3. Homework:

(1)(让学生收集一些关于违背交通规则的所产生的后果。然后把它们写下来。下节课报告给全班学生。)

(2)(尽量收集一些关于奥林匹克运动会中自行车比赛的信息。下节课带到学校来与全班学生分享。)

(3)(用适当的词填空。)

①Remember to use a 　　　　　　　　if you ride at night.

②Because the bus driver was too 　　　　and didn’t 　　　　the 　　　　　　　.The bus

　　 　a truck, and many 　　　　were hurt.

③His bike’s wheels were so broken that he knocked 　　　　the wall.

2. (教师组织一个以交通为主题的讨论会，完成4。)

T: Let’s have a meeting about traffic. Please discuss with your classmates. The phrases may help you.

(板书)

(给学生几分钟讨论时间，请两三名学生汇报讨论结果。)

T: Now, stop! Please tell us something about traffic. Who can have a try?

1. (让学生写一个自己和自行车的故事，使用条件状语从句。)

T:　 Do you like cycling?

Ss: Yes.

T:　 Please write a story about you and your bike, using adverbial clauses of condition. You can begin like this:

I like to ride my bike. I usually ride with a helmet, and …

(给学生几分钟准备时间，然后请个别学生读自己的故事。)

2. (教师带动学生学习3a和3b，一起回忆条件句的用法。)

T: Boys and girls. Look at 3a and 3b. You can read them by yourselves. Whenever you have questions, please ask me.

(要求学生熟记并能灵活运用3a和3b内容。)

T: The sentences in 3a and 3b are very important. So I think it’s necessary for you to remember them.

Step 5　 Project 第五步　 综合探究活动(时间: 10分钟)

探究本单元重点活动：交通及自行车运动。

1. (放2的录音, 让学生听录音并完成2。)

T:　　　　 We know that Lance Armstrong is the greatest cyclist in the world. Now do you know Oscar Freire?

Ss: Yes. / No…

T:　 Oscar Freire is one of the best cyclists in the world. Do you want to know more about him?

Ss: Yes.

T:　 Please listen to 2 and answer the questions.

(核对答案。也可请两名学生一问一答。)

(根据2写一个关于Oscar Freire的短文。)

T: Please write a short passage about Oscar Freire according to 2.

4. (教师指导学生对课文进行复述。)

(方案一)(让学生根据上一步完成的1b，用自己的话来描述文中两种自行车赛。)

T: Read the sentences in 1b and retell the passage in your own words.

(方案二)(师生一起找出关键词并板书，然后看关键词复述课文。)

(教师可根据本班实际情况选择一种方案，让学生复述。)

T: Now, you can say something about the Qinghai Lake Race and the Tour de France.

(最后可选一两名学生上讲台复述课文。)

(教师给出中肯的评价，建立激励机制。)

Step 4　 Practice 第四步　 练习(时间: 13分钟)

练习完成2，并巩固3a和3b的内容。

3. (教师将学生分成两组，每组各读一段。一组学生读的时候，另一组学生仔细听，并找出对方读得不准确的地方。)

T: Line One and Line Two are Group A. Line Three and Line Four are Group B.

Group A, go!

…

Group B, go!

…

(教师根据学生的活动情况给予适当的评价。若时间允许，可抽查几名学生进行个别朗读。)

2. (让学生齐读，要求学生控制语速，不能太快也不能太慢。)

T: This time read the passage together.

1. (放1a的录音，让学生跟读。)

T: Listen to the tape and read after it.

2. (师生一起来学课文，共同学习其中的重难点。)

T: Let’s go through the passage together and deal with the language focus.

(学生不理解时，教师可用中文加以说明。)

…

(教师在处理重难点词句中，需板书。)

Step 3　 Consolidation 第三步　 巩固(时间: 6分钟)

巩固并复述1a的内容。