八年级Unit 6 Enjoying Cycling Topic 1 We’re going on a spring field trip.

Unit 6 Enjoying Cycling
Topic 1 We’re going on a spring field trip.
Section A
Section A needs 1 period. Section A需用1课时。
The main activities are 1a and 3. 本课重点活动是1a和3。
Ⅰ. Aims and demands 目标要求
1. Learn some new words and phrases:
field, vehicle, find out, task, airplane, airline, decide, total, raise
2. Learn the usages of infinitives:
Boys and girls, I have some exciting news to tell you!
It’s too far for cycling, but there are other vehicles for us to choose from.
Kangkang and Michael, you two find out the cost to go by train.
Helen, your task is to find out the cost by bus.
3. Talk about field trips.
4. Certainty and uncertainty:
It’s hard to say.
5. Express wishes and congratulations:
Have a good trip!
Ⅱ. Teaching aids 教具
录音机/小黑板／幻灯片/常用交通工具的卡片或玩具/泰山、长城、十三陵、故宫、天坛等一些名胜古迹的图片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间: 5分钟)
复习表达情感的词，导入新课。
T: Good morning, boys and girls.
Ss: Good morning, Miss/Mr.××!
T: We learnt the words about feelings in Unit 5. Do you remember them Volunteers!
S1: Sad, happy.
S2: Upset, exciting.
…
T: Well done! We know that different colors, environments or other things can cause different feelings. Could you tell us what can make you happy
S3: Swimming can make me happy.
S4: Going to Beijing can make me happy. I’d like to go to Beijing.
…
(学生们流利地回答问题，说出能使自己快乐的事。)
T: Do you know what can make me happy
Ss: …
T: Going on a field trip can make me happy. I’d like to visit places of interest. Would you like to go on a visit
Ss: Yes.
T: Now, here are some pictures about places of interest. Please
look at them.
(把图片分发给学生，让他们轮流看，激发学生的学习兴趣。过一会儿拿回图片，然后出示泰山的图片。)
T: Mount Tai is very wonderful. If I’m free, I’d like to go on a two-day visit to Mount Tai. Would you like to visit it with me
Ss: Yes, of course.
T: OK. Let’s go on a two-day visit to Mount Tai. But how can we go there
(板书并教学，要求学生掌握field。)
a field tripgo on a visit a two-day visit to
Step 2 Presentation 第二步 呈现(时间: 12分钟)
呈现1a，教学生词和动词不定式。
(教师呈现含有交通工具的图片或玩具，让学生用by…表示。)
T: (出示自行车的图片或玩具。)Look at this picture.
We can go there by…
Ss: By bike.
(用同样的方式分别呈现火车、公共汽车、飞机的图片或玩具。)
Ss: By train./By bus./By plane.
T: Great! We call them vehicles. Here,“by plane” we can also say“by airplane”.
(板书并教学生词，要求学生掌握vehicle和airplane。)
by bike by train by bus by plane/airplane
2. (用小黑板／幻灯片出示下列句子。让学生先观察这些句子，然后听1a的录音并完成句子。)
There are other vehicles for us .Do you know the best way there It’s hard .I’d love by airplane.We will decide on the best way on our field trip.
T: Look at these sentences, listen to the tape and fill in the blanks.
3. (核对答案，教师用彩笔给出答案。)
4. (让学生观察这些句子，并找出共同点。)
T: Look at these sentences again. Pay attention to the underlined parts.
Ss: They…
(教师总结并简单解释动词不定式。)
T: Nice work! We call them “Infinitives”.
(教师板书动词不定式的结构)
to+v.
5. (读1a，找出新单词和短语，并根据上下文的语境猜测词义。)
T: Read 1a and find the new words and phrases.
(教学下列生词和短语，要求学生掌握。)
find out, task, airline, decide
Step 3 Consolidation 第三步 巩固(时间: 10分钟)
巩固1a，讲解动词不定式的用法。
1. (跟读1a的录音，注意语音语调。)
T: Follow the tape, paying attention to the pronunciation and intonation.
2. (让学生自读1a并找出含有动词不定式的句子和疑难点。)
T: Read 1a alone. Find out the sentences with infinitives and difficulties.
3. (鼓励学生读出含动词不定式的句子，教师解决疑难。)
T: Please read out the sentences with infinitives.
(板书并解释)
It takes sb. some time to do sth.the best way to do sth.It’s hard to say.the cost to do sth.decide on
4. (小组活动。五人一组分角色朗读，鼓励小组表演。完成1a。)
T: Please read 1a in groups of five, and then I’ll ask several groups to act it out.
Step 4 Practice 第四步 练习(时间: 13分钟)
练习动词不定式，完成1b、2和3。
1. (让学生观察1b图片，四人一组讨论去泰山的最好方式。完成1b。)
T: Please look at the pictures in 1b carefully. Discuss the best way to Mount Tai in groups of four.
(学生们观察图片和信息并讨论。)
T: How much does it cost to go there by airplane
Ss: It costs ￥700.
T: How long does it take to reach Mount Tai by airplane
Ss: It takes one hour to reach there.
T: How much does it cost to go there by train
Ss: It costs ￥145.
T: How long does it take to reach Mount Tai by train
Ss: It takes 7 hours to reach there.
T: How much does it cost to go there by bus
Ss: It costs ￥200.
T: How long does it take to reach Mount Tai by bus
Ss: It takes 8 hours to reach there.
T: Which is the best way to go to Mount Tai
G1: By train.
G2: By train.
G3: By train.
…
T: Very good.
(板书重点结构，教学生词并要求学生掌握total。)
totalIt costs/takes … to reach there.
2.(师生示范。请一个学生扮演A，老师扮演B，讨论2中的图片。)
T: I have some pictures of places of interest. We’ll make conversations about them. First, I’ll give you an example. S1, you will be A and I will be B. Let’s discuss one of the pictures. Are you ready Go!
S1: Hello, I plan to visit Harbin. Can you tell me something about it
T: What do you want to know
S1: What’s the best time to go there
T: I think the best time to go there is in November.
S1: Which is the best way to go there
T: I think the best way to go there is by train. It’s not expensive and it doesn’t take much time.
S1: How long does it take to get there
T: About 8 hours.
S1: How much does it cost to go there
T: I’m not sure. But I can find it out on the Internet. Then I will tell you the cost.
S1: Thank you!
T: My pleasure. Have a good trip!
(板书)
I plan to visit…What do you want to know What’s the best time to go there Which is the best way to go there How long does it take to get there How much does it cost to go there
3. (让学生观察2中的图片，两人一组，进行对话练习，注意动词不定式的用法。完成2。)
T: Now, Look at the pictures in 2, and ask and answer the questions with your partner. Pay attention to the usages of infinitives.
4. (让学生运用动词不定式回答3中的问题，然后两人一组练习对话3，正确使用所给词组中的动词不定式。教师对第二幅图给予指导。如Her wish is to do sth.。掌握raise；理解sunrise。)
T: OK. Now work in pairs and talk about the pictures in 3.
(学生练习几分钟后，叫几名学生到讲台前表演，其他学生注意听。)
T: Well done! Now, let’s check the answers.
Step 5 Project 第五步 综合探究活动(时间: 5分钟)
利用图片探究拓展本课语言知识。
The Great Wall the Ming Tombs the Palace Museum
The Heaven Temple Hongkong Shenzhen
1. (拿出课前准备的图片，让学生讨论自己想去的地方。)
T: Please look at the pictures. Talk about the places you want to go to. You can use the following sentences:
Where do you want to go
How would you like to get there
How much does it cost to go there
How long does it take to go there
What is the best time to go there
…
(学生讨论一会儿，然后每组选出一名学生向全班学生汇报结果。)
T: Now I will choose one student from each group to report their results.
Example:
Li Lei wants to go to Mount Tai. He wants to get there by plane. It costs ￥700. It takes only one hour to go there. He thinks the best time to go there is in spring. Fangfang wants to go to…
2. Homework:
(1) (使用It costs…和It takes…to…两个句型造句。)
Make sentences using the patterns of “It costs…” and “It takes…to…”
(2) (复习不定式的用法。)
Review the usages of infinitives.
Section B
Section B needs 1 period. Section B需用1课时。
The main activities are 1a and 2. 本课重点活动是1a和2。
Ⅰ. Aims and demands 目标要求
1. Learn some new words:
cinema, hotel, refrigerator, standard, single, condition, comfortable, person
2. Go on learning the usages of infinitives:
Yes, I’d like to book some tickets to Mount Tai on March 13th.
Good morning, I want to make a room reservation.
3. Learn how to book tickets and make hotel reservations.
4. Offer help:
Can I help you /What can I do for you
Ⅱ. Teaching aids 教具
录音机/小黑板/幻灯片/相关的图片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间: 5分钟)
复习动词不定式。导入新课。
1. (鼓励学生说出含有动词不定式的句子。)
T: We learned infinitives yesterday. Could you give us some examples
2. (复习并谈论交通工具。)
T: Let’s talk about the vehicles.
S1: ...
S2:…
…
T: We know going by bus is too slow, and it takes too long; going by plane is fast, but it is too expensive; going by train is comfortable, and it doesn’t cost so much. Which is the best way for Maria’s class to travel
Ss: By train.
T: Yes, the best way to go to Mount Tai is by train. Now, what will they do They will book tickets.
(由此导入新课。)
Step 2 Presentation 第二步 呈现(时间: 10分钟)
呈现1a，教学生词。
1. (让学生听1a的录音并回答问题。)
T: Maria’s class want to visit Mount Tai and they decide to go there by train. They ask Kangkang to book the tickets. Now, let’s listen to 1a and answer the following questions: ①When does the train leave Beijing
②How many tickets does Kangkang book
(师生核对答案。)
2. (学生自读并猜测生词的意思。)
(板书生词，要求学生理解。)
book, sleeper
3. (再听1a的录音，让学生跟读，注意语音语调。)
T: Please listen to 1a again and follow it. Pay attention to the pronunciation and intonation.
Step 3 Consolidation 第三步 巩固(时间: 10分钟)
巩固1a，完成1b和1c。
1. (学生再读1a，独立完成1b表格。)
T: Please read 1a again and fill out 1b alone.
2. (让两名学生读出他们的答案，全班学生核对，完成1b。)
3. (让学生分角色表演1a。)
T: Who can act out 1a Volunteers!
4. (给学生一些时间完成1c。)
T: Very good. Now, let’s do 1c. Suppose you worked in a cinema, your deskmate wanted
to book tickets.
(教学生新单词 cinema，要求学生掌握。)
T: Make a dialog in pairs. Begin!
5. (选1－2组学生展示对话，完成1c。)
T: Which pair would like to act it out Come on!
Step 4 Practice 第四步 练习(时间: 15分钟)
练习动词不定式，完成2和3。
1. (设置情景，导出生词。)
T: When you go out for traveling, where do you live
S1: In my aunt’s house.
S2: In my good friends’ houses.
S3: …
…
T: You know there are twenty people. Do you think which is the best place for them to live in
Ss: It’s a hotel.
T: Right. I have lived in a hotel. It’s very comfortable. The conditions are very excellent. There are two kinds of rooms .They are standard rooms and single rooms. There is a refrigerator and air conditioning in the room. Making a room reservation is very important.
(教师边叙述边出示与单词相符的图片，并板书生词)
(板书并解释单词。)
hotel comfortable condition standard single refrigeratorair conditioning reservation
(教学生词，要求学生掌握：hotel, refrigerator, standard, single, condition, comfortable。理解reservation和air conditioning。)
2. (让学生独立完成2。)
T: Now, complete the conversation in 2 alone.
(核对答案，并用小黑板／幻灯片呈现已经准备好的问题。)
How many rooms with two single beds does she want How many rooms with one single bed does she want When will they want them How long will they stay What is the total cost
(让学生分角色表演对话，然后回答问题。)
T: Act out the dialog in pairs, and then answer the questions.
3. (放3的录音，让学生独立完成3。)
T: Please look at 3. Pay attention to the picture. Listen and fill in the blanks.
(根据学生填写的情况，可以放1～2遍录音。)
T: Let’s check the answers together.
(师生共同核对答案。)
T: Now, according to the form in 3, make a dialog like 2. Act it out in pairs.
(教师及时给予鼓励。要求学生掌握生词person。)
Step 5 Project 第五步 综合探究活动(时间: 5分钟)
探究本课重点话题：订票、订房间。
1. (设置一个全家周末要进行一次为期两天的旅游的场景。他们要了解相关旅馆的信息，然后自己订房间，让学生在学完这个话题后能够运用。)
T: This weekend your family will go on a two-day trip. You want to book rooms for your family. First you want to know the information about a hotel. You should do:
(1) Make a form like 1b.
(2) Make a similar dialog like 2.
T: Act out your dialogs, please.
2. Homework:
(1) (复习不定式。)
Review infinitives.
(2) (编一个关于订购火车票的对话。)
T: Make a dialog about booking train tickets.
(3) (编一个关于预定旅馆的对话。)
T: Make a dialog about hotel reservation.
Section C
Section C needs 1 period. Section C需用1课时。
The main activities are 2a and 5. 本课重点活动是2a和5。
Ⅰ. Aims and demands 目标要求
1. Learn some new words and phrases:
afford, common, come up with, dollar, sell, noon, top, look forward to (doing) sth., hear from
2. Go on learning infinitives:
It is very common to raise money in Canadian and American schools.
The best way to raise money is to sell newspapers.
Why don’t we put on a show to raise money
I think the most exciting way is to sell flowers at the weekend.
Spring is the best time to climb Mount Tai.
3. Learn about how foreign students raise money for field trips.
Ⅱ. Teaching aids 教具
小黑板/录音机/ Section B, 2的图片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间: 5分钟)
复习Section B预订旅馆的内容，导入新课并完成3。
1. (把Section B，2的信息图片出示给学生, 复习Section B预订旅馆的内容。)
T: Please look at the pictures. Yesterday, Maria made hotel reservations for her classmates. How much does a standard room cost
Ss: A standard room with two single beds costs ￥100 and a room with a single bed costs ￥80.
T: How many rooms did she book
Ss: She booked 11 rooms, 10 rooms with two single beds and one room with one single bed.
T: When will they want them and how long will they stay
S: March 13th and 15th, two nights.
T: Good! Now who would like to act out 2 in Section B Volunteers
(选两个学生到讲台前表演对话，重现预订旅馆的情景，达到复习的目的。)
2. (板书下列算式，让学生根据section B的内容算出结果。)
train tickets+hotel+food+shopping=total cost
( ) ( ) ( 50) ( 50) ( )
T: We know that when we want to travel, we should have enough money. We should know the cost before we start out.
Let’s help Helen work out the trip cost according to the information in Section B.
(一分钟后)
T: How much does the total cost
Ss: ￥490.
T: Do you have￥490
S1: Yes, I do.
S2: No, I don’t.
T: Well. If you need a lot of money, but you don’t have it, what should you do
S3: Get it from my parents.
S4: Get it from my grandfather.
S5: Get it from my brother.
S6: Make money by myself.
…
(大多数学生都想从家人那里拿钱，只有少部分学生想通过自己的努力去筹钱，教师提示外国学生一般是自己想办法去筹钱。)
T: Yes. You can get money in many ways. But in Canada and America children usually make money by themselves. They don’t get it from their family members. If you were them, what would you like to do to raise money You can discuss in pairs, and then share your ideas with your classmates.
(学生讨论后)
T: Now, please use the sentence pattern “We can do sth. to raise money.” to show your ideas.
S7: We can sell newspapers to raise money.
S8: …
…
(学生的回答是各种各样的，教师用不定式句型总结一下他们的筹钱方式，并完成3。)
T: Yes. We have many ways of raising money. We can sell old books to raise money. We can have a show to raise money…
(板书)
The best way to raise money The most exciting way to raise money
T: Which is the best way to raise money
Ss: The best way to raise money is to…
T: Yes. We can raise money in different ways. What about Helen Helen doesn’t have enough money for her trip. She is worried. Let’s listen and find out how Helen can get money for her trip.
Step 2 Presentation 第二步 呈现(时间: 10分钟)
呈现并处理1和2a中的知识点。
1. (放1的录音，让学生找到Jane给Helen提的建议。)
T: How can Jane get money for her field trip
Ss: She can raise money by herself.
2. (让学生3人一组分角色朗读1，并找出疑难点。)
3. (让学生掌握afford并解释难点。)
can’t afford, told us not to ask…
4. (让学生操练以达到学会运用的目的。)
T: Make similar dialogs according to 1, and act them out in groups.
5. (让学生听2a的录音，回答问题。)
T: We know Jane and her classmates want to raise money. Please listen to 2a and find out how the Canadian and American students raise money.
(听完2a的录音，核对答案。)
T: How do they raise money
Ss: King or Queen for a Day.
T: Good work.
6. (让学生阅读2a并找出生词及疑难点。教师要求学生掌握：common, come up with, dollar, sell, noon；理解headmaster；了解draw。然后解释疑难点，教授阅读技巧。)
T: Look at the new words and phrases.
common, come up with, dollar, draw, sell, headmaster, noonAfter the tickets are sold, one ticket is drawn.
Step 3 Consolidation 第三步 巩固(时间: 10分钟)
巩固2a，完成2b。
1. (让学生再读2a，做2b并划出含有不定式的句子。)
T: Read 2a again and do 2b, and then underline the sentences with infinitives.
2. (请一个学生说出他的答案，全班核对，完成2b。然后让两名学生说出他们找的句子，
其他学生判断他们找的句子是否含有动词不定式。)
T: You finish I need someone to check the answers.
S1: 1,4,3,2.
T: Great! Then do you find the sentences with infinitives
S2:…
S3:…
…
Step 4 Practice 第四步 练习(时间: 10分钟)
完成4和5。
1. (让学生听4的录音后回答问题。让学生掌握top；理解safely。)
(板书)
safely top
T: Look at the sentences in 4 carefully, then listen and mark True (T) or False (F).
(待学生听完后，核对答案。完成4。)
2. (阅读并完成5。)
T: Now, let’s look at the letter from Maria to Li Wei. First let’s learn the new words and expressions.
(板书)
forwardlook forward to (doing) sth. hear from sb.
(让学生注意发音和用法。)
T: OK. Read the letter and finish 5.
(学生独立完成以后，请一两名学生说出他们的答案，全班共同核对。)
3. (让学生从信中找出含有动词不定式的句子。)
T: Please find out the sentences with infinitives in the letter.
(请一两名学生读出他们找到的含有动词不定式的句子，教师给予评价。)
Step 5 Project 第五步 综合探究活动(时间: 10分钟)
探究如何筹钱给妈妈买生日礼物。
1. (教师设置场景，给出提示。)
T: If next Saturday is your mother’s birthday, you want to buy a present for her. But you don’t have much money. What should you do to raise money The following questions may help you.
(将事先写好问题的小黑板挂在黑板上。)
What would you like to buy for your mother Work out the cost of the present.Which do you think is the best way to raise money
(让学生分成四组讨论，然后每组由一名学生来陈述。方法好、陈述又好的一组获胜。)
T: Work in four groups and discuss what you will do to raise money.
2. Homework:
(让学生给他/她的朋友写一封信，信的内容是关于自己到某地的一次旅行。)
Ⅳ. 疑点探究
afford“买得起，(有时间)做，能做”，通常与can, could或be able to连用，尤用于否定句和疑问句。如：Can we afford a new car
affordable adj.如：affordable prices/housing付得起的价格/买得起的住宅。
Section D
Section D needs 1 period. Section D需用1课时。
The main activity is 4. 本课重点活动是4。
Ⅰ. Aims and demands 目标要求
1. Learn the new phrases:
as soon as, in the daytime
2. Review the usages of infinitives：
I have some exciting news to tell you!
I want to make a room reservation.
Why don’t we put on a show to raise money
Kangkang helped us (to) book the train tickets.
3. Review useful expressions：
How wonderful!
Let’s find out some information about the cost.
May I have your name and telephone number, please
I’m looking forward to hearing from you.
As soon as we arrived there, we began to climb Mount Tai.
4. Go on talking about traveling.
Ⅱ. Teaching aids 教具
录音机/小黑板／幻灯片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间: 5分钟)
复习Section A－C的内容并导入新课。
1. (教师问一些关于王老师的学生怎样为旅行做准备的问题。)
(1) Who booked the train tickets to Mount Tai
(2) Who made hotel reservations
(3) How did they raise money
(4) What else should they do for their trip
2. (把学生分成五组。明天将有一些重要的客人来学校参观，请学生为他们安排行程，包括时间、地点、活动，并向全班汇报，评出优胜组。)
T: Tomorrow some important guests will come to visit our school. Please make a schedule for the visit. You can discuss in five groups. Then report your schedule. Let’s see which group is the best.
(板书)
Time Place Activity
Step 2 Presentation 第二步 呈现(时间: 13分钟)
呈现并完成1。
1. (让学生阅读1。)
T: Just now we made a schedule. Miss Wang also made a schedule for their trip. Now look at the schedule in 1. There are ten blanks in the schedule. Listen carefully and fill in the blanks.
(听1录音并填空。)
T: OK. I’ll ask two students to give their answers.
(请两名学生说出他们的答案，全班核对，完成1。)
2. (让学生看时间表, 扮演Miss Wang, 说出旅行计划。)
Example:
S1: Boys and girls, we’ll have a good trip. We will arrive at Mount Tai at 6:44 p.m. on March 13th and have a good rest in the hotel. After I count the students, we’ll buy tickets and begin to climb Mount Tai. At 1:30 a.m. on March 14th, we plan to…
3.(教师通过介绍徐霞客引入2的教学。)
T: Do you know about Xu Xiake
Ss: Yes.
T: What was he good at doing
Ss: He was good at writing sth. about traveling.
T: Can you write travel notes (教师解释travel notes。)
Ss: No.
T: Now let’s read 2 and learn how to write travel notes.
4.(学生读完后，通过师生问答学习游记的要素。)
T: What tense do we use to write travel notes
Ss: The past tense.
T: Very good! What should we write in travel notes
S1: Time.
S2: Place.
S3: Person.
S4: Activities.
S5: …
T: Excellent! When we write travel notes. We should write time, place, person, activities and so on.
5.(学生再读2，标出疑难点。)
T: Read 2 again, and mark the new words, phrases and difficulties.
(师生共同解决疑难点。)
(板书)
as soon asDai Templein the daytimein a local restaurant
(要求学生掌握as soon as和in the daytime；理解temple和local；了解daytime。)
Step 3 Consolidation 第三步 巩固(时间: 10分钟)
巩固完成2。
1.(让学生再读2，回答问题。)
T: Please read the postcard in 2 again and answer some questions.
(板书)
Where is Darren now Did Michael have a good time last week What was the weather like on Mount Tai How long did it take them to get to Wanghai Stone What did Michael do in the daytime/in the evening
2. (教师用小黑板或幻灯片出示下列内容，然后根据2完成短文。)
Michael had a ____ time on Mount Tai last week. The weather there was ____. As soon as they arrived there, they began to climb Mount Tai. It _____ them almost the whole might to get to Wanghai Store. They saw the ____ and the sea of clouds on Mount Tai and visited Dai Temple in the ____. In the evening, they had a big dinner in a local restaurant. That was an exciting ____.
(师生共同核对答案。完成2。)
Step 4 Practice 第四步 练习(时间: 10分钟)
复习巩固3a和3b。
1. (复习巩固3a。)
(让学生听3a的录音并跟读，然后教师总结动词不定式的用法。在本话题中，动词不定式可以用作定语、宾语、主语、表语、宾语补足语。让学生用动词不定式造句。)
T: Please listen to 3a and read after it, and then make similar sentences using infinitives.
(请几名学生说出他们的句子，其他学生判断动词不定式在句子中的成分。)
T: OK. Who will speak out the sentence
S1: I have a lot of work to do today.
S2: I plan to go on a trip to Mount Tai.
S3: …
…
2. (复习巩固3b。)
(让学生听3b的录音并跟读，然后分组从本话题中找出更多的有用表达, 然后用这些内容编成简短对话。)
T: Listen to 3b and read after it, and then find out more useful expressions in this topic in groups.
Example:
(1) S4: We’re going on a two-day visit to Mount Tai.
S5: How wonderful!
(2) S6: May I have your telephone number, please
S7: Sure. 88765497.
…
Step 5 Project 第五步 综合探究活动(时间: 7分钟)
探究旅游话题完成4。
1.(做调查。)
T: Make a survey about where your classmates would like to travel and work out the total cost.
(板书)
Name Place of interest Total cost How to raise money
2. (让学生写一篇游记。)
T: Boys and girls，please choose one of the most popular places for you to travel, and write down your travel routes and schedule. You can begin like this:
We’re going to visit…
3. Homework:
(让学生复习订票、订房间的用语，达到会交际的目的。)
Topic 2 How about exploring the Ming Tombs
Section A
Section A needs 1-2 periods. Section A需用1-2课时。
The main activities are 1a and 2. 本课重点活动是1a和2。
Ⅰ. Aims and demands 目标要求
1. Learn some new words:
receive, postcard, dialog, perfect, camp
2. Learn useful expressions:
I’d like to speak to Michael.
Glad to receive your postcard.
Would you like to come to China for your vacation
Why not explore Beijing on our bicycles
It would be great fun.
I’m looking forward to meeting him.
3. Learn the usages of adverbial clauses of time:
While you were enjoying your trip, I was busy preparing for my exams.
Before he comes, would you help me make a plan to explore Beijing
Darren was reading Ren’ai English Post when Michael came in.
4. Satisfaction:
Great!
5. Introduction:
I’d like you to meet him.
Ⅱ. Teaching aids 教具
录音机/深圳世界之窗的图片/颐和园的图片/小黑板／幻灯片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间: 8分钟)
复习电话用语，并导入新知识。
1. (设计电话对话: 你很想见自己的笔友，邀请笔友到自己家乡游玩。通过这个对话导入Section A的目标语言。)
T: Do you have a good pen pal Do you look forward to meeting him or her Would you like to invite him or her to visit your hometown during the vacation Make a telephone call dialog between you and him or her with your partner. The phrases and sentences on the blackboard may help you.
(板书)
Glad to receive your postcard.Would you like to come to my hometown for your vacation You bet! Where shall we go then Why not explore my hometown on our bicycles (explore+place 考察/探险某地)It would be great fun.Good idea! See you.Great!
(教学生词并对重要的句子进行必要的解释，要求学生掌握：receive, postcard, you bet；了解bet和explore。让学生尽量用黑板上的句子组织对话。)
T: Now please act out the dialog in pairs.
(对学生的表演多表扬、少批评，激发他们学英语的兴趣。)
2. (结合Topic1的内容，师生问答导入新课。)
T: Do you know Darren
Ss: Yes, I do.
T: Who is he
Ss: He is Michael’s friend.
T: Where is he from
Ss: He is from the U.S.A.
T: Does Micheal want Darren to visit China
Ss: Yes, he does.
T: Now, Darren is calling Michael. What are they talking about Let’s listen to 1a and find the answer.
Step 2 Presentation 第二步 呈现(时间: 7分钟)
呈现1a，学习时间状语从句。
1. (听1a的录音，回答问题。)
T: Please listen to 1a and answer the question“What are they talking about ”
(鼓励学生回答。)
T: Who can try
S1: They are talking about vacation.
S2: They are talking about traveling to Beijing.
S3: They are talking about where to visit.
S4:…
T: Well done! You are very clever. They are talking about exploring Beijing.
2. (让学生读1a，找出对话中表示邀请、建议、赞同、请求的句子。)
T: Read 1a, and find out the sentences about invitation, suggestion, agreement and request.(为了让学生更好的理解这些指令，教师可以适当使用汉语。)
(读完后，鼓励学生读出他们找到的句子。学生边读，教师边板书。)
S1: Would you like to come to China for your vacation
S2: You bet!
S3: Would you help me make a plan to explore Beijing
S4:…
(板书)
Would you like to come to China for your vacation You bet!Why not explore Beijing on our bicycles It would be great fun.Good idea!Great!Would you help me make a plan to explore Beijing How about exploring the Ming Tombs That would be very interesting.
3. (用小黑板／幻灯片出示1a中含有时间状语从句的句子。)
While you were enjoying your trip, I was busy preparing for my exams.When he arrives, I’d like you to meet him with me.Before he comes, would you help me make a plan to explore Beijing
(教师简单解释时间状语从句。)
Step 3 Consolidation 第三步 巩固(时间: 10分钟)
巩固1a并完成1b。
(让学生分角色朗读1a，然后鼓励几组学生表演，完成1a。)
1. T: Read the dialog aloud in 1a, and then act it out in pairs.
2. (活动，导出1b。)
(展示深圳世界之窗的图片/颐和园图片。)
T: Look at this picture. Is it beautiful
Ss: Yes, of course.
T: It is the Window of World in Shenzhen/the Summer Palace in Beijing.
T: S1, would you help me plan a trip to Shenzhen/Beijing
S1: Yes, of course.
T: Could you come along with me
S1: Yes, I’d love to.
T: (指着S1旁边的一名学生。) Shall we take him there
S1: Good idea.
(板书画线部分。)
would, could, shall
T: Very good. Thank you. Now, boys and girls, please make dialogs as we did just now in pairs. But you’d better use “would”, “could” or “shall”. Because they will make your partner feel that you are very polite.
(学生热烈地对话。)
T: Now please act out your dialogs.
3. T: Very good. Please finish 1b quickly according to the dialogs you made just now.
(几分钟后)
T: Let’s check them. The answers are: 1.b, 2.c, 3.a.
Step 4 Practice 第四步 练习(时间: 15分钟)
练习本课重点语法(时间状语从句)，并完成2和3。
1. T: Now, look at Picture 1 in 2. What is Darren doing
Ss: He is having a class.
T: What is Michael doing
Ss: He is climbing a mountain.
T: Yes. Darren is having a class while Michael is climbing a mountain. That means:
While Michael is climbing a mountain, Darren is having a class.
T: Look at Picture 5. What was Darren doing when Michael came in
Ss: He was reading Ren’ai English Post when Michael came in.
T: You are right. In another way we can say: When Michael came in, Darren was reading Ren’ai English Post.
(解释while/when的用法和注意事项。)
T: Please look at the rest pictures in 2 and make similar sentences. Then read them out.
2. (完成3。)
T: Boys and girls, we’ll have a visit. Do you want to go on a visit to Dalian or go camping in the forest Which one do you want to choose Why Please discuss in groups of four.
(给出目的地，让学生有方向性地探究，引导他们积极地思考。)
T: Now, please give me your answers and reasons.
Group A: We are going to Dalian. There are beautiful beaches…
Group B: We’d like to go camping in the forest. There are many big trees, birds…
…
(鼓励学生充分发挥想象力。)
T: Good. Now listen to the dialog in 3. What are they talking about First let’s learn the new words.
(板书并要求学生掌握生词。)
dialog, perfect, camp
T: Before listening, I think it’s better to read the questions in 3 carefully.
(在听之前，让学生熟悉一下问题，以降低难度。)
T: Listen to 3 carefully and choose the best answers.
(根据学生的实际情况，可以放1～2遍。)
T: Well. Let’s check the answers.
Step 5 Project 第五步 综合探究活动(时间: 5分钟)
进一步探究1a。
1. (方案一)(小组竞赛巩固本课语法。)
(把学生分成几个小组。让每个小组分别用while, when, before造句。每组选一名代表读出他们所做的句子，正确句子最多的小组获胜。)
(方案二)(接龙游戏。合作探究本课重点语法。)
T: Look! S1 is standing.
S1: I am standing while S2 is reading.
S2: I am reading a story book while S3 is talking.
S3: …
…
(学生可以发挥想象，注意使用正确的时态。)
2. Homework:
(编一个打电话的对话，要用到while/when。)
Section B
Section B needs 1 period. Section B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. (1)Learn the new words about directions:
northwest, eastern, north, east, northeast, southeast
(2)Learn some other words:
mark, camel
2. Learn useful expressions about directions：
They surveyed the area to make sure their tombs faced south and had mountains behind them.
Qingling is to the east of Yuling.
It’s in the southeast of China.
3. Go on learning the usages of adverbial clauses of time：
Did most emperors start to build their tombs when they became emperors
4. Learn about the tombs of ancient Chinese emperors.
5. Distance：
It’s about two and a half hours by bike.
Ⅱ. Teaching aids 教具
录音机/Section A, 2中的图片/十三陵的详图及各景点图片/介绍十三陵的扑克牌/幻灯片/2a中的图片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间: 5分钟)
复习Section A，导入新课。
1. (学生对话，复习could, would, shall, will 和can引导的表示请求、许可、建议的句子。鼓励几组学生表演他们的对话。)
T: Please make dialogs using “could, would, shall, will and can”, and then act them out.
S1: Could I…
S2: Yes, …
S3: Would you…
S4: No, …
…
T: Good!
(教师及时提醒学生，注意使用正确的答语。)
2. (教师出示Section A, 2中的图片，让学生用while/when看图说句子，复习时间状语从句。)
T: Look at the pictures. Make some sentences using “while” or “when”.
(教师出示第2幅图。)
S1: Kangkang’s mother was cooking while Kangkang was playing computer games.
(教师用同样的方法完成其余的图片。)
3. (师生对话，导入新课。)
T: Well done! Do you like traveling
Ss: Yes, of course. / No, I don’t.
T: Did you visit Beijing
Ss: Yes, … / No, …
T: Do you know places of interest in Beijing
Ss: Yes. The Summer Palace, the Great Wall…
T: Yes. Today we will learn something about the Ming Tombs.
Step 2 Presentation 第二步 呈现(时间: 10分钟)
呈现1a并教学生词。
1. (教师用幻灯片/2a中的图片介绍十三陵，教师边说边填充准备好的表格，同时解释生词。)
T: Here is a map of the Ming Tombs. They are at the foot of the Tianshou Mountains, northwest of Beijing. The Tombs spread over…
The Ming Tombs
Where are they At the foot of the Tianshou Mountains, northwest of Beijing.
How big are they Over an area of 40 km2.
What marks the beginning of the Sacred Way to the Tombs The Stone Arch.
What’s on both sides of the way Stone animals and stone officials.
Who built them The emperors.
What are their features(特点) Faced south and had mountains behind them.
How far is it from Beijing About two and a half hours by bike.
(要求学生掌握mark；理解northwest, beginning和official；了解arch。)
2. (学生听1a的录音并跟读，标出生词。)
T: Please listen to 1a and read after it. Mark the new words at the same time.
3. (板书并让学生了解生词。)
sacred, survey
Step 3 Consolidation 第三步 巩固(时间: 15分钟)
巩固1a，完成1b和1c。
1. (让学生分角色朗读1a，然后两人一组进行问答练习，完成1b。)
T: Read 1a in roles, and then finish 1b in pairs.
2. (让学生自读1a，然后根据Step 2,1中的表格用自己的语言介绍the Ming Tombs。)
Example:
The Ming Tombs are at the foot of the Tianshou Mountains, northwest of Beijing. They spread over an area of 40 km2...
3. (让学生更多的了解十三陵。)
T: The Ming Tombs are so wonderful. Do you want to visit them
Ss: Yes.
T: Do you want to know them clearly
Ss: Yes, of course.
T: Now, please look at these cards.
(把事先准备好的介绍十三陵的扑克牌/图片给学生传看，同时板书要求学生掌握的单词camel和了解的词汇prestige，并附有相关介绍。如手里拿着Qilin的扑克牌/图片介绍，然后传给学生。)
T: Look at this card. It’s a Qilin. It’s an animal in ancient story.
…
(给学生一定的时间去了解扑克牌/图片上关于十三陵的详细信息。)
4. (引入1c。)
T: Now let’s look at the pictures in 1c. Do you know what these animals stand for
S1: I don’t know.
S2: I don’t know.
S3: …
(多数学生都不知道，也许有个别学生会用汉语说出一些。)
T: OK. Let’s read the phrases in 1c together.
(几分钟后)
T: Please listen to 1c and fill in the names of the stone animals.
(根据学生的实际情况，可以放1～3遍。)
(学生完成练习，教师核对答案。)
5. (教师说出神道上的某一种动物名称，学生便立即说出该动物所代表的含义。)
T: Now, please tell me what the animal stand for, Xiezhi.
Ss: It can tell the difference between good and bad. It can keep the bad away.
T: Qilin.
Ss: …
…
Step 4 Practice 第四步 练习(时间: 10分钟)
练习并完成2a和2b。
1. (教师用方位图，以旧带新，教学生词east。)
T: Where is“S”
Ss: It’s in the south.
T: Where is“W”
Ss: It’s in the west.
T: Where is“E”
Ss: It’s in the east.(教师帮助学生说出。)
(用同样的方法教学其他方位名词：north, northeast, southeast, eastern。)
2. (教师向学生介绍方向介词的区别，为导入2a做准备。)
(板书)
T: Look at the blackboard. Where is A
Ss: It’s in B.
T: Yes. And C is on the west of D. C is very close to D, so we use “on”. Or we use “to”. E is a little far away from D. So E is to the east of D. Are you clear
Ss: Yes.
T: Now. Where is F
Ss: It’s to the east of E.
T: Where is D
Ss: It’s on the east of C.
T: Very good.
3. (把十三陵的详细平面分布图挂在黑板上，导出2a。)
T: Look at the map carefully. Use the words of directions to introduce the Ming Tombs to us. Now, who would like to introduce it to us
S1: Changling is to the west of Jingling.
S2: …
…
(叫几名学生指着平面图上的各个陵墓的位置用方向词介绍，升华本活动。)
T: Please do 2a quickly. When you finish, please put up your hands at once.
(表扬前三名学生。)
4. (导入2b。)
T: Now, look at the map in 2a and answer the questions. Where is Dingling
S1: It’s to the southwest of Kangling. It’s in the west of the Ming Tombs.
T: Very good. Where is Xianling
S2: It’s to the west of Changling. It’s in the middle of the Ming Tombs.
T: Excellent! Where is Zhaoling
S3: It’s to the north of Siling. It’s to the southwest of Dingling.
…
T: Well done! Please ask and answer in pairs according to the example in 2b. Pay attention to the usages of“in/on/to”.
Example:
A: Where is Taiwan/Henan
B: It’s in the southeast of China./It’s on the north of Hubei.
Step 5 Project 第五步 综合探究活动(时间: 5分钟)
探究巩固本课语言知识。
1. (教师让学生来当导游，根据下面图片的信息，向其他学生解说十三陵。)
T: Act as a guide and introduce the Ming Tombs to other students.
2. (让每名学生设计一张十三陵的门票或宣传广告。)
T: Design a ticket or an advertisement for the Ming Tombs.
附录:
3. Homework:
(让学生用in/on/to写一篇短文来介绍自己家乡的位置。)
T: Using“in/on/to”to write a passage, introduce the location of your hometown.
Section C
Section C needs 1 period. Section C需用1课时。
The main activity is 1a. 本课重点活动是1a。
Ⅰ. Aims and demands 目标要求
1. Learn some new words and phrases:
tour, space, step, push, direction, notice, out of sight, beat, huge, beside, can’t help doing, be satisfied with
2. Go on learning adverbial clauses of time:
As they were exploring happily, the crowd of people became larger and larger.
He didn’t raise his head until someone called him.
As soon as the three boys saw each other, they all jumped up and down happily.
3. Advice:
Don’t push!
4. Satisfaction:
I am very satisfied with everything in China.
5. Describe the experiences of exploring.
Ⅱ. Teaching aids 教具
录音机/幻灯片/小黑板/简笔画
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间: 5分钟)
复习Section B，导入1a。
1. (检查Section B的家庭作业，即用in/on/to介绍家乡的位置。)
T: Who would like to read out your passage about your hometown
S1: My hometown is very beautiful, …
S2: My hometown is in the….
S3: …
(教师用激励性语言评价学生的作业。)
2. (师生互动，复习明十三陵的相关内容。)
T: We’ve learnt a lot about the Ming Tombs in Section B. I’d like you to give me the answers to the questions on the blackboard.
(板书)
Where are the Ming Tombs Who could ride horses through the Sacred Way in the old days When did the emperors start to build their tombs What place did the emperors choose for their tombs
(教师让学生回答黑板上的问题，检查学生的复习情况。)
T: Don’t look at your books. Who can have a try
S1: …
T: Good! Let’s come to the second question. Any volunteers
S2: …
(教师对学生的回答作出评价。)
…
3. (教师设置悬念，激发学生的学习兴趣，引入1a。)
T: Since there are so many interesting things in the Ming Tombs, do you want to explore the Ming Tombs
Ss: Yes, I’d like to. / …
(教师问S3。)
T: S3, if you were in Beijing, how will you get there
S3: I’ll go there by…
…
(提问三五名学生即可。)
T: Well done! Different students have different ways to go there. Kangkang, Michael and Darren visited the Ming Tombs. Do you want to know how they got there
Ss: Yes, of course. /…
T: Do you want to know about their experiences
Step 2 Presentation 第二步 呈现(时间: 12分钟)
呈现1a，处理1a中的重难点。
1. (教师用简笔画简单地描述出康康、迈克尔和达伦去十三陵旅游的经历。)
T: Boys and girls, look at the pictures. I will tell you something about the experiences that Kangkang, Michael and Darren explored the Ming Tombs.
(板书并教学生词和短语。要求学生掌握：tour, space,step, push, direction, notice, sight, out
of sight, beat, huge, beside；理解：crowd, slowly, sadly；了解toe。)
tour, space, crowd, step, toe, push, direction, notice, sight, out of sight, beat, slowly, huge, beside, sadly
2. (让学生快速阅读1a，并标出文章下面四幅图的顺序。)
T: Read 1a quickly and number the following pictures.
(学生标完后，请几名学生回答。)
T: Can you tell me the correct order of the pictures
S1: …
…
3. (教师让学生再读1a，找出含有时间状语从句的句子。)
T: Boys and girls. Read 1a again and find out the sentences of adverbial clauses of time with“when”,“after”,“as”,“as soon as”,“until”, and“while”.
(师生共同核对含有时间状语从句的复合句。)
T: Boys and girls, let’s check the sentences you have found. Who wants to have a try
S1: After they rode…
S2: After they parked their bikes, …
S3: …
(如果学生不能找出全部含时间状语从句的句子，教师可以提供帮助。)
(教师板书学生没有找到的句子，并加以解释。)
Example：
As they were exploring happily, …He didn’t raise his head until…As soon as the three boys saw each other…
Step 3 Consolidation 第三步 巩固(时间: 13分钟)
巩固1a中的重点词句，并复述1a。完成1b。
1. (让学生听1a的录音，并跟读，注意语音语调。)
T: Listen to 1a carefully and pay attention to the pronunciation and intonation.
2. (让学生根据1a，完成1b。)
T: Fill in the blanks in 1b according to 1a.
(待学生完成后，核对答案。完成1b。)
T: Let’s check the answers.
3. (让学生自由朗读课文，并画出文中的关键词和短语，为后面的复述做准备。)
(用小黑板/幻灯片出示短文的关键词和短语。)
arrived at the Ming Tombs—look for space to park their bikes—walked through thepassage into Dingling—wanted to take some pictures—exploring happily—pushing him in all directions—stepped on Darren’s toes—out of sight—walked toward a huge rock—called him—jumped up and down happily
(为降低复述难度，在学生自由朗读期间，教师可设置下面的提示性问题，让学生根据关键词和提示信息复述1a。)
(板书提示问题。)
Who went to the Ming Tombs How did they get there Who was lost during the travel What did he do after he was lost What happened in the end
(让学生准备两三分钟。待学生完成后，随意抽查几名学生复述，这样有助于检查学生对课文的理解程度，也利于培养学生的口头表达能力和语言组织能力。)
T: Now, time is up! Look at the key words, phrases and the questions on the blackboard, then try to retell the story in your own words. Who can have a try
S1: …
…
(活动结束，教师给出适当的评价，以鼓励为主。)
Step 4 Practice 第四步 练习(时间: 10分钟)
练习并完成2和3。
1. (教师提出几个简单的问题，放2的录音。)
T: Do you like traveling
Ss: …
T: Do you know Jiuzhaigou
Ss: …
T: Jiuzhaigou is in Sichuan. It is a beautiful place. I went there with my parents last month. What did we do there Now, Please listen and give me your answers.
(为降低听力难度，可放两遍录音，然后核对并教学短语can’t help doing。完成2。)
T: Boys and girls, please give me your answers.
2. (让学生独立完成3，然后鼓励他们读出自己的e-mail。要求学生理解satisfied和e-mail；掌握短语be satisfied with。)
T: Boys and girls. We all know that Darren had a wonderful trip with his friends. Now, he is writing to his parents. Please help him to finish 3. Three or four minutes later, report it to us.
(几分钟后)
T: Time is up. Please report your passage to us. Who will have a try
(教师给予学生充分的、肯定的鼓励。完成3。)
Step 5 Project 第五步 综合探究活动(时间: 5分钟)
进一步探究本课重点话题。
1. (四人一组，讨论并决定去哪里旅行。)
T: Work in groups of four. Have a discussion with each other and choose a place to visit.
2. (教师让学生自己制作一张旅行路线图，然后填写下面的表格。)
T: Each group should make a simple map of your trip. And then fill out the form.
(板书)
How will we go When will we go What will we do there
3. Homework:
(教师要求学生写出各自的旅行经历，并读给全班学生听。)
T: Write a short story about your travel experiences and report to the class.
Section D
Section D needs 1 period. Section D需用1课时。
The main activities are 1a and 3. 本课重点活动是1a和3。
Ⅰ. Aims and demands 目标要求
1. Learn some new words and phrases:
guard, here and there, Thank goodness!
2. Learn useful expressions:
In the old days, even officials had to get off their horses to walk.
It stands for the peace of the country.
We were so excited and happy when we met again.
What a special trip!
3. Summarize adverbial clauses of time:
After we had lunch, we climbed up the Dragon and Phoenix Gate to take pictures.
While we were having fun exploring, I realized Darren was lost.
4. Review how to describe one’s travels and learn to write a diary.
Ⅱ. Teaching aids 教具
录音机/小黑板/幻灯片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间: 7分钟)
复习时间状语从句并导入1a。
1. (检查Section C的家庭作业，鼓励学生读出各自的旅行经历，教师给出激励性评价。)
2. (创设情景, 复习时间状语从句。)
T: From the passage in Section C, we know that three friends visited the Ming Tombs. And one of them was lost. Do you remember who was lost？
Ss: Darren.
T: Yes, good! Did Kangkang and Michael find him at last
Ss: Yes.
T: You’re quite right. Now please look at the following questions and answer them.
(教师最好用小黑板或幻灯片出示下列问题，加深学生对时间状语从句的理解。)
(1) When did they arrive at the Ming Tombs (2) When did they walk through the passage into Dingling (3) When did the crowd of people become larger and larger (4) When did someone step on Darren’s toes (5) When did Darren notice his friends were out of sight (6) When did the boys jump up and down happily
(让学生回答问题，教师给予肯定。如果学生回答有困难，可以参考Section C,1a.)
3. (导入新课。)
T: Michael wrote a diary of his trip after they arrived home. Do you want to know more about the trip
Ss: Yes.
T: OK, let’s come to 1a on page 39.
(过渡到下一步。)
Step 2 Presentation 第二步 呈现(时间: 12分钟)
呈现1a，处理生词并完成1b。
1. (教师指导学生快速阅读并标出时间状语从句。)
T: This is Michael’s diary of his trip to the Ming Tombs. Please read it and mark the sentences of adverbial clauses of time.
(请几名学生读出文中的时间状语从句，教师给予鼓励。)
2. (学生认真阅读短文，完成1b。)
T: Read 1a again and finish 1b.
(教师时刻关注学生的阅读情况，并给予帮助。)
(师生共同核对答案。)
T: Please give your answers to the class.
S1: …
3. (处理短文中的重难点词句。)
T: If you have difficulties in reading this passage, put up your hands.
(教师鼓励学生自己发现问题，学生没有发现的地方教师要适当补充。教师做好板书。)
(板书)
New word and phrase Useful expression Important sentence
backpackthe Great Palace Gatethe Dragon and Phoenix guardhere and thereThank goodness! ride toin the old daysget off/get onstand forshout at sb.have fun doing sth.ask sb. for help Then we rode to the MingTombs after we checkedour bikes and backpacks.While we were having funexploring, I realized Darrenwas lost.
(让学生掌握：guard, here and there, Thank goodness！理解the Dragon and Phoenix；了解backpack。教师强调重点词组，解释疑难句子。)
Step 3 Consolidation 第三步 巩固(时间: 8分钟)
巩固1a的知识。
1. (听1a的录音，学生跟读，注意语音语调。)
T: Listen to 1a carefully and follow it. Pay attention to the pronunciation and intonation.
2. (根据日志中的时间段，让学生分成4组读1a。)
T: Now, I’d like to divide the whole class into four groups. Each group read one paragraph. Let’s begin to read the diary, and see which group can do the best.
GA: ...
GB: ...
GC: ...
GD: ...
(教师采用评价手段激励学生。)
T: GB did a good job. GC did better ...
3. (教师让学生参照教材第36页的图，和学生一起回顾Michael、Darren和Kangkang的旅游历程，尽量让学生表达。)
T: Look at the picture on page 36. Let’s recall the traveling experience of Michael, Darren and Kangkang. First, where did they arrive
Ss: They arrived at the Great Palace Gate.
T: Then they rode bikes along the…
Ss: The Sacred Way.
T: What are on both sides of the road
Ss: There are many stone animals and stone officials along the road.
T: Then what happened
Ss: …
…
Step 4 Practice 第四步 练习(时间: 13分钟)
练习巩固本话题中的语言点、语法点，完成2a和2b。
1. (教师采用启发式问答，引导学生复习本话题的时间状语从句。)
T: You did very well. Next I’ll ask you some questions. Please answer my questions as quickly as you can. Are you ready Go! What grammar did we learn in this topic
S1: Adverbial clauses of time.(学生可以用汉语回答。)
T: Which of the words do we use to introduce adverbial clauses of time
S2: Before, after, when.
S3: As, not…until…, while.
S4: As soon as.
T: Can you give some examples
S5: Yes. I have breakfast before I go to school.
S6: Kangkang is doing his homework while Darren is playing football.
S7: As soon as the bell rings, the students go to the classroom.
S8: …
2. (让学生听2a的录音并跟读，确保学生理解这些句子。完成2a。)
T: Well done! Now let’s listen to 2a and read after it. Make sure you understand the meanings of the sentences. If you have any problems, you can help each other to solve them or you can ask me for help.
3. (让学生听2b的录音并跟读，确保学生理解这些句子的含义。)
T: Now Let’s come to 2b. Listen to 2b and read after it. Make sure you understand them. If you have any problems, please raise your hands.
4. (待学生没有疑问之后，教师用小黑板或幻灯片出示以下连线练习，检测学生是否真正会运用。)
1.Would you like to visit the Great Wall tomorrow 2. Where is Fujian 3. How far is it from here to the Ming Tombs 4. How do you like China 5. I’m going to visit your hometown next week. A. It’s about two hours by bus.B. I am very satisfied with everything in China.C. It’s in the southeast of China.D. It would be great fun.E. Perfect! I am looking forward to meeting you.
T: Look at these sentences, and match them properly.
(学生做完后，师生共同核对答案。)
T: Now. Let’s check the answers. Who can try
S1:…
S2:…
(教师给予鼓励并给出正确答案。完成2b。)
T: Very good! The right answers are: 1-D,2-C,3-A,4-B,5-E.
Step 5 Project 第五步 综合探究活动(时间: 5分钟)
探究本话题重点活动：迷路。
1. T: We all know that it is easy to get lost in a forest. What are your feelings if you are lost Will you cry
Ss: …
(鼓励学生大胆发言。)
2. (让学生四人一组讨论，完成3。)
T: Though we seldom go into a forest and lose our way, it’s easy for us to get lost in a strange place. Work in groups of four and talk about your experience of losing your way. The following questions may help you.
(教师板书提示问题。)
Did you lose your way in a strange place When and where were you lost How did you feel when you were lost What did you do at that time
(每组代表发言，教师板书学生们的感受。)
T: Now, please report your answers to the class. What should we do when we are lost
(师生共同讨论，对于好的建议，要肯定、表扬。)
3. Homework:
(收集讨论的结果，然后写一篇关于迷路经历的短文。)
T: Collect the results of your discussion, and write a passage about your experience of getting lost.
Topic 3 Bicycles are popular.
Section A
Section A needs 1-2 periods. Section A需用1-2课时。
The main activities are 1a and 2a. 本课重点活动是1a和2a。
Ⅰ. Aims and demands 目标要求
1. Learn some new words and phrases:
passenger, crazy, anywhere, impossible, 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 usages 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/小黑板/幻灯片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间: 5分钟)
复习交通方式并导入1a。
(师生问答，复习交通方式。)
T: Hi! Class! I’ll ask you some questions. S1, how do you usually go to school
S1: I usually go to school by…
T: Why do you go to school by…
S1: Because…
(教师反复询问，了解更多学生的上学方式及原因。然后教师点评，为导入下一步做铺垫。)
T: Yes. There are many ways to go to school. But I think the best way to go to school is by bike or on foot. Because cycling and walking save energy and they don’t cause pollution.(教师板书pollution，并写出汉语。) However, we must be careful when we are riding or walking. Sometimes accidents may happen.
Step 2 Presentation 第二步 呈现(时间: 10分钟)
呈现1a，教学生词，解决疑难点并完成1c。
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: … Picture 1
T: Yes. They are on a bus. So we call them…
(教师边说边板书。)
passenger
2. (教师表演不小心撞在桌上这一动作。)
T: I hit the desk just now. Boys and girls, do you know the meaning of “hit”
S1: …
S2: …
…
T: You’re quite right! If a car hits another car, what will happen
Ss:There will be a car accident.
T: Very good!
(教师出示车祸的图片。)
T: Please look at this picture. How terrible!
What can you see in this picture Picture 2
Ss: I can see two broken buses./I can see a bus hit another bus.
T: Yes. They have an accident.
Now, in this class, we’ll learn about an accident. Picture 2
3. (教师设置并板书听力任务，让学生带着问题去听，并获取有效信息。可以边听边记笔记。)
T: Kangkang saw a traffic accident yesterday. Who was hurt in the accident Please listen to 1a with this question.
(教师板书听力任务。)
Who was hurt in the accident
(检查答案。)
T: Now stop! Who can tell me the answer
S1: Many passengers were hurt in the accident.
4. (让学生默读1a，并判断正误。)
T: Please read the dialog silently by yourselves, and then mark the sentences on the blackboard True(T) or False(F).
(最好用小黑板或幻灯片出示下列内容。)
There is only one passenger hurt in this accident.( )Darren likes riding his bike around the city more than before. ( )When Michael first arrived, he was afraid of riding his bike anywhere. ( )Riding bikes can help us save energy. ( )Darren and Kangkang both think cycling doesn’t cause air pollution.( )
T: Stop! Let’s check the answers. Who can tell us Volunteers
5. (学生阅读1a并找出生词及有用的短语或句子。教师板书，并对重点进行讲解。)
T: Then, read 1a again and find out the new words and useful expressions.
crazy be hurt 1.If people obey the traffic rules, there will be fewer accidents.anywhere get used to 2.Cycling can help us save energy and it doesn’t causeair pollution.pollution be afraid of (doing) sth. 3.It’s easy to park bikes, too.
(教学生词、短语，解释重点句子，要求学生掌握crazy和anywhere；理解pollution；强调if引导的条件状语从句和It’s+adj.+to do sth.句式结构。紧接着让学生做1c。)
T: Next, please do 1c by yourselves. Hurry up!
(核对答案。并教学impossible，要求学生掌握。完成1c。)
T: OK, stop! Let’s check the answers. Who knows the answers Hands up, please!
Step 3 Consolidation 第三步 巩固(时间: 10分钟)
巩固1a，完成1b。
1. (放1a的录音，学生跟读，注意语音和语调。)
T: Please listen to 1a and follow the tape, paying attention to your pronunciation and intonation.
2. (学生三人一组分角色朗读对话，教师板书对话中的关键词和短语。给学生四分钟时间准备，让他们看着关键词和短语表演。)
T: Now, work in groups of three. I will give you four minutes, and you should act out the dialog without your books. The key words and phrases 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 acts well. S2 acts better ...
3. (教师重述1a中骑自行车的好处，然后让学生分组讨论骑自行车的其他利弊，培养学生的发散性思维，然后完成1b。派小组报告员发言，并记分。)
T: Riding a bicycle can help us save energy and it doesn’t cause air pollution. It’s easy to park bikes, too. There are many advantages in riding a bicycle. 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 ideas to us.
S2: …
S3: …
…
(教师给每组记分，说得越多越完整，得分越高。最后评出优胜组。)
T: Which group can get the best result
Ss: Group2!
T: Well done! Congratulations!
(学生边说教师边板书。)
Advantage Disadvantage
1. It’s faster than walking.2. It can keep us healthy.… 1. It may make you tired.2. It is slow.…
Step 4 Practice 第四步 练习(时间: 15分钟)
学习2a，完成2b。
1. (让学生观察2a的图片，猜一猜并讨论发生了什么事，导入2a。)
T: Now, turn to page 42. Look at the picture in 2a. Work with your partner. Guess and discuss
what happened.
(几分钟后)
T: Stop, please! Now, I’ll get a few students to talk about the picture. Who’s the first one
S1:…
S2:…
S3:…
…
2. (教师总结，并引导学生进入下一步骤，学生快速阅读2a，完成2b。)
T: OK! Good job! If you want to get more information about this accident, you should read 2a
quickly. When you are reading, you have to do 2b. Are you clear
Ss: Yes.
(学生开始快速阅读，稍后教师鼓励学生说出自己的答案。)
T: Time is up! Let’s check the answers! Volunteers
S1:…
(若学生回答全部正确，要大加赞扬；若有错误，要给出正确答案。完成2b。)
3. (让学生再次认真阅读2a，并猜测生词的意思。)
T: Now, you know about the bike accident, but do you know the meanings of the new words Read 2a again and try to guess their meanings.
(在学生阅读时，教师板书2a中的生词。)
death slow down rushsharp opposite hotlineslow avoid policeman
(学生读完后，鼓励学生猜测生词意思，要求学生掌握death, slow, slow down, avoid, rush, policeman；理解sharp和opposite；了解hotline.)
4. (让学生再读2a，为角色扮演作准备。)
T: Read 2a again carefully and try to remember as much as you can.
5. (角色扮演。在医院里，教师扮演警察，一个学生扮演年轻人，以对话形式介绍事故的过程。完成2a。)
T: Now, I am a policeman. S1 is the young man. We are in the hospital. I am asking him some questions about the accident.
(表演开始。)
T: Were you riding fast
S1: Yes, I was.
T: What were you doing when you were riding
S1: I was listening to an MP3.
T: Did you slow down at the sharp turn
S1: No, I didn’t.
T: What happened then
S1: Suddenly a truck came from the opposite direction.
T: What did you do then
S1: To avoid hitting the truck, I ran into the wall.
T: And then
S1: My arm was badly hurt. The driver called 122 hotline and took me here.
Step 5 Project 第五步 综合探究活动(时间: 5分钟)
探究本课的重点话题。
1. (将学生分成小组，每组4人。学生分别扮演汽车司机、骑自行车的人、警察和新闻记者，编一段他们之间关于事故的对话。)
T: Work in groups of four. Act as a driver, cyclist, policeman and reporter separately. 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, and then the reporter from each group reports the accident.
2. (小组讨论：在现实生活中，如何避免交通事故的发生。如果发生了交通事故，我们应该怎么做？)
T: Work in groups. How do we avoid traffic accidents in our life If a traffic accident happens, what should we do
3. (给学生几分钟时间准备，然后每小组推荐一名学生汇报讨论结果，完成3。)
T: Are you ready Now please choose one from your group to report to the class.
4. Homework:
(1) (要求学生写一些关于如何预防交通事故的建议。)
(2) (让学生收集一些交通标志符号。)
Section B
Section B needs 1 period. Section B需用1课时。
The main activities are 1a and 3. 本课重点活动是1a和3。
Ⅰ. Aims and demands 目标要求
1. Learn some new words:
warn, motorcycle, trouble
2. Go on learning the usages of adverbial clauses of condition:
If we ride at night, we should have lights on the bicycle or wear light-colored clothes.
If we break the traffic rules, we will get a fine and even be in danger.
3. Learn more traffic rules, signs and warnings.
4. Agreement:
That’s a good idea.
Ⅱ. Teaching aids 教具
教学图片/录音机/实物
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间: 5分钟)
复习Section A的重点话题，并导入1a。
1. (复习Section A中呈现的骑自行车的利弊。)
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: …
…
2. (检查在Section A中布置的家庭作业，即写出预防交通事故的建议。)
T: Very good! You did a good job. Now it’s time to check your homework. I want to see how many suggestions you made. S1, can you try
S1: We should…
T: How about you, S2
S2:…
(教师板书学生提及的建议，并给予评价。导入1a。)
T: I’m very happy you made so many good suggestions. And I think there may be more suggestions. Do you want to know Let’s learn 1a. You’ll get them.
Step 2 Presentation 第二步 呈现(时间: 10分钟)
呈现1a并讲解。
1. (教师利用实物或图片引出要求学生理解的单词。)
T: (出示头盔的实物或图片。)What’s this
Ss: It’s a helmet.(教师适当帮助说出。)
T: What do we use it for
Ss: We use it to…(老师说出protect our heads。)
(用同样的方法学习light-colored clothes。)
T: Traffic accidents are really terrible. We should also know more about the traffic rules. If we don’t obey them, what will happen Can you guess
S1: Cause traffic accidents.
S2: Lose our lives.
S3: Get hurt.
…
(学生可能会用中文说出要被罚款，教师及时教学fine。)
T: Yes. We’ll also get a fine.
(板书并教学生词。要求学生理解。)
helmet, light-colored, fine
2. (教师布置并板书听力任务，让学生带着任务听录音，降低听力难度并使其注意力高度集中。)
T: Now, boys and girls, 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。)
3.(让学生读1a，找出条件状语从句并标出疑难点。)
T: Now Let’s read 1a and find out the adverbial clauses of condition and difficulties.
(教师鼓励学生读出所找的条件状语从句和疑难点，然后加以解释。)
Step 3 Consolidation 第三步 巩固(时间: 10分钟)
巩固1a，完成1b。
1. (教师放1a的录音，让学生跟读。)
T: Listen and follow the tape.
(也可让学生进行人机对话。)
(两人一组，根据黑板上的关键词，不看课本，自由操练1a。)
T: Work in pairs, look at the key words on the blackboard and practice the dialog.
(教师时刻关注学生动态，及时帮助有困难的同学，保证每位同学积极参与。)
(板书)
bicycle accident—terrible—careless—bike lights—light-colored clothes—break—traffic rules—fine
(几分钟后，选1-2组学生看关键词, 自由表演对话。)
T: Time is e to the front and act out the dialog. Be brave! Don’t be shy. Which pair wants to have a try
…
2. (教师鼓励学生出示他们在课后所收集的交通图标，让其余学生说明其含义，然后独立
完成1b，核对答案。掌握单词warn；理解crossing。)
T: Boys and girls, when we ride our bikes, we should obey the traffic rules. If we break the traffic rules, it will be dangerous and we will get a fine. Now I’ll ask some students to show their traffic signs they collected, and the others to tell what they mean. Then do 1b alone and we’ll check the answers together.
Step 4 Practice 第四步 练习(时间: 12分钟)
练习2，并完成3和 4。
1. (教师组织课堂活动，引导学生独立完成2。)
T: Now you know so many traffic signs, and will you follow them when you see them I hope all of you will obey the traffic rules. If everyone obeys the traffic rules, the road will be safer. Do you think so
S1: Yes, of course.
T: If you ride at night, what should you do
S1: I should have lights on the bicycle or wear light-colored clothes.
T: If you ride on the street, what should you wear
S2: If I ride on the street, I should wear a bicycle helmet.
(教师尽可能地给出多种假设或条件，让同学们试着用条件状语从句来说句子。然后总结条件状语从句的用法，提醒学生条件状语从句中动词的时态。最后让学生独立完成2。要求学生掌握motorcycle；理解Britain；了解left-hand。)
2. (教师指导学生讨论，要求学生掌握trouble。完成3。)
T: Please look at these pictures, discuss the results of breaking the traffic rules using“if”in groups and then I’ll choose some students to report.
3. (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.
(核对答案。)
Step 5 Project 第五步 综合探究活动(时间: 8分钟)
综合探究本课重点话题。
1. (教师和全班同学一起复习所学的交通规则，并将其准确归类，看哪些行为是可行的，哪些是不可行的，列成表格。)
T: Boys and girls, let’s review the traffic rules together, OK
Ss: OK.
T: First let’s find out what we should do and what we shouldn’t do.
(板书)
What we should do What we shouldn’t do
obey the traffic lights rush on the street
obey the traffic signs 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:
(写出不少于5个由if引导的条件状语从句。)
T: Please make at least five sentences using“if”.
Section C
Section C needs 1 period. Section C需用1课时。
The main activity is 1a. 本课重点活动是1a。
Ⅰ. Aims and demands 目标要求
1. Learn some new words:
courage, lead, smooth, success, middle, path, certain, final, result
2. Learn useful expressions:
By 1996, he was one of the top cyclists in the world.
However, his path to success wasn’t smooth.
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 ti