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--- 2019 仁爱版初中英语九年级上、下册全学年教案 Unit 1 The Developing World Topic 1 China has developed rapidly In recent years. Section A The main activity is 1a. 本课重点活动是 1a。 Ⅰ. Teaching aims and demands 教学目标 1. Learn some new words and a phrase: proper, by the way, bell, grandpa, chairwoman, grandson 2. Learn a useful sentence: There goes the bell. 3. Learn the present perfect tense: (1)Rita, you have just come back from your hometown. (2)—Where have you been, Jane? —I have been to Mount Huang with my parents. (3)—By the way, where’s Maria? ---- --- —She has gone to Cuba to be a volunteer… 4. Talk about the children’s vacation experiences. Ⅱ. Teaching aids 教具 录音机/小黑板/学生的旅游纪念照/图片/幻灯片 Ⅲ. Five-finger Teaching Plan Step 1 Review 通过教师询问学生的暑期活动，导入话题，呈现部分生词。 T: Listen! The bell is ringing. Let’s begin our class! (教 师解释 The bell is ringing 等于 There goes the bell，板书 bell，要求学生掌握。) be ll T: Nice to see you again. Did you enjoy your summer holiday? Ss: Yes. T: Hi, S1, where did you go during your summer holiday? S1: I went to … T: S2, did you go to your grandpa’s home? S2: Yes. ---- --- (板书 grandpa，要求学生掌握。) gran dpa T: S3, where did you go? S3: I went to West Lake with my father. T: Wow! West Lake is a beautiful place. What did you do there? S3: I enjoyed the beautiful scenery, took photos and bought many beautiful postcards. T: S4, what about you? S4: I had to stay at home to help my mother with the housework. T: Oh, I feel glad for what you did, and I think you’re a good girl. You’re helpful. S5, did you go to summer classes? S5: Yes, I did. I went to an English training school to improve my English. I think the English training school is a nice place for me to improve my English. T: Yes. The English training school is a proper place to improve your English. (板书生词，请学生猜汉语意思并领读，要求学生掌握。) ---- --- pro per T: OK, you all had a good summer holiday. What about Kangkang and his friends? Let’s come to the new unit now. Step 2 Presentation 创设语言情境，呈现 have/has been to 和 have/has gone to 及部 分生词。 1. (创设对话情境。Mr. Smith 星期六组织 Class 2 去野营，大家在 校门口集合时发现 Jim 没来。师生对话，呈现 have/has gone to…) Mr. Smith: Hello, everyone! Jim isn’t here. Where is he? S1: Maybe he is at home. S2: Maybe he is ill. … Mr. Smith: No. He has gone to Beijing to be a volunteer. (板书并让学生了解 volunteer，教师适当讲解 have/has gone to ---- --- 的用法，并让学生初步掌握。) have/has gone to, volunteer (假设星期一 Jim 返回学校，Mr. Smith 和 Jim 展开对话，呈现 have/has been to。) Jim: Good morning, Mr. Smith. Mr. Smith: Good morning, Jim. You have just come back from Beijing. How was your trip? Jim: Cool! Mr. Smith: I think you have been to many places of interest. (板书并适当讲解，要求学生初步掌握。) have/has been to (教师可用简笔画呈现 have/has been to 和 have/has gone to， 讲解它们的区别并要求学生掌握。) ---- --- 2. (师生对话，简单操练 have/has been to 和 have/has gone to 的用法。) (教师特意让 S3 去办公室取作业。) T: Did you have a good summer holiday, S4? S4: Yes. T: Where have you been? S4: I have been to … T: By the way, where is S3? S4: He has gone to the teacher’s office. (板书 by the way，要求学生掌握。) by the way 3. (播放 1a 录音，回答小黑板上呈现的问题。以听力的形式呈现 1a 的主要内容。) ---- --- T: Now, listen to 1a. Kangkang and his friends are talking about their different experiences during the holiday. Answer the following questions on the small blackboard: (出示小黑板。) (1) Who has just come back from India, Sally or Rita? (2) Where has Jane been? (3) Where has Kangkang been? T: From 1a, we know someone has just come back from India. Who is she, Sally or Rita? (教师加重语气读 has just come back。) S5:Rita. T: Yes. You have the right answer. Rita has been to her hometown in India in her summer holiday. But now she is in China. We can say she has been to India. Where has Jane been? S6: Mount Huang. (教师引导学生用现在完成时表达。) ---- --- T:Yes. She has been to Mount Huang. Where has Kangkang been? S7: He has been to an English summer school. 4. (重放 1a 录音，总结重点句型并板书。) T:Listen to the tape again. And then talk about what they have done. Kangkang has been to… Rita has just come back from… Jane has been to… Maria has gone to… Step 3 Consolidation 巩固 1a，完成 1b，并引导学生区别一般过去时与现在完成时。 1. (让学生分角色读对话，教师巡视并纠正学生发音。) T: Read 1a in roles. Pay attention to your pronunciation. 2. (学生独立完成 1b 的表格。师生共同核对答案，巩固现在完成时 have / has been/gone to 这一基本句型。) T: Now, please fill in the table in 1b according to 1a. ---- --- 3. (由 1a 对话引导学生谈论暑期生活，继续巩固现在完成时。) T: Kangkang has been to an English summer school to improve his English. Rita has been to India. What about you? Where have you been? And what did you do? Please work in groups of three to talk about your summer holidays. (学生三人一组进行问答。) T: Who will try to act it out in front of the class? (挑几组学生进行表演，并对学生进行适时指导和鼓励。) Example: S1: I have been to West Lake. S2: (指 S1 问 S3) Where has he/she been? S3: He/She has been to West Lake. S2: (问 S1) What did you do there? S1: I went boating on the lake. S2: (指 S1 问 S3) What did he/she do there? S3: He/She went boating there. (教师引导学生区别一般过去时与现在完成时。) Step 4 Practice 完成 1c 和 2，强化练习现在完成时及部分重要词汇。 ---- --- 1. (教师让学生两人一组，每人拿出提前准备好的旅游照片或图片， 操练现在完成时。注意区别一般过去时、一般将来时和现在完成 时，完成 1c。) S1: Hi, S2. Where have you been? S2: I have been to Shanghai. S1: When did you go there? S2: I went there this summer holiday.… S3: Hi, S4. Where has Lucy gone? S4: She has gone to Mount Tai. S3: When will she come back? S4: She will come back in two days.… 2. (根据呈现的 have/has been to 和 have/has gone to，完成 2。 然 后 核 对 答 案 。 在 处 理 2 时 ， 板 书 并 讲 解 ， 要 求 学 生 掌 握 chairwoman 和 grandson。) chairwo man grandso n ---- --- 3. (缤纷小赛场。出示幻灯片或小黑板。) (1)My teacher gave us the p answer after the discussion.(根据首字母填空) (2)My father often took me to my hometown to see my g , a kind-hearted old man.(根据首字母填空) (3)These (chairwoman) can’t agree with each other.(适 当形式填空) (4)—Where’s Lucy, Tom? —She her hometown to see her grandparents.(单项 选择) A. return to B. has gone to C. has been to D. have gone to Step 5 Project 让学生完成暑期调查表格，并写出调查报告，进一步熟练运用现在 完成时。 1. (教师制作关于暑假活动的表格，让学生通过对话完成表格。) ---- --- Name Where has he/she What did he/she do? been? … … 2. Homework: Write a survey report about the students’ summer holidays, using the simple past tense and the present perfect tense. The report includes: (1) Where have you been? (2) What did you do? 板书设计： Our country has developed rapidly. Section A by the way How was your trip? There goes the bell. — Where have you been, Jane? —I have been to … —Where’s Maria? —She has gone to … ---- --- Section B The main activities are 1a and 2a. 本课重点活动是 1a 和 2a。 Ⅰ. Teaching aims and demands 教学目标 1. Learn some new words and a phrase: shut, rope, granny, describe, in detail, education, develop, development 2. Learn some useful sentences: (1)Though I had no time to travel, I still felt very happy. (2)Is that so? (3)Luckily, with the development of China, many things have changed, and children can get a good education now. 3. Go on learning the present perfect tense: (1)Have you ever fed them? No, I haven’ t. (2)Has Ann ever…? Yes, she has./No, she hasn’t. 4. Learn about the differences between the Chinese teenagers’ lives in the past and those at present. Ⅱ. Teaching aids 教具 图片/录音机/幻灯片 Ⅲ. Five-finger Teaching Plan Step 1 Review ---- --- 创设情境对话，复习现在完成时态，并学习部分生词。 1. (通过做游戏，复习现在完成时。) T: Hi, boys and girls. Let’s play the game “Quick Response”. T: Where have you been, S1? S1: I have been to Hong Kong, and I bought many things. … T:Where has S2 gone? S3: He/She has gone to Mr. Lee’s office. T:When will he/she come back? S3: In an hour. … 2. (教师出示一张吉姆的旅游照片，介绍他的假期经历，导入并教 授生词。) T: Do you want to know where Jim has been during his summer holiday? ---- --- Ss:Yes. T: It’s a photo of him. Let me describe it in detail. (板书并要求学生掌握。) describe, in detail S4: Has he been to Beijing? T: Yes, he has. He has been to Beijing with his parents, granny and little sister. (板书并要求学生掌握。) gran ny T: His little sister went there for further education. Her dream is to study abroad. Luckily, with the development of our country, most of you will have a chance to study abroad. You are all lucky. But there are many disabled children. They are unlucky. We should try our best to help them. Look at this picture. Let’s discuss it. (板书并适当讲解生词，要求学生掌握 education, development, ---- --- develop；理解 disabled；了解 luckily。) education luckily development → develop disabled Step 2 Presentation 创设语言情境，让学生掌握现在完成时态的一般疑问句，学习部分 生词，呈现 1a、2a，完成 2b。 1. (教师拿出一张“残疾儿童之家”的图片，导入现在完成时的一 般疑问句。) T: This picture is a disabled children’s home. Have you ever been there?(教师可用汉语解释 disabled children’s home 的意思，帮助学生理解。) Ss: Yes, we have./No, we haven’t.(引导学生回答。) T: Maria has been to a disabled children’s home. Do you want ---- --- to know what Maria has done there? Ss: Certainly. T: OK. Let’s listen to the tape and answer the following question. What did she do to help them? (听 1a 录音回答上面问题，核对答案。) T: Did Maria have anytime to travel? Ss: No, she didn’t. But she still felt happy. T: Yes. Though she has no time to travel, she has learned a lot from her holiday experiences. (教师解释 though 引导让步状语从句，不与 but 连用。板书并要求 学生掌握。) Though she has no time to travel, she … 2. (播放 1a 录音，学生跟读，注意语音和语调。) T: Please listen to 1a again and repeat. Pay attention to the pronunciation and intonation. 3. (听 2a 录音，回答幻灯片中出示的问题。) T: Today we all have a happy life, but in the past, people’ ---- --- s lives were very hard, even some children had to be child laborers. Listen to the tape, and answer the following questions. (1) Did Kangkang’s granny have a hard life in the past? (2) What did Kangkang tell Rita about Chinese teenagers in the past? (3) How did most children spend their childhood in the past? (板书并讲解生词，要求学生理解。) laborer, teenager, childhood 4. (学生打开课本，再听 2a，跟读并找出疑难点。) T: Open your books now. Listen to 2a again and repeat. Mark the difficulties when you are reading. 5. (引导学生说出疑难点和含有现在完成时态的句子，教师讲解疑 ---- --- 难点，板书要点并要求学生理解生词 support 和 rapidly。) have/live a hard life Is that so? can’t/couldn’t afford sth. Our country has developed rapidly. give support to sb./give sb. support 6. (学生仔细阅读 2a，完成 2b。两分钟后，核对答案。) Step 3 Consolidation 通过比赛、谈论等形式，激发学生朗读兴趣，培养学生的听、说技 能，巩固 2a，完成 2c。 1. (分角色朗读 2a，选择四组进行比赛，激发学生朗读兴趣。对表 现好的小组，给予掌声鼓励。) 2. (学生两人一组，谈论过去的孩子和现在孩子的不同生活。) T: Work in pairs to talk about children’s different lives in the past and nowadays. ---- --- Example: S1:In the past, many families were big and poor. S2:Yes. The parents couldn ’ t afford their children ’ s education. S1:The children had no chance to go to school. S2:Some of the children had to be child laborers and never had enough food to eat. S1:I feel sorry for them. We are so happy nowadays. S2:Nowadays, our country has developed rapidly. Most children can get a good education. … T: Just now, you compared Chinese teenagers’ lives in the past with those nowadays. You did very well! 3. (听录音，完成 2c。提高学生听力技能，进一步了解过去与现在 的青少年的生活变化。) T: Listen to the tape of 2c and fill in the blanks. (播放 2c 录音两遍，核对答案。) Step 4 Practice 强化练习现在完成时态的一般疑问句形式，以及动词的过去式与过 ---- --- 去分词。完成 1b。 1. (教师出示教学所需的图片，要求学生运用现在完成时，针对图 片内容进行问答练习。) (1)—Have you ever told stories to the disabled children? —Yes, I have. (2)—Have you ever fed the disabled children? — No, I haven’t. (3)—Have you cleaned their rooms? —Yes, I have. (4)—Has he jumped rope yet? —No, he hasn’t. … (板书并要求学生掌握。) ro pe 2. (板书几组动词，并讲解动词的不规则变化。让学生参考书后附 表，完成 1b 过去式和过去分词的填空部分。) (板书并要求学生掌握 shut。) clean cleaned shut shut chatted chatted do ---- --- did 3. (引导学生总结现在完成时的句型，用现在完成时的一般疑问句 操练 1b，要注意第三人称单数的练习。完成 1b。) Example: A: Chat on line. B: Have you chatted on line/Has he chatted on line? C: Yes, I have./No, he hasn’t. Step 5 Project 通过写调查报告的形式呈现今昔生活变化，对学生进行热爱生活的 情感教育。 1. (学生分组谈论自己的父母或爷爷奶奶童年时的生活，写一份调 查报告。) T: We know a lot about the differences between teenagers’ lives in the past and nowadays. What are your opinions? Do you care about your parents’ childhood? Do you care about your grandparents’ childhood? If so, you can talk in groups of four to tell your partners how your parents or your grandparents spent their childhood. Make a simple ---- --- survey report at last. (调查可以是关于娱乐、运动、学习、饮食、住房、穿着、健康、 工作等方面的。) 2. Homework: Write an article about teenagers nowadays. 板书设计: Our country has developed rapidly. Section B Though she has no time to travel, … —Have you ever fed the disabled children? have/live a hard life —Yes, I have./No, I haven’ t. in detail —Has Ann ever …? Is that so? — Yes, she has./No, she hasn’t. can’t/couldn’t afford sth. Now our country has developed rapidly. give support to sb./give sb. support ---- --- Section C The main activity is 1a. 本课重点活动是 1a。 Ⅰ. Teaching aims and demands 教学目标 1. Learn some new words and phrases: communication, quick, keep in touch with, far away, sort, rapid, progress, make progress, already, succeed 2. Go on learning the present perfect tense: (1)My granny has lived in Beijing for more than forty years. (2)Beijing has made rapid progress and it has already succeeded in hosting the 2008 Olympic Games. 3. Learn the great changes in China by comparing the living conditions in the past with those at present. 4. Tell the students to cherish the life at present and study hard to make China stronger and stronger. Ⅱ. Teaching aids 教具 ---- --- 新旧北京城的图片/幻灯片/录音机/自己家乡今昔变化的图片 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 通过开展主题为“我和爷爷奶奶比童年”的讨论活动，让学生更加 珍惜新社会的幸福生活，从而导入本课话题。 1. (检查作业。让学生在小组内交流自己的报告，然后每个小组推 荐出一名学生向全体同学汇报。师生互动，谈论爷爷奶奶的童年 生活。) Example: T: Who can tell us what your grandparents’ life was like in the past? S1: Let me try. My granny had a hard life during her childhood. Her family was very big and poor. Her parents couldn’t afford an education for her. S2: My grandpa used to be a child laborer… S3: … T: Very good. So you should enjoy today’s life and study hard. 2. (谈论新社会的幸福生活，感受社会进步。) ---- --- T: What do you think of your life at present? Ss: We are living a happy life. S4: We have a balanced diet. S5: We can wear different kinds of clothes. S6: We can also get a good education. For example, we have chances to draw pictures, play the musical instruments and receive some other training. … T: Well done. As we know, great changes have taken place in China. Today let’s talk about the changes in Beijing. Step 2 Presentation 通过多媒体或图片创设语言情境，教学生词，培养学生快速阅读的 能力。 1. (用多媒体或图片呈现旧北京城和现代北京城的照片并做比较， 从而引出生词。) ---- --- T: Let’s look at the place which Kangkang’s granny lived in. It was old Beijing. What were Beijing’s roads like? Look at today’s Beijing. What are Beijing’s roads like now? S1: In the past Beijing’s roads were narrow. (教师引导并 帮助学生用 narrow 回答。) (板书并要求学生理解。) narr ow S2: But Beijing’s roads are wide now. T: You’re right. Do you know how to keep in touch with our friends far away nowadays? (板书，讲解并要求学生掌握。) keep in touch with, far away S3: We can keep in touch with our friends on the Internet. S4: We can use cellphones to keep in touch with our friends. T: Great. But do you know how people kept in touch with their ---- --- friends and relatives in the past? S5: They used to write letters. T: Yes, good. At that time if we wanted to keep in touch with others, we could also send telegrams. But nowadays we can use many sorts of communication methods, such as telephones, cellphones, fax machines, the computers, and so on. (板书，要求学生理解 telegram, fax, relative；掌握 sort 和 communication。) relative, telegram, sort, communication, fax T: In the past the communications were slow, but today’s communications are very quick. So we can say, China has made rapid progress already. (板书并要求学生掌握。) quick, rapid, progress, make progress, already ---- --- 2. (仔细阅读 1a，回答幻灯片中呈现的问题，提高学生的阅读理解 能力。) (1) How about Beijing’s roads in the past? (2) Could most families get enough food in the past? (3) Why didn’t the children have a chance to go to school? (4) What about people’s life nowadays in Beijing? (教师核对答案, 并作必要的讲解。) 3. (学生跟读课文录音, 找出文中的疑难点，让学生根据课文内容 猜测生词和短语的含义。教师板书并讲解。要求学生掌握 succeed； 理解 reform and opening-up；了解 leisure 和 mainly。) succeed in doing sth. ↓ success ↓ in sth. be successful in doing sth. see…oneself so…that… leisure mainly ---- --- not only…but also… reform and opening-up in sth. in doing sth. China has developed rapidly since 1978. Step 3 Consolidation 让学生再读课文，找出中心句，完成 1b。然后完成反映北京今昔变 化的表格，并根据表格内容复述课文，巩固 1a。 1. (快速阅读 1a，完成 1b，找出每段的中心句。) T: Open your books, read 1a quickly and write down the topic sentence of each paragraph. (师生核对答案。幻灯片呈现各段中的主题句。) (1) Kangkang’s granny has seen the changes in Beijing herself. (2) In the 1960s, the living conditions in the city were poor. (3) China has developed rapidly since the reform and opening-up. (让学生了解：当使用 since 表示时间时，主 句中的动词通常用现在完成时或过去完成时。详细讲解详见 本单元第三话题。) ---- --- (4) It is important to remember the past, live in the present and dream about the future. 2. (让学生再次阅读 1a。两人一组填表格, 加深对北京今昔变化的 了解。) (用投影仪出示表格。) In Beijing In the Nowadays past Road House Communicat ion Living condition (几分钟后，核对答案。) 3. (让学生根据上述表格中所填信息复述课文。) T: You can begin like this: My granny has lived in Beijing for more than forty years, ---- --- so she has seen the changes in Beijing herself. In the past, the roads were narrow … Step 4 Practice 比较新旧北京城的图片，并采取师生互动、分组采访的活动形式， 展现北京城的今昔巨变，培养学生热爱生活，热爱社会的良好情感。 1. (再次呈现新旧北京城的图片, 参照上一步的表格，师生互动, 完 成 1c。) T: What were Beijing’s roads like in the past? Ss: Beijing’s roads were narrow. T: What has happened to Beijing’s roads nowadays? Ss: Beijing’s roads have changed. They are wider than before. There are more ring roads. T: What will Beijing’s roads be like in the future? Ss: We think Beijing’s roads will be the widest in the world in the future. 2. (分组采访：二人一组, 其中一个扮演记者，另一个扮演居住在 北京多年的老人，对北京的变化做一个采访。提高学生的口语表 达能力，培养热爱生活热爱社会的情感。R=Reporter，M=Man) R: Hello! How do you do? ---- --- M: How do you do? R: May I ask you some questions? M: Of course. Go ahead. R: How long have you lived in Beijing? M: I have lived here for more than thirty years. R: Oh. Can you describe the changes about the roads, houses and living conditions of Beijing in the past thirty years? M: OK. I was born in old Beijing. At that time, Beijing’s roads were narrow and crowded. My house was small and dark and the living conditions were hard. In summer, it was very hot. While it was very cold in winter. How hard the life was! But now you can see Beijing’s roads are wider and wider. I live in a tall and bright building and my living conditions are comfortable. How happy the life is! R: Thank you. (请尽可能多的学生在课堂上表演其采访，评出表演最好的小组。) Step 5 Project 学生分组谈论自己家乡的变化，课后写篇作文。教育学生要更加热 爱自己的家乡，为家乡拥有更美好的未来而努力学习。 ---- --- 1. (分组谈论家乡今昔的巨变，并绘制对比简图，形成调查报告， 最后向全班汇报。完成 2。) T: Now work in groups of six and talk about the changes in your hometown. Then draw some pictures to show its past and present. Share your pictures with your classmates and give a report about it. 2. Homework: Write a passage on “Changes in My Hometown” according to the report above. Eighty words at least. 板书设计： Our country has developed rapidly. Section C succeed in doing sth. see…oneself keep in touch with far away make progress reform and opening-up ↓ success ↓ in sth. be successful in doing sth. in sth. in doing sth. sth. ---- --- Section D The main activity is 4. 本课重点活动是 4。 Ⅰ. Teaching aims and demands 教学目标 1. Learn some new words and phrases: war, note, composition, consider, draw up, tool, thanks to 2. Review and sum up the present perfect tense. 3. Talk about changes and their effects on society. Ⅱ. Teaching aids 教具 教学挂图/录音机/多媒体课件或小黑板 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 通过做调查描述家乡面貌以及人们业余活动的变化，复习现在完成 时态，并学习部分生词。 1. (检查作业，要求学生轮流描述家乡巨变。) T: We have known the changes around us. Let’s talk about them together. (教师引导学生描述一些家乡生活条件的变化。) ---- --- S1: The roads in the past were narrow and dirty. Now there are many clean and wide ring roads in the cities. S2: We have big houses to live in. They are very comfortable. S3: We have different kinds of food to eat and fashionable clothes to wear. S4: We can use computers, telephones, and fax machines to make our communications faster and easier. … (教师可用提示性的单词如 road, house, food，让学生一起来描 述。) 2. (教师出示课本 2 中的图片，复习现在完成时的一般疑问句，学 习部分生词，完成 2。) T: Thanks to the government’s efforts, people’s living conditions have changed a lot, especially the leisure activities. Can you say some leisure activities which we often have? Ss: Watching a movie./Going roller skating. T: Yes, we can also play tug of war or jump rope in the leisure time.(指着对应的图片，帮助学生理解。) ---- --- (板书生词，要求学生掌握 thanks to；理解 tug of war。) thanks to, tug of war (师生互动，复习现在完成时的一般疑问句，完成 2。) T: Have you ever played any of them? Ss: Yes, we have. T: Have you ever watched a movie in the open air? Ss: No, we haven’t. … Step 2 Presentation 继续巩固现在完成时态，学习生词，并进行听力训练。 1. (教师继续利用 2 中图片对话，引出 1 听力内容。) T: I think these leisure activities make your life interesting. What else have you done except these leisure activities? Ss: We have joined an organization to help the old in the Community Services. (教师帮助学生回答。) (板书并要求学生理解。) ---- --- organiz ation T: You are so helpful. Our main character in 1 also joined the same organization. Let’s listen to the tape. 2. (播放 1 录音。班级学生分为四人一组，推选一人代表本组参加 限时抢写赛。评出获胜组，奖幸运星一枚，以资鼓励。) T: Before we listen to the tape, listen to the rules carefully. Each group votes one student to write your answers on the blackboard. The fastest one is the winner, and your group will win a lucky star. Clear? Ss: Yes. Group 1 Group 2 Group 3 … T: Group 2 is the winner. Congratulations! Ss: (Claps…) Step 3 Consolidation 加强听力训练，提高学生的听力水平和综合应用语言的能力。 1. (再次播放 1 录音，特别注意要填入的重要信息。) ---- --- T: Listen again and pay attention to the important information such as how, when, what, and how many. 2. (讨论自己做过的帮助老年人的事情，宣扬尊老的传统美德，构 建一个精神文明和物质文明和谐发展的社会，并做口头作文。) T: Talk about the things you have done to help the old, and do an oral composition. Example: During the summer holiday, my classmates and I often went to the Community Service for the old. We brought many things for them such as delicious food, new clothes and CDs of Peking Opera. They liked them very much. We also cleaned rooms, washed clothes and performed programs for them. They were so happy and excited, and so were we. Step 4 Practice 通过归纳总结、跟读、造句等形式进一步强化练习现在完成时态， 巩固本话题目标语言。 1. (引导学生总结现在完成时的陈述句，一般疑问句，特殊疑问句 等形式，并找同学板书，然后听 3a 录音并与之核对。) T: Next, let’s review the present perfect tense. (板书本话题中的关键句。) (1)—Where have you been? — I have been ---- --- to … (2)—Have you ever done …? — Yes, I have. /No, I haven’t. (3)She has gone to Cuba … 2. (回顾训练现在完成时的用法。) T: Now, can you use the present perfect tense to make sentences as many as possible? Example A: T: Where have you been this Sunday? S1:I’ve been to the countryside. What about you, S2? S2:I’ve been to the Great Wall. Where have you been, S3? S3:I’ve been to… S4:… Example B: T: Have you been to Beijing? S5:No, I haven’t. But I have been to Shanghai. What about you, S6? S6:I have been to Xiamen. Have you been to Xiamen, S7? S7:Yes, I have … S8:… 3. (把全班分成三个小组，每组负责一个 section，组内讨论总结出 该 section 的功能句。教师引导小组之间交流，师生共同归纳本 话题的目标语言。然后播放 3b 录音，让学生跟读。复习 3b 中的 重点句型。) 4. (利用多媒体或小黑板做一些现在完成时的练习。) (1) A: you (make) your bed? B:Yes. (2) I (water) the flowers already. (3) My mother (work) in the hospital for twenty years. (4) A:Where’s Maria? B:She to the library. (5) Lily Beijing ---- --- twice. (学生完成后，核对答案。) (1)Have made (2)have watered (3)has worked (4)has gone (5)has been to Step 5 Project 通过观察、比较、讨论等形式，了解写作的各个步骤，并布置命题 作文。 1. (教师出示 4 的挂图或让学生直接看课文的插图。) T: We have reviewed the useful expressions and grammar. Let’ s write a composition about the changes in Li Ming ’s hometown with the help of the notes. Before you write it, you should consider it carefully, and then you should draw up an outline. (板书并要求学生掌握。) composition, note, consider, draw up ---- --- (要求学生四人一组讨论图画内容，教师用小黑板呈现讨论内容并 要求学生掌握 tool。) S1:The houses in Picture One are so low and old. S2:Li Ming has lived there for many years. S3:Now, there are many tall buildings. … T: Good. Let’s look at the changes in Li Ming’s hometown. (1) changes in living conditions (2) changes in working tools (3) changes in education T: We have talked about these pictures. So we have known a lot about the changes in Li Ming’s hometown. You can write a composition on“Changes in Li Ming’s Hometown”. (学生讨论后，学习 4 中写作的各个步骤。) T: When you write a composition, you should follow these ---- --- steps: First, consider it carefully before writing. Next, draw up an outline. Then, write the composition. Finally, check over the composition. At last, you should come to the conclusion: Thanks to the government’s efforts, Li Ming’s hometown is becoming better and better. Now, write your own composition. (教师具体解答学生在写作中遇到的困难，也可以让学生互相讨论 怎么写。完成作文的学生，可以互换作品进行阅读，分享成果。) 2. Homework: (1) Complete the composition if you haven’t finished it. (2) Imagine what our country will be like in 2050, and write an outline. 板书设计： Our country has developed rapidly. Section D ---- --- draw up done…? — Have you ever thanks to —Yes, I have./No, I haven’t. been? to … Cuba … — Where have you — I have been She has gone to Topic 2 China has the largest population. Section A The main activities are 1a and 3a. 本课重点活动是 1a 和 3a。 Ⅰ. Teaching aims and demands 1. Learn some new words and phrases: yet, probably, call up, European, population, recent, because of, policy, neither ---- --- 2. Learn some useful sentences: (1) So do I. (2) Neither do my parents. 3. Go on studying the present perfect tense with “just”, “never”, “yet”, “ever” and “already”: (1) I have just called you. (2) I’ve never been there before, … (3) Have you found him yet? (4) Have you ever been to France? (5) China has developed a lot already. 4. Talk about the population in China. Ⅱ. Teaching aids 教具 Ⅲ. Five-finger Teaching Plan Step 1 Review 创设真实情景，复习 have been to 和 have gone to 的用法，然后 由“shopping center”引出本课话题。 1. (教师给出提示词，并作示范问答，然后让学生自由对话。) granny’s home bookstore Lucy Lily For example: ---- --- T: Hi, Lucy, I wanted to go hiking with you and your sister, Lily yesterday. You weren’t in when I called you. Where have you been? Lucy: I have been to an old granny’s home to clean rooms for her. T: You’re so kind, then where is Lily? Lucy: She has gone to the bookstore. (教师给出更多的提示词，其中必须有“shopping center”) S1: … S2: … … 2. (然后教师问学生 Have you ever been to a shopping center? 过 渡到 1a 话题。) Step 2 Presentation 通过师生问答，引出含有 just, ever, never, already, yet 等词的 现在完成时，让学生学习并掌握。 1. (教师出示一张超市购物图，通过询问学生是否曾去购物，引入 本课话题。) T: Look at this picture. What is it? ---- --- Ss: It is a shopping center/supermarket. T: ( 指 向 一 位 学 生 )Have you ever been to a shopping center/supermarket? S1: Yes, I have. T: Oh, you have ever been there. But, have you ever been to a shopping center/supermarket with your parents? S1: No, I haven’t. I have never been there with them. (可 帮助学生回答。) (板书并解释 ever, never，让学生跟读并掌握。) ever... never… have/has T: I think most of you have ever been to a shopping center. Do you like going shopping, S2? S2: Yes, I do. T: So do I. I mean that I like going shopping, too. What about you, S3? (找一名平时不太喜欢购物的同学来问。) S3: I don’t like going shopping. ---- --- T: Neither does my daughter. I mean that my daughter doesn’ t like going shopping, either. Last week, my daughter went shopping with me. There were so many people in the street that she got lost. Ss: Did you find her at last? T: Yes. My husband called me up when I was worried. He told me she had already got home. (边叙述边板书上述画线部分，教师作适当讲解，并要求学生掌握 neither。) So do I. Neither does My daughter. have/has already+done sth. call up T: Most students probably like going shopping. What about Kangkang and Maria? Do you want to know? OK, let’s learn ---- --- about it from 1a. (板书并要求学生掌握。) proba bly 2. (听 1a 录音，找出康康和迈克尔在购物时发生了什么事。) T: Now let’s listen to the tape, and find out what has happened to Kangkang and Michael. (核对答案。) 3. (让学生读 1a，回答问题。) T: Now please read the dialog in 1a by yourselves. Then answer my questions. T: Where has Kangkang just been? Ss:He has just been to a shopping center with Michael. T: Has Kangkang been there before? Ss:No, he has never been there before. T: Does he want to go there again? Ss:No, he doesn’t. T: Now, I will ask one of you to answer. Why does he hate to ---- --- go shopping? (提问一个学生。) S4:Because there were too many people. They got lost and couldn’t find each other. T: You’re right. Has Kangkang found Michael yet? (板书并讲解 yet 在现在完成时的疑问句和否定句中的含义，要求 学生掌握。) have/has done sth. yet S5:No, he hasn’t. T: Where was Michael? S6:He has probably gone home. T: Does Maria like going shopping, S7? S7:No, she doesn’t. She hates to go shopping, too. Step 3 Consolidation 用表演、复述等形式来巩固 1a 内容，然后通过对话练习巩固含有 just, already, yet, ever, never 等词的现在完成时，并完成 1b 和 2。 ---- --- 1. (再听 1a 录音并跟读，然后完成 1b，并核对答案。) T: Now listen to 1a again and then follow it. Finish 1b and then check the answers. 2. (两人一组，朗读 1a 并表演。) T: Work in pairs. Read 1a and act it out. 3. (学生根据 1a 的重点，把对话改写成一篇短文并复述。) T: According to the main sentences, please change the dialog into a short passage. For example: Michael and Kangkang have just been to a shopping center. Kangkang has never been there before. In the shopping center, there were too many people. They got lost and couldn’t find each other. And at last Kangkang thought that Michael had probably gone home. Kangkang didn’t want to go shopping again. 4. (1)(让学生独立完成 2，掌握 just, already, yet, ever, never 在现在完成时中的用法及含义。) T: I’ve never been to any European countries. But Michael has been there. Do you want to know more about him? Please finish 2. Then check the answers together. ---- --- (板书并要求学生掌握。) Europ ean (2)(完成 2 后，练习 2 并编一个相似对话，巩固练习 just, already, yet, ever, never 等词的用法。) T: Make up a similar dialog with just, already, yet, ever, and never. A: Have you been to Egypt? B: No, I’ve been to any African countries. But Mike has come back from Egypt. He likes it very much. He says he has seen such a beautiful country before. A: Have you seen him ? B: Yes, I have seen him . Step 4 Practice 继续谈论 Kangkang 不愿意去购物中心的原因，引出并谈论中国的人 口变化，呈现 3a 中的生词、短语和重点语言项目，然后完成 3b，巩 固 3a 内容。 ---- --- T: Why does Kangkang hate to go shopping? Ss: Because there are too many people. T: Yes. There are so many people in China. By the way, S1, how many people are there in your family? S1: Three, my father, my mother and I. T: But when I was a child, most families in our country had at least three or four children. Now, here are two pictures of Kangkang ’ s family. Look carefully and find out the differences between them. 1. (把事先准备好的两张康康家的照片，用多媒体展示在大屏幕上。) (播放 3a 录音，让学生听一遍课文。然后与学生一起讨论，引出 3a。) T: Can you find out what has happened in Kangkang’s family? ---- --- Let’s talk about it. T: How many people are there in Picture One? Ss: There are three. T: Yes. It’s a nice photo. Kangkang was so cute then. Is it a big family? Ss: No, it isn’t. T: Please look at Picture Two. Is it a big family? Ss: Yes, it is very big. T: It seems that their living conditions were not very good. It’s a photo of Kangkang’s father’s family. At that time, most families in our country had at least three or four children. China had the largest population in the world. (教师板书 It seems that…，要求学生掌握此句型，并注意和 seem to 的转换联系。板书并要求学生掌握 population。) populatio n seem to… It seems ---- --- that… T: Most families have only one child now. Do you know why? Ss: No, we don’t know. T: Because China has carried out one-child policy to control the population. (板书并要求学生掌握。) pol icy T: Because of our country’s one-child policy, great changes have taken place in China in recent years. (板书并要求学生掌握。) because of, recent 2. (让学生阅读 3a，画出同 3b 中所给例句意思相似的句子，完成 3b。) T: Read 3a and underline the sentences which have the same meanings as the sentences below. 3. (让学生听 3a 录音并跟读。) T: Listen to 3a and follow it. ---- --- Step 5 Project 给出一些有关人口的话题，让学生分组讨论，然后写出一篇汇报或 作文，尽量用上含有 just, already, yet, never, ever 等词的现 在完成时。让学生尽可能多地了解我国的人口现状，为下一课作准 备。 1. (教师用小黑板呈现本课出现的主要话题。) T: Please discuss these topics: （出示小黑板。） (1) The population problem (2) One-child policy (3) Little Emperors (学生自己选一个话题，两人一组进行讨论。讨论完毕，选几组做 汇报。鼓励学生发表自己的见解，尊重学生的个性发展，并体现激 励机制。) Example: ---- --- Boys and girls, We have just learned something about the population of China. Have you ever thought about it before? After this class, I think most of you have already known about it. … 2. Homework: (1) Choose one of the topics above. Talk about it and write a composition. (2) Make five sentences. Use the present perfect tense with the words “just”, “already”, “yet”, “ever”, “never”. 板书设计： China has the largest population. Section A call up ever So do I. have/has never + done sth. Neither do my parents. already just Have/Has … done … ---- --- yet? It seems that… I don’t think… Section B The main activities are 1a and 2a. 本课重点活动是 1a 和 2a。 Ⅰ. Teaching aims and demands 教学目标 1. Learn a new word: increase 2. Learn some useful sentences: (1) It says the world has a population of 6.5 billion. (2) It is increasing by 80 million every year. (3) Which country has the largest population? (4) —What’s the population of the U.S.A.? —It’s… (5) So it is. (6) The population problem is more serious in developing countries. 3. Go on learning the present perfect tense. China has already carried out the one-child policy to ---- --- control the population. 4. Go on learning the numbers with million and billion. 5. Make students realize the serious population problem. Ⅱ. Teaching aids 教具 卡片/多媒体课件/录音机/世界人口示意图/小黑板 Ⅲ. Five-finger Teaching Plan Step 1 Review 复习现在完成时，然后引导学生谈论过去人们生活条件差的原因， 引出人口问题，导入新课。 1. (小竞赛。教师把学生分为两组。然后出示写有 already, yet, ever, never, just 的卡片，要求学生以抢答形式迅速说出含有卡 片上词的句子，要求用现在完成时。迅速且正确者赢一分，评出 获胜组。) T: Let’s have a contest to review the present perfect tense, OK? Ss: Great. T: First, I’ll divide the whole class into two groups. Then I’ll show the cards with “already”, “yet”, “ever”, “never” and “just” one by one. Your team will get a score if you give me a correct sentence with the word on ---- --- the card. Let’s go! (教师出示写有 already 的卡片。) T: “Already”, please! Group 1: She has already finished her homework. T: Congratulations. “Yet”, please! Group 1: I haven’t watered the flowers yet. T: Congratulations. Group 2. “Ever”, please! Group 2: Has your sister ever been to Tibet? … 2. (教师让一名学生复述 Section A 中 3a 的内容，引出人口问题。) T: Who can retell 3a in Section A? S1: I can. (学生复述课文。) T: Well done. Can you tell me why their living conditions didn’ t seem to be very good in the past, S1? S1: Because the family members in the past were more than those nowadays. S2: Because of the big population. S3: China was not well developed. ---- --- T: Right. But what’s the population of China, do you know? Let’s learn about it from 1a in Section B. Step 2 Presentation 用多媒体呈现图表，谈论中国及世界人口，呈现 1a 中重点句型及部 分生词。 1. (多媒体展示 1b 中图表。) T: Here is a chart about some countries’ population. Look at China. What’s the population of our country? Ss: It’s 1.3 billion. (可帮助学生回答。) (板书句型并要求学生掌握；理解 billion。) —What’s the population of China? —It’s 1.3 billion. T: Is China a developing country or a developed country? Ss: A developing country. (板书并讲解。) the developing/developed ---- --- country T: Good. Now please talk about other countries’ population in pairs. (教师可先做示范，然后让学生进行练习。) S1: What’s the population of …? S2: It’s … S1: Is it a developing country or a developed country? S2: It’s a … T: Well done. We have known some countries’ population. What’ s the population of the world? S3: 6.5 billion. T: Right. The world has a population of 6.5 billion. And the world’s population is increasing by 80 million every year. (板书单词 increase 及短语 has a population of，并要求学生掌 握，延伸讲解 increase by 和 increase to 的区别。) has a population of ---- --- increase increase by increase to T: Look at the chart, which countries have the larger population, the developing countries or the developed countries? Ss: The developing countries. And the population in developing countries is growing faster. T: So it is. (板书 So it is，讲解“so+代词/名词+助动词/be 动词/情态动词” 结构，并和“so+助动词/be 动词/情态动词+代词/名词”的结构进 行区分。) So it is. T: In order to solve the population problem, what policy does China carry out? Ss: One-child policy. T: Yes. Now let’s listen to 1a and learn more about it. ---- --- 2. (教师放 1a 录音，让学生听并尽可能地写出对话中的有关数字。) T: Close your books, listen to the tape and try your best to write down the numbers you hear. (教师再放录音，让学生核对写的情况。) T: Open your books. Listen again and check what you have written. (让学生朗读 1a，师生共同解决疑难点。) T: Read 1a and pay attention to the following sentences. (教师板书并讲解这三个句子，使学生加深对文章的理解。) (1) And it is increasing by 80 million every year. (2) It shows that the population in developing countries is larger than that in developed countries, doesn’t it? (3) China has already carried out the one-child policy to control the population. Step 3 Consolidation 根据 1b 绘制表格(教师可适当增加一些其他国家的人口)，学生通过 对话及复述，巩固 1a 内容。 1. (让学生完成表格并进行链式问答。) T: Look at the form. Then fill it out. ---- --- Countr China India the Indonesi Brazil y U.S.A. a Popula tion (核对答案。) T: Great. I think you all did well. (学生两人一组进行问答练习。) S1: What’s the population of China? S2: It’s about 1. 3 billion. What’s the population of India? S1: It is about 1. 1 billion. What about the U.S.A.? S2: … 2. (让学生试着复述 1a 内容。) S3: The world has a population of 6.5 billion. S4: China has the largest population, with 1.3 billion. S5: The population in developing countries is growing faster. … T: OK. I think you have mastered the dialog. You can practice it by yourselves after class. ---- --- Step 4 Practice 通过复习千以内的数字，引出高位数字的读法，完成 2a，2b。 1. (教师出示写有数字的小黑板。) T: We have learnt about many countries’ population. Do you know how to express large numbers? First let’s look at the blackboard. (板书) 218 306 5 366 (教师由以前学的百、千引入百万、十亿。) S1: Two hundred and eighteen. S2: Three hundred and six. S3: Five thousand, three hundred and sixty-six. (教师总结数字的读法，指出易出错的地方并要求学生注意。) T: Now, look at these numbers. Can you read these numbers? (板书) 736 547 8 736 062 7 198 764 501 ---- --- (教师先讲解三位一划分原则，再让学生运用。给学生准备时间， 然后提问。) S4: 736 547 seven hundred and thirty-six thousand, five hundred and forty-seven. (让较好的学生总结数字的读法。教师强调 and, -, thousand 放 的位置，以及注意此处量词不加“s”。) T: Now, I will ask other students to read the numbers. S5: 8 736 062 eight million, seven hundred and thirty-six thousand and sixty-two. S6: 7 198 764 501 seven billion, one hundred and ninety-eight million, seven hundred and sixty-four thousand, five hundred and one. T: You are great. Most of you have mastered how to read the numbers. Please look at the numbers in 2a. Read them together. 2. (做游戏，巩固数字的读法。) T: Let’s play a number game. I will show you some numbers. Read them quickly and correctly in groups. (每个小组各选派三位学生，由教师统计分数，构建评分机制，激 ---- --- 发学生兴趣。) (板书) 7 398 500 406 000 000 17 602 018 000 676 302 320 (教师在黑板上画出计分表。) G1 G2 G3 G4 3. T: Look at the pictures of 2b and describe them. (让学生通过自己的猜测，用所学过的语言知识把图片描述一下。 教师可以先提问，复习高位数字的读法并把新旧知识结合起来。) T: Yeah, very good. Now let’s listen to the tape of 2b and number the pictures you hear and write down your answers. After that, let’s check the answers. S7: S8: Picture F The jacket costs￥326. 00. Picture B It’s about 6 575 miles from Beijing to Toronto. ---- --- S9: Picture A The mountain is 8 844. 43 meters high. S10: Picture E The population of China was 1. 3 billion in 2007. S11: Picture D I think the population of Canada was about 33 million in 2007. S12: Picture C The dinosaur lived 210 million years ago. (核对答案。) Step 5 Project 让学生讨论中国现在和将来的人口状况及可能出现的问题，巩固高 位数表达法，并根据讨论内容写一篇报告，为下一节课做准备。 1. T: The population problem is the biggest one in China. Now let’s discuss the question: What are the problems of China’s population? (学生小组讨论。) T: Who can talk about them? (学生可能要说的很多，但有些语言他们表达不清楚，教师加以引 导，使他们尽量用简洁的语言表达清楚。) S1: The population is still increasing. ---- --- S2: The people in the countryside can’t obey the one-child policy. S3: There are more and more old people in some big cities. T: Very good. But what do you think of the future of China’ s population? Please discuss it. (鼓励学生表达自己的观点。) S4: The population of China will be about 1.5 billion in 2050. S5: Maybe China will have a population of about 1.7 billion in 2050. S6: Maybe the population of China will become smaller than before with the help of the one-child policy. (学生可能做出种种猜测。) 2. Homework: Write a report about the population of China in the future. 板书设计： China has the largest population. Section B ---- --- have/has a population of It says the world has a population of 6.5 billion. increase by —What’s the population of the U.S.A.? the developed/developing country —296 million. So it is. Section C The main activity is 1a. 本课重点活动是 1a。 Ⅰ. Teaching aims and demands 教学目标 1. Learn some new words and phrases: difficulty, be short of, so far, take measures to do sth., percent 2. Learn some useful sentences: (1) … and about one fifth of the people in the world live in China. (2) … our government has taken many measures to control the population. (3) Thanks to the policy, China is developing quickly and ---- --- people’s living conditions are improving rapidly. 3. Talk about the problems the large population causes: (1)It’s difficult for lots of people to find jobs. (2)…, we are short of energy and water. (3)Most cities are more crowded than before, and the...