Unit 1 The Changinging World
Topic 1 Our country has developed rapidly.
Section A
The main activity is 1a. 本课重点活动是1a。
Ⅰ. Teaching aims and demands 教学目标
1. Learn some new words and a phrase:
proper, by the way, bell, grandpa, chairwoman, grandson
2. Learn a useful sentence: There goes the bell.
3. Learn the present perfect tense:
(1)Rita, you have just come back from your hometown.
(2)—Where have you been, Jane?
—I have been to Mount Huang with my parents.
(3)—By the way, where’s Maria?
—She has gone to Cuba to be a volunteer…
4. Talk about the children’s vacation experiences.
Ⅱ. Teaching aids 教具录音机/小黑板/学生的旅游纪念照/图片/幻灯片
Ⅲ. Five-finger Teaching Plan
Step 1 Review
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! The bell is ringing. Let’s begin our class! (
教师解释The bell is ringing等于There goes the bell，板书bell，要求学生掌握。)
bell
T: Nice to see you again. Did you enjoy your summer holiday?
Ss: Yes.
T: Hi, S1, where did you go during your summer holiday?
S1: I went to …
T: S2, did you go to your grandpa’s home?
S2: Yes. (板书grandpa，要求学生掌握。)
grandpa
T: S3, where did you go?
S3: I went to West Lake with my father.
T: Wow! West Lake is a beautiful place. What did you do there?
S3: I enjoyed the beautiful scenery, took photos and bought many beautiful postcards.
T: S4, what about you?
S4: I had to stay at home to help my mother with the housework.
S5, did you go to
T: Oh, I feel glad for what you did, and I think you’re a good girl. You’re helpful.
summer classes?
S5: Yes, I did. I went to an English training school to improve my English. I think the English training school is a nice place for me to improve my English.
T: Yes. The English training school is a proper place to improve your English.
(板书生词，请学生猜汉语意思并领读，要求学生掌握。)
proper
T: OK, you all had a good summer holida y. What about Kangkang and his friends? Let’s come to the new unit now.
Step 2 Presentation
创设语言情境，呈现have/has been to和have/has gone to及部分生词。
1. (创设对话情境。Mr. Smith星期六组织Class 2去野营，大家在校门口集合时发现Jim没来。
师生对话，呈现have/has gone to…）
Mr. Smith: Hello, everyone! Jim isn’t here.
Where is he?
S1: Maybe he is at home.
S2: Maybe he is ill.
…
Mr. Smith: No. He has gone to Beijing to be a volunteer.
(板书并让学生了解volunteer，教师适当讲解have/has gone to的用法，并让学生初步掌握。)
have/has gone to, volunteer
(假设星期一Jim返回学校，Mr. Smith和Jim展开对话，呈现have/has been to。)
Jim: Good morning, Mr. Smith.
Mr. Smith: Good morning, Jim. You have just come back from Beijing. How was your trip?
Jim: Cool!
Mr. Smith: I think you have been to many places of interest.
(板书并适当讲解，要求学生初步掌握。)
have/has been to
(教师可用简笔画呈现have/has been to和have/has gone to，讲解它们的区别并要求学生掌
握。)
2. (师生对话，简单操练have/has been to和have/has gone to的用法。)
(教师特意让S3去办公室取作业。)
T: Did you have a good summer holiday, S4?
S4: Yes.
T: Where have you been?
S4: I have been to …
T: By the way, where is S3?
S4: H e has gone to the teacher’s office.
(板书by the way，要求学生掌握。)
by the way
3. (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, listen to 1a. Kangkang and his friends are talking about their different experiences during the holiday. Answer the following questions on the small blackboard: (出示小黑板。)
(1) Who has just come back from India, Sally or Rita?
(2) Where has Jane been?
(3) Where has Kangkang been?
T: From 1a, we know someone has just come back from India. Who is she, Sally or Rita?
(教师加重语气读has just come back。)
S5:Rita.
T: Yes. You have the right answer. Rita has been to her hometown in India in her summer holiday. But now she is in China. We can say she has been to India. Where has Jane been?
S6: Mount Huang.
(教师引导学生用现在完成时表达。)
T: Yes. She has been to Mount Huang. Where has Kangkang been?
S7: He has been to an English summer school.
4. (重放1a录音，总结重点句型并板书。)
T: Listen to the tape again. And then talk about what they have done.
Kangkang has been to…
Rita has just come back from…
Jane has been to…
Maria has gone to…
Step 3 Consolidation
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: Read 1a in roles. Pay attention to your pronunciation.
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 / has been/gone to这一基本句型。)
T: Now, please fill in the table in 1b according to 1a.
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: Kangkang has been to an English summer school to improve his English. Rita has been to India. What about you? Where have you been? And what did you do? Please work in groups of three to talk about your summer holidays.
(学生三人一组进行问答。)
T: Who will try to act it out in front of the class?
(挑几组学生进行表演，并对学生进行适时指导和鼓励。)
Example:
S1: I have been to West Lake.
S2: (指S1问S3) Where has he/she been?
S3: He/She has been to West Lake.
S2: (问S1) What did you do there?
S1: I went boating on the lake.
S2: (指S1问S3) What did he/she do there?
S3: He/She went boating there.
(教师引导学生区别一般过去时与现在完成时。)
Step 4 Practice
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. Where have you been?
S2: I have been to Shanghai.
S1: When did you go there?
S2: I went there this summer holiday.…
S3: Hi, S4. Where has Lucy gone?
S4: She has gone to Mount Tai.
S3: When will she come back?
S4: She will come back in two days.…
2. (根据呈现的have/has been to和have/has gone to，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。)
chairwoman
grandson
3. (缤纷小赛场。出示幻灯片或小黑板。)
(1)My teacher gave us the p answer after the discussion.(根据首字母填空)
(2)My father often took me to my hometown to see my g , a kind-hearted old man.(根
据首字母填空)
适当形式填空)
(3)These (chairwoman) can’t agree with each other.(
(4)—Where’s Lucy, Tom?
—She her hometown to see her grandparents.(单项选择)
A. return to
B. has gone to
C. has been to
D. have gone to
Step 5 Project
让学生完成暑期调查表格，并写出调查报告，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。)
Name Where has he/she been? What did he/she do?
…
…
2. Homework:
Write a survey report about the students’ summer holidays, using the simple past tense and the present perfect tense. The report includes: (1) Where have you been? (2) What did you do?
板书设计：
Our country has developed rapidly.
Section A
by the way How was your trip?
There goes the bell. —Where have you been, Jane?
—I have been to …
—Where’s Maria?
—She has gone to …
Section B
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. Learn some new words and a phrase:
shut, rope, granny, describe, in detail, education, develop, development
2. Learn some useful sentences:
(1)Though I had no time to travel, I still felt very happy.
(2)Is that so?
(3)Luckily, with the development of China, many things have changed, and children can get
a good education now.
3. Go on learning the present perfect tense:
(1)Have you ever fed them? No, I haven’ t.
(2)Has Ann ever…? Yes, she has./No, she hasn’t.
4. Learn about the differences between the Chinese t eenagers’ lives in the past and those at
present.
Ⅱ. Teaching aids 教具
图片/录音机/幻灯片
Ⅲ. Five-finger Teaching Plan
Step 1 Review
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, boys and girls. Let’s play the game “Quick Response”．
T: Where have you been, S1?
S1: I have been to Hong Kong, and I bought many things.
…
T: Where has S2 gone?
S3: He/She has gone to Mr. Lee’s office.
T: When will he/she come back?
S3: In an hour.
…
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: Do you want to know where Jim has been during his summer holiday?
Ss:Yes.
describe it in detail.
T: It’s a photo of him. Let me
(板书并要求学生掌握。)
describe, in detail
S4: Has he been to Beijing?
T: Yes, he has. He has been to Beijing with his parents, granny and little sister.
(板书并要求学生掌握。)
granny
T: His little sister went there for further education. Her dream is to study abroad. Luckily, with the development of our country, most of you will have a chance to study abroad. You
are all lucky. But there are many disabled children. They are unlucky. We should try our best to help them. Look at this picture. Let’s discuss it.
(板书并适当讲解生词，要求学生掌握education, development, develop；理解disabled；了解luckily。)
education
luckily
development→develop
disabled
Step 2 Presentation
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。)
教师可用汉语解释T: This picture is a disabled children’s home. Have you ever been there?(
的意思，帮助学生理解。)
disabled children’s home
引导学生回答。)
Ss: Yes, we have./No, we haven’t.(
T: Maria has been to a disabled childre n’s home. Do you want to know what Maria has done there?
Ss: Certainly.
T: OK. Let’s listen to the tape and answer the following question. What did she do to help them?
(听1a录音回答上面问题，核对答案。)
T: Did Maria have anytime to travel?
ill felt happy.
Ss: No, she didn’t. But she st
T: Yes. Though she has no time to travel, she has learned a lot from her holiday experiences.
(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。)
Though she has no time to travel, she …
2. (播放1a录音，学生跟读，注意语音和语调。)
T: Please listen to 1a again and repeat. Pay attention to the pronunciation and intonation.
3. (听2a录音，回答幻灯片中出示的问题。)
T: Today we all have a happy life, but in the past, people’s lives were very hard, even some children had to be child laborers. Listen to the tape, and answer the following questions.
(1) Did Kangkang’s granny have a hard life in the past?
(2) What did Kangkang tell Rita about Chinese teenagers in the past?
(3) How did most children spend their childhood in the past?
(板书并讲解生词，要求学生理解。)
laborer, teenager, childhood
4. (学生打开课本，再听2a，跟读并找出疑难点。)
T: Open your books now. Listen to 2a again and repeat. Mark the difficulties when you are
reading.
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/live a hard life
Is that so?
can’t/couldn’t afford sth.
Our country has developed rapidly.
give support to sb./give sb. support
6. (学生仔细阅读2a，完成2b。两分钟后，核对答案。)
Step 3 Consolidation
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: Work in pairs to talk about children’s different lives in the past and nowadays.
Example:
S1:In the past, many families were big and poor.
S2:Yes. The parents couldn’t afford their children’s education.
S1:The children had no chance to go to school.
S2:Some of the children had to be child laborers and never had enough food to eat.
S1:I feel sorry for them. We are so happy nowadays.
S2:Nowadays, our country has developed rapidly. Most children can get a good education.
…
es in the past with those nowadays. You did T: Just now, you compared Chinese teenagers’ liv
very well!
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: Listen to the tape of 2c and fill in the blanks.
(播放2c录音两遍，核对答案。)
Step 4 Practice
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)—Have you ever told stories to the disabled children? —Yes, I have.
(2)—Have you ever fed the disabled children? —No, I haven’t.
(3)—Have you cleaned their rooms? —Yes, I have.
(4)—Has he jumped rope yet? —No, he hasn’t.
…
(板书并要求学生掌握。)
rope
2. (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。)
clean cleaned shut shut
chatted chatted do did
3. (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: Chat on line.
B: Have you chatted on line/Has he chatted on line?
C: Yes, I have./No, he hasn’t.
Step 5 Project
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: We know a lot about the differences between teenagers’ lives in the past and nowadays. What
childhood? Do you care about your are your opinions? Do you care about your parents’
grandparents’ childhood? If so, you can talk in groups of four to tell your partners how your
parents or your grandparents spent their childhood. Make a simple survey report at last.
(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:
Write an article about teenagers nowadays.
板书设计:
Our country has developed rapidly.
Section B
—Have you ever fed the disabled children?
Though she has no time to travel, …
have/live a hard life —Yes, I have./No, I haven’t.
in detail —Has Ann ever …？
Is that so? —Yes, she has./No, she hasn’t.
can’t/couldn’t afford sth.Now our country has developed rapidly.
give support to sb./give sb. support
Section C
The main activity is 1a. 本课重点活动是1a。
Ⅰ. Teaching aims and demands 教学目标
1. Learn some new words and phrases:
communication, quick, keep in touch with, far away, sort, rapid, progress, make progress,
already, succeed
2. Go on learning the present perfect tense:
(1)My granny has lived in Beijing for more than forty years.
(2)Beijing has made rapid progress and it has already succeeded in hosting the 2008
Olympic Games.
3. Learn the great changes in China by comparing the living conditions in the past with those
at present.
4. Tell the students to cherish the life at present and study hard to make China stronger and stronger.
Ⅱ. Teaching aids 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-finger Teaching Plan 五指教学方案
Step 1 Review
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: Who can tell us what your grandparents’ life was like in the past?
S1: Let me try. My granny had a hard life during her childhood. Her family was very big and
on for her.
poor. Her parents couldn’t afford an educati
S2: My grandpa used to be a child laborer…
S3: …
T: Very good. So you should enjoy today’s life and study hard.
2. (谈论新社会的幸福生活，感受社会进步。)
T: What do you think of your life at present?
Ss: We are living a happy life.
S4: We have a balanced diet.
S5: We can wear different kinds of clothes.
S6: We can also get a good education. For example, we have chances to draw pictures, play the musical instruments and receive some other training.
…
T: Well done. As we know, great changes have taken place in Ch ina. Today let’s talk about the changes in Beijing.
Step 2 Presentation
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’s look at the place which Kangkang’s granny lived in. It was old Beijing. What were Beijing’s roads like? Look at today’s Beijing. What are Beijing’s roads like now?
narrow. (教师引导并帮助学生用narrow回答。)
S1: In the past Beijing’s roads were
(板书并要求学生理解。)
narrow
S2: But Beijing’s roads are wide now.
T: You’re right. Do you know how to keep in touch with our friends far away nowadays?
(板书，讲解并要求学生掌握。)
keep in touch with, far away
S3: We can keep in touch with our friends on the Internet.
S4: We can use cellphones to keep in touch with our friends.
T: Great. But do you know how people kept in touch with their friends and relatives in the past?
S5: They used to write letters.
T: Yes, good. At that time if we wanted to keep in touch with others, we could also send telegrams.
But nowadays we can use many sorts of communication methods, such as telephones,
cellphones, fax machines, the computers, and so on.
(板书，要求学生理解
telegram, fax, relative ；掌握sort 和communication 。)
relative, telegram, sort, communication, fax
T: In the past the communications were slow, but today ’s communications are very quick. So
we can say, China has made rapid progress already. (板书并要求学生掌握。
)
quick, rapid, progress, make progress, already
2. (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) How about Beijing ’s roads in the past?
(2) Could most families get enough food in the past?
(3) Why didn
’t the children have a chance to go to school?
(4) What about people ’s life nowadays in Beijing?
(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reform and opening-up ；了解leisure 和
mainly 。) see …oneself so …that …leisure mainly not only
…but also
…
reform and opening-up
China has developed rapidly since 1978.
Step 3 Consolidation
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: Open your books, read 1a quickly and write down the topic sentence of each paragraph.
(师生核对答案。幻灯片呈现各段中的主题句。)
(1) Kangkang
’s granny has seen the changes in Beijing herself.
(2) In the 1960s, the living conditions in the city were poor. (3) China has developed rapidly since the reform and opening-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) It is important to remember the past, live in the present and dream about the future.
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。
)
In Beijing In the past
Nowadays
Road House
Communication Living condition (几分钟后，核对答案。) succeed in doing sth. ↓success ↓
be successful
in sth. in doing sth.
in sth. in doing sth.
3. (让学生根据上述表格中所填信息复述课文。)
T: You can begin like this:
My granny has lived in Beijing for more than forty years, so she has seen the changes in Beijing herself. In the past, the roads were narrow …
Step 4 Practice
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: What were Beijing’s roads like in the past?
Ss: Beijing’s roads were narrow.
T: What has happened to Beijing’s roads nowadays?
Ss: Beijing’s roads have changed. They are w
ider than before. There are more ring roads.
T: What will Beijing’s roads be like in the future?
Ss: We think Beijing’s roads will be the widest in the world in the future.
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! How do you do?
M: How do you do?
R: May I ask you some questions?
M: Of course. Go ahead.
R: How long have you lived in Beijing?
M: I have lived here for more than thirty years.
R: Oh. Can you describe the changes about the roads, houses and living conditions of Beijing in the past thirty years?
M: OK. I was born in old Beijing. At that time, Beijing’s roads were narrow and crowded. My house was small and dark and the living conditions were hard. In summer, it was very hot.
While it was very cold in winter. How hard the life was! But now you can see Beijing’s
roads are wider and wider. I live in a tall and bright building and my living conditions are
comfortable. How happy the life is!
R: Thank you.
(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。)
Step 5 Project
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: Now work in groups of six and talk about the changes in your hometown. Then draw some pictures to show its past and present. Share your pictures with your classmates and give a
report about it.
2. Homework:
Write a passage on “Changes in My Hometown” according to the report above. Eighty words at least.
板书设计：
Our country has developed rapidly.
Section C
see …oneself keep in touch with far away make progress reform and opening-up
Section D
The main activity is 4. 本课重点活动是4。
Ⅰ. Teaching aims and demands 教学目标
1. Learn some new words and phrases:
war, note, composition, consider, draw up, tool, thanks to 2. Review and sum up the present perfect tense. 3. Talk about changes and their effects on society. Ⅱ. Teaching aids 教具
教学挂图/录音机/多媒体课件或小黑板Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review
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: We have known the changes around us. Let
’s talk about them together. (教师引导学生描述一些家乡生活条件的变化。
)
S 1: The roads in the past were narrow and dirty. Now there are many clean and wide ring roads
in the cities.
S 2: We have big houses to live in. They are very comfortable.
S 3: We have different kinds of food to eat and fashionable clothes to wear.
S 4: We can use computers, telephones, and fax machines to make our communications faster and
easier. …
(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: T hanks to the government ’s efforts, people
’s living conditions have changed a lot, especially
the leisure activities. Can you say some leisure activities which we often have? Ss: Watching a movie./Going roller skating.
T: Yes, we can also play tug of war or jump rope in the leisure time.(指着对应的图片，帮助学生理解。) (板书生词，要求学生掌握thanks to ；理解tug of war 。)
succeed in doing sth. ↓
success
↓
be successful
in sth.
in doing sth.
in sth.
in doing sth.
thanks to, tug of war
(师生互动，复习现在完成时的一般疑问句，完成2。)
T: H ave you ever played any of them?
Ss: Yes, we have.
T: Have you ever watched a movie in the open air?
Ss: No, we haven’t.
…
Step 2 Presentation
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: I think these leisure activities make your life interesting. What else have you done except these leisure activities?
Ss: We have joined an organization to help the old in the Community Services. (教师帮助学生回答。)
(板书并要求学生理解。)
organization
T: You are so helpful. Our main character in 1 also joined the same organization. Let’s the tape.
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: Before we listen to the tape, listen to the rules carefully. Each group votes one student to write your answers on the blackboard. The fastest one is the winner, and your group will win
a lucky star. Clear?
Ss: Yes.
Group 1 Group 2 Group 3 …
T: Group 2 is the winner. Congratulations!
Ss: (Claps…）
Step 3 Consolidation
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: Listen again and pay attention to the important information such as how, when, what, and
how many.
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: Talk about the things you have done to help the old, and do an oral composition.
Example:
During the summer holiday, my classmates and I often went to the Community Service
for the old. We brought many things for them such as delicious food, new clothes and CDs of
Peking Opera. They liked them very much. We also cleaned rooms, washed clothes and
performed programs for them. They were so happy and excited, and so were we.
Step 4 Practice
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’s review the present perfect tense.
(板书本话题中的关键句。)
(1)—Where have you been?
—I have been to …
(2)—Have you ever done …？
—Yes, I have. /No, I haven’t.
(3)She has gone to Cuba …
2. (回顾训练现在完成时的用法。)
T: Now, can you use the present perfect tense to make sentences as many as possible?
Example A: T: Where have you been this Sunday?
S1:I’ve been to the countryside. What about you, S
2?
at Wall. Where have you been, S3?
S2:I’ve been to the Gre
S3:I’ve been to…
S4:…
Example B: T: Have you been to Beijing?
S5:No, I haven’t. But I have been to Shanghai. What about you, S
6?
S6:I have been to Xiamen. Have you been to Xiamen, S7?
S7:Yes, I have …
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) your bed?
B:Yes.
(2) I (water) the flowers already.
(3) My mother (work) in the hospital for twenty years.
(4) A:Where’s Maria?
B:She to the library.
(5) Lily Beijing twice.
(学生完成后，核对答案。)
(1)Have made
(2)have watered
(3)has worked
(4)has gone
(5)has been to
Step 5 Project
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。)
composition about the T: We have reviewed the useful expressions and grammar. Let’s write a
notes. Before you write it, you should changes in Li Ming’s hometown with the help of the
consider it carefully, and then you should draw up an outline.
(板书并要求学生掌握。)
composition, note, consider, draw up
(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:The houses in Picture One are so low and old.
S2:Li Ming has lived there for many years.
S3:Now, there are many tall buildings.
…
T: Good. Let’s look at the changes in Li Ming’s hometown.
(1) changes in living conditions
(2) changes in working tools
(3) changes in education
T: We have talked about these pictu res. So we have known a lot about the changes in Li Ming’s
.
hometown. You can write a composition on“Changes in Li Ming’s Hometown”
(学生讨论后，学习4中写作的各个步骤。)
T: When you write a composition, you should follow these steps:
First, consider it carefully before writing.
Next, draw up an outline.
Then, write the composition.
Finally, check over the composition.
efforts, Li Ming’s At last, you should come to the conclusion: Thanks to the government’s
hometown is becoming better and better.
Now, write your own composition.
(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) Complete the composition if you haven’t finished it.
(2) Imagine what our country will be like in 2050, and write an outline.
板书设计：
Our country has developed rapidly.
Section D
draw up —Have you ever done…？
thanks to —Yes, I have./No, I haven’t.
—Where have you been?
—I have been to …
She has gone to Cuba …
Topic 2 China has the largest population.
Section A
The main activities are 1a and 3a. 本课重点活动是1a和3a。
Ⅰ. Teaching aims and demands
1. Learn some new words and phrases:
yet, probably, call up, European, population, recent, because of, policy, neither
2. Learn some useful sentences:
(1) So do I.
(2) Neither do my parents.
3. Go on studying the present perfect tense with “just”, “never”, “yet”, “ever” and “a
(1) I have just called you.
(2) I’ve never been there before, …
(3) Have you found him yet?
(4) Have you ever been to France?
(5) China has developed a lot already.
4. Talk about the population in China.
Ⅱ. Teaching aids 教具
Ⅲ. Five-finger Teaching Plan
Step 1 Review
引出本课
创设真实情景，复习have been to和have gone to的用法，然后由“shopping center”
话题。
1. (教师给出提示词，并作示范问答，然后让学生自由对话。)
granny’s home bookstore
Lucy Lily
For example:
T: Hi, Lucy, I wanted to go hiking with you and your sister, Lily yesterday. You weren’when I called you. Where have you been?
Lucy: I have been to an old granny’s home to clean rooms for her.
T: You’re so kind, then where is Lily?
Lucy: She has gone to the bookstore.
(教师给出更多的提示词，其中必须有“shopping center”）
S1: …
S2: …
…
2. (然后教师问学生Have you ever been to a shopping center? 过渡到1a话题。)
Step 2 Presentation
通过师生问答，引出含有just, ever, never, already, yet等词的现在完成时，让学生学习并掌握。
1. (教师出示一张超市购物图，通过询问学生是否曾去购物，引入本课话题。)
T: Look at this picture. What is it?
S s: It is a shopping center/supermarket.
T: (指向一位学生)Have you ever been to a shopping center/supermarket?
S1: Yes, I have.
T: Oh, you have ever been there. But, have you ever been to a shopping center/supermarket with your parents?
S 1: No, I haven
’t. I have never been there with them. (可帮助学生回答。
)
(板书并解释ever, never ，让学生跟读并掌握。
)
T: I think most of you have ever been to a shopping center. Do you like going shopping, S 2?
S 2: Yes, I do.
T: So do I. I mean that I like going shopping, too. What about you, S
3? (找一名平时不太喜欢
购物的同学来问。) S 3: I don ’t like going shopping.
T: Neither does my daughter. I mean that my daughter doesn
’t like going shopping, either. Last
week, my daughter went shopping with me. There were so many people in the street that she
got lost. Ss:
Did you find her at last?
T: Yes. My husband called me up when I was worried. He told me she had already got home. (边叙述边板书上述画线部分，教师作适当讲解，并要求学生掌握neither 。)
So do I.
Neither does My daughter. have/has already+done sth. call up
T: Most students probably like going shopping. What about Kangkang and Maria? Do you
want to know? OK, let ’s learn about it from 1a.
(板书并要求学生掌握。)
probably
2. (听1a 录音，找出康康和迈克尔在购物时发生了什么事。)
T: Now let ’s listen to the tape, and find out what has happened to Kangkan g and Michael.
(核对答案。)
3. (让学生读1a ，回答问题。)
T: Now please read the dialog in 1a by yourselves. Then answer my questions. T: Where has Kangkang just been?
Ss:He has just been to a shopping center with Michael. T: Has Kangkang been there before? Ss:No, he has never been there before. T: Does he want to go there again? Ss:No, he doesn ’t.
T: Now, I will ask one of you to answer. Why does he hate to go shopping?
(提问一个学生。)
S 4:Because there were too many people. They got lost and couldn ’t find each other.
T: You ’re right. Has Kangkang found Michael yet?
(板书并讲解yet 在现在完成时的疑问句和否定句中的含义，要求学生掌握。)
have/has done sth. yet S 5:No, he hasn
’t.
T: Where was Michael? S 6:He has probably gone home. have/has
ever...
never …
T: Does Maria like going shopping, S7?
ng, too.
S7:No, she doesn’t. She hates to go shoppi
Step 3 Consolidation
用表演、复述等形式来巩固1a内容，然后通过对话练习巩固含有just, already, yet, ever, never
等词的现在完成时，并完成1b和2。
1. (再听1a录音并跟读，然后完成1b，并核对答案。)
T: Now listen to 1a again and then follow it. Finish 1b and then check the answers.
2. (两人一组，朗读1a并表演。)
T: Work in pairs. Read 1a and act it out.
3. (学生根据1a的重点，把对话改写成一篇短文并复述。)
T: According to the main sentences, please change the dialog into a short passage. For example: Michael and Kangkang have just been to a shopping center. Kangkang has never been there
before. In th e shopping center, there were too many people. They got lost and couldn’t find each other. And at last Kangkang thought that Michael had probably gone home. Kangkang
didn’t want to go shopping again.
4. (1)(让学生独立完成2，掌握just, already, yet, ever, never在现在完成时中的用法及含义。)
European countries. But Michael has been there. Do you want to T: I’ve never been to any
know more about him? Please finish 2. Then check the answers together.
(板书并要求学生掌握。)
European
(2)(完成2后，练习2并编一个相似对话，巩固练习just, already, yet, ever, never等词的用
法。)
T: Make up a similar dialog with just, already, yet, ever, and never.
A: Have you been to Egypt?
B: No, I’ve been to any African countries. But Mike has come back from Egypt.
He likes it very much. He says he has seen such a beautiful country before.
A: Have you seen him ?
B: Yes, I have seen him .
Step 4 Practice
继续谈论Kangkang不愿意去购物中心的原因，引出并谈论中国的人口变化，呈现3a中的
生词、短语和重点语言项目，然后完成3b，巩固3a内容。
T: Why does Kangkang hate to go shopping?
Ss: Because there are too many people.
T: Yes. There are so many people in China. By the way, S
1, how many people are there in your family?
S1: Three, my father, my mother and I.
T: But when I was a child, most families in our country had at least three or four children. Now, here are two pictures of Kang kang’s family. Look carefully and find out the differences between them.
1. (把事先准备好的两张康康家的照片，用多媒体展示在大屏幕上。)
(播放3a录音，让学生听一遍课文。然后与学生一起讨论，引出3a。)
T: Can you find out what has happened in Kangkang’s family? Let’s talk about it.
T: How many people are there in Picture One?
Ss: T here are three.
T: Yes. It’s a nice photo. Kangkang was so cute then. Is it a big family?
Ss: N o, it isn’t.
T: Please look at Picture Two. Is it a big family?
Ss: Y es, it is very big.
T: It seems that their living conditions were not ve ry good. It’s a photo of Kangkang’s father’s family. At that time, most families in our country had at least three or four children. China
had the largest population in the world.
，要求学生掌握此句型，并注意和seem to的转换联系。板书并(教师板书It seems that…
要求学生掌握population。)
population
seem to…
It seems that…
T: Most families have only one child now. Do you know why?
Ss: No, we don’t know.
T: Because China has carried out one-child policy to control the population.
(板书并要求学生掌握。)
policy
-child policy, great changes have taken place in China in recent years.
T: Because of o ur country’s one
(板书并要求学生掌握。)
because of, recent
2. (让学生阅读3a，画出同3b中所给例句意思相似的句子，完成3b。)
T: Read 3a and underline the sentences which have the same meanings as the sentences below.
3. (让学生听3a录音并跟读。)
T: Listen to 3a and follow it.
Step 5 Project
给出一些有关人口的话题，让学生分组讨论，然后写出一篇汇报或作文，尽量用上含有just,
already, yet, never, ever等词的现在完成时。让学生尽可能多地了解我国的人口现状，为下一
课作准备。
1. (教师用小黑板呈现本课出现的主要话题。)
T: Please discuss these topics:
（出示小黑板。）
(1) The population problem
(2) One-child policy
(3) Little Emperors