仁爱版英语八年级下册教案全集（详细）（1）

仁爱版英语⼋年级下册教案全集（详细）（1）
Unit 5 Feeling Happy Topic 3 Many things can affect our feelings.
Section A needs 1 period. Section A需⽤1课时。

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

Ⅰ. Aims and demands ⽬标要求
1. Learn some new words and phrases:
calm down, bitter, CD, DVD, test, speech, monitor
2. Learn useful expressions:
How long have you felt like this?
I hate to go to the hospital.
3. Learn how to describe feelings:
These days I feel very bored and lonely at home.
I’m worried about the test at the end of the month.
4. Le arn the usages of “make + object + v./adj.”
It makes me feel nervous.
The TV programs make me sleepy.
5. Learn how to reassure others:
Don’t be afraid!
Be brave!
Take it easy.
Don’t worry.
Ⅱ. Teaching aids 教具
录⾳机/⼿机/⼩⿊板
Ⅲ. Five-finger Teaching Plan 五指教学⽅案
Step 1 Review 第⼀步复习(时间: 5分钟)
复习电话⽤语并创设情景导⼊新课。

1. (假设⼀名学⽣因病缺席，教师让⼀名学⽣扮演那名⽣病的学⽣，⽤⼿机进⾏师⽣对话，复习打电话及询问病情的表达。

学习单词，掌握nervous和bitter；理解calm down。

) T: Suppose one student is absent, and I will make a phone call with
him/her.
Example:
T: Hello! May I speak to Li Ming?
S1: Hello! This is Li Ming speaking.
T: This is Mr.Wang speaking. You didn’t come to school today. What’s wrong with you?
S1: I have a bad cold. It makes me very upset.
T: Oh, I’m sorry to hear that. Don’t be nervous. Calm down and listen to me. How long have you felt like this?
S1: One day.
T: You need to go to see a doctor.
S1: No, I’m afraid of taking medicine.
T: Be brave. I know medicine is a little bitter, but it’s good for your health. Follow the doctor’s advice, and you’ll get well soon. S1: I hope so. Thanks a lot.
(板书)
nervous, bitter, calm down
2. (询问⼏名学⽣是否担⼼下周的英语演讲和数学测试，并给予安慰。

)
)
Step 2 Presentation 第⼆步呈现(时间: 8分钟)
呈现并学习1a。

1. (学⽣听完1a后回答问题。

)
T: Boys and girls. What are they doing?
Ss: They are making a phone call.
T: Who is ill, Kangkang or Michael?
Ss: Michael.
2. (让学⽣看着课本再听1a，并画出关键词。

)
T: Please open your books and turn to Page 17. Listen to 1a again and underline the key words.
3. (理解对话，尽量让学⽣提问，学⽣回答，不⾜之处由教师补充。

)
Step 3 Consolidation 第三步巩固(时间: 10分钟)
巩固1a。

1. (听1a的录⾳, 让学⽣跟读，注意语⾳和语调。

)
T: Read after the tape, and pay more attention to the pronunciation and intonation.
2. (让学⽣⾃读，然后两⼈⼀组完成1b。

)
T: Now, read by yourselves and then finish 1b in pairs.
(核对答案。

)
3. (让学⽣根据关键词表演对话。

)
T: Now please act out the dialog according to the key words.
Step 4 Practice 第四步练习(时间: 15分钟)
学习2a，并操练1a和2a，完成2b。

1. T: Michael missed a lot of lessons because of his illness. So he is worried about the test. Can his
classmates help him? Let’s come to 2a to find the answer.
(播放2a的录⾳，学⽣听后回答问题。

)
T: Listen to 2a and answer the questions on the small blackboard.
2. (与学⽣⼀起核对答案，解释⽂中难点并板书⽣词。

掌握：CD, DVD, monitor；理解bored。

) (板书)
CD, DVD, monitor, bored
T: Now, let’s check the answers together.
3. (让学⽣⾃读，画出表⽰安慰的句⼦和make句型。

)
T: Read by yourselves and underline the expressions of reassurance and the structure of “make+object+v./adj .”.
(教师核对并板书。

)
Calm down.
Don’t be afraid!
Be brave!
Take it easy.
Don’t worry. 4. Homework:
(1) (⽣病是正常现象，同学们不必害怕，要学会照顾⾃⼰。

结合⾃⼰的经历，谈谈照顾⾃⼰的⽅法。

)
T: It’s normal to be ill. Don’t be afraid. Take care of yourselves. Discuss the best way of looking after yourselves according to your experiences.
(2)(⽤括号内单词的正确形式填空。

)
Fill in the blanks with the correct forms of words in the bracket.
① Some TV programs make Michael (sleep).
② SARS (make) him so tense.
③ The song makes (we) happy.
④ Miss Wang made her (sit) down.
Section B needs 1 period. Section B 需⽤1课时。

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

Ⅰ. Aims and demands ⽬标要求
1. Learn some new words and phrases:
get along with, boss, passport
2. Review describing personal feelings:
He is feeling much better.
Illness usually makes us sad, worried and frightened.
3. Go on learning the usages of “make + object + adj./v./n.” and “let + object + v.”.
That will make him or her get well soon.
The doctor let Michael rest for a few days.
Your classmates make you monitor.
4. Go on learning how to reassure others.
Ⅱ. Teaching aids 教具
录⾳机/幻灯⽚/实物或图⽚
Ⅲ. Five-finger Teaching Plan 五指教学⽅案
Step 1 Review 第⼀步复习(时间: 6分钟)
复习Section A 对话并导⼊新知识。

(⽅案⼀)
1. (由学⽣表演Section A 中的对话。

)
T: I’ll ask some students to act out the dialogs in Section A. Who wants to try?
S 1: I will.
…
2. (⼏组学⽣表演后，教师提问，并引导学⽣回答。

)
It makes me feel nervous. The TV programs make me sleepy.
(⽅案⼆)
1. (教师以迈克尔的⾝份, 表述感情，引导学⽣使⽤学过的关于安慰的表达⽅法。

)
T: Now I act as Michael. I don’t feel well. Please reassure me. I’m afraid of catching SARS.
Am I dying?
Ss: No, Michael. Don’t worry. You’ll get well soon.
T: I’m afraid of taking bit ter medicine.
Ss: Don’t be afraid! Be brave!
T: I’m nervous about the test at the end of the month.
Ss: Take it easy. We can help you.
…
Step 2 Presentation 第⼆步呈现(时间: 8分钟)
呈现并学习1a中的重点词句。

(让学⽣听1a的录⾳，并回答问题。

)
T: Listen to 1a and answer the question on the blackboard.
(教师核对答案。

)
T: Let’s check the answer to the question.
2. (通过谈论Michael与同学们之间的友谊，加强对学⽣的情感教育，从⽽引出并学习本课的⽬标语⾔。

掌握get along with和affect; 理解schoolmate和workmate; 了解mood。

) T: OK. We know Michael’s classmates will put on a short play to make him happy. Well done!
In our daily life, we should get along well with our classmates, schoolmates or workmates and help each other. It can bring us happiness. If we are usually in this good mood, we may become healthier. That’s to say, moods can affect our health.
)
3. (⾃读1a，画出make，let结构的句⼦。

)
Step 3 Consolidation 第三步巩固(时间: 10分钟)
巩固1a，完成1b。

1. (放1a的录⾳, 要求学⽣跟读，注意语⾳和语调。

)
T: Please follow the tape and pay attention to the pronunciation and intonation.
2. (让学⽣⾃读1a, 完成1b，并让学⽣试着复述。

)
T: Please read 1a by yourselves and fill in the blanks in 1b. Then try your best to retell it.
(检查答案。

)
3. (组织学⽣分⾓⾊朗读课⽂，然后引导学⽣这样谈论1a的内容：)
Step 4 Practice 第四步练习(时间: 12分钟)
编对话并表演，完成2和3。

1. (让学⽣编对话。

假设⾃⼰患了⽛病，去看医⽣。

注意在对话中要⽤⼀些表⽰情感的词或
句⼦。

)
T: Have you got (a) toothache before?
Ss: Yes. / No.
T: Now, if you’ve got a toothache, what should you do?
Ss: Go to see a dentist.
T: Right. Make a new dialog between a patient and a dentist with your partner. You need to use some phrases or sentences to express your emotions.
Example:
A: I’m afraid of… / I’m worried about…
B: Calm down. / Don’t be afraid…
(让学⽣先准备两三分钟，再表演。

并对其进⾏合理评价。

)
2. (完成2。

)
T: OK. Let’s listen to 2. This is a dialog about seeing a dentist, too. What do they say? Please listen carefully and complete 2. (核对答案。

)
T: Let’s check the answers together.
3. (教师呈现例句，学习并掌握⽣词boss，理解headmaster，然后让学⽣观察make, let后动词的形式，归纳总结make, let的⽤法。

)
4. (让学⽣⽤“make/let somebody do/not do” 造更多的句⼦。

)
T: Please make sentences using “make/let somebody do/not do” as many as you can.
5. Homework:
(在⽇常⽣活中有很多东西影响着我们的⼼情，请举例。

)
T: Many things can affect our feelings and moods. Please give some examples.
Section C needs 1 period. Section C需⽤1课时。

The main activity is 1. 本课重点活动是1。

Ⅰ. Aims and demands ⽬标要求
1. Learn some new words:
especially, hang, fall asleep, thought, noise
2. Go on learning the sentence pattern: “make + object + v. / adj.”
Sometimes it makes me feel happy.
Red makes me active.
Rock music always makes me want to dance.
3. Talk about the influences of different things on feelings:
I think the moon can affect my moods.
The environment can change my feelings.
I think the weather can affect my moods.
Colors can affect my feelings and moods.
Big events can affect me a lot.
4. Express how things affect our feelings.
Ⅱ. Teaching aids 教具
录⾳机/歌曲磁带/多媒体课件/图⽚
Ⅲ. Five-finger Teaching Plan 五指教学⽅案
Step 1 Review 第⼀步复习(时间:5分钟)
师⽣交谈，导⼊新课。

1. (让学⽣表演Section B中的对话。

)
T: I’ll ask some students to act out the dialog in Section B. Who wants to have a try? Come here, please.
(组织三或四组学⽣表演对话。

)
2. (让学⽣根据教师提供的情景进⾏⼩组讨论并表达⾃⼰的情感，然后表演。

)
T: You see, different situations, different feelings. Different feelings, different actions. What actions will you do in the following situations? Do you want to express your feelings exactly?
Well, talk abo ut the situations in groups first and then I’ll ask someone in your group to act out. Now let’s begin.
(可以把材料写在纸上或⽤多媒体等展⽰出来。

)
Step 2 Presentation 第⼆步呈现(时间: 10分钟)
呈现并学习1。

1. (出⽰⼀幅明⽉悬空图，通过师⽣问答，⾃然呈现1。

)
T: Boys and girls, please look at the picture. How do you feel when the moon is hanging in the sky? Ss: We feel
happy/active/excited.
T: Y es. At this time, if you are not with your family, especially you are ill, how do you feel?
Ss: We often feel very lonely/sad/upset.
T: Y es, it’s an unhappy feeling. At t hat time, tears may come to your eyes.
(教师边陈述边板书画线⽣词，让学⽣猜词义然后适当解释，⽤这种形式引⼊1。

掌握: hang, especially；理解tear。

)
hang, especially, tear
(告诉学⽣许多东西能影响⼈的情绪，让学⽣听1的录⾳，设置听⼒任务，找到问题的答案。

) T: We know many things can make our feelings change. Here are some examples. Please listen to 1 and answer the questions.
2. (播放1的录⾳，为降低听⼒难度，每播放⼀段录⾳呈现⼀个问题，让学⽣互相讨论后核
对答案。

)
T: Listen to 1a and then check the answers after discussing with other classmates.
3. (理解1中的重难点。

尽量让学⽣提问，学⽣回答，不⾜之处由教师补充。

掌握thought
和fall asleep；理解earthquake, topic；了解confident。

)
Step 3 Consolidation 第三步巩固(时间: 12分钟)
巩固1中的重难点。

1. (再放1录⾳, 学⽣跟读。

)
T: Follow the tape please.
2. (让学⽣在1中画出含有make/let+sb.+adj./v.的句⼦。

进⼀步熟悉这⼀结构。

)
T: Underline the sentences with the structure “make/let+sb.+adj./v.” in 1.
3. (让学⽣重新阅读短⽂并找出关键词。

)
T: Boys and girls, please read the passages again and find out the key words.
(教师总结关键词并板书。

)
Paragraph 1: the moon—affect—happy — sad — especially — hang — get together
— feel very lonely
Paragraph 2: environment—change—noisy — fall asleep — clean and quiet — happier
Paragraph 3: weather—affect—rains — sad thoughts — sun — happy
Paragraph 4: colors—orange and yellow—confident; blue and white — feel calm; green — the color of nature —energy; red — make active
Paragraph 5: events—affect—earthquake — sad — Olympics — excited and active
4. (学⽣根据板书的关键词复述课⽂。

为降低难度，可分段复述。

)
T: Now, let’s retell the text paragraph by paragraph.
Step 4 Practice 第四步练习(时间: 13分钟)
练习完成2和3。

1. (完成2。

)
T: Many things can affect our feelings. Please fill out the form in 2.
(在操作过程中，应⿎励学⽣尽可能多的说出⾃⼰的想法。

)
2. (核对答案后让学⽣仿照例⼦造句，要求学⽣以⼩组为活动单位。

)
T: Now, work in groups and make sentences as many as you can.
Example:
I was happy when my teacher made me monitor.
)
S
Section D needs 1 period. Section D需⽤1课时。

The main activities are 1a and 4. 本课重点活动是1a和4。

Ⅰ. Aims and demands ⽬标要求
1. Learn some new words and phrases:
such as, spirit, magazine, think over, decision, sense, husband, wife
2. Review the usages of:
(1) make + object + adj.
(2) make/let + object + v.
(3) make + object + n.
3. Review expressions of feelings.
4. Learn how to stay in good spirits.
Ⅱ. Teaching aids 教具
录⾳机/图表
Ⅲ. Five-finger Teaching Plan 五指教学⽅案
Step 1 Review 第⼀步复习(时间: 6分钟)
复习表⽰情感的形容词并导⼊新课。

(⽅案⼀)
1. (⼀名学⽣上台描述下列事情，并⽤⼿势和⾯部表情表达感情，其余学⽣猜。

)
T: One student describes the things below using gestures and facial expressions, and others guess.
My parents don’t let me do my homework with my classmates.
I have a lot of homework to do every evening.
I can play computer games every evening.
My friend will leave this school.
Step 2 Presentation 第⼆步呈现(时间: 11分钟)
呈现并学习1a的⽬标语⾔。

2. (让学⽣阅读1a，分组讨论并⾃⾏解决⽂中的重难点，然后教师适当讲解。

)
Read 1a by yourselves. Discuss the key points in groups.
3. (让学⽣再读1a然后进⾏问答，针对⿊板上同学们的困惑给出建议。

)
T: Now please read 1a again. Then ask and answer to give your advice according to the students’ troubles on the blackboard.
S1: I am worried about getting fat.
S2: Remember to eat healthy food.
Step 3 Consolidation 第三步巩固(时间: 8分钟)
巩固1a并完成1b。

1. (让学⽣听1a的录⾳并跟读，注意语⾳和语调。

)
T: Boys and girls, let’s follow the tape. Pay attention to the pronunciation and intonation.
2. (让学⽣⾃读课⽂，注意表达建议的句⼦。

)
T: Please read the passage by yourselves. Pay attention to the sentences about suggestions.
3. (将学⽣分为男⼥两组，让学⽣⽤以下词组快速造句。

两组学⽣以竞争的形式举⼿抢答，
每说⼀个句⼦得1分。

教师讲评。

)
(板书关键词组。

)
Step 4 Practice 第四步练习(时间: 10分钟)
学习3a和3b，并完成2。

1. (⼩组对话，必须使⽤make。

)
T: Boys and girls, please talk like this:
S1: How does a snake make you feel?
S2: It makes me feel nervous.
S3: It makes me nervous.
(让学⽣回忆前⾯学过的内容，⾃⼰归纳本话题的语法重点，也可以分组讨论的⽅式来处理该部分。

在学⽣讨论的过程中，教师在班⾥巡视，必要时给予指导和帮助。

)
T: OK, now, can you sum up the usages of “make”?
S1: Yes. Make + object + adj.
S2: Make + object + v.
S3: Make + object + n.
)
(⽤同样的⽅法总结let的⽤法。

)
2. (让学⽣归纳总结本话题的⽬标语⾔，然后听3b录⾳并核对。

)
3. (⽤单词wife引出要掌握的⽣词husband，然后听2录⾳，完成2。

)
T: Now look at 2, and listen to the tape. Then choose the best answers.
(教师核对答案。

)
4. Homework:
(1)(让学⽣围绕Topic 3的内容，⽤3b中的句⼦编对话。

)
T: Make dialogs using the sentences in 3b according to the content of Topic 3.
S3: You sound terrible. What’s the matter?
S4: I have a bad cold. I’m dying.
S3: I’m sorry about your illness. How long have you felt like this?
S4: Two days. What can I do?
S3: I think you’d better see a doctor.
S4: But I hate to go to the hospital.
S3: Don’t be afraid! Be brave! Go to see a doctor and follow his advice. Y ou’ll get well soon.
S4: I hope so. That’s very nice of you. Good night!
S3: That’s OK. Good night!
Unit 6 Enjoying Cycling Topic 1 We’re going on a spring field trip.
Section A needs 1 period. Section A需⽤1课时。

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

Ⅰ. Aims and demands ⽬标要求
1. Learn some new words and phrases:
field, vehicle, find out, task, airplane, airline, decide, total, raise, discuss
2. Learn the usages of infinitives:
Boys and girls, I have some exciting news to tell you!
It’s too far to cycle, but there are other vehicles for us to choose.
It’s hard to say.
Kangkang and Michael, you two find out the cost to go by train.
Helen, your task is to find out the cost by bus.
3. Talk about field trips.
Step 1 Review 第⼀步复习(时间: 5分钟)
复习表达情感的词，导⼊新课。

T: Good morning, boys and girls.
Ss: Good morning, Miss/Mr.××!
T: We have learnt the words about feelings in Unit 5. Do you remember them? V olunteers!
S1: Sad, happy.
S2: Upset, excited.
…
T: Well done! We know that different colors, environments or other things can cause different feelings. Could you tell us what can make you happy?
S3: Swimming can make me happy.
S4: Going to Beijing can make me happy. I’d like to go to Beijing.
…
(学⽣们流利地回答问题，说出能使⾃⼰快乐的事。

)
Step 2 Presentation 第⼆步呈现(时间: 12分钟)
呈现1a，教学⽣词和动词不定式。

(教师呈现含有交通⼯具的图⽚或玩具，让学⽣⽤by…表⽰。

)
T: (出⽰⾃⾏车的图⽚或玩具。

) Look at this picture.
We can go there by…
Ss: By bike.
(⽤同样的⽅式分别呈现⽕车、公共汽车、飞机的图⽚或玩具。

)
Ss: By train. / By bus. / By plane.
T: Great! We call them vehicles. Here, “by plane” we can also say “by airplane”.
(板书并教学⽣词，要求学⽣掌握vehicle和airplane。

)
然后听1a的录⾳并完成句⼦。

)
(核对答案，教师⽤彩笔给出答案。

)
Step 3 Consolidation 第三步巩固(时间: 10分钟)
巩固1a，讲解动词不定式的⽤法。

1. (跟读1a的录⾳，注意语⾳和语调。

)
T: Follow the tape. Pay attention to the pronunciation and intonation.
2. (让学⽣⾃读1a并找出含有动词不定式的句⼦和疑难点。

)
T: Read 1a alone. Find out the sentences with infinitives and difficulties.
3. (⿎励学⽣读出含动词不定式的句⼦，教师解决疑难。

)
T: Please read out the sentences with infinitives.
Step 4 Practice 第四步练习(时间: 13分钟)
练习动词不定式，完成1b、2和3。

1. (让学⽣观察1b的图⽚，四⼈⼀组讨论去泰⼭的最好⽅式。

完成1b。

)
T: Please look at the pictures in 1b carefully. Discuss the best way to Mount Tai in groups of four. (学⽣们观察图⽚和信息并讨论。

3分钟后，⼩组汇报。

)
total。

)
2.(师⽣⽰范。

请⼀个学⽣扮演A，⽼师扮演B，讨论2中的图⽚。

)
3. (让学⽣观察2中的图⽚，两⼈⼀组，进⾏对话练习，注意动词不定式的⽤法。

完成2。

)
T: Now, Look at the pictures in 2, and ask and answer the questions with your partner. Pay attention to the usages of infinitives.
4. (让学⽣运⽤动词不定式回答3中的问题，然后两⼈⼀组练习对话3，正确使⽤所给词组中的动词不定式。

教师对第⼆幅图给予指导。

如Her wish is to do sth.。

掌握raise；理解sunrise。

) T: OK. Now work in pairs and talk about the pictures in 3. (学⽣练习⼏分钟后，师⽣问答，共同归纳不定式的⽤法。

)
T: Well done! Now, let’s check the answers.
Step 5 Project 第五步综合探究活动(时间: 5分钟)
利⽤图⽚探究拓展本课语⾔知识。

The Great Wall the Ming Tombs the Palace Museum
The Heaven Temple Hongkong Shenzhen
1. 拿出课前准备的图⽚，让学⽣讨论⾃⼰想去的地⽅。

)
(学⽣讨论⼀会⼉，然后每组选出⼀名学⽣向全班学⽣汇报结果。

)
2. Homework:
(1) (使⽤It costs…和It takes…to…两个句型造句。

)
Make sentences by using the patterns of “It costs…” and “It takes…to…” .
(2) (复习不定式的⽤法。

)
Review the usages of infinitives.
Section B needs 1 period. Section B需⽤1课时。

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

Ⅰ. Aims and demands ⽬标要求
1. Learn some new words and phrases:
cinema, hotel, refrigerator, air conditioning, standard, condition, comfortable, person
2. Go on learning the usages of infinitives:
Yes, I’d like to book some tickets to Mount Tai on March 13th.
Good morning, I want to make a room reservation.
And how long do you plan to stay?
3. Learn how to book tickets and make hotel reservations.
Step 1 Review 第⼀步复习(时间: 5分钟)
复习动词不定式。

导⼊新课。

1. (⿎励学⽣说出含有动词不定式的句⼦。

)
T: We learned infinitives yesterday. Who can give us some examples?
S1: …
2. (复习并谈论交通⽅式。

)
Step 2 Presentation 第⼆步呈现(时间: 10分钟)
呈现1a并处理知识点。

1. (让学⽣听1a的录⾳并回答问题。

)
(师⽣核对答案。

)
2. (学⽣⾃读1a，解决重点词句，并画出含有不定式的句⼦。

理解⽣词sleeper。

)
3. (再听1a的录⾳，让学⽣跟读，注意语⾳和语调。

)
T: Please listen to 1a again and follow it. Pay attention to the pronunciation and intonation. Step 3 Consolidation 第三步巩固(时间: 10分钟)
巩固1a，完成1b和1c。

1. (学⽣再读1a，独⽴完成1b表格。

)
T: Please read 1a again and fill out 1b alone.
(让两名学⽣读出他们的答案，全班学⽣核对，完成1b。

)
2. (让学⽣分⾓⾊表演1a。

)
T: Who can act out 1a? V olunteers!
3. (给学⽣⼀些时间完成1c。

)
Step 4 Practice 第四步练习(时间: 15分钟)
练习动词不定式，完成2和3。

1. (设置情景，导出⽣词。

)
(教师边叙述边出⽰与单词相符的图⽚，并板书⽣词，要求学⽣掌握：hotel, refrigerator, standard, condition, comfortable。

理解reservation和air conditioning。

)
2. (让学⽣独⽴完成2。

)
T: Read the conversation by yourselves, find out the sentences with infinitives, and then answer
3. (播放录⾳，让学⽣独⽴完成3。

)
Step 5 Project 第五步综合探究活动(时间: 5分钟)
探究本课重点话题：订票、订房间。

1. (设置⼀个全家周末要进⾏⼀次为期两天的旅游的场景。

他们要了解相关旅馆的信息，然
后⾃⼰订房间，让学⽣在学完这个话题后能够运⽤。

)
2. Homework:
Section C needs 1 period. Section C需⽤1课时。

The main activities are 2a and 5. 本课重点活动是2a和5。

Ⅰ. Aims and demands ⽬标要求
1. Learn some new words and phrases:
work out, common, come up with, dollar, sell, noon, top, look forward to (doing) sth., hear from Ⅱ. Teaching aids 教具
⼩⿊板/录⾳机/ Section B, 2的图⽚
复习Section B的内容，导⼊新课并完成3。

1. (师⽣问答，复习Section B的内容。

学⽣掌握work out。

)
2. (板书下列算式，让学⽣根据section B的内容算出结果。

)
train tickets+hotel+food+gate ticket=total cost
( ) ( ) (￥50) (￥60) ( )
(⼀分钟后)
(⼤多数学⽣都想从家⼈那⾥拿钱，只有少部分学⽣想通过⾃⼰的努⼒去筹钱，教师提⽰外国学⽣⼀般是⾃⼰想办法去筹钱。

) (学⽣的回答是各种各样的，教师⽤不定式句型总结⼀下他们的筹钱⽅式，并完成3。

) Step 2 Presentation 第⼆步呈现(时间: 10分钟)
呈现并处理1和2a中的知识点。

1. (放1的录⾳，让学⽣找到Jane给Helen提的建议。

)
T: How can Jane get money for her field trip?
Ss: She can raise money by herself.
2. (再听录⾳，学⽣跟读，然后让学⽣3⼈⼀组分⾓⾊朗读1，并找出疑难点。

)
(让学⽣掌握afford并解释难点。

)
)
T: Make similar dialogs according to 1, and act them out in groups.
4. (让学⽣快速阅读2a，回答问题。

)
5. (让学⽣再读2a并找出⽣词及疑难点。

教师要求学⽣掌握：common, come up with, dollar, sell, noon；了解draw和cellphone。

然后解释疑难点，教授阅读技巧。

)
T: Look at the new words and phrases.
Step 3 Consolidation 第三步巩固(时间: 10分钟)
巩固2a，完成2b。

1. (让学⽣再读2a，做2b并划出含有不定式的句⼦。

)
2. (播放录⾳，学⽣跟读，注意语⾳和语调。

)
T: Read after the tape. Pay attention to the pronunciation and intonation.
Step 4 Practice 第四步练习(时间: 10分钟)
完成4和5。

1. (让学⽣听4的录⾳后回答问题。

学⽣掌握top；理解safely。

)
(待学⽣听完后，核对答案。

完成4。

)
2. (阅读并完成5。

)
3. (让学⽣从信中找出含有动词不定式的句⼦。

)
T: Please find out the sentences with infinitives in the letter.
(请⼀两名学⽣读出他们找到的含有动词不定式的句⼦，教师给予评价。

)
Section D needs 1 period. Section D需⽤1课时。

The main activity is 4. 本课重点活动是4。

As soon as we arrived there, we began to climb Mount Tai.
Step 1 Review 第⼀步复习(时间: 5分钟)
复习Section A－C的内容并导⼊新课。

1. (教师问⼀些关于王⽼师的学⽣怎样为旅⾏做准备的问题。

)
(1) What did the students discuss before their traveling?
(2) Who booked the train tickets to Mount Tai?
(3) Who made hotel reservations?
(4) How did they raise money?
(5) What else should they do for their trip?
2. (把学⽣分成五组。

明天将有⼀些重要的客⼈来学校参观，请学⽣为他们安排⾏程，包括时间、地点、活动，并向全班汇报，评出优胜组。

)
Step 2 Presentation 第⼆步呈现(时间: 13分钟)
呈现并完成1。

1. (让学⽣阅读1。

)
2. (让学⽣看时间表, 扮演Miss Wang, 说出旅⾏计划。

)
3.(教师通过介绍徐霞客引⼊2的教学。

)
4.(学⽣读完后，通过师⽣问答学习游记的要素。

)
5.(学⽣再读2，标出⽣词及疑难点。

)
T: Read 2 again, and mark the new words, phrases and difficulties.
(师⽣共同解决疑难点。

)
Step 3 Consolidation 第三步巩固(时间: 10分钟)
巩固完成2。

1.(让学⽣再读2，回答问题。

)
T: Please read the postcard in 2 again and answer some questions.
2. (教师⽤⼩⿊板或幻灯⽚出⽰下列内容，然后根据2完成短⽂。

)
Michael had a ____ time on Mount Tai last week. The weather there was ____. As soon as they arrived there, they began to climb Mount Tai. It _____ them almost the whole night to get to Wanghai Stone. They saw the ____ and the sea of clouds on Mount Tai and visited Dai Temple in the ____. In the evening, they had a big dinner in a local restaurant. That was an exciting ____.
(师⽣共同核对答案。

完成2。

)
Step 4 Practice 第四步练习(时间: 10分钟)
复习巩固3a和3b。

1. (复习巩固3a。

)
(让学⽣听3a的录⾳并跟读，然后师⽣共同总结动词不定式的⽤法。

在本话题中，动词不定式可以⽤作定语、宾语、主语、表语、宾语补⾜语。

让学⽣⽤动词不定式造句。

)
2. (复习巩固3b。

)
(让学⽣听3b的录⾳并跟读，然后分组从本话题中找出更多的有⽤表达, 然后⽤这些内容编成简短对话，最后展⽰。

)
3. Homework:
(1)(让学⽣复习订票、订房间的⽤语，达到会交际的⽬的。

)
T: Review how to book train tickets and make a room reservation.
(2)(让学⽣给他/她的朋友写⼀封信，谈谈⾃⼰去过某地旅⾏的⼀次经历。

)
T: Write a letter to your friend and talk about the experience of your trip.
Topic 2 Let’s go and explore the Ming Tombs.
Section A needs 1-2 periods. Section A需⽤1-2课时。

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

Step 1 Review 第⼀步复习(时间: 8分钟)
复习电话⽤语，并导⼊新知识。

1. (设计电话对话: 你很想见⾃⼰的笔友，邀请笔友到⾃⼰家乡游玩。

通过这个对话导⼊
Section A的⽬标语⾔。

)
T: Do you have a good pen pal? Do you look forward to meeting him or her? Would you like to invite him or her to visit your hometown during the vacation? Make a telephone call dialog between you and him or her with your partner. The phrases and sentences on the blackboard may help you.
(板书)
2. (结合Topic1的内容，师⽣问答导⼊新课。

)
Step 2 Presentation 第⼆步呈现(时间: 7分钟)
呈现1a，学习时间状语从句。

1. (听1a的录⾳，回答问题。

)
2. (朗读1a，找出对话中表⽰邀请、建议、赞同、请求的句⼦。

)
T: Read 1a, and find out the sentences about invitation, suggestion, agreement and request.(为了让学⽣更好地理解这些指令，教师可以适当使⽤汉语。

)
(⿎励学⽣说出他们找到的句⼦。

学⽣边说，教师边板书。

)
(教师简单解释时间状语从句。

)
Step 3 Consolidation 第三步巩固(时间: 10分钟)
巩固1a并完成1b。

(让学⽣分⾓⾊朗读1a，然后⿎励⼏组学⽣分⾓⾊表演。

)
1. T: Read the dialog aloud in 1a, and then act it out in pairs.
2. (活动，导出1b。

)
(展⽰深圳世界之窗的图⽚/颐和园图⽚。

)
3. T: Very good. Please finish 1b quickly according to the dialogs you
made just now.
(⼏分钟后)
T: Let’s check them.(The answers are: 1.b, 2.c, 3.a.)
Step 4 Practice 第四步练习(时间: 15分钟)
练习本课重点语法(时间状语从句)，并完成2和3。

T: Boys and girls, we’ll have a visit. Do you want to go on a visit to Dalian or go camping in the forest? Which one do you want to choose? Why? Please discuss in groups of four.
(给出⽬的地，让学⽣有⽅向性地探究，引导他们积极地思考。

)
T: Now, please give me your answers and reasons.
Group A: We are going to Dalian. There are beautiful beaches…
Group B: We’d like to go camping in the forest. There are many big trees, birds…
(⿎励学⽣充分发挥想象⼒。

)
T: Good. Now listen to the dialog in 3. What are they talking about? First let’s learn the new words. (板书并要求学⽣掌握⽣词。

)
Section B needs 1 period. Section B需⽤1课时。

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

Step 1 Review 第⼀步复习(时间: 5分钟)
复习Section A，导⼊新课。

1. (学⽣对话，复习could, would, shall, will 和can引导的表⽰请求、许可、建议的句⼦。

⿎励⼏组学⽣表演他们的对话。

)
2. (教师出⽰Section A, 2中的图⽚，让学⽣⽤while/when看图说句⼦，复习时间状语从句。

) T: Look at the pictures. Make some sentences using “while” or “when”.
(教师出⽰第2幅图。

)
S1: Kangkang’s mother was cooking while Kangkang was playing computer games.
(教师⽤同样的⽅法完成其余的图⽚。

)
3. (师⽣对话，导⼊新课。

)
Step 2 Presentation 第⼆步呈现(时间: 10分钟)
呈现1a并教学⽣词。

1. (教师⽤幻灯⽚/3a中的图⽚介绍⼗三陵，教师边说边填充准备好的表格，同时解释⽣词。

) T: Here is a map of the Ming Tombs. They are at the foot of the Tianshou Mountains, in the northwest of Beijing. The Tombs spread over…
The Ming Tombs
Where are they? At the foot of the Tianshou Mountains, northwest of
Beijing.
How big are they? Over an area of 40 km2.
The Stone Arch.
What marks the beginning of the Sacred
Way to the Tombs?
What’s on both sides of the way?Stone animals and stone officials.
Who built them? The emperors.
What are their features(特点)? Faced south and had mountains behind them.
How far is it from Beijing? It’s about two and a half hours by bike.
(要求学⽣掌握mark；理解northwest, beginning和official；了解arch；学习掌握It’s …表距离的句型。

)
Step 3 Consolidation 第三步巩固(时间: 15分钟)
巩固1a，完成1b和2。

1. (让学⽣分⾓⾊扮演1a，然后两⼈⼀组进⾏问答练习，完成1b。

)
T: Role-play 1a, and then finish 1b in pairs.
2. (让学⽣⾃读1a，找出时间状语从句和表距离的句⼦。

然后根据Step 2,1中的表格⽤⾃⼰的语⾔介绍the Ming Tombs。

) Example:
The Ming Tombs are at the foot of the Tianshou Mountains, in the northwest of Beijing. They spread over an area of 40 km2…
3. (让学⽣更多的了解⼗三陵。

)
(⽤同样的⽅法教学其他⽅位名词：north, northeast, southeast, eastern。

通过板书把3a中的⽅位⽰意图呈现在⿊板上。

为3a，3b活动提供图⽰，降低难度。

)
(板书)
3. (把⼗三陵的详细平⾯分布图挂在⿊板上，导出3a。

)
4. (导⼊3b。

)
Section C needs 1 period. Section C需⽤1课时。

The main activity is 1a. 本课重点活动是1a。

Step 1 Review 第⼀步复习(时间: 5分钟)
复习Section B，导⼊1a。

1. (检查Section B的家庭作业，即⽤in/on/to介绍家乡的位置。

)
2. (师⽣互动，复习明⼗三陵的相关内容。

)
3. (教师设置悬念，激发学⽣的学习兴趣，引⼊1a。

)
T: Since there are so many interesting things in the Ming Tombs, do you want to explore the Ming Tombs?
Ss: Yes, I’d like to. / …
(教师问S3。

)
T: S3,if you were in Beijing, how will you get there?
S3: I’ll go there by…
Step 2 Presentation 第⼆步呈现(时间: 12分钟)
呈现1a，处理1a中的重难点。

1. (让学⽣快速阅读1a，并标出⽂章下⾯四幅图的顺序。

)
2. (让学⽣再读1a，找出含有时间状语从句的句⼦。

)
(如果学⽣不能找出全部含时间状语从句的句⼦，教师可以提供帮助。

)
(教师板书学⽣没有找到的句⼦，并加以解释。

)
(要求学⽣掌握：tour, space, step, push, direction, notice, sight, out of sight, beat, huge, beside；
理解：crowd, slowly, sadly；了解toe。

)
Step 3 Consolidation 第三步巩固(时间: 13分钟)
巩固1a中的重点词句，并复述1a。

1. (让学⽣听1a的录⾳，并跟读，注意语⾳和语调。

)
T: Listen to 1a carefully and pay attention to the pronunciation and intonation.
2. (让学⽣⾃由朗读课⽂，并画出⽂中的关键词和短语，为后⾯的复述做准备。

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

Ⅰ. Aims and demands ⽬标要求
1. Learn some new words:
guard, realize
2. Master useful expressions in 2b.
3. Summarize adverbial clauses of time:
After we had lunch, we climbed up the Dragon and Phoenix Gate to take pictures.
While we were having fun exploring, I realized Darren was lost.
We were so excited and happy when we met again.
4. Master how to describe the experiences of different activities and learn to write a diary for a
trip.
Step 1 Review 第⼀步复习(时间: 7分钟)
复习时间状语从句并导⼊1a。

1. (检查Section C的家庭作业，选⼏位学⽣读出各⾃的旅⾏经历，教师给出激励性评价。

)
2. (创设情景, 复习时间状语从句。

)
T: From the passage in Section C, we know that three friends visited the Ming Tombs. And one of them was lost. Do you remember who was lost？
Ss: Darren.
T: Yes, good! Did Kangkang and Michael find him at last?
Ss: Yes.
T: You’re quite right. Now please look at the following questions and answer them.
Step 2 Presentation 第⼆步呈现(时间: 12分钟)
呈现1a，处理⽣词并完成1b。

1. (教师指导学⽣快速阅读并标出时间状语从句。

)
T: This is Michael’s diary of his trip to the Ming Tombs. Please read it quickly and mark the sentences of adverbial clauses of time.
(请⼏名学⽣读出⽂中的时间状语从句，教师给予⿎励。

)
2. (学⽣认真阅读短⽂，完成1b。

)
T: Read 1a again and finish 1b.
(教师时刻关注学⽣的阅读情况，并给予帮助。

)
(师⽣共同核对答案。

)
T: Please give your answers to the class.
S1: …
3. (处理短⽂中的重难点词句。

)
Step 3 Consolidation 第三步巩固(时间: 8分钟)
巩固1a的知识。

1. (听1a的录⾳，学⽣跟读，注意语⾳和语调。

)
T: Listen and repeat. Pay attention to the pronunciation and intonation.
2. (根据⽇志中的时间段，让学⽣分成4组读1a。

)
3. (教师让学⽣参照教材第36页的图，和学⽣⼀起回顾Michael、Darren和Kangkang的旅游历程，尽量让学⽣表达。

)
4. Homework:
(收集讨论的结果，然后写⼀篇关于迷路经历的短⽂。

注意时间状语从句和⽅位词等的运。