八年级英语下册 Unit6Enjoying Cycling全单元教学设计 仁爱湘教版

2024年2月29日发(作者：高中学生会)

Unit 6 Enjoying Cycling

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

Section A

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

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

Ⅰ. Aims and demands 目标要求

1. Learn some new words and phras:

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

rai

2. Learn the usages of infinitives:

Boys and girls, I have some exciting news to tell you!

It’s too far to cycle, but there are other vehicles for us to choo.

It’s hard to say.

Kangkang and Michael, you two find out the cost to go by train.

Helen, your task is to find out the cost by bus.

3. Talk about field trips.

Ⅱ. Teaching aids 教具

录音机/小黑板／幻灯片/常用交通工具的卡片或玩具/一些名胜古迹的图片

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间: 5分钟)

复习表达情感的词，导入新课。

T: Good morning, boys and girls.

Ss: Good morning, Miss/Mr.××!

T: We have learnt the words about feelings in Unit 5. Do you remember them?

Volunteers!

S1: Sad, happy.

S2: Upt, excited.

„

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

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

S3: Swimming can make me happy.

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

„

(学生们流利地回答问题，说出能使自己快乐的事。)

T: Do you know what can make me happy?

Ss: „

用心 爱心 专心

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T: Going on a field trip can make me happy. I’d like to visit places of interest.

Would you like to go on a visit?

Ss: Yes.

T: Now, here are some pictures about places of interest. Plea

look at them.

(把图片分发给学生，让他们轮流看，激发学生的学习兴趣。过一会儿拿回图片，然后出示泰山的图片。)

T: Mount Tai is very wonderful. If I’m free, I’d like to go on a three-day visit

to Mount Tai. Would you like to go with me?

Ss: Yes, of cour.

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

(板书并教学，要求学生掌握field。)

a field trip

go on a visit

a three-day visit to

Step 2 Prentation 第二步 呈现(时间: 12分钟)

呈现1a，教学生词和动词不定式。

(教师呈现含有交通工具的图片或玩具，让学生用by„表示。)

T: (出示自行车的图片或玩具。) Look at this picture.

We can go there by„

Ss: By bike.

(用同样的方式分别呈现火车、公共汽车、飞机的图片或玩具。)

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

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

(板书并教学生词，要求学生掌握vehicle和airplane。)

bike

train

vehicles

bus

plane/airplane

2. (用小黑板／幻灯片出示下列句子。让学生先观察这些句子，然后听1a的录音并完成句子。)

There are other vehicles for us .

Do you know the best way there?

I’d love by airplane.

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

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

(核对答案，教师用彩笔给出答案。)

3. (让学生观察这些句子，并找出共同点。)

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

Ss: They„

(教师总结并简单解释动词不定式。)

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

(教师板书动词不定式的结构)

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to+v.

4. (读1a，找出新单词和短语，并根据上下文的语境猜测词义。)

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

(教学下列生词和短语，要求学生掌握。)

find out, task, airline,

decide

Step 3 Consolidation 第三步 巩固(时间: 10分钟)

巩固1a，讲解动词不定式的用法。

1. (跟读1a的录音，注意语音语调。)

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

2. (让学生自读1a并找出含有动词不定式的句子和疑难点。)

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

3. (鼓励学生读出含动词不定式的句子，教师解决疑难。)

T: Plea read out the ntences with infinitives.

(板书并解释)

It takes sb. some time to do sth.

the best way to do sth.

the cost to do sth.

find out sth.

love to do sth.

decide on

4. (小组活动。五人一组分角色朗读，鼓励小组表演。完成1a。)

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

out.

Step 4 Practice 第四步 练习(时间: 13分钟)

练习动词不定式，完成1b、2和3。

1. (让学生观察1b的图片，四人一组讨论去泰山的最好方式。完成1b。)

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

in groups of four.

(学生们观察图片和信息并讨论。3分钟后，小组汇报。)

T: How much does it cost to go there by airplane?

Ss: It costs ￥700.

T: How long does it take to reach Mount Tai by airplane?

Ss: It takes one hour to reach there.

T: How much does it cost to go there by train?

Ss: It costs ￥145.

T: How long does it take to reach Mount Tai by train?

Ss: It takes 7 hours to reach there.

T: How much does it cost to go there by bus?

Ss: It costs ￥200.

T: How long does it take to reach Mount Tai by bus?

Ss: It takes 8 hours to reach there.

用心 爱心 专心

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

G1: By train.

G2: By train.

G3: By train.

„

T: Very good.

(板书重点结构，教学生词并要求学生掌握total。)

total

It costs/takes „ to reach there.

2.(师生示范。请一个学生扮演A，老师扮演B，讨论2中的图片。)

T: I have some pictures of places of interest. We’ll make conversations about

them. First, I’ll give you an example. S1, you will be A and I will be B. Let’s

discuss one of the pictures. Are you ready? Go!

S1: Hello, I plan to visit Harbin. Can you tell me something about it?

T: Sure. What do you want to know?

S1: What’s the best time to go there?

T: I think the best time to go there is in November.

S1: Which is the best way?

T: I think the best way to go there is by train. It’s not expensive and it doesn’t

take much time.

S1: How long does it take to get there?

T: About 8 hours.

S1: How much does it cost?

T: I’m not sure. But I can find it out on the Internet. Then I will tell you the

cost.

S1: Thank you!

T: My pleasure. Have a good trip!

(板书)

I plan to visit„

What do you want to know?

What’s the best time to go there?

Which is the best way (to go there)?

How long does it take to get there?

How much does it cost (to go there)?

3. (让学生观察2中的图片，两人一组，进行对话练习，注意动词不定式的用法。完成2。)

T: Now, Look at the pictures in 2, and ask and answer the questions with your

partner. Pay attention to the usages of infinitives.

4. (让学生运用动词不定式回答3中的问题，然后两人一组练习对话3，正确使用所给词组中的动词不定式。教师对第二幅图给予指导。如Her wish is to do sth.。掌握rai；理解sunri。)

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

(学生练习几分钟后，师生问答，共同归纳不定式的用法。)

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

Step 5 Project 第五步 综合探究活动(时间: 5分钟)

用心 爱心 专心

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利用图片探究拓展本课语言知识。

The Great Wall the Ming Tombs the Palace Muum

The Heaven Temple Hongkong Shenzhen

1. (拿出课前准备的图片，让学生讨论自己想去的地方。)

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

u the following ntences:

Where do you want to go?

How would you like to get there?

How much does it cost to go there?

How long does it take to go there?

What is the best time to go there?

„

(学生讨论一会儿，然后每组选出一名学生向全班学生汇报结果。)

T: Now I will choo one student from each group to report their results.

Example:

Li Lei wants to go to Mount Tai. He wants to get there by plane. It costs

￥700. It takes only one hour to go there. He thinks the best time to go there

is in spring. Fangfang wants to go to„

2. Homework:

(1) (使用It costs„和It takes„to„两个句型造句。)

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

(2) (复习不定式的用法。)

Review the usages of infinitives.

Section B

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

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

Ⅰ. Aims and demands 目标要求

1. Learn some new words:

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

standard,

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condition, comfortable, person

2. Go on learning the usages of infinitives:

Yes, I’d like to book some tickets to Mount Tai on March 13th.

Good morning, I want to make a room rervation.

And how long do you plan to stay?

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

4. Offer help:

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

Ⅱ. Teaching aids 教具

录音机/小黑板/幻灯片/相关的图片

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间: 5分钟)

复习动词不定式。导入新课。

1. (鼓励学生说出含有动词不定式的句子。)

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

S1: „

2. (复习并谈论交通方式。)

T: Let’s talk about the ways of transportation.

S1: ...

S2:„

„

T: We know going by bus is too slow, and it takes too long; going by plane is

fast, but it is too expensive; going by train is comfortable, and it doesn’t cost

so much. Which is the best way for Maria’s class to travel?

Ss: By train.

T: Yes, the best way to go to Mount Tai is by train. Now, what will they do?

Ss: They will buy tickets.

T: Right. We can also say “They will book tickets on the phone” .

(板书并理解生词。)

book

(由此导入新课。)

Step 2 Prentation 第二步 呈现(时间: 10分钟)

呈现1a并处理知识点。

1. (让学生听1a的录音并回答问题。)

T: Maria’s class want to visit Mount Tai and they decide to go there by train.

They ask Kangkang to book the tickets. Now, let’s listen to 1a and answer the

following questions:

When does the train leave Beijing?

How many tickets does Kangkang book?

(师生核对答案。)

2. (学生自读1a，解决重点词句，并画出含有不定式的句子。理解生词sleeper。)

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

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with infinitives.

(板书)

sleeper

We have tickets at￥145 for the hard sleeper and￥224 for the soft

sleeper.

I’d like to book some tickets to Mount Tai on March 13th.

I’d like to book 21 tickets for the hard sleeper.

3. (再听1a的录音，让学生跟读，注意语音语调。)

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

and intonation.

Step 3 Consolidation 第三步 巩固(时间: 10分钟)

巩固1a，完成1b和1c。

1. (学生再读1a，独立完成1b表格。)

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

(让两名学生读出他们的答案，全班学生核对，完成1b。)

2. (让学生分角色表演1a。)

T: Who can act out 1a? Volunteers!

3. (给学生一些时间完成1c。)

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

wanted

to book tickets.

(教学并板书新单词 cinema，要求学生掌握。)

T: Make a dialog in pairs. Begin!

(选1－2组学生展示对话，完成1c。)

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

Step 4 Practice 第四步 练习(时间: 15分钟)

练习动词不定式，完成2和3。

1. (设置情景，导出生词。)

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

S1: In my aunt’s hou.

S2: In my good friends’ hous.

S3: „

„

T: You know there are twenty-one people traveling. Do you think which is the best

place for them to live?

Ss: It’s a hotel.

T: Right. I have lived in a hotel. It’s very comfortable. The conditions are

excellent. There are two kinds of rooms. They are standard rooms and single

rooms. There is a refrigerator and air conditioning in the room. Making a room

rervation is very important.

(教师边叙述边出示与单词相符的图片，并板书生词，要求学生掌握：hotel, refrigerator,

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

(板书并解释单词。)

hotel comfortable condition standard refrigerator

air conditioning rervation

2. (让学生独立完成2。)

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

(核对答案。)

(自读对话，找出不定式的句子，然后回答问题。)

T: Read the conversation by yourlves, find out the ntences with infinitives,

and then answer the questions.

How many rooms with two single beds does she want to book?

How many rooms with one single bed does she want to book?

When will they want them?

How long will they stay?

What is the total cost?

3. (播放录音，让学生独立完成3。)

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

(根据学生填写的情况，可以放1～2遍录音。)

T: Let’s check the answers together.

(师生共同核对答案。要求学生掌握生词person。)

Step 5 Project 第五步 综合探究活动(时间: 5分钟)

探究本课重点话题：订票、订房间。

1. (设置一个全家周末要进行一次为期两天的旅游的场景。他们要了解相关旅馆的信息，然后自己订房间，让学生在学完这个话题后能够运用。)

T: This weekend your family will go on a two-day trip. You want to book rooms for

your family. First you want to know the information about a hotel. You should:

(1) Make a form like 1b.

(2) Make a similar dialog like 2.

T: Act out your dialogs, plea.

2. Homework:

(1) (复习不定式。)

Review infinitives.

(2) (为全家周末旅行编一个关于订购火车票的对话。)

T: Make a dialog about booking train tickets.

Section C

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

The main activities are 2a and 5. 本课重点活动是2a和5。

Ⅰ. Aims and demands 目标要求

1. Learn some new words and phras:

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

look forward to (doing) sth., hear from

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2. Go on learning infinitives:

Jane is helping Helen (to) work out the cost of the trip.

Miss Wang told us not to ask our parents for the money.

It is very common to rai money in Canadian and American schools.

The best way to rai money is to ll newspapers.

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

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

So we decided to take the train.

3. Talk about how to rai money.

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

Ⅱ. Teaching aids 教具

小黑板/录音机/ Section B, 2的图片

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间: 5分钟)

复习Section B的内容，导入新课并完成3。

1. (师生问答，复习Section B的内容。学生掌握work out。)

T: Miss Wang and her students are going on a 3-day visit to Mount Tai. Yesterday

Kangkang booked train tickets for hard sleeper. How much does a ticket cost?

Ss: ￥145.

T: Right. Maria made a room rervation. How much does a standard room with two

single beds cost?

Ss: ￥100.

T: How long will they stay?

Ss: Two nights.

T: Good! Let’s help them work out the cost of the trip.

(板书)

work out 算出，解决

2. (板书下列算式，让学生根据ction B的内容算出结果。)

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

( ) ( ) (¥50) (¥60) ( )

(一分钟后)

T: How much does the total cost?

Ss: ￥500.

T: Do you have￥500?

S1: Yes, I do.

S2: No, I don’t.

T: Well. If you need a lot of money, but you don’t have it, what should you do?

S3: Get it from my parents.

S4: Get it from my grandfather.

S5: Get it from my brother.

S6: Make money by mylf.

„

(大多数学生都想从家人那里拿钱，只有少部分学生想通过自己的努力去筹钱，教师提示用心 爱心 专心

9

外国学生一般是自己想办法去筹钱。)

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

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

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

and then share your ideas with your classmates.

(学生讨论后)

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

your ideas.

S7: We can ll newspapers to rai money.

S8: „

„

(学生的回答是各种各样的，教师用不定式句型总结一下他们的筹钱方式，并完成3。)

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

We can put on a show to rai money„

(板书)

The best way to rai money

is to do sth.

The most exciting way to rai money

T: Which is the best way to rai money?

Ss: The best way to rai money is to„

T: Yes. We can rai money in different ways. What about Helen? Helen doesn’t

have enough money for her trip. She is worried. Let’s listen and find out

how Helen can get money for her trip.

Step 2 Prentation 第二步 呈现(时间: 10分钟)

呈现并处理1和2a中的知识点。

1. (放1的录音，让学生找到Jane给Helen提的建议。)

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

Ss: She can rai money by herlf.

2. (再听录音，学生跟读，然后让学生3人一组分角色朗读1，并找出疑难点。)

(让学生掌握afford并解释难点。)

can’t afford, told us not to ask„

3. (让学生操练以达到学会运用的目的。)

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

4. (让学生快速阅读2a，回答问题。)

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

out how the Canadian and American students rai money.

(核对答案。)

T: How do they rai money?

Ss: King or Queen for a Day.

T: Good work.

5. (让学生再读2a并找出生词及疑难点。教师要求学生掌握：common, come up with, dollar,

ll, noon；了解draw和cellphone。然后解释疑难点，教授阅读技巧。)

T: Look at the new words and phras.

(板书并教学生词。)

用心 爱心 专心

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

After the tickets are sold, one ticket is drawn.

Step 3 Consolidation 第三步 巩固(时间: 10分钟)

巩固2a，完成2b。

1. (让学生再读2a，做2b并划出含有不定式的句子。)

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

(请一个学生说出他的答案，全班核对，完成2b。然后让两名学生说出他们找的句子，

其他学生判断他们找的句子是否含有动词不定式。)

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

S1: 1,4,3,2.

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

S2:„

S3:„

„

(教师核对并板书。)

It is very common to rai money in „

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

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

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

2. (播放录音，学生跟读。注意语音语调。)

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

Step 4 Practice 第四步 练习(时间: 10分钟)

完成4和5。

1. (让学生听4的录音后回答问题。学生掌握top；理解safely。)

(板书)

safely top

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

(F).

(待学生听完后，核对答案。完成4。)

2. (阅读并完成5。)

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

new words and expressions.

(板书)

forward

look forward to (doing)

sth.

hear from sb.

(让学生注意发音和用法。)

T: OK. Read and complete the letter.

(学生独立完成以后，请一两名学生说出他们的答案，全班共同核对。)

3. (让学生从信中找出含有动词不定式的句子。)

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

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(请一两名学生读出他们找到的含有动词不定式的句子，教师给予评价。)

Step 5 Project 第五步 综合探究活动(时间: 10分钟)

探究如何筹钱给妈妈买生日礼物。

1. (教师设置场景，给出提示。)

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

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

questions may help you.

(将事先写好问题的小黑板挂在黑板上。)

What would you like to buy for your mother?

Work out the cost of the prent.

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

(让学生分成四组讨论，然后每组由一名学生来陈述。方法好、陈述又好的一组获胜。)

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

2. Homework:

(让学生给他/她的朋友写一封信，信的内容是关于自己要到某地的一次旅行。)

Ⅳ. 疑点探究

afford“买得起，(有时间)做，能做”，通常与can, could或be able to连用，尤用于否定句和疑问句。如：Can we afford a new car?

affordable

adj.如：affordable prices/housing付得起的价格/买得起的住宅。

Section D

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

The main activity is 4. 本课重点活动是4。

Ⅰ. Aims and demands 目标要求

1. Learn the new phras:

as soon as, temple, in the daytime, local

2. Review the usages of infinitives：

I have some exciting news to tell you!

But it will take us a few days to get there by bike.

Helen, your task is to find out the cost by bus.

I want to make a room rervation.

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

Kangkang helped us (to) book the train tickets.

3. Review uful expressions：

How wonderful!

Let’s find out some information about the cost.

My pleasure.

Have a good trip.

May I have your name and telephone number, plea?

I’m looking forward to hearing from you.

As soon as we arrived there, we began to climb Mount Tai.

4. Go on talking about traveling.

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12

Ⅱ. Teaching aids 教具

录音机/小黑板／幻灯片

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间: 5分钟)

复习Section A－C的内容并导入新课。

1. (教师问一些关于王老师的学生怎样为旅行做准备的问题。)

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

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

(3) Who made hotel rervations?

(4) How did they rai money?

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

2. (把学生分成五组。明天将有一些重要的客人来学校参观，请学生为他们安排行程，包括时间、地点、活动，并向全班汇报，评出优胜组。)

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

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

Let’s e which group is the best.

(板书)

Time

Place

Activity

Step 2 Prentation 第二步 呈现(时间: 13分钟)

呈现并完成1。

1. (让学生阅读1。)

T: Just now we made a schedule. Miss Wang also made a schedule for their trip.

Now look at the schedule in 1. There are ten blanks in the schedule.

(听1录音并填空。)

T: Listen carefully and fill in the blanks.

(请两名学生说出他们的答案，全班核对，完成1。)

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

2. (让学生看时间表, 扮演Miss Wang, 说出旅行计划。)

Example:

S1: Boys and girls, we’ll have a good trip. We will arrive at Mount Tai at 6:44

p.m. on March 13th and have a good rest in the hotel. After I count the students,

we’ll buy tickets and begin to climb Mount Tai. At 1: on March 14th,

we plan to„

3.(教师通过介绍徐霞客引入2的教学。)

T: Do you know about Xu Xiake?

Ss: Yes.

T: What was he good at doing?

Ss: He was good at writing sth. about traveling.

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13

T: Can you write travel notes?(教师解释travel notes。)

Ss: No.

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

4.(学生读完后，通过师生问答学习游记的要素。)

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

Ss: The past ten.

T: Very good! What should we write in travel notes?

S1: Time.

S2: Place.

S3: Person.

S4: Activities.

S5: „

T: Excellent! When we write travel notes, we should write time, place, person,

activities and so on.

5.(学生再读2，标出生词及疑难点。)

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

(师生共同解决疑难点。)

(板书)

as soon as

Dai Temple

in the daytime

in a local restaurant

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

Step 3 Consolidation 第三步 巩固(时间: 10分钟)

巩固完成2。

1.(让学生再读2，回答问题。)

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

(板书)

Where is Darren now?

Did Michael have a good time last week?

What was the weather like on Mount Tai?

How long did it take them to get to Wanghai Stone?

What did Michael do in the daytime/in the evening?

2. (教师用小黑板或幻灯片出示下列内容，然后根据2完成短文。)

Michael had a ____ time on Mount Tai last week. The weather there was ____. As

soon as they arrived there, they began to climb Mount Tai. It _____ them almost the

whole night to get to Wanghai Stone. They saw the ____ and the a of clouds on Mount

Tai and visited Dai Temple in the ____. In the evening, they had a big dinner in a

local restaurant. That was an exciting ____.

(师生共同核对答案。完成2。)

Step 4 Practice 第四步 练习(时间: 10分钟)

复习巩固3a和3b。

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14

1. (复习巩固3a。)

(让学生听3a的录音并跟读，然后师生共同总结动词不定式的用法。在本话题中，动词不定式可以用作定语、宾语、主语、表语、宾语补足语。让学生用动词不定式造句。)

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

infinitives.

(请几名学生说出他们的句子，其他学生判断动词不定式在句子中的成分。)

T: OK. Who will speak out the ntences?

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

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

S3: „

„

2. (复习巩固3b。)

(让学生听3b的录音并跟读，然后分组从本话题中找出更多的有用表达, 然后用这些内容编成简短对话，最后展示。)

T: Listen to 3b and read after it, and then find out more uful expressions in this

topic in groups, make short conversations and act them out.

Example:

(1) S4: We’re going on a two-day visit to Mount Tai.

S5: How wonderful!

(2) S6: May I have your telephone number, plea?

S7: Sure. 88765497.

„

Step 5 Project 第五步 综合探究活动(时间: 7分钟)

探究旅游话题完成4。

1.(做调查。)

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

the total cost.

(板书)

Name

Place of interest

Total cost Preparation for the

trip

2. (让学生写一篇游记。)

T: Boys and girls，plea choo one of the most popular places for you to travel,

and write down your travel routes and schedule. You can begin like this:

We’re going to visit„

3. Homework:

(1)(让学生复习订票、订房间的用语，达到会交际的目的。)

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

(2)(让学生给他/她的朋友写一封信，谈谈自己去过某地旅行的一次经历。)

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15

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

Topic 2 How about exploring the Ming Tombs?

Section A

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

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

Ⅰ. Aims and demands 目标要求

1. Learn some new words:

receive, postcard, dialog, perfect, camp

2. Learn uful expressions:

I’d like to speak to Michael.

Glad to receive your postcard.

Would you like to come to China for your vacation?

Why not explore Beijing on our bicycles?

It would be great fun.

I’m looking forward to meeting him.

3. Learn the usages of adverbial claus of time:

While you were enjoying your trip, I was busy preparing for my exams.

Before he comes, would you help me make a plan to explore Beijing?

Darren was reading

Ren’ai English Post when Michael came in.

Ⅱ. Teaching aids 教具

录音机/深圳世界之窗的图片/颐和园的图片/小黑板/幻灯片

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间: 8分钟)

复习电话用语，并导入新知识。

1. (设计电话对话: 你很想见自己的笔友，邀请笔友到自己家乡游玩。通过这个对话导入Section A的目标语言。)

T: Do you have a good pen pal? Do you look forward to

meeting him or her? Would you like to invite

him or her to visit your hometown during the

vacation? Make a telephone call dialog between

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

may help you.

(板书)

Glad to receive your postcard.

Would you like to come to my hometown for your vacation?

You bet! Where shall we go then?

Why not explore my hometown on our bicycles? (explore+place 考察/探险某地)

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16

It would be great fun.

Good idea! See you.

Great!

(教学生词并对重要的句子进行必要的解释，要求学生掌握：receive, postcard, you bet；了解bet和explore。让学生尽量用所提供的例句组织对话。)

T: Now plea act out the dialog in pairs.

(对学生的表演多表扬、少批评，激发他们学英语的兴趣。)

2. (结合Topic1的内容，师生问答导入新课。)

T: Do you know Darren?

Ss: Yes, I do.

T: Who is he?

Ss: He is Michael’s friend.

T: Where is he from?

Ss: He is from the U.S.A.

T: Does Micheal want Darren to visit China?

Ss: Yes, he does.

T: Now, Darren is calling Michael. What are they talking about? Let’s listen to

1a and find the answer.

Step 2 Prentation 第二步 呈现(时间: 7分钟)

呈现1a，学习时间状语从句。

1. (听1a的录音，回答问题。)

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

(鼓励学生回答。)

T: Who can try?

S1: They are talking about vacation.

S2: They are talking about traveling to Beijing.

S3: They are talking about where to visit.

S4: „

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

2. (朗读1a，找出对话中表示邀请、建议、赞同、请求的句子。)

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

and request.(为了让学生更好地理解这些指令，教师可以适当使用汉语。)

(鼓励学生说出他们找到的句子。学生边说，教师边板书。)

S1: Would you like to come to China for your vacation?

S2: You bet!

S3: Would you help me make a plan to explore Beijing?

S4:„

(板书)

Would you like to come to China for your vacation?

You bet!

Why not explore Beijing on our bicycles?

It would be great fun.

Good idea!

用心 爱心 专心

17

Great!

Would you help me make a plan to explore Beijing?

How about exploring the Ming Tombs?

That would be very interesting.

T: Read the ntences together.

3. (用小黑板／幻灯片出示1a中含有时间状语从句的句子。)

While you were enjoying your trip, I was busy preparing for my exams.

When he arrives, I’d like you to meet him.

Before he comes, would you help me make a plan to explore Beijing?

(教师简单解释时间状语从句。)

Step 3 Consolidation 第三步 巩固(时间: 10分钟)

巩固1a并完成1b。

(让学生分角色朗读1a，然后鼓励几组学生分角色表演。)

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

2. (活动，导出1b。)

(展示深圳世界之窗的图片/颐和园图片。)

T: Look at this picture. Is it beautiful?

Ss: Yes, it’s beautiful.

T: It is the Window of World in Shenzhen/the Summer Palace

in Beijing.

T: S1, would you help me plan a trip to Shenzhen/Beijing?

S1: Yes, of cour.

T: Could you come along with me?

S1: Yes, I’d love to.

T: (指着S1旁边的一名学生。) Shall we take him there?

S1: Good idea.

(板书画线部分。)

would, could,

shall

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

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

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

(学生热烈地对话。)

T: Now plea act out your dialogs.

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

now.

(几分钟后)

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

Step 4 Practice 第四步 练习(时间: 15分钟)

练习本课重点语法(时间状语从句)，并完成2和3。

1. T: Now, look at Picture 1 in 2. What is Darren doing?

Ss: He is having a class.

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18

T: What is Michael doing?

Ss: He is climbing a mountain.

T: Yes. Darren is having a class while Michael is climbing a mountain. That means:

While Michael is climbing a mountain, Darren is having a class.

T: Look at Picture 5. What was Darren doing when Michael came in?

Ss: He was reading

Ren’ai English Post when Michael came in.

T: You are right. In another way we can say: When Michael came in, Darren was

reading

Ren’ai English Post.

(解释while/when的用法和注意事项。)

T: Plea look at the rest pictures in 2 and make similar ntences. Then check

them.

2. (完成3。)

T: Boys and girls, we’ll have a visit. Do you want to go on a visit to Dalian

or go camping in the forest? Which one do you want to choo? Why? Plea discuss

in groups of four.

(给出目的地，让学生有方向性地探究，引导他们积极地思考。)

T: Now, plea give me your answers and reasons.

Group A: We are going to Dalian. There are beautiful beaches„

Group B: We’d like to go camping in the forest. There are many big trees, birds„

„

(鼓励学生充分发挥想象力。)

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

the new words.

(板书并要求学生掌握生词。)

dialog, perfect, camp

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

in 3.

(在听之前，让学生熟悉一下问题，以降低难度。)

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

(根据学生的实际情况，可以放1～2遍。)

T: Well. Let’s check the answers.

Step 5 Project 第五步 综合探究活动(时间: 5分钟)

进一步探究1a。

1. (方案一)(小组竞赛巩固本课语法。)

(把学生分成几个小组。让每个小组分别用while, when, before造句。每组选一名代表读出他们所做的句子，正确句子最多的小组获胜。)

(方案二)(接龙游戏。合作探究本课重点语法。)

T: Look! S1 is standing.

S1: I am standing while S2 is reading.

S2: I am reading a story book while S3 is talking.

S3: „

„

(学生可以发挥想象，注意使用正确的时态。)

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2. Homework:

(1)(编一个打电话的对话，要用到while/when。)

(2)Preview Section B. Pay attention to the expressions of direction.

Section B

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

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

Ⅰ. Aims and demands 目标要求

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

east, north, southeast, northeast, northwest

(2)Learn some other new words:

mark, camel

2. Learn uful expressions about direction and distance：

They surveyed the area to make sure their tombs faced south and had mountains

behind them.

Qingling is to the east of Yuling.

It’s in the southeast of China.

It’s about two and a half hours by bike.

3. Go on learning the usages of adverbial claus of time：

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

4. Learn about the tombs of ancient Chine emperors.

Ⅱ. Teaching aids 教具

录音机/Section A, 2中的图片/十三陵的详图及各景点图片/介绍十三陵的扑克牌/幻灯片/3a中的图片

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间: 5分钟)

复习Section A，导入新课。

1. (学生对话，复习could, would, shall, will 和can引导的表示请求、许可、建议的句子。鼓励几组学生表演他们的对话。)

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

them out.

S1: Could I„?

S2: Yes, „

S3: Would you„?

S4: No, „

„

T: Good!

(教师及时提醒学生，注意使用正确的答语。)

2. (教师出示Section A, 2中的图片，让学生用while/when看图说句子，复习时间状语从句。)

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

(教师出示第2幅图。)

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

(教师用同样的方法完成其余的图片。)

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3. (师生对话，导入新课。)

T: Well done! Do you like traveling?

Ss: Yes, of cour. / No, I don’t.

T: Did you visit Beijing?

Ss: Yes, „ / No, „

T: Do you know any places of interest in Beijing?

Ss: Yes. The Summer Palace, the Great Wall„

T: Yes. Today we will learn something about the Ming Tombs.

Step 2 Prentation 第二步 呈现(时间: 10分钟)

呈现1a并教学生词。

1. (教师用幻灯片/3a中的图片介绍十三陵，教师边说边填充准备好的表格，同时解释生词。)

T: Here is a map of the Ming Tombs. They are at the foot of the Tianshou Mountains,

in the northwest of Beijing. The Tombs spread over„

The Ming Tombs

Where are they? At the foot of the Tianshou Mountains,

northwest of Beijing.

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

What marks the beginning of the The Stone Arch.

Sacred Way to the Tombs?

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

way?

Who built them? The emperors.

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

them.

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

(要求学生掌握mark；理解northwest, beginning和official；了解arch；学习掌握It’s „表距离的句型。)

2. (学生听1a的录音并跟读，标出生词。)

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

3. (板书并让学生了解生词。)

sacred, survey

Step 3 Consolidation 第三步 巩固(时间: 15分钟)

巩固1a，完成1b和2。

1. (让学生分角色扮演1a，然后两人一组进行问答练习，完成1b。)

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

2. (让学生自读1a，找出时间状语从句和表距离的句子。然后根据Step 2,1中的表格用自己的语言介绍the Ming Tombs。)

Example:

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

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

3. (让学生更多的了解十三陵。)

T: The Ming Tombs are so wonderful. Do you want to visit them?

Ss: Yes.

T: Do you want to know more about them?

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21

Ss: Yes, of cour.

T: Now, plea look at the cards.

(把事先准备好的介绍十三陵的扑克牌/图片给学生传看，同时板书要求学生掌握的单词camel和了解的词汇prestige，并附有相关介绍。如手里拿着Qilin的扑克牌/图片介绍，然后传给学生。)

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

„

(给学生一定的时间去了解扑克牌/图片上关于十三陵的详细信息。)

4. (引入2。)

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

S1: I don’t know.

S2: I don’t know.

S3: „

(多数学生都不知道，也许有个别学生会用汉语说出一些。)

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

(几分钟后)

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

(根据学生的实际情况，可以放1～3遍。)

(学生完成练习，教师核对答案。)

5. (教师出示神道上的某一种动物图片，学生便立即说出该动物所代表的含义。)

T: Now, plea tell me what the animal stands for, Xiezhi.

Ss: It can tell the difference between good and bad. It can keep the bad away.

T: Qilin.

Ss: „

„

Step 4 Practice 第四步 练习(时间: 10分钟)

练习并完成3a和3b。

1. (教师用方位图，以旧带新，教学生词east。)

N

T: Where is “S”?

·

·A

Ss: It’s in the south.

·E

T: Where is “W”?

W·

·B

Ss: It’s in the west.

·

T: Where is “E”?

S

Ss: It’s in the east.(教师帮助学生说出，并在“E”旁边板书east。)

(用同样的方法教学其他方位名词：north, northeast, southeast, eastern。通过板书把3a中的方位示意图呈现在黑板上。为3a，3b活动提供图示，降低难度。)

2. (教师向学生介绍方向介词的区别，为导入3a做准备。)

(板书)

T: Look at the blackboard. Where is A?

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22

Ss: It’s in B.

T: Yes. And C is on the west of D. C is very clo to D, so we u “on”. E is

a little far away from D. So E is to the east of D. Are you clear?

Ss: Yes.

T: Now. Where is F?

Ss: It’s to the east of E.

T: Where is D?

Ss: It’s on the east of C.

T: Very good.

3. (把十三陵的详细平面分布图挂在黑板上，导出3a。)

T: Look at the map carefully. U the words of directions to introduce the Ming Tombs

to us. Now, who would like to introduce it to us?

S1: Changling is to the west of Jingling.

S2: „

„

(叫几名学生指着平面图上的各个陵墓的位置用方向词介绍，升华本活动。)

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

(表扬前三名学生。)

4. (导入3b。)

T: Now, look at the map in 3a and answer the questions. Where is Dingling?

S1: It’s to the southwest of Kangling. It’s in the west of the Ming Tombs.

T: Very good. Where is Xianling?

S2: It’s to the west of Changling. It’s in the middle of the Ming Tombs.

T: Excellent! Where is Zhaoling?

S3: It’s to the north of Siling. It’s to the southwest of Dingling.

„

T: Well done! Plea ask and answer in pairs according to the example in 3b. Pay

attention to the usages of “in/on/to”.

Example:

A: Where is Taiwan/Henan?

B: It’s in the southeast of China. / It’s on the north of Hubei.

Step 5 Project 第五步 综合探究活动(时间: 5分钟)

探究巩固本课语言知识。

1. (教师让学生来当导游，根据下面图片的信息，向其他学生解说十三陵。)

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

following pictures.

2. (以4人小组为单位，讨论设计一张十三陵的门票或宣传广告。)

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

附录:

用心 爱心 专心

23

3. Homework:

(让学生用in/on/to写一篇短文来介绍自己家乡的位置。)

Using“in/on/to”to write a passage, introduce the location of your hometown.

Section C

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

The main activity is 1a. 本课重点活动是1a。

Ⅰ. Aims and demands 目标要求

1. Learn some new words and phras:

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

can’t help doing

2. Learn some uful expressions:

Don’t push!

It’s great to e you!

We couldn’t help playing with them.

3. Go on learning adverbial claus of time:

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

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

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

4. Describe the experiences of exploring.

Ⅱ. Teaching aids 教具

录音机/幻灯片/小黑板/简笔画

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间: 5分钟)

复习Section B，导入1a。

1. (检查Section B的家庭作业，即用in/on/to介绍家乡的位置。)

T: Who would like to read out your passage about your hometown?

S1: My hometown is very beautiful, „

S2: My hometown is in the„.

S3: „

(教师用激励性语言评价学生的作业。)

2. (师生互动，复习明十三陵的相关内容。)

用心 爱心 专心

24

T: We’ve learnt a lot about the Ming Tombs in Section B. I’d like you to give

me the answers to the questions on the blackboard.

(板书)

Where are the Ming Tombs?

Who could ride hors through the Sacred Way in the old

days?

When did the emperors start to build their tombs?

What place did the emperors choo for their tombs?

(教师让学生回答黑板上的问题，检查学生的复习情况。)

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

S1: „

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

S2: „

(教师对学生的回答作出评价。)

„

3. (教师设置悬念，激发学生的学习兴趣，引入1a。)

T: Since there are so many interesting things in the Ming Tombs, do you want to

explore the Ming Tombs?

Ss: Yes, I’d like to. / „

(教师问S3。)

T: S3,

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

S3: I’ll go there by„

„

(提问三五名学生即可。)

T: Well done! Different students have different ways to go there. Kangkang,

Michael and Darren visited the Ming Tombs. Do you want to know about their

experiences?

(过渡到下一步)

Step 2 Prentation 第二步 呈现(时间: 12分钟)

呈现1a，处理1a中的重难点。

1. (让学生快速阅读1a，并标出文章下面四幅图的顺序。)

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

(学生标完后，请几名学生回答。)

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

S1: „

„

(引导学生通过1a的一组图简单地描述出康康、迈克尔和达伦去十三陵旅游的经历。)

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

Kangkang, Michael and Darren explored the Ming Tombs.

2. (让学生再读1a，找出含有时间状语从句的句子。)

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

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

“while”.

用心 爱心 专心

25

(师生共同核对含有时间状语从句的复合句。)

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

a try?

S1: After they rode„

S2: After they parked their bikes, „

S3: „

(如果学生不能找出全部含时间状语从句的句子，教师可以提供帮助。)

(教师板书学生没有找到的句子，并加以解释。)

Example：

As they were exploring happily, „

He didn’t rai his head until„

As soon as the three boys saw each other„

3. (处理短文中的重难点。)

(让学生仔细阅读课文，提出疑难问题，老师答题解惑。)

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

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

(要求学生掌握：tour, space, step, push, direction, notice, sight, out of sight,

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

4. (让学生根据1a完成1b。)

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

(待学生完成后，核对答案。完成1b。)

T: Let’s check the answers.

Step 3 Consolidation 第三步 巩固(时间: 13分钟)

巩固1a中的重点词句，并复述1a。

1. (让学生听1a的录音，并跟读，注意语音语调。)

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

2. (让学生自由朗读课文，并画出文中的关键词和短语，为后面的复述做准备。)

(用小黑板/幻灯片出示短文的关键词和短语。)

arrived at the Ming Tombs—look for space to park their bikes—walked

through the

passage into Dingling—wanted to take some pictures—exploring happily—pushing him in all directions—stepped on Darren’s toes—out of sight—walked toward a huge rock—called him—jumped up and down happily

(为降低复述难度，在学生自由朗读期间，教师可设置下面的提示性问题，让学生根据关键词和提示信息复述1a。)

(板书提示问题。)

Who went to the Ming Tombs?

How did they get there?

Who was lost during the travel?

What did he do after he was lost?

What happened in the end?

(让学生准备两三分钟。待学生完成后，随意抽查几名学生复述，这样有助于检查学生对课文的理解程度，也利于培养学生的口头表达能力和语言组织能力。)

用心 爱心 专心

26

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

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

S1: „

„

(活动结束，教师给出适当的评价，以鼓励为主。)

Step 4 Practice 第四步 练习(时间: 10分钟)

练习并完成2和3。

1. (教师提出几个简单的问题，放2的录音。)

T: Do you like traveling?

Ss: „

T: Do you know Jiuzhaigou?

Ss: „

T: Jiuzhaigou is in Sichuan. It is a beautiful place. I went there with my parents

last month. What did we do there? Now, plea listen and give me your answers.

(为降低听力难度，可放两遍录音，然后核对并教学短语can’t help doing。完成2。)

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

2. (让学生独立完成3，然后鼓励他们读出自己的e-mail。要求学生理解e-mail。)

T: Boys and girls, we all know that Darren had a wonderful trip with his friends.

Now, he is writing to his parents. Plea help him to finish 3. Three or four

minutes later, report it to us.

(几分钟后)

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

(教师给予学生充分的、肯定的鼓励。完成3。)

Step 5 Project 第五步 综合探究活动(时间: 5分钟)

进一步探究本课重点话题。

1. (四人一组，讨论并决定去哪里旅行。)

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

to visit.

2. (教师让学生自己制作一张旅行路线图，然后填写下面的表格。)

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

(板书)

How will we go?

When will we go?

What will we do there?

3. Homework:

(教师要求学生写出各自印象最深的一次旅行经历，并读给全班学生听。)

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

class.

2. Read P.122-P.123(状语从句 1.时间状语从句)。

Section D

用心 爱心 专心

27

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

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

Ⅰ. Aims and demands 目标要求

1. Learn some new words and phras:

guard, realize, here and there, Thank goodness!

2. Master uful expressions in 2b.

3. Summarize adverbial claus of time:

After we had lunch, we climbed up the Dragon and Phoenix Gate to take pictures.

While we were having fun exploring, I realized Darren was lost.

We were so excited and happy when we met again.

4. Master how to describe the experiences of different activities and learn to

write a diary.

Ⅱ. Teaching aids 教具

录音机/小黑板/幻灯片

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间: 7分钟)

复习时间状语从句并导入1a。

1. (检查Section C的家庭作业，选几位学生读出各自的旅行经历，教师给出激励性评价。)

2. (创设情景, 复习时间状语从句。)

T: From the passage in Section C, we know that three friends visited the Ming Tombs.

And one of them was lost. Do you remember who was lost？

Ss: Darren.

T: Yes, good! Did Kangkang and Michael find him at last?

Ss: Yes.

T: You’re quite right. Now plea look at the following questions and answer them.

(教师最好用小黑板或幻灯片出示下列问题，加深学生对时间状语从句的理解。)

(1) When did they arrive at the Ming Tombs?

(2) When did they walk through the passage into Dingling?

(3) When did the crowd of people become larger and larger?

(4) When did someone step on Darren’s toes?

(5) When did Darren notice his friends were out of sight?

(6) When did Darren rai his head?

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

(让学生回答问题，教师给予肯定。如果学生回答有困难，可以参考Section C,1a.)

3. (导入新课。)

T: Michael wrote a diary of his trip after they arrived home. Do you want to know

more about the trip?

Ss: Yes.

T: OK, let’s come to 1a on Page 39.

(过渡到下一步。)

Step 2 Prentation 第二步 呈现(时间: 12分钟)

用心 爱心 专心

28

呈现1a，处理生词并完成1b。

1. (教师指导学生快速阅读并标出时间状语从句。)

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

and mark the ntences of adverbial claus of time.

(请几名学生读出文中的时间状语从句，教师给予鼓励。)

2. (学生认真阅读短文，完成1b。)

T: Read 1a again and finish 1b.

(教师时刻关注学生的阅读情况，并给予帮助。)

(师生共同核对答案。)

T: Plea give your answers to the class.

S1: „

3. (处理短文中的重难点词句。)

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

(教师鼓励学生自己发现问题，学生没有发现的地方教师要适当补充。教师做好板书。)

(板书)

New words and phras Some other phras

backpack ride to

the Dragon and in the old days

Phoenix get off/get on

guard stand for

realize shout at sb.

here and there have fun doing sth.

Thank goodness! ask sb. for help

Important ntences

Then we rode to the Ming

Tombs after we checked

our bikes and backpacks.

While we were having fun

exploring, I realized

Darren

was lost.

We were so excited and

happy when we met again.

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

Phoenix；了解backpack。教师强调重点词组，解释疑难句子。)

Step 3 Consolidation 第三步 巩固(时间: 8分钟)

巩固1a的知识。

1. (听1a的录音，学生跟读，注意语音语调。)

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

2. (根据日志中的时间段，让学生分成4组读1a。)

T: Now, I’d like to divide the whole class into four groups. Each group read one

paragraph. Let’s begin to read the diary, and e which

group can do the best.

GA: ...

GB: ...

GC: ...

GD: ...

(教师采用评价手段激励学生。)

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

3. (教师让学生参照教材第36页的图，和学生一起回顾Michael、Darren和Kangkang的旅游历程，尽量让学生表达。)

用心 爱心 专心

29

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

Michael, Darren and Kangkang. First, where did they arrive?

Ss: They arrived at the Great Palace Gate.

T: Then they rode bikes along the„

Ss: The Sacred Way.

T: What are on both sides of the road?

Ss: There are many stone animals and stone officials along the road.

T: Then what happened?

Ss: „

„

Step 4 Practice 第四步 练习(时间: 13分钟)

练习巩固本话题中的语言点、语法点，掌握2a和2b。

1. (教师采用启发式问答，引导学生复习本话题的时间状语从句。)

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

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

topic?

S1: Adverbial claus of time.(学生可以用汉语回答。)

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

S2: Before, after, when.

S3: As, not„until„, while.

S4: As soon as.

T: Can you give some examples?

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

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

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

S8: „

2. (让学生听2a的录音并跟读，确保学生理解这些句子。完成2a。)

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

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

to solve them or you can ask me for help.

3. (让学生听2b的录音并跟读，确保学生理解这些句子的含义。)

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

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

4. (待学生没有疑问之后，教师用小黑板或幻灯片出示以下连线练习，检测学生是否真正会运用。)

you like to visit the Great Wall

tomorrow?

2. Where is Fujian?

3. How far is it from here to the Ming

Tombs?

4. How do you like China?

5. I’m going to visit your hometown next

week.

用心 爱心 专心

A. It’s about two hours by

bus.

B. I am very happy with

everything in China.

C. It’s in the southeast of

China.

. It would be great fun.

E. Perfect! I am looking

30

forward

meeting you.

to

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

(学生做完后，师生共同核对答案。)

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

S1: „

S2: „

(教师给予鼓励并给出正确答案。完成2b。)

T: Very good! (The right answers are: 1-D, 2-C, 3-A, 4-B, 5-E.)

Step 5 Project 第五步 综合探究活动(时间: 5分钟)

探究本话题重点活动：迷路。

1. T: We all know that it is easy to get lost in a forest. What are your feelings

if you are lost? Will you cry?

Ss: „

(鼓励学生大胆发言。)

2. (让学生四人一组讨论，完成3。)

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

one to report to the class.

(每组代表发言，引导学生参与评价。)

T: It’s easy for us to get lost in a strange place. Work in groups of four and

talk about your experience of losing your way. The following questions may help

you.

(板书提示问题。)

Did you lo your way in a strange place?

When and where were you lost?

How did you feel when you were lost?

What did you do at that time?

(每组代表发言，教师板书学生们的感受。)

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

lost?

(师生共同讨论，对于好的建议，要肯定、表扬。)

3. Homework:

(收集讨论的结果，然后写一篇关于迷路经历的短文。注意时间状语从句和方位词等的运用。)

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

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

and the uful expressions about the direction and the distance.

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

用心 爱心 专心

31

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

(3) Collect some traffic signs.(让学生收集一些交通标志符号，为新课做准备。)

Topic 3 Bicycles are popular.

Section A

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

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

Ⅰ. Aims and demands 目标要求

1. Learn some new words and phras:

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

2. Learn uful expressions:

When I first arrived, I was afraid of riding my bike anywhere.

It’s easy to park bikes, too.

It is impossible to finish so much work in an hour.

To avoid hitting the truck, he ran into the wall and hurt his arm badly.

3. Learn the usages of adverbial claus of condition:

If people obey the traffic rules, there will be fewer accidents.

4. Talk about the advantages of riding bikes.

5. Learn how to write an accident report.

Ⅱ. Teaching aids 教具

教学图片/录音机/小黑板/幻灯片

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间: 5分钟)

复习交通方式并导入1a。

(师生问答，复习交通方式。)

T: Hi, Class! I’ll ask you some questions. S1, how do you usually go to school?

S1: I usually go to school by„

T: Why do you go to school by„?

S1: Becau„

(教师反复询问，了解更多学生的上学方式及原因。然后教师点评，为导入下一步做铺垫。)

T: Yes. There are many ways to go to school. But I think the best way to go to school

is by bike or on foot. Becau cycling and walking save energy and they don’t

cau pollution.(教师板书pollution，并写出汉语。) However, we must be careful

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

Step 2 Prentation 第二步 呈现(时间: 10分钟)

呈现1a，教学生词，解决疑难点并完成1c。

用心 爱心 专心

32

1. (教师出示载有乘客的公共汽车的图片。)

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

Ss: „

T: Where are they?

Ss: „ Picture 1

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

(教师边说边板书。)

pasnger

2. (教师表演不小心撞在桌上这一动作。)

T: I hit the desk just now. Boys and girls, do you know the meaning of “hit”?

S1: „

S2: „

„

T: You’re quite right! If a car hits another car, what will happen?

Ss: There will be a car accident.

T: Very good!

(教师出示车祸的图片。)

T: Plea look at this picture. How terrible!

What can you e in this picture? Picture 2

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

another bus.

T: Yes. They have an accident.

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

2

3. (教师设置并板书听力任务，让学生带着问题去听，并获取有效信息。可以边听边记笔记。)

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

listen to 1a with this question.

(教师板书听力任务。)

Who was hurt in the

accident?

(检查答案。)

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

S1: Many pasngers were hurt in the accident.

4. (让学生读1a并找出生词及有用的短语或句子。教师板书，并对重点进行讲解。)

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

pasnger, crazy, be hurt, anywhere, get ud to, pollution, impossible, be

afraid of (doing) sth.

When I first arrived, I was afraid of riding my bike anywhere.

If people obey the traffic rules, there will be fewer accidents.

It’s easy to park bikes, too.

(教学生词、短语，解释重点句子，要求学生掌握crazy和anywhere；理解pollution；强调if引导的条件状语从句，通过句型3导出It’s+adj.+to do sth.句式结构。紧接用心 爱心 专心

33

着让学生做1c。)

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

(核对答案。并教学impossible，要求学生掌握。完成1c。)

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

Step 3 Consolidation 第三步 巩固(时间: 10分钟)

巩固1a，完成1b。

1. (放1a的录音，学生跟读，注意语音和语调。)

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

2. (学生三人一组分角色朗读对话，教师板书对话中的关键词和短语。给学生四分钟时间准备，让他们看着关键词和短语表演。)

T: Now, work in groups of three. I will give you four minutes, and you should act

out the dialog without your books. The key words and phras on the blackboard

may be uful. Now, let’s begin.

(学生可用自己的语言来表达，不要照搬课文原句。)

(板书)

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

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

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

(抽查几组，对于表达流利的学生，要给予充分的肯定和鼓励。)

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

3. (教师重述1a中骑自行车的好处，然后让学生分组讨论骑自行车的其他好处，培养学生的发散性思维，然后完成1b。各组派代表发言，并记分。)

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

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

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

from each group to give a report.

(几分钟后)

T: Stop! Plea give your ideas to us.

S2: „

S3: „

„

(教师给每组记分，说得越多越完整，得分越高。最后评出优胜组。)

T: Which group can get the best result?

Ss: Group 2!

T: Well done! Congratulations!

(学生边说教师边板书。)

Advantage

1. It’s faster than walking.

2. It can keep us healthy.

„

Step 4 Practice 第四步 练习(时间: 15分钟)

学习2a，完成2b。

用心 爱心 专心

34

1. (让学生观察2a的图片，猜一猜并讨论发生了什么事，导入2a。)

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

what

happened and discuss what caud the accident.

(几分钟后)

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

the first one?

S1:„

S2:„

S3:„

„

2. (教师总结，并引导学生进入下一步骤，学生快速阅读2a，完成2b。)

T: OK! Good job! If you want to get more information about this accident, you should

read 2a

quickly. When you are reading, you have to do 2b. Are you clear?

Ss: Yes.

(学生开始快速阅读，稍后教师抽查学生的答案。)

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

S1:„

(若学生回答全部正确，应给予肯定；若有错误，尽量让其他学生来更正。完成2b。)

3. (让学生再次认真阅读2a，并猜测生词的意思。)

T: Now, you know about the bike accident, but do you know the meanings of the new

words? Read 2a again and try to guess their meanings.

(在学生阅读时，教师板书2a中的生词。)

death

sharp

slow

slow down

opposite

policeman

rush

hotline

(学生读完后，鼓励学生猜测生词意思，要求学生掌握death, slow, slow down, rush,

policeman；理解sharp和opposite；了解hotline.)

4. (让学生再读2a，为角色扮演作准备。)

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

can.

5. (角色扮演。在医院里，教师扮演警察，一个学生扮演年轻人，以对话形式介绍事故的过程。完成2a。)

T: Now, I am a policeman. S1 is the young man. We are in the hospital. I am asking

him some questions about the accident.

(表演开始。)

T: Were you riding fast?

S1: Yes, I was.

T: What were you doing when you were riding?

S1: I was listening to an MP3.

T: Did you slow down at the sharp turn?

S1: No, I didn’t.

T: What happened then?

用心 爱心 专心

35

S1: Suddenly a truck came from the opposite direction.

T: What did you do then?

S1: To avoid hitting the truck, I ran into the wall.

T: And then?

S1: I hurt my arm badly. The driver called 122 hotline and took me here.

Step 5 Project 第五步 综合探究活动(时间: 5分钟)

探究本课的重点话题。

1. (将学生分成小组，每组4人。学生分别扮演汽车司机、骑自行车的人、警察和新闻记者，编一段他们之间关于事故的对话。)

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

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

(给学生几分钟时间准备对话，然后到讲台上以小组的方式表演，并由每组的新闻小记者报导此次事故。)

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

the accident.

2. (小组活动：交流各自收集到的交通标志符号，讨论它们的含义。然后每组推荐一名学生向全班汇报本组所收集到的交通标志及其意义，完成3。)

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

to report to the class.

3. Homework:

(要求学生写一些关于如何预防交通事故的建议。)

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

Section B

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

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

Ⅰ. Aims and demands 目标要求

1. Learn some new words:

warn, motorcycle, trouble

2. Go on learning the usages of adverbial claus of condition:

If we ride at night, we should have lights on the bicycle or wear light-colored

clothes.

If we break the traffic rules, we will get a fine and even be in danger.

3. Talk about traffic rules, signs and warnings.

Ⅱ. Teaching aids 教具

教学图片/录音机/实物

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间: 5分钟)

复习Section A的重点话题，并导入1a。

1. (复习Section A中呈现的骑自行车的好处。)

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

用心 爱心 专心

36

it.

(教师让学生思考片刻，随意抽查几名学生，说出骑自行车的好处，对说得又多又准的学生给予奖励。)

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

S2: „

„

2. (检查在Section A中布置的家庭作业，即写出预防交通事故的建议。)

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

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

S1: We should„

T: How about you, S2?

S2: „

(教师板书学生提及的建议，并给予评价。导入1a。)

T: I’m very happy you have made so many good suggestions. And I think there may

be more suggestions. Do you want to know? Let’s learn 1a. You’ll get them.

Step 2 Prentation 第二步 呈现(时间: 10分钟)

呈现1a并讲解。

1. (教师利用实物或图片引出要求学生理解的单词。)

T: (出示头盔的实物或图片。)What’s this?

Ss: It’s a helmet.(教师适当帮助说出。)

T: What do we u it for?

Ss: We u it to„(老师说出protect our heads。)

(用同样的方法学习light-colored clothes。)

T: Traffic accidents are really terrible. We should also know more about the traffic

rules. If we don’t obey them, what will happen? Can you guess?

S1: Cau traffic accidents.

S2: Lo our lives.

S3: Get hurt.

„

(学生可能会用中文说出要被罚款，教师及时教学fine。)

T: Yes. We’ll also get a fine.

(板书并教学生词，要求学生理解。)

helmet, light-colored, fine

2. (教师布置并板书听力任务，让学生带着任务听录音，降低听力难度并使其注意力高度集中。)

T: Now, boys and girls, plea look at the blackboard. Listen to 1a carefully and

find the answers to the questions. Are you ready? Let’s begin.

Why did the bike accident happen?

What’s Kangkang’s suggestion?

Does Michael agree with Kangkang?

(师生一起核对答案。)

3.(让学生读1a，找出条件状语从句并标出疑难点。)

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

difficulties.

用心 爱心 专心

37

(教师鼓励学生读出所找的条件状语从句和疑难点，然后加以解释。)

Step 3 Consolidation 第三步 巩固(时间: 10分钟)

巩固1a，完成1b。

1. (教师放1a的录音，让学生跟读。)

T: Listen and follow the tape.

(也可让学生进行人机对话。)

(两人一组，根据黑板上的关键词，不看课本，自由操练1a。)

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

(教师时刻关注学生动态，及时帮助有困难的同学，保证每位同学积极参与。)

(板书)

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

clothes—break—traffic rules—fine

(几分钟后，选几组学生看关键词, 自由表演对话。)

T: Time is up. Come to the front and act out the dialog. Be brave! Don’t be shy.

Which pair wants to have a try?

„

T: Well done! You did a very good job!(对学生给予鼓励和肯定。)

2. (让学生出示他们在上节课所讨论交流的交通图标，复习其含义，然后独立完成1b，核对答案。掌握单词warn；理解crossing。)

T: Boys and girls, when we ride our bikes, we should obey the traffic rules. If

we break the traffic rules, it will be dangerous and we will get a fine. Now

I’ll ask some students to show the traffic signs, and the others to tell what

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

Step 4 Practice 第四步 练习(时间: 12分钟)

完成2和4，并讨论3。

1. (教师组织课堂活动，引导学生独立完成2。)

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

I hope all of you will obey the traffic rules. If everyone obeys the traffic

rules, the road will be safer. Do you think so?

S1: Yes, of cour.

T: If you ride at night, what should you do?

S1: I should have lights on the bicycle or wear light-colored clothes.

T: If you ride on the street, what should you wear?

S2: If I ride on the street, I should wear a bicycle helmet.

(教师尽可能地给出多种假设或条件，让同学们试着用条件状语从句来说句子。然后总结条件状语从句的用法，提醒学生条件状语从句中动词的时态。最后让学生独立完成2。要求学生掌握motorcycle；理解Britain；了解left-hand。)

2. (教师指导学生讨论，要求学生掌握trouble。完成3。)

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

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

用心 爱心 专心

38

3. (放4的录音，完成4。)

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

fill in the blanks.

(核对答案。)

Step 5 Project 第五步 综合探究活动(时间: 8分钟)

综合探究本课重点话题。

1. (教师和全班同学一起复习所学的交通规则，并将其准确归类，看哪些行为是可行的，哪些是不可行的，列成表格。)

T: Boys and girls, let’s review the traffic rules together, OK?

Ss: OK.

T: First let’s find out what we should do and what we shouldn’t do.

(板书)

What we should do

obey the traffic lights

obey the traffic signs

What we shouldn’t do

rush on the street

park in the wrong places

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

the road

„ „

2. (教师将学生分成小组，每组4人，各小组推选一名组长，组长负责监督各组员完成调查表，并核对大家在平常的生活中是否遵守交通规则。)

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

rules in your daily life.

(教师让组长向全班汇报各组员遵守交通规则的情况，并作示范。)

Example:

S1: Always obey the traffic rules.

S2: Sometimes obey the traffic rules.

S3: Never obey the traffic rules.

„

3. Homework:

(写出不少于5个由if引导的条件状语从句。)

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

(2) Look up the words in the box in 1a on P.45 and find out their meanings.(为新课做准备。)

Section C

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

The main activity is 1a. 本课重点活动是1a。

Ⅰ. Aims and demands 目标要求

1. Learn some new words:

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

2. Learn uful expressions:

用心 爱心 专心

39

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

However, his path to success wasn’t smooth.

3. Go on learning adverbial claus of condition.

4. Talk about cycling races.

Ⅱ. Teaching aids 教具

录音机/小黑板/幻灯片/图片/环法自行车赛的路线图

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间: 5分钟)

(方案一)

复习条件状语从句并导入1a。

1. (学唱4中的歌，巩固if引导的条件状语从句。激活课堂。)

2. (检查Section B的查字典作业，为限时阅读作准备。)

3. (让学生用If I„造句。在复习的过程中放飞梦想。)

T: Boys and girls, do you have any dreams?

Ss: Yes.

T: Great! Let’s talk about our dreams. But you have to begin your ntences with

“If I„”. For example:

(教师示范)

T: If I have enough money, I’ll travel around the world. Now, It’s your turn

to speak out your dreams. Come on! Don’t be shy!

S1: If I work hard, I’ll go to Peking University.

S2: „

(教师评价学生的梦想并导入1a。)

T: I’m very excited you have so many great dreams. But if you want to make your dreams

come true, you should work hard. However, it’s not easy to do that. You may

meet lots of problems. If that happens, what will you do? Will you give up or

face bravely? Today, we’ll learn from a great person. Are you glad to know about

him?

Ss: Yes!

(方案二)

复习交通规则并导入1a。

1. (学唱4中的歌曲，复习if-clau。)

T: Do you feel happy?

Ss: Yes.

(教师通过动作和话语，教学生唱。)

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

(教师和学生一起听磁带并跟唱。句子稍长的地方可多重复几遍。)

T: Listen to 4 and try to follow it.

„

(教师再次放4的录音，师生跟唱，并配以动作。)

T: Let’s listen and sing again.

(教师让全班学生合唱歌曲。)

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

用心 爱心 专心

40

(让学生总结歌词中出现最多的句型。)

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

Ss: If„, „

T: Yes, you are right.

(学生不难发现if引导的条件状语从句是歌词重点呈现的句型。)

2. (通过呈现图片和关键词的方式，师生互动复习交通规则，并巩固if引导的条件状语从句。)

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

pictures and make ntences using “if”.

walk on the street / obey the traffic signs drive on the street / drive

on the right

not wear a motorcycle helmet / get a fine ride / at night / have a bike

light

(教师举例并板书。)

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

Ss: „

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

(教师可根据学生活动的情况给予不同的评价，引导学生进行归纳。)

3. (检查Section B查字典的作业，为限时阅读作准备。)

4. T: Boys and girls, we may have some bad experiences in our life, and some people

can’t face them. But some people are brave enough. For example, we all know

about Zhang Haidi, Zhao Lirong and Shen Dianxia (Feifei), who dias are

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

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

Ss: Yes. / No„

Step 2 Prentation 第二步 呈现(时间: 13分钟)

呈现1a，教学生词并讲解疑难点。

1. (教师出示阿姆斯特朗的图片及环法自行车赛的路线图。了解Tour de France。)

T: Who is this man? Do you know?

Ss:„

(学生不会回答，教师答出。)

T: He is Lance Armstrong, an American cyclist.

(出示环法自行车赛的路线图。)

T: What’s this map about?

Ss:„

用心 爱心 专心

41

(学生不会回答，教师答出。导入1a。)

T: This is the map of the Tour de France. The Tour de France is the most famous

bicycle race in the world. Lance Armstrong is famous for his achievements and

courage in the game. Do you want to know more about him?

2. (教师要求学生限时阅读1a，完成1b。3分钟)

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

(指导学生带问题阅读。训练学生在规定时间内完成一定的阅读任务，提高阅读速度，并学会跳过生词阅读。)

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

(3分钟后，检查限时阅读答题的正确率。引导学生进行自我评价。)

T: Well. Let’s check the answers.

3. (让学生细读1a，标出疑难点。处理短文中的重难点词句。)

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

(板书生词及疑难点。)

courage cyclist His path to success wasn’t smooth.

lead (led) achievement Lance faced it head-on.

smooth challenges Lance Armstrong rode into history by winning the

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

middle comeback It is certain that Lance Armstrong is the greatest

path Tour de cyclist in the world.

go on doing France

once again till

certain

(教师答疑解惑，要求学生掌握: courage, middle, path, success, smooth, lead(led),

certain；理解cyclist, achievement, Tour de France, challenge和till；了解head-on和comeback。)

Step 3 Consolidation 第三步 巩固(时间: 12分钟)

巩固1a。

1. (学生听1a，跟读并模仿语音和语调。)

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

2. (用小黑板或幻灯片呈现表格。让学生再读1a，完成表格。)

Year

1971

1996

Later 1996

1998

1999

2000-2004

What happened

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

(学生读完后，师生共同核对答案。)

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

(学生回答时，教师板书表格内容。)

3. (让学生根据表格内容复述课文，完成1a。)

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

用心 爱心 专心

42

(教师在学生复述有困难时，及时帮助，并予以评价。)

Step 4 Practice 第四步 练习(时间: 10分钟)

练习并完成2和3。

1. (听2的录音并填空。)

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

(再放一遍录音，让学生核对答案。掌握生词final和result；了解super star。完成2。)

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

2. (让学生根据3中的事故报告单，写一篇短文。)

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

according to the form.

(待学生写好后，鼓励1-2名学生读出短文，教师给予表扬并要求学生理解broken。完成3。)

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

Step 5 Project 第五步 综合探究活动(时间: 5分钟)

1. (1)(引导学生向身残志坚的英雄人物学习，学习他们不畏艰难，勇于拼搏，积极向上的精神，并迁移到学习上来。)

(2)(小组讨论，确定本组将要学习的楷模并简要叙述他/她的事迹，同时教师提供必要的帮助，小组派代表汇报。教师做总结评价，鼓励学生勇敢面对困难。)

2. Homework:

(尽量收集一些关于奥林匹克运动会中自行车比赛的信息。下节课与全班同学分享。)

T: Collect information about cycling in the Olympic Games as much as you can and

share it with your classmates next class.

Section D

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

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

Ⅰ. Aims and demands 目标要求

1. Learn some new words:

Asia, successful

2. Master uful expressions in 3b.

3. Review adverbial claus of condition:

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

4. Talk about cycling races.

Ⅱ. Teaching aids 教具

小黑板/幻灯片/录音机/教学图片

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间: 5分钟)

复习Section C的歌曲，导入1a。

1. (唱If You’re Happy)

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

2. (师生互动，复习Section C, 并导入1a。)

T: Who is Lance Armstrong?

Ss: He is a famous cyclist.

T: Is his path to success smooth?

Ss: No, it isn’t.

T: What happened to him?

Ss: He had cancer.

T: What did he do then? Did he give up cycling?

Ss: No, he didn’t. He faced it head-on.

T: How many times did he win the Tour de France?

Ss: Seven times.

T: Do you know anything about the Tour de France?

Ss: No, I don’t.

T: OK. It doesn’t matter. Now, let’s study Section D together. Then you’ll know

about it.

Step 2 Prentation 第二步 呈现(时间: 12分钟)

呈现1a并完成1b。

1. (让学生快速阅读，并用数字完成下面的短文。)

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

the numbers. Go!

„

(教师用小黑板/幻灯片出示下面的短文。提醒学生先看短文，明确重点。)

The Tour de France began in . At the beginning, it was only 1 500 miles

long, but today it covers miles. In the race, there are timed

stages. It takes over weeks to finish the race. During the race, the

cyclists have or days to rest. The roads are very difficult to

ride on.

(师生共同核对答案：1903，2 000，21，3，1，2。)

2. (再读1a，完成1b。)

T: Read 1a again and finish 1b.

(师生共同核对答案。)

T: Let’s check the answers.

3. (让学生细读1a，提出疑难，老师答疑解惑。)

(教师呈现环法自行车赛的路线图，介绍该赛事的行程，同时处理疑难点。)

T:(指着地图) Look at this map. This is Paris. The Tour de France begins here. There

are 21 timed stages. It goes through the Alps, the Massif Central and the Pyrenees

Mountains. The winner is the athlete with the best total time.

(教师边叙述边板书要求理解的单词。)

time Alps

stage Massif

central Pyrenees

athlete

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44

(教学单词。)

(教师用1a中的青海湖图片，介绍环青海湖自行车赛。)

T: In fact, we also host cycling race in China. It’s the Qinghai Lake Race. It’s

the largest bicycle road race in Asia. It also has the highest altitude. The

International Cycling Union began this race in 2002.

(教师边叙述边板书，要求学生掌握Asia；理解the International Cycling Union；了解altitude。)

Asia

altitude

the International Cycling

Union

(教学单词及短语。)

(板书疑难句。)

It has the highest altitude among all races hosted by the International Cycling

Union.

The roads are very difficult to ride on.

He can do that without winning even one of the stages.

(教师解释疑难点。)

Step 3 Consolidation 第三步 巩固(时间: 13分钟)

巩固并复述1a的内容。

1. (放1a的录音，让学生跟读。)

T: Listen to the tape and read after it.

2. (让学生齐读，要求学生控制语速，不能太快也不能太慢。)

T: This time read the passage together.

3. (师生一起找出关键词并板书，然后看关键词复述课文。)

The Qinghai Lake Race—largest—altitude—the Tour de France—famous—Paris—cover—one or two days to rest—go through—winner

The following numbers may help you: 2002, 1903, 1 500, 2 000, 21, 3

T: Now, try to retell the passage according to the key words.

(选一两名学生复述课文。)

(师生共同参与评价，发挥评价的激励功能。)

Step 4 Practice 第四步 练习(时间: 10分钟)

练习完成2，并巩固3a和3b的内容。

1. (让学生听2的录音并做2中的A部分。)

T: We know that Lance Armstrong is the greatest cyclist in the world. Do you know

Oscar Freire?

Ss: Yes. / No.

T: Oscar Freire is one of the best cyclists in the world. Do you want to know more

about him?

Ss: Yes.

T: Plea listen to 2 and number the statements in the order you hear.

(核对答案。要求学生掌握successful；理解champion；了解championship。)

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45

(再听2，回答2中B部分的问题。)

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

(核对答案，完成2。)

2. (用小黑板/幻灯片出示以下习题。让学生翻译这些句子，复习巩固条件状语从句和不定式作主语的句子。)

(1)如果人人都遵守交通规则，道路将会更加安全。

everyone the , the roads much

safer.

(2)如果你上学迟到了，你应该向老师说对不起。

You should your teacher you are

school.

(3)如果明天天晴，我们就去郊游。

sunny tomorrow, we on a field trip.

(4)越过繁忙的道路是很危险的。

dangerous the busy street.

(5)随地吐痰是不好的行为。

bad everywhere.

(师生核对答案。)

3. (小组竞赛。引导学生通过习题归纳本话题的if条件句，不定式作主语的句子和有用的习惯表达法。掌握3a, 3b。)

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

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

(要求学生熟记并能灵活运用3a和3b的内容。)

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

you to remember them.

Step 5 Project 第五步 综合探究活动(时间: 5分钟)

探究本单元重点活动：交通。

1.(方案一)

(1) (小组活动，收集一些交通事故信息，完成4。)

(2) (To be a driver. 考“驾照”。)

①(小组成员自制多种交通标志和若干模拟驾照。)

②(每组抽出一个同学扮演司机，由其他组的组员举着交通标志牌，看“司机”能否熟悉交通规则及时作出正确的反应。准确性高的“司机”就可以拿到“驾照”。 “司机”合格的小组获胜。)

(方案二)

(教师组织一个以交通为主题的讨论会，完成4。)

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

phras may help you.

(板书)

accidents around you

traffic rules you

know

road signs you know

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46

(给学生几分钟讨论时间，请几名学生汇报讨论结果。)

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

2. Homework:

(1)(让学生用if条件句写一些违背交通规则所产生的后果和预防交通事故的建议。下节课报告给全班学生。)

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

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

(2)(用适当的词填空。)

①Remember to u a if you ride at night.

②Becau the bus driver was too and didn’t the .

The bus

a truck, and many were hurt.

③His bike’s wheels were so broken that he knocked the wall.

(3) Do Exerci 4 on P. 50.

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