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Unit 8 Culture Shapes Us
Lesson 43 A Visit to Chinatown
知识目标
词组
instead of/all kinds of/have a good
time/luck money/temple fair
句型 I had a bowl of noodles，and I used
chopsticks and a spoon instead of a fork
and a parents love to have lunch
and shop there，although parking is a
you believe it’s Santa Claus
who brings you gifts?We have temple
fairs and all kinds of performances.
技能目标 能听懂本课时的听力材料，能说出本课时的重要句型，能运用句式用英语谈论学习方法
单词 celebrate，decoration，chopsticks，performance，folk，spoon，underground，society
掌握文中重点短语和句型。
能够运用现在进行时和状语从句熟练表达事情。
Step 1：Warming up
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T：Hello everyone！Glad to see you！Today we are going to learn Unit 8 Lesson
43，first，let us see a section of video，OK?
Ss：OK.
T：Can you guess where the place is?
Ss：Yes，I can.
T：All attention，let us begin.
Step 2：Picture shows
the pictures connected with the words and phrases in this r
stands in front of the students and shows them the pictures，and the students explain
it in English.
For example：
T：What is this?
Ss：It is a folk.f-o-l-k.
T：What are they doing?
Ss：They are shopping.
设计意图：结合图片来学习单词，既学会了正确的发音，也学会了单词正确的拼写方式，使学生对单词的记忆更深刻。
ce
What utensils do you usually use？Look at the pictures(in Page 115) and fill in the
blanks.
设计意图：这种对单词的练习方式与学生的实际生活积极联系起来，加快对单
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词的记忆，加强对单词的应用能力。
Step 3：Learning structure
First，teacher teaches the student to learn Adverbial Clause through the example：My parents love to have lunch and shop there，although parking is a problem.
Second，make the students into two groups：Group A and Group B and let the
students make sentence of Adverbial Clause，the more sentences they made，the
more score they got.
Third，teacher write the sentences that the students made on the blackboard，and let
the students write on the notebook.
Finally，read the sentences aloud.
设计意图：通过让学生自己造句子的方式来加深对状语从句的理解，通过分组比赛的方式提高学生学习状语从句的积极性，读和写会加深对状语从句的印象，使学生更加熟练地运用状语从句。
Step 4：Practice
the text and do Exercise 1 on Page 115.
r check the answers with the students.
设计意图：通过学生们反复朗读课文，加强了学生们的记忆，同时也锻炼学生们的口语表达能力。
Step 5：
r explain the text sentence by sentence，help the students to understand the
text better and give them a full understanding of the main sentences and phrases.
设计意图：让学生在全面理解文章的同时，加强对重点短语的理解，对文章的掌握更全面。
ce.
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教师在屏幕上呈现本课相关练习。
设计意图：锻炼学生的思考能力，加强对重点短语的应用能力。
It was not until she got home ________ Jennifer realized she had lost her keys.
A．when B．that
C．where D．before
答案：B
完成请完成《 》P20对应习题
本课时以问答形式与学生互动来导入新课，引出课时的中心—What
festivals are they? 这样既增长了学生关于what引导的特殊疑问句的知识，又锻炼了学生的思考能力。
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