教学目标
教学目标与要点
1.掌握本单元的有关栽树的方法、程序以及一些有关植树的日常用语和句式。如:Themore,thebetter.It’sbesttodosth等。
2.掌握本单元的词汇,特别是短语sothat,beep…from…,thanksto,moreorless等的用法。
3.掌握含有情态动词被动语态的构成形式及其肯定、否定和疑问形式。同时还要学会英语中关于长、宽、高、深等的表达方式。
4.学会写notice,要注意它的格式和组成部分。可参考Lesson44。
5.认真学习“TheGreatGreenWall”,理解它的重要性,进一步确立Workhardtomakeourworldmorebeautiful!的观念。
教材内容分析
本单元围绕“植树”这个话题,学习和了解植树的重要性及如何栽树。课文“TheGreatGreenWall”讲述了森林对人类的重大作用。通过学习课文和对话,进一步复习、归纳了被动语态的用法,重点学习了含有情态动词的被动语态的构成,讲述了英语中长、宽、高的表示方法,学习了一些常用词汇和日常交际用语及重点句式:Themore,thebetter;教会了我们如何书写notice。
本单元词组及日常交际用语
(一)本单元词组与短语
1.TreePlantingDay植树节
2.neither…nor…既不……也不……
3.It’sbesttodosth.最好做……
4.knock…into…把……插进……里
5.makesure 确保,查明
6.sothat 以便,以致
7.severaltimes多次
8.tie…to…把……系到……
9.keep…straight使……直立
10.theGreatGreenWall 绿色长城
11.hearof听说
12.keep…fromdoing… 阻止,防止
13.runaway逃走,流失
14.raindrops雨点,雨滴
15.washaway冲走
16.thedeadleaves枯叶
17.stayinoneplace留在一处
18.inthisway用这种方法
19.millionsoff几百万的
20.blowaway吹走,刮走
21.movetowards…向……移动
22.therichfarmland富饶的农田
23.allovertheworld世界各地,遍及全世界
24.asksb.aboutsth.询问某人关于某事的情况
25.themore,thebetter.越多越好
26.inafewyears’time几年的时间之后
27.thisyearalone只就今年一年
28.becoveredwith用……覆盖
29.pointto指向
30.thanksto幸亏;由于
31.faraway遥远
32.attherighttime适时
33.outofclass在课堂以外
34.handin交上来
35.moreorless大约
36.fill…with…用……填满
37.noticetotheaudience听众须知
38.Childrenunder1.2minheight身高不足1.2米的孩子
39.keepoff避开,防止
教学建议
本单元重点例句及相关知识的讲解
1.Cometoschoolinyouroldclothestomorrow.
明天请穿旧衣服来学校。
英语中表示“穿”的词有wear,puton,haveon,dress,bein,etc.它们的具体用法如下:
wear,haveon和bein强调状态,wear有时可用进行时态;puton强调动作;dress既可表示状态,也可表示动作,dress后不直接跟表示服装、鞋、帽等名词,而其他所列名词后跟服装鞋帽等名词,bein后可接表示颜色的名词。例如:
Lucyistooyoungtodressherself.TomwasputtingonhistrouserswhenLucycalledhim.Tompushedthedoorandasked,“DoyouknowKate?”Lucyanswered,“I’veknowthegirlinredbefore.”Katewasinaredcoatwhenshecamein.ShehelpedLucytodress.Everythingisreadynow.Lucyiswearinganewhat.Tomhasonablackcoat.
露西太小了,不能给自己穿衣服。露西喊汤姆时,他正在穿裤子。汤姆推门问:“你认识凯特吗?”露西回答:“我以前就认识那个穿红衣服的女孩儿”。凯特进来时穿着一件红色的外套。她来帮露西穿衣服。现在一切就序,露西戴着一顶新帽子。汤姆穿着一件黑外套。
2.Thegroundmustbejustright——neithertoowetnortoodry.
土壤一定要正好,既不能太湿,也不能太干。
justright正合适;neither…nor…既不……也不……,它可以连接两个主语、表语、宾语,还可以连接两个状语等,当它连接两个主语时,谓语动词应根据就近原则,即在人称和数上与后面的一个主语保持一致。
Thedriverdrivesneitherslowlynorquickly.
那司机开车既不慢,也不快。(连接状语)
Theoldmancanneitherseenorhear.
那老人既看不见,也听不见。(连接谓语)
Billhasneitherbrothersnorsisters.
比尔既没兄弟,也没姐妹。(连接宾语)
NeitherhenorIamateacher.或
NeitherInorheisateacher.
他和我都不是教师。(连接表语)
NeithertheynorMaryisgoingtothezootomorrow.或
NeitherMarynortheyaregoingtothezootomorrow.
他们和玛丽明天都不去动物园。(连接主语)
注意:neither和of连用,后接物主代词、名词等限定的复数名词时,其谓语动词用单数形式;另外,neither的意思是“两者中任何一个都不”,指人或指物,是单数概念,用于没有冠词、物主代词,指示代词等限定的单数名词前,其谓语动词用单数形式。例如:
Neitheroftheflowersisbeautiful.
两朵花都不好看。
Neitherofthemisteacher.
他们俩都不是老师。
Neitherstoryisinteresting.
两个故事都没有趣味。
Neitheranswerisright.
两个答案没有一个是正确的。
Ilikeneitherschool–bag.
两个书包我都不喜欢。
3.Digaholelargeenoughforthetree.
给树挖一个足够大的坑。
enough“足够的”,修饰形容词或副词时,要放在被修饰词之后;修饰名词时,可以放在名词前也可以放在名词后。
Mybrotherhasenoughmoney/moneyenoughtobuyhisowncarnow.
我兄弟有足够的钱可以买一辆自己的小汽车。
Heistallenoughtoreachtheapplesonthetree.
他够高的了可以够到树上的苹果了。
LiMingisstudyinghardenoughtocatchupwithotherstudents.
李明学习很努力可以追上其他同学了。
4.Knockalong,strongstickintotheearthinthehole.
在坑里插入一根长而粗的棍子。
knocksth.into…把……插进(钉进)……,knockat(on)敲……;另外knockinto可以表示“碰撞”解。例如:
Don’tknockthenailintothechair.
不要把钉子钉进椅子里去。
Listen!Someoneisknockingat(on)thedoor.
听!有人在敲门。
Theyoungmanknockedintomeyesterday.
昨天那年轻人撞了我。
5.Madesurethatitisstraight.
确保树是直立的.
makesure表示“弄确实;核实;查证”。makesure常用于祈使句,后面常接that宾语从句或of介词短语。Makesure+that从句意为“弄明白;确信”。Makesure+of+代词/名词,意思也是“弄明白;确信”。例如:
—Makesureofhiscomingbeforeyousetoff.
—Imakesure(that)hewouldcome.
—出发之前要确定他是否来。
—我确信他会来。
另外,besure+不定式大多数情况下也用于祈使句,表示“务必;一定要;不要忘记”。
例如:
Besuretocometoourpartyifyouhavetime.
如果有时间的话请一定来。
Besuretofinishtheworkassoonaspossible.
请务必尽快完成这项工作。
6.Tiethetreetothetopofthesticktokeepitstraight.
把树系在棍子的顶部让他直着。
(1)tiev.“系上”;n.“领带,领结”;tie…to…意为“把……系在……”。
Shetiedhishorsetoatreebytheroad.
他把马拴在路旁的一棵树上。
Sheboughtatieforherhusbandyesterday.
她昨天给她丈夫买了条领带。
(2)tokeepitstraight是动词不定式,在句中作状语,表示捆树的目的。keepitstraight为“动+宾+宾补”结构,如:
Youdbetterkeepyourroomclean.你最好使你的房间保持清洁。
Donttouchthemachine.Youmustkeepyourselvesawayfromanydanger.别动机器,你该保证自己的安全。
7.Butmore“GreatGreenWalls”arestillneeded,andnotonlyinChina.
但是,更多的绿色长城仍旧需要,这不仅在中国。
notonly能常和butalso连用,意思是“不但……而且……”,可以连接两个主语、谓语、宾语等,当连接两个主语时,谓语动词应和第二个主语在人称和数上保持一致,also往往可以省略。例如:
Sheisgoodatnotonlydancingbut(also)singing.Sheisbothadancerandasinger.
她不但善长跳舞,而且善长唱歌。(连接两个宾语)她是个舞蹈家和歌唱家。
Notonlyyoubut(also)yoursisterhastogettoschoolontime.Beingontimeisamust.
不仅你而且你妹妹都得按时到校。守时是必须的。
8.Manythousandsoftreesmustbeplantedeveryyear.
每年必须种植成千上万棵树。
(1)thousandsof这种类型的结构前面已讲述过,它的前面不可用具体的数字,可用不确定数目的修饰语,如some,many,several等。
Somehundredsofpeoplewatchedthematch.
好几百人观看比赛。
(2)plant/grow
这两个动词都有“种”的意思,区别如下:
1)plant“种植”,及物或不及物均可,常指移植已长成秧苗的植物,可用于“plant+场地+with”结构。如:
Theyplantedtreesinthegarden.=Theyplantedthegardenwithtrees.他们在花园里种树。
Aprilistimetoplant.四月是种植季节。
2)grow“栽培;(人或草本等)生长”,及物或不及物均可,常指使某种植物从种子起在某地生长,不移走。如:
Theygrowrosesinthegreenhouse.他们在温室里栽培玫瑰花。
Doallplantsgrowfromseeds?所有的植物都从种子长成的吗?
3)指种植花草,用grow或plant均可;指种植树木,一般用plant;指种植农作物,用grow。如:
Wehavegrown/plantedalotofflowersthissummer.我们夏天栽培了许多花。
Peopleinthesouthgrowrice.南方人种植水稻。
9.Themore,Thebetter.
越多越好。
Sothemoretreesthereare,thebetterharvestswehave.
因此树木越多,我们的收成也越好。
the+比较级+…,the+比较级+…。这个句型的意思是“越……,越……”。例如:
Thebusierthefarmersare,thehappiertheyfeel.Themorestudentsread,thebettertheirEnglishwillbe.Thelongerplantgrows,thebetter.
农民们越忙越高兴。学生读得越多,他们的英语会越好。庄稼的生长期越长,长得越好。
10.Inafewyears’time,thosemountainswillbecoveredwithtrees,too.
几年之后,那些山上也将栽满了树。
inafewyears’time意思是“几年时间之后”,类似的用法还有:Intwodays’time,inthreemonths’time等。例如:
Intwodays’time,theworkwillbefinished.
两天的时间,就能完成此项工作。
11.WasitdifficulttoworkontheGreatGreenWall?
从事绿色长城工作难吗?
It+is/was+形容词+不定式。这种句型中不定式是真正的主语,it是形式主语。例如:
It’sbesttoplanttreesinspring.
最好在春季植树。
It’sbesttoreadEnglisheveryday.
最好每天读英语。
It’sinterestingtoplaygameswithChildren.
和孩子们一起做游戏是很有趣的。
12.ButthankstotheGreatGreenWall,thelandproducesmorecrops.
但是幸亏有绿色长城,土地长出了更多的庄稼。
thanksto幸亏,由于。thanks为名词,常用复数。例如:
Thankstoyourhelp,weweresuccessful.Thankstothepoliceman,theoldmanwasbroughthome.
由于你的帮助,我们成功了。多亏了警察,老人被送回了家。
13.TheGreatGreenWallis7,000kilometreslong,andbetween400and1,700kilometreswide.
绿色长城有7000公里长,400到1700公里宽。
(1)计量的表达法是:
主语+be+数词+metres/kilometers+long/wide/high/tall/deep等形容词。例如:
Theriverisabout100metresdeep.Themountainisnearly4,000kilometreshigh.
这条河大约有100米深。这座山有近4000米高。
Ourclassroomistenmetreslongandsevenmetreswide.
我们的教室十米长,七米宽。
(2)分数表达法:分子用基数词计数,分母用序数词计数,同时分子是1以上的数字,分母用复数形式;分子为1时,分母采用单数形式。l/2:onesecond;l/3:athird;2/5:twofifths等。特殊的表达法有:ahalf,aquarter,threequarters等。
14.—Isitstraight?
—Moreorless!
—它直吗?
—有一点儿直!
moreorless“差不多;大概”相当于about。
Theroadistwohundredmetreslong,moreorless.
这条路大概有两百米长。
Theexercisesaremoreorlessfinished.
作业快要做完了。
15.Childrenunder1.2minheightcannotbetakenintotheconcerthall.
1.2米以下的孩子禁止带入会场。
height为名词,形容词为high.1.2minheight意为1.2mhigh。如:
—Whatishisheight?
—Heissixfeetinheight(=Heissixfeethigh.)
—他有多高?
—他有六英尺高。
关于含有情态动词的被动语态的讲解
※含有情态动词的被动语态的构成
前两个单元已学过一般现在时态和一般过去时态的被动语态的构成,以及被动语态的用法。本单元学习含有情态动词的被动语态。它的构成形式是:情态动词+be+动词的过去分词;否定式是在情态动词后+not,疑问式是将情态动词放于主语之前。情态动词有:can,may,must,school,could,haveto等。例如:Wemustfindoutthetruth.→Thetruthmustbefoundout.
(1)Thetreesmustbeplantedinspring.
树必须春天栽。
(2)Maytheexercisesbedonetomorrow?
练习可以明天做吗?
(3)Bookscannotbetakenoutofthereading-room.
书不能带出阅览室。
(4)Theseyoungtreesshouldbewateredeveryday.
这些小树应每天浇水。
(5)Thesickpersonneedbetakengoodcareof.
那病人需要很好地照顾。
(6)Yourbikehastobemendedwell.
你的自行车需好好修修了。
※被动语态与系表结构的区别
动词be+过去分词这个结构并不定都是被动语态结构,有时它可能是be+过去分词(作表语)的系表结构。因此:
be+过去分词(被动语态)与be+过去分词(作表语)这两种结构的主要差别是:
①被动结构表示一个动作,带表语的结构表示主语的特点或所处的状态。如:
Thelibraryisnowclosed.(系表结构)
Itisusuallyclosedat6.(被动结构)
②被动结构后面可带by+实施动作者,而系表结构一般没有。如:
Theglassisbroken.(系表结构)
Itwasbrokenbymysister.(被动结构)
③“系表结构”中的过去分词可以被well,very等副词修饰,而“被动结构”中的过去分词则一般不能如此。如:
Thebookiswellwritten.(系表结构)
ThebookiswrittenbyLiMing.(被动结构)
④被动结构可以用于许多时态之是,而系表结构只用于一般现在时和一般过去时这两种时态。如:
Theworkisbeingdone.(被动语态)
Theworkisdone.(系表结构)
⑤系表结构有主动意义,而被动结构只有被动意义。被动结构的句子往往有表示动作的时间、地点、方式、目的等状语,而系表结构一般没有这样的状语。如:
Thephotowastakenlastmonth.(被动语态)
Thephotowaswelltaken.(系表结构)
本单元的有关听说读写的教学建议
◆有关听说方面的教学建议
本单元第41课以Readandact的形式来引出本课的教学重点。教师应充分利用这个对话情景,进行对话表演,以提高学生的兴趣,达到自然地呈现新课的目的。
教师在上课时,可穿一件旧衣服或工作服,问学生,“Icametoschoolin/Imwearingmyoldclothestoday.Tomorrowyouwillcometoschoolinyouroldclothes.Doyouknowwhy?”这时,学生们可以进行多种猜测。在学生情绪高涨时,教师让他们带着问题听课文录音。在听第一遍录音后,利用本课挂图,再让学生听一至两遍录音。为了帮助他们更好地理解对话的内容和句型,教师此时可将一些关键词写在黑板上,如::inoldclothes,Whatshappening?TreePlantingDay,Really?Wonderful!在学生了解了对话的基本内容后,教师可放录音让全班跟读或分角色对话。然后两人一组借助黑板上的关键词来复述或表演。注意这段对话的主要目的是引出下面的“instructions”,而且对话中新的语言知识不多,所以不必占用过多的时间。
在进行了一定的pairwork之后,教师可以要求学生进行表演练习。出示关于植树过程的一组图,让学生回忆植树的经过和步骤,在教师的引导之下,用英语将这些步骤表达出来。
如:Howtochoosetheground?
Whatshouldwedoforthefirststep?Digaholeorknockastickintotheearth?
Whatshouldwedoforthesecondstep?Knockastickintotheearthorputthetreeintothehole?
Whatshouldwedonext?Putthetreeintotheholeorputtheearthbackintothehole?
Whatshouldwedonextthen?Pushtheearthdownhard?
Tiethetreetothestickorwaterthetreewell.whichstepcomesearlier?
通过上述问题的问答,学生就基本上明白了植树的步骤。然后要求学生在小组内进行口头的表达,要求学生能够比较流利的表达植树的过程。
第44课在Readandact下也有3段对话。但与第41课对话不同。这时学生已学完本单元的语法重点和阅读文章。这3段对话设计的目的在于巩固学生所学的知识,并提供不同情景引导他们实际应用。教师可设计如下3幅简笔画。
教师可分段放录音或在课前事先安排3位学生与教师配合表演这3段对话。然后进行全班、半班或两人一组的练习。教师分段抽查数组表演情况。在学生已基本能分别表演3段对话的基础上,让他们将3段对话串在一起进行表演,教师可用简笔画或手势、动作来提示学生。
最后教师应鼓励学生实际应用所学知识,如让学生根据第41课的“instructions”,依照第44课的3段对话,自编对话,进行表演。以下4组对话包括了instructions中所有的注意事项,并尽量使用带情态动词的被动语态。如:
1.A:Willyouhelpmeplantthistree,please?
B:Ofcourse/Certainly.Whatdoyouwantmetodo?
A:Well,digaholelargeenoughforthetree.Butdontdigtheholetoodeep/theholeshouldnotbetoodeep.
B:OK.Ivedugahole.It’sjustright.
2.A:Good.Thatsdone.HoldthisstickwhileIknockitin.
B:OK.Makesurethatitisstraight.
A:Isitstraight(now)?
B:Moreorless!
3.B:Whatsnext?
A:Putthetreeintheholenow/Thetreemustbeputintheholenow.
B:OK.Ivedonethat.
A:Right.Illputtheearthbackintheholeagainwhileyouholdthetreestraight.Then,letspushtheearthdownhardwithourfeetseveraltimes.
4.B:Good.Nowthetreemustbetiedtothetopofthesticktokeepitstraight.
A:OK.Whileyouredoingthat,Illgoandgetsomewater.
B:OK.Butcanwegoandhaveadrinkafterthat?
A:Adrink?Weveonlyjuststarted!Therearetwentymoretreestobeplanted.
(Certainly.Letsgo.Butwehavetwentymoretreestobeplanted.)
◆有关读写方面的教学建议
在阅读的教学过程中,一定要重视语篇的教学,也就是说,在教学的过程中,教师不要过分的强调句子的结构或者是过分的强调句子的语法功能分析,而忽略了文章的本来面目。例如,文章的结构,文章的主题句,文章的基本段落的中心意义等。允其要引导学生将文章中的个别句子放在上下文的语境中进行准确理解。在教学本单元阅读课文时,教师首先要让学生了解课文大意,然后帮助学生分段理解,并可划分段落,找出主题句(topicsentence)。在本课结束时,学生应能复述课文。
在阅读前,教师可设置如下问题,让学生猜测并讨论,以引起他们的阅读兴趣。
WhatstheGreatGreenWall?
WheredoesChinabuildtheGreatGreenWall?
WhatdoestheGreatGreenWalldo?
在学生讨论过程中,教师可利用学生用书第III页彩图和教师用书提供的材料(Notes),适当给学生们补充一些背景知识。
T:Sanbeishelter-forest(三北防护林)isknownasChina’s“GreatGreenWall”.Itisa“GreatGreenWall”oftrees,millionsoftrees.ChinahasbuiltanewGreatGreenWallacrossthenorthernpart,includingInnerMongolia,Shanxi,Hebei,BeijingandTianjin.TheGreatGreenWallalsocoverssomeoftheNorthwest(Xinjiang,Qinghai,Gansu,NingxiaandShanxi)andthewesternpartoftheNortheast(Liaoning,JilinandHeilongjiang).Itincludesaltogether13provinces,citiesandautonomousregions(自治区).Itstotalareais4,069,000squarekilometres,whichcover42.4%ofthelandofChina.ThebuildingoftheGreatGreenWallwilltake73years(1978—2050).TheGreatGreenWallhasalreadysavedalotoflandbystoppingthewindfromblowingtheearthawayandthesandfrommovingtowardstherichfarmlandinthesouth.Butmore“GreatGreenWalls”arestillneedednotonlyinChinabutallovertheworld.
教师在介绍背景知识时,可借助中国地图、手势等使学生大致了解,必要时可用汉语解释。文中划线句子为课文中原句或对原句稍加改动的句子。教师在讲到这些句子时可适当强调、重复,以加深学生的印象。
然后让学生打开书阅读课文。在确知大部分学生已基本掌握课文大意的情况下,要求他们划分课文段落并找出每个段落的主题句(topicsentence)。然后对文章进行段落的划分。然后让学生归纳出每个段落的大意。
课文的段落划分和主题句或大意如下:
第一段:第l自然段
主题句:Forestshelptokeepwaterfromrunningaway.
第一段大意:Theimportanceofforests;
第二段:第2—3自然段
主题句:ChinesepeoplehavebuiltanewGreatWall.
第二段大意:SomethingabouttheGreatWallinChina
第三段:第4—6自然段
主题句:Themoretreesthereare,thebetterharvestswehave.
第三段大意:Somethingaboutaworker,whoworksontheGreenGreatWall,thinkshighlyabouttheGreenGreatWall.
教师还可以让学生填写下表:
THEGREATGREENWALL
Specialfeatures
acrossthenorthernpartofChina,7,0OOkilometreslong,between
400andl700kilometreswide
Functions
Itstopsthewindfromblowingtheearthaway;andstopsthesandfrommovingtowardtherichfarmlandinthesouth.Ithassavedalotofland.
WangFengandotherworkers
TheyworkatYulininShaanxi.Theyhaveplantedtenthousandtreethisyear.It’sdifficulttoworkontheGreatGreenWall.Theyhavetogrowtheirownfood.
提取主题词(keywords)也有助于帮助学生复述课文大意。
Forests
keepfrom,water,soil,floods
China
copy,across,is…longandbetween…and…wide,stop…from,save,needed,allovertheworld
WangFeng
workon…,visit,among,ask,plant,overthere,onthehill,fiveyearsago,inafewyears’time,becovered,pointto,difficult,growfood,thanksto
在进行写作训练时,可以要求学生仿照课文,写一篇以Howtoplantflowersinthegarden为题目作文。
关于带情态动词的被动语态的教学建议
本单元在前两个单元学习一般现在时和一般过去时的被动语态的基础上,继续学习带情态动词的被动语态。
在第41课,以显著的位置展示题为“HOWTOPLANTATREE”的操作规程(instructions),教师如果仅仅是按部就班地讲解,就会使学生感到枯燥乏味。要充分利用课文中所提供的情景,在有意义的情景中教学语法知识。例如,教师可利用简笔画来引出新的语法知识。学生基本掌握instructions大意后,教师应引导他们理解情态动词的用法。到了第43课可采用对比的方法。教师列出两个框框,要求学生分别填上课文中已出现的带情态动词的句子,和可以由主动语态变为情态动词的被动语态的句子,把变化后的句子填入框内。如下表:
1.Thegroundmustbejustright.
2.Buttheholeshouldnotbetoodeep.
1.Theearthshouldbeneithertoowetnortoodry.
2.Aholemustbeduglargeenoughforthetree.Thesizeoftheholemustbejustright.
3.Along,strongstickshouldbeknockedintotheearthnexttothehole.Itmustbefirmlyplanted.
4.Thetreemustbeputintheholesothatitisstraight.Thetreemuststandstraightinthehole.
5.Theearthmustbeputbackintheholeagain.
6.Theearthshouldbepusheddownhardwith....
7.Thetreemustbetiedtothetopofthestick....
8.Itshouldbewateredwell,....
学生在做这个练习时,对本课句型与词汇有了进一步认识,同时也锻炼了写的能力。
在有条件的学校可放教学录相以加深印象。在全班读熟课文后,展示几幅植树的图片,让学生独自准备几分钟,进行连锁练习,按次序复述instructions。也可两组之间进行比赛,由A组说出第一条注意事项,再由B组说出下一条。最初可完全复述课文原句。熟练后,可全部用主动语态或全部用被动语态,或一句主动语态一句被动语态交替出现,或句子中带有情态动词等方式进行操练。
关于计量表达法的教学建议
本单元第42课教学了计量(measurement)表达法。
表示计量的方法是:数词+metres/kilometres+long/wide/deep/high/tall…
表示重量可用数词+kilograms+heavy.
Theclassroomis4metreswide.这个教室有4米宽。
Theriverisabout10metresdeep.这条河大约有10米深。
教师可利用学生身边的事物教学计量表达法。例如描述教室及桌椅,可说出以下句子:
Theclassroomis3.5metreshigh,4.5metreswideand5.5metreslong.
Thetableishalfametrehigh.
也可以出示一幅世界地图,让学生造句:
TheYellowRiveris5,464kilometreslongandbetween…and…metresdeep.
MountQomolongmais8848.13metreshigh.
TheYangtzeRiverisabout6,300kilometreslong.
Thelakeisbetween150and250metreswide.
以上例句呈现完毕后,可让学生自己归纳计量表达法的特点,并将它写在黑板上:
metre(s)/kilometers+long/wide/deep/high/tall…
第43课第一部分和此课练习册Ex2是为练习计量表达法而设计的。教师还可要求学生造句,造句最多而错误最少的学生将给予奖励。
Lesson41
Properties:Recorder;OverheadProjector;Pictures
TeachingObjectives:
1.Learnhowtoplantatree.
2.Learnsomeusefulexpressions.
LanguageFocus:
neither…nor,tie…to,must,should.
TeachingProcedures:
I.Showingtheteachingaims
II.Revision
Checkhomework.Readsomeperfectwritingtotheclass.
III.Leadingin
T:Therearefourseasonsinayear.Theyarespring,summer,autumnandwinter.Mostpeoplelikespring.Becausewecanseetreesandflowers.TomorrowisTreePlantingDay.It’sMarch12tomorrow.Sowhatishappeningtomorrow?Letslistentothetape,trytofindtheanswer.
Getthestudentstoreadthedialogueandrepeatafterthecassette.Thenletthestudentspractisethedialogueinpairs.
IV.TeachingReading
Justletthestudentsunderstandthereading,donotpaymoreattentiontothenewknowledge.Lookatthebooks,readtheinstructionswiththewholeclass.Explain:justright,neither...nor
Readthepassage“HowToPlantATree”andanswerthequestionsatthebottomofthepagewiththewholeclass.
Theanswersare:1.F2.F3.F4.T5.T6.F7.T
V.Practice
Getthestudentstolistentothereading.Thenreadafterthetape,asktheclasstoreaditbythemselves.Choosesomeofthemtoreadinclass.
VI.TeachingLanguageFocus
Remindthestudentsofinstructionsusing“must”and“should”.Drawthistableontheblackboard.
Theearthshould
Theholeshouldnot
Thegroundmust
Thetreemustnot
Getthestudentstomakeupsentencesusingthoseboxes.Payattentiontothefollowings.Letthestudentsreallyunderstandthem.
1.neither:Neitheranswerisright.Neitherofhisparentsisateacher.
Note:neither…nor…
NeitherTomnorJaneisfromAmerican.
NeitheryounorIamright.
2.tie...to...
Tiethetreetothetopofthesticktokeepitstraight.
Tiethecattothedoortokeepitquiet.
3.sothat
Hegetsupearlyeverydaysothathecangettoschoolontime.
Annastudiedveryhardsothatshecouldcatchupwiththeclass.
VII.Workbook
DoExercise1.Writedownthemissingwords;1.plant,shall,dig,get/carry,help2.enough,right3.put,sure,earth.
ForExercise2,letthestudentsreadthemodelfirst,thenpractiseorallywiththeirpartners.Finallywritedowntheanswers.
VIII.Consolidation
Askthestudentstotelltheclasshowtoplantatree.
Exercisesinclass
Fillintheblankswiththerightform
1.Cometoschool__________youroldclothestomorrow.
2.It’sTree__________Day.
3.Thegroundmustbe___________right___________toowet___________toodry.
4.Digaholelarge___________forthetree.
5.Wateritwell,as___________aspossible.
6.Tiethetreetothetopofthesticktokeepit___________.
7.Knockalong,strongstick___________theearth___________tothehole.
IX.Homework
1.Finishofftheworkbook.
2.Revisethecontentsofthislesson.
Lesson42
Properties:Recorder;OverheadProjector;Pictures.
Teachingaims
1.Letthestudentsgetthemainideaofthispassage.
2.Learnsomeusefulwordsandexpressions.
3.Letthestudentsunderstandtheimportanceofplantingtrees.
LanguageFocus:
keep…fromdoingsomething,stop…fromdoingsomething,themore,thebetter.
TeachingProcedures:
I.Showingtheteachingaims
II.Revision
1.Checkthestudents’homework.Asksomestudentstotellhowtoplantatree.
2.Letthestudentsuse“should”and“must”tomakesentences.
III.Leadingin
Askthestudentstolookatthepicturesandtellthestudentsthatit’sabouttheGreatWall,Therearemanytrees-forestjustlikeawalltoprotectsomething.Ask:DoyouknowwhytheGreatGreenWallwasbuilt?Givethestudentsafewminutestodiscuss.Thencollecttheirinformation.Thensay:Youropinionsareverygood.Someareright,buttheyarenotenoughorexact.Shallwefindtheanswerfromthetext?
Getthestudentstoreaditquickly,andseewhocanfindtheanswerfirst.
IV.Reading
Openthewordbook,LookatExerciseIandaskthestudentstorememberthequestionsintheirmind.Thenreadthepassageagain,butmorecarefully.DoExerciseIindividuallyfirst,thenworkinpairs,atlastchecktheanswerswiththewholeclass.
V.Practice
Listentothetape,payattentiontothestressandintonation.Listenagainandreadthepassageafterthetapesentencebysentence,thenletthestudentspractisereadingbythemselves.Whiletheyarereading,theteachermayasksomequestions.
VI.TeachingLanguageFocus
Letthestudentsgraspthefollowingphrasesandnotes.
1.stop…fromdoingsomething
Shestoppedmefromtellingthesecrettoherparents.
Wemuststophimfromdoingsuchathing.
2.amongtheyoungtree
“Among”isusedformorethantwo;“Between”isusedfortwo.
3.Themore,thebetter
4.Pointto,Pointat
VII.BackgroundKnowledge
T:Sanbeishelter-forest(三北防护林)isknownasChina’s“GreatGreenWall”.Itisa“GreatGreenWall”oftrees,millionsoftrees.ChinahasabuiltanewGreatGreenWallacrossthenorthernpart,includingInnerMongolia,Shanxi,Hebei,BeijingandTianjin.TheGreatGreenWallalsocoverssomeoftheNorthwest(Xinjiang,Qinghai,Gansu,NingxiaandShanxi)andthewesternpartoftheNorthwest(Liaoning,JilinandHeilongjiang).Itincludesaltogether13provinces,citiesandautonomousregions(自治区).Itstotalareais4069000.Wallwilltake73years(1978-2050).TheGreatGreenWallhasalreadysavedalotoflandbystoppingthewindfromblowingtheearthawayandthesandfrommovingtowardstherichfarmlandinthesouth.Butmore“GreatGreenWalls”arestillneededandnotonlyinChina.Theymustbebuiltallovertheworld.
VIII.Workbook
DoExercise2inclass.“Theanswersare:1.prevent2.desert3.towards4.farmland5.among6.direct7.flood
DoExercise3inclass.Theanswersare:built,across,long,wide,from,sand,towards,farmland.
IX.Consolidation
Getthestudentstoaskandanswerquestionsaccordingtothetext.Letthemreally
understandthepassage,thenaskthemtoretellit.
X.Summary
Exercisesinclass
Fillintheblankswiththerightform.
1.ChinahasbuiltanewGreatGreenWallacrossthe___________partofthecountry.(north)
2.It’a“GreatGreenWalloftrees”,__________(thousand)oftrees.
3.TheGreatGreenWallwillstopthewindfrom___________(blow)thesouth.
4.Themore,the___________(better).
5.Wegrowourownfood,too.___________totheGreatGreenWall.(thank)
XI.Homework
Finishofftheexercisesintheworkbook.
Lesson43
Properties:Recorder;OverheadProjector;Pictures.
Teachingaims:
1.Measurement.
2.ThePassiveVoice
3.Withmodalauxiliaries(can,may,must....)
LanguageFocus:
LearnhowtousemeasurementandthePassiveVoicewithmodalauxiliaries
TeachingProcedures:
I.Showingtheteachingaims
II.Revision
Checkthestudents’retelling.
III.Leadingin
Letthestudentslookatthefollowingsentences.Paymoreattentiontotheunderlinedwords.
1.Peterisonemetreseventytall.
2.Theroomistenmetreslong.
3.Thewindowis3metreswide.
4.Thehillis50metreshigh.
5.Thewellis4metresdeep.
Askthestudentstotellthestructure.Pointoutthepositionoftheadjectiveattheendofthesentenceagain.
IV.Practice
DoExercise1inthestudentsbooks.Readthroughthephrasesintheboxes,andmakeuptruesentencesbythemselves.Thenchecktheanswerswiththewholeclass.
Letthestudentsdosometranslationexercises.
V.Presentation
Revisetheinstructionforplantingtrees,using“should”and“must”.
(not+be+pastparticiple).ThentellthestudentsthatwecanusethePassiveVoiceinthesameway.Givethemsomeexamples.
1.Thehomeworkmustbedone.
2.Thefishmustbecooked.
3.Thebooksshouldbereturnedtomorrow.
4.Thetreemustbetiedtothestick.
5.Theholeshouldbedugfirst.
Letthemrepeatthesentences.Pointouttheuseofmust/should+PassiveVoice.ThenhelpthestudentschangethesentencesintotheActiveVoiceandmakesuretheycanunderstandthedifferencebetweentheActiveandPassiveVoice.
Forinstance:
Weshouldplantmanymoretrees.(Active)
Manymoretreesshouldbeplanted.(Passive)
ThePassiveVoiceisusedwhenitisnotnecessarytomentionthedoeroftheaction.
VI.Practice
Getthestudentstomakeupsentencesusingthewordsintheboxes.DoExercise2andExercise3.Firstdothefirstoneasanexample,thenletthestudentsworkinpails,andmakeupsentences.Collectsomeexamplesfromthewholeclass.
VII.Workbook
DoExercise1orallyfirst,thenwritedowntheanswers.
ForExercise2,doittogether.Theanswersare:1.think2.long,wide,wide3.deep,deep4.high/tall,high/tall5.tall
ForExercise3,Fillintheblanks,checktheanswers.Theanswersare:
Be,made,long,wide,through,stopped,warm,more,all,in
Exerciseinclass
PutthesesentencesintothePassiveVoice.
1.Youmustfinishyourworktoday.
2.Theycanrepairtheroadintwohours.
3.Weshouldntlaughatthatpoorchild.
4.Cantheyplanttreesinthatplace?
5.Theymaygrowsomeflowersinthegarden.
Answers:1.Yourworkmustbefinishedtoday.
2.Theroadcantberepairedintwohours.
3.Thepoorchildshouldntbelaughedat.
4.Cantreesbeplantedinthatplace?
5.Someflowersmaybegrowninthegarden.
VIII.Homework
1.Revisethecontentsofthisunit,particularlytheuseofthePassiveVoice.
2.MaketensentencesinboththeActiveVoiceandthePassiveVoice.
探究活动
主题班会
组织一次以“绿色”为主题的班会。可以让同学们简单介绍一下身边的绿化情况。或者针对将在中国举行的2008年奥运会,以及北京提出了“绿色奥运”的口号,让同学们就此发表一些个人见解或者提出一些建议。
资料查找及整理
组织同学们到图书馆查找关于国外植树造林或保护环境的资料,然后分组整理出关于这方面的英语文章,要有一定的说服力,并且内容真实严谨。是一篇完整的语篇,上下文连接要紧密,并说明一定的道理,有教育意义。
Indevelopingcountriespeoplemostlyusewoodforcookingandheating.Theycutdowntreesforfuel.Butatreecoolsthelandunderitandkeepsthesunfromsmallerplants.Astheleavesfall,theyenrichthesoil.Whentreesdisappear,smallerplantsdieandonlysandremains.Yetpeopleneedfuel,animals,andcropsinordertolive.
Mencantakedeserts,buttheycanalsopreventthemfromgettingbigger.Algeria(阿尔及利亚)isplantingagreenbeltoftreesalongtheedgeoftheSaharaDesert(撒哈沙漠)tostopthesand.InChina,too,windbreaks(防风林带)arebeingbuiltinthenorthwesttokeepthedesertfromgrowing.
Butdesertsstillthreatentheworld.Expertsbelievethatlandthatisonthewaytobecoming
desertequalsthesizeofAustralia,RussiaandtheUnitedStatesputtogether.Canwestopthespreadoftheworldsdesertsandsavethelandthatissoessentialtomankind?Yes,wecan.Andwemust.
学写议论文
写一篇大约一百二十个英文字(words)的短文,阐述你对知识的看法。
1.破題:知识之于人就如同罗盘之于船
2.借題:有了罗盘船才能安全橫渡茫茫大海
3.铺路:知识带来力量,有助于改善生活
4.具体举例1:知识有助于发明机器
5.具体举例2:知识有助于艺术创作
6.具体举例3:知识也有助于食衣住行
7.小结:知识使人类生活方便和精神丰富
8.反面举证1:沒有知识人类会变笨
9.反面举证2:沒有知识人类会回到原始时代
10.反面举证3:沒有知识人类无法继承传统
11.总结1:越多知识,越多智慧
12.总结2:人类不能沒有知识
Knowledge
Knowledgeistouswhatacompassistoaship.Ashiphastorelyonacompasstosailsafelyacrossanunknownocean.Similarly,knowledgebringsforthpowerweneedtomakerealprogresstowardabetterlife.Withknowledge,wecaninventnewandusefulapparatusandmachines;wecancreatebeautifulart,includingpaintings,sculpture,music,andsoforth;wecanmakeclothes,furniture,cars,spaceshuttlesandthelike.Itisknowledgethatenablesushumanstoleadaconvenientandcolorfullife.Onthecontrary,wereitnotforknowledge,peoplewouldbecomestupidanduncivilized;everythingwouldgetbacktotheprimitiveage;nomorehumanhistorycouldbepasseddown.Inshort,themoreknowledgewegain,thewiserwewillbecome.
Thatis,knowledgeisindispensabletomankind.(138words)
一、用字解析:
1.compass(罗盘)
Theywalkedintheforestwithasmallcompass.
2.relyon[upon](信仰)
Irelyonyoutohelpme.
3.bringforth(引起)
AprilshowersbringforthMayflowers.
4.makeprogress(前进;进步)
Theshipmadeslowprogressthroughthecanal.
ShehasmadealotofprogressinEnglish.
5.apparatus[单数集合名词](仪器)
Ourschoolhasexcellentexperimentalapparatus.
6.including(包括)
Tenpersonswereinjured,includingthreechildren.
7.andsoforth[=andsoon=andthelike](等等)
Theydiscussedliterature,philosophy,history,andsoforth.
8.lead(过;度)
Afterhisfathersdeath,heledalifeofpovertyforseveralyears.
9.onthecontrary(相反地)
Ithoughtitwasgoingtoclearup.Onthecontrary,itbegantorain.
10.getback[=return](回到)
TheyhavegotbacktoTaipei.
11.primitive(原始的)
Primitivemanmadehimselfprimitivetoolsfromsharpstonesandanimalbones.
12.passdown[=handdown](流传)
Thiscustomhasbeenpasseddownsincethe17thcentury.
13.indispensable(不可缺少的)
Airisindispensabletolife.
二、语法句型解析:
1.AistoBwhatCistoD.=AistoBasCistoD.=AsCistoD,
soisAtoB.=WhatCistoD,AistoB.
(A之于B就如同C之于D)
Readingistothemindasfoodistothebody.
2.It+be+表强调的词语+that......
ItwasnotuntilyesterdaythatIknewhehadgonetoAmerica.
3.enable+宾语+to-V(动词原形)(使能够)
Theinternetenablesustogainthelatestinformation.
4.Wereitnotfor…..=Ifitwerenotfor…..=Butfor…..=Without
…
[假设语气用法](如果沒有…的话)
Wereitnotforyou,Iwouldlosemyway.
5.The+比较级…,the+比较级…(越…,就越…)
Theharderyouwork,themoreyougain.
Language
Focus功能句式Makeinferences(P34-P35)Whose…isthis?Itmustbe…Talkaboutthewordsyoudon’tunderstandorsomethingthatworriesyouWhatdoyouthink…mean?Itmightmean…词汇1.重点词汇picnic,possibly,drop,count,final,owner,sky,catch,interview,noise,wind,neighbor,director,smell,finger,lift,stone2.认读词汇belong,author,symphony,optometrist,algebra,crucial,anxious,worried,Oxford,chase,creature,unhappy,extremely,footstep,garbage,mystery,monkey,escape,bark,ant,dishonest,pretend,attempt,Hemingway,Fred,MarkTwain3.词组belongto,hairband,useup语法must,might,couldandcan’tformakinginferencesStrategyFocus1.sequencing2.deducingCultureFocusDifferentopinionsaboutdreams.Differentproverbsshowdifferentcultures.Ⅱ.Teachingmaterialsanalyzingandrearranging教材分析和重组1.教材分析本单元以ItmustbelongtoCarla为话题,共设计了三部分的内容:SectionA该部分有4个模块:第一模块围绕Whosevolleyballisthis?这一话题展开思维(1a)、听力(1b)、口语(1c)训练;第二模块围绕上一模块中的话题进行听力(2a-2b)、口语训练(2c);第三模块继续围绕前两个模块中的“makinginferences”展开训练。训练形式为阅读排序(3a)和两人问答(3b);第四模块仍就上一话题展开讨论。SectionB该部分有4个模块:第一模块要求根据图画和所提供的单词写出合理的句子;第二模块在听力(2a-2b)和分角色口语训练(2c)的基础上,继续进行“推测”训练;第三模块围绕“StrangeeventsinBellTowerneighborhood”这一话题展开阅读(3a)和写作(3b-3c)训练;第四模块以dream为话题展开小组活动。SelfCheck该部分有3个模块:第一模块以填空形式对所学词汇进行训练;第二模块就8个谚语展开阅读和讨论。第三模块要求找出不同类的词。2.教材重组和课时分配Period1(SectionA:1a,1b,1c)NewfunctionpresentingPeriod2(SectionA:2a,2b,2c,3a,3b,4)PracticePeriod3(SectionB:1,2a,2b,2c,3a,3b,3c,4)IntegratingskillsPeriod4(SelfCheck:1,2,3&Workbook)ComprehensivereviewⅢ.Teachingproceduresandways教学过程与方式Period1NewfunctionpresentingLanguagegoals语言目标1.Words&expressions生词和短语picnic,author,belong,belongto2.Keysentences重点句子Whosevolleyballisthis?(P34)ItmustbeCarla’s.(P34)Abilitygoals能力目标Enablethestudentstoinfertheownersofthethingsusing“must”,“might”,“could”,and“can’t”.Emotion&attitudegoals情感和态度目标Learntoinfertheownersofthethingspurposefully.Strategygoals策略目标Listenandmatcheachpersonwithathing.Cultureawarenessgoals文化意识目标Enablethestudentstoguesstheownersoftheunknownthingsusing“must”,“might”,“could”,and“can’t”.Teachingimportantpoints教学重点Learntomakeinferencesusing“must”,“might”,“could”and“can’t”.TeachingProceduresandways教学过程与方式
StepIRevisionandLead-inAskthestudentstodoagameguessingtheownersofthings.T:Inthelastunit,wehavelearntwhatweshoulddoifweareinanimaginarysituation.Ifwehadproblems,wewouldaskforadviceorhelp.Now,imagine,ifyouhavefoundsomethinganddon’tknowwhotheowneris,whatwouldyoudoSs:Wewouldtrytoguesswhotheowneris,thengiveittohim/her.T:Now,boysandgirls,closeyoureyes.Collectsomebooksfromthestudentsandputthemtogether,askingthestudentstoguesswhosebookstheyare.T:OK,openyoureyes,please.Holduponeofthebooks.T:Whosebookisthis?S1:Bill’s?T:ItmightbeBill’s.Let’saskhim.Bill,isthisyourbook?S2:No,it’snotmine.T:Well,itisn’tBill’s.Hesaysit’snothis.S2:IsitAnna’s?T:Let’saskher.Anna,isthisyourbook?S3:No,itisn’t.T:Soit’snotAnna’sbook.Anditcan’tbeMaria’s.BecauseIdidn’ttakehers.Thenwhosebookisit?S1:IsitLee’s?T:Yes,itdoesn’tbelongtoBill,AnnaorMaria.SoitmustbeLee’s.StepIIBrainstorming(1a:P34)T:Whenwetalkaboutthingswearenotsureof,weusethewordscould,might,can’tandmust.ItcouldbeBill’s.ItmightbeBill’s.Itcan’tbeMaria’s.ItmustbeLee’s.Now,lookat1aonPage34.Whatcanyouseeinthepicture?S:Wecanseeahat,aT-shirt,avolleyball,aCD,atoycar,aplate,threecups,somebooksandmagazines.T:Itisn’thardforustojudgewhothethingsbelongto.Readtheexamplesfirst,andthenwritethethingsyouseeinthecorrectcolumnsinthechartassoonaspossible.Thenaskthestudentstoreadtheiranswers.S:Sure.Thehat,thejacketandtheT-shirtmustbelongtoclothing.Thevolleyball,theCD,thetoycar,themagazine,andthebookmustbelongtofunthings.Theplate,thecupsmustbelongtokitchenthings.StepIIIListeningandspeaking(1b:P34)Askthestudentstoreadtheinstructionin1b.T:Readtheinstructionsandfindoutwhatyouareaskedtodo.S1:Tomatcheachpersonwithathingandareason.T:Asyoulisten,drawlinestoconnectthepersoninthefirstcolumnwiththethinginthesecondcolumn.Thendrawanotherlinetomatchthethinginthesecondcolumnwiththereasoninthethirdcolumn.Askthestudentstolistentotherecordingforthefirsttime.T:Nowlistenforthefirsttimetogetthekeyinformation:who,whatandwhy.Keepthemdownwhilelistening.Pointoutthesampleanswer.T:ThenameCarlainthefirstcolumnisconnectedtovolleyballinthesecondcolumnbecausethat’sthethingtheyaretalkingabout.AndthewordvolleyballinthesecondcolumnconnectedwiththesentenceShelovesvolleyball.inthethirdcolumn.Askthestudentstolistentotherecordingagain.T:Nowlistentotheconversationagain.Thistimeconnecttheitemsinthethreecolumns.Playtherecordingagain.T:Weheardjustnowthattheownersofthethingsandthereasonswhythethingsbelongtothem.Next,makeconversationswiththehelpoftheinformationinthechartinactivity1b.First,you’dbetterreadtheexampleintheboxAskthestudentstomakedialoguesafterthemodel.T:Nowworkwithapartnerandpractisemakingconversations.Sampledialogue1:S1:Look!Whosetoycaristhis?S2:ItmustbeJane’slittlebrother’s.Becausehewastheonlylittlekidinthepicture.Sampledialogue2:S3:Look!Whosebookisthis?S4:ItmustbeMary’s.BecauseHemingwayisherfavoriteauthor.Sampledialogue3:S3:WhoseCDisthis?S4:ItmustbeGrace’s.Becauseshealwayslistenstoclassicalmusic.StepIVHomework1.Askthestudentstodomorepracticeasrequiredin1conPage34.Askthestudentstoprepareforthenextperiod:Ifyouarenotsureofsomething,howdoyoumakeinferences?教学目标
教学目标与要点
1.重点掌握并记忆与旅游这一主题相关的词汇和短语:one-wayflight;roundtrip;Gostraightalonghere.pleasecomethisway.haveagoodtime;haveafamilymeeting;talkabout;goforourholiday;describetodosomething;diving;ontheisland;press;byoneself等等。
2.能正确运用一些婉转提出建议的句式,联系实际,谈论未来的某一次活动:时间、地点、人物和某些具体事项。
3.掌握有关电脑方面的一些专用语,对电脑的部分程序操作能用英语表达。
4.能读懂有关flight的一些instructions,建立24时制的时间思维意识,以及登机的相关常识。
5.了解并掌握由if或whether及特殊疑问词引导的的宾语从句。
6.掌握方位词的用法,特别是介词的选用。
素质教育目标
1.在第四单元的基础之上,认真掌握有关宾语从句的基本构成和用法。特别是由一些特殊疑问词引导的宾语从句。
2.鼓励学生运用所学过的句型与词组短语进行有关的日常会话。
3.让学生在学习时能体会到旅游的乐趣,并且让学生知道旅游也是一种增长知识的好机会。能够运用所学句型进行与旅行相关的准备活动,旅游信息的搜集,加工以及谈论和表达旅游过程中的感受。
4.在教学过程中,应当调动各种教学媒体,用以加强学生对语言知识的掌握与理解。
5.认真引导学生运用各种学习手段进行学习,鼓励学生多方搜集与旅游有关的信息,在课堂中进行英语表达,和同学之间进行信息交换等。以提高同学们的学习兴趣和学习效果。使部分学生能够运用所学过的与旅游主题相关的词组、短语及相关句型谈论自己的旅游经历。
教学建议
本单元句型及日常交际用语
一、本单元句型
1.Doyoukidshaveanyideas?
2.Ithinkthatsagoodidea.
3.HowaboutHainanIsland?
4.Youcandoitbyyourself.
5.HainanislandisthesecondlargestislandofChina.
6.Howmuchdoesitcosttodosomething?
7.Thepriceofaticketfrom…to…is…yuanoneway.
8.CouldyoutellmehowmuchitcoststoflytoHainan?
9.CouldyoutellmeifthereisaflightinthemorningonNovember,26th?
10.Couldyouteachmehowtosearchtheinternet?
11.Idliketobookaticket/aroom,please?
12.Pleasegostraightalonghere.
13.Pleasecomethisway.
14.Couldyoutellmethatsafasttrainornot?
15.Thatssoundverycool.
二、日常交际用语
1.表示祝福
Haveagoodtime!
2.有关电脑方面用语
Doubleleftclickontheinterneticon.
Leftclickonanyinterestingstoryabout....
3.表示建议
HowaboutHainanIsland?
4.表示感叹
Oh,my!/What!
Whatasurprise!
Howsurprising/amazing/strange!
Mygoodness!/Goodnessme!
Unbelievable!/Surprising!
Itsreallyasurprise!
Icantbelieveit/myeyes!
Icanhardlybelieveit!
Well,thatsverysurprising.
5.其他
Thatsoundsreallycool.
Ihadagreattime.
教材内容分析
本单元是围绕Haveagoodtime这一话题,结合宾语从句展开教学活动的。以准备旅游,开始旅游,谈论旅游,以旅游为核心主题,集中呈现一系列与旅游相关的词组短语和句型。学习了婉转提出建议的表达方式及请求和说明的日常交际用语。要求掌握电脑方面的一些用语,对电脑的部分程序操作能用英语进行表达。能读懂有关flight的一些instructions,建立24时制的时间思维方式,以及登机的有关常识。讲述了以特殊疑问词引导的宾语从句,要求学生在交谈的过程中,在交际的语境中了解并掌握有关以疑问代词或疑问副词所引导的宾语从句。如:Couldyoutellmeif/whetherthereisaflight+时间?本单元的内容与我们生活密切相关,应认真学习,掌握一些日常用语和常用词汇及相关常识,为我们日后的travelortrip作好准备。
本单元重点难点分析
1.DavidandJoy,comeon,werehavingafamilymeeting.
大卫、乔伊,快点,我们要开家庭会。
comeon在此表示鼓励、挑战、恳求、要求等感叹语,可译作赶快;来吧;快点。例如:
(1)Comeon,tryitagain!来吧,再试一下!
(2)Comeon.Wearewaitingforyou.快点,我们在等你呢。
(3)Comeon.Thefilmhasbegun.赶快,电影开始了。
2.Couldyoupleasetellmewhereweshowourtickets?
你能告诉我们在哪里检票吗?
Couldyou...?句型中,Could不是过去形式,在此表示语气婉转、有礼貌。在希望得到肯定答复的疑问句中,以及在含有表示建议、请求和征求意见语气的疑问句中,常用some和something,而不用any和anything。
(1)Couldyoulendmeyourbike,please?
请把你的自行车借给我好吗?
(2)Wouldyouliketohavesomedrink?
你们想喝点什么吗?
(3)Whataboutsayingsomethingaboutyourfamily?
说说你家庭的情况好吗?
(4)Willyoupleasegivethepoorboysomethingtoeat?
请给那可怜的孩子一些吃的东西好吗?
3.Couldyoutellushowlongweregoingtobeaway?
你能告诉我们要去多久吗?
此句是由连接副词howlong引导的宾语从句。要注意的是在以连接代词或连接副词引导的宾语从句中,从句的语序要用陈述句的语序。从句的时态要随主句的时态而变化。例如:
(1)Doyouknowwhattimethetrainleaves?你知道火车几点离开吗?
(2)Nooneknowswhyhewaslatelastnight.
没人知道他昨天晚上为什么迟到了。
(3)IwanttoknowhowmanyEnglishwordsyouhavelearned.
我想知道你们已经学了多少英语单词了。
(4)Sheaskedhowmuchitcost.她问它值多少钱。
4.WhatsthenumberoftheSmithsflightoutofBeijing?
史密斯全家离开北京的飞机航班号是什么?
(1)flight是fly的名词形式,表示飞行;航班等。
例:FlightNumber6141toBeijingisreadytoleave.
去北京的6141次航班马上就要起飞了。
(2)outof从……出来(去),相对的词为into。
如:comeoutoftheroom从房间里出来。
gointotheroom到房间里去。
5.take,spend,pay,cost
四个单词意思均为花费,使用。
take常用于Ittakes(took,willtake)sbsometimetodosth;spend构成的句式中,一般以人做主语,句型为:spend…onsth或者spend…(in)doingsth;pay构成的句式中,一般以人作主语,常用句型为paysbforsth为……付款给……,payoff…付完,偿清……;cost一般以物做主语,可以解释为花费;价值,它还可做名词,意思是价值,价格。
Ittookmyunclelessthantwoweekstoplantthetrees.Butitsworthwhile.Yousee,wepaidnothingforallthesetrees,thoughtheycostusmoretimeandmoreenergy.Wespentalmost10dayslastmonthsearchingeverywhere,huntingforafarmerwhoiswillingtoofferusfreesuppliesofyoungtrees.
6.Thentherearelongwhitebeachestowalkalong.
along在这里是个副词,表示向前的意思。along作副词时,其前面的动词经常用的有:come,go,crawl,walk,drive,float,fly,move,hurry,pass,roll,run,swim等。例如:
Movealong,please.请向前走!
Now,goalong.请直走!
Passthenotealong.把条子传过去。
Shewalkedalongbyhimself.她一个人向前走。
Thedaysglideswiftlyalong.岁月如梭。
Comealong!跟我来!
along除表示上述意义之外,还可以作沿着。例如:
Lookatthetreesalongbytheriver.看那边沿河的树。
另外,along还可以作介词用。along作介词时,常常的意思是沿着。例如:
Wewentforawalkalongtheroadaftersupper.
晚饭后我们沿着公路散步。
Passalongthecar,please!saidtheconductor.
售票员说:请往里走!
7.Letsseeifwecanfindsomeinformationaboutthatcity.
咱们看一下是否能找到有关那个城市的一些信息。
Couldyoutellmewhetherthatsafasttrainornot?
请告诉我这是不是快车好吗?
这两句是由连词if和whether引导的宾语从句,意思是是否。如果将一般疑问句改为宾语从句时要用if或whether连词引导,宾语从句要用陈述句语序。从句的时态也应随主句的时态变化而变化。if和whether在通常情况下可以互换使用。
例如:
(1)Didyouknowif/whetherhewouldcometomorrow?
你曾知道他明天是否回来吗?
(2)Motheraskedif/whetherweneededsomemoretea.
妈妈问过我们是否再要一些茶。
在下面几种情况下不能用if代替whether:
(1)当whether与ornot连成一个词组时。例如:
Icantsaywhetheritisgoingtorainornot.我不知道明天是否下雨。
(2)whether用在不定式前面时。例如:
Hecantdecidewhethertogo.他不能决定是否去。
(3)whether引导的从句放在句首时。例如:
Whetherthisistrue,Icantsay.不管是不是真的,我说不准。
(4)whether用在介词后面时。例如:
Sheisworryingaboutwhethershecanfinishtheworkontime.
她正担心,她是否能准时完成工作。
8.Idliketobookfourtickets,please.我想定四张票。
book在此是动词,意思是预定;买票。例如:
(1)Youhadtobookearlyifyouwanttohavedinnerinthatrestaurant.
如果想去那个饭店吃饭,你得早点儿定座。
(2)HaveyoubookedyourpassagetoShanghai?你到上海去的舱位定好了吗?
(3)CouldIbookaticketthroughtoHainanIsland?
我能买一张直达海南岛的票吗?
9.Thatsoundsreallycool!这听起来确实很酷!
sound是系动词后跟形容词作表语。类似用法的动词还有:get,turn,smell,taste,feel,look等。例如:
(1)Itlooksmorebeautifulinthesun.在阳光下,它看起来更漂亮。
(2)Thedishsmellsdelicious.菜闻起来很香。
(3)Ioftenfeeltired.我常感到疲倦。
(4)Ittastesbetterthanitlooks.它看起来不怎么样,味道还不错。
(5)Hernamesoundsbeautiful.她的名字听起来很好听。
疑问词引导的宾语从句
在宾语从句这一个语法项目中,疑问词引导的宾语从句是比较难于理解的。本单元教学由连接代词和连接副词引导的宾语从句。所谓连接代词和副词,实际上就是我们以前学过的疑问代词和副词,如who,whose,whom,what,which,when,where,why,how以及由how构成的词组。但必须注意两点,一是它们在构成疑问句时叫疑问词,引导宾语从句时称作引导词。一是它们和that不一样,在从句中有含义,担任相关的句子成分,所以不能省略,另外,它们须放在宾语从句之首,宾语从句必须是陈述句结构。学习宾语从句,主要应当注意以下三个方面的内容:引导词,从句语序以及主从句的时态的一致性。现在以连接词的三种不同情况来进行宾语从句的总结。
1连接代词引导的宾语从句。
Canyoutellmewhowillgiveusatalk?
你能告诉我谁会给我们做报告吗?(who是连接代词)
Showmewhatyouhaveboughtforme?(what是连接代词,原来的语序是Whathaveyouboughtforme?)
PleaseguesswhichsubjectIlikebest?
猜一猜,我喜欢哪一门功课?(which是连接代词,原语序为WhichsubjectdoIlikebest?)
注意:在宾语从句中,其语序为陈述句,其结构为:主句+连接代词+主语+谓语+其他成分。
2.连接副词引导的宾语从句的用法。
Canyoutellmewhereweshowourtickets?(where为连接副词,其语序应当为:Wheredoweshowourtickets?)
你能告诉我我们应当在哪里剪票吗?
CanyoutellmehowIcangettheinformation?(how为连接副词,其正常语序为:HowcanIgettheinformation?)
你能告诉我怎样才能得到那些信息呢?
Doyouknowwhyheisoftenlateforschool?(why为连接副词,该句语序为:Whyisheoftenlateforschool?)
你能告诉我他为什么常常迟到吗?
注意:常用于宾语从句中的连接副词主要有:why,how,where,when.英语中连接副词与疑问代词是相同的。由连接副词引导的宾语从句为:主句+连接副词+主语+谓语+其他成分。
3.以连词if或whether引导的宾语从句。
Iwanttoknowif/whetheryouhavealreadyfinishedyourwork..
Imnotsureif/whetheryouwillcometothepartytomorrow.
Iwanttoknowif/whetheryouareateacher.
whether/if的意思是是否,在宾语从句中是不能省略的,他们引导的原句都是一般疑问句。也就是说,当你判断该宾语从句的原句本该为一般疑问句,则在改为宾语从句时就应当用whether/if。
关于疑问词引导的宾语从句的教学建议
由于第四单元中学生刚刚学过由that引导的宾语从句。宾语从句对于学生而言已经不是一个陌生的语法项目,但是宾语从句的难点却出现在这一部分。根据教学实践经验来看,学生在学习宾语从句时,最难掌握的是有关宾语从句语序问题。也就是说,学生在初学时会感到不适应。
而本单元则侧重讲述由连接代词和连接副词引导的宾语从句。首先,教师要给学生讲清这两种连接词的定义。英语中连接代词有:who/whom,what,whose,which。然后利用第20课复习要点中的举例予以说明。
Pleasetellmewho/whomwehavetosee.
Doyouknowwhatshouldtheydonext?
Theboyaskedwhosecoatitwas?
Couldyoutellmewhichteacheristhemostpopularamongyourstudents?
最后,要向学生特别解释清楚,宾语从句的语序为:主句+连接代词+主语+谓语+其他成分。要重点强调虽然宾语从句仍然带有疑问句的含义,但是,从形式上不能再用疑问句的语序。例如:
Whatdoeshewanttobuy?→Idontknowwhathewantstobuy.
(不能说:Idontknowwhatdoeshewanttobuy.)
Whoarewegoingtomeet?→Canyoutellmewhowearegoingtomeet?
(不能说:Canyoutellmewhoarewegoingtomeet?)
由连接副词引导的宾语从句的教学方法与疑问代词引导的宾语从句的教学方法相同。在英语中,连接副词有:when,where,why和how。
连接副词在从句中担任某一句子成分,具有一定的意义。现举例来说明该类宾语从句的用法:
HedoesntknowwhyhisfriendslikeEnglishsomuch.
Theteacherhadtofindoutwhytheboywasoftenlateforschool.
Hecouldntrememberwhereheputhisbook.
Couldyoutelluswherewellhavethemeeting.
Herhusbanddidnttellherwhenhewouldbeback.
Thegirldoesntknowwhenshemustfinishherhomework.
同时指出,带有how的词组也可以引导宾语从句。例如:
Couldyoutellushowoftenyougoabroadforholiday?
Couldyoutellushowlongthemeetingwilllast?
Doyouknowhowfaritistothecinema?
Doyouknowhowmanystudentsthereareinyourschool?
Pleasetellushowmuchyournewblousecost.
Pleasetellushowsoonyouwillbeback.
Canyoutellushowoldhisbrotheris?
同时应当向学生讲清楚,如果原句是一般疑问句,注意它在复合句中应当用if/whether来引导,语序也应当由原来的一般疑问句语序改为陈述句语序。
最后,让学生参考下面的例句来进行宾语从句的操练。
1.A:Pleasetellmewhyyouwerelateforschoolthismorning.
B:Igotuptoolateanddidntcatchthefirstbus.SoIwaslate.
2.A:Wedontknowwhatweshallbuyformymotherforherbirthday.
B:Whataboutanewscarf.
3.A:CanyoutellmewhereIshouldchangeplanes?
B:Lookatyourairticketandyoullfindtheanswer.
4.A:DoyouknowwhatIhavetotakewithmeforthetrip?
B:Yourcamera,ofcourse.
5.A:CouldyoutellmehowIcanfindNo.3MiddleSchool,Madam?
B:Sorry!Idontknow.Pleaseaskthepolicemanoverthere.
关于读写能力的教学建议
一、阅读训练
根据中学英语教学大纲的规定,在初中阶段,阅读能力的提高是相当重要的一项能力训练。要提高阅读理解的能力,原因是多方面的。但是有几点是十分关键的,其一,词汇,这是解决阅读语言障碍的基本保证;其二,提高阅读的速度,提高阅读速度是提高阅读效率的一个重要前提。其三,阅读技能,阅读技能的提高是阅读能力提高的一条捷径。在本单元我们重点介绍有关阅读的基本技能的训练。
在阅读过程中,时刻牢记五个W和一个H。在任何一个故事,一则新闻或一篇文章中,作者总是要向读者说明何人何时何地为什么怎么干了何事。用英语表示就是who,when,what,where,why以及how。这就是我们说的五个W和一H。
在多数情况下,可以用五个W和一个H为线索来阅读任何一篇文章。因为作者采用多种方式来交代这条线索,或明或暗,在阅读理解的题目中,或部分或全部的考查这方面的信息。因此,只要牢牢抓住这五个方面的信息,就有可能抓住文章的脉络,弄清基本事实,养成良好的阅读习惯,逐步提高我们的阅读能力。
根据课文的内容,尽可能的设计一些问题,让学生在有限的时间内进行解答,并引导同学们在小组之间开展合作式学习,相互讨论相互启发。同时也可以充分利用课后练习中的问题,让学生两人之间进行讨论。
也可以结合第18课课文的内容,仿照课文,鼓励学生上网查询,以获取更多的相关信息,然后把内容带到班上来与同学进行资源共享。在有条件的学校,可以充分地利用这一资源。这是一条重要的学习策略,同学们不应当忽视。
二、写作训练
请用英语写一篇值日汇报,向你的同学们介绍一个你去过的农场(农村)。
[思路讲解]
做值日汇报,先要问候大家。告诉同学们你要介绍那是谁的农场(农村的位置)、它的大小。在那里有些什么庄稼、植物,还有哪些动物?有没有小河、湖泊?你能在那儿干些什么?你最喜欢的是什么?
[范例点评]
Hello,everyone!(一般的问候语)
TodayImgoingtotellyousomethingaboutafarm.Thisismyunclesfarm.(交代谁的农场)ItisinasmallvillagenearNanjing.(地理位置)Itisabigfarm.(大小)Myuncleandauntgrowriceandcornonthefarm.(庄稼)Andtheyalsohavemanyanimalsthere.Theyhavedogs,cows,chickens,sheepandhorses.(动物)Buttheydontusetheanimalstodofarmworkanymore;theyuseatractor.Itworksfasterandbetter.(农场的现代化)Thefarmisalsoverybeautiful.Therearealotofflowersonthefarm.Andyoucanhearbirdssingingandsheepbleating(羊叫).Thereisalsoasmallriveronthefarm.Wecancatchfishthereorgoskatinginwinter.(美丽的农场令人向往)IlovemyunclesfarmandIoftengotheretospendmyholiday.Doyouwanttogowithmenexttime?
Thatsall.Thankyou.(结束语,与前面相呼应)
教学设计方案
Lesson17
LanguageFocus:
1.someusefulexpressions
haveagoodtime;haveafamilymeeting;talkabout;goforourholiday;describetodosomething;diving;ontheisland;press;byoneself
2.theObjectClause
Couldyoutellushowlongweregoingtoaway?
Properties:Recorder:OverheadProjector;Pictures;computer
TeachingProcedures:
Ⅰ.Showingaims
Havethestudentsknowwhattheywilllearninthislessonandwhattheywilldointhisclass:
1.Mastersomeusefulexpressions.
2.StudytheObjectClause.
3.Makesimilardialogues.
4.KnowsomethingaboutHainanandknowhowtosearchInternet.
Ⅱ.Revision
1.Checkhomework.
2.RevisetheObjectClause.Playgames,havethestudentsworkinpairs.
T:Ioftentravelwithmyfamily.
S1:Whatdoesshesay?
S2:Shesayssheoftentravelwithherfamily.
S3:Whatdidshesay?
S4:Shesaidthatsheoftentraveledwithherfamily.
Makesurethestudentscanaskandanswercorrectly.
Ⅲ.Presentation
Tellthestudentsthattheyllhaveaholiday.Getthemtodiscusshowtheywillspendtheholidays.Dividetheclassintosmallgroups,thenaskonestudentofeachgrouptogivetheirreport.
Wherewouldyouliketogoto?
CanyoudescribetheplaceinEnglish?
Ⅳ.Readandact
Part1.SpeechCassette.Ask:
Whataretheygoingtotalkabout?
Wherearetheygoingfortheirholiday?
Howlongaretheygoingtobethere?
DotheyknowHainanwell?
HowwilltheyknowitbeforetheygotoHainan?
Havethestudentslistentothetape,trytofindtheanswerstothequestions.Checkwiththewholeclass.Playthetapeagainforthestudentstorepeat.Givethestudentsafewminutestopracticethedialogueinpairs.Askonepairtoactitout.
Ⅴ.Learnandspeak
Havethestudentslookatthecomputer,andask:CouldyoutellmehowtosearchtheInternet?FindastudentwhocansearchtheInternet,helphimorheranswerwith:OK,letmetellyou.Usetheinstructionstohelp.Asktheotherstudentstoanswerandgetthemtoplaythecomputer.Makesureallofthemcansayandplay.
Ⅵ.Workbook
DoExercise2inclass.Checktheanswersinpairs.Theanswersare:1.Whatheis;2.Where;3.Howmany;goto;4.Who;5.WhenSamis;6.Why;7.Howlong;8.exciting
Ⅶ.Exerciseinclass
Watchthepicture,andanswerthequestionsbelow:
Couldyoutellmesomethingabouttravel?
Wholiketotravelbyplane?Why?
Ⅷ.Homework
1.LearntosearchtheInternet.Writedowntheinstructions.
2.Trytomakeupadialogueafterthemodelinthetext.
教学设计方案
Lesson18
LanguageFocus:
theusefulexpressions:
HainanIsland;thesecondlargest;thecapitalof;inthenortheastof;nomatter;clickon;someinformationabout;befanmousfor;adeerpark;theedgeof,theskyandtherimofthesea.
Properties:Recorder;OverheadProjector:Pictures
TeachingProcedures:
Ⅰ.Showingaims
Havethestudentsknowwhattheywilllearninthislessonandwhattheywilldointhisclass:
1.Mastersomeusefulexpressions.
2.ReadtheInformationfromtheInternet.
3.KnowsomethingaboutHainanIsland.
Ⅱ.Revision
1.ReviseLesson17.Ask:CouldyoutellmehowtosearchtheInternet?Havethestudentssayouttheinstructions.Makesurethestudentscansaycorrectly.
2.Askonestudenttocometothefront,askanotherstudenttoleachhimhowtosearchtheInternet,justactaccordingtotheinstructionsifitcantbedoneinclass.
3.RevisetheObjectClauseinLesson17.Askthestudentstomakeupsentences.ThenaskthestudentstoactoutthedialogueofPart1inpairs.
Ⅲ.Pre-read
ShowamapofHainanontheslide.GetthestudentstofindoutHaiKouanddividethestudentsintosmallgroupstodiscussaboutHainanIsland.Ask:DoyouhavesomeknowledgeaboutHainan?Howdoyouknowaboutit?Havesomestudentssharetheirideaswiththeclass.
Ⅳ.Read
Part2.SpeechCassette.Booksclosed.Getthestudentstolistentothetape.Thenbooksopen,readthepassageloudly,andfindtheanswerstothequestionsofExercise1intheworkbook.Checktheanswersinpairs.
Ⅴ.Practice
Playagame.AskonestudenttoactasatouristtoshowtheotherstudentsaroundHainanIsland.Hecanintroducethesceneryandthefoodtotheotherstudents.AnyinformationisOK.Firstplaythisgameinsmallgroups,theninfrontoftheclass.
Ⅵ.Readandcomplete
Havethestudentsworkinpairstocompletethedialogue.Thenasksomepairstoreadthedialogue,andchecktheanswerswiththewholeclass.
Note:
1.HaveyoufoundoutwhatwecandoonHainanIsland?
2.nomatter
Nomatterhowhewillsay,Iwontbelievehim.
3.Letsseeifwecanfindsomeinformationaboutthatcity.
4.befamousfor
Hangzhouisfamousforitsbeauty.
5.Theedgeoftheskyandtherimofthesea
Ⅶ.Workbook
DoExercise2withthewholeclass.Firstgetthestudentstodoitindividually,thenaskonestudenttoreadthepassagefortheclasstochecktheanswers.
DoExercise3inclass.Havethestudentsmakeupsimilardialoguesinpairs.
DoExercise4afterclas.
Ⅷ.Exercisesinclass
Listenthetypeandanswer:
Whowentonthepicnicovertheweekend?
Whatdidtheytaketothepicnic?
Whatdidtheyseeinthepark?
Ⅸ.Homework
1.Finishofftheexercisesintheworkbook.
2.Askthestudentstoretellthetextinthefollowingclass.
教学设计方案
Lesson19
LanguageFocus:
1.Usefulexpressions
cost;thepriceoftheticket;one-way;round-trip;instructions;attheairport;book
2.Couldyoutellmewhereweshowourtickets?
CouldyoutellmehowmuchitcoststoflytoHainan?
Properties:Recorder;OverheadProjector;Pictures
TeachingProcedures:
Ⅰ.Showingaims
Getthestudentstoknowwhattheywilllearninthislessonandwhattheywilldointhisclass:
1.Mastersomeusefulexpressions
2.UseObjectClausefreely
3.MakeuptheirowndialoguestopracticespeakingEnglish
4.Knowsomethingabouttheinstructionsforthetrip
Ⅱ.Revision
ReviseLesson18.GetsomeinformationaboutHainan.Seeifthestudentscanusetheexpressionscorrectly,andseeifthestudentscanknowHainanProvince.
Ⅲ.Presentation
Presentashortdialoguewithastudentasexamplegettheotherstudentstopractice.
T:CouldyoutellmehowIcangettoHainan?
S:Oh,byplane.
T:Byplane?CouldyoutellmehowmuchitcoststoflytoHainan?
S:Whereareyouflyingfrom?
T:FromBeijing.
S:ThepriceofaticketfromBeijingtoHainanis1000yuan.
T:Oh,couldyoutellmewhattimetheflightis?
S:Thereisaflightat7:30inthemorning.
T:Great.Idliketobook3tickets.
Havethestudentspracticethisdialogueinpairs.Makesuretheycanmakedialoguesfreely.Getthestudentstoguessthemeaningofthewords:flight;book.
Ⅳ.Readandact
Part1.SpeechCasette.Playthetapetwiceforthestudentstolistenandrepent.
Note:one-waytrip(thatisaflightonlyoneplacetoanother.)
Round-trip(thatisaflightfromoneplacetoanother,thenreturn.)
Ⅴ.Practice
PracticethedialogueofPart1inpairs.Givethestudentsafewminutestopreparetoactitout.Gettwostudentstoactoutthedialogueinfrontoftheclass.
Ⅵ.Askandanswer
Readthroughtheinstructionswiththewholeclass.Havethestudentsaskandanswerinpairs.ThenaskthestudentstowriteashortpassageabouttheSmithstrip.
Ⅶ.Practice
Makeasurroundingoftheairport.OnestudentcutsasMr.Smith.Theotheronecutsasawoman.Mr.Smithasksthewomanforhelp,makeuptheirowndialoguesinpairs,andgetsomeofthemtoperformtheirdialoguestosharewiththewholeclass.
Ⅷ.Workbook
DoExercise!Inpairs.GetthestudentstotalkabouttheSmithfamilystriptoHaikouinpairs,withthehelpofthepassageinthetext.
DiscussExercise2withthewholeclass.Thenmakethemaskandanswerinpairs.
Exercisesforclass
Writeashortdialogueaboutaflight.(atleast8sentences)
Forexample:
A:CouldyoutellmewhattimethefirstflightisfromBeijingtoGuangzhou?
B:At7:30.
A:AndcanyoutellmehowmuchitcoststoflyfromBeijingtoGuangzhou?
B:900yuanone-way.
A:Great!Idliketobooktickets,please.
B:Willthatbeone-wayorround-trip?
A:Round-trip.WellreturnnextMonday.
B:OK.
Ⅸ.Homework
Readthedialogueagain,learntoreadtheflighttimetable,andlearntoaskforhelp.
Homework
1.FinishtheExx.Intheworkbook.
2.Trytoretellthetextinlesson18.
教学设计方案
Lesson20
LanguageFocus:
1.Usefulexpressions:thinkabout;getachance;take
2.Grammar:theObjectclause
ImnotsurewhereIwanttogoonholiday.
Properties:Recorder;OverheadProjector;pictures
TeachingProcedures:
Ⅰ.Showingaims
Havethestudentsknowwhattheywilllearninthislessonandwhattheywilldointhisclass:
1.RevisesomeusefulexpressionsofUnit5.
2.Studythegrammar:theObjectClause.
3.Knowhowtogettheinformationabouttrips.
4.Learnhowtomakeaconversationabouttrips.
5.KnowmoreaboutHainan.
Ⅱ.Revision
1.RevisesomeusefulexpressionsofUnit5.Getthestudentstomakesentenceswiththem.
2.PlayWhatdidheask?ingroupsofthree.MakesurethestudentscanusetheObjectClausecorrectly.
3.AskonestudenttointroducesomethingaboutHainan.
Ⅲ.Listen
Part1.Listeningcassette.PlaythetapetwiceforthestudentstolistenanddoExercise1intheworkbook.Playthetapeagainforthestudentstochecktheanswers.Thencheckwiththewholeclass.Seeifthestudentscanunderstand.
Ⅳ.Readandact
Part2.SpeechCassette.Booksclosed,playthetape.Ask:
HowdidJoythinkabouthistriptoHainsn?(wonderful)
HowdidLilyfeelwhensheheardaboutthescubadiving?(reallycool)
Getthestudentstofindtheanswertoquestions,thencheckwiththeclass.Playthetapeagain.Getthestudentstolistenandrepeat.Theyshouldmatchtheirintonationwiththedialogueonthetape.
Booksopen.Practicethedialogueinpairs.Getsomepairstoactoutthedialogue,withoutlookingatthebooksifpossible.
Ⅴ.Practice
Havethestudentsworkinpairs.Encouragethestudentstomakeuptheirowndialogues.
Ⅵ.Askandanswer
Part3.Workinpairs.Givethestudentsafewminutestopreparetheirdialogues.Askfourpairstosharetheirdialogueswiththewholeclass.
Ⅶ.Presentation
Askonestudenttoactasatraveler,theteacheractsasawaiteratthetraveloffice.Precentadialoguelikethis:
T:MayIhelpyou?
S:CouldyoutellmewhereIcanbookaroom?
T:Oh,theSunshineHotel.
S:Doyouknowhowmuchitcosts?
T:200yuanaday.
S:HowmanyrestaurantsdotheSunshineHotelhave?
T:Two.
Havethestudentspracticethisdialogueinpairs,thenmakethestudentsmakeuptheirowndialogues,asksomeofthemtosharetheirdialogueswiththeclass.
Ⅷ.Look,speakandsay
TellthestudentsthattheyretravelingonInnerMongolia.Askthemtoreadthethreebrochures.ThenaskthestudentstowriteashortpassageabouttheirstayatoneofthehotelsinInnerMongolia.Theycanchooseanyhotel.
Ⅸ.Workbook
ForExercise2.Getthestudentstoreadthewords.
ForExercise3.Havethestudentsdiscusswhattheyneedduringthetraveling.
ForExercise4.Getthestudentstoreadtoreadinpairs.Thenmakeupsimilardialogues.Itcanbedoneafterclass.
DoExercise5ashomework.
Ⅹ.Summary
Exercisesforclass
Completethepassage
Myfamily________________________holidaysoon,wearethinking________________toHainan.Ibeardthe________________therewas________________,soIwanttohaveascubalessonfirst,andIthinkit________________wonderful.AndI________thinkthefishandthecoralreefsare________.IhopeIwill________________________________there.
Answers:isgoingonaboutgoingbestthingscubadivingmustbealsobeautifulhaveagoodtime
Ⅺ.Homework
FinishofftheexercisesintheworkbookReviseUnit5.
探究活动
对话练习
对话练习是中学英语课堂教学过程中的一项十分重要练习形式。在课堂教学中,我们可以积极地利用这一训练形式,以提高学生的口语水平和英语思维的能力。
在本单元中为了加强对宾语从句的练习,可以设计以下的对话练习。
A组:连锁对话练习
1)A:Whatareyougoingtodo?
B:Whatdidhesay?
C:Heaskedwhatyouweregoingtodo.
2)A:WheredidyougolastSunday?
B:Whatdidshesay?
C:SheaskedwhereyouwentlastSunday.
以上对话练习可以采用替换句中的有关词语,在各个小组之间做连锁练习。
B组:采访报道练习
先要求学生设计一个采访提纲,确定采访对象,实施采访,然后就采访作一个现场报道。
设计采访提纲:
问题如下:
1、Whatdidyoulearnyesterday?
2、Wheredidyougoyesterday?
3、Whatdidyourparentsdoyesterday?
4、Whatdidyourmotherbuyyesterday?
采访结束之后,然后准备一个现场报道,在组内向同学们作一个报道,但是在报道中要求同学们要尽量运用宾语从句。如:
LiLeisaidthathe…Hisparentssaid…
C组:设计一个主题演讲。以Mylastjourney为题。要求学生准备一个一分钟的小型演讲,在各个小组进行表演,然后每个小组派一名同学到班内进行表演。
迅速阅读后进行思考
给学生们限时阅读,然后给出思考题,马上提问学生,检查他们的速读是否快而准确。
TheBrownslivenexttotheSmiths.MrBrownsnameisJohn.Butwheneveryonetalksabouthim,theycallhimMrGoing-To-Do.Doyouknowwhy?MrBrownusuallysaysheisgoingtodosomething,butheneverdoesit.
EverySaturdayMrBrowngoestotheSmithsbackdoorandtalkstoMrSmith.Heusuallysaysheisgoingtodosomething:Imgoingtocleanmyhousetoday,Imgoingtowashmycartomorrow,orThesetreesinfrontofmyhousearetoobig,Imgoingtocutthemdownnextweek.
MrSmithusuallysays,Areyou,John?Heknowsheisnotgoingtocleanhishouse,orwashhiscar,orcutdownanytrees.Thenhesays,Well,excuseme,John.Imgoingtodosomeworkinthehouse.Andsohedoes.
MrandMrsSmithoftensaytotheironlychildDick,Areyougoingtodosomething?Thendoit!DontbeanotherMrGoing-To-Do!
1.注解
(1)MrGoing-To-Do 只说不做的先生
(2)theBrowns 布朗一家人。
the+姓氏+s表示某人一家。下文的thesmiths表示史密斯一家
(3)never 从不
(4)cut砍
2.思考题
(1)WhydopeoplecallMrBrownMrGoing-To-Do?
(2)HaveyouevermetthiskindofpersonlikeMrGoing-To-Do?Talkabouthimorher.
(3)Whichoneisworse,Mr.Going-To-DoorMrKnow-All?Why?
听短文测试题训练技巧
准备一篇短文听力,先把本篇短文的思考题读给学生听,然后放短文朗读的声音,听后,再读一篇思考题给学生,让他们在事先有思想准备的情况下进行听语篇的训练。提醒他们,要注意听句子和语篇,而不是听单词。以此提高学生听力。
现在我们先来听今天测验的三个问题。
第一个问题是:
M:Whowentonthepicnicovertheweekend?
第二个问题是:
M:Whatdidtheytaketothepicnic?
第三问题是:
M:Whatdidtheyseeinthepark?
现在我们再听英文老师用慢速度把整段文章念一遍.
Henrysfamilyhadapicnicovertheweekend.Theyaskedtheirfriends,Nancyandherhusband,togowiththem.OnSundaymorning,Henryswife,Kate,gotupearlytopreparesandwichesforthepicnic.SheaskedHenrytogetsomesoftdrinks.Henrytoldherthattheywereintherefrigerator.ThenKateaskedhimtogetthepicnicbasketready.Shealsoremindedhimthatheshouldputpaperplatesandnapkinsinit.At10oclockinthemorningNancycalledandtoldHenrythatshewouldliketobringsomethingtothepicnic.Katecalledherbackandaskedhertobringabottleofwine.Nancyandherhusbandarrivedatnoon.Thetwofamilieswenttoanearbypark.Asmallriverrunsthroughthepark.Thereweretablesandbenchesunderthetreesbesidetheriver.Theweatherwascloudybutitdidntrain.EverybodyenjoyedthepicnicanditwasaveryrelaxingSundayafternoon.
现在请你回答今天测验的三个问题。每回答一个问题就请你听老师念正确答案。
第一个问题是:
M:Whowentonthepicnicovertheweekend?
F:Henrysfamily,Nancyandherhusbandwentonthepicnicovertheweekend.
第二个问题是:
M:Whatdidtheytaketothepicnic?
F:Theytooksandwiches,softdrinks,paperplates,napkinsandabottleofwinetothepicnic.
第三个问题是:
M:Whatdidtheyseeinthepark?
F:Theysawariver,trees,tablesandbenchesinthepark.
写出买飞机票的过程
将学生分组进行练习,根据第19课的课文写出买飞机票的过程和相关的注意事项。
MRSMITH:CouldyoutellmehowmuchitcoststoflytoHainan?
WOMAN:Whereareyouflyingfrom?
MRSMITH:FromBeijing.
WOMAN:ThepriceofaticketfromBeijingtoHaikouis1,000yuanone-way.
MRSMITH:CouldyoutellmeifthereisaflightinthemorningonNovember,26th?
WOMAN:Justaminute,please.Ihavetocheckmycomputer.Yes.Theresaflightat8:15inthemorning.
MRSMITH:Great!Idliketobookfourtickets,please.
WOMAN:Wouldyouwantone-wayorround-trip?
MRSMITH:Round-trip.Wellreturnonthe8thofDecember.Isthatpossible?
WOMAN:Yes.FourticketsonNovember26thtoHaikouandreturningtoBeijingonDecember8th.
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