仁爱版英语九年级上册全册教案

仁爱版英语九年级上册全册教案Unit1TheDevelopingWorld

Topic1Ourcountryhasdevelopedrapidly.

SectionA

Themainactivitiesare1aand2.本课重点活动是1a和2。

Ⅰ.TeachingaimsanddemandsHYPER教学目标

1.Learnsomenewwordsandusefulexpressions:

cruel,proper,bytheway,bell,chairwoman,yet,grandson

2.Learnthepresentperfecttense:

Youhavejustcomebackfromyourhometown.

Wherehaveyoubeen,JaneIhavebeentoMountHuangwithmyparents.

Bytheway,where’sMariaShehasgonetoCubatobeavolunteer…

3.Learnsomefunctionalsentences:

Ifeltsorryforthem.

Theregoesthebell.

Ⅱ.Teachingaids教具

录音机/童工图片/小黑板/多媒体图片或幻灯片等Ⅲ.TeachingPlan教学方案

Step1Review第一步复习(通过教师询问暑期活动，导入话题，呈现现在完成时和部分生词。)

T:Listen!Thebellisringing.Let’sbeginourclass!(老师解释Thebellisringing等于Theregoesthebell，板书bell，要求学生掌握)

bell

Nicetoseeyouagain.Didyouenjoyyoursummerholidays

Ss:Yes.

T:(问其中一学生)Hi,LiXueqing,wheredidyougoduringyoursummerholiday

S1:Iwenttomygrandparents’home.

T:Whatdidyoudothere

S1:Iwentfishing,swimmingandsoon.

T:WangXue,wheredidyougo

S2:IwenttoWestLakewithmyfather.

T:Wow!WestLakeisabeautifulplace.Whatdidyoudothere

S2:Ienjoyedthebeautifulscenery,tookphotosandboughtmanybeautifulcards.

T:LiYang,whataboutyou

S3:Ihadtostayathometohelpmymotherwiththehousework.

T:Oh.Ifeelgladforwhatyoudid,andIthinkyou’reagoodgirl.You’rehelpful.S4,didyougotosummerclasses

S4:Yes.Idid.IwenttoanEnglishtrainingschooltoimprovemyEnglish.IthinktheEnglishtrainingschoolisaniceplaceformetoimprovemyEnglish.

T:TheEnglishtrainingschoolisaproperplacetoimproveyourEnglish.

(板书生词，请学生猜汉语意思并领读，要求掌握。)

proper

Step2Presentation第二步呈现1.(创设对话情境。Mr.Smith组织Class3去野营。在校门口集合时发现Tom没来。对话呈现have/hasgoneto…，完成2。)

Smith:Hello!Everyone.Areweallhere

Ss:No,Tomisn’there.

Smith:Doyouknowwhereheis(教师帮助学生用hasgoneto和volunteer回答。)

Ss:Yes.HehasgonetoBeijingtobeavolunteerfortheOlympics.

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

volunteer

have/hasgoneto…

(星期一Tom返回学校，Mr.Smith和Tom展开对话，呈现have/hasbeento…)

Tom:Goodmorning,Mr.Smith.

Smith:Goodmorning,Tom.YouhavejustcomebackfromBeijing.Howwasyourtrip

Tom:Cool!AndIhavebeentomanyplacesofinterest.

(教师可用简笔画呈现have/hasbeento和have/hasgoneto，并讲解它们的区别。)

Hehasbeentoschool.

Hehasgonetoschool.

2.T:Mr.Smithandhisclasshadagoodtime.Bytheway,doyouknowwhatRita,JaneandKangkangdidduringtheholiday

(板书bytheway，要求学生掌握)

bytheway

T:Now,listento1a.Kangkangandhisfriendsaretalkingabouttheirdifferentexperiences

duringtheirholidays.Payattentiontowhattheyhavedone.

(播放1a录音，注意文中主人公在暑假中的活动。)

T:From1a,weknowsomeonehasjustcomebackfromIndia.Whoisshe,SallyorRita

(教师加重语气读hasjustcomeback。)

S1:Rita.

(学生若有疑问或答错，可再播放一遍录音。)

T:Yes.Youhavetherightanswer.RitahasbeentoherhometowninIndiainhersummerholiday.ButnowsheisinChina.WecansayshehasbeentoIndia.WherehasJanebeen

S2:MountHuang.

(教师引导学生用现在完成时表达。)

T:Yes.ShehasbeentoMountHuang.WherehasKangkangbeen

S3:HehasbeentoanEnglishtrainingschool.

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

T:Listentothetapeagain.Andthentalkaboutwhattheyhavedone.

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

S4:Kangkanghasbeento…

Ritahasbeento…

Janehasbeento…

…

(教师展示印度童工图画。)

T:Theyareasoldasyou.Whatweretheydoing

S4:Theywereworking.Theylookedsotiredandthin.

T:RitasawthemworkingforacruelbossinherhometowninIndia.Theycouldn’tgotoschool.Theylivedapoorlife.Ifeltsorryforthem.

(板书cruel，要求学生掌握)

cruel

Step3Consolidation第三步1.T:Now,openyourbooks.Pleaseread1a.Andthenfillinthechartin1b,accordingto1a.

(学生读对话，也可以三人小组分角色读对话，教师巡视纠正学生发音。)

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

2.T:KangkanghasbeentoanEnglishtrainingschooltoimprovehisEnglish.RitahasbeentoIndia.WhataboutyouWherehaveyoubeenAndwhatdidyoudoPleaseworkingroupstotalkaboutyoursummerholidays.

(学生三人一组进行问答。)

T:Whowilltrytoactitoutinfrontofclass

(挑几组学生进行表演，并对学生进行适时指导和鼓励。)

Forexample:

S1:IhavebeentoWestLake.

S2:(指S1问S3)Wherehashe/shebeen

S3:He/ShehasbeentoWestLake.

S2:(问S1)Whatdidyoudothere

S1:Iwentboatingonthelake.

S2:(指S1问S3)Whatdidhe/shedothere

S3:He/Shewentboatingthere.

(教师引导学生区别一般过去时与现在完成时。)

Step4Practice第四步练习

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

A:Hi,B.Wherehaveyoubeen

B:IhavebeentoShanghai.

A:Whendidyougothere

B:Iwenttherethissummerholiday.

…

C:Hi,D.WherehasLucygone

D:ShehasgonetoMountTai.

C:Whydidshegothere

D:Becauseshewantedtoseethesunrisethere.

…

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

3.(缤纷小赛场。出示幻灯片或小黑板。)

(1)Myteachergaveusthepanswer.(首字母填空)

(2)Ialsowanttobeavforthe2008Olympics.(首字母填空)

(3)These(chairwoman)can’tagreewitheachother.(适当形式填空)

(4)—Hi,Michael.Howwasyourholiday

—Wonderful!BecauseItomanyfamousmountains.(单项选择)

A.wentB.havebeenC.havegoneD.hasgone

(5)—Where’sJane,Maria

—Sheherhometowntoseehergrandparents.(单项选择)

A.returntoB.hasgonetoC.hasbeentoD.havegoneto

Step5Project第五步综合探究活动

1.(教师制作关于暑假活动的表格，让学生相互调查完成表格。)

NameWherehashe/shebeenWhatdidhe/shedo

…

…

2.Homework:Writeasurveyreport.

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

板书设计：

Ourcountryhasdevelopedrapidly.

SectionA

properbythewayHowwasyourtrip

volunteersee…doing—Wherehaveyoubeen,Jane

Theregoesthebell.—Ihavebeento…

—Where’sJane

—Shehasgoneto…

SectionB

Themainactivitiesare1a,1band2a.本课重点活动是1a,1b和2a。

Ⅰ.Teachingaimsanddemands教学目标

1.Learnsomenewwordsandexpressions:

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

2.Learnthepresentperfecttenseandusefulsentences:

HaveyoueverfedthedisabledchildrenYes,Ihave./No,Ihaven’t.

HasAnnever…Yes,shehas./No,shehasn’t.

ThoughIhadnotimetotravel,…

Isthatso

3.LearnaboutthedifferencesbetweentheChineseteenagers’livesinthepastandatpresent.

Ⅱ.Teachingaids教具

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

Ⅲ.Five-fingerTeachingPlan五指教学方案

Step1Review第一步复习

1.(通过师生问答复习现在完成时。)

T:Hi,Class.Let’splaythegame“QuickResponse”.

T:Wherehaveyoubeen,S1

S1:IhavebeentoHongKong,andIhaveboughtmanythings.

.

.

.

T:WherehasS2gone

S3:He/ShehasgonetoMr.Lee’soffice.

2.(教师出示一张吉姆的旅游照片，介绍他的假期经历，导入并教授生词。)

T:DoyouwanttoknowwhereTomhasbeenduringhissummerholiday

Ss:Yes.

T:It’saphotoofhim.Letmedescribeitforyou.

(板书)

describe

T:HehasbeentoBeijingwithhisparents,grannyandlittlesister.

(板书)

granny

T:Hislittlesisterwentthereforfurthereducation.Herdreamistostudyabroad.Ihopeherdreamwillcometrue.Ithinksomeofyouwanttostudyabroad.AmIright

(板书)

education

Ss:Yes,you’reright.

T:Soyoumuststudyhard.Withthedevelopmentofourcountry,mostofyouwillhaveachancetostudyabroad.

(板书，学生跟读熟悉单词，快速记忆。)

development,develop

Tomalsodidsomesocialactivities.(学习social，引入disabledchildren’shome。)

Step2Presentation第二步呈现

1.(老师拿出一张残疾儿童之家的图片，导入现在完成时的一般疑问句。)

T:What’sthis

Ss:It’sadisabledchildren’shome.

(理解单词disabled，板书并领读)

disabled

T:Haveyoueverbeenthere

Ss:Yes,wehave./No,wehaven’t.(引导学生去回答)

T:Mariahasbeentoadisabledchildren’shome.DoyouwanttoknowwhatMariahasdonethere

Ss:Certainly.

T:OK.Let’slistentothetapeandanswerthefollowingquestion.Whatdidshedotohelpthem

(听1a录音回答问题，老师核对答案。)

T:DidMariahaveanytimetotravel

Ss:No,shedidn’t.Butshestillfelthappy.

T:Yes.Thoughshehasnotimetotravel,shelearnedalotfromherholidayexperiences.

(老师解释though引导让步状语从句，不与but连用，然后继续询问。)

T:Sally,whatdidyoudotospendyourleisuretimeduringtheholiday

(板书leisure,learn…from…并要求理解)

leisure

Sally:Iwatchedmanyfilms.

T:Oh.Doyouwanttowatchfilmsnow,boysandgirls

Ss:Great.

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

FoodClothesEducation…

Inthepast

Nowadays

T:Todayweallhaveahappylife,butinthepast,people’sliveswereveryhard.Listentothetape,andanswerthefollowingquestions.(播放2a录音，并回答下列问题。用幻灯片出示问题，让学生读问题，并放录音。)

1.Didkangkang’sgrannyhaveahardlifeinthepast

2.Howdidmostchildrenspendtheirchildhoodinthepast

(板书，理解childhood)

childhood

2.(学生打开课本，再听2a，跟读并找出疑难点。)

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

have/liveahardlife

Isthatso

indetail

can’t/couldn’taffordsth.

Ourcountryhasdevelopedrapidly.

givesupporttosb./givesb.support

Step3Consolidation第三步巩固(时间:12分钟)

1.(分角色朗读2a，选择四组进行比赛，激发学生朗读兴趣。)

2.(听录音2c填空。提高学生听力技能，进一步了解过去与现在的生活变化。)

T:Listentothetapeandfillintheblanks.

(播放录音2c两遍，并核对答案。若有不明白之处，再放一遍。)

3.(学生两人一组，谈论过去的孩子和现在的孩子不同的生活。)

T:Workinpairstotalkaboutchildren’sdifferentlivesinthepastandnowadays.

Forexample:

S1:Inthepast,manyfamilieswerebigandpoor.

S2:Yes.Theparentscouldn’taffordtheirchildren’seducation.

S1:Thechildrenhadnochancetogotoschool.

S2:Someofthechildrenhadtobechildlaborers.

S1:Ifeelsorryforthem.Wearesohappynowadays.

S2:Nowadays,ourcountryhasdevelopedrapidly.Mostchildrencangetagoodeducation.

T:Justnow,youcomparedChineseteenagers’livesinthepastwiththosenowadays.Youcanwriteanarticleaboutitafterclass.

Step4Practice第四步练习(时间:10分钟)

1.(出示残疾儿童的图片，指令学生运用现在完成时，针对图片进行问答练习。)

(1)—Haveyouevertoldstoriestothekids—Yes,Ihave.

(2)—Haveyoueverfedthedisabledchildren—No,Ihaven’t.

(3)Ihavecleanedtheirrooms.

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

cleancleanedshutshut

digdugdodid

(板书并掌握生词shut和dig)

shut,dig

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

A:Chatonline.

B:Haveyouchattedonline/Hashechattedonline

C:Yes,Ihave./No,hehasn’t.

Step5Project第五步综合探究活动(时间:5分钟)

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

T:Weknowalotaboutthedifferencesbetweenteenagers’livesinthepastandnowadays.WhatareyouropinionsDoyoucareaboutyourparents’childhoodDoyoucareaboutyourgrandparents’livesintheirchildhoodIfso,youcanaskyourparentsoryourgrandparentssomequestions.Makeasimplesurveyreportatlast.(调查可以是关于娱乐、运动、学习、饮食、住房、穿着、健康、工作等方面的。)

(板书生词teenager和nowadays，并要求理解)

teenager,nowadays

2.Homework:Accordingtoyoursurvey,pleasewriteanarticleaboutteenagersnowadays.

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

(为出色完成此项作业也可鼓励学生利用多种方式获得信息。)

T:It’spossibletoreadthetextofSectionBtofinishyourarticleandyourparentscanalsohelpyou.Whatelsecanyoudotogetinformation

Ss:WecansearchtheInternet.

T:Excellent!Haveabreak!

Ss:Thankyou.Seeyou!

板书设计:

Ourcountryhasdevelopedrapidly.

SectionB

social—Haveyoueverfedthedisabledchildren

describe—Yes,Ihave./No,Ihaven’t.

development—HasAnnever…

ThoughIhadnotimetotravel,…—Yes,shehas./No,shehasn’t.

Isthatso

WiththedevelopmentofChina,…

SectionC

Themainactivityis1a.本课重点活动是1a。

Ⅰ.Teachingaimsanddemands教学目标

1.Learnsomenewwordsandusefulexpressions:

communication,quick,keepintouchwith,faraway,sort,rapid,progress,makeprogress,already,succeed

2.Goonlearningthepresentperfecttense:

(1)MygrannyhaslivedinBeijingformorethanfortyyears.

(2)Beijinghasmaderapidprogress.

3.Comparethelivingconditionsinthepastwiththoseatpresent.LearnthegreatchangesinChina.

4.TellthestudentstocherishthelifeatpresentandstudyhardtomakeChinastronger.

Ⅱ.Teachingaids教具

录音机/投影仪/旧北京城的图片/新北京城的图片/自己家乡新旧变化的图片

Ⅲ.Five-fingerTeachingPlan五指教学方案

Step1Review第一步复习(时间:10分钟)

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

Forexample:

T:Whatdoyouthinkofyourlifeatpresent

Ss:Weliveahappylife.

T:Whocantelluswhatyourgrandparents’lifewaslikeinthepast

S1:Letmetry.Mygrannyhadahardlifeduringherchildhood.Herfamilywasverybigandpoor.Herparentscouldn’taffordhereducation.

S2:Mygrandpausedtobeachildlaborer…

S3:…

T:Verygood.Soyoushouldenjoytoday’slifeandstudyhard.

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

S1:Wehaveabalanceddiet.

S2:Wecanweardifferentkindsofclothes.

S3:Wecanalsogetagoodeducation.Forexample,wehavechancestodrawpictures,playmusicalinstrumentsandreceivesomeothertraining.

…

Step2Presentation第二步呈现(时间:12分钟)

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

T:Let’slookattheplacewhichKangkang’sgrannylivedin.ItwasoldBeijing.WhatwereBeijing’sroadslikeLookattoday’sBeijing.WhatareBeijing’sroadslikenow

S1:InthepastBeijing’sroadswerenarrow.

S2:ButBeijing’sroadsarewidenow.

T:You’reright.Doyouknowhowtokeepintouchwithourfriendsfaraway

(板书narrow，要求理解。)

narrow

(板书，讲解且要求掌握。)

faraway,keepintouchwith

S1:WecankeepintouchwithourfriendsontheInternet.

S3:Wecanalsousefaxmachines.

S4:Wecanusecellphonetokeepintouchwithourfriends.

T:Great.Butdoyouknowhowpeoplekeptintouchwiththeirfriendsinthepast

S1:Theyusedtowriteletters.

T:Yes,good.Atthattimeifwewantedtokeepintouchwithothers,wecouldalsosendtelegrams.OK,weknow,inthepastwecouldwriteletters,andsendtelegramstokeepintouchwithourfriends.Butnowadayswecanusemanysortsofcommunicationsmethods,suchastelephones,cellphones,faxmachines,theInternetandsoon.

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

fax,telegram,sort,communication

T:Inthepastthecommunicationswereslow,buttoday’scommunicationsareveryquick.Sowecansay,Chinahasmaderapidprogress.

(板书，掌握生词quick,rapid,progress)

quick,rapid,progress

2.(学生打开书，快速阅读1a，完成1b，找出每段的中心句。)

T:Openyourbooks,read1aquicklyandfindoutthemainideasoffourparagraphs.

(1)Kangkang’sgrannyhasseenthechangesinBeijingherself.

(2)Inthe1960s,thelivingconditionsinthecitywerepoor.

(3)Chinahasdevelopedrapidlysince1978.

(4)Itisimportanttorememberthepast,liveinthepresentanddreamaboutthefuture.

3.(仔细阅读1a,并回答下列问题,提高阅读理解能力,用幻灯片出示问题。)

(1)HowaboutBeijing’sroadsinthepast

(2)Couldmostfamiliesgetenoughfoodinthepast

(3)Whydidn’tthechildrenhaveachancetogotoschool

(4)Whataboutpeople’slivesnowadaysinBeijing

(教师核对答案,并加以纠正。)

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

see…oneself

narrow(要求理解)

so…that…

relative

faraway

notonly…butalso…

already

Chinahasdevelopedrapidlysince1978.

Step3Consolidation第三步巩固(时间:12分钟)

(让学生再次阅读。两人一组填表格,加深对北京今昔变化的了解。)

(用投影仪出示表格。)

InthepastNowadays

Roads

Houses

Communications

Livingconditions

Step4Practice第四步练习(时间:8分钟)

1.(再次呈现新旧北京城的图片,参照上一步的表格，师生互动,完成1c。)

T:WhatwereBeijing’sroadslikeinthepast

S:Beijing’sroadswerenarrow.

T:WhathashappenedtoBeijing’sroadsnowadays

S:Beijing’sroadshavechanged.Theyarewiderthanbefore.Therearemoreringroads.

T:WhatwillBeijing’sroadsbelikeinthefuture

S:IthinkBeijing’sroadswillbethewidestintheworldinthefuture.

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

R:Hello!Howdoyoudo

M:Howdoyoudo

R:MayIaskyousomequestions

M:Ofcourse.Goahead.

R:HowlonghaveyoulivedinBeijing

M:Ihavelivedhereformorethanthirtyyears.

R:Oh.Canyoudescribetheroads,housesandlivingconditionsofBeijinginthepast

M:OK.IwasborninoldBeijing.Atthattime,Beijing’sroadswerenarrowandcrowded.Myhousewassmallanddarkandthelivingconditionswerehard.Insummer,itwasveryhotandinwinteritwasverycold.Howhardthelifewas!ButnowyoucanseeBeijing’sroadsarewiderandwider.Iliveinatallandbrightbuildingandmylivingconditionsarecomfortable.Howhappythelifeis!

R:Thankyou.

(找尽可能多的学生做采访，比一比哪个组更好。)

Step5Project第五步综合探究活动(时间:3分钟)

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

Homework:Writeapassageon“Changesinmyhometown”.Eightywordsatleast.

板书设计：

Ourcountryhasdevelopedrapidly.

SectionC

see…oneself

keepintouchwith

faraway

Chinahasdevelopedrapidlysince1978.

happentosb./sth.SectionD

Themainactivitiesare1and4.本课重点活动是1和4。

Ⅰ.Teachingaimsanddemands教学目标

1.Learnsomenewwordsandusefulexpressions:

rope,war,note,composition,consider,drawup,tool,thanksto

2.Reviewthepresentperfecttense.

3.FeelandwritedownthechangesofChina.

Ⅱ.Teachingaids教具

2中的图片/录音机/小黑板/几张新旧环境对照图

Ⅲ.Five-fingerTeachingPlan五指教学方案

Step1Review第一步复习(时间:12分钟)

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

T:Wehaveknownthechangesaroundus.Let’stalkaboutthemtogether.

(教师引导学生一起讲述一些中国生活条件的变化。)

(1)Theroadsinthepastwerenarrowanddirty.Nowtherearemanycleanandwideringroadsinthecities.

(2)Wehavebighousestolivein.Theyareverycomfortable.

(3)Wehavedifferentkindsoffoodtoeatandfashionableclothestowear.

(4)Wecanusecomputers,telephones,andfaxmachinestomakeourcommunicationsfasterandeasier.

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

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

T:Thankstothegovernment’sefforts,people’slivingconditionshavechangedalot,especiallytheleisureactivities.Canyousaysomeleisureactivitieswhichtheyoftenhadinthepast

Ss:Watchingamovieintheopenair/Jumpingrope/Playingtugofwar/Playinghideandseek.

(板书生词，要求掌握rope,war。)

thanksto,rope,playingtugofwar,hideandseek

T:Haveyoueverplayedanyofthem

Ss:Yes,wehave.

T:Haveyoueverwatchedamovieintheopenair

Ss:No,wehaven’t.

…

Step2Presentation第二步呈现(时间:8分钟)

1.(老师继续利用2中图片对话，引出1听力内容。)

T:Ithinktheseleisureactivitiesmakeyourlivesinteresting.Whatelsehaveyoudoneexcepttheseleisureactivities

Ss:WehavejoinedanorganizationtohelptheoldintheCommunityServices.

(板书单词organization，要求理解。)

organization

T:Youaresohelpful.Ourmaincharacterin1alsojoinedthesameorganization.Let’slistentothetape.

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

T:Beforewelistentothetape,listentotherulescarefully.Eachgroupmakeonestudentwriteyouranswersontheblackboard.Thefastestoneisthewinner,andyourgroupwillwinaluckystar.Clear

Ss:Yes.

☆

Group1Group2Group3…

T:Group2isthewinner.Congratulations!

Ss:(Claps…)

Step3Consolidation第三步巩固(时间:7分钟)

1.(再次播放1录音，重复所听的句子。特别注意要填入的重要信息。)

T:Listenagainandpayattentiontotheimportantinformationsuchashow,when,what,andhowmany.

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

T:Talkaboutthethingsyouhavedone,anddoanoralcomposition.

Duringthesummerholiday,myclassmatesandIoftenwenttotheCommunityServicefortheold.Webroughtmanythingsforthemsuchasdeliciousfood,newclothesandCDsofPekingopera.Theylikedthemverymuch.Wealsocleanedrooms,washedclothesandperformedprogramsforthem.Theyweresohappyandexcited,andsowerewe.Step4Practice第四步练习(时间:10分钟)

1.(播放录音3a，学生跟读。)

T:Next,let’sreviewthepresentperfecttense.

(板书3a中的关键句。)

1.—Wherehaveyoubeen

—Ihavebeento…

2.—Haveyoueverdone…

—Yes,Ihave./No,Ihaven’t.

3.ShehasgonetoCuba.

4.…haslivedin…formorethan…years.

2.T:Now,canyouusethepresentperfecttensetomakesentencesasmanyaspossible

(让学生回顾以前所学的现在完成时，说出更多的句子。)

(教师提出问题，让学生一个接一个问答，训练现在完成时的用法。)

ExampleA:T:WherehaveyoubeenthisSunday

S1:I’vebeentothecountryside.Whataboutyou,…

S2:I’vebeentotheGreatWall.Wherehaveyoubeen,…？

S3:I’vebeento…

S4:…

ExampleB:T:HaveyoubeentoBeijing

S5:No,Ihaven’t.ButIhavebeentoShanghai.Whataboutyou,…

S6:IhavebeentoXiamen.HaveyoubeentoXiamen,…

S7:Yes,Ihave.

S8:…

3.(播放3b录音，让学生跟读。复习3b中的重点句子。)

4.(利用多媒体或小黑板做一些现在完成时的练习。)

(1)A:you(make)yourbed

B:Yes.

(2)I(water)theflowersalready.

(3)Mymother(work)inthehospitalfortwentyyears.

(4)A:Where’sMaria

B:Shetothelibrary.

(5)LilyBeijingtwice.

(学生完成后，核对答案。)

(1)Havemade

(2)havewatered

(3)hasworked

(4)hasgone

(5)hasbeento

Step5Project第五步综合探究活动(时间:8分钟)

1.(教师出示第4部分的挂图或让学生直接看课文的插图。)

T:Wehavereviewedtheusefulexpressionsandgrammars.Let’swriteacompositionaboutthechangesinLiMing’shometownwiththehelpofthenotes.Beforeyouwriteit,youshouldconsideritcarefully,andthenyoushoulddrawupanoutline.

(板书note,composition,consider,drawup，要求掌握)

note,composition,consider,drawup

(学生四个一组讨论图画内容或同桌之间讨论。)

S1:ThehousesinPicture1aresolowandold.

S2:LiMinghaslivedthereformanyyears.

S3:Now,therearemanytallbuildings.

…

T:Wehavetalkedaboutthesepictures.SowehaveknownalotaboutthechangesinLiMing’shometown.Youcanwriteacompositionaboutthat.

Thetitle:ChangesinLiMing’sHometown.

(学生讨论后，学习4中写作的各个步骤。)

T:Whenyouwriteacomposition,youshouldfollowthesesteps:

First,consideritcarefullybeforewriting.

Second,drawupanoutline.

Third,writethecomposition.

Finally,checkoverthecomposition.

Hereisanexampleofanoutline.

(出示投影或小黑板。)

1.changesinlivingconditions

2.changesinworkingtools

3.changesineducation

4.changesintransportation

(板书生词tool，并要求学生掌握)

tool

T:Atlastyoushouldcometotheconclusion:

Thankstothegovernment’sefforts,ourhometownisbecomingbetterandbetter.

Now,writeyourowncomposition.

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

2.Homework:

(1)Finishthecompositionifyouhaven’tfinishedit.

(2)Imaginewhatourcountrywillbelikein2050,andwriteanoutline.

板书设计：

Ourcountryhasdevelopedrapidly.

SectionD

thanksto—Haveyoueverdone…

besorryfor—Yes,Ihave./No,Ihaven’t.

WiththedevelopmentofChina…—Wherehaveyoubeen

keepintouchwith…—Ihavebeento…

ShehasgonetoCuba.

Topic2

SectionA

Themainactivitiesare1a,2and3a.本课重点活动是1a,2和3a。

Ⅰ.Teachingaimsanddemands教学目标

1.Mastersomenewwordsandusefulexpressions:

probably,European,population,takeplace,becauseof,policy,neither,recent

2.Goonstudyingthepresentperfectwith“just,already,yet,ever,never”:

(1)Ihavejustcalledyou.

(2)Haveyoufoundhimyet

(3)HaveyoueverbeentoFrance

(4)I’veneverbeentherebefore,…

(5)ButgreatchangeshavealreadytakenplaceinChinarecently.

3.TalkaboutthechangesofeconomyandpopulationinChina.

4.Letthestudentsknowthattheyshouldcherishthehappylifenow.

Ⅱ.Teachingaids教具

录音机/多媒体课件/两张全家福照片(旧与新)/小黑板/超市购物图

Ⅲ.Five-fingerTeachingPlan五指教学方案

Step1Review第一步复习(时间:12分钟)

(教师出示一张超市购物图，通过询问学生是否曾去购物，引入本课话题。)

T:Lookatthispicture.Whatpictureisit

Ss:Itisashoppingpicture.

T:(指向一位学生)Haveyoueverbeentoashoppingcentre

S1:Yes,Ihave.

T:WhataboutyouHaveyoueverbeentoashoppingcentrewithyourparents

S2:Yes,Ihave.Ioftengoshoppingwiththem.

T:Yes.Mostofyouhaveeverbeentoashoppingcentre.Butdoyounoticethattherearemanypeopleintheshop

Ss:Yes.Therearetoomanypeoplethere.

T:Iwentshoppingyesterdaywithmydaughter.Myhusbandhasneverbeenthere.Thereweretoomanypeopleandtheshoppingcentrewastoocrowded.

(板书)

(解释ever,never，让学生跟读。)

T:MydaughterandIhavejustbeentoashoppingcenter.Whataboutyou,S1

S1:No,Istayedathome.Ihelpedmymotherdothehousework.

T:Youareagoodboy/girl.Haveyoueverbeentoashoppingcenter,S2

S2:Yes,Ihavejustbeentherewithmymother.

T:Doyoulikegoingthere

S2:Yes,Ido.Itisinteresting.

T:Butmydaughterdoesn’tlikeit.Shesaidthatthereweretoomanypeoplethere.YesterdaywhenIwasshopping,shegotlost.Andwecouldn’tfindeachother.

Ss:Didyoufindheratlast

T:Yes,shehasalreadygonehome.

(板书)

already

have/has+donesth.

just

(讲解already,just,让学生跟读。)

T:Mydaughterhatestogoshopping.Whataboutyou

S1:Ilovetogoshopping.

S3:SodoI.

S2:Idon’tlikegoingshopping.

T:NeitherdoI.

(板书)

SodoI=Ilovetogoshopping,too.

NeitherdoI=Idon’tlikegoingshopping,either.

(解释这个句子，引导学生用相同形式的句子。)

Step2Presentation第二步呈现(时间:8分钟)

1.(教师仍可用那张拥挤的超市图，引出1a的内容。)

T:NowLet’slistentothetape,andfindoutwhathashappenedtokangkangandMichael.

(教师播放录音一遍，如学生听不明白可再听一遍。)

T:Nowpleaseopenyourbooksandreadthedialogin1ayourselves.Thenanswermyquestions.

(教师在小黑板上写出问题，给学生1分钟再阅读一遍1a。)

T:Nowwehavefinishedreadingthetext.Iwillaskyousomequestions.

(引入康康的活动。)

T:Wherehaskangkangjustbeen

Ss:HeandMichaelhavejustbeentoashoppingcenter.

T:Haskangkangbeentherebefore

Ss:No.Hehasneverbeentherebefore.

T:Doeshewanttogothereagain

Ss:No,hedoesn’t.

T:Now.Iwillasksomeonetoanswer.Whydoeshehatetogoshoppingagain

(提问一个学生)

S1:Becausethereweretoomanypeoplethere.Hegotlost,andcouldn’tfindMichael.

T:You’reright.HaskangkangfoundMichaelyet

(板书并讲解)

havedonesth.yet

S2:No,hehasn’t.

T:WherewasMichael

S3:Hehasprobablygonehome.

T:DoesMarialikegoingshopping,S4

S4:No,Shedoesn’t.Shehatestogoshopping.

T:(教师引导学生总结。)FromthistextweknowMichaelandKangkanghavejustbeentoashoppingcenter.Becausethereweretoomanypeoplethere.Theygotlostandcouldn’tfindeachother.KangkangthoughtthatMichaelhadprobablygonehome.

2.T:Lookat1b.Finishit.

(给学生两分钟时间)

T:Now.Let’schecktheanswers.

3.跟读1a录音。

Step3Consolidation第三步巩固(时间:8分钟)

1.(1)(学生根据板书的重点，把对话改写成一篇短文。)

T:Accordingtothemainsentences,pleasechangethedialogintoashortpassage.

(2)(让两个学生复述对话。)

S1:MichaelandKangkanghavejustbeentoashoppingcenter.Kangkanghasneverbeentherebefore.Intheshoppingcenter,thereweretoomanypeoplethere.Theygotlostandcouldn’tfindeachother.AndatlastKangkangthoughtthatMichaelhadprobablygonehome.Kangkangdoesn’twanttogoshoppingagain.

2.(1)(让学生独立完成2，一分钟后核对答案。)

T:Now.I’llgiveyouoneminute.Pleasefinish2.Thenchecktheanswerstogether.

(2)让学生齐读2.使学生更好掌握这5个词。

Step4Practice第四步练习(时间:12分钟)

1.(用事先准备好的两张康康家的照片，用幻灯片展示在大屏幕上。)

T:Lookatthetwopicturescarefully.CanyoufindoutwhathashappenedinKangkang’sfamily

(先放3a录音，让学生听一遍课文。然后与学生一起讨论引出本对话。)

T:HowmanypeoplearethereinPicture1

Ss:Therearethree.

T:Yes.It’sanicephoto.Kangkangwassocutethen.Isitabigfamily

Ss:No,itisn’t.

T:PleaselookatPicture2.Isitabigf