2. T: Would you please ask your grandparents/parents to tell you some stories in their teens? Then share them with your classmates.

(完成教材1c。)

Step 1　 Review　 第一步　 复习　 　(时间:10分钟)

(展示上节课的家庭作业，教师选几篇文章读给学生听，或者让学生自己读出自己的文章。)

T: Everyone has written an article about teenagers’ lives.

Would you like to read yours for us?

(学生举手或老师挑选学生来读。)

You can also exchange your compositions to read after class.

(引入课文1a部分。)

Kangkang’s granny has told him a true story about herself.

She was a child laborer when she was a young girl.

She had little food to eat. She often went hungry.

(板书)

Though she was hungry, she had to grow cotton.

Because her job was to grow cotton.

(板书)

What’s our job? Our students'jobs is to study hard now. In the future we can make our country more beautiful and stronger.

Kangkang’s granny had to divide her money into two parts to help support her family and helps send her elder brother to school.

(板书)

Your lives are much better.

Read 1a on Page 5. Underline the new words and useful expressions according to the words on the blackboard.

(学生默读课文。)

(教师板书以下问题或放投影。)

T: Listen to the text first. And then discuss the answers to the questions with your partners.

(让学生先自读，再小组讨论问题的答案。)

T: Can you get the answers? Let’s discuss them together.

(学生可能举手发言。)

T: What kind of place did Kangkang’s granny live in?

S₁: A large room.

T: What else? A large room is very comfortable for living, isn’t it?

S₂: No, it isn’t. She lived with many other child laborers.

S₃: There were some cows there, too.

T: So she had a hard living condition, didn’t she?

Ss: Yes, she did.

T: Who can give us a full answer?

S₄: She lived in a large room with some cows.

T: Sure. What a bright/clever boy/girl!

(板书第一题答案中的关键词。)

T: How were the living conditions? What was the granny’s room like?

S₅: It was broken.

S₆: When it rained outside, the rain would come in.

(板书)

T: What’s granny’s job?

S₇: To grow cotton.

S8: Her job was to grow cotton.

(板书)

T: How did the boss treat the child laborers?

S₉: The boss was very cruel.

S₁₀: He also shouted at them.

T: Did he hit them?

S₁₁: Yes. He was so cruel that he didn’t give them enough food.

Also he shouted at them and hit them.

T: If the children fell ill. What would the boss do?

S₁₂: He would become very angry.

T: So we can say how cruelly the boss treated the child laborers.

(板书)

T: Kangkang’s granny could get a little money.

What was the money used to do?

S₁₃: It was divided into two parts. One part was used to help her family, and the other to help her elder brother.

(板书)

(教师指着黑板上板书内容让学生集体复述本故事，学生若说不全老师可补充。)

For example:

The granny lived in a large room with many other child laborers and cows. When it rained outside, the rain came in. Her job was to grow cotton. The boss didn’t give them enough food. He shouted at them and hit them. He became angry when they were ill. Her money was divided into two parts to help her family and her elder brother.

Step 2　 Presentation　 第二步　 呈现　 (时间:10分钟)

(教师向学生展示一张现代舒适生活的照片或人们的住房图片，引出新内容。)

(也可用投影片或多媒体展示。)

T: Kangkang’s granny had a hard childhood. She couldn’t go to school. She had to work to help her family and she didn’t have any comfortable living conditions.

But now, please look at the picture.

Ss: Wow! (学生看到如此好的住房可能会发出感叹，在脑海里他们会与童工的住处做比较。)

T: Our country has made rapid progress in recent years.

(板书)

(教师用英语讲解make progress。)

T: The things get better and better in recent years.

T: Our country has become stronger and stronger. The economy has developed a lot.

(向学生展示有立交桥、环形路、高楼大厦的图片或农村新村图。)

Ss: How beautiful! There are so many cars and buildings.

T: Please listen to the report written by Michael. And complete the sentences.

(板书或大屏幕投影以下几个句子。)

(播放录音，学生听录音完成句子，了解北京的新变化。)

T: Now, please open your books to read 2a on Page 6.

Read and understand the report by yourselves.

Could you please check the answers?

(学生读过一遍课文，完成此项作业。)

T: Please read the report aloud.

(让学生读课文，为下一步讨论作语言上的准备。)

T: Great changes have taken place in Beijing.

The buildings used to be small and dark. We haven’t seen any ring roads. People’s living conditions weren’t comfortable.

What has happened to Beijing’s roads now?

(板书)

Ss: (学生可能会答出)There are more and more ring roads in Beijing.

(如答不出，教师可把答案说出，引导学生回答第二个问题。)

T: We have seen more and more ring roads in Beijing.

What has happened to the living conditions in Beijing?

(引导学生根据课文内容回答此问题。)

Ss: People’s living conditions in Beijing have improved a lot.

T: Many people, even the old people, are learning English now. Who can tell us the reason?

(有些学生可能会答出。)

Ss: Beijing will host the 2008 Olympic Games. (或The 2008 Olympic Games will be hosted in Beijing.)

T: I think the people will be more friendly and helpful in 2008. Though China has made such rapid progress, it’s important to remember the past.

Step 3　 Consolidation　 第三步　 巩固 (时间:10分钟)

(向学生展示教材2b的四幅图画，可采用教材中的图，也可制作幻灯片、多媒体。)

T: Look at the pictures and talk about them with your partners. Work in pairs.

(教师可出示下列问句帮助学生完成对话。)

(板书)

(若此部分学生不好操作，也可再让学生读2a的文章。)

(学生自由对话谈论北京的各种变化，尤其是道路、住房、城市环境及人们的变化等各方面。)

(请两位学生到前面用英语谈论北京的过去、现在和将来。)

T: S₁ and S₂ are talking sth. about Beijing.

Let’s listen to what they are talking about.

For example:

S₁: Which city do you like best?

S₂: Beijing, I think. There were so many small and dark buildings in the past. But there are many beautiful, big buildings now. They are very modern.

What about you?

S1: I want to drive a car in the future.

There are many wide roads in Beijing. I like Beijing very much.

(引导学生谈论北京各个方向的变化，让学生感受这个世界越来越美好。)

Step 4　 Practice　 第四步　 练习　 (时间:8分钟)

(将话题引入到学生的实际生活，让他们分组讨论。一人汇总讨论结果，另选一人向全班汇报结果。)

T: Do you like your own city/ hometown/ school/ house?

I’m sure you love her very much.

What was she like in the past?

What has happened to her now?

What will she be like in the future?

(方案一)

T: Work in groups. Discuss these questions with your partners. And one of you will give a talk in front of the class.

For example:

When my parents were very young, our city was a small town. There was only a small shop and a main road. There were no big buildings. I have seen the changes in my city. She has made rapid progress. There are many supermarkets here, ring roads and so on. I have a big house to live in. It’s very comfortable. My ideal city will be more beautiful and cleaner.　 Flowers and trees will be here and there.

(方案二)

(双人小组活动。教师分别给每组学生分发两张对比强烈的照片，让学生看图片进行对话或作文。)

T: Compare the two pictures and say something about them.

Work in pairs, please. Begin!

(两个学生手中拿的图片不一样。)

For example:

S₁: The road in Picture A is narrow. Perhaps it was built twenty years ago.

S₂: Here’s a wide road in Picture B. Do you like it?

S₁: I like the roads which are wide. / I like wide roads.

(学生两人一组讨论图画的内容，感受世界的变化。)

(教师可选几组同学让他们在全班同学面前表演。)

T: Show your pictures to the class and say something about them. For example, its roads, living conditions...

(学生尽力将图画中的内容说出，说的越多越好，在学生说的过程中，教师进行适时引导，让他们感受世界的可爱与美丽。)

T: In a word, our world will be more beautiful and the people will be more friendly and healthier. The rapid progress can be made because of thousands of people’s hard work including your grandparents and parents. We have happy lives at present. We are all happy. We have different kinds of food to eat, fashion clothes to wear.

It’s the most important for us that we can get a chance to go to school. We can get a good education.

Step 5　 Project　 第五步 　综合探究活动 (时间:7分钟)

1.T: If you want to know more stories about the old days, you may ask your parents or grandparents after school. Now, if you have known another story about your grandparents or parents childhood, please tell us.

(如果恰巧有学生有故事要讲，此时应欢迎他站起来讲，如果教师有这方面的故事，也可以把家人的旧照片拿到课堂上来，模仿中央电视台的《艺术人生》栏目进行介绍。)

(教师还可以讲讲雷锋的故事。)

For example:

Lei Feng had lost his parents when he was very young. He had to work for the lord day and night. He went hungry just like Kangkang’s granny. When he was older, he became a soldier of PLA. He loved helping others. It’s very popular to learn from Lei Feng among us.

录音机/写有问题的投影片/旧北京城的图片/新北京城的图片

3.Retell a story of your grandparents/parents about their childhood.

1.Master some new words and useful expressions:

hungry, divide, divide…into…, use, elder, recent, rapid, progress, make progress, present, dream

pare the living conditions in the past with those at present.

2. Homework: According to your survey, please write an article about teenagers.

(此综合探究活动既完成了课本中1c部分，又综合了学生对本课内容的理解，让学生感受到世界变得越来越美好，体现教学目标中对学生的情感教育。)

(为出色完成此项作业也可让学生像Kangkang和Rita一样上网查资料，培养学生利用多种方式获得信息的能力。)

T: It’s possible to read the text of section B to finish your article. Your parents can also help you. What else can you do?

Ss: We can search the Internet.

T: Excellent! Have a break!

Ss: Thank you, see you!

Section C

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

1.?T: We know a lot about the differences of teenagers’ lives between the past and present. What are your opinions?

Do you care for your parents’ childhood?

Do you care for your grandparents’ lives in their childhood?

If so, you can ask your parents or your grandparents some questions about those. Make a simple survey.

2.(展示几幅旅游胜地的图片，让学生仿照示范练习现在完成时。)

For example:

S1: Have you ever been abroad?

S2:　 Yes, I have.

S1: When did you go abroad for the first time?

S2: I went there two years ago.

S1: Where’s Maria?

S2: She’s gone to...

(She has gone to...)

(另外给出几幅类似的场景，让学生看图画练习。)

T: Make new dialogs using “has/have been to; has/have gone to” according to the examples， can you? Try your best.

(用多媒体或卡片推出过去分词的写法及用法，展示给学生，帮助学生完成3。)

(1)win→has/have won

(2)sleep→has/have slept

(3)be→

(4)have→

(让学生找规律，完成(3)、(4)，若学生不能正确完成，教师给出正确答案。)

T: Please complete (3) and (4).

(挑两个学生口述，教师操作多媒体展示答案。)

Now, please work in pairs according to the example.

Let’s finish 3.

(教师请几组同学表演对话并表扬活动完成好的几组，鼓励同学们课余时间多操练英语。)

T: You two have done it well. Please perform it in front of the class.

Step 5　 Project　 第五步　 综合探究活动　 (时间：5分钟)

1. (听听力完成2，本部分的内容和1a内容相关。)

T: In the past most children didn’t have enough food to eat.

Most of them had no chance to go to school. Is that so?

Please listen to the tape and fill in the blanks. We should finish 2 after listening twice.

(教师放两遍录音，学生完成2。若有听不明白之处，可适当多放两遍，但第一遍一定要完整地播放。)

2.T: Rita has come back from her hometown. She’d like to write something about teenagers. The passage written by Rita is also called an article.

(板书)

(教师继续解释)We can know about someone’s opinions from his/her article. Usually we read articles in the magazines or on the Internet. Sometimes your compositions are also beautiful articles.

S3: I see. We all like reading interesting articles.

T: We can learn different kinds of knowledge from different articles. But in the past, most children couldn’t go to school. My mother can’t read books. She tried to get a chance to school but failed. What about your father’s or mother’s mother? Can your granny read books?

(引出新词granny并板书，为呈现作准备。)

(学生可能会笑着答出“会”或“不会”。)

S4: Oh, no, she can’t. She is so old.

T: Can you say something about your granny?

S4: Yes, I can. She...

(学生进行描述。)

T: S4 has described his/her granny.

　(引出新单词并板书。)

Anyone else?

S5: My granny often tells me not to waste anything.

T: In the past, most families were poor and there were many children in one family. Parents didn’t have enough money to afford all the children’s education.

(板书)

(板书)

We are all happy for having a chance to get education.

(教师可领读几遍新单词，提示单词的发音规则。)

Should we study hard for a better life?

Ss: Yes, we’d like to learn the knowledge as much as we can.

T: Nowadays, most children from poor families can get good education.

Step 2　 Presentation第二步呈现(时间:8分钟)

(要求学生不看书，只听听力，捕捉要点，提高听力水平。)

T: There are so many differences between past and now.

Rita and Kangkang are talking about the Chinese teenagers’ lives. Please listen to the tape. Pay attention to the new words on the blackboard.

T: Let’s read the new words together.

(听过磁带后再次领读几遍新单词，让学生感受纯正的英语发音。)

(再次放录音，让学生回答下列问题。用幻灯片、多媒体或小黑板，把下列题目展示给学生，逐步引出本课重点呈现的内容。)

T: Here are some questions. Listen to the tape again. Try to give the correct answers.

(可让学生先浏览以上五个题目，再听录音，并提倡学生速记答案。)

T: First, please go over the questions. Then listen to the tape carefully. You’d better write down your key words to the answers. Are you clear?

Ss: Yes.

(再一次放录音，学生要注意听并记答案。)

(核对学生答案，可采用如下两个方案：)

(方案一)

T: I think you all get the answers, don’t you? Now, please work in groups to talk about the answers. And then, one of you gives us the report.

(学生可以小组活动，讨论问题的答案，加深对听力内容的理解，此活动最大的好处是用“优生”带动“差生”，创设人人说英语的情景，充分调动每个学生的积极性。)

T: Who will report your answers to the questions?

(教师可选学生，学生也可主动站起来进行汇报。)

T: No. 1, did the most children have a hard life in the past? S1, please.

S₁: Yes, they did.

…

(教师依次问五个问题，学生分别给出答案，前两个问题学生可以轻易答出，当教师问第三个问题时，可引出by the way。)

T: Thank you for your right answers. By the way， could you tell me where Jane was when Kangkang and Rita were talking?

(板书)

(学生可能会想一会再回答。)

S₂: I don’t know. Perhaps she was in the library.

(此时引出现在完成时 has/ have gone to。)

T: Was she in the library?

Ss: Yes.

(教师再放一遍磁带，让学生听句子By the way, where's Jane? She has gone to the library.)

(板书)

(接着以简笔画帮助学生理解has/ have gone to…。)

(若有条件制作动画课件。)

T: Jane has gone to the library. Perhaps she is on her way to the library, or she is in the library or she is coming back from the library. Are we sure where Jane is?

(根据图示,学生可以给出三种答案。)

Ss: Yes. She has gone to the library.

(学生可以跟读几遍，熟悉has gone to 句型。)

(第4、5题学生能够给出准确答案。)

(方案二)

(让学生暂时扮演教师的角色提问学生，鼓励学生积极参与。)

T: Suppose you are the teacher， please ask the questions.

(S3扮演教师角色，读问题并让学生回答。教师可以挑不同的学生，对于第3题教师可以引出新语法。)

(板书)

T: Where’s Jane?

Ss: Sorry. I don’t know.

(学生可能不会给出准确的答案。)

T: I'm sure she isn't at home when Kangkang and Rita are talking about teenagers’ lives.

Ss: I see. Perhaps she is in the library or she is on the way to the library or is coming back from the library.

(如果学生还不明白，教师可以告诉他们。)

T: By the way, are you interested in the teenagers’ lives around the world?

(板书并解释)

(根据学生的回答，引出另一个常用语Is that so。)

T: Is that so? Can you describe it for us after class?

(板书并解释)

　(鼓励学生用英语讨论问题，培养学生的成就感。)

S4: Certainly.

T: Thank you.

(第5题答案很明显，学生容易给出准确答案。)

Step 3　 Consolidation　 第三步　 巩固　 (时间:5分钟)

(学生读1a并完成1b内容，教师检查纠正。)

T: Open your books, my dear boys and girls.

Can you read 1a by yourselves?

Now, read it quickly and then finish 1b correctly.

Please try to write the English words tidily.

(学生两人一组进行讨论，可以看着刚刚完成的1b的内容，说说过去的孩子和现在的孩子生活上的不同。)

T:　 Work in pairs to talk about the dialog of 1a.

For example:

S1: In the past, many families were so 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 were child laborers.

S1: I feel sorry for them. We are so happy nowadays.

S2: Nowadays, our country’s economy has grown rapidly. Most children can get good education.

T: Just now, you compared the Chinese teenagers’ lives in the past with those nowadays. You can write an article on it after class.

Step 4　 Practice　 第四步　 练习(时间:12分钟)