仁爱版九年级英语上册全套教案全册

Unit1TheChangingingWorldTopic1Ourcountryhasdevelopedrapidly.SectionAThemainactivityis1a.本课重点活动是1a。Ⅰ.Teachingaimsanddemands教学目标1.Learnsomenewwordsandaphrase:proper,bytheway,bell,grandpa,chairwoman,grandson2.Learnausefulsentence:Theregoesthebell.3.Learnthepresentperfecttense:(1)Rita,youhavejustcomebackfromyourhometown.(2)—Wherehaveyoubeen,Jane?—IhavebeentoMountHuangwithmyparents.(3)—Bytheway,where’sMaria?—ShehasgonetoCubatobeavolunteer…4.Talkaboutthechildren’svacationexperiences.Ⅱ.Teachingaids教具录音机/小黑板/学生的旅游纪念照/图片/幻灯片Ⅲ.Five-fingerTeachingPlanStep1Review通过教师询问学生的暑期活动，导入话题，呈现部分生词。T:Listen!Thebellisringing.Let’sbeginourclass!(教师解释Thebellisringing等于Theregoesthebell，板书bell，要求学生掌握。)bellT:Nicetoseeyouagain.Didyouenjoyyoursummerholiday?Ss:Yes.T:Hi,S1,wheredidyougoduringyoursummerholiday?S1:Iwentto…T:S2,didyougotoyourgrandpa’shome?S2:Yes.(板书grandpa，要求学生掌握。)grandpaT:S3,wheredidyougo?S3:IwenttoWestLakewithmyfather.T:Wow!WestLakeisabeautifulplace.Whatdidyoudothere?S3:Ienjoyedthebeautifulscenery,tookphotosandboughtmanybeautifulpostcards.T:S4,whataboutyou?S4:Ihadtostayathometohelpmymotherwiththehousework.T:Oh,Ifeelgladforwhatyoudid,andIthinkyou’reagoodgirl.You’rehelpful.S5,didyougotosummerclasses?S5:Yes,Idid.IwenttoanEnglishtrainingschooltoimprovemyEnglish.IthinktheEnglishtrainingschoolisaniceplaceformetoimprovemyEnglish.T:Yes.TheEnglishtrainingschoolisaproperplacetoimproveyourEnglish.(板书生词，请学生猜汉语意思并领读，要求学生掌握。)properT:OK,youallhadagoodsummerholiday.WhataboutKangkangandhisfriends?Let’scometothenewunitnow.Step2Presentation创设语言情境，呈现have/hasbeento和have/hasgoneto及部分生词。Mr.Smith:Hello,everyone!Jimisn’there.Whereishe?S1:Maybeheisathome.S2:Maybeheisill.…1.(创设对话情境。Mr.Smith星期六组织Class2去野营，大家在校门口集合时发现Jim没来。师生对话，呈现have/hasgoneto…)Mr.Smith:No.HehasgonetoBeijingtobeavolunteer.(板书并让学生了解volunteer，教师适当讲解have/hasgoneto的用法，并让学生初步掌握。)have/hasgoneto,volunteer(假设星期一Jim返回学校，Mr.Smith和Jim展开对话，呈现have/hasbeento。)Jim:Goodmorning,Mr.Smith.Mr.Smith:Goodmorning,Jim.YouhavejustcomebackfromBeijing.Howwasyourtrip?Jim:Cool!Mr.Smith:Ithinkyouhavebeentomanyplacesofinterest.(板书并适当讲解，要求学生初步掌握。)have/hasbeento(教师可用简笔画呈现have/hasbeento和have/hasgoneto，讲解它们的区别并要求学生掌握。)2.(师生对话，简单操练have/hasbeento和have/hasgoneto的用法。)(教师特意让S3去办公室取作业。)T:Didyouhaveagoodsummerholiday,S4?S4:Yes.T:Wherehaveyoubeen?S4:Ihavebeento…T:Bytheway,whereisS3?S4:Hehasgonetotheteacher’soffice.(板书bytheway，要求学生掌握。)bytheway3.(播放1a录音，回答小黑板上呈现的问题。以听力的形式呈现1a的主要内容。)T:Now,listento1a.Kangkangandhisfriendsaretalkingabouttheirdifferentexperiencesduringtheholiday.Answerthefollowingquestionsonthesmallblackboard:(出示小黑板。)(1)WhohasjustcomebackfromIndia,SallyorRita?(2)WherehasJanebeen?(3)WherehasKangkangbeen?T:From1a,weknowsomeonehasjustcomebackfromIndia.Whoisshe,SallyorRita?(教师加重语气读hasjustcomeback。)S5:Rita.T:Yes.Youhavetherightanswer.RitahasbeentoherhometowninIndiainhersummerholiday.ButnowsheisinChina.WecansayshehasbeentoIndia.WherehasJanebeen?S6:MountHuang.(教师引导学生用现在完成时 表 关于同志近三年现实表现材料材料类招标技术评分表图表与交易pdf视力表打印pdf用图表说话 pdf 达。)T:Yes.ShehasbeentoMountHuang.WherehasKangkangbeen?S7:HehasbeentoanEnglishsummerschool.4.(重放1a录音，总结重点句型并板书。)T:Listentothetapeagain.Andthentalkaboutwhattheyhavedone.Kangkanghasbeento…Ritahasjustcomebackfrom…Janehasbeento…Mariahasgoneto…Step3Consolidation巩固1a，完成1b，并引导学生区别一般过去时与现在完成时。1.(让学生分角色读对话，教师巡视并纠正学生发音。)T:Read1ainroles.Payattentiontoyourpronunciation.2.(学生独立完成1b的表格。师生共同核对答案，巩固现在完成时have/hasbeen/goneto这一基本句型。)T:Now,pleasefillinthetablein1baccordingto1a.3.(由1a对话引导学生谈论暑期生活，继续巩固现在完成时。)T:KangkanghasbeentoanEnglishsummerschooltoimprovehisEnglish.RitahasbeentoIndia.Whataboutyou?Wherehaveyoubeen?Andwhatdidyoudo?Pleaseworkingroupsofthreetotalkaboutyoursummerholidays.(学生三人一组进行问答。)T:Whowilltrytoactitoutinfrontoftheclass?(挑几组学生进行表演，并对学生进行适时指导和鼓励。)Example:S1:IhavebeentoWestLake.S2:(指S1问S3)Wherehashe/shebeen?S3:He/ShehasbeentoWestLake.S2:(问S1)Whatdidyoudothere?S1:Iwentboatingonthelake.S2:(指S1问S3)Whatdidhe/shedothere?S3:He/Shewentboatingthere.(教师引导学生区别一般过去时与现在完成时。)Step4Practice完成1c和2，强化练习现在完成时及部分重要词汇。1.(教师让学生两人一组，每人拿出提前准备好的旅游照片或图片，操练现在完成时。注意区别一般过去时、一般将来时和现在完成时，完成1c。)S1:Hi,S2.Wherehaveyoubeen?S2:IhavebeentoShanghai.S1:Whendidyougothere?S2:Iwenttherethissummerholiday.…S3:Hi,S4.WherehasLucygone?S4:ShehasgonetoMountTai.S3:Whenwillshecomeback?S4:Shewillcomebackintwodays.…2.(根据呈现的have/hasbeento和have/hasgoneto，完成2。然后核对答案。在处理2时，板书并讲解，要求学生掌握chairwoman和grandson。)chairwomangrandson3.(缤纷小赛场。出示幻灯片或小黑板。)(1)Myteachergaveusthepanswerafterthediscussion.(根据首字母填空)(2)Myfatheroftentookmetomyhometowntoseemyg,akind-heartedoldman.(根据首字母填空)(3)These(chairwoman)can’tagreewitheachother.(适当形式填空)(4)—Where’sLucy,Tom?—Sheherhometowntoseehergrandparents.(单项选择)A.returntoB.hasgonetoC.hasbeentoD.havegonetoStep5Project让学生完成暑期调查表格，并写出调查 报告 软件系统测试报告下载sgs报告如何下载关于路面塌陷情况报告535n,sgs报告怎么下载竣工报告下载 ，进一步熟练运用现在完成时。1.(教师制作关于暑假活动的表格，让学生通过对话完成表格。)NameWherehashe/shebeen?Whatdidhe/shedo?……2.Homework:Writeasurveyreportaboutthestudents’summerholidays,usingthesimplepasttenseandthepresentperfecttense.Thereportincludes:(1)Wherehaveyoubeen?(2)Whatdidyoudo?板书设计：Ourcountryhasdevelopedrapidly.SectionAbythewayHowwasyourtrip?Theregoesthebell.—Wherehaveyoubeen,Jane?—Ihavebeento…—Where’sMaria?—Shehasgoneto…SectionBThemainactivitiesare1aand2a.本课重点活动是1a和2a。Ⅰ.Teachingaimsanddemands教学目标1.Learnsomenewwordsandaphrase:shut,rope,granny,describe,indetail,education,develop,development2.Learnsomeusefulsentences:(1)ThoughIhadnotimetotravel,Istillfeltveryhappy.(2)Isthatso?(3)Luckily,withthedevelopmentofChina,manythingshavechanged,andchildrencangetagoodeducationnow.3.Goonlearningthepresentperfecttense:(1)Haveyoueverfedthem?No,Ihaven’t.(2)HasAnnever…?Yes,shehas./No,shehasn’t.4.LearnaboutthedifferencesbetweentheChineseteenagers’livesinthepastandthoseatpresent.Ⅱ.Teachingaids教具图片/录音机/幻灯片Ⅲ.Five-fingerTeachingPlanStep1Review创设情境对话，复习现在完成时态，并学习部分生词。1.(通过做游戏，复习现在完成时。)T:Hi,boysandgirls.Let’splaythegame“QuickResponse”.T:Wherehaveyoubeen,S1?S1:IhavebeentoHongKong,andIboughtmanythings.…T:WherehasS2gone?S3:He/ShehasgonetoMr.Lee’soffice.T:Whenwillhe/shecomeback?S3:Inanhour.…2.(教师出示一张吉姆的旅游照片，介绍他的假期经历，导入并教授生词。)T:DoyouwanttoknowwhereJimhasbeenduringhissummerholiday?Ss:Yes.T:It’saphotoofhim.Letmedescribeitindetail.(板书并要求学生掌握。)describe,indetailS4:HashebeentoBeijing?T:Yes,hehas.HehasbeentoBeijingwithhisparents,grannyandlittlesister.(板书并要求学生掌握。)grannyT:Hislittlesisterwentthereforfurthereducation.Herdreamistostudyabroad.Luckily,withthedevelopmentofourcountry,mostofyouwillhaveachancetostudyabroad.Youarealllucky.Buttherearemanydisabledchildren.Theyareunlucky.Weshouldtryourbesttohelpthem.Lookatthispicture.Let’sdiscussit.(板书并适当讲解生词，要求学生掌握education,development,develop；理解disabled；了解luckily。)educationluckilydevelopment→developdisabledStep2Presentation创设语言情境，让学生掌握现在完成时态的一般疑问句，学习部分生词，呈现1a、2a，完成2b。1.(教师拿出一张“残疾儿童之家”的图片，导入现在完成时的一般疑问句。)T:Thispictureisadisabledchildren’shome.Haveyoueverbeenthere?(教师可用汉语解释disabledchildren’shome的意思，帮助学生理解。)Ss:Yes,wehave./No,wehaven’t.(引导学生回答。)T:Mariahasbeentoadisabledchildren’shome.DoyouwanttoknowwhatMariahasdonethere?Ss:Certainly.T:OK.Let’slistentothetapeandanswerthefollowingquestion.Whatdidshedotohelpthem?(听1a录音回答上面问题，核对答案。)T:DidMariahaveanytimetotravel?Ss:No,shedidn’t.Butshestillfelthappy.T:Yes.Thoughshehasnotimetotravel,shehaslearnedalotfromherholidayexperiences.(教师解释though引导让步状语从句，不与but连用。板书并要求学生掌握。)Thoughshehasnotimetotravel,she…2.(播放1a录音，学生跟读，注意语音和语调。)T:Pleaselistento1aagainandrepeat.Payattentiontothepronunciationandintonation.3.(听2a录音，回答幻灯片中出示的问题。)T:Todayweallhaveahappylife,butinthepast,people’sliveswereveryhard,evensomechildrenhadtobechildlaborers.Listentothetape,andanswerthefollowingquestions.(1)DidKangkang’sgrannyhaveahardlifeinthepast?(2)WhatdidKangkangtellRitaaboutChineseteenagersinthepast?(3)Howdidmostchildrenspendtheirchildhoodinthepast?(板书并讲解生词，要求学生理解。)laborer,teenager,childhood4.(学生打开课本，再听2a，跟读并找出疑难点。)T:Openyourbooksnow.Listento2aagainandrepeat.Markthedifficultieswhenyouarereading.5.(引导学生说出疑难点和含有现在完成时态的句子，教师讲解疑难点，板书要点并要求学生理解生词support和rapidly。)have/liveahardlifeIsthatso?can’t/couldn’taffordsth.Ourcountryhasdevelopedrapidly.givesupporttosb./givesb.support6.(学生仔细阅读2a，完成2b。两分钟后，核对答案。)Step3Consolidation通过比赛、谈论等形式，激发学生朗读兴趣，培养学生的听、说技能，巩固2a，完成2c。1.(分角色朗读2a，选择四组进行比赛，激发学生朗读兴趣。对表现好的小组，给予掌声鼓励。)2.(学生两人一组，谈论过去的孩子和现在孩子的不同生活。)T:Workinpairstotalkaboutchildren’sdifferentlivesinthepastandnowadays.Example:S1:Inthepast,manyfamilieswerebigandpoor.S2:Yes.Theparentscouldn’taffordtheirchildren’seducation.S1:Thechildrenhadnochancetogotoschool.S2:Someofthechildrenhadtobechildlaborersandneverhadenoughfoodtoeat.S1:Ifeelsorryforthem.Wearesohappynowadays.S2:Nowadays,ourcountryhasdevelopedrapidly.Mostchildrencangetagoodeducation.…T:Justnow,youcomparedChineseteenagers’livesinthepastwiththosenowadays.Youdidverywell!3.(听录音，完成2c。提高学生听力技能，进一步了解过去与现在的青少年的生活变化。)T:Listentothetapeof2candfillintheblanks.(播放2c录音两遍，核对答案。)Step4Practice强化练习现在完成时态的一般疑问句形式，以及动词的过去式与过去分词。完成1b。1.(教师出示教学所需的图片，要求学生运用现在完成时，针对图片内容进行问答练习。)(1)—Haveyouevertoldstoriestothedisabledchildren?—Yes,Ihave.(2)—Haveyoueverfedthedisabledchildren?—No,Ihaven’t.(3)—Haveyoucleanedtheirrooms?—Yes,Ihave.(4)—Hashejumpedropeyet?—No,hehasn’t.…(板书并要求学生掌握。)rope2.(板书几组动词，并讲解动词的不规则变化。让学生参考书后附表，完成1b过去式和过去分词的填空部分。)(板书并要求学生掌握shut。)cleancleanedshutshutchattedchatteddodid3.(引导学生总结现在完成时的句型，用现在完成时的一般疑问句操练1b，要注意第三人称单数的练习。完成1b。)Example:A:Chatonline.B:Haveyouchattedonline/Hashechattedonline?C:Yes,Ihave./No,hehasn’t.Step5Project通过写调查报告的形式呈现今昔生活变化，对学生进行热爱生活的情感教育。1.(学生分组谈论自己的父母或爷爷奶奶童年时的生活，写一份调查报告。)T:Weknowalotaboutthedifferencesbetweenteenagers’livesinthepastandnowadays.Whatareyouropinions?Doyoucareaboutyourparents’childhood?Doyoucareaboutyourgrandparents’childhood?Ifso,youcantalkingroupsoffourtotellyourpartnershowyourparentsoryourgrandparentsspenttheirchildhood.Makeasimplesurveyreportatlast.(调查可以是关于娱乐、运动、学习、饮食、住房、穿着、健康、工作等方面的。)2.Homework:Writeanarticleaboutteenagersnowadays.板书设计:Ourcountryhasdevelopedrapidly.SectionBThoughshehasnotimetotravel,…—Haveyoueverfedthedisabledchildren?have/liveahardlife—Yes,Ihave./No,Ihaven’t.indetail—HasAnnever…?Isthatso?—Yes,shehas./No,shehasn’t.can’t/couldn’taffordsth.Nowourcountryhasdevelopedrapidly.givesupporttosb./givesb.supportSectionCThemainactivityis1a.本课重点活动是1a。Ⅰ.Teachingaimsanddemands教学目标1.Learnsomenewwordsandphrases:communication,quick,keepintouchwith,faraway,sort,rapid,progress,makeprogress,already,succeed2.Goonlearningthepresentperfecttense:(1)MygrannyhaslivedinBeijingformorethanfortyyears.(2)Beijinghasmaderapidprogressandithasalreadysucceededinhostingthe2008OlympicGames.3.LearnthegreatchangesinChinabycomparingthelivingconditionsinthepastwiththoseatpresent.4.TellthestudentstocherishthelifeatpresentandstudyhardtomakeChinastrongerandstronger.Ⅱ.Teachingaids教具新旧北京城的图片/幻灯片/录音机/自己家乡今昔变化的图片Ⅲ.Five-fingerTeachingPlan五指教学 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Step1Review通过开展主题为“我和爷爷奶奶比童年”的讨论活动，让学生更加珍惜新社会的幸福生活，从而导入本课话题。1.(检查作业。让学生在小组内交流自己的报告，然后每个小组推荐出一名学生向全体同学汇报。师生互动，谈论爷爷奶奶的童年生活。)Example:T:Whocantelluswhatyourgrandparents’lifewaslikeinthepast?S1:Letmetry.Mygrannyhadahardlifeduringherchildhood.Herfamilywasverybigandpoor.Herparentscouldn’taffordaneducationforher.S2:Mygrandpausedtobeachildlaborer…S3:…T:Verygood.Soyoushouldenjoytoday’slifeandstudyhard.2.(谈论新社会的幸福生活，感受社会进步。)T:Whatdoyouthinkofyourlifeatpresent?Ss:Wearelivingahappylife.S4:Wehaveabalanceddiet.S5:Wecanweardifferentkindsofclothes.S6:Wecanalsogetagoodeducation.Forexample,wehavechancestodrawpictures,playthemusicalinstrumentsandreceivesomeothertraining.…T:Welldone.Asweknow,greatchangeshavetakenplaceinChina.Todaylet’stalkaboutthechangesinBeijing.Step2Presentation通过多媒体或图片创设语言情境，教学生词，培养学生快速阅读的能力。1.(用多媒体或图片呈现旧北京城和现代北京城的照片并做比较，从而引出生词。)T:Let’slookattheplacewhichKangkang’sgrannylivedin.ItwasoldBeijing.WhatwereBeijing’sroadslike?Lookattoday’sBeijing.WhatareBeijing’sroadslikenow?S1:InthepastBeijing’sroadswerenarrow.(教师引导并帮助学生用narrow回答。)(板书并要求学生理解。)narrowS2:ButBeijing’sroadsarewidenow.T:You’reright.Doyouknowhowtokeepintouchwithourfriendsfarawaynowadays?(板书，讲解并要求学生掌握。)keepintouchwith,farawayS3:WecankeepintouchwithourfriendsontheInternet.S4:Wecanusecellphonestokeepintouchwithourfriends.T:Great.Butdoyouknowhowpeoplekeptintouchwiththeirfriendsandrelativesinthepast?S5:Theyusedtowriteletters.T:Yes,good.Atthattimeifwewantedtokeepintouchwithothers,wecouldalsosendtelegrams.Butnowadayswecanusemanysortsofcommunicationmethods,suchastelephones,cellphones,faxmachines,thecomputers,andsoon.(板书，要求学生理解telegram,fax,relative；掌握sort和communication。)relative,telegram,sort,communication,faxT:Inthepastthecommunicationswereslow,buttoday’scommunicationsareveryquick.Sowecansay,Chinahasmaderapidprogressalready.(板书并要求学生掌握。)quick,rapid,progress,makeprogress,already2.(仔细阅读1a，回答幻灯片中呈现的问题，提高学生的阅读理解能力。)(1)HowaboutBeijing’sroadsinthepast?(2)Couldmostfamiliesgetenoughfoodinthepast?(3)Whydidn’tthechildrenhaveachancetogotoschool?(4)Whataboutpeople’slifenowadaysinBeijing?(教师核对答案,并作必要的讲解。)3.(学生跟读课文录音,找出文中的疑难点，让学生根据课文内容猜测生词和短语的含义。教师板书并讲解。要求学生掌握succeed；理解reformandopening-up；了解leisure和mainly。)succeedindoingsth.↓success↓besuccessfulsee…oneselfso…that…insth.indoingsth.leisuremainlyinsth.indoingsth.notonly…butalso…reformandopening-upChinahasdevelopedrapidlysince1978.Step3Consolidation让学生再读课文，找出中心句，完成1b。然后完成反映北京今昔变化的表格，并根据表格内容复述课文，巩固1a。1.(快速阅读1a，完成1b，找出每段的中心句。)T:Openyourbooks,read1aquicklyandwritedownthetopicsentenceofeachparagraph.(师生核对答案。幻灯片呈现各段中的主题句。)(1)Kangkang’sgrannyhasseenthechangesinBeijingherself.(2)Inthe1960s,thelivingconditionsinthecitywerepoor.(3)Chinahasdevelopedrapidlysincethereformandopening-up.(让学生了解：当使用since表示时间时，主句中的动词通常用现在完成时或过去完成时。详细讲解详见本单元第三话题。)(4)Itisimportanttorememberthepast,liveinthepresentanddreamaboutthefuture.2.(让学生再次阅读1a。两人一组填表格,加深对北京今昔变化的了解。)(用投影仪出示表格。)InBeijingInthepastNowadaysRoadHouseCommunicationLivingcondition(几分钟后，核对答案。)3.(让学生根据上述表格中所填信息复述课文。)T:Youcanbeginlikethis:MygrannyhaslivedinBeijingformorethanfortyyears,soshehasseenthechangesinBeijingherself.Inthepast,theroadswerenarrow…Step4Practice比较新旧北京城的图片，并采取师生互动、分组采访的活动形式，展现北京城的今昔巨变，培养学生热爱生活，热爱社会的良好情感。1.(再次呈现新旧北京城的图片,参照上一步的表格，师生互动,完成1c。)T:WhatwereBeijing’sroadslikeinthepast?Ss:Beijing’sroadswerenarrow.T:WhathashappenedtoBeijing’sroadsnowadays?Ss:Beijing’sroadshavechanged.Theyarewiderthanbefore.Therearemoreringroads.T:WhatwillBeijing’sroadsbelikeinthefuture?Ss:WethinkBeijing’sroadswillbethewidestintheworldinthefuture.2.(分组采访：二人一组,其中一个扮演记者，另一个扮演居住在北京多年的老人，对北京的变化做一个采访。提高学生的口语表达能力，培养热爱生活热爱社会的情感。R=Reporter，M=Man)R:Hello!Howdoyoudo?M:Howdoyoudo?R:MayIaskyousomequestions?M:Ofcourse.Goahead.R:HowlonghaveyoulivedinBeijing?M:Ihavelivedhereformorethanthirtyyears.R:Oh.Canyoudescribethechangesabouttheroads,housesandlivingconditionsofBeijinginthepastthirtyyears?M:OK.IwasborninoldBeijing.Atthattime,Beijing’sroadswerenarrowandcrowded.Myhousewassmallanddarkandthelivingconditionswerehard.Insummer,itwasveryhot.Whileitwasverycoldinwinter.Howhardthelifewas!ButnowyoucanseeBeijing’sroadsarewiderandwider.Iliveinatallandbrightbuildingandmylivingconditionsarecomfortable.Howhappythelifeis!R:Thankyou.(请尽可能多的学生在课堂上表演其采访，评出表演最好的小组。)Step5Project学生分组谈论自己家乡的变化，课后写篇作文。教育学生要更加热爱自己的家乡，为家乡拥有更美好的未来而努力学习。1.(分组谈论家乡今昔的巨变，并绘制对比简图，形成调查报告，最后向全班汇报。完成2。)T:Nowworkingroupsofsixandtalkaboutthechangesinyourhometown.Thendrawsomepicturestoshowitspastandpresent.Shareyourpictureswithyourclassmatesandgiveareportaboutit.2.Homework:Writeapassageon“ChangesinMyHometown”accordingtothereportabove.Eightywordsatleast.板书设计：Ourcountryhasdevelopedrapidly.succeedindoingsth.↓success↓besuccessfulSectionCsee…oneselfinsth.indoingsth.keepintouchwithfarawaymakeprogressinsth.indoingsth.sth.reformandopening-upSectionDThemainactivityis4.本课重点活动是4。Ⅰ.Teachingaimsanddemands教学目标1.Learnsomenewwordsandphrases:war,note,composition,consider,drawup,tool,thanksto2.Reviewandsumupthepresentperfecttense.3.Talkaboutchangesandtheireffectsonsociety.Ⅱ.Teachingaids教具教学挂图/录音机/多媒体课件或小黑板Ⅲ.Five-fingerTeachingPlan五指教学方案Step1Review通过做调查描述家乡面貌以及人们业余活动的变化，复习现在完成时态，并学习部分生词。1.(检查作业，要求学生轮流描述家乡巨变。)T:Wehaveknownthechangesaroundus.Let’stalkaboutthemtogether.(教师引导学生描述一些家乡生活条件的变化。)S1:Theroadsinthepastwerenarrowanddirty.Nowtherearemanycleanandwideringroadsinthecities.S2:Wehavebighousestolivein.Theyareverycomfortable.S3:Wehavedifferentkindsoffoodtoeatandfashionableclothestowear.S4:Wecanusecomputers,telephones,andfaxmachinestomakeourcommunicationsfasterandeasier.…(教师可用提示性的单词如road,house,food，让学生一起来描述。)2.(教师出示课本2中的图片，复习现在完成时的一般疑问句，学习部分生词，完成2。)T:Thankstothegovernment’sefforts,people’slivingconditionshavechangedalot,especiallytheleisureactivities.Canyousaysomeleisureactivitieswhichweoftenhave?Ss:Watchingamovie./Goingrollerskating.T:Yes,wecanalsoplaytugofwarorjumpropeintheleisuretime.(指着对应的图片，帮助学生理解。)(板书生词，要求学生掌握thanksto；理解tugofwar。)thanksto,tugofwar(师生互动，复习现在完成时的一般疑问句，完成2。)T:Haveyoueverplayedanyofthem?Ss:Yes,wehave.T:Haveyoueverwatchedamovieintheopenair?Ss:No,wehaven’t.…Step2Presentation继续巩固现在完成时态，学习生词，并进行听力训练。1.(教师继续利用2中图片对话，引出1听力内容。)T:Ithinktheseleisureactivitiesmakeyourlifeinteresting.Whatelsehaveyoudoneexcepttheseleisureactivities?Ss:WehavejoinedanorganizationtohelptheoldintheCommunityServices.(教师帮助学生回答。)(板书并要求学生理解。)organizationT:Youaresohelpful.Ourmaincharacterin1alsojoinedthesameorganization.Let’slistentothetape.2.(播放1录音。班级学生分为四人一组，推选一人代表本组参加限时抢写赛。评出获胜组，奖幸运星一枚，以资鼓励。)T:Beforewelistentothetape,listentotherulescarefully.Eachgroupvotesonestudenttowriteyouranswersontheblackboard.Thefastestoneisthewinner,andyourgroupwillwinaluckystar.Clear?Ss:Yes.Group1Group2Group3…T:Group2isthewinner.Congratulations!Ss:(Claps…)Step3Consolidation加强听力训练，提高学生的听力水平和综合应用语言的能力。1.(再次播放1录音，特别注意要填入的重要信息。)T:Listenagainandpayattentiontotheimportantinformationsuchashow,when,what,andhowmany.2.(讨论自己做过的帮助老年人的事情，宣扬尊老的传统美德，构建一个精神文明和物质文明和谐发展的社会，并做口头作文。)T:Talkaboutthethingsyouhavedonetohelptheold,anddoanoralcomposition.Example:Duringthesummerholiday,myclassmatesandIoftenwenttotheCommunityServicefortheold.Webroughtmanythingsforthemsuchasdeliciousfood,newclothesandCDsofPekingOpera.Theylikedthemverymuch.Wealsocleanedrooms,washedclothesandperformedprogramsforthem.Theyweresohappyandexcited,andsowerewe.Step4Practice通过归纳总结、跟读、造句等形式进一步强化练习现在完成时态，巩固本话题目标语言。1.(引导学生总结现在完成时的陈述句，一般疑问句，特殊疑问句等形式，并找同学板书，然后听3a录音并与之核对。)T:Next,let’sreviewthepresentperfecttense.(板书本话题中的关键句。)(1)—Wherehaveyoubeen?—Ihavebeento…(2)—Haveyoueverdone…?—Yes,Ihave./No,Ihaven’t.(3)ShehasgonetoCuba…2.(回顾训练现在完成时的用法。)T:Now,canyouusethepresentperfecttensetomakesentencesasmanyaspossible?ExampleA:T:WherehaveyoubeenthisSunday?S1:I’vebeentothecountryside.Whataboutyou,S2?S2:I’vebeentotheGreatWall.Wherehaveyoubeen,S3?S3:I’vebeento…S4:…ExampleB:T:HaveyoubeentoBeijing?S5:No,Ihaven’t.ButIhavebeentoShanghai.Whataboutyou,S6?S6:IhavebeentoXiamen.HaveyoubeentoXiamen,S7?S7:Yes,Ihave…S8:…3.(把全班分成三个小组，每组负责一个section，组内讨论总结出该section的功能句。教师引导小组之间交流，师生共同归纳本话题的目标语言。然后播放3b录音，让学生跟读。复习3b中的重点句型。)4.(利用多媒体或小黑板做一些现在完成时的练习。)(1)A:you(make)yourbed?B:Yes.(2)I(water)theflowersalready.(3)Mymother(work)inthehospitalfortwentyyears.(4)A:Where’sMaria?B:Shetothelibrary.(5)LilyBeijingtwice.(学生完成后，核对答案。)(1)Havemade(2)havewatered(3)hasworked(4)hasgone(5)hasbeentoStep5Project通过观察、比较、讨论等形式，了解写作的各个步骤，并布置命题作文。1.(教师出示4的挂图或让学生直接看课文的插图。)T:Wehavereviewedtheusefulexpressionsandgrammar.Let’swriteacompositionaboutthechangesinLiMing’shometownwiththehelpofthenotes.Beforeyouwriteit,youshouldconsideritcarefully,andthenyoushoulddrawupanoutline.(板书并要求学生掌握。)composition,note,consider,drawup(要求学生四人一组讨论图画内容，教师用小黑板呈现讨论内容并要求学生掌握tool。)S1:ThehousesinPictureOnearesolowandold.S2:LiMinghaslivedthereformanyyears.S3:Now,therearemanytallbuildings.…T:Good.Let’slookatthechangesinLiMing’shometown.(1)changesinlivingconditions(2)changesinworkingtools(3)changesineducationT:Wehavetalkedaboutthesepictures.SowehaveknownalotaboutthechangesinLiMing’shometown.Youcanwriteacompositionon“ChangesinLiMing’sHometown”.(学生讨论后，学习4中写作的各个步骤。)T:Whenyouwriteacomposition,youshouldfollowthesesteps:First,consideritcarefullybeforewriting.Next,drawupanoutline.Then,writethecomposition.Finally,checkoverthecomposition.Atlast,youshouldcometotheconclusion:Thankstothegovernment’sefforts,LiMing’shometownisbecomingbetterandbetter.Now,writeyourowncomposition.(教师具体解答学生在写作中遇到的困难，也可以让学生互相讨论怎么写。完成作文的学生，可以互换作品进行阅读，分享成果。)2.Homework:(1)Com