Period 1
教学内容
Getting ready (p. 65), Reading (pp. 66-67), Vocabulary C1, C2 (p. 68),
Comprehension D1 (p. 69)
教学目标
语言知识
认读和理解单词educational, exchange, culture, host, local, British, glad, guest, chopstick, weekday, tour, yet, fantastic, experience, already, introduce, success, yet和短语a bit of, introduce...to..., come over (to...)等；认识单词t’ai chi。
语言技能
能根据上下文，猜测glad, guest, weekday, tour, fantastic, experience, already, success等单词的意思。
根据主阅读篇章的标题、引言和插图获得关键信息，了解主阅读篇章的主旨大意。
情感态度
了解教育交流活动。
教学重点
根据主阅读篇章的标题、引言和插图了解主阅读篇章大意，认读和理解相关词汇。
教学难点
根据上下文语境猜测词义。
运用略读和找读的阅读策略，获取关键信息。
教学过程
Step 1 阅读Getting ready 板块的图文，了解单元话题。
学生观察教材第49页的卡通图，阅读Hi和Lo的对话，回答下列
问题。
● Where is Hi going? (He is going to the UK.)
● How long will he stay there? (He will stay there for six weeks.)
● How will he go there? (He will go there by plane / air.)
● How do you know that he will go there by plane? (He says, ”I’m
flying to the UK for six weeks!”)
● What does Lo say? (He says that Hi cannot fly to the UK.)
● What does he say this? (Because he thinks that Hi’s arms are not long
enough to fly like a bird.)
● Do they understand the word “fly” in the same way? (No, they don’t.)
2. 教师提问：Would you like to study abroad? Why or why not?。以下
回答可供参考。
● To learn a new language.
● To make new friends.
● To learn more about foreign cultures and customs.
● To become more independent and learn how to look after
ourselves.
● To help us appreciate what we have.
● To enjoy different kinds of food.
● To learn study skills.
3. 学生了解教育交流中常见的活动内容，理解educational exchange
的含义。
Step 2 开展“头脑风暴”，激活背景知识。
学生思考：What do people probably do on educational exchanges?。教师将学生的回答以“蛛网图”的形式罗列在黑板上。学生认读和理解单词local和host。
学生完成What do you know about…? 部分的练习。同时认读和理解单词culture。
Step 3 预测主阅读篇章的大致内容。
学生阅读主阅读篇章的标题、引言和插图，完成Before you read部分的练习。学生认读和理解单词British, introduce和短语introduce…to…；认识单词t’ai chi。
Step 4 运用略读、找读等阅读策略，进一步理解主阅读篇章。
学生略读全文，两人一组讨论以下问题。
● How did the students feel?
● What do they think about the educational exchange visit?
● What adjectives do they use to talk about the visit? (interesting,
educational, nervous, friendly, glad, fantastic)
学生认读和理解单词glad和fantastic等。
学生找出上述形容词对应的主语，完成下表。同时认读和理解单词experience。
Who / What
How
the exchange visit
interesting, educational
Sarah
nervous
Sarah’s host family
friendly
Sarah
glad
Eric’s experience
fantastic
学生再次阅读课文，思考问题：What have the students done during the visit?。在讨论的基础上，师生共同完成以下板书：
● learn to use chopsticks
● learn a little Chinese
● study with Chinese students
● tour around Beijing and visit places of interest with their host
families
● learn t’ai chi
● learn a lot about Chinese culture and history
● learn about Chinese painting
● make many new friends
教师出示图片，学生认读和理解单词chopstick。
教师提问：Why is it called an educational exchange visit?。学生从主阅读篇章中找出相关句子来说明。如：
● A group of British students from Woodpark School in London are
visiting Xinhua Junior High School in Beijing on an educational
exchange.
● We’ll see one another soon because they’ll come over to the UK
for the second part of the exchange next month.
学生根据上述句子说出come over to的含义。
学生运用通过上下文猜测词义的策略，完成Vocabulary C1和 C2的练习。同时认读和理解单词guest, weekday, tour, success和already。
Step 5 深入理解主阅读篇章的内容。
学生两人一组，完成Comprehension D1的练习，并尝试表演这段对话。
回家作业
1. 模仿录音的语音、语调，朗读课文。
2. 抄写单词的短语：educational, exchange, culture, host, local, British,
glad, guest, chopstick, weekday, tour, fantastic, experience, t’ai chi,
already, introduce, success, yet, a bit of, introduce…to…，come over
(to…) 等。
学生两人一组，准备Comprehension D1的对话，并在下一课时作口头汇报。
完成 《练习册》第66页Vocabulary和第73页Reading A的练习。
Period 2
教学内容
Reading (pp. 66-67), Comprehension D2, D3 (p. 69)
教学目标
语言知识
认读和理解单词at first, so far等。
深入理解文本内容，归纳描述教育交流活动的方法。
语言技能
了解如何描述教育交流活动。
学会运用找读策略弄清阅读文本中代词的指代内容。
根据图片、关键词及重点句式，复述主阅读篇章。
情感态度
体会教育交流活动的意义。
教学重点
描述教育交流活动的方法。
教学难点
根据图片、关键词及重点句式，复述主阅读篇章。
教学过程
Step 1 回顾主阅读篇章，检查回家作业的落实情况。
1. 学生用适当的语音语调朗读主阅读篇章。
2. 教师邀请若干对学生表演Comprehension D1的对话。
3. 学生运用主阅读篇章词汇的正确形式，完成下列句子。
● The educational programme on TV tries to teach you something.
● If you are interested in French culture, you can start by studying
the French language.
● It is a custom in Western countries for people to exchange
presents at Christmas.
● You will learn about the local culture better if you stay with a host
family.
● She invited many guests to her wedding party.
● The young man believed hard work was the key to success.
● The Whites toured around the country by car last summer
holiday.
● I’m glad to help you.
Step 2 运用找读策略，深入理解主阅读篇章的内容。
教师呈现下列句子，学生找读划线部分的代词所指代的对象，同时认读和理解短语at first和so far。
● I was very nervous at first. (I=Sarah)
● …and they’re teaching me a little Chinese! (they=Sarah’s host
family; me=Sarah)
● At the weekend, they tour around Beijing and visit places of
interest with their host families. (they=the exchange students from
Woodpark School in London)
● It’s been a fantastic experience so far. (It=The educational
exchange)
● …and I really enjoy it. (I=Eric; it=t’ai chi)
● …because they’ll come over to the UK for the second part of the
exchange next month. (they=the students from Xinhua Junior High
School in Beijing)
学生判断下列句子的正误，并改正错误的句子。
● A group of students from France come to Beijing on an
educational exchange. ( F) Britain/London
● Sarah has learnt a lot of Chinese while she is staying with her
host family. (F) a little
● Sarah isn’t nervous any longer because her host family are
friendly. (T)
● Sarah hopes to keep in touch with her new friends after she goes
back home. (T)
● Some students from Xinhua Junior High School in Beijing will
visit London in two months. (F) next month
学生回答下列问题。
● What do the exchange students do on weekdays?
● What do they do at the weekend?
● What does Eric think of the educational exchange?
● What has he learnt during the exchange?
● What has he tried to do himself?
● What will some students from Xinhua Junior High School do
soon?
为检验学生回答问题是否规范，教师也可将这些问题作为书面
资料印发给学生，并在学生完成后收回批改。
Step 3 根据主阅读篇章的图片和关键词，运用一般过去时复述课文。
学生运用找读策略，完成Comprehension D2的练习。
学生仿照Comprehension D2的练习，根据图片和关键词提示，运用一般过去时复述课文。
学生完成Comprehension D3的练习。
回家作业
1. 模仿录音的语音、语调，朗读课文。
2. 用一般归去时复述课文，准备口头汇报。
3. 完成《练习册》第74至75页Reading B, C的练习。
Period 3
教学内容
Grammar (pp. 71-73)
教学目标
语言知识
学习现在完成时的结构和用法。
学习常与现在完成时连用的副词already, yet, ever和never的用法。
语言技能
掌握现在完成时的三个基本句式。
学习策略
注意发现现在完成时的语言规律，并能运用规律举一反三。
教学重点
掌握现在完成时的三个基本句式。
教学难点
现在完成时与一般过去时的区别。
教学过程
教学过程
教学过程
Step 1 回顾主阅读篇章，检查回家作业的落实情况。
学生集体朗读主阅读篇章。
教师邀请部分学生用一般过去时复述课文。
Step 2 掌握现在完成时的语法现象。
1. 学生找出主阅读篇章中含现在完成时的句子，并观察其规律。
2. 教师告诉学生：现在完成时通常用于表示已经完成的而又与现在
存在某种联系的动作或事件。使用现在完成时并非要告诉我们这
件事发生的具体时间，而是强调事情对现在产生的影响。教师可
通过更多的例句加深学生的理解。
3. 学生阅读教材第71页例句框中的例句，并完成Work out the rule
部分的内容。教师同时向学生讲解Things to remember部分的内
容。
4. 教师指出现在完成时的基本结构是“have / has + 动词的过去分
词”。规则动词的过去分词与其过去式相同，而不规则动词的过去
分词则需要背诵。
5. 教师呈现下列内容，学生用现在完成时写出动词的变化。
a you allow (you have allowed)
b he goes (he has gone)
c we are (we have been)
d you sing (you have sung)
e they teach (they have taught)
f I bring (I have brought)
g she sits (she has sat)
h we live (we have lived)
i he opens (he has opened)
6. 学生完成教材第72页的电子邮件。
Step 3 掌握现在完成时中常用的副词already, yet, ever和never的用法。
1. 学生阅读教材第72页例句框中的例句，并完成Work out the rule
部分的内容。教师告诉学生：already用于肯定句中，常位于助动
词have / has和动词的过去分词之间，yet用于否定句和疑问句，通
常位于句末。
2. 教师呈现以下句子。
● Would you like to have dinner with me?
● Would you like to go to Ocean Park with me?
● Would you like to watch this film with me?
● Would you like to have a drink?
● Would you like to have a rest?
学生开展对子活动。S1提出问题，S2要给出肯定与否定回答，并
用现在完成时的句子陈述简单的理由。教师邀请一位学生作示范。
如：
T: Would you like to have dinner with me?
S: Yes, I’d like to. I haven’t had dinner yet. / No, thank you. I’ve
already had dinner.
3. 学生按照练习B1和B2中的表格及对话示例，两人一组，完成练
习。
4. 学生做一个关于旅游的调查，并完成相关汇报。以下问题可供参
考。
● Have you ever been to Ocean Park in Hong Kong?
● Have you ever been to the Palace Museum in Beijing?
● Have you ever travelled by plane?
● Have you ever eaten sushi?
…
教师可提供下列汇报句型供学生参考：In our class,… students have been to Ocean Park in Hong Kong, and…students haven’t…students have been to the Palace Museum in Beijing, and…haven’t. ...
回家作业
1. 用所给动词的适当形式填空。
● I have already watched (watch) the film. I watched (watch) it last week.
● Has he finished (finish) his work? Not yet.
● Have you ever been (be) to Hong Kong? Yes, I have been (be) there
twice.
● Have you ever eaten (eat) a chocolate sundae? No, never.
● My father has already come (come) back from work. He is tired.
● Where’s Li Ming? He has gone (go) to the teacher’s office.
● Shanghai was a small town hundreds of years ago. Now it has become
(become) a large city.
● I have worked here since I moved (move) here in 1999. So far I have
made (make) quite a few friends.
● How long have the Browns been (be) here? For two weeks.
2. 完成下列中译英练习。
● 你吃过鱼和薯条吗？
● 我刚刚丢了我的数学书。
● 我以前从来没去过那个农场。
● 他已经吃过午饭了。
● 你已经看过这部电影了吗？
● 我哥哥还没回来。
● 我已经看过这本书了。
2. 完成《练习册》第67至69页Grammar的练习。
Period 4
教学内容
Speaking B: Speak up (p. 75), Writing (p. 76)
教学目标
语言知识
理解现在完成时的用法，并能在特定语境中使用。
语言技能
用现在完成时表达事情的结果。
能够根据关键词的提示，完成一篇有关在英国伦敦参加教育交流活动的报告。
情感态度
加深对中国文化和异国文化的理解。
教学重点
现在完成时在特定语境中的使用。
教学难点
根据关键词的提示，用现在完成时完成一篇有关在英国伦敦参
加教育交流活动的报告。
教学过程
Step 1 在语境中复习现在完成时。
学生两人一组，完成Speak up部分的练习B1。学生先阅读笔记中的内容，分清哪些事情是Alice已经做过的，哪些是尚未完成的。然后模仿示例对话，进行对子活动。教师提醒学生在对话中注意使用第三人称she。
学生完成Speak up部分的练习B2。教师提醒学生以Alice的口吻介绍自己在英国的经历，且注意使用第一人称。
Step 2 学习Writing板块的写话技巧。
学生阅读Writing板块的引言，了解写作任务的情境。教师展示选项框中的活动，学生将活动按校内和校外分类。
学生根据活动提示，完成报告。
学生结对互相检查文章中的时态和前后逻辑关系。然后，听教师奖评部分学生习作，并作二次修改。
学生开展“头脑风暴”，思考更多新华初级中学学生在交流访问期间可能参加的活动。教师可将学生“头脑风暴”的结果以“蛛网图”的形式板书在黑板上。
回家作业
1. 根据“蛛网图”，丰富自己的作文。
2. 完成《练习册》第72页Speaking B和第76页Writing的练习。
Period 5
教学内容
More practice (p. 77), Study skills (pp. 78-79)
教学目标
语言知识
了解与申请表相关的词汇family name, given name, nationality, postal code, educational background, duration, applicant等。
语言技能
通过补充阅读提高获取关键信息的能力。
能理解申请表中栏目名称的含义，知道申请表的填写规范，并仿照范例，填写一份申请表。
情感态度
积极开拓视野，用于探索和尝试新鲜事物。
教学重点
理解申请表中栏目名称的的含义，知道申请表的填写规范，并仿照范例，填写一份申请表。
教学难点
学习填写申请表。
教学过程
教学过程
教学过程
Step 1 学习More practice板块的相关内容。
1. 学生阅读练习A中的海报，回答之后的三个问题。
2. 教师指导学生从海报中找出吸引读者参与教育交流项目的句子，
帮助学生进一步熟悉海报的文体特征。
3. 学生根据海报内容完成下面两张表格。
Two parts of the educational exchange
Part 1
An exchange student will:
● travel to your home country;
● stay with your family.
Part 2
You will:
● travel to your exchange partner’s home country;
● stay with his or her family;
● go to school with him or her;
● take part in local activities.
Requirements for students who would like to apply for the educational exchange
He / She
● should be aged between 14 and 17;
● would like to learn about the language, culture, history, geography and way of life of another country;
● should have a reference from his / her head teacher.
Step 2 学习Study skills 板块的内容，了解申请表的填写规范。
学生开展“头脑风暴”，讨论生活中在什么情况下可能要填写申请表。
教师呈现教材第78页的申请表，然后通过以下配对练习，帮助学生了解表格中较难的填写内容。
A B
(d) 1 family name a a name that is given usually by a
child’s parents at birth
(a) 2 given name b the length of time that something lasts
(f) 3 nationality c someone who has formally applied for
something, usually in writing
(d) 4 postal code d the name someone shares with all the
members of his / her family
(e) 5 educational background e any schooling someone has already
successfully completed
(b) 6 duration f the state of being a citizen of a
particular country
(c) 7 applicant g a group of numbers that are part of
an address
3. 学生根据申请表中的内容回答下列问题。
● Who is the applicant? (Li Xiaolan.)
● When and where was she born? (She was born in Shanghai on 27
June 1997.)
● Where does she live? (She lives at 155 Nanjing Road.)
● Is she interested in reading? (Yes, she is.)
● Is her hobby coin collecting? (No.)
● How long will she stay abroad? (For some than four months.)
● What are her reasons for applying? (She loves to travel and meet
new people. She wants to experience life in an English-speaking
country and also be able to practice English every day.)
4. 学生完成教材第79页的申请表。在完成该表前，教师应提醒学
生注意Top tip中的填写要求。填写时，学生可两人一组相互帮
助。
回家作业
1. 搜集一份生活中的申请表，并尝试填写。
2. 小组合作设计一份关于来我校参与教育交流活动的海报，为下一
课时的口头汇报作准备。
Period 6
教学内容
Listening (p. 70), Culture corner (p. 80), Speaking A: Talk time (p. 74)
教学目标
语言知识
认读和理解单词respect。
学习朗读特殊疑问句及其答句以及祈使句的语调。
语言技能
巩固“捕捉关键信息”的听力技能，掌握记听力笔记的技巧。
能用正确的语调朗读句子和对话。
情感态度
了解参加教育交流项目时应当遵循的各项要求，学会尊重他国的文化。
了解文化冲击现象，并能使用正确的方法解决问题。
学习策略
对所学内容进行自我评估，反思学习中的进步与不足。
教学重点
指导学生掌握记笔记的技能。
教学难点
对文化冲击现象的理解。
教学过程
教学过程
教学过程
Step 1 检查回家作业的落实情况。
各小组派代表展示并口头汇报关于来我校参加教育交流活动的宣传海报的内容。
Step 2 捕捉听力材料中的关键信息。
学生阅读Listening板块的引言，猜测听力文本的内容。
学生阅读练习A中的笔记。教师应利用这个机会告诉学生：在听前浏览已有材料的重要性。这可以帮助他们熟悉听力材料的内容，并通过了解材料中所缺的信息，明晰听时的侧重点，提高答题的效率和准确性。
教师播放录音，学生完成练习A。教师再次播放录音，学生自行核对答案。学生认读和理解单词respect。
教师播放录音，学生完成练习B。教师再次播放录音，学生自行核对答案。
学生两人一组，表演练习B的对话。
教师鼓励学生分小组讨论并补充参加教育交流项目时应该遵循的其他要求。
Step 3 阅读Culture corner板块的图文，了解文化冲击现象。
学生阅读Culture corner板块文章的第一段，并回答下列问题。
● What is “culture shock”?
● Why do people have culture shock?
学生阅读全文后回答问题：How can we deal with culture shock?。
学生分组讨论问题：What other ways can you think of to deal with culture shock?。
Step 4 学习Talk time部分朗读特殊疑问句及其回答以及祈使句的语调。
教师呈现下面的对话(不标注降调符号)。
May: Where’s Alan?
Sam: He’s gone out.
May: Where did he go?
Sam: He went to see a doctor.
May: When will he come back?
Sam: I don’t know.
教师朗读这段对话，边读边标注降调符号。并告诉学生：朗读特殊疑问句时应使用降调，回答这些问句时也应适用降调。
学生跟读这段对话，然后两人一组操练这段对话。
学生两人一组，朗读练习A1的对话。
教师呈现下面的句子(不标注降调符号)。
Open your books, please.
Arrive at the airport on time, please.
Don’t forget to bring your book to school.
Please bring a camera with you.
教师朗读这些句子，边读边标注降调符号。然后，鼓励学生通过朗读归纳出朗读祈使句时应使用降调。
学生朗读练习A2的句子。
Step 5 完成Self-assessment部分关于单元学习情况的自我评价。
回家作业
通过书籍或网络查找更多文化冲击的现象和相应的解决对策。
在报刊、杂志中查找并朗读自己感兴趣的内容。朗读时注意句子的升降调。
完成《练习册》第70至71页Listening, 第72页Speaking A1, A2的练习；选择性完成第77至80页Integration的练习。
