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Section D
The main activities are 1a and 3. 本课重点活动是1a和3。
Ⅰ. Teaching aims and demands教学目标
1. Learn a new word and some phrases:
sooner or later, catch up with
2. Sum up the sentence patterns and useful expressions in Topic 2.
3. Improve listening, speaking and writing skills of the students.
4. Learn about the structure of the short English play.
Ⅱ. Teaching aids教具
图片/多媒体课件/录音机
Ⅲ. Five-finger Teaching Plan五指教学方案
Step 1 Review 第一步 复习(时间: 8分钟)
教师检查作业，然后以头脑风暴的方式复习本话题前三个部分的知识点，导入新课。
1. (检查作业，让学生讲述美猴王的故事。)
T: Now check up the homework. Who would like to tell a story about the Monkey King S1, please.
S1:…
2. (头脑风暴：复习本话题前三个部分的知识点。)
T: In this topic, we have learned something about Chinese and western culture, such as some artists and their works, some famous novels and the characters in the literary works. Can you say something about them For example: Gu Kaizhi is a famous artist who is known for Luoshenfu. Now who can have a try
S2:Cao Xueqin is a wonderful author who is known for Dream of the Red Chamber.
S3:…
3. (通过谈论伊索寓言，导入新课。)
T: Have you heard of Aesop’s Fables
Ss: Yes. There are many interesting stories in it.
T: That’s right. They’re very popular with children. Today we’ll learn one of them — The Tortoise and the Hare.
Step 2 Presentation 第二步 呈现(时间: 12分钟)
展示龟兔赛跑图，呈现新词汇，导入新课，学习1a。让学生了解另一种文学艺术形式——短剧，培养学生的阅读能力。
1. (出示龟兔赛跑图，简单介绍故事，呈现新词汇。)
T: Once upon a time, there was a match between a tortoise and a hare. Before the match, the hare thought he was sure to win the match, so he said to the tortoise,“I could beat you easily in the race unless you put wheels on your feet.”But the tortoise believed he could get where he was going sooner or later. The match began, the hare hopped to the finish line and the tortoise plodded to it. On the way, the hare rolled in the flowers and slept under the tree, but the tortoise stuck to going ahead and caught up with the hare. In the end, the tortoise won the match. Do you want to know the story in details
(板书并要求学生掌握：sooner or later, catch up with；理解tortoise和roll；了解hare, hop和plod。)
tortoise hare sooner or laterhopplodrollcatch up with
2. (导入另一种文学艺术形式——短剧，学习1a。)
T: We’ve learnt a few types of literature and learnt a lot from them, but do you know another type of literature—English play Please read the short play The Tortoise and the Hare quickly with the following questions.
(多媒体呈现以下问题。)
(1)How many characters are there in the short play (2)Where did Scene 1 happen (3)Where did Scene 2 happen (4)Where did Scene 3 happen
T: OK, stop here! Who’d like to answer the questions
S1: ...
S2: ...
S3: ...
S4: ...
T: Very good! We’ve known the characters and places of the play. Now, let’s go on reading it. Please read Scene 1 carefully and then finish the following tasks.
(多媒体呈现任务。)
Task 1: Read and write down the key words.Task 2: Tell us the general idea of Scene 1.
T: Finished
Ss: Yes.
T: S5, please read the key words which you’ve written down.
S5: …
T: S6, tell us the general idea of Scene 1 using your own words.
S6: …
T: Great! Now let’s come to Scene 2 just like what we did in Scene 1 and pay attention to the description of Scene 2. Go ahead, please.
(教师问学生答，完成该环节。)
T: OK, we’ve done well in Scene 1 and Scene 2. Next let’s read Scene 3 carefully with the following questions.
(多媒体呈现问题。)
1. When the hare can see the finish line, what is he going to do 2. What does the hare think 3. When the hare sleeps, what does the tortoise do 4. When the hare wakes up, where is the tortoise
(核对答案。)
Step 3 Consolidation 第三步 巩固(时间: 7分钟)
根据1a，小组表演短剧，巩固1a的语言知识点，然后完成1b中的1。让学生读懂哲理故事并总结出人生道理。
1. (让学生听1a录音，分角色朗读1a，并请几组学生表演，完成1a。)
T: We all have done a good job. Now listen to the tape of 1a, pay attention to the pronunciation and intonation, and get ready to act it out.
T: Are you ready
Ss: Yes!
(请2~3组学生表演并给予点评鼓励。)
2. (小组讨论，完成1b中的1。)
T: Perfect. Each pair has done well. Now discuss in pairs. In ActⅠthe tortoise wins the race. Why What can you learn from the story
Step 4 Practice 第四步 练习(时间: 11分钟)
让学生发挥想象力完成1b中的2。然后听2录音，完成2。以练习的形式巩固本话题的知识点。综合训练学生的听、说、读、写能力。
1. (学生编写龟兔赛跑的第二幕或第三幕，然后表演，完成1b中的2。)
T: If you are the hare, will you feel sorry Do you want another match with the tortoise Now, use your imagination to write Act Ⅱ in groups of three. Then I’ll ask two groups to put on their short plays.
(请两组学生表演并给予点评鼓励)
2. (学生读2，并掌握其中的句型结构。)
T: Excellent! Now please read 2 and try to master the sentence patterns in it.
3. (做练习，巩固本话题的知识点。)
T: Let’s do some exercises, OK Complete the sentences with the right phrases, and pay attention to the forms of verbs.
(多媒体呈现练习题。)
make up one’s mind, sooner or later, stick to, give up, can’t help crying, catch up with1. You will realize you are wrong _____.2. Reporters should _____ investigating(调查，查明) facts.3. He’s _____ to leave and that’s the final.4. He _____ at the bad news.5. I have _____ my classmates with the help of Mr. Li.6. Smoking is bad for your health. You must _____ it _____.
(师生核对答案。)
Step 5 Project 第五步 综合探究活动(时间: 7分钟)
谈论3中的图片，选择其中一幅编写成童话故事。然后从中截取片断改写成短剧，进行小组表演。让学生乐于在现实中运用所学语言知识进行情感交流，能读懂哲理短文并总结人生道理。
1. (根据图片，编写童话故事。)
T: Look at the pictures on page 40 and choose one to make up a fairy tale.
2. (编排短剧，并表演，完成3。)
T: Adapt a short play from your fairy tale and then put it on in groups.
3. Homework:
Find and appreciate some foreign arts and poems.
板书设计：
Who is your favorite character in literature Section Dsooner or latercatch up withWell then, I bet I can beat you in a race unless you put wheels on your feet.I must stick to going ahead.
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Section C
The main activities are 1a and 2a. 主要活动1a和2a。
Ⅰ.Teaching aims and demands教学目标
1. Learn some new words and a phrase:
golden, set free
2. Learn some useful sentences:
(1)But the short boy got stuck in the mud and started to sink.
(2)However, when someone does something good for you, you should carve it on a stone from which the wind can never erase it.
3. Understand further how to cherish friendship.
4. Go on talking about art and literature.
Ⅱ.Teaching aids教具
小黑板/文学作家作品图片
Ⅲ.Five-finger Teaching Plan五指教学方案
Step 1 Review 第一步 复习(时间: 8分钟)
检查作业，让学生描述文学作品中他们最喜爱的人物，复习上节课的语言知识点。为导入新课作准备。
1. (检查作业，让学生叙述作文—My friend。)
T: Now let’s check up your compositions. Who can report your result Volunteers
S1: …
S2: …
2. (小组讨论，孙悟空与哈利·波特更喜欢哪一个？复习上节课的语言知识点。)
T: Discuss in groups. Which hero do you prefer, the Monkey King or Harry Potter Why
3. (让学生描述自己最喜欢的文学作品中的人物。)
T: Please take out your literature works and describe your favorite characters. Why do you like him or her What other characters do you remember clearly Do you like them Why
S3: …
S4: …
Step 2 Presentation 第二步 呈现(时间: 12分钟)
运用不同的教学方式呈现新词汇，然后学习1a。锻炼学生的英语阅读能力，让学生懂得珍惜友谊。
1. (教师用不同的方式呈现新词汇，导入1a。)
T: From Journey to the West, we know the Monkey King was set free by a Tang dynasty monk, Xuanzang. The Monkey King won every battle for Xuanzang with the help of Pigsy and Sandy. They helped each other and succeeded in finishing their tasks. Now we certainly know friendship is very important to us. However, arguments are common between friends. How can we deal with them First, let’s learn some new words. Next, maybe we can get some help from the story Sand and Stone.
(板书并要求学生掌握set free；理解argument。)
set freeargument
(1) (利用构词法学习生词。)
eraser (n.) —— erase (v.) —— erase … from …
gold (n.) —— golden (adj.)
(2) (利用英文解释学习生词。)
mud = very wet earth
sink = go down
slap = a quick hit with the flat part of the hand
(板书并要求学生掌握golden；理解mud和sink；了解slap和erase。)
erase mud erase … from …golden sink slap
2. (教师出示小黑板上的问题，让学生阅读1a后回答问题。)
T: I believe you can help each other, and everyone should have the grateful heart. Here is a story with the idea of it. Let’s come to 1a and read the story Sand and Stone. Then answer the following questions.
(出示小黑板。)
(1)How many people are there in the story (2)Where did the story happen (3)What did the tall boy do when he had an argument with his friend (4)Where did the short boy write the words when his friend hurt him (5)What happened in the pond (6)Where did the short boy write the words when his friend saved him (7)What did he mean by his last words
(核对答案。)
(以下是几个问题的答案，板书以备学生复述。)
(1) There are two people in the story.(2) The story happened in a desert.(3) He slapped his friend in the face.(4) He wrote in the sand.(5) The short boy got stuck in the mud and started to sink.(6) He wrote on a stone.(7) If someone hurts me, I’ll be angry but try to forget it and forgive the person. If someone gives me help, I’ll be thankful to him and try to remember him forever.
3. (让学生用自己的话复述课文，要求用记叙文。)
T: Please retell the story with the sentences above.
(读课文，进一步理解故事。找出在课文中遇到的疑难点。)
T: Now well, stop here. Let’s read the text again and have a further understanding of 1a. And find out the difficult points.
（教师帮助学生解决疑难点，并板书疑难点。）
Step 3 Consolidation 第三步 巩固(时间: 10分钟)
根据1a，让学生讨论1b的问题，完成1b。教育学生应该学会宽容，并乐于与他人合作。
1. (根据短文，让学生回答问题，完成1b中第一个问题，为下面的辩论作准备。)
T: Do you agree that it is good to forgive your friends when they hurt you Why
S1:Yes. I agree, because...
S2: Yes, I agree, because…
(教师作出总结，教育学生正确认识自己的优点与不足，学会宽容并乐于与他人合作。)
T: OK. You did a good job. You can solve the problem according to your own ideas. But remember the proverbs: Two heads are better than one. One tree can’t make a forest. One more friend, one more way. We should always be thankful and grateful to others. We should cherish friendship. Then we can get more happiness from our life.
2. (两人合作完成1b中的2。)
T: Please work in pairs to finish 2 of 1b.
Step 4 Practice 第四步 练习(时间: 10分钟)
要求用尽量多的定语从句，介绍2a图片上的中外著名文学家及其作品，然后讨论2b中的问题，完成2a和2b。让学生了解中外文学家及文学作品。
1. (展示图片，介绍中外著名文学家及其作品。)
T: Please look at the pictures in 2a. Let’s understand the literati at home and abroad and their works.
2. (把学生分成两组，一组代表中国，另一组代表其他国家，帮助他们用定语从句对2a图片上的人物进行描述。)
T: I’ll divide the class into two groups. One stands for China and the other stands for foreign countries. Describe the persons on the pictures using attributive clauses.
Example:
Bing Xin is a famous writer who is known for writing children’s works.
3. (两人一组讨论2b中问题，完成2b。)
T: Work in pairs. Discuss the questions in 2b. Finish 2b.
Step 5 Project 第五步 综合探究(时间: 5分钟)
把3中短语和图片连接起来，讲述美猴王的故事。完成3。综合训练学生读、写、说能力，培养学生的合作精神。
1. (让学生先看3中的图片，分析其所描述的内容，并将其与描述性短句对应上。)
T: Look at the pictures in 3 and match them with the expressions above.
(对6幅图逐一描述，核对答案。)
T: Let’s look at these pictures. Who can describe them
S1: The Monkey King is born from a magic stone.
S2: The Monkey King has a fantastic golden iron bar.
S3: The Monkey King is fighting against the gods.
S4: The Monkey King is held under a mountain.
S5: The Monkey King is set free by a Tang dynasty monk, Xuanzang.
S6: The Monkey King helps Xuanzang travel to the West with Pigsy and Sandy.
2. Homework:
According to your descriptions, write a story about the Monkey King as homework.
板书设计：
Who is your favorite character in literature Section Cargument 1. But the short boy got stuck in the mud and startedmud to sink.golden 2. However, when someone does something goodsink for you, you should carve it on a sone from whichset free the wind can never erase it.erase … from …
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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:
in one’s view, fly, kiss
2. Learn a proverb:
One tree can’t make a forest.
3. Learn how to describe literary works.
4. Learn about Chinese classical literature and western literature.
5. Cultivate the students’ cooperative spirit.
Ⅱ.Teaching aids教具
《西游记》、《哈利·波特》两本小说的相关图片/小黑板/录音机/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)
首先让学生复述上节课1a的内容，然后检查上节课布置的作业，引导学生谈论文学作品的作者，主要人物及其性格特征，引入新课。
1. (找几名学生介绍顾恺之和凡·高。)
T: Who can tell me something about the painters of last lesson
S1: Gu Kaizhi was a Chinese painter in the Dongjin dynasty. He was quite good at painting figures. And the landscapes in his works also look attractive …
S2: Vincent van Gogh was a Dutch painter. He was famous for his painting, Sunflowers. His paintings are very lively with bright colors …
2. (检查作业。让学生把自己阅读的文学作品的作者、主人公及其性格特征及作者的写作风格向大家汇报。)
T: Let’s check your homework. Who is the volunteer Please report it to the class.
(教师可先提供示范。)
T: This book is called Yongzheng Dynasty. It’s mainly about Emperor Yongzheng. Yongzheng was very powerful. He made a great contribution to the dynasty. Eryuehe always writes stories about Chinese emperors, especially the emperors of the Qing dynasty.
S3: This book is called … It’s mainly about ...
S4: ...
T: Well done! In this lesson, let’s talk about another two books and their characters.
(出示《西游记》和《哈利·波特》两本书的相关图片，引出新课。)
Step 2 Presentation 第二步 呈现(时间: 13分钟)
用上述两本小说的相关图片，引导学生谈论小说主人公的性格特点，学习1a中的重点语言项目及部分生词，并适时地对学生进行情感教育。
1. (呈现小说《西游记》主人公的图片，让学生们描述其内容，为后面对各个角色的描述作铺垫。)
T: What can you see in the picture
Ss: We can see four people.
T: Who are they
Ss: They are the characters in Journey to the West.
(对于这个回答，教师可以给出适当的提示，也可以用这四个人名来回答。)
T: Great! Journey to the West is one of the four classic novels of Chinese literature.
(板书并让学生理解literature；了解classic。)
classic, literature
(教师继续提问。)
T: Which character do you like best
(学生们可以给出不同的回答。)
S1: I like the Monkey King best.
S2: I like Sandy best.
S3: I like Pigsy best.
S4: I like Xuanzang best.
(当学生们给出不同的回答后，教师提问他们喜欢这一角色的原因，引导学生们对其性格特点做出描述。)
T: Why do you like the Monkey King
S1: Because he is funny and clever.
T: Why do you like Sandy
S2: Because he is kind and helpful.
T: Why do you like Pigsy
S3: Because he is fat and lazy. He likes eating very much. He is very funny.
T: Why do you like Xuanzang
S4: Because he can say magic words to control the Monkey King.
(教师总结学生们的回答，并对其进行情感态度方面的教育。)
T: Xuanzang was nearly eaten by his enemies. With the help of the other three, he was saved at last.
2. (呈现《哈利·波特》的图片，让学生们描述其内容，为后面对各个角色的描述作铺垫。)
T: What can you see in the picture
Ss: We can see some children.
T: Who are they
Ss: They are Harry Potter and his friends.
T: Which character do you like best
S5: ...
S6: ...
(允许学生们给出不同的回答，然后问喜欢的原因。)
T: Why do you like …
S7: Because ...
…
(教师总结学生们的回答。)
T: Harry is clever and brave. But in my view, without the help of his friends he wouldn’t become a hero.
(板书并让学生掌握。)
in one’s view
(总结学生们对两幅图的描述，加上一些适当的提示，对学生进行情感方面的教育，培养其乐于与他人合作的精神，使其形成注重和谐及积极向上的品质。)
T: The Monkey King is clever and powerful, but he can’t succeed by himself. His two friends give him a lot of help. Harry Potter is very brave and clever, but he can’t beat his enemies by himself. He would not become a hero without the help of his friends. From that we know one tree can’t make a forest. We must know how to work together with others. Then we can make a great success. Now let’s listen to 1a and know more about the characters in the novels.
(板书画线部分并让学生猜句意。)
One tree can’t make a forest.
3. (用小黑板板书问题，让学生带着任务听1a，锻炼其从材料中获取信息的能力。)
T: Now please listen to 1a. Then answer the following questions:
(1)In order to help Harry, what did Harry’s friends do (2)What’s Kangkang’s view
(听录音后，师生共同核对答案。)
Key:
(1)They read many books and discovered the best way to defeat their enemies.
(2)Neither the Monkey King nor Harry Potter would become a hero without the help of their friends.
Step 3 Consolidation 第三步 巩固(时间: 8分钟)
巩固1a，完成1b。
1. (三人一组表演1a，加深对对话的理解。)
T: Let’s act the dialog out. Work in groups of three.
2. (小组活动，让大家一起讨论并填写表格。)
T: Let’s work in groups of four, and discuss the characters in 1a with your group members. Then fill in the chart and check (√) your favorite character.
3. (选两位学生作汇报，其他学生一起核对并对其进行补充，然后师生一起补全表格中人物的性格特征，完成1b。)
S1: … is my favorite character. Because …
S2: … is my favorite character. Because …
Character the Monkey King Sandy Pigsy Harry Potter Harry’s friends
Characteristics funny, clever, brave … honest,wise,helpful … kind,funny,a little lazy … brave, handsome,kind … helpful,wise …
Your favoritecharacter
(可用小黑板或幻灯片展示上面的表格。)
Step 4 Practice 第四步 练习(时间: 10分钟)
学生谈论文学作品中他们最喜爱的人物，导入2a。完成2b。
1. (让学生拿出自己收集的文学作品，并描述自己最喜欢的人物。)
T: Please take out your literature works and describe your favorite characters. Why do you like him or her What other characters do you remember clearly Do you like them Why or why not
S1: ...
S2: ...
2. (完成2a。通过活动培养学生的阅读能力。)
(1)(读2a，找出文中所提及的重点人物，培养学生获取信息的能力。)
T: Let’s read 2a and find the answer to the question: Who are mentioned in this passage
(读完后，教师核对答案。)
(2)(对哈利·波特和孙悟空进行比较，以加深学生对文章的理解并培养他们对人物分析的能力。)
T: Compare the similarities and differences between Harry Potter and the Monkey King. You can do it with your partner.
(教师帮助总结，并板书，让学生掌握fly。)
The similarities: can fly, both brave and cleverThe differences: Harry Potter the Monkey King 1)super power 1)funny behavior 2)handsome and kind 2)is good at hiding 3)protect his friends from danger 3)hides by turning himself into a small living thing such as a bee or a fly
3. (引导学生根据2a内容进行讨论，并适时地进行情感教育，在讨论中完成2b。)
(1)(学生自读短文，根据文中所提供信息，描述哈利·波特和美猴王。)
T: Read by yourselves and describe Harry Potter and the Monkey King.
S3: Harry Potter has many powers. He can fly and protect his friends from danger. He is not only brave, but also handsome and kind.
S4: The Monkey King is a brave hero. He is very clever and funny. He often behaves like a child and makes us laugh. The Monkey King can fly and he is good at hiding. He hides by turning himself into a small living thing, such as a bee or a fly.
(2)(让学生描述其他文学作品中的人物形象。)
T: Who is your favorite hero in literature Describe the hero with a few sentences to your partner.
(3)(教师总结，对学生进行情感教育。)
T: The heroes you mentioned are all very successful. But who succeeds all by himself
Ss: ...
T: No one can succeed all by himself. They always need the help from his relatives or friends. One tree can’t make a forest. We must work together with others.
(4)(两人一组讨论2b中的问题。)
T: Please discuss the questions of 2b in pairs, and then I’ll ask some of you to report.
S5: …
S6: …
S7: …
(再读2a，对其进一步理解。)
T: Read 2a again and have a further understanding of it.
Step 5 Project 第五步 综合探究活动(时间: 7分钟)
通过情景剧表演，加深对中国文学中人物的理解。欣赏诗歌，完成3。
1. (组织学生从熟悉的Journey to the West中选材或自编一个小情景剧，分四人小组进行表演。)
要求: (1)情景剧表演。
(2)人物的语言与其身份要符合，特别是the Monkey King。
T: Let’s make up a short play. Work in groups of four. Four students act as the Monkey King, Sandy, Pigsy and Xuanzang respectively. Then choose two groups to act it out.
(教师在学生组织表演时应及时提供必要的帮助。)
T: Which group can act out your play
G1: …
G2: …
2. (欣赏3中的诗歌。)
(1)(看图画，分析内容，帮助学生理解诗歌。)
T: Now let’s come to class activities. First of all, let me tell you the word “kiss”. Here “kiss” means to touch somebody with your lips as a greeting or as a sign of love.
(板书，并要求学生掌握。)
kiss
(2)(听录音并跟读，欣赏诗歌。)
T: Listen to the tape and repeat. Appreciate the poem.
3. Homework:
Write a short article in the topic“My friend”using the descriptive words you have learnt in this lesson.
板书设计:
Who is your favorite character in literature Section B(1)In my view, neither the Monkey King nor Harry Potter would become a hero without the help of their friends.(2)One tree can’t make a forest(3)Sometimes we can’t help laughing because of his funny behavior.
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Topic 2 Who is your favorite character in literature
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 phrases:
in the distance, make up one’s mind
2. Learn some useful sentences:
(1) I have made up my mind to be a painter.
(2) It’s possible for you to succeed if you work hard at painting.
3. Review different kinds of clauses:
(1) attributive clauses
(2) adverbial clauses
4. Learn about some famous painters and their paintings.
Ⅱ. Teaching aids教具
图片/小黑板/录音机/教学挂图
Ⅲ. Five-finger Teaching Plan五指教学方案
Step 1 Review 第一步 复习(时间: 5分钟)
师生问答，复习有关电视节目的话题，引入新课。
T: Hello, everybody! Let’s discuss the topic about TV. Do you like watching TV
Ss: Yes.
T: What kind of TV program do you like better
S1: I would rather watch TV plays than sports shows.
S2: I prefer children’s programs to news reports.
S3: I like watching educational programs best.
…
T: My favorite TV program is Jian Bao. Because I can know about many painters and their paintings in this TV program. Do you like paintings, S4
S4: Yes, I like them very much.
T: Do you want to be a painter when you leave school, S5
S5: Yes.
T: OK, in this lesson, let’s talk about some painters and their paintings.
Step 2 Presentation 第二步 呈现(时间: 15分钟)
呈现一些人物画、肖像画、山水画等图片，正面是代表作，背面写上作者和作品名。通过谈论图片呈现1a主要内容，为听力扫除障碍。
1. (出示顾恺之的《洛神赋图》。)
T: Look at this picture. What kind of painting is it
Ss: 人物画。
T: Yes. It’s a figure painting.
(板书，领读并要求学生理解。)
figure
T: (呈现画的背面。) Look at this side of the picture. Who painted it and what’s its name
Ss: It’s Luoshenfu that was painted by Gu Kaizhi.
T: Right. Gu Kaizhi was a Chinese painter in the Dongjin dynasty. He was quite good at painting figures.
2. (出示张大千的山水画。)
T: Look at this picture. What kind of painting is it
Ss: 山水画/风景画。
T: Yes. It’s a landscape that was painted by Zhang Daqian. (同时出示画的背面。)
(板书并领读，让学生了解landscape。)
landscape
3. (出示凡·高的《向日葵》。)
T: Look at this picture. What flowers are they
Ss: Sunflowers. (帮助学生回答。)
(板书并领读，让学生了解sunflower。)
sunflower
T: Look at this side of the painting. Who painted it
Ss: Vincent van Gogh. (帮助学生回答。)
T: Yes, Vincent van Gogh was a Dutch painter. His paintings are very lovely with bright colors.
(板书并领读，让学生了解Dutch。)
Dutch
T: Do you want to know more about Gu Kaizhi, Vincent van Gogh and their paintings OK, let’s listen to 1a.
4. (用小黑板出示听力问题，在问题中呈现短语in the distance, make up one’s mind，先让学生掌握，然后听1a录音并核对答案。)
(1)Is the way Vincent van Gogh showed things in the distance the same as the way Gu Kaizhi did (2)What is the major symbol of expression in Vincent van Gogh’s paintings (3)What did Steve make up his mind to be
(Keys: (1) No, it isn’t. (2) Color. (3) A painter.)
5. (让学生找出本段对话的复合句，并说出从句的类型。)
T: Please read 1a and find out the complex sentences, at the same time point out their types. Discuss in pairs and further understand them.
(本段对话中含有状语从句和定语从句，在此过程中应得到复习。)
Step 3 Consolidation 第三步 巩固(时间:10分钟)
通过朗读、表演等形式巩固1a，完成1b。然后引导学生练习定语从句和条件状语从句的用法。
1. (放1a录音，让学生跟读。)
T: Follow the tape, and pay attention to the pronunciation and intonation. Then practice in pairs.
2. (两人一组表演1a。)
T: Work in pairs. Act out the dialog.
3. (完成1b。)
T: Read 1a again and complete the table in 1b. Check (√) the painter you like better. Then I’ll ask some of you to tell the reasons why you like them better.
4. (通过谈论与本话题相关的内容来引导学生练习定语从句和条件状语从句的用法。)
T: Boys and girls, let’s talk about the painters and their paintings in this lesson using attributive clauses.
S1: Gu Kaizhi was a Chinese painter who was quite good at painting figures.
S2: Vincent van Gogh was a Dutch artist who was famous for his painting, Sunflowers.
S3: Sunflowers is a great painting that was painted by Vincent van Gogh.
…
T: Good. S4, do you want to be an artist
S4: Yes.
T: Boys and girls, please give him/her some advice.
S5: If you want to be an artist, you must work hard.
S6: If you want to be an artist, you’d better go to art class.
S7: If you work hard at painting, your dream will come true.
(学生在说的过程中很可能遇到困难，教师要善于引导，尽量让学生互相帮助完成此环节。)
Step 4 Practice 第四步 练习(时间: 10分钟)
完成1c和2。
1. (小组讨论，相互提问完成1c。)
T: Everyone has his own favorite artist. Please discuss the questions in 1c in groups. Then tell us a story about your favorite artist.
Example:
T: My favorite artist is Qi Baishi. He shows great love to life in his paintings. His paintings belong to modern arts. Work like this, please! In three minutes, I’ll ask some students to report.
2. (用“蒙娜丽莎”的画像引入2听力，完成2。)
T: Let’s look at another foreign painting. Who is this woman
Ss:“蒙娜丽莎”。
T: Yes. This portrait of Mona Lisa was painted by Leonardo da Vinci. Would you like to know more about the great artist If so, listen to the passage carefully. Then complete the tasks in 2 on page 34. OK, now let’s begin!
(板书并让学生了解。)
portrait
(放录音，听后核对答案。)
Step 5 Project 第五步 综合探究活动(时间: 5分钟)
把全班学生分成若干小组，每组发一份调查表，用3中的教学挂图和学生自备的图片做调查，并把调查结果以组为单位向全班作汇报。完成3。
1. (引导学生总结书画的类型，并调查组内同学最喜欢的书画类型，艺术家和他们的作品、风格及喜欢他们的原因。)
Student’s name Animal Landscape Portrait Figure Artist Work Style Reason
T: Please make a survey about the favorite kinds of paintings of the classmates in your group and complete the table. You can do it like this:
Example:
T: What type of painting do you like best
S1:My favorite kind of painting is …
T: Why
S1:Because …
2. (学生完成调查表后，小组推选代表把调查结果汇报给全班同学。)
T: You can report it to your class like this:
Kangkang likes Xu Beihong’s paintings best. Because the horses in his pictures are very powerful.
3. Homework:
Go to the library and skim at least five kinds of books. Write down the main characters, their characteristics and the writers’ styles of each book.
板书设计:
Who is your favorite character in literature？Section Ain the distance (1) I have made up my mind to be a painter.(2) It’s possible for you to succeed if you work hard at painting.make up one’s mind (3) The way he showed things in the distance is different from the way Gu Kaizhi did.(4) It was painted by Vincent van Gogh, who was a Dutch painter.
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