Thememoryrobot
教学目标
1.知识目标:
(1)Newwordsandphrases
memory,back,everything,umbrella,dry,newspaper,morning,atbreakfast,saygoodbyeto,useful,scientist,invent,allthetime,always,everywhere,born,beborn,May,move,understand,so-so,atfirst,most,luck,April,hate,fly,painting,airport
(2)语法项目
一般过去时态(二)
规则动词过去式及读音
不规则动词过去式及读音
Whatdidyoudoyesterdaymorning?WhendidtheycometoChina?
WhydidtheymovetoFrance?Whocametovisityourschool?
(3)日常交际用语
Icantremember.
Theycametosaygood-byetous.
When/wherewereyouborn?Iwasbornon…/in…
Doyouenjoylivinghere?
Goodluckwithyou…
2.能力目标:
(1)使学生能进一步掌握一般过去时的用法,并能根据实际情景进行口头和笔头练习。
(2)使学生能读懂课文,并能根据上下文判断出生词的大意,回答课后的问题。
(3)使学生能听懂与课文听力难度相当的听力材料,并能回答出教师提出的问题。
(4)使学生能掌握c.ck.qu.f.ph.等几个辅音字母的发音规则。
3.德育目标:
通过教学,激发同学的学习积极性,鼓励他们练就本领,投身社会。
教学建议
教材分析
本单元的教学活动主要是教会学生如何谈论过去的经历。为此课文做了精心设计,以Mr.Mott夫妇和hismemoryrobot之间发生的故事开展教学活动,一般过去时的教学贯穿始终,重点突出了谓语动词为实义动词的一般过去时的用法。不但包括了实义动词一般过去时的陈述句形式还包括了一般过去时的一般疑问句和特殊疑问句形式,使整个教学活动重点突出,内容丰富。
教学重难点:一般过去时及动词的过去式的拼写和读音。
单词教学建议
本单元单词数量多而且出现了大量的不规则动词的过去式学生难以掌握,教师应注意循序渐进,可以先让学生在课文中找出那些是动词的过去式,然后将这些词写在黑板上帮助学生在不规则中找出规律,再加深记忆。如:
get-got,forget-forgot
begin-began,sing-sang,give-gave,swim-swam
say-said,pay-paid
know-knew,grow-grew,throw-threw
cut-cut,let-let,hurt-hurt,put-put,read-read
教师可以在每一节课抽出几分钟时间用听写,或提问的方式练习一部分动词的过去时,积少成多。
课文教学
第34课是一篇介绍Mott先生和机器人的阅读课文和有关此文的问答。可利用课文前面的两个问题让学生先进行讨论。关于机器人的作用不一定非要局限在课文内容中,但教师也可借助这两个问题培养学生的略读(skimming)能力:给他们一分钟的时间默读课文并回答这两个问题。接着再读一遍,然后回答练习册中的问题。文中有的生词可在读前先给以介绍,但大部分生词可以让学生通过上下文猜测词义。在此基础上,教师可结合课文本身有重点地讲解文中生词和难点。本课的最后一部分问答练习让学生边填空边问答,实际上是测试学生对课文细节的理解能力(scanning)。对于条件较好的班级,应要求不看课文进行这个练习。
口语教学建议
教师可以出示一组句型转换的练习帮助学生熟悉一般过去时的用法。如:
1.Heoftengetsupatsix.Butyesterdayhe________atseven.
2.Myfatheralwaysbuysacakeformeeveryyearonmybirthday.Butlastyearhe______abookforme.
3.Tomalwaysplayschesswithpeter.Butyesterdaypeter_______.
听力教学建议
教学中,教师应先让学生仔细听清动词过去式发音,并注意跟随教师模仿。再在听力材料中挖去动词的过去式,听完之后,要求学生填充所缺的单词,最后可以让学生跟读课文。
语法教学建议
本单元的语法教学应主要围绕一般过去时展开,教师应设计各种情景,给学生提供机会练习。
(1)教师可以在黑板上画一张教室图,门前有棵树。编一段对话,借这棵小树之口向小鸟按下表介绍小明过去和现在在校的表现:
Time
Activities
Time
Activities
Lastyear
Careless
Now
Morecareful
Lastsummer
Swim
Thissummer
Playfootball
Lastterm
LikeChinese
Thisterm
LikeEnglish
Tree:Iamthetreeintheschool.IknowXiaoMingwell.EverydayIseehimstudyintheclassroom.
Bird:WasXiaoMingacarelessboy?
Tree:Yes,Heoftenforgothisglasseslastyear.Heevenforgotthetelephonenumberofhisfamily.
Bird:Doesheoftenforgetanythingnow?
Tree:No,hebecamemorecarefulnow.
Bird:DidXiaoMinglikeChineselastterm?
Tree:Yes,butthisterm,helikesEnglishbetterthanChinese.
Bird:WhatsportsdidXiaoMingdolastsummer?
Tree:Heoftenswamlastsummer.
Bird:Whenandwheredidheswimlastsummer?
Tree:Heoftenswamintheriverafterschool.Butthissummerhealwaysplaysfootball.
(2)教师可以要求学生将第三十三课第二部分按对话的内容改写成一篇日记以加深学生对对话的掌握如下:
Igotupat6:45.Iwentforawalkandboughtanewspaperbeforebreakfast.Ireadnewspaperatbreakfast.AfterbreakfastMr.andMrs.Turnercametoseeme.Hestartedpackingat9:15andfinishitat10:40.
need“需要”注意的几个方面
1)need名词,意思是“需要、必要”。其复数形式是“必需品”。例如:
Thereisnoneedtohurry.没必要着急。
Ifeeltheneedofexercise.我觉得需要运动。
Weareinneedoffood.我们需要食物。
need用作不可数名词时,还有“贫穷、不幸、逆境、困难”等意思。例如:
Manyfamiliesareingreatneed.许多家庭处于贫困的情况。
Afriendinneedisafriendindeed.患难见真情。
2)need用作实义动词时,意思是“需要、必须、必要”。例如:
Mycoatneedsmending.我的上衣需要缝补。
Ineedsomemoney.我需要一些钱。
Weneedtoworkhard.我们必须努力工作。
3)need用作情态动词时,意思是“需要、必须”,常放在疑问句和否定句中。例如:
Needhego?=Doesheneedtogo?他必须去吗?
“MustIdomyhomeworknow?”“我现在必须马上做作业吗?”
“No,youneedn’t.”“不,不必。”
注意:need作情态动词时,因为无人称和时态的变化,所以它的过去时用hadto来代替,而将来时则用willhaveto来代替。例如:
Hehadtogetupearlybecausehewantedtoclimbthehills.
他必须早起因为他想去爬山。
教学目标
1.知识目标:
(1)Newwordsandphrases
memory,back,everything,umbrella,dry,newspaper,morning,atbreakfast,saygoodbyeto,useful,scientist,invent,allthetime,always,everywhere,born,beborn,May,move,understand,so-so,atfirst,most,luck,April,hate,fly,painting,airport
(2)语法项目
一般过去时态(二)
规则动词过去式及读音
不规则动词过去式及读音
Whatdidyoudoyesterdaymorning?WhendidtheycometoChina?
WhydidtheymovetoFrance?Whocametovisityourschool?
(3)日常交际用语
Icantremember.
Theycametosaygood-byetous.
When/wherewereyouborn?Iwasbornon…/in…
Doyouenjoylivinghere?
Goodluckwithyou…
2.能力目标:
(1)使学生能进一步掌握一般过去时的用法,并能根据实际情景进行口头和笔头练习。
(2)使学生能读懂课文,并能根据上下文判断出生词的大意,回答课后的问题。
(3)使学生能听懂与课文听力难度相当的听力材料,并能回答出教师提出的问题。
(4)使学生能掌握c.ck.qu.f.ph.等几个辅音字母的发音规则。
3.德育目标:
通过教学,激发同学的学习积极性,鼓励他们练就本领,投身社会。
教学建议
教材分析
本单元的教学活动主要是教会学生如何谈论过去的经历。为此课文做了精心设计,以Mr.Mott夫妇和hismemoryrobot之间发生的故事开展教学活动,一般过去时的教学贯穿始终,重点突出了谓语动词为实义动词的一般过去时的用法。不但包括了实义动词一般过去时的陈述句形式还包括了一般过去时的一般疑问句和特殊疑问句形式,使整个教学活动重点突出,内容丰富。
教学重难点:一般过去时及动词的过去式的拼写和读音。
单词教学建议
本单元单词数量多而且出现了大量的不规则动词的过去式学生难以掌握,教师应注意循序渐进,可以先让学生在课文中找出那些是动词的过去式,然后将这些词写在黑板上帮助学生在不规则中找出规律,再加深记忆。如:
get-got,forget-forgot
begin-began,sing-sang,give-gave,swim-swam
say-said,pay-paid
know-knew,grow-grew,throw-threw
cut-cut,let-let,hurt-hurt,put-put,read-read
教师可以在每一节课抽出几分钟时间用听写,或提问的方式练习一部分动词的过去时,积少成多。
课文教学
第34课是一篇介绍Mott先生和机器人的阅读课文和有关此文的问答。可利用课文前面的两个问题让学生先进行讨论。关于机器人的作用不一定非要局限在课文内容中,但教师也可借助这两个问题培养学生的略读(skimming)能力:给他们一分钟的时间默读课文并回答这两个问题。接着再读一遍,然后回答练习册中的问题。文中有的生词可在读前先给以介绍,但大部分生词可以让学生通过上下文猜测词义。在此基础上,教师可结合课文本身有重点地讲解文中生词和难点。本课的最后一部分问答练习让学生边填空边问答,实际上是测试学生对课文细节的理解能力(scanning)。对于条件较好的班级,应要求不看课文进行这个练习。
口语教学建议
教师可以出示一组句型转换的练习帮助学生熟悉一般过去时的用法。如:
1.Heoftengetsupatsix.Butyesterdayhe________atseven.
2.Myfatheralwaysbuysacakeformeeveryyearonmybirthday.Butlastyearhe______abookforme.
3.Tomalwaysplayschesswithpeter.Butyesterdaypeter_______.
听力教学建议
教学中,教师应先让学生仔细听清动词过去式发音,并注意跟随教师模仿。再在听力材料中挖去动词的过去式,听完之后,要求学生填充所缺的单词,最后可以让学生跟读课文。
语法教学建议
本单元的语法教学应主要围绕一般过去时展开,教师应设计各种情景,给学生提供机会练习。
(1)教师可以在黑板上画一张教室图,门前有棵树。编一段对话,借这棵小树之口向小鸟按下表介绍小明过去和现在在校的表现:
Time
Activities
Time
Activities
Lastyear
Careless
Now
Morecareful
Lastsummer
Swim
Thissummer
Playfootball
Lastterm
LikeChinese
Thisterm
LikeEnglish
Tree:Iamthetreeintheschool.IknowXiaoMingwell.EverydayIseehimstudyintheclassroom.
Bird:WasXiaoMingacarelessboy?
Tree:Yes,Heoftenforgothisglasseslastyear.Heevenforgotthetelephonenumberofhisfamily.
Bird:Doesheoftenforgetanythingnow?
Tree:No,hebecamemorecarefulnow.
Bird:DidXiaoMinglikeChineselastterm?
Tree:Yes,butthisterm,helikesEnglishbetterthanChinese.
Bird:WhatsportsdidXiaoMingdolastsummer?
Tree:Heoftenswamlastsummer.
Bird:Whenandwheredidheswimlastsummer?
Tree:Heoftenswamintheriverafterschool.Butthissummerhealwaysplaysfootball.
(2)教师可以要求学生将第三十三课第二部分按对话的内容改写成一篇日记以加深学生对对话的掌握如下:
Igotupat6:45.Iwentforawalkandboughtanewspaperbeforebreakfast.Ireadnewspaperatbreakfast.AfterbreakfastMr.andMrs.Turnercametoseeme.Hestartedpackingat9:15andfinishitat10:40.
need“需要”注意的几个方面
1)need名词,意思是“需要、必要”。其复数形式是“必需品”。例如:
Thereisnoneedtohurry.没必要着急。
Ifeeltheneedofexercise.我觉得需要运动。
Weareinneedoffood.我们需要食物。
need用作不可数名词时,还有“贫穷、不幸、逆境、困难”等意思。例如:
Manyfamiliesareingreatneed.许多家庭处于贫困的情况。
Afriendinneedisafriendindeed.患难见真情。
2)need用作实义动词时,意思是“需要、必须、必要”。例如:
Mycoatneedsmending.我的上衣需要缝补。
Ineedsomemoney.我需要一些钱。
Weneedtoworkhard.我们必须努力工作。
3)need用作情态动词时,意思是“需要、必须”,常放在疑问句和否定句中。例如:
Needhego?=Doesheneedtogo?他必须去吗?
“MustIdomyhomeworknow?”“我现在必须马上做作业吗?”
“No,youneedn’t.”“不,不必。”
注意:need作情态动词时,因为无人称和时态的变化,所以它的过去时用hadto来代替,而将来时则用willhaveto来代替。例如:
Hehadtogetupearlybecausehewantedtoclimbthehills.
他必须早起因为他想去爬山。
Lesson33教学设计方案
TeachingObjectives
GoonlearningthesimplepasttenseandenableSstorememberthepastformofregularandsomeirregularverbs.
Talksomethingaboutrobots.
Properties:Taperecorder,multi-mediacomputer
LanguageFocus:goonatriprobotstartdoingfinishdoing
TeachingProcedures
I.Revision
1.SupposeastudentwerethebusinessmaninLesson32,saysomethingabouthimself.
2.DictatethewordsinUnit8.
II.Leading-in
1.Inthenowadaysworld,scienceandtechnologyaredevelopingfasterandfaster.
Canyousaysomelatestandmostsophisticatedtechnology?
Haveyoueverimaginedthatonedayamemoryrobotcanbetakenwithyouanddomanythingsforyou?Whatcantheydo?
2.(Withthehelpofmulti-media)showsomepicturesofrobotsifpossible.
III.Presentation
1.Today,we’llmeetMr.Mott,hiswifeSusanandhismemoryrobot.You’llseewhatthememoryrobotcandoforMr.Mott.
2.Describepictureinthebook.
3.Describetherobot.
4.Whatcanarobotdoandwhatdoyouwantarobottodoforyou?
IV.Reading
1.Listenandrepeatthetwodialoguesinthebook.
2.AsktheSsthequestion:“whatcanthememoryrobotdoforMr.Mott?”
3.AsktheSstogivethepastformoftheverbsinthedialogue.
(1)do(2)pack(3)get(4)go(5)buy(6)read(7)come(8)start(9)finish(10)teach
Keys:(1)did(2)packed(3)got(4)went(5)bought(6)read(7)came(8)started(9)finished(10)taught
4.Gooverthelanguagepoints
goonatrip:Mr.Mottwillgotoatriptomorrow.
robot
start/finishdoing
eg.MostBeijingstudentsstartlearningEnglishattheageof10.
Jackstarteddoinghishomeworkat5:00andfinisheddoingitat6:00.
Haveyoufinishedwritingyournovel?
5.Listenandreadafterthetape.
V.Practice
1.Groupwork:asktheSstoworkingroupsofthree.Mr.Mott,Susanandtherobotandactoutthefirstdialogue
2.Pairwork:asktheSstoworkinpairs.Mr.Mottandtherobotactouttheseconddialogue,addsomethingtocontinuethedialogue.
VI.Exercisesinclass
Dictation
Mr.Mottisverybusy.Heoftenhasalottodo,buthismemoryispoor.Healwayscantremembermanythings.Thememoryrobotreallyhelpshimalot.
Lastweek,Mr.MottwenttoBeijingonbusiness.Heaskedhisrobotforhelp.Therobotrememberedallthethingshedid,whenhegotup,whathedidbeforeandafterbreakfast,whetherhepackedhisthingsandsoon.
Mr.Mottthankshismemoryrobotalot.
CompletethesentencesaccordingtotheChinese.
1.Mrs.Mottismaking_____________.(一个记忆机器人)
2.Theyaregoing________(去旅行)toQingdao.
3.Pleasetake________(你的伞)withyouwhenyougoout.
4.Mr.Mott_________(装好每件东西)lastnight.
5.It’stoolate.Ihaveto_________(向你们告辞)now.
6.It’smuch___________(干燥)todaythanyesterday.
7.Thestudentsusually__________(开始学习)ateightathomeeverynight.
8.He_________(写完了)aletterjustnow.
Answers:1.amemoryrobot2.onatrip3.yourumbrella4.packedeverything5.saygoodbyeto6.drier7.startstudying/tostudy8.finishedwriting
VII.Homework
1.Wb
2.Writing:ARobotDesignedByMe
Writeashortarticleabouttherobotyoudesign.It’sappearance.Whatcanitdo.Whyisitusefulandanythingyoulike.
Youcandrawarobotforyourteacher.
VIII.Thedesignoftheblackboard
Lesson34教学设计方案
TeachingObjective:Readapassageaboutthememoryrobotinvent.
Properties:Taperecorder,pictures
LanguageFOCUS:badmemoryallthetime=alwayswatchsb.do
TeachingProcedures
I.Revision
AskthestudentstorecallMr.Mott’srobot:itsappearance,functions,etc.
II.Leading-in
1.Inthelastperiod,welearntsomethingaboutMr.Mott’srobot,todaywe’llknowmoreaboutit.
2.Talkaboutstudents’writings.Inthelastperiod,Sswereassignedawriting.Aftercorrecting,theteachersummarizestheSs’writings.
Whatcanrobotsdoandwhyaretheyuseful?
III.Reading
1.AskSstoreadthetextbythemselvesandfinishEx.2
2.Checktheanswers
3.Chainreadingthetextagain
4.Languagepoints
(1)inventv-inventionn.
LightisinventedbyEdison.LightisEdisonsinvention.
(2)hadmemory/poormemory
eg.Mybrotherhasapoor/badmemory,butIhaveaverygoodmemory.
(3)allthetime=always
eg.Itseemsthatshesstudyingallthetime.
(4)watchsb.doing
eg.Everymorning,Icanhearmyneighboursinginthekitchen.
IsawhimrunningontheplaygroundwhenIcameintotheschool.
Allthestudentswatchedtheirchemistryteacherdoingtheexperimentcarefullyinthelabwhenthebellrang.
5.Retellthelesson
IV.Exercisesinclass
TheMemoryRobot
Susan1thememoryrobot,becauseherhusband,Mr.Mott2avery3memory.ThememoryrobotfollowedMr.Mott4.Itlistenedtoeverythinghe5andsaweverythinghe6Itwatchedhim7tohisstudents,8hismeals,and9atnight.Inaword,thememoryrobotknow10aboutMr.Mott,80didMr.Mott’swife.
1.A.inventsB.inventedc.inventing
2.A.haveB.hadC.having
3.A.goodB.badC.well
4.A.allthetimeB.attimesC.sometimes
5.A.saysB.saidC.saying
6.A.doesB.didC.doing
7.A.talkB.talkedC.talking
8.A.eatB.ateC.eating
9.A.sleepB.sleptC.sleeping
10.A.nothingB.anythingC.everything
Key:BBBABBAAAC
Fillintheblankswiththeproperformofthegivenwords.
1.Ican’trememberthingsbecauseIhaveavery______(bad)memory.
2.Where______(do)yourfatherwork?
3.Sheliked______(to)knoweverythingaboutherhusband.
4.Theboydidn’tknowtheanswer______(to)thisquestion.
5.Youmustlistentotheteacher______(careful).
6.Mr.Wangisa______(science).
7.Atnight,therobotwatchedhim______(sleep).
8.Therobotkneweverything______(about)Mr.Mott.
Answers:1.bad2.does3.to4.to5.carefully6.scientist7.sleep8.about
V.Homework
1.Wb
2.Retellthelesson
VI.Thedesignoftheblackboard
Lesson35教学设计方案
教学目的
1.使学生熟练掌握一般过去时一般疑问句和特殊疑问句的句子结构,并能进行口头和笔头练习。
2.使学生能够掌握课文内容,并能回答课后的问题。
3.使学生熟练掌握重点词组和单词,能够模仿课文对对方的基本情况进行介绍。
教具:教学录音磁带和图片
教学过程
Step1Revision
(1)写出下列单词的过去式:live,move,find,come,want
(2)Roleplay:组织学生表演第33课readandact.
Step2Leading-in.
Question
(1)WhatkindofmachineismemoryRobot?
(2)WhoinventmemoryRobot?
(3)WhydidsheinventmemoryRobot?
今天我们看一看Mr.Mott是如何采访Ann的.
Step3Presentation
(1)DrawatimelineacrosstheBbandsaysomekeywords.
LetmetellyouaboutAnn.ShelivesinChinanow.In1996,shelivedinFrance.In1995,shelivedinEngland.NowsheisenjoyinglivinginChina.
(2)学生朗读课文并找出自己不懂的地方,教师就本课的知识点进行讲解。
(3)ListentoMottandAnn.“WhenwasAnnborn?WhendidshemovetoFrance?”
(4)AsktheSsaboutAnn,andusetheiranswerstodrawatimelineontheBb.
WhenwasAnnborn?WhendidhemovetoFrance/China?
Wheredidhelivein1996?Wheredoeshelivenow?etc.
(5)LettheSspractisereadingandactingoutthewholedialogue.
Step3Listentothetapeandcompletethesentencesonpage121.
(1)学生第一遍听大意。
(2)学生听第二遍填空。
(3)学生听第三遍检查。
(4)学生阅读句子并连句成段。
(5)教师找部分学生向大家讲述这个故事。
Step4Drills
模拟采访
情景:ZhaoLanisaChinesegirl.SheisstudyingEnglishinAmericannow.ThereporterofCNNisgoingtotakeareviewwithher.
教师用投影仪出示采访提纲:Wherewereyouborn?
Whenwereyouborn?
Howlongdidyoulivethere?
WhendidyoucometoAmerican?
WhydidyoucometoAmerican?
Doyouenjoylivinghere?
DoyoulikeEnglish?
HowisyourEnglish?让学生先进行讨论:如果你是:Zhaolan,怎么回答。然后有两个学生进行角色表演。
Step5Exercisesinclass
Ilive,be,move,come,find,work
Ann____borninEnglandonMay18,1987.She____thereforaboutnineyearsandthen____toFrancewithherparents,becauseherfather____workthere.Twoyearsago,they____toChinabecauseherparentswantedto____inChina.Theyenjoy____inChinaverymuch.
Key:was,lived,moved,found,came,work,living
Choosetherightanswer.
()1.MayIaskyou______questions?
A.someB.anyC.aD.all
()2.Jim’sfatherwasborn______January18,1940.
A.inB.onC.atD.of
()3.LastyearthemanwenttoNanjingandfound______workthere.
A.aB.anC.theD./
()4.MyfamilycametoYangzhouthreeyears______.
A.beforeB.laterC.agoD.after
()5.Doyouandyourfamilyenjoy_______here?
A.liveB.livesC.toliveD.living
()6.Icanunderstand______ofyourwords.
A.themostB.mostC.themoreD.more
()7.Yourenewhere.Goodluck______yourEnglish.
A.toB.withC.forD.in
Answers1.A2.B3.D4.C5.D6.B7.B
Step6Homework
(1)Copythenewwordsandthephrases.
(2)Ex.2onPage43
(3)Makedialogues.
Thedesignoftheblackboard
Lesson36教学设计方案
TeachingObjectives:Developthefourskillsoflistening,speaking,readingandwriting.Revisethelanguagepointsofthewholeunit
Properties:Taperecorder,OverheadProjector
Languagefocus:/k/ckck/kw/qu/f/fph
TeachingProcedures
I.Revision
AsktheSstosaysomethingaboutAnninthelastperiodwiththehelpofthetimeline.
II.Listening
1.AsktheSstosummarizetherulesoflettercombinationswiththesounds/k//kw/and/f/andgivesomeexamples
2.Listenandrepeatafterthetape
III.Speaking
1.ReadMr.Mott’sdiarybytheSsthemselves.
2.RetellwhathappenedtoMr.MottfromApr.10toApr.13.
3.Opinionshow
WhatdoyouthinkofMr.Mott?Doyouthinkapersonlikehimcanbeasuccessfulperson?
IV.ReadingandWriting
1.FinishEx.4inthebook.
2.Checktheanswer
3.Readaloud
4.Retellthediary.
V.Relaxation
Wordpuzzlegame
VI.Gooverthelanguagepointsoftheunit
VII.Exercisesinclass
FinishthedialoguebetweenMr.MottandhiswifeaccordingtoMr.Mott’sdiaryofApr.11and12.
S:WhatdidyoudoonthemorningofApril11?
M:1.
S:What’sthenameoftheplace?
M:2.
S:Didyoumeetalotofteachers?
M:Yes,Imetalotofteachersfrom3,but4.
S:HowaboutApril.12?Whatdidyoudo?
M:5.
S:Whatdidyoutalkabout?
M:6.
S:Howaboutotherteachers?Doyoustillrememberwhattheysaid?
M:7.
S:Oh,whatdidyouattendthemeetingfor?Didn’tyouwanttolearnsomethingfrom others?Youstillneedtherobottoremembereverythingforyou.
M:Oh,__8__.
Keys:
1.Iwenttoaplace.
2.Iforget/Ican’tremember.
3.England,America,CanadaandHongKong.
4.Ican’tremembertheirnames.
5.Wehadameetingallday.
6.ItalkedaboutEnglishteachinginJapan.
7.NO,Ican’t.
8.(Openanswer)Ihatethatmachine./terrible…
Fillintheblankswiththeproperformofthegivenwords.
Look!Jim______(sit)underabigtree.I______(see)him______(draw)thereyesterdayafternoon.Heusually______(do)hishomeworkinhisroom.Nextmorninghe______(cook)forhisfamily.
Answers:issitting,saw,draw/drawing,does,isgoingtocook
VIII.Homework
1.Wb.
2.Reviewthewholeunit.
IX.Thedesignoftheblackboard
探究活动
庭审记实
有一名学生扮演法官,一名学生扮演罪犯,其他学生的几名同学做证人。另外的学生每人发一张记录表格做书记员负责做笔录。学生可以准备道具如假发,手拷等,按照表一和下面主要问题进行庭审。(学生还可以做一些自由发挥)。
表一:
Name
Birthdayplace
Birthdaydate
Workplace
Job
Questions:
(1)WhatdidyoudolastMondaynight?
(2)WhydidyoucometoLily’sfamily?Whendidyoucomeback?
(3)Howdidyoustealtheirlamb?
(4)Howmanysheepdidyousteal?
(5)Whydidyoustealtheirlambs?
(6)Whohelpedyoudothis?
(7)Wheredidhego?
(8)Howcanwecatchhim?
最后,让学生根据结果用写一篇审查报告,要求叙述事件的经过。
填写个人简历
组织学生每人写一份个人简历上面写上以下几个项目:
Name:________
Sex_____
Birthplace_______
Birthdate________
Hobby_________
School______
Class______
Grade_______
Nationality_______
Question:
Whendidyoustarttoschool?
Whendidyougraduatefromprimaryschool?
Whendidyougotomiddleschool?
Whenareyougoingtoleaveschool?
Whichschoolwereyouin?
Didyouliketheteacherinyourprimaryschool?
学生添完此表后,可以两人为一组互换简历进行对话练习,了解对方的情况。
Whenwereyouborn?/Wherewereyouborn?
IwasborninBeijinginFebruary2nd,1980.
游戏:穿越时间隧道
教师在讲台中间用粉笔画一条线当做时间隧道,左边是现在,右边是过去。一名学生先在右边进行自我介绍:IamAlice.IwasborninLondon.Iamthirteenyearsold.Ilikesingingverymuch.Iamahappygirl.Ihavealotoffriendsinourschool.Ourschoolisnotbig,butitisverybeautiful.Iloveourschoolverymuch.Ihopeonedaytherewillbeanewlibraryinourschool.其他学生进行记录。
然后这个学生穿越时间隧道来到现在,其他学生用一般过去时进行叙述:ShewasAlice.Shewasthirteenyearsoldthenyearsago.Shelikedsingingverymuch…可能一个学生记录不下全部内容,其他几个学生进行补充。
教师也可以根据学生的不同情况先从练习句子开始,逐渐过度到段落的练习。
教师对表现出色的同学进行表扬。
Unit2Robot
一.教学内容:
Unit2RobotGrammar
二.教学目标:
1.特殊疑问词引导的宾语从句
2.由祈使句转换成的宾语从句
(一)由that,if/whether引导的宾语从句
1.连词that引导由陈述句充当的宾语从句,主句中常用的谓语动词有:think,believe,know,say,tell,understand。
Hetoldus(that)hefeltill.他对我们说他感到不舒服。
Iknow(that)hehasreturned.我知道他已经回来了。
that不省略的情况:
1)EverybodycouldseewhathappenedandthatTomwasfrightened.
2)Iknownothingabouthimexceptthatheisfromthesouth.
3)ThatheeversaidsuchathingIsimplydon’tbelieve.
4)Wedecided,inviewofhisspecialcircumstances,thatwewouldadmithimforaprobationaryperiod.
2.当宾语从句是一般疑问句时,由连词if/whether引导从句,从句用陈述句语序(主语在前,谓语在后),主句中常用的动词有:ask,wonder,notsure,don’tthink,don’tknow
Heasked,“DoyoulikeChinesetea?”
Heaskedmeif/whetherIlikedChinesetea.
Shesaid,“Doyouknowhisname?”
SheaskedwhetherIknewhisnameornot.
思维训练:
Doyouknow…?
1)Canarobottalk?
Doyouknow____________________________________________________?
2)Istherobotwillingtodothelaundry?
Doyouknow_________________________________________willingtodothelaundry?
3)Doesarobotneedanyenergytowork?
Doyouknow___________________________________anyenergytowork?
4)Dorobotsliketheirowners?
Doyouknow_________________________________theirowners?
5)Willtherebemoreandmorerobotsinthefuture?
Doyouknow_______________________________________moreandmorerobotsinthefuture?
(二)特殊疑问句转换成宾语从句:
当宾语从句是特殊疑问句时,以特殊疑问词(who,whom,what,which,whose,where,when,why,how,howoften/much/many/long/far/soon…)开头,后加陈述句语序(主语在前,谓语在后),如:
1.Whatdoyouwanttodo?Youmaydo…
Youmaydowhatyouwanttodo.
2.Whatishewritingabout?Iwonder…
Iwonderwhatheiswritingabout.
3.WhydoIaskyoutocome?I’lltellyou…
I’lltellyouwhyIaskedyoutocome.
试一试:
Canyoutellme…?
1.Howsoonwillyoufinishreadingthebook?
Canyoutellme___________________________________________readingthebook?
2.HowmuchdoesAnnknowaboutItaly?
Canyoutellme______________________________________aboutItaly?
3.WhydidTomchoosetheleastexpensiveone?
Canyoutellme________________________________theleastexpensiveone?
请读一读,体会特殊疑问句改为宾语从句的变化要求,也体会一下这三个句子所包含的语言点。
Millieasks…
1.Whenandwherewastheperformanceheld?
Millieaskswhenandwhere___________________________________________.
2.Howdoyouliketheperformance?
Millieaskshow_____________________theperformance?
3.Howmanyperformerswerethereonthestage?
Millieaskshowmanyperformers_____________________________onthestage?
学生易错之处(一):
Sandywonders…
1.Howdoestherobothelpwithourhomework?
Sandywondershowtherobot___________withourhomework.
2.Wheredoestherobotsleep?
Sandywonderswheretherobot_____________.
3.Howlongdoesarobotwork?
Sandywondershowlongarobot_______________.
4.Whydoesarobotcostalot?
Sandywonderswhyarobot_____________________alot.
学生易错之处(二):
Danieldoesn’tknow…
1.WheredidJiangbuytherobot?
Danieldoesn’tknowwhereJiang_______________therobot.
2.WhydidJiang’srobotlaughathimyesterday?
Danieldoesn’tknowwhyJiang’srobot_______________athimyesterday.
3.HowlongdidJiangtalkwithhimrobotlastnight?
Danieldoesn’tknowhowlongJiang___________________withhimrobotlastnight.
思维训练:
Doyouknow…?
1.Whomovedthecheese?
Doyouknow_______________________thecheese?
2.WheredidChenbuytherobot?
Doyouknowwhere______________________therobot?
3.Whoserobotisit?
Doyouknowwhoserobot_________________?
4.Howdidhesolvetheproblem?
Doyouknowhow____________________theproblem?
5.Whenwillabetterrobotbeproduced?
Doyouknowwhenabetterrobot___________________produced?
介词宾语从句
宾语从句也可作介词的宾语。如:
Hewasdeeplydispleasedbywhathadoccurredthatday.
Iwalkedovertowhereshesat.
Iamcuriousastowhathewillsay.
Yoursuccesswilllargelydependuponwhatyoudoandhowyoudoit.
有时介词可以省略。如:
Idon’tcare(for)whomarrieshim.
Becareful(asto)howyoudothat.
(三)祈使句转换成宾语从句
肯定句:to+do
否定句:not+todo
1.Shesaid,“Openthewindows.”
Sheaskedme_______________thewindows.
2.Theteachertoldus,“Don’tplayonthestreet.”
Theteachertoldus___________________onthestreet.
总结:
1.确定连接词(根据从句句式)
从句的句式连接词
陈述句that
一般疑问句if/whether
特殊疑问句特殊疑问词
祈使句(肯定句)to+do
祈使句(否定句)nottodo
2.确定从句语序(把从句变成陈述句)
Idon’tknowwhetherhewillcomeornot.
I’mnotsurewhathehasdonewiththeoldbike.
要点:疑问词充当宾语从句中主语时的位置
3.确定从句的时态(根据主句时态)
主句时态
从句时态
连接前连接后
一般现在时时态保持不变
一般过去时一般现在时一般过去时
一般过去时过去完成时
一般将来时过去将来时
现在进行时过去进行时
现在完成时过去完成时
如:
Hewillcomeinaminute.(Ihear….)
Ihearthathewillcomeinaminute.
Theyhavecometoseeus.(Iknow…)
Iknowthattheyhavecometoseeus.
Iwillhelpyou.(Hesaid…)
Hesaidthathewouldhelpyou.
特例:
1.若从句里有表示某一具体时间的状语,则可以不用过去完成时,而用一般过去时。
Heborrowedthebookfromthelibraryyesterday.(Hetoldme…)
Hetoldmethatheborrowedthebookfromthelibraryyesterday.
2.当从句表示的是真理或一个永久的事实,用现在时态。
Theearthturnsroundthesun.(Theteachertoldus…)
Theteachertoldusthattheearthturnsroundthesun.
随堂巩固练习:
将下列句子合并成宾语从句:
1.“Areyouastudent?”Sheaskedme…
Sheaskedme_________________________astudent.
2.“ShewantstojointhePLA.”Shesaid…
Shesaidthatshe______________________jointhePLA.
3.“Isthetruckcollectingrubbishoutside?”Dadaskedme…
Dadaskedme_____________________________________collectingrubbishoutside.
4.“Wewillholdasportsmeetingtomorrow.”Ourteachertoldus…
Ourteachertoldus________________holdasportsmeetingthenextday.
5.Howlonghasitbeenlikethis?Themanaskedhow…
Themanaskedhowlong_______________________likethat.
6.Willitsnowtomorrow?Doyouknow?
Doyouknow_________________________tomorrow?
7.Whereareourtickets?Pleasetellme…
Pleasetellmewhere____________________________.
8.Ihavealreadyfinishedreadingthisbook.Shesaid…
Shesaid_________________________alreadyfinishedreadingthisbook.
9.Whattimedoesthetrainleave?Doyouknow…
Doyouknowwhattime____________________________________?
10.Icandoitbymyself.Ithink…
Ithinkthat________________________itbymyself.
Module3Change
Unit2Weloveallfourseasons
1
Languagefocus:
Usingthesimplepresenttensetoexpressthoughts
e.g.Springmakesmethinkofrain.
Usingadjectivestodescribeevents.
e.g.Itisawfultowalkintensetoexpressionsimpletruths.
Usingthesimplepresenttensetoexpresssimpletruths
e.g.Theweatherstartsgettingwarm.
Usingpropernounstorefertoevents
e.g.Easterisspring.
Languageskills:
Listening
Recognizedifferencesintheuseofintonationinquestions,statements(includingapprovalanddisapproval),commands,andrespondappropriately
Identifydetailsthatsupportamainidea
Listenforspecificinformation
Speaking
Useappropriateintonationandstress,andvaryvolume,toneofvoice,andspeedtoconveyintendedmeaningsandfeelings
Reading
Readwrittenlanguageinmeaningfulchunks.
Materials:
Student’sBook7Bpage53
Cassette7Bandacassetteplayer
Preparation:
Cuethecassette.
Pre-taskpreparation
Languagelearningactivity
(Thissectionaimsatprovidingstudentswithopportunitiestopractisethelanguage/vocabularyneededorbecomefamiliarwiththebackgroundforthetaskthatfollows.
1.Playtherecording:Lookandread.StopafterPicture2.Studentslistenandfollowintheirbooks.
2.Playtherecordingagain.Studentslistenandrepeat.
3.Ask:Whatdoesspringmakeyouthinkof?toelicit:Springmakesmethinkof…Encouragestudentstovolunteeranythingthatcomestomind.Helpthemwritealistontheboard.ThendrawaspidergramliketheoneintheStudent’sBookandinviteamoreablestudenttocomeforwardandcompletethespidergramwiththeinformationgivenonthelist.
Consolidation
GrammarPracticeBook7Bpage41.
2
Languagefocus:
Usingthesimplepresenttensetoexpresssimpletruths
e.g.Inwriter,theweatherstartsgettingcoldanddry.
Usingadjectivestoshowquantities
e.g.Someleavesbecomebrown,redoryellow.
Usingadjectivestodescribeevents
e.g.Itisfuntogotothebeachinsummer.
Languageskills:
Listening
Identifythemainideasofanewtopic
Identifydetailsthatsupportamainidea
Listenforspecificinformation
Speaking
Useappropriateintonationandstress,andvaryvolume,toneofvoice,andspeedtoconveyintendedmeaningsandfeelings
Reading
Readwrittenlanguageinmeaningfulchunks
Recognizerecurrentpatternsinlanguagestructure
Skimatexttoobtainageneralimpressionandthemainideas.
Writing
Developwrittentextsbyexpressingownideasandfeelings
Writeoutpieceofworkbypresentingwritingusingappropriatelayoutandvisualsupportincludingillustrations,tables,chartswherenecessary
Materials:
Student’sBook7Bpages53and54
Cassette7Bandacassetteplayer
Workbook7Bpage27
Photocopiablepages47and48
Preparation:
Cuethecassette.MakeacopyofPhotocopiablepages47and48foreachstudent.
Pre-taskpreparation
1.PlaytherestoftherecordingforLookandread.Studentslistenandfollowintheirbooks.
2.Playtherecordingagain.Studentslistenandrepeat.
3.Writethefollowingadjectives:awful,interesting,nice,fun,important,hadanddangerousontheboard.Askforstudents’opinions:Isitawful/interesting/nice/fun/important/bad/dangerousto…?
4.Writethreeverbs:start,likeandloveontheboard.Say:Istartworkingat8a.m.Ilikewalkingtoschool.Ihavedoingexercise.Ask:Whatformofverbshouldweuseafter‘start’,‘like’and‘love’?toelicit:Weshouldusethe-ingformofverb.Inviteafewofthemoreablestudentstothinkofsomemoresamplesentencesusingthethreeverbs.
Post-taskactivity
Workbookpage27
Consolidation
GrammarPracticeBook7Bpages42and43.
3
Languagefocus:
Asking‘Wh-’questionstofindoutaboutaspecificobject
e.g.Whichonecouldbethefirstslide?
Usingadjectivestoshoworder.
e.g.Picture2couldbethefirstslide.
Usingthesimplepresenttensetoexpresspreferences
e.g.IpreferPicture11toPicture4.
Languageskills:
Speaking
Openaninteractionbyelicitingaresponsebyaskingquestions
Maintainaninteractionbyagreeingordisagreeing,replying.
Maintainaninteractionbyaskingandrespondingtoothers’opinions
Writing
Gatherandshareinformation,ideaandlanguagebyusingstrategiessuchasbrainstorming,listing.
Planandorganizeinformationandideasbydecidingonthesequenceofcontent
Developwrittentextsbyexpressingownideasandfeelings
Reviseandeditdraftsbysharingworkwithteachersandclassmatesandrespondingpositivelytotheirsuggestionsonideasanduseoflanguage.
Materials:
Student’sBook7Bpage55
Cassette7Bandacassetteplayer
Workbook7Bpage28
Photocopiablepage49
Preparation:
Cuethecassette.MakeacopyofPhotocopiablepage49foreachstudent.
Pre-taskpreparation
1.Introducethetwonewlanguagestructurestostudents:‘either…or…’and‘prefer…to…’Tointroducethefirststructure,say:I’velostmypen.Itcouldeitherbeinthestaffroomorinthelaboratory.Tointroducethesecondstructure,say:Iprefercoffeetotea.Giveafewmoreexamplesyoucanthinkof.
2.Alsoreviewtheordinalandcardinalnumberswithstudentsifnecessary.
Post-taskactivity
Workbookpage28
Consolidation
GrammarPracticeBook7Bpage44,46and47.
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