小黑板/多媒体/几张新旧北京图片/录音机

4. Learn about word formation: derivations

　　 disobey　　　 discover　　　　　　　　　　　　 impossible　　　　 important

　　 peaceful　　 　useful　　　　　　　　　　　　　 exciting　　　　　 interesting

3. Pay attention to direct and indirect speech.

2. Talk about New York’s city life in the past and now.

(1) I heard the traffic there was terrible and everyone drove too fast.

　 (2) I also heard the streets were dirty.

　 (3) I think it’s a wonderful place to live in.

1. Learn some new words:

rope, retell, discover, invention

2. Homework:

　 Find out more examples and add them to your vocabulary.

板书设计：

Section B

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

1. T: OK. Stop here. Please look at the compounds on the blackboard and guess their meanings in groups.

(学生讨论后，说出词意，猜不出来的教师给出答案。)

2. (通过本环节的训练，锻炼了同学们听的能力及口语表达能力，同时巩固了直接引语变间接引语。)

　 (教师设置情景，引入合成词的讲解。)

T: Excellent. I think you may be tired. Let’s have a break and listen to a song.

(教师放歌曲“找朋友”。)

T: We hope we have many friends who can get along with us. English words also have their own friends. Let’s help them find good friends.

(用小黑板或幻灯片出示3。)

T:　 You can do it in groups.

(学生讨论两分钟后，请同学口头完成，并猜测词义。)

T: Who has helped them find friends? Then guess their meanings.

S₅: “mother”and “land”are good friends. I think its meaning is “祖国”.

S₆: “basket”and “ball”are good friends. It means “篮球”.

S₇: “birth”and “day” are good friends. Its meaning is“生日”.

　　 …

T:　 You’re very helpful. We should often help each other. In English, there are many words like these. It’s for us to make our vocabulary bigger. Let’s try to give more examples, please do it in groups.

(学生讨论过后，让各组汇报本组讨论结果。对表现最佳，说出合成词最多的小组给予表扬。)

Step 5 　Project 第五步 　综合探究活动(时间:5分钟)

(学生口述合成词时，教师在黑板上写出几个合成词让他们猜测词意。)

1. T:　 Though there are many homeless people in the world, the world is full of love. Let’s know 　 a girl called Carly, please listen to the tape in 2 and choose the right answers.

　 (教师播放两遍2录音后，找同学核对答案。请学生思考如何把这四个问题转换成本课知识点，把直接引语变成间接引语。)

T:　 Who can retell it? Try your best and take it easy. The more, the better. S₁, you are the first.

S₁: Carly is a 16-year-old Indian girl.

T:　 What did he/she say? S₂, please.

S₂: He/She said Carly was a 16-year-old Indian girl.

T: OK, let’s go on to retell it. S₃, please.

S₃: Her parents died in the flood.

T: What did he/she say? S₄, please.

S₄: He/She said her parents died in the flood.

…

3. T:　　 Open your books and finish 1b. Then we check the answers.

　(教师指导一下，如何完成。)

　Example: What are you reading, Jane?

　　　　　 Maria asked Jane what she was reading.

　(学生就很快会完成另外五句的间接或直接引语，让学生起来回答。)

S₂: Are there homeless people in Canada?

S₃: Jane told Maria every country has homeless people.

S₄: This program helps homeless people return to work and live a normal life.

Maria asked Jane how they managed it.

T: 　　　　 You did very well. Let’s read the four sentences together.

Step 4 　Practice 第四步 　练习(时间:11分钟)