2. (让学生完成3。先口头后书面进行练习。)

T:　　　 Boys and girls. There is an accident report form in 3. Please discuss with your partner. A few minutes later, report it to us all.

T:　 Would you like to have a try?

S₁: …

…

(学生两人一组，编一段对话。)

T: Suppose you were a journalist. You hear of the terrible accident and want to report it. So you need to ask the policeman for help. Please work in pairs and make a dialog between the journalist and the policeman.

(给学生留出时间准备。)

T: Who wants to have a try?

S₁: …

S₂: …

…

(对于表现出色的学生，要鼓励表扬。)

Step 5　 Project 第五步　 综合探究活动(时间: 13分钟)

1. (放2的录音，让学生完成2。)

T: Now, please listen to 2 carefully and complete the passage.

(再放一遍录音，让学生核对答案。)

T: Listen to the tape again and check your answers.

2. (教师设置问题，为学生复述课文降低难度。)

　 (板书)

(板书内容较多，可事先写在小黑板上，或制作多媒体课件。)

T: Think about the questions on the blackboard and retell the story with your own words.

(教师也可以采用给关键词的形式让学生复述短文。关键词以“年份+事件”的形式出现。)

(教师找几名学生复述课文内容，以锻炼其口头表达能力。)

T: 　　　 Now, I will choose some students to retell the story. Who wants to have a try?

S₁: …

S₂: …

…

Step 4　 Practice 第四步　 练习(时间: 10分钟)

练习并完成2和3。

1. (学生听朗读带，跟读并模仿语音语调。)

T: Read the passage after the tape. Pay attention to your pronunciation and intonation.

(教师组织学生齐读课文。)

T:　 This time read the passage together.

Ss: …

(教师对学生的朗读情况进行评价。)

T: Well done! …

2. (把词组以一定的逻辑关系串联起来板书出来。然后教师以小故事形式向学生介绍。)

(让学生依照教师讲的故事相互讲述，达到练习的目的。)

3. T:　 Boys and girls, we may have some bad experiences in our life, and some people can’t face them head-on. But some people can be brave enough. For example, we all know about Zhang Haidi, Zhao Lirong and Shen Dianxia(Feifei), their diseases are very serious.　 However, they can be brave to face them and try to overcome them, and finally they achieve success. Well, do you know Lance Armstrong?

S_s: Yes. / No…

T:　　　　 He is a famous cyclist. Cyclist means a person who rides a bicycle. Do you know why he is famous? Now, let’s read the passage in 1a.

Step 2　 Presentation 第二步　 呈现(时间: 8分钟)

呈现1a，并完成1b。

2. (师生共同学习4中的歌曲。)

T:　 Do you feel happy?

Ss: Yes.

(教师通过动作和话语，教学生唱。)

T:　 If you are happy and you know it, clap your hands.

(教师和学生一起听磁带并跟唱。句子稍长的地方可多重复几遍。)

T:　 Listen to 4 and try to follow it.

…

(教师再次放4的录音，师生跟唱，并配以动作。)

T: Let’s listen and sing again.

(让学生总结歌词中出现最多的句型。)

T:　 Which is the most important sentence pattern in the song?

Ss: If…, …

T:　 Yes, you are right.

(学生不难发现if引导的条件状语从句是歌词重点呈现的句型。)

(教师让全班学生合唱歌曲。)

T: Boys and girls, please sing the song together.

(时间允许的话，可分组唱，还可以叫个别唱得好的学生站到讲台上去唱。)