湘教版-英语-九上-Topic 3(Topic3教案) (4)

Topic 3
Section A
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.Master some new words：
provide，stairs
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 like other people.
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/ 贫民窟/ 灾难）/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）
（检查上节课作业，人口过密带来很多问题，引出本课话题。

）
T: This lesson, first check your homework. Read the article you have written to your classmates in groups.
(学生小组活动，推选几篇在全班同学面前朗读。

)
（两分钟后。

）
T: Who can show your opinions 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: …(和上一个同学可能观点基本相同。

) 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, 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 and the government must provide them with food, living places.
(教师可以口头解释“the people to have no house to live in” means “the homeless people” 让同学感知“homeless”。

)
)
T: It can bring war and disaster.
(口头解释: disaster means a very bad situation that causes problems)
（板书、注音、词义、领读。

)
the homeless?
(引导学生如何向处于困境的人献出爱心。

)
S3: I want to give some money to them.
(教师转述引出间接引语并板书。

)
S4: I will take them to my home.
S5: But is your house big enough to hold so many people?
S6:...
（教师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 increase our living conditions.
For the problem, the government has taken measures to solve it.
Step 2 Presentation 第二步呈现（时间:6分钟）
（展示几幅流浪者、灾难图片，让他们体会，唤起同情心。

）
T: Let’s listen to 1a for the first time and try to find out the answer to the question.
（两遍过后，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.
(学生讨论过后，找学生给出正确答案。

)
S: They provide good food and medicine for homeless people.
S2: They provide them with nice homes.
S3：They train 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 passage again and then I will ask some of you to perform it.
(学生准备过程中，教师在黑板上写下关键词。

)
ass and perform the dialog .Try to involve yourself in the real situation.
(几组同学表演过后，教师点评。

)
T: G1 performed well. G2 is very 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，以此问题让同学进一步熟悉对话内容。

)
S1: The program is to help homeless people. It can help them return to work and live like other people. It provides them with good food and medicine, nice living places and trains them so that they can find jobs again.
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 am reading a newspaper. You must say:
The teacher said she was reading a newspaper.
T: Do you understand me?
Ss: Yes.
T: OK. Let’s begin. Are there homeless people in Canada?
Ss: The teacher asked if there were homeless people in Canada.
T: This city has a wonderful program to help homeless people.
Ss: The teacher said that city had a wonderful program to help homeless people.
(随机找几个同学让他们说出一句话，其他同学转述。

)
S2: How old are you?
S3: S2 asked how old I was/we were.
S2: Can you dance?
S3: S2 asked if I/we could dance.
(2分钟后停止游戏。

)
T: Stop please. Change it into another game. Please follow the example.
T: The teacher said Michael had a cute dog.
You only say,“Michael has a cute dog.”
T: Are you clear?
Ss: Yes.
T: Yeah. Begin please.
He asked how far it was from your home to school.
Ss: How far is it from your home to school?
T: I wanted to know if he could sing this song.
Ss: Can he sing this song?
(两分钟后停止。

继续做直接引语、间接引语的练习。

)
T: You did very well. Let’s do 1b to consolidate the speeches. You can discuss it with your partner.
(学生讨论过后，教师核对答案。

)
Step 4 Practice 第四步练习（时间:11分钟）
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 of activity 2 and choose the right answers.
(教师播放两遍录音，找同学核对答案。

)
（为了训练学生的口语表达能力，把本篇听力材料让大家以多种形式进行训练。

）
T: Let’s change the listening article into a dialog; you can look at the questions of 2.
Can you do it?
(部分同学会回答“yes”,让他们做示范。

)
T: S1, S2，please.
S1: Where does Carly come from?
S2: She comes from India.
S1: When did the flood in her hometown take place?
S2: Two years ago.
S1: How old was she at that time?
S2: She was 14 years old.
S1: Did anyone help her?
S2: Yes. A kind-hearted man helped her.
S1: What did many people there give her after her parents died?
S2: A lot of clothes and food. And the government provided her with some money.
S1: She is lucky. Can she go to school now?
S2: Yes. She lives happily like other kids.
(提问两、三组同学即可。

)
（再听一遍录音，让同学做复述课文的准备。

）
T: Listen to the tape again. And then try to retell it generally. You’d better write down some k ey words while you are listening.
(让学生在听录音过程中，记下关键词。

)
（听录音过后，请几位同学复述，教师再请其他同学转述他们的话，巩固由直接引语变间接引语的知识点。

）
T: Who can retell it? Try your best and take it easy. One sentence is OK. The more, the better. S3, you are first.
S3: Carly is a 16-year-old Indian girl.
T: What did he/she say? S4 please.
S4: He/She said Carly was an…
T: OK, let’s go on retelling it. S5please.
S5: Her parents died in the flood.
T: What did he/she say? S6 please.
S6: He/She said her parents died…
...
(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: You have done so many things. 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 fri ends. Let’s help them find good friends.
(在小黑板或幻灯呈现教材18页3的内容。

)
T: You can do it in groups.
(学生讨论两分钟后，请同学口头完成，并猜测词文。

)
T: Who has helped them find friends? Then guess their meanings.
S7: “Mother” and “land” are good friends. I think its meaning is “祖国”.
S8: “Basket” and “ball” are good friends. Its meaning is…
S9: “Film” and “maker” are good friends. Its meaning is…
T: You’re very helpful. We should often help others and help each other. In English, there are many words like these. It’s good 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，让各组汇报本组想起的合成词。

)
（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:6分钟）
（学生口头呈现合成词时，教师在黑板上写上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
Earthquake nightdress bystander
blueprint baby-sitter townsman
(学生讨论后，说出词意，猜不出的，教师给出答案。

)
（让学生用黑板上的词，展开想像编成一个小故事，培养学生的发散思维及想像力。

）
T: Let’s write a short article with the words on the blackboa rd. Work in groups of four. Make a discussion each other and show your opinions, then write it down.
(几分钟后，请几位同学展示自己的想像作文。

)
（教师点评，给予鼓励。

）
T: Excellent. You’re very creative and clever.
Please write down your homework for today.
2. Homework:
(1) If you don’t finish your article in class, please do it after class.
(2) Search the Internet and find out some information about disaster on the earth. What trouble did they bring to the people? What measures has the government taken to help them?
(3) Find out more examples and add them to your vocabulary.
Section B
The main activities are 1a，2 and 3. 本课重点活动是1a，2和3。

Ⅰ.Teaching aims and demands教学目标
1.Master some new words:
fair, excite
2. Talk about country life and city life. Pay attention to direct and indirect speech.
3.Learn about word information: derivations
Ⅱ.Teaching aids教具
多媒体/ 关于世界变化信息的图片/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:12分钟）
（检查作业，引出新课。

）
（教师播放“找朋友”的乐曲，四个小组展开竞赛复习合成词。

）
T: Yesterday I told you to find out more compounds. This lesson we will have a word competition. Each group chooses one student to write the words you prepared on the blackboard. Other students in your group can come to the front and add. The group that has written the most words is the winner.
(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，写的最多的组为胜。

) T: Very good. Let’s count the words they wrote together.
Ss: G1：One, two… Oh, forty-five.
Ss: G2：One, two… fifty.
Ss: G3：One, two… forty-two.
Ss: G4：One, two… forty-six.
T: You’re excellent. Which group is the winne r?
Ss: G2.
T: English words are very magical, and each of us can be a magician. Next, I will show a magic for you.
(教师在黑板上画出或多媒体展示。

)
(教师用多媒体/简笔画/肢体语言呈现部分派生词。

)
T: Wonderful. I think we’re excited because we have done an exciting thing.
(板书excite领读，释义。

)
T: Boys and girls. I wonder what makes you excite.
Ss: Getting good grades make me excite.
Ss:...
T: I’m very excited and happy while the world is changing for the better. For example:
Our living conditions get better and better.
The buildings are taller and brighter…
T: Let’s look at the pictures and discuss them.
(教师用多媒体或图片展示几组北京过去和现在的几幅画面，让同学观看讨论北京的变化，然后进行描述。

)
（观看讨论两分钟后。

）
T: Beijing has changed a lot. Who can describe it?
S1: Beijing has changed a lot. The people’s living conditions are better. The ring roads are wider, but the traffic is busier…
S2: The air in Beijing is not fresh and clean enough. There are many kinds of pollution, such as air pollution, water pollution, noise pollution…
S3: The Olympic Games will be held in Beijing, so Beijingers try to make it more beautiful and the people will be more friendly.
S4: There are more trees and more beautiful flowers. The people can get the best medical care there.
(教师点评，再请几位同学复述刚才几位同学说的话，目的是复习间接引语。

)
T: OK. Who can retell something that the students said just now?
S5: S1 said Beijing had changed a lot…
S6: S2 said the air in Beijing was not fresh…
S7: S3 said…
S8: S4 said…
(同学能复述出其中一二句即可。

)
T: Now the world is changing fast, not only cities but also villages. Let’s listen to the tape and know about the changes in New York.
Step 2 Presentation 第二步呈现（时间:8分钟）
(听短文，引出下文。

)
T: Listen and finish the task.
(教师播放录音同时在小黑板或幻灯片上呈现听力任务。

)
（学生听过两遍后，可以得到正确答案，核对答案。

）
T: Let’s check your answers.
Ss: …
T: OK. Next let’s retell it with indirect speech like this.
They said the traffic was terrible.
Are you clear?
Ss: Yes.
T: Please begin. Do it together.
Ss: They said the street had been dirty.
They said the restaurants were excellent.
They said the place was wonderful.
They said the parks were beautiful.
They said the schools were good.
Step 3 Consolidation 第三步巩固（时间:8分钟）
（再读1a, 准备表演。

）
1.T: Please read 1a again and then practice the dialog in pairs.
The information on the blackboard (or on the slide show) may help you.
(提示学生使用黑板或幻灯片上的信息。

)
（两分钟后，请几组同学表演。

）
（三五组即可，教师点评。

）
T: Good. Let’s do another practice about the changes of New York. Read 1a again and try to retell it in your own words. You can begin like this.
(准备过后，请几位同学读范文。

)
T: Who would like to read your article?
S1: New York has changed a lot. The traffic was terrible and everyone drove too fast. The streets had been dirty before, but it has improved a lot. And it’s quite safe now. But it
was dangerous in the past. It’s a wonderful place to live in. There are beautiful parks, good schools, museums and excellent restaurants. I want to pay a visit to New York myself some day.
(两三个同学示范即可。

)
Step 4 Practice 第四步练习（时间:12分钟）
1.T: The world is changing. Of course our hometown is also changing. Please make a discussion about the changes of our hometown in groups.
(同学谈论此话题可能用到的词汇，教师列在黑板上。

）
T: After discussing, you can make up a dialog with your partner or write an article. The words and
(学生准备后，请几位同学做示范。

)
T: Who would like to make up a dialog with your partner?
Oh, S1, S2 please.
S1: We have lived in this town for long. It has changed a lot, hasn't it? How do you like living here? S2: Yes, it has changed a lot. It’s great. I like it.
S1: The road used to be narrow and dirty.
S2: But it is wider and cleaner.
S1: You’re right. There used to be low houses.
S2:...
(学生对自己的家乡很熟悉，自然有很多话要说。

)
（提问两三组即可。

）
（请一二位同学自述家乡变化。

）
T: Good job. Now who can talk about it alone? S3, Please.
S3: I’d love to. My hometown has changed a lot. My grandma said there were no parks; no schools and their living conditions were very bad when she was young. But now…
T: Oh, there are many differences between the present and the past. In our class, some students live h ere, but some come from the village. Please communicate with each other and discuss it. What’s the life like in the life and what’s the city like in the village? What’s the difference between them? The pictures may help you.
(教师出示几幅图片，可张贴在黑板上也可直接利用书中20页的四幅图片。

)
（讨论过后，请几位同学表达一下自己的观点。

）
（教师提问，引起下文。

）
T: There are so many differences between the village life and the city life. I want to know who’d like to live in the village. Hands up.
(一部分同学举手，教师选择一两位同学了解原因。

)
T: Why would you like to live in the village?
S4: Be cause the air there is fresher and cleaner…
S5: There are more trees and it’s very peaceful.
T: Who’d like to live in the city? Hands up.
(一部分同学举手。

)
T: The reason?
S6: It’s modern. There are lots of tall buildings, beautiful parks…
S7: ….
2.(为了增加大家的词汇量，提高口语表达及书面表达能力，做一个单词游戏扩大同学们的词汇量。

)
T: In order to improve our oral and writing skills we must master a lot of words. There are some skills to help remember more words. Let’s play another word game. Please help the following words wear “hats” or “shoes”. Then th e word will change into another one.
(教师在黑板上呈现单词，请同学加前缀或后缀变成新词。

)
T: Now, I’ll divide you into five groups. Each group chooses one student to come to the front and change the words on the blackboard. Other students can help him.
(学生很快完成。

答案略。

)
T: Very good. Some words don’t have only one hat or a pair of shoes.
For example: use-useful-useless-reuse write-writer-rewrite
Ss: The words are very interesting.
T: Yes. In this way, you can memorize many words in a short time.
(学生意犹未尽，乘机布置一项课后作业。

)
Step 5 Project 第五步综合探究活动（时间：5分钟）
T: If you are interested in it, please collect and sum up the words like these after class. Next let’s have a discussion and try to use the words in the game. Such as: like/dislike, comfortable/uncomfortable…
(老师板书讨论问题。

)
1.Where do you live?
2.What changes have taken place in your village/town/city?
3.How do you like living there? Why?
4.If you don’t want to live there, where do you want to live?
(学生讨论一会儿。

)
T: Who can show your opinions?
S1: I like living in the village, and I dislike living in the city. I think the village is not noisy, but in the city th ere is a lot of noise, so the life in the city is uncomfortable…
S2:…
S3:…
T: Stop here. Excellent. Please report it next class.
Section C
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:
skill, drug, succeed, purpose, mention, war
2.Learn to help homeless people.
3.Talk about social services.
Ⅱ.Teaching aids教具
录音机/小黑板/图片（流浪者）
Ⅲ.Five-finger Teaching Plan五指教学方案
Step 1 Review 第一步复习（时间:10分钟）
（复习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. Are you sure?
Ss: Yes. It’s quiet in the village. But it’s noisy in the city.
There are many kinds of pollution in the city.
T: But the medical care is better than that in the country.
Ss: We can enjoy many programs in the city.
T: You have discussed the differences between the city life and the village life.
Have you known about the differences?
Please stand in front of the class to give a talk.
(选几名学生依次站在讲台上说一说城乡之间的差距，可以结合Section B 2 中的几幅图去说。

）
（教师做总结，引出本课重点呈现的内容——政府、个人如何帮助城市中的流浪者。

）
T: Though there are many kinds of pollution in the city, the traffic is very busy，and the population is larger than before, everything is becoming better and better. Thanks to the one-child policy, most families have only one child. Their conditions have improved. The medical care has improved with the developed economy.
Are you sure everyone in the city has a house to live in?
Now, please look at the picture.
(向学生展示一张流浪者的悲惨生活照，谈论照片的内容，逐步引出新单词。

)
（学生议论图片的内容。

）
S1: Does she/he have a house?
S2: I don’t think so. I wonder where she/he lives in the evening.
S3: On the bench in the street.
S4: Can she/he get/find a job to make money?
T: Perhaps she/he hasn’t got any skills. She/he hardly knows how to work well in a shop or in a factory.
education. Some of them have worse behaviors, such as taking drugs. Or some of them became homeless people because of taking drugs. What are the drugs?
Almost all the homeless people don’t have a clear purpose.
They don’t know the reason why they live. But they have to live every day.
T: Maybe they want to get skills or work. But no proper people introduce them to do that.
Ss: I/We feel sorry for them.
T: They are so unlucky.
There is an organization in Canada to help the homeless.
What can be done to help homeless people?
Please listen to 1a. Pay attention to the new words.
Step 2 Presentation 第二步呈现（时间：12分钟）
(在放录音前，向学生简单介绍文中提到的两家慈善机构，帮助学生更好地理解听力内容。

) T: There is a program in Edmonton Alberta in Canada.
The program is called Edmonton Community Services.
Another special program for street kids is called“Kids in the Hall” to help themselves to live well. Now, please listen to 1a for the first time.
（也可把这两种机构的名称板书在黑板上，为学生进一步理解文章内容做准备。

）
After reading, please answer the question.
What can be done to help homeless people?
(学生自读课文一遍。

)
T: First, work in pairs. Please talk about the passage.
(学生两人一组读过文章之后，对文章内容进行讨论。

)
T: Then, give us your own opinions.
(教师板书问题答案的要点。

)
S1: Edmonton Community Services has helped homeless people return to normal lives.
S2:It helps them get jobs and lends money to them.
T: What about “Kids in the Hall”?
S3:“Kids in the Hall” helps the st reet kids to learn restaurant skills there. After the training, it will be easy for them to find jobs.
T: What else?
S4: The street kids must obey strict rules.
T: What do you think of a street kid, Zack?
S5: He is a homeless child.
S6:He can get help from “Kids in the Hall”.
T: what work street kids can do?
S7: The food is prepared, cooked and served.
S8: He can get another job easily after the training.
T: What does he feel?
S9:He must thank for the help of the “Kids in the Hall”.
T: What does he say?
S10: He says he really appreciates the chance that “Kids in the Hall” has given him.
(引导学生复习间接引语。

)
T: Why does he appreciate the chance?
S11: Because it has helped him live like other kids again.
T: We have known a lot about helping homeless people.
Please read the passage. And then look at the key words to retell the text. First talk in your groups, then in the class.
（学生再读一遍课文，更深一层掌握文章大意，参看关键词为复述做准备。

）
（学生小组活动，学生先试着在小组内复述课文，然后再在全班同学面前进行复述。

）Example A:
Everyone must be friendly and helpful to the homeless people. Give your hand when they are in need.
There is a famous program in Canada. It’s very famous because it has helped homel ess people return to normal lives.
There is another program for street kids. That’s “Kids in the Hall” which helps homeless children master/learn skills on restaurants.
Example B:
Edmonton Community Services helps people get jobs. The homeless people can borrow money from it. So that they can rent apartments and buy clothes for their children.
“Kids in the Hall” helps the street kids learn restaurant skills. But the rules are very strict. They must obey them.
(学生可以从大的方面来讲如何帮助流浪者，也可以对细节方面进行描述。

)
（鼓励学生大胆地对课文进行描述。

）
Step 3 Consolidation 第三步巩固（时间：10分钟）
T: Go over the passage again and answer the following questions:
(让学生先浏览一下问题，思考文章的内容，给出正确的答案。

)
（如学生回答有难度，可采取下列方法，给出备选答案或小组讨论后再做回答。

）
T: Read the passage again and think over the purpose of it.
There are three answers being ready.
You can choose one of the three.
T: Please discuss the three sentences with your partners.
(学生进行小组活动，讨论三个备选答案。

)
T: The purpose of the passage is to talk about how to help homeless people.
We have talked about that.
(老师给出正确答案。

)
T: What problems are mentioned in the article?
S1: The homeless people don’t have houses to live in.
S2: They don’t have enough food to eat.
S3: They have no jobs.
S4: So they can’t make money like normal people.
T: How can Edmonton Community Services help solve the problems?
S5: It can lend them money.
S6: It can help them get jobs.
S7: The street kids can learn restaurant skills.
S8: After training, they can get another job more easily.
T: We have the proper answers to the questions.
(学生回答问题，逐步完成对文章内容的巩固。

)
T: Next. Open your books and finish 1b and 1c.
Work alone, please.
(学生独立完成1b和1c的内容，进一步巩固文章的内容。

)
（引导学生说出Zack应该如何做才能有一个幸福的生活。

）
For example:
Zack should try to learn some skills. And he should be kind to others. He must/ has to obey the strict rules. He mustn’t take any drugs. It’s not good for him to stay in the street all the time.
Step 4 Practice 第四步练习（时间：8分钟）
(向学生展示几幅现实生活中悲惨一面的图片，引出写作练习。

)
T: The world has many problems./There are so many problems everywhere.
（可参照书上2部分的图片，也可以另外找几张。

）
T: Look at these pictures. Talk about them with your partners，and then write down what you hope.
(教师可以准备多张图片，每个小组发一张，以便学生讨论。

)
（小组代表发言。

）
T: What’s your hope/opinion?
G1: The boy has no house to live in. I hope he can get a warm house. He can go to school like us. G2: The laborers are so young. They should study in the school. They are very tired all day, I think. The boss must be cruel. Why don’t their parents look after them?
T: Perhaps their pa rents are very poor. But now it’s better for all the children in the village.
The government can help them.
G3: The war is so cruel that many people have died.
T: I think the world has changed for the better. That’s our hope. Please write down your opinion s. (经过讨论图片的内容，为下一步的写作练习做准备。

)
T: These words may be useful.
(可以让学生参看课本中所列的单词和短语，亦可再另行补充。

)
（投影）
（以下单词可供老师参考使用。

）
（love, care, smile, friend, kind, ability, job, for the better, in the future…）
Step 5 Project 第五节综合探究活动（时间：5分钟）
（让学生观察自己的周围，看哪些人需要帮助。

政府、居民、学生应如何帮助他们？）
1.T: Which people need help with the living conditions?
Are some young people hanging out in the street?
If it’s po ssible, try to talk with one of them.
But you must care for your safety.
Please write something to help them. / Make a plan to help them.
2. Homework:
T: What can be done or what has been done by government for the homeless people in recent years? You can ask your parents to help you finish it.
(列出对学生写作有帮助的短语。

)
T: These words or phrases maybe helpful for you.
（1）find a proper goal of the life
（2）learn some skills
（3）find a simple job
Section D
The main activities are 1a and 3b.本课重点活动是1a和3b。

Ⅰ.Teaching aims and demands教学目标
1. Master some useful expressions:
social, home and abroad
2. Review direct speech and indirect speech：
(1)“What are you reading, Jane?” Maria asked.
(2) Maria asked Jane if there were homeless people in Canada.
3.Review word formation：
(1) Compounds: friendship, filmmaker…
(2) Derivations: disobey, impossible, homeless…
4. Learn about Project Hope.
Ⅱ.Teaching aids教具
希望工程的宣传画一张/ 录音机/ 小黑板/ 单词卡片（用于复习构词法）
Ⅲ.Five-finger Teaching Plan五指教学方案
Step 1 Review 第一步复习（时间：10分钟）
（检查上次作业，进入复习状态。

）
T: It’s a fine day, isn’t it? All the smile faces!
How is your project getting?
Ss: We have finished it.
S1:I have interviewed a homeless person.
T: What’s the matter with her/him?
S1: First, I was so nervous. I am afraid of him.
He was wearing old clothes. And he was so dirty.
T: What have you done to help him?
S1: I gave him a T-shirt and a pair of pants. He was thankful for it.
T: What did he say?
S1: He said to me that I was so kind to give him those things.
(教师提问另一个学生。

)
T: What have you done?
S2: My father told me something about the homeless people.
T: What did he tell you?
S2: He told me the government…
(学生在表达中可能会出现障碍。

)
T: What has the government done to help homeless people in your area?
S2: There is a special organization to help them. Usually they will get a big meal. Then the official will try to get in touch with their families. If they have no families, they can help them to get jobs. T: That’s good enough.
(教师提问第三个学生，侧重于失学儿童的问题。

)
T: Have you met street kids around your area?
(假设这位学生已做过调查。

)
S3: Yes, I have. Sometimes I meet some. They play in the street. They don’t go to school. I never see their families. Sometimes they play computer games day and night. I don’t know what they live on. I wonder if they steal anything.
T:I feel sorry for them. They are very young.
What have you done to help them?
S3: I’m sorry. I’m afraid not.
T: Why? Don’t you feel sorry for them?
S3: No. My mother always tells me that I must stay at home to study the subjects.
T: Oh, I see. Perhaps some of them are from poor familie s, so that their parents can’t afford their study. Maybe their parents are farmer workers working for the city.
(总结三位学生发言，复习直接引语和间接引语。

)
T: What did the three students say just now?
(学生分别做出回答。

)
Ss: S1 said he helped homeless people.
S2 said she asked her father something about the homeless people.
S3 said he must stay at home to study hard.
T: We have learned how to retell what the other people have said. Please listen to 1a.
(复习直接引语和间接引语，为完成工作准备。

)
（学生先听一遍1a，然后再自读一遍。

）
T: Listen first and then read 1a by yourselves.
(学生先听再自读。

)
T: Now, turn to page 23. Please finish 2.
Work alone.
(让学生独立做2部分，教师可以随时辅导，最后老师核对答案。

)
Step 2 Presentation 第二步呈现（时间：10分钟）
（教师向学生呈现一张希望工程的宣传画，引出新课内容。

）
T: Here is a picture/poster of Project Hope.
Some children in our country are from poor families.
They can’t get normal education.
Project Hope can give them a chance to go to school. The social service has raised much money. With the money, the government has built thousands of schools. Many children have got a good education because of Project Hope.
Next, we’ll listen to a passage about Project Hope.
Please write down the numbers when you are listening to the tape.
(教师放1a录音，学生写下所听到的数字，复习数字的读法。

)
T: Listen to the tape again. Let’s check the numbers together.
(再听一遍，检查答案，并板书有关数字，用数字来说明希望工程的作用。

)
（板书）
(学生自读文章，进一步了解希望工程。

)
T: After reading, please answer the questions below:
(学生回答问题。

)
S1: Project Hope is a social service program to help people.
S2: The money is from people at home and abroad.
S3: The money is used for children’s education in poor areas.
(前三个问题比较简单，学生可以直接从文中找到答案。

)
T: How much do you know about Project Hope?
When you describe it, the words or phrases on the blackboard may help you.
(学生可以参看黑板上所列的数字对课文进行复述。

)
（若一位学生不能完整准确的进行复述，教师可以多叫几名学生帮助他。

）
Step 3 Consolidation 第三步巩固（时间：10分钟）
（小组活动，谈论对希望工程的认识和如何为希望工程做贡献。

）
T: Read the text for a few minutes before discussing it.
(学生再读一遍课文。

)
T: Work in pairs. Discuss the following questions with your partners.
(学生完成1b的两个问题。

)
T: Give your opinions to us.
(选学生陈述自己的看法。

)
T: Have you already known about Project Hope?
S1: Yes，but a little.
T: What have you done for Project Hope?
S1: I have ever sent money to it with my mother’s help.
T: Well done!。