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T: do Gs: did Bs: done ¡­ Gs: did Bs: done ¡­ Present some pictures and get the Ss Guess the meaning of the words ½Ìʦ¸ù¾Ý½Ìѧʵ¼Ê£¬²Éto guess the meaning of the new according to the pictures and the Ó÷½±ãµÄ·½Ê½£¬ÈçͼƬ£¬words. T: Look at the picture, the ring road is very wide, but this small road is Pre-reading (5 mins) Class activity narrow. So what¡¯s the meaning of ¡°narrow¡±? Ss: ¡­ T: Look at this picture of my family, this is my uncle, this is my cousin, this is ¡­they are all my relatives. So who can tell me what¡¯s the meaning of ¡°relative¡±? teacher¡¯s descriptions. ÕÕÆ¬£¬»ÃµÆÆ¬µÈ¶¼¿ÉÒÔ£¬Ö»Òª´ïµ½¿´Í¼²Â´ÊÒåµÄÄ¿µÄ¾ÍÐС£ 3

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Ss ¡­ Pair work 4 While-reading (10 mins) Step1: Fast-reading. Read the passage quickly and try to ×¢ÒâÓÃÒ»µ½Á½¸ö´ÊÓï×öGet the Ss to read the passage quickly guess the meaning of the words or Àý×Ó£¬½Ì»áѧÉúͨ¹ýÉÏand finish 1b in pairs. Check the phrases in 1b. Discuss the answer with ÏÂÎÄÀ´ÍƲⵥ´ÊµÄº¬answer in class and give necessary your partner. explanations. Ò壬Èçcommunication¡£ T: OK, now read the passage quickly and finish 1b together with your partner. Group work Step2: Comprehensive-reading. Read the passage again, finish 1c and Òýµ¼Ñ§Éú·Ö±ðÕÒ³öÖ÷ÌâRead the passage again and guide the pay attention to the first sentence of ¾äºÍÂÛ¾Ýϸ½Ú, ÅàÑøÑ§Ss to find out the topic sentence of para2 and para3. Discuss the changes in ÉúѧϰÔĶÁ²ßÂÔ¡£ Para 2 and Para 3. Then discuss the Beijing. details of part 2. Finish 1c. S1: Para.2¡­ (The second part of 1c has opening S2: Para. 3¡­ answers, so the teacher can encourage the Ss to give as many answers as 26

U1T1SA

they can.) T: Read Para2 and Para3, can you find one sentence in each para to summarize the whole passage? Then list the changes in Beijing. Class activity 5 Post-reading (15 mins) Step1: Get the Ss to underline the key Read the passage carefully, discuss and ѧÉúˮƽÓÐÏ޵ϰ¿ÉÒÔpoints. Then ask questions about the ask questions about the points they do ÀÏʦֱ½Ó½²½â֪ʶµã¡£ passage and deal with difficult not understand. Take notes when the language points. teacher gives explanations. ѧÉúÖ±½Ó¸ø¿ÚÍ·±¨¸æÓÐT: Now, go over the passage sentence by sentence, underline some key points your think. If you have any questions, please raise up your hand and ask. Group work Step2: Show some pictures of Ss¡¯ Work in groups, using 1c as an example, ÄѶȵϰÀÏʦ¿ÉÒÔÏÈ×öhometowns, give necessary and discuss the changes in their Ò»´Î·¶Àý£¬È»ºó¹ÄÀøÑ§descriptions and guide the Ss to give hometowns. List the topic sentences and ÉúÄ£·Â£¬Í¨¹ýÒªÇóʹÓÃ

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an oral report about the changes in details. Then choose one student of each Ö÷Ìâ¾äºÍϸ½ÚÄÚÈÝÀ´×étheir hometowns. group to give their report to the whole ֯ѧÉúµÄÂß¼­Ë¼Î¬ÄÜÁ¦¡£ ½¨Ò飺¿É´¦ÀíΪ¶ÁºóµÄÒ»¸ö»î¶¯£¬Èç¹ûѧÉúˮƽºÃ£¬¿ÎÌÃʱ¼äÔÊÐíµÄ»°Ò²¿ÉÒÔ×÷Ϊһ¸ö¶Á-˵-д½áºÏµÄ¶ÀÁ¢»î¶¯À´ÖصãѵÁ·Ñ§Éú˵ºÍдµÄÄÜÁ¦¡£ T: Now, let¡¯s see some old pictures. class. Can you recognize the places? Ss¡­ T: What has happened to these places? Ss¡­ T: Are these changes good or bad? Ss¡­ T: Can you state your reason? ¡­ T: Now who can make a report about your hometown? Have a try, please! Summarizing Group work Step 1: Sum up the key points in this Go over what they have learned in 6 and assigning homework class. Groups. Then try to report to the whole Then ask one group to give a class. 28

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