Topic 3 The world has changed for the better.（2011年6月版）

Topic 3 The world has changed for the better.
Section A
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 some new words and a phrase:
as a matter of fact, discover, direct, possible, fair, invention, excite
2. Learn some useful sentences:
(1)Oh, you will get used to it very soon if you come.
(2)You must come for a visit.
3. Learn the present perfect tense with “for” or “since”:
(1)You have been in New York for a long time.
(2)The city has improved a lot since I came here a few years ago.
4. Master word formation: derivation.
5. Talk about changes in New York:
(1)I heard the traffic there was terrible and almost everyone drove too fast.
(2)As a matter of fact, it’s a wonderful place to live.
Ⅱ. Teaching aids 教具
多媒体/几张新旧北京图片/录音机/图片/单词卡片/小黑板或幻灯片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:10分钟)
引导学生用现在完成时谈论北京的变化，引出for和since的用法及部分短语，并导入新课。
1. (师生对话，复习含有ever, never, just等词的现在完成时。)
T: S1, have you ever been to Beijing
S1: No, I haven’t. I have never been there.
T: What about your elder brother Has he ever been there
S1: Yes, he has just come back.
T: How long has he stayed there
S1: For about two weeks. (帮助学生回答。)
(板书并适当讲解，要求学生初步掌握for在现在完成时中的用法。)
He has stayed there for about two weeks.
T: I went to Beijing in 1995. At that time, the streets there were very dirty. The houses were small and dark. As a matter of fact (In fact), great changes have already taken place since 1984. What changes have taken place Here are some pictures about old Beijing and modern pare and discuss them.
(教师边叙述边板书画线部分，并作适当讲解，要求掌握as a matter of fact和since的用法。)
as a matter of fact = in factGreat changes have already taken place since 1984.
2. (教师用多媒体或图片展示几组北京过去和现在的画面，让学生观看、讨论北京的变化，引出纽约的变化。)
T: Beijing has changed a lot. Who can describe it (教师手指过去北京城的图片。)
S1: The houses were small and the streets were narrow in the past.
T: You’re right. Who can describe this picture (教师手指现在北京城的图片。)
S2: There are lots of tall buildings in Beijing now.
S3: More ring roads.
S4: People can enjoy more sorts of leisure activities.
…
T: Well done! The changes have taken place not only in China but also in the world. Now let’s listen to the tape to know about the changes in New York.
Step 2 Presentation 第二步 呈现(时间:10分钟)
听录音，呈现1a内容，然后让学生自己观察文中含有for, since的句子，归纳for, since的用法，教师作适当讲解并要求学生掌握。
1. (学生听两遍录音后，回答教师的问题。)
T: Now, who can answer the question: How was New York’s traffic
S1: The traffic was terrible and almost everyone drove too fast.
T: You’re right. What about its streets in the past
S2: The streets were dirty.
T: Does it change now
S2: Yes. It is quite clean now.
T: Is New York a dangerous place now
S3: No, it isn’t. It was dangerous in the past.
T: Is New York a wonderful place to live now
S4: Yes, it is.
T: Good. As a matter of fact, there are beautiful parks, good schools, famous museums and excellent restaurants now. And you can go to plays, concerts and operas every day if you like. If you want to know more about New York, you must come for a visit there. Do you want to go there
Ss: Yes. Of course.
T: I hope you have chances. Now let’s read after the tape.
2. (教师播放录音，学生跟读一遍，同时找出含有for, since的句子，与前面板书的完成时的句子板书在一起。)
He has stayed there for about two weeks.You have been in New York for a long time.Great changes have already taken place since 1984.The city has improved a lot since I came here a few years ago.
3. (引导学生观察上述句子，分析for与since的区别。帮助学生总结for与since的用法并要求初步掌握。)
for+时间段 时间点since+ 从句
Step 3 Consolidation 第三步 巩固(时间:6分钟)
阅读1a，完成1b，将学生分组，要求他们根据1b内容把1a改写为一篇短文并复述，然后完成1c，巩固for, since的用法。
1. (再读1a，完成1b，并根据1b提供的信息，将学生分组，写一篇短文比较新旧纽约变化。)
T: Read 1a again. Write a short passage to compare New York nowadays with that of the past in groups.
(给学生几分钟，然后读范文。)
T: Who can read your article to us
S1: I can. New York has changed a lot. New York was dangerous in the past, but it’s quite safe now. In fact, the streets were dirty in the past, but it’s very clean now. It’s a wonderful place to live in, and the restaurants are quite excellent. You must come for a visit, and you can see New York for yourself.
2. (让学生再读1a，完成1c，并让学生试着说出since与for的用法区别。)
T: Read 1a again and finish 1c. Then I’ll ask some students to tell the differences between “since” and “for”.
Step 4 Practice 第四步 练习(时间:14分钟)
利用图片引入听力2，然后引导学生归纳总结派生构词法，并利用构词法学习本课生词。
1. (教师出示一幅洪水暴发的图片。)
T: Look! What happened in the picture You can tell me in Chinese.
Ss: 洪水暴发。
T: Yes, a flood broke out in Carly’s hometown. What should we do if we know about it
Ss: We should try our best to help her.
T: Good. Let’s listen to the story about her.
(听录音后，师生共同核对答案。)
(板书并要求学生理解。)
flood
2. (用卡片呈现一些词汇加上前缀或后缀后的变化，引出派生构词法并学习。)
T: Boys and girls, we’ve known about changes in the world. Now let’s learn the changes between the words.
(教师事先准备两组卡片，一组上面写有单词，另一组上面写有与单词相对应的前缀或后缀，把两组卡片分别按顺序排好，组合卡片，学习派生构词法。)
Example:
T: What does this word mean (出示卡片like。)
Ss: 喜欢。
T: Right. Look at the change, please!(出示卡片dis，并与like 拼在一起。)
Ss: Dislike. It means“不喜欢”.
T: Good.
(教师用同样的方式呈现一些派生词，板书并让学生观察，师生共同总结词根加上前缀或后缀及词性的变化。)
如：
(1)否定前缀：un-, im-, dis-, in-等。happy-unhappy, polite-impolite, agree-disagree, direct-indirect(2)re-前缀表示“重复”。write-rewrite(3)动词+-er表示“人”。read-reader, write-writer(4)动词+-ion/-ment/-ness变成名词。act-action, treat-treatment, ill-illness(5)名+-y变成形容词。cloud-cloudy, sun-sunny(6)名词/动词+-ful变成形容词。care-careful, hope-hopeful(7)形容词+-ly变成副词。sad-sadly, strong-strongly
3. (根据派生构词法学习生词，板书并领读，要求学生掌握加下划线的单词。)
cover→discover direct→indirect possible→impossibleexcite→exciting fair→unfair invent→invention
(引导学生用派生法去掌握更多的词汇。)
4. (做游戏，巩固派生构词法，完成3。)
T: Some homeless people are short of food, clothes, houses, and so on. Some words are short of “hats” or “shoes”. Let’s help the words in 3 wear “hats” or “shoes”. Then the words will have some other meanings.
(这里hat意为“前缀”，shoe意为“后缀”，用穿“靴”戴“帽”的游戏完成3。)
T: You can finish it in groups. Some words have more than one hat or one pair of shoes.
For example: use—useful—useless—reuse
write—writer—rewrite—writing
Ss: The words are very interesting.
T: Yes. In this way, you can memorize many words in a short time.
(教师布置一项课后作业，激发学生兴趣。)
Step 5 Project 第五步 综合探究活动(时间:5分钟)
教师把准备好的词展示在小黑板或幻灯片上，让学生讨论，利用派生构词法，组合出新词。
1. T: If you are interested in it, let’s have a discussion and try to make the words, such as: like and dislike, comfortable and uncomfortable.
obey able hope clever beautywrite agree humor fog dangerfriendly recent ill health comfortableluck tell like possible visit polite success suggest use snowwest win your noise peacerapid happy develop labor buildhome excite change bright twentycare collect crowd enjoy
T: Finish these derivations. You can do them in groups.
2. Homework:
Please collect and sum up the words like 3 after class.
板书设计：
The world has changed for the better.Section Aas a matter of fact You have been in New York for a long time. The city has improved a lot since I came here a few years ago.Derivations:in+direct→indirect invent+tion→inventionim+possible→impossible un+fair→unfairdis+cover→discover excite+ing→exciting
Section B
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 some new words and a phrase:
in need, medical, treatment, provide, conversation, secretary, engineer, fisherman, dead, army, wound, granddaughter, grandchild, ache, fire, stairs, downstairs, board
2. Learn some useful sentences:
(1)Once they find people in need, they decide on suitable ways to help them.
(2)The program also provides them with houses.
3. Go on learning the present perfect tense with “for” or “since” and find the differences between the present perfect tense and the simple past tense:
(1)Bobby left the park two hours ago/at 8:00.
(2)Bobby has been away from the park since 8:00/for two hours.
4. Learn about word formation: compound.
5. Learn to help homeless people.
Ⅱ. Teaching aids 教具
单词卡片/小黑板或幻灯片/图片(流浪者/灾难)/录音机/多媒体
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for, since在现在完成时中的用法及派生构词法，引出合成构词法并导入新课。
1. (师生问答，复习for, since的用法。)
T: Wang Tao went to Beijing in 1999 and lived there since then. How long has he been there
Ss: For eleven years.
T: Right. I have taught in this school since 1995. How long have I been in this school
Ss: For about fifteen years.
2. (教师用上节课给单词穿“鞋”戴“帽”的小游戏复习派生构词法。)
T: Let’s play a game to review the derivations.
T: Who can put on “hat” for “obey”
S1: I can. dis + obey = disobey.
T: Who can put on “shoes” for “home”
S2: I can. home + less = homeless.
T: Who can put on “hat” and “shoes” for “friend”
S3: I can. un + friend + ly = unfriendly.
…
3. (引出合成构词法，导入新课。)
T: Boys and girls, do you think English words are very interesting
Ss: Yes.
T: We can form new words by adding prefixes or suffixes to the words. Now let’s learn another word formation: compound.
Step 2 Presentation 第二步 呈现(时间:13分钟)
首先利用单词卡引导学生学习合成构词法，完成3。然后用多媒体呈现图片，讨论我们应该怎样帮助无家可归的人，培养学生的同情心，让学生学会关心他人，并在师生对话中学习1a中的生词及短语。
1. (教师出示一些单词卡，引导学生说出合成词的词义。)
T: As we know, “A friend in need is a friend indeed.” English words also have their own friends. Now let’s help them find good friends.
T: Who can help them find friends What’s the meaning when they are together “home” and “town” (同时出示单词卡。)
Ss: Hometown. It means “家乡”.
T: “Hand” and “bag” are good friends.
Ss: Handbag. It means “手提包”.
(用同样的方式引导学生学习3中的生词。)
Ss: “Grand”and “daughter”are good friends. Its meaning is“孙女”，“外孙女”.
Ss: “Grand” and “child”are good friends. It means“(外)孙或孙女”，“孙辈”.
Ss: “Down” and “stairs” are good friends. Its meaning is“楼下”.
Ss: “Fire” and “place” are good friends. It means“壁炉”.
…
(板书生词，要求学生掌握。)
granddaughter, grandchild, headache, fireplace, downstairs, blackboard
T: You’re very helpful. We should often help each other. In English, there are many words like these. It’s useful for us to make our vocabulary bigger. Let’s try to give more examples. Please do it in groups.
(用小黑板或幻灯片出示3，引导学生分组讨论，2分钟后，让各组汇报讨论结果。对表现最佳、说出合成词最多的小组给予表扬。)
T: English words are very interesting, right
Ss: Yes. They’re very interesting.
T: We can make many new words by word formation. Look at the two cards. Let’s make a new word.(教师出示写有词根home和后缀less的卡片。)
T: What does the word mean
Ss: Homeless. It means “无家可归的”.
T: Yes. Let’s look at some pictures and talk about how to help homeless people.
2. (展示三幅流浪者或灾难的图片，谈论并引出1a。)
T: Look at Picture 1. He is a homeless man. He doesn’t have food, clothes, houses, and so on. Once we find this kind of people in need, what should we do to help them
Ss: We should give them food, clothes, and so on.
T: Yes, that’s to say, we should provide them with food, clothes, and so on.
(板书并讲解once做连词的用法及词组in need, provide … with ...，要求学生掌握。)
in need, onceprovide, provide … with …
T: Look at Picture 2. A flood broke out in their hometown. What should we do
Ss: We should provide them with houses.
T: Yes, we should also provide them with medical treatment.
(板书并让学生掌握medical和treatment。)
medical, treatment
T: You are very kind. All of us should learn to take care of others. I think the government should also manage to help the homeless, then the problem will be solved more quickly. In Canada, there is a program that helps homeless people. It has done many things for them. Now, let’s listen to 1a and answer the question: How does the program help the homeless people
2. (让学生听1a录音，并回答问题，必要时可听两遍。)
S1: It provides food and medical treatment for them.
S2: The program provides them with houses.
S3: It trains them so that they can find jobs again.
S4: It makes them feel good about themselves.
…
Step 3 Consolidation 第三步 巩固(时间:6分钟)
通过分角色表演，复述等活动，巩固1a，完成1b。
1. (双人活动，让学生分角色表演1a。)
T: Now, let’s act out the dialog in pairs.
2. (读1a，学生找出关键词组和句子，教师板书，解释并让学生复述1a。)
T: Read 1a, find out the key phrases and sentences, then retell 1a by using them.
(1)the homeless people(2)How do they manage it (3)Once they find people in need, they decide on suitable ways to help them.(4)provide sb. with sth.(5)I think it’s important for these people to feel good about themselves.
3. (再读1a，完成1b。要求学生掌握conversation。核对答案。)
T: Read 1a again, finish 1b, then I will check the answers.
Step 4 Practice 第四步 练习(时间:13分钟)
继续巩固合成词及for, since的用法，引出2a内容，然后用多媒体创设情景，通过讲故事的方式呈现延续性动词与非延续性动词在现在完成时中的用法及2b中的生词，并让学生掌握，完成2a，2b。
1. (分组开展竞赛，复习合成词。)
T: Now, let’s have a word competition.
(把全班分成四组，让学生组内讨论，尽可能多地找出已学过的合成词，每组选择一人到黑板上写出本组总结的合成词，其他同学可以补充，写的最多的组获胜。)
G1 G2 G3 G4
hometown pancake homework classroom
birthday toothbrush housework upstairs
classmate daytime outstanding policeman
handbag raincoat farmland toothbrush
filmmaker policeman motherland handsome
… policewoman … …
…
(三分钟后，宣布结果。)
T: Very good. Let’s count the words they wrote together.
Ss:G1 twenty-one G2… G3… G4…
T: You’re excellent. Which group is the winner
Ss:G2.
T: Let’s explain these words and read them. You can learn a lot of words from this competition.
(解释这些合成词，让学生齐读，把不懂的写在笔记本上。)
2. (组织学生仔细观察2a中的图解，引导学生对含有for和since的现在完成时与一般过去时进行区别。教师适当补充讲解。)
T: Read 2a carefully, try your best to find the differences between the two sentences in groups.
3. (继续学习since, for的用法，同时呈现2b中的生词，并让学生掌握。)
T: Now let me tell you a story about Xiao Lin to go on learning the usage of “since” and “for”.
Example:
Look at Xiao Lin. He is the son of a fisherman. (用多媒体呈现一幅渔夫的图片) In 1992, his father died. That’s to say, his father has been dead for many years. He used to be a soldier. But in 2002, he left the army because of a leg wound. (呈现一幅军队的图片和小林腿部受伤的图片) It means he has been away from the army for nine years. …
(用同样的方式呈现生词：secretary, engineer；同时板书非延续性动词与延续性动词的转换并让学生观察。)
fisherman, army, wound, secretary, engineerdied (in 1992) →has been dead (for many years)left (in 2002) →has been away (for nine years)
(让学生独立完成2b，然后引导学生总结非延续或延续性动词在与时间段连用时动词的转换情况，板书总结的内容并作补充讲解。)
含有for+时间段/since+时间点/how long …等句子里的谓语动词需要用延续性动词。die→be dead, leave→be away (from)come→be in, join→be a member of/be inbuy→have, borrow→keep
Step 5 Project 第五步 综合探究活动(时间:5分钟)
让学生分组合作，找出更多的合成词并添加到自己的生词簿上，鼓励学生用构词法记忆单词。
1. (1)(学生口述合成词时，教师在黑板上写出几个合成词让他们猜测词义。)
T: OK. Stop here. Please look at the compounds on the blackboard and guess their meanings in groups.
earthquake nightdress bystanderblueprint babysitter townspeople
(学生讨论后，说出词义，猜不出来的教师给出答案。)
(2)(让学生两人一组找出已学过的合成词并摘录在一起。)
2. Homework:
Make five sentences using the words: “for” and “since”.
板书设计：
The world has changed for the better.Section Bin need Bobby left the park two hours ago/at 8:00.medical treatment Bobby has been away from the park since 8:00/for two hours.provide … with …Compounds: die→be dead, come→be ingrand+daughter→granddaughter join→be a member offire+place→fireplace buy→have, borrow→keepdown+stairs→downstairs leave→be away (from)
Section C
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 words:
skill, drug, steal, purpose, mention
2. Learn to help homeless people.
3. Talk about social services and improve students’ sense of social responsibility.
Ⅱ. Teaching aids 教具
图片/录音机/小黑板/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:6分钟)
首先做游戏复习合成构词法，然后引导学生谈论城乡生活差异，引出本课话题。
1. (教师用上节课给单词“找朋友”的小游戏复习合成构词法。)
T: Let’s play a game to review the compounds. Who can find a friend for “green”
S1: I can. green + house = greenhouse.
T: Who can find a friend for “home”
S2: I can. home + work = homework.
T: …
S3: …
…
2. (谈论城市生活和乡村生活的差异。)
T: There are many differences between the city life and the village life. Do you think so
Ss: Yes.
T: Who can show your opinions in the front of the classroom
(选几名学生依次站到讲台上说一说城乡之间的差异。)
S4: I can. Boys and girls, I live in the village. There are green hills and clean water. The air is clear and fresh. But I prefer living in the city to living in the village, because there are many shopping centers and supermarkets.
S5: I like the city, too. The public transportation is excellent. Buses, cars and taxis can take you to any part of the city.
(教师做总结，并引出本课重点内容——政府、个人如何帮助城市中的流浪者。)
T: Good, but I think you only see the good aspects of the city. Look at these pictures and answer my questions.
Step 2 Presentation 第二步 呈现(时间:14分钟)
利用图片引导学生谈论流浪者的生活状况，并讨论该如何帮助他们，引出1a内容及部分生词并要求学生掌握，同时教育学生要有爱心和同情心。
1. (向学生展示几张流浪者悲惨生活的照片，谈论照片的内容并引出新单词。)
T: Do they have houses or jobs
S1 : No, they don’t.
T: What do they eat
S2: They often have no food to eat.
(学生展开讨论。)
Ss: We feel sorry for them!
T: Me too. What’s worse, some of them may disobey the rules, some may steal things, and some may even take drugs.
(板书，要求学生理解disobey；掌握steal和drug。)
disobeystealdrug
Ss: How terrible!
T: Yes, what should we do to help them
S3: Provide them with houses.
S4: Provide them with food and clothes.
S5: Help them return to work and live a normal life.
T: Good! But I think it’s important to make them master some skills. It can help them return to work. In this lesson, we’ll learn about an organization in Canada. The organization’s purpose is mainly to help homeless people return to a normal life. Now let’s listen to 1a and find out what’s mentioned in the article.
(板书并要求学生掌握。)
skillpurposemention
2. (在听录音前，教师简单介绍文中提到的慈善机构，帮助学生更好地理解听力内容。)
T: There is a famous organization called Edmonton Community Services in Edmonton, Canada. It has a special program for street kids which is called “Kids in the Hall”. It helps homeless children live well. Now, please listen to 1a and answer the question: How does the organization help homeless people
(听录音两遍后，核对答案。)
T: Now, who can answer my question
S6: Edmonton Community Services helps homeless people return to a normal life.
T: What’s your opinion, S7
S7: Edmonton Community Services helps them get jobs and lends money to them.
T: Well done! Now please read the passage in 1a. After a while, let’s make a dialog according to it.
Step 3 Consolidation 第三步 巩固(时间:10分钟)
通过师生对话、复述等方式，巩固1a内容，完成1b。
1. (师生自由交流，谈论1a内容。)
T: Ok. Stop reading. Let’s talk about the program. S1, what about “Kids in the Hall”
S1: “Kids in the Hall” helps the street kids to learn restaurant skills there.
T: Why do they learn skills
S1: After the training, it will be easy for them to find jobs.
T: Can street kids get help easily
S1: No. They must obey strict rules.
T: Yes, you’re right. If anyone takes drugs, steals things or disobeys other rules, he has to return to the street. What do you think of Zack
S2:He is a homeless child.
S3:He can get help from “Kids in the Hall”.
T: What work can be done by“Kids in the Hall”
S4:The food is prepared, cooked and served by them.
T: How does Zack feel
S5: He feels good and thanks for the help of “Kids in the Hall”.
T: What does he say
S6:He says the program has given him a good chance to succeed. It will help him live like other kids again.
(给学生两分钟自读课文，更深一层掌握文章大意，为下一步复述做准备。)
T: Now, I’ll give you two minutes to read the text by yourselves.
2. (利用小黑板出示关键词，学生分组复述短文。)
T: Look at the small blackboard. Use these words to retell the text.
Edmonton Community Serviceshelp, borrow, rentbuy Kids in the Halllearn skills, strict obey , return to
(三分钟后，请两位同学复述。学生复述短文时遇到困难，教师提供帮助。)
Example A:
Edmonton Community Services is famous for its success in helping homeless people return to a normal life. It helps homeless people get jobs. The homeless people can borrow money from it, so that they can rent apartments and buy clothes for their children.
Example B:
“Kids in the Hall” helps the street kids learn restaurant skills. But the rules are very strict. They must obey them. If they disobey them, they have to return to the streets.
3. T: Read 1a again and finish the following tasks in 1b.
(独立完成1b。两分钟后核对答案。)
Step 4 Practice 第四步 练习(时间:10分钟)
由“Kids in the Hall”话题引出2中的图片并让学生讨论，然后根据讨论内容写篇作文。
1. (让学生看2中的三幅图，小组讨论完成2。)
T: We have just learned about a special program for street kids, called “Kids in the Hall”. It helps homeless children return to a normal life. Do you think the homeless children’s life will be better with the help of the program
Ss: Sure.
T: But the world has many problems, such as child laborers and cruel wars. The people are in the very serious conditions. Now let’s look at these pictures. Discuss them in groups and then write down your thoughts and hopes.
(小组代表发言。)
T: Look at Picture 1. What’s your opinion
S1: The people have no houses to live in. I hope they can have warm houses.
T: Your opinion, S2
S2: I think they are very hungry. I hope some other people can give them some food.
T: It’s very kind of you. Look at Picture 2. What do you think of it
S3: The laborers are too young. They should study in the school.
S4: I think the boss must be very cruel. He should help them instead of hiring them.
S5: The government should help them.
T: Your thoughts are very good. I think their families are very poor. They have to work hard all day for living. I feel sorry for them. Look at Picture 3. What are your opinions
S6: The war is too cruel. Many people will die or become homeless in the war.
S7: We hope the war will end. Everyone can live a happy life.
T: Wonderful. Please write down your opinions.
(讨论图片上的内容，为下一步练习写作准备素材。)
2. T: Look at these words. Write a passage about your hope.
provide warm houses, enjoy community services receive a good education, live a happy life
T: After writing, I will ask some students to read their passages.
Step 5 Project 第五步 综合探究活动(时间:5分钟)
让学生小组讨论政府、居民、学生应如何帮助需要帮助的人。
1. (学生小组讨论，共同制定一个帮扶计划。)
T: We have discussed the poor people in the pictures, but have you ever seen such people around you Discuss in groups. How do we help them Write down what you hope for. Make a plan to help them.
2. Homework:
Work in groups. Make a survey about your local government. Write something about what has been done by government for homeless people in recent years.
(列出对学生有帮助的短语。)
T: These phrases may help you:
(1)find a purpose of living(2)learn some skills(3)find a job
板书设计：
The world has changed for the better.Section Ctake drugs It is famous for its success in helping homelessthe purpose of people return to a normal life.learn skills It will be easy for them to find jobs.obey the rulescruel war
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 some new words and phrases:
social, abroad, at home and abroad, pay for, aim (to)
2. Review the present perfect tense.
3. Review word formation:
(1) Derivations: disappear, impossible, unhappy, rewrite, reporter, peaceful, homeless, exciting, snowy, rapidly.
(2) Compounds: film-maker, granddaughter, motherland, downstairs, fireplace.
4. Learn about Project Hope.
5. Educate students to be sympathetic.
Ⅱ. Teaching aids 教具
一张希望工程的宣传画/多媒体/游戏球/单词卡片/录音机/小黑板
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:10分钟)
检查上节课综合探究活动的成果，以对话形式呈现并导入“希望工程”。
T: Have you finished your plan
Ss: Yes, we have.
(教师提问一位学生。)
T: What have you done
S1: I have searched the information about homeless people on the Internet.
T: What have you got
S1: There is a special organization. The special organization offers food, clothes for the homeless people. It gives them some money during some important holidays, such as National Day and the Spring Festival. The clerks of the organization often keep in touch with them.
(教师提问另一位学生。)
T: What about your plan
S2: I have interviewed a homeless person.
T: What’s the matter with him
S2: His parents died in the flood. He was wearing old clothes and his life was hard.
T: What have you done to help him
S2: I gave him a T-shirt and a pair of pants. Then he thanked me.
T: What did he say
S2: He said that I was so kind to give him those things.
T: You are a kind boy /girl .
(教师提问第三位学生，其调查侧重于失学儿童。 )
T: Have you met any children who are unable to go to school around you
S3: Yes, I have. I met some children. Sometimes they play in the street. Sometimes they work in the field. They can’t go to school because their families can’t afford their education.
T: In our country, there are more than 40 million children from poor families who still need help.
Luckily, there is a social service program to help them—Project Hope. What do you know about Project Hope Let’s discuss it in groups.
Step 2 Presentation 第二步 呈现(时间:12分钟)
板书要讨论的话题，然后教师呈现事先准备好的希望工程的宣传画，通过同学们谈论对希望工程的认识，引出本课内容并学习部分生词。
1. (把学生分成若干小组，教师引导学生根据板书内容进行讨论，两分钟后，检查讨论结果并作总结。)
(板书讨论的问题。)
What do you know about Project Hope
T: What’re your opinions
Group 1: Project Hope can help poor children return to schools.
Group 2: Project Hope can raise lots of money to build schools in the poor areas.
Group 3: …
T: Well done! Project Hope is a social service program to help poor students. It aims to help poor families pay for an education for their children. Every year, it raises lots of money from people at home and abroad.
(板书并要求学生掌握social, pay for和at home and abroad；理解aim。)
socialaimpay forat home and abroad
2. (给出任务，让学生带着任务阅读1a，然后用师生对话的形式呈现1a内容。)
T: Now, open your books and read 1a. Please underline the numbers in the passage.
(教师板书有关数字来说明希望工程的作用。)
October 30th, 1989the past sixteen years 3 billion yuan2.5 million poor students 2.3 million students2 300 teachers 40 million children
T: OK, stop here. Now look at these numbers on the blackboard and answer my questions.
T: When did Project Hope start
Ss: It started on October 30th, 1989.
T: What does it aim to do
Ss: It aims to bring schools into poor areas of China, and to help poor families afford an education for their children.
T: You are right. How much money has Project Hope raised Where is the money from Who can tell me the answers
S1: I can. Project Hope has raised about 3 billion yuan from people at home and abroad in the past sixteen years.
T: A good answer. What is the money used for
S2: It has paid for the education of 2.5 million poor students and sent 2.3 million students to high schools.
T: Anything else
S2: With the money, it has built thousands of schools and libraries and trained 2 300 teachers.
T: Well done! How many children still need help
Ss: 40 million.
T: Yes. There are 40 million children from poor families who still need help, so Project Hope still has a lot of work to do.
Step 3 Consolidation 第三步 巩固(时间:8分钟)
巩固1a并完成1b，然后让学生了解更多的爱心组织并引导学生讨论：作为一名中学生应该怎样来奉献自己的爱心。教育学生要富有同情心，乐于助人。
1. (学生利用前面板书的数字，以接力的形式复述1a。)
T: Look at the numbers. And retell the passage about Project Hope in chains. So please pay
attention to what he or she says.
S1: Project Hope is a social service program to help poor students. It started on October 30th, 1989. It aims to bring schools into poor areas of China and to offer an education for the children…
T: Stop here! S2, go on, please!
S2: Project Hope has raised about 3 billion yuan from people at home and abroad in the past sixteen years. It has paid for the education of 2.5 million poor students and sent 2.3 million students to high schools…
T: Stop here! S3, go on, please!
S3: …
2. (学生讨论自己能为希望工程做些什么。)
T: There are many organizations offering help for the poor children. What can we do for them as a student
S4: I will raise money for the poor children.
S5: I will spread the message about Project Hope.
S6: I will give my favorite toys to the poor children.
(教师可以借此机会为希望工程组织一次募捐活动。)
3. (让学生独立完成1b。核对答案并要求学生找出含有现在完成时的句子。)
T: Minmin is a girl who got help from Project Hope. Read 1b and finish it, then find out the sentences with the present perfect tense.
T: Have you found the sentences
S7: Yes, she has received help from Project Hope.
S8: She has been a college student for two years.
S9: Project Hope has paid for the education of millions of poor students like Minmin since it started.
T: Good! Now look at 3. Do you know other organizations which also offer help and make the world better Discuss in groups.
4. (用多媒体呈现3中的图片，并以小组的形式展开讨论，完成3。)
T: Now I will ask some of you to say something about these four organizations.
(学生回答后，教师补充介绍这四个组织。)
Step 4 Practice 第四步 练习(时间:10分钟)
学生自己归纳本话题的重点语法及有用的表达，并以游戏的形式加以巩固。
1. (做抛球的游戏来复习含有for和since的现在完成时句子。)
T: I think you’re tired. Let’s play a game! Now one student throws the ball to one of you and say a verb, and then you catch the ball and say out its past participle, and then you throw the ball to another student and that student says a full sentence with the present perfect tense using “for” or “since”. Now let’s go.
S1: Improve.
S2: Improved.
S3: The city has improved a lot since I came here a few years ago.
…
(游戏结束后让学生自己归纳for, since的用法，然后跟读2a中的Present perfect(Ⅲ)的录音。)
2. (词汇游戏。以单词找朋友的形式复习构词法。先让一个学生站起来说一个单词, 如能和另一个单词或前缀或后缀组成一个新单词, 本单词就找到了朋友。教师事先把写有单词的卡片每人发一张。)
T: Here are many word cards. Let’s put two of them together to make a new word.
Examples:
S1: I have “friend”.
S2: I have “ship”.
S1 and S2: It’s “friendship”.
S3: I have “happy”.
S4: I have “un”.
S3 and S4: It’s “unhappy”.
…
(教师把新组合的单词写在黑板上并解释，完成2a。)
3. (让学生阅读和理解2b中的句子。然后听2b录音，并跟读，注意语音语调，完成2b。)
T: Now listen to the tape of 2b and repeat. Pay attention to the pronunciation and intonation and try to master them.
Step 5 Project 第五步 综合探究活动(时间:5分钟)
用小黑板出示要讨论的话题，然后让学生分组讨论并就讨论的内容做一次演讲，锻炼学生综合运用语言的能力和探究能力。
1. (1)(引入话题。)
T: In Section D, we’ve learned Project Hope has helped many children who are unable to go to school, but there are still many problems in the world. Work in groups to research the problems below.
(出示小黑板。)
AIDS, the homeless, hunger, child laborers,wars in the Middle East, …
(2)(学生以小组形式选择他们感兴趣的话题进行讨论。)
T: What are you going to do to deal with the problems Discuss with your group members and give a short speech about the topic “I Have a Dream”.
2. Homework:
T: Go over the passage we have learnt to prepare for your speech.
板书设计：
The world has changed for the better.Section DProject Hope aim to do sth.at home and abroad afford an education for …pay for in the past sixteen yearsa social service program a lot of work to do receive … from