2024年1月18日发(作者：霍裕平)
Unit 1 The Changinging World
Topic 1 Our country has developed rapidly.
Section A
The main activityis 1a. 本课重点活动是1a。
Ⅰ. Teaching aims and demands 教学目标
1. Learn some new words and a phra:
proper, by the way, bell, grandpa, chairwoman, grandson
2. Learn a uful ntence:There goes the bell.
3. Learn the prent perfect ten:
(1)Rita, you have just come back from your hometown.
(2)—Where have you been, Jane?
—I have been to Mount Huang with my parents.
(3)—By the way, where’s Maria?
—She has gone to Cuba to be a volunteer…
4. Talk about the children’s vacation experiences.
Ⅱ. Teaching aids 教具录音机/小黑板/学生的旅游纪念照/图片/幻灯片
Ⅲ. Five-finger Teaching Plan
Step 1 Review
通过教师询问学生的暑期活动，导入话题，呈现部分生词。
T: Listen! The bell is ringing. Let’s begin our class! (教师解释The bell is ringing等于There goes
the bell，板书bell，要求学生掌握。)
bell
T: Nice to e you again. Did you enjoy your summer holiday?
Ss: Yes.
T: Hi, S1, where did you go during your summer holiday?
S1: I went to …
T: S2, did you go to your grandpa’s home?
S2: Yes.(板书grandpa，要求学生掌握。)
grandpa
T: S3, where did you go?
S3: I went to West Lake with my father.
T: Wow! West Lake is a beautiful place. What did you do there?
S3: I enjoyed the beautiful scenery, took photos and bought many beautiful postcards.
T: S4, what about you?
S4: I had to stay at home to help my mother with the houwork.
T: Oh, I feel glad for what you did, and I think you’re a good girl. You’re helpful. S5, did you go to
summer class?
S5: 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: Yes. 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，要求学生掌握。)
proper
T: OK, you all had a good summer holiday. What about Kangkang and his friends? Let’s come to
the new unit now.
Step 2 Prentation
创设语言情境，呈现have/has been to和have/has gone to及部分生词。
1. (创设对话情境。Mr. Smith星期六组织Class 2去野营，大家在校门口集合时发现Jim没来。师生对话，呈现have/has gone to…)
Mr. Smith: Hello, everyone! Jim isn’t here.
Where is he?
S1: Maybe he is at home.
S2: Maybe he is ill.
…
Mr. Smith: No. He has gone to Beijing to be a volunteer.
(板书并让学生了解volunteer，教师适当讲解have/has gone to的用法，并让学生初步掌握。)
have/has gone to, volunteer
(假设星期一Jim返回学校，Mr. Smith和Jim展开对话，呈现have/has been to。)
Jim: Good morning, Mr. Smith.
Mr. Smith: Good morning, Jim. You have just come back from Beijing. How was your trip?
Jim: Cool!
Mr. Smith: I think you have been to many places of interest.
(板书并适当讲解，要求学生初步掌握。)
have/has been to
(教师可用简笔画呈现have/has been to和have/has gone to，讲解它们的区别并要求学生掌握。)
2. (师生对话，简单操练have/has been to和have/has gone to的用法。)
(教师特意让S3去办公室取作业。)
T: Did you have a good summer holiday, S4?
S4: Yes.
T: Where have you been?
S4: I have been to …
T: By the way, where is S3?
S4: He has gone to the teacher’s office.
(板书by the way，要求学生掌握。)
by the way
3. (播放1a录音，回答小黑板上呈现的问题。以听力的形式呈现1a的主要内容。)
T: Now, listen to 1a. Kangkang and his friends are talking about their different experiences
during the holiday. Answer the following questions on the small blackboard:
(出示小黑板。)
(1) Who has just come back from India, Sally or Rita?
(2) Where has Jane been?
(3) Where has Kangkang been?
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。)
S5:Rita.
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?
S6: 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?
S7: He has been to an English summer school.
4. (重放1a录音，总结重点句型并板书。)
T: Listen to the tape again. And then talk about what they have done.
Kangkang has been to…
Rita has just come back from…
Jane has been to…
Maria has gone to…
Step 3 Consolidation
巩固1a，完成1b，并引导学生区别一般过去时与现在完成时。
1. (让学生分角色读对话，教师巡视并纠正学生发音。)
T: Read 1a in roles. Pay attention to your pronunciation.
2. (学生独立完成1b的表格。师生共同核对答案，巩固现在完成时have / has been/gone to这一基本句型。)
T: Now, plea fill in the table in 1b according to 1a.
3. (由1a对话引导学生谈论暑期生活，继续巩固现在完成时。)
T: Kangkang has been to an English summer school to improve his English. Rita has been to
India. What about you? Where have you been? And what did you do? Plea work in groups
of three 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 the class?
(挑几组学生进行表演，并对学生进行适时指导和鼓励。)
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
完成1c和2，强化练习现在完成时及部分重要词汇。
1. (教师让学生两人一组，每人拿出提前准备好的旅游照片或图片，操练现在完成时。注意区别一般过去时、一般将来时和现在完成时，完成1c。)
S1: Hi, S2. Where have you been?
S2: I have been to Shanghai.
S1: When did you go there?
S2: I went there this summer holiday.…
S3: Hi, S4. Where has Lucy gone?
S4: She has gone to Mount Tai.
S3: When will she come back?
S4: She will come back in two days.…
2. (根据呈现的have/has been to和have/has gone to，完成2。然后核对答案。在处理2时，板书并讲解，要求学生掌握chairwoman和grandson。)
chairwoman
grandson
3. (缤纷小赛场。出示幻灯片或小黑板。)
(1)My teacher gave us the p answer after the discussion.(根据首字母填空)
(2)My father often took me to my hometown to e my g, a kind-hearted old man.(根据首字母填空)
(3)The (chairwoman) can’t agree with each other.(适当形式填空)
(4)—Where’s Lucy, Tom?
—She her hometown to e her grandparents.(单项选择)
A. return to B. has gone to C. has been to D. have gone to
Step 5 Project
让学生完成暑期调查表格，并写出调查报告，进一步熟练运用现在完成时。
1. (教师制作关于暑假活动的表格，让学生通过对话完成表格。)
Name
…
…
Where has he/she been?
What did he/she do?
2. Homework:
Write a survey report about the students’ summer holidays, using the simple past ten and the
prent perfect ten. The report includes: (1) Where have you been? (2) What did you do?
板书设计：
Our country has developed rapidly.
Section A
by the way How was your trip?
There goes the bell. —Where have you been, Jane?
—I have been to …
—Where’s Maria?
—She has gone to …
Section B
The main activities are 1a and 2a. 本课重点活动是1a和2a。
Ⅰ. Teaching aims and demands 教学目标
1. Learn some new words and a phra:
shut, rope, granny, describe, in detail, education, develop, development
2. Learn some uful ntences:
(1)Though I had no time to travel, I still felt very happy.
(2)Is that so?
(3)Luckily, with the development of China, many things have changed, and children can get
a good education now.
3. Go on learning the prent perfect ten:
(1)Have you ever fed them? No, I haven’ t.
(2)Has Ann ever…? Yes, she has./No, she hasn’t.
4. Learn about the differences between the Chine teenagers’ lives in the past and tho at
prent.
Ⅱ. Teaching aids 教具
图片/录音机/幻灯片
Ⅲ. Five-finger Teaching Plan
Step 1 Review
创设情境对话，复习现在完成时态，并学习部分生词。
1. (通过做游戏，复习现在完成时。)
T: Hi, boys and girls. Let’s play the game “Quick Respon”.
T: Where have you been, S1?
S1: I have been to Hong Kong, and I bought many things.
…
T: Where has S2 gone?
S3: He/She has gone to Mr. Lee’s office.
T: When will he/she come back?
S3: In an hour.
…
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 in detail.
(板书并要求学生掌握。)
describe, in detail
S4: Has he been to Beijing?
T: Yes, he has. He has been to Beijing with his parents, granny and little sister.
(板书并要求学生掌握。)
granny
T: His little sister went there for further education. Her dream is to study abroad. Luckily,
with the development of our country, most of you will have a chance to study abroad. You
are all lucky. But there are many disabled children. They are unlucky. We should try our best
to help them. Look at this picture. Let’s discuss it.
(板书并适当讲解生词，要求学生掌握education, development, develop；理解disabled；了解luckily。)
education
luckily
development→develop
disabled
Step 2 Prentation
创设语言情境，让学生掌握现在完成时态的一般疑问句，学习部分生词，呈现1a、2a，完成2b。
1. (教师拿出一张“残疾儿童之家”的图片，导入现在完成时的一般疑问句。)
T: This picture is a disabled children’s home. Have you ever been there?(教师可用汉语解释disabled children’s home的意思，帮助学生理解。)
Ss: Yes, we have./No, we haven’t.(引导学生回答。)
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录音回答上面问题，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 has learned a lot from her holiday experiences.
(教师解释though引导让步状语从句，不与but连用。板书并要求学生掌握。)
Though she has no time to travel, she …
2. (播放1a录音，学生跟读，注意语音和语调。)
T: Plea listen to 1a again and repeat. Pay attention to the pronunciation and intonation.
3. (听2a录音，回答幻灯片中出示的问题。)
T: Today we all have a happy life, but in the past, people’s lives were very hard, even some
children had to be child laborers. Listen to the tape, and answer the following questions.
(1) Did Kangkang’s granny have a hard life in the past?
(2) What did Kangkang tell Rita about Chine teenagers in the past?
(3) How did most children spend their childhood in the past?
(板书并讲解生词，要求学生理解。)
laborer, teenager, childhood
4. (学生打开课本，再听2a，跟读并找出疑难点。)
T: Open your books now. Listen to 2a again and repeat. Mark the difficulties when you are
reading.
5. (引导学生说出疑难点和含有现在完成时态的句子，教师讲解疑难点，板书要点并要求学生理解生词support和rapidly。)
have/live a hard life
Is that so?
can’t/couldn’t afford sth.
Our country has developed rapidly.
give support to sb./give sb. support
6. (学生仔细阅读2a，完成2b。两分钟后，核对答案。)
Step 3 Consolidation
通过比赛、谈论等形式，激发学生朗读兴趣，培养学生的听、说技能，巩固2a，完成2c。
1. (分角色朗读2a，选择四组进行比赛，激发学生朗读兴趣。对表现好的小组，给予掌声鼓励。)
2. (学生两人一组，谈论过去的孩子和现在孩子的不同生活。)
T: Work in pairs to talk about children’s different lives in the past and nowadays.
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 and never had enough food to eat.
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 Chine teenagers’ lives in the past with tho nowadays. You did
very well!
3. (听录音，完成2c。提高学生听力技能，进一步了解过去与现在的青少年的生活变化。)
T: Listen to the tape of 2c and fill in the blanks.
(播放2c录音两遍，核对答案。)
Step 4 Practice
强化练习现在完成时态的一般疑问句形式，以及动词的过去式与过去分词。完成1b。
1. (教师出示教学所需的图片，要求学生运用现在完成时，针对图片内容进行问答练习。)
(1)—Have you ever told stories to the disabled children? —Yes, I have.
(2)—Have you ever fed the disabled children? —No, I haven’t.
(3)—Have you cleaned their rooms? —Yes, I have.
(4)—Has he jumped rope yet? —No, he hasn’t.
…
(板书并要求学生掌握。)
rope
2. (板书几组动词，并讲解动词的不规则变化。让学生参考书后附表，完成1b过去式和过去分词的填空部分。)
(板书并要求学生掌握shut。)
clean
chatted
cleaned
chatted
shut shut
do did
3. (引导学生总结现在完成时的句型，用现在完成时的一般疑问句操练1b，要注意第三人称单数的练习。完成1b。)
Example:
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
通过写调查报告的形式呈现今昔生活变化，对学生进行热爱生活的情感教育。
1. (学生分组谈论自己的父母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’ childhood? If so, you can talk in groups of four to tell your partners how your
parents or your grandparents spent their childhood. 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。)
2. Homework:
Write an article about teenagers nowadays.
板书设计:
Our country has developed rapidly.
Section B
Though she has no time to travel, … —Have you ever fed the disabled children?
have/live a hard life —Yes, I have./No, I haven’t.
in detail —Has Ann ever …?
Is that so? —Yes, she has./No, she hasn’t.
can’t/couldn’t afford sth. Now our country has developed rapidly.
give support to sb./give sb. support
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 phras:
communication, quick, keep in touch with, far away, sort, rapid, progress, make progress,
already, succeed
2. Go on learning the prent perfect ten:
(1)My granny has lived in Beijing for more than forty years.
(2)Beijing has made rapid progress and it has already succeeded in hosting the 2008
Olympic Games.
3. Learn the great changes in China by comparing the living conditions in the past with tho
at prent.
4. Tell the students to cherish the life at prent and study hard to make China stronger and stronger.
Ⅱ. Teaching aids 教具
新旧北京城的图片/幻灯片/录音机/自己家乡今昔变化的图片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review
通过开展主题为“我和爷爷奶奶比童年”的讨论活动，让学生更加珍惜新社会的幸福生活，从而导入本课话题。
1. (检查作业。让学生在小组内交流自己的报告，然后每个小组推荐出一名学生向全体同学
汇报。师生互动，谈论爷爷奶奶的童年生活。)
Example:
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 an education for her.
S2: My grandpa ud to be a child laborer…
S3: …
T: Very good. So you should enjoy today’s life and study hard.
2. (谈论新社会的幸福生活，感受社会进步。)
T: What do you think of your life at prent?
Ss: We are living a happy life.
S4: We have a balanced diet.
S5: We can wear different kinds of clothes.
S6: We can also get a good education. For example, we have chances to draw pictures, play the
musical instruments and receive some other training.
…
T: Well done. As we know, great changes have taken place in China. Today let’s talk about the
changes in Beijing.
Step 2 Prentation
通过多媒体或图片创设语言情境，教学生词，培养学生快速阅读的能力。
1. (用多媒体或图片呈现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. (教师引导并帮助学生用narrow回答。)
(板书并要求学生理解。)
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 nowadays?
(板书，讲解并要求学生掌握。)
keep in touch with, far away
S3: We can keep in touch with our friends on the Internet.
S4: We can u cellphones to keep in touch with our friends.
T: Great. But do you know how people kept in touch with their friends and relatives in the past?
S5: They ud to write letters.
T: Yes, good. At that time if we wanted to keep in touch with others, we could also nd telegrams.
But nowadays we can u many sorts of communication methods, such as telephones,
cellphones, fax machines, the computers, and so on.
(板书，要求学生理解telegram, fax, relative；掌握sort和communication。)
relative, telegram, sort, communication, fax
T: In the past the communications were slow, but today’s communications are very quick. So
we can say, China has made rapid progress already.
(板书并要求学生掌握。)
quick, rapid, progress, make progress, already
2. (仔细阅读1a，回答幻灯片中呈现的问题，提高学生的阅读理解能力。)
(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 life nowadays in Beijing?
(教师核对答案, 并作必要的讲解。)
3. (学生跟读课文录音, 找出文中的疑难点，让学生根据课文内容猜测生词和短语的含义。教师板书并讲解。要求学生掌握succeed；理解reform and opening-up；了解leisure和
mainly。)
e…onelf
so…that…
leisure
mainly
not only…but also…
reform and opening-up
China has developed rapidly since 1978.
succeed in doing sth.
↓
in sth.
success
in doing sth.
↓
in sth.
be successful
in doing sth.
Step 3 Consolidation
让学生再读课文，找出中心句，完成1b。然后完成反映北京今昔变化的表格，并根据表格内容复述课文，巩固1a。
1. (快速阅读1a，完成1b，找出每段的中心句。)
T: Open your books, read 1a quickly and write down the topic ntence of each paragraph.
(师生核对答案。幻灯片呈现各段中的主题句。)
(1) Kangkang’s granny has en the changes in Beijing herlf.
(2) In the 1960s, the living conditions in the city were poor.
(3) China has developed rapidly since the reform and opening-up. (让学生了解：当使用since表示时间时，主句中的动词通常用现在完成时或过去完成时。详细讲解详见本单元第三话题。)
(4) It is important to remember the past, live in the prent and dream about the future.
2. (让学生再次阅读1a。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 Beijing
Road
Hou
Communication
Living condition
In the past
Nowadays
(几分钟后，核对答案。)
3. (让学生根据上述表格中所填信息复述课文。)
T: You can begin like this:
My granny has lived in Beijing for more than forty years, so she has en the changes in
Beijing herlf. In the past, the roads were narrow …
Step 4 Practice
比较新旧北京城的图片，并采取师生互动、分组采访的活动形式，展现北京城的今昔巨变，培养学生热爱生活，热爱社会的良好情感。
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?
Ss: Beijing’s roads were narrow.
T: What has happened to Beijing’s roads nowadays?
Ss: 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?
Ss: We think Beijing’s roads will be the widest in the world in the future.
2. (分组采访：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。提高学生的口语表达能力，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 cour. 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 changes about the roads, hous and living conditions of Beijing in
the past thirty years?
M: OK. I was born in old Beijing. At that time, Beijing’s roads were narrow and crowded. My
hou was small and dark and the living conditions were hard. In summer, it was very hot.
While it was very cold in winter. How hard the life was! But now you can e 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.
(请尽可能多的学生在课堂上表演其采访，评出表演最好的小组。)
Step 5 Project
学生分组谈论自己家乡的变化，课后写篇作文。教育学生要更加热爱自己的家乡，为家乡拥有更美好的未来而努力学习。
1. (分组谈论家乡今昔的巨变，并绘制对比简图，形成调查报告，最后向全班汇报。完成2。)
T: Now work in groups of six and talk about the changes in your hometown. Then draw some
pictures to show its past and prent. Share your pictures with your classmates and give a
report about it.
2. Homework:
Write a passage on “Changes in My Hometown” according to the report above. Eighty words at
least.
板书设计：
Our country has developed rapidly.
Section C
e…onelf
keep in touch with
far away
make progress
reform and opening-up
succeed in doing sth.
↓
in sth.
success
in doing sth.
↓
in sth.
be successful
in doing sth.
Section D
The main activity is 4. 本课重点活动是4。
Ⅰ. Teaching aims and demands 教学目标
1. Learn some new words and phras:
war, note, composition, consider, draw up, tool, thanks to
2. Review and sum up the prent perfect ten.
3. Talk about changes and their effects on society.
Ⅱ. Teaching aids 教具
教学挂图/录音机/多媒体课件或小黑板
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review
通过做调查描述家乡面貌以及人们业余活动的变化，复习现在完成时态，并学习部分生词。
1. (检查作业，要求学生轮流描述家乡巨变。)
T: We have known the changes around us. Let’s talk about them together.
(教师引导学生描述一些家乡生活条件的变化。)
S1: The roads in the past were narrow and dirty. Now there are many clean and wide ring roads
in the cities.
S2: We have big hous to live in. They are very comfortable.
S3: We have different kinds of food to eat and fashionable clothes to wear.
S4: We can u computers, telephones, and fax machines to make our communications faster and
easier.
…
(教师可用提示性的单词如road, hou, food，让学生一起来描述。)
2. (教师出示课本2中的图片，复习现在完成时的一般疑问句，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 we often have?
Ss: Watching a movie./Going roller skating.
T: Yes, we can also play tug of war or jump rope in the leisure time.(指着对应的图片，帮助学生理解。)
(板书生词，要求学生掌握thanks to；理解tug of war。)
thanks to, tug of war
(师生互动，复习现在完成时的一般疑问句，完成2。)
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 Prentation
继续巩固现在完成时态，学习生词，并进行听力训练。
1. (教师继续利用2中图片对话，引出1听力内容。)
T: I think the leisure activities make your life interesting. What el have you done
except the leisure activities?
Ss: We have joined an organization to help the old in the Community Services. (教师帮助学生回答。)
(板书并要求学生理解。)
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。评出获胜组，奖幸运星一枚，以资鼓励。)
T: Before we listen to the tape, listen to the rules carefully. Each group votes one student to
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
加强听力训练，提高学生的听力水平和综合应用语言的能力。
1. (再次播放1录音，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，宣扬尊老的传统美德，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 to help the old, and do an oral composition.
Example:
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
通过归纳总结、跟读、造句等形式进一步强化练习现在完成时态，巩固本话题目标语言。
1. (引导学生总结现在完成时的陈述句，一般疑问句，特殊疑问句等形式，并找同学板书，然后听3a录音并与之核对。)
T: Next, let’s review the prent perfect ten.
(板书本话题中的关键句。)
(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 …
2. (回顾训练现在完成时的用法。)
T: Now, can you u the prent perfect ten to make ntences as many as possible?
Example A: T: Where have you been this Sunday?
S1:I’ve been to the countryside. What about you, S2?
S2:I’ve been to the Great Wall. Where have you been, S3?
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?
S6:I have been to Xiamen. Have you been to Xiamen, S7?
S7:Yes, I have …
S8:…
3. (把全班分成三个小组，每组负责一个ction，组内讨论总结出该ction的功能句。教师引导小组之间交流，师生共同归纳本话题的目标语言。然后播放3b录音，让学生跟读。复习3b中的重点句型。)
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
通过观察、比较、讨论等形式，了解写作的各个步骤，并布置命题作文。
1. (教师出示4的挂图或让学生直接看课文的插图。)
T: We have reviewed the uful expressions and grammar. 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 outline.
(板书并要求学生掌握。)
composition, note, consider, draw up
(要求学生四人一组讨论图画内容，教师用小黑板呈现讨论内容并要求学生掌握tool。)
S1:The hous in Picture One are so low and old.
S2:Li Ming has lived there for many years.
S3:Now, there are many tall buildings.
…
T: Good. Let’s look at the changes in Li Ming’s hometown.
(1) changes in living conditions
(2) changes in working tools
(3) changes in education
T: We have talked about the pictures. So we have known a lot about the changes in Li Ming’s
hometown. You can write a composition on“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 the steps:
First, consider it carefully before writing.
Next, draw up an outline.
Then, write the composition.
Finally, check over the composition.
At last, you should come to the conclusion: Thanks to the government’s efforts, Li Ming’s
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。完成作文的学生，可以互换作品进行阅读，分享成果。)
2. Homework:
(1) Complete 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
—Have you ever done…?
—Yes, I have./No, I haven’t.
—Where have you been?
—I have been to …
She has gone to Cuba …
draw up
thanks to
Topic 2 China has the largest population.
Section A
The main activities are 1a and 3a. 本课重点活动是1a和3a。
Ⅰ. Teaching aims and demands
1. Learn some new words and phras:
yet, probably, call up, European, population, recent, becau of, policy, neither
2. Learn some uful ntences:
(1) So do I.
(2) Neither do my parents.
3. Go on studying the prent perfect ten with “just”, “never”, “yet”, “ever” and “already”:
(1) I have just called you.
(2) I’ve never been there before, …
(3) Have you found him yet?
(4) Have you ever been to France?
(5) China has developed a lot already.
4. Talk about the population in China.
Ⅱ. Teaching aids 教具
Ⅲ. Five-finger Teaching Plan
Step 1 Review
创设真实情景，复习have been to和have gone to的用法，然后由“shopping center”引出本课话题。
1. (教师给出提示词，并作示范问答，然后让学生自由对话。)
granny’s homebookstore
Lucy Lily
For example:
T: Hi, Lucy, I wanted to go hiking with you and your sister, Lily yesterday. You weren’t in
when I called you. Where have you been?
Lucy: I have been to an old granny’s home to clean rooms for her.
T: You’re so kind, then where is Lily?
Lucy: She has gone to the bookstore.
(教师给出更多的提示词，其中必须有“shopping center”)
S1: …
S2: …
…
2. (然后教师问学生Have you ever been to a shopping center? 过渡到1a话题。)
Step 2 Prentation
通过师生问答，引出含有just, ever, never, already, yet等词的现在完成时，让学生学习并掌握。
1. (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 is it?
Ss: It is a shopping center/supermarket.
T: (指向一位学生)Have you ever been to a shopping center/supermarket?
S1: Yes, I have.
T: Oh, you have ever been there. But, have you ever been to a shopping center/supermarket
with your parents?
S1: No, I haven’t. I have never been there with them. (可帮助学生回答。)
(板书并解释ever, never，让学生跟读并掌握。)
have/has
never…
T:I think most of you have ever been to a shopping center. Do you like going shopping, S2?
S2: Yes, I do.
T: So do I. I mean that I like going shopping, too. What about you, S3? (找一名平时不太喜欢购物的同学来问。)
S3: I don’t like going shopping.
T: Neither does my daughter. I mean that my daughter doesn’t like going shopping, either. Last
week, my daughter went shopping with me. There were so many people in the street that she
got lost.
Ss: Did you find her at last?
T: Yes. My husband called me up when I was worried. He told me she had already got home.
(边叙述边板书上述画线部分，教师作适当讲解，并要求学生掌握neither。)
So do I.
Neither does My daughter.
have/has already+done sth.
call up
T:Most students probably like going shopping. What about Kangkang and Maria? Do you want
to know? OK, let’s learn about it from 1a.
(板书并要求学生掌握。)
probably
2. (听1a录音，找出康康和迈克尔在购物时发生了什么事。)
T:Now let’s listen to the tape, and find out what has happened to Kangkang and Michael.
(核对答案。)
3. (让学生读1a，回答问题。)
T: Now plea read the dialog in 1a by yourlves. Then answer my questions.
T: Where has Kangkang just been?
Ss:He has just been to a shopping center with Michael.
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 one of you to answer. Why does he hate to go shopping?
(提问一个学生。)
S4:Becau there were too many people. They got lost and couldn’t find each other.
T: You’re right. Has Kangkang found Michael yet?
(板书并讲解yet在现在完成时的疑问句和否定句中的含义，要求学生掌握。)
have/has done sth. yet
S5:No, he hasn’t.
T: Where was Michael?
S6:He has probably gone home.
T: Does Maria like going shopping, S7?
S7:No, she doesn’t. She hates to go shopping, too.
Step 3 Consolidation
用表演、复述等形式来巩固1a内容，然后通过对话练习巩固含有just, already, yet, ever, never等词的现在完成时，并完成1b和2。
1. (再听1a录音并跟读，然后完成1b，并核对答案。)
T: Now listen to 1a again and then follow it. Finish 1b and then check the answers.
2. (两人一组，朗读1a并表演。)
T: Work in pairs. Read 1a and act it out.
3. (学生根据1a的重点，把对话改写成一篇短文并复述。)
T: According to the main ntences, plea change the dialog into a short passage. For example:
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. They got lost and couldn’t find
each other. And at last Kangkang thought that Michael had probably gone home. Kangkang
didn’t want to go shopping again.
4. (1)(让学生独立完成2，掌握just, already, yet, ever, never在现在完成时中的用法及含义。)
T: I’ve never been to any European countries. But Michael has been there. Do you want to
know more about him? Plea finish 2. Then check the answers together.
(板书并要求学生掌握。)
European
(2)(完成2后，练习2并编一个相似对话，巩固练习just, already, yet, ever, never等词的用法。)
T: Make up a similar dialog with just, already, yet, ever, and never.
A: Have you been to Egypt?
B: No, I’ve been to any African countries. But Mike has come back from Egypt. He likes
it very much. He says he has en such a beautiful country before.
A: Have you en him ?
B: Yes, I have en him .
Step 4 Practice
继续谈论Kangkang不愿意去购物中心的原因，引出并谈论中国的人口变化，呈现3a中的生词、短语和重点语言项目，然后完成3b，巩固3a内容。
T: Why does Kangkang hate to go shopping?
Ss: Becau there are too many people.
T: Yes. There are so many people in China. By the way, S1, how many people are there in your family?
S1: Three, my father, my mother and I.
T: But when I was a child, most families in our country had at least three or four children. Now, here
are two pictures of Kangkang’s family. Look carefully and find out the differences between them.
1. (把事先准备好的两张康康家的照片，用多媒体展示在大屏幕上。)
(播放3a录音，让学生听一遍课文。然后与学生一起讨论，引出3a。)
T: Can you find out what has happened in Kangkang’s family? Let’s talk about it.
T: How many people are there in Picture One?
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:Plea look at Picture Two. Is it a big family?
Ss: Yes, it is very big.
T:It ems that their living conditions were not very good. It’s a photo of Kangkang’s father’s
family. At that time, most families in our country had at least three or four children. China
had the largest population in the world.
(教师板书It ems that…，要求学生掌握此句型，并注意和em to的转换联系。板书并要求学生掌握population。)
population
em to…
It ems that…
T: Most families have only one child now. Do you know why?
Ss: No, we don’t know.
T: Becau China has carried out one-child policy to control the population.
(板书并要求学生掌握。)
policy
T: Becau of our country’s one-child policy, great changes have taken place in China in recent years.
(板书并要求学生掌握。)
becau of, recent
2. (让学生阅读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 ntences which have the same meanings as the ntences below.
3. (让学生听3a录音并跟读。)
T:Listen to 3a and follow it.
Step 5 Project
给出一些有关人口的话题，让学生分组讨论，然后写出一篇汇报或作文，尽量用上含有just,
already, yet, never, ever等词的现在完成时。让学生尽可能多地了解我国的人口现状，为下一课作准备。
1. (教师用小黑板呈现本课出现的主要话题。)
T: Plea discuss the topics:
（出示小黑板。）
(1) The population problem
(2) One-child policy
(3) Little Emperors
(学生自己选一个话题，两人一组进行讨论。讨论完毕，选几组做汇报。鼓励学生发表自己的见解，尊重学生的个性发展，并体现激励机制。)
Example:
Boys and girls,
We have just learned something about the population of China. Have you ever thought
about it before? After this class, I think most of you have already known about it. …
2. Homework:
(1) Choo one of the topics above. Talk about it and write a composition.
(2) Make five ntences. U the prent perfect ten with the words “just”, “already”, “yet”,
“ever”, “never”.
板书设计：
China has the largest population.
Section A
call up ever
So do I. never
+ done sth.
have/has
Neither do my parents. already
just
Have/Has … done … yet?
It ems that…
I don’t think…
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 a new word:
increa
2. Learn some uful ntences:
(1) It says the world has a population of 6.5 billion.
(2) It is increasing by 80 million every year.
(3) Which country has the largest population?
(4) —What’s the population of the U.S.A.?
—It’s…
(5) So it is.
(6) The population problem is more rious in developing countries.
3. Go on learning the prent perfect ten.
China has already carried out the one-child policy to control the population.
4. Go on learning the numbers with million and billion.
5. Make students realize the rious population problem.
Ⅱ. Teaching aids 教具
卡片/多媒体课件/录音机/世界人口示意图/小黑板
Ⅲ. Five-finger Teaching Plan
Step 1 Review
复习现在完成时，然后引导学生谈论过去人们生活条件差的原因，引出人口问题，导入新课。
1. (小竞赛。教师把学生分为两组。然后出示写有already, yet, ever, never, just的卡片，要求学生以抢答形式迅速说出含有卡片上词的句子，要求用现在完成时。迅速且正确者赢一分，评出获胜组。)
T: Let’s have a contest to review the prent perfect ten, OK?
Ss: Great.
T: First, I’ll divide the whole class into two groups. Then I’ll show the cards with “already”,
“yet”, “ever”, “never” and “just” one by one. Your team will get a score if you give me a
correct ntence with the word on the card. Let’s go!
(教师出示写有already的卡片。)
T: “Already”, plea!
Group 1: She has already finished her homework.
T: Congratulations. “Yet”, plea!
Group 1: I haven’t watered the flowers yet.
T: Congratulations. Group 2. “Ever”, plea!
Group 2: Has your sister ever been to Tibet?
…
2. (教师让一名学生复述Section A中3a的内容，引出人口问题。)
T: Who can retell 3a in Section A?
S1: I can.
(学生复述课文。)
T: Well done. Can you tell me why their living conditions didn’t em to be very good in the
past, S1?
S1: Becau the family members in the past were more than tho nowadays.
S2: Becau of the big population.
S3: China was not well developed.
T: Right. But what’s the population of China, do you know? Let’s learn about it from 1a in
Section B.
Step 2 Prentation
用多媒体呈现图表，谈论中国及世界人口，呈现1a中重点句型及部分生词。
1. (多媒体展示1b中图表。)
T: Here is a chart about some countries’ population. Look at China. What’s the population of
our country?
Ss: It’s 1.3 billion. (可帮助学生回答。)
(板书句型并要求学生掌握；理解billion。)
—What’s the population of China?
—It’s 1.3 billion.
T: Is China a developing country or a developed country?
Ss: A developing country.
(板书并讲解。)
the developing/developed country
T: Good. Now plea talk about other countries’ population in pairs.
(教师可先做示范，然后让学生进行练习。)
S1: What’s the population of …?
S2: It’s …
S1: Is it a developing country or a developed country?
S2: It’s a …
T: Well done. We have known some countries’ population. What’s the population of the world?
S3: 6.5 billion.
T: Right. The world has a population of 6.5 billion. And the world’s population is increasing by
80 million every year.
(板书单词increa及短语has a population of，并要求学生掌握，延伸讲解increa by和increa to的区别。)
has a population of
increa
increa by
increa to
T: Look at the chart, which countries have the larger population, the developing countries or the
developed countries?
Ss: The developing countries. And the population in developing countries is growing faster.
T: So it is.
(板书So it is，讲解“so+代词/名词+助动词/be动词/情态动词”结构，并和“so+助动词/be动词/情态动词+代词/名词”的结构进行区分。)
So it is.
T: In order to solve the population problem, what policy does China carry out?
Ss: One-child policy.
T: Yes. Now let’s listen to 1a and learn more about it.
2. (教师放1a录音，让学生听并尽可能地写出对话中的有关数字。)
T: Clo your books, listen to the tape and try your best to write down the numbers you hear.
(教师再放录音，让学生核对写的情况。)
T: Open your books. Listen again and check what you have written.
(让学生朗读1a，师生共同解决疑难点。)
T: Read 1a and pay attention to the following ntences.
(教师板书并讲解这三个句子，使学生加深对文章的理解。)
(1) And it is increasing by 80 million every year.
(2) It shows that the population in developing countries is larger than that in developed
countries, doesn’t it?
(3) China has already carried out the one-child policy to control the population.
Step 3 Consolidation
根据1b绘制表格(教师可适当增加一些其他国家的人口)，学生通过对话及复述，巩固1a内容。
1. (让学生完成表格并进行链式问答。)
T: Look at the form. Then fill it out.
Country
Population
China
India
the U.S.A.
Indonesia
Brazil
(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: …
2. (让学生试着复述1a内容。)
S3: The world has a population of 6.5 billion.
S4: China has the largest population, with 1.3 billion.
S5: The population in developing countries is growing faster.
…
T:OK. I think you have mastered the dialog. You can practice it by yourlves after class.
Step 4 Practice
通过复习千以内的数字，引出高位数字的读法，完成2a，2b。
1. (教师出示写有数字的小黑板。)
T: We have learnt about many countries’ population. Do you know how to express large numbers?
First let’s look at the blackboard.
(板书)
218 306 5 366
(教师由以前学的百、千引入百万、十亿。)
S1: Two hundred and eighteen.
S2: Three hundred and six.
S3: Five thousand, three hundred and sixty-six.
(教师总结数字的读法，指出易出错的地方并要求学生注意。)
T: Now, look at the numbers. Can you read the numbers?
(板书)
736 547 8 736 062 7 198 764 501
(教师先讲解三位一划分原则，再让学生运用。给学生准备时间，然后提问。)
S4: 736 547 ven hundred and thirty-six thousand, five hundred and forty-ven.
(让较好的学生总结数字的读法。教师强调and, -, thousand放的位置，以及注意此处量词不加“s”。)
T: Now, I will ask other students to read the numbers.
S5: 8 736 062 eight million, ven hundred and thirty-six thousand and sixty-two.
S6: 7 198 764 501 ven billion, one hundred and ninety-eight million, ven hundred and
sixty-four thousand, five hundred and one.
T: You are great. Most of you have mastered how to read the numbers. Plea look at the
numbers in 2a. Read them together.
2. (做游戏，巩固数字的读法。)
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，由教师统计分数，构建评分机制，激发学生兴趣。)
(板书)
7 398 500 406 000 000 176****8000 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，复习高位数字的读法并把新旧知识结合起来。)
T: Yeah, very good. Now let’s listen to the tape of 2b and number the pictures you hear and
write down your answers. After that, let’s check the answers.
S7: Picture F The jacket costs￥326. 00.
S8: Picture B It’s about 6 575 miles from Beijing to Toronto.
S9: Picture A The mountain is 8 844. 43 meters high.
S10: Picture E The population of China was 1. 3 billion in 2007.
S11: Picture D I think the population of Canada was about 33 million in 2007.
S12: Picture C The dinosaur lived 210 million years ago.
(核对答案。)
Step 5 Project
让学生讨论中国现在和将来的人口状况及可能出现的问题，巩固高位数表达法，并根据讨论内容写一篇报告，为下一节课做准备。
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 them?
(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? Plea discuss it.
(鼓励学生表达自己的观点。)
S4: The population of China will be about 1.5 billion in 2050.
S5: Maybe China will have a population of about 1.7 billion in 2050.
S6: Maybe the population of China will become smaller than before with the help of the
one-child policy.
(学生可能做出种种猜测。)
2. Homework:
Write a report about the population of China in the future.
板书设计：
China has the largest population.
Section B
have/has a population of It says the world has a population of 6.5 billion.
increa by —What’s the population of the U.S.A.?
the developed/developing country —296 million.
So it is.
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 phras:
difficulty, be short of, so far, take measures to do sth., percent
2. Learn some uful ntences:
(1) … and about one fifth of the people in the world live in China.
(2) … our government has taken many measures to control the population.
(3) Thanks to the policy, China is developing quickly and people’s living conditions are
improving rapidly.
3. Talk about the problems the large population caus:
(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.
4. Get students to know how rious the world’s population problem is.
Ⅱ. Teaching aids 教具
多媒体/图片/小黑板/录音机
Ⅲ. Five-finger Teaching Plan
Step 1 Review
教师出示一些数字和图表，复习高位数表达法，导入新课。
1. (用添加数字的方法复习高位数字，使学生由浅入深地掌握知识。操作方法：教师首先在黑板上写出一个两位数，然后逐次在前面加上一个数字，被提问的学生由基础较差的向基础较好的依次递进。)
T: I’ll write numbers like this “888 888 888, … 8 888 888 888”. Say the numbers as quickly
as you can, clear?
Ss: Yes.
T: 88.
S1: Eighty-eight.
T: 888.
S2: Eight hundred and eighty-eight.
T: 8 888.
S3: Eight thousand, eight hundred and eighty-eight.
…
T: 8 888 888 888.
S4: Eight billion, eight hundred and eighty-eight million, eight hundred and eighty-eight
thousand, eight hundred and eighty-eight.
2. (通过多媒体展示世界各国人口图表，复习Section B中重要句型。)
T: You have mastered how to say the numbers. Now look at the chart and review what we’ve
learned in Section B. What’s the population of the world?
Ss: It is said that the world has a population of 6.5 billion.
T: Which country has the largest population?
Ss: China has the largest population, with 1.3 billion.
T: Is the world’s population increasing now?
Ss: Yes, the world’s population is increasing by 80 million every year.
T: It is really one of the greatest problems today. I think we should do something to solve this
problem.
Ss: Yes.
Step 2 Prentation
通过图片，创设语言情景，呈现部分生词、词组及分数的表达法。
1. (教师展示人才市场的图片和事先准备好的小黑板，引出1a。)
T: Just now, we have known the world has a large population. Now, look at the picture and the
statements about population:
（出示小黑板。）
(1) Every minute about 261 babies are born in the world.
(2) The world’s population is growing faster and faster.
(3) China has the largest population in the world.
(4) China’s population has reached one fifth of the world’s population.
T: What do you think of the picture and the statements, boys and girls?
Ss: That’s terrible!
T: Yes. The growing population will cau many difficulties. It will influence the development
of the world’s economy. So far, some families still can’t offer their children a good
education.
(板书单词difficulty，词组so far，要求学生掌握。)
difficult(adj.)—difficulty(n.)—difficulties(.)
so far
T: Do you want to know other problems caud by the large population?
Ss: Sure.
T: We are short of energy and water. Now China’s population is one fifth of the world’s
population. It means it is 20 percent of the world’s population, so China has taken some
measures to solve the problem. Do you know what they are?
(板书one fifth，详解并要求学生掌握分数表示法；掌握单词percent，词组be short of, take
measures to do sth.。)
be short of
one fifth
percent
take measures to do sth.
Ss: One is known as the one-child policy. It has worked well in controlling China’s
population.
T: Thanks to the policy, China is developing quickly and people’s living conditions are
improving rapidly.
(让学生读1a，然后回答1a中的两个问题，完成1a。)
Step 3 Consolidation
利用关键词复述1a，并独立完成1b，进一步了解中国所面临的人口问题。
1. (让学生自读1a并独立完成1b，然后核对答案。)
T: Let’s look at 1b. Describe the disadvantages of China’s large population according to 1a and
write them down. You have two minutes.
(两分钟后，教师核对答案。)
T: Now I will ask veral students to write their answers on the blackboard.
S1: Less space 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.
S6: There will be much more pollution.
S7: …
T: Your answers are wonderful.
2. (学生阅读1a的同时, 教师把关键词列在小黑板上。)
T: Boys and girls, plea read 1a again and then retell it according to the key words on the small
blackboard.
(教师出示小黑板。)
6. 5 million 3 billion half one fifth
cau difficulties take measures to
work well in living conditions rious
a long way
(首先，教师根据小黑板上的关键词复述1a作示范，然后让两位同学复述。当学生表达错误时, 教师给予纠正。当学生表达不出时, 教师或其他同学给予帮助，提高学生口语复述能力。)
Step 4 Practice
播放2a录音，完成2b。进一步了解世界和中国人口状况，强化练习现在完成时的用法。
1. (教师拿出一张”地球上站满人”的图片或将图片展示在多媒体上。让学生仔细观察, 然后播放2a录音。)
T: Now, look at the picture. The earth is full of people. Every minute about 261 babies are born
in the world. That means people have to find food for about 375 840 newborn babies every
day. The population problem is rious. Plea listen to the tape and complete the article in
2a.
(板书并要求学生了解。)
newborn
T: Now, look at the text by yourlves. Let’s listen to the tape again and check the answers.
(让学生核对完后, 一起齐读短文。)
T: You have understood the text. Let’s do the exerci in 2b. Then we will check the answers.
(给学生一分钟, 理解2b中的五个句子, 让一位学生回答。)
2. (用现在完成时和重点词组造句，复习含有ever, already, yet等词的现在完成时的用法。)
T: Make some ntences using the prent perfect ten with“just”, “already”, “yet” and so on.
Step 5 Project
完成3，让学生讨论中国人口现状，尽量运用现在完成时和高位数的表达法。学生给笔友
写一封信，然后根据表格内容写一份有关世界不同城市生活状况的调查报告。
1. (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。写的好的，可以读一小段给同学听。教师说明写信时必须注意的事项。)
T: You have known so much about the population. Now, write a letter to your pen pal about the
population problem in China. The questions in 3 may help you, then I will ask some students
to show their opinions.
2. Homework:
Make a survey and complete the chart, then write a survey report. You can arch for information
on the Internet.
City
Beijing
Tokyo
Toronto
New York
Your city
板书设计：
China has the largest population.
Section C
be short of one fifth
so far difficult(adj.)-difficulty(n.)-difficulties(.)
take measures to do sth. Thanks to the policy, …
Population
Road Living condition
Section D
The main activities are 1a and 3. 本课重点活动是1a和3。
Ⅰ. Teaching aims and demands
1. Learn some new words and phras:
unless, couple, a couple of, market, excellent, keep up with, relation, belong to
2. Review some uful ntences.
3. Review the prent perfect ten and the u of “just”, “yet”, “already”, “ever” and “never”:
(1) have/has been to…
(2) have/has gone to…
Ⅱ. Teaching aids 教具
实物投影仪/录音机/幻灯片/3中的三幅图片
Ⅲ. Five-finger Teaching Plan
Step 1 Review
通过检查学生的家庭作业来复习有关的人口问题，并对学生习作进行总结和拓展，导入新课。
1. (教师在实物投影仪上展示Section C中3的学生习作，复习上节课内容。)
China has the largest population in the world. There are about 900 million people living in
the countryside. The large population caus many problems today.
For example, we are short of energy and water. Most of the cities are more crowded than
before, and the traffic is much heavier. The large population has become a rious problem.
Some parents in less developed areas prefer boys to girls. So they don’t offer girls a good
education. In order to give people comfortable lives, China’s government has taken some
measures to control the population. One is known as the one-child policy. Thanks to the policy,
China is developing quickly, and people’s living conditions are improving rapidly. Our lives are
becoming more and more comfortable.
2. (继续讨论学生习作，为导入新课作准备。)
T: What difficulties does the large population cau in the composition?
S1: Less space to live in.
S2: Heavy traffic.
S3: Short of energy and water.
…
Step 2 Prentation
师生自由交流居住、生活情况，引出部分生词和词组，呈现1a。
1. (就学生习作中谈到的人口和生活质量问题展开讨论，引出城乡对比。)
T: Do you like living in a place with a large population or a small one?
Ss: A small one. What about you?
T: Me, too. I ud to live in a small village which had less than 200 people. It had lots of tall,
green trees and clean, fresh air. People’s relations were very friendly. My village was like a
big family. But the only shortcoming was that I couldn’t go shopping in big stores unless I
travelled for a couple of hours.
(板书并要求学生掌握单词relation和unless，词组a couple of。)
relation, unless, a couple of
S1: I heard life in the city was colourful.
T: Right. There are many big shopping centers and huge markets. Shopping is easy and
pleasant there. And the public transportation is excellent, too. Bus, taxis and subways can
take you to any part of the city quickly.
(板书并要求学生掌握market和excellent；了解transportation。)
market, excellent, transportation
Ss: Great! We want to live in the city now.
T: But life in the city isn’t always easy. People have to study and work hard to keep up with the
quick development of modern society.
(板书并要求学生掌握。)
keep up with
2. (听1a录音，然后回答问题。)
T: Living in the countryside has lots of advantages, so does living in the city. Listen to 1a and
answer my questions.
(幻灯片出示问题。)
(1)Where do Sue and Li Ming live?
(2)What are the differences between Sue’s life and Li Ming’s life?
(3)How do they feel about their living conditions?
(核对答案。)
Step 3 Consolidation
教师出示关键词，让学生复述1a，完成1b。了解中国与加拿大不同的城镇生活。
1. (读1a，填写表格，完成1b。)
T: Read 1a, fill out the form and finish 1b.
Item Population Environment Shopping Transportation People’s relation
Sue’s /
Fairmont
Li Ming’s /
Beijing
2. (教师展示幻灯片，让学生思考并复述1a。)
T: Now, I’ll give you two minutes to read the information on the slides and then retell 1a with
the key words on them.
(几组同学复述之后，教师点评。)
T: Boys and girls, if you are allowed to choo 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
结合师生的生活实际，创设语言情景，强化练习have been to与have gone to，及含有ever, never,
already, yet等词的现在完成时态的用法并掌握一些有用的表达。
1. (通过师生情景对话，强化练习have been to与have gone to的用法。)
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 the years. My husband has gone to Beijing now.
(教师重复读have already taken place, has gone to。)
(举两个例子巩固been to 与gone to的区别。)
He has gone to Beijing.
I have been to Beijing.
(让学生自己用has/have been to和has/have gone to造句子。)
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2a录音，学生跟读。让学生运用2b中的有用的表达方式重新造句。)
T:We have learnt the uful expressions in 2b. Plea make up ntences with them as quickly as
you can.
S2: —I really hate to go shopping.
—So do I.
S3: —It is a nice picture.
—So it is.
S4: About one fifth students in our class ride bikes to school.
S5: …
3. (用幻灯片出示习题，巩固2a和2b内容。)
T: We have reviewed 2a and 2b. Let’s do some exercis.
(1)—Lily doesn’t like my song.
— does Lucy.
A. Neither B. So C. Either
(2)—I like go shopping.
— do I and does Jane.
A. Neither, so B. So, so C. So, neither
(3) the bad weather, we can’t go shopping.
A. Becau of B. Thanks to C. Unless
(4)Two fifths of the students girls in our class.
A. be B. are C. is
(5)用ever, never, just, already和yet填空。
—Have you been to America?
—No, but Tom has returned from New York. He has en many places of
interest, but he hasn’t been to London . He says he has been to any city in England.
(核对答案。)
Step 5 Project
让学生调查他们的家庭类型，然后总结不同家庭类型的优点和缺点，并写一篇有关家乡人口变化情况的短文，进一步巩固现在完成时态和高位数的表达法。
1. (根据3中的三幅图片，教师做适当的解释，学生讨论并完成3中的问题1。学习belong to。)
T: Look at the different types of families in 3. Which kind of family are you in?
(教师解释一下这三幅图的含义。)
T: Most of you belong to Picture 1 or Picture 2. Now, let’s discuss which kind of family you
prefer and why.
(板书并要求学生掌握。)
belong to
(给学生两分钟时间，讨论整理。让几组学生来回答。)
S1: …
S2: …
(教师在学生回答时，总结并板书一些关键词。)
big living conditions take place
one-child policy be strict with Little Emperors
2. (让学生根据黑板上的关键词写一篇小短文。)
T: Plea write a short passage according to the key words on the blackboard.
3. Homework:
Write an article about your hometown about 80 words.
板书设计:
China has the largest population.
Section D
been to
unless
have/has
gone to
a couple of
ever
keep up with
So do I.
never
have/has +done
So it is.
just
belong to
already
have/has done sth. yet
Topic 3 The world has changed for the better.
Section A
Ⅰ. Teaching aims and demands
1. Learn some new words and phras:
as a matter of fact, discover, direct, possible, fair, invention, excite
2. Learn some uful ntences:
(1)Oh, you will get ud to it very soon if you come.
(2)You must come for a visit.
3. Learn the prent perfect ten with “for” or “since”:
(1)You have been in New York for a long time.
(2)The city has improved a lot since I came here a few years ago.
4. Master word formation: derivations.
5. Talk about changes in New York:
(1)I heard the traffic there was terrible and almost everyone drove too fast.
(2)As a matter of fact, it’s a wonderful place to live.
Ⅱ. Teaching aids
Ⅲ. Five-finger Teaching Plan
Step 1 Review
引导学生用现在完成时谈论北京的变化，引出for和since的用法及部分短语，并导入新课。
1. (师生对话，复习含有ever, never, just等词的现在完成时。)
T: S1, have you ever been to Beijing?
S1: No, I haven’t. I have never been there.
T: What about your elder brother? I heard he had been there.
S1: Yes, he has just come back.
T: How long has he stayed there?
S1: For about two weeks. (帮助学生回答。)
(板书并适当讲解，要求学生初步掌握for在现在完成时中的用法。)
He has stayed there for about two weeks.
T: I went to Beijing in 1995. At that time, the streets there ud to be very dirty. The hous
were small and dark. As a matter of fact (In fact), great changes have already taken place
since 1984. What changes have taken place? Here are some pictures about old Beijing and
modern Beijing. Compare and discuss them.
(教师边叙述边板书画线部分，并作适当讲解，要求掌握as a matter of fact和since的用法。)
as a matter of fact = in fact
Great changes have already taken place since 1984.
2. (教师用多媒体或图片展示几组北京过去和现在的画面，让学生观看、讨论北京的变化，引出纽约的变化。)
T: Beijing has changed a lot. Who can describe it?(教师手指过去北京城的图片。)
S1: The hous were small and the streets were narrow in the past.
T: You’re right. Who can describe this picture?(教师手指现在北京城的图片。)
S2: There are lots of tall buildings in Beijing now.
S3: More ring roads.
S4: They can enjoy more sorts of leisure activities.
…
T: Well done! The changes have taken place not only in China but also in the world. Now let’s
listen to the tape to know about the changes in New York.
Step 2 Prentation
听录音，呈现1a内容，然后让学生自己观察文中含有for, since的句子，归纳for, since的用法，教师作适当讲解并要求学生掌握。
1. (学生听两遍录音后，回答教师的问题。)
T: Now, who can answer the question: How was New York’s traffic?
S1: The traffic was terrible and almost everyone drove 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?
S3: No, it isn’t. It was dangerous in the past.
T: Well done. Your answers are excellent. If you want to know more about New York, you must
come for a visit there. Do you want to go there?
Ss: Yes. Of cour.
T: I hope you have chances. Now let’s read after the tape.
2. (教师播放录音，学生跟读一遍，同时找出含有for, since的句子，与前面板书的完成时的句子板书在一起。)
He has stayed there for about two weeks.
You have been in New York for a long time.
Great changes have already taken place since 1984.
The city has improved a lot since I came here a few years ago.
3. (引导学生观察上述句子，分析for与since的区别。帮助学生总结for与since的用法并要求初步掌握。)
for+时间段
时间点
since+
从句
Step 3 Consolidation
阅读1a，完成1b，并根据1b内容把1a改写为一篇短文让学生复述，然后完成1c，巩固for,
since的用法。
1. (再读1a，完成1b，并根据1b提供的信息，写一篇短文比较新旧纽约变化。)
T: Read 1a again. Write a short passage to compare New York nowadays with that of the past.
(给学生几分钟，然后读范文。)
T: Who can read your article to us?
S1: I can. New York has changed a lot. New York was dangerous in the past, but it’s quite safe
now. In fact, the streets were dirty in the past, but it’s very clean now. It’s a wonderful place
to live in, and the restaurants are quite excellent. You must come for a visit, and you can e
New York for yourlf.
2. (让学生再读1a，完成1c，并让学生试着说出since与for的用法区别。)
T: Read 1a again and finish 1c. Then I’ll ask some students to tell the differences between
“since” and “for”.
Step 4 Practice
利用图片引入听力2，然后引导学生归纳总结派生构词法，并利用构词法学习本课生词。
1. (教师出示一幅洪水暴发的图片。)
T: Look! What happened in the picture? You can tell me in Chine.
Ss: 洪水暴发。
T: Yes, a flood broke out in Carly’s hometown. What should we do if we know about it?
Ss: We should try our best to help her.
T: Good. Let’s listen to the story about her and find out who helped her.
(听录音后，师生共同核对答案。)
(板书并要求学生理解。)
flood
2. (用卡片呈现一些词汇加上前缀或后缀后的变化，引出派生构词法并学习。)
T: Boys and girls, we’ve known about changes in the world. Now let’s learn the changes between the words.
(教师事先准备两组卡片，一组上面写有单词，另一组上面写有与单词相对应的前缀或后缀，把两组卡片分别按顺序排好，组合卡片，学习派生构词法。)
Example:
T: What does this word mean?(出示卡片like。)
Ss: 喜欢。
T: Right. Look at the change, plea!(出示卡片dis，并与like拼在一起。)
Ss: Dislike. It means“不喜欢”.
T: Good.
(教师用同样的方式呈现一些派生词，板书并让学生观察，师生共同总结词根加上前缀或后缀及词性的变化。)
如：
(1)否定前缀：un-, im-, dis-, in-等。
happy-unhappy, polite-impolite, agree-disagree, direct-indirect
(2)re-前缀表示“重复”。
write-rewrite
(3)动词+-er表示“人”。
read-reader, write-writer
(4)动词+-ion/-ment/-ness变成名词。
act-action, treat-treatment, ill-illness
(5)名+-y变成形容词。
cloud-cloudy, sun-sunny
(6)名词/动词+-ful变成形容词。
care-careful, hope-hopeful
(7)形容词+-ly变成副词。
sad-sadly, strong-strongly
3. (根据派生构词法学习生词，板书并领读，要求学生掌握加下划线的单词。)
cover→discoverdirect→indirect possible→impossible
excite→exciting fair→unfair invent→invention
(引导学生用派生法去掌握更多的词汇。)
4. (做游戏，巩固派生构词法，完成3。)
T: Some homeless people are short of food, clothes, hous, and so on. Some words are short of
“hats” or “shoes”. Let’s help the words in 3 wear “hats” or “shoes”. Then the words will
have another meanings.
(这里hat意为“前缀”，shoe意为“后缀”，用穿“靴”戴“帽”的游戏完成3。)
T: You can finish it in groups. Some words have more than one hat or one pair of shoes.
For example: u—uful—uless—reu
write—writer—rewrite—writing
Ss: The words are very interesting.
T: Yes. In this way, you can memorize many words in a short time.
(教师布置一项课后作业，激发学生兴趣。)
Step 5 Project
教师把准备好的词展示在小黑板或幻灯片上，让学生讨论，利用派生构词法，组合出新词。
1. T: If you are interested in it, let’s have a discussion and try to make the words, such as: like and
dislike, comfortable and uncomfortable.
obey
write
friendly
luck
polite
west
rapid
home
care
able
agree
recent
tell
success
win
happy
excite
collect
hope
humor
ill
like
suggest
your
develop
change
crowd
clever
fog
health
possible
u
noi
labor
bright
enjoy
beauty
danger
comfortable
visit
snow
peace
build
twenty
T: Finish the derivations. You can do them in groups.
2. Homework:
Plea collect and sum up the words like 3 after class.
板书设计：
as a matter of fact
Derivations:
in+direct→indirect
im+possible→impossible
dis+cover→discover
invent+tion→invention
The world has changed for the better.
Section A
You have been in New York for a long time.
The city has improved a lot since I came here a few years ago.
Section B
The main activities are 1a and 3. 本课重点活动是1a和3。
Ⅰ. Teaching aims and demands
1. Learn some new words and a phra:
in need, medical, treatment, provide, conversation, cretary, engineer, fisherman, dead,
army, wound, granddaughter, grandchild, ache, fire, stairs, downstairs, board
2. Learn some uful ntences:
(1)Once they find people in need, they decide on suitable ways to help them.
(2)The program also provides them with nice hous.
3. Go on learning the prent perfect ten with “for” or “since” and find the differences
between the prent perfect ten and the simple past ten:
(1)Bobby left the park two hours ago/at 8:00.
(2)Bobby has been away from the park since 8:00/for two hours.
4. Learn about word formation: compounds.
5. Learn to help homeless people.
Ⅱ. Teaching aids 教具
单词卡片/小黑板或幻灯片/图片(流浪者/灾难)/录音机/多媒体
Ⅲ. Five-finger Teaching Plan
Step 1 Review
复习for, since在现在完成时中的用法及派生构词法，引出合成构词法并导入新课。
1. (师生问答，复习for, since的用法。)
T: Wang Tao went to Beijing and lived there in 1999. How long has he been there?
Ss: For ten years.
T: Right. I has taught in this school since 1995. How long have I been in this school?
Ss: For about fourteen years.
2. (教师用上节课给单词穿“靴”戴“帽”的小游戏复习派生构词法。)
T: Let’s play a game to review the derivations.
T: Who can put on “hat” for “obey”?
S1: I can. dis + obey = disobey.
T: Who can put on “shoes” for “home”?
S2: I can. home + less = homeless.
T: Who can put on “hat” and “shoes” for “friend”?
S3: I can. un + friend + ly = unfriendly.
…
3. (引出合成构词法，导入新课。)
T: Boys and girls, do you think English words are very interesting?
Ss: Yes.
T: We can form new words by adding prefixes or suffixes to the words. Now let’s learn another
word formation: compounds.
Step 2 Prentation
首先利用单词卡引导学生学习合成构词法，完成3。然后用多媒体呈现图片，讨论我们应该怎样帮助无家可归的人，培养学生的同情心，让学生学会关心他人，并在师生对话中学习1a中的生词及短语。
1. (教师出示一些单词卡，引导学生说出合成词的词义。)
T: As we know, “A friend in need is a friend indeed.” English words also have their own
friends. Now let’s help them find good friends.
T: Who can help them find friends? What’s the meaning when they are together? “home” and
“town”?(同时出示单词卡。)
Ss: Hometown. It means “家乡”.
T: “Hand” and “bag” are good friends.
Ss: Handbag. It means “手提包”.
(用同样的方式引导学生学习3中的生词。)
Ss: “Grand”and “daughter”are good friends. Its meaning is“孙女”，“外孙女”.
Ss: “Grand” and “child”are good friends. It means“(外)孙或孙女”，“孙辈”.
Ss: “Down” and “stairs” are good friends. Its meaning is“楼下”.
Ss: “Fire” and “place” are good friends. It means“壁炉”.
…
(板书生词，要求学生掌握。)
granddaughter, grandchild, headache, fireplace, downstairs, blackboard
T: You’re very helpful. We should often help each other. In English, there are many words like
the. It’s uful for us to make our vocabulary bigger. Let’s try to give more examples.
Plea do it in groups.
(用小黑板或幻灯片出示3，引导学生分组讨论，2分钟后，让各组汇报讨论结果。对表现最佳、说出合成词最多的小组给予表扬。)
T: English words are very interesting, right?
Ss: Yes. They’re very interesting.
T: We can make many new words by word formation. Look at the two cards. Let’s make a new
word.(教师出示写有词根home和后缀less的卡片。)
T: What does the word mean?
Ss: Homeless. It means “无家可归的”.
T: Yes. Let’s look at some pictures and talk about how to help homeless people.
2. (展示三幅流浪者或灾难的图片，谈论并引出1a。)
T: Look at Picture 1. He is a homeless man. He doesn’t have food, clothes, hous, and so on.
Once we find this kind of persons in need, what should we do to help them?
Ss: We should give them food, clothes, and so on.
T: Yes, that’s to say, we should provide them with food, clothes, and so on.
(板书并讲解once做连词的用法及词组in need, provide … with ...，要求学生掌握。)
in need
provide, provide … with …
T: Look at Picture 2. A flood broke out in their hometown. What should we do?
Ss: We should provide them with nice hous.
T: Yes, we also provide them with medicaltreatment.
(板书并让学生掌握medical和treatment。)
medical, treatment
T: You are very kind. All of us should learn to take care of others. I think the government also
should manage to help the homeless, then the problem will be solved more quickly. In
Canada, there is a program that helps homeless people. It has done many things for them.
Now, let’s listen to 1a and answer the question: How does the program help the homeless
people?
2. (让学生听1a录音，并回答问题，必要时可听两遍。)
S1: It provides food and medical treatment for them.
S2: The program provides them with nice hous.
S3: It trains them so that they can find jobs again.
S4: It makes them feel good about themlves.
…
Step 3 Consolidation
通过角色表演，复述等活动，巩固1a，完成1b。
1. (双人活动，让学生分角色表演1a。)
T: Now, let’s act out the dialog in roles.
2. (读1a，学生找出关键词组和句子，教师板书，解释并让学生复述1a。)
T: Read 1a, find the key phras and ntences out, then retell 1a by using them.
(1)the homeless people
(2)How do they manage it?
(3)Once they find people in need, they decide on suitable ways to help them.
(4)provide sb. with sth.
(5)I think it’s important for the people to feel good about themlves.
3. (再读1a，完成1b。要求学生掌握conversation。核对答案。)
T: Read 1a again, finish 1b, then I will check the answers.
Step 4 Practice
继续巩固合成词及for, since的用法，引出2a内容，然后用多媒体创设情景，通过讲故事的方式呈现延续性动词与非延续性动词在现在完成时中的用法及2b中的生词，并让学生掌握，完成2a，2b。
1. (分组开展竞赛，复习合成词。)
T: Now, let’s have a word competition.
(把全班分成四组，让学生组内讨论，尽可能多地找出已学过的合成词，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
hometown
birthday
classmate
handbag
filmmaker
…
G2
pancake
toothbrush
daytime
raincoat
policeman
policewoman
…
G3
homework
houwork
outstanding
farmland
motherland
…
G4
classroom
upstairs
policeman
toothbrush
handsome
…
(三分钟后，宣布结果。)
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 the 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。)
2. (组织学生仔细观察2a中的图解，引导学生对含有for和since的现在完成时与一般过去时进行区别。教师适当补充讲解。)
T: Read 2a carefully, try your best to find the differences between the two ntences in groups.
3. (继续学习since, for的用法，同时呈现2b中的生词，并让学生掌握。)
T: Now let me tell you a story about Xiao Lin to go on learning the usage of “since” and “for”.
Example:
Look at Xiao Lin. He is the son of a fisherman. (用多媒体呈现一幅渔夫的图片) In 1992, his father died. That’s to say,
his father has been dead for about venteen years. He ud to be a soldier. But in 2002, he left the army becau of a leg
wound. (呈现一幅军队的图片和小林腿部受伤的图片) That’s to say, he has been away from the army for ven years. …
(用同样的方式呈现生词：cretary, engineer；同时板书非延续性动词与延续性动词的转换并让学生观察。)
fisherman, army, wound, cretary, engineer
died (in 1992) →has been dead (for venteen years)
left (in 2002) →has been away (for ven years)
(让学生独立完成2b，然后引导学生总结非延续或延续性动词在与时间段连用时动词的转换情况，板书总结的内容并作补充讲解。)
含有for+时间段/since+时间点/how long …等句子里的谓语动词需要用延续性动词。
die→be dead,
come→be in,
buy→have,
leave→be away (from)
join→be a member of/be in
borrow→keep
Step 5 Project
让学生分组合作，找出更多的合成词并添加到自己的生词簿上，鼓励学生用构词法记忆单词。
1. (1)(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义。)
T: OK. Stop here. Plea look at the compounds on the blackboard and guess their meanings in
groups.
earthquake nightdress bystander
blueprint babysitter townspeople
(学生讨论后，说出词义，猜不出来的教师给出答案。)
(2)(让学生两人一组找出已学过的合成词并摘录在一起。)
2. Homework:
Make five ntences using the words: “for” and “since”.
板书设计：
The world has changed for the better.
Section B
Bobby left the park two hours ago/at 8:00.
Bobby has been away from the park since 8:00/for two hours.
die→be dead, come→be in
in need
medical treatment
provide … with …
Compounds:
grand+daughter→granddaughter join→be a member of
fire+place→fireplace buy→have, borrow→keep
down+stairs→downstairs
Section C
The main activity is 1a. 本课重点活动是1a。
Ⅰ. Teaching aims and demands
1. Learn some new words:
skill, drug, steal, purpo, mention
2. Learn to help homeless people.
3. Talk about social rvices.
Ⅱ. Teaching aids 教具
图片/录音机/小黑板/教学挂图
Ⅲ. Five-finger Teaching Plan
Step 1 Review
首先做游戏复习合成构词法，然后引导学生谈论城乡生活差异，引出本课话题。
1. (教师用上节课给单词“找朋友”的小游戏复习合成构词法。)
T: Let’s play a game to review the compounds. Who can find a friend for “green”?
S1: I can. green + hou = greenhou.
T: Who can find a friend for “home”?
S2: I can. home + work = homework.
T: …
S3: …
…
2. (谈论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。)
S4: I can. Boys and girls, I live in the village. There are green hills and clean water. The air is
clear and fresh, but I prefer living in the city to living in the village. Becau there are many
shopping centers and supermarkets.
S5: I like city, too. The public transportation is excellent. Bus, cars and taxis can take you to
any part of the city.
(教师做总结，并引出本课重点内容——政府、个人如何帮助城市中的流浪者。)
T: Good, but I think you only e the good aspects of the city. Look at the pictures and answer
my questions.
Step 2 Prentation
利用图片引导学生谈论流浪者的生活状况，并讨论该如何帮助他们，引出1a内容及部分生词并要求学生掌握，同时教育学生要富有爱心和同情心。
1. (向学生展示几张流浪者悲惨生活的照片，谈论照片的内容并引出新单词。)
T: Do they have hous or jobs?
S1: No, they don’t.
T: What do they eat?
S2: They often have no food to eat.
(学生展开讨论。)
Ss: We feel sorry for them!
T: Me too. What’s wor, some of them may disobey the rules. Someone steals things, and
someone even takes drugs.
(板书，要求学生理解disobey；掌握steal和drug。)
disobey
steal
drug
Ss: How terrible!
T: Yes, what should we do to help them?
S3: Provide them with nice hous.
S4: Provide them with food and clothes.
S5: Help them return to work and live a normal life.
T: Good! But I think it’s important to make them master some skills. It can help them return to
work. In this lesson, we’ll learn about an organization in Canada. The organization’s
purpo is mainly to help homeless people return to a normal life. Now let’s listen to 1a and
find out what’s mentioned in the article.
(板书并要求学生掌握。)
skill
purpo
mention
2. (在听录音前，教师简单介绍文中提到的慈善机构，帮助学生更好地理解听力内容。)
T: There is a famous organization in Edmonton in Canada. The program is called Edmonton
Community Services. Among them there is a special program for street kids which is called
“Kids in the Hall”. It helps homeless children live well. Now, plea listen to 1a and answer
the question: How does the organization help homeless people?
(听录音两遍后，核对答案。)
T: Now, who can answer my question?
S6: Edmonton community helps homeless people return to a normal life.
T: What’s your opinion, S7?
S7: Edmonton community helps them get jobs and lends money to them.
T: Well done! Now plea read the passage in 1a. After a while, let’s make a dialog according to it.
Step 3 Consolidation
通过师生对话、复述等方式，巩固1a内容，完成1b。
1. (师生自由交流，谈论1a内容。)
T: Ok. Stop reading. Let’s talk about the program. S1, what about “Kids in the Hall”?
S1: “Kids in the Hall” helps the street kids to learn restaurant skills there.
T: Why do they learn skills?
S1: After the training, it will be easy for them to find jobs.
T: Can street kids get help easily?
S1: No. They must obey strict rules.
T: Yes, you’re right. If anyone takes drugs, steals things or disobeys other rules, he has to
return to the street. What do you think of Zack?
S2:He is a homeless child.
S3:He can get help from “Kids in the Hall”.
T: What work can be done by“Kids in the Hall”?
S4:The food is prepared, cooked and rved by them.
T: How does Zack feel?
S5: He feels good and thanks for the help of “Kids in the Hall”.
T: What does he say?
S6:He says the program has given him a good chance to succeed. It will help him live like other
kids again.
(给学生两分钟自读课文，更深一层掌握文章大意，为下一步复述做准备。)
T: Now, I’ll give you two minutes to read the text by yourlves.
2. (利用小黑板出示关键词，学生分组复述短文。)
T: Look at the small blackboard. U the words to retell the text.
Edmonton Community Services Kids in the Hall
help, borrow, rent learn skills, strict
buy obey , return to
(三分钟后，请两位同学复述。学生复述短文时遇到困难，教师提供帮助。)
Example A:
Edmonton Community Services is famous for its success in helping homeless people return
to a normal life. It helps homeless 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.
3. T: Read 1a again and finish the following tasks in 1b.
(独立完成1b。两分钟后核对答案。)
Step 4 Practice
由“Kids in the Hall”话题引出2中的图片并让学生讨论，然后根据讨论内容写篇作文。
1. (让学生看2中的三幅图，小组讨论完成2。)
T: We have just learned about a special program for street kids, called “Kids in the Hall”. It
helps homeless people return to a normal life. Do you think the homeless people’s life will
be better with the help of the program?
Ss: Sure.
T: But the world has many problems, such as child laborers and cruel wars. The people are in
the very rious conditions. Now let’s look at the pictures. Discuss them in groups and
then write down your thoughts and hopes.
(小组代表发言。)
T: Look at Picture 1. What’s your opinion?
S1: The people have no hous to live in. I hope they can have warm hous.
T: Your opinion, S2?
S2: 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 Picture 2. What do you think of it?
S3: The laborers are too young. They should study in the school.
S4: I think the boss must be very cruel. He should help them instead of hiring them.
S5: The government must help them.
T: Your thoughts are very good. I think their families are very poor. They have to work hard all
day for living. I feel sorry for them. Look at Picture 3. What are your opinions?
S6: The war is too cruel. Many people will die or become homeless people in the war.
S7: We hope the war will end. Everyone can live a happy life.
T: Wonderful. Plea write down your opinions.
(讨论图片上的内容，为下一步练习写作准备素材。)
2. T: Look at the words. Write a passage about your hope.
provide warm hous, enjoy community rvices
receive a good education, live a happy life
T: After writing, I will ask some students to read their passages.
Step 5 Project
让学生小组讨论政府、居民、学生应如何帮助需要帮助的人。
1. (学生小组讨论，共同制定一个帮扶计划。)
T: We have discusd the poor people in the pictures, but have you ever en such people
around you? Discuss in groups. How do we help them? Write down what you hope. Make a
plan to help them.
2. Homework:
Work in groups. Make a survey about your local government. Write something about what has
been done by government for homeless people in recent years.
(列出对学生有帮助的短语。)
T: The phras may help you:
(1)find a purpo of living
(2)learn some skills
(3)find a job
板书设计：
The world has changed for the better.
Section C
take drugs It is famous for its success in helping homeless
the purpo of people return to a normal life.
learn skills It will be easy for them to find jobs.
obey the rules
cruel war
Section D
The main activities are 1a and 3. 本课重点活动是1a和3。
Ⅰ. Teaching aims and demands
1. Learn a new word and some phras:
social, abroad, at home and abroad, pay for
2. Review the prent perfect ten.
3. Review word formations:
(1) Derivations: disappear, impossible, unhappy, rewrite, reporter, peaceful, homeless, exciting,
snowy, rapidly.
(2) Compounds: film-maker, granddaughter, motherland, downstairs, fireplace.
4. Learn about Project Hope.
5. Educate students to be sympathetic.
Ⅱ. Teaching aids 教具
一张希望工程的宣传画/多媒体/游戏球/单词卡片/录音机/小黑板
Ⅲ. Five-finger Teaching Plan
Step 1 Review
检查上节课综合探究活动的成果，以对话形式呈现并导入“希望工程”。
T: Have you finished your plan?
Ss: Yes, we have.
(教师提问一位学生。)
T: What have you done?
S1: I arched the information about homeless people on the Internet.
T: What did you get?
S1: There is a special organization. The special organization offers food, clothes for the homeless
people. It gives them some money during some important holidays, such as National Day and
the Spring Festival. The clerks of the organization often keep in touch with them.
(教师提问另一位学生。)
T: What about your plan?
S2: I have interviewed a homeless person.
T: What’s the matter with him?
S2: His parents died in the flood. He was wearing old clothes and he was so dirty.
T: What have you done to help him?
S2: I gave him a T-shirt and a pair of pants. Then he thanked me.
T: What did he say?
S2: He said that I was so kind to give him tho things.
T: You are a kind boy /girl .
(教师提问第三位学生，其调查侧重于失学儿童。 )
T: Have you met any children who are unable to go to school around you?
S3: Yes, I have. I met some children. Sometimes they play in the street. Sometimes they work in
the field. They can’t go to school becau their families can’t afford their education.
T: In our country, there are more than 40 million children from poor families who still need help.
Luckily, there is a social rvice program to help them—Project Hope. What do you know
about Project Hope? Let’s discuss it in groups.
Step 2 Prentation
板书要讨论的话题，然后教师呈现事先准备好的希望工程的宣传画，通过同学们谈论对希望工程的认识，引出本课内容并学习部分生词。
1. (把学生分成若干小组，教师引导学生根据板书内容进行讨论，两分钟后，检查讨论结果并作总结。)
(板书讨论的问题。)
What do you know about Project Hope?
T: What’s your opinions?
Group 1: Project Hope can help poor children return to their schools.
Group 2: Project Hope can rai lots of money to build schools in the poor areas.
Group 3: …
T: Well done! Project Hope is a social rvice program to help poor students. It aims to help
poor families pay for an education for their children. Every year, it rais lots of money from
people at home and abroad.
(板书并要求学生掌握social, pay for和at home and abroad；理解aim。)
social
aim
pay for
at home and abroad
2. (给出任务，让学生带着任务阅读1a，然后用师生对话的形式呈现1a内容。)
T: Now, open your books and read 1a. Plea underline the numbers in the passage.
(教师板书有关数字来说明希望工程的作用。)
October 30th, 1989
the past sixteen years 3 billion yuan
2.5 million poor students2.3 million students
2 300 teachers 40 million children
T: OK, stop here. Now look at the numbers on the blackboard and answer my questions.
T: When did Project Hope start?
Ss: It started on October 30th, 1989.
T: What does it aim to do?
Ss: It aims to bring schools into poor areas of China, and to help poor families afford an education
for their children.
T: You are right. How much money has Project Hope raid? Where is the money from?
Who can tell me the answers?
S1: I can. Project Hope has raid about 3 billion yuan from people at home and abroad in the
past sixteen years.
T: A good answer. What is the money ud for?
S2: It has paid for the education of 2.5 million poor students and nt 2.3 million students to
high schools.
T: Anything el?
S2: With the money, it has built thousands of schools and libraries and trained 2 300 teachers.
T: Well done! 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
巩固1a并完成1b，然后让学生了解更多的爱心组织并引导学生讨论：作为一名中学生应该
怎样来奉献自己的爱心。教育学生要富有同情心，乐于助人。
1. (学生利用前面板书的数字，以接力的形式复述1a。)
T: Look at the numbers. And retell the passage about Project Hope in chains. So plea pay
attention to what he or she says.
S1: Project Hope is a social rvice program to help poor students. It started on October 30th,
1989. It aims to bring schools into poor areas of China and to offer an education for the
children…
T: Stop here! S2, go on, plea!
S2: Project Hope has raid about 3 billion yuan from people at home and abroad in the past
sixteen years. It has paid for the education of 2.5 million poor students and nt 2.3 million
students to high schools…
T: Stop here! S3, go on, plea!
S3: …
2. (学生讨论自己能为希望工程做些什么。)
T: There are many organizations offering help for the poor children. What can we do for them as a
student?
S4: I will rai money for the poor children.
S5: I will spread the message about Project Hope.
S6: I will give my favorite toys to the poor children.
(教师可以借此机会为希望工程组织一次募捐活动。)
3. (让学生独立完成1b。核对答案并要求学生找出含有现在完成时的句子。)
T: Minmin is a girl who got help from Project Hope. Read 1b and finish it, then find out the
ntences with the prent perfect ten.
T: Have you found the ntences?
S7: Yes, she has received help from Project Hope.
S8: She has been a college student for two years.
S9: Project Hope has paid for the education of millions of poor students like Minmin since it started.
T: Good! Now look at 3. Do you know other organizations which also offer help and make the
world better? Discuss in groups.
4. (用多媒体呈现3中的图片，并以小组的形式展开讨论，完成3。)
T: Now I will ask some of you to say something about the four organizations.
(学生回答后，教师补充介绍这四个组织。)
Step 4 Practice
学生自己归纳本话题的重点语法及有用的表达，并以游戏的形式加以巩固。
1. (做抛球的游戏来复习含有for和since的现在完成时句子。)
T: I think you’re tired. Let’s play a game! Now one student throws the ball to one of you and
say a verb, and then you catch the ball and say its past participle, and then you throw the ball
to another student and that student says a full ntence with the prent perfect ten using
“for” or “since”. Now let’s go.
S1: Improve.
S2: Improved.
S3: The city has improved a lot since I came here a few years ago.
…
(游戏结束后让学生自己归纳for, since的用法，然后跟读2a中的Prent perfect(Ⅲ)的录音。)
2. (词汇游戏。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, 如能和另一个单词或前缀或后缀组成一个新单词, 本单词就找到了朋友。教师事先把写有单词的卡片每人发一张。)
T: Here are many word cards. Let’s put two of them together in order to make another new word.
Example:
S1: I have “friend”.
S2: I have “ship”.
S1
and S2: It’s “friendship”.
S3: I have “happy”.
S4: I have “un”.
S3 and S4: It’s “unhappy”.
…
(教师把新组合的单词写在黑板上并解释，完成2a。)
3. (让学生阅读和理解2b中的句子。然后听2b录音，并跟读，注意语音语调，完成2b。)
T: Now listen to the tape of 2b and repeat. Pay attention to the pronunciation and intonation
and try to master them.
Step 5 Project
用小黑板出示要讨论的话题，然后让学生分组讨论并就讨论的内容做一次演讲，锻炼学生综合运用语言的能力和探究能力。
1. (1)(引入话题。)
T: In Section D, we’ve learned Project Hope has helped many children who are unable to go to
school, but there are still many problems in the world. Work in groups to rearch the
problems below.
(出示小黑板。)
AIDS, the homeless, hunger, child laborers,
wars in the Middle East, …
(2)(学生以小组形式选择他们感兴趣的话题进行讨论。)
T: What are you going to do to deal with the problems? Discuss with your group members and
give a short speech about the topic “I Have a Dream”.
2. Homework:
T: Go over the passage we have learnt to prepare for your speech.
板书设计：
The world has changed for the better.
Section D
Project Hope aim to do sth.
at home and abroad afford an education for …
pay for in the past sixteen years
a social rvice program a lot of work to do
receive … from
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