Unit1TheChangingWorldTopic2Thepopulationindevelopingcountriesisgrowingfaster.SectionD教學設計一、教學目標1.能根據(jù)已學語音、音標及發(fā)音規(guī)則，正確朗讀下列詞匯并在實際的對話操練中加以應用：surround,garbage,discourage,local,capital,huge,market,excellent,transportation2.鞏固現(xiàn)在完成時中標志性副詞的用法及區(qū)別。3.能夠通過看圖表理解有關人口的文章，增強知識遷移能力，模仿并掌握寫作技巧。4.能夠運用正確的表達方式，比較不同的生活方式。5.了解不同地域的不同生活方式，以及中西方文化和人口差異的密切聯(lián)系。二、教學重點及難點 重點：1.能根據(jù)已學語音、音標及發(fā)音規(guī)則，正確朗讀下列詞匯并在實際的對話操練中加以應用：surround,garbage,discourage,local,capital,huge,market,excellent,transportation2.能夠通過看圖表理解有關人口的文章，增強知識遷移能力，模仿并掌握寫作技巧。難點：1.鞏固現(xiàn)在完成時中標志性副詞的用法及區(qū)別。2.能將所學閱讀文章中的寫作技巧，運用到自己的口語表達和書面表達中。三、教學準備教師：教學課件；不同生活環(huán)境的圖片；多媒體設備學生：課前預習四、教學過程Task1Step1Warming-upGreetandhaveacompetition.T:Hello,boysandgirls!Lastclass,wehavelearnthowtoreadthelargenumbersinEnglish.Nowlet’shaveacompetitioningroups.I’llspeakoutsomenumbersinEnglish.Youshouldwritethemdownonapieceofpaper.Thenchecktheanswersandlet’sseewhichoneisthebestgroup.T:Fivehundredandfifty-one.…【設計意圖】活躍課堂氣氛的同時，引導學生從逆向復習數(shù)字的讀法。Step2PresentationReadthroughtheGrammarandFunctionsandfillintheblanks.ThenaskSstosumuptherulesofgrammarandpayattentiontousefulexpressions.T:Excellent.Nowlet’sreadandfillintheblankscarefully.Thencheckyouranswerswithyourpartner.1.現(xiàn)在完成時態(tài)中already,yet,just,never,ever用法區(qū)別

：(1)already意為“已經(jīng)”①通常用于陳述句中（放在have和has的后面）。Ihavealreadybeenthere.②也可用于疑問句，表示期望得到肯定的回答或表示驚異，常放在句末。Shehasalreadyfoundherbike.Hasshefoundherbikealready?(2)yet①意為“還”，用于否定句。Ihaven’tfoundmyruleryet.②意為“已經(jīng)”，用于疑問句。Haveyoufoundyourruleryet?(3)just意為“剛才”，只用于陳述句（放在have和has的后面）。Ihavejustreceivedaletter.(4)never意為“從不”，用于否定句（放在have和has的后面）。I’veneverbeentoBeijing.(5)ever意為“曾經(jīng)”，用于疑問句（放在have和has的后面）。HaveyoueverbeentoBeijing?2.So+be/情態(tài)動詞/助動詞+主語.Neither/Nor+be/情態(tài)動詞/助動詞+主語.3.increaseby增加了……increaseto增加到……【設計意圖】培養(yǎng)學生歸納總結(jié)所學知識，構(gòu)建知識框架的能力。Step3PracticeFillintheblankswiththecorrectformofthewordsinbrackets.

1.Thetrain_______(leave).It_______(leave)justnow.2.Sheisdoingherhomework.She_______________(notfinish)herhomeworkyet.3.A:______you________(care)fortheoldbefore?B:Yes.Weoftentakepartinsocialactivities.4.IknowtheGreatWallverywell.BecauseI____________(be)therebefore.【設計意圖】通過及時檢測，引導學生正確評價自己學習中的不足，積極主動向老師或同學請教，尋求幫助。Task2Step1Pre-readingLookatsomepicturesandtalkabouttheiropinionsaboutthem.T:Now,lookatthepictures.Wheredoyouliketolive?Ss:Ilikelivinginthecountryside.T:Tellusthereason,please.Ss:Becausetheairisfresh…【設計意圖】引入學生感興趣的話題，進行自由討論，為接下來的閱讀活動做準備。Step2While-reading1.Read1andfindoutwhereSueandLiMinglive.T:Nowread1byyourselvesandfindoutwhereSueandLiMinglive.Itcanhelpyouunderstandthepassageeasily.【設計意圖】通過速讀文章，回答問題，培養(yǎng)學生根據(jù)不同的閱讀任務采用不同的閱讀方法，提升閱讀效果的閱讀策略。2.Read1andmarkT(True)orF(False).(1)SuelivesinBeijing. (2)Fairmonthasapopulationoffewerthan600people. (3)ThepeopleinFairmontoftenseefriendsbecausetheyliveclosetoeachother. (4)TherearemanyfineplacestogotoinBeijing. (5)LiMingdoesn’tlikeBeijing. 【設計意圖】通過判斷正誤，從細節(jié)檢測學生對文章的理解，有利于進行后面的記錄筆記活動。3.Read1andfillinthetable.T:NowreadPart1againandfillinthetableofPart1.T:OK,pleasetalkabouttheadvantagesoflivinginasmalltown.S1:Theairiscleanandfresh.S2:liveclosetonatureS3...T:Nowyoucanhaveatrytoretellthepassagesaccordingtotheinformationonthetable.【設計意圖】培養(yǎng)學生閱讀時記錄筆記的好習慣，提升他們的閱讀效率，為后面的寫作奠定基礎。Step3Post-reading1.Reviewthekeywordsandphrasesrelatedtothetopic.T:Nowlet’sreviewsomekeywordsandphrasestogether.Canyouspeakoutthemonebyone?有著大約……的人口 ______________________________loseone’sway ______________________________增加了…… ______________________________developingcountries ______________________________developedcountries ______________________________carryout ______________________________阻止某人做某事 ______________________________采取措施做某事 ______________________________thanksto ______________________________besurroundedby ______________________________thecapitalofChina ______________________________【設計意圖】準備好學生寫作的詞匯素材，讓他們的寫作活動順利展開。2.DiscusswhereSswouldliketolivebasedon1andtrytolistthereasons.T:DoyouliketoliveinBeijingorFairmont?S1:IliketoliveinBeijing.T:Why?S1:BecauseI’dliketogoshopping.T:Howaboutyou?Wheredoyouliketolive?S2:Iliketolivein…【設計意圖】鍛煉學生的語言組織能力，為寫作做好鋪墊。3.WriteashortpassageabouttheplaceSswouldliketolivebasedon1.Youmaybeginlikethis:I’m…Iwouldliketolivein…Firstofall,…ProjectMakingaReportonDifferentTypesofFamilies.1.Lookatthedifferenttypesoffamiliesbelowanddiscusstheadvantagesanddisadvantagesofeachtypeoffamily.2.Whichkindoffamilydoyoubelongtoandwhichonedoyoulikebetter?Why?3.Reporttheresulttotheclass.T:Lookatthetwopictures,whatkindsoffamiliesarethey?Ss:Theyareextendedfamilyandnuclearfamily?T:Right.Whichonedoyoubelongto,S1?S1:Ibelongtoaextendedfamily,somanypeopleinourfamily.T:Howaboutyou,S2?S2:Ibelongtoanuclearfamily,onlymyparentsandIinthefamily.S3...T:OK.Nowworkingroupstodiscusstheadvantagesanddisadvantagesofdifferenttypesoffamiliesandwhichoneyoulikebetter,andthenmakeareporttotheclass.T:Nowtrytoreporttotheclassaccordingtoyourdiscussioningroups.Whichgroup?S1:Iliveinanextendedfamily.Ithinkthiskindoffamilyisfullofmorelovethanthenuclearfamily.【設計意圖】以引導為主，提供相關信息（如圖片、問題等），為學生思考提供素材，做好鋪墊，讓學生有準備和展示的機會，激發(fā)學生的自信和興趣。TestPresenttheexercisesandletSsdosomepractice.Choosethebestanswer.1.—HaveyouimprovedyourEnglish______?—Yes,Ihave.I’ve______improvedit.A.already;alreadyB.already;yet C.yet;alreadyD.yet;yet2.Chinahasa______population.A.many B.much C.lotof D.large3.—Haveyoubeentothevillage_______GumTree?It’sabeautifulplace.—Oh,really?Iwillgotheresomeday.A.called B.iscalled C.calls D.call4.—IliketosingEnglishsongs.Whataboutyou?—______A.SoIdo. B.SodoI. C.EitherisOK. D.NeitherdoI.【設計意圖】檢測并強化學生對本課時內(nèi)容的掌握。Step4SummarySumupthemaincontentofthisclassandrepeatthekeypoints.Welearn:1.somewords:local,capital,huge,market,excellent,surround,garbage,transportation2.somephrases:closeto,discourage