并画出关键词。) T: Please open your books and turn to Page 17. Listen to 1a again and underline the key words. (教师板书关键词。) sound terrible feel nervous calm down How long … be sorry about You need ... I hate to … be afraid of take bitter medicine Don’t be afraid! Be brave! 3. (理解对话,尽量让学生提问,学生回答,不足之处由教师补充。) T: Do you have any questions about the dialog? S3: Yes, what’s the meaning of“…”? T: Who can help him/her? S4: I can… … Step 3 Consolidation 第三步 巩固(时间: 10 分钟) 巩固 1a。 1. (听 1a 的录音, 让学生跟读,注意语音和语调。) T: Read after the tape, and pay more attention to the pronunciation and intonation. 2. (让学生自读,然后两人一组完成 1b。) T: Now, read by yourselves and then finish 1b in pairs. (核对答案。)

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3. (让学生根据关键词表演对话。) T: Now please act out the dialog according to the key words. Step 4 Practice 第四步 练习(时间: 15 分钟)

学习 2a,并操练 1a 和 2a,完成 2b。 1. T: Michael missed a lot of lessons because of his illness. So he is worried about the test. Can his classmates help him? Let ’s come to 2a to find the answer. (教师呈现小黑板上的听力任务。) How does Michael feel at home? What’s he worried about? When will they have a test? Can Michael give the speech? What will his friends do for him? (播放 2a 的录音,学生听后回答问题。) T: Listen to 2a and answer the questions on the small blackboard. 2. (与学生一起核对答案,解释文中难点并板书生词。掌握:CD, DVD, monitor;理解 bored。) (板书)
CD, DVD, monitor, bored

T: Now, let ’s check the answers together. 3. (让学生自读,画出表示安慰的句子和 make 句型。) T: Read by yourselves and underline the expressions of reassurance and the structure of “make+object+v./adj.”. (教师核对并板书。)

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Calm down. Don’t be afraid! Be brave! Take it easy. Don’t worry. It makes me feel nervous. The TV programs make me sleepy.

4. (再放录音,让学生跟读,注意语音和语调,然后表演对话。) T: Read after the tape, and pay attention to the pronunciation and intonation. Then act it out. (为下一步串演作准备。) 5. (四人一组串演 1a 和 2a, 可以改编,可以用真实姓名。) T: Now make your own short play according to 1a and 2a. You can use your own names. Example: S5: Hello, Li Lei? This is Tom speaking. S6: Hello! … … (此表演让学生先准备,然后找几组来示范。) T: OK. I’ll ask some groups to act it out. G1: … … T: Well done! 6. (完成 2b。) T: Please finish 2b by yourselves according to 2a. (核对答案。) T: Let ’s check the answers. Step 5 Project 第五步 综合探究活动(时间: 7 分钟) 探究学习本课目标语言。 1. (小组活动,四人一组,学生以表格形式调查生病时的感受及如何安慰。) Name Feeling … … … (1) (学生仿照下面的例子造句并填表。) T: Boys and girls, make sentences according to the following example, and then fill out the form. Example: S1: How do you feel when you are ill? S2: I feel… S1: How do you reassure S2? S3: He/She should… … (2) (让学生做报告,完成 1c。) Reassurance

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T: Boys and girls, please report your results. Who will try? Example: I feel…when I am ill. He/She feels…when he/she is ill. He/She should… 2. Homework: (1) (生病是正常现象,同学们不必害怕,要学会照顾自己。结合自己的经历,谈谈照顾自 己的方法。) T: It’s normal to be ill. Don’t be afraid. Take care of yourselves. Discuss the best way of looking after yourselves according to your experiences. (2)(用括号内单词的正确形式填空。) Fill in the blanks with the correct forms of words in the bracket. ① ② ③ ④ Some TV programs make Michael (sleep). SARS (make) him so tense. The song makes (we) happy. Miss Wang made her (sit) down.

Section B
Section B needs 1 period. Section B 需用 1 课时。 The main activities are 1a and 3. 本课重点活动是 1a 和 3。 Ⅰ. Aims and demands 目标要求 1. Learn some new words and phrases: get along with, boss, passport 2. Review describing personal feelings: He is feeling much better. Illness usually makes us sad, worried and frightened. 3. Go on learning the usages of “make + object + adj./v./n.” and “let + object + v.”. That will make him or her get well soon. The doctor let Michael rest for a few days. Your classmates make you monitor. 4. Go on learning how to reassure others. Ⅱ. Teaching aids 教具 录音机/幻灯片/实物或图片 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间: 6 分钟) 复习 Section A 对话并导入新知识。 (方案一) 1. (由学生表演 Section A 中的对话。) T: I’ll ask some students to act out the dialogs in Section A. Who wants to try? S1: I will. … 2. (几组学生表演后,教师提问,并引导学生回答。) T: What was Michael afraid of? Ss: He was afraid of catching SARS.

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T: Yes, illness usually makes us sad, worried and afraid. What can we do when we are in this trouble? S1: We shouldn’t be afraid. S2: We should be brave. S3: … T: Yes, we should always be in a good mood and try to smile at life. It ’s good for our health. (在同学们问答的基础上,教师导入 Section B:现在 Michael 的病好些了,同学们又是如 何进一步去安慰他,使他高兴起来的?) T: Michael is better now. How will his classmates cheer him up? (方案二) 1. (教师以迈克尔的身份, 表述感情,引导学生使用学过的关于安慰的表达方法。) T: Now I act as Michael. I don’t feel well. Please reassure me. I’m afraid of catching SARS. Am I dying? Ss: No, Michael. Don’t worry. You’ll get well soon. T: I’m afraid of taking bitter medicine. Ss: Don’t be afraid! Be brave! T: I’m nervous about the test at the end of the month. Ss: Take it easy. We can help you. … 2. (让两名学生表演。) T: Let ’s do it again. Who wants a try? S1: I will. … Step 2 Presentation 第二步 呈现并学习 1a 中的重点词句。 1. (教师将已设计好的听力问题呈现在黑板上。) How will Michael’s classmates cheer him up? (让学生听 1a 的录音,并回答问题。) T: Listen to 1a and answer the question on the blackboard. (教师核对答案。) T: Let’s check the answer to the question. (板书答案,学习并掌握 put on。) They will put on a short play and give him a surprise. 2. (通过谈论 Michael 与同学们之间的友谊, 加强对学生的情感教育, 从而引出并学习本课的 目标语言。掌握 get along with 和 affect; 理解 schoolmate 和 workmate; 了解 mood。) T: OK. We know Michael’s classmates will put on a short play to make him happy. Well done! In our daily life, we should get along well with our classmates, schoolmates or workmates and help each other. It can bring us happiness. If we are usually in this good mood, we may become healthier. That ’s to say, moods can affect our health. (板书画线生词及短语,并进行适当讲解,然后进入巩固环节。) get along with, schoolmate, workmate, affect, mood 3. (自读 1a,画出 make,let 结构的句子。) T: Read 1a by yourselves. Underline the structure of “make+object+adj./v.” and “let+object 呈现(时间: 8 分钟)

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+v.”. (核对并板书。) Illness usually makes us sad, worried and frightened. That will make him or her get well soon. So let’s give Michael a surprise! Let ’s prepare for it. Step 3 Consolidation 第三步 巩固(时间: 10 分钟) 巩固 1a,完成 1b。 1. (放 1a 的录音, 要求学生跟读,注意语音和语调。) T: Please follow the tape and pay attention to the pronunciation and intonation. 2. (让学生自读 1a, 完成 1b,并让学生试着复述。) T: Please read 1a by yourselves and fill in the blanks in 1b. Then try your best to retell it. (检查答案。) 3. (组织学生分角色朗读课文,然后引导学生这样谈论 1a 的内容:) S1: Is Michael feeling better? S2: Yes. S1: How do his classmates make him happy? S2: … S1: Many things can affect our feelings. Can you give some examples? S2: … S1: What should we do when we are in trouble? S2: … (这样有助于检查学生对课文的理解程度,也利于培养学生的口头表达能力和语言组织能 力。活动结束后,教师给出符合实际的评价,以鼓励为主。) Step 4 Practice 第四步 练习(时间: 12 分钟)

编对话并表演,完成 2 和 3。 1. (让学生编对话。假设自己患了牙病,去看医生。注意在对话中要用一些表示情感的词或 句子。) T: Have you got (a) toothache before? Ss: Yes. / No. T: Now, if you’ve got a toothache, what should you do? Ss: Go to see a dentist. T: Right. Make a new dialog between a patient and a dentist with your partner. You need to use some phrases or sentences to express your emotions. Example: A: I’m afraid of… / I’m worried about… B: Calm down. / Don’t be afraid… (让学生先准备两三分钟,再表演。并对其进行合理评价。) 2. (完成 2。) T: OK. Let ’s listen to 2. This is a dialog about seeing a dentist, too. What do they say? Please listen carefully and complete 2. (核对答案。)

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T: Let’s check the answers together. 3. (教师呈现例句,学习并掌握生词 boss,理解 headmaster,然后让学生观察 make, let 后动 词的形式,归纳总结 make, let 的用法。) (板书) The boss makes the workers work for 14 hours a day. That will make him or her get well soon. Let’s prepare for it. Let’s give Michael a surprise. make/let sb. do sth. 4. (教师用幻灯展示 3 中的图片,练习 make, let 的用法,提醒学生注意 make 后接动词的原形。) T: Please look at the pictures in 3 and make sentences after the example. (让几名学生分别把答案板书到黑板上,然后一起检查。) T: I’ll choose some students to write their answers on the blackboard. (一分钟后) T: Please look at the blackboard and check the answers. (学生可能会出现类似这样的错误。) The funny man makes the girl to laugh. Mother doesn’t let her child to watch TV. T: Are they right? Ss: No. T: How to correct them? Ss: Cut “to”. T: Yes. Good. (如果学生写的句子全部正确,教师可故意写几个错误句子,以提醒学生注意 make, let 后 动词的形式。) 4. (让学生用 “make/let somebody do/not do” 造更多的句子。) T: Please make sentences using “make/let somebody do/not do” as many as you can. Step 5 Project 第五步 综合探究活动(时间: 9 分钟) 探究处理 4。 1. (利用实物或图片学习生词 passport, 然后讨论 “Your classmates make you monitor.” 句子结 构,完成 4 并派小组报告员向全班同学汇报。) Example: T: Which situation makes you nervous? Ss: ... T: Which situation makes you happy? Ss: ... … 2. (让同学讨论在平时的生活中,哪些事使自己感到紧张、高兴、担心或害怕,小组总结、 全班汇总。教师可适当给一些处理此类事情的方法和技巧,以培养学生处理应急事情的 能力及生存的能力。) 3. Homework: (在日常生活中有很多东西影响着我们的心情,请举例。) T: Many things can affect our feelings and moods. Please give some examples.

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Section C
Section C needs 1 period. Section C 需用 1 课时。 The main activity is 1. 本课重点活动是 1。 Ⅰ. Aims and demands 目标要求 1. Learn some new words: especially, hang, fall asleep, thought, noise 2. Go on learning the sentence pattern: “make + object + v. / adj.” Sometimes it makes me feel happy. Red makes me active. Rock music always makes me want to dance. 3. Talk about the influences of different things on feelings: I think the moon can affect my moods. The environment can change my feelings. I think the weather can affect my moods. Colors can affect my feelings and moods. Big events can affect me a lot. 4. Express how things affect our feelings. Ⅱ. Teaching aids 教具 录音机/歌曲磁带/多媒体课件/图片 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间:5 分钟) 师生交谈,导入新课。 (方案一) T: I will tell you a piece of bad news. My pet dog died yesterday. I feel sad. (教师在黑板上画简 笔画表示悲伤。)

Ss: Oh, that’s too bad. We are sad, too. (播放轻快音乐。) T: How do you feel now? Ss: We feel better now. (引导学生用简笔画表示开心。)

T: Then do you know what can affect our moods? That ’s to say, what can make us happy or sad?

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(让学生自由讨论两分钟左右,通过讨论检查学生作业完成情况,为引出新课作铺垫。) (方案二) 1. (让学生表演 Section B 中的对话。) T: I’ll ask some students to act out the dialog in Section B. Who wants to have a try? Come here, please. (组织三或四组学生表演对话。) 2. (让学生根据教师提供的情景进行小组讨论并表达自己的情感,然后表演。) T: You see, different situations, different feelings. Different feelings, different actions. What actions will you do in the following situations? Do you want to express your feelings exactly? Well, talk about the situations in groups first and then I’ll ask someone in your group to act out. Now let ’s begin. I am going abroad! I just saw a UFO! I just found one million dollars! I just bought you a car! You are buying a house! Your pet dog died yesterday. You see your classmates making faces. Your father beat you yesterday. (可以把材料写在纸上或用多媒体等展示出来。) T: OK. Act out your feelings in class. The others guess what his/her feeling is. Do you understand? Ss: Sure. T: OK. Group 1, who wants to try? (第一组选手表演完之后,老师面向全体学生) T: What’s her feeling? Ss: She feels surprised. T: Good, very good! OK, next group. (以下方式同上。) … T: Many things can affect our feelings. Let ’s go to Section C. (引入下一步。) Step 2 Presentation 第二步 呈现(时间: 10 分钟)

呈现并学习 1。 1. (出示一幅明月悬空图,通过师生问答,自然呈现 1。) T: Boys and girls, please look at the picture. How do you feel when the moon is hanging in the sky? Ss: We feel happy/active/excited. T: Yes. At this time, if you are not with your family, especially you are ill, how do you feel? Ss: We often feel very lonely/sad/upset. T: Yes, it’s an unhappy feeling. At that time, tears may come to your eyes. (教师边陈述边板书画线生词,让学生猜词义然后适当解释,用这种形式引入 1。掌握: hang, especially;理解 tear。)
hang, especially, tear

(告诉学生许多东西能影响人的情绪, 让学生听 1 的录音, 设置听力任务, 找到问题的答案。 )

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T: We know many things can make our feelings change. Here are some examples. Please listen to 1 and answer the questions. (将设置好的听力问题呈现在黑板上。) (1) How does the girl feel when seeing the full moon? (2) How does the boy feel when he is in a different environment? (3) How does the boy feel when the sun shines brightly? (4) What colors can make the girl confident or calm? (5) What else can affect our feelings? 2. (播放 1 的录音,为降低听力难度,每播放一段录音呈现一个问题,让学生互相讨论后核 对答案。) T: Listen to 1a and then check the answers after discussing with other classmates. 3. (理解 1 中的重难点。尽量让学生提问,学生回答,不足之处由教师补充。掌握 thought 和 fall asleep;理解 earthquake, topic;了解 confident。) (板书)
thought, fall asleep, earthquake, topic, confident

T: Do you have any questions about the passages? S1: What’s the meaning of… S2: … … (以上环节教师应注意补充学生未提出但应讲解的要点。) Step 3 Consolidation 第三步 巩固(时间: 12 分钟) 巩固 1 中的重难点。 1. (再放 1 录音, 学生跟读。) T: Follow the tape please. 2. (让学生在 1 中画出含有 make/let+sb.+adj./v.的句子。进一步熟悉这一结构。) T: Underline the sentences with the structure “make/let+sb.+adj./v.” in 1. 3. (让学生重新阅读短文并找出关键词。) T: Boys and girls, please read the passages again and find out the key words. (教师总结关键词并板书。)
Paragraph 1: the moon—affect—happy — sad — especially — hang — get together — feel very lonely Paragraph 2: environment—change—noisy — fall asleep — clean and quiet — happier Paragraph 3: weather—affect—rains — sad thoughts — sun — happy Paragraph 4: colors—orange and yellow—confident; blue and white — feel calm; green — the color of nature — energy; red — make active Paragraph 5: events—affect—earthquake — sad — Olympics — excited and active

4. (学生根据板书的关键词复述课文。为降低难度,可分段复述。) T: Now, let ’s retell the text paragraph by paragraph. Step 4 Practice 第四步 练习(时间: 13 分钟)

练习完成 2 和 3。 1. (完成 2。) T: Many things can affect our feelings. Please fill out the form in 2. (教师板书给出一些建议。) Some noise makes me bored.

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A noisy city makes me nervous. Sunny/Windy days make me happy/active. Blue makes me feel quieter and calmer. White can make me more helpful. A quiet/noisy/bad environment makes me happy/worried/bored. Loud/Soft music makes me angry/want to sleep. Moving/Funny movies make me sad/laugh. The Beijing 2008 Olympics always makes me excited and active. (以上建议亦可以卡片的形式呈现。) (在操作过程中,应鼓励学生尽可能多的说出自己的想法。) 2. (核对答案后让学生仿照例子造句,要求学生以小组为活动单位。) T: Now, work in groups and make sentences as many as you can. Example: I was happy when my teacher made me monitor. 3. (小组报告结果,教师讲评,并将一些典型句子分类板书到黑板上。) It makes me happy when I wear bright clothes. It makes me active when I wear red. It always makes me want to dance when I hear rock music. It always makes me cry when I watch sad movies. I was happy when my teacher made me monitor. … 4. (引导学生完成 3 的写作练习。) T: What can affect your feelings? Choose one of the things in 2 and write a passage. Discuss in groups and then report to the class. You can do it according to the example in your books. Example: I like listening to music. When I am happy, I often listen to rock music. It always makes me want to dance. When I am tired or sad, I often listen to soft music. It always makes me feel relaxed and makes me want to sleep. But loud music always makes me angry. Step 5 Project 第五步 综合探究活动(时间: 5 分钟) 探究学习如何表达情感。 1. (表达情感。) T: We know everyone has different feelings about different things. For example, we’re very happy when we meet our old friends. It makes us very worried when we can’t find anything that we need. Boys and girls, how do you feel if you lose your books, toys, or other things? How do you express your feelings with your facial expressions and gestures? First talk about the questions in groups, and then act the dialogs out in class. Example: S1: How do you feel when you lose your books? S2: It makes me sad. … (配合相应的表情和动作。) 2. Homework: (1)(让学生在练习本上写出所有学过的关于“情感”的单词。)

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T: Write down all the words about feelings we have learned on the textbook. (2)(好心情影响着我们各个方面,请你结合自己的实际谈谈如何保持好心情。) T: Good feelings affect our life around us. Discuss how to keep ourselves happy according to your experiences.

Section D
Section D needs 1 period. Section D 需用 1 课时。 The main activities are 1a and 4. 本课重点活动是 1a 和 4。 Ⅰ. Aims and demands 目标要求 1. Learn some new words and phrases: such as, spirit, magazine, think over, decision, sense, husband, wife 2. Review the usages of: (1) make + object + adj. (2) make/let + object + v. (3) make + object + n. 3. Review expressions of feelings. 4. Learn how to stay in good spirits. Ⅱ. Teaching aids 教具 录音机/图表 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间: 6 分钟) 复习表示情感的形容词并导入新课。 (方案一) 1. (一名学生上台描述下列事情,并用手势和面部表情表达感情,其余学生猜。) T: One student describes the things below using gestures and facial expressions, and others guess. My parents don’t let me do my homework with my classmates. I have a lot of homework to do every evening. I can play computer games every evening. My friend will leave this school. Example: S1: My parents don’t let me do my homework with my classmates. (同时利用手势和脸部表情来表演自己的情感。) S2: Do you feel happy? S1: No, I don’t. S3: Do you feel sad? S1: Yes, I do. … (以下的操练同上。) (方案二) 1. (师生谈论影响人情感的因素,导入新课。) T: If you can’t get together with your family in the Spring Festival. What’s your feeling? S1: I must be very lonely. T: S2, can you give him/her some suggestions?

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S2: OK. S1, you can call your parents and tell them your feelings. If possible, go back home to visit them. 2. (学生操练后,教师总结发言。) T: Many things around us may affect our feelings or moods, such as colors, weather, news and the environment. Do you know how to relax yourselves and how to take care of yourselves? Let’s come to Section D. Step 2 Presentation 第二步 呈现(时间: 11 分钟)

呈现并学习 1a 的目标语言。 1. (教师板书一些同学们可能出现过的困惑,让学生讨论并给出建议。) 1. Li Tao often feels tired and sleepy. 2. Jim is unhappy because he wants to be a soldier, but his parents don’t agree. 3. Tom is lonely because he is always staying at home alone. 4. Maria is too shy to speak in public. 5. Jane is worryed about getting fat. ( 先师生对话——学生提问,教师给建议,再生生对话。引出并掌握生词及短语 : spirit, decision, think over。) S1: I often feel tired and sleepy. T: Relax and exercise every day. Stay in good spirits. S2: I am unhappy because I want to be a soldier, but my parents don’t agree. T: It’s an important decision. Think it over. Maybe your parents are right. S3:… S4:… (用同样方式引出并掌握生词 magazine 和 sense。) (板书) spirit, decision, think over, magazine, sense 2. (让学生阅读 1a,分组讨论并自行解决文中的重难点,然后教师适当讲解。) Read 1a by yourselves. Discuss the key points in groups. 3. (让学生再读 1a 然后进行问答,针对黑板上同学们的困惑给出建议。) T: Now please read 1a again. Then ask and answer to give your advice according to the students’ troubles on the blackboard. S1: I am worried about getting fat. S2: Remember to eat healthy food. Step 3 Consolidation 第三步 巩固(时间: 8 分钟)

巩固 1a 并完成 1b。 1. (让学生听 1a 的录音并跟读,注意语音和语调。) T: Boys and girls, let ’s follow the tape. Pay attention to the pronunciation and intonation. 2. (让学生自读课文,注意表达建议的句子。) T: Please read the passage by yourselves. Pay attention to the sentences about suggestions. 3. (将学生分为男女两组,让学生用以下词组快速造句。两组学生以竞争的形式举手抢答, 每说一个句子得 1 分。教师讲评。) (板书关键词组。) take care of, talk with, tell…about, get…from, think over, make…decision, get back to T: Please make sentences, using the given phrases. First, divide the class into two groups. Girls

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are Group A, and boys are Group B. Let ’s see which group is the winner. GA: We should take care of ourselves. … 4. (完成 1b。) T: Please look at 1b and discuss. Example: S1: What can affect our feelings and moods? S2: Colors, weather, environment and so on. S1: What can I do when I am in a bad mood. S2: Listen to music or talk with your friends. … 5. (全班讨论。) T: We have known many ways can change our feelings when we are in bad moods. Please discuss with your partner and try to find out more ways to give suggestions. Then report them in class. Example: S1: I’m unhappy because I can’t get along well with my classmates. S2: Be friendly and help others as much as you can. … Step 4 Practice 第四步 学习 3a 和 3b,并完成 2。 1. (小组对话,必须使用 make。) T: Boys and girls, please talk like this: S1: How does a snake make you feel? S2: It makes me feel nervous. S3: It makes me nervous. (让学生回忆前面学过的内容,自己归纳本话题的语法重点,也可以分组讨论的方式来处 理该部分。在学生讨论的过程中,教师在班里巡视,必要时给予指导和帮助。) T: OK, now, can you sum up the usages of “make”? S1: Yes. Make + object + adj. S2: Make + object + v. S3: Make + object + n. (将画线部分板书到黑板上。) make+object+adj. make+object+v. make+object+n. (用同样的方法总结 let 的用法。) 2. (让学生归纳总结本话题的目标语言,然后听 3b 录音并核对。) 3. (用单词 wife 引出要掌握的生词 husband,然后听 2 录音,完成 2。) (板书) husband T: Now look at 2, and listen to the tape. Then choose the best answers. (教师核对答案。) 练习(时间: 10 分钟)

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Step 5 Project 第五步 综合探究活动(时间: 10 分钟) 小组探究完成 4 并掌握 3b。 1. (完成 4。) (要求学生小组活动,填写下面图表。) Words about feelings

Mask

?

Sentence (1) (四人小组活动,找出所有学过的表示情感的词,填入表格。) (2) (四人小组活动,找出相关的句子并填入相应的面具下面。) (3) (选择其中一种情感,画个面具。) (表内面具仅供参考。) (4) (两人一组以所画面具表情为主题进行对话。) T: Boys and girls, please work in groups of four. You should finish the four steps. (1) Find out all the words about feelings you have learned. (2) Find out the sentences which can match the masks given. (3) Choose one of the feelings and draw a mask. (4) Make a dialog with a partner to express the feeling you’ve chosen. (下面以一个笑脸 happy 和伤心的脸 sad 为例编对话。) Example: S1: How do you feel? S2: I am/feel sad. What about you? S1: I am happy. S2: What can I do when I feel sad? S1: You should talk with your friends. … (学生的对话不限,内容只需是有关情感方面的话题。学生操练后,要求一些学生在班上 表演。教师讲评。) 2. Homework: (1)(让学生围绕 Topic 3 的内容,用 3b 中的句子编对话。) T: Make dialogs using the sentences in 3b according to the content of Topic 3. S3: You sound terrible. What’s the matter? S4: I have a bad cold. I’m dying. S3: I’m sorry about your illness. How long have you felt like this? S4: Two days. What can I do? S3: I think you’d better see a doctor. S4: But I hate to go to the hospital. S3: Don’t be afraid! Be brave! Go to see a doctor and follow his advice. You’ll get well soon.

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S4: I hope so. That ’s very nice of you. Good night! S3: That’s OK. Good night! (2) (假如你是班长, 有同学心情不好的话你会如何和他/她分担?和他/她谈谈心并将谈的 内容写下来。 ) T: Suppose you are a monitor. One of your classmates is in a bad mood. Please share the feelings with him/her, and have a talk with him/her about how to stay in good spirits, and then write it down.

Unit 6
Topic 1

Enjoying Cycling

We’re going on a spring field trip.
Section A

Section A needs 1 period. Section A 需用 1 课时。 The main activities are 1a and 3. 本课重点活动是 1a 和 3。 Ⅰ. Aims and demands 目标要求 1. Learn some new words and phrases: field, vehicle, find out, task, airplane, airline, decide, total, raise, discuss 2. Learn the usages of infinitives: Boys and girls, I have some exciting news to tell you! It’s too far to cycle, but there are other vehicles for us to choose. It’s hard to say. Kangkang and Michael, you two find out the cost to go by train. Helen, your task is to find out the cost by bus. 3. Talk about field trips. Ⅱ. Teaching aids 教具 录音机/小黑板/幻灯片/常用交通工具的卡片或玩具/一些名胜古迹的图片 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间: 5 分钟) 复习表达情感的词,导入新课。 T: Good morning, boys and girls. Ss: Good morning, Miss/Mr.××! T: We have learnt the words about feelings in Unit 5. Do you remember them? Volunteers! S1: Sad, happy. S2: Upset, excited. … T: Well done! We know that different colors, environments or other things can cause different feelings. Could you tell us what can make you happy?

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S3: Swimming can make me happy. S4: Going to Beijing can make me happy. I’d like to go to Beijing. … (学生们流利地回答问题,说出能使自己快乐的事。) T: Do you know what can make me happy? Ss: … T: Going on a field trip can make me happy. I’d like to visit places of interest. Would you like to go on a visit? Ss: Yes. T: Now, here are some pictures about places of interest. Please look at them. (把图片分发给学生,让他们轮流看,激发学生的学习兴趣。 过一会儿拿回图片,然后出示泰山的图片。) T: Mount Tai is very wonderful. If I’m free, I’d like to go on a three-day visit to Mount Tai. Would you like to go with me? Ss: Yes, of course. T: OK. Let ’s go on a three-day visit to Mount Tai. But how can we go there? (板书并教学,要求学生掌握 field。)
go on a field trip a visit a three-day visit to

Step 2 Presentation 第二步

呈现(时间: 12 分钟)

呈现 1a,教学生词和动词不定式。 (教师呈现含有交通工具的图片或玩具,让学生用 by…表示。) T: (出示自行车的图片或玩具。) Look at this picture. We can go there by… Ss: By bike. (用同样的方式分别呈现火车、公共汽车、飞机的图片或玩具。) Ss: By train. / By bus. / By plane. T: Great! We call them vehicles. Here, “by plane” we can also say “by airplane”. (板书并教学生词,要求学生掌握 vehicle 和 airplane。) vehicles
bike train bus plane/airplane

2. (用小黑板/幻灯片出示下列句子。 让学生先观察这些句子, 然后听 1a 的录音并完成句子。 ) There are other vehicles for us Do you know the best way I’d love by airplane. We will decide on the best way . there? on our field trip.

T: Look at these sentences, listen to the tape and fill in the blanks. (核对答案,教师用彩笔给出答案。) 3. (让学生观察这些句子,并找出共同点。) T: Look at these sentences again. Pay attention to the underlined parts. Ss: They… (教师总结并简单解释动词不定式。)

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T: Nice work! We call them “Infinitives”. (教师板书动词不定式的结构) to+v. 4. (读 1a,找出新单词和短语,并根据上下文的语境猜测词义。) T: Read 1a and find the new words and phrases. (教学下列生词和短语,要求学生掌握。) find out, task, airline, decide Step 3 Consolidation 第三步 巩固(时间: 10 分钟) 巩固 1a,讲解动词不定式的用法。 1. (跟读 1a 的录音,注意语音和语调。) T: Follow the tape. Pay attention to the pronunciation and intonation. 2. (让学生自读 1a 并找出含有动词不定式的句子和疑难点。) T: Read 1a alone. Find out the sentences with infinitives and difficulties. 3. (鼓励学生读出含动词不定式的句子,教师解决疑难。) T: Please read out the sentences with infinitives. (板书并解释) It takes sb. some time to do sth. the best way to do sth. the cost to do sth. find out sth. love to do sth. decide on 4. (小组活动。五人一组分角色朗读,鼓励小组表演。完成 1a。) T: Please read 1a in groups of five, and then I’ll ask several groups to act it out. Step 4 Practice 第四步 练习(时间: 13 分钟)

练习动词不定式,完成 1b、2 和 3。 1. (让学生观察 1b 的图片,四人一组讨论去泰山的最好方式。完成 1b。) T: Please look at the pictures in 1b carefully. Discuss the best way to Mount Tai in groups of four. (学生们观察图片和信息并讨论。3 分钟后,小组汇报。) T: How much does it cost to go there by airplane? Ss: It costs ¥700. T: How long does it take to reach Mount Tai by airplane? Ss: It takes one hour to reach there. T: How much does it cost to go there by train? Ss: It costs ¥145. T: How long does it take to reach Mount Tai by train? Ss: It takes 7 hours to reach there. T: How much does it cost to go there by bus? Ss: It costs ¥200. T: How long does it take to reach Mount Tai by bus? Ss: It takes 8 hours to reach there. T: Which is the best way to go to Mount Tai?

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G1: G2: G3: … T:

By train. By train. By train. Very good.

(板书重点结构,教学生词并要求学生掌握 total。) total It costs/takes … to reach there. 2.(师生示范。请一个学生扮演 A,老师扮演 B,讨论 2 中的图片。) T: I have some pictures of places of interest. We’ll make conversations about them. First, I’ll give you an example. S1, you will be A and I will be B. Let ’s discuss one of the pictures. Are you ready? Go! S1: Hello, I plan to visit Harbin. Can you tell me something about it? T: Sure. What do you want to know? S1: What’s the best time to go there? T: I think the best time to go there is in November. S1: Which is the best way? T: I think the best way to go there is by train. It ’s not expensive and it doesn’t take much time. S1: How long does it take to get there? T: About 8 hours. S1: How much does it cost? T: I’m not sure. But I can find it out on the Internet. Then I will tell you the cost. S1: Thank you! T: My pleasure. Have a good trip! (板书) I plan to visit… What do you want to know? What’s the best time to go there? Which is the best way (to go there)? How long does it take to get there? How much does it cost (to go there)? 3. (让学生观察 2 中的图片,两人一组,进行对话练习,注意动词不定式的用法。完成 2。) T: Now, Look at the pictures in 2, and ask and answer the questions with your partner. Pay attention to the usages of infinitives. 4. (让学生运用动词不定式回答 3 中的问题,然后两人一组练习对话 3,正确使用所给词组中的 动词不定式。教师对第二幅图给予指导。如 Her wish is to do sth.。掌握 raise;理解 sunrise。) T: OK. Now work in pairs and talk about the pictures in 3. (学生练习几分钟后,师生问答,共同归纳不定式的用法。) T: Well done! Now, let ’s check the answers. Step 5 Project 第五步 综合探究活动(时间: 5 分钟) 利用图片探究拓展本课语言知识。

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The Great Wall The Heaven Temple

the Ming Tombs Hongkong

the Palace Museum Shenzhen

1. (拿出课前准备的图片,让学生讨论自己想去的地方。) T: Please look at the pictures. Talk about the places you want to go to. You can use the following sentences:

Where do you want to go? How would you like to get there? How much does it cost to go there? How long does it take to go there? What is the best time to go there? … (学生讨论一会儿,然后每组选出一名学生向全班学生汇报结果。) T: Now I will choose one student from each group to report their results. Example: Li Lei wants to go to Mount Tai. He wants to get there by plane. It costs ¥700. It takes only one hour to go there. He thinks the best time to go there is in spring. Fangfang wants to go to… 2. Homework: (1) (使用 It costs…和 It takes…to…两个句型造句。) Make sentences by using the patterns of “It costs…” and “It takes…to…” . (2) (复习不定式的用法。) Review the usages of infinitives.

Section B
Section B needs 1 period. Section B 需用 1 课时。 The main activities are 1a and 2. 本课重点活动是 1a 和 2。 Ⅰ. Aims and demands 目标要求 1. Learn some new words and phrases: cinema, hotel, refrigerator, air conditioning, standard, condition, comfortable, person 2. Go on learning the usages of infinitives: Yes, I’d like to book some tickets to Mount Tai on March 13th. Good morning, I want to make a room reservation. And how long do you plan to stay? 3. Learn how to book tickets and make hotel reservations. 4. Offer help: Can I help you? / What can I do for you?

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Ⅱ. Teaching aids 教具 录音机/小黑板/幻灯片/相关的图片 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间: 5 分钟) 复习动词不定式。导入新课。 1. (鼓励学生说出含有动词不定式的句子。) T: We learned infinitives yesterday. Who can give us some examples? S1: … 2. (复习并谈论交通方式。) T: Let ’s talk about the ways of transportation. S1: ... S2:… … T: We know going by bus is too slow, and it takes too long; going by plane is fast, but it is too expensive; going by train is comfortable, and it doesn’t cost so much. Which is the best way for Maria’s class to travel? Ss: By train. T: Yes, the best way to go to Mount Tai is by train. Now, what will they do? Ss: They will buy tickets. T: Right. We can also say “ They will book tickets on the phone” . (板书并理解生词。)
book

(由此导入新课。) Step 2 Presentation 第二步 呈现(时间: 10 分钟)

呈现 1a 并处理知识点。 1. (让学生听 1a 的录音并回答问题。) T: Maria’s class want to visit Mount Tai and they decide to go there by train. They ask Kangkang to book the tickets. Now, let ’s listen to 1a and answer the following questions:
When does the train leave Beijing? How many tickets does Kangkang book?

(师生核对答案。) 2. (学生自读 1a,解决重点词句,并画出含有不定式的句子。理解生词 sleeper。) T: Read 1a by yourselves, understand the key points, and underline the sentences with infinitives. (板书) sleeper We have tickets at¥145 for the hard sleeper and¥224 for the soft sleeper.
I’d like to book some tickets to Mount Tai on March 13th. I’d like to book 21 tickets for the hard sleeper.

3. (再听 1a 的录音,让学生跟读,注意语音和语调。) T: Please listen to 1a again and follow it. Pay attention to the pronunciation and intonation. Step 3 Consolidation 第三步 巩固(时间: 10 分钟)

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巩固 1a,完成 1b 和 1c。 1. (学生再读 1a,独立完成 1b 表格。) T: Please read 1a again and fill out 1b alone. (让两名学生读出他们的答案,全班学生核对,完成 1b。) 2. (让学生分角色表演 1a。) T: Who can act out 1a? Volunteers! 3. (给学生一些时间完成 1c。) T: Very good. Now, let ’s do 1c. Suppose you worked in a cinema and your deskmate wanted to book tickets. (教学并板书新单词 cinema,要求学生掌握。) T: Make a dialog in pairs. Begin! (选 1-2 组学生展示对话,完成 1c。) T: Which pair would like to act it out? Come on! Step 4 Practice 第四步 练习(时间: 15 分钟)

练习动词不定式,完成 2 和 3。 1. (设置情景,导出生词。) T: When you go out for traveling, where will you live? S1: In my aunt’s house. S2: In my good friends’ houses. S3: … … T: You know there are twenty-one people traveling. Do you think which is the best place for them to live? Ss: It’s a hotel. T: Right. I have lived in a hotel. It’s very comfortable. The conditions are excellent. There are two kinds of rooms. They are standard rooms and single rooms. There is a refrigerator and air conditioning in the room. Making a room reservation is very important. (教师边叙述边出示与单词相符的图片,并板书生词,要求学生掌握: hotel, refrigerator, standard, condition, comfortable。理解 reservation 和 air conditioning。) (板书并解释单词。) hotel comfortable condition standard refrigerator air conditioning reservation 2. (让学生独立完成 2。) T: Now choose the best answers to complete the conversation in 2 alone. (核对答案。) (自读对话,找出不定式的句子,然后回答问题。) T: Read the conversation by yourselves, find out the sentences with infinitives, and then answer the questions. How many rooms with two single beds does she want to book? How many rooms with one single bed does she want to book? When will they want them? How long will they stay? What is the total cost?

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3. (播放录音,让学生独立完成 3。) T: Please look at 3. Listen and fill in the blanks. (根据学生填写的情况,可以放 1~2 遍录音。) T: Let ’s check the answers together. (师生共同核对答案。要求学生掌握生词 person。) Step 5 Project 第五步 综合探究活动(时间: 5 分钟) 探究本课重点话题:订票、订房间。 1. (设置一个全家周末要进行一次为期两天的旅游的场景。他们要了解相关旅馆的信息,然 后自己订房间,让学生在学完这个话题后能够运用。) T: This weekend your family will go on a two-day trip. You want to book rooms for your family. First you want to know the information about a hotel. You should: (1) Make a form like 1b. (2) Make a similar dialog like 2. T: Act out your dialogs, please. 2. Homework: (1) (复习不定式。) Review infinitives. (2) (为全家周末旅行编一个关于订购火车票的对话。) T: Make a dialog about booking train tickets.

Section C
Section C needs 1 period. Section C 需用 1 课时。 The main activities are 2a and 5. 本课重点活动是 2a 和 5。 Ⅰ. Aims and demands 目标要求 1. Learn some new words and phrases: work out, common, come up with, dollar, sell, noon, top, look forward to (doing) sth., hear from 2. Go on learning infinitives: Jane is helping Helen (to) work out the cost of the trip. Miss Wang told us not to ask our parents for the money. It is very common to raise money in Canadian and American schools. The best way to raise money is to sell newspapers. Why don’t we put on a show to raise money? I think the most exciting way is to sell flowers at the weekend. So we decided to take the train. 3. Talk about how to raise money. 4. Learn about how foreign students raise money for field trips. Ⅱ. Teaching aids 教具 小黑板/录音机/ Section B, 2 的图片 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间: 5 分钟) 复习 Section B 的内容,导入新课并完成 3。

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1. (师生问答,复习 Section B 的内容。学生掌握 work out。) T: Miss Wang and her students are going on a 3-day visit to Mount Tai. Yesterday Kangkang booked train tickets for hard sleeper. How much does a ticket cost? Ss: ¥145. T: Right. Maria made a room reservation. How much does a standard room with two single beds cost? Ss: ¥100. T: How long will they stay? Ss: Two nights. T: Good! Let’s help them work out the cost of the trip. (板书)
work out 算出,解决

2. (板书下列算式,让学生根据 section B 的内容算出结果。) train tickets+hotel+food+gate ticket=total cost ( ) ( ) (?50) (?60) ( ) (一分钟后) T: How much does the total cost? Ss:¥500. T: Do you have¥500? S1: Yes, I do. S2: No, I don’t. T: Well. If you need a lot of money, but you don’t have it, what should you do? S3: Get it from my parents. S4: Get it from my grandfather. S5: Get it from my brother. S6: Make money by myself. … (大多数学生都想从家人那里拿钱,只有少部分学生想通过自己的努力去筹钱,教师提示 外国学生一般是自己想办法去筹钱。) T: Yes. You can get money in many ways. But in Canada and America, children usually make money by themselves. They don’t get it from their family members. If you were them, what would you like to do to raise money? You can discuss in pairs, and then share your ideas with your classmates. (学生讨论后) T: Now, please use the sentence pattern “We can do sth. to raise money” to show your ideas. S7:We can sell newspapers to raise money. S8:… … (学生的回答是各种各样的,教师用不定式句型总结一下他们的筹钱方式,并完成 3。) T: Yes. We have many ways of raising money. We can sell old books to raise money. We can put on a show to raise money… (板书) The best way to raise money is to do sth. The most exciting way to raise money T: Which is the best way to raise money?

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Ss: The best way to raise money is to… T: Yes. We can raise money in different ways. What about Helen? Helen doesn’t have enough money for her trip. She is worried. Let’s listen and find out how Helen can get money for her trip. Step 2 Presentation 第二步 呈现(时间: 10 分钟)

呈现并处理 1 和 2a 中的知识点。 1. (放 1 的录音,让学生找到 Jane 给 Helen 提的建议。) T: How can Jane get money for her field trip? Ss: She can raise money by herself. 2. (再听录音,学生跟读,然后让学生 3 人一组分角色朗读 1,并找出疑难点。) (让学生掌握 afford 并解释难点。) can’t afford, told us not to ask… 3. (让学生操练以达到学会运用的目的。) T: Make similar dialogs according to 1, and act them out in groups. 4. (让学生快速阅读 2a,回答问题。) T: We know Jane and her classmates want to raise money. Please read 2a and find out how the Canadian and American students raise money. (核对答案。) T: How do they raise money? Ss: King or Queen for a Day. T: Good work. 5. (让学生再读 2a 并找出生词及疑难点。教师要求学生掌握:common, come up with, dollar, sell, noon;了解 draw 和 cellphone。然后解释疑难点,教授阅读技巧。) T: Look at the new words and phrases. (板书并教学生词。) common, come up with, dollar, draw, sell, noon After the tickets are sold, one ticket is drawn. Step 3 Consolidation 第三步 巩固(时间: 10 分钟) 巩固 2a,完成 2b。 1. (让学生再读 2a,做 2b 并划出含有不定式的句子。) T: Read 2a again and finish 2b, and then underline the sentences with infinitives. (请一个学生说出他的答案,全班核对,完成 2b。然后让两名学生说出他们找的句子, 其他学生判断他们找的句子是否含有动词不定式。) T: Finished? I need someone to check the answers. S1: 1,4,3,2. T: Great! Then do you find the sentences with infinitives? S2:… S3:… … (教师核对并板书。)
It is very common to raise money in … … have many special ways to raise money for field trips. It costs each student one dollar to buy a ticket for the draw.

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… can use the headmaster ’s cellphone to call home.

2. (播放录音,学生跟读,注意语音和语调。) T: Read after the tape. Pay attention to the pronunciation and intonation. Step 4 Practice 第四步 练习(时间: 10 分钟)

完成 4 和 5。 1. (让学生听 4 的录音后回答问题。学生掌握 top;理解 safely。) (板书) safely top T: Look at the sentences in 4 carefully, then listen and mark True (T) or False (F). (待学生听完后,核对答案。完成 4。) 2. (阅读并完成 5。) T: Now, let ’s look at the letter from Maria to Li Wei. First let’s learn the new words and expressions. (板书) forward look forward to (doing) sth. hear from sb. (让学生注意发音和用法。) T: OK. Read and complete the letter. (学生独立完成以后,请一两名学生说出他们的答案,全班共同核对。) 3. (让学生从信中找出含有动词不定式的句子。) T: Please find out the sentences with infinitives in the letter. (请一两名学生读出他们找到的含有动词不定式的句子,教师给予评价。) Step 5 Project 第五步 综合探究活动(时间: 10 分钟) 探究如何筹钱给妈妈买生日礼物。 1. (教师设置场景,给出提示。) T: If next Saturday is your mother ’s birthday, you want to buy a present for her. But you don’t have much money. What should you do to raise money? The following questions may help you. (将事先写好问题的小黑板挂在黑板上。) What would you like to buy for your mother? Work out the cost of the present. Which do you think is the best way to raise money? (让学生分成四组讨论,然后每组由一名学生来陈述。方法好、陈述又好的一组获胜。) T: Work in groups of four and discuss what you will do to raise money. 2. Homework: (让学生给他/她的朋友写一封信,信的内容是关于自己要到某地的一次旅行。) Ⅳ. 疑点探究 afford“买得起,(有时间)做,能做” ,通常与 can, could 或 be able to 连用,尤用于否 定句和疑问句。如:Can we afford a new car? affordable adj.如:affordable prices/housing 付得起的价格/买得起的住宅。

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Section D
Section D needs 1 period. Section D 需用 1 课时。 The main activity is 4. 本课重点活动是 4。 Ⅰ. Aims and demands 目标要求 1. Learn the new phrases: as soon as, in the daytime 2. Review the usages of infinitives: I have some exciting news to tell you! But it will take us a few days to get there by bike. Helen, your task is to find out the cost by bus. I want to make a room reservation. Why don’t we put on a show to raise money? Kangkang helped us (to) book the train tickets. 3. Review useful expressions: How wonderful! Let ’s find out some information about the cost. My pleasure. Have a good trip. May I have your name and telephone number, please? I’m looking forward to hearing from you. As soon as we arrived there, we began to climb Mount Tai. 4. Go on talking about traveling. Ⅱ. Teaching aids 教具 录音机/小黑板/幻灯片 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间: 5 分钟) 复习 Section A-C 的内容并导入新课。 1. (教师问一些关于王老师的学生怎样为旅行做准备的问题。) (1) What did the students discuss before their traveling? (2) Who booked the train tickets to Mount Tai? (3) Who made hotel reservations? (4) How did they raise money? (5) What else should they do for their trip? 2. (把学生分成五组。明天将有一些重要的客人来学校参观,请学生为他们安排行程,包括 时间、地点、活动,并向全班汇报,评出优胜组。) T: Tomorrow some important guests will come to visit our school. Please make a schedule for the visit. You can discuss in groups of five. Then report your schedule. Let ’s see which group is the best. (板书) Time Place Activity

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Step 2 Presentation 第二步

呈现(时间: 13 分钟)

呈现并完成 1。 1. (让学生阅读 1。) T: Just now we made a schedule. Miss Wang also made a schedule for their trip. Now look at the schedule in 1. There are ten blanks in the schedule. (听 1 录音并填空。) T: Listen carefully and fill in the blanks. (请两名学生说出他们的答案,全班核对,完成 1。) T: OK. I’ll ask two students to give their answers. 2. (让学生看时间表, 扮演 Miss Wang, 说出旅行计划。) Example: S1: Boys and girls, we’ll have a good trip. We will arrive at Mount Tai at 6:44 p.m. on March 13th and have a good rest in the hotel. After I count the students, we’ll buy tickets and begin to climb Mount Tai. At 1:30 a.m. on March 14th, we plan to… 3.(教师通过介绍徐霞客引入 2 的教学。) T: Do you know about Xu Xiake? Ss: Yes. T: What was he good at doing? Ss: He was good at writing sth. about traveling. T: Can you write travel notes?(教师解释 travel notes。) Ss: No. T: Now let ’s read 2 and learn how to write travel notes. 4.(学生读完后,通过师生问答学习游记的要素。) T: What tense do we use to write travel notes? Ss: The past tense. T: Very good! What should we write in travel notes? S1: Time. S2: Place. S3: Person. S4: Activities. S5: … T: Excellent! When we write travel notes, we should write time, place, person, activities and so on. 5.(学生再读 2,标出生词及疑难点。) T: Read 2 again, and mark the new words, phrases and difficulties. (师生共同解决疑难点。) (板书) as soon as Dai Temple in the daytime

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in a local restaurant (要求学生掌握 as soon as 和 in the daytime;理解 temple 和 local;了解 daytime。) Step 3 Consolidation 第三步 巩固(时间: 10 分钟) 巩固完成 2。 1.(让学生再读 2,回答问题。) T: Please read the postcard in 2 again and answer some questions. (板书) Where is Darren now? Did Michael have a good time last week? What was the weather like on Mount Tai? How long did it take them to get to Wanghai Stone? What did Michael do in the daytime/in the evening? 2. (教师用小黑板或幻灯片出示下列内容,然后根据 2 完成短文。) Michael had a ____ time on Mount Tai last week. The weather there was ____. As soon as they arrived there, they began to climb Mount Tai. It _____ them almost the whole night to get to Wanghai Stone. They saw the ____ and the sea of clouds on Mount Tai and visited Dai Temple in the ____. In the evening, they had a big dinner in a local restaurant. That was an exciting ____. (师生共同核对答案。完成 2。) Step 4 Practice 第四步 练习(时间: 10 分钟)

复习巩固 3a 和 3b。 1. (复习巩固 3a。) (让学生听 3a 的录音并跟读,然后师生共同总结动词不定式的用法。在本话题中,动词不 定式可以用作定语、宾语、主语、表语、宾语补足语。让学生用动词不定式造句。) T: Please listen to 3a and read after it, and then make similar sentences using infinitives. (请几名学生说出他们的句子,其他学生判断动词不定式在句子中的成分。) T: OK. Who will speak out the sentences? S1: I have a lot of work to do today. S2: I plan to go on a trip to Mount Tai. S3: … … 2. (复习巩固 3b。) (让学生听 3b 的录音并跟读,然后分组从本话题中找出更多的有用表达, 然后用这些内容 编成简短对话,最后展示。) T: Listen to 3b and read after it, and then find out more useful expressions in this topic in groups, make short conversations and act them out. Example: (1) S4: We’re going on a two-day visit to Mount Tai. S5: How wonderful! (2) S6: May I have your telephone number, please? S7: Sure. 88765497. … Step 5 Project 第五步 综合探究活动(时间: 7 分钟)

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探究旅游话题完成 4。 1.(做调查。) T: Make a survey about where your classmates would like to travel and work out the total cost. (板书) Name Place of interest Total cost Preparation for the trip

2. (让学生写一篇游记。) T: Boys and girls,please choose one of the most popular places for you to travel, and write down your travel routes and schedule. You can begin like this: We’re going to visit… 3. Homework: (1)(让学生复习订票、订房间的用语,达到会交际的目的。) T: Review how to book train tickets and make a room reservation. (2)(让学生给他/她的朋友写一封信,谈谈自己去过某地旅行的一次经历。) T: Write a letter to your friend and talk about the experience of your trip.

Topic 2

Let’s go and explore the Ming Tombs.
Section A

Section A needs 1-2 periods. Section A 需用 1-2 课时。 The main activities are 1a and 2. 本课重点活动是 1a 和 2。 Ⅰ. Aims and demands 目标要求 1. Learn some new words: receive, postcard, dialog, perfect 2. Learn useful expressions: I’d like to speak to Michael. Glad to receive your postcard. Would you like to come to China for your vacation? Why not explore Beijing on our bicycles? It would be great fun. I’m looking forward to meeting him. 3. Learn the usages of adverbial clauses of time: While you were enjoying your trip, I was busy preparing for my exams. Before he comes, would you help me make a plan to explore Beijing? Darren was reading Ren’ai English Post when Michael came in. Ⅱ. Teaching aids 教具 录音机/深圳世界之窗的图片/颐和园的图片/小黑板/幻灯片 Ⅲ. Five-finger Teaching Plan 五指教学方案

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Step 1 Review 第一步 复习(时间: 8 分钟) 复习电话用语,并导入新知识。 1. (设计电话对话: 你很想见自己的笔友,邀请笔友到自 己家乡游玩。通过这个对话导入 Section A 的目标语 言。) T: Do you have a good pen pal? Do you look forward to meeting him or her? Would you like to invite him or her to visit your hometown during the vacation? Make a telephone call dialog between you and him her with your partner. The phrases and sentences on the blackboard may help you. (板书) Glad to receive your postcard. Would you like to come to my hometown for your vacation? You bet! Where shall we go then? Why not explore my hometown on our bicycles? (explore+place 考察/探险某地) It would be great fun. Good idea! See you. Great! (教学生词并对重要的句子进行必要的解释,要求学生掌握:receive, postcard, you bet;了 解 bet 和 explore。让学生尽量用所提供的例句组织对话。) T: Now please act out the dialog in pairs. (对学生的表演多表扬、少批评,激发他们学英语的兴趣。) 2. (结合 Topic1 的内容,师生问答导入新课。) T: Do you know Darren? Ss: Yes, I do. T: Who is he? Ss: He is Michael’s friend. T: Where is he from? Ss: He is from the U.S.A. T: Does Micheal want Darren to visit China? Ss: Yes, he does. T: Now, Darren is calling Michael. What are they talking about? Let ’s listen to 1a and find the answer. Step 2 Presentation 第二步 呈现(时间: 7 分钟)

or

呈现 1a,学习时间状语从句。 1. (听 1a 的录音,回答问题。) T: Please listen to 1a and answer the question “What are they talking about”. (鼓励学生回答。) T: Who can try? S1: They are talking about vacation. S2: They are talking about traveling to Beijing. S3: They are talking about where to visit.

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S4: … T: Well done! You are very clever. They are talking about exploring Beijing. 2. (朗读 1a,找出对话中表示邀请、建议、赞同、请求的句子。) T: Read 1a, and find out the sentences about invitation, suggestion, agreement and request.(为 了让学生更好地理解这些指令,教师可以适当使用汉语。) (鼓励学生说出他们找到的句子。学生边说,教师边板书。) S1: Would you like to come to China for your vacation? S2: You bet! S3: Would you help me make a plan to explore Beijing? S4:… (板书) Would you like to come to China for your vacation? You bet! Why not explore Beijing on our bicycles? It would be great fun. Good idea! Great! Would you help me make a plan to explore Beijing? How about exploring the Ming Tombs? That would be very interesting. T: Read these sentences together. 3. (用小黑板/幻灯片出示 1a 中含有时间状语从句的句子。) While you were enjoying your trip, I was busy preparing for my exams. When he arrives, I’d like you to meet him. Before he comes, would you help me make a plan to explore Beijing? (教师简单解释时间状语从句。) Step 3 Consolidation 第三步 巩固(时间: 10 分钟) 巩固 1a 并完成 1b。 (让学生分角色朗读 1a,然后鼓励几组学生分角色表演。) 1. T: Read the dialog aloud in 1a, and then act it out in pairs. 2. (活动,导出 1b。) (展示深圳世界之窗的图片/颐和园图片。) T: Look at this picture. Is it beautiful? Ss: Yes, it’s beautiful. T: It is the Window of World in Shenzhen/the Summer Palace in Beijing. T: S1, would you help me plan a trip to Shenzhen/Beijing? S1: Yes, of course. T: Could you come along with me? S1: Yes, I’d love to. T: (指着 S1 旁边的一名学生。) Shall we take him there? S1: Good idea. (板书画线部分。)

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would, could, shall

T: Very good. Thank you. Now, boys and girls, please make dialogs as we did just now in pairs. But you’d better use “would”, “could” or “shall”. Because they will make your partner feel that you are very polite. (学生热烈地对话。) T: Now please act out your dialogs. 3. T: Very good. Please finish 1b quickly according to the dialogs you made just now. (几分钟后) T: Let ’s check them.(The answers are: 1.b, 2.c, 3.a.) Step 4 Practice 第四步 练习(时间: 15 分钟)

练习本课重点语法(时间状语从句),并完成 2 和 3。 1. T: Now, look at Picture 1 in 2. What is Darren doing? Ss: He is having a class. T: What is Michael doing? Ss: He is climbing a mountain. T: Yes. Darren is having a class while Michael is climbing a mountain. That means: While Michael is climbing a mountain, Darren is having a class. T: Look at Picture 5. What was Darren doing when Michael came in? Ss: He was reading Ren’ai English Post when Michael came in. T: You are right. In another way we can say: When Michael came in, Darren was reading Ren’ai English Post. (解释 while/when 的用法和注意事项。) T: Please look at the rest pictures in 2 and make similar sentences. Then check them. 2. (完成 3。) T: Boys and girls, we’ll have a visit. Do you want to go on a visit to Dalian or go camping in the forest? Which one do you want to choose? Why? Please discuss in groups of four. (给出目的地,让学生有方向性地探究,引导他们积极地思考。) T: Now, please give me your answers and reasons. Group A: We are going to Dalian. There are beautiful beaches… Group B: We’d like to go camping in the forest. There are many big trees, birds… … (鼓励学生充分发挥想象力。) T: Good. Now listen to the dialog in 3. What are they talking about? First let’s learn the new words. (板书并要求学生掌握生词。) dialog, perfect, camp T: Before listening, I think it’s better to skim through the questions and choices in 3. (在听之前,让学生熟悉一下问题,以降低难度。) T: Listen to 3 carefully and choose the best answers. (根据学生的实际情况,可以放 1~2 遍。) T: Well. Let ’s check the answers. Step 5 Project 第五步 综合探究活动(时间: 5 分钟) 进一步探究 1a。 1. (方案一)(小组竞赛巩固本课语法。)

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(把学生分成几个小组。让每个小组分别用 while, when, before 造句。每组选一名代表读出 他们所做的句子,正确句子最多的小组获胜。) (方案二)(接龙游戏。合作探究本课重点语法。) T: Look! S1 is standing. S1: I am standing while S2 is reading. S2: I am reading a story book while S3 is talking. S3: … … (学生可以发挥想象,注意使用正确的时态。) 2. Homework: (1)(编一个打电话的对话,要用到 while/when。) (2)Preview Section B. Pay attention to the expressions of direction.

Section B
Section B needs 1 period. Section B 需用 1 课时。 The main activities are 1a and 3a. 本课重点活动是 1a 和 3a。 Ⅰ. Aims and demands 目标要求 1. (1)Learn the new words about directions: east, north, southeast, northeast, northwest (2)Learn some other new words: mark, camel 2. Learn useful expressions about direction and distance: They surveyed the area to make sure their tombs faced south and had mountains behind them. Qingling is to the east of Yuling. It’s in the southeast of China. It’s about two and a half hours by bike. 3. Go on learning the usages of adverbial clauses of time: Did most emperors start to build their tombs when they became emperors? 4. Learn about the Ming Tombs. Ⅱ. Teaching aids 教具 录音机/Section A, 2 中的图片/十三陵的详图及各景点图片/介绍十三陵的扑克牌/幻灯片 /3a 中的图片 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间: 5 分钟) 复习 Section A,导入新课。 1. (学生对话,复习 could, would, shall, will 和 can 引导的表示请求、许可、建议的句子。鼓 励几组学生表演他们的对话。) T: Please make dialogs using “could, would, shall, will and can”, and then act them out. S1: Could I…? S2: Yes, … S3: Would you…? S4: No, …

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… T: Good! (教师及时提醒学生,注意使用正确的答语。) 2. (教师出示 Section A, 2 中的图片, 让学生用 while/when 看图说句子, 复习时间状语从句。 ) T: Look at the pictures. Make some sentences using “while” or “when”. (教师出示第 2 幅图。) S1: Kangkang’s mother was cooking while Kangkang was playing computer games. (教师用同样的方法完成其余的图片。) 3. (师生对话,导入新课。) T: Well done! Do you like traveling? Ss: Yes, of course. / No, I don’t. T: Did you visit Beijing? Ss: Yes, … / No, … T: Do you know any places of interest in Beijing? Ss: Yes. The Summer Palace, the Great Wall… T: Yes. Today we will learn something about the Ming Tombs. Step 2 Presentation 第二步 呈现(时间: 10 分钟)

呈现 1a 并教学生词。 1. (教师用幻灯片/3a 中的图片介绍十三陵,教师边说边填充准备好的表格,同时解释生词。) T: Here is a map of the Ming Tombs. They are at the foot of the Tianshou Mountains, in the northwest of Beijing. The Tombs spread over…
The Ming Tombs Where are they? How big are they? What marks the beginning of the Sacred Way to the Tombs? What’s on both sides of the way? Who built them? What are their features(特点)? How far is it from Beijing? Stone animals and stone officials. The emperors. Faced south and had mountains behind them. It’s about two and a half hours by bike. At the foot of the Tianshou Mountains, northwest of Beijing. Over an area of 40 km2. The Stone Arch.

(要求学生掌握 mark;理解 northwest, beginning 和 official;了解 arch;学习掌握 It’s …表 距离的句型。) 2. (学生听 1a 的录音并跟读,标出生词。) T: Please listen and repeat. Mark the new words at the same time. 3. (板书并让学生了解生词。) sacred, survey Step 3 Consolidation 第三步 巩固(时间: 15 分钟) 巩固 1a,完成 1b 和 2。 1. (让学生分角色扮演 1a,然后两人一组进行问答练习,完成 1b。) T: Role-play 1a, and then finish 1b in pairs. 2. (让学生自读 1a,找出时间状语从句和表距离的句子。然后根据 Step 2,1 中的表格用自己 的语言介绍 the Ming Tombs。) Example:

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The Ming Tombs are at the foot of the Tianshou Mountains, in the northwest of Beijing. They spread over an area of 40 km2… 3. (让学生更多的了解十三陵。) T: The Ming Tombs are so wonderful. Do you want to visit them? Ss: Yes. T: Do you want to know more about them? Ss: Yes, of course. T: Now, please look at these cards. (把事先准备好的介绍十三陵的扑克牌 /图片给学生传看,同时板书要求学生掌握的单词 camel 和了解的词汇 prestige,并附有相关介绍。如手里拿着 Qilin 的扑克牌/图片介绍,然 后传给学生。) T: Look at this card. It ’s a Qilin. It’s an animal in ancient story. … (给学生一定的时间去了解扑克牌/图片上关于十三陵的详细信息。) 4. (引入 2。) T: Now let ’s look at the pictures in 2. Do you know what these animals stand for? S1: I don’t know. S2: I don’t know. S3: … (多数学生都不知道,也许有个别学生会用汉语说出一些。) T: OK. Let ’s read the phrases in 2 together. (几分钟后) T: Please listen to 2 and fill in the names of the stone animals. (根据学生的实际情况,可以放 1~3 遍。) (学生完成练习,教师核对答案。) 5. (教师出示神道上的某一种动物图片,学生便立即说出该动物所代表的含义。) T: Now, please tell me what the animal stands for, Xiezhi. Ss: It can tell the difference between good and bad. It can keep the bad away. T: Qilin. Ss: … … Step 4 Practice 第四步 练习(时间: 10 分钟)

练习并完成 3a 和 3b。 1. (教师用方位图,以旧带新,教学生词 east。) N T: Where is “S”? · ·A Ss: It’s in the south. ·E W· T: Where is “W”? ·B Ss: It’s in the west. · T: Where is “E”? S Ss: It’s in the east.(教师帮助学生说出,并在“E”旁边板书 east。) (用同样的方法教学其他方位名词:north, northeast, southeast, eastern。通过板书把 3a 中 的方位示意图呈现在黑板上。为 3a,3b 活动提供图示,降低难度。) 2. (教师向学生介绍方向介词的区别,为导入 3a 做准备。) (板书)

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T: Look at the blackboard. Where is A? Ss: It’s in B. T: Yes. And C is on the west of D. C is very close to D, so we use “on”. E is a little far away from D. So E is to the east of D. Are you clear? Ss: Yes. T: Now. Where is F? Ss: It’s to the east of E. T: Where is D? Ss: It’s on the east of C. T: Very good. 3. (把十三陵的详细平面分布图挂在黑板上,导出 3a。) T: Look at the map carefully. Use the words of directions to introduce the Ming Tombs to us. Now, who would like to introduce it to us? S1: Changling is to the west of Jingling. S2: … … (叫几名学生指着平面图上的各个陵墓的位置用方向词介绍,升华本活动。) T: Please do 3a quickly. When you finish, please put up your hands at once. (表扬前三名学生。) 4. (导入 3b。) T: Now, look at the map in 3a and answer the questions. Where is Dingling? S1: It’s to the southwest of Kangling. It’s in the west of the Ming Tombs. T: Very good. Where is Xianling? S2: It’s to the west of Changling. It’s in the middle of the Ming Tombs. T: Excellent! Where is Zhaoling? S3: It’s to the north of Siling. It’s to the southwest of Dingling. … T: Well done! Please ask and answer in pairs according to the example in 3b. Pay attention to the usages of “ in/on/to”. Example: A: Where is Taiwan/Henan? B: It’s in the southeast of China. / It ’s on the north of Hubei. Step 5 Project 第五步 综合探究活动(时间: 5 分钟) 探究巩固本课语言知识。 1. (教师让学生来当导游,根据下面图片的信息,向其他学生解说十三陵。) T: Act as a guide and introduce the Ming Tombs to other students according to the following pictures. 2. (以 4 人小组为单位,讨论设计一张十三陵的门票或宣传广告。) T: Design a ticket or an advertisement for the Ming Tombs in groups of four.

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附录:

3. Homework: (让学生用 in/on/to 写一篇短文来介绍自己家乡的位置。) Using“in/on/to”to write a passage, introduce the location of your hometown.

Section C
Section C needs 1 period. Section C 需用 1 课时。 The main activity is 1a. 本课重点活动是 1a。 Ⅰ. Aims and demands 目标要求 1. Learn some new words and phrases: tour, space, push, direction, step, notice, out of sight, beat, huge, beside, can’t help doing, e-mail 2. Learn some useful expressions: Don’t push! It’s great to see you! We couldn’t help playing with them. 3. Go on learning adverbial clauses of time: As they were exploring happily, the crowd of people became larger and larger. He didn’t raise his head until someone called him. As soon as the three boys saw each other, they all jumped up and down happily. 4. Learn how to describe the experiences of exploring.

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Ⅱ. Teaching aids 教具 录音机/幻灯片/小黑板/简笔画 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间: 5 分钟) 复习 Section B,导入 1a。 1. (检查 Section B 的家庭作业,即用 in/on/to 介绍家乡的位置。) T: Who would like to read out your passage about your hometown? S1: My hometown is very beautiful, … S2: My hometown is in the…. S3: … (教师用激励性语言评价学生的作业。) 2. (师生互动,复习明十三陵的相关内容。) T: We’ve learnt a lot about the Ming Tombs in Section B. I’d like you to give me the answers to the questions on the blackboard. (板书) Where are the Ming Tombs? Who could ride horses through the Sacred Way in the old days? When did the emperors start to build their tombs? What place did the emperors choose for their tombs? (教师让学生回答黑板上的问题,检查学生的复习情况。) T: Don’t look at your books. Who can have a try? S1: … T: Good! Let’s come to the second question. Any volunteers? S2: … (教师对学生的回答作出评价。) … 3. (教师设置悬念,激发学生的学习兴趣,引入 1a。) T: Since there are so many interesting things in the Ming Tombs, do you want to explore the Ming Tombs? Ss: Yes, I’d like to. / … (教师问 S3。) T: S3, if you were in Beijing, how will you get there? S3: I’ll go there by… … (提问三五名学生即可。) T: Well done! Different students have different ways to go there. Kangkang, Michael and Darren visited the Ming Tombs. Do you want to know about their experiences? (过渡到下一步) Step 2 Presentation 第二步 呈现(时间: 12 分钟)

呈现 1a,处理 1a 中的重难点。 1. (让学生快速阅读 1a,并标出文章下面四幅图的顺序。) T: Read 1a quickly and number the following pictures.

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(学生标完后,请几名学生回答。) T: Can you tell me the correct order of the pictures? S1: … … (引导学生通过 1a 的一组图简单地描述出康康、迈克尔和达伦去十三陵旅游的经历。) T: Boys and girls, look at the pictures. Let’s talk about the experiences that Kangkang, Michael and Darren explored the Ming Tombs. 2. (让学生再读 1a,找出含有时间状语从句的句子。) T: Boys and girls, read 1a again and find out the sentences of adverbial clauses of time with “when”, “after ”, “as”, “as soon as”, “until”, and “while”. (师生共同核对含有时间状语从句的复合句。) T: Boys and girls, let’s check the sentences you have found. Who wants to have a try? S1: After they rode… S2: After they parked their bikes, … S3: … (如果学生不能找出全部含时间状语从句的句子,教师可以提供帮助。) (教师板书学生没有找到的句子,并加以解释。) Example: As they were exploring happily, … He didn’t raise his head until… As soon as the three boys saw each other… 3. (处理短文中的重难点。) (让学生仔细阅读课文,提出疑难问题,老师答题解惑。) tour, space, crowd, step, toe, push, direction, notice, sight, out of sight, beat, slowly, huge, beside, sadly (要求学生掌握:tour, space, step, push, direction, notice, sight, out of sight, beat, huge, beside;理解:crowd, slowly, sadly;了解 toe。) 4. (让学生根据 1a 完成 1b。) T: Fill in the blanks in 1b according to 1a. (待学生完成后,核对答案。完成 1b。) T: Let ’s check the answers. Step 3 Consolidation 第三步 巩固(时间: 13 分钟) 巩固 1a 中的重点词句,并复述 1a。 1. (让学生听 1a 的录音,并跟读,注意语音和语调。) T: Listen to 1a carefully and pay attention to the pronunciation and intonation. 2. (让学生自由朗读课文,并画出文中的关键词和短语,为后面的复述做准备。) (用小黑板/幻灯片出示短文的关键词和短语。) arrived at the Ming Tombs—look for space to park their bikes—walked through the passage into Dingling—wanted to take some pictures—exploring happily—pushing him in all directions—stepped on Darren’s toes—out of sight—walked toward a huge rock —called him—jumped up and down happily (为降低复述难度,在学生自由朗读期间,教师可设置下面的提示性问题,让学生根据关 键词和提示信息复述 1a。)

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(板书提示问题。) Who went to the Ming Tombs? How did they get there? Who was lost during the travel? What did he do after he was lost? What happened in the end? (让学生准备两三分钟。待学生完成后,随意抽查几名学生复述,这样有助于检查学生对 课文的理解程度,也利于培养学生的口头表达能力和语言组织能力。) T: Now, time is up! Look at the key words, phrases and the questions on the blackboard, then try to retell the story in your own words. Who can have a try? S1: … … (活动结束,教师给出适当的评价,以鼓励为主。) Step 4 Practice 第四步 练习(时间: 10 分钟)

练习并完成 2 和 3。 1. (教师提出几个简单的问题,放 2 的录音。) T: Do you like traveling? Ss: … T: Do you know Jiuzhaigou? Ss: … T: Jiuzhaigou is in Sichuan. It is a beautiful place. I went there with my parents last month. What did we do there? Now, please listen and give me your answers. (为降低听力难度,可放两遍录音,然后核对并教学短语 can’t help doing。完成 2。) T: Boys and girls, please give me your answers. Let ’s check them. 2. (让学生独立完成 3,然后鼓励他们读出自己的 e-mail。要求学生理解 e-mail。) T: Boys and girls, we all know that Darren had a wonderful trip with his friends. Now, he is writing to his parents. Please help him to finish 3. Three or four minutes later, report it to us. (几分钟后) T: Time is up. Please report your passage to us. Who will have a try? (教师给予学生充分的、肯定的鼓励。完成 3。) Step 5 Project 第五步 综合探究活动(时间: 5 分钟) 进一步探究本课重点话题。 1. (四人一组,讨论并决定去哪里旅行。) T: Work in groups of four. Have a discussion with each other and choose a place to visit. 2. (教师让学生自己制作一张旅行路线图,然后填写下面的表格。) T: Each group should make a simple map of your trip. And then fill out the form. (板书) How will we go? When will we go? What will we do there?

3. Homework: (教师要求学生写出各自印象最深的一次旅行经历,并读给全班学生听。) 1. Write a short story about one of your travel experiences and report it to the class.

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2. Read P.122-P.123(状语从句 1.时间状语从句)。

Section D
Section D needs 1 period. Section D 需用 1 课时。 The main activities are 1a and 3. 本课重点活动是 1a 和 3。 Ⅰ. Aims and demands 目标要求 1. Learn some new words: guard, realize 2. Master useful expressions in 2b. 3. Summarize adverbial clauses of time: After we had lunch, we climbed up the Dragon and Phoenix Gate to take pictures. While we were having fun exploring, I realized Darren was lost. We were so excited and happy when we met again. 4. Master how to describe the experiences of different activities and learn to write a diary for a trip. Ⅱ. Teaching aids 教具 录音机/小黑板/幻灯片 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间: 7 分钟) 复习时间状语从句并导入 1a。 1. (检查 Section C 的家庭作业,选几位学生读出各自的旅行经历,教师给出激励性评价。) 2. (创设情景, 复习时间状语从句。) T: From the passage in Section C, we know that three friends visited the Ming Tombs. And one Ss: T: Ss: T: of them was lost. Do you remember who was lost? Darren. Yes, good! Did Kangkang and Michael find him at last? Yes. You’re quite right. Now please look at the following questions and answer them.

(教师最好用小黑板或幻灯片出示下列问题,加深学生对时间状语从句的理解。)
(1) When did they arrive at the Ming Tombs? (2) When did they walk through the passage into Dingling? (3) When did the crowd of people become larger and larger? (4) When did someone step on Darren’s toes? (5) When did Darren notice his friends were out of sight? (6) When did Darren raise his head? (7) When did the boys jump up and down happily?

(让学生回答问题,教师给予肯定。如果学生回答有困难,可以参考 Section C,1a.) 3. (导入新课。) T: Michael wrote a diary of his trip after they arrived home. Do you want to know more about the trip? Ss: Yes. T: OK, let ’s come to 1a on Page 39. (过渡到下一步。) Step 2 Presentation 第二步 呈现(时间: 12 分钟)

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呈现 1a,处理生词并完成 1b。 1. (教师指导学生快速阅读并标出时间状语从句。) T: This is Michael’s diary of his trip to the Ming Tombs. Please read it quickly and mark the sentences of adverbial clauses of time. (请几名学生读出文中的时间状语从句,教师给予鼓励。) 2. (学生认真阅读短文,完成 1b。) T: Read 1a again and finish 1b. (教师时刻关注学生的阅读情况,并给予帮助。) (师生共同核对答案。) T: Please give your answers to the class. S1: … 3. (处理短文中的重难点词句。) T: If you have difficulties in reading this passage, put up your hands. (教师鼓励学生自己发现问题,学生没有发现的地方教师要适当补充。教师做好板书。) (板书) New words and phrases Some other phrases Important sentences backpack the Dragon and Phoenix guard realize here and there Thank goodness! ride to in the old days get off/get on stand for shout at sb. have fun doing sth. ask sb. for help Then we rode to the Ming Tombs after we checked our bikes and backpacks. While we were having fun exploring, I realized Darren was lost. We were so excited and happy when we met again.

(让学生掌握:guard, realize, here and there, Thank goodness!理解 the Dragon and Phoenix; 了解 backpack。教师强调重点词组,解释疑难句子。) Step 3 Consolidation 第三步 巩固(时间: 8 分钟)

巩固 1a 的知识。 1. (听 1a 的录音,学生跟读,注意语音和语调。) T: Listen and repeat. Pay attention to the pronunciation and intonation. 2. (根据日志中的时间段,让学生分成 4 组读 1a。) T: Now, I’d like to divide the whole class into four groups. Each group read one paragraph. Let ’s begin to read the diary, and see which group can do the best. GA: ... GB: ... GC: ... GD: ... (教师采用评价手段激励学生。) T: GB did a good job. GC did better ... 3. (教师让学生参照教材第 36 页的图,和学生一起回顾 Michael、Darren 和 Kangkang 的旅游 历程,尽量让学生表达。) T: Look at the picture on Page 36. Let ’s recall the traveling experience of Michael, Darren and Kangkang. First, where did they arrive?

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Ss: They arrived at the Great Palace Gate. T: Then they rode bikes along the… Ss: The Sacred Way. T: What are on both sides of the road? Ss: There are many stone animals and stone officials along the road. T: Then what happened? Ss: … … Step 4 Practice 第四步 练习(时间: 13 分钟)

练习巩固本话题中的语言点、语法点,掌握 2a 和 2b。 1. (教师采用启发式问答,引导学生复习本话题的时间状语从句。) T: You did very well. Next I’ll ask you some questions. Please answer my questions as quickly as you can. Are you ready? Go! What grammar did we learn in this topic? S1: T: S2: S3: S4: T: S5: S6: S7: S8: Adverbial clauses of time.(学生可以用汉语回答。) Which of the words do we use to introduce adverbial clauses of time? Before, after, when. As, not…until…, while. As soon as. Can you give some examples? Yes. I have breakfast before I go to school. Kangkang is doing his homework while Darren is playing football. As soon as the bell rings, the students go to the classroom. …

2. (让学生听 2a 的录音并跟读,确保学生理解这些句子。完成 2a。) T: Well done! Now let ’s listen to 2a and read after it. Make sure you understand the meanings of the sentences. If you have any problems, you can help each other to solve them or you can ask me for help. 3. (让学生听 2b 的录音并跟读,确保学生理解这些句子的含义。) T: Now Let ’s come to 2b. Listen to 2b and read after it. Make sure you understand them. If you have any problems, please raise your hands. 4. (待学生没有疑问之后,教师用小黑板或幻灯片出示以下连线练习,检测学生是否真正会 运用。) 1.Would you like to visit the Great Wall tomorrow? A. It’s about two hours by bus. 2. Where is Fujian? B. I am very happy with 3. How far is it from here to the Ming Tombs? everything in China. 4. How do you like China? C. It’s in the southeast of China. 5. I’m going to visit your hometown next week. D.Sure. It would be great fun. E. Perfect! I am looking forward to meeting you. T: Look at these sentences, and match them properly. (学生做完后,师生共同核对答案。) T: Now. Let ’s check the answers. Who can try? S1: …

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S2: … (教师给予鼓励并给出正确答案。完成 2b。) T: Very good! (The right answers are: 1-D, 2-C, 3-A, 4-B, 5-E.) Step 5 Project 第五步 综合探究活动(时间: 5 分钟) 探究本话题重点活动:迷路。 1. T: We all know that it is easy to get lost in a forest. What are your feelings if you are lost? Will you cry? Ss: … (鼓励学生大胆发言。) 2. (让学生四人一组讨论,完成 3。) T: Talk about the pictures in groups of four. Then write down the story and choose one to report to the class. (每组代表发言,引导学生参与评价。) T: It’s easy for us to get lost in a strange place. Work in groups of four and talk about your experience of losing your way. The following questions may help you. (板书提示问题。) Did you lose your way in a strange place? When and where were you lost? How did you feel when you were lost? What did you do at that time? (每组代表发言,教师板书学生们的感受。) T: Now, please report your answers to the class. What should we do when we are lost? (师生共同讨论,对于好的建议,要肯定、表扬。) 3. Homework: (收集讨论的结果,然后写一篇关于迷路经历的短文。注意时间状语从句和方位词等的运 用。) (1) Collect the results of your discussion, and write a passage about your experiences of getting lost. Pay attention to the adverbial clauses of time and the useful expressions about the direction and the distance. (2) Have a look at P.122 “ if-clause”. Think it over and then try to find out the sentences about it in Topic 3 Section A 1a. (3) Collect some traffic signs.(让学生收集一些交通标志符号,为新课做准备。)

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Topic 3

Bicycles are popular.
Section A

Section A needs 1-2 periods. Section A 需用 1-2 课时。 The main activities are 1a and 2a. 本课重点活动是 1a 和 2a。 Ⅰ. Aims and demands 目标要求 1. Learn some new words and phrases: passenger, crazy, anywhere, impossible, death, slow down, rush, policeman 2. Learn useful expressions: When I first arrived, I was afraid of riding my bike anywhere. It’s easy to park bikes, too. It is impossible to finish so much work in an hour. To avoid hitting the truck, he ran into the wall and hurt his arm badly. 3. Learn the usages of adverbial clauses of condition: If people obey the traffic rules, there will be fewer accidents. 4. Talk about the advantages of riding bikes. 5. Learn how to write an accident report form. Ⅱ. Teaching aids 教具 教学图片/录音机/小黑板/幻灯片 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间: 5 分钟) 复习交通方式并导入 1a。 (师生问答,复习交通方式。) T: Hi, Class! I’ll ask you some questions. S1, how do you usually go to school? S1: I usually go to school by… T: Why do you go to school by…? S1: Because… (教师反复询问,了解更多学生的上学方式及原因。然后教师点评,为导入下一步做铺垫。) T: Yes. There are many ways to go to school. But I think the best way to go to school is by bike or on foot. Because cycling and walking save energy and they don’t cause pollution.(教师板书 pollution,并写出汉语。) However, we must be careful when we are riding or walking. Sometimes accidents may happen.

Step 2 Presentation 第二步

呈现(时间: 10 分钟)

呈现 1a,教学生词,解决疑难点并完成 1c。 1. (教师出示载有乘客的公共汽车的图片。) T: Please look at this picture. What can you see in it?

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Ss: … T: Where are they? Ss: … T: Yes. They are on a bus. So we call them… (教师边说边板书。) passenger

Picture 1

2. (教师表演不小心撞在桌上这一动作。) T: I hit the desk just now. Boys and girls, do you know the meaning of “hit”? S1: … S2: … … T: You’re quite right! If a car hits another car, what will happen? Ss: There will be a car accident. T: Very good! (教师出示车祸的图片。) T: Please look at this picture. How terrible! What can you see in this picture? Ss: I can see two broken buses./I can see a bus hit another bus. T: Yes. They have an accident. Now, we’ll learn about an accident today.

Picture 2

Picture 2

3. (教师设置并板书听力任务, 让学生带着问题去听, 并获取有效信息。 可以边听边记笔记。 ) T: Kangkang saw a traffic accident yesterday. Who was hurt in the accident? Please listen to 1a with this question. (教师板书听力任务。) Who was accident? hurt in the

(检查答案。) T: Now stop! Who can tell me the answer? S1: Many passengers were hurt in the accident. 4. (让学生读 1a 并找出生词及有用的短语或句子。教师板书,并对重点进行讲解。) T: Read 1a and find out the new words and useful expressions.
passenger, crazy, be hurt, anywhere, get used to, pollution, impossible, be afraid of (doing) sth.

When I first arrived, I was afraid of riding my bike anywhere. If people obey the traffic rules, there will be fewer accidents. It’s easy to park bikes, too. (教学生词、短语,解释重点句子,要求学生掌握 crazy 和 anywhere;理解 pollution;强调 if 引导的条件状语从句, 通过句型 3 导出 It’s+adj.+to do sth.句式结构。 紧接着让学生做 1c。 ) T: Next, please do 1c by yourselves. Hurry up! (核对答案。并教学 impossible,要求学生掌握。完成 1c。) T: OK, stop! Let’s check the answers. Who knows the answers? Hands up, please! Step 3 Consolidation 第三步 巩固(时间: 10 分钟)

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巩固 1a,完成 1b。 1. (放 1a 的录音,学生跟读,注意语音和语调。) T: Please listen and repeat. Pay attention to your pronunciation and intonation. 2. (学生三人一组分角色朗读对话,教师板书对话中的关键词和短语。给学生四分钟时间准 备,让他们看着关键词和短语表演。) T: Now, work in groups of three. I will give you four minutes, and you should act out the dialog without your books. The key words and phrases on the blackboard may be useful. Now, let’s begin. (学生可用自己的语言来表达,不要照搬课文原句。) (板书) see a traffic accident—hurt—crazy—get used to—first—be afraid of—obey the traffic rules—like riding—save—cause—easy T: Time is up. Let ’s act out the dialog. (抽查几组,对于表达流利的学生,要给予充分的肯定和鼓励。) T: S1 acts well, S2 acts better ... 3. (教师重述 1a 中骑自行车的好处,然后让学生分组讨论骑自行车的其他好处,培养学生的 发散性思维,然后完成 1b。各组派代表发言,并记分。) T: Riding a bicycle can help us save energy and it doesn’t cause air pollution. It ’s easy to park bikes, too. There are many advantages in riding a bicycle. Now, please discuss with your partner and finish 1b. Then I’ll ask one student from each group to give a report. (几分钟后) T: Stop! Please give your ideas to us. S2: … S3: … … (教师给每组记分,说得越多越完整,得分越高。最后评出优胜组。) T: Which group can get the best result? Ss: Group 2! T: Well done! Congratulations! (学生边说教师边板书。) Advantage 1. It’s faster than walking. 2. It can keep us healthy. … Step 4 Practice 第四步 练习(时间: 15 分钟)

学习 2a,完成 2b。 1. (让学生观察 2a 的图片,猜一猜并讨论发生了什么事,导入 2a。) T: Now, turn to Page 42. Look at the picture in 2a. Work with your partner. Guess what happened and discuss what caused the accident. (几分钟后) T: Stop, please! Now, I’ll get a few students to talk about the picture. Who’s the first one? S1:… S2:…

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S3:… … 2. (教师总结,并引导学生进入下一步骤,学生快速阅读 2a,完成 2b。) T: OK! Good job! If you want to get more information about this accident, you should read 2a quickly. When you are reading, you have to do 2b. Are you clear? Ss: Yes. (学生开始快速阅读,稍后教师抽查学生的答案。) T: Time is up! Let ’s check the answers! S1:… (若学生回答全部正确,应给予肯定;若有错误,尽量让其他学生来更正。完成 2b。) 3. (让学生再次认真阅读 2a,并猜测生词的意思。) T: Now, you know about the bike accident, but do you know the meanings of the new words? Read 2a again and try to guess their meanings. (在学生阅读时,教师板书 2a 中的生词。) death slow down rush sharp opposite hotline slow policeman ( 学生读完后,鼓励学生猜测生词意思,要求学生掌握 death, slow, slow down, rush, policeman;理解 sharp 和 opposite;了解 hotline.) 4. (让学生再读 2a,为角色扮演作准备。) T: Read 2a again carefully and try to remember the passage as much as you can. 5. (角色扮演。在医院里,教师扮演警察,一个学生扮演年轻人,以对话形式介绍事故的过 程。完成 2a。) T: Now, I am a policeman. S1 is the young man. We are in the hospital. I am asking him some questions about the accident. (表演开始。) T: Were you riding fast? S1: Yes, I was. T: What were you doing when you were riding? S1: I was listening to an MP3. T: Did you slow down at the sharp turn? S1: No, I didn’t. T: What happened then? S1: Suddenly a truck came from the opposite direction. T: What did you do then? S1: To avoid hitting the truck, I ran into the wall. T: And then? S1: I hurt my arm badly. The driver called 122 hotline and took me here. Step 5 Project 第五步 综合探究活动(时间: 5 分钟) 探究本课的重点话题。 1. (将学生分成小组,每组 4 人。学生分别扮演汽车司机、骑自行车的人、警察和新闻记者, 编一段他们之间关于事故的对话。) T: Work in groups of four. Act as a driver, cyclist, policeman and reporter separately. Please

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make a dialog about the accident, and act it out. (给学生几分钟时间准备对话,然后到讲台上以小组的方式表演,并由每组的新闻小记者 报导此次事故。) T: Time is up. Please act out your dialog, and then the reporter from each group reports the accident. 2. (小组活动:交流各自收集到的交通标志符号,讨论它们的含义。然后每组推荐一名学生 向全班汇报本组所收集到的交通标志及其意义,完成 3。) T: Share the traffic signs in groups and discuss their meanings. Then choose one to report to the class. 3. Homework: (要求学生写一些关于如何预防交通事故的建议。) T: Give some advice on how to prevent traffic accidents.

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Section B
Section B needs 1 period. Section B 需用 1 课时。 The main activities are 1a and 3. 本课重点活动是 1a 和 3。 Ⅰ. Aims and demands 目标要求 1. Learn some new words: warn, motorcycle, trouble 2. Go on learning the usages of adverbial clauses of condition: If we ride at night, we should have lights on the bicycle or wear light-colored clothes. If we break the traffic rules, we will get a fine and even be in danger. 3. Talk about traffic rules, signs and warnings. Ⅱ. Teaching aids 教具 教学图片/录音机/实物 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间: 5 分钟) 复习 Section A 的重点话题,并导入 1a。 1. (复习 Section A 中呈现的骑自行车的好处。) T: We’ve learnt lots of advantages in riding bicycles in Section A. Let ’s review it. (教师让学生思考片刻,随意抽查几名学生,说出骑自行车的好处,对说得又多又准的学 生给予奖励。) S1: It saves money and energy. It doesn’t cause air pollution. S2: … … 2. (检查在 Section A 中布置的家庭作业,即写出预防交通事故的建议。) T: Very good! You did a good job. Now it ’s time to check your homework. I want to see how many suggestions you made. S1, can you try? S1: We should… T: How about you, S2? S2: … (教师板书学生提及的建议,并给予评价。导入 1a。) T: I’m very happy you have made so many good suggestions. And I think there may be more suggestions. Do you want to know? Let ’s learn 1a. You’ll get them.

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Step 2 Presentation 第二步

呈现(时间: 10 分钟)

呈现 1a 并讲解。 1. (教师利用实物或图片引出要求学生理解的单词。) T: (出示头盔的实物或图片。)What’s this? Ss: It’s a helmet.(教师适当帮助说出。) T: What do we use it for? Ss: We use it to…(老师说出 protect our heads。) (用同样的方法学习 light-colored clothes。) T: Traffic accidents are really terrible. We should also know more about the traffic rules. If we don’t obey them, what will happen? Can you guess? S1: Cause traffic accidents. S2: Lose our lives. S3: Get hurt. … (学生可能会用中文说出要被罚款,教师及时教学 fine。) T: Yes. We’ll also get a fine. (板书并教学生词,要求学生理解。) helmet, light-colored, fine 2. (教师布置并板书听力任务, 让学生带着任务听录音, 降低听力难度并使其注意力高度集中。) T: Now, boys and girls, please look at the blackboard. Listen to 1a carefully and find the answers to the questions. Are you ready? Let’s begin. Why did the bike accident happen? What’s Kangkang ’s suggestion? Does Michael agree with Kangkang? (师生一起核对答案。) 3.(让学生读 1a,找出条件状语从句并标出疑难点。) T: Now let’s read 1a and find out the adverbial clauses of condition and difficulties. (教师鼓励学生读出所找的条件状语从句和疑难点,然后加以解释。) Step 3 Consolidation 第三步 巩固(时间: 10 分钟) 巩固 1a,完成 1b。 1. (教师放 1a 的录音,让学生跟读。) T: Listen and follow the tape. (也可让学生进行人机对话。) (两人一组,根据黑板上的关键词,不看课本,自由操练 1a。) T: Work in pairs, look at the key words on the blackboard and practice the dialog. (教师时刻关注学生动态,及时帮助有困难的同学,保证每位同学积极参与。) (板书) bicycle accident—terrible—careless—bike lights—light-colored clothes—break— traffic rules—fine (几分钟后,选几组学生看关键词, 自由表演对话。) T: Time is up. Come to the front and act out the dialog. Be brave! Don’t be shy. Which pair wants to have a try?

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… T: Well done! You did a very good job!(对学生给予鼓励和肯定。) 2. (让学生出示他们在上节课所讨论交流的交通图标,复习其含义,然后独立完成 1b,核对 答案。掌握单词 warn;理解 crossing。) T: Boys and girls, when we ride our bikes, we should obey the traffic rules. If we break the traffic rules, it will be dangerous and we will get a fine. Now I’ll ask some students to show the traffic signs, and the others to tell what these signs mean. Then do 1b alone and we’ll check the answers together. Step 4 Practice 第四步 练习(时间: 12 分钟)

完成 2 和 4,并讨论 3。 1. (教师组织课堂活动,引导学生独立完成 2。) T: Now you know so many traffic signs, and will you follow them when you see them? I hope all of you will obey the traffic rules. If everyone obeys the traffic rules, the road will be safer. Do you think so? S1: Yes, of course. T: If you ride at night, what should you do? S1: I should have lights on the bicycle or wear light-colored clothes. T: If you ride on the street, what should you wear? S2: If I ride on the street, I should wear a bicycle helmet. (教师尽可能地给出多种假设或条件,让同学们试着用条件状语从句来说句子。然后总结 条件状语从句的用法,提醒学生条件状语从句中动词的时态。最后让学生独立完成 2。要 求学生掌握 motorcycle;理解 Britain;了解 left-hand。) 2. (教师指导学生讨论,要求学生掌握 trouble。完成 3。) T: Please look at these pictures, discuss the results of breaking the traffic rules using “ if ” in groups and then I’ll choose some students to report. 3. (放 4 的录音,完成 4。) T: Today many people like riding bicycles in the world. Why? Please listen to 4 and fill in the blanks. (核对答案。)

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Step 5 Project 第五步 综合探究活动(时间: 8 分钟) 综合探究本课重点话题。 1. (教师和全班同学一起复习所学的交通规则,并将其准确归类,看哪些行为是可行的,哪 些是不可行的,列成表格。) T: Boys and girls, let’s review the traffic rules together, OK? Ss: OK. T: First let ’s find out what we should do and what we shouldn’t do. (板书) What we should do obey the traffic lights obey the traffic signs drive/walk…on the right-hand side of the road … What we shouldn’t do rush on the street park in the wrong places … …

2. (教师将学生分成小组,每组 4 人,各小组推选一名组长,组长负责监督各组员完成调查 表,并核对大家在平常的生活中是否遵守交通规则。) T: Work in groups of four. Look at the chart and check if you obey the traffic rules in your daily life. (教师让组长向全班汇报各组员遵守交通规则的情况,并作示范。) Example: S1: Always obey the traffic rules. S2: Sometimes obey the traffic rules. S3: Never obey the traffic rules. … 3. Homework: (写出不少于 5 个由 if 引导的条件状语从句。) (1) Please make at least five sentences using “ if ”. Pay attention to the tense. (2) Look up the words in the box in 1a on P.45 and find out their meanings.(为新课做准备。)

Section C
Section C needs 1 period. Section C 需用 1 课时。 The main activity is 1a. 本课重点活动是 1a。 Ⅰ. Aims and demands 目标要求 1. Learn some new words and phrases: courage, lead, smooth, success, middle, path, go on doing sth, once again, certain, final, result 2. Learn useful expressions: By 1996, he was one of the top cyclists in the world. However, his path to success wasn’t smooth. 3. Go on learning the usages of adverbial clauses of condition. 4. Talk about cycling races. Ⅱ. Teaching aids 教具 录音机/小黑板/幻灯片/图片/环法自行车赛的路线图 Ⅲ. Five-finger Teaching Plan 五指教学方案

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Step 1 Review 第一步 复习(时间: 5 分钟) (方案一) 复习条件状语从句并导入 1a。 1. (学唱 4 中的歌,巩固 if 引导的条件状语从句。激活课堂。) 2. (检查 Section B 的查字典作业,为限时阅读作准备。) 3. (让学生用 If I…造句。在复习的过程中放飞梦想。) T: Boys and girls, do you have any dreams? Ss: Yes. T: Great! Let ’s talk about our dreams. But you have to begin your sentences with “If I…”. For example: (教师示范) T: If I have enough money, I’ll travel around the world. Now, It ’s your turn to speak out your dreams. Come on! Don’t be shy! S1: If I work hard, I’ll go to Peking University. S2: … (教师评价学生的梦想并导入 1a。) T: I’m very excited you have so many great dreams. But if you want to make your dreams come true, you should work hard. However, it ’s not easy to do that. You may meet lots of problems. If that happens, what will you do? Will you give up or face bravely? Today, we’ll learn from a great person. Are you glad to know about him? Ss: Yes! (方案二) 复习交通规则并导入 1a。 1. (学唱 4 中的歌曲,复习 if-clause。) T: Do you feel happy? Ss: Yes. (教师通过动作和话语,教学生唱。) T: If you are happy and you know it, clap your hands. (教师和学生一起听磁带并跟唱。句子稍长的地方可多重复几遍。) T: Listen to 4 and try to follow it. … (教师再次放 4 的录音,师生跟唱,并配以动作。) T: Let ’s listen and sing again. (教师让全班学生合唱歌曲。) T: Boys and girls, please sing the song together. (让学生总结歌词中出现最多的句型。) T: Which is the most important sentence pattern in the song? Ss: If…, … T: Yes, you are right. (学生不难发现 if 引导的条件状语从句是歌词重点呈现的句型。) 2. (通过呈现图片和关键词的方式,师生互动复习交通规则,并巩固 if 引导的条件状语从句。) T: Boys and girls, we’ve learnt lots of traffic rules in this topic. Look at these pictures and make sentences using “ if ”.

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walk on the street / obey the traffic signs

drive on the street / drive on the right

not wear a motorcycle helmet / get a fine

ride / at night / have a bike light

(教师举例并板书。) If you walk on the street, you must obey the traffic signs. Ss: … T: Well done, everyone! You did a good job! (教师可根据学生活动的情况给予不同的评价,引导学生进行归纳。) 3. (检查 Section B 查字典的作业,为限时阅读作准备。) 4. T: Boys and girls, we may have some bad experiences in our life, and some people can’t face them. But some people are brave enough. For example, we all know about Zhang Haidi, Zhao Lirong and Shen Dianxia (Feifei), whose diseases are very serious. However, they are brave enough to face them and fight against them, and they set up good examples to us. Well, do you know Lance Armstrong? Ss: Yes. / No…

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Step 2 Presentation 第二步

呈现(时间: 13 分钟)

呈现 1a,教学生词并讲解疑难点。 1. (教师出示阿姆斯特朗的图片及环法自行车赛的路线图。了解 Tour de France。) T: Who is this man? Do you know? Ss:… (学生不会回答,教师答出。) T: He is Lance Armstrong, an American cyclist. (出示环法自行车赛的路线图。) T: What ’s this map about? Ss:… (学生不会回答,教师答出。导入 1a。) T: This is the map of the Tour de France. The Tour de France is the most famous bicycle race in the world. Lance Armstrong is famous for his achievements and courage in the game. Do you want to know more about him? 2. (教师要求学生限时阅读 1a,完成 1b。3 分钟) T: Please read 1a and finish 1b in 3 minutes. (指导学生带问题阅读。训练学生在规定时间内完成一定的阅读任务,提高阅读速度,并 学会跳过生词阅读。) T: Before reading, you may read the questions in 1b. (3 分钟后,检查限时阅读答题的正确率。引导学生进行自我评价。) T: Well. Let ’s check the answers. 3. (让学生细读 1a,标出疑难点。处理短文中的重难点词句。) T: Please read 1a carefully. If you have any difficulties, put up your hands. (板书生词及疑难点。) courage cyclist His path to success wasn’t smooth. lead (led) achievement Lance faced it head-on. smooth challenges Lance Armstrong rode into history by winning the Tour de success head-on France for a record sixth time in 2004. middle comeback It is certain that Lance Armstrong is the greatest cyclist in path Tour de France the world. go on doing till once again certain (教师答疑解惑,要求学生掌握: courage, middle, path, success, smooth, lead(led), certain;理 解 cyclist, achievement, Tour de France, challenge 和 till;了解 head-on 和 comeback。) Step 3 Consolidation 第三步 巩固(时间: 12 分钟) 巩固 1a。 1. (学生听 1a,跟读并注意语音和语调。) T: Listen and repeat 1a. Pay attention to the pronunciation and intonation. 2. (用小黑板或幻灯片呈现表格。让学生再读 1a,完成表格。) Year What happened 1971 1996 Later 1996

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1998 1999 2000-2004 T: Now, read 1a again and complete the table. (学生读完后,师生共同核对答案。) T: Have you finished reading? Let’s check the answers together. (学生回答时,教师板书表格内容。) 3. (让学生根据表格内容复述课文,完成 1a。) T: Please retell Lance Armstrong ’s story according to the table. (教师在学生复述有困难时,及时帮助,并予以评价。) Step 4 Practice 第四步 练习(时间: 10 分钟)

练习并完成 2 和 3。 1. (听 2 的录音并填空。) T: Now, please listen to 2 carefully and fill in the blanks. (再放一遍录音,让学生核对答案。掌握生词 final 和 result;了解 super star。完成 2。) T: Listen to the tape again and check your answers. 2. (让学生根据 3 中的事故报告单,写一篇短文。) T: Boys and girls, there is an accident report form in 3. Please write a passage according to the form. (待学生写好后,鼓励 1-2 名学生读出短文,教师给予表扬并要求学生理解 broken。完成 3。) T: Finished? Who would like to read out the passage? Step 5 Project 第五步 综合探究活动(时间: 5 分钟) 1. (1)(引导学生向身残志坚的英雄人物学习,学习他们不畏艰难,勇于拼搏,积极向上的精 神,并迁移到学习上来。) (2)(小组讨论,确定本组将要学习的楷模并简要叙述他/她的事迹,同时教师提供必要的帮 助,小组派代表汇报。教师做总结评价,鼓励学生勇敢面对困难。) 2. Homework: (尽量收集一些关于奥林匹克运动会中自行车比赛的信息。下节课与全班同学分享。) T: Collect information about cycling in the Olympic Games as much as you can and share it with your classmates next class.

Section D
Section D needs 1 period. Section D 需用 1 课时。 The main activities are 1a and 4. 本课重点活动是 1a 和 4。 Ⅰ. Aims and demands 目标要求 1. Learn some new words: Asia, successful 2. Master useful expressions in 3b. 3. Review the usages of adverbial clauses of condition: If you go to Qinghai Lake, maybe you can see the Qinghai Lake Race.

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4. Talk about cycling races. Ⅱ. Teaching aids 教具 小黑板/幻灯片/录音机/教学图片 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间: 5 分钟) 复习 Section C 的歌曲,导入 1a。 1. (唱 If You’re Happy) T: Let ’s sing the song in Section C together. 2. (师生互动,复习 Section C, 并导入 1a。) T: Who is Lance Armstrong? Ss: He is a famous cyclist. T: Is his path to success smooth? Ss: No, it isn’t. T: What happened to him? Ss: He had cancer. T: What did he do then? Did he give up cycling? Ss: No, he didn’t. He faced it head-on. T: How many times did he win the Tour de France? Ss: Seven times. T: Do you know anything about the Tour de France? Ss: No, I don’t. T: OK. It doesn’t matter. Now, let ’s study Section D together. Then you’ll know about it.

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Step 2 Presentation 第二步

呈现(时间: 12 分钟)

呈现 1a 并完成 1b。 1. (让学生快速阅读,并用数字完成下面的短文。) T: Read 1a quickly and pay attention to the numbers. Then fill in the blanks with the numbers. Go! … (教师用小黑板/幻灯片出示下面的短文。提醒学生先看短文,明确重点。)
The Tour de France began in . At the beginning, it was only 1 500 miles long, but today it covers miles. In the race, there are timed stages. It takes over weeks to finish the race. During the race, the cyclists have or days to rest. The roads are very difficult to ride on.

(师生共同核对答案:1903,2 000,21,3,1,2。) 2. (再读 1a,完成 1b。) T: Read 1a again and finish 1b. (师生共同核对答案。) T: Let ’s check the answers. 3. (让学生细读 1a,提出疑难,老师答疑解惑。) (教师呈现环法自行车赛的路线图,介绍该赛事的行程,同时处理疑难点。) T:(指着地图) Look at this map. This is Paris. The Tour de France begins here. There are 21 timed stages. It goes through the Alps, the Massif Central and the Pyrenees Mountains. The winner is the athlete with the best total time. (教师边叙述边板书要求理解的单词。) time stage central athlete Alps Massif Pyrenees

(教学单词。) (教师用 1a 中的青海湖图片,介绍环青海湖自行车赛。) T: In fact, we also host cycling race in China. It ’s the Qinghai Lake Race. It ’s the largest bicycle road race in Asia. It also has the highest altitude. The International Cycling Union began this race in 2002. (教师边叙述边板书, 要求学生掌握 Asia; 理解 the International Cycling Union; 了解 altitude。 ) Asia altitude the International Cycling Union (教学单词及短语。) (板书疑难句。) It has the highest altitude among all races hosted by the International Cycling Union. The roads are very difficult to ride on. He can do that without winning even one of the stages. (教师解释疑难点。) Step 3 Consolidation 第三步 巩固(时间: 13 分钟) 巩固并复述 1a 的内容。

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1. (放 1a 的录音,让学生跟读。) T: Listen to the tape and read after it. 2. (让学生齐读,要求学生控制语速,不能太快也不能太慢。) T: This time read the passage together. 3. (师生一起找出关键词并板书,然后看关键词复述课文。) The Qinghai Lake Race—largest—altitude—the Tour de France—famous—Paris— cover—one or two days to rest—go through—winner The following numbers may help you: 2002, 1903, 1 500, 2 000, 21, 3 T: Now, try to retell the passage according to the key words. (选一两名学生复述课文。) (师生共同参与评价,发挥评价的激励功能。) Step 4 Practice 第四步 练习(时间: 10 分钟)

练习完成 2,并巩固 3a 和 3b 的内容。 1. (让学生听 2 的录音并做 2 中的 A 部分。) T: We know that Lance Armstrong is the greatest cyclist in the world. Do you know Oscar Freire? Ss: Yes. / No. T: Oscar Freire is one of the best cyclists in the world. Do you want to know more about him? Ss: Yes. T: Please listen to 2 and number the statements in the order you hear. (核对答案。要求学生掌握 successful;理解 champion;了解 championship。) (再听 2,回答 2 中 B 部分的问题。) T: Listen to 2 again and answer the questions in Part B. (核对答案,完成 2。) 2. (用小黑板/幻灯片出示以下习题。让学生翻译这些句子,复习巩固条件状语从句和不定式 作主语的句子。)
(1)如果人人都遵守交通规则,道路将会更加安全。 everyone the , the roads (2)如果你上学迟到了,你应该向老师说对不起。 You should your teacher you are (3)如果明天天晴,我们就去郊游。 sunny tomorrow, we on a field trip. (4)越过繁忙的道路是很危险的。 dangerous the busy street. (5)随地吐痰是不好的行为。 bad everywhere. much safer. school.

(师生核对答案。) 3. (小组竞赛。引导学生通过习题归纳本话题的 if 条件句,不定式作主语的句子和有用的习 惯表达法。掌握 3a, 3b。) T: Let’s have a group contest. Sum up if-clause, the infinitive and useful expressions in this topic. Let’s see which group is the best. (要求学生熟记并能灵活运用 3a 和 3b 的内容。) T: The sentences in 3a and 3b are very important. So I think it’s necessary for you to remember them. Step 5 Project 第五步 综合探究活动(时间: 5 分钟) 探究本单元重点活动:交通。

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1.(方案一) (1) (小组活动,收集一些交通事故信息,完成 4。) (2) (To be a driver. 考“驾照” 。) ①(小组成员自制多种交通标志和若干模拟驾照。) ②(每组抽出一个同学扮演司机,由其他组的组员举着交通标志牌,看“司机”能否熟 悉交通规则及时作出正确的反应。准确性高的“司机”就可以拿到“驾照” 。 “司机” 合格的小组获胜。) (方案二) (教师组织一个以交通为主题的讨论会,完成 4。) T: Let’s have a meeting about traffic. Please discuss with your classmates. The phrases may help you. (板书) accidents around you traffic rules you know road signs you know (给学生几分钟讨论时间,请几名学生汇报讨论结果。) T: Now, stop! Please tell us something about traffic. Who can have a try? 2. Homework: (1)(让学生用 if 条件句写一些违背交通规则所产生的后果和预防交通事故的建议。下节课 报告给全班学生。) T: Write down some consequences of violating traffic rules and some suggestions of avoiding traffic accidents, compare them and then report them next class. (2)(用适当的词填空。) ①Remember to use a if you ride at night. ②Because the bus driver was too and didn’t the . The bus a truck, and many were hurt. ③His bike’s wheels were so broken that he knocked the wall. (3) Do Exercise 4 on P. 50.

Unit 7
Topic 1

Food Festival

May I invite you to our food festival?
Section A

Section A needs 1 period. Section A 需用 1 课时。 The main activities are 1a and 2. 本课重点活动是 1a 和 2。 Ⅰ.Aims and demands 目标要求 1. Learn some new words and phrases: get in touch with, try one’s best, imagine, soup, cheese, biscuit, pancake

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2. Learn object clauses: I imagine (that) a lot of people will come to the food festival. Do you think (that) the children need to make tea? I think they need to cook soup. 3. Talk about plans to raise money. 4. Offering help. What do you think you can do to help the people there? Ⅱ.Teaching aids 教具 录音机/图片/幻灯片 Ⅲ.Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间: 6 分钟) 复习并导入 1a。 1. (师生问答,讨论如何帮助别人。) T: If someone is in trouble, what will you do? If someone needs money, what will you do? (教师引导学生用下面的句式回答这些问题。) Ss: I think I will ... 2. (在黑板上呈现丹尼尔的图片,向学生介绍他的基本情况。) T: Look at the picture on the blackboard. Can you tell me something about him? (学生说出一些他们知道的情况。) T: Is he from China? Ss: No, he isn’t. He is from … Step 2 Presentation 第二步 呈现(时间: 8 分钟)

呈现 1a。 1. (教师将 Nigeria 写到黑板上,然后帮助学生完成这个句子。) T: He is from Nigeria and he was born in a poor village. He took part in the 2000 Sydney Olympic Games. He won the gold medal. He is an Olympic wrestling champion. (将画线部分写在黑板上,并让学生跟读。让学生了解 Nigeria 和 wrestling。) Nigeria an Olympic wrestling champion village T: He is a very kind man. He wants to help the poor in Nigeria. He wants to build a new school for the children. But he doesn’t have enough money. How can we help him to raise money? (让学生说出自己的观点,预习过的学生可能会说出举办一次美食节。) Ss: Shall we have a food festival for him? (板书 have a food festival。) T: Good idea. Let ’s organize a food festival for him and try our best to make it successful. (板书并解释 organize 和 try one’s best。) (板书并让学生理解 organize;掌握 try one’s best。) have a food festival 举办一次美食节 organize v. 组织 try one’s best 尽最大努力 (过渡到下一步。)

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2. (将课文中的插图呈现出来,然后放 1a 录音,并让学生回答问题。要求理解 poster。) T: Kangkang, Micheal, Jane and Maria also want to help him. What will they do? Please listen to the tape and answer the questions. (播放 1a 录音。) (运用师生问答形式引出关键词。) T: What will Jane do? S1: Think about how to organize a food festival. T: What will Maria do? S2: Turn to her teachers. T: What will Kangkang do? S3: Try to get in touch with Daniel and get more information about him. T: What will Michael do? S4: Make a poster. (板书关键词并讲解。) turn to… get in touch with make a poster 3. (让学生读对话提出疑难问题,教师在学生讨论时给予帮助。) T: Read the conversation by yourselves and find out some difficulties and then discuss in pairs. (教师板书 1a 的重点句子,观察分析宾语从句的结构和含义。) (板书) I know he wants to build a new school for his poor village in Nigeria. I think money must be a problem for him. I think we can have it on our school playground on Sunday. 4. (根据 1a 内容,师生问答,进一步巩固强化 1a。) T: Please tell me something about Daniel. S5: He is a Canadian athlete. But he was born in Nigeria. S6: He is an Olympic wrestling champion. He is so kind. S7: He wants to build a new school for his poor village in Nigeria. T: Good. How do the students want to help him? Ss: They want to have a food festival. S8: Kangkang says he will … S9: Maria says she will … S10:Michael says he will … S11: Jane says she will … T: Great! I think they will make the food festival successful. Step 3 Consolidation 第三步 巩固(时间: 9 分钟)

巩固 1a,完成 1b。 1. (教师播放 1a 录音,学生跟读,注意重音和语调。) T: Follow 1a and pay attention to the stress and intonation. 2. (将学生分成四组分角色朗读对话。然后连线,完成 1b。) T: Read the conversation in roles and then finish 1b. 3. (四人一组练习对话,并表演对话。学生可用黑板/幻灯片上提供的关键词。)

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T: Practice the conversation in groups of four and try to act it out without books and you can use the key words on the blackboard.
a Canadian athlete a problem for him turn to … get in touch with … organize the food festival build a new school for have a food festival make a poster get more information …

Step 4 Practice 第四步

练习(时间: 13 分钟)

练习本课 1c 和 2。 1. (让学生讨论问题,教学新单词。然后小组进行 A 问 B,B 问 C 的链式问答活动,练习宾语 从句 Do you think …?及其肯定、否定回答。完成 2。) T: We know the children want to organize a food festival. I want to cook some food for the food festival. Now I have some pictures of food. Please look at them. (出示图片,教学新单词:soup, cheese, biscuit, pancake。并让学生掌握这些单词。) T: Just now I prepared some food for the food festival. Do you think the children need them? Now please use the phrases in the box to ask and answer the questions in 2 one by one. For example: S1: Do you think (that) the children need to write a song? S2: Yes, I think so. / No, I don’t think so. I think they need to make a poster. Do you think (that) the children need to ...? S3: … (初步探究陈述句的宾语从句的连接词和语序。) 2. T: The children prepared so much for the food festival. Can you imagine what the food festival will be like? (板书 imagine 并解释意思,帮助学生回答: I imagine…) imagine v. 想象 I imagine … T: What will the food festival be like? Can you imagine it? S4: I imagine (that) a lot of people will come to the food festival. (板书) I imagine(that) a lot of people will come to the food festival. (教师带学生朗读黑板上的重点句,解释宾语从句的用法。完成 1c。) (给学生一些提示,例如: What about the food? 等。) S5: I imagine that the food festival will be interesting. S6: I imagine … T: Well done! / You did a good job! (学生结对活动,教师鼓励发言好的学生做示范。) T: Now please ask and answer in pairs. S7: Can you imagine what the food festival will be like? S8: I imagine that it will … Step 5 Project 第五步 综合探究活动(时间: 9 分钟) 完成本课活动 3。

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1. (教师出示图片,让学生分组讨论,完成 3。) T: We know that Daniel is a kind man, and the four children will have a food festival to raise money for him. Now more and more people around us love to help others. Do you love to help others? Ss: Yes, we do. T: You are so kind. ( 出示一张汶川地震的图片 ) Look at this picture. The Wenchuan earthquake happened one year ago. But the people in the disaster areas still need help. What can you do to help them? (小组讨论并记录。) T: Please discuss in groups. Then fill out the form. S1: What do you think you can do to help the people there? S2: I think I can give them some books. S3: I think I can make telephone calls to them to make them happier. S4: …
Name Activity

(每组选一名代表汇报本组讨论情况。) G1: ×× thinks he will … G2: … T: Well done! Please write a passage according to the results of your discussion. 2. Homework: (1)(造五个含有宾语从句的句子。) (2)(预习 Section B。)

Section B
Section B needs 1 period. Section B 需用 1 课时。 The main activities are 1a and 2. 本课重点活动是 1a 和 2。 Ⅰ.Aims and demands 目标要求 1. (1)Learn about the food in different countries: American chocolate cookies, Greek cheese pies, Indian curries, Chinese fried rice, Japanese sushi, Italian pizza, South African beef curry, Russian black bread (2)Learn other new words: western, Indian, Russian, pity (3)Learn some new expressions: That’s good enough. Wonderful! What’s more, … It’s a great pity! 2. Go on learning object clauses: I think beef curry is OK. I believe we’ll raise a lot of money for Daniel Igali. 3. Social communications: Invitation:

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May I invite you to our food festival? Ⅱ.Teaching aids 教具 录音机/图片(食物)/国旗图片(本课中出现的国家: 美国、印度、中国、意大利、俄罗斯、 日本、南非、希腊) /幻灯片(或小黑板) Ⅲ.Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间: 5 分钟) 通过 Section A 的对话,导入 2。 1. (师生快速问答,复习 Section A,并导入 2。) T: What will Maria do for the food festival? S1: She will turn to her teachers. T: Very good. What will Michael do for the food festival? S2: He will make a poster. T: Good job. Then what about Kangkang, do you remember? S3: Yes. He’ll chat with Daniel on QQ to get more information about him. T: Excellent! Then do you want to know what Kangkang and Daniel will talk about on QQ? Please listen to the tape in 2 and answer the questions on the blackboard. (板书)
(1) What are Kangkang’s classmates going to do for Daniel Igali? (2) Is Daniel coming to their food festival? (3) How does Kangkang feel when he knows Daniel won ’t come to their food festival?

2. (通过回答问题,引导学生复习表示邀请的句式,从而导入拒绝别人邀请时的答句,并板 书。) (板书 2 的目标语言。教学并让学生掌握 pity。)
—May I invite you to our food festival? —I’d love to, but I’m sorry I can’t, because I have no time these days. —It’s a great pity, but never mind.

(导入 Section B 的 2。) Step 2 Presentation 第二步 呈现(时间: 15 分钟)

呈现本课 2 和 1a。 1. (听 2 录音,并跟读,让学生找出他们不理解的句子,教师板书并讲解。) T: Listen to 2 and follow it. Then find out the sentences you don’t understand. (板书关键句子。并让学生了解生词 Nigerian。) I know you want to build a new school for your village. So my friends and I decided to help you raise some money. We are preparing for a food festival. It’s a great pity! 2. (由 2 的谈话内容,引出对食物名称的复习,从而呈现 1a 的新单词。) T: Through the conversation in 2, we knew the children were preparing for the food festival and Daniel gave Kangkang some information about him. Then Michael could make a poster for the festival. Besides a poster, they should also prepare some food. What food do you think they will prepare for it? (学生说出一些食物名称。) S4: Rice. S5: Dumplings.

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S6: Cheese pies. S7: Biscuits. T: Very good. Cheese pies and biscuits are sweet. Some people may have a sweet tooth. I think they like to buy some western sweet food. Such as American chocolate cookies and Greek cheese pies. (呈现 western food, American chocolate cookies, Greek cheese pies 的图片, 并教学生读音。 ) T: Do you want to know other foreign food? OK, let ’s look at some other pictures. (呈现 Indian curries, Japanese sushi, South African beef curry, Russian black bread 等食物的图 片,并将食物名称写在黑板上,操练几次读音。要求学生掌握:western, Indian, Russian; 理解:cookie, Greek, fried, Italian, African;了解:curry, sushi, pizza。)
western food: American chocolate cookies, Greek cheese pies, Italian pizza; South African beef curry, Indian curries, Russian black bread, Chinese fried rice, Japanese sushi

(教师举着食物的图片,让学生看黑板上的名称并重点领读画线单词。) T: Read after me and pay attention to the new words. (学生用图片快速复习所学食物的名称,提示并引出 I think beef curry is OK.) T: Now please review the names of food learned today as quickly as possible. (方案一:学生用图片与黑板上的单词匹配,学生问答。) (方案二:师生问答。) Example: S/T: What do you prefer, beef curry or dumplings? S8: I prefer beef curry. I think beef curry is OK. T: Wonderful! And what do you think of Chinese fried rice and dumplings? S9: I think they are easy to cook. What’s more, I’m sure they will be popular. S10: … T: Well done/Pretty well! (鼓励发言好的学生。) T: We have prepared many kinds of food for the food festival. That’s good enough. I believe we’ll raise a lot of money for Daniel Igali. (将画线词句呈现在黑板上,并讲解。) have a sweet tooth. I think beef curry is OK. Wonderful! What’s more. That’s good enough. I believe we’ll raise a lot of money for Daniel Igali. T: Read these sentences together and find out the object clauses. (简单复习宾语从句,鼓励学生说出一些宾语从句的句子。) Ss: The second one and the sixth one are object clauses. T: Good! Can you make a sentence like them? S10:Yes. I think that … S11:I believe that … (导入下一步。) Step 3 Consolidation 第三步 巩固(时间: 10 分钟) 巩固 1a。 1. (听 1a 录音,回答问题。)

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T: Just now we learned so much food. Let’s listen to 1a and find out what the children will cook for the food festival. (教师指向黑板上写的食物名称。) T: Please match Kangkang, Maria, Jane and Michael with the food they will cook. (出示已准备好的幻灯片或小黑板。) A. chocolate cookies B. cheese pies Kangkang C. curries Maria D. beef curry E. black bread Jane F. fried rice G. sushi Michael H. pizza I. dumplings (听完录音后,选几名学生连线,然后核对答案,并给予鼓励。) 2. (再听 1a 录音并跟读,回答下列问题,并板书关键词。) T: Listen to 1a again, read after it and answer the following questions: (出示已准备好的幻灯片或小黑板。)
1. Does Michael have a sweet tooth? 2. What does Jane plan to cook? 3. Is Kangkang sure Chinese fried rice and Japanese sushi are easy to cook?

(任选几名学生来回答问题,核对答案并板书关键词。)
plan to do sth. be sure that …

3. Please read 1a loudly and then read it in roles. (四人一组进行小组活动。将不同的图片分发到每组学生的手里,用图片里的食物替换文 中的食物分角色表演 1a, 然后大家推荐几组学生上台表演。) T: Now I’ll give each group some pictures of different foods and you should use them to practice 1a. After that, you can vote some students to act out. (鼓励表演好的学生。) Step 4 Practice 第四步 练习(时间: 8 分钟)

完成 1b 和 3。 1. (出示已准备好的国旗图片,教学并让学生理解 Africa 和 South Africa。先练习国家名称, 后将食物名称与国家名称相匹配,完成 1b。) T: Let ’s look at the national flags and please speak out the names of the countries. We have learned many words and phrases about food and countries. Can you match the food with the countries? Ss: Yes, we can. T: Where do you think beef curry is from? S1: I think it is from South Africa. T: You’re right. And where do you think pizza is from? S2: I guess it is from America. T: No, it is from Italy. (接下来,教师让学生根据 1b 中的食物图片两人一组练习类似的对话。并在学生中走动, 可以提供适当帮助。)

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2. (小结本课所学主要内容,听录音填空,完成 3。) T: We knew Kangkang could get some more information from Daniel and they prepared much delicious food. We are sure the food festival will be wonderful. Now let ’s review something about Daniel and what Michael and his friends decided to do. Please listen to 3 and finish it. Two minutes later, I’ll ask some students to read the passage and check the answers. (录音放三遍,然后每组推荐一人说出答案。核对答案,做得最好的给予鼓励。) Step 5 Project 第五步 综合探究活动(时间: 7 分钟) 进一步掌握食品名称。 1. (让学生模拟在 QQ 里聊天,给几分钟时间准备后,让几对学生上台表演,尽量用上所学 食物名称和句型。) T: Have you ever chatted on QQ? Ss: Yes. T: Suppose you and your friends are on QQ. You are chatting about preparing for the food festival. Try to chat about the food learned today. Please work in pairs, and then I’ll ask some pairs to act them out. S1: Will you come to the food festival? S2: Yes. S1: What will you cook? S2: I plan / decide / want to cook … What about you? S1: I plan to cook … … (教师给予学生们鼓励,指出不妥之处。) 2. (进一步巩固国家和食物名称。) T: How many national flags do you know? Draw the national flags as many as you can, then write down the names of the countries and the food eaten there. And then fill out the form. Flag Country Food (填完后,选出一些做得好的学生给予鼓励,呈现表格。) 3. Homework: (1)(让学生与自己的同伴编一段有关食物的对话。) (2)(记住国旗和国家的名称。) (3)(预习 Section C) Ⅳ. 疑点探究 I’m sure that selling fried rice and dumplings will make a lot of money. I believe we’ll raise a lot of money for Daniel Igali. 与 money 搭配时 make 和 raise 含义的不同: make: to earn or gain money(挣钱;赚钱) raise: to bring or collect money together(筹募)

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Section C
Section C needs 1 period. Section C 需用 1 课时。 The main activities are 1a and 2a. 本课重点活动是 1a 和 2a。 Ⅰ.Aims and demands 目标要求 1. Learn some new words and phrases: hold on, keep up, in order to, supply, for sale, What’s worse 2. Learn some useful expressions: What a surprise! I’m pleased to hear that. Keep up the good work. 3. Social communications: (1)Making telephone calls: Extension 6006, please. Hold on, please. (2)Invitation: You must come to our food festival. Ⅱ.Teaching aids 教具 录音机/自制邀请函/小黑板/幻灯片 Ⅲ.Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间: 5 分钟) 复习 Section B,导入新课。 1. (复习 Section B 康康与丹尼尔的聊天内容。) T: Boys and girls, in the last lesson we knew Kangkang chatted with Daniel on the Internet. Let me choose some students from each group to act out the dialog. Let’s see which group will do the best. (引入竞争机制,分组表演对话。) S1: … S2: … … (教师给予鼓励,评价。) 2. (导入新课。) T: We know Daniel’s village school is very old and has only a few school supplies. So Daniel, the Canadian wrestler, will build a new school in order to improve the conditions of his village school. (板书新单词,解释并领读。要求学生掌握 in order to 和 supply;了解 wrestler。)
in order to …为了 supply n.v.日常用品,活动用品;供给,供应 wrestler n. 摔跤运动员

T: We also know Daniel is from Canada, but he was born in a poor village in Nigeria. Do you want to know more about him? Let ’s begin our new lesson. Step 2 Presentation 第二步 呈现 2a 和 1a,完成 2b。 1. (听录音 2a,回答问题。) 呈现(时间: 15 分钟)

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T: Please listen to 2a and answer the question: What ’s Daniel’s favorite food? 2. (让学生快速阅读 2a,完成 2b 并核对答案。) T: Read 2a quickly and finish 2b. 3. (仔细阅读文章,然后进行小组活动:将全班分为几组,每一组派一名学生根据 2b 表格内 容向全班汇报有关丹尼尔的情况,看哪一组的汇报最完整。) T: Read 2a carefully and then please work in groups to report the information about Daniel to the whole class according to the table in 2b. Then we will decide which group is the best. G1: … G2: … … (教师进行评价,给予鼓励。) 4. (让学生提出疑问,板书并解释新的语言点。) T: Do you have any questions about the e-mail? S1: I can’t understand “I’m very pleased with what you are doing for us”. S2: I can’t understand “Please give my best wishes to your friends”. … (板书)
I’m very pleased with what you are doing for us. Please give my best wishes to your friends.

5. (再读这封电子邮件,尽量复述出来。) T: Read the e-mail again for three minutes and try to retell it. 6. (设置问题,让学生带着问题听 1a 录音,并回答问题。) T: The international food festival is coming. Kangkang invited Daniel to the food festival. Who else does Kangkang want to invite? Please listen to

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