仁爱英语九下UnitEntertainmentandFriendship 82页

Unit 6 Entertainment and Friendship Topic 1 I would rather watch TV plays than sports shows.‎ Section A The main activities are ‎1a and 1b. 本课重点活动是‎1a和1b。‎ Ⅰ. Teaching aims and demands教学目标 ‎1. Master some new phrases:‎ would rather ...than ..., fall in love (with sb.)‎ ‎2. Learn “would rather … than …”‎ ‎ I would rather watch TV plays than sports shows.‎ ‎3. Review the sentence patterns in which v.-ing used as object. ‎ ‎(1)In my spare time, I enjoy watching TV, especially quiz shows from which I can learn a lot.‎ ‎(2)I’m tired of watching those shows.‎ ‎(3)I like watching soccer games best. ‎ ‎4. Learn how to talk about TV programs.‎ ‎5. Broaden the students’ horizons. ‎ Ⅱ. Teaching aids教具 录音机/李瑞英、王小丫、刘纯燕等一些节目主持人的图片/一副象棋/《泰坦尼克号》主题曲磁带/小黑板 Ⅲ. Five-finger Teaching Plan五指教学方案 Step 1 Review 第一步 复 习(时间:15分钟)‎ 复习上一单元的功能话题与本课相关内容。再由图片导入新词并介绍电视节目名称。‎ ‎1. (简要复习，导入新学内容，激活学生的思维，让学生进入英语学习状态。)‎ T: Nice to see you again. ‎ Ss: Nice to see you, too. ‎ T: Could you tell me what you usually do in your spare time?‎ S1: I like watching TV.‎ S2: I like reading books. ‎ T: What kind of books would you like to read?‎ S2: Humorous story books and history books. ‎ T: You are all great. Indeed, reading is a good habit. And also some students like playing Chinese chess.‎ ‎(鼓励学生开展健康、合理的课外活动，建立和谐民主的师生关系。)‎ T: There are so many students who enjoy playing Chinese chess. Who is the best player in our class?‎ Ss: S3.‎ T: S3, could you teach us how to play Chinese chess after class/in your spare time?‎ S3: Of course. ‎ T: Thank you. This is a set of Chinese chess. Now it belongs to you. ‎ ‎(教师张贴李瑞英、王小丫、刘纯燕的图片在黑板旁。)‎ ‎ ‎ T: Some people like playing Chinese chess and some people like watching TV. Look, there are some pictures on the blackboard. Could you tell me who they are?‎ Ss: They are Li Ruiying, Wang Xiaoya and Liu Chunyan. ‎ T: Do you know what programs they host?‎ Ss: Li Ruiying hosts CCTV news. Liu Chunyan hosts children’s programs. ‎ T: This is Wang Xiaoya. She is usually in charge of quiz shows. ‎ ‎(导入新短语并板书画线部分解释其意义及用法，领读。)‎ quiz shows T: How many TV programs do you know?‎ ‎(开展心脑风暴活动，让学生尽量多说出一些电视节目名称。)‎ S4: TV plays, CCTV news, sports shows ...‎ T: S4, do you know anything else?‎ S4: Cartoon, entertainment shows ...‎ ‎(板书电视节目名称，引出需理解生词entertainment。)‎ T: Great! How wonderful! There are so many programs. But which one is your favorite, TV plays, cartoon or quiz shows?‎ S5: I like watching TV plays better than quiz shows. ‎ T: I see. S5 says he/she would rather watch TV plays than quiz shows. What about you, S6?‎ S6: I would rather watch CCTV news. But I don’t like sports shows. ‎ T: S6 says he/she likes watching CCTV news. But he/she would rather not watch sports shows. How about you, S7？‎ S7: I would rather not watch TV. I like surfing the Internet. ‎ T: S7 says he/she would rather surf the Internet than watch TV. ‎ ‎(板书本课中出现的重难点句式，让学生弄清其句式结构，为下一步教学活动扫除障碍。)‎ He/she would rather watch TV plays than quiz shows. →would rather do sth. than sth. ‎ He/she would rather not watch sports shows. →would rather not do sth. ‎ He/she would rather surf the Internet than watch TV. →would rather do sth. than do sth. ‎ ‎2. (让学生结对讨论各自喜欢的电视节目，并说明原因。)‎ T: We’ve discussed some TV programs. Now, let’s discuss what programs you would like to watch. You’d better give your reasons. Work in pairs.Let’s begin!‎ ‎(让学生进行结对练习。)‎ T: Now, stop here. S8 and S9, please show us your job. ‎ ‎(表演对话。)‎ S8: Which program do you prefer, TV plays or sports shows?‎ S9: I would rather watch TV plays than sports shows because TV plays are more interesting. ‎ How about you?‎ S8: I would rather watch news reports because I can learn a lot of things at home and abroad from it. ‎ T: What do you think of their job?‎ Ss: Good!‎ Step２ Presentation 第二步 呈 现(时间:10分钟)‎ 呈现1a，通过回答问题加深对1a内容的理解。‎ ‎1. (呈现‎1a。)‎ T: We’ve talked much about TV programs and our preference. Now, let’s learn what Kangkang and his friends like to watch. Listen to the tape and answer the following questions:‎ ‎(出示小黑板，让学生根据问题听对话然后回答问题。)‎ ‎(1) What does Michael want Kangkang to do?‎ ‎(2) Why does Maria like watching TV shows?‎ ‎(3) What do Michael and Kangkang think of watching quiz shows?‎ T: Now listen to the tape carefully!‎ ‎(播放录音磁带。)‎ T: Could you answer the questions on the blackboard? Any volunteers?‎ OK, S1, please! Question 1.‎ S1: Michael wants Kangkang to teach him to play Chinese chess. ‎ T: Great. S2, please answer Question 2. ‎ S2: Because she thinks TV shows are wonderful and she can learn a lot from them. ‎ T: You are wonderful！S3, could you give the answer to Question 3?‎ S3: OK. They think quiz shows are very boring./They don’t like quiz shows.‎ T: Very good. ‎ ‎(让学生读‎1a，根据所提问题进一步理解对话内容。)‎ T: Now, let’s turn to ‎1a on page 25 and read through the dialog. ‎ ‎(2分钟后)‎ T: Finished?‎ Ss: Yes. ‎ T: S4, could you tell me how Maria and Michael express their preference?‎ S4: Maria likes watching TV, especially quiz shows, but Michael would rather watch sports shows. ‎ ‎2. (复习动名词作宾语的用法，让学生找出动名词作宾语的句子然后进行适当操练。)‎ ‎ T: Let’s go over the usage of gerund (v.-ing) as an object. Please find out the sentences with ‎ gerunds. Go ahead, please!‎ ‎(1)I enjoy watching TV, …‎ ‎(2)I’m tired of watching those shows.‎ ‎(3)I like watching soccer games best.‎ Step 3 Consolidation 第三步 巩 固(时间:8分钟)‎ 以表演形式巩固1a。学习1b并巩固句型would rather do sth. than sth.。‎ ‎1. (分角色朗读‎1a并表演。教师可给予适当的帮助。)‎ T: Now let’s act it out in roles. S1 is Michael, S2 is Kangkang, S3 is Maria and S4 is Jane. ‎ ‎(表演对话。)‎ T: Good. The next group can make some changes according to your own ideas. ‎ ‎(根据情况，安排2~3组学生练习。)‎ ‎2. (把1b中的图片全部展示。也可利用前面板书的电视节目名称，用would rather … than … 句型让学生谈论电视节目。) ‎ T: Talk about the TV programs that you prefer, using“would rather do sth. than sth.”‎ ‎3. (让学生用would rather ... than ... 句式造句，巩固并加深新句式的用法。)‎ T: Please express your preference one by one as soon as possible according to 1b. Let’s see which group is the winner.‎ ‎(步骤：‎ ‎(1)把全班学生分成5组，每个小组各派一个监督员到其他组监督。‎ ‎(2)每组成员均要依次表述各自喜好，要求内容不得重复出现。‎ ‎(3)最先完成者为胜方。)‎ Step 4 Practice 第四步 练 习(时间:5分钟)‎ 学生独立完成1c。‎ ‎1. (利用图片或歌曲导入‎1c。)‎ T: I am very pleased with your job. Maybe you watch TV every day. If I show you a picture or ‎ a song, can you give some descriptions of it ? Let’s have a try. Listen to the song and tell us something about it. ‎ ‎(播放歌曲My Heart Will Go On的一小段。)‎ T: What do you think of it when you hear the song?‎ Ss: Very beautiful. This is a song of a film called Titanic. ‎ T: Yes, you are right. Look, here are some pictures from CCTV-6 and some descriptions.‎ ‎2. (让学生独立完成‎1c，培养学生独立思考问题的能力和科学的思维联想能力。)‎ T: Please match the pictures and their descriptions on page 126. Finish this part in one minute.‎ ‎(一分钟后)‎ T: Finished? S1, could you give the order of the descriptions?‎ S1: Yes. It is 2, 5, 1, 6, 4, 3. ‎ T: Please read the descriptions for us. You can use“The picture shows/describes/includes ...”‎ Example:‎ Picture 1 shows us the future. Understand?‎ S1:I see. ‎ Picture 1 shows us the future. ‎ Picture 2 shows a man and a woman fall in love. ‎ Picture 3 includes a story of good people against bad people.‎ Picture 4 describes the real lives of people in the past. ‎ Picture 5 makes us laugh. It’s a comedy.‎ Picture 6 shows cartoons or models of people and animals seem to move. ‎ T: Do you agree with him?‎ Ss:Yes, I do. ‎ ‎3. (进入课文2，听力练习。)‎ T: Kate likes watching movies. Now, let’s learn what she did last night and what the movie was about. At first, let’s look through the exercises on page 26.‎ ‎(先让学生预览问题，提高预测能力。)‎ T: Listen to the tape and then choose the correct answers. ‎ ‎(播放听力材料，听完两遍后核对答案。)‎ 教师板书2中涉及的需掌握词组：fall in love (with sb.)‎ fall in love (with sb.)‎ T: Finished? OK. S2, please give your answers. ‎ S2: All right ...‎ T: You’ve done a good job. ‎ Step 5 Project 第五步 综合探究活动(时间:7分钟)‎ 学生分组投票选出最受欢迎的三个节目。‎ ‎1. (把学生按10人一组分成几个小组，共同交流他们喜欢的电视节目，并向大家推荐自己认为值得看的一些栏目。然后集合起来投票选出最受欢迎的三个节目，最后各组选派一个代表汇报评选结果，并阐述其理由。)‎ T: Maybe everyone has his/her own favorite TV program, but which program is the most popular one? Why do you think it is worth watching? Please speak out your favorite program and give your reasons. At last we will vote for the three most popular programs and report to the class. ‎ ‎2. Homework 写一篇详细描述你看过的一部印象深刻的电视剧的短文。可从下列方面阐述:‎ ‎(1)电视剧的名称及导演(director)。‎ ‎(2)电视剧的主要演员(characters)。‎ ‎(3)该剧的主要故事情节(plot)。‎ ‎(4)给你印象最深的画面。‎ ‎(5)对该电视剧的总体评价。‎ 字数:100~120之间 板书设计:‎ I would rather watch TV plays than sports shows.‎ Section A quiz show would rather … than …‎ would rather do sth. than sth.‎ would rather do sth. than do sth.‎ entertainment would rather not do sth.‎ comedy fall in love (with sb.)‎ Section B The main activities are ‎1a and 2. 本课重点活动是‎1a和2。‎ Ⅰ. Teaching aims and demands教学目标 ‎1. Master some new words and phrase:‎ voice, fair, upon, once upon a time, sudden, shoulder ‎2. Learn how to describe one’s own star sign and characteristics.‎ ‎(1)I was born on July 12th. So my star sign is Cancer. ‎ ‎(2)Cancers are kind and always ready to help others. ‎ ‎3. Know about the 12 star signs and some stories about them. ‎ ‎4. Learn to develop good characteristics and assess oneself and others correctly. ‎ Ⅱ. Teaching aids教具 录音机/天蝎座和巨蟹座的动物标志图片/星座与性格调查表/写有12星座名称和日期的小黑板 Ⅲ. Five-finger Teaching Plan五指教学方案 Step 1 Review 第一步 复 习(时间:15分钟)‎ 检查作业，学习新词汇。‎ ‎1. (检查上节课布置的作业，组织学生互评，教师选取其中几份予以表扬。)‎ T: Hello! Boys and girls! Let’s begin our class. First of all, let me check your homework, OK? Did you have any problems with your homework?‎ S1: No.‎ S2: A little. ‎ T: Please exchange your homework with your partner, check it for each other, and then show me some good examples, please. ‎ ‎(学生开始互评，教师了解情况。)‎ T: Here are some examples. They are S‎3’‎s, S‎4’‎s and S‎5’‎s. S3, please read your passage aloud. OK?‎ S3: OK …‎ T: Good job! Of course, there are some common problems in your exercises. For example,...‎ ‎2. (导入新课词汇。)‎ T: Although you’re a girl. Could you tell me how old you are?‎ G1: I am thirteen. ‎ G2:I am the oldest one. I am fifteen. ‎ T: G3, could you tell me when your birthday is?‎ G3: My birthday is ...‎ T: OK. Then I know your star sign. Your star sign is ...‎ ‎(导入并板书新单词。)‎ T: What does “star sign” mean? For example, if you are born between Oct. 23 and Nov. 21, your star sign is Scorpio. Understand?‎ ‎(板书新词)‎ ‎(教师一边讲述，一边拿出蝎子的图片向学生展示。)‎ Ss: Yes, I see. My star sign is also Scorpio. ‎ T: Do you know Scorpio is related to hunter? A hunter is a person who kills wild animals. If you are born between June 22 and July 22, your star sign is Cancer. ‎ ‎(教师拿出巨蟹座的图片向学生展示。)‎ T: Do you think your characteristics have anything to do with your star sign?‎ Ss: We can’t catch you. I beg your pardon?‎ T: For example, if your star sign is Cancer, maybe you are kind and hard working. Those are your main characteristics. ‎ S6: I think so. ‎ S7: I don’t think so. Everyone has his own characteristics. ‎ T: Usually, a person makes such a mistake: forgive himself or herself easily. It’s hard to forgive others.“Forgive”means“stop feeling angry with sb.” Will you forgive others when they make mistakes?‎ Ss: I will. ‎ ‎(板书新单词，让学生了解本节课即将谈论的主要话题，标出音标及释义或展示图片，领读几遍。要求学生理解star sign, hunter, forgive，了解Scorpio, characteristic, Cancer。)‎ star sign Scorpio hunter /5hQnt[/ n. a person who kills wild animals Cancer characteristic /7kArEktE5ristik/ n.‎ forgive /fE(r)5giv/ v. stop feeling angry with sb.‎ ‎3. (开展活动，进一步了解课文主题和相关词汇。)‎ T: There are the 12 star signs. Please match them with the related dates, and find out which star sign you belong to. ‎ ‎(教师把写有下列内容的小黑板呈现给学生。)‎ Match the birthday dates with the star signs:‎ Birthday dates Star signs ‎(1)Dec. 21-Jan.20 双鱼座( )‎ ‎(2)Jan. 21-Feb.19 摩羯座( )‎ ‎(3)Feb. 20-Mar.20 巨蟹座( )‎ ‎(4)Mar. 21-Apr.20 水瓶座( )‎ ‎(5)Apr. 21-May 21 狮子座( )‎ ‎(6)May 22-Jun. 21 白羊座( )‎ ‎(7)Jun. 22-Jul. 22 天秤座( )‎ ‎(8)Jul. 23-Aug. 22 金牛座( )‎ ‎(9)Aug. 23-Sept.22 射手座( )‎ ‎(10)Sept. 23-Oct.22 双子座( )‎ ‎(11)Oct. 23-Nov.21 天蝎座( )‎ ‎(12)Nov. 22-Dec.20 处女座( )‎ ‎(让学生先讨论，然后让一个学生把相应的序号填在后面的括号内。)‎ T: S10, could you match them?‎ S10: Let me have a try. ‎ ‎(学生开始做题。)‎ T: Are all the answers right? Is the order is 3, 1, 7, 2, 8, 4, 10, 5, 12, 6, 11 and 9?‎ Ss: Yes.‎ T: Now, please ask your partner’s birthday and his/her star sign. If you can’t express your own star sign in English, you may say it in Chinese.‎ ‎(学生配对练习。)‎ ‎(Example)‎ S11: When is your birthday?‎ S12: My birthday is on…‎ S11: What’s your star sign?‎ S12: My star sign is…‎ Step 2 Presentation 第二步 呈 现(时间:13分钟)‎ 呈现1a，进行活动1b、1c。学习2。‎ ‎1. (听‎1a录音，回答问题，用小黑板呈现问题。)‎ T: Listen to ‎1a and answer the following questions. Don’t look at your books. ‎ ‎(1)Why does Maria look tired today?‎ ‎(2)When was she born?‎ ‎(3)What are her characteristics?‎ ‎(4)What’s the meaning of “in a tired voice” in Chinese?‎ ‎ (板书、领读并示范疲惫的声音。让学生掌握生词voice。几分钟后，核对答案。)‎ ‎2. (跟录音朗读。)‎ T: Read after the tape, please.‎ ‎3. (练习对话。)‎ T: Work in pairs to practise the dialog, please. ‎ ‎4. T: We’ve known some words that can be used for describing one’s characteristics in 12 star signs. Would you like to know some more words about it?‎ ‎ Ss: Yes.‎ ‎ (教师板书1b的形容词，并讲解其中生词。需掌握生词为fair。)‎ gentle, creative, hard-working, outgoing, generous, modest, fair, confident ‎ (进行活动1b，让学生讨论或以相互采访的形式谈每个人的星座、性格。)‎ ‎ T: Please talk about the star sign of your own in pairs. At the same time, describe your partner’s characteristics according to 1b.‎ ‎ Example:‎ ‎ S1: When were you born?‎ ‎ S2: I was born on March 1st, 1995.‎ ‎ S1: What is your star sign?‎ ‎ S2: My star sign is Aries.‎ ‎ S1: You must be active and impatient.‎ ‎5. (完成‎1c，小组讨论同一星座人群的性格共同点与不同点。)‎ T: Please talk about your characteristics in groups. Find out the common ones and the different ones. Then report to the class.‎ ‎6. (学习2。)‎ T: Maybe some of you collect a lot of information about star signs. What characteristics do people have under the star sign Scorpio?‎ S3: They are powerful and have lots of energy. ‎ T: Yeah. Do they have any shortcomings?‎ Ss: I don’t know.‎ T: Sometimes they do not forgive others. That is to say, they don’t have broad minds. There are also many stories about star signs in western countries. In our books, there is a story about Scorpio. Could you tell me which kind of expression a story usually begins with?‎ S4: Long, long ago...‎ S5: Many years ago...‎ S6: A century ago...‎ T: All right. These expressions are to tell us the time, just as once upon a time. S7, can you make a sentence using “once upon a time”?‎ ‎(教师边说边板书画线部分内容。领读并讲解，要求学生掌握。)‎ Upon once upon a time = long long ago S7: Once upon a time, there lived an old man in the village. ‎ T: Good. S8, could you?‎ S8: Once upon a time, there was a tall tree. ‎ T: Well done. Now, turn to 2 on page 28. Read the passage within 2 minutes and find out the ‎ key words in the text. ‎ ‎(让学生阅读课文，找出文中的关键词。为降低难度，教师安排3个学生完成此任务，每人一段。第一个完成任务后，第二个开始，依次到第三个学生。按词性分类，以便在下轮巩固环节中参考关键词时能想到其搭配的名词、动词或形容词。)‎ T: S9, please find out the key words in Paragraph 1. ‎ S10, you are in charge of Paragraph 2. S11, you are in charge of Paragraph 3.‎ ‎(学生一边找，教师一边板书。)‎ Speech Key words n.‎ ‎12 star signs, characteristic, Scorpio, shoulder(肩膀)‎ v.‎ believe, share, kill, die, appear, hide, forgive adj.‎ handsome, brave, dangerous, powerful, sudden ‎(要求学生掌握生词shoulder和sudden。)‎ T: Do you agree with them?‎ Ss: Yes.‎ T: You’ve done good jobs. ‎ Step 3 Consolidation 第三步 巩 固(时间:7分钟)‎ 巩固2。‎ ‎1. (读2，加深学生对课文的理解。)‎ T: Now, please read the text by yourself, and then I’ll ask some students to retell it.‎ ‎2. (复述故事情节。检测学生对课文的熟悉程度，培养学生的表达能力和记忆能力。)‎ T: I believe you have known the story about Scorpio. I’ll ask some of you to retell it according to the key words. ‎ ‎(学生准备好后，要求他们合上书本进行复述。可以提示关键词以降低难度。)‎ Step 4 Practice 第四步 练 习(时间:5分钟)‎ 通过采访活动，进一步练习人物性格的描述。‎ ‎1. (采访活动。此活动的目的在于创设真实的语言环境，以达到学以致用。)‎ T: Suppose you are a successful business man or a famous Star. There is a reporter to interview you. You may be asked the following questions:‎ ‎(1) When is your birthday?‎ ‎(2) What is your star sign?‎ ‎(3) What are your characteristics?‎ ‎(4) Do you believe your star sign decides your characteristics?‎ ‎(5) Why are you so successful?‎ ‎2. (让学生合作练习。在运用中认识良好性格的积淀，可以铸就优秀的品质、事业的辉煌。)‎ T: Please find a partner, and one acts as the interviewer, while the other as a successful business man or a famous Star.‎ ‎(教师巡视，并及时予以帮助。)‎ ‎3. (表演)‎ T: S1 and S2, please act out the interview.‎ S1,2: All right. ‎ ‎(安排两个学生进行汇报表演。)‎ Step 5 Project 第五步 综合探究活动(时间:5分钟)‎ 通过有关性格词汇的学习和掌握，让学生学会人物性格的描述。‎ ‎1. (目的: 组织学生收集描述性格的词汇，以扩展他们的词汇量，提高语言表达能力。)‎ T: There is going to be a match among each group. We’ll collect words to describe characteristics. ‎ ‎2. (规则:每10人为一小组，把该组想到的词汇按感情色彩分成两类。)‎ T: Each group is made up of 10 members. The words should be divided into two types. A good; B bad. The group that has the most words is the winner. ‎ ‎3. (开展合作学习活动。)‎ T: Understand? Let’s begin. ‎ ‎4. Homework ‎ ‎(1)(调查报告:相同星座的人是否具有相同的性格。下面为调查表格。)‎ T: There is a form. Please collect information to show if the persons who were born under the same star sign share the similar characteristics. ‎ Name Birthday Star sign ‎ Characteristics 要求: ①调查完后写出报告。‎ ‎②每人对同一星座的人调查对象不少于10人。‎ ‎ (2)(独立完成3。)‎ T: Finish 3 by yourself.‎ 板书设计:‎ I would rather watch TV plays than sports shows.‎ Section B A. voice n. characteristic /7kArEktE5ristik/‎ star sign once upon a time=long long ago Scorpio n. shoulder n.‎ ‎ sudden adj.—suddenly adv.‎ hunter n.: a person who kills wild animals forgive /fE(r)5giv/ v.: stop feeling angry with sb.‎ gentle outgoing creative generous hard-working modest fair confident B. ‎ Section C The main activities are ‎1a and 2b. 本课重点活动是‎1a和2b。‎ Ⅰ. Teaching aims and demands教学目标 ‎1. Master some new words and phrase:‎ honest, compare, stand for ‎2. Learn the differences between Chinese culture and western culture.‎ ‎(1) Different emotions to animals, plants and so on.‎ ‎(2) Some proverbs in western countries and China.‎ ‎①Every dog has its day.‎ ‎②a dog catching a mouse ‎3. Go on learning TV programs and talking about their characteristics.‎ ‎4. Preference and hobbies.‎ ‎(1) Which TV program do you like better, Soccer Night or Human and Nature?‎ ‎(2) I prefer Human and Nature to Soccer Night.‎ Ⅱ. Teaching aids教具 录音机/写有阅读任务的小黑板或课件/一张叼着玫瑰花的狗的图片/一张罗京的图片/一张动物世界的图片/一张小狗的图片 Ⅲ. Five-finger Teaching Plan五指教学方案 Step 1 Review 第一步 复 习(时间: 12分钟)‎ 检查作业，导入新课。‎ ‎1. (检查作业，把此项活动作为对学生学习活动的督促。)‎ T: Hello, everybody! Are you ready to share your homework with us?‎ Ss: Yes.‎ T: Who would like to read your report in class?‎ S1: Let me have a try.‎ ‎(教师边问边注意学生的反映，检查他们作业的完成情况，让表现积极的某个学生汇报调查报告。 选取几篇优秀的材料张贴以示鼓励。)‎ ‎2. (运用头脑风暴的形式， 激励学生用英语表达电视节目名称。)‎ T: What TV programs did you watch this week?‎ Ss: TV plays, news, sports shows, and entertainment shows.‎ T: We’ve learnt many expressions of TV programs. ‎ ‎ Could you say some names of TV programs?‎ ‎(教师呈现动物世界的相关图片。)‎ T: What TV program do you think it is?‎ Ss: Animal World.‎ T: Great. What about this picture?‎ ‎(教师呈现罗京的图片。)‎ Ss: CCTV news.‎ T: Good job! Here is a form, and fill in the blanks according to the example.‎ TV program Children’s program ‎...‎ Example Cartoon City ‎...‎ ‎(把写有上述表格的小黑板呈现给学生。表格最后部分的省略号表示此内容可充分扩展。)‎ T: Now, you are divided into 5 groups. Please give us more information as soon as possible. The group that thinks out the most is the winner. Let’s begin.‎ ‎(学生开始讨论。)‎ T: Stop here! Group 1, how many TV program names do you have?‎ S2: 4.‎ T: What are they?‎ S2: They are Lucky 52, The Same Song, Animal World and Cartoon City.‎ ‎(教师再检查其他组收集的情况，作出总结。)‎ Step 2 Presentation 第二步 呈 现(时间:15分钟)‎ 呈现2a，完成2b。导入1a。‎ ‎1. (让学生把‎2a中的图片与英文表述匹配，然后听录音并标出序号。)‎ ‎ T: Here are some names of TV programs. Now please match the pictures with their names, then listen and number them.‎ ‎ (放‎2a录音。)‎ ‎ T: There are so many wonderful TV programs. S3, which TV program do you like better, Soccer Night or Animal World?‎ S3: I would rather watch Animal World than Soccer Night.‎ T: Why?‎ S3: Because I can learn a lot about animals in Animal World.‎ T: Good. Which program do you prefer, Lucky 52 or The Same Song, S4?‎ S4: I would rather watch The Same Song than Lucky 52.‎ T: Could you express your idea in another way?‎ S4: I prefer The Same Song to Lucky 52.‎ T: You are wonderful. Why do you prefer The Same Song to Lucky 52?‎ S4: Because I enjoy the music.‎ T: Wonderful, well done!‎ ‎2. (实践活动，组织学生对表达偏爱和爱好的句式进行归纳总结，进行拓展练习。)‎ T: Boys and girls, if you want to express your preference and hobbies, how many ways can you use? Let’s play a game. Say a sentence one by one as soon as possible, but you can’t repeat others’. S1, you first please.‎ ‎(教师可要求学生按座次的先后顺序进行。)‎ S1: I would rather stay at home than hang out.‎ S2: He likes playing basketball better than playing football.‎ S3: They prefer Lucky 52 to Quiz Show.‎ S4: Which sport would you rather have, running or fishing?‎ S5: Which dish do you like better, fish or steak?‎ S6: Which fruit do you prefer, apple or orange?‎ ‎...‎ T: How wonderful you all are! There are many different ways to express your opinions.‎ ‎3. (小组对话，完成2b。)‎ T: Look at the example of 2b. Then make dialogs in pairs according to the pictures of ‎2a.‎ ‎4. (引出新单词。)‎ ‎(拿出一幅小狗的图片。)‎ T: Look at the dog! There are a lot of phrases about the dog in this section. For example, a homeless dog, a running dog. What characteristics does a dog have?‎ Ss: Friendly and lovely.‎ T: Yes, and it’s very honest.“Honest”means not telling lies.‎ An honest man never tells a lie.‎ ‎(板书需掌握生词honest，标注音标，并领读讲解。)‎ honest /5RnIst/ adj. not telling lies An honest man never tells a lie.‎ tell a lie ‎ T: Who is the most honest student in our class?‎ Ss: Me.‎ T: Maybe you are honest if you tell the truth. Who is not honest in our class?‎ Ss: Nobody./He is not honest.‎ ‎(营造出一种幽默、轻松的学习氛围。)‎ ‎5. (学习‎1a。教师呈现一幅小狗叼着玫瑰花的图片。)‎ T: Let’s look at the picture. Could you describe it? S1, please.‎ S1: There is a dog in the picture with a rose in its mouth. The dog ‎ looks very lovely.‎ T: Great! What do you think the rose means?‎ S1: Usually, roses mean love. Maybe the dog loves its owner very much. ‎ T: Thank you. S2, what do you think of the dog?‎ S2: I think the dog is cute. It is very friendly to its owner.‎ T: What you said is very reasonable. What else do you think of it, S3?‎ S3: I think of two phrases. It is“a mad dog”and“a dog catching a mouse”.‎ T: I see what you said. You mean a dog likes trying to catch mice. Anything else?‎ S4: A running dog.‎ ‎(阅读‎1a。)‎ T: Yes. There are different feelings towards dogs in China and western countries. So words and phrases about dogs are used in positive or negative ways in different cultures. We can learn about many differences in cultures by comparing how certain words are used.‎ ‎(板书并理解生词phrase，了解positive和negative,要求学生掌握生词compare。)‎ Phrase positive negative compare Now, turn to ‎1a on page 129. Read the passage in ‎1a and then finish 1b.‎ ‎(教师巡回指导，帮助学生养成良好的阅读习惯。)‎ T: Most of you have finished. At first, answer the questions according to the passage.‎ ‎(教师把写有阅读任务的小黑板呈现给学生。)‎ ‎(1)Do China and western countries have different cultures?‎ ‎(2)What does “a lucky dog” mean?‎ ‎(3)How many phrases about dogs do you know?‎ ‎(4)Are roses the symbol of love in China as in western countries?‎ T: S5, please give your answer to No.1.‎ S5: Yes, they do.‎ T: Do you think so?‎ Ss: Yes.‎ T: S6, have you got the answer to No.2?‎ S6: Yes. It means a person who has good luck.‎ T: S7, you answer Question 3.‎ S7: A homeless dog, a mad dog, a running dog, a dog catching a mouse, a lucky dog，every dog has its day, and sick as a dog.‎ T: Wonderful! S7, what does“every dog has its day”mean?‎ S7: It means each person has good luck at times.‎ T: You are great. No.4, S8,could you?‎ S8: Yes, They are.‎ T: You’ve done a good job!‎ Step 3 Consolidation 第三步 巩 固(时间: 3分钟)‎ ‎ (巩固‎1a。完成1b。)‎ T: Now, let’s come to 1b. Fill in the form according to ‎1a. You can use“negative”or ‎“positive”and also add your own opinions.‎ ‎(学生独立做作业，并能用自己的语言来阐述观点，最后核对。)‎ T: Finished? Let’s check your answers.‎ Step 4 Practice 第四步 练 习(时间: 8分钟)‎ ‎1. (读‎1a，加深对‎1a的理解。)‎ T: We’ve grasped the main idea of the text. Now, please read the text again.‎ ‎(让学生进一步加深对课文内容的理解。)‎ ‎2. (播放磁带时，教师在黑板上安排下列巩固任务。)‎ ‎(1)The title of the text: ‎ ‎(2)The main idea of Paragraph 1: ‎ ‎(3)The main idea of Paragraph 2: ‎ ‎(4)Draw the conclusion(结论): ‎ T: Maybe most of you are sure of the text. Let’s set out to finish the task on the blackboard. S1, please come to the front and write down your answers on the blackboard.‎ ‎(让学生学会理解文章的整体结构，培养严密的逻辑思维能力。)‎ S1: OK. Let me try.‎ T: The others may write down your answers on a piece of paper.‎ ‎(完成后核对答案。)‎ T: Now, check your answers.‎ The answers are: ‎ ‎(1)Title: Different Countries Have Different Cultures ‎(2)The main idea of paragraph 1: Some different words are used in China and in western ‎ countries.‎ ‎(3)The main idea of paragraph 2: Take“rose”as an example to discuss similar meanings used in China and in western countries.‎ ‎(4)Conclusion: The words are used in positive or negative ways in different cultures.‎ ‎3. (根据1b所填的表格，复述‎1a。)‎ ‎ T: Please retell ‎1a according to the form of 1b.‎ Step 5 Project 第五步 综合探究活动(时间: 7钟)‎ 收集谚语，设计电视节目。‎ ‎1. (谚语集锦。拓展学生知识面，增强理解能力。)‎ T: In the section, we’ve learnt some proverbs and famous sayings. For example, every dog has its day. There are some others on the blackboard. Try to grasp their meanings.‎ ‎(教师出示写有下列谚语的小黑板。)‎ ‎(1) Nothing is difficult if you set your mind on it.‎ ‎(2) A friend in need is a friend indeed.‎ ‎(3) All roads lead to Rome.‎ ‎(4) The early bird catches the worm.‎ ‎(5) No pains, no gains.‎ ‎(6) Waste not, want not. (俭以防匮。)‎ T: Try to translate them into Chinese in an easy way.‎ ‎(学生们各抒己见。)‎ ‎2. Homework 电视节目设计方案: ‎ ‎(1)节目名称: Talks on Different Cultures(不同文化访谈)‎ ‎(2)节目风格(style)‎ ‎(3)表现形式(form)‎ ‎(4)选择收集的信息内容(information)‎ 信息内容: ①交际话题的差异 ‎②对不同事物的情感态度 ‎③一些有哲理的谚语 ‎④不同的风土人情 板书设计：‎ I would rather watch TV plays than sports shows.‎ Section C honest /5CnIst/ adj. not telling lies phrase An honest man never tells a lie. positive, negative tell a lie/lies compare Section D The main activities are ‎1a and 4. 本课重点活动是‎1a和4。‎ Ⅰ. Teaching aims and demands教学目标 ‎1. Master the new word and phrase: ‎ soap, soap opera ‎2. Review some phrases learnt before:‎ spend some time on sth./(in) doing sth., keep… away from, have an influence/positive effects on sth., agree with ‎3. Talk about how TV influences our lives.‎ ‎4. Summarize the contents of this topic.‎ ‎5. Learn how to make a debate.‎ Ⅱ. Teaching aids教具 录音机/一幅《家有儿女》的电视剧图片/写有复习任务和阅读任务的小黑板 Ⅲ. Five-finger Teaching Plan五指教学方案 Step 1 Review 第一步 复习(时间: 10分钟)‎ 学生说出中西方文化中有关狗的描述。运用头脑风暴的形式复习所学的电视节目，呈现新词，为1a的学习作准备。‎ ‎1. (说出中西方文化中有关狗的描述。)‎ T: Hello, boys and girls! During this Class, we’re going to review some sayings about dogs in Chinese and western culture, and you may add your own opinions. Now, let’s begin!‎ S1: In China,“a homeless dog”,“a mad dog”,“a running dog” and “a dog catching a mouse”have negative meanings.‎ S2: In western countries, dogs are considered honest and good friends of humans.‎ S3: In western countries, “You are a lucky dog”means you are a lucky person.“Every dog has its day”means each person has good luck at times.‎ S4: …‎ ‎2. (运用头脑风暴的形式，复习所学的电视节目。)‎ T: Review all the programs that we’ve learned.‎ TV programs: TV plays, sports shows, talk shows, quiz shows, news reports, entertainment shows, children’s programs, educational programs …‎ ‎(Soccer Night, Lucky 52, CCTV News, Animal World, Cartoon City, The Same Song …)‎ ‎3. (教师呈现一幅《家有儿女》电视剧的图片，并以此为例解释一下肥皂剧。)‎ T: Now, let’s discuss another TV program. It’s called soap opera. It’s a kind of TV or radio play about family lives.《A family with kids》/《家有儿女》is a popular soap opera.‎ ‎(板书需掌握单词soap及需理解词组soap opera，领读。) ‎ soap soap opera ‎ ‎4. (教师呈现写有复习任务的小黑板，其内容为已学短语，但在本课中重新出现，用以激活相关背景知识，为下一活动作铺垫。)‎ ‎ T: Do some exercises and fill in the blanks with the phrases that I give you.‎ 选用下列短语的适当形式填空。‎ have an influence, a lucky dog, spend some time on sth./(in) doing sth., keep away from, agree with ‎(1) Anna is really . She has been invited to act as the chairman of the company.‎ ‎(2) Television on our life.‎ ‎(3) Though I don’t believe you, I your idea on this point.‎ ‎(4) He three hours the work.‎ ‎(5) Staying at home all the time him   healthy activities.‎ T: Finish the task alone. S5, come to the blackboard and write your answers on it.‎ ‎(学生板书答案。)‎ T: Finished?‎ Ss: Yes, we have.‎ T: Let’s check S‎5’‎s answers.‎ The answers are: (1)a lucky dog (2)has an influence (3)agree with ‎(4)spent ... on/ (in) finishing (5)keeps ... away from ‎(此环节也可以让其他学生到黑板前帮助修正错误答案，培养学生探究、合作意识。)‎ T: When you do the exercises, you should make out the meaning of each sentence at first, then choose the right phrases, and at last fill in the blanks with proper forms.‎ ‎(教师可用彩色粉笔标出学生易错部分。)‎ Step 2 Presentation 第二步 呈现(时间: 12分钟)‎ 由1a的课文图片谈起电视。先完成1b，再学习1a。‎ ‎1. (1)(以课文图片作为突破口，呈现课文内容，进入‎1a。)‎ T: Please turn to page 31. Here is a picture of a family. They are watching TV together. The viewers are the father, the mother and the child. I think the program must be very funny because all of them are smiling.‎ ‎(描述并板书需理解生词viewer，领读。)‎ viewer n. ‎ T: Perhaps, there is another “person” in the picture, but we can’t see her. She is a babysitter. The word“babysitter”in Chinese means“保姆”.‎ ‎(了解babysitter。)‎ T: What is this? (老师指着图片中的电视机问。)‎ Ss: TV!‎ T: Watching TV is an important part of our life. Think carefully! What influence does television have on us? There are some statements in 1b on page 31. Discuss which ones are good for us, and which ones are bad. Write“A”for agreement“D”for disagreement. Finish it in 2 minutes.‎ ‎(学生独立完成1b作业。培养学生的预测能力和独立思考问题的能力。)‎ T: Have you finished?‎ Ss: Yes.‎ T: S2, which ones do you agree with?‎ S2: 1, 5 and 7.‎ T: Do you agree with him?‎ Ss: Yes, we do./No, we don’t.‎ T: Indeed, television has many good influences on us. But what bad influences does it have on us? S3, could you tell us your opinion?‎ S3: 2, 3, 4 and 6.‎ ‎2. (让学生阅读‎1a，并完成表格。)‎ T: Now, please read the text on page 31. Then fill in the blanks on the blackboard.‎ ‎(教师在黑板上呈现阅读任务，学生开始阅读课文。)‎ Good Influences Bad Influences T: Stop here, please. S4, what good influences have you found in the text?‎ S4: (1)Increase our knowledge and change the way we look at the world.‎ ‎(2)Television sometimes is like a babysitter.‎ ‎(3)There are many good programs for us.‎ ‎(4)It is one of the most important ways of getting information.‎ T: A wonderful job! S5, what bad influences televisions give us have you found?‎ S5: (1)It keeps us away from healthy outdoor activities.‎ ‎(2)There are also some unhealthy programs.‎ T: Right or wrong?‎ Ss: That’s right.‎ ‎(教师把学生陈述的关键词填写在上述表格内。)‎ ‎3. (学生找出重点词组及难点句子。)‎ ‎ T: Some phrases are very important to you and some sentences are too difficult for you to understand. Please find them out.‎ ‎ (教师板书，讲解。) ‎ have a huge influence on …‎ keep … away from be suitable for … ‎ Not everything on TV has positive effects on viewers.‎ Step 3 Consolidation 第三步 巩固(时间: 7分钟)‎ 巩固1a。‎ ‎1. (读‎1a，进一步加深对课文的理解。)‎ T: Please read ‎1a and pay attention to the pronunciation and intonation.‎ ‎2. T: Now, let’s have a further discussion of those questions about the text one another, then I’ll ask some students to report your answers.‎ ‎(教师呈现写有下列任务的小黑板，让学生讨论。)‎ Fill in the blanks after reading the text: ‎ ‎(1)The topic sentence of the text is .‎ ‎(2)The main idea of Paragraph 1 and Paragraph 2 is .‎ ‎(3)The main idea of Paragraph 3 is .‎ ‎(4)The last paragraph tells us .‎ ‎(此活动的目的是使学生进一步加深对文章内容的理解，培养学生从整体把握文章主题或大意的能力，了解文章的结构，把握文章的内在联系。)‎ T: Now, well! Stop here! S1, would you like to have a try?‎ S1: OK. Let me have a try. The topic sentence of the text is that television has a huge influence ‎ on our lives. The main idea of Paragraph 1 and 2 is advantages of watching TV. The main idea of Paragraph 3 is disadvantages of watching TV. The last paragraph tells us to choose proper television programs.‎ ‎(教师把画线部分填入上述表格内。学生回答若有困难，教师可提示一些关键词，如: advantage 和disadvantage。) ‎ T: It’s wonderful of you to finish the job. Thank you.‎ Step 4 Practice 第四步 练习(时间: 8分钟)‎ 完成活动2和3。‎ ‎1. (先学后练)‎ T: Look at the useful expressions, read and learn them, and then we’ll do some translation exercises. I’ll give you 2 minutes. Hurry up!‎ T: I would rather watch sports shows. In Chinese it means … S1.‎ S1: …‎ T: I would rather watch TV plays than sport shows. What does it mean? S2.‎ S2: …‎ T: How do you say“你是个幸运儿”in English? S3.‎ S3: …‎ T: What do you mean by“Every dog has its day”? S4.‎ S4: …‎ T: Do you know the last sentence? S5.‎ S5: …‎ T: Here“would rather do sth. than sth.” means “prefer sth. to sth.”or“prefer doing sth. to doing sth.”OK, so much for it. You all have done good jobs.‎ ‎2. (完成活动3。)‎ T: We’ve learnt many TV programs and some different cultures in China and western countries. In this section, suppose we’ll design a new TV program. What would it be about?‎ S3: I would rather design a program about country life.‎ S4: We’d better design a program about culture of China and western countries.‎ T: That sounds good. Let’s make it. What name do you think is the best?‎ S5: How about Sky for Culture?‎ T: It sounds good. Anything else?‎ S6: Talks on Different Cultures.‎ T: What do you think of Talks on Different Cultures?‎ Ss: We would rather choose Talks on Different Cultures than Sky for Culture.‎ ‎(让学生尽可能地发挥其创造性，选择其中创意较好的几个进行评论。)‎ T: What will we discuss in the program Talks on Different Cultures? There are some suggestions:‎ ‎(1) Different ways of greeting.‎ ‎(2) Different emotions towards animals, plants and other things.‎ Do you have any other suggestions to add?‎ S7: We can also add some proverbs to it.‎ ‎(学生可能用中文陈述谚语。教师可帮助他们用英文表示。)‎ S8: So we must collect a lot of information to design a good program.‎ S9: It must be interesting.‎ Step 5 Project 第五步 综合探究活动(时间: 8分钟)‎ 进行辩论活动，完成4。‎ ‎1. (进入教材4。)‎ T: The text tells us some good and bad influences television has on us. Maybe there are many more influences besides the above. Now, let’s have a debate on the statement: Television has a bad influence on children.‎ ‎(板书画线部分内容。) ‎ Television has a bad influence on children.‎ T: Work in 2 groups. Group 1 agrees with the idea and you are the Affirmative Team. Group 2 disagrees with the idea and you are the Negative Team. There are some rules for you: ‎ ‎(1)Each team has three speakers. But both teams do research on the topic and try to find reasons for their point of view.‎ ‎(2)The first speaker from each team presents their ideas.‎ ‎(3)The second speaker further argues and disagrees with the previous speaker from the other team.‎ ‎(4)The third speaker from each team disagrees with the other team’s ideas further.‎ ‎(5)Speakers debate the statement freely.‎ ‎(6)The third speaker makes a summary of what their team has argued.‎ Now, each group discusses and writes your ideas and reasons on a piece of paper and then ‎ gives it to your speakers.‎ ‎(教师告诉学生辩论程序和要领，也可写在小黑板上，学生分组讨论。)‎ T: Debate begins with the Affirmative Team, and then the Negative Team.‎ Example: ‎ Affirmative Team Negative Team First speaker We agree with the idea:‎ Television has a bad influence on children.‎ On the contrary, we disagree with the idea: Television has a bad influence on children.‎ Second speaker We all know that there are many TV programs. But some are unhealthy. Children will act as what they see. Television also keeps us away from healthy outdoor activities.‎ We disagree with the idea because most of us can learn much from television. For example, it can increase our knowledge, help us collect information and make our life interesting and colorful.‎ Third speaker While television makes our life interesting and colorful, we will also learn some rude words and bad behaviors, even accept some unhealthy ideas. For example, when a child sees a character who likes smoking, he will learn to smoke.‎ Good habits are formed gradually while bad behaviors are acted at once. In a word,‎ I disagree with you. There are many healthy programs, and we can reject the unhealthy ones. At the same time, our parents sometimes give us some advice when we watch TV together.‎ Obviously, television has more good influences on our life. There are many healthy programs and we can learn a lot. So we can’t say television has bad influence ‎ television can’t have no bad influence on children.‎ ‎ on children.‎ ‎(学生们在准备中遇到生词时可通过查词典或问老师得以解决。)‎ ‎2. Homework 以What can I learn from TV?为题目写一篇约100单词的短文。‎ ‎(个人自我反省总结。)‎ 板书设计:‎ I would rather watch TV plays than sports shows.‎ Section D have a huge influence on soap opera keep … away from … viewer be suitable for …‎ Not everything on TV has positive effects on we viewers.‎ Topic 2 Who is your favorite character in literature?‎ Section A The main activities are ‎1a and 2. 本课重点活动是‎1a和2。‎ Ⅰ. Teaching aims and demands教学目标 ‎1. Master the phrase: ‎ make up one’s mind ‎ ‎2. Review different kinds of clauses.‎ ‎(1)attributive clauses ‎(2)adverbial clauses ‎(3)object clauses ‎3. Learn about some famous painters and their paintings.‎ Ⅱ. Teaching aids教具 录音机/不同风格的图画及其作者画像或图片 Ⅲ. Five-finger Teaching Plan五指教学方案 Step 1 Review 第一步 复习(时间: 15分钟)‎ 复习状语从句、定语从句，并导入新课。‎ ‎1. (师生问答，复习电视节目，为下面引出教育节目及凡·高的出现作铺垫。)‎ T: Hello, everybody! I have some questions. Could you answer them?‎ Ss: OK.‎ T: Did you watch TV last night?‎ S1: Yes, I did.‎ T: What program did you watch?‎ S1: I watched ... (让学生说出节目名称。)‎ T: What was it about?‎ S1: It was about ...(让学生用自己的话描述节目内容。)‎ ‎2. (学生用相似的对话问教师，导入新课。)‎ T: You may ask me some similar questions. Don’t you want to know what I did last night?‎ Ss: Did you watch TV last night?‎ T: Yes, I did.‎ Ss: What program did you watch?‎ T: I watched an educational program.‎ Ss: What was it about?‎ T: It was a story about Vincent van Gogh. He was a famous Dutch artist. It’s a pity that he died when he was very young. The colors in his paintings are bright and beautiful.‎ ‎(板书画线部分，让学生们猜Vincent van Gogh的中文名字，解释Dutch的英语意思，使学生们对凡·高有一定的了解。)‎ Vincent van Gogh, Dutch artist T:“Dutch”means people from Holland, language spoken in Holland and other things about Holland. I want some students to say something about the great artist, Vincent van Gogh.‎ ‎ Who can? Hands up!‎ ‎(分别让几个同学单独说，然后大家一起说，学会如何对艺术家进行描述。) ‎ ‎3. (让一个喜欢艺术的学生回答教师的问题，引出对从句的复习。)‎ T: Do you like drawing?‎ S2: Yes.‎ T: What do you know about paintings?‎ S2: ...‎ ‎(让学生根据自己的情况说一些内容。)‎ T: Do you want to be an artist?‎ Ss: Yes, ...‎ ‎(引导学生做肯定回答。)‎ T: What will you do if you want to be an artist?‎ Ss: ...‎ ‎(引导学生说一些做法。)‎ T: Yes. If you want to be an artist, you must work very hard.‎ ‎(让其他学生模仿造句，教师总结观点。)‎ S3: If you want to be an artist, you must go to art classes.‎ S4: If you want to be an artist, you must watch things carefully.‎ S5: If you want to be an artist, you must work very hard.‎ ‎(板书画线句子，总结条件状语从句。)‎ If you want to be an artist, you must go to art classes.‎ If you want to be an artist, you must watch things carefully.‎ If you want to be an artist, you must work very hard.‎ T: Beijing National Art Gallery is a great place for you to go. If you don’t know much about art, you can ask somebody who knows art to go with you. If you don’t know the way, you can ask your friend who knows to go with you.‎ ‎(板书定语从句，并归纳。)‎ You can ask somebody who knows art to go with you.‎ You can ask your friend who knows to go with you.‎ ‎(引导学生们用含有定语从句的句子回答问题。)‎ T: Who can you ask to go with?‎ S6: I can ask somebody who has a car to go with me.‎ S7: I can ask somebody who is helpful to go with me.‎ S8: ...‎ S9: ...‎ ‎(找几个不喜欢艺术的同学，说出自己不喜欢的原因，引导他们用原因状语从句来表达。)‎ T: Do you want to be an artist?‎ S10: No, I don’t.‎ T: Why?‎ S10: Because I must work very hard.‎ ‎(教师对学生观点作出总结。)‎ T: Now you know that it is not easy to be an artist. If you want to be an artist，you must know how hard you must work.‎ ‎4. (点将比赛。要求用以上所涉及的各种从句, 男女学生分为两组。)‎ T: Let’s do a contest. All the girls in one group: G, all the boys in the other group: B. You can challenge the members of the other group.‎ ‎(第一轮，用if条件状语从句。)‎ T: Let’s make sentences with“if”. I will make the first sentence.‎ ‎(教师说出第一句，让第一个学生说第二句，第一个学生说完叫第二个学生。)‎ T: I will go to the park if it is fine tomorrow.(T→B1)‎ B1: I will go to school if it is fine tomorrow.(B1→G1)‎ G1: I will go to the National Art Gallery if it is fine tomorrow.(G1→B2)‎ B2: ...‎ ‎...‎ ‎(第二轮，用定语从句。)‎ T: He was a Chinese painter who was quite good at painting figures.(T→B1)‎ B1: The man was a Dutch artist who was famous for his painting of Sunflowers.(B1→G1)‎ G1: …‎ ‎(同时板书画线部分生词。需理解生词figure，了解生词sunflower ‎。同时老师给予必要说明：sunflower作画的名称时，s要大写。)‎ figure, sunflower ‎(第三轮，用条件状语从句。)‎ T: ×× said he had made up his mind to be an artist.‎ ‎(板书画线部分，解释并要求学生掌握。)‎ make up one’s mind T: If he works hard, his dream would be true. (T→B1)‎ B1: If you wouldn’t know the way, you can ask your friends. (B1→G1)‎ G1: …‎ ‎…‎ ‎(教师宣布结果，并给予奖励。)‎ Step 2 Presentation 第二步 呈现(时间: 5分钟)‎ 学习1a。‎ ‎1. (就‎1a对话，进行简单介绍，然后设置听力任务，降低听力难度。)‎ T: Today we’ll learn something about Steve. He wants to be an artist like Vincent van Gogh，because he likes Vincent van Gogh’s works very much. Now listen and find the answers to the following questions: ‎ ‎(1)Which painting is Steve’s favourite?‎ ‎(2)What is the major symbol of expression in Vincent van Gogh’s paintings?‎ ‎(听录音，回答问题并核对答案。)‎ ‎2. (让学生找出本段对话的复合句，并说出从句的类型。)‎ T: Please read ‎1a and find out the complex sentences, at the same time point out their types. Discuss in pairs and further understand them.‎ ‎(本段对话中含有状语从句和定语从句，在此过程中应得到复习。)‎ Step 3 Consolidation 第三步 巩固(时间: 5分钟)‎ 巩固1a。‎ ‎1. (放‎1a录音，让学生跟读。)‎ T: Follow the tape, pay attention to the pronunciation and intonation, and then practice in pairs.‎ ‎2. (两人一组表演‎1a。)‎ T: Work in pairs. Act out the dialog.‎ ‎3. (学生自读，注意黑板上所标的复合句的类型，对从句作出总结。)‎ T: Read the dialog by yourselves and pay attention to the complex sentences on the blackboard. Then summarize the kinds of the sentences.‎ ‎4. (完成1b。)‎ T: Read ‎1a again and fill out the table in 1b. Check (√) the painter you like better. Then I’ll ask some of you to explain the reasons why you like him/her better.‎ ‎5. (呈现第34页3的图片，引出对图画的分类，并学习生词。)‎ T: In this picture we can see a woman. It’s a portrait. It is Leonardo da Vinci’s work.‎ ‎(以同样的方法讲解其他两幅图片，学习并了解生词: landscape, porrtait。)‎ ‎(板书画线部分。)‎ Portrait，landscape ‎(领读生词并对图片进行描述，为学生自己描述奠定基础。)‎ Step 4 Practice 第四步 练习(时间: 15分钟)‎ 完成1c和2。‎ ‎1. (小组讨论，相互提问完成‎1c。)‎ T: Everyone has his own favorite artist. Please discuss the questions in ‎1c in groups. Then tell us the story of your favorite artist.‎ My favorite artist is Qi Baishi. He shows great love to life in his painting. His paintings belong to modern arts. Work like this, please! In 3 minutes, I’ll ask some students to report.‎ ‎2. (教师做适当引入，听录音完成2。)‎ T: Here is a story about Leonardo da Vinci. Would you like to know it? If so, listen to the passage carefully then finish the tasks in 2 on page 34. OK, now let’s begin!‎ ‎(放录音)‎ Step 5 Project 第五步 综合探究活动(时间: 5分钟)‎ 完成3。‎ ‎1. (让学生拿出自备的图画，总结艺术的分类，并调查学生最喜欢的艺术家和他们的作品、风格及喜欢他们的原因。)‎ Student’s name Animal Landscape Portrait Reason T: Please make a survey about your classmates’ favorite kinds of paintings and fill in the blank. You can do it like this:‎ Example:‎ T: What types of paintings do you like best?‎ S1:My favorite kind of painting is …‎ T: Why?‎ S1:Because …‎ ‎2. (学生完成调查表后，把调查结果汇报给全班同学。)‎ T: You can report it to your class like this: ‎ Kangkang likes Xu Beihong’s paintings best. Because the horses in his pictures are very powerful.‎ ‎3. Homework Find as many books as you can. Find out the main characters, their characteristics and the writers’ styles.‎ 板书设计:‎ Who is your favorite character in literature？‎ Section A Vincent van Gogh: Dutch artist sunflower National Gallery landscape portrait make up one’s mind If you want to be an artist, you must go to art classes.‎ ‎.‎ ‎.‎ ‎.‎ You can ask somebody who knows art to go with you.‎ ‎.‎ ‎.‎ ‎.‎ 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. Master the new words:‎ fly, kiss ‎2. Learn a proverb:‎ One tree can’t make a forest.‎ ‎3. Learn how to describe literary works.‎ ‎4. Learn about Chinese classical literature and western literature.‎ ‎5. Cultivate the students’ cooperative spirit.‎ Ⅱ.Teaching aids教具 录音机/幻灯片/图片 Ⅲ.Five-finger Teaching Plan五指教学方案 Step 1 Review 第一步 复习(时间: 10分钟)‎ 检查作业，导入新课。‎ ‎1. (让学生们整理上一节课的作业，把自己所找到的文学作品的作者、主要人物及其性格特征，还有作者的写作风格向大家汇报。)‎ T: Let’s check your homework. Who has finished your homework? Please report it to the class.‎ ‎(为了规范大家的说法及提供示范，教师先介绍一下自己的发现。)‎ T: This book is called Yongzheng Dynasty. It’s mainly about Emperor Yongzheng. Yongzheng was very powerful. He made a great contribution to the dynasty. Eryuehe always writes stories about Chinese emperors, especially the emperors of the Qing dynasty.‎ S1: This book is called …. It’s mainly about ...‎ S2: ...‎ ‎(检查作业，谈论文学作品的作者、主要人物及其性格特征等。)‎ ‎2. (呈现《西游记》的图，让学生们描述其内容，为后面对各个角色的描述作铺垫。)‎ T: What can you see in the picture?‎ Ss: We can see four people.‎ T: Who are they?‎ Ss: They are the characters in Journey to the West.‎ ‎(对于这个回答，老师可以给出适当的提示，也可以用这四个人名来回答。)‎ T: Great! Journey to the West is one of the four classic novels of Chinese literature.‎ ‎(板书画线生词，并讲解。理解生词literature，了解生词classic。)‎ classic, literature ‎(教师继续提问。)‎ Which character do you like best?‎ ‎(学生们可以给出不同的回答。)‎ S3: I like … best.‎ S4: ...‎ S5: ...‎ S6: ...‎ ‎(当学生们给出不同的答案后，教师提问他们喜欢这一角色的原因，引导学生们对其性格特点做出描述。)‎ T: Why do you like the Monkey King?‎ S7: Because he is funny and clever.‎ T: Why do you like Sandy?‎ S8: Because he is kind and helpful.‎ T: Why do you like Pigsy?‎ S9: Because he is fat and lazy. He likes eating very much. He is very funny.‎ T: Why do you like Xuanzang?‎ S10: Because he can say magic words to control the Monkey King.‎ ‎(教师总结学生们的回答，并对其进行情感态度方面的教育。)‎ T: Xuanzang was nearly eaten by his enemies. With the help of the other three, he succeeded at last.‎ ‎3. (呈现《哈里·波特》的图片，让学生们描述其内容，为后面对各个角色的描述作铺垫。)‎ T: What can you see in the picture?‎ Ss: We can see some children.‎ T: Who are they?‎ Ss: They are Harry Potter and his friends.‎ T: Which character do you like best?‎ S11: ...‎ S12: ...‎ ‎(允许学生们给出不同的回答，然后问喜欢的原因。)‎ T: Why do you like …?‎ S13: Because ...‎ T: Why do you like …?‎ S14: Because...‎ ‎(教师总结学生们的回答。)‎ T: Harry is clever and brave. But without the help of his friends he wouldn’t become a hero.‎ ‎(总结学生们对两幅图的描述，加上一些适当的提示，对学生进行情感方面的教育，培养其乐于与他人合作的精神，使其养成和谐和健康向上的品质。)‎ T: The Monkey King is clever and powerful, but he can’t succeed by himself. His two friends give him a lot of help. Harry Potter is very brave and clever, but he can’t beat his enemies by himself. He would not become a hero without the help of his friends. From that we know, One tree can’t make a forest. We must know how to work together with others, then we can make a great success.‎ ‎(板书画线部分对其进行释义并领读。)‎ One tree can’t make a forest. 独木难成林。‎ Step 2 Presentation 第二步 呈现(时间: 8分钟)‎ 完成1a。‎ ‎1. (让学生带着任务听‎1a，锻炼其从材料中获取信息的能力。)‎ T: Now please listen to ‎1a. Then answer the following questions:‎ ‎(板书问题。)‎ ‎(1)In order to help Harry, what do Harry’s friends do?‎ ‎(2)What’s Kangkang’s view?‎ ‎(听录音，回答问题。)‎ ‎(1)They read many books and discovered the best way to defeat their enemies.‎ ‎(2)Neither the Monkey King nor Harry Potter would become a hero without their friends.‎ ‎2. (三人一组表演‎1a，加深对对话的理解。)‎ T: Let’s act the dialog out. Work in groups of three.‎ Step 3 Consolidation 第三步 巩固(时间: 10分钟)‎ 巩固1a，完成1b。‎ ‎1. (小组活动，让大家一起讨论并填写表格。)‎ T: Let’s work in groups of four, and describe the characters in ‎1a to your partners. Then fill in the chart and check (√) your favorite character.‎ ‎2. (选两位学生来作汇报，其他学生一起校对并对其进行补充，然后师生一起补全表格中人物的性格特征，完成1b。)‎ S1: … is my favorite character.‎ S2: … is my favorite character.‎ Character the Monkey King Sandy Pigsy Harry Potter Harry’s friends Characteristics funny, clever, ‎ brave …‎ honest,‎ wise,‎ helpful …‎ kind,‎ funny,‎ a little lazy …‎ brave, handsome,‎ kind …‎ helpful,‎ wise …‎ Your favorite character ‎(可用小黑板或幻灯片展示上面的表格。)‎ Step 4 Practice 第四步 练习(时间: 10分钟)‎ 学生谈论文学作品中他们最喜爱的人物，导入2a。‎ ‎1. (让学生拿出自己所收集的文学作品，来描述自己最喜欢的人物。)‎ T: Please take out your literature works and describe your favorite characters. Why do you like him or her? What other characters do you remember clearly? Do you like them? Why or why not?‎ S1: ...‎ S2: ...‎ ‎2. (完成‎2a。通过活动培养学生的阅读能力。) ‎ ‎(1)(读‎2a，找出文中所提及的重点人物，培养学生获取信息的能力。)‎ T: Let’s read ‎2a and find the answer to the question: Who are mentioned in this passage?‎ ‎(读完后，教师核对答案。)‎ ‎(2)(对哈里·波特和孙悟空作比较，以加深学生对文章的理解和培养他们对人物分析的能力。)‎ T: Compare the similarities and differences between Harry Potter and the Monkey King. You can do it with your partner.‎ ‎ (教师帮助总结，并板书。)‎ The similarities: can fly, both brave and clever.‎ The differences: Harry Potter the Monkey King ‎ 1)supper power 1)funny behavior ‎ 2)protect his friends from danger 2)is good at hiding ‎ 3)handsome and kind 3)hides by turning himself into a small living thing ‎3. (巩固‎2a，并讨论‎2a。)‎ ‎(1)(学生自读短文，根据文中所提供信息，描述哈里·波特和美猴王。)‎ T: Read by yourselves and describe Harry Potter and the Monkey King.‎ S1: Harry Potter has many powers. He can fly and protect his friends from danger. He is not only brave, but also handsome and kind.‎ S2: The Monkey King is a brave hero. He is very clever and funny. He often behaves like a child and makes us laugh. The Monkey King can fly and he is good at hiding. He hides by turning himself into small living things, such as a bee or a fly.‎ ‎(2)(让学生们描述其他文学作品中的人物形象。)‎ T: Who is your favorite hero in literature? Describe the hero with a few sentences to your partner.‎ ‎(3)(教师总结，对学生们进行情感教育。)‎ T: The heroes you mentioned are all very successful. But who succeeds all by himself?‎ Ss: ...‎ T: No one can succeed all by himself. They always need the help from his relatives or friends. One tree can’t make a forest. We must work together with others.‎ ‎(4)(两人一组讨论2b中的问题。)‎ ‎ T: Please discuss the questions of 2b in pairs, and then I’ll ask some of you to report.‎ ‎ S1: …‎ ‎ S2: …‎ ‎ S3: …‎ ‎(再读‎2a，对其进一步理解。)‎ T: Read ‎2a again and have a further understanding of ‎2a.‎ ‎4. (转入课堂活动。)‎ T: Now well, let’s come to class activities. First of all, let me tell you the words “fly” and “kiss”. Here “fly” means “苍蝇” , and “kiss” means to touch somebody. with your lips as a greeting or as a sign of love.‎ ‎(板书画线生词，并要求学生掌握。)‎ kiss n./v. fly n.‎ ‎(学生读并欣赏。)‎ T: OK, please read it aloud.‎ Step 5 Project 第五步 综合探究活动(时间: 7分钟)‎ 通过情景剧表演，加深对中国文学中人物的理解。欣赏诗歌，完成3。‎ ‎1. (组织学生从熟悉的Journey to the West中选材或自编一个小情景剧，分四人小组进行表演。)‎ 要求: (1)情景剧表演。‎ ‎ (2)人物的语言要符合人物的身份，特别是the Monkey King.‎ T: Let’s make up a short play. Work in groups of four. Four students act the Monkey King, Sandy, Pigsy and Xuanzang. Then choose two groups to act them out.‎ ‎(教师在学生组织表演时应及时提供必要的帮助。)‎ T: Which group can act out your play?‎ G1: …‎ G2: …‎ ‎2. (欣赏3中的诗歌。)‎ ‎(1)(看图画，分析内容，帮助学生理解诗歌。) ‎ T: A beautiful night, a beautiful girl, a large leaf and a beautiful lotus. What can you think of?‎ ‎(2)(听录音，欣赏诗歌。)‎ T: Listen to the tape and appreciate the poem.‎ ‎3. Homework 以My friend为题写一篇短文。‎ 要求：1.使用已学过的描述性词汇。‎ ‎ 2.字数100左右。‎ 板书设计:‎ Who is your favorite character in literature?‎ Section B literature One tree can’t make a forest.‎ classic kiss Section C The main activities are ‎1a and 3. 主要活动‎1a和3。‎ Ⅰ.Teaching aims and demands教学目标 ‎1. Master new words and phrase: ‎ reply, golden, set free ‎2. Further understand how to cherish friendship.‎ ‎3. Go on talking about art and literature.‎ Ⅱ.Teaching aids教具 录音机/文学艺术图片 Ⅲ.Five-finger Teaching Plan五指教学方案 Step 1 Review 第一步 复习(时间: 15分钟)‎ 学生谈论文学作品中他们最喜爱的人物。导入2a。‎ ‎1. (让学生拿出自己所收集的文学作品来描述自己最喜欢的人物。)‎ T: Please take out your literature works and describe your favorite characters.‎ Why do you like him or her?‎ What other characters do you remember clearly? Do you like them? Why?‎ S1: …‎ S2: …‎ ‎2. (让学生分类并从作者生平及作品文学地位来描述，继而转入‎2a。)‎ T: Please talk about your literature book again, according to the three aspects below.‎ ‎1)Author’s name and works.‎ ‎2)The birthplace/birthdate of the author.‎ ‎3)How do you comment on his work?‎ Work in groups, you may talk it like this:‎ William Shakespeare is known for his plays and poems. His most famous plays are Ham let and Romeo and Juliet. In Romeo and Juliet, he shows the great true love between 2 young people. The great writer and poet was born in 1564, died in 1616.‎ Do it, please. In 3 minutes report to us.‎ ‎(教师语速放慢, 可把要求书写在黑板上，以便学生明确要求。)‎ ‎(学生小组汇报。)‎ Group 1: … Group 2: … Group 3: …‎ T: Very well. Now let’s go on talking. Do you know these people? If so, tell your group members what do you know about their works. If not, discuss and solve it in groups. Go ahead!‎ ‎(让学生分别根据‎2a的图片和相关信息进行小组合作。)‎ ‎(五分钟后，教师让小组依次选其中一、二幅汇报。)‎ Group 4: … Group 5: … Group 6: …‎ ‎3. (完成2b。谈论自己最喜欢的作家及理想。)‎ Step 2 Presentation 第二步 呈现(时间: 10分钟)‎ 转入1a。‎ ‎1. T: Every group have done well. Every one can help each other. I believe you all know the proverb“One tree can’t make a forest”. Here is a story with the idea of it. Let’s come to ‎1a and read the story Sand and Stone. Then answer the following questions.‎ ‎(呈现小黑板上的问题。)‎ ‎(1)How many people are there in the story?‎ ‎(2)Where did the story happen?‎ ‎(3)What did the taller boy do when he had an argument with his friend?‎ ‎(4)Where did the shorter boy write the words when his friend hurt him?‎ ‎(5)What happened in the pond?‎ ‎(6)Where did the shorter one write the words when his friend saved him?‎ ‎(7)What did he mean in his last words?‎ ‎(文中有几个生词教师不必处理，让学生自己判断，锻炼其根据上下文理解文章的能力。)‎ ‎(以下是几个问题的答案，板书以备同学们复述。)‎ ‎(1) There are two people in the story.‎ ‎(2) The story happened in a desert.‎ ‎(3) He slapped his friend in his face.‎ ‎(4) He wrote it in the sand.‎ ‎(5) The shorter boy got stuck in the mud and started to sink.‎ ‎(6) He wrote it on a stone.‎ ‎(7) If someone hurts me, I’ll be angry but try to forget it and forgive the person. If someone gives me help, I’ll be thankful to him and try to remember him forever.‎ ‎2. (让学生用自己的话复述课文大意，要求用记叙文。)‎ T: Please retell the story with the sentences above.‎ ‎(读课文，进一步理解故事。)‎ T: Now well, stop here. Let’s read the text again and have a further understanding of ‎1a. Let’s begin!‎ Step 3 Consolidation 第三步 巩固(时间: 10分钟)‎ ‎ 完成1b中的问题。‎ ‎ (根据短文，让学生回答问题，为下面的辩论作准备。)‎ T: Do you agree that it is good to forgive your friends when they hurt you? Why or why not?‎ S3: Yes. I agree, because...‎ ‎(学生们的意见若不一致，这时候教师就提出来让大家进行辩论。)‎ T: Let’s debate on this statement.‎ It is good to forgive your friends when they hurt you. How to debate: ‎ ‎(给他们定下规则。)‎ ‎(1)Form two teams. Each team has three speakers. Others give information to them.‎ ‎(2)Say one reason each time.‎ ‎(3)Each reason can get two scores.‎ ‎(4)The whole class decide which team is the winner.‎ ‎(板书下面的辩论主题和表格。)‎ It is good to forgive your friends when they hurt you.‎ Agreement Disagreement Reason Score Reason Score ‎(教师作出总结，用以教育学生认识自己的性格优点与不足，学会宽容并乐于与他人合作。)‎ T: Some students think we should forgive our friends when they hurt us, because we should give each other lots of help at most time. Maybe when they are in bad moods they may hurt us. So we should understand and be friendly with them again. But some students think that we should not forgive them because they hurt us deeply, and they act in bad manners. You can solve the problem according to your own ideas. But remember the proverbs: Two heads are better than one. One tree can’t make a forest. One more friend, one more way. We should always be thankful and grateful to others. Then we can get more happiness from our life.‎ Step 4 Practice 第四步 练习(时间: 5分钟)‎ 完成1b中的2。‎ ‎(两人合作完成1b中的2。)‎ T: Please work in pairs to finish 2 of 1b.‎ Step 5 Project 第五步 综合探究(时间: 5分钟)‎ 完成3。‎ ‎1. (让学生先看活动中的图片，分析其所描述的内容，并标出正确的序号。)‎ T: Look at the pictures in 3 and number them in right order.‎ ‎(对6幅图逐一描述，核对答案。)‎ T: Let’s look at these pictures. Who can describe them?‎ S1: The Monkey King is born from a magic stone.‎ S2: The Monkey King gets a fantastic golden iron bar.‎ S3: The Monkey King is fighting against the gods.‎ S4: The Monkey King is held under a mountain.‎ S5: The Monkey King is set free by a Tang dynasty monk, Xuanzang.‎ S6: The Monkey King helps Xuanzang travel to the West with Pigsy and Sandy.‎ ‎2. Homework ‎(根据3的描述，写一篇关于猴王的故事。)‎ T: We did many descriptions just now, according to your descriptions, write a story of the Monkey King as homework.‎ 要求： 80~100单词 Section D The main activities are ‎1a and 3. 本课重点活动是‎1a和3。‎ Ⅰ. Teaching aims and demands教学目标 ‎1. Master the new word and phrases: ‎ wheel, stick to (doing) sth., catch up with ‎2. Sum up the sentence patterns and useful expressions in Topic 2.‎ ‎3. Improve listening, speaking and writing skills of the students.‎ ‎4. Learn about the structure of the short English play.‎ Ⅱ. Teaching aids教具 录音机/文学艺术作品/图片 Ⅲ. Five-finger Teaching Plan五指教学方案 Step 1 Review 第一步 复习(时间: 8分钟)‎ 谈论艺术家及其作品，加深学生对艺术作品的理解。‎ ‎1. (复习艺术家及其作品，给出本单元所涉及的艺术家及其作品的图片。)‎ ‎ T: In this topic we’ve learned some artists and their works. You can appreciate their works. Let’s discuss the styles of their works.‎ ‎(1)(讨论凡·高。)‎ T: Who is this man?‎ Ss: He is Vincent van Gogh.‎ T: Where was he from?‎ Ss: He was from Holland.‎ T: What did he do?‎ Ss: He was a great Dutch artist.‎ T: What’s his style?‎ Ss: His paintings express strong feelings. Also, his paintings are very lively with bright colors.‎ ‎(2)(让学生两人一组编相似的对话，讨论顾恺之。)‎ ‎(3)(总结两者的异同点。)‎ T: They have some different points though their paintings belong to the same type. What type of paintings did they paint?‎ Ss: They painted landscapes.‎ T: What are landscapes about?‎ Ss: They show beautiful scenes.‎ T: What’s the difference between their paintings?‎ Ss: The way they show things in the distance.‎ ‎(4)(讨论达·芬奇。)‎ T: Who is this man?‎ Ss: He is Leonardo da Vinci.‎ T: Where was he from?‎ Ss: He was from Italy.‎ T: What’s his most famous picture?‎ Ss: Mona Lisa.‎ T: What type does it belong to?‎ Ss: It belongs to portrait.‎ T: What are portraits about?‎ Ss: They are about people.‎ ‎(5)(让学生两人一组编相似的对话，讨论徐悲鸿。)‎ ‎(6)(总结图画的分类，并让学生们把自己所收集的图画进行分类。)‎ T: We know three types of pictures now. Please describe them respectively.‎ ‎(让同学们对自己的图画进行描述。)‎ S1: This is a portrait. It’s drawn by …. In this picture, we can see ...‎ S2: ...‎ ‎...‎ Step 2 Presentation 第二步 呈现(时间: 12分钟)‎ 完成1a。‎ ‎(通过对文学作品的复习，转入另一种艺术形式——短剧的学习。)‎ T: We’ve learnt a few types of literature and learnt a lot from them, but do you know another type of literature—English play. Now let’s learn it together. I will write the new words and phrases down on the blackboard, and when you learn ‎1a, you can reference it. I’ll give you 3 minutes to learn it.‎ ‎(板书生词并做简要解释。要求掌握wheel, stick to sth., catch up with；理解生词roll，tortoise；其余了解。)‎ tortoise /tR:(r)tEs, 5tR:lEsl/ ‎ hare /her;/ /heEr/ ‎ wheel hop /ha:p/ a short jump plod /pla:d/ to walk along slowly roll /r[ul/ The ball rolled into the street.‎ stick to (doing) sth. to do or keeping doing sth.‎ catch up with If you work hard you’ll catch up with us.‎ T: Now, stop here! Please read the short play The Tortoise and the Hare quickly with the following questions.‎ Question 1: How many characters are there in the short play?‎ Question 2: Where did Scene 1 happen?‎ Question 3: Where did Scene 2 happen?‎ Question 4: Where did Scene 3 happen?‎ T: OK, stop here! Who’d like to answer the questions?‎ S1: ... ‎ S2: ... ‎ S3: ... ‎ S4: ...‎ T: Very good! We’ve known the characters and places of the play. Now, let’s go on reading it. Please read Scene 1 carefully and then finish the following tasks.‎ Task 1: Read and write down the key phrases and sentences.‎ Task 2: Tell us the main meaning of Scene 1.‎ T: Finished?‎ Ss: Yes.‎ T: S1, please read the phrases and sentences which you’ve written down.‎ S1: …‎ T: S2, tell us the main meaning of Scene 1 using your own words.‎ S2: …‎ T: Great! Now let’s come to Scene 2 just like in Scene 1 and pay your attention to the description of Scene 2. Go ahead, please.‎ ‎(教师问学生答，完成该环节。)‎ T: OK, we’ve done well in the reading of Scene 1 and Scene 2. Next let’s read Scene 3 carefully with the following questions.‎ ‎1. When the Hare can see the finish line, what is it going to do?‎ ‎2. What does the Hare think?‎ ‎3. When the Hare sleeps, how does the Tortoise do?‎ ‎4. When the Hare wakes up, where is Tortoise?‎ Step 3 Consolidation 第三步 巩固(时间: 10分钟)‎ 表演并巩固1a。‎ T: We all have done a good job. Now listen to the tape of ‎1a, pay your attention to pronunciation and get ready to act it out. Prepare in pairs. In 5 minutes act it out.‎ T: Are you ready?‎ Ss: Yes!‎ ‎(找2~3组学生表演并给出评价。)‎ T: Perfect. Every pair has done well. Now Discuss in pairs. In ActⅠthe tortoise wins the race. Why? What can you learn from the story?‎ S1: …‎ S2: …‎ Step 4 Practice 第四步 练习(时间: 8分钟)‎ 完成2。‎ T: So much for it. Now, use your imagination to write Act Ⅱ or Act Ⅲ, then put it on in groups.‎ ‎(转入2。)‎ T: Let’s make some sentences with the following phrases or structure and then write down the useful expressions in 2.‎ make up one’s mind It’s+adj. for sb. to do One tree can’t make a forest.‎ Step 5 Project 第五步 综合探究活动(时间: 7分钟)‎ 表演短剧，完成3。‎ ‎1. (编排短剧，并表演。)‎ Adapt a short play from your fairy tale and then put it on in groups.‎ ‎2. (根据图片，编写神话故事。)‎ Look at the pictures on page 40 and choose one to make up a fairy tale.‎ ‎3. Homework Find and appreciate some foreign arts and poems.‎ Topic 3 I will remember our friendship forever.‎ Section A The main activities are ‎1a and ‎3a. 本课重点活动是‎1a和‎3a。‎ Ⅰ. Teaching aims and demands教学目标 ‎1. Master some new words and phrases: ‎ first of all, a piece of, handwriting, chalk, dozen, dozens of, pound, penny ‎2. Learn to talk about what we should do before leaving school and how to give a speech at the graduation ceremony.‎ ‎(1) ... there is going to be a graduation ceremony.‎ ‎(2) ... first of all, we must pass our final examination.‎ ‎3. Shopping ‎(1) Do you have any other colors/sizes/materials/kinds?‎ ‎(2) What size …?‎ ‎(3) How much …?‎ Ⅱ. Teaching aids教具 教学磁带/录音机/画有英镑、美元和便士的卡片/含有Auld Lang Syne的歌曲磁带 Ⅲ. Five-finger Teaching Plan五指教学方案 Step 1 Review 第一步 复 习(时间:15分钟)‎ 让学生写出毕业典礼的祝愿用语，学习新单词。‎ ‎1. (播放歌曲Auld Long Syne营造一种离别的气氛，创造真实的语言学习环境，唤起学生的思维。)‎ T: Boys and girls, do you know the song? What’s the name?‎ Ss: Auld Long Syne.‎ T: That’s right. Could you tell me what it is about? Who will try? OK, S1.‎ S1: It is about the feeling when people say good-bye. Is it right?‎ T: Perfect! We often hear the song at the end of some activities. How time flies! We’ll finish our school soon, that is to say, you’ll graduate from school soon.‎ ‎(老师慢读graduate，重读几遍且板书，让学生理解其意义并学会其读音。)‎ graduate—to complete your studies in a high school, college or university ‎2. (要求学生写出毕业典礼用语。)‎ T: If we hold a graduation ceremony (“graduation ceremony” means “a meeting or a party for graduation”. In Chinese, it means “毕业典礼”.) and write best wishes in English, what will you write? First of all, write it on a piece of paper, please.‎ ‎(板书并要求掌握。)‎ first of all ‎(板书并要求学生了解。)‎ graduation ceremony ‎ (此活动可激活学生已有的知识，也可引出下面的一些新单词。老师选出有深意的几份，其中有一份的内容好，字又漂亮。)‎ T: Now, I collect some of yours. S2, could you read the slogans for us?‎ S2: No problem. S3 says,“Let our friendship last forever.”‎ S4 says, “We are the owners of future.”‎ S5 says, “It’s lucky for us to have the days with you.”‎ S6 says, “I would rather lose the world than have no news of you.”‎ ‎3. (导入新单词。教师在讲述时用相应的实物，通过直观法呈现新单词，并依次板书。要求学生掌握生词handwriting, chalk及短语a piece of。)‎ T: Thank you , S2. How wonderful you all are, my friends! This job seems a piece of cake for you.‎ ‎(教师抽出其中最漂亮的一份。)‎ T: Look at S‎5’‎s slogan. How beautiful his/her handwriting is! S5, could you design your slogan with some pictures on the blackboard with some colored chalks before the graduation ceremony?‎ S5: Of course, I am glad to.‎ T: Thank you, S5. I’ll give you a gift ahead, but you must guess what it is. Now, listen up! It is like a book, but we can write something such as, passages, diaries, words in it. What is it?‎ S5: A …?‎ T: It’s a notebook. It’s cheap. But as the saying goes, “It’s the thought that counts. ” It means“礼轻情义重”.‎ T: Here it is! Here you are, S5. I wish your handwriting become more and more beautiful.‎ S5: Thank you very much.‎ ‎(展示画有英镑、美元和便士的图片。依次呈现给学生。以轻松幽默的语气继续导入生词。)‎ T: Look! I’ve got much foreign money here. How rich I am! I’ll get dozens of gifts for you with the money if you study English well. This is English money, a pound and a penny; this is American or Australian money, a dollar. ‎ ‎(板书部分画线内容并要求掌握。)‎ a piece of cake: something easy to do handwriting n. ‎ chalk n. a piece of chalk two/a few dozen eggs.‎ dozens of roses.‎ I bought dozens of a dozen=twelve pound n. a pound ≈ 1.81 dollars ≈ 12 yuan dollar n. a dollar ≈ 7 yuan penny n. a pound=100 pence/pennies T: Can you remember all the new words and phrases? Is it a piece of cake?‎ Ss: Of course, it is.‎ Step 2 Presentation 第二步 呈现(时间:10分钟)‎ 学习1a和3a。完成2。‎ ‎1. (呈现毕业前的一般的活动，进入‎1a。)‎ T: Class, can you tell me when you will graduate?‎ Ss: In five months.‎ T: What do you think you will do before leaving school, S1?‎ S1: We must study hard to pass the final examination.‎ T: What about you, S2?‎ S2: We should leave the telephone numbers and addresses.‎ T: Do you think if we should hold a graduation ceremony?‎ Ss: Yes, we think so.‎ T: OK. Let’s turn to 2 on page 41. Discuss with your partner. Check what you will do before leaving school.‎ ‎(学生分组讨论，抽查部分学生的答案，导出‎1a听力。)‎ T: S3, what will you do?‎ S3: I’ll take photos of everyone, prepare for my examination and have a class get-together.‎ T: S4, how about you?‎ S4: I’ll give presents to everyone and prepare gifts for teachers.‎ T: Well done! Now, look at the picture on page 41. Kangkang and some other students are talking with each other. Let’s listen to the tape to see what they are talking about. Then answer the questions.‎ ‎(出示以下问题。)‎ ‎(1)When will they graduate?‎ ‎(2)What does Michael think of the final examination?‎ ‎(3)What will Kangkang say at the ceremony?‎ ‎2. (进入‎3a。)‎ T: We have learned so many activities we can do before leaving school. If we hold a graduation ceremony, what will you do?‎ S5: Write a slogan on the blackboard and draw some pictures on it.‎ S6: We’ll talk about our friendship and our plan.‎ S7: We’ll give presents to each other.‎ S8: ...‎ ‎...‎ T: Your ideas sound very good! Let’s listen to the tape of ‎3a and find out what they are talking about?‎ ‎(出示‎3a阅读任务，然后听‎3a录音。)‎ Answer the following questions according to ‎3a: ‎ ‎(1) Who will design and write on the blackboard?‎ ‎(2) Who has prepared dozens of cards for classmates?‎ ‎(3) What is Kangkang’s package full of?‎ ‎(由于本课生词较多，让学生听完磁带后再阅读，然后再做上述练习。)‎ T: Now, read the dialog, and then I’ll ask some of you to answer the questions on the blackboard.‎ ‎(学生自由朗读。)‎ Step 3 Consolidation 第三步 巩固(时间:7分钟)‎ 巩固1a和3a，完成1b。‎ ‎1. (进一步巩固课文内容，分角色进行对话练习。朗读‎1a和‎3a。)‎ T: This time, we’ll act as different roles. Group 1 acts as Kangkang, Group 2 acts as Michael, Group 3 acts as Maria, Group 4 acts as Jane, and I act as Miss Wang. One, two, three, go!‎ ‎2. (进入1b部分，让学生参照黑板上针对‎1a的问题，复述‎1a。在了解文章内容的基础上，通过体裁的变化改写文章，培养学生的语言表达能力。)‎ T: Boys and girls, fill in the blanks of 1b, and then retell ‎1a according to the questions of ‎1a that have been showed.‎ Step 4 Practice 第四步 练习(时间:8分钟)‎ 学习3b和4。‎ ‎1. (结对表演。为毕业典礼进行购物活动，完成3b。)‎ T: Many of you say you will buy some gifts for your classmates. When you buy something, you should make sure what you’ll buy, why you buy it, how much it is and so on. The sentences of 3b on page 42 may help you. Turn to page 42. Let’s look through the sentences.‎ ‎(引领学生学习3b中的句子，为下面的对话活动作准备。)‎ T: OK. Please find a partner. One acts as a customer and the other acts as a shop assistant. Make a dialog. Then, I’ll ask some pairs to act it out.‎ ‎(两分钟后，找学生表演。)‎ T: Can you act it out, S1, S2?‎ S1,2: All right.‎ S1: Good morning. What can I do for you?‎ S2: Good morning. I need a red package for the graduation ceremony.‎ S1: Sorry. I have no red package.‎ S2: Do you have any other colors?‎ S1: I have some blue ones. It’s very cheap but beautiful.‎ S2: How much is it?‎ S1: It is 5 dollars.‎ S2: OK, I’ll take one. Here is the money.‎ S1: Thank you.‎ ‎2. (进入4，听力训练。)‎ T: Let’s listen to 4 and learn what Michael does at the shop.‎ ‎(播放听力磁带。听完一遍后，做书上的练习。)‎ T: Can you catch the dialog?‎ Ss: Yes, we can.‎ T: Please turn to 4 on page 42. Mark the sentences True (T) or False (F) alone.‎ ‎(学生独立作业。)[‎ T: S3,could you give your answers?‎ S3: Of course. They are T, F, T, F, F from 1 to 5.‎ T: Do you agree with him?‎ Ss: Yes, we do.‎ T: Good. Listen to the dialog once more. Check your answers.‎ Step 5 Project 第五步 综合探究活动(时间:5分钟)‎ 实践活动。‎ ‎1. T: If you are asked to design a blackboard paper for the graduation ceremony. How will you do it? Please design it on a piece of paper alone. Each group chooses the best one from your group and hand it in.‎ ‎2. Homework Write a passage about graduation ceremony.‎ ‎(要求100单词左右)‎ 板书设计：‎ I will remember our friendship forever.‎ Section A a piece of cake: something easy to do handwriting n. chalk n.: a piece of chalk dozens of roses.‎ ‎2/a few of dozen eggs.‎ dozens of: I bought{‎ a dozen = twelve ‎ pound n. a pound ≈ 1.81 dollars ≈ 12 yuan dollar n. a dollar ≈ 7 yuan penny n. a pound = 100 pence 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. Master the new words and phrases: ‎ bottom, look ahead, get off, get on ‎2. Review the present perfect tense and learn how to use it with other tenses. ‎ ‎(1) Maybe I have done some things that hurt your feelings in the past three years.‎ ‎(2) I’ve certainly forgotten anything like that.‎ ‎3. Learn how to exchange the past experiences with others.‎ ‎4. Learn how to make a speech at the graduation ceremony.‎ ‎5. Farewells ‎6. Apologies ‎ ‎(1) …, I want to beg your pardon.‎ ‎(2) It’s nothing.‎ ‎(3) You don’t need to say sorry.‎ Ⅱ. Teaching aids教具 磁带/录音机/小黑板 Ⅲ. Five-finger Teaching Plan五指教学方案 Step 1 Review 第一步 复 习(时间:15分钟)‎ 讨论如何准备毕业典礼，学习新单词和短语。‎ ‎1. (复习上节课功能话题以及现在完成时态和其他一些时态的综合运用。)‎ T: Boys and girls, glad to see you again.‎ Ss: Glad to see you, too.‎ T: Our graduation is coming. What are you preparing for it?‎ S1: I must study hard for the final examination.‎ S2: I will buy some gifts for my good friends.‎ S3: I will make some cards for my classmates and design some beautiful flowers and words on the blackboard for the ceremony.‎ T: Great! Now, please work in pairs and discuss what you have done for graduation.‎ ‎(学生互相讨论，复习现在完成时态的用法。教师尽量引导学生复习含有完成时态的陈述句、疑问句及其回答。)‎ T: S4, could you tell us what you have done?‎ S4: I have taken some photos to send to my good friends. S5 and I have prepared a program for the graduation ceremony.‎ S5: Yes, we have practised the program for a long time.‎ T: That’s great. Most of you have prepared for the examination, haven’t you?‎ Ss: Yes, we have.‎ T: It’s so smart of you to do so.‎ ‎2. (导入新单词及本课关键短语。)‎ T: Boys and girls, we have stayed here for three years. How time flies! We’ll say goodbye to each other. I believe during the past three years, you have got along well with each other. But, maybe you have done some things that hurt others. If so, you should beg their pardon. To my great joy, most of you are studying so hard. Thanks to your hard working, all of you have made great progress. As a teacher, from the bottom of my heart, I wish you all success for the future and remember the friendship forever. Remember the unforgettable time, will you?‎ Ss: Certainly.‎ ‎(教师在陈述的同时，板书并领读画线部分的单词及短语，bottom要求掌握，unforgettable要求了解。)‎ unforgettable bottom say goodbye to… ‎ get along well with… ‎ beg one’s pardon ‎ ‎(呈现写有下列内容的小黑板。以此复习已学单词和短语，激活旧知识，为课文理解作铺垫。)‎ Fill in the blanks with a word or phrase in a proper way to complete the following sentences: ‎ to one’s joy, realize, enjoy oneself, get along well, go on, thanks to ‎(1) my classmates’ advice (建议), I have made so great progress.‎ ‎(2) , I met an old friend in Beijing.‎ ‎(3) Work hard, and you will your dreams.‎ ‎(4) These years, we with each other.‎ ‎(5) At the class get-together, they had a good time and very much.‎ ‎(6) Having a rest, we writing our composition.‎ ‎(学生单独做练习，随后讨论并修改。教师指出学生在练习中的典型问题。)‎ T: Boys and girls, discuss the answers on the blackboard and then let’s check them together.‎ Answers: 1. Thanks to 2. To my joy 3. realize 4. have got along well ‎ ‎5. enjoyed themselves 6. went on Step 2 Presentation 第二步 呈现(时间:12分钟)‎ 学习1a，完成1b，并学习2a。‎ ‎1. (进入‎1a部分。)‎ T: Turn to page 43. Look at the picture in ‎1a. Kangkang and Michael are talking about something. Listen to the tape and learn what they are talking about. There are some questions for you to answer after listening.‎ ‎(呈现任务，听‎1a录音并核对答案。)‎ ‎(1) Who will go back to America, Kangkang or Michael?‎ ‎(2) Has Kangkang done anything that hurt Michael’s feelings?‎ What does Kangkang say?‎ ‎(3) What are they going to remember?‎ ‎2. (进入1b部分。)‎ ‎(把学生分成两组，分角色朗读‎1a。)‎ T: All right. Read the dialog in roles. Group 1 and Group 2 act as Kangkang. Group 3 and Group 4 act as Michael. One, two, three, go!‎ T: Now, you have to finish a task alone according to the dialog. Turn to 1b on page 43. Fill in the blanks and finish it as soon as possible.‎ ‎(学生独立完成，老师核对答案。)‎ T: The answers are: miss, has done, feelings, sorry, have forgotten, remember.‎ ‎3. (进入‎2a部分。)‎ T: Boys and girls, maybe some of you will make speeches at the graduation ceremony. Today, we’ll learn how to make it. There are two speeches at the graduation ceremony in ‎2a. Let’s see what they say in the speech. Read the passage in 2 minutes. Then finish the tasks below:‎ ‎(教师呈现写有阅读任务的小黑板。2分钟后检查同学们完成的情况。)‎ How they feel What they have got What they will do Step 3 Consolidation 第三步 巩固(时间:8分钟)‎ 巩固2a，完成2b。‎ ‎1. (学生再读课文，加深句子理解，找关键词，复述课文。)‎ T: Read ‎2a again, and have a further understanding of the sentences in the text. At the same time, you should underline the key words and phrases, and try to retell ‎2a in your own words.‎ ‎(进入2b部分。)‎ T: I’ll check how you grasp the text. Turn to 2b on page 44, and choose the similar meanings. At first, finish the part alone.‎ ‎2. (整合文章内容。练习学生的语音和语调，进一步加深对文章的理解。)‎ T: Here are some questions. Could you answer them according to the text?‎ ‎(教师板书阅读任务，同时给学生一些思考的时间。)‎ ‎1. Why is Maria feeling so excited and happy?‎ ‎2. What has Maria got during the three-year time?‎ ‎3. What will Kangkang do after graduation?‎ ‎(师生共同核对答案。)‎ Step 4 Practice 第四步 练习(时间:5分钟)‎ 进行活动，完成2c。‎ ‎(小组讨论在毕业典礼上的发言。)‎ T: We have learnt two speeches and discussed how to make a speech. Now, we’ll discuss what you are going to say at the graduation ceremony. You can prepare your speech according to the 5 aspects below.‎ ‎(教师给出讨论的要点。)‎ ‎(1) My feeling.‎ ‎(2) The reasons for my excitement and happiness.‎ ‎(3) What I’ve learnt and done during the three years.‎ ‎(4) The most moving event.‎ ‎(5) My plan for the future.‎ ‎(教师根据情况让1~2名学生陈述。)‎ Step 5 Project 第五步 综合探究活动(时间:5分钟)‎ 写作练习。‎ ‎1. (练习写毕业典礼演讲稿。)‎ T: I think most of you have prepared for writing a speech. Now, write it on your exercise book. There are some requirements for you.‎ ‎(1) 先列出提纲，再写正文。‎ ‎(2) 文章中尽量能运用已学或你收集的谚语或俗语。如:‎ ‎①Where there is a will, there is a way.‎ ‎②It’s the thought that counts.‎ ‎③No pains, no gains.‎ ‎(3) 词数:80-100。‎ ‎2. Homework Think of the things that have happened between you and your classmates during the past three ‎ years. Which ones do you think are not good for you? Show your reasons.‎ 板书设计 I will remember our friendship forever.‎ Section B say goodbye to … unforgettable get along well with … bottom beg one’s pardon Section C The main activities are ‎1a, 2 and 3. 本课重点活动是‎1a, 2和3。‎ Ⅰ. Teaching aims and demands教学目标 ‎1. Master the new phrase:‎ come to ‎2. Learn to talk about the feelings about farewells.‎ ‎3. Learn some information about graduation.‎ Ⅱ. Teaching aids教具 录音机/图片/各种毕业证书及学历证书 Ⅲ. Five-finger Teaching Plan五指教学方案 Step 1 Review 第一步 复习(时间:10分钟)‎ 由图片展开毕业典礼话题。‎ ‎1. (向学生出示康康做演讲的图片，展开毕业典礼话题。复习Section A和Section B中的内容。)‎ T: Hello, boys and girls, what’s Kangkang doing?‎ Ss: He is making a speech.‎ T: Where is he making the speech?‎ Ss: He is making the speech at the graduation ceremony.‎ T: When will they graduate from Ren’ai International School?‎ Ss: At this weekend.‎ T: What must they do before graduation?‎ Ss: They must pass the final examination.‎ T: What will Michael do to get ready for their graduation ceremony?‎ Ss: He will write some words on the blackboard with colored chalks.‎ T: What has Jane done for it?‎ Ss: She’s got many cards.‎ T: What has Kangkang done for it?‎ Ss: He’s prepared a large package of presents.‎ T: You will graduate very soon. What will you do for it?‎ S1: I will …‎ S2: I …‎ S3: …‎ T: You have been together at school for about three years. The days you have spent together will be a beautiful memory in your life. So we say they are the golden old days. How are you feeling now?‎ ‎(让学生们说出毕业前的心情，为后面的写作打下基础。)‎ S4: I feel excited because I will go to another school to learn more.‎ S5: I feel worried because I must pass the final examination.‎ S6: I feel proud because I won the prize of “Excellent Student” in my class.‎ S7: I feel sorry because we will leave our school. Maybe we can’t meet each other for a long time.‎ S8: …‎ ‎…‎ T: What will you say to your old friends?‎ S9: I’m going to remember all the good time we’ve had together.‎ S10: If I hurt you sometime, I want to say I’m sorry.‎ S11: I’ll miss you all, my dear friends.‎ S12: We can get together again some time in the future.‎ S13: …‎ ‎…‎ ‎2. (听前准备。设置几个与本短文有关的话题，提前解释文中的某些句子。)‎ T: You will have a graduation ceremony very soon. But what is a graduation ceremony?‎ ‎(帮助同学们用课文中的句子做出回答。)‎ Ss: A graduation ceremony is a custom which takes place when students graduate from a school.‎ T: When you graduate from a school, you will receive a document. On the paper, your name, your school’s name and your principal’s name will besign. We call the document diploma. It shows that you have successfully completed a course or has passed an examination, and also it means that you will meet a new possibility.‎ ‎(板书画线单词。要求理解document和possibility；了解principal和[来 diploma。)‎ document, possibility, principal, diploma ‎(呈现各种毕业证书及学历证书，让学生更明确地理解其含义。)‎ T: What does a graduation ceremony mean?‎ Ss: It marks the end of a period in one’s school life.‎ ‎(帮助学生回答。)‎ Step 2 Presentation 第二步 呈现(时间:10分钟)‎ 呈现1a。‎ ‎1. (设置一个问题，读第一段，找出段落主题。)‎ T: Read the first paragraph of ‎1a and answer the question: What is the paragraph about?‎ ‎(听录音，回答问题。)‎ Ss: It’s about a graduation ceremony.‎ ‎(以同样的方式阅读第二段和第三段。)‎ ‎2. (读全文，让同学们画出文中难以理解的内容，教师做出讲解。)‎ T: Let’s read the text again and underline the words, expressions and sentences that are difficult to understand. When you finish it, I will explain.‎ Step 3 Consolidation 第三步 巩固(时间:8分钟)‎ 巩固1a，完成1b和1c。‎ ‎1. (自读‎1a，完成1b。)‎ T: Read ‎1a by yourselves and answer the questions in 1b.‎ ‎(请同学们说出问题答案，并核对。)‎ ‎2. (四人小组活动，写出每段的关键词，并派一个代表复述课文。)‎ T: Please work in groups of four and find out the key words in each paragraph. Then I’ll ask one student of each group to retell the passage.‎ ‎(如果学生们感到有难度，可让他们逐段复述。)‎ ‎3. (重点读最后一段，完成‎1c。)‎ T: Read the last paragraph of ‎1a and fill out the table in ‎1c. You can also add your own opinions.‎ ‎(完成表格之后，找几个同学把添加的内容以师生对话的形式汇报。)‎ T: How do you feel when the graduation ceremony comes?‎ S1: …‎ T: Why?‎ ‎(以相同的方法问其他的学生。)‎ Step 4 Practice 第四步 练习(时间:12分钟)‎ 完成2。‎ ‎1. (教师总结学生们的回答，把内容引向2。)‎ T: Different students have different feelings. But most people are not willing to leave. What about Kangkang? A journalist is interviewing him after the graduation ceremony. Complete the dialog and then practice it with your partner.‎ ‎(1)(自读对话，填入正确答案。)‎ ‎(2)(设置问题，引导学生深入理解对话。并对2中生词anniversary稍做解释，要求学生了解即可。)‎ ‎① What’s Kangkang’s feeling?‎ ‎② Is he willing to leave his school?‎ ‎③ Will he keep in touch with his teachers and friends?‎ ‎④ Will he come back to see his school? When?‎ ‎(板书并稍作解释。)‎ anniversary ‎(3)(两人一组表演对话。)‎ T: Work in pairs to practice the dialog.‎ ‎2. (总结离别前夕大家所想的、所做的，复习前几节课内容。)‎ T: Work in groups of four. Then ask one student to report to others.‎ ‎(1)What have they done or what did they do?‎ ‎(2)What should they do for the graduation?‎ ‎(3)What do they want to do?‎ Summarize the contents and fill in the table.‎ Name Things they have done Things they should do Things they want to do ‎]‎ Step 5 Project 第五步 综合探究活动(时间: 5分钟)‎ 学生畅谈毕业前夕的感想。‎ ‎1. (讨论。写出在毕业前夕自己的感受及想对老师和朋友说的话，以口头形式作汇报。)‎ T: Please tell your partner what your feelings are and what you will say to your teachers and old friends.‎ S1: …‎ S2: …‎ ‎2. Homework Write a passage about what your feelings are and what you will say to your teachers and old friends when you are leaving school.Finish3.‎ 板书设计:‎ I will remember our friendship forever.‎ Section C document /5da:kjum[nt/ n. △principal ‎ △diploma /dI5pl[Um[/ n.‎ possibility /7pa:sE5bIlEti/ n. △anniversary Section D The main activities are ‎1a, 2 and 4. 本课重点活动是‎1a, 2和4。‎ Ⅰ. Teaching aims and demands教学目标 ‎1. Master some new words and phrases: ‎ in time, in a hurry, set off, get back, go for a walk, awake, alive, for ever ‎2. Sum up the sentence patterns and useful expressions about farewells in Topic 3. ‎ ‎(1)It was hard to set off because so many people wanted to say goodbye to my family.‎ ‎(2)..., I’m sad to be here watching you all heading back home.‎ ‎(3)..., which flight will you take?‎ ‎(4)I’m sorry I have to go now.‎ ‎(5)I hope you will have a great future. I look forward to reading about it in your e-mails.‎ ‎(6)We’ll miss you!‎ ‎(7)Keep in touch!‎ ‎(8)Have a safe flight!‎ ‎3. Learn to express the feeling of being reluctant to part and cherish the friendship.‎ Ⅱ. Teaching aids教具 录音机/小黑板 Ⅲ. Five-finger Teaching Plan五指教学方案 Step 1 Review 第一步 复习(时间:10分钟)‎ 复习谚语。畅谈毕业典礼及感受。呈现新词为1a的学习作铺垫。‎ ‎1. (复习本单元谚语，教师以英汉交互的形式提问复习。)‎ T: Some sayings are very important to us and we are familiar with them. Let’s review some of them together.‎ T: S1，礼轻情义重。‎ S1: It’s the thought that counts.‎ T: 有志者事竟成。‎ S2: Where there is a will, there is a way.‎ T: 凡人皆有得意日。‎ S3: Every dog has its day.‎ ‎(老师说出英语，让同学们说出汉语，扩展同学们的知识。)‎ T: No pains, no gains.‎ Ss: 不劳无获。‎ T: A friend in need is a friend indeed.‎ Ss: 患难见真情。‎ T: An early bird catches worms.‎ Ss: 勤能补拙。‎ T: Waste not, want not.‎ Ss: 俭以防匮。‎ T: All roads lead to Rome.‎ Ss: 条条大路通罗马。‎ T: When in Rome, do as Romans do.‎ Ss: 入乡随俗。‎ ‎2. (复习与毕业有关的内容，为引出新课作铺垫。)‎ T: What does a graduation ceremony mark?‎ ‎(帮助学生一起回忆教材中有关的句子。)‎ Ss: It marks the end of a period in a student’s school life.‎ T: It means something else. What does it mean?‎ ‎(让学生们自主发表意见。)‎ S4: It means we must leave this school.‎ S5: It means we can’t be together any longer.‎ S6: It means we have grown up.‎ S7: It means we can see each other only in our dreams.‎ S8: It means we may not see each other again.‎ ‎(问学生自己毕业前的感受及原因。)‎ T: Everything has an end. You’ll leave our school very soon. How do you feel about it?‎ S9: I’m happy.‎ T: Why?‎ S9: Because I can find new friends in another school.‎ ‎(以相同的方式问其他学生。)‎ S10: …‎ S11: …‎ T: What do I feel? Do you know?‎ Ss: We don’t know. What do you feel?‎ ‎(教师通过这个问题来呈现本课新单词。)‎ T: I feel happy because you have grown up. But I feel disappointed, too. Because I always dream of you these days, and in those dreams we went back to the past. We went for a walk on the seaside together. When I awake, I can’t see you. Then I will feel anxious and come back to school in a hurry. I want to get to school quickly and stay with you for ever.‎ ‎(板书画线单词和词组，掌握：awake, in a hurry, go for a walk, for ever；理解seaside并回顾hurry的用法。)‎ awake, in a hurry, go for a walk, seaside, for ever T: “Awake” means “wake up”.‎ Example: ‎ I always awake at 6:00, and then I get up at once.‎ T: “Hurry” is used as a noun here. ‎ Example: Kangkang got up late and he went to school in a hurry.‎ ‎(继续提出问题，为‎1a的呈现打下基础。)‎ T: Where is Maria from?‎ Ss: She is from Cuba.‎ T: Where is Michael from?‎ Ss: He is from the U.S.A.‎ T: Where is Jane from?‎ Ss: She is from Canada.‎ ‎(教师总结，引出机场送行。)‎ T: Now they have graduated from Ren’ai International School. They have to go back home. How can they go back?‎ ‎(这个问题很简单，同学们会自然回答乘飞机。)‎ Ss: They can go by air/by plane.‎ T: They are leaving for their homes, or they are getting back to their homes. That means “they are starting to go back home.”‎ ‎(板书画线部分短语并要求掌握。)‎ get back = start to leave for = head back at once T: Where should Kangkang see them off?‎ Ss: At the airport.‎ T: Yes, Maria, Jane and Michael will set off by air. Can they get to the airport in time?‎ Let’s go on to ‎1a and find it out.‎ ‎(板书画线部分并要求掌握。)‎ set off in time Step 2 Presentation 第二步 呈现(时间:5分钟)‎ 呈现1a。‎ ‎1. (设置问题，让学生带着问题去听，锻炼其从听力材料中获取信息的能力。)‎ ‎ (用小黑板呈现问题。)‎ T: Now, let’s listen to the tape and find out the answers to the questions that I give you.‎ ‎(1)Who is the last one to get to the airport?‎ ‎(2)Why is she so late?‎ ‎(3)Which flight will Jane take?‎ ‎(4)Why will Maria worry about Michael?‎ ‎(5)From the dialog, we can know some doesn’t like to write a lot.Who is that?‎ ‎2. (放录音，让学生找出答案。)‎ Step 3 Consolidation 第三步 巩固(时间:10分钟)‎ 回答有关1a的问题并找出送别用语。然后分角色表演对话。完成1b。‎ ‎1. (打开课本，看着对话听录音，找出与送别相关的句子，及送别用语并给出问题的答案。要求学生理解head，了解hug。)‎ T: Open your books to page 47. Listen to the tape again. Then answer the questions. At last, please find out the sentences about farewells.‎ ‎(1)Why is it a sad farewell?‎ ‎(2)How do they plan to keep in touch?‎ ‎(3)What does Michael like doing?‎ ‎(板书并要求学生了解。)‎ farewell The answers are:‎ ‎(1)Because they may not see each other again.‎ ‎(2)They plan to keep in touch by sending e-mails.‎ ‎(3)He likes playing skateboard crazily.‎ ‎(送别用语)‎ ‎(1)Sorry. It was hard to set off because so many people wanted to say goodbye to my family.‎ ‎(2)..., I’m sad to be here watching you all heading back home.‎ ‎(3)Jane, which flight will you take?‎ ‎(4)I’m sorry I have to go now.‎ ‎(5)I hope you will have a great future. I look forward to reading about it in your e-mails.‎ ‎(6)We’ll miss you!‎ ‎(7)Keep in touch!‎ ‎(8)Have a safe flight!‎ ‎2. (分角色表演对话。完成1b。)‎ T: Let’s take roles to practice the dialog.‎ Step 4 Practice 第四步 练习(时间:10分钟)‎ 学生根据1a编对话。完成活动2和3。‎ ‎1. (编相似的对话。)‎ T: Your graduation is coming soon. Let’s suppose you are seeing your friends off at the airport or at the station. Make a similar dialog in pairs or in groups. You can use the sentences about farewells that you’ve found to help yo ‎2. (阅读，完成2。)‎ ‎(1)T: Now, that’s all for it. Let’s look at 2. Complete the e-mail with the correct forms of the words given. First of all, let me explain the word“alive”. It means“continue to exist”or“keep existing”(in Chinese it means“继续存在”). We can say“keep a dream alive”and “keep a hope alive”. OK, do it please, and then I’ll check the answers.‎ ‎(板书并要求学生掌握。)‎ alive ‎ (2)(设置问题，帮助学生们深入理解短文。)‎ ‎① Where did Maria arrive?‎ ‎② Where does she often go for a walk?‎ ‎③ Why did she feel sad?‎ ‎3. (让学生读3，然后彼此检查。)‎ ‎ T: Please read 3, and check with your partner.‎ ‎4. (小组活动，谈论毕业打算及去向。)‎ T: You are going to leave school, and what are you going to do after graduation? What do you want to be in the future? How can you realize your dream? Please work in groups of four. Then I’ll ask some students to report to each other.‎ Name Want to be How to do Steve artist go to an art school Example: ‎ Steve likes painting a lot. He wants to be an artist very much, so he will go to an art school to realize his dream.‎ Step 5 Project 第五步 综合探究活动(时间: 10分钟)‎ 毕业活动设计。‎ ‎1. (学生收集名言，选一条作为自己的座右铭。)‎ T: Collect famous sayings as many as possible, and then choose one as your motto.‎ ‎2. (制作通讯录。)‎ ‎ (给同学写临别留言。帮助学生理解生词appearance。)‎ ‎ T: Collect parting wishes from your classmates.‎ T: When you leave each other and want to keep in touch with your friends, you can make an address book. Fill in the chart and report it to others.‎ ‎ (表格学生可扩展。)‎ Name Address Telephone number E-mail Motto Star sign Hobby ‎3. Homework Get your schoolmates to fill in your address book.‎ 板书设计：‎ I will remember our friendship for ever.‎ Section D in time go for a walk in a hurry for ever set off awake get back alive seaside △farewell 附录: 课堂教学用语 ‎1. 上课 (Beginning a class)‎ ‎(1)Let’s start now./Let’s begin our class/lesson.‎ ‎(2)Stand up, please.‎ ‎(3)Sit down, please.‎ ‎2. 问候 (Greeting)‎ ‎(4)Hello, boys and girls/children.‎ ‎(5)Good morning, class/everyone/everybody/children/boys and girls.‎ ‎(6)Good afternoon, class/everyone/everybody/children/boys and girls.‎ ‎(7)How are you today?‎ ‎3. 考勤 (Checking attendance)‎ ‎(8)Who’s on duty today?/Who’s helping this morning/today?‎ ‎(9)Is everyone/everybody here/present?‎ ‎(10)Is anyone away？/Is anybody away？‎ ‎(11)Is anyone absent?/Is anybody absent?‎ ‎(12)Who’s absent?/Who’s away?‎ ‎(13)Where is he/she?‎ ‎(14)Try to be on time./Don’t be late next time.‎ ‎(15)Go back to your seat, please.‎ ‎(16)What day is it today?‎ ‎(17)What’s the date today?‎ ‎(18)What’s the weather like today?‎ ‎(19)What’s it like outside?‎ ‎4. 宣布 (Announcing)‎ ‎(20)Let’s start working./Let’s begin/start a new lesson./Let’s begin/start our lesson.‎ ‎(21)First, let’s review/do some review.‎ ‎(22)What did we learn in the last lesson?‎ ‎(23)Who can tell/remember what we did in the last lesson/ yesterday?‎ ‎(24)Now we’re going to do something new/different./Now let’s learn something new.‎ ‎(25)We have some new words/sentences.‎ ‎5. 提起注意 (Directing attention)‎ ‎(26)Ready?/Are you ready?‎ ‎(27)Did you get there?/Do you understand?‎ ‎(28)Is that clear?‎ ‎(29)Any volunteers?‎ ‎(30)Do you know what to do?‎ ‎(31)Be quiet, please./Quiet, please.‎ ‎(32)Listen, please.‎ ‎(33)Listen carefully, please.‎ ‎(34)Listen to the tape recorder/the recording.‎ ‎(35)Look carefully, please.‎ ‎(36)Look over here.‎ ‎(37)Watch carefully.‎ ‎(38)Are your watching?‎ ‎(39)Please look at the blackboard/picture/map …‎ ‎(40)Pay attention to your spelling/pronunciation.‎ ‎6. 课堂活动 (Classroom activities)‎ ‎(41)Start！/Start now.‎ ‎(42) Everybody together./All together.‎ ‎(43)Practise in a group./Practise in groups./In groups, please.‎ ‎(44)Get into groups of three/four …‎ ‎(45)Everybody finds a partner/friend.‎ ‎(46)In pairs, please.‎ ‎(47)One at a time./Let’s do it one by one.‎ ‎(48)Now you, please./Your turn (Student’s name).‎ ‎(49)Next, please. Now you do the same, please.‎ ‎(50)Let’s act./Let’s act out/do the dialogue.‎ ‎(51)Who wants to be A?‎ ‎(52)Practise the dialogue, please.‎ ‎(53)Now Tom will be A, and the other half will be B.‎ ‎(54)Please take (play) the part of …‎ ‎(55)Whose turn is it?‎ ‎(56)It’s your turn.‎ ‎(57)Wait your turn, please.‎ ‎(58)Stand in line./Line up.‎ ‎(59)One by one./One at a time, please.‎ ‎(60)In twos./In pairs.‎ ‎(61)Don’t speak out.‎ ‎(62)Turn around.‎ ‎7. 请求 (Request)‎ ‎(63)Could you please try it again?‎ ‎(64)Could you please try the next one?‎ ‎(65)Will you please help me?‎ ‎8. 鼓励 (Encouraging)‎ ‎(66)Can you try?‎ ‎(67)Try, please.‎ ‎(68)Try your best./Do your best.‎ ‎(69)Think it over and try again.‎ ‎(70)Don’t be afraid/shy.‎ ‎9. 指令 (Issuing a command)‎ ‎(71)Say/Read after me, please.‎ ‎(72)Follow me, please.‎ ‎(73)Do what I do.‎ ‎(74)Repeat, please./Repeat after me.‎ ‎(75)Once more, please./One more time, please]‎ ‎(76)Come here, please.‎ ‎(77)Please come to the front./Come up and write on the blackboard/chalkboard.‎ ‎(78)Come and write it on the blackboard.‎ ‎(79)Please go back to your seat.‎ ‎(80)In English, please.‎ ‎(81)Put your hand up, please. Raise your hand, please.‎ ‎(82)Put your hands down, please./Hands down, please.‎ ‎(83)Say it/Write it in Chinese/English.‎ ‎(84)Please take out your books.‎ ‎(85)Please open your books at page …/Find page …/Turn to page …‎ ‎(86)Please answer the question/questions./Please answer my question(s).‎ ‎(87)Please read this letter/word/sentence out loud./Please read out this letter/word/sentence.‎ ‎(88)Please stop now./Stop now, please./Stop here, please.‎ ‎(89)Clean up your desk/the classroom, please.‎ ‎(90)It’s clean-up time./Tidy up your desk/the classroom.‎ ‎(91)Put your things away./Clean off your desk./Pick up the scraps.‎ ‎(92)Clean the blackboard.‎ ‎(93)Plug in the tape-recorder, please.‎ ‎(94)Put the tape-recorder away.‎ ‎(95)Put the tape in its box/cassette.‎ ‎(96)Listen and repeat.‎ ‎(97)Look and listen.‎ ‎(98)Repeat after me.‎ ‎(99)Follow the words.‎ ‎(100)Fast./Quickly!/Be quick, please.‎ ‎(101)Hurry!/Hurry up, please.‎ ‎(102)Slow down, please.‎ ‎(103)Slowly.‎ ‎(104)Bring me some chalk, please.‎ ‎10. 禁止和警告 (Prohibition and warning)‎ ‎(105)Stop talking./Stop talking now, please.‎ ‎(106)Don’t talk./Everybody quiet, please.‎ ‎(107)Don’t be silly.‎ ‎(108)Settle down.‎ ‎11. 评价(Assessment)‎ ‎(109)Good, thank you.‎ ‎(110)Good!/Very good./Good job./Good work./Good example.‎ ‎(111)A good answer./Nice work.‎ ‎(112)Excellent./Great!/Well done./Very good./I like the way you …‎ ‎(113)That’s interesting!‎ ‎(114)Don’t worry about it./No problem.‎ ‎(115)OK!/That’s OK.‎ ‎(116)I don’t think so.‎ ‎(117)That’s not quite right, any other answers?/That’s close./That’s almost right.‎ ‎(118)Not quite, can anyone help him/her?/Try again.‎ ‎(119)A good try.‎ ‎12. 布置作业 (Setting homework)‎ ‎(120)For today’s homework …‎ ‎(121)Practise after class./Practise at home.‎ ‎(122)Say it out loud, before you write it down.‎ ‎(123)Copy/Print/Write each word twice.‎ ‎(124)Remember (Memorize) these words/sentences.‎ ‎(125)Learn these words/these sentences/this text by heart.‎ ‎(126)Do your homework./Do the next lesson./Do the new work.‎ ‎13. 下课 (Dismissing the class)‎ ‎(127)Hand in your workbooks, please.‎ ‎(128)Time is up.‎ ‎(129)The bell is ringing.‎ ‎(130)There’s the bell.‎ ‎(131)There goes the bell.‎ ‎(132)Let’s stop here.‎ ‎(133)That’s all for today.‎ ‎(134)Class is over.‎ ‎(135)Goodbye./Bye./See you next time.‎