仁爱英语八下UnitEnjoyingCycling

仁爱英语八下UnitEnjoyingCycling

Unit 6 Enjoying Cycling ‎ 语 言 知 ]‎ 类别[‎ 内 容 课次 要求 词 汇 field, trip, vehicle, airline, total, raise, discuss ‎1A 掌 握 book, railway, cinema, refrigerator, condition, comfortable, ‎ standard ‎1B come up with, queen, draw, land, forward, look forward to (doing) sth.‎ ‎1C receive, postcard, perfect, dialog, camp ‎2A face, north, east ‎2B space, push, direction, step, rush, notice, sight, out of sight, huge ‎2C guard ‎2D passenger, crazy, anywhere, avoid, impossible, death, slow, slow down ‎3A fine, warn, trouble ‎3B courage, top, success, lead, record, beat, certain, final, result ‎3C Asia ‎3D cycle, sunrise ‎1A 理 解 sleeper, reservation, bathtub, air conditioning ‎1B headmaster, cellphone=mobile phone, safely ‎1C scene, daytime, in the daytime ‎1D explore ‎2A northwest, yeah, arch, beginning, scared, official, survey, prestige, eastern, northeast, southwest, southeast ‎2B crowd, toe, slowly, sadly, satisfied ‎2C the Dragon and Phoenix Gate, Thank goodness!‎ ‎2D pollution, spit, sharp, opposite ‎3A helmet, light-colored, crossing, Britain, left-hand ‎3B cyclist, achievement, pain, challenge, head-on, comeback, super ‎3C altitude, International Cycling Union, stage, athlete, the Alps, the Massif Central, the Pyrenees Mountains, championship, champion ‎3D 语 类别 内 容 言 知识 语 法 ‎1.动词不定式 作定语 I have some exciting news to tell you. 作表语 The most interesting thing for me was to take photos. 作宾语 I want to make a hotel reservation. 作宾语补足语 Kangkang helped us (to) book the train tickets. 作目的状语 They surveyed the area to make sure their tombs faced south and had mountains at the back. ‎ 作主语 It’s very common to raise money in Canadian and American schools. ‎2.由while, after, as, when, until和as soon as引导的时间状语从句 While you were enjoying your trip, I was busy preparing for my exams. After they rode their bikes for two and a half hours, Kangkang, Michael and Darren arrived at the Ming Tombs. ‎ As they were exploring happily, the crowd became larger and larger. When he finally rushed out of the crowd, he noticed his friends were both out of sight. ‎ He didn’t raise his head until someone called his name. As soon as the three boys saw each other, they all jumped up happily. ‎3.由if引导的条件状语从句 If people obey the traffic rules, there will be fewer accidents. If we ride at night we should use bike lights or wear light- colored clothes. If you ride your bicycle on the street, you must be careful.‎ 功 能 用 语 与 话 题 ‎1.谈论旅游。 ‎2.谈论预定（车票、旅馆等）。 ‎3.谈论筹集旅游资金。 ‎4.谈论关于旅游与探险的心得与感受，学会写旅游日志。 ‎5.谈论交通规则和交通安全。 ‎6.谈论方向、方位。 ‎7.谈论自行车比赛。‎ 语言 技 能 听 ‎1.能听懂有关预订车票，房间的对话或短文。 ‎2.能听懂有关旅游的短文或对话，能从中获取信息。 ‎3.能听懂有关交通规则和交通安全的材料，从中获取信息来补充短文或对话。‎ 说 ‎1.能使用英语与他人谈论关于旅游的话题。 ‎2.能使用英语来预订车票或房间等。 ‎3.能使用英语简单陈述所听所读短文的大意。 ‎4.能根据地图用英语来表达方向或方位。 ‎5.能简单地用英语表达交通规则和骑自行车的安全规则。‎ 读 ‎1.能正确读出本单元的生词、短语。 ‎2.能理解有关旅游、预订、交通安全等方面的叙述，并从中获取需要的信息。3.具有阅读整篇短文、获取短文大意的能力。‎ 写 ‎1.能用英语简单写出有关旅游、预订、交通等方面的句子、对话或短文。 ‎2.能用所学语言写成语句连贯、意思准确的短文。‎ 情 感 态度 ‎1.具有积极参与课堂上各种英语实践活动的兴趣。 ‎2.培养学生热爱旅游、积极探索、热爱运动的态度。 ‎3.学会遵守交通规则，树立安全意识。 ‎4.提高学生的交际能力、与他人合作的能力。‎ 学习策略 ‎1.善于创设情景，在情景中提高语言交际能力，突显语言交际功能。 ‎2.在日常学习中不断开阔自己的视野、扩大知识面。 ‎3.善于分组活动，在小组中积极与他人协作，取长补短，共同完成学习任务。 ‎4.善于归纳、总结所学语言知识。‎ Topic 1‎ Section A The main activities are ‎1a and 3. 本课重点活动是‎1a和3。‎ Ⅰ. Teaching aims and demands 教学目标 ‎1. Learn some new words and expressions about transportation:‎ ‎(1) vehicle, airline ‎(2) a two-day visit to Mount Tai, the best way to do sth.‎ ‎ the cost to go by train, by airplane ‎2. Learn other new words:‎ field, trip, total, raise, discuss ‎3. Learn the usage of infinitive:‎ I have some exciting news to tell you!‎ But there are other vehicles for us to choose.‎ It’s hard to say.‎ You two find out the cost to go by train.‎ ‎3. Talk about the field trip.‎ Ⅱ. Teaching aids 教具 录音机/常用交通工具的卡片或玩具/泰山、长城、十三陵、故宫、天坛等一些风景名胜的图片 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间: 10分钟)‎ ‎1. (组织教学。)‎ T: Good morning, boys and girls.‎ Ss: Good morning, Miss/Mr.××!‎ T: I’m very happy to see you again. When I heard Michael was ill, I felt so sad. Now, I’m happy, because he is well now. How do you feel about this? You can talk about it in groups, then think of different feelings in our lives.‎ ‎(学生们积极讨论了一会儿。)‎ T: Please stop. Give your own feelings about the thing to us.‎ S1: …‎ S2: …‎ ‎…‎ ‎2. (引导学生表达各种情感。)‎ T: We know different colors, environments or other things can cause different feelings. What can make you happy? What would you like to do? You can discuss it. Then give me your answers.‎ ‎(学生讨论了一会儿。) S1: Swimming can make me happy.‎ S2: Going to Beijing can make me happy. I’d like to go to Beijing.‎ S3: I’d like to climb hills.‎ S4: I always feel excited when I am playing basketball.‎ ‎…‎ ‎(学生们流利地回答了问题，说出自己喜欢做的事。)‎ T: Do you know what I’d like to do?‎ Ss: …‎ T: I’d like to go on a trip. 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. You can look at them. ‎ ‎(把图片分发给学生轮流看，激发学生的学习兴趣。)‎ ‎(过一会儿从学生那儿拿回图片，抽出泰山的图片给学生看。)‎ T: I have never been to Mount Tai.‎ ‎(板书并解释。)‎ go on a trip, go on a visit 去郊游/观光游览 a two-day visit to Mount Tai 泰山两日游 T: If I’m free, I’d like to go on a two-day visit to Mount Tai. Mount Tai is a famous place of interest in Shandong Province. Would you like to visit it with me?‎ Ss: Yes, of course. ‎ T: How many days do you want to stay there?‎ Ss: For two days.‎ T: OK. We’ll go on a two-day visit to Mount Tai. If we can go there, there are several vehicles for us to choose. Which do you think is the best way of transportation to go there? Review the means of transportation and give me your best choice. You can discuss in groups.‎ ‎3. (给学生交通工具的卡片，让学生分组讨论并板书。)‎ There are several vehicles (for us) to choose.‎ by bus/airplane/train by ship/sea T: Now, please give me your best choice.‎ S1: We can go there by bus.‎ S2: By bike. ‎ S3: By plane.‎ S4: By train.‎ ‎…‎ ‎4. (在学生发言的过程中，教师在黑板上写出本课关于交通的新单词并讲解。)‎ ‎(板书)‎ vehicle cycle airline ‎5. (学生三人一组讨论。)‎ T: Yes, we can go there by bike/airplane/train/bus/… However, we must think about the cost because we don’t have much money. How much does it cost by bus, by train or by airplane?‎ ‎ Please discuss it in groups of three.‎ ‎(学生讨论完毕。)‎ T: Now, please stop. Let’s listen to the tape and find out where Maria’s class want to go on a two-day visit.‎ Step 2 Presentation 第二步 呈现(时间: 10分钟)‎ ‎(让学生听‎1a录音，听完后回答问题。)‎ T: Please listen to ‎1a and answer the question: What tasks does Miss Wang give to Kangkang, Michael, Helen and Jane?‎ ‎(让学生带着问题听‎1a录音，使学生集中注意力。)‎ ‎(在学生听的过程中把重点语句板书到黑板上，以便呈现这一部分的语法并讲解。)‎ We will go on a two-day visit to Mount Tai.‎ There are other vehicles for us to choose. 可选择的交通方式 Do you know the best way to get there? 去那的最好方式 It’s hard to say. 很难说(类似It’s easy to do sth.做某事很容易。)‎ I’d love to go by airplane. (类似I’d like to do sth.)‎ We will decide on the best way to go on our field trip.‎ Step 3 Consolidation 第三步 巩固(时间: 10分钟)‎ ‎1. (领读黑板上的句子，并简单导入不定式。)‎ ‎ T: Please look at the blackboard. Read them after me. Pay attention to the pronunciation and intonation.‎ ‎(确定学生的语音语调正确。)‎ T: Please listen to ‎1a again, then answer the question.‎ ‎(放‎1a录音，速度适中，录音放完后。)‎ T: Now, please answer the question: What tasks does Miss Wang give to Kangkang, Michael, Helen and Jane?‎ S1: Miss Wang asks Kangkang and Michael to find out the cost to go by train.‎ S2: Miss Wang asks Helen to find out the cost by bus.‎ S3: Jane will ask the airline on the phone.‎ T: Good. You listened very carefully. Now practice the dialog in groups.‎ ‎(学生们分组进行操练。)‎ ‎2. (完成1b。)‎ T: Now, stop. Please look at the pictures and the information in 1b. Discuss in groups of three to find out which is the best way to go to Mount Tai.‎ ‎(学生们看了图片和信息，讨论了一会儿。)‎ T: How much does it cost to go 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 by train?‎ Ss: It costs ￥120.‎ T: How long does it take to reach Mount Tai by train?‎ Ss: It takes 6 hours to reach there.‎ T: How much does it cost to go by bus?‎ Ss: It costs ￥200.‎ T: How long does it take to reach Mount Tai by bus?‎ Ss: It takes 5 hours to reach there.‎ T: Which is the best way to go to Mount Tai?‎ G1: By train.‎ G2: By train.‎ G3: By train.‎ ‎…‎ T: Very good.‎ ‎(板书)‎ It costs…‎ It takes…to reach there.‎ Step 4 Practice 第四步 练习(时间: 10分钟)‎ ‎1. (教师拿出一张长城的图片并引导学生读图，回答问题。)‎ T: Please look at the picture. What can you see in the picture?‎ Ss: The Great Wall.‎ T: I plan to visit the Great Wall. Can you tell me something about it?‎ S1: Yes. What do you want to know?‎ T: What is the best time to go there?‎ S1: Autumn.‎ T: Which is the best way to get there?‎ S1: By train.‎ T: How long does it take to go there?‎ S1: 3 hours.‎ T: How much does it cost to go there?‎ S1: About 350 yuan.‎ T: Thank you!‎ ‎(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 get there?‎ How long does it take to go there?‎ How much does it cost to go there?‎ ‎2. (把其他一些风景名胜的图片发给学生，让他们分组讨论，注意动词不定式的用法。)‎ T: Now, talk about the pictures in groups, and pay attention to the usage of infinitive. ‎ ‎3. (让学生选择2中的一个图片，完成2。)‎ T: Very good. Read the dialog in 2 with your partner and fill in the blanks.‎ ‎4. (二人一组练习对话3，正确使用所给词组中的动词不定式。并对第二幅图给予指导。Her wish is to do sth.)‎ T: OK. Now work in pairs and talk about the pictures in 3.‎ ‎(学生练习几分钟后，叫几名学生到讲台前表演，其他学生注意听。)‎ T: Well done! Now, I’ll ask some pairs to act out their dialogs.‎ Step 5 Project 第五步 综合探究活动(时间: 5分钟)‎ ‎（长城） （十三陵） （故宫）‎ ‎（天坛） （香港） （深圳）‎ ‎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 place you want to go. You can use the sentences on the blackboard.‎ ‎(板书)‎ 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，然后每组选出一名学生向全班学生汇报结果。)‎ T: Now work in groups. Then I will choose one student from each group to report their results.‎ For 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 spring. Fangfang wants to go to …‎ ‎2. Homework:‎ ‎(1) (使用“It costs …”和“It takes…to reach there.”两个句型造句。)‎ ‎(2) (复习不定式的用法。)‎ Section B The main activities are ‎1a and ‎2a. 本课重点活动是‎1a和‎2a。‎ Ⅰ. Teaching aims and demands 教学目标 ‎1. Learn some new words and phrases about hotel: ‎ bathtub, reservation, air conditioning, standard room ‎2. Learn other new words:‎ ‎ books, railway, cinema, refrigerator, condition, comfortable ‎3. Go on learning the usage of infinitive:‎ I’d like to book some tickets to Mount Tai on Friday morning.‎ I want to make a hotel reservation.‎ ‎4. Learn how to make reservations.‎ Ⅱ. Teaching aids 教具 录音机/小黑板 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间: 5分钟)‎ ‎1. (复习交通工具。)‎ T: We know Maria’s class want to go on a two-day visit to Mount Tai. There are several vehicles for them to choose. Let’s review the means of transportation. One student speaks out one way. Let’s do it one by one quickly.‎ S1: By bike/bicycle.‎ S2: By train.‎ S3: By airplane.‎ S4: By ship.‎ S5: By bus. …‎ T: Which is the best way for Maria’s class to travel?‎ Ss: By train.‎ ‎2. (快速提问如下问题，让学生利用Section A学过的句型抢答，复习上节重要的内容。)‎ T: Why didn’t they go there by bike?‎ S1: Because it’s too far for cycling.‎ T: Why didn’t they decide to go there by airplane?‎ S2: Because it costs too much to go there by air.‎ T: How much does it cost by train?‎ S3: It costs 120 to go by train.‎ T: How long does it take by train?‎ S4: It takes 6 hours to reach there.‎ Step 2 Presentation 第二步 呈现(时间: 15分钟)‎ ‎1. (让学生听‎1a录音。)‎ 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 find out how Kangkang books the tickets.‎ ‎(放‎1a录音, 板书关键内容，让学生注意语音语调。)‎ ‎(板书)‎ Kangkang phoned Beijing Railway Station. 北京火车站 I’d like to book some tickets to Mount Tai on Friday morning. 订票 What about the price?‎ hard sleeper硬卧 / soft sleeper软卧 telephone number ‎(再放‎1a录音,让学生跟读，注意对话提供的重要信息。)‎ T: Please listen to ‎1a again and follow it.‎ T: Read the dialog in pairs and answer the questions. ‎ ‎(在小黑板上板书。)‎ ‎(1) Are there any tickets to Mount Tai on Friday morning?‎ ‎(2) When does the train leave Beijing?‎ ‎(3) When does the train arrive at Taishan Railway Station?‎ ‎(4) What is the price for the hard sleeper?‎ ‎(5) What is the price for the soft sleeper?‎ ‎(6) How many tickets does Kangkang book?‎ ‎(7) What is Kangkang’s telephone number? ‎ ‎(学生读完对话后，让学生抢答上面的问题。通过回答上面的问题加深印象。)‎ ‎2. (让2名学生读出他们的答案，全班学生核对，完成1b。)‎ Answers: ‎ Name: Li Weikang Tel: 82502448‎ From: Beijing To: Mount Tai Kind of tickets: hard sleeper Number of tickets: 20‎ Starting time: 9:‎20 a.m.‎ Arriving time: 3:20 p.m.‎ Price (per person): ￥120‎ Total price: ￥2400‎ ‎3. (给学生一些时间去完成‎1c, 然后叫两组学生到讲台前表演。)‎ T: Very good. Now, let’s do ‎1c. Suppose you worked in a cinema, your deskmate wanted ‎ to book the tickets.‎ ‎(教新单词 cinema 的读音及意思。) ‎ T: Make a dialog in pairs. Begin!‎ Step 3 Consolidation 第三步 巩固(时间: 10分钟)‎ ‎1. (四人小组活动。)‎ T: Kangkang booked the tickets and they decided to go to Mount Tai. What would they do ‎ before they start out? Please discuss in groups of four, then give me your answers.‎ ‎(学生讨论了一会儿。)‎ T: Now, please stop and give me your answers.‎ S1: They should take enough clothes, …‎ S2: They should take enough money, …‎ S3: …‎ ‎…‎ ‎(学生们的答案是多样的，但大部分是有关旅游的。)‎ T: Good. When you go out for traveling, where do you live?‎ S1: My aunt’s house. ‎ S2: My good friends’ houses.‎ S3: …‎ ‎…‎ ‎(学生的回答是多样的。)‎ T: You know there are twenty people. Do you think where is the best place for them to live in? It’s hotel. H-O-T-E-L.‎ ‎(板书并解释。)‎ hotel (旅馆) reservation (预定) bathtub (浴盆) refrigerator (冰箱) air conditioning (空调) comfortable (舒适的) standard room (标准间) single bed (单人床)‎ ‎(给学生解释相关的新单词。并设置情景让学生不断地熟悉新单词。)‎ T: I have lived in a hotel. You can ask me about the things in the room.‎ S1: Is there a bathtub in it?‎ T: Yes, there is one.‎ S2: Is there an air conditioning in it?‎ T: No, there isn’t.‎ S3: Is it a standard room?‎ T: Yes, it is.‎ S4: How many beds are there in the room?‎ T: Two. And they are two single beds.‎ ‎2. (让学生听‎2a录音，听完后回答问题。)‎ T: Now listen to ‎2a, then answer the questions.‎ ‎(呈现已经准备好的板书。)‎ How many rooms with two single beds does she want?‎ How many rooms with one single bed does she want?‎ When will they want them?‎ How long will they stay?‎ How much is the total cost?‎ ‎(放两遍录音，然后让学生回答问题。)‎ Step 4 Practice 第四步 练习(时间: 8分钟)‎ ‎1. (完成2b。)‎ T: Very good. Now read ‎2a again and finish 2b in pairs.‎ ‎(板书答案。)‎ ‎ Answers: standard, single, costs, conditions, to stay ‎ ‎2. (放3录音，让学生独立完成3。)‎ T: Please look at 3. Pay attention to the picture. Listen and fill in the blanks.‎ ‎(看学生填写的情况，可以放两遍录音。)‎ T: Let’s check the answers together.‎ Answers: book, standard, forty(40), without, two, one, bathtubs T: Act it out in pairs.‎ ‎(教师及时给予鼓励，评价。)‎ ‎(板书3中的重点句型，引起学生的注意。)‎ I’d like one room for two people and one room for one person.‎ It’s very cold these days, so we would like the rooms with bathtubs and air conditioning.‎ Step 5 Project 第五步 综合探究活动(时间: 7分钟)‎ ‎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会利用。)‎ 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 do: ‎ ‎(1) Make a form like 1b.‎ ‎(2) Make a similar dialog as ‎2a.‎ ‎ T: Act out your dialogs, please.‎ ‎2. Homework: ‎ ‎ (1) (复习不定式。)‎ ‎ (2) (编一个关于订购火车票的对话。)‎ ‎ (3) (编一个关于预定旅店的对话。)‎ Section C The main activities are ‎2a and 5. 本课重点活动是‎2a和5。‎ Ⅰ. Teaching aims and demands 教学目标 ‎1. Learn some new words and phrases: ‎ queen, draw, land, forward, come up with, look forward to (doing) sth ‎2. Go on learning infinitive:‎ 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 have a show to raise money?‎ I think the most exciting way is to sell flowers in the evening.‎ Spring is the best time to climb Mount Tai.‎ I am looking forward to hearing from you.‎ ‎3. Learn how to raise money.‎ Ⅱ. Teaching aids 教具 小黑板/录音机/本课的教学图片/Section B, 2a的图片。‎ Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间: 10分钟)‎ ‎1. (把Section B的信息图片发给学生, 复习Section B预订旅馆的内容。)‎ ‎ T: Please look at this picture. Yesterday, Maria made hotel reservations for her classmates. How much does a standard room cost?‎ Ss: A standard room with two single beds costs ￥160 and a room with a single bed costs ‎ ‎ ￥140.‎ T: How many rooms did she book?‎ Ss: She booked 11 rooms, 10 rooms with two single beds and one room with one single bed.‎ T: When will they want them and how long will they stay?‎ S: March 13th and 14th, about two days.‎ T: Good! Now who are volunteers to act out Section B, ‎2a?‎ ‎(从举手的学生当中选两个到讲台前表演对话，重现预订旅馆的情景，达到巩固的目的。)‎ ‎2. (把制作好的关于1的卡片，分发给学生看。)‎ T: We know when we want to travel, we should have enough money. If not, the traveling will lose. We should know the cost before we start out. Now please look at these pictures.‎ T: Let’s help Helen work out the trip cost. How much is the total cost?‎ Ss: ￥300.‎ T: Do you have￥300?‎ S1: Yes, I do.‎ S2: No, I don’t.‎ T: Well. If you want a lot of money but you don’t have it. What should you do?‎ S1: Get it from my parents.‎ S2: Get it from my grandfather.‎ S3: Get it from my brother.‎ S4: Make money by myself.‎ ‎…‎ ‎(大多数学生都想从家人那里拿钱，只有少部分学生想用自己的方式去赚钱，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 want to do to raise money? You can discuss in pairs, then give me your ideas.‎ ‎(板书)‎ raise money for field trips为郊游筹集资金 sell old books have a show come up with great ideas 想出好主意 T: Now, give me your ideas. Please use the sentence pattern “We can do sth to raise money.” ‎ S1: We can sell newsporpers to raise money.‎ S2: …‎ ‎…‎ ‎(学生的回答是千奇百怪的，教师用不定式句型总结一下他们的赚钱方式，并完成3。)‎ T: Yes. We have many ways of raising money. We can sell old books to raise money. We can have a show to raise money …‎ ‎(板书)‎ is to do sth.‎ The best way to raise money ‎ The most exciting way to raise money T: So. Which is the best way to raise money?‎ Ss: The best way to raise money is to have a show …‎ ‎(帮助学生一起回答。)‎ T: Yes. We can raise money in different ways. Helen doesn’t have enough money for her trip. She is worried. Let’s look how Jane and Michael comfort her.‎ ‎(板书)‎ Don’t worry. We can raise the money by ourselves.‎ That’s a good idea.‎ Step 2 Presentation 第二步 呈现(时间: 10分钟)‎ ‎1. (放1录音，让学生跟读。)‎ T: Now, listen to 1 and read after it.‎ ‎(让学生操练以达到学过就会用的目的。)‎ T: Make similar dialogs according to 1, and act them out in groups.‎ ‎2. (教师介绍一些筹集资金的故事，让学生对这一情况有所了解，帮助理解下面的阅读内 容。)‎ ‎ T: We know Jane and her classmates want to raise money. Please listen to ‎2a and read it. Find out how do the Canadian and American students raise money?‎ ‎(板书并教授新单词，给学生时间去阅读并回答问题。教师对学生不明白的地方进行必要的解释，传授一些阅读的技巧。)‎ T: Look at the new words.‎ queen, draw, headmaster, cellphone T: Read ‎2a again and finish 2b.‎ ‎(请一个学生说出他的答案，全班核对。)‎ T: Read ‎2a and underline the sentences with infinitive.‎ ‎(学生很积极地去尽量多的找含动词不定式的句子，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。)‎ ‎(板书)‎ It is very common to raise money in Canadian and American schools.‎ It costs each student one dollar to buy a ticket for the draw.‎ The student even gets to call home using the headmaster’s cellphone.‎ ‎3. (教师分析这三个含不定式的句子和不定式的句子中的不同用法，然后让学生回忆类似用法的句子，教师给予提示。)‎ T: Now, let’s recall the similar sentences with infinitive.‎ S1: It’s hard to say.‎ S2: We can sell flowers to raise money.‎ S3: …‎ ‎…‎ Step 3 Consolidation 第三步 巩固(时间: 5分钟)‎ ‎(让学生听4录音，听完后回答问题。)‎ ‎(板书)‎ land safely 安全着陆 T: Look at the sentences in 4 carefully, then listen and mark True (T) or False (F).‎ ‎(学生听完后，完成判断，核对答案。)‎ Step 4 Practice 第四步 练习(时间: 9分钟)‎ ‎(完成5。)‎ T: Now, let’s look at the letter from Maria to Li Wei. First let’s learn the new word and expression.‎ ‎(板书)‎ forward look forward to (doing) sth. ‎ ‎(学生注意发音和用法，注意这里的to后不用动词原形，必须用名词，代词或动名词。)‎ T: OK. Read the letter and finish 5.‎ ‎(学生独立完成以后，请一两名学生说出他们的答案，全班学生共同核对。)‎ T: In the letter, not all the blanks are filled with infinitive. Please find out the blanks filled with infinitive.‎ T: Now, please make more sentences with the infinitive.‎ ‎(让学生思考一会，然后举手说出他们造的句子，教师给予评价。)‎ Step 5 Project 第五步 综合探究活动(时间: 11分钟)‎ ‎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 way 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 and discuss what you will do.‎ ‎2. Homework: ‎ ‎(让学生给他/她的朋友写一封信，信的内容是关于自己到某地的一次旅行。)‎ Section D The main activities are 2 and 4. 本课重点活动是2和4。‎ Ⅰ. Teaching aims and demands 教学目标 ‎1. Learn new phrase:‎ ‎ in the daytime ‎2. Review the usage of infinitive:‎ I have some exciting news to tell you!‎ I want to make a hotel reservation.‎ It is very common to raise money in Canadian and American schools.‎ The best way to raise money is to sell newspapers.‎ I think the most exciting way is to sell flowers in the evening.‎ Kangkang helped us (to) book the train tickets.‎ ‎3. Review some useful expressions: ‎ We will go on a two-day visit to Mount Tai.‎ How wonderful!‎ May I have your name and telephone number, please?‎ How many do you want/would you like?‎ I am looking forward to hearing from you.‎ ‎4. Go on talking about the field trip.‎ Ⅱ. Teaching aids 教具 录音机/自制的关于1的表格/明信片(外国的)‎ Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间: 10分钟)‎ ‎1. (检查作业。请几名学生读出他们写给朋友的信，评出写的最好的一名学生。)‎ ‎2. (让学生复述Section C, ‎2a的内容。)‎ T: Now, who can tell me how American and Canadian students usually raise money for their field trips?‎ S1: …‎ S2: …‎ ‎…‎ T: Well done! I think you can raise money for your trip, too. ‎ ‎3. (把学生分成五组，让他们根据学校的实际情况，安排时间、地点、活动，写好后由一名学生向全班汇报，最好的一组获胜。)‎ T: Tomorrow some important guests will come to visit our school. Please make a schedule for the visit. You can discuss in groups. And each group chooses a leader to report your schedule.‎ ‎(板书)‎ Time Place Activity Step 2 Presentation 第二步 呈现(时间: 10分钟)‎ ‎1. (让学生看1。)‎ T: Miss Wang made a schedule for their trip. Now look at the schedule in 1.‎ T: There are seven blanks in the schedule. What are they? Listen carefully and write them ‎ down to fill in the blanks.‎ ‎(放1录音让学生填空，如果学生完成的不好，可以再放一遍。)‎ T: OK. I’ll ask two students to give me their answers.‎ ‎(两名学生说出他们的答案，全班核对，完成1。)‎ Answers: ‎ ‎1. buy tickets 2. climb (Mount Tai) 3. have a rest ‎4. eat something 5. Nantian Gate 6. 4:‎30 a.m. March 14th ‎ ‎7. see the sunrise ‎2. (让学生看时间表, 扮演Miss Wang, 说出旅行计划。)‎ For example: ‎ S1: Boys and girls, we’ll have a good trip. We will arrive at Mount Tai at 16:00 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 0:30 on March 14th, we plan to…‎ Step 3 Consolidation 第三步 巩固(时间: 10分钟)‎ ‎(给学生看课前准备的外国明信片，让他们按要求做一张明信片，然后评比出做的好的。)‎ T: Now please look at these postcards carefully. Make a similar postcard.‎ For example: ‎ T: Here is a postcard from Michael to his friend Darren. He told Darren about his trip in it.‎ ‎ T: Please read the postcard 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 did Michael go to Mount Tai?‎ What did Michael do in the daytime?‎ What does Michael hope Darren to do?‎ ‎(讲解、学习in the daytime这个短语。)‎ T: Now please write your postcard according to 2.‎ ‎(学生写好后，选出每组的代表作，依次评出前三名，在宣布名次时依次从第三名到第一名。宣布第三名时，学生一起说: You are good! You are good! 第二名时，学生一起说: You are better! You are better! 第一名时，学生一起说: You are the best! You are the best! 这样可以激起学生对英语学习的极大兴趣。)‎ Step 4 Practice 第四步 练习(时间: 7分钟)‎ ‎1. (复习巩固‎3a。)‎ ‎(教师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作为每种成份进行造句，每种最少造一个句子。)‎ T: Please read“Grammar focus”and then make similar sentences using infinitive. And make sure the sentences you made show the same usage of infinitive as those in the box of Grammar focus.‎ ‎(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份。)‎ T: OK. Who will speak out your sentence?‎ 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。)‎ ‎(让学生分组从文中找到更多有用的表达, 然后用这些内容编成简短对话。)‎ T: Read the useful expressions carefully and find out more useful expressions in this topic.‎ For example: ‎ ‎(1) S1: We will go on a two-day visit to Mount Tai.‎ ‎ S2: How wonderful!‎ ‎(2) S3: May I have your telephone number please?‎ ‎ S4: Sure. 88765497.‎ ‎ …‎ Step 5 Project 第五步 综合探究活动(时间: 8分钟)‎ ‎1. (小组讨论。)‎ T: Please design a two-day trip or a trip more than two days in groups. Then act it out.‎ ‎(1) (每5人一小组, 讨论要去哪里旅行，使用哪种交通工具。)‎ T: Discuss in groups of five: Where does your group decide to go? How does your group get there? Make a similar dialog as Section A, ‎1a.‎ ‎(2) (让每小组制作一张他们所要求乘坐的交通工具的票，根据这张票所提供的信息组成 订票的对话。)‎ ‎ T: Make a ticket for your trip and a similar dialog as Section B, ‎1a according to the information on the ticket.‎ ‎(3) (让学生制作一张他们所要预定旅馆的信息卡片。)‎ ‎ T: Make a information card of the hotel as Section B, 1b.‎ ‎(4) (完成4。)‎ T: Work out your total cost. How do you make money for your trip and where are you going to travel? Make a similar dialog as Section C, 1. Then finish 4 on Page 32.‎ ‎(板书)‎ Name Place of interest Total cost ‎(5) (让学生按Section D, 1 制作一张日程安排表。)‎ T: Make a schedule for your trip according to Section D, 1. ‎ ‎(板书)‎ Time Place Activity ‎(6) (让各小组内的学生分工来串演上述的几个对话。)‎ T: Act out all the processes in groups.‎ Group A: …‎ Group B: …‎ ‎…‎ ‎2. Homework: ‎ ‎(让学生给他/她的朋友写一封信或一张明信片，内容是关于自己到一处名胜古迹的一次旅行。)‎ Topic 2 ‎ Section A The main activities are ‎1a and 2. 本课重点活动是‎1a和2。‎ Ⅰ. Teaching aims and demands 教学目标 ‎1. Learn some new words: ‎ ‎ receive, postcard, perfect, dialog, camp ‎2. Learn some 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 ride our bicycles to explore Beijing?‎ It would be great fun.‎ I’m looking forward to meeting him.‎ ‎3. Learn the usage 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/打电话场景的图片/学生上节课制作的明信片/香港世纪之窗的图片/Section A, 2 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: 10分钟)‎ ‎1. (给学生展示打电话场景的图片，复习电话用语。) ‎ T: Please look at the picture and make a simple dialog on the phone in pairs, then act it out.‎ Pair 1: …‎ Pair 2: …‎ ‎…‎ ‎2. T: Good. Now please take out the postcard you made. Make a telephone call between your friend and you. Then act it out with your partner.‎ Pair 1: …‎ Pair 2: …‎ ‎…‎ T: Well done!‎ ‎3. (设置电话对话: 很想见自己的笔友，邀请笔友到自己家乡游玩。通过这个对话导入这个Section 的目标语言。)‎ T: You have a good pen pal. You look forward to meeting him or her, so you would like to invite him or her to visit your hometown during a vacation. But your pen pal is worried about the cost. You invite him or her to stay at your house. Make a telephone call dialog between you and him or her with your partner according to the information above. The phrases and sentences on the blackboard may help you.‎ Would you like to come to my hometown for your vacation?‎ You bet, I’d like to.‎ Why not ride our bicycles to explore my hometown? (explore+place 考察/探险某地)‎ It would be great fun.‎ Good idea! See you soon.‎ ‎(对重要的句子进行必要的解释，让学生尽量用黑板上的句子组成对话。)‎ T: Now please act out the dialog in pairs.‎ Pair 1: …‎ Pair 2: …‎ ‎…‎ ‎(对学生的表演多表扬，少批评，激发他们学英语的兴趣。)‎ Step 2 Presentation 第二步 呈现(时间: 7分钟)‎ T: Please listen to the dialog between Darren, Kangkang and Michael in ‎1a. Answer the ‎ questions on the blackboard quickly.‎ ‎(板书)‎ What did Darren receive?‎ Would Darren like to come to China for his vacation?‎ What would they like to go at last?‎ Is Kangkang looking forward to meeting Darren?‎ ‎△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?‎ ‎(对最后两句进行解释，降低学生听的难度，让学生带着问题听，能集中学生的注意力，听完对话让学生抢答问题。)‎ T: Listen to ‎1a again and follow it. Pay attention to the pronunciation and intonation.‎ Step 3 Consolidation 第三步 巩固(时间: 13分钟)‎ ‎1. T: Read the dialog loudly in ‎1a, then act it out in pairs.‎ ‎ Pair 1: …‎ ‎ Pair 2: …‎ ‎…‎ ‎ T: Well done!‎ ‎2. (活动导出1b。)‎ ‎(展示香港世纪之窗的图片。) ‎ T: Look at this picture. Is it beautiful?‎ Ss: Yes, of course.‎ T: It is the Window of Century in HK.‎ T: S1, would you help me plan a trip to HK?‎ 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。) Should we take him there?‎ S1: Yes, we should.‎ ‎(板书并解释。)‎ would/will you help me plan a trip?‎ could/can you come along with me?‎ should we take him there?‎ T: Very good. Thank you. Now, boys and girls, please use“would, will, could, can, should”to make dialogs as we did just now in pairs. But you’d better use “would, could and should”. 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.‎ ‎ Pair 1: …‎ ‎ …‎ ‎3. T: Very good. Please do 1b quickly according to the dialogs you did just now.‎ ‎(几分钟后。)‎ T: Let’s check them.‎ T: Please act them out in pairs.‎ Pair 1: …‎ ‎…‎ Step 4 Practice 第四步 练习(时间: 10分钟)‎ ‎1. T: Now, look at the picture. (Section A, 2 的图1) 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 equals: ‎ While Michael is climbing a mountain, Darren is having a class.‎ ‎ T: Look at the picture. (Section A, 2的图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 2, look at the rest pictures and make similar sentences. Then read them out.‎ S1: …‎ S2: …‎ ‎…‎ T: Follow the examples to make dialogs using“while/when”.‎ ‎(教师在教室内巡视，及时解决问题。)‎ T: Now I’ll ask some pairs to act out your dialogs.‎ Pair 1: …‎ Pair 2: …‎ Pair 3: …‎ ‎…‎ T: Good. Thank you!‎ ‎(学生表演完给予评价。)‎ ‎2. (导出3。)‎ T: Now 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，引导他们积极的思考。)‎ 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…‎ ‎(学生们的想象力非常丰富。)‎ T: Good. Now listen to the dialog of 3. What are they talking about?‎ T: First let’s learn the new words.‎ ‎(板书并教授新单词。) ‎ dialog camp T: Before listening, I think it’s better to read the questions in 3 carefully.‎ ‎(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 answer.‎ ‎(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)‎ ‎1. (方案一)‎ ‎(给学生对话‎1a的关键词，让他们改写‎1a，写完以后，请几名学生到讲台前汇报，评出最好的，给予表扬。)‎ T: I will give you some key words of the conversation in ‎1a. Please rewrite ‎1a as a passage and read it out the class.‎ ‎(方案二)‎ ‎(接龙游戏。)‎ 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: ‎ ‎(编一个打电话的对话，要用到while/when。)‎ Section B The main activities are ‎1a and ‎2a. 本课重点活动是‎1a 和‎2a。‎ Ⅰ. Teaching aims and demands 教学目标 ‎1. Learn some new words of directions: ‎ face, north, northwest, northeast, east, eastern, southwest, southeast ‎2. Learn some useful expressions: ‎ ‎ They surveyed the area to make sure their tombs faced south and had mountains at the back.‎ ‎ Changling is to the west of Jingling.‎ ‎ The most eastern tomb is Deling.‎ ‎3. Go on learning the usage of adverbial clauses of time:‎ ‎ Did most emperors start to build their tombs when they became emperors?‎ ‎4. Talk about the tombs of ancient Chinese emperors.‎ Ⅱ. Teaching aids 教具 录音机/一张北京的景点图/十三陵的详图及各景点图片/介绍十三陵的扑克牌 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间: 15分钟)‎ ‎1. (学生对话，复习could, would, should, will 和can引导的表示请求、许可、建议的句子。)‎ T: Please make up dialogs using “could, would, should, will or can”, then act them out.‎ S1: A: Could I…?‎ S2: Yes, …‎ S3: Would you…?‎ S4: No, …‎ ‎…‎ T: Good!‎ ‎(教师及时提醒学生，注意使用正确的答语。)‎ ‎2. (师生对话导出方位词和课文中的重要语句。)‎ T: Do you like traveling? ‎ Ss: Yes, of course. / No, I don’t.‎ T: Where have you ever traveled to?‎ Ss: Dalian, Shanghai…‎ T: Have you been to Beijing?‎ Ss: Yes, … / No, …‎ T: Do you know the places of interest in Beijing?‎ Ss: Yes. The Summer Palace…‎ T: Yes. The Summer Palace, the Ming Tombs…‎ ‎(边说边导出课文内容，板书并讲解。) ‎ the Ming Tombs at the foot of Tianshou Mountains northwest of Beijing the Stone Arch beginning ‎ the Sacred Way officials They surveyed the area to make sure their tombs faced South and had mountains at the back.‎ T: If you go to visit the Ming Tombs, what should you take?‎ Ss: Backpack, money, …‎ T: Yes. But the most important thing you should take is a map.‎ ‎(边说边拿出北京的景点图。)‎ ‎ T: Can you read the map?‎ Ss: Yes, of course. / No, I can’t.‎ T: Now, let’s look at the map of Beijing. This is the east. This is the west. This is the north. This is the south. This is the northwest…‎ ‎(教师手指着地图，辩认方向，接着用地图继续介绍景点的方位。)‎ T: Look, this is Tian’anmen Square. Tian’anmen Square is in the middle of the map.‎ ‎ This is the Temple of Heaven. The Temple of Heaven is to the east of Tian’an men Square.‎ ‎…‎ ‎(教师用方向词尽量多介绍北京的著名景点，引起学生对北京的向往，对祖国大好河山的热爱。)‎ ‎3. (利用教材Page 36的图，介绍十三陵的位置，为对话呈现做准备。)‎ ‎ T: Now, let’t look at the picture on Page 36. Please find out Sacred Way and Stone Arch.‎ ‎ (几分钟后。)‎ T: Have you found them?‎ Ss: Yes.‎ T: So which is the way to Ming Tombs?‎ Ss: The Sacred Way.‎ T: Yes. And the Stone Arch marks the beginning of the Sacred Way to the tombs.‎ ‎(教师对最后一句作解释，并教授新词。)‎ ‎4. (做游戏练习方向词。)‎ T: S1, cover your eyes with your hand, and guess the directions I speak. Here!‎ ‎(教师走到学生正前方说。)‎ S1: It is the east.‎ Ss: No, it is the west. / Yes, you are right.‎ T: Here!‎ ‎(教师从不同的方位讲话。)‎ S2: It is the northeast.‎ Ss: Yes, you are right.‎ ‎…‎ Step 2 Presentation 第二步 呈现(时间: 8分钟)‎ ‎1. (呈现‎1a。)‎ T: Do you want to know something about the Ming Tombs?‎ Ss: Yes, of course.‎ T: OK. Let’s listen to ‎1a and answer the questions on the blackboard.‎ ‎ (板书)‎ Where are the Ming Tombs?‎ When did the emperors start to build their tombs?‎ What place did the emperors choose for their tombs?‎ ‎(让学生抢答，鼓励学生多说。)‎ T: Very good. Now read ‎1a again and finish 1b in pairs. ‎ ‎(完成1b。)‎ T: Do you want to visit the Ming Tombs?‎ Ss: Yes…‎ T: Do you want to know it clearly?‎ 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给学生传着看，同时板书新单词和专有名词，并附有相关介绍。如手里拿着Qilin的卡片介绍，然后传给学生。如下: )‎ T: Look at this card. It’s a Qilin. It’s a mythical beast.‎ ‎…‎ ‎(给学生一定的时间去了解扑克牌上关于明陵的详细信息。)‎ ‎(引入‎1c。)‎ T: Now let’s look at the pictures in ‎1c. 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 together.‎ ‎(几分钟后。)‎ T: Please listen to ‎1c 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。)‎ Step 3 Consolidation 第三步 巩固(时间: 8分钟)‎ ‎1. (教师说出神道上的某一种动物名称，学生便立即说出该动物所代表的含义。)‎ ‎ T: Now, please tell me what the animals stand for Xiezhi.‎ ‎ Ss: I t can tell the difference between good and bad. It can keep the bad away.‎ ‎ T: Qilin.‎ ‎ Ss: …‎ ‎ …‎ ‎2. (教师向学生介绍方向介词的区别。)‎ ‎ (板书)‎ ‎ 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”. Or we use “to”. So E ‎ is to the west 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‎2a。)‎ T: Look at the map carefully. Use the words of the directions to introduce the Ming Tombs to us.‎ T: 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 ‎2a quickly. When you finish them, please put up your hands at once. ‎ ‎(表扬前三名学生。)‎ ‎(板书正确答案。)‎ Answers: 1. west 2. to 3. southwest 4. southeast 5. in 6. Deling ‎ Step 4 Practice 第四步 练习(时间: 7分钟)‎ ‎1. (导入2b。)‎ T: Now, look at the map in ‎2a 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 south of Dingling.‎ ‎…‎ T: Well done! Please ask and answer in pairs according to the example in 2b. Pay attention to the usage of“in/on/to”.‎ Step 5 Project 第五步 综合探究活动(时间: 7分钟)‎ ‎1. (教师让学生来当导游，根据所出示的两幅图的方向，向其他学生解说十三陵。)‎ ‎ T: Act as a guide and introduce the Ming Tombs to other students.‎ ‎2. (让每名学生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.‎ 附录: ‎ ‎ ‎ ‎ ‎ ‎3. Homework: ‎ ‎ (让学生用“in/on/to”写一篇短文来介绍自己家的位置。)‎ Section C The main activities are ‎1a and 3. 本课重点活动是‎1a和3。‎ Ⅰ. Teaching aims and demands 教学目标 ‎1. Learn some new words and phrases: ‎ ‎ space, push, direction, step, rush, notice, sight, huge, out of sight ‎2. Go on learning adverbial clauses of time: ‎ As they were exploring happily, the crowd became larger and larger.‎ He didn’t raise his head until someone called his name.‎ As soon as the three boys saw each other, they all jumped up happily.‎ Ⅱ. Teaching aids 教具 ‎  录音机 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间: 6分钟)‎ ‎1. (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 volunteer?‎ S2: …‎ ‎(教师对学生的回答作出评价。)‎ ‎…‎ ‎2. (教师设置悬念，激发学生学习兴趣，引入新课。)‎ T: Since there are so many interesting things in the Ming Tombs, do you want to visit the Ming Tombs?‎ Ss: Yes, I’d like to. / …‎ ‎(教师问S1。)‎ T: S1, if you were in Beijing, how will you get there?‎ S1: I’ll go there by…‎ ‎(教师问S2。)‎ T: S2, how will you get there?‎ S2: 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 how did they get there?‎ Ss: Yes, of course. /…‎ T: OK, let’s come to ‎1a and know about what they did during their travel.‎ ‎(板书并讲解生词和短语。)‎ space, crowd, push, direction, step, toe, rush, notice, sight, slowly, huge, sadly, out of sight (看不见，在视野之外)‎ ‎(过渡到下一步。)‎ Step 2 Presentation 第二步 呈现(时间: 8分钟)‎ ‎1. (教师让学生快速阅读短文，并标出文章下面四幅图的顺序。)‎ T: Read ‎1a quickly and number the following pictures.‎ ‎(学生看完后，请几名学生回答。)‎ T: Can you tell me the correct order of the pictures?‎ S1: …‎ ‎…‎ ‎2. (教师让学生再次阅读文章，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 with“when”,“after”,“as”,“as soon as”,“until”, and，“while”.‎ ‎(学生找出含有时间状语从句的复合句后，教师让学生独立完成1b。)‎ ‎(几分钟后。)‎ T: Boy and girls, you did a good job! Now please turn to Page 38 and complete the short passage in 1b. This time you needn’t read the passage.‎ ‎(当然对于一些基础不太好的学生也可降低要求，可让他/她看着原文完成。)‎ ‎(教师与学生核对答案，可集体完成也可个别抽查。)‎ T: Let’s check the answers.‎ ‎3. (师生互动，共同处理课文‎1a中的重难点，并作板书。)‎ two and a half hours be full of ‎ park their bikes take some pictures rush out out of sight ‎(1)The parking lot was full of cars, taxis and bicycles, so they had to look for space to park their bikes.‎ ‎(2)They walked into Dingling and were surprised at the wonders.‎ Step 3 Consolidation 第三步 巩固(时间: 9分钟)‎ ‎1. (放‎1a录音,要求学生跟读，注意语音语调的变化。)‎ T: Listen to ‎1a carefully and pay attention to the pronunciation and intonation.‎ ‎2. (让学生自由朗读课文，为后面的复述课文做准备。)‎ ‎(板书短文的关键词。)‎ arrived at the Ming Tombs—look for space to park bikes—walked into Dingling—Want to take pictures (No photos here.)—exporing happily—push him in different—directions ‎ stepped on his toes—rushed out of the crowd—out of sight—sat down on a huge rock called his name—jumped happily T: Now, read ‎1a again by yourselves. And try to find the general idea.‎ ‎(学生自由朗读期间，教师设置提示性问题，为学生的复述降低难度。)‎ ‎3. (让学生根据关键词和提示信息复述课文。)‎ ‎ T: Close your books, please. Look at the questions on the blackboard and try to retell the story in your own words.‎ ‎ (板书)‎ 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，随意抽查几名学生起来复述。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! 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)‎ ‎1. (1) (教师提出几个简单的问题，放2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. Now, what did we do there? Please listen and give me your answers.‎ ‎(几分钟后。)‎ T: Now, Let me check your answers.‎ ‎(检查答案，再听录音，独立完成2中的听力练习。)‎ T: Listen again and fill in the blanks in 2, then tell me more about my trip.‎ ‎(放两遍录音，先让学生互相讨论答案，然后核对。)‎ T: Boys and girls, you can discuss with your partner, and then give me your answers.‎ ‎(核对答案。)‎ T: Time is up. Who can tell me your answer?‎ S1: …‎ ‎(让学生大声读，为下面的活动做准备。)‎ ‎(2) (教师指导学生，仿照2，谈谈自己的旅行经历。)‎ T: Now, boys and girls, I know most of us like traveling and I think most of you have been to some very interesting places. Please share your experiences with your partner. Three or four minutes later, report your interesting or exciting trip to us.‎ ‎(给学生三、四分钟时间做准备，抽出两三名学生讲讲自己的旅行。)‎ T: Now, stop! Who will share your trip with us? Volunteers?‎ S1: …‎ S2: …‎ S3: …‎ ‎2. 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. ‎ T: Time is up, please report your passage to us. Who will have a try?‎ S1: …‎ S2: …‎ ‎…‎ ‎(教师给予学生们充分的、肯定的鼓励。)‎ Step 5 Project 第五步 综合探究活动(时间: 12分钟)‎ ‎1. (教师将学生分成小组，每小组四人，小组各成员讨论并决定去哪旅行。)‎ T: Work in groups of four. Make 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。接着填出下面的表格。)‎ 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. (教师让每组学生将自己目的地的名称贴在椅子上。)‎ T: Now, please tape the names of your destinations on your chairs.‎ ‎4. (教师让学生在校园里进行一次虚拟的旅行。)‎ T: Now, let’s go out of the classroom and take your imaginary field trip on the schoolyard.‎ ‎5. (教师要求学生写出各自的旅行经历，并读给全班学生听。)‎ T: Write a short story about your travel experience and report it to the class.‎ Section D The main activities are ‎1a and 3. 本课重点活动是‎1a和3。‎ Ⅰ. Teaching aims and demands 教学目标 ‎1. Learn a new word: ‎ guard ‎2. Learn some useful expressions: ‎ In the old days, common people like us had to get off their horses and walk.‎ It stands for the peace of the country.‎ Thank goodness!‎ We were so excited and happy when we met again.‎ What a special trip!‎ ‎3. Review the adverbial clauses of time:‎ After we had lunch, we decided to climb on the Dragon and Phoenix Gate and take pictures.‎ While we were having fun exploring, I found Darren was lost.‎ ‎4. Review how to describe one’s travels and learn to write a diary of the trip.‎ Ⅱ. Teaching aids 教具 录音机 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间: 5分钟)‎ ‎1. (创设情景, 复习时间状语从句。)‎ T: From the passage in Section C, we know three friends visited the Ming Tombs. And one of them was lost. Do you remember who was lost？‎ Ss: Darren.‎ T: Yes, good! Did Kangkang and Michael find him at last?‎ Ss: Yes.‎ T: You’re quite right. Now suppose you were Michael, think over the questions on the blackboard.‎ ‎(板书)‎ How do you feel when you notice Darren was lost?‎ What will you do after you hear the news?‎ How do you feel while you are looking for him?‎ How do you feel as soon as you meet him again?‎ ‎(让学生思考两分钟，接着发表自己的看法；学生说得好的句子, 教师可将其写在黑板上，加深学生对时间状语从句的理解，并给予评价。)‎ S1: …‎ S2: …‎ ‎…‎ T: Well done! You did a good job.‎ ‎2. (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: 8分钟)‎ ‎1. (教师指导学生快速阅读，尽可能多的掌握关键信息。)‎ T: This is Michael’s diary of his trip to the Ming Tombs. Please read it to find out when they went into the tombs.‎ ‎(核对答案。)‎ ‎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 whole class.‎ S1: …‎ ‎(1b为下面的改写做初步的准备。)‎ ‎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，教师做好板书。)‎ ‎(板书)‎ Useful expressions: ‎ ride to two and a half hours arrive at get off here and there ask…for…‎ Important sentences: ‎ In the old days, common people like us had to get off their horses and walk.‎ It stands for the peace of the country.‎ Thank goodness!‎ What a special trip!‎ ‎4. (教师让学生参照教材Page 36的图，和学生一起回忆Michael、Darren和Kangkang他们的游记历程。尽量让学生多表达。)‎ ‎ T: Look at the picture on Page 36. Let’s recall their traveling experience: First, where did they arrive?‎ 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 some officials along the road.‎ T: Then what happened?‎ Ss: …‎ ‎…‎ Step 3 Consolidation 第三步 巩固(时间: 9分钟)‎ ‎1. (听‎1a录音，学生跟读，注意语音语调。)‎ T: Listen to ‎1a carefully and follow it. Pay attention to the pronunciation and intonation.‎ ‎2. (学生分成男女两组，每组抽两个，看谁读的好。)‎ T: Now, I’d like to divide the whole class into two groups, girls’ group and boys’ group. Let’s begin. Who can have a try?‎ S1: …‎ S2: …‎ ‎…‎ ‎(教师采用评价手段激励学生。)‎ T: Boys did a good job. Girls did better. Because…‎ ‎3. (参照1b，教师给出文中的关键信息，让学生站在康康的角度，讲一个小故事。)‎ ‎ T: Suppose you were Kangkang, please tell a short story about your experience to the class. I’ll give you three minutes for the preparation.‎ ‎(板书)‎ ride to—two and a half hours—arrive at—in the old days—but now—the ‎7km Sacred ‎ Way—have lunch—lose Darren—look for—ask…for—meet again ‎(教师示范，学生准备三分钟，讲述改过的故事。)‎ T: Time is up. Who wants to have a try?‎ S1: …‎ S2: …‎ ‎…‎ ‎(教师给予评价。)‎ Step 4 Practice 第四步 练习(时间: 12分钟)‎ ‎1. (学生两人一组，回忆自己的旅行经历。)‎ T: Now, boys and girls. Traveling can make us relaxed. I enjoy traveling in my vacation. Do you like traveling?‎ Ss: …‎ ‎(教师鼓励学生积极回答。)‎ T: What place did you visit?‎ Ss: …‎ ‎2. T: You can tell your partner about your travels.‎ ‎(教师给提示语，并做板书。)‎ T: These questions may help you.‎ ‎(板书)‎ Do you like traveling?‎ How many places of interest did you visit?‎ Who went along with you?‎ Did you lose your way during your vacation?‎ What are your feelings after the travel?‎ ‎3. (学生互相问答两三分钟，参照‎1a写自己的经历。)‎ T: Please write a diary about your own travel. You can use the passage in ‎1a as an example.‎ ‎(让一两名学生描述自己的旅行。)‎ T: Now, who can have a try?‎ S1: …‎ S2: …‎ ‎…‎ ‎4. (给学生一两分钟，让他们尽可能多地回忆本单元所学过的知识。)‎ T: We have learnt Unit 6 Topic 2. Let’s go exploring. What have we learnt in this topic？Close your eyes and think as much as you can. Two minutes later you need to tell us what you have thought of.‎ ‎(鼓励学生想起什么就说什么。既使学生回忆起的是一个小单词，也要表扬鼓励。) ‎ T: Time is up. Please tell us what you have thought of…‎ S1: …‎ S2: …‎ ‎…‎ ‎(让学生看‎2a和2b，总结所学内容。)‎ T: Please read ‎2a and 2b. If you have any difficulties, please ask me.‎ Step 5 Project 第五步 综合探究活动(时间: 11分钟)‎ ‎1. T: We all know that it is easy to get lost in a forest. What are your feelings? 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: Though we seldom come into a forest and lose our way. 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.‎ ‎(教师板书提示问题。)‎ Did you lose your way in a strange place?‎ When and where were you lost?‎ How old 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.‎ T: 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的短文。)‎ Topic 3 ‎ Section A The main activities are ‎1a and ‎2a. 本课重点活动是‎1a和‎2a。‎ Ⅰ. Teaching aims and demands 教学目标 ‎1. Learn some new words and phrases: ‎ passenger, crazy, anywhere, avoid, impossible, death, slow, slow down ‎2. Learn some useful expressions: ‎ After a while, you’ll get used to it.‎ I was afraid of riding my bike anywhere.‎ It’s easy to park bikes, too.‎ He ran into the wall to avoid hitting the truck.‎ ‎3. Learn adverbial clauses of condition: ‎ If people obey the traffic rules, there will be fewer accidents.‎ ‎4. Learn how to write an accident report.‎ ‎5. Talk about the advantages and disadvantages of riding bikes.‎ Ⅱ. Teaching aids 教具 教学图片/录音机 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间: 6分钟)‎ ‎(方案一)‎ ‎1. (教师给学生出示有乘客的公共汽车/火车/小汽车的图片。)‎ T: What can you see in the picture?‎ Ss: Many people and a car/ a bus/ a ‎ train…‎ ‎(教师指着司机向全班发问。)‎ T: What is the person in the front?‎ Ss: He/She is a driver. Picture 1 Picture 2 Picture 3‎ ‎(教师指着车上的其他人问学生。)‎ T: Good! And do you know who are the others?‎ Ss: I don’t know.‎ ‎(部分学生可能会用中文回答: “他们是乘客。”这时教师不能批评学生，相反应给予鼓励，教会他们正确的英语表达方式，并板书。)‎ They are passengers.‎ ‎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 hit another car, what will happen?‎ ‎(这一提问为呈现新动作铺垫。)‎ ‎(板书并讲解。)‎ a traffic accident 一场交通事故 obey the traffic rules 遵守交通规则 Ss: There will be a car accident.‎ T: Very good! In this class, we’ll learn an accident. If people obey the traffic rules, there will be fewer accidents. So we all should obey the traffic rules.‎ ‎(过渡到新课内容。)‎ ‎(方案二)‎ ‎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?‎ Ss: …‎ T: Where are they?‎ Ss: … Picture 1‎ T: Yes. They are on a bus. So we call them…‎ ‎(教师边说边板书。) ‎ passenger ‎2. (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.‎ T: What happened to them? They have an…‎ ‎(教师边说边板书。)‎ accident T: Now, in this class, we’ll learn about an accident. Picture 2‎ ‎(过渡到新课内容。)‎ Step 2 Presentation 第二步 呈现(时间: 6分钟)‎ ‎1. (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. ‎ ‎(教师板书任务。)‎ Who was hurt in the accident? ‎ ‎(检查答案。)‎ T: Now stop! Who can tell me the answer?‎ S1: …‎ ‎2. (教师布置学生自己默读，并判断正误。)‎ T: Please read the dialog silently by yourselves, and then judge the sentences on the ‎ blackboard. Are they true or false?‎ ‎(板书)‎ There is only one passenger hurt in this accident.( )‎ There is no accident in Beijing. ( )‎ When Michael first arrived, he was afraid of riding his bike anywhere. ( )‎ Riding bikes can help us save energy. ( )‎ ‎(检查答案。)‎ T: Stop! Let’s check the answers. Who can tell me? Volunteers? ‎ S1: …‎ S2: …‎ ‎…‎ ‎3. (教师向学生呈现对话中陈述的骑自行车的好处。)‎ ‎ T: Can you ride a bike?‎ ‎ Ss: Yes, we can. / No, we can’t.‎ ‎ T: Riding a bike can help ladies keep fit, am I right?‎ ‎ Ss: …‎ ‎ (让学生讨论骑自行车的好处和不利因素，使学生充分发挥自己的发散性思维，然后完成1b。)‎ T: Riding a bicycle also can help us save energy and avoid air pollution. There are more advantages in riding a bicycle, aren’t there? Now, are there any disadvantages about it? Please discuss with your partner and finish 1b.‎ ‎ T: Stop! Please give your opinions to us.‎ S1: …‎ S2: …‎ ‎…‎ ‎(教师及时表扬表现好的学生。其他学生生补充更多的意见，教师板书。)‎ Advantages ‎ Disadvantages ‎1. It can avoid some traffic jams.‎ ‎2. It can keep us healthy.‎ ‎…‎ ‎1. It may make you tired.‎ ‎2. It is slow.‎ ‎…‎ ‎4. (学生阅读对话并找出有用的短语或句子；教师板书，并对重点进行讲解。)‎ T: Then, read the dialog again and find out the useful expressions.‎ get used to be afraid of If people obey the traffic rules, there will be fewer accidents.‎ It’s easy to park bikes, too.‎ ‎5. (教师简单复习不定式的用法后，紧接着让学生做‎1c。)‎ T: Next, please do ‎1c by yourselves. Hurry up!‎ ‎(核对答案。)‎ 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: 8分钟)‎ ‎1. (放‎1a录音，学生跟读，注意语音和语调。)‎ T: Please listen to ‎1a and follow the tape, and 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。给学生四分钟时间，让他们看着关键词表演。)‎ 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 on the blackboard may be useful. Now, let’s begin.‎ ‎(学生可用自己的语言来表达，不要求照搬课文原句。)‎ ‎(板书)‎ see a traffic accident—hurt—crazy—after a while—get used to—first—be afraid of—but now—obey the traffic rules—like to ride—save—avoid—easy T: Time is up. Who can act out the dialog?‎ ‎(对于表达流利的学生，要给予充分的肯定和鼓励。)‎ Step 4 Practice 第四步 练习(时间: 12分钟)‎ ‎1. (过渡到‎2a这一部分。引出英语报上的内容。)‎ ‎ T: As we know, there are a lot of advantages in riding a bicycle. But sometimes bike accidents still happen around us. They can also bring us sadness and death.‎ ‎(教师让学生自学‎2a的内容，完成2b。)‎ T: There is a bike accident in ‎2a. Read the passage by yourselves. You can guess the meanings of some new words. Then finish 2b.‎ ‎(师生共同核对答案。)‎ T: Now, stop! Hands up! Tell us your answers.‎ ‎2. (教师让学生扮演警察，向其他学生报道上文提到的交通事故。)‎ T: Suppose you were a policeman. You know the bike accident well. Please prepare for two minutes, and then report the accident to the class. You can begin like this:‎ Hello, everyone! There is a bike accident…‎ ‎(学生充分准备后，请几名学生上台汇报车祸情况。)‎ ‎3. (教师安排学生自己看短文，不懂的地方积极问，然后让其他学生解答疑问。必要的时候，教师给予解释。)‎ T: Now, read the Post again. If you have questions about it, please put up your hands. Other students, if you know the answers, please stand up and tell him/her, OK? Please begin!‎ Step 5 Project 第五步 综合探究活动(时间: 13分钟)‎ ‎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、新闻记者，编一段他们之间关于事故的对话。)‎ T: Work in four. They separately act as driver, cyclist, policeman and reporter. Please make up a dialog about the accident, and act it out in the front.‎ ‎(给学生几分钟时间准备对话，然后到讲台上以小组的方式进行事故表演，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, then the reporter from each group reports the ‎ accident.‎ ‎2. Homework:‎ ‎(布置作业，要求学生自己制定几条交通规则，不少于3条。)‎ Sometimes we hear the news of traffic accidents on TV. Please make some traffic rules by yourselves.‎ For example: ‎ If you see the red traffic lights, you must stop.‎ Section B The main activities are ‎1a and 3. 本课重点活动是‎1a和3。‎ Ⅰ. Teaching aims and demands 教学目标 ‎1. Learn some new words:‎ ‎ fine, warn, trouble ‎2. Go on learning adverbial clauses of condition: ‎ If we ride at night, we should use bike lights or wear light-colored clothes.‎ If we break the traffic rules, it will be dangerous and we will get a fine.‎ If you break the rules, you will get a fine.‎ ‎3. Talk about safety rules of traffic.‎ Ⅱ. Teaching aids 教具 教学图片/录音机 ‎ Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间: 6分钟)‎ ‎1. (复习Section A中呈现的骑自行车的益处和不利因素。)‎ 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，对说的又多又准的学生给予奖励。)‎ S1: It saves money and energy. It can avoid air pollution.‎ S2: …‎ ‎…‎ T: Well done, boys and girls! But are there any disadvantages in riding bicycles?‎ Ss: Yes.‎ T: Please tell us. Who will have a try?‎ S1: It may make you tired. It is slow.‎ S2: …‎ S3: …‎ ‎…‎ ‎(教师对于学生的回答做出适当的评价。)‎ ‎2. T: Very good! You did a good job. In section A, we learnt a bike accident. Now, have you ever heard of any other bike accidents?‎ Ss: …‎ T: Have you ever had bike accidents?‎ S1: …‎ ‎(某位同学可能会说: “I had a bike accident last week.”教师可适时表示关怀: Oh, I’m sorry to hear that. / Did you hurt yourself ?/…)‎ T: Since there are so many bike accidents, what shall we do?‎ S1:We should obey the traffic rules.‎ S2:We must…‎ T: Good! If we don’t obey the traffic rules, it will be dangerous. So it’s very important for us to obey the traffic rules.‎ ‎3. (教师引导学生进入新课。首先对学生进行调查，看他们是否使用头盔、灯等方式来让自己更安全。)‎ ‎ T: Now. I want to make a survey. Do you wear bicycle helmets when you ride bikes?(教师一边说，一边做戴头盔的动作，并板书。)‎ wear helmets 戴头盔 use bike lights 使用车灯 wear light-colored clothes 穿浅色衣服 ‎ Ss: Yes. / No.‎ ‎ T: Do you use bike lights when you ride bikes at night?‎ ‎ Ss: Yes. / No.‎ ‎ …‎ ‎ T: If you want to be safer, you can wear a helmet, or use a bike light and so on.‎ T: We know Kangkang saw a bike accident in Caishikou Street yesterday. And now he is telling the news to his friends. Let’s come to ‎1a.‎ ‎(过渡到下一步。)‎ Step 2 Presentation 第二步 呈现(时间: 8分钟)‎ ‎1. (教师布置听力任务，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。)‎ ‎2. (教师让学生互相讨论，找出对话中他们自己认为有用的短语或句子。必要时，教师给予讲解。)‎ T: Well done! Now please discuss with your partner and find out the useful phrases and sentences in the dialog. Now, Let’s go!‎ ‎(教师板书并讲解。)‎ If we ride at night, we should use bike lights or wear light-colored clothes.‎ If we break the traffic rules, it will be dangerous and we will get a fine.‎ Why don’t we go to the traffic station to learn more traffic rules?‎ ‎(教师可让学生多读几遍。)‎ T: Please read these sentences and remember them.‎ Step 3 Consolidation 第三步 巩固(时间: 10分钟)‎ ‎1. (教师放‎1a录音，让学生跟读，并用铅笔标出重读与语调。)‎ T: Follow the tape and mark the stress and intonation with your pencil.‎ ‎(让学生擦去重读与语调。先自读，然后跟录音一起读，逐句核对语音语调。)‎ T: Rub them clean and now read and check your pronunciation and intonation sentence by sentence.‎ ‎(也可让学生进行人机对话。既提高学习兴趣，又能使学生掌握语音语调的准确性。)‎ ‎(将学生分成小组，每组三人。让学生看黑板上的关键词，不看课本，自由表演对话内容。)‎ T: Work in groups of three, look at the key words on the blackboard and act out 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—fine—traffic rules ‎ ‎(几分钟后，让学生看关键词, 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. Who wants to have a try?‎ ‎…‎ ‎2. (指导学生完成1b。)‎ 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. So we should learn some traffic rules and signs. Now, look at 1b, fill in the blanks or draw traffic signs.‎ ‎(师生一起核对答案。)‎ Step 4 Practice 第四步 练习(时间: 11分钟)‎ ‎1. (教师随机问几名学生上学或他们父母上班的交通方式。)‎ ‎ T: How do you usually come to school?‎ ‎ S1: I usually come to school by bike.‎ ‎ T: How do your parents usually go to work?‎ ‎ S2: They usually drive a car to go to work.‎ ‎…‎ ‎2. (教师组织课堂活动，引导学生独立完成2。)‎ T: Now, we know different people have different ways to come to school or to work place. But all of us must obey the traffic rules.‎ ‎(教师可给学生举例。)‎ For example: ‎ If I ride in the street, I usually wear a bicycle helmet.‎ ‎(学生独立思考两三分钟，完成2。)‎ T: I will give you three minutes to finish 2 by yourselves.‎ ‎(教师讲解并总结条件状语从句用法，然后抽几名学生完整表达其中的一句，其他学生可以当“裁判”，错误的则给出正确答案。)‎ ‎3. (放3录音，完成3。)‎ T: Today many people like riding bicycles in the world, why? Please listen to 3 and fill in the blanks.‎ ‎(核对答案。)‎ ‎(让学生在3中找出五个自行车在全球流行的原因，讨论后再汇报。)‎ T: Now boys and girls, please read it and find out five reasons that bicycles are popular around the world.‎ T: Stop! Tell us your results.‎ ‎4. (教师指导学生讨论后完成4。)‎ T: Please look at these pictures, discuss in groups and then choose some students to report the results to us.‎ S1: …‎ S2: …‎ ‎…‎ Step 5 Project 第五步 综合探究活动(时间: 10分钟)‎ ‎1. (教师和全班学生一起复习所学的交通规则，并将其准确归类，看哪些是应该做的，哪些是不应该做的，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 What we shouldn’t do obey the traffic lights rush in the street obey the traffic signals park in the wrong places Drive/walk…on the right-hand side of the road ‎…‎ ‎…‎ ‎…‎ ‎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，并核对自己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.‎ ‎3. (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。)‎ ‎ T: Please report the results of the survey to the class.‎ ‎ For example: ‎ ‎ S1: Always obey the traffic rules.‎ ‎ S2: Sometimes obey the traffic rules.‎ ‎ S3: Never obey the traffic rules.‎ ‎ …‎ ‎4. Homework:‎ Collect the information about traffic rules from the Internet, TV, magazines or other things around you. Bring them to school next day, and share them with your classmates.‎ Section C The main activities are ‎1a and 3. 本课重点活动是‎1a和3。‎ Ⅰ. Teaching aims and demands 教学目标 ‎1. Learn some new words: ‎ courage, top, success, lead, record, beat, certain, final, result ‎2. Learn some useful expressions: ‎ By 1996 he was one of the top cyclists in the world.‎ However, his way to success didn’t go well.‎ Like the other challenges in his life, Lance faced it head-on.‎ Lance Armstrong rode into history by winning the Tour de France for a record sixth time in 2004.‎ ‎3. Go on learning adverbial clauses of condition.‎ ‎4. Talk about cycling races.‎ Ⅱ. Teaching aids 教具 录音机/小黑板/幻灯片/多媒体课件 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间: 6分钟)‎ ‎1. (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”.‎ walk on the street / obey the traffic signals 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 signals.‎ 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，并进行归纳。)‎ ‎2. (师生共同学习4中的歌曲。)‎ 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录音，师生跟唱，并配以动作。)‎ T: Let’s listen and sing again.‎ ‎(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。)‎ ‎(教师让全班学生合唱歌曲。)‎ T: Boys and girls, please sing the song together.‎ ‎(时间允许的话，可分组唱，还可以叫个别唱得好的学生站到讲台上去唱。)‎ ‎3. T: Do you know Lance Armstrong?‎ Ss: Yes. / No…‎ T: He is a famous cyclist. Cyclist means a person who rides a bicycle. Do you know why he is famous? Now, let’s read the passage in ‎1a.‎ Step 2 Presentation 第二步 呈现(时间: 8分钟)‎ ‎1. (让学生仔细阅读文章，理解文章大意。)‎ T: Boys and girls, please read the passage in ‎1a and try to find out what the passage is mainly about.‎ ‎(学生看完后，教师提问，检查学生的归纳理解能力。)‎ T: What’s the passage mainly about？Can you tell me?‎ Ss: The passage is mainly about a cyclist.‎ ‎(若是学生未能准确回答，教师可以给予提示，以降低难度。)‎ ‎2. (把词组以一定的逻辑关系串联起来板书出来。然后教师以小故事形式向学生介绍。)‎ achievements (成就)—courage (勇气)—success (成功)—a serious pain 疼痛得厉害 ‎—face it head-on 迎头面对—win the Tour de France 赢得环法赛 ‎(让学生依照教师讲的故事相互讲述，达到练习的目的。)‎ ‎3. (要求学生再次阅读文章，阅读时可带着1b中的问题去看。明确学习任务，有助于提高 阅读效率。然后完成1b。)‎ T: Look at the statements in 1b. Read the passage again and mark the statements with (T) for True or (F) for False.‎ ‎(师生一起核对1b中问题的答案。错误的句子必须说明理由并改正。)‎ ‎4. (师生共同解决学生阅读过程中遇到的问题，并板书。)‎ However, his way to success didn’t go well.‎ Like the other challenges in his life, Lance faced it head-on.‎ Lance Armstrong rode into history by winning the Tour de France for a record sixth time in 2004.‎ As a cyclist, it is certain that Lance Armstrong is the greatest.‎ Step 3 Consolidation 第三步 巩固(时间: 8分钟)‎ ‎1. (学生听朗读带，跟读，模仿语音语调。)‎ T: Read the passage after the tape. Pay attention to your pronunciation and intonation.‎ ‎(教师组织学生齐读课文。)‎ T: This time read the passage together.‎ Ss: …‎ ‎(教师对学生的朗读情况进行评价。)‎ T: Well done! /…‎ ‎2. (教师设置问题，为学生复述课文降低难度。)‎ ‎ (板书)‎ ‎(1) What is Lance Armstrong famous for?‎ ‎(2) How long did Lance often ride in one day when he was a middle school student?‎ ‎(3) Did his way to success go well?‎ ‎(4) What made him stop riding?‎ ‎(5) Did Lance have a cancer?‎ ‎(6) What did he do in May of 1998?‎ ‎(7) Did he go on winning the Tour de France from 2000 to 2004?‎ ‎(8) Why did Lance ride into history?‎ ‎(9) Did he win the race once again in 2005?‎ ‎(10) Is Lance the greatest as a cyclist?‎ ‎(板书内容较多，可事先写在小黑板上，或制作多媒体课件。)‎ T: Think about the questions on the blackboard and retell the story with your own words.‎ ‎(教师也可以采用给关键词的形式让学生复述短文。关键词以“年份+事件”的形式出现。)‎ ‎(教师找几名学生复述课文内容，以锻炼其口头表达能力。)‎ T: Now, I will choose some students to retell the story. Who wants to have a try?‎ S1: …‎ S2: …‎ ‎…‎ Step 4 Practice 第四步 练习(时间: 10分钟)‎ ‎1. (放2录音，让学生完成2。)‎ T: Now, please listen to 2 carefully and complete the passage.‎ ‎(再放一遍录音，让学生核对答案。)‎ T: Listen to the tape again and check your answers.‎ ‎2. (让学生完成3。先口头后书面进行练习。)‎ T: Boys and girls. There is an accident report form in 3. Please discuss with your partner. A few minutes later, report it to us all.‎ T: Would you like to have a try?‎ S1: …‎ ‎…‎ ‎(学生两人一组，编一段对话。)‎ T: Suppose you were a journalist. You hear of the terrible accident and want to report it. So you need to ask the policeman for help. Please work in pairs and make up a dialog between the journalist and the policeman.‎ ‎(给学生留出时间准备。)‎ T: Who wants to have a try?‎ S1: …‎ S2: …‎ ‎…‎ ‎(对于表现出色的学生，要鼓励表扬。)‎ ‎(3)(让学生完成书面表达。)‎ T: Please write a passage according to the accident report form.‎ Step 5 Project 第五步 综合探究活动(时间: 13分钟)‎ Homework:‎ ‎(让学生根据‎1a填空。)‎ American Lance Armstrong is famous for his and . This famous fought off a disease and returned to the Tour de France. He has won the Tour de France times, breaking a record in . His history has brought to the attention of the world.‎ Section D The main activities are ‎1a and 4. 本课重点活动是‎1a和4。‎ Ⅰ. Teaching aims and demands 教学目标 ‎1. Learn a new word:‎ ‎ Asia ‎2. Learn some useful expressions:‎ It has the highest altitude of any race hosted by the International Cycling Union.‎ The winner is the person with the best total time.‎ He can do that without winning even one of the stages.‎ ‎3. Go on learning about adverbial clauses of condition: ‎ If you go to Qinghai Lake, maybe you can see the Qinghai Lake Race.‎ ‎4. Go on talking about cycling races.‎ Ⅱ. Teaching aids 教具 世界地图/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: 8分钟)‎ ‎1. (师生互动。复习旧知识。) ‎ T: S1, where are you from?‎ S1: I’m from Beijing.‎ T: S2, where are you from?‎ S2: I’m from Shanghai.‎ ‎…‎ T: Where is Beijing/Shanghai/…?‎ Ss: Beijing is in the north of China. / Shanghai is in the east of China. /…‎ T: Well done, boys and girls! Beijing is in the north of China. And China is in the east of Asia.‎ ‎(教师边说边呈现世界地图，并板书。)‎ Asia T: Let’s guess the meaning of Asia, OK?‎ Ss: …‎ ‎(教师向学生呈现自行车赛的图片。)‎ T: What are they doing?‎ S1: They are having a bicycle race.‎ S2: …‎ ‎…‎ T: Yes. Do you know which is the largest bicycle road race in Asia?‎ Ss: We don’t know. /…‎ ‎(经过认真预习的学生可能马上就会给出正确答案。)‎ T: Which is the most famous bicycle race in the world?‎ Ss: …‎ ‎(教师可根据学生的回答给出评价性的语言。)‎ T: …, we are going to know more about these bicycle races. Let’s listen to the tape.‎ ‎(过渡到下一步。)‎ Step 2 Presentation 第二步 呈现(时间: 8分钟)‎ ‎1. (教师放‎1a录音，要求学生合上书本。听录音，注意其中的数字性语言，如年份、距离等。)‎ T: Listen to ‎1a carefully and pay attention to the numbers. Go!‎ ‎(让学生听录音，边听边记下录音中的关键信息。)‎ ‎…‎ ‎(教师让学生完成1b。辨别五句话中哪些是描述环青海湖自行车赛的，哪些是描述环法自行车赛的。)‎ T: Read the sentences in 1b and choose the sentences that describe the Qinghai Lake Race.‎ ‎(学生找出描述环青海湖自行车赛的句子，就自然而然知道哪些句子是用来描述环法自行车赛的了。)‎ ‎2. (师生一起来学课文，共同学习其中的重难点。)‎ T: Let’s go through the passage together and deal with the language focus.‎ ‎(学生不理解时，教师可用中文加以说明。)‎ ‎…‎ ‎(教师在处理重难点词句中，须做板书。)‎ Words and phrases Important expressions largest, Asia, altitude, International ‎ Cycling Union, cover, 21 timed stages, ‎ one day to rest, go through the Alps ‎…‎ ‎(1) If you go to Qinghai Lake, maybe you can see the Qinghai Lake Race.‎ ‎(2) The winner is the person with the best total time.‎ ‎(3) He can do that without winning even one of the stages.‎ Step 3 Consolidation 第三步 巩固(时间: 6分钟)‎ ‎1. (放‎1a录音，让学生跟读，模仿其语音语调。)‎ T: Listen to the tape and read after it. Pay attention to the pronunciation and intonation.‎ ‎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. (教师将学生分成两组，每组各读一段。一组学生读的时候，另一组学生仔细听，并找出对方读得不准确的地方。)‎ T: Line One and Line Two are Group A. Line Three and Line Four are Group B.‎ Group A, go!‎ ‎…‎ Group B, go!‎ ‎…‎ ‎(教师根据学生的活动情况给予适当的评价。若时间允许，可抽查几名学生进行个别朗读。)‎ ‎4. (教师指导学生对课文进行复述。)‎ ‎(方案一)‎ ‎(让学生根据上一步完成的1b，用自己的话来描述文中两种自行车赛。)‎ T: Read the sentences in 1b and retell the passage in your own words.‎ ‎(方案二)‎ ‎(师生一起找出关键词并板书，然后看关键词复述课文。)‎ Qinghai Lake Race—largest—altitude—Tour de France—famous—Paris—cover—one day to rest—go through—winner The following numbers may help you: 2002, 1903, 1500, 2000, 21, 3‎ ‎(教师可根据本班实际情况选择一种方案，让学生复述。)‎ T: Now, you can say something about the Qinghai Lake Race and Tour de France.‎ ‎(最后可选一两名学生上讲台复述课文。)‎ ‎(教师给出中肯的评价，建立激励机制。)‎ Step 4 Practice 第四步 练习(时间: 13分钟)‎ ‎1. (放2录音, 让学生听录音并完成2。)‎ T: We know that Lance Armstrong is the greatest cyclist in the world. Now 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 answer the questions.‎ ‎(核对答案。也可请两名学生一问一答。)‎ ‎(根据2，写一个关于Oscar Freire的短文。)‎ T: Please write a short passage about Oscar Freire according to 2.‎ ‎2. (教师带动学生学习‎3a和3b，一起回忆条件句的用法。)‎ T: Boys and girls. Look at ‎3a and 3b. You can read them by yourselves. Whenever you have questions, please ask me.‎ ‎(要求学生熟记并能灵活运用‎3a和3b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: 10分钟)‎ ‎1. (让学生写一个自己和自行车的故事，使用条件状语从句。)‎ T: Do you like cycling?‎ Ss: Yes.‎ T: Please write a story about you and your bike, using adverbial clauses of condition. You can begin like this: ‎ I like to ride my bike. I usually ride with a helmet, and …‎ ‎(给学生几分钟准备时间，然后请个别学生读自己的故事。)‎ ‎2. (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，请两三名学生汇报讨论结果。)‎ T: Now, stop! Please tell us something about traffic. Who can have a try?‎ ‎3. Homework:‎ ‎(1)(让学生收集一些关于违背交通规则的结果。然后把它们写下来。下节课报告给全班 学生。)‎ ‎(2)(‎ 尽量收集一些关于奥林匹克运动会中自行车比赛的信息。下节课带到学校来与全班学生分享。)‎ ‎(3)(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, many were hurt.‎ ‎③His bike’s wheels were so broken that he knocked the wall.‎