仁爱英语八年级 Unit 6 Enjoying Cycling Topic 3 Bicycles are popular with people教案

Topic 3 Bicycles are popular with people.
Section A
Section A needs 1 period. Section C需用1课时。
The main activities are 1a and 2a. 本课重点活动是1a和2a。
Ⅰ. Aims and demands 目标要求
1. Learn some new words and phrase:
passenger, crazy, anywhere, impossible, safe, death, slow down, avoid, rush, policeman
2. Learn useful expressions.
You’ll get used to it soon.
When I first arrived, I was afraid of riding my bike anywhere.
It’s easy to park bikes, too.
To avoid hitting the truck, he ran into the wall and his arm was badly hurt.
3. Learn the usage of adverbial clauses of condition.
If people obey the traffic rules, there will be fewer accidents.
4. Learn how to write an accident report.
5. Talk about the advantages and disadvantages of riding bikes.
6. Possibility and impossibility
It is impossible to finish so much work in an hour.
Ⅱ. Teaching aids 教具
教学图片/录音机
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间: 6分钟)
复习交通方式并导入1a。
(教师做一个调查。)
T: Now I will make a survey.
(1)How do you usually go to school
(2)Why do you go to school by ...
Then let the students fill out the form.
How do you usually go to school Why do you ... by ... How many students ...
By bike
By bus
By motorbike
On foot
(方案一)
1. (教师给学生出示有乘客的公共汽车/火车/小汽车的图片。)
T: What can you see in the picture
Ss: Many people and a car/ a bus/ a
train…
(教师指着司机向全班发问。)
T: What is the person in the front
Ss: He/She is a driver.
(教师指着车上的其他人问学生。)
T: Good! And do you know who the others are
Ss: I don’t know.
(部分学生可能会用中文回答: “他们是乘客。”这时教师不能批评学生，相反应给予鼓励，教会他们正确的英语表达方式，并板书。)
They are passengers.
2. (教师表演不小心撞在桌上这一动作。)
T: I hit the desk just now. Boys and girls, do you know the meaning of “hit”
S1: …
S2: …
…
T: You’re quite right! If a car hits another car, what will happen
(这一提问为呈现新动作铺垫。)
(板书并讲解。)
a traffic accident 一场交通事故obey the traffic rules 遵守交通规则
Ss:There will be a car accident. Picture 1
T: Very good! In this section, we’ll learn an accident. If people obey the traffic rules, there will be fewer accidents. So we all should obey the traffic rules.
(过渡到新课内容。)
(方案二)
1. (教师出示载有乘客的公共汽车的图片。)
T: Please look at this picture. What can you see in it
Ss: …
T: Where are they
Ss: …
T: Yes. They are on a bus. So we call them… Picture 2
(教师边说边板书。)
passenger
2. (教师出示车祸的图片。)
T: Please look at this picture. How terrible!
What can you see in this picture
Ss: I can see two broken buses./I can see a bus hits another bus.
T: What happened to them They have an…
(教师边说边板书。)
accident
T: Now, in this class, we’ll learn about an accident.
(过渡到新课内容。)
Step 2 Presentation 第二步 呈现(时间: 10分钟)
呈现1a，并完成1b和1c。
1. (教师设置并板书听力任务，让学生带着问题去听，并获取有效信息，可以边听边记笔记。)
T: Kangkang saw a traffic accident yesterday. Who was hurt in the accident Please listen to 1a with this question.
(教师板书任务。)
Who was hurt in the accident
(检查答案。)
T: Now stop! Who can tell me the answer
S1: Many passengers were hurt in the accident.
2. (教师布置学生自己默读，并判断正误。)
T: Please read the dialog silently by yourselves, and then mark the sentences on the blackboard true or false.
(板书)
There is only one passenger hurt in this accident.( )There is no accident in Beijing. ( )When Michael first arrived, he was afraid of riding his bike anywhere. ( )Riding bikes can help us save energy. ( )
T: Stop! Let’s check the answers. Who can tell me Volunteers
3. (教师向学生呈现对话中陈述的骑自行车的好处。)
T: Can you ride a bike
Ss: Yes, I can. / No, I can’t.
T: Riding a bike can help ladies keep fit. Do you think so
Ss: …
(让学生分组讨论骑自行车的好处和不利因素，使学生充分发挥自己的发散性思维，然后完成1b。派小组报告员发言，并给予记分。)
T: Riding a bicycle also can help us save energy and reduce air pollution. There are many advantages in riding a bicycle, aren’t there Now, please discuss with your partner and finish 1b. Then I’ll ask one student from each group to give a report.
T: Stop! Please give your opinions to us.
S2: …
S3: …
…
(教师给每组记分，说得越多越完整，得分越高。)
T: Which group can get the best result
(学生边说教师边板书。)Advantages Disadvantages
1. It’s faster than walking.2. It can keep us healthy.… 1. It may make you tired.2. It is slow.…
4. (学生阅读对话并找出有用的短语或句子。教师板书，并对重点进行讲解。)
T: Then, read the dialog again and find out useful expressions.
get used tobe afraid ofIf people obey the traffic rules, there will be fewer accidents.It’s easy to park bikes, too.
5. (教师简单复习不定式的用法后，紧接着让学生做1c。)
T: Next, please do 1c by yourselves. Hurry up!
(核对答案。)
T: OK, stop! Let’s check the answers. Who knows the answers Hands up, please!
Step 3 Consolidation 第三步 巩固(时间: 8分钟)
巩固1a。
1. (放1a的录音，学生跟读，注意语音和语调。)
T: Please listen to 1a and follow the tape, and pay attention to your pronunciation and
intonation.
2. (学生三人一组分角色朗读对话，教师板书对话中的关键词。给学生四分钟时间，让他们看着关键词表演。)
T: Now, work in groups of three. I will give you four minutes, and you should act out the dialog without your books. The key words on the blackboard may be useful. Now, let’s begin.
(学生可用自己的语言来表达，不要照搬课文原句。)
(板书)
see a traffic accident—hurt—crazy—get used to—first—be afraid of—obey the traffic rules—like riding—save—cause—easy
T: Time is up. Who can act out the dialog
(对于表达流利的学生，要给予充分的肯定和鼓励。)
T: S1 reads well. S2 reads better ...
Step 4 Practice 第四步 练习(时间: 12分钟)
学习2a，完成2b。
1. T: As we know, there are a lot of advantages in riding a bicycle. But sometimes bike accidents still happen around us. They can also bring us sadness and death.
(教师让学生自学2a的内容，并讨论如何填写事故报告单，完成2b。)
T: There is a bike accident in 2a. Read the passage by yourselves. You can guess the meanings of some new words. Discuss how to write an accident report form, then finish 2b.
(师生共同核对答案。)
T: Now, stop! Hands up! Tell us your answers.
2. (教师让学生扮演警察，向其他学生报道上文提到的交通事故。)
T: Suppose you were a policeman. You know the bike accident well. Please prepare for two minutes, and then report the accident to the class. You can begin like this:
Hello, everyone! There is a bike accident…
(学生充分准备后，请几名学生上台汇报车祸情况。)
3. (教师安排学生自己看短文，不懂的地方及时问，然后让其他学生解答疑问。必要的时候，教师给予解释。)
T: Now, read the post again. If you have questions about it, please put up your hands. Other students, if you know the answers, please stand up and tell him/her, OK Please begin!
Step 5 Project 第五步 综合探究活动(时间: 9分钟)
探究本课重点话题。
1. (将学生分成小组，每组4人。学生分别扮演汽车司机、骑自行车的人、警察、新闻记者，编一段他们之间关于事故的对话。)
T: Work in groups of four. They separately act as a driver, cyclist, policeman and reporter. Please make a dialog about the accident, and act it out.
(给学生几分钟时间准备对话，然后到讲台上以小组的方式进行事故表演，并由每组的新闻小记者报导此次事故。)
T: Time is up. Please act out your dialog, then the reporter from each group reports the
accident.
2. Homework:
(布置作业，要求学生自己制定几条交通规则，不少于3条。)
T: Sometimes we hear the news of traffic accidents on TV. Please make some traffic rules by yourselves.
Example:
If you see the red traffic lights, you must stop.
Section B
Section B needs 1 period. Section B需用1课时。
The main activities are 1a and 3. 本课重点活动是1a和3。
Ⅰ. Aims and demands 目标要求
1. Learn some new words:
warn, motorcycle, trouble
2. Go on learning the usage of adverbial clauses of condition.
If we ride at night, we should use bike lights or wear light-colored clothes.
If we break the traffic rules, we will get a fine and even be in danger.
3. Learn more traffic rules.
4. Agreement
That’s a good idea.
Ⅱ. Teaching aids 教具
教学图片/录音机
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间: 6分钟)
复习Section A的重点话题，并导入1a。
1. (复习Section A中呈现的骑自行车的益处和不利因素。)
T: We’ve learnt lots of advantages in riding bicycles in Section A. Let’s review it.
(教师让学生思考片刻，随意抽查几名学生，说出骑自行车的好处，对说得又多又准的学生给予奖励。)
S1: It saves money and energy. It doesn’t cause air pollution.
S2: …
…
T: Well done, boys and girls! But are there any disadvantages in riding bicycles
Ss: Yes.
T: Please tell us. Who will have a try
S1: It may make you tired. It is slow.
S2: …
S3: …
…
(教师对于学生的回答做出适当的评价。)
2. T: Very good! You did a good job. In Section A, we learnt a bike accident. Now, do you hear of any other bike accidents
Ss: …
T: Did you have bike accidents
S1: …
(某位同学可能会说: “I had a bike accident last week.”教师可适时表示关怀: Oh, I’m sorry to hear that. / Did you hurt yourself …)
T: Since there are so many bike accidents, what shall we do
S1:We should obey the traffic rules.
S2:We must…
T: Good! If we don’t obey the traffic rules, it will be dangerous. So it’s very important for us to obey the traffic rules.
3. (教师引导学生进入新课。首先对学生进行调查，看他们是否使用头盔、灯等来保护自己。)
T: Now, I want to make a survey. Do you wear bicycle helmets when you ride bikes
(教师一边说，一边做戴头盔的动作，并板书。)
wear helmets 戴头盔 use bike lights 使用车灯 wear light-colored clothes 穿浅色衣服
Ss: Yes. / No.
T: Do you use bike lights when you ride bikes at night
Ss: Yes. / No.
…
T: If you want to be safer, you can wear a helmet, use a bike light and so on.
T: We know Kangkang saw a bike accident in Caishikou Street yesterday. And now he is telling the news to his friend. Let’s come to 1a.
(过渡到下一步。)
Step 2 Presentation 第二步 呈现(时间: 8分钟)
呈现1a并讲解。
1. (教师布置听力任务，让学生带着任务听录音，降低听力难度并使其注意力高度集中。)
T: Now, boys and girls, please look at the blackboard. Listen to 1a carefully and find the answers to the questions. Are you ready Let’s begin.
Why did the bike accident happen What’s Kangkang’s suggestion Does Michael agree with Kangkang
(师生一起核对答案。)
2. (教师让学生互相讨论，找出对话中他们自己认为有用的短语或句子。必要时，教师给予讲解。)
T: Well done! Now please discuss with your partner and find out the useful phrases and sentences in the dialog. Now, go!
(教师板书并讲解。)
If we ride at night, we should use bike lights or wear light-colored clothes.If we break the traffic rules, we will get a fine and even be in danger.Why don’t we go to the traffic station to learn more traffic rules
(教师可让学生多读几遍。)
T: Please read these sentences and remember them.
Step 3 Consolidation 第三步 巩固(时间: 10分钟)
巩固1a，完成1b。
1. (教师放1a的录音，让学生跟读。)
T: Listen and follow the tape.
(也可让学生进行人机对话。既提高学习兴趣，又能使学生掌握语音语调的准确性。)
(将学生分成小组，每组三人。让学生看黑板上的关键词，不看课本，自由表演对话内容。)
T: Work in groups of three, look at the key words on the blackboard and act out the dialog.
(教师时刻关注学生动态，及时帮助有困难的同学，保证每位同学积极参与。)
(板书)
bicycle accident—terrible—careless—bike lights—light-colored clothes—break—fine—traffic rules
(几分钟后，让学生看关键词, 自由表演对话。)
T: Time is e to the front and act out the dialog. Be brave! Don’t be shy. Who wants to have a try
…
2. (教师找几名学生在黑板上画出他们所知道的交通图标，其余学生说明其含义，然后独立
完成1b，并核对答案。)
T: Boys and girls. When we ride our bikes, we should obey the traffic rules. If we break the
traffic rules, it will be dangerous and we will get a fine. Let’s find out some students to
draw the traffic signs they know on the blackboard and the others to tell what they mean.
Then finish 1b by yourselves and we’ll check the answers together.
Step 4 Practice 第四步 练习(时间: 11分钟)
练习2，并完成3和 4。
1. (教师随机问几名学生上学或他们父母上班的交通方式。)
T: How do you usually come to school
S1: I usually come to school by bike.
T: How do your parents usually go to work
S2: They usually drive a car to go to work.
…
2. (教师组织课堂活动，引导学生独立完成2。)
T: Now, we know different people have different ways to come to school or to workplaces. But all of us must obey the traffic rules. If everyone obeys the traffic rules, the road will be safer. Do you think so
S1: Yes, of course.
T: If you ride at night, what should you do
S1: I should use bike lights or wear light-colored clothes.
T: If you ride on the street, what should you wear
S2: If I ride on the street, I should wear a bicycle helmet.
(教师尽可能地给出多种假设或条件，让同学们试着用条件状语从句来说句子。然后总结条件状语从句的用法，提醒学生条件状语从句中动词的时态。最后让学生独立完成2。)
3. (教师指导学生讨论后完成3。)
T: Please look at these pictures, discuss in groups and then I’ll choose some students to report the results to us.
4. (放4的录音，完成4。)
T: Today many people like riding bicycles in the world, why Please listen to 4 and fill in the blanks.
Step 5 Project 第五步 综合探究活动(时间: 10分钟)
综合探究本课重点话题。
1. (教师和全班学生一起复习所学的交通规则，并将其准确归类，看哪些是应该做的，哪些是不应该做的，列成表格。)
T: Boys and girls, let’s review the traffic rules together, OK
Ss: OK.
T: First let’s find out what we should do and what we shouldn’t do.
(板书)
What we should do What we shouldn’t do
obey the traffic lights rush on the street
obey the traffic signals park in the wrong places
drive/walk…on the right-hand side of the road …
… …
2. (教师将学生分成小组，每组4人，各小组推选一名组长，组长负责监督各组员完成调查表，并核对大家在平常的生活中是否遵守交通规则。)
T: Work in groups of four. Look at the chart and check if you obey the traffic rules.
(教师让组长向全班汇报各组员遵守交通规则的情况，并作示范。)
Example:
S1: Always obey the traffic rules.
S2: Sometimes obey the traffic rules.
S3: Never obey the traffic rules.
…
3. Homework:
从互联网、电视、杂志或者你周围收集一些关于交通规则的信息，并于第二天带到学校与同学们一起分享。
Section C
Section C needs 1 period. Section C需用1课时。
The main activities are 1a and 3. 本课重点活动是1a和3。
Ⅰ. Aims and demands 目标要求
1. Learn some new words:
courage, middle, top, success, lead, beat, certain, final, result
2. Learn useful expressions.
By 1996 he was one of the top cyclists in the world.
However, his way to success didn’t go well.
Like the other challenges in his life, Lance faced it head-on.
Lance Armstrong rode into history by winning the Tour de France for a record sixth time in 2004.
3. Go on learning adverbial clauses of condition.
4. Learn about cycling races.
Ⅱ. Teaching aids 教具
录音机/小黑板/幻灯片/多媒体课件
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间: 6分钟)
复习交通规则并导入1a。
1. (通过呈现图片和关键词的方式，师生互动复习交通规则，并巩固if引导的条件状语从句。)
T: Boys and girls. We’ve learnt lots of traffic rules in this topic. Look at these pictures and make sentences using“if”.
walk on the street / obey the traffic signals drive on the street / drive on the right
not wear a motorcycle helmet / get a fine ride / at night / have a bike light
(教师举例并板书。)
If you walk on the street, you must obey the traffic signals.
Ss: …
T: Well done, everyone! You did a good job!
(教师可根据学生活动的情况给予不同的评价，并进行归纳。)
2. (师生共同学习4中的歌曲。)
T: Do you feel happy
Ss: Yes.
(教师通过动作和话语，教学生唱。)
T: If you are happy and you know it, clap your hands.
(教师和学生一起听磁带并跟唱。句子稍长的地方可多重复几遍。)
T: Listen to 4 and try to follow it.
…
(教师再次放4的录音，师生跟唱，并配以动作。)
T: Let’s listen and sing again.
(让学生总结歌词中出现最多的句型。)
T: Which is the most important sentence pattern in the song
Ss: If…, …
T: Yes, you are right.
(学生不难发现if引导的条件状语从句是歌词重点呈现的句型。)
(教师让全班学生合唱歌曲。)
T: Boys and girls, please sing the song together.
(时间允许的话，可分组唱，还可以叫个别唱得好的学生站到讲台上去唱。)
3. T: Boys and girls, we may have some bad experiences in our life, and some people can’t face them head-on. But some people can be brave enough. For example, we all know about Zhang Haidi, Zhao Lirong and Shen Dianxia(Feifei), their diseases are very serious. However, they can be brave to face them and try to overcome them, and finally they achieve success. Well, do you know Lance Armstrong
Ss: Yes. / No…
T: He is a famous cyclist. Cyclist means a person who rides a bicycle. Do you know why he is famous Now, let’s read the passage in 1a.
Step 2 Presentation 第二步 呈现(时间: 8分钟)
呈现1a，并完成1b。
1. (让学生仔细阅读文章，理解文章大意。)
T: Boys and girls, please read the passage in 1a and try to find out what the passage is mainly about.
(学生看完后，教师提问，检查学生的归纳理解能力。)
T: What’s the passage mainly about？Can you tell me
Ss: The passage is mainly about a cyclist.
(若是学生未能准确回答，教师可以给予提示，以降低难度。)
2. (把词组以一定的逻辑关系串联起来板书出来。然后教师以小故事形式向学生介绍。)
achievements (成就)—courage (勇气)—success (成功)—a serious pain (疼痛得厉害)—face it head-on (迎头面对)—win the Tour de France (赢得环法赛)
(让学生依照教师讲的故事相互讲述，达到练习的目的。)
3. (要求学生再次阅读文章，阅读时可带着1b中的问题去看。明确学习任务，有助于提高
阅读效率。然后完成1b。)
T: Look at the statements in 1b. Read the passage again and mark the statements True (T) or False (F).
(师生一起核对1b中问题的答案。错误的句子必须说明理由并改正。)
4. (师生共同解决学生阅读过程中遇到的问题，并板书。)
However, his way to success didn’t go well.Like the other challenges in his life, Lance faced it head-on.Lance Armstrong rode into history by winning the Tour de France for a record sixth time in 2004.As a cyclist, it is certain that Lance Armstrong is the greatest.
Step 3 Consolidation 第三步 巩固(时间: 8分钟)
巩固并复习1a。
1. (学生听朗读带，跟读并模仿语音语调。)
T: Read the passage after the tape. Pay attention to your pronunciation and intonation.
(教师组织学生齐读课文。)
T: This time read the passage together.
Ss: …
(教师对学生的朗读情况进行评价。)
T: Well done! …
2. (教师设置问题，为学生复述课文降低难度。)
(板书)
(1) What is Lance Armstrong famous for (2) How long did Lance often ride in one day when he was a middle school student (3) Did his way to success go well (4) What made him stop riding (5) Did Lance have cancer (6) What did he do in May of 1998 (7) Did he go on winning the Tour de France from 2000 to 2004 (8) Why did Lance ride into history (9) Did he win the race once again in 2005 (10) Is Lance the greatest as a cyclist
(板书内容较多，可事先写在小黑板上，或制作多媒体课件。)
T: Think about the questions on the blackboard and retell the story with your own words.
(教师也可以采用给关键词的形式让学生复述短文。关键词以“年份+事件”的形式出现。)
(教师找几名学生复述课文内容，以锻炼其口头表达能力。)
T: Now, I will choose some students to retell the story. Who wants to have a try
S1: …
S2: …
…
Step 4 Practice 第四步 练习(时间: 10分钟)
练习并完成2和3。
1. (放2的录音，让学生完成2。)
T: Now, please listen to 2 carefully and complete the passage.
(再放一遍录音，让学生核对答案。)
T: Listen to the tape again and check your answers.
2. (让学生完成3。先口头后书面进行练习。)
T: Boys and girls. There is an accident report form in 3. Please discuss with your partner. A few minutes later, report it to us all.
T: Would you like to have a try
S1: …
…
(学生两人一组，编一段对话。)
T: Suppose you were a journalist. You hear of the terrible accident and want to report it. So you need to ask the policeman for help. Please work in pairs and make a dialog between the journalist and the policeman.
(给学生留出时间准备。)
T: Who wants to have a try
S1: …
S2: …
…
(对于表现出色的学生，要鼓励表扬。)
Step 5 Project 第五步 综合探究活动(时间: 13分钟)
1. (让学生完成书面表达。)
T: Please write a passage according to the accident report form in 3.
2. Homework:
(让学生根据1a填空。)
American Lance Armstrong is famous for his and . This famous fought off a disease and returned to the Tour de France. He has won the Tour de France times, breaking a record in . His history has brought to the attention of the world.
Section D
Section D needs 1 period. Section D需用1课时。
The main activities are 1a and 4. 本课重点活动是1a和4。
Ⅰ. Aims and demands 目标要求
1. Learn new word:
Asia
2. Learn useful expressions.
It has the highest altitude of any race hosted by the International Cycling Union.
The winner is the person with the best total time.
He can do that without winning even one of the stages.
3. Review adverbial clauses of condition.
If you go to Qinghai Lake, maybe you can see the Qinghai Lake Race.
4. Go on learning about cycling races.
Ⅱ. Teaching aids 教具
世界地图/录音机/教学图片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间: 8分钟)
复习Section C的短文并导入1a。
1. (让一名学生复述Section C中的短文，可以按照时间顺序。)
T: Now I ask one student to retell section C, 1a, according to the time order.
Example:
Lance was born on September 18th, 1971. By 1996 he was one of the top cyclists in the
world ... In May of 1998 ... from 2000 until 2004 ...
2. (师生互动导出生词。)
T: Where is Beijing/Shanghai/…
Ss: Beijing is in the north of China. / Shanghai is in the east of China. /…
T: Well done, boys and girls! Beijing is in the north of China. And China is in the east of Asia.
(教师边说边呈现世界地图，并板书。)
Asia
T: Let’s guess the meaning of Asia, OK
Ss: …
(教师向学生呈现自行车赛的图片，导入新课。)
T: What are they doing
S1: They are having a bicycle race.
S2: …
…
T: Yes. Bicycles are popular in many countries, and there are many cycling races in different countries. Do you know which is the largest bicycle road race in Asia
Ss: I don’t know.
(经过认真预习的学生可能马上就会给出正确答案。)
T: Which is the most famous bicycle race in the world
Ss: …
(教师可根据学生的回答给出评价性的语言。)
T: …, we are going to know more about these bicycle races. Let’s listen to the tape.
(过渡到下一步。)
Step 2 Presentation 第二步 呈现(时间: 8分钟)
呈现1a并完成1b。
1. (教师放1a的录音，要求学生合上书本。听录音，注意其中的数字性语言，如年份、距离等。)
T: Listen to 1a carefully and pay attention to the numbers. Go!
(让学生听录音，边听边记下录音中的关键信息。)
…
(教师让学生完成1b。辨别五句话中哪些是描述环青海湖自行车赛的，哪些是描述环法
自行车赛的。)
T: Read the sentences in 1b and choose those that describe the Qinghai Lake Race.
(学生找出描述环青海湖自行车赛的句子，就自然而然知道哪些句子是用来描述环法自行车赛的了。)
(教师再放一遍录音，学生带着问题听。听第一段，回答1，2两个问题；听第二段，回答剩余的问题。)
T: Listen to the tape again, and answer the following questions.
(出示小黑板。)
(1)When did the Qinghai Lake Race begin
(2)Is it the largest bicycle road race in the world
(3)When and where did the Tour de France begin
(4)How many timed stages are there
(5)Are the roads difficult or easy
2. (师生一起来学课文，共同学习其中的重难点。)
T: Let’s go through the passage together and deal with the language focus.
(学生不理解时，教师可用中文加以说明。)
…
(教师在处理重难点词句中，需板书。)
Words and phrases Important expressions
largest, Asia, altitude, International Cycling Union, cover, 21 timed stages, one or two days to rest, go through the Alps… (1) If you go to Qinghai Lake, maybe you can see the Qinghai Lake Race.(2) The winner is the person with the best total time.(3) He can do that without winning even one of the stages.
Step 3 Consolidation 第三步 巩固(时间: 6分钟)
巩固并复述1a的内容。
1. (放1a的录音，让学生跟读。)
T: Listen to the tape and read after it.
2. (让学生齐读，要求学生控制语速，不能太快也不能太慢。)
T: This time read the passage together.
3. (教师将学生分成两组，每组各读一段。一组学生读的时候，另一组学生仔细听，并找出对方读得不准确的地方。)
T: Line One and Line Two are Group A. Line Three and Line Four are Group B.
Group A, go!
…
Group B, go!
…
(教师根据学生的活动情况给予适当的评价。若时间允许，可抽查几名学生进行个别朗读。)
4. (教师指导学生对课文进行复述。)
(方案一)(让学生根据上一步完成的1b，用自己的话来描述文中两种自行车赛。)
T: Read the sentences in 1b and retell the passage in your own words.
(方案二)(师生一起找出关键词并板书，然后看关键词复述课文。)
Qinghai Lake Race—largest—altitude—Tour de France—famous—Paris—cover—one or two days to rest—go through—winnerThe following numbers may help you: 2002, 1903, 1500, 2000, 21, 3
(教师可根据本班实际情况选择一种方案，让学生复述。)
T: Now, you can say something about the Qinghai Lake Race and the Tour de France.
(最后可选一两名学生上讲台复述课文。)
(教师给出中肯的评价，建立激励机制。)
Step 4 Practice 第四步 练习(时间: 13分钟)
练习完成2，并巩固3a和3b的内容。
1. (放2的录音, 让学生听录音并完成2。)
T: We know that Lance Armstrong is the greatest cyclist in the world. Now do you know Oscar Freire
Ss: Yes. / No…
T: Oscar Freire is one of the best cyclists in the world. Do you want to know more about him
Ss: Yes.
T: Please listen to 2 and answer the questions.
(核对答案。也可请两名学生一问一答。)
(根据2写一个关于Oscar Freire的短文。)
T: Please write a short passage about Oscar Freire according to 2.
2. (教师带动学生学习3a和3b，一起回忆条件句的用法。)
T: Boys and girls. Look at 3a and 3b. You can read them by yourselves. Whenever you have questions, please ask me.
(要求学生熟记并能灵活运用3a和3b内容。)
T: The sentences in 3a and 3b are very important. So I think it’s necessary for you to remember them.
Step 5 Project 第五步 综合探究活动(时间: 10分钟)
探究本单元重点活动：交通及自行车运动。
1. (让学生写一个自己和自行车的故事，使用条件状语从句。)
T: Do you like cycling
Ss: Yes.
T: Please write a story about you and your bike, using adverbial clauses of condition. You can begin like this:
I like to ride my bike. I usually ride with a helmet, and …
(给学生几分钟准备时间，然后请个别学生读自己的故事。)
2. (教师组织一个以交通为主题的讨论会，完成4。)
T: Let’s have a meeting about traffic. Please discuss with your classmates. The phrases may help you.
(板书)
accidents around youtraffic rules you knowroad signs you know
(给学生几分钟讨论时间，请两三名学生汇报讨论结果。)
T: Now, stop! Please tell us something about traffic. Who can have a try
3. Homework:
(1)(让学生收集一些关于违背交通规则的所产生的后果。然后把它们写下来。下节课报告给全班学生。)
(2)(尽量收集一些关于奥林匹克运动会中自行车比赛的信息。下节课带到学校来与全班学生分享。)
(3)(用适当的词填空。)
①Remember to use a if you ride at night.
②Because the bus driver was too and didn’t the .The bus
a truck, and many were hurt.
③His bike’s wheels were so broken that he knocked the wall.
Picture 1 Picture 2 Picture 3
PAGE
1