初三仁爱英语教案

初三仁爱英语教案

仁爱版初三英语上册全册教案1

Unit 1 The Developing World

Topic 1 Our country has developed rapidly.

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 and useful expressions:

cruel, proper, by the way, bell, chairwoman, yet, grandson

2. Learn the present perfect tense:

You have just come back from your hometown.

Where have you been, Jane? I have been to Mount Huang with my parents.

By the way, where’s Maria? She has gone to Cuba to be a volunteer…

3. Learn some functional sentences:

I felt sorry for them.

There goes the bell.

Ⅱ. Teaching aids 教具

录音机/童工图片/小黑板/多媒体图片或幻灯片/学生的旅游纪念照

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间:12分钟)

(通过教师询问暑期活动，导入话题，呈现现在完成时和部分生词。)

T: Listen! The bell is ringing. Let’s begin our class! (老师解释The bell is ringing等于There goes the bell，板书bell，要求学生掌握)

bell

Nice to see you again. Did you enjoy your summer holidays?

Ss: Yes.

T: (问其中一学生)Hi, Li Xueqing, where did you go during your summer holiday?

S1: I went to my grandparents’ home.

T: What did you do there?

S1: I went fishing, swimming and so on.

T: Wang Xue, where did you go?

S2: I went to West Lake with my father.

T: Wow! West Lake is a beautiful place. What did you do there?

S2: I enjoyed the beautiful scenery, took photos and bought many beautiful cards.

T: Li Yang, what about you?

S3: I had to stay at home to help my mother with the housework.

T: Oh. I feel glad for what you did, and I think you’re a good girl. You’re helpful. S4, did you go to summer classes?

S4: Yes. I did. I went to an English training school to improve my English. I think the English training school is a nice place for me to improve my English.

T: The English training school is a proper place to improve your English.

(板书生词，请学生猜汉语意思并领读，要求掌握。)

proper

Step 2 Presentation 第二步 呈现(时间:12分钟)

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

Smith: Hello! Everyone. Are we all here?

Ss: No, Jim isn’t here.

Smith: Do you know where he is?(教师帮助学生用has gone to和volunteer回答。)

Ss: Yes. He has gone to Beijing to be a volunteer for the Olympics.

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

volunteer

have/has gone to …

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

Jim: Good morning, Mr. Smith.

Smith: Good morning, Jim. You have just come back from Beijing. How was your trip?

Jim: Cool! And I have been to many places of interest.

(教师可用简笔画呈现have/has been to和have/has gone to，并讲解它们的区别。)

He has been to school.

He has gone to school.

 

2. T: Mr. Smith and his class had a good time. By the way, do you know what Rita, Jane and Kangkang did during the holiday?

(板书by the way，要求学生掌握)

by the way

T: Now, listen to 1a. Kangkang and his friends are talking about their different experiences

during their holidays. Pay attention to what they have done.

(播放1a录音，注意文中主人公在暑假中的活动。)

T: From 1a, we know someone has just come back from India. Who is she, Sally or Rita?

(教师加重语气读has just come back。)

S1:Rita.

(学生若有疑问或答错，可再播放一遍录音。)

T: Yes. You have the right answer. Rita has been to her hometown in India in her summer holiday. But now she is in China. We can say she has been to India. Where has Jane been?

S2: Mount Huang.

(教师引导学生用现在完成时表达。)

T: Yes. She has been to Mount Huang. Where has Kangkang been?

S3: He has been to an English training school.

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

T: Listen to the tape again. And then talk about what they have done.

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

S4: Kangkang has been to…

Rita has been to…

Jane has been to…

…

(教师展示印度童工图画。)

T: They are as old as you. What were they doing?

S4: They were working. They looked so tired and thin.

T: Rita saw them working for a cruel boss in her hometown in India. They couldn’t go to school. They lived a poor life. I felt sorry for them.

(板书cruel，要求学生掌握)

cruel

Step 3 Consolidation 第三步 巩固(时间:10分钟)

1. T: Now, open your books. Please read 1a. And then fill in the chart in 1b, according to 1a.

(学生读对话，也可以三人小组分角色读对话，教师巡视纠正学生发音。)

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

2. T: Kangkang has been to an English training school to improve his English. Rita has been to India. What about you? Where have you been?And what did you do?Please work in groups to talk about your summer holidays.

(学生三人一组进行问答。)

T: Who will try to act it out in front of class?

(挑几组学生进行表演，并对学生进行适时指导和鼓励。)

For example:

S1: I have been to West Lake.

S2: (指S1问S3) Where has he/she been?

S3: He/She has been to West Lake.

S2: (问S1) What did you do there?

S1: I went boating on the lake.

S2: (指S1问S3) What did he/she do there?

S3: He/She went boating there.

(教师引导学生区别一般过去时与现在完成时。)

Step 4 Practice 第四步 练习(时间:6分钟)

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

A: Hi, B. Where have you been?

B: I have been to Shanghai.

A: When did you go there?

B: I went there this summer holiday.

…

C: Hi, D. Where has Lucy gone?

D: She has gone to Mount Tai.

C: Why did she go there?

D: Because she wanted to see the sunrise there.

…

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

3. (缤纷小赛场。出示幻灯片或小黑板。)

(1)My teacher gave us the p answer.(首字母填空)

(2)I also want to be a v for the 2008 Olympics.(首字母填空)

(3)These (chairwoman) can’t agree with each other.(适当形式填空)

(4)—Hi, Michael. How was your holiday?

—Wonderful! Because I to many famous mountains.(单项选择)

A. went B. have been C. have gone D. has gone

(5)—Where’s Jane, Maria?

—She her hometown to see her grandparents.(单项选择)

A. return to B. has gone to C. has been to D. have gone to

Step 5 Project 第五步 综合探究活动(时间:5分钟)

1. (教师制作关于暑假活动的表格，让学生相互调查完成表格。)

Name Where has he/she been? What did he/she do?

…

…

2. Homework: Write a survey report.

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

板书设计：

Our country has developed rapidly.

Section A

proper by the way How was your trip?

volunteer see … doing —Where have you been, Jane?

There goes the bell. —I have been to …

—Where’s Jane?

—She has gone to …

Section B

The main activities are 1a, 1b and 2a. 本课重点活动是1a, 1b和2a。

Ⅰ. Teaching aims and demands 教学目标

1. Learn some new words and expressions:

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

2. Learn the present perfect tense and useful sentences:

Have you ever fed the disabled children? Yes, I have./No, I haven’ t.

Has Ann ever…? Yes, she has./No, she hasn’t.

Though I had no time to travel, …

Is that so?

3. Learn about the differences between the Chinese teenagers’ lives in the past and at present.

Ⅱ. Teaching aids 教具

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

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间:8分钟)

1. (通过师生问答复习现在完成时。)

T: Hi, Class. Let’s play the game “Quick Response”.

T: Where have you been, S1?

S1: I have been to Hong Kong, and I have bought many things.

.

.

.

T: Where has S2 gone?

S3: He/She has gone to Mr. Lee’s office.

2. (教师出示一张吉姆的旅游照片，介绍他的假期经历，导入并教授生词。)

T: Do you want to know where Jim has been during his summer holiday?

Ss:Yes.

T: It’s a photo of him. Let me describe it for you.

(板书)

describe

T: He has been to Beijing with his parents, granny and little sister.

(板书)

granny

T: His little sister went there for further education. Her dream is to study abroad. I hope her dream will come true. I think some of you want to study abroad. Am I right?

(板书)

education

Ss:Yes, you’re right.

T: So you must study hard. With the development of our country, most of you will have a chance to study abroad.

(板书，学生跟读熟悉单词，快速记忆。)

development, develop

Jim also did some social activities.(学习social，引入disabled children’s home。)

Step 2 Presentation 第二步 呈现(时间:10分钟)

1. (老师拿出一张残疾儿童之家的图片，导入现在完成时的一般疑问句。)

T: What’s this?

Ss: It’s a disabled children’s home.

(理解单词disabled，板书并领读)

disabled

T: Have you ever been there?

Ss: Yes, we have./No, we haven’t.(引导学生去回答)

T: Maria has been to a disabled children’s home. Do you want to know what Maria has done there?

Ss: Certainly.

T: OK. Let’s listen to the tape and answer the following question. What did she do to help them?

(听1a录音回答问题，老师核对答案。)

T: Did Maria have anytime to travel?

Ss: No, she didn’t. But she still felt happy.

T: Yes. Though she has no time to travel, she learned a lot from her holiday experiences.

(老师解释though引导让步状语从句，不与but连用，然后继续询问。)

T: Sally, what did you do to spend your leisure time during the holiday?

(板书leisure, learn … from …并要求理解)

leisure

Sally: I watched many films.

T: Oh. Do you want to watch films now, boys and girls?

Ss: Great.

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

Food Clothes Education …

In the past

Nowadays

T: Today we all have a happy life, but in the past, people’s lives were very hard. Listen to the tape, and answer the following questions. (播放2a录音，并回答下列问题。用幻灯片出示问题，让学生读问题，并放录音。)

1. Did kangkang’s granny have a hard life in the past?

2. How did most children spend their childhood in the past?

(板书，理解childhood)

childhood

2. (学生打开课本，再听2a，跟读并找出疑难点。)

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

have/live a hard life

Is that so?

in detail

can’t/couldn’t afford sth.

Our country has developed rapidly.

give support to sb./give sb. support

Step 3 Consolidation 第三步 巩固(时间:12分钟)

1. (分角色朗读2a，选择四组进行比赛，激发学生朗读兴趣。)

2. (听录音2c填空。提高学生听力技能，进一步了解过去与现在的生活变化。)

T: Listen to the tape and fill in the blanks.

(播放录音2c两遍，并核对答案。若有不明白之处，再放一遍。)

3. (学生两人一组，谈论过去的孩子和现在的孩子不同的生活。)

T: Work in pairs to talk about children’s different lives in the past and nowadays.

For example:

S1:In the past, many families were big and poor.

S2:Yes. The parents couldn’t afford their children’s education.

S1:The children had no chance to go to school.

S2:Some of the children had to be child laborers.

S1:I feel sorry for them. We are so happy nowadays.

S2:Nowadays, our country has developed rapidly. Most children can get a good education.

T: Just now, you compared Chinese teenagers’ lives in the past with those nowadays. You can write an article about it after class.

Step 4 Practice 第四步 练习(时间:10分钟)

1. (出示残疾儿童的图片，指令学生运用现在完成时，针对图片进行问答练习。)

(1)—Have you ever told stories to the kids? —Yes, I have.

(2)—Have you ever fed the disabled children? —No, I haven’t.

(3)I have cleaned their rooms.

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

clean cleaned shut shut

dig dug do did

(板书并掌握生词shut和dig)

shut, dig

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

A: Chat on line.

B: Have you chatted on line/Has he chatted on line?

C: Yes, I have./No, he hasn’t.

Step 5 Project 第五步 综合探究活动(时间:5分钟)

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

T: We know a lot about the differences between teenagers’ lives in the past and nowadays. What are your opinions? Do you care about your parents’ childhood? Do you care about your grandparents’ lives in their childhood? If so, you can ask your parents or your grandparents some questions. Make a simple survey report at last. (调查可以是关于娱乐、运动、学习、饮食、住房、穿着、健康、工作等方面的。)

(板书生词teenager和nowadays，并要求理解)

teenager, nowadays

2. Homework: According to your survey, please write an article about teenagers nowadays.

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

(为出色完成此项作业也可鼓励学生利用多种方式获得信息。)

T: It’s possible to read the text of Section B to finish your article and your parents can also help you. What else can you do to get information?

Ss:We can search the Internet.

T: Excellent! Have a break!

Ss:Thank you. See you!

 

板书设计:

Our country has developed rapidly.

Section B

social —Have you ever fed the disabled children?

describe —Yes, I have./No, I haven’t.

development —Has Ann ever …?

Though I had no time to travel, … —Yes, she has./No, she hasn’t.

Is that so?

With the development of China, …

Section C

The main activity is 1a. 本课重点活动是1a。

Ⅰ. Teaching aims and demands 教学目标

1. Learn some new words and useful expressions:

communication, quick, keep in touch with, far away, sort, rapid, progress, make progress, already, succeed

2. Go on learning the present perfect tense:

(1)My granny has lived in Beijing for more than forty years.

(2)Beijing has made rapid progress.

3. Compare the living conditions in the past with those at present. Learn the great changes in China.

4. Tell the students to cherish the life at present and study hard to make China stronger.

Ⅱ. Teaching aids 教具

录音机/投影仪/旧北京城的图片/新北京城的图片/自己家乡新旧变化的图片

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

For example:

T: What do you think of your life at present?

Ss: We live a happy life.

T: Who can tell us what your grandparents’ life was like in the past?

S1: Let me try. My granny had a hard life during her childhood. Her family was very big and poor. Her parents couldn’t afford her education.

S2: My grandpa used to be a child laborer…

S3: …

T: Very good. So you should enjoy today’s life and study hard.

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

S1: We have a balanced diet.

S2: We can wear different kinds of clothes.

S3: We can also get a good education. For example, we have chances to draw pictures, play musical instruments and receive some other training.

…

Step 2 Presentation 第二步 呈现(时间:12分钟)

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

T: Let’s look at the place which Kangkang’s granny lived in. It was old Beijing. What were Beijing’s roads like? Look at today’s Beijing. What are Beijing’s roads like now?

S1: In the past Beijing’s roads were narrow.

S2: But Beijing’s roads are wide now.

T: You’re right. Do you know how to keep in touch with our friends far away?

(板书narrow，要求理解。)

narrow

(板书，讲解且要求掌握。)

far away, keep in touch with

S1: We can keep in touch with our friends on the Internet.

S3: We can also use fax machines.

S4: We can use cellphone to keep in touch with our friends.

T: Great. But do you know how people kept in touch with their friends in the past?

S1: They used to write letters.

T: Yes, good. At that time if we wanted to keep in touch with others, we could also send telegrams. OK, we know, in the past we could write letters, and send telegrams to keep in touch with our friends. But nowadays we can use many sorts of communications methods, such as telephones, cellphones, fax machines, the Internet and so on.

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

fax, telegram, sort, communication

T: In the past the communications were slow, but today’s communications are very quick. So we can say, China has made rapid progress.

(板书，掌握生词quick, rapid, progress)

quick, rapid, progress

2. (学生打开书，快速阅读1a，完成1b，找出每段的中心句。)

T: Open your books, read 1a quickly and find out the main ideas of four paragraphs.

(1) Kangkang’s granny has seen the changes in Beijing herself.

(2) In the 1960s, the living conditions in the city were poor.

(3) China has developed rapidly since 1978.

(4) It is important to remember the past, live in the present and dream about the future.

3. (仔细阅读1a, 并回答下列问题, 提高阅读理解能力, 用幻灯片出示问题。)

(1) How about Beijing’s roads in the past?

(2) Could most families get enough food in the past?

(3) Why didn’t the children have a chance to go to school?

(4) What about people’s lives nowadays in Beijing?

(教师核对答案, 并加以纠正。)

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

see…oneself

narrow(要求理解)

so…that…

relative

far away

not only…but also…

already

China has developed rapidly since 1978.

Step 3 Consolidation 第三步 巩固(时间:12分钟)

(让学生再次阅读。两人一组填表格, 加深对北京今昔变化的了解。)

(用投影仪出示表格。)

In the past Nowadays

Roads

Houses

Communications

Living conditions

Step 4 Practice 第四步 练习(时间:8分钟)

1. (再次呈现新旧北京城的图片, 参照上一步的表格，师生互动, 完成1c。)

T: What were Beijing’s roads like in the past?

S: Beijing’s roads were narrow.

T: What has happened to Beijing’s roads nowadays?

S: Beijing’s roads have changed. They are wider than before. There are more ring roads.

T: What will Beijing’s roads be like in the future?

S: I think Beijing’s roads will be the widest in the world in the future.

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

R: Hello!How do you do?

M: How do you do?

R: May I ask you some questions?

M: Of course. Go ahead.

R: How long have you lived in Beijing?

M: I have lived here for more than thirty years.

R: Oh. Can you describe the roads, houses and living conditions of Beijing in the past?

M: OK. I was born in old Beijing. At that time, Beijing’s roads were narrow and crowded. My house was small and dark and the living conditions were hard. In summer, it was very hot and in winter it was very cold. How hard the life was! But now you can see Beijing’s roads are wider and wider. I live in a tall and bright building and my living conditions are comfortable. How happy the life is!

R: Thank you.

(找尽可能多的学生做采访，比一比哪个组更好。)

Step 5 Project 第五步 综合探究活动(时间:3分钟)

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

Homework: Write a passage on “Changes in my hometown”. Eighty words at least.

板书设计：

Our country has developed rapidly.

Section C

see…oneself

keep in touch with

far away

China has developed rapidly since 1978.

happen to sb./sth.

Section D

The main activities are 1 and 4. 本课重点活动是1和4。

Ⅰ. Teaching aims and demands 教学目标

1. Learn some new words and useful expressions:

rope, war, note, composition, consider, draw up, tool, thanks to

2. Review the present perfect tense.

3. Feel and write down the changes of China.

Ⅱ. Teaching aids 教具

2中的图片/录音机/小黑板/几张新旧环境对照图

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间:12分钟)

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

T: We have known the changes around us. Let’s talk about them together.

(教师引导学生一起讲述一些中国生活条件的变化。)

(1) The roads in the past were narrow and dirty. Now there are many clean and wide ring roads in the cities.

(2) We have big houses to live in. They are very comfortable.

(3) We have different kinds of food to eat and fashionable clothes to wear.

(4) We can use computers, telephones, and fax machines to make our communications faster and easier.

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

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

T: Thanks to the government’s efforts, people’s living conditions have changed a lot, especially the leisure activities. Can you say some leisure activities which they often had in the past?

Ss: Watching a movie in the open air/Jumping rope/Playing tug of war/Playing hide and seek.

(板书生词，要求掌握rope, war。)

thanks to, rope, playing tug of war, hide and seek

T: Have you ever played any of them?

Ss: Yes, we have.

T: Have you ever watched a movie in the open air?

Ss: No, we haven’t.

…

Step 2 Presentation 第二步 呈现(时间:8分钟)

1. (老师继续利用2中图片对话，引出1听力内容。)

T: I think these leisure activities make your lives interesting. What else have you done except these leisure activities?

Ss: We have joined an organization to help the old in the Community Services.

(板书单词organization，要求理解。)

organization

T: You are so helpful. Our main character in 1 also joined the same organization. Let’s listen to the tape.

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

T: Before we listen to the tape, listen to the rules carefully. Each group make one student write your answers on the blackboard. The fastest one is the winner, and your group will win a lucky star. Clear?

Ss: Yes.

☆

Group 1 Group 2 Group 3 …

T: Group 2 is the winner. Congratulations!

Ss: (Claps…)

Step 3 Consolidation 第三步 巩固(时间:7分钟)

1. (再次播放1录音，重复所听的句子。特别注意要填入的重要信息。)

T: Listen again and pay attention to the important information such as how, when, what, and how many.

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

T: Talk about the things you have done, and do an oral composition.

During the summer holiday, my classmates and I often went to the Community Service for the old. We brought many things for them such as delicious food, new clothes and CDs of Peking opera. They liked them very much. We also cleaned rooms, washed clothes and performed programs for them. They were so happy and excited, and so were we.

Step 4 Practice 第四步 练习(时间:10分钟)

1. (播放录音3a，学生跟读。)

T: Next, let’s review the present perfect tense.

(板书3a中的关键句。)

1.—Where have you been?

—I have been to …

2.—Have you ever done …?

—Yes, I have. /No, I haven’t.

3. She has gone to Cuba.

4. … has lived in… for more than… years.

2. T: Now, can you use the present perfect tense to make sentences as many as possible?

(让学生回顾以前所学的现在完成时，说出更多的句子。)

(教师提出问题，让学生一个接一个问答，训练现在完成时的用法。)

Example A: T: Where have you been this Sunday?

S1:I’ve been to the countryside. What about you, …?

S2:I’ve been to the Great Wall. Where have you been, …？

S3:I’ve been to…

S4:…

Example B: T: Have you been to Beijing?

S5:No, I haven’t. But I have been to Shanghai. What about you, …?

S6:I have been to Xiamen. Have you been to Xiamen, …?

S7:Yes, I have.

S8:…

3. (播放3b录音，让学生跟读。复习3b中的重点句子。)

4. (利用多媒体或小黑板做一些现在完成时的练习。)

(1) A: you (make) your bed?

B:Yes.

(2) I (water) the flowers already.

(3) My mother (work) in the hospital for twenty years.

(4) A:Where’s Maria?

B:She to the library.

(5) Lily Beijing twice.

(学生完成后，核对答案。)

(1)Have made

(2)have watered

(3)has worked

(4)has gone

(5)has been to

Step 5 Project 第五步 综合探究活动(时间:8分钟)

1. (教师出示第4部分的挂图或让学生直接看课文的插图。)

T: We have reviewed the useful expressions and grammars. Let’s write a composition about the changes in Li Ming’s hometown with the help of the notes. Before you write it, you should consider it carefully, and then you should draw up an out line.

(板书note, composition, consider, draw up，要求掌握)

note, composition, consider, draw up

(学生四个一组讨论图画内容或同桌之间讨论。)

S1:The houses in Picture 1 are so low and old.

S2:Li Ming has lived there for many years.

S3:Now, there are many tall buildings.

…

T: We have talked about these pictures. So we have known a lot about the changes in Li Ming’s hometown. You can write a composition about that.

The title: Changes in Li Ming’s Hometown.

(学生讨论后，学习4中写作的各个步骤。)

T: When you write a composition, you should follow these steps:

First, consider it carefully before writing.

Second, draw up an outline.

Third, write the composition.

Finally, check over the composition.

Here is an example of an outline.

(出示投影或小黑板。)

1. changes in living conditions

2. changes in working tools

3. changes in education

4. changes in transportation

(板书生词tool，并要求学生掌握)

tool

T: At last you should come to the conclusion:

Thanks to the government’s efforts, our hometown is becoming better and better.

Now, write your own composition.

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

2. Homework:

(1) Finish the composition if you haven’t finished it.

(2) Imagine what our country will be like in 2050, and write an outline.

板书设计：

Our country has developed rapidly.

Section D

thanks to —Have you ever done…?

be sorry for —Yes, I have./No, I haven’t.

With the development of China … —Where have you been?

keep in touch with … —I have been to …

She has gone to Cuba.

Topic 2

Section A

The main activities are 1a, 2 and 3a. 本课重点活动是1a, 2和3a。

Ⅰ. Teaching aims and demands 教学目标

1. Master some new words and useful expressions:

probably, European, population, take place, because of, policy, neither, recent

2. Go on studying the present perfect with “just, already, yet, ever, never”:

(1) I have just called you.

(2) Have you found him yet?

(3) Have you ever been to France?

(4) I’ve never been there before, …

(5) But great changes have already taken place in China recently.

3. Talk about the changes of economy and population in China.

4. Let the students know that they should cherish the happy life now.

Ⅱ. Teaching aids 教具

录音机/多媒体课件/两张全家福照片(旧与新)/小黑板/超市购物图

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间:12分钟)

(教师出示一张超市购物图，通过询问学生是否曾去购物，引入本课话题。)

T: Look at this picture. What picture is it?

Ss: It is a shopping picture.

T: (指向一位学生)Have you ever been to a shopping centre?

S1: Yes, I have.

T: What about you? Have you ever been to a shopping centre with your parents?

S2: Yes, I have. I often go shopping with them.

T: Yes. Most of you have ever been to a shopping centre. But do you notice that there are many people in the shop?

Ss: Yes. There are too many people there.

T: I went shopping yesterday with my daughter. My husband has never been there. There were too many people and the shopping centre was too crowded.

(板书)

(解释ever, never，让学生跟读。)

T: My daughter and I have just been to a shopping center. What about you, S1?

S1: No, I stayed at home. I helped my mother do the housework.

T: You are a good boy/girl. Have you ever been to a shopping center, S2?

S2: Yes, I have just been there with my mother.

T: Do you like going there?

S2: Yes, I do. It is interesting.

T: But my daughter doesn’t like it. She said that there were too many people there. Yesterday when I was shopping, she got lost. And we couldn’t find each other.

Ss:Did you find her at last?

T: Yes, she has already gone home.

(板书)

already

have/has +done sth.

just

(讲解already, just, 让学生跟读。)

T: My daughter hates to go shopping. What about you?

S1: I love to go shopping.

S3: So do I.

S2: I don’t like going shopping.

T: Neither do I.

(板书)

So do I = I love to go shopping, too.

Neither do I = I don’t like going shopping, either.

(解释这个句子，引导学生用相同形式的句子。)

Step 2 Presentation 第二步 呈现(时间:8分钟)

1. (教师仍可用那张拥挤的超市图，引出1a的内容。)

T: Now Let’s listen to the tape, and find out what has happened to kangkang and Michael.

(教师播放录音一遍，如学生听不明白可再听一遍。)

T: Now please open your books and read the dialog in 1a yourselves. Then answer my questions.

(教师在小黑板上写出问题，给学生1分钟再阅读一遍1a。)

T: Now we have finished reading the text. I will ask you some questions.

(引入康康的活动。)

T: Where has kangkang just been?

Ss:He and Michael have just been to a shopping center.

T: Has kangkang been there before?

Ss:No. He has never been there before.

T: Does he want to go there again?

Ss:No, he doesn’t.

T: Now. I will ask someone to answer. Why does he hate to go shopping again?

(提问一个学生)

S1:Because there were too many people there. He got lost, and couldn’t find Michael.

T: You’re right. Has kangkang found Michael yet?

(板书并讲解)

have done sth. yet

S2:No, he hasn’t.

T: Where was Michael?

S3:He has probably gone home.

T: Does Maria like going shopping, S4?

S4:No, She doesn’t. She hates to go shopping.

T: (教师引导学生总结。)From this text we know Michael and Kangkang have just been to a shopping center. Because there were too many people there. They got lost and couldn’t find each other. Kangkang thought that Michael had probably gone home.

2. T: Look at 1b. Finish it.

(给学生两分钟时间)

T: Now. Let’s check the answers.

3. 跟读1a录音。

Step 3 Consolidation 第三步 巩固(时间:8分钟)

1. (1) (学生根据板书的重点，把对话改写成一篇短文。)

T: According to the main sentences, please change the dialog into a short passage.

(2) (让两个学生复述对话。)

S1:Michael and Kangkang have just been to a shopping center. Kangkang has never been there before. In the shopping center, there were too many people there. They got lost and couldn’t find each other. And at last Kangkang thought that Michael had probably gone home. Kangkang doesn’t want to go shopping again.

2. (1) (让学生独立完成2，一分钟后核对答案。)

T: Now. I’ll give you one minute. Please finish 2. Then check the answers together.

(2)让学生齐读2. 使学生更好掌握这5个词。

Step 4 Practice 第四步 练习(时间:12分钟)

1. (用事先准备好的两张康康家的照片，用幻灯片展示在大屏幕上。)

T: Look at the two pictures carefully. Can you find out what has happened in Kangkang’s family?

(先放3a录音，让学生听一遍课文。然后与学生一起讨论引出本对话。)

T: How many people are there in Picture 1?

Ss: There are three.

T: Yes. It’s a nice photo. Kangkang was so cute then. Is it a big family?

Ss: No, it isn’t.

T: Please look at Picture 2. Is it a big family?

Ss: Yes, it is very big.

T: It seems that their living conditions were not very good. It’s a photo of Kang’s father’s family. At that time, most families in our country had at least three or four children. China was the country with the largest population in the world.

(板书并讲解。)

population

T: Most of families have only one child now. Do you know why?

Ss: No, we don’t know.

T: Because China has the largest population. So China has carried out one-child policy to control the population.

(板书并讲解。)

one-child policy

(总结)

T: Because of our country’s one-child policy, China has developed a lot.

2. (让学生阅读一遍3a，画出同3b中所给例句意思相似的句子，完成3b。)

T: Read 3a and underline the sentences which have the same meanings as the sentences below.

3. (跟读3a录音)

T: Read after the tape in 3a.

4. T: Look at the small blackboard. Use these words to retell the dialog.

at least the largest population not well developed take place one-child policy

 

Step 5 Project 第五步 综合探究活动(时间:5分钟)

1. (小结讨论本课出现的主要话题。)

T: Today we know great changes have taken place in China. You can discuss these topics:

(1) The population problem

(2) Economy of China

(3) One-child policy

(4) Little Emperors

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

2. Homework:

(1) Choose one of the projects. Talk about it and write an article of 80 words.

(2) Read the dialog in 1a carefully. Write out 5 sentences. Use the words “just, already, yet, ever, never”.

板书设计：

What a large population!

Section A

take place ever

one-child policy never

Little Emperor have/has already +done sth.

the largest population just

not well developed have/has done sth. yet

in recent years so do I

at least neither do I

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 the new word:

increase

2. Master these sentences:

(1) What’s the population of China?

(2) It is increasing by 80 million every year.

(3) Which country has the largest population?

(4) So it is.

(5) The problem is more serious in developing countries.

(6) China has already carried out the one-child policy to control the population.

3. Learn how to read the numbers:

million, billion.

Ⅱ. Teaching aids 教具

录音机/多媒体课件/小黑板/世界人口示意图

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

T: Many students wrote very well. You can talk about a lot of social problems.

(由学生谈论的人口问题，引入本课话题——人口数量。)

T: Some students have talked about the population problem. As we know, it is hard to improve our living conditions, because we have a large population. Now, what’s the population of our country?

(由学生举手回答。)

S1: China has 1. 3 billion people. It’s the largest population of the world.

T: The U.S.A. is the strongest developed country. Can you tell me what’s the population of the U. S. A. ?

(板书并讲解。)

the developed/developing country

S3: The U.S.A. has about 250 million.

S4: I think it has about 300 million.

T: Stop. Now look at the multimedia.

(看多媒体，展示1a中图表。)

T: Here is a diagram about some countries’ population. Look at the U.S.A. . The U.S.A. has a population of 296 million. Now look at the diagram. Tell me about Indonesia’s and Brazil’s population.

S5: The population of Indonesia is 222million.

S6: Brazil has 184 million.

T: Well done. We have known some countries’ population. What’s the population of the world?

S7: I don’t know.

S8: The world has a population of 6.5 billion.

T: Right. There is 6.5 billion in the world. And the world’s population is increasing by 80 million every year.

(教师重读increasing一词。)

T: Look at the chart, it shows that the population in developing countries is larger than that in developed countries, doesn’t it?

Ss: Yes, it does.

T: In order to solve the population problem, what policy does China carry out?

(板书并讲解。)

carry out

Ss: One-child policy.

Step 2 Presentation 第二步 呈现(时间:7分钟)

(教师放1a录音，让学生找出含数词的句子。)

T: Open your books. Listen to the tape carefully and underline the sentences with numbers.

(教师再播放一遍，让学生跟着磁带默读一遍。)

T: Look at your books. Pay attention to these sentences.

(板书)

What’s the population of the U. S. A.?

296 million.

(教师重点解释这个句型，引出类似的句子。)

A: What’s the population of China/India…?

B: It’s about 1. 3 billion/…

(教师利用前面的世界人口示意图，让学生一问一答。)

S1: What’s the population of Brazil, ××？

S2: It has about 184 million. What’s the population of China, ××？

S3:…

T: It is wonderful. Please read the dialog and discuss the key sentences.

(教师板书并讲解这三个句子，使学生加深对文章的理解。)

1. The world’s population is increasing by 80 million every year.

2. The population in developing countries is larger than that in developed countries.

3. China has already carried out the one-child policy to control the population.

(让学生齐读课文一遍。)

Step 3 Consolidation 第三步 巩固(时间:8分钟)

(读1a，让学生完成1b。)

T: Look at the form. Then fill it out.

Country China India the U.S.A. Indonesia Brazil

Population

(本表格很简单，一分钟后，老师叫几位学生核对答案。)

T: Great. I think you all did well.

(学生两人一组进行问答练习。)

S1: What’s the population of China?

S2: It’s about 1. 3 billion. What’s the population of India?

S1: It is about 1. 1 billion. What about the U.S.A.?

S2: …

(以比较快的速度来完成训练。)

T: OK. I think you have mastered the dialog. You can practice by yourselves after class.

Step 4 Practice 第四步 练习(时间:10分钟)

1. T: We have learnt many countries’ population. But how to express the numbers? First let’s look at the blackboard.

(板书)

218 5 366 306

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

S1: two hundred and eighteen

S2: five thousand three hundred and sixty-six

S3: three hundred and six

(教师总结一下如何读百位、千位，指出特别易出错点和个别学生表达的错误。)

T: Now, look at these numbers. Can you read these numbers?

(板书)

736 547 8 736 062 9 839 800

(教师先讲述三位一划分原则，再让学生运用。给学生讨论时间，然后提问学生。)

S4: 736 547 Seven hundred and thirty-six thousand, five hundred and forty-seven

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

T: Now, I will ask the other students to read the two numbers.

S2: 8 736 062 eight million, seven hundred and thirty-six thousand and sixty-two

S3: 9 839 800 nine million, eight hundred and thirty-nine thousand, eight hundred

T: You are great. Most of you have mastered how to read the numbers. Please look at the numbers in 2a. Read them together.

2. T: Let’s play a number game. I will show you some numbers. Read them quickly and correctly in groups.

(每个小组各选派三位学生，由教师统分，构建评分机制激发学生兴趣。)

(板书)

7 398 500 406 000 000 17 602 018 000 676 302 320

(教师在黑板上画出计分表。)

G1 G2 G3 G4

3. T: Look at the pictures of 2b and describe them.

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

S1: Picture F The jacket costs￥326. 00.

S2: Picture B It’s 6 575 miles away from Beijing to Toronto.

S3: Picture A The mountain is 8 844. 43 meters high.

S4: Picture E The population of China is 1. 3 billion.

S5: Picture D I think the population of Canada is 210million.

S6: Picture C The animal lived in 210 million years ago.

T: Yeah, very good. You are great. Now let’s listen to the tape of 2b and number the pictures you hear. After that, let’s check the answers.

(教师核对答案。)

Step 5 Project 第五步 综合探究活动(时间:5分钟)

1. T: The population problem is the biggest one in China. Now let’s discuss the question: What

are the problems of China’s population?

(学生小组讨论。)

T: Who can talk about it?

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

S1:The population is still increasing.

S2:The people in the countryside can’t obey the one-child policy.

S3:There are more and more old people in some big cities.

T: Very good. But what do you think of the future of China’s population? Please discuss it.

(鼓励学生举手，自觉起来表达自己的观点。)

S4:The population of China will be 1.5 billion in 2050.

S5:Maybe China will have a population of 1.7 billion in 2050.

(学生可能做出种种猜测。)

2. Homework:

Write a report about the population of the future in China.

板书设计：

What a large population!

Section B

the developed/developing country —What’s the population of …?

carry out —It has … billion/million …

population problem It is increasing by 80 million every year.

China has already carried out the one-child policy to control the population.

Section C

The main activities are 1a, 2a. 本课重点活动是1a, 2a。

Ⅰ. Teaching aims and demands 教学目标

1. Learn the new words and useful expression:

difficulty, so far, percent, offer.

2. Talk about the problems the overpopulation brings about:

(1)It’s difficult for lots of people to find jobs.

(2)We are short of energy and water.

(3)Most cities are more crowded than before, and the traffic is much heavier.

3. Get students to know how serious the world’s population problem is.

Ⅱ. Teaching aids 教具

录音机/多媒体/小黑板/图片

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间:10分钟)

1. T: Yesterday I told you to write an article about the population problem. Now I’ll check your homework. Please read your article in groups, then choose some better sentences and share them with us.

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

教师总结写在黑板上。)

(板书)

There aren’t enough jobs for people.

The roads are full of people. The traffic is too heavy.

People have few places to live in.

(另外的可以用口述，充分发掘学生的想象力，从而引出新课题。)

2. T: Your articles are wonderful. You say a lot of problems about population. It is a serious problem in China. Yes, because of the large population, it has caused many problems. Such as:(教师总结)

(1) There are fewer places for each family to live in.

(2) It’s difficult to find a job for lots of people.

(3) We are short of energy and water.

(4) Most of the cities are more crowded than before and the traffic is heavier.

3. T: What can we do with the large population in China? Can you tell me?

Ss:One-child policy.

T: You are right. China has taken some measures to control the population. One is known as the one-child policy. It has worked well in controlling China’s population.

(板书并解释take some measures to。)

take some measures to

T: Thanks to the policy, China is developing quickly and people’s living conditions are improving rapidly.

Step 2 Presentation 第二步 呈现(时间:15分钟)

1. T: Open your books, and listen to 1a for the two questions:

(1) Why does China carry out the one-child policy?

(2) What problems do you think China’s large population will cause?

(让学生自己阅读一遍，然后回答第一个问题。)

T: Now. Who can answer the first question?

S1: I can. Because China has the largest population in the world.

T: You are wonderful. How many people are there in China?

Ss: There are 1. 3 billion.

T: And how many people are there in the world?

Ss: There are about 6. 5 billion.

T: Yes. There are about one fifth of the people in the world living in China.

(板书并讲解分数的表示法。)

one fifth

(继续回答第二个问题。)

T: What problems will the large population cause?

S2: It’s difficult to find jobs for lots of people.

T: Yes. Any more? Who can add?

S3: We are short of energy and water.

T: You are wonderful. They are two serious problems.

(板书并解释这两个词。)

difficult (adj. )——difficulty (n. )

be short of energy

T: What about cities’ traffic?

S4:The traffic is heavier, and most cities are more crowded.

T: Very good. Luckily , China has carried out the one-child policy to control its population. Now, China is developing quickly and people’s living conditions are improving rapidly.

2. (教师再放一遍录音, 让学生跟着录音一起读。)

Step 3 Consolidation 第三步 巩固(时间:7分钟)

1. T: Boys and girls, please read 1a again and then retell it according to the key words on the blackboard.

(学生阅读1a的同时, 教师把关键词列在黑板上。)

6. 5 million 3 billion half one fifth

cause difficulties take measures one-child policy

work well in living conditions serious

a long way

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

2. T: Let’s look at 1b (work alone). Describe the disadvantages of China’s large population according to 1a and write them down. You have two minutes.

(给学生两分钟完成, 然后让五位学生到黑板上写。)

T: Now I will ask five students to write your answers on the blackboard.

S1:Fewer places to live in.

S2:Difficult to find jobs for lots of people.

S3:Short of energy and water.

S4:Most cities are more crowded.

S5:The traffic is heavier.

T: Your answers are very wonderful. You have understood most of the text.

Step 4 Practice 第四步 练习(时间:8分钟)

1. T: Now, look at the picture, the earth has been full of people. The population problem is serious. Please listen to the tape and complete the article in 2a.

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

T: Now, look at the text yourselves. Let’s listen to the tape again and check the answers.

(让学生核对完后, 一起齐读这篇短文。)

T: You have understood the text. Let’s do the exercise in 2b. Then we will check the answers.

(给学生一分钟, 理解2b中的四个句子, 让一位学生回答。)

2. (如果有时间, 让学生完成一个复述性的填空。)

T: Please look at the small blackboard. Finish them according to 1a.

(教师出示准备好的小黑板, 让学生把答案写在课堂作业纸上。)

In 2005, the world’s population was about . More than people live in Asia now. China has the largest population in the world, and about of the people in the world live in China. A large population many difficulties. China has done something to the population. the policy, China is developing quickly and people’s living conditions are improving rapidly.

T: Let’s check your answers together.

(在短文中呈现正确答案, 并让同学们一起朗读。)

Step 5 Project 第五步 综合探究活动(时间:5分钟)

1. T: You have known about the population so much. Now, turn to Page 14 and write a letter about the population problem in China. The questions in 3 may help you, then I will ask some students to show your opinions.

(学生们互相交流想法。)

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

2. Homework:

Make a survey and complete the chart, then write a survey report. You can search the information on the Internet.

City Population Roads Living conditions

Beijing

Tokyo

Toronto

New York

Your city

板书设计：

What a large population!

Section C

half of … take measures to do sth.

one fifth cardinal number+percent of …

be short of energy …

a long way to go

work well in

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. Master some new words and useful expressions:

town, less than, unless, couple, a couple of, market, excellent, keep up with, relation

2. Review present perfect:

(1) have/has been to…

(2) have/has gone to…

(3) the using of “just, yet, already, ever, never”

3. Review some useful sentences.

Ⅱ. Teaching aids 教具

幻灯片/多媒体/小黑板/城市的信息图片

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. (教师根据Section C的内容，选一篇短文，引入新课题。)

T: Please listen to the article carefully. And find out some mistakes. (教师朗读。)

Dear John,

How time flies! I have been back to school for two weeks. These days, I have known a lot about the population in China.

China has a population of 1.3 billion. It has reached about one-fifth of the world’s population. About 80 percent of the people live in the countryside. It causes many difficulties. In less developed areas, some parents prefer boys to girls. Not all the families can offer their children a good education. Some children can’t go to school.

China has taken measures to control the population. China’s economy grows much faster and people’s living conditions have changed a lot. Most of us have lived in bright and tall buildings. We have had ring roads and they are wide enough. We have had more comfortable life. However, the large population problem is still serious in China.

How about the population of your country? Can you tell me about it?

Yours,

Kangkang

(让学生们指出错误的知识点，然后投影到大屏幕，让学生一起朗读这篇范文。)

T: The article wrote very well. From the article we can learn a lot of differences between countryside and city. Now, I will ask you a question. Have you ever been to the country?

S1:Yes, I have. My grandparents live in the country.

S2:…

T: My uncle lives in a small town . There are a lot of tall green trees and the air is very clear and fresh. My family often drive a couple of hours to go there.

(板书)

a couple of

(教师用英语解释这个词组，并且让学生们有一个思路去想像农村的生活。)

(继续问学生。)

T: Who else has been to the country?

S3: I have been to. My uncle lives on a farm. It is not far from here. I often ride a bike there.

T: What about you, S4?

S4: I have been to the country. There are many mountains around it.

T: Yes, I lived in the country when I was young. My hometown has lots of tall, green trees and clean fresh air. But the country isn’t perfect. There aren’t big stores to go shopping unless you go to cities. Do you think so?

(教师板书并解释unless。)

T: Many people live in cities. How are cities? Please listen to the tape in 1a and find out:

What differences do the country and the city have?

(教师播放录音1a。)

Step 2 Presentation 第二步 呈现(时间:12分钟)

1. T: Think about two questions, then listen to 1a again.

(1) Where do they live?

(2) How do they feel about their living conditions?

(教师再播放1a录音，学生思考问题。)

2. T: Let’s read the text together.

(1)Which country does Sue come from?

Ss: Canada.

T: Which town does Sue live in?

(教师板书并讲解town。) xkb1.com

Ss: Fairmont.

T: She lives in a small mountain town called Fairmont. What does the town have?

Ss: Her hometown has lots of tall, green trees and clear, fresh air.

T: Yes, you are wonderful. Is it perfect?

S2:No, it isn’t. There aren’t big stores there.

T: You did very well. Sue can’t go shopping in big stores unless she travels for a couple of hours to the city.

(理解完本段，让学生一起朗读本段短文，提高朗读能力。)

(2)T: Now. Let’s say something about Li Ming. Where does he live?

Ss: He lives in Beijing.

T: Can you describe Beijing? Who can? Please hands up. S1 please.

S1:Beijing has a long history and many beautiful buildings, both old and new.

T: Your answer is very good. Anything else?

S2:There are many big shopping centers and huge markets.

T: Yes, you did very well. How is Beijing’s transportation?

Ss:It is excellent.

T: Yes, it is excellent.

(教师板书并讲解excellent。)

T: Must the people in Beijing work hard?

Ss:Yes, they must work hard.

T: Both students and workers have a lot of pressure, so they have to study and work so hard. We have understood the passage, please read it together.

(学生齐读短文。)

(教师总结。)

T: Yes. You did very well. To live in the country or city both have good and bad aspects. But everyone must love your lives.

Step 3 Consolidation 第三步 巩固(时间:8分钟)

1. Now we know Sue comes from Fairmont Canada and Li Ming lives in Beijing. Please fill out the following mind map using the information of Fairmont. Then make a similar one of Beijing.

(让学生完成1b。教师板书并解释relation。)

T: Finish next mind map. Then we check the answers.

2. (教师把原先准备好的幻灯片放出来，让学生思考，复述。)

Fairmont Beijing

a small mountain town

tall green trees and clean fresh air the capital of China

many old and new beautiful buildings

like one big family

help each other

have fun together have a lot of pressure

have to study and work hard

no big stores big shopping centers and huge markets

T: Now, I’ll give you two minutes to read 1a again and then retell it with the key words on the slides.

(几组同学复述之后，教师点评。)

T: Boys and girls, if you are allowed to choose the place where you live, do you want to live in a place with a large population or a small one? I think you have different choices.

Step 4 Practice 第四步 练习(时间:10分钟)

1. T: Fairmont is a beautiful mountain town. Beijing is a beautiful city. Where have you been?

S1:I have never been to Fairmont. But I have ever been to Beijing.

(教师重复读never been to, ever been to。)

T: I went to Beijing three years ago. But I believe that great changes have already taken place

in Beijing these years. One of our teachers has gone to Beijing.

(教师重复读have already taken place, has gone to。)

(举两个例子说明been to 与gone to区别。)

She has gone to Beijing.

She has been to Beijing.

(让学生自己造两个句子。)

For example:(1) Li Ming has gone to the library. He will be back soon.

(2) Sue has been to Germany. She wants to go there again.

2. (教师播放录音2a与2b，学生跟读。)

(让学生看着2b中的8个句子重新造句。)

T: We have learnt the useful expressions in Topic2. Please make up sentences with them as quickly as you can.

S1:—I really hate to go shopping.

—So do I.

S2:—It is a nice picture.

—So it is.

S3:About one fifth students in our class ride bikes to school.

S4:…

(学生们有不同的句子，修正它们，培养他们表达能力。)

Step 5 Project 第五步 综合探究活动(时间:5分钟)

1. T: Look at the different types of families below. Which kind of family are you in?

(用多媒体展现这三幅图。)

(教师解释一下这三幅图的含义。)

T: Can you tell me?

S1: I am in Picture 2.

S2: I am in Picture1.

T: Most of you belong to Picture 1 or picture 2. Now, Let’s discuss which kind of family you prefer. Why?

(给学生两分钟时间，讨论整理。让几组学生来回答。)

S3:…

S4:…

(教师在学生回答时，总结一些关键词在黑板上。)

(板书)

love big living condition only child

take place one-child policy be strict with

little emperors

(让学生用黑板上的提示语写一篇小短文。)

2. Homework:

Write an article about your family about 80 words.

板书设计:

What a large population!

Section D

a couple of

huge market

keep up with

the development of

modern society

extended family

nuclear family

Topic 3

Section A

The main activities are 1a , 1b and 3. 本课重点活动是1a, 1b和3。

Ⅰ. Teaching aims and demands 教学目标

1. Learn some new words:

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

2. Learn direct speech and indirect speech:

(1) “What are you reading, Jane?” Maria asked.

(2) Jane said that this program helped homeless people return to work and live a normal life.

3. Master word formation: compounds.

4. Learn to help others in trouble.

Ⅱ. Teaching aids 教具

多媒体/图片(流浪者/灾难)/小黑板或幻灯片/“找朋友”歌曲

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间:10分钟)

(通过人口过密带来很多问题，引出本课话题。)

T: Who can show your opinions about population problem to us?

S1:The large population problem is very serious now. And in every minute about 261 babies will be born in the world. If we don’t pay any attention to the problem, it will cause many difficulties. We will be short of energy and water. There is heavy traffic… So we must do something to control the population and we should come up with ways to reuse the rubbish and try to develop new resources.

S2:…(和上一个同学观点可能基本相同)If we don’t control the population, people will have no places to live in. Many people will lose their jobs and their living conditions will get worse and worse. The crime will increase, and the society will be dangerous.

(教师总结点评。)

T: Your opinions are correct and clear. Yes, if we don’t control it, there will be more people to have no house to live in and no food to eat. It will bring the government a lot of pressure. So the government must provide them with food and living places.

(教师可以口头解释“the people to have no house to live in”means “the homeless people”让同学们感知 “homeless”。)

(板书并讲解provide。)

provide: offer

provide sb. with sth.

T: The people in many places are very poor. They are homeless. What should we do for them if we see the homeless people?

(引导学生如何向处于困境的人献爱心。)

S3:I want to give some money to them.

T: (指着S3问全班学生)What did S3 say just now?

(教师转述引出间接引语并板书。)

T: S3 said he wanted to give some money to them.

S4: I will take them to my home.

T: What did S4 say?

(教师和学生一起回答。)

S4 said she/he would take them to her/his home.

S5: But is your house big enough to hold so many people?

T: What did S5 ask?

He asked if her/his house was big enough to hold so many people.

S6:…

(引导学生做几个直接引语变间接引语的练习。)

T: Your ways are not bad. But I really hope that all the people can take action to control the population and improve our living conditions. For the problem, the government has managed to solve it.

(教师释义领读manage。)

Step 2 Presentation 第二步 呈现(时间:7分钟)

(展示几幅流浪者，灾难图片，让学生体会，唤起同情心。)

T: Let’s listen to 1a twice and try to find out the answer to the question.

(教师在黑板上或在幻灯片上呈现听力任务。)

What measures does every government decide to take to help the homeless people?

(这个问题很难，学生听两遍可能不会完全得到正确答案然后让学生翻书阅读。)

T: Please open your books and read it carefully again and find out the correct answer. You can discuss it in groups.

(学生讨论之后，让学生给出答案。)

S1: It provides medicine for homeless people.

S2: It provides them with nice homes.

S3: It trains them so that they can find jobs again.

T: I think you are right.

Step 3 Consolidation 第三步 巩固(时间:12分钟)

1. T: Please read the dialog in 1a again and then I will ask some of you to act it out.

(在学生准备的过程中，教师在黑板上写下关键词。)

a program that helps homeless people; return to work and live a normal life;

people in need; food and medical treatment; nice homes;

train them; feel good about; for the better.

T: OK. Stop here. Let’s invite some groups to come to front of the class and act out the dialog. Try to involve yourself in the real situation.

(几组同学表演过后，教师点评。)

T: G1 act well. G2 is creative… Now please answer the question according to the passage. You should sum up and describe it in your own words. The question is: What does the successful program do for homeless people?

(为了巩固本课重点活动，用此问题让同学进一步熟悉此对话内容。)

S1: The program is to help homeless people. It can help them return to work and live a normal life. It provides them with good food and medicine, nice living places and trains them so that they can find jobs again.

2. T: Your description is very correct. Next, let’s play a game “Follow me”. I’ll give you an example. You must do it like that.

(为了巩固间接引语，设计一个“跟我学”的游戏。)

T: I’m reading a newspaper. You must say: The teacher said she was reading a newspaper. Do you understand me?

Ss:Yes.

T: OK. Let’s begin. My father is a doctor.

Ss: The teacher said her father was a doctor.

(教师总结一下间接引语的肯定句用法。)

T: Be careful. If I say “Are there homeless people in Canada?” You must say: The teacher asked if there were homeless people in Canada. Do you understand me?

Ss: Yes.

T: OK. Let’s begin. Is the world’s population 6. 5 billion?

Ss:The teacher asked if the world’s population was 6. 5 billion.

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

T: Now. You can write two sentences yourselves. Then ask one by one.

T: Are you ready? Let’s begin from me. This city has a wonderful program to help homeless people.

S1: The teacher said that this city had a wonderful program to help homeless people. How old

are you, S2?

S2: S1 asked how old I was.

S2: Can you dance?

S3: S2 asked if I could dance.

S3: China is developing quickly.

S4: S3 said China was developing quickly.

S4:…

S5:…

(三分钟后停止游戏。)

3. T: Open your books and finish 1b. Then we check the answers.

(教师指导一下，如何完成。)

Example: What are you reading, Jane?

Maria asked Jane what she was reading.

(学生就很快会完成另外五句的间接或直接引语，让学生起来回答。)

S2: Are there homeless people in Canada?

S3: Jane told Maria every country has homeless people.

S4: This program helps homeless people return to work and live a normal life.

Maria asked Jane how they managed it.

T: You did very well. Let’s read the four sentences together.

Step 4 Practice 第四步 练习(时间:11分钟)

1. T: Though there are many homeless people in the world, the world is full of love. Let’s know a girl called Carly, please listen to the tape in 2 and choose the right answers.

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

T: Who can retell it? Try your best and take it easy. The more, the better. S1, you are the first.

S1: Carly is a 16-year-old Indian girl.

T: What did he/she say? S2, please.

S2: He/She said Carly was a 16-year-old Indian girl.

T: OK, let’s go on to retell it. S3, please.

S3: Her parents died in the flood.

T: What did he/she say? S4, please.

S4: He/She said her parents died in the flood.

…

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

(教师设置情景，引入合成词的讲解。)

T: Excellent. I think you may be tired. Let’s have a break and listen to a song.

(教师放歌曲“找朋友”。)

T: We hope we have many friends who can get along with us. English words also have their own friends. Let’s help them find good friends.

(用小黑板或幻灯片出示3。)

T: You can do it in groups.

(学生讨论两分钟后，请同学口头完成，并猜测词义。)

T: Who has helped them find friends? Then guess their meanings.

S5: “mother”and “land”are good friends. I think its meaning is “祖国”.

S6: “basket”and “ball”are good friends. It means “篮球”.

S7: “birth”and “day” are good friends. Its meaning is“生日”.

…

T: You’re very helpful. We should often help each other. In English, there are many words like these. It’s for us to make our vocabulary bigger. Let’s try to give more examples, please do it in groups.

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

Step 5 Project 第五步 综合探究活动(时间:5分钟)

(学生口述合成词时，教师在黑板上写出几个合成词让他们猜测词意。)

1. T: OK. Stop here. Please look at the compounds on the blackboard and guess their meanings in groups.

earthquake nightdress bystander

blueprint baby-sitter townsman

(学生讨论后，说出词意，猜不出来的教师给出答案。)

2. Homework:

Find out more examples and add them to your vocabulary.

板书设计：

Project Hope has changed my life.

Section A

homeless people —What are you reading, Jane?

in need —I’m reading a newspaper from Canada, Maria.

provide sb. with sth. Maria asked Jane what she was reading.

provide sth. for sb. Jane said that she was reading a newspaper from Canada.

grand son—grandson Are there homeless people in Canada, Jane?

down stairs—downstairs Maria asked Jane if there were homeless people in Canada.

Section B

The main activities are 1a, 1b and 3. 本课重点活动是1a, 1b和3。

Ⅰ. Teaching aims and demands 教学目标

1. Learn some new words:

rope, retell, discover, invention

2. Talk about New York’s city life in the past and now.

(1) I heard the traffic there was terrible and everyone drove too fast.

(2) I also heard the streets were dirty.

(3) I think it’s a wonderful place to live in.

3. Pay attention to direct and indirect speech.

4. Learn about word formation: derivations

disobey discover impossible important

peaceful useful exciting interesting

Ⅱ. Teaching aids 教具

小黑板/多媒体/几张新旧北京图片/录音机

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间:10分钟)

1. (检查作业，引出新课。)

(教师播放“找朋友”的乐曲，四个小组展开竞赛复习合成词。)

T: Yesterday I told you to find out more compounds. This lesson we will have a word competition. Each group chooses one student to write the words you prepared on the blackboard. Other students in your group can come to the front and add. The group that has written the most words is the winner.

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

G1 G2 G3 G4

hometown pancake homework classroom

birthday toothbrush housework upstairs

classmate daytime friendship policeman

handbag raincoat farmland toothbrush

filmmaker

policeman motherland handsome

 

(三分钟后，宣布结束。)

T: Very good. Let’s count the words they wrote together.

Ss:G1 twenty-one G2… G3… G4…

T: You’re excellent. Which group is the winner?

Ss:G2.

T: Let’s explain these words and read them. You can learn a lot of words from this competition.

(解释这些合成词，让学生齐读，把不懂的写在笔记本上。)

T: English words are very magical, and each of us can be a good magician. Next, I will show a word magic for you.

(在黑板上画上哭脸和笑脸。)

T: Can you guess a word?

Ss: Happy.

T: Yes. But I add “un” before this word.

(教师在黑板上多呈现几个派生词。)

re+tell　 retell care+less　 careless

re+write　 rewrite enjoy+able　 enjoyable

dis+like dislike ill+ness　 illness

(让学生猜测一下这些派生词，教师再解释。)

2. T: We can be magicians to change words. We can also change our hometown. We can get our living conditions better and better. Let’s look at the pictures and discuss them.

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

T: Beijing has changed a lot. Who can describe it?

(教师指着一幅北京城过去的画面问。)

S1:The houses were short and the streets were dirty in Beijing in the past.

T: You are right. Who can describe this picture?

(教师又指着一幅现在北京市的画面问。)

S2: There are a lot of buildings in Beijing now, …

S3: …

S5: …

T: You did very well. S1 said the houses were short and the streets were dirty in Beijing in the past. What did other three students say?

(请几位同学复述刚才几位同学说的话，目的是复习间接引语。)

S3:S2 said Beijing had a lot of tall buildings now.

…

T: Right. Let’s retell it together.

(复述完毕后，再问一个学生。)

S4: S5 said….

(同学能复述出其中一二句即可。)

T: Now the world changes fast, not only cities but also villages. Let’s listen to the tape and know about the changes in New York.

Step 2 Presentation 第二步 呈现(时间:12分钟)

T: Let’s listen to 1a for the first time and try to find out the answer to the question.

(教师在黑板或幻灯片上呈现听力任务。)

What has changed in New York?

(学生听录音两遍后,自己阅读, 画出回答这个问题的知识点。)

T: Now, who can answer this question? How is New York’s traffic?

S1: The traffic is terrible and everyone drives too fast.

T: You’re right. What about its streets in the past?

S2: The streets were dirty.

T: Does it change now?

S2: Yes. It is quite clean now.

T: Is New York a dangerous place now?

Ss: No, it isn’t. It was dangerous in the past.

T: Yes, it’s quite safe now. It’s a wonderful place to live in. There are a lot of beautiful parks, good schools, famous museums and excellent restaurants.

(总结一下)

T: Well done. Your answers are excellent. If you want to know more about New York, you must go for a visit there. Do you want to go there?

Ss: Yes. Of course.

(板书并讲解。)

go for a visit

T: I hope you have chances. Now let’s read after the tape.

(教师播放录音, 学生跟读一遍。)

Step 3 Consolidation 第三步 巩固(时间:8分钟)

1. T: Please read 1a again and then practice the dialog in pair. The information on the blackboard or on the slide show may help you.

(提示学生使用黑板或幻灯片上的信息，也可以直接打开书看1b。)

traffic wonderful

street terrible

restaurants dirty

place excellent

T: First I will ask four students to describe.

S1:The traffic is terrible.

S2:The street is dirty.

S3:The restaurants are excellent.

S4:The place is wonderful.

T: OK. Next let’s retell it with indirect speech like this together: They said the traffic was terrible.

Ss:They said the street was dirty.

They said the restaurants were excellent.

They said the place was wonderful.

2. T: Good, Let’s do another practice about the changes of New York. Read 1a again and try to retell it in your own words. You can begin like this.(可让学生在书上完成。)

(板书)

Changes

New York has changed a lot.

 

 

(给学生几分钟时间完成, 请几位同学读范文。)

T: Who can read your article for us?

S1:New York has changed a lot. The streets were dirty before, but it has improved a lot. And it’s quite safe now. But it was dangerous in the past. It’s a wonderful place to live in. There are beautiful parks, good schools, famous museums and excellent restaurants. I want to pay a visit to New York myself some day.

(两三个同学示范即可。)

Step 4 Practice 第四步 练习(时间:10分钟)

1. T: Our living conditions have improved. It makes our entertainments be changing all the time. Now, look at these pictures. Then discuss. Have you ever played these games?

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

T: Can you tell me which games have you played?

S1: I have jumped rope.

T: I have jumped rope, too.

(教师板书并讲解rope。)

S2: I have played tug-of-war.

S3: I like playing skateboard.

T: I can’t play it.

S4: I often watch TV at home.

T: It’s bad for us to watch TV too long.

S5: I often go to an amusement park with my parents.

T: You are lucky. There are many amusements now. But in the past there were few amusements. How about your parents’ and grandparents’ entertainments?

S6: My parents have ever seen a film in the open air.

T: Good. S7, can you say something about your family?

S7: My grandparents have never watched TV before, because there weren’t TV sets at that time.

S8: …

(学生们可能会争着说，几个同学示范即可。)

2. T: Our living conditions have improved. Your parents give you a good education chance. You must study hard. OK, in order to improve our oral and writing skills we must master a lot of words. There are some skills to help remember more words. Let’s play another word game. Please help the following words wear “hats”or “shoes”. Then the word will change into another one.

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

T: You can finish it in groups. Some words don’t have only one hat or a pair of shoes.

Fox example: use—useful—useless—reuse

write—writer—rewrite—writing

Ss: The words are very interesting.

T: Yes. In this way, you can memorize many words in a short time.

(学生意犹未尽，乘机布置一项课后作业。)

Step 5 Project 第五步 综合探究活动(时间:5分钟)

T: If you are interested in it, please collect and sum up the words like these after class. Next let’s have a discussion and try to use the words in the game, such as: like/dislike, comfortable/ uncomfortable.

(教师把准备好的词展示在小黑板或幻灯片上。)

T: Finish these derivations. You can do it in groups.

板书设计：

Section C

The main activity is 1a. 本课重点活动是1a。

Ⅰ. Teaching aims and demands 教学目标

1. Master some new words:

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

2. Learn to help homeless people.

3. Talk about social services.

Ⅱ. Teaching aids 教具

录音机/小黑板/图片(流浪者)

Step 1 Review 第一步 复习(时间:10分钟)

1. (复习城市生活和乡村生活的差异。)

T: There are many differences between the city life and the village life. Do you think so?

Ss:Yes.

T: Who can show your opinions in the front of the classroom?

(选几名学生依次站到讲台上说一说城乡之间的差异。)

S1:Boys and girls. I like living in the village, and I dislike living in the city. I think the village is not noisy, but in the city there is a lot of noise, so the life in the city is uncomfortable…

S2:…

(教师做总结，引出本课重点内容——政府，个人如何帮助城市中的流浪者。)

T: As we know there are many kinds of pollution in the city, the traffic is very busy, and the population is larger than before. But their conditions have improved. Now, the question is: Are you sure that everyone in the city has a house to live in? Now, please look at the picture.

(向学生展示一张流浪者的悲惨生活照片，谈论照片的内容逐步引出新单词。)

T: Do they have houses?

Where do they live in the evening?

What do they eat?

(同学们议论纷纷。)

T: Well, let’s see it together. There are all kinds of people in the picture. Some are very old. Some are young. Perhaps the young haven’t got any skills. They hardly know how to work in a shop or in a factory.

(教师解释并板书skill。)

T: Some of the homeless people have lost their families. They live alone. Some of them become homeless people because of taking drugs. What are drugs? Almost all the homeless people don’t have a clear purpose.

(板书并讲解drug, purpose。)

(总结一下，鼓励学生们努力学习，掌握技能。)

T: Many people don’t know the reason why they live. They don’t have a clear purpose. I hope all of us can study hard and learn a lot of skills.

Ss: Can’t they get chances to study or work?

T: Maybe they want to get skills or work. But no proper people introduce them to do that.

Ss: I/We feel sorry for them.

T: Yes, but now there is an organization in Canada to help the homeless people.

Please listen to 1a. Pay attention to the new words.

Step 2 Presentation 第二步 呈现(时间:12分钟)

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

T: There is a program in Edmonton in Canada. The program is called Edmonton Community Services. Another special program for street kids is called “kids in the Hall” to help themselves to live well. Now, please listen to 1a for the first time.

T: Next, open the book to read the passage in 1a. After reading, please answer the question: How do the programs help the homeless people?

(学生自读课文一遍。)

T: Now, who can answer my question?

S1:Edmonton community helps homeless people return to a normal life.

T: What’s your opinion, S2?

S2:Edmonton community helps them get jobs and lends money to them.

T: What do they do for borrowing money?S3, please.

S3:They can rent apartments and buy clothes for their children.

T: What about “kids in the Hall”?

S4: “Kids in the Hall” helps the street kids to learn restaurant skills there.

T: Why do they learn skills?

Ss: After the training, it will be easy for them to find jobs.

T: Can street kids get help easily?

Ss:No. They must obey strict rules.

(板书知识点并小结。)

1. Edmonton community helps them return to a normal life.

2. Kids in the Hall: learn skills.

T: What do you think of Zack?

S5:He is a homeless child.

S6:He can get help from “Kids in the Hall”.

T: What work can be done by street kids?

S7:The food is prepared, cooked and served by the street kids.

T: Anything more? Who can add it? What does Zack feel?

S9:He thanks for the help of the “Kids in the Hall”.

T: What does he say?

S10:He says the program has given him a good chance to succeed. It will help him live like other kids again.

(学生齐读一遍课文，更深一层掌握文章大意，为后面复述做准备。)

T: Now, let’s read the text together.

Step 3 Consolidation 第三步 巩固(时间:8分钟)

1. (看小黑板的关键词，编两组小短文，复述这篇短文。)

T: Look at the blackboard. Use these words. Retell the text.

Edmonton Community Services

help, borrow, rent

buy Kids in the Hall

learn skills, strict

obey , return to

(三分钟后，叫两位同学到黑板前复述。)

Example A:

Edmonton Community Services helps people get jobs. The homeless people can borrow money from it, so that they can rent apartments and buy clothes for their children.

Example B:

“Kids in the Hall” helps the street kids learn restaurant skills. But the rules are very strict. They must obey them. If they disobey them, they have to return to the streets.

2. T: Read 1a again and finish the following tasks in 1b.

(独立完成1b。两分钟后核对答案。)

3. Read after the tape again.

(学生跟录音读一遍。)

Step 4 Practice 第四步 练习(时间:10分钟)

1. (让学生打开书，看2中的三幅图，完成2。)

T: The world has many problems. Look at these pictures. Talk about them with your partners. and then write down what you think and hope.

(小组代表发言。)

T: Look at Picture 1. What’s your opinion?

G1:The people have no house to live in. I hope they can have warm houses.

T: Who can add his/her hope?

G2:I think they are very hungry. I hope some other people can give them some food.

T: It’s very kind of you. Look at the Picture 2. What do you think of it?

G3:The laborers are too young. They should study in the school.

G4:I think the boss must be very cruel. He should have helped the children.

G5:The government must help them.

T: Your thoughts are very good. I think their families are very poor. They must work hard all day for living. I feel sorry for them. Look at Picture 3. G6, what are your opinions?

G6:The war is too cruel. Many people will die in the war.

G7:We hope the war can end. Everyone can have a happy life.

T: Wonderful. Please write down your opinions.

(经过讨论图片上的内容，为下一步写作练习准备素材。)

2. T: Look at these words. Write a passage about your hope.

homeless people, warm houses, community services

go to school, rich, poor, end the war, live a happy life

smile on one’s face

T: After writing. I will ask some students to read.

Step 5 Project 第五步 综合探究活动(时间:5分钟)

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

T: Discuss in groups. How to help other poor people? Write down what you hope. /Make a plan to help them.

2. Homework:

Make a survey about your hometown government. Write something about what has been done by government for the homeless people in recent years. You can ask your partners to help you.

(列出对学生有帮助的短语。)

T: These phrases may help you:

(1) find a purpose of the life

(2) learn some skills

(3) find a job

板书设计：

Project Hope has changed my life.

Section C

succeed (v.)——successful (adj.) be successful in doing sth.

Kids in the Hall It will be easy for them to find jobs.

take drugs

the purpose of

learn skills

obey the rules

cruel war

Section D

The main activities are 1a, 1b and 3. 本课重点活动是1a, 1b和3。

Ⅰ. Teaching aims and demands 教学目标

1. Review direct speech and indirect speech:

(1) “What are you reading, Jane?”Maria asked.

Maria asked Jane what she was reading.

(2) “I’m reading a newspaper from Canada,”Jane said.

Jane said that she was reading a newspaper from Canada.

3. Review word formation:

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

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

4. Learn about Project Hope.

Ⅱ. Teaching aids 教具

希望工程的宣传画一张／录音机／小黑板／多媒体 / 单词卡片

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间:10分钟)

1. (检查上次综合探究活动的成果，以对话形式呈现。)

T: Have you finished your project?

Ss: We have finished it.

(教师提问一位学生。)

T: What have you done?

S1: My father told me something about the homeless people.

T: What did he say?

S1:He said there was a special organization to help them. They offer some meals, clothes for the homeless people. They give them some money during some important holidays, such as the National Day, the Spring Festival. Then the officials often keep in touch with them.

(教师提问另一个学生。)

T: How is your project going?

S2: I have interviewed a homeless person.

T: What’s the matter with him?

S2: He was out of school. He was wearing old clothes. And he was so dirty. First, I was so nervous. I was afraid of him.

T: What have you done to help him?

S2: I gave him a T-shirt and a pair of pants. And he thanked me for that.

T: What did he say?

S1:He said that I was so kind to give him those things.

T: You are a kind boy /girl .

(教师提问第三个学生，侧重于失学儿童。 )

T: Have you met street kids around you?

S3:Yes, I have. I meet some. Sometimes they play in the street. Sometimes they play computer games day and night. They don’t go to school.

T: All of you spoke very well.

(总结三位学生发言，复习直接引语和间接引语。)

T: What did the three students say just now?

(学生一起回答。)

Ss: S1 said she/he asked her/his father something about the homeless people.

S1: S2 said he/she helped a homeless boy. S3 said he/she met some street kids.

2. T: Well done! There are a lot of homeless people around us. Some of them are from poor families. Because their parents can’t afford them to study. Do you know anything about it?

Ss:Yes, we know.

T: In our country, there are more than 40 million children from poor families who still need help. But now, there is a social service program to help them—Project Hope.

(板书并讲解。)

a social service program

Project Hope

Step 2 Presentation 第二步 呈现(时间:12分钟)

1. (教师呈现一张希望工程的宣传画，导入课文。)

T: Here is a picture of Project Hope. The students here are from poor families. They can’t get normal education. Now, open your books and listen to 1a. Please underline the numbers when you are listening to the tape.

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

(板书)

sixteen years 3 billion yuan

2.5million poor students 2. 3 million

train 2 300 teachers 40 million

T: OK, stop here. All of us have read the text. Now look at these numbers and answer my questions.

T: When did Project Hope start?

Ss: It started on October 30, 1989.

T: What’s its aim?

Ss: It aims to bring schools into poor areas of China, to help poor families afford their children’s school education.

T: You are right. Can you say something about 3 billion yuan? Where is it from? Can somebody tell me?

S1: Yes, I can. Project Hope has raised about 3 billion yuan from people at home and abroad in the past sixteen years.

T: Yes, you are excellent.

(板书并讲解。)

at home and abroad

T: What has the money paid for?

Ss: It has paid for the education of 2.5 million poor students and sent 2.3 million students to high school.

T: Anything else? Who can add?

S2: With the money, it has built thousands of schools and libraries and trained 2 300 teachers.

T: You did well. How many children still need help?

Ss: 40 million.

T: Yes. There are 40 million children from poor families who still need help, so Project Hope still has a lot of work to do.

Step 3 Consolidation 第三步 巩固(时间:8分钟)

1. T: Look at the numbers. And retell the passage about Project Hope. You have three minutes.

(学生利用前面板书的数字, 复述1a。)

T: Now, I will ask some students to retell the passage.

S1: Project Hope has raised about 3 billion yuan from people at home and abroad. It has paid for the education of 2.5 million poor students and sent 2.3 million students to high school….

2. T: Minmin is a girl who got help from Project Hope. Read what she says and then change her speech into indirect speech, using Minmin said/asked … You have two minutes to finish it.

(让学生完成课文1b。)

T: Now. I will ask three students to read what you write.

(让三位学生把他们所写读出来。)

S4:Minmin said that Project Hope had changed her life. She had become a college student two years before. She asked if there were children like her. And she asked what difficulties they had. She would do her best to help them.

S5:Now. Look at 1c. Do you know other organizations which also offer help and make the world better? Discuss in groups.

(用多媒体把书上1c中的四个图形展示到大屏幕上。)

T: Now I will ask some of you to say something about these four programs.

(给学生介绍这四个组织。)

Step 4 Practice 第四步 练习(时间:10分钟)

1. T: Now look at the small blackboard. There are some exercises here . Please change these sentences into indirect speech.

1. Kangkang said, “The traffic is terrible in my hometown. ”

2. “Can they get good food and medicine?” Jane asked Maria.

3. “What’s the population of the world ?”Lucy asked.

4. Kate said, “There are a lot of homeless people in China. ”

5. “Do you want to have a picnic with me?” Maria asked Mary.

T: Now you have two minutes to finish them. I will ask five students to do them on the blackboard.

(两分钟后, 叫五位同学到黑板上写。)

Example: S1:Kangkang said the traffic was terrible in his home town.

S2:Jane asked Maria if they could get good food and medicine.

S3:…

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

T: Here are many word cards. Let’s make friends in order to become another new word.

For example:

S1:I have “friend”.

S2:I have “ship”.

S1 and S2:It’s “friendship”.

(教师把新组合的单词写在黑板上。)

3. Read after the tape of 2a.

(跟读录音2a。)

4. T: Now look at 2b. Can you understand these sentences?

(1)Read and understand for 2 minutes.

(让学生看2b, 读和理解这些句子。)

(2)T: Let us read after the tape.

(和录音一起读一遍。)

Step 5 Project 第五步 综合探究活动(时间:5钟)

(引入话题)

T: Although we have made a lot of progress, there are still many problems in the world.

(1)T: Work in groups to research the problems below.

(出示小黑板)

AIDS, homelessness, hunger, child laborers

wars in the Middle East …

(学生以小组形式选择他们感兴趣的话题进行讨论。)

(2)T: What are you going to do to deal with the problem? Make a short speech with the topic “I Have a Dream” next time, and everyone should give us a speech.

(3)Homework:

Go over the passage we have learnt to prepare for your speech.

板书设计：

Project Hope has changed my life.

Section D

Project Hope sixteen years→3 billion yuan→

at home and abroad 2.5 million poor students→2.3 million→

a social service program train 2 300 teachers→40 million

Unit 2 Saving the Earth

Topic 1 Pollution is harmful to people’s health.

Section A

The main activities are 1a, 1b and 3a. 本课重点活动是1a、1b和3a。

Ⅰ. Teaching aims and demands 教学目标

1. Learn some new words and phrases:

bee, my goodness, waste, stream, breathe, be harmful to, influence

2. Learn some useful sentences:

(1) Oh, my goodness!

(2) Look, there are several chemical factories pouring waste water into the stream.

3. Learn direct speech and indirect speech:

(1) Kangkang said that it was a beautiful place with flowers and grass.

(2) Kangkang said that the flowers and grass had gone.

4. Learn and talk about different kinds of pollution:

(1) Air pollution makes people sick.

(2) Light pollution is harmful to our eyes.

(3) Litter influences our environment.

Ⅱ. Teaching aids 教具

幻灯片/小黑板/录音机/图片

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间:3分钟)

回顾第一单元有关家乡变化的内容，运用现在完成时态，导入新课。

(通过对第一单元的复习，导入被污染的西山景象。)

T: Last unit, we have learned some changes in our hometown. Can you say some?

S1: The roads are wider.

S2: The buildings are higher and higher.

S3: The living conditions have improved…

S4: …

T: Yes. Many changes have happened in our hometown. Let’s look at the two pictures about the West Hill and discuss the changes between them.

Step 2 Presentation 第二步 呈现(时间:15分钟)

通过比较1a的两幅图画的差异，展开对话，学习部分生词，呈现1a。

1. (利用幻灯片展示1a中的两幅图，师生问答。)

T: Are there any differences between them?

Ss: Yes.

T: Let’s look at Picture 1. What can you see?

S1: I can see some flowers and grass.

S2: I can see some butterflies dancing.

T: Yes, there are some butterflies dancing.

(板书并要求学生掌握。)

there is/are … doing sth.

T: What else can you see?

S3: I can see a rabbit.

S4: I can see some houses.

S5: …

T: (指着蜜蜂。)What’s it?

Ss: 蜜蜂。

T: It’s a bee. There is a bee flying.

(板书并要求学生掌握。)

bee

T: (指着小溪。) What’s it?

Ss: 小溪。

T: It’s a stream. And there are some fishes swimming in the stream.

(板书并要求学生掌握。)

stream

T: We know the West Hill was a beautiful place. Look at Picture 2. Oh, my goodness! What has happened to the West Hill?

(板书并要求学生掌握。)

my goodness

S6: The rabbit has disappeared.

S7: The fish have died.

S8: The trees have died.

S9: There are no flowers, butterflies, grass, and so on.

S10: There are some factories.

T: (指着工厂。)Yes, there are several factories. They are chemical factories.

(板书并要求学生理解。)

chemical

T: (指着工厂冒的黑烟，并捂住鼻子做呼吸困难状。) They are making much smoke. It can cause breathing problems.

(板书并要求学生掌握。)

breathe

T: (指着排放的废物。)And they are pouring waste water into the stream.

(板书并要求学生掌握。)

waste

T: From Picture 2, we know the chemical factories are harmful to the animals and plants.

(板书并要求学生掌握。)

harmful

be harmful to

2. (要求学生不看书，只听录音，捕捉要点，回答问题，提高听力水平。)

T: Close your books. Listen to the tape carefully, then answer these questions.

(出示小黑板上的问题，听录音1a。)

(1)Where are they going to have the picnic?

(2)Why does Kangkang say “Oh, my goodness!” ?

3. (核对答案，板书1a的关键词。)

beautiful—fresh—clean—gone—dirty—terrible—waste water

Step 3 Consolidation 第三步 巩固(时间:12分钟)

复述1a，引入本课重点，讲解和操练“直接引语”与“间接引语”，完成1b。

1. (要求学生在限定时间内，根据黑板上的关键词复述对话。)

T: Try to use the key words on the blackboard to retell 1a.

Example:

In the past, the West Hill was a beautiful place with flowers and grass. We could see bees and butterflies dancing. The air was fresh, the water was very clean and we could see fish swimming. But now, all the flowers, grass, bees, butterflies and fish have gone. The water is so dirty and it smells terrible. Why? Because there are several chemical factories pouring waste water into the stream. So we should protect the environment.

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

T: What did Kangkang say?

(要求学生轮流回答。)

S1: I’ve been there before.

T: Yes. Kangkang said that he had been there before.

T: Next, please.

S2: It’s a beautiful place with lots of flowers and grass.

T: OK. Kangkang said that it was a beautiful place with lots of flowers and grass.

T: Next, please.

S3: The air is fresh and the water is clean, and you will see …

T: So Kangkang said that the air was fresh and the water was clean, and they would see …

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

Kangkang said that he had been there before.

Kangkang said that it was a beautiful place with lots of flowers and grass.

Kangkang said that the air was fresh and the water was clean, and they would see …

3. (让学生完成1b，并作报告。)

T: Fill out the table in 1b, then give a report, using “Kangkang/Maria said …”.

Step 4 Practice 第四步 练习(时间:10分钟)

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

1. (播放2录音，学生听后完成2。)

T: We know, without plants and animals, the West Hill isn’t beautiful. So plants and animals are important. Let’s look at the lovely animals in the pictures in 2. Listen to the tape and write down the numbers of the correct pictures.

(若学生没听懂，可再放一遍，核对答案。)

2. (学生看图完成3a。)

T: After listening, do you know what does great harm to animals?

Ss: Pollution.

T: Yes. There’re many kinds of pollution. Let’s look at the pictures in 3a and match them with the phrases given. Try to guess the meaning of soil.

(板书并要求学生理解。)

soil

(核对答案。)

3. (让学生用3a的短语完成3b。)

T: Pollution has caused many problems. What problems has it caused? Please complete 3b with the phrases in 3a.

(核对答案，并板书influence，要求学生掌握。)

influence

Step 5 Project 第五步 综合探究活动(时间:5分钟)

通过游戏及调查的方式，加深学生对污染及其危害的印象，增强学生的环保意识。

1. Guessing games.

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

T: Every one of you can describe the picture. And the student in the front of the classroom tries to tell us what kind of pollution it is.

Example:

(S1任意抽取一张图片。)

S2 : It’s produced in a factory. (教师帮助学生描述。)

S3 : It smells terrible.

S4 : It’s harmful to our lungs.

S5 : It’s black smoke.

S1 : Air pollution.

…

2. Homework: Make a survey.

(调查你们家附近的污染状况，并填写表格，以增强学生的环保意识。)

T: Now make a survey to study the pollution around your home, and fill out the form.

Pollution Reason Effect

Air pollution

Soil pollution

Water pollution

Light pollution

Noise pollution

Litter

板书设计：

Pollution is harmful to people’s health.

Section A

air pollution there be sb./sth. doing sth.

soil pollution be harmful to …

water pollution Kangkang said that it was a beautiful

light pollution place with flowers and grass.

noise pollution The government has done something

litter useful to stop it.

Section B

The main activities are 1a and 1b. 本课重点活动是1a和1b。

Ⅰ. Teaching aims and demands 教学目标

1. Learn some new words:

weak, produce, chest, anyway

2. Go on learning direct speech and indirect speech:

(1) The old lady said that it was difficult for her to breathe.

(2) The old lady told Kangkang that she had been like that since the week before.

(3) Kangkang asked the old lady how long she had been like that.

(4) The journalist asked Mrs. Zhou whether/if she was feeling better then.

(5) The journalist asked what the environment around that place was like.

3. Learn some expressions about blame and complaint:

(1) It’s difficult for me to breathe.

(2) The bad air makes my chest hurt.

(3) … the factory makes too much noise and I can’t sleep well at night.

(4) I’m always in a bad mood …

(5) … I can’t stand the environment here.

(6) Anyway, I hope the government will solve this problem soon.

Ⅱ. Teaching aids 教具

图片/教学挂图/录音机/小星星/游戏纸条

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间:6分钟)

检查上节课的作业，通过学生对调查结果的汇报和转述，复习直接引语和间接引语。

T: Is there air pollution around your home?

S1: Yes. There are several chemical factories near my home. They make terrible gas. I often feel sick.

T: What did S1 say just now?

S2: S¬1 said that there were several chemical factories near his/her home.

S3: S1 said that they made terrible gas.

S4: S1 said that he/she often felt sick.

(其余五种污染用同样的方法进行转述。)

…

Step 2 Presentation 第二步 呈现(时间:12分钟)

继续展示有关环境污染的图片，开展对话，学习生词，呈现1a。

1. (教师用Section A的1a进行导入，利用图片引出新的词汇。)

T: From 1a, Section A, we know Kangkang and his friends planned to go for a picnic. But two days later, when the children reached the West Hill, would they have a picnic there?

Ss:No.

T: Why?

Ss:The flowers, grass and fish have gone. The chemical factories are pouring waste water into the stream.

T: (出示工厂排放着浓烟的图片。)And what is the factory making?

Ss:It’s making smoke.

T: Yes, it’s producing smoke. It’s producing terrible gas. (教师做捂鼻皱眉状。)It’s difficult to breathe.

(板书并要求学生掌握produce；理解gas。)

produce, gas

T: The terrible gas can make people’s chest ache. (教师做捂胸皱眉状。)

(板书并要求学生掌握。)

chest

T: What’s more, the factory makes too much noise. What problems does noise pollution cause?

S1: Maybe people can’t sleep well.

T: Yes, it makes people weak, and people may be in a bad mood.

(板书并要求学生掌握。)

weak

T: Pollution causes too many problems. Anyway, we should do something to stop it.

(板书并要求学生掌握。)

anyway

2. (呈现1a图片。)

T: Look at the picture. Who are they in the picture?

Ss: They are Kangkang and Granny.

T: What other things can you see?

S2: I can see some dead fish.

S3: The bird on the tree is dying.

S4: Some chemical factories are producing terrible gas.

S5: Factories are pouring waste water into the river.

T: So it causes water pollution and air pollution. Look at Kangkang and Granny. What are they talking about? Listen to the tape, and then answer the question.

(教师放1a录音，学生听后回答。)

Ss: They are talking about pollution.

T: Yes, you are right.

3. (学生齐读课文，找出疑难点，教师解释，并板书要点，要求学生掌握短语can’t stand及句型How long …。)

can’t stand (doing) sth.

How long have you been like this?

I’m always in a bad mood …

Anyway, I hope the government will solve this problem soon.

It’s difficult for me to breathe.

The bad air makes my chest hurt.

Step 3 Consolidation 第三步 巩固(时间:9分钟)

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

1. (让学生再读1a对话，并要求和同桌一起表演，完成1a。)

T: Read 1a aloud, and try to act out the dialog in pairs.

(请几组上台表演。)

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

T: Read 1b carefully, and try to find out the changing rules. Let’s have a match.

S1: Kangkang asked the old lady how long she had been like that.

S2: The old lady said she was always in a bad mood.

S3: Kangkang said that was too bad.

…

(教师进行补充和总结，并对获胜组进行表扬和奖励。)

3. (学生独立完成1b。)

T: Complete 1b by yourselves in two minutes.

(必要时教师给予帮助。)

Step 4 Practice 第四步 练习(时间:12分钟)

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

1. (引导学生发现一般疑问句变成间接引语的方法。)

T: After Kangkang wrote to the newspaper about the old lady’s problems, a journalist interviewed her. What is the journalist’s question? Let’s look at the first picture in 2.

Ss: Are you feeling better now, Mrs. Zhou?

T: Yes. The journalist asked the old lady if she was feeling better.

2. (师生对话，让学生先口头练习，然后书面完成2。)

T: What is Mrs. Zhou’s answer?

Ss: She’s feeling even worse.

T: Yes. Please answer it with indirect speech.

Ss: Mrs. Zhou’s said that she was feeling even worse.

T: Then, what did the journalist ask?

Ss: What is the environment around this place like?

T: Please answer it with indirect speech.

Ss: He asked what the environment around that place was like.

T: Complete the rest sentences with direct speech or indirect speech.

…

(核对答案。)

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

T: Discuss the questions in 3, and work in groups of three. One asks, another answers and the third one reports it using indirect speech. Two minutes for preparation.

Step 5 Project 第五步 综合探究活动(时间:6分钟)

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

1. Play a game.

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

2. Homework:

Write to the government about the pollution problems around your home.

板书设计：

Pollution is harmful to people’s health.

Section B

produce terrible gas Kangkang asked the old lady how long she had been like that.

can’t stand (doing) sth. The journalist asked Mrs. Zhou whether/if she was feeling

better then.

… …

Section C

The main activity is 1a. 本课重点活动是1a。

Ⅰ. Teaching aims and demands 教学目标

1. Learn some new words and phrases:

coal, deaf, print, disturb, rubbish

2. Learn some useful sentences about noise pollution:

(1) … noise is also a kind of pollution and is harmful to humans’ health.

(2) People who work and live in noisy conditions go deaf easily.

(3) … many teenagers in America can hear no better than 65-year-old people do, …

3. Improve the sense of protecting the environment.

Ⅱ. Teaching aids 教具

图片/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)

总结Section A与Section B内容，以环境污染的危害为主题，展开复习。

(教师用上两节课的内容进行复习，导入1a。)

T: We have known some kinds of pollution. Can you list them?

Ss: Yes. Such as water pollution, soil pollution, light pollution, air pollution, noise pollution and so on.

T: What problems do they cause?

S1: Water pollution can make people sick.

S2: Soil pollution causes unhealthy food.

S3: Light pollution hurts our eyes.

S4: Air pollution causes breathing problems.

…

T: Very good. In this lesson, let’s talk about what kinds of noise pollution are.

Step 2 Presentation 第二步 呈现(时间:15分钟)

利用图片导入生词教学，同时结合环境污染内容，创设情景，呈现1a。

1. (展示图片，导入生词。)

T: Let’s look at the picture.

(教师展示图片一。)

T: (指着图片。) What is he burning?

Ss: Coal. (帮学生回答。)

(板书并要求学生掌握。)

coal

T: Can burning coal cause pollution?

Ss:Yes. Burning coal can cause air pollution.

T: You’re right.

(教师展示图片二。)

T: Look at the picture. People are producing electricity by wind. (教师让学生猜测词义。 )

(板书并要求学生理解。)

electricity

T: (指着图片。) Can it cause pollution?

Ss: No.

T: You’re right. It can’t cause pollution.

2. (完成1a中的读前问题，核对答案。)

T: OK. Look at the phrases of 1 in 1a, and check (√) which causes pollution.

…

(一分钟后。)

T: You know, playing loud rock music at midnight is a kind of pollution. Why?

Ss: Because playing loud rock music can make lots of noise.

T: Yes. It not only disturbs others but also does great harm to people’s hearing.

(板书并要求学生掌握。)

disturb

do harm to=be harmful to

T: Let’s look at the picture.

(教师展示图片三。)

T: (指着图片。) What are they doing?

Ss: They are printing newspapers. (教师帮助学生回答。)

(板书并要求学生掌握。)

print

T: The machines are making loud noise. Can they hear each other clearly?

Ss:No.

T: They have to say the words again and again. If they work there for a long time, they may go deaf. (教师指着耳朵领读go deaf并解释。)

T: That is to say, they will have hearing loss.

(板书并要求学生掌握deaf，理解hearing loss。)

  [论文开题报告范文]   [诗词专题]   [财务工作计划专题]   [中国大学排名]