八年級英語下冊 Unit6Enjoying Cycling全單元教學設計 仁愛湘教版

2024年2月29日發(作者：高中學生會)

Unit 6 Enjoying Cycling

Topic 1 We’re going on a spring field trip.

Section A

Section A needs 1 period. Section A需用1課時。

The main activities are 1a and 3. 本課重點活動是1a和3。

Ⅰ. Aims and demands 目標要求

1. Learn some new words and phras:

field, vehicle, find out, task, airplane, airline, decide, total, sunri,

rai

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 choo.

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

錄音機/小黑板／幻燈片/常用交通工具的卡片或玩具/一些名勝古跡的圖片

Ⅲ. Five-finger Teaching Plan 五指教學方案

Step 1 Review 第一步 復習(時間: 5分鐘)

復習表達情感的詞，導入新課。

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: Upt, excited.

?

T: Well done! We know that different colors, environments or other things can cau

different feelings. Could you tell us what can make you happy?

S3: Swimming can make me happy.

S4: Going to Beijing can make me happy. I’d like to go to Beijing.

?

(學生們流利地回答問題，說出能使自己快樂的事。)

T: Do you know what can make me happy?

Ss: ?

用心 愛心 專心

1

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. Plea

look at them.

(把圖片分發給學生，讓他們輪流看，激發學生的學習興趣。過一會兒拿回圖片，然后出示泰山的圖片。)

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 cour.

T: OK. Let’s go on a three-day visit to Mount Tai. But how can we go there?

(板書并教學，要求學生掌握field。)

a field trip

go on a visit

a three-day visit to

Step 2 Prentation 第二步 呈現(時間: 12分鐘)

呈現1a，教學生詞和動詞不定式。

(教師呈現含有交通工具的圖片或玩具，讓學生用by?表示。)

T: (出示自行車的圖片或玩具。) Look at this picture.

We can go there by?

Ss: By bike.

(用同樣的方式分別呈現火車、公共汽車、飛機的圖片或玩具。)

Ss: By train. / By bus. / By plane.

T: Great! We call them vehicles. Here, “by plane” we can also say “by airplane”.

(板書并教學生詞，要求學生掌握vehicle和airplane。)

bike

train

vehicles

bus

plane/airplane

2. (用小黑板／幻燈片出示下列句子。讓學生先觀察這些句子，然后聽1a的錄音并完成句子。)

There are other vehicles for us .

Do you know the best way there?

I’d love by airplane.

We will decide on the best way on our field trip.

T: Look at the ntences, listen to the tape and fill in the blanks.

(核對答案，教師用彩筆給出答案。)

3. (讓學生觀察這些句子，并找出共同點。)

T: Look at the ntences again. Pay attention to the underlined parts.

Ss: They?

(教師總結并簡單解釋動詞不定式。)

T: Nice work! We call them “Infinitives”.

(教師板書動詞不定式的結構)

用心 愛心 專心

2

to+v.

4. (讀1a，找出新單詞和短語，并根據上下文的語境猜測詞義。)

T: Read 1a and find the new words and phras.

(教學下列生詞和短語，要求學生掌握。)

find out, task, airline,

decide

Step 3 Consolidation 第三步 鞏固(時間: 10分鐘)

鞏固1a，講解動詞不定式的用法。

1. (跟讀1a的錄音，注意語音語調。)

T: Follow the tape. Pay attention to the pronunciation and intonation.

2. (讓學生自讀1a并找出含有動詞不定式的句子和疑難點。)

T: Read 1a alone. Find out the ntences with infinitives and difficulties.

3. (鼓勵學生讀出含動詞不定式的句子，教師解決疑難。)

T: Plea read out the ntences with infinitives.

(板書并解釋)

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. (小組活動。五人一組分角色朗讀，鼓勵小組表演。完成1a。)

T: Plea read 1a in groups of five, and then I’ll ask veral groups to act it

out.

Step 4 Practice 第四步 練習(時間: 13分鐘)

練習動詞不定式，完成1b、2和3。

1. (讓學生觀察1b的圖片，四人一組討論去泰山的最好方式。完成1b。)

T: Plea look at the pictures in 1b carefully. Discuss the best way to Mount Tai

in groups of four.

(學生們觀察圖片和信息并討論。3分鐘后，小組匯報。)

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.

用心 愛心 專心

3

T: Which is the best way to go to Mount Tai?

G1: By train.

G2: By train.

G3: By train.

?

T: Very good.

(板書重點結構，教學生詞并要求學生掌握total。)

total

It costs/takes ? to reach there.

2.(師生示范。請一個學生扮演A，老師扮演B，討論2中的圖片。)

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!

(板書)

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. (讓學生觀察2中的圖片，兩人一組，進行對話練習，注意動詞不定式的用法。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. (讓學生運用動詞不定式回答3中的問題，然后兩人一組練習對話3，正確使用所給詞組中的動詞不定式。教師對第二幅圖給予指導。如Her wish is to do sth.。掌握rai；理解sunri。)

T: OK. Now work in pairs and talk about the pictures in 3.

(學生練習幾分鐘后，師生問答，共同歸納不定式的用法。)

T: Well done! Now, let’s check the answers.

Step 5 Project 第五步 綜合探究活動(時間: 5分鐘)

用心 愛心 專心

4

利用圖片探究拓展本課語言知識。

The Great Wall the Ming Tombs the Palace Muum

The Heaven Temple Hongkong Shenzhen

1. (拿出課前準備的圖片，讓學生討論自己想去的地方。)

T: Plea look at the pictures. Talk about the places you want to go to. You can

u the following ntences:

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?

?

(學生討論一會兒，然后每組選出一名學生向全班學生匯報結果。)

T: Now I will choo 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?兩個句型造句。)

Make ntences by using the patterns of “It costs?” and “It takes?to?” .

(2) (復習不定式的用法。)

Review the usages of infinitives.

Section B

Section B needs 1 period. Section B需用1課時。

The main activities are 1a and 2. 本課重點活動是1a和2。

Ⅰ. Aims and demands 目標要求

1. Learn some new words:

book, sleeper, cinema, hotel, rervation, refrigerator, air conditioning,

standard,

用心 愛心 專心

5

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 rervation.

And how long do you plan to stay?

3. Learn how to book tickets and make hotel rervations.

4. Offer help:

Can I help you? / What can I do for you?

Ⅱ. Teaching aids 教具

錄音機/小黑板/幻燈片/相關的圖片

Ⅲ. Five-finger Teaching Plan 五指教學方案

Step 1 Review 第一步 復習(時間: 5分鐘)

復習動詞不定式。導入新課。

1. (鼓勵學生說出含有動詞不定式的句子。)

T: We learned infinitives yesterday. Who can give us some examples?

S1: ?

2. (復習并談論交通方式。)

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” .

(板書并理解生詞。)

book

(由此導入新課。)

Step 2 Prentation 第二步 呈現(時間: 10分鐘)

呈現1a并處理知識點。

1. (讓學生聽1a的錄音并回答問題。)

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?

(師生核對答案。)

2. (學生自讀1a，解決重點詞句，并畫出含有不定式的句子。理解生詞sleeper。)

T: Read 1a by yourlves, understand the key points, and underline the ntences

用心 愛心 專心

6

with infinitives.

(板書)

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. (再聽1a的錄音，讓學生跟讀，注意語音語調。)

T: Plea listen to 1a again and follow it. Pay attention to the pronunciation

and intonation.

Step 3 Consolidation 第三步 鞏固(時間: 10分鐘)

鞏固1a，完成1b和1c。

1. (學生再讀1a，獨立完成1b表格。)

T: Plea read 1a again and fill out 1b alone.

(讓兩名學生讀出他們的答案，全班學生核對，完成1b。)

2. (讓學生分角色表演1a。)

T: Who can act out 1a? Volunteers!

3. (給學生一些時間完成1c。)

T: Very good. Now, let’s do 1c. Suppo you worked in a cinema and your deskmate

wanted

to book tickets.

(教學并板書新單詞 cinema，要求學生掌握。)

T: Make a dialog in pairs. Begin!

(選1－2組學生展示對話，完成1c。)

T: Which pair would like to act it out? Come on!

Step 4 Practice 第四步 練習(時間: 15分鐘)

練習動詞不定式，完成2和3。

1. (設置情景，導出生詞。)

T: When you go out for traveling, where will you live?

S1: In my aunt’s hou.

S2: In my good friends’ hous.

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

rervation is very important.

(教師邊敘述邊出示與單詞相符的圖片，并板書生詞，要求學生掌握：hotel, refrigerator,

用心 愛心 專心

7

standard, condition, comfortable。理解rervation和air conditioning。)

(板書并解釋單詞。)

hotel comfortable condition standard refrigerator

air conditioning rervation

2. (讓學生獨立完成2。)

T: Now choo the best answers to complete the conversation in 2 alone.

(核對答案。)

(自讀對話，找出不定式的句子，然后回答問題。)

T: Read the conversation by yourlves, find out the ntences 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?

3. (播放錄音，讓學生獨立完成3。)

T: Plea look at 3. Listen and fill in the blanks.

(根據學生填寫的情況，可以放1～2遍錄音。)

T: Let’s check the answers together.

(師生共同核對答案。要求學生掌握生詞person。)

Step 5 Project 第五步 綜合探究活動(時間: 5分鐘)

探究本課重點話題：訂票、訂房間。

1. (設置一個全家周末要進行一次為期兩天的旅游的場景。他們要了解相關旅館的信息，然后自己訂房間，讓學生在學完這個話題后能夠運用。)

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, plea.

2. Homework:

(1) (復習不定式。)

Review infinitives.

(2) (為全家周末旅行編一個關于訂購火車票的對話。)

T: Make a dialog about booking train tickets.

Section C

Section C needs 1 period. Section C需用1課時。

The main activities are 2a and 5. 本課重點活動是2a和5。

Ⅰ. Aims and demands 目標要求

1. Learn some new words and phras:

work out, common, come up with, dollar, draw, ll, cellphone, noon, safely, top,

look forward to (doing) sth., hear from

用心 愛心 專心

8

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 rai money in Canadian and American schools.

The best way to rai money is to ll newspapers.

Why don’t we put on a show to rai money?

I think the most exciting way is to ll flowers at the weekend.

So we decided to take the train.

3. Talk about how to rai money.

4. Learn about how foreign students rai money for field trips.

Ⅱ. Teaching aids 教具

小黑板/錄音機/ Section B, 2的圖片

Ⅲ. Five-finger Teaching Plan 五指教學方案

Step 1 Review 第一步 復習(時間: 5分鐘)

復習Section B的內容，導入新課并完成3。

1. (師生問答，復習Section B的內容。學生掌握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 rervation. 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.

(板書)

work out 算出，解決

2. (板書下列算式，讓學生根據ction B的內容算出結果。)

train tickets+hotel+food+gate ticket=total cost

( ) ( ) (￥50) (￥60) ( )

(一分鐘后)

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 mylf.

?

(大多數學生都想從家人那里拿錢，只有少部分學生想通過自己的努力去籌錢，教師提示用心 愛心 專心

9

外國學生一般是自己想辦法去籌錢。)

T: Yes. You can get money in many ways. But in Canada and America, children usually

make money by themlves. They don’t get it from their family members. If you

were them, what would you like to do to rai money? You can discuss in pairs,

and then share your ideas with your classmates.

(學生討論后)

T: Now, plea u the ntence pattern “We can do sth. to rai money” to show

your ideas.

S7: We can ll newspapers to rai money.

S8: ?

?

(學生的回答是各種各樣的，教師用不定式句型總結一下他們的籌錢方式，并完成3。)

T: Yes. We have many ways of raising money. We can ll old books to rai money.

We can put on a show to rai money?

(板書)

The best way to rai money

is to do sth.

The most exciting way to rai money

T: Which is the best way to rai money?

Ss: The best way to rai money is to?

T: Yes. We can rai 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 Prentation 第二步 呈現(時間: 10分鐘)

呈現并處理1和2a中的知識點。

1. (放1的錄音，讓學生找到Jane給Helen提的建議。)

T: How can Jane get money for her field trip?

Ss: She can rai money by herlf.

2. (再聽錄音，學生跟讀，然后讓學生3人一組分角色朗讀1，并找出疑難點。)

(讓學生掌握afford并解釋難點。)

can’t afford, told us not to ask?

3. (讓學生操練以達到學會運用的目的。)

T: Make similar dialogs according to 1, and act them out in groups.

4. (讓學生快速閱讀2a，回答問題。)

T: We know Jane and her classmates want to rai money. Plea read 2a and find

out how the Canadian and American students rai money.

(核對答案。)

T: How do they rai money?

Ss: King or Queen for a Day.

T: Good work.

5. (讓學生再讀2a并找出生詞及疑難點。教師要求學生掌握：common, come up with, dollar,

ll, noon；了解draw和cellphone。然后解釋疑難點，教授閱讀技巧。)

T: Look at the new words and phras.

(板書并教學生詞。)

用心 愛心 專心

10

common, come up with, dollar, draw, ll, noon

After the tickets are sold, one ticket is drawn.

Step 3 Consolidation 第三步 鞏固(時間: 10分鐘)

鞏固2a，完成2b。

1. (讓學生再讀2a，做2b并劃出含有不定式的句子。)

T: Read 2a again and finish 2b, and then underline the ntences with infinitives.

(請一個學生說出他的答案，全班核對，完成2b。然后讓兩名學生說出他們找的句子，

其他學生判斷他們找的句子是否含有動詞不定式。)

T: Finished? I need someone to check the answers.

S1: 1,4,3,2.

T: Great! Then do you find the ntences with infinitives?

S2:?

S3:?

?

(教師核對并板書。)

It is very common to rai money in ?

? have many special ways to rai money for field trips.

It costs each student one dollar to buy a ticket for the draw.

? can u the headmaster’s cellphone to call home.

2. (播放錄音，學生跟讀。注意語音語調。)

T: Read after the tape. Pay attention to the pronunciation and intonation.

Step 4 Practice 第四步 練習(時間: 10分鐘)

完成4和5。

1. (讓學生聽4的錄音后回答問題。學生掌握top；理解safely。)

(板書)

safely top

T: Look at the ntences in 4 carefully, then listen and mark True (T) or Fal

(F).

(待學生聽完后，核對答案。完成4。)

2. (閱讀并完成5。)

T: Now, let’s look at the letter from Maria to Li Wei. First let’s learn the

new words and expressions.

(板書)

forward

look forward to (doing)

sth.

hear from sb.

(讓學生注意發音和用法。)

T: OK. Read and complete the letter.

(學生獨立完成以后，請一兩名學生說出他們的答案，全班共同核對。)

3. (讓學生從信中找出含有動詞不定式的句子。)

T: Plea find out the ntences with infinitives in the letter.

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11

(請一兩名學生讀出他們找到的含有動詞不定式的句子，教師給予評價。)

Step 5 Project 第五步 綜合探究活動(時間: 10分鐘)

探究如何籌錢給媽媽買生日禮物。

1. (教師設置場景，給出提示。)

T: If next Saturday is your mother’s birthday, you want to buy a prent for her.

But you don’t have much money. What should you do to rai money? The following

questions may help you.

(將事先寫好問題的小黑板掛在黑板上。)

What would you like to buy for your mother?

Work out the cost of the prent.

Which do you think is the best way to rai money?

(讓學生分成四組討論，然后每組由一名學生來陳述。方法好、陳述又好的一組獲勝。)

T: Work in four groups and discuss what you will do to rai money.

2. Homework:

(讓學生給他/她的朋友寫一封信，信的內容是關于自己要到某地的一次旅行。)

Ⅳ. 疑點探究

afford“買得起，(有時間)做，能做”，通常與can, could或be able to連用，尤用于否定句和疑問句。如：Can we afford a new car?

affordable

adj.如：affordable prices/housing付得起的價格/買得起的住宅。

Section D

Section D needs 1 period. Section D需用1課時。

The main activity is 4. 本課重點活動是4。

Ⅰ. Aims and demands 目標要求

1. Learn the new phras:

as soon as, temple, in the daytime, local

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 rervation.

Why don’t we put on a show to rai money?

Kangkang helped us (to) book the train tickets.

3. Review uful 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, plea?

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.

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Ⅱ. Teaching aids 教具

錄音機/小黑板／幻燈片

Ⅲ. Five-finger Teaching Plan 五指教學方案

Step 1 Review 第一步 復習(時間: 5分鐘)

復習Section A－C的內容并導入新課。

1. (教師問一些關于王老師的學生怎樣為旅行做準備的問題。)

(1) What did the students discuss before their traveling?

(2) Who booked the train tickets to Mount Tai?

(3) Who made hotel rervations?

(4) How did they rai money?

(5) What el should they do for their trip?

2. (把學生分成五組。明天將有一些重要的客人來學校參觀，請學生為他們安排行程，包括時間、地點、活動，并向全班匯報，評出優勝組。)

T: Tomorrow some important guests will come to visit our school. Plea make a

schedule for the visit. You can discuss in five groups. Then report your schedule.

Let’s e which group is the best.

(板書)

Time

Place

Activity

Step 2 Prentation 第二步 呈現(時間: 13分鐘)

呈現并完成1。

1. (讓學生閱讀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.

(聽1錄音并填空。)

T: Listen carefully and fill in the blanks.

(請兩名學生說出他們的答案，全班核對，完成1。)

T: OK. I’ll ask two students to give their answers.

2. (讓學生看時間表, 扮演Miss Wang, 說出旅行計劃。)

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: on March 14th,

we plan to?

3.(教師通過介紹徐霞客引入2的教學。)

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.

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T: Can you write travel notes?(教師解釋travel notes。)

Ss: No.

T: Now let’s read 2 and learn how to write travel notes.

4.(學生讀完后，通過師生問答學習游記的要素。)

T: What ten do we u to write travel notes?

Ss: The past ten.

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.(學生再讀2，標出生詞及疑難點。)

T: Read 2 again, and mark the new words, phras and difficulties.

(師生共同解決疑難點。)

(板書)

as soon as

Dai Temple

in the daytime

in a local restaurant

(要求學生掌握as soon as和in the daytime；理解temple和local；了解daytime。)

Step 3 Consolidation 第三步 鞏固(時間: 10分鐘)

鞏固完成2。

1.(讓學生再讀2，回答問題。)

T: Plea read the postcard in 2 again and answer some questions.

(板書)

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. (教師用小黑板或幻燈片出示下列內容，然后根據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 a 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 ____.

(師生共同核對答案。完成2。)

Step 4 Practice 第四步 練習(時間: 10分鐘)

復習鞏固3a和3b。

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14

1. (復習鞏固3a。)

(讓學生聽3a的錄音并跟讀，然后師生共同總結動詞不定式的用法。在本話題中，動詞不定式可以用作定語、賓語、主語、表語、賓語補足語。讓學生用動詞不定式造句。)

T: Plea listen to 3a and read after it, and then make similar ntences using

infinitives.

(請幾名學生說出他們的句子，其他學生判斷動詞不定式在句子中的成分。)

T: OK. Who will speak out the ntences?

S1: I have a lot of work to do today.

S2: I plan to go on a trip to Mount Tai.

S3: ?

?

2. (復習鞏固3b。)

(讓學生聽3b的錄音并跟讀，然后分組從本話題中找出更多的有用表達, 然后用這些內容編成簡短對話，最后展示。)

T: Listen to 3b and read after it, and then find out more uful 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, plea?

S7: Sure. 88765497.

?

Step 5 Project 第五步 綜合探究活動(時間: 7分鐘)

探究旅游話題完成4。

1.(做調查。)

T: Make a survey about where your classmates would like to travel and work out

the total cost.

(板書)

Name

Place of interest

Total cost Preparation for the

trip

2. (讓學生寫一篇游記。)

T: Boys and girls，plea choo 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)(讓學生復習訂票、訂房間的用語，達到會交際的目的。)

T: Review how to book train tickets and make a room rervation.

(2)(讓學生給他/她的朋友寫一封信，談談自己去過某地旅行的一次經歷。)

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15

T: Write a letter to your friend and talk about the experience of your trip.

Topic 2 How about exploring the Ming Tombs?

Section A

Section A needs 1-2 periods. Section A需用1-2課時。

The main activities are 1a and 2. 本課重點活動是1a和2。

Ⅰ. Aims and demands 目標要求

1. Learn some new words:

receive, postcard, dialog, perfect, camp

2. Learn uful 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 claus 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

錄音機/深圳世界之窗的圖片/頤和園的圖片/小黑板/幻燈片

Ⅲ. Five-finger Teaching Plan 五指教學方案

Step 1 Review 第一步 復習(時間: 8分鐘)

復習電話用語，并導入新知識。

1. (設計電話對話: 你很想見自己的筆友，邀請筆友到自己家鄉游玩。通過這個對話導入Section A的目標語言。)

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 or her with your partner. The phras and ntences on the blackboard

may help you.

(板書)

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/探險某地)

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16

It would be great fun.

Good idea! See you.

Great!

(教學生詞并對重要的句子進行必要的解釋，要求學生掌握：receive, postcard, you bet；了解bet和explore。讓學生盡量用所提供的例句組織對話。)

T: Now plea act out the dialog in pairs.

(對學生的表演多表揚、少批評，激發他們學英語的興趣。)

2. (結合Topic1的內容，師生問答導入新課。)

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 Prentation 第二步 呈現(時間: 7分鐘)

呈現1a，學習時間狀語從句。

1. (聽1a的錄音，回答問題。)

T: Plea listen to 1a and answer the question “What are they talking about”.

(鼓勵學生回答。)

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.

S4: ?

T: Well done! You are very clever. They are talking about exploring Beijing.

2. (朗讀1a，找出對話中表示邀請、建議、贊同、請求的句子。)

T: Read 1a, and find out the ntences about invitation, suggestion, agreement

and request.(為了讓學生更好地理解這些指令，教師可以適當使用漢語。)

(鼓勵學生說出他們找到的句子。學生邊說，教師邊板書。)

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:?

(板書)

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!

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17

Great!

Would you help me make a plan to explore Beijing?

How about exploring the Ming Tombs?

That would be very interesting.

T: Read the ntences together.

3. (用小黑板／幻燈片出示1a中含有時間狀語從句的句子。)

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?

(教師簡單解釋時間狀語從句。)

Step 3 Consolidation 第三步 鞏固(時間: 10分鐘)

鞏固1a并完成1b。

(讓學生分角色朗讀1a，然后鼓勵幾組學生分角色表演。)

1. T: Read the dialog aloud in 1a, and then act it out in pairs.

2. (活動，導出1b。)

(展示深圳世界之窗的圖片/頤和園圖片。)

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 cour.

T: Could you come along with me?

S1: Yes, I’d love to.

T: (指著S1旁邊的一名學生。) Shall we take him there?

S1: Good idea.

(板書畫線部分。)

would, could,

shall

T: Very good. Thank you. Now, boys and girls, plea make dialogs as we did just

now in pairs. But you’d better u “would”, “could” or “shall”. Becau

they will make your partner feel that you are very polite.

(學生熱烈地對話。)

T: Now plea act out your dialogs.

3. T: Very good. Plea finish 1b quickly according to the dialogs you made just

now.

(幾分鐘后)

T: Let’s check them.(The answers are: 1.b, 2.c, 3.a.)

Step 4 Practice 第四步 練習(時間: 15分鐘)

練習本課重點語法(時間狀語從句)，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.

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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.

(解釋while/when的用法和注意事項。)

T: Plea look at the rest pictures in 2 and make similar ntences. 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 choo? Why? Plea discuss

in groups of four.

(給出目的地，讓學生有方向性地探究，引導他們積極地思考。)

T: Now, plea 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?

?

(鼓勵學生充分發揮想象力。)

T: Good. Now listen to the dialog in 3. What are they talking about? First let’s learn

the new words.

(板書并要求學生掌握生詞。)

dialog, perfect, camp

T: Before listening, I think it’s better to skim through the questions and choices

in 3.

(在聽之前，讓學生熟悉一下問題，以降低難度。)

T: Listen to 3 carefully and choo the best answers.

(根據學生的實際情況，可以放1～2遍。)

T: Well. Let’s check the answers.

Step 5 Project 第五步 綜合探究活動(時間: 5分鐘)

進一步探究1a。

1. (方案一)(小組競賽鞏固本課語法。)

(把學生分成幾個小組。讓每個小組分別用while, when, before造句。每組選一名代表讀出他們所做的句子，正確句子最多的小組獲勝。)

(方案二)(接龍游戲。合作探究本課重點語法。)

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: ?

?

(學生可以發揮想象，注意使用正確的時態。)

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2. Homework:

(1)(編一個打電話的對話，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課時。

The main activities are 1a and 3a. 本課重點活動是1a 和3a。

Ⅰ. Aims and demands 目標要求

1. (1)Learn the new words about directions:

east, north, southeast, northeast, northwest

(2)Learn some other new words:

mark, camel

2. Learn uful 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 claus of time：

Did most emperors start to build their tombs when they became emperors?

4. Learn about the tombs of ancient Chine emperors.

Ⅱ. Teaching aids 教具

錄音機/Section A, 2中的圖片/十三陵的詳圖及各景點圖片/介紹十三陵的撲克牌/幻燈片/3a中的圖片

Ⅲ. Five-finger Teaching Plan 五指教學方案

Step 1 Review 第一步 復習(時間: 5分鐘)

復習Section A，導入新課。

1. (學生對話，復習could, would, shall, will 和can引導的表示請求、許可、建議的句子。鼓勵幾組學生表演他們的對話。)

T: Plea make dialogs using “could, would, shall, will and can”, and then act

them out.

S1: Could I??

S2: Yes, ?

S3: Would you??

S4: No, ?

?

T: Good!

(教師及時提醒學生，注意使用正確的答語。)

2. (教師出示Section A, 2中的圖片，讓學生用while/when看圖說句子，復習時間狀語從句。)

T: Look at the pictures. Make some ntences using “while” or “when”.

(教師出示第2幅圖。)

S1: Kangkang’s mother was cooking while Kangkang was playing computer games.

(教師用同樣的方法完成其余的圖片。)

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20

3. (師生對話，導入新課。)

T: Well done! Do you like traveling?

Ss: Yes, of cour. / 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 Prentation 第二步 呈現(時間: 10分鐘)

呈現1a并教學生詞。

1. (教師用幻燈片/3a中的圖片介紹十三陵，教師邊說邊填充準備好的表格，同時解釋生詞。)

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? At the foot of the Tianshou Mountains,

northwest of Beijing.

2How big are they? Over an area of 40 km.

What marks the beginning of the The Stone Arch.

Sacred Way to the Tombs?

What’s on both sides of the Stone animals and stone officials.

way?

Who built them? The emperors.

What are their features(特點)? Faced south and had mountains behind

them.

How far is it from Beijing? It’s about two and a half hours by bike.

(要求學生掌握mark；理解northwest, beginning和official；了解arch；學習掌握It’s ?表距離的句型。)

2. (學生聽1a的錄音并跟讀，標出生詞。)

T: Plea listen and repeat. Mark the new words at the same time.

3. (板書并讓學生了解生詞。)

sacred, survey

Step 3 Consolidation 第三步 鞏固(時間: 15分鐘)

鞏固1a，完成1b和2。

1. (讓學生分角色扮演1a，然后兩人一組進行問答練習，完成1b。)

T: Role-play 1a, and then finish 1b in pairs.

2. (讓學生自讀1a，找出時間狀語從句和表距離的句子。然后根據Step 2,1中的表格用自己的語言介紹the Ming Tombs。)

Example:

The Ming Tombs are at the foot of the Tianshou Mountains, in the northwest of

2Beijing. They spread over an area of 40 km?

3. (讓學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?

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21

Ss: Yes, of cour.

T: Now, plea look at the cards.

(把事先準備好的介紹十三陵的撲克牌/圖片給學生傳看，同時板書要求學生掌握的單詞camel和了解的詞匯prestige，并附有相關介紹。如手里拿著Qilin的撲克牌/圖片介紹，然后傳給學生。)

T: Look at this card. It’s a Qilin. It’s an animal in ancient story.

?

(給學生一定的時間去了解撲克牌/圖片上關于十三陵的詳細信息。)

4. (引入2。)

T: Now let’s look at the pictures in 2. Do you know what the animals stand for?

S1: I don’t know.

S2: I don’t know.

S3: ?

(多數學生都不知道，也許有個別學生會用漢語說出一些。)

T: OK. Let’s read the phras in 2 together.

(幾分鐘后)

T: Plea listen to 2 and fill in the names of the stone animals.

(根據學生的實際情況，可以放1～3遍。)

(學生完成練習，教師核對答案。)

5. (教師出示神道上的某一種動物圖片，學生便立即說出該動物所代表的含義。)

T: Now, plea 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 練習(時間: 10分鐘)

練習并完成3a和3b。

1. (教師用方位圖，以舊帶新，教學生詞east。)

N

T: Where is “S”?

·

·A

Ss: It’s in the south.

·E

T: Where is “W”?

W·

·B

Ss: It’s in the west.

·

T: Where is “E”?

S

Ss: It’s in the east.(教師幫助學生說出，并在“E”旁邊板書east。)

(用同樣的方法教學其他方位名詞：north, northeast, southeast, eastern。通過板書把3a中的方位示意圖呈現在黑板上。為3a，3b活動提供圖示，降低難度。)

2. (教師向學生介紹方向介詞的區別，為導入3a做準備。)

(板書)

T: Look at the blackboard. Where is A?

用心 愛心 專心

22

Ss: It’s in B.

T: Yes. And C is on the west of D. C is very clo to D, so we u “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. (把十三陵的詳細平面分布圖掛在黑板上，導出3a。)

T: Look at the map carefully. U 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: ?

?

(叫幾名學生指著平面圖上的各個陵墓的位置用方向詞介紹，升華本活動。)

T: Plea do 3a quickly. When you finish, plea put up your hands at once.

(表揚前三名學生。)

4. (導入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! Plea 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 綜合探究活動(時間: 5分鐘)

探究鞏固本課語言知識。

1. (教師讓學生來當導游，根據下面圖片的信息，向其他學生解說十三陵。)

T: Act as a guide and introduce the Ming Tombs to other students according to the

following pictures.

2. (以4人小組為單位，討論設計一張十三陵的門票或宣傳廣告。)

T: Design a ticket or an advertiment for the Ming Tombs in groups of four.

附錄:

用心 愛心 專心

23

3. Homework:

(讓學生用in/on/to寫一篇短文來介紹自己家鄉的位置。)

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課時。

The main activity is 1a. 本課重點活動是1a。

Ⅰ. Aims and demands 目標要求

1. Learn some new words and phras:

tour, space, push, direction, step, notice, out of sight, beat, huge, beside,

can’t help doing

2. Learn some uful expressions:

Don’t push!

It’s great to e you!

We couldn’t help playing with them.

3. Go on learning adverbial claus of time:

As they were exploring happily, the crowd of people became larger and larger.

He didn’t rai his head until someone called him.

As soon as the three boys saw each other, they all jumped up and down happily.

4. Describe the experiences of exploring.

Ⅱ. Teaching aids 教具

錄音機/幻燈片/小黑板/簡筆畫

Ⅲ. Five-finger Teaching Plan 五指教學方案

Step 1 Review 第一步 復習(時間: 5分鐘)

復習Section B，導入1a。

1. (檢查Section B的家庭作業，即用in/on/to介紹家鄉的位置。)

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: ?

(教師用激勵性語言評價學生的作業。)

2. (師生互動，復習明十三陵的相關內容。)

用心 愛心 專心

24

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.

(板書)

Where are the Ming Tombs?

Who could ride hors through the Sacred Way in the old

days?

When did the emperors start to build their tombs?

What place did the emperors choo for their tombs?

(教師讓學生回答黑板上的問題，檢查學生的復習情況。)

T: Don’t look at your books. Who can have a try?

S1: ?

T: Good! Let’s come to the cond question. Any volunteers?

S2: ?

(教師對學生的回答作出評價。)

?

3. (教師設置懸念，激發學生的學習興趣，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. / ?

(教師問S3。)

T: S3,

if you were in Beijing, how will you get there?

S3: I’ll go there by?

?

(提問三五名學生即可。)

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?

(過渡到下一步)

Step 2 Prentation 第二步 呈現(時間: 12分鐘)

呈現1a，處理1a中的重難點。

1. (讓學生快速閱讀1a，并標出文章下面四幅圖的順序。)

T: Read 1a quickly and number the following pictures.

(學生標完后，請幾名學生回答。)

T: Can you tell me the correct order of the pictures?

S1: ?

?

(引導學生通過1a的一組圖簡單地描述出康康、邁克爾和達倫去十三陵旅游的經歷。)

T: Boys and girls, look at the pictures. Let’s talk about the experiences that

Kangkang, Michael and Darren explored the Ming Tombs.

2. (讓學生再讀1a，找出含有時間狀語從句的句子。)

T: Boys and girls, read 1a again and find out the ntences of adverbial claus

of time with “when”, “after”, “as”, “as soon as”, “until”, and

“while”.

用心 愛心 專心

25

(師生共同核對含有時間狀語從句的復合句。)

T: Boys and girls, let’s check the ntences you have found. Who wants to have

a try?

S1: After they rode?

S2: After they parked their bikes, ?

S3: ?

(如果學生不能找出全部含時間狀語從句的句子，教師可以提供幫助。)

(教師板書學生沒有找到的句子，并加以解釋。)

Example：

As they were exploring happily, ?

He didn’t rai his head until?

As soon as the three boys saw each other?

3. (處理短文中的重難點。)

(讓學生仔細閱讀課文，提出疑難問題，老師答題解惑。)

tour, space, crowd, step, toe, push, direction, notice, sight, out

of sight, beat, slowly, huge, beside, sadly

(要求學生掌握：tour, space, step, push, direction, notice, sight, out of sight,

beat, huge, beside；理解：crowd, slowly, sadly；了解toe。)

4. (讓學生根據1a完成1b。)

T: Fill in the blanks in 1b according to 1a.

(待學生完成后，核對答案。完成1b。)

T: Let’s check the answers.

Step 3 Consolidation 第三步 鞏固(時間: 13分鐘)

鞏固1a中的重點詞句，并復述1a。

1. (讓學生聽1a的錄音，并跟讀，注意語音語調。)

T: Listen to 1a carefully and pay attention to the pronunciation and intonation.

2. (讓學生自由朗讀課文，并畫出文中的關鍵詞和短語，為后面的復述做準備。)

(用小黑板/幻燈片出示短文的關鍵詞和短語。)

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

(為降低復述難度，在學生自由朗讀期間，教師可設置下面的提示性問題，讓學生根據關鍵詞和提示信息復述1a。)

(板書提示問題。)

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?

(讓學生準備兩三分鐘。待學生完成后，隨意抽查幾名學生復述，這樣有助于檢查學生對課文的理解程度，也利于培養學生的口頭表達能力和語言組織能力。)

用心 愛心 專心

26

T: Now, time is up! Look at the key words, phras and the questions on the

blackboard, then try to retell the story in your own words. Who can have a try?

S1: ?

?

(活動結束，教師給出適當的評價，以鼓勵為主。)

Step 4 Practice 第四步 練習(時間: 10分鐘)

練習并完成2和3。

1. (教師提出幾個簡單的問題，放2的錄音。)

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, plea listen and give me your answers.

(為降低聽力難度，可放兩遍錄音，然后核對并教學短語can’t help doing。完成2。)

T: Boys and girls, plea give me your answers. Let’s check them.

2. (讓學生獨立完成3，然后鼓勵他們讀出自己的e-mail。要求學生理解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. Plea help him to finish 3. Three or four

minutes later, report it to us.

(幾分鐘后)

T: Time is up. Plea report your passage to us. Who will have a try?

(教師給予學生充分的、肯定的鼓勵。完成3。)

Step 5 Project 第五步 綜合探究活動(時間: 5分鐘)

進一步探究本課重點話題。

1. (四人一組，討論并決定去哪里旅行。)

T: Work in groups of four. Have a discussion with each other and choo a place

to visit.

2. (教師讓學生自己制作一張旅行路線圖，然后填寫下面的表格。)

T: Each group should make a simple map of your trip. And then fill out the form.

(板書)

How will we go?

When will we go?

What will we do there?

3. Homework:

(教師要求學生寫出各自印象最深的一次旅行經歷，并讀給全班學生聽。)

1. Write a short story about one of your travel experiences and report it to the

class.

2. Read P.122-P.123(狀語從句 1.時間狀語從句)。

Section D

用心 愛心 專心

27

Section D needs 1 period. Section D需用1課時。

The main activities are 1a and 3. 本課重點活動是1a和3。

Ⅰ. Aims and demands 目標要求

1. Learn some new words and phras:

guard, realize, here and there, Thank goodness!

2. Master uful expressions in 2b.

3. Summarize adverbial claus 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.

Ⅱ. Teaching aids 教具

錄音機/小黑板/幻燈片

Ⅲ. Five-finger Teaching Plan 五指教學方案

Step 1 Review 第一步 復習(時間: 7分鐘)

復習時間狀語從句并導入1a。

1. (檢查Section C的家庭作業，選幾位學生讀出各自的旅行經歷，教師給出激勵性評價。)

2. (創設情景, 復習時間狀語從句。)

T: From the passage in Section C, we know that 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 plea look at the following questions and answer them.

(教師最好用小黑板或幻燈片出示下列問題，加深學生對時間狀語從句的理解。)

(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 rai his head?

(7) When did the boys jump up and down happily?

(讓學生回答問題，教師給予肯定。如果學生回答有困難，可以參考Section C,1a.)

3. (導入新課。)

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.

(過渡到下一步。)

Step 2 Prentation 第二步 呈現(時間: 12分鐘)

用心 愛心 專心

28

呈現1a，處理生詞并完成1b。

1. (教師指導學生快速閱讀并標出時間狀語從句。)

T: This is Michael’s diary of his trip to the Ming Tombs. Plea read it quickly

and mark the ntences of adverbial claus of time.

(請幾名學生讀出文中的時間狀語從句，教師給予鼓勵。)

2. (學生認真閱讀短文，完成1b。)

T: Read 1a again and finish 1b.

(教師時刻關注學生的閱讀情況，并給予幫助。)

(師生共同核對答案。)

T: Plea give your answers to the class.

S1: ?

3. (處理短文中的重難點詞句。)

T: If you have difficulties in reading this passage, put up your hands.

(教師鼓勵學生自己發現問題，學生沒有發現的地方教師要適當補充。教師做好板書。)

(板書)

New words and phras Some other phras

backpack ride to

the Dragon and in the old days

Phoenix get off/get on

guard stand for

realize shout at sb.

here and there have fun doing sth.

Thank goodness! ask sb. for help

Important ntences

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.

(讓學生掌握：guard, realize, here and there, Thank goodness！理解the Dragon and

Phoenix；了解backpack。教師強調重點詞組，解釋疑難句子。)

Step 3 Consolidation 第三步 鞏固(時間: 8分鐘)

鞏固1a的知識。

1. (聽1a的錄音，學生跟讀，注意語音語調。)

T: Listen and repeat. Pay attention to the pronunciation and intonation.

2. (根據日志中的時間段，讓學生分成4組讀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 e which

group can do the best.

GA: ...

GB: ...

GC: ...

GD: ...

(教師采用評價手段激勵學生。)

T: GB did a good job. GC did better ...

3. (教師讓學生參照教材第36頁的圖，和學生一起回顧Michael、Darren和Kangkang的旅游歷程，盡量讓學生表達。)

用心 愛心 專心

29

T: Look at the picture on Page 36. Let’s recall the traveling experience of

Michael, Darren and Kangkang. 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 stone officials along the road.

T: Then what happened?

Ss: ?

?

Step 4 Practice 第四步 練習(時間: 13分鐘)

練習鞏固本話題中的語言點、語法點，掌握2a和2b。

1. (教師采用啟發式問答，引導學生復習本話題的時間狀語從句。)

T: You did very well. Next I’ll ask you some questions. Plea answer my questions

as quickly as you can. Are you ready? Go! What grammar did we learn in this

topic?

S1: Adverbial claus of time.(學生可以用漢語回答。)

T: Which of the words do we u to introduce adverbial claus of time?

S2: Before, after, when.

S3: As, not?until?, while.

S4: As soon as.

T: Can you give some examples?

S5: Yes. I have breakfast before I go to school.

S6: Kangkang is doing his homework while Darren is playing football.

S7: As soon as the bell rings, the students go to the classroom.

S8: ?

2. (讓學生聽2a的錄音并跟讀，確保學生理解這些句子。完成2a。)

T: Well done! Now let’s listen to 2a and read after it. Make sure you understand

the meanings of the ntences. If you have any problems, you can help each other

to solve them or you can ask me for help.

3. (讓學生聽2b的錄音并跟讀，確保學生理解這些句子的含義。)

T: Now Let’s come to 2b. Listen to 2b and read after it. Make sure you understand

them. If you have any problems, plea rai your hands.

4. (待學生沒有疑問之后，教師用小黑板或幻燈片出示以下連線練習，檢測學生是否真正會運用。)

you like to visit the Great Wall

tomorrow?

2. Where is Fujian?

3. How far is it from here to the Ming

Tombs?

4. How do you like China?

5. I’m going to visit your hometown next

week.

用心 愛心 專心

A. It’s about two hours by

bus.

B. I am very happy with

everything in China.

C. It’s in the southeast of

China.

. It would be great fun.

E. Perfect! I am looking

30

forward

meeting you.

to

T: Look at the ntences, and match them properly.

(學生做完后，師生共同核對答案。)

T: Now. Let’s check the answers. Who can try?

S1: ?

S2: ?

(教師給予鼓勵并給出正確答案。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 綜合探究活動(時間: 5分鐘)

探究本話題重點活動：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: ?

(鼓勵學生大膽發言。)

2. (讓學生四人一組討論，完成3。)

T: Talk about the pictures in groups of four. Then write down the story and choo

one to report to the class.

(每組代表發言，引導學生參與評價。)

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.

(板書提示問題。)

Did you lo 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?

(每組代表發言，教師板書學生們的感受。)

T: Now, plea report your answers to the class. What should we do when we are

lost?

(師生共同討論，對于好的建議，要肯定、表揚。)

3. Homework:

(收集討論的結果，然后寫一篇關于迷路經歷的短文。注意時間狀語從句和方位詞等的運用。)

(1) Collect the results of your discussion, and write a passage about your

experiences of getting lost. Pay attention to the adverbial claus of time

and the uful expressions about the direction and the distance.

(2) Have a look at P.122 “if-clau”. Think it over and then try to find out

用心 愛心 專心

31

the ntences about it in Topic 3 Section A 1a.

(3) Collect some traffic signs.(讓學生收集一些交通標志符號，為新課做準備。)

Topic 3 Bicycles are popular.

Section A

Section A needs 1-2 periods. Section A需用1-2課時。

The main activities are 1a and 2a. 本課重點活動是1a和2a。

Ⅰ. Aims and demands 目標要求

1. Learn some new words and phras:

pasnger, crazy, anywhere, impossible, death, slow down, rush, policeman

2. Learn uful 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 claus 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.

Ⅱ. Teaching aids 教具

教學圖片/錄音機/小黑板/幻燈片

Ⅲ. Five-finger Teaching Plan 五指教學方案

Step 1 Review 第一步 復習(時間: 5分鐘)

復習交通方式并導入1a。

(師生問答，復習交通方式。)

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: Becau?

(教師反復詢問，了解更多學生的上學方式及原因。然后教師點評，為導入下一步做鋪墊。)

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. Becau cycling and walking save energy and they don’t

cau pollution.(教師板書pollution，并寫出漢語。) However, we must be careful

when we are riding or walking. Sometimes accidents may happen.

Step 2 Prentation 第二步 呈現(時間: 10分鐘)

呈現1a，教學生詞，解決疑難點并完成1c。

用心 愛心 專心

32

1. (教師出示載有乘客的公共汽車的圖片。)

T: Plea look at this picture. What can you e in it?

Ss: ?

T: Where are they?

Ss: ? Picture 1

T: Yes. They are on a bus. So we call them?

(教師邊說邊板書。)

pasnger

2. (教師表演不小心撞在桌上這一動作。)

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!

(教師出示車禍的圖片。)

T: Plea look at this picture. How terrible!

What can you e in this picture? Picture 2

Ss: I can e two broken bus./I can e a bus hit

another bus.

T: Yes. They have an accident.

Now, we’ll learn about an accident today. Picture

2

3. (教師設置并板書聽力任務，讓學生帶著問題去聽，并獲取有效信息?？梢赃吢犨呌浌P記。)

T: Kangkang saw a traffic accident yesterday. Who was hurt in the accident? Plea

listen to 1a with this question.

(教師板書聽力任務。)

Who was hurt in the

accident?

(檢查答案。)

T: Now stop! Who can tell me the answer?

S1: Many pasngers were hurt in the accident.

4. (讓學生讀1a并找出生詞及有用的短語或句子。教師板書，并對重點進行講解。)

T: Read 1a and find out the new words and uful expressions.

pasnger, crazy, be hurt, anywhere, get ud 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.

(教學生詞、短語，解釋重點句子，要求學生掌握crazy和anywhere；理解pollution；強調if引導的條件狀語從句，通過句型3導出It’s+adj.+to do sth.句式結構。緊接用心 愛心 專心

33

著讓學生做1c。)

T: Next, plea do 1c by yourlves. Hurry up!

(核對答案。并教學impossible，要求學生掌握。完成1c。)

T: OK, stop! Let’s check the answers. Who knows the answers? Hands up, plea!

Step 3 Consolidation 第三步 鞏固(時間: 10分鐘)

鞏固1a，完成1b。

1. (放1a的錄音，學生跟讀，注意語音和語調。)

T: Plea listen and repeat. Pay attention to your pronunciation and intonation.

2. (學生三人一組分角色朗讀對話，教師板書對話中的關鍵詞和短語。給學生四分鐘時間準備，讓他們看著關鍵詞和短語表演。)

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 phras on the blackboard

may be uful. Now, let’s begin.

(學生可用自己的語言來表達，不要照搬課文原句。)

(板書)

e a traffic accident—hurt—crazy—get ud to—first—be afraid of—obey

the traffic rules—like riding—save—cau—easy

T: Time is up. Let’s act out the dialog.

(抽查幾組，對于表達流利的學生，要給予充分的肯定和鼓勵。)

T: S1 acts well, S2 acts better ...

3. (教師重述1a中騎自行車的好處，然后讓學生分組討論騎自行車的其他好處，培養學生的發散性思維，然后完成1b。各組派代表發言，并記分。)

T: Riding a bicycle can help us save energy and it doesn’t cau air pollution.

It’s easy to park bikes, too. There are many advantages in riding a bicycle.

Now, plea discuss with your partner and finish 1b. Then I’ll ask one student

from each group to give a report.

(幾分鐘后)

T: Stop! Plea give your ideas to us.

S2: ?

S3: ?

?

(教師給每組記分，說得越多越完整，得分越高。最后評出優勝組。)

T: Which group can get the best result?

Ss: Group 2!

T: Well done! Congratulations!

(學生邊說教師邊板書。)

Advantage

1. It’s faster than walking.

2. It can keep us healthy.

?

Step 4 Practice 第四步 練習(時間: 15分鐘)

學習2a，完成2b。

用心 愛心 專心

34

1. (讓學生觀察2a的圖片，猜一猜并討論發生了什么事，導入2a。)

T: Now, turn to Page 42. Look at the picture in 2a. Work with your partner. Guess

what

happened and discuss what caud the accident.

(幾分鐘后)

T: Stop, plea! Now, I’ll get a few students to talk about the picture. Who’s

the first one?

S1:?

S2:?

S3:?

?

2. (教師總結，并引導學生進入下一步驟，學生快速閱讀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.

(學生開始快速閱讀，稍后教師抽查學生的答案。)

T: Time is up! Let’s check the answers!

S1:?

(若學生回答全部正確，應給予肯定；若有錯誤，盡量讓其他學生來更正。完成2b。)

3. (讓學生再次認真閱讀2a，并猜測生詞的意思。)

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.

(在學生閱讀時，教師板書2a中的生詞。)

death

sharp

slow

slow down

opposite

policeman

rush

hotline

(學生讀完后，鼓勵學生猜測生詞意思，要求學生掌握death, slow, slow down, rush,

policeman；理解sharp和opposite；了解hotline.)

4. (讓學生再讀2a，為角色扮演作準備。)

T: Read 2a again carefully and try to remember the passage as much as you

can.

5. (角色扮演。在醫院里，教師扮演警察，一個學生扮演年輕人，以對話形式介紹事故的過程。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.

(表演開始。)

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?

用心 愛心 專心

35

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 綜合探究活動(時間: 5分鐘)

探究本課的重點話題。

1. (將學生分成小組，每組4人。學生分別扮演汽車司機、騎自行車的人、警察和新聞記者，編一段他們之間關于事故的對話。)

T: Work in groups of four. Act as a driver, cyclist, policeman and reporter

parately. Plea make a dialog about the accident, and act it out.

(給學生幾分鐘時間準備對話，然后到講臺上以小組的方式表演，并由每組的新聞小記者報導此次事故。)

T: Time is up. Plea act out your dialog, and then the reporter from each group reports

the accident.

2. (小組活動：交流各自收集到的交通標志符號，討論它們的含義。然后每組推薦一名學生向全班匯報本組所收集到的交通標志及其意義，完成3。)

T: Share the traffic signs in groups and discuss their meanings. Then choo one

to report to the class.

3. Homework:

(要求學生寫一些關于如何預防交通事故的建議。)

T: Give some advice on how to prevent traffic accidents.

Section B

Section B needs 1 period. Section B需用1課時。

The main activities are 1a and 3. 本課重點活動是1a和3。

Ⅰ. Aims and demands 目標要求

1. Learn some new words:

warn, motorcycle, trouble

2. Go on learning the usages of adverbial claus 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

教學圖片/錄音機/實物

Ⅲ. Five-finger Teaching Plan 五指教學方案

Step 1 Review 第一步 復習(時間: 5分鐘)

復習Section A的重點話題，并導入1a。

1. (復習Section A中呈現的騎自行車的好處。)

T: We’ve learnt lots of advantages in riding bicycles in Section A. Let’s review

用心 愛心 專心

36

it.

(教師讓學生思考片刻，隨意抽查幾名學生，說出騎自行車的好處，對說得又多又準的學生給予獎勵。)

S1: It saves money and energy. It doesn’t cau air pollution.

S2: ?

?

2. (檢查在Section A中布置的家庭作業，即寫出預防交通事故的建議。)

T: Very good! You did a good job. Now it’s time to check your homework. I want

to e how many suggestions you made. S1, can you try?

S1: We should?

T: How about you, S2?

S2: ?

(教師板書學生提及的建議，并給予評價。導入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.

Step 2 Prentation 第二步 呈現(時間: 10分鐘)

呈現1a并講解。

1. (教師利用實物或圖片引出要求學生理解的單詞。)

T: (出示頭盔的實物或圖片。)What’s this?

Ss: It’s a helmet.(教師適當幫助說出。)

T: What do we u it for?

Ss: We u it to?(老師說出protect our heads。)

(用同樣的方法學習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: Cau traffic accidents.

S2: Lo our lives.

S3: Get hurt.

?

(學生可能會用中文說出要被罰款，教師及時教學fine。)

T: Yes. We’ll also get a fine.

(板書并教學生詞，要求學生理解。)

helmet, light-colored, fine

2. (教師布置并板書聽力任務，讓學生帶著任務聽錄音，降低聽力難度并使其注意力高度集中。)

T: Now, boys and girls, plea 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?

(師生一起核對答案。)

3.(讓學生讀1a，找出條件狀語從句并標出疑難點。)

T: Now let’s read 1a and find out the adverbial claus of condition and

difficulties.

用心 愛心 專心

37

(教師鼓勵學生讀出所找的條件狀語從句和疑難點，然后加以解釋。)

Step 3 Consolidation 第三步 鞏固(時間: 10分鐘)

鞏固1a，完成1b。

1. (教師放1a的錄音，讓學生跟讀。)

T: Listen and follow the tape.

(也可讓學生進行人機對話。)

(兩人一組，根據黑板上的關鍵詞，不看課本，自由操練1a。)

T: Work in pairs, look at the key words on the blackboard and practice the dialog.

(教師時刻關注學生動態，及時幫助有困難的同學，保證每位同學積極參與。)

(板書)

bicycle accident—terrible—careless—bike lights—light-colored

clothes—break—traffic rules—fine

(幾分鐘后，選幾組學生看關鍵詞, 自由表演對話。)

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?

?

T: Well done! You did a very good job!(對學生給予鼓勵和肯定。)

2. (讓學生出示他們在上節課所討論交流的交通圖標，復習其含義，然后獨立完成1b，核對答案。掌握單詞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

the signs mean. Then do 1b alone and we’ll check the answers together.

Step 4 Practice 第四步 練習(時間: 12分鐘)

完成2和4，并討論3。

1. (教師組織課堂活動，引導學生獨立完成2。)

T: Now you know so many traffic signs, and will you follow them when you e 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 cour.

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.

(教師盡可能地給出多種假設或條件，讓同學們試著用條件狀語從句來說句子。然后總結條件狀語從句的用法，提醒學生條件狀語從句中動詞的時態。最后讓學生獨立完成2。要求學生掌握motorcycle；理解Britain；了解left-hand。)

2. (教師指導學生討論，要求學生掌握trouble。完成3。)

T: Plea look at the pictures, discuss the results of breaking the traffic

rules using “if” in groups and then I’ll choo some students to report.

用心 愛心 專心

38

3. (放4的錄音，完成4。)

T: Today many people like riding bicycles in the world. Why? Plea listen to 4 and

fill in the blanks.

(核對答案。)

Step 5 Project 第五步 綜合探究活動(時間: 8分鐘)

綜合探究本課重點話題。

1. (教師和全班同學一起復習所學的交通規則，并將其準確歸類，看哪些行為是可行的，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.

(板書)

What we should do

obey the traffic lights

obey the traffic signs

What we shouldn’t do

rush on the street

park in the wrong places

drive/walk?on the right-hand side of ?

the road

? ?

2. (教師將學生分成小組，每組4人，各小組推選一名組長，組長負責監督各組員完成調查表，并核對大家在平常的生活中是否遵守交通規則。)

T: Work in groups of four. Look at the chart and check if you obey the traffic

rules in your daily life.

(教師讓組長向全班匯報各組員遵守交通規則的情況，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:

(寫出不少于5個由if引導的條件狀語從句。)

(1) Plea make at least five ntences using “if”. Pay attention to the ten.

(2) Look up the words in the box in 1a on P.45 and find out their meanings.(為新課做準備。)

Section C

Section C needs 1 period. Section C需用1課時。

The main activity is 1a. 本課重點活動是1a。

Ⅰ. Aims and demands 目標要求

1. Learn some new words:

courage, lead, smooth, success, middle, path, certain, final, result

2. Learn uful expressions:

用心 愛心 專心

39

By 1996, he was one of the top cyclists in the world.

However, his path to success wasn’t smooth.

3. Go on learning adverbial claus of condition.

4. Talk about cycling races.

Ⅱ. Teaching aids 教具

錄音機/小黑板/幻燈片/圖片/環法自行車賽的路線圖

Ⅲ. Five-finger Teaching Plan 五指教學方案

Step 1 Review 第一步 復習(時間: 5分鐘)

(方案一)

復習條件狀語從句并導入1a。

1. (學唱4中的歌，鞏固if引導的條件狀語從句。激活課堂。)

2. (檢查Section B的查字典作業，為限時閱讀作準備。)

3. (讓學生用If I?造句。在復習的過程中放飛夢想。)

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 ntences with

“If I?”. For example:

(教師示范)

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: ?

(教師評價學生的夢想并導入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)

復習交通規則并導入1a。

1. (學唱4中的歌曲，復習if-clau。)

T: Do you feel happy?

Ss: Yes.

(教師通過動作和話語，教學生唱。)

T: If you are happy and you know it, clap your hands.

(教師和學生一起聽磁帶并跟唱。句子稍長的地方可多重復幾遍。)

T: Listen to 4 and try to follow it.

?

(教師再次放4的錄音，師生跟唱，并配以動作。)

T: Let’s listen and sing again.

(教師讓全班學生合唱歌曲。)

T: Boys and girls, plea sing the song together.

用心 愛心 專心

40

(讓學生總結歌詞中出現最多的句型。)

T: Which is the most important ntence pattern in the song?

Ss: If?, ?

T: Yes, you are right.

(學生不難發現if引導的條件狀語從句是歌詞重點呈現的句型。)

2. (通過呈現圖片和關鍵詞的方式，師生互動復習交通規則，并鞏固if引導的條件狀語從句。)

T: Boys and girls, we’ve learnt lots of traffic rules in this topic. Look at the

pictures and make ntences using “if”.

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

(教師舉例并板書。)

If you walk on the street, you must obey the traffic signs.

Ss: ?

T: Well done, everyone! You did a good job!

(教師可根據學生活動的情況給予不同的評價，引導學生進行歸納。)

3. (檢查Section B查字典的作業，為限時閱讀作準備。)

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), who dias are

very rious. However, they are brave enough to face them and fight against

them, and they t up good examples to us. Well, do you know Lance Armstrong?

Ss: Yes. / No?

Step 2 Prentation 第二步 呈現(時間: 13分鐘)

呈現1a，教學生詞并講解疑難點。

1. (教師出示阿姆斯特朗的圖片及環法自行車賽的路線圖。了解Tour de France。)

T: Who is this man? Do you know?

Ss:?

(學生不會回答，教師答出。)

T: He is Lance Armstrong, an American cyclist.

(出示環法自行車賽的路線圖。)

T: What’s this map about?

Ss:?

用心 愛心 專心

41

(學生不會回答，教師答出。導入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. (教師要求學生限時閱讀1a，完成1b。3分鐘)

T: Plea read 1a and finish 1b in 3 minutes.

(指導學生帶問題閱讀。訓練學生在規定時間內完成一定的閱讀任務，提高閱讀速度，并學會跳過生詞閱讀。)

T: Before reading, you may read the questions in 1b.

(3分鐘后，檢查限時閱讀答題的正確率。引導學生進行自我評價。)

T: Well. Let’s check the answers.

3. (讓學生細讀1a，標出疑難點。處理短文中的重難點詞句。)

T: Plea read 1a carefully. If you have any difficulties, put up your hands.

(板書生詞及疑難點。)

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

success head-on Tour de France for a record sixth time in 2004.

middle comeback It is certain that Lance Armstrong is the greatest

path Tour de cyclist in the world.

go on doing France

once again till

certain

(教師答疑解惑，要求學生掌握: 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 鞏固(時間: 12分鐘)

鞏固1a。

1. (學生聽1a，跟讀并模仿語音和語調。)

T: Listen and repeat 1a. Pay attention to the pronunciation and intonation.

2. (用小黑板或幻燈片呈現表格。讓學生再讀1a，完成表格。)

Year

1971

1996

Later 1996

1998

1999

2000-2004

What happened

T: Now, read 1a again and complete the table.

(學生讀完后，師生共同核對答案。)

T: Have you finished reading? Let’s check the answers together.

(學生回答時，教師板書表格內容。)

3. (讓學生根據表格內容復述課文，完成1a。)

T: Plea retell Lance Armstrong’s story according to the table.

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42

(教師在學生復述有困難時，及時幫助，并予以評價。)

Step 4 Practice 第四步 練習(時間: 10分鐘)

練習并完成2和3。

1. (聽2的錄音并填空。)

T: Now, plea listen to 2 carefully and fill in the blanks.

(再放一遍錄音，讓學生核對答案。掌握生詞final和result；了解super star。完成2。)

T: Listen to the tape again and check your answers.

2. (讓學生根據3中的事故報告單，寫一篇短文。)

T: Boys and girls, there is an accident report form in 3. Plea write a passage

according to the form.

(待學生寫好后，鼓勵1-2名學生讀出短文，教師給予表揚并要求學生理解broken。完成3。)

T: Finished? Who would like to read out the passage?

Step 5 Project 第五步 綜合探究活動(時間: 5分鐘)

1. (1)(引導學生向身殘志堅的英雄人物學習，學習他們不畏艱難，勇于拼搏，積極向上的精神，并遷移到學習上來。)

(2)(小組討論，確定本組將要學習的楷模并簡要敘述他/她的事跡，同時教師提供必要的幫助，小組派代表匯報。教師做總結評價，鼓勵學生勇敢面對困難。)

2. Homework:

(盡量收集一些關于奧林匹克運動會中自行車比賽的信息。下節課與全班同學分享。)

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課時。

The main activities are 1a and 4. 本課重點活動是1a和4。

Ⅰ. Aims and demands 目標要求

1. Learn some new words:

Asia, successful

2. Master uful expressions in 3b.

3. Review adverbial claus of condition:

If you go to Qinghai Lake, maybe you can e the Qinghai Lake Race.

4. Talk about cycling races.

Ⅱ. Teaching aids 教具

小黑板/幻燈片/錄音機/教學圖片

Ⅲ. Five-finger Teaching Plan 五指教學方案

Step 1 Review 第一步 復習(時間: 5分鐘)

復習Section C的歌曲，導入1a。

1. (唱If You’re Happy)

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43

T: Let’s sing the song in Section C together.

2. (師生互動，復習Section C, 并導入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.

Step 2 Prentation 第二步 呈現(時間: 12分鐘)

呈現1a并完成1b。

1. (讓學生快速閱讀，并用數字完成下面的短文。)

T: Read 1a quickly and pay attention to the numbers. Then fill in the blanks with

the numbers. Go!

?

(教師用小黑板/幻燈片出示下面的短文。提醒學生先看短文，明確重點。)

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.

(師生共同核對答案：1903，2 000，21，3，1，2。)

2. (再讀1a，完成1b。)

T: Read 1a again and finish 1b.

(師生共同核對答案。)

T: Let’s check the answers.

3. (讓學生細讀1a，提出疑難，老師答疑解惑。)

(教師呈現環法自行車賽的路線圖，介紹該賽事的行程，同時處理疑難點。)

T:(指著地圖) 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.

(教師邊敘述邊板書要求理解的單詞。)

time Alps

stage Massif

central Pyrenees

athlete

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44

(教學單詞。)

(教師用1a中的青海湖圖片，介紹環青海湖自行車賽。)

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.

(教師邊敘述邊板書，要求學生掌握Asia；理解the International Cycling Union；了解altitude。)

Asia

altitude

the International Cycling

Union

(教學單詞及短語。)

(板書疑難句。)

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.

(教師解釋疑難點。)

Step 3 Consolidation 第三步 鞏固(時間: 13分鐘)

鞏固并復述1a的內容。

1. (放1a的錄音，讓學生跟讀。)

T: Listen to the tape and read after it.

2. (讓學生齊讀，要求學生控制語速，不能太快也不能太慢。)

T: This time read the passage together.

3. (師生一起找出關鍵詞并板書，然后看關鍵詞復述課文。)

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.

(選一兩名學生復述課文。)

(師生共同參與評價，發揮評價的激勵功能。)

Step 4 Practice 第四步 練習(時間: 10分鐘)

練習完成2，并鞏固3a和3b的內容。

1. (讓學生聽2的錄音并做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: Plea listen to 2 and number the statements in the order you hear.

(核對答案。要求學生掌握successful；理解champion；了解championship。)

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45

(再聽2，回答2中B部分的問題。)

T: Listen to 2 again and answer the questions in Part B.

(核對答案，完成2。)

2. (用小黑板/幻燈片出示以下習題。讓學生翻譯這些句子，復習鞏固條件狀語從句和不定式作主語的句子。)

(1)如果人人都遵守交通規則，道路將會更加安全。

everyone the , the roads much

safer.

(2)如果你上學遲到了，你應該向老師說對不起。

You should your teacher you are

school.

(3)如果明天天晴，我們就去郊游。

sunny tomorrow, we on a field trip.

(4)越過繁忙的道路是很危險的。

dangerous the busy street.

(5)隨地吐痰是不好的行為。

bad everywhere.

(師生核對答案。)

3. (小組競賽。引導學生通過習題歸納本話題的if條件句，不定式作主語的句子和有用的習慣表達法。掌握3a, 3b。)

T: Let’s have a group contest. Sum up if-clau, the infinitive and uful

expressions in this topic. Let’s e which group is the best.

(要求學生熟記并能靈活運用3a和3b的內容。)

T: The ntences in 3a and 3b are very important. So I think it’s necessary for

you to remember them.

Step 5 Project 第五步 綜合探究活動(時間: 5分鐘)

探究本單元重點活動：交通。

1.(方案一)

(1) (小組活動，收集一些交通事故信息，完成4。)

(2) (To be a driver. 考“駕照”。)

①(小組成員自制多種交通標志和若干模擬駕照。)

②(每組抽出一個同學扮演司機，由其他組的組員舉著交通標志牌，看“司機”能否熟悉交通規則及時作出正確的反應。準確性高的“司機”就可以拿到“駕照”。 “司機”合格的小組獲勝。)

(方案二)

(教師組織一個以交通為主題的討論會，完成4。)

T: Let’s have a meeting about traffic. Plea discuss with your classmates. The

phras may help you.

(板書)

accidents around you

traffic rules you

know

road signs you know

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46

(給學生幾分鐘討論時間，請幾名學生匯報討論結果。)

T: Now, stop! Plea tell us something about traffic. Who can have a try?

2. Homework:

(1)(讓學生用if條件句寫一些違背交通規則所產生的后果和預防交通事故的建議。下節課報告給全班學生。)

T: Write down some conquences of violating traffic rules and some suggestions

of avoiding traffic accidents, compare them and then report them next class.

(2)(用適當的詞填空。)

①Remember to u a if you ride at night.

②Becau 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 Exerci 4 on P. 50.

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