while you are listening to the conversation on the tape. But I want to ask you to guess the answer without listening now．
Try to put the four pictures in a certain order to show a story of Jimmy by yourselves now. I’ll see whose answers are correct after we finish doing the listening practice．
Then have them give their own order by guessing. After a while, ask several ones to tell their answers to the whole class. Collect two or three answers which many students support on the blackboard．
Next, ask some students to tell their own stories on the pictures according to their own orders．
After that, ask the students to get ready to listen．
T: Say, We will hear a radio program. A man is interviewing a boy—Jimmy. Jimmy is a bike boy. If you want to know more about him, please listen to the tape carefully and number the pictures (1-4) in the correct order. Play the recording the first time．
Task 2 : Listen to the conversation more carefully and find the specific ideas Listen again. Circle “T” for True and “F” for false.
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1. Jimmy fixes up bicycles. T F 2. Jimmy sells bikes. T F 3. Jimmy takes after his mother. T F 4. Jimmy has run out of money. T F
设计目的：在进行听力训练之前，先利用图片进行大量的口语练习，鼓励学生积极参与课堂教学，大胆发言，流利地表达自己的意思。这一环节的设计不仅为后面的听力做好了铺垫，而且还给课堂带来热闹的气氛。接下来再训练学生的听力技巧，培养学生听的能力，完成相应的任务，听的环节是语言的输入过程，是为后面的语言输出做准备的。
Step IV. Post-listening activities
Task1. Read and retell
Play the tape and ask the Ss to read 2a after the tape and fill in the blanks
Man: This morning I'm talking with a very generous young man, Jimmy the Bike
Boy. Jimmy is the boy who 1_________ old bikes and 2__________. Good morning, Jimmy.
Jimmy: Good morning.
Man: So, Jimmy, tell our listeners 3_______ you do.
Jimmy: Well, like you said, I 4_________ old bikes that nobody wants. Then I fix up
the bikes and give them away to kids who don't have 5 _______ money to buy their own bikes.
Man: That's fantastic. What gave you the idea?
Jimmy: I guess I 6________ my father. He 7 _________________ people. Man: Wow! Your parents must 8_____________ you.
Jimmy: I guess so. But now I've 9____________ money to buy old bikes. Man: Oh, that's too bad.
Jimmy: Yeah. I need to 10____________ some way of getting money or I'll have to
stop.
Task 2 : In pairs practice the conversations between Jmmy and the reporter. Use the
information from the activities on page 63 and act it out . A: What do you do Jimmy?
B: I fix up bikes and give them away. A: What kind person are you?
B: People say I'm a very generous young man. A: Where do you get the old bikes?
B: Well, I find or buy old bikes that nobody wants. A: Whom do you give your repaired bike to?
B: I give it to kids who don't have enough money to buy their own bikes. A: What gave you the idea?
B: I take after my father. He's always helping people.
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A: Are your parents proud of you? B: I guess so.
A: How much money do you have?
B: I've run out of money to buy old bikes.
A: How are you going to go on repairing bikes?
B: I need to come up with some way of getting money or I'll have to stop.
设计目的：利用关键词填空，引导学生进一步熟悉对话内容，更好地内化语言知识，为下一步的分角色创造性的表演打好基础。新课程标准倡导学生主动参与，勤于探索，乐于创新，培养学生收集和处理语言信息的能力。这样的练习可以充分调动学生参与课堂的积极性，同时又激发了他们学习英语的兴趣。通过教师创设的学习氛围，设置问题和反思质疑，推动师生，生生之间的合作探究，完成教学目标。教师要注重学生的口语实践和学习体验，不求面面俱到，但求积极参与，独特体验。
Step V Inquiry into knowledge by translation.
1. I’ve run out of it.我已经用完它了。
run out of意为___________ ，相当于________。 同步拓展： run out“用完”，是_____动词短语，其主语通常为表示“时间、食物、金钱等”的词；run out of”用完”，是_____动词短语，表示主动含义，主语一般是____, 这两个短语均无_____语态。use up，是_____动词短语，主语是___时用主动语态，主语为____时用被动语态。 合作探究：1）We have _____ ______ ______ our paper. 我们的纸用完了。 = 2)We have ______ ______ our paper = 3) Our paper has ________ _______.
= 4) Our paper has ________ _______ ______.
2. I take after my mother.我长得像我妈妈。
take after“与(父母)相像”，指由于血缘关系而(在外貌、性格等方面)相似，不能用于______语态。
Tom takes after his father.汤姆像他父亲。
take after的同义短语为________或________，多指外貌方面相似。 Tom looks like his father.汤姆长得像他父亲。
3.I am similar to her.我与她相像。
similar作形容词，意为“相似的”，无比较级，be similar to“与……相似”。 Cats and tigers have similar features.猫和虎有类似的特征。 特别注意 similar表示“相似的，相仿的”，但并不完全一样；而same则表示“相同的，同样的”，强调完全相同或一致。通常similar与_____连用，same与______连用，并且same前常用定冠词________。 4.I fixed it up.我把它修好了。
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fix up意为“__________”，是______短语。与______，_______同义。如果宾语是_______，须置于fix与up之间；如果宾语是______，置于up之前或之后均可。
My computer doesn't work. Could you fix it up for me? 我的电脑坏了.你能帮我修理一下吗? 辨析：repair, mend与fix repair 多指将损坏、破旧之物加以修理， 往往指大修。 mend 指修补有破洞、裂痕等的东西，多指小修。 fix 是美语口语.，fix up指修好，相当于repair
设计目的：九年级毕业班的英语教学要在教学教材新内容的同时，注意兼顾对以前所学内容的复习和归纳。在平时教学中，教师一定要处理好新授课教学与复习之间的关系。本课是听说课，以讨论法引导学生在自主学习重点词汇的基础上，鼓励他们合作、探究，引导学生观察、发现、归纳和掌握语言规律，形成有效的学习策略。一个差的老师只会奉献，而好的老师则会交给学生发现真理的方法。教师应摒弃传统的直接讲授，而是在学生不明白的地方进行精讲，落实以学定教。
Step VI The end-of-class test 当堂检测
一. 同义句转换
1. The boy has run out of his money.
The boy has his money. 2. My father is repairing his car now.
My father is his car now. 3. The twins take after their father.
The twins their father. 4. Let's make her happy.
Let's her . 5. I donated some of my books to the schools in Sichuan.
I some of my books to the schools in Sichuan. 二: 翻译句子
1. 吉米是一个修好旧自行车并把它们捐赠出去的男孩。 2. 我找到或买到没有人想要的旧自行车。
3. 我把它们修好并捐赠给那些没钱买自己自行车的孩子。 4. 我猜我想我爸爸。他总是乐于助人。 5. 但是现在我花光了买旧自行车的钱。
6. 我需要想出弄到钱的办法，不然的话我就得停下了。
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