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英语教案-Planting trees

2021-05-04
小学英语英语教案

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.

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