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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. Talk about traffic rules, signs and warnings.
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好处。)
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: …
…
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 have 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，选几组学生看关键词, 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
…
T: Well done! You did a very good job!(对学生给予鼓励和肯定。)
2. (让学生出示他们在上节课所讨论交流的交通图标，复习其含义，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 the traffic signs, and the others to tell what these signs 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)
完成2和4，并讨论3。
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 in your daily life.
(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。)
(1) Please make at least five sentences using “if”. Pay attention to the tense.
(2) Look up the words in the box in 1a on P.45 and find out their meanings.(为新课做准备。)
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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, rush, policeman
2. Learn useful expressions:
When I first arrived, I was afraid of riding my bike anywhere.
It’s easy to park bikes, too.
It is impossible to finish so much work in an hour.
To avoid hitting the truck, he ran into the wall and hurt his arm badly.
3. Learn the usages of adverbial clauses of condition:
If people obey the traffic rules, there will be fewer accidents.
4. Talk about the advantages of riding bikes.
5. Learn how to write an accident report.
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, we’ll learn about an accident today. 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: Read 1a and find out the new words and useful expressions.
passenger, crazy, be hurt, anywhere, get used to, pollution, impossible, be afraid of (doing) sth.
When I first arrived, I was afraid of riding my bike anywhere.If people obey the traffic rules, there will be fewer accidents.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，通过句型3导出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 and repeat. 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. Let’s act out the dialog.
(抽查几组，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好处，培养学生的发散性思维，然后完成1b。各组派代表发言，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.
(几分钟后)
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: Group 2!
T: Well done! Congratulations!
(学生边说教师边板书。)
Advantage
1. It’s faster than walking.2. It can keep us healthy.…
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 what
happened and discuss what caused the accident.
(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，稍后教师抽查学生的答案。)
T: Time is up! Let’s check the answers!
S1:…
(若学生回答全部正确，应给予肯定；若有错误，尽量让其他学生来更正。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 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, 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 the passage 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: I hurt my arm badly. 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. (小组活动：交流各自收集到的交通标志符号，讨论它们的含义。然后每组推荐一名学生向全班汇报本组所收集到的交通标志及其意义，完成3。)
T: Share the traffic signs in groups and discuss their meanings. Then choose one to report to the class.
3. Homework:
(要求学生写一些关于如何预防交通事故的建议。)
T: Give some advice on how to prevent traffic accidents.
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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.
3. Go on learning adverbial clauses of condition.
4. Talk about cycling races.
Ⅱ. Teaching aids 教具
录音机/小黑板/幻灯片/图片/环法自行车赛的路线图
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间: 5分钟)
(方案一)
复习条件状语从句并导入1a。
1. (学唱4中的歌，巩固if引导的条件状语从句。激活课堂。)
2. (检查Section B的查字典作业，为限时阅读作准备。)
3. (让学生用If I…造句。在复习的过程中放飞梦想。)
T: Boys and girls, do you have any dreams
Ss: Yes.
T: Great! Let’s talk about our dreams. But you have to begin your sentences with “If I…”. For example:
(教师示范)
T: If I have enough money, I’ll travel around the world. Now, It’s your turn to speak out your e on! Don’t be shy!
S1: If I work hard, I’ll go to Peking University.
S 2: …
(教师评价学生的梦想并导入1a。)
T: I’m very excited you have so many great dreams. But if you want to make your dreams come true, you should work hard. However, it’s not easy to do that. You may meet lots of problems. If that happens, what will you do Will you give up or face bravely Today, we’ll learn from a great person. Are you glad to know about him
Ss: Yes!
(方案二)
复习交通规则并导入1a。
1. (学唱4中的歌曲，复习if-clause。)
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.
(教师让全班学生合唱歌曲。)
T: Boys and girls, please sing the song together.
(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。)
2. (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 signs 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 signs.
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，引导学生进行归纳。)
3. (检查Section B查字典的作业，为限时阅读作准备。)
4. T: Boys and girls, we may have some bad experiences in our life, and some people can’t face them. But some people are brave enough. For example, we all know about Zhang Haidi, Zhao Lirong and Shen Dianxia (Feifei), whose diseases are very serious. However, they are brave enough to face them and fight against them, and they set up good examples to us. Well, do you know Lance Armstrong
Ss: Yes. / No…
Step 2 Presentation 第二步 呈现(时间: 13分钟)
呈现1a，教学生词并讲解疑难点。
1. (教师出示阿姆斯特朗的图片及环法自行车赛的路线图。了解Tour de France。)
T: Who is this man Do you know
Ss:…
(学生不会回答，教师答出。)
T: He is Lance Armstrong, an American cyclist.
(出示环法自行车赛的路线图。)
T: What’s this map about
Ss:…
(学生不会回答，教师答出。导入1a。)
T: This is the map of the Tour de France. The Tour de France is the most famous bicycle race in the world. Lance Armstrong is famous for his achievements and courage in the game. Do you want to know more about him
2. (教师要求学生限时阅读1a，完成1b。3分钟)
T: Please read 1a and finish 1b in 3 minutes.
(指导学生带问题阅读。训练学生在规定时间内完成一定的阅读任务，提高阅读速度，并学会跳过生词阅读。)
T: Before reading, you may read the questions in 1b.
(3分钟后，检查限时阅读答题的正确率。引导学生进行自我评价。)
T: Well. Let’s check the answers.
3. (让学生细读1a，标出疑难点。处理短文中的重难点词句。)
T: Please read 1a carefully. If you have any difficulties, put up your hands.
(板书生词及疑难点。)
couragelead (led)smoothsuccessmiddlepathgo on doingonce again cyclistachievementchallengeshead-oncomebackTour de Francetillcertain His path to success wasn’t smooth.Lance faced it head-on.Lance Armstrong rode into history by winning the Tour de France for a record sixth time in 2004.It is certain that Lance Armstrong is the greatest cyclist in the world.
(教师答疑解惑，要求学生掌握: courage, middle, path, success, smooth, lead(led), certain；理解cyclist, achievement, Tour de France, challenge和till；了解head-on和comeback。)
Step 3 Consolidation 第三步 巩固(时间: 12分钟)
巩固1a。
1. (学生听1a，跟读并模仿语音和语调。)
T: Listen and repeat 1a. Pay attention to the pronunciation and intonation.
2. (用小黑板或幻灯片呈现表格。让学生再读1a，完成表格。)
Year What happened
1971
1996
Later 1996
1998
1999
2000-2004
T: Now, read 1a again and complete the table.
(学生读完后，师生共同核对答案。)
T: Have you finished reading Let’s check the answers together.
(学生回答时，教师板书表格内容。)
3. (让学生根据表格内容复述课文，完成1a。)
T: Please retell Lance Armstrong’s story according to the table.
(教师在学生复述有困难时，及时帮助，并予以评价。)
Step 4 Practice 第四步 练习(时间: 10分钟)
练习并完成2和3。
1. (听2的录音并填空。)
T: Now, please listen to 2 carefully and fill in the blanks.
(再放一遍录音，让学生核对答案。掌握生词final和result；了解super star。完成2。)
T: Listen to the tape again and check your answers.
2. (让学生根据3中的事故报告单，写一篇短文。)
T: Boys and girls, there is an accident report form in 3. Please write a passage according to the form.
(待学生写好后，鼓励1-2名学生读出短文，教师给予表扬并要求学生理解broken。完成3。)
T: Finished Who would like to read out the passage
Step 5 Project 第五步 综合探究活动(时间: 5分钟)
1. (1)(引导学生向身残志坚的英雄人物学习，学习他们不畏艰难，勇于拼搏，积极向上的精神，并迁移到学习上来。)
(2)(小组讨论，确定本组将要学习的楷模并简要叙述他/她的事迹，同时教师提供必要的帮助，小组派代表汇报。教师做总结评价，鼓励学生勇敢面对困难。)
2. Homework:
(尽量收集一些关于奥林匹克运动会中自行车比赛的信息。下节课与全班同学分享。)
T: Collect information about cycling in the Olympic Games as much as you can and share it with your classmates next class.
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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 some new words:
Asia, successful
2. Master useful expressions in 3b.
3. Review adverbial clauses of condition:
If you go to Qinghai Lake, maybe you can see the Qinghai Lake Race.
4. Talk about cycling races.
Ⅱ. Teaching aids 教具
小黑板/幻灯片/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: 5分钟)
复习Section C的歌曲，导入1a。
1. (唱If You’re Happy)
T: Let’s sing the song in Section C together.
2. (师生互动，复习Section C, 并导入1a。)
T: Who is Lance Armstrong
Ss: He is a famous cyclist.
T: Is his path to success smooth
Ss: No, it isn’t.
T: What happened to him
Ss: He had cancer.
T: What did he do then Did he give up cycling
Ss: No, he didn’t. He faced it head-on.
T: How many times did he win the Tour de France
Ss: Seven times.
T: Do you know anything about the Tour de France
Ss: No, I don’t.
T: OK. It doesn’t matter. Now, let’s study Section D together. Then you’ll know about it.
Step 2 Presentation 第二步 呈现(时间: 12分钟)
呈现1a并完成1b。
1. (让学生快速阅读，并用数字完成下面的短文。)
T: Read 1a quickly and pay attention to the numbers. Then fill in the blanks with the numbers. Go!
…
(教师用小黑板/幻灯片出示下面的短文。提醒学生先看短文，明确重点。)
The Tour de France began in . At the beginning, it was only 1 500 miles long, but today it covers miles. In the race, there are timed stages. It takes over weeks to finish the race. During the race, the cyclists have or days to rest. The roads are very difficult to ride on.
(师生共同核对答案：1903，2 000，21，3，1，2。)
2. (再读1a，完成1b。)
T: Read 1a again and finish 1b.
(师生共同核对答案。)
T: Let’s check the answers.
3. (让学生细读1a，提出疑难，老师答疑解惑。)
(教师呈现环法自行车赛的路线图，介绍该赛事的行程，同时处理疑难点。)
T:(指着地图) Look at this map. This is Paris. The Tour de France begins here. There are 21 timed stages. It goes through the Alps, the Massif Central and the Pyrenees Mountains. The winner is the athlete with the best total time.
(教师边叙述边板书要求理解的单词。)
time Alpsstage Massifcentral Pyreneesathlete
(教学单词。)
(教师用1a中的青海湖图片，介绍环青海湖自行车赛。)
T: In fact, we also host cycling race in China. It’s the Qinghai Lake Race. It’s the largest bicycle road race in Asia. It also has the highest altitude. The International Cycling Union began this race in 2002.
(教师边叙述边板书，要求学生掌握Asia；理解the International Cycling Union；了解altitude。)
Asiaaltitudethe International Cycling Union
(教学单词及短语。)
(板书疑难句。)
It has the highest altitude among all races hosted by the International Cycling Union.The roads are very difficult to ride on.He can do that without winning even one of the stages.
(教师解释疑难点。)
Step 3 Consolidation 第三步 巩固(时间: 13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. (师生一起找出关键词并板书，然后看关键词复述课文。)
The Qinghai Lake Race—largest—altitude—the Tour de France—famous—Paris—cover—one or two days to rest—go through—winnerThe following numbers may help you: 2002, 1903, 1 500, 2 000, 21, 3
T: Now, try to retell the passage according to the key words.
(选一两名学生复述课文。)
(师生共同参与评价，发挥评价的激励功能。)
Step 4 Practice 第四步 练习(时间: 10分钟)
练习完成2，并巩固3a和3b的内容。
1. (让学生听2的录音并做2中的A部分。)
T: We know that Lance Armstrong is the greatest cyclist in the world. 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 number the statements in the order you hear.
(核对答案。要求学生掌握successful；理解champion；了解championship。)
(再听2，回答2中B部分的问题。)
T: Listen to 2 again and answer the questions in Part B.
(核对答案，完成2。)
2. (用小黑板/幻灯片出示以下习题。让学生翻译这些句子，复习巩固条件状语从句和不定式作主语的句子。)
(1)如果人人都遵守交通规则，道路将会更加安全。 everyone the , the roads much safer.(2)如果你上学迟到了，你应该向老师说对不起。You should your teacher you are school.(3)如果明天天晴，我们就去郊游。 sunny tomorrow, we on a field trip.(4)越过繁忙的道路是很危险的。 dangerous the busy street.(5)随地吐痰是不好的行为。 bad everywhere.
(师生核对答案。)
3. (小组竞赛。引导学生通过习题归纳本话题的if条件句，不定式作主语的句子和有用的习惯表达法。掌握3a, 3b。)
T: Let’s have a group contest. Sum up if-clause, the infinitive and useful expressions in this topic. Let’s see which group is the best.
(要求学生熟记并能灵活运用3a和3b的内容。)
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: 5分钟)
探究本单元重点活动：交通。
1.(方案一)
(1) (小组活动，收集一些交通事故信息，完成4。)
(2) (To be a driver. 考“驾照”。)
①(小组成员自制多种交通标志和若干模拟驾照。)
②(每组抽出一个同学扮演司机，由其他组的组员举着交通标志牌，看“司机”能否熟悉交通规则及时作出正确的反应。准确性高的“司机”就可以拿到“驾照”。 “司机”合格的小组获胜。)
(方案二)
(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，请几名学生汇报讨论结果。)
T: Now, stop! Please tell us something about traffic. Who can have a try
2. Homework:
(1)(让学生用if条件句写一些违背交通规则所产生的后果和预防交通事故的建议。下节课报告给全班学生。)
T: Write down some consequences of violating traffic rules and some suggestions of avoiding traffic accidents, compare them and then report them next class.
(2)(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.
(3) Do Exercise 4 on P. 50.
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