4. Learn about the structure of the short English play.

3. Improve listening, speaking and writing skills of the students.

2. Sum up the sentence patterns and useful expressions in Topic 2.

1. Master the new word and phrases:

wheel, stick to (doing) sth., catch up with

2. Homework

(根据3的描述，写一篇关于猴王的故事。)

T: We did many descriptions just now, according to your descriptions, write a story of the Monkey King as homework.

要求： 80~100单词

Section D

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

1. (让学生先看活动中的图片，分析其所描述的内容，并标出正确的序号。)

T: Look at the pictures in 3 and number them in right order.

(对6幅图逐一描述，核对答案。)

T: Let’s look at these pictures. Who can describe them?

S₁: The Monkey King is born from a magic stone.

S₂: The Monkey King gets a fantastic golden iron bar.

S₃: The Monkey King is fighting against the gods.

S₄: The Monkey King is held under a mountain.

S₅: The Monkey King is set free by a Tang dynasty monk, Xuanzang.

S₆: The Monkey King helps Xuanzang travel to the West with Pigsy and Sandy.

2. (让学生用自己的话复述课文大意，要求用记叙文。)

T: Please retell the story with the sentences above.

(读课文，进一步理解故事。)

T: Now well, stop here. Let’s read the text again and have a further understanding of 1a. Let’s begin!

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

　 完成1b中的问题。

　(根据短文，让学生回答问题，为下面的辩论作准备。)

T: Do you agree that it is good to forgive your friends when they hurt you? Why or why not?

S₃: Yes. I agree, because...

(学生们的意见若不一致，这时候教师就提出来让大家进行辩论。)

T: Let’s debate on this statement.

It is good to forgive your friends when they hurt you. How to debate:

(给他们定下规则。)

(1)Form two teams. Each team has three speakers. Others give information to them.

(2)Say one reason each time.

(3)Each reason can get two scores.

(4)The whole class decide which team is the winner.

(板书下面的辩论主题和表格。)

(教师作出总结，用以教育学生认识自己的性格优点与不足，学会宽容并乐于与他人合作。)

T: Some students think we should forgive our friends when they hurt us, because we should give each other lots of help at most time. Maybe when they are in bad moods they may hurt us. So we should understand and be friendly with them again. But some students think that we should not forgive them because they hurt us deeply, and they act in bad manners. You can solve the problem according to your own ideas. But remember the proverbs: Two heads are better than one. One tree can’t make a forest. One more friend, one more way. We should always be thankful and grateful to others. Then we can get more happiness from our life.

Step 4　 Practice 第四步　 练习(时间: 5分钟)

完成1b中的2。

(两人合作完成1b中的2。)

T: Please work in pairs to finish 2 of 1b.

Step 5　 Project 第五步　 综合探究(时间: 5分钟)

完成3。

1. T: Every group have done well. Every one can help each other. I believe you all know the proverb“One tree can’t make a forest”. Here is a story with the idea of it. Let’s come to 1a and read the story Sand and Stone. Then answer the following questions.

(呈现小黑板上的问题。)

(文中有几个生词教师不必处理，让学生自己判断，锻炼其根据上下文理解文章的能力。)

(以下是几个问题的答案，板书以备同学们复述。)

3. (完成2b。谈论自己最喜欢的作家及理想。)

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

转入1a。

2. (让学生分类并从作者生平及作品文学地位来描述，继而转入2a。)

T: Please talk about your literature book again, according to the three aspects below.

1)Author’s name and works.

2)The birthplace/birthdate of the author.

3)How do you comment on his work?

Work in groups, you may talk it like this:

William Shakespeare is known for his plays and poems. His most famous plays are Ham let and Romeo and Juliet. In Romeo and Juliet, he shows the great true love between 2 young people. The great writer and poet was born in 1564, died in 1616.

Do it, please. In 3 minutes report to us.

(教师语速放慢, 可把要求书写在黑板上，以便学生明确要求。)

(学生小组汇报。)

Group 1: …　 Group 2: …　 Group 3: …

T: Very well. Now let’s go on talking. Do you know these people? If so, tell your group members what do you know about their works. If not, discuss and solve it in groups. Go ahead!

(让学生分别根据2a的图片和相关信息进行小组合作。)

(五分钟后，教师让小组依次选其中一、二幅汇报。)

Group 4: …　 Group 5: …　 Group 6: …