Learning about Language教案2

Unit1 Topic3 Section A The world has changed for the better.

The main activities are 1a , 1b and 3. 本课重点活动是1a, 1b和3。

Ⅰ. Teaching aims and demands 教学目标

1. Learn some new words:

manage, medical, treatment, provide, granddaughter, grandchild, fire, stairs, downstairs.

2. Learn direct speech and indirect speech:

(1) “What are you reading, Jane?” Maria asked.

(2) Jane said that this program helped homeless people return to work and live a normal life.

3. Master word formation: compounds.

4. Learn to help others in trouble.

Ⅱ. Teaching aids 教具

多媒体/图片(流浪者/灾难)/小黑板或幻灯片/“找朋友”歌曲

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间:10分钟)

(通过人口过密带来很多问题，引出本课话题。)

T: Who can show your opinions about population problem to us?

S1:The large population problem is very serious now. And in every minute about 261 babies will be born in the world. If we don’t pay any attention to the problem, it will cause many difficulties. We will be short of energy and water. There is heavy traffic… So we

must do something to control the population and we should come up with ways to reuse the rubbish and try to develop new resources.

S2:…(和上一个同学观点可能基本相同)If we don’t control the population, people will have no places to live in. Many people will lose their jobs and their living conditions will get worse and worse. The crime will increase, and the society will be dangerous.

(教师总结点评。)

T: Your opinions are correct and clear. Yes, if we don’t control it, there will be more people to have no house to live in and no food to eat. It will bring the government a lot of pressure. So the government must provide them with food and living places.

(教师可以口头解释“the people to have no house to live in”means “the homeless people”让同学们感知

“homeless”。)

(板书并讲解provide。)

provide: offer provide sb. with sth.

T: The people in many places are very poor. They are homeless. What should we do for them if we see the homeless people?

(引导学生如何向处于困境的人献爱心。)

S3:I want to give some money to them.

T: (指着S3问全班学生)What did S3 say just now?

(教师转述引出间接引语并板书。)

T: S3 said he wanted to give some money to them.

S4: I will take them to my home.

T: What did S4 say?

(教师和学生一起回答。)

S4 said she/he would take them to her/his home.

S5: But is your house big enough to hold so many people?

T: What did S5 ask?

He asked if her/his house was big enough to hold so many people.

S6:…

(引导学生做几个直接引语变间接引语的练习。)

T: Your ways are not bad. But I really hope that all the people can take action to control the population and improve our living conditions. For the problem, the government has managed to solve it.

(教师释义领读manage。)

Step 2 Presentation 第二步 呈现(时间:7分钟)

(展示几幅流浪者，灾难图片，让学生体会，唤起同情心。)

T: Let’s listen to 1a twice and try to find out the answer to the question.

(教师在黑板上或在幻灯片上呈现听力任务。)

What measures does every government decide to take to help the homeless people?

(这个问题很难，学生听两遍可能不会完全得到正确答案然后让学生翻书阅读。)

T:Please open your books and read it carefully again and find out the correct answer. You can discuss it in groups.

(学生讨论之后，让学生给出答案。)

S1:It provides medicine for homeless people.

S2:It provides them with nice homes.

S3: It trains them so that they can find jobs again.

T: I think you are right. Step 3 Consolidation 第三步 巩固(时间:12分钟)

1. T: Please read the dialog in 1a again and then I will ask some of you to act it out.

(在学生准备的过程中，教师在黑板上写下关键词。)

a program that helps homeless people; return to work and live a normal life; people in need; food and medical treatment; nice homes; train them; feel good about; for the better.

T: OK. Stop here. Let’s invite some groups to come to front of the class and act out the dialog. Try to involve yourself in the real situation.

(几组同学表演过后，教师点评。)

T: G1 act well. G2 is creative… Now please answer the question according to the passage. You should sum up and describe it in your own words. The question is: What does the successful program do for homeless people?

(为了巩固本课重点活动，用此问题让同学进一步熟悉此对话内容。)

S1: The program is to help homeless people. It can help them return to work and live a normal life. It provides them with good food and medicine, nice living places and trains them so that they can find jobs again.

2. T: Your description is very correct. Next, let’s play a game “Follow me”. I’ll give you an example. You must do it like that.

(为了巩固间接引语，设计一个“跟我学”的游戏。)

T: I’m reading a newspaper. You must say: The teacher said she was reading a newspaper. Do you understand me?

Ss:Yes.

T: OK. Let’s begin. My father is a doctor.

Ss: The teacher said her father was a doctor.

(教师总结一下间接引语的肯定句用法。)

T: Be careful. If I say “Are there homeless people in Canada?” You must say: The teacher asked if there were homeless people in Canada. Do you understand me?

Ss: Yes.

T: OK. Let’s begin. Is the world’s population 6. 5 billion?

Ss:The teacher asked if the world’s population was 6. 5 billion.

(总结一下间接引语疑问句用法，讲述与肯定句的不同，让学生会区分它们的用法。)

T: Now. You can write two sentences yourselves. Then ask one by one.

T: Are you ready? Let’s begin from me. This city has a wonderful program to help homeless people.

S1: The teacher said that this city had a wonderful program to help homeless people. How old

are you, S2?

S2: S1 asked how old I was.

S2: Can you dance?

S3: S2 asked if I could dance.

S3: China is developing quickly.

S4: S3 said China was developing quickly.

S4:…

S5:…

(三分钟后停止游戏。)

3. T:Open your books and finish 1b. Then we check the answers.

(教师指导一下，如何完成。)

Example: What are you reading, Jane?

Maria asked Jane what she was reading.

(学生就很快会完成另外五句的间接或直接引语，让学生起来回答。)

S2:Are there homeless people in Canada?

S3:Jane told Maria every country has homeless people.

S4:This program helps homeless people return to work and live a normal life.

Maria asked Jane how they managed it.

T: You did very well. Let’s read the four sentences together. Step 4 Practice 第四步

练习(时间:11分钟)

1. T:Though there are many homeless people in the world, the world is full of love. Let’s know a girl called Carly, please listen to the tape in 2 and choose the right answers.

(教师播放两遍2录音后，找同学核对答案。请学生思考如何把这四个问题转换成本课知识点，把直接引语变成间接引语。)

T:Who can retell it? Try your best and take it easy. The more, the better. S1, you are the first.

S1:Carly is a 16-year-old Indian girl.

T:What did he/she say? S2, please.

S2:He/She said Carly was a 16-year-old Indian girl.

T: OK, let’s go on to retell it. S3, please.

S3: Her parents died in the flood.

T: What did he/she say? S4, please.

S4:He/She said her parents died in the flood.

…

2. (通过本环节的训练，锻炼了同学们听的能力及口语表达能力，同时巩固了直接引语变间接引语。)

(教师设置情景，引入合成词的讲解。)

T: Excellent. I think you may be tired. Let’s have a break and listen to a song.

(教师放歌曲“找朋友”。)

T: We hope we have many friends who can get along with us. English words also have their own friends. Let’s help them find good friends.

(用小黑板或幻灯片出示3。)

T:You can do it in groups.

(学生讨论两分钟后，请同学口头完成，并猜测词义。)

T: Who has helped them find friends? Then guess their meanings.

S5:“mother”and “land”are good friends. I think its meaning is “祖国”.

S6:“basket”and “ball”are good friends. It means “篮球”.

S7:“birth”and “day” are good friends. Its meaning is“生日”.

…

T:You’re very helpful. We should often help each other. In English, there are many words like these. It’s for us to make our vocabulary bigger. Let’s try to give more examples, please do it in groups.

(学生讨论过后，让各组汇报本组讨论结果。对表现最佳，说出合成词最多的小组给予表扬。)

Step 5 Project 第五步

综合探究活动(时间:5分钟)

(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意。)

1. T: OK. Stop here. Please look at the compounds on the blackboard and guess their meanings in groups.

earthquake

nightdress

bystander blueprint

baby-sitter

townsman

(学生讨论后，说出词意，猜不出来的教师给出答案。)

2. Homework:

Find out more examples and add them to your vocabulary.

板书设计：

Project Hope has changed my life. Section A homeless people -What are you reading, Jane? in need -I’m reading a newspaper from Canada, Maria. provide sb. with sth. Maria asked Jane what she was reading. provide sth. for sb. Jane said that she was reading a newspaper from Canada. grand son-grandson Are there homeless people in Canada, Jane? down stairs-downstairs Maria asked Jane if there were homeless people in Canada. U3T2Topic 2 English is spoken differently in different countries. Section A Ⅰ. Teaching aims and demands

1. Learn some new words and a useful phrase: Australian, difference, autumn, face to face 2. Learn some useful sentences: (1) Sorry, I can’t follow you. Can you speak more slowly, please?

(2) English is spoken differently in different English-speaking countries. (3) Have a good trip!

(4) If you want to succeed in making yourself understood, you need to know some of these differences. 3. Learn present continuous to show the future: I’m flying to Disneyland tomorrow.

4. Discuss the differences in using English around the world. Ⅱ. Teaching aids

Radio /blackboard Ⅲ. Five-finger Teaching Plan

Step 1 Review

T: In Topic 1, we’ve learned the importance of English. Now let’s review it. I’ll give you some key words. Please say some sentences using passive voice. Are you ready? Ss: Yes. T: Firstly, the key words: English, speak. Ss: English is spoken as the first language in America. T: Well done! Next: English, use. Ss: English is widely used throughout the world. …

T: Good on ya, mate! Can you understand me? Ss: Sorry, we can’t.

T: I just said “Well done!” In Australia, people use the words “Good on ya, mate!” instead of “Well done!”

Good on ya, mate! = Well done! T: In fact, though English is widely spoken around the world, there are some differences among American English, British English, Canadian English and Australian English. What are the differences between them? Please read 1a and find out the answers. different—difference British Australian Step 2 Presentation 1.present 1a by listenning，and solve the difficulties of 1a, and then check answers (1) How to say “hello” in Australia? (2) In Australia, what do people call all their friends? (3) Who call girls “sheilas”, Canadians or Australians?

T: English is spoken differently in different countries. Now please listen to the tape carefully and answer the questions above. 2. find the correct partners between group A and group B A B g’ day well done sheilas friends boot hello mates all girls Good on ya, mate! trunk

Step 3 Consolidation

Grammar: Showing the future by present continuous. e.g. ①I’m coming.

②I’m leaving.

③I’m flying to Disneyland tomorrow.

…

T: Boys and girls, please look at Picture 1. What’re the boys doing?

Ss: They are greeting when they meet on the way to school.

T: Do you know what they are saying? Ss: G’day.

T: If they come from Great Britain, what will they say? Ss: They will say “Hello/Hi, nice to meet you…”

T: You’re right.

3.S1: Ladies and gentlemen, I’m very happy to speak here. My topic is “Different Countries, Different English” …

4. T: Please finish 1c by yourself, then we will check the answers.

Step 4 Practice

1.T: Good on ya, mate! We’ve learned to express the same meaning with different words. Now please listen to 2 and find out what “fall” means in this dialog.

autumn=fall 2. T: We know English is very interesting. It has different meanings in different countries. There is another interesting English, which is called e-mail English.

T: Boys and girls, do you like surfing the Internet? Ss: Yes .

T: Do you often send e-mails to your friends?

Ss: Yes .

T: OK. Do you know the meanings of the following e-mail English in 3? You can read it firstly. T: Now, let’s check the answers.

face to face T: Can you give more examples of e-mail English? Ss: Yes.

S1: …

S2: It means…

Step 5 Project

1. For example: English word from Chinese Kungfu, tofu…

Chinese word from English 咖啡，可口可乐……

2. Homework: Collect more information about e-mail English.

Teaching reflections:

Section B Ⅰ. Teaching aims and demands

1. Learn a new word and some phrases: see … off, put out, ask for a ride, get in, pick up, victory 2. Learn some useful sentences: (1)The foreigner is asking for a ride. (2) It’s quite all right.

(3) I hope I won’t have much difficulty communicating.

(4)Whenever you need help, send me an e-mail or call me. 3. Go on learning present continuous to show the future: (1)My uncle is meeting us tomorrow.

(2)When are you leaving for Disneyland? (3)I’m leaving this afternoon.

4. Talk about sign language and body language.

Ⅱ. Teaching aids

Radio /blackboard/ pictures Ⅲ. Five-finger Teaching Plan

Step 1 Review

T: We know that English is spoken differently in different countries. Then how to say hello to each other in Australia? S1: They say “g’day”.

T: What does the word “boot” mean in British English?

S2: It’s the trunk of a car.

T: Good! What’s the meaning of “F2F” in e-mail English?

S3: Face to face. T: What about “OIC”?

S4: It means “Oh, I see.”

T: Well done! In fact, English speakers communicate in this kind of simplified form. Besides, they also use gestures to express their meanings. Look at me. This is my thumb. I put out my hand with my thumb raised. (put the finger up) What’s my meaning? Do you know? Ss: Sorry, we don’t know.

T: It means that I am asking for a ride. Thumb put out ask for a ride T: OK, look at the picture in 1a, what’s the foreigner doing? Ss: He is asking for a ride. T: Yes, where is he going? Let’s listen to 1a.

Step 2 Presentation

1.

flight T: Listen to the tape and answer the following questions. (1) Where’s the foreigner going?

(2) When is Wang Junfeng’s flight?

2. T: Please read 1a and write down the sentences that use present continuous to

show the future.

I’m flying to Disneyland.

I’m leaving this afternoon.

My uncle is meeting us tomorrow. 3. 现在进行时表将来时常有“意图”、“安排”(但不是固定不变的)或“打算”的含义，这种现在进行时比较生动，给人一种期待感。它常表示最近或较近的将来，所用动词多是位移动词(come, go, start, leave, stay, arrive …)。例如：

I’m going.

When are you starting? I’m leaving tomorrow.

表示将来的现在进行时除用位移动词外，亦可用某些非位移动词。例如：

I’m meeting you after class.

She is buying a new bike soon.

…

4. (find the main phrases of 1a) see…off, get in, minibus, guidebook They are on their way to the airport. → on one’s way to

Michael and Kangkang are going to see them off. → see sb. off

I hope I won’t have much difficulty communicating. → have difficulty (in) doing

Step 3 Consolidation 1.T: Read after the tape and pay attention to the pronunciation and intonation. Suppose you are Wang Junfeng. Listen to the tape and make a dialog with it.

2.T: Class, now let’s work in groups. I’ll choose six students to act the dialog out in the front. 3. T: Mark True or False according to 1a. Finish 1b. pick up 4.T: Here are some pictures. Now make sentences with the key words given below, using present continuous to show the future.

leave for Disneyland this afternoon travel to Canada tomorrow come home in twenty minutes start at 7 o’clock go to Shanghai next week Picture1: …is leaving for Disneyland this afternoon.

Picture2: …is traveling to Canada tomorrow.

Picture3: …is getting home in twenty minutes.

Picture4: …is starting at 7 o’clock.

Picture5: …is going to Shanghai next week.

5. T: Pair work. Make dialogs with your partner according to the example in 1c. Example: A: When are you leaving for Disneyland? B: I’m leaving this afternoon.

T: Now I’ll ask several groups to act out the dialogs. Let’s have a competition.

Step 4 Practice

1. T: I have some pictures here. There are some instructions on them. I’ll ask one student to choose a card and he should do an action according to the card he gets. Other students should guess what he is going to do.

S1: (do actions)What am I going to do? S2: You are going shopping. S1: Yes, you are right. / No, you are wrong.

S3: (do actions)What am I going to do? S4: Are you flying to …?

S3: Yes, I am. / No, I’m not.

2.T: Class, suppose you are traveling in the United States. But you can’t speak English. If you are in trouble, what are you going to do? Ss: …

T: Good. You can take an interpreter with you or you can make a gesture to express your meanings. Now, look at these gestures that people often use in the United States. Guess the meanings of them, and you can discuss with your partners.

T: What’s the meaning of the gesture in Picture ①? S1: It means “Have a victory”.

T: What about Picture ②? S2: It means I’m puzzled.

Victory puzzled T: Class, do you agree with him / her? Ss: Yes. / No.

…

3. T: Boys and girls, let’s work in groups and each group has four students. We

stick the gesture cards to the back of one student. He / She can ask questions about the gestures, and the other three just describe the gestures and make the student who has pictures on his/her back guesses what the gesture is.

Step 5 Project

1.T: Suppose you’re a volunteer of the 2008 Olympic Games, try to search the Internet for sign language and body language as many as possible, and then make a form like this. After that, please make a report to your class.

Country Gesture Meaning America Germany Australia Japan India … 2. Homework: (1)Write several sentences using present continuous to show the future.

(2)Collect more information about the differences in English among different English—speaking countries, including spelling and pronunciation. Teaching reflections:

Section C Ⅰ. Teaching aims and demands

1. Learn some new words and phrases:

pronounce, pronunciation, fill in 2. Discuss the differences between British English and American English in spelling, pronunciation and expression. 3. Cultivate students’ exploring spirit and open their minds to accept language differences. Ⅱ. Teaching aids

Radio /pictures/blackboard Ⅲ. Five-finger Teaching Plan

Step 1 Review

1.T:Fly. G1: We are flying to Disneyland. …

2. T: Now, let’s play a game to review the body language.

3. T: Well done! Boys and girls, yesterday I asked you to collect more information about differences in English among different English-speaking countries. Now I’ll ask a pair to perform in the front. S1, S2, would you like to show us your dialog? S1, S2: Yes, of course. S1: Hello, what should people say when they meet other people in Britain? S2: They often say“Hello”. But what about in Australia? S1: “G’day” instead.

S2: What should people say when someone did something well in Britain then? S1: Well done! And what about in Australia?

S2: Good on ya, mate! S1: …

S2: …

T: Boys and girls, do you think their oral English is very good? Ss: Yes. T: Who has the best pronunciation in our class? pronunciation (n. ) —— pronounce(v. ), oral Ss: Li Lan.

T: Yes, you’re right. Li Lan, please stand up. Can you pronounce “hot”? (hot)

Li Lan:Yes, it’s…

T: You’re right. You know it t/ in British English, while in American English it pronouncespronounces /h …./. Besides pronunciation, there are also differences between American English and British English, such as spelling and expression.

expression T: Now, if you want to know more about differences between American English and British English, let’s learn 1a.

Step 2 Presentation

1. T: Please listen to the tape carefully and find out what the differences between British English and American English are. (1) How many kinds of differences are mentioned in the passage? (2) What are they? T: Who can answer Question 1?

S1: I can. There are three. T: Yes, what are they? S1: American English is different from British English in pronunciation, spelling and some expressions. 2.T: Read 1a again, and fill in the form in 1b. fill in T: S2, could you tell me how to pronounce “clerk” in British English?

S2: Oh, yes. It’ s….

T: But how to pronounce it in American English? S2: It’s …

clerk T: Great. S3, could you spell the past participle form of travel in American English? S3: T-R-A-V-E-L-E-D.

T: Good. But how to spell it in British English?

S3: T-R-A-V-E-L-L-E-D.

T: S4, which take the subway, Americans or British people? S4: Americans.

T: OK. You can make a similar conversation with your partner.

Step 3 Consolidation

1.T: Now, let’s play the game “I know where you come from. ” You can use the knowledge we have learned in this topic. You can begin like this: S1: Hello. May I ask you a question?

S2: Of course, please.

S1: How do you pronounce “hot”?

S1: Thanks. I know you are an Englishman.

S2: (with a surprising gesture) How do you know that? S1: I know that from your pronunciation.

S2: Oh. I see. S3: Good on ya, mate! S1: Oh. I know you’re from Australia. In Australia, people call their friends “mates”.

S3: That’s right. There are differences in English among different English-speaking countries.

2. T: Now, according to what we have just learned, we know American English and British English are different. Please finish 1b first. I’ll ask some students to retell the text. You can use the form in 1b.

Step 4 Practice

1. T: Now, let’s play a game “Who does quickly and well?”.

Example: A: “Fall” in America is “秋天”. Do you know how to express “秋天” in England?

B: Yes, it’s “autumn”. Do you know

how to spell “数学” in British English?

C: Yes, it’s “maths”. Do you know how to spell it in American English?

D: Yes. It’s “math”.

2.

not only… but also

be fond of be close to

Pirates of the Caribbean Example: Not only he but also I am interested in watching TV.

The children are fond of playing toys. His home is close to his school. 4. T: Match the pictures with the right sentences. Then I will ask a student to read the sentences, and check the answers. Step 5 Project

1.play a game like finding friends to experience the differences between British and American English 2. Homework: After class, see two English films. One is made in the UK, the other is made in the US. Teaching reflections: Section D Ⅰ. Teaching aims and demands

1. Learn some new words and phrases: come about, force, take in, cent, accent 2. Learn how the differences between American English and British English came about. 3. Review present continuous to show the future:

I’m flying to Disneyland tomorrow.

My uncle is meeting us tomorrow.

Ⅱ. Teaching aids

Blackboard /radio Ⅲ. Five-finger Teaching Plan

Step 1 Review

British English American English dialogue a living room metre …

…

T: Now, let’s review Section C. How many kinds of differences are mentioned between British English and American English? S1: Three. They are different in pronunciation, spelling and expression.

T: Who can give me some examples? S2: We pronounce the t] in Britain, but it is pronounced as….in America.word“hot”[h

S3: The word“dialog”is spelt as“dialogue”in Britain, but in America it is spelt as“dialog”.

S4: In Britain people usually relax in a sitting room, but in a living room in America.

…

T: Good. You learn very well. But how did these differences come about? Do you want to know? OK, let’s learn 1a to find out. Step 2 Presentation

1. T: As we know, there are some differences between American English and British English. How did the differences come about? come about T: Long ago, many British people were forced to leave their country for some other places. These places were later called America, Canada and Australia. The English language was brought to these places by them. The language changed little by little in different parts of the world.

force T: The English language has also taken in many new words from other languages. In a word, the English language is changing all the time. Understand? Ss: Yes. take in T: Now, look at your books and listen to 1a, find out how these differences came about. 2.

be forced to do, cent in the beginning, German take in, kowtow

in short, Step 3 Consolidation 1. T: Read 1a again, and mark the statements in 1b True or False and match the words with the languages in 1c. Then we’ll check the answers together.

2. Example: T: S1, may I ask you some questions? S1: Of course.

T: There are differences between American English and British English, but how did they come about? S1: Long ago, many British people were forced to… The English language was brought to… In the beginning… the same as…, changed little by little…

T: What’s the meaning of the word “cookbook”?

S1: It’s a book for cooking. It’s from German. The English language has taken in many new words from other languages. For example, it borrowed “tofu” and “kowtow” from Chinese.

T: Well done, thank you. You’ve learnt very well.

Step 4 practice

1T:Now let’s make some sentences with the present continuous tense to show the future. OK? Ss: OK! leave travel

come T: Who wants to try? S1: I’m leaving for Disneyland tomorrow.

S2: The most exciting time is coming. S3: We are traveling to America next summer holiday. 2. T: Now, please find out all the sentences which show the future by present continuous yourselves. Then discuss in groups. 3. T: OK, listen to 2a and repeat the sentences. I’m flying to Disneyland tomorrow. I’m leaving this afternoon.

4. (1)T: Let’s have a competition. I will divide you into eight groups. You have to list all the useful expressions in this topic within the fixed time. Then we’ll check to see which group is the winner. (2)T:Listen to 2b and follow. I can’t follow you.

Can you speak more slowly, please? Have a good trip! The foreigner is asking for a ride. Step 5 project

1. T: Let’s play a guessing game. You work in groups of four. Any student from each group in turn describes something in riddle format, and the students from the next group guess. If the riddle is guessed correctly, the guess group wins one

score, otherwise the riddle group wins the score. G1: What color is the white cap that is thrown into the Black Sea? G2: White. Which table doesn’t have legs?

G3: Timetable. Who earns a living by driving his customers away? G4: The driver. …

T: I’ll give you more riddles. If your answer is right, your group can get one more score. OK? Ss: Yes. T: Are you ready? Ss: Yes. T: All right. No.1: What letter is an animal? S5: … (B).

T: No.2: What letter is an question? S6: … (Y).

2.T: What do we talk about in this topic? Ss: The differences between British English and American English. T: Yes. If someone has trouble in communicating in English, can you help him/her? Ss: Sure./Certainly./No problem. T: OK. Wang Junfeng is in California now. He has some difficulties in understanding the people there. Because their accents are not all the same. accent T: Let’s read his e-card to find out what he wants to know and try our best to help

him. 3. Homework: Write a passage about the differences among American English, British English, Canadian English and Australian English. Teaching reflections:

Unit 5 Topic 1

How much do you know about China?

The main activities are 1a and 2. 本课重点活动是1a和2。

Ⅰ。

Teaching aims and demands 教学目标

1. Master some new words and phrases:

tourist, fetch, introduce, lie in

2. Learn the attributive clause （with the use of that, which）：

（1）China is a big country that has about 5,000 years of history.

（2）If you want to learn more, I can fetch you Guide to China. It's a book which introduces China in detail.

3. Learn about geography of China.

4. Train the students in loving our homeland through learning about geography of China.

Ⅱ。

Teaching aids教具

录音机/五岳的美丽的图片/幻灯片

Ⅲ。

Five-finger Teaching Plan五指教学方案

Step 1 Review 第一步

复

习（时间：15分钟）

1. （幻灯片出示兵马俑、西湖、长城的图片，通过对风景名胜的复习教学生新词attract和

tourist,并为1a对话的学习进行铺垫。）

T:What's this?

Ss:It's Terra Cotta Warriors.

T:What do you think of it?

S1:It's one of the great wonders.

T:What's this?

Ss:It's the Great Wall.

T:What do you think of it?

S2:It's great. Many people visit it every year.

I hope I can go there some day.

T:What's this?

Ss:It's West Lake.

T:What do you think of West Lake?

S3:It's beautiful.

2. （教师总结呈现新词：attract, tourist。）

T:The Terra Cotta Warriors, West Lake and the Great Wall are the places of interest. Many tourists come to visit them every year. The tourists are from all over the world.

（板书）

tourist n.旅行者

That is to say “The Great Wall attracts many tourists all over the world every year.”

（板书）

attract v.吸引，引起

T: I think our country attracts me most. Do you know about China?

（从话题的角度引出相关的中国地理中的名山与河流。）

S4:Yes, I do.

S5:Only a little.

S6:No.

T:Who can tell me what you know about China?

S7:There are some places of interest.

S8:I think China has a long history.

T:China is a big country that has about 5,000 years of history.

（教师要解释that引导的定语从句。）

T:Anything else?

S9:I think China has many beautiful mountains and rivers.

T:Well done. Can you list any of them?

S10:The Yangtze River.

S11:Mount Tai.

S12:The Yellow River.

S13:Mount Hua.

（教师找出一张中国地图，通过对话的形式来解释fetch的用法。）

T:Now I fetch you the map of China. Let's find out some more.

（板书）

fetch v. 去取某物来

I can also say “I fetch the map of China for you.” Can you make a sentence using “fetch”?

S14:Miss Wang, I will fetch a book for you.

S15:Please fetch me a knife.

S16:He fetched me a present just now.

T:Mr.Zhang fetched me the book Guide to China, which introduces China in detail.

Unit 5 Topic 2

Section C

The main activities are 1a, and 2. 本课重点活动是1a, 1c和2。

Ⅰ。

Teaching aims and demands教学目标

1. Master the new word:

state

2. Learn the attributive clause （with the use of who）：

He is a man who had many wise ideas and thoughts about nature, …

3. Learning something about China's historic people and historic events.

4. Train the students in loving our motherland.

Ⅱ。

Teaching aids教具

录音机/教学图片/多媒体课件

Ⅲ。

Five-finger Teaching Plan五指教学方案

Step 1 Review 第一步 复

习（时间：20分钟）

1. （教师收集一些名谚，分组、分条翻译，以竞赛的形式完成。其中要包含关于孔子的名谚，便于呈

现孔子和引出saying。）

步骤：（1）教师分组，两人一组。

（2）把事先准备好的名谚发给每组，每组两条名谚，一条英译汉，一条汉译英。

（3）做好的交给教师，教师需对前15名进行表扬。

（4）把所有名谚用小黑板展示，让学生选择2条自己最喜欢的速记。

（5）把自己喜欢的名谚说给同伴听。

（6）教师选择孔子的名谚，呈现孔子，并进行简单的介绍，呈现who引导的定语从句。

T: Let's have a match. Two students one group, I have some sentences on these paper. Please translate them with your partner. Let's find the first group, the second … to the fifteenth group. Let's begin.

（教师所搜集的名谚可参考下面小黑板呈现的，进行英汉转化。）

T: Now I have fifteen groups. Let's listen and check them.

Group 1: …

Group 2: …

…

（教师把所收集的名谚以小黑板的形式展示出来。）

（1）Two heads are better than one.

（2）The early bird catches the worms.

（3）Love me, love my dog.

（4）Where there is a will, there is a way.

（5）When I walk along with two others, I may be able to learn from them.

（6 ）What you know, you know. What you don't know, you don't know.

（7）To study and not think is a waste. To think and not study is dangerous.

（8）Isn't it a pleasure that friends come to see you from far away?

（9）Learn the new while reviewing the old.

T:Which is your favorite? Can you tell me?

S1:…

S2:…

S3:…

（教师总结并引出saying及Confucius。）

T:Look at the small blackboard. These are sayings. From No. 5 to No. 8 are Confucius sayings. Unit 5 Topic

3

Section D

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. Master some new words:

promise, tower

2. Learn the usage of the correlative conjunction:

We can go either to Beihai Park or to Shichahai.

3. Learn about China's old culture:

the Forbidden City, dragon, Huabiao

Ⅱ。

Teaching aids教具

录音机/挂图/一些反映中国文化的图片/电视机/少量CD

Ⅲ。

Five-finger Teaching Plan五指教学方案

Step 1 Review 第一步 复习（时间：10分钟）

1. （给学生展示毛主席站在天

安门城楼上的图片，让学生复习上节课的伟人事迹，以天安门城楼引出新单词grand, roof和the Forbidden city。）

T:Please look at the picture. Can you tell us w here Chairman Mao was standing? S1, please.

S1:He was standing on the Tian'an Men Rostrum.

（让学生看图片，问毛主席站在哪，他在干什么？毛主席在天安门城楼宣告中华人民共和国成立。让学生欣赏天安门城楼的雄伟。）

T:What was he doing? S2.

S2:Sorry. I don't know.

T:He is announcing the foundation of PRC.Since then, he was the first chairman of new China.Look at the tower. How grand it is!

Ss:Yes, it is.

（板书，跟读。）

tower ／5tau[／

n.

grand ／5grAnd／

a.

T:And look at the roof, what colour is it? S3.

S3:It is yellow.

（板书，跟读。）

roof ／5ru:f／

n.

T:Do you know what the roof was made of? S4.

S4:It was made of wood.

T:Yes, you're right. It's a wooden roof. Look, these are wooden desks.

（板书，跟读。）

wooden ／5wudn／

a.

T:Now, my class. Have you been to Beijing and did you see the Tian'an Men Rostrum? S5, please.

S5:No, I haven't.

T:What a pity! I'll tell you, the Tian'an Men Rostrum is in front of the Forbidden City.

2. T:Now, watch a CD carefully, please. Pay attention to Tian'anmen Rostrum. After that, I'll ask you some questions or to say something about it.

T:Well. Aren't the building grand?

Ss:Yes, they are.

S6:I hope to visit them some day in the future.

T:Sure. Either the Tian'an Men Rostrum or the Forbidden City is worth seeing.

（板书，跟读。）

T:Kids, Do you know what the tall buildings are in front of Tian'an Men?

Ss:They are two stone columns.

T:Yes, but they are called Huabiao in Chinese. Huabiao has a long history and there are many interesting stories about it. It's said that in ancient China a king named Yao set up a wooden column outside his office. People could carve their suggestions on it, and Yao promised to follow the suggestions. But later, it's made of stone, and many dragons were carved on it. It's said that i t also means “See the king out and in（望君出，望君归）”.