每个老师不可缺少的课件是教案课件，规划教案课件的时刻悄悄来临了。需要我们认真规划教案课件工作计划，这样我们接下来的工作才会更加好！你们会写适合教案课件的范文吗？请您阅读小编辑为您编辑整理的《Module5Myneighbourhood》，欢迎大家阅读，希望对大家有所帮助。

Module5Myneighbourhood
Unit4Signsandrules
松江四中预初英语备课组
单元分析（unitanalysis）
这个module中有4个单元，本单元Rules由学生们的生活引入话题―――遵守交通规则。

教学目标（Unittarget）
1.知识目标
⑴Learningthesewords:rule,cross,across,zebra,pavement,sign,match,turn,park
⑵Usingimperativestoexpressprohibitions
⑶Usingmodalverb‘can/can’t/don’t’toexpressprohibitions
⑷Usingthepresentcontinuoustensetodescribeanactiontalkingplaceatthetimeofspeak:
◆Thegirliswaitingonthepavement.

2.能力目标：
⑴Usingimperativestogiveinstructions:
◆Lookrightagain!
⑵Suingimperativestoexpressprohibitions:
◆Don’tplay!
◆Youcanparkyourcarhere.
◆Ican’tridemybicyclehere.
⑶Usingadverbstoexpressmanner:
◆Theboyiswalkingacrossthezebracrossingquickly.
⑷Usingconnectivestoshowthetimerelationshipbetweenactions:
◆Theboyislookingleft,thenright,thenleft.
⑸Havethestudentsdistinguishthetrafficsigns
⑹Havethestudentsdistinguish‘cross/across/crossing’
◆Thegirlisrunningacrossthezebracrossing
◆Theboyiscrossingtheroad.

3.情感目标：
培养学生遵守交通规则的意识，让学生争当一个可爱的上海人。

教学建议：（共3课时）
第一课时　（p31）
⑴　拍摄十字路口的短小录相，让学生观看后指出遵守和不遵守交通规则的现象。
⑵　引出can/can’t/don’t等祈使句的用法，让学生了解后并操练。
⑶　提出问题，让学生熟练掌握交通规则：
◆Whencanwecrosstheroad?
Wherecanwecross?
Howcanwecrosstheroad?
◆Whencan’twecrosstheroad?
Wherecan’twecross?
Whatcanwedowhenthetrafficlightisred?
⑷当学生对交通规则有大体的了解，并较熟练的掌握时让学生做role-play.当我们在过马路时应怎样正确穿过马路。
⑸Singasong.

第二课时　(p32)
⑴Singthesongonp31
⑵展示本页中的图片，由老师和moreablestudent做示范，导出本页中的重点：现在进行时及副词的用法。
⑶　学生根据图片,按照askandanswer部分的句型做pairwork，并让学生判断图片中的对与错。
⑷　Havestudentsmakedialogue
⑸情景再现：Howdowecrosstheroad?
⑹完成书本：Howdowecrossaroad.

第三课时　(p33-34)
⑴展示课件：把所有的交通标志置于左边，交通标志的意思置于右边。让学生做配对练习。
⑵　去掉标志的意思，问学生：Whatdoesthissignmean?
⑶当学生己熟练掌握每个标志的意思的时候，让学生做pairwork:
Whatdoesthissignmean?
⑷完成书本中p33　Match
⑸DoP34　Lookandthink

本单元的最后有国际音标的学习，预初年级是教会学生们用音标掌握单词拼写的好方法，所以在平时的教学课堂中，备课组的老师都非常强调这一点的教学。在这个单元的音标学习，我们又要对学生们强化练习字母及字母组合的发音，备课组老师决定把本册书中的音标内容进行整合进行综合教学。在moreoralpractice中出现的一些知识点，备课组的三位老师都认为可以适当地加以详细讲解，这不仅对学生们掌握今后的新知识点而且对提高学生的日常英语对话都有所帮助。如：Howabout句型、whattime与when的区别、showsbaround.

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Module5Myhometownandcountry

Module5Myhometownandcountry
一、题材内容
本模块话题是“家乡”。内容围绕方位，位置及形容词的比较级等语言现象展开听、说、读、写的语言实践活动。从对两个城市的比较,到介绍自己的家乡,使学生由简单到复杂,渐渐感知新的语言,并通过范例,让学生对所熟知的二条河、二个城市等进行比较.。掌握有关方位，位置及形容词的比较级等语言现象.教学中教师应随时随地以课本为出发点，灵活利用各种素材组织教学过程和内容。
教学目标
1）语言知识：
语音形容词的比较级形式的发音
词汇hometown,than,east,south,kilometer,high,million,busy,coast,hill,island,population,answer,question,north,west,river,church,famous,capital,lake,low,mountain,about,near,village,region,wide,fact
词组befamousfor,biggerandbigger,ontheRiverThames
语法形容词的比较级。
功能地点及地理特征的比较
话题以“家乡”为话题。
2）语言技能：
听能听懂有关祖国,方位,位置的语言表达;能听懂用所学的形容词比较级所做的口头表述,询问及其回应的听力材料。
说能运用本模块所学主要语言的表达形式对祖国,方位与位置等进行口头说明和询问;运用所学的形容词比较级进行口头陈述,询问;就以上询问做出口头回应;能口头提供有关个人生活的信息。流利的说出含有本模块生词、短语。
读能读懂有关祖国,方位,位置的语言学习材料;理解阅读材料中所学的形容词比较级所表达的语义。进行简单的阅读技能训练
写1.参照范例，能用所学语言简单介绍自己熟知的城市。
演示与表达能向同学们介绍两个地方或两条河流，并对其进行比较。
3)学习策略
学习一定程度形成自主学习，有效交际、信息处理、英语思维能力。
认知联系，归纳，推测等技能。观察并归纳形容词的比较级的变化规则，提高自学能力。
调控从同伴处得到反馈，对自己在叙述及作文中的错误进行修改
交际学习运用恰当词语简单描述自己的家乡。
资源通过其他资源获取更多有关“家乡”的简单英语。
自学策略培养在词语与相应事物之间建立联想的习惯，形成话题联想的习惯。
能简要了解并介绍自己的家乡。
合作学习策略互相学习，取长补短，注意学习策略共享。
4)文化意识：
中外对比了解美国和英国的主要城市与河流,鼓励学生了解世界，加强交流。
5)情感态度:
通过学习描述家乡和了解美国和英国的主要城市与河流，提高对英语的学习兴趣,培养对家乡的热爱和对世界的兴趣。参加各种英语活动，克服困难，在新环境中进一步树立准确的语言学习观。
6)任务:能够制作招贴画，对中国的2个城市或2条河流进行比较。
教学重点和难点
重点：1．掌握描述家乡的基本词汇，读懂含有形容词的比较级的句子，掌握形容词的比较级的结构和用法。
难点：掌握形容词的比较级的结构和用法。
教学方法
基于课程改革的理念及“第二语言习得论”,培养实现人的可持续发展和人的主体精神的自我完善和发展所必需的能力和素质，运用任务型教学途径，围绕核心任务，设定小任务，开展和谐愉悦的课堂活动，强调兴趣第一的原则,初步设计“P—T—P”自主学习立体模式：pre-task…task-cycle…post-task。
二、教材处理
核心任务：能够运用所学句型结构描述家乡。三个环节如下：
pre-task：学生联系生活实际，激活背景知识，。
task–cycle：通过整个模块的听说读写的训练，强化对“家乡。”的表达能力，为完成任务做好铺垫
post-task：达成任务，展示成果，反馈学习情况
三、教材安排
根据学生学习英语的特点和规律，我们把本模块划分为4课时：
Period1:VocabularyandListeningPronunciationandSpeaking
Period2VocabularyandReading
Period3.Languageinuse
Period4.WritingAroundtheworldModuleTask
注：教学时应根据学生的学习水平、生活实际水平、接受程度及课堂出现的临时状况进行运用、调整及筛选。

『教学设计』
Title:Module5Myhometownandcountry
Period1VocabularyandListeningandSpeaking
TeachingContent:VocabularyandListeningPronunciationandSpeaking
TeachingAimsandDemands:
1.LanguageKnowledge
Keyvocabularyandphrases:hometown,than,east,south,kilometer,high,million,busy,coast,hill,island,population,answer,question
Keystructure:HongKongissmallerthanShanghai.
IsShanghainewerthanHongKong?
No,itisn’t.It’solder.(重点)
2.Listeningskill:Tounderstandconversationsinvolvingthecomparisonof2cities.(难点)
3.Speakingskill:Totalkabout2differentcitiesorrivers.Improvethestudents’speakingability.
4.Affectionandattitudes:Weshouldloveourhometownandcountry.
Learningstrategies:
Bottom–upapproachandlisteningtothetapeanddosomeexercises.
TeachingAids:Multi-Media(Taperecorder,video,OHP,handout)
TeachingProcedures:
PartI:Leadin:
Step1:Introduceourhometowntothestudentstopresentthetopic
Step2:UsingthemapofChinatopresentthenewwords
1),Teachthefourcompasspoints(east,south,west,north)
2).TalkaboutdifferentpartsofChinaanddescribethelocationsofShanghaiandHongKong
Step3:Introducethetwocities
Step4:ExtendtheknowledgeaboutthetwocitiesforListening
Discusswhatelsetheyknowaboutthetwocities.
PartII:Listening
Step1:PlaytherecordingandhavethemmatchthewordsandphrasesinActivity1.Havethemchecktheiranswerswithapartner
Step2:Playtherecordingagainandfillintheblanks
Step3:Playanotherrecordingagainandhavethemanswerthequestion:
IsShanghaianewercitythanHongKong?
Step4:.Readandhavethemchecktheiranswerswithapartner
Listentotheunderlinedword.Step5:Listenagainandread.
Step6:Readthisdialogue,findoutwhichsentencesinvolvingthecomparisonoftwocities.
PartIIISummy:.
1.Givetheconclusionofthecomparativesandpractise
2.ExplaintheKeyphrasesandpractisePartIVPractice
1.Talkaboutthetwocities
2.WorkinpairsandthinkoftwocitiesyouknowinChina.Askandanswerquestions.Usingbig,small,hot,cold,oldornewPartV:Homework
Period2VocabularyandReading
TeachingContent:VocabularyandReading
TeachingAimsandDemands:
1.Languageknowledge:
Newwords:north,west,river,church,famous,capital,lake,low,mountain,about,near,village,region
Keystructures:befamousforinthesouthof
biggerandbusierthan…ontheRiverThames(重点)
2.Readingskill:TogetinformationaboutCambridge,LondonandBritain.
3.Affectionandattitudes:Weshouldloveourhometownandcountry.
Learningstrategies:Communicativeapproach.
TeachingAids:Multi-Media(Taperecorder,video,OHP,handout)
TeachingProcedures:
PartI:RevisionandPreparation
1.Helpstudentstorevisethefourcompasspoints
2.ShowthemamapofBritaintodescribethecountrytoknowsomeknowledgeofBritain
3.PractisetalkingaboutthecitiesinBritain
4.Extendthepositionoftellingthedirection
5.TalkaboutthecitesinChinaandpresenttheusageof”inonto”
PartII:Presentation
1Matchthewordswiththepictures2.PresentthefamousplacesinEnglandandlearnthewords
3.Chooseatitleforeachphoto4.IntroduceCambridgeandLondon5.TalkaboutthewestandnorthofLondonandtheislandPartIII:Listening
1.Listenandfillintheform
2.Readthepassageandanswerthequestions:3RetellthetextPartIV:Languageuse
（1）Comparetheothertwocities
（2）AnswerquestionsandwritenotesaboutatowninChinaPartV:Homework:

Period3.Languageinuse
TeachingContent:Languageinuse
Keystructures:Abe+adj.-erthanB(重点)
TeachingAimsandDemands:
1.Tosummarizeandconsolidategrammarfocus.
2.Tosummarizeandconsolidateexpressionsandvocabulary.
Affectionandattitudes:Weshouldloveourhometownandcountry.
Learningstrategies:Formalinstructionandtask-basedapproachandinteractivepractice.
TeachingAids:Multi-Media(video,OHP,handout)
TeachingProcedures:
PartIRevision
1.Uesthepicturestorevisethedegreeofcomparatives
2.ReviseComparativeFormsofadjectives
3.FocustheSs’sattentiononthe4differentwaysinwhichtheyareformed:
4.ExtendtheknowledgeofComparatives
PartIILanguagepractice
1:Tosummarizeandconsolidatetheusageofthestructure:Abe+adj.-erthanB
(1).Practicethestructure:Abe+adj.-erthanB
(2).AsktheSs.tomakeothersimilarexamples
(3).Talkandcompareintherealsituation
PartIII:Revisethetextwhatwelearnedinthismodule:
1.SaysomethingaboutCambridge
2.readthepoembyXuZhimoSaysomethingaboutLondon
3.RevisethenumbersConsolidatethepassagewehavelearnedPartIV:Practice
PartIVSaysomethingaboutthecitiesinChina
PartV:Homework:
TalkaboutyourhometowninJiaxingandcomparetwocities

Period4:WritingAroundtheworldModuleTask
TeachingContent:WritingAroundtheworldModuleTask
TeachingAimsandDemands:
1.Writingskill:Writesentencesaboutthecomparisonof2cities.Improvethestudents’writingability(难点).
2.Tosummariseandconsolidate-comparingplacesandcomparativeadjectives.(重点)
3.Affectionandattitudes:Weshouldloveourhometownandcountry.
Learningstrategies
Top-downandInteractiveapproachanddosomeexercises.
TeachingAids:Multi-Media(Taperecorder,video,OHP,handout)
TeachingProcedures:
PartI:Revision
1.WherearethesecitiesinChina?2.Comparethecitiesandriversusingwhatwehavelearned
3.Introducethetwobridgesandusetheadjectivestocompare4.Askandanswerquestionsabouttheplaces5.Workinpairsaskandanswerthequestionsabouttheplaces
6.Completethesentences
PartII:Writing
1.Writeabouttheanswerstothequestionsinactivity3onpage29individuallyandchecktheiranswerswithafriend.
2.Usingthemaptoshowtheanswerandtalkaboutthem
3.TalkaboutthetwocitesinUSA
PartIII.Aroundtheworld
1.Learnsomethingaboutimportantcitiesintheworld.
2.Readthetextandanswerthequestionswemention
PartIV:ModuleTask
Makingapostercomparing2citiesorriversinChina.

Module5Westernmusic

Module5Westernmusic

Part1:Teachingdesign

第一部分教学设计

Function

Talkingaboutlikesanddislikes

Structure

Questiontags;

Presentsimpleandpastsimplequestions

Listening/Speaking

Describingtypesofmusic

Describingopinionsaboutmusic

Reading/Writing

Checkinginformationandfindingspecificinformation

Makingandusingnotestowriteaboutacomposer

Aroundtheworld

Famousmusicians

Task

Talkingaboutthemusicyoulikebest

Unit3Languageinuse

■WarmingupListen,class!WhatmusicamIplaying?Itswesternclassicalmusic,isntit?Yes,itis.Ilikewesternclassicalmusic.ThisoneisbyJohannStrauss.Youveheardofhim,haventyou?Youlikeclassicalmusic,dontyou?Nowlet’sgotopage38toputlanguageinuse.■LanguagepracticeItswesternclassicalmusic,isntit?Youlikeclassicalmusic,dontyou?Youveheardofhim,haventyou?Hehasneverlikedclassical,hashe?1MatchthesentencesinBoxAwiththequestiontagsinBoxB.Onpage38,ontheleft,youseetwelvesentences.Nowreadthemandmatchthemwiththequestiontagsontheright.2Writethemissingquestiontags.SallyandJohnaretalkingaboutsomething.Butthequestiontagsaremissing.Nowreadthemaloudandwritethemissingquestiontags.3Workinpairs．PractisetheconversationinActivity2.Makesureyouputthestressintherightplaces.Talkjustastheydo!(仿说)YangChao:Hi,WenYu!Itsalovelyday,isn’tit？WenYu:Yes,itis.Youregoingswimmingtoday,aren’tyou？YangChao:Thatsright.Itoldyoulastweek,didn’tI？WenYu:Yes,youdid.Youdidntgetmymessagelastnight,didyou？YangChao:No,Ididnt.Youdidntcallme,didyou？WenYu:Yes,Icalledabouteight.Maybeyoudidnthearthephone.4Completethequestions.UseWhoorWhat.Onpage39,youseefiveincompletequestions.Readthemandcompletethem.UseWhoorWhat.Whatsortofmusicdoyoulike?1Whoisyourfavouritesinger?2Whatdancesdoyoulike?3Whoisafanoftechno?4Whatsortofmusicdoesyourmotherlistento?5Wholikeswesternpopandrockmusic?5AskandanswerthequestionsinActivity4.InpairsyouaregoingtoaskandanswerthequestionsinActivity4.---Whatsortofmusicdoyoulike?---TraditionalChinesemusic.---Whoisyourfavouritesinger?---YanWeiwen---Whatdancesdoyoulike?---ModernChinesedances.---Whoisafanoftechno?---Myyoungersister.Shelikestechnoverymuch.---Whatsortofmusicdoesyourmotherlistento?---TraditionalChinesemusic.Likeer’humusic.---Wholikeswesternpopandrockmusic?---Myfather.HespeaksEnglishandhelikeswesternpopandrockmusic.6Matchthewordswiththepictures.Onpage39youseefivepicturesandfivewords.Nowmatchthewordswiththepictures.picture1→singerpicture2→composerpicture3→rockpicture4→operapicture5→musician7PutthewordsinActivity6intothecorrectcolumn.TypesofmusicInstrumentsPeoplebluesclassicaljazzpopoperarockguitarpianotrumpetviolincomposermusiciansinger8CompletethepassagewithwordsfromActivities6and7Onpage40youreadapassageaboutMozart.NowreaditandcompleteitwithwordsfromActivities6and7Writejustastheydo!(仿写)CaoXueqinwasawriter,anovelist.Hewroteclassicalstoriesandpoems.Peoplehavereadhisnovelsforalongtime.TheirmostpopularnovelisTheDreamoftheRedChamber(红楼梦,alsoknownasADreamofRedMansionsorTheStoryoftheStoneandTheChroniclesoftheStone(石头记),by曹雪芹CáoXuěqín.Itseasytoread.InChina,allthelearnedpeoplereadthisnovel.TheycallitamostimportantChinesenovel．ItissaidthatyoucannotunderstandChinesecultureifyoudonotreadTheDreamoftheRedChamber.9Completetheconversationwiththecorrectquestiontags.Talkjustastheydo!(仿说)ChengBaoqin:YoulikeGuanHanqing’s(关汉卿)plays,don’tyou？ZhangLixin:Yes,Ido.Ilikehis拜月亭.Youcanplaytheviolin,can’tyou？ChengBaoqin:No,Icant.Imreallyadancer.Idontplayanyinstruments.Youdidntcometomylastdanceparty,didyou？ZhangLixin:No.Iwasbusythatevening.YournextdancepartyisonSunday,isn’tit？ChengBaoqin:Yes,thatsright.Youarecoming,aren’tyou？ZhangLixin::Yes,ofcourse!10Completethesentenceswiththephrasesinthebox．ofcoursenowandthenalotofnotonly…butalsoWriteastheydo.(仿写)Alotofstudentsplayfootballafterschool.Mysisternotonlyplaysfootballbutalsobasketball.Shesverygood,ofcourse!IplaybadmintonnowandthenbutIfindithard!11Saywhatyouthinkabouteachtypeofmusic.Usethewordsinthebox.beautifuldramaticfastfunlivelymodernsadseriousslowstrongrhythmstraditionalTalkastheydo.(仿说)---IthinkRockandrollisfun.---Yes,itis.---Icandancetoitsmusic.---IpreferMetal.Itisexciting.---Ilove20thcenturyclassicalmusic.---Whydoyouloveit?---Itisfastandlively.---Idon’tlikeitatall.12Workinpairs.Askandanswerquestionsaboutmusic.Talkastheydo.(仿说)---DoyoulikeRomanticmusic？---Yes,Ido.---DoyoulikeContemporarymusic？---No，Idont.Itstoonoisy.---DoyoulikePopandpopularmusic？---Yes,Ido.---DoyoulikeBlues？---No，Idont.Itstoosad.---DoyoulikeCountrymusic？---Yes,Ido.---DoyoulikeDisco？---No，Idont.Itstooloud.■AroundtheworldNowlet’sgoontoreadtheAroundtheworldtoknowaboutfamousmusicians.Whilereadingtrytocut(断句)/thesentencesintoparts,blacken（涂黑）thepredicates,shade（加影）theconnectivesandunderline（划线）theexpressions.NowwritealltheexpressionsinyourExpressionBook.inaquartet,playclassicalmusic,playedtogetherfor40years,playedthemusicofMozart,touredtheworld,giveconcerts■Moduletask→Talkingaboutthemusicyoulikebest13Workinpairs．Describethemusicandsaywhatyouthinkaboutit.Ifyoucan,bringsomeofyourfavouritemusicintoclasssoeveryonecanlistentoit.DiscussinEnglishyourfeelingsaboutyourmusic.Iliketheerhu(二胡)music.ItiscommonlyknownintheWestastheChineseviolin.Itisatwo-stringedbowedinstrument.Itproducessad,mysterious,joyfulorvoice-likemelodies.ItbelongstothehuqinfamilyofChineseinstruments,togetherwiththezhonghu,gaohu,banhu,jinghu,andsihu.Theerhudatesbacktothe13thcentury.AnotablecomposerfortheerhuwasLiuTianhua,aChinesemusician.HestudiedWesternmusic,too.Manyofhisworksfortheinstrumentfromthe1920sarestillplayedfrequently.Ilovetoplaythepipa琵琶.ItisatraditionalChinesemusicalinstrument.SometimesitiscalledtheChineselute.Ithasapear-shapedwoodenbody.IthasbeenplayedfornearlytwothousandyearsofhistoryinChina,andbelongstothepluckedcategoryofintruments(弹拨乐器).14Makeaposteraboutyourfavouritemusicandmusicians.AwomanplaysthepipaintheNewYorkCitySubwaysTimesSquareStation,2004.ChinesemusiciansatarestaurantinShanghaiRe-enactmentofatraditionalmusicperformance

Module5Rulesandsuggestions-

Module5Rulesandsuggestions

Unit1Youmustkeeptothepath

I.Teachingmaterialanalyzing教材分析

本课以“rulesandsuggestions”为话题，以“Mr.Jackson告诉人们爬长城时应该注意的一些事项为主题，通过听、读、说训练，要求学生重点掌握规则和建议的表达方法。通过本课的学习，学生将重点掌握情态动词的用法，并能运用所学知识说一些应注意的规则和提一些建议。

Activity1要求学生看中国的长城图，给来参观的游客说一些规则，提一些建议。

Activity2要求学生听录音，利用所给词汇回答问题，并通过再次听录音检查答案，从而为Activity3的对话作准备。

Activity3听读一段Mr.Jackson给大家介绍一些规则和提建议的对话，在让学生了解爬长城应注意事项的同时，学习一些关于说规则、提建议的句式。

Activity4根据对话内容选择最佳答案。

Activity5要求学生就Mr.Jackson提的规则和建议做一个笔记。

II.Teachinggoals教学目标

SkillFocus

听

ListentothedialogueabouttherulesandsuggestionstotheGreatWall.

说

Talkabouttherulesandsuggestionswhenmakingatrip

读

ReadthedialogueabouttherulesandsuggestionstotheGreatWall.

写

Writeaboutrulesandsuggestionstoprotectourenvironment

Languagegoals

语言目标

1．重点词汇

rule,suggestion,rope,stream,clear,starving

2．短语

keep...to,leadtheway

3．EverydayEnglish

I’mstarving!Ithinkthat’sall.

Abilitygoals

能力目标

Enablethestudentstotalkabouttherulesandadviceusingmodelverbs.

Learningabilitygoals学能目标

Helpthestudentslearnhowtotalkabouttherulesandadviceusingmodelverbs.

Teachingmethods教学方法

Listeningandspeaking.Individual,pairorgroupwork.

Teachingimportant/difficultpoints教学重难点

1.Masterthenewphrasesandsentencepattern

2.makethestudentsbeabletotalkaboutrulesandsuggestion

Teachingaids

教具准备

ataperecorder,aprojectorandablackboard

Ⅲ.Teachingproceduresandways教学过程与方式

StepIRevision

Revisethenewwordsandsomephrasesbyreadingtogether.

StepIIWarmingupandlead-in

Talkingaboutsomeoftheschoolrulesthestudentsareobeying.Letthestudentspre-knowwhatarerulesandthepatternofsayingrulesincludedmust,mustn’t,should,shouldn’tetc.

StepIIILookandsay

ShowthestudentsapictureoftheGreatWall.Havethestudentsthinkandgivesomerulesandadvicetothevisitor.

StepⅣListenandanswer

Readthewordsintheboxfirst.Listentothetapetogetthegeneralidea.Thenlistenagainandtrytogettheanswers.Checktheanswerswiththestudents.

StepⅤListenandread

1.Listentothetapeforthefirsttimewiththebooksopen.

2.Listenandrepeatafterthetape.PayspecialattentiontotherulesandsuggestionsMr.Jacksongavethem.

3.Readaftertheteacher.Analyzethedialogue.Teachthelanguagepointsandusefulexpressions.

4.ChoosethebestanswersinActivity4.Askacoupleofstudentstoshowofftheiranswers.

5.LetthestudentsfindouttherulesandsuggestionsMr.Jacksongavetheminthedialogue,trytofinishtheblankinActivity5.Checkwiththestudents.

StepⅥPairswork

Workinpairs.Discusswhatrulesandsuggestionsweshouldobeytoprotectourenvironment.Writedowntheiranswers.Askpairstoshowouttheiranswers.

StepⅦSummary

Readthenewwords,phrasesandusefulexpressionsandthepatternofrules.

StepⅧHomework

1.Readthedialogue

2.Writesomerulesorsuggestionsifyouarewatchingafilminthecinema.

Teachingresources教学资源库

Ⅰ.情态动词

情态动词有can(could),may(might),must,haveto,shall(should,will(would),dare(dared),need(needed),oughtto等。情态动词无人称和数的变化；不能单独使用，必须与其后的动词原形构成谓语。

1.can,could

1)表示能力（体力、知识、技能）。例如：

Canyouliftthisheavybox?（体力）

Marycanspeakthreelanguages.（知识）

Canyouskate?（技能）

此时可用beableto代替。Can只有一般现在时和一般过去式；而beableto

则有更多的时态。例如：

I’llnotbeabletocomethisafternoon.（一般将来时）

当表示“经过努力才得以做成功某事”时应用beableto，不能用Can。如：

Hewasabletogotothepartyyesterdayeveninginspiteoftheheavyrain.

2)表示请求和允许。例如：

-----CanIgonow?

-----Yes,youcan./No,youcan’t.

此时可与may互换。在疑问句中还可用could,might代替，但could,might并不表示过去式，只是语气更委婉。它们不能用于肯定句和答语中。例如：

----CouldIcometoseeyoutomorrow?

----Yes,youcan.(No,I’mafraidnot.)

3)表示客观可能性（客观原因形成的能力）。例如：

They’vechangedthetimetable,sowecangobybusinstead.

Thishallcanhold500peopleatleast.

4)表示推测（惊讶、怀疑、不相信的态度），用于疑问句、否定句和感叹句中。

Canthisbetrue?

Thiscan’tbedonebyhim.

Howcanthisbetrue?

2.may,might

1)表示请求和允许。might比may语气更委婉，而不是过去式。否定回答时可用can’t或mustn’t，表示“不可以，禁止”。例如：

----Might/MayIsmokeinthisroom?

----No,youmustn’t.

----May/MightItakethisbookoutoftheroom?

----Yes,youcan.(No,youcan’t/mustn’t.)

用MayI...？征徇对方许可时比较正式和客气，而用CanI...？在口语中更常见。

2）用于祈使句，表示祝愿。例如：

Mayyousucceed!

3)表示推测、可能性（不用于疑问句）。might不是过去式，它所表示的可能性比may小。例如：

Hemay/mightbeverybusynow.

Yourmothermay/mightnotknowthetruth.

3.must,haveto

1)表示必须、必要。例如：

Youmustcomeintime.

在回答引出的问句时，如果是否定的，不能用mustn’t（禁止，不准），而用needn’t,don’thaveto（不必）。例如：

----Mustwehandinourexercisebookstoday?

----Yes,youmust.

----No,youdon’thaveto/youneedn’t.

2)must是说话人的主观看法，而haveto则强调客观需要。Must只有一般现在时，haveto有更多的时态形式。例如：

Hisplayisn’tinteresting,Ireallymustgonow.

IhadtoworkwhenIwasyourage.

3)表示推测、可能性（只用于肯定的陈述句）例如：

You’reTom’sgoodfriend,soyoumustknowwhathelikesbest.

Yourmothermustbewaitingforyounow.

4.dare,need

1)dare作情态动词用时,常用于疑问句、否定句和条件从句中,过去式形式为

dared。例如：

HowdareyousayI’munfair?

Hedaren’tspeakEnglishbeforesuchacrowd,darehe?

Ifwedarednotgotherethatday,wecouldn’tgetthebeautifulflowers.

2)need作情态动词用时,常用于疑问句、否定句。在肯定句中一般用must,haveto,oughtto,should代替。例如：

Youneedn’tcomesoearly.

----NeedIfinishtheworktoday?

----Yes,youmust./No,youneedn’t.

3)dare和need作实义动词用时，有人称、时态和数的变化。在肯定句中，dare后面常接带to的不定式。在疑问句和否定句中，dare后面可接带to或不带to的不定式。而need后面只能接带to的不定式。例如：

Idaretoswimacrossthisriver.

Hedoesn’tdare(to)answer.

Heneedstofinishhishomeworktoday.

5.shall,should

1)shall用于第一人称，征求对方的意见。例如：

Whatshallwedothisevening?

2)shall用于第二、三人称，表示说话人给对方的命令、警告、允诺或威胁。

Youshallfailifyoudon’tworkhard.(警告)

HeshallhavethebookwhenIfinishit.(允诺)

Heshallbepunished.(威胁)

6.will,would

1)表示请求、建议等，would更委婉。例如：

Will/Wouldyoupassmetheball,please?

2)表示意志、愿望和决心。例如：

Iwillneverdothatagain.

Theyaskedhimifhewouldgoabroad.

3)would表示过去反复发生的动作或某种倾向。would表示过去习惯时比used

to正式，且没有“现已无此习惯”的含义。例如：

Duringthevacation,hewouldvisitmeeveryotherday.

Thewoundwouldnotheal.

7.should,oughtto

1)should,oughtto表示“应该”，oughtto表示义务或责任，比should语气重。

Ishouldhelpherbecausesheisintrouble.

Yououghttotakecareofthebaby.

2)表示劝告、建议和命令。should,oughtto可通用，但在疑问句中常用should。

Youshould/oughttogotoclassrightaway.

ShouldIopenthewindow?

3)表示推测

should,oughtto(客观推测),must(主观推测)。

Hemustbehomebynow.(断定他已到家)

Heoughtto/shouldbehomebynow.(不太肯定)

Thisiswheretheoilmustbe.(直爽)

Thisiswheretheoiloughtto/shouldbe.(含蓄)

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