LivingwellPeriod5 Listening。
一名优秀的教师在每次教学前有自己的事先计划，准备好一份优秀的教案往往是必不可少的。教案可以让学生能够在课堂积极的参与互动，帮助教师能够井然有序的进行教学。那么怎么才能写出优秀的教案呢？以下是小编为大家收集的“LivingwellPeriod5 Listening”欢迎大家与身边的朋友分享吧！
LivingwellPeriod5 Listening教学目标1．语言知识目标
了解盲文的创始人路易斯·布莱尔的个人经历和导盲犬的工作内容。
2．语言能力目标
培养学生在听前对听力材料进行预测，并激活背景知识的能力；把握细节信息的能力。
3．情感态度与文化意识目标
通过对盲文创始人路易斯·布莱尔个人经历和导盲犬工作情况的了解，使学生对于盲人的生活状况有更深切的了解，更能激发他们伸出手，帮助盲人和其他的残疾人。
重点难点
1．教学重点：培养学生在第一遍听完后，掌握听力材料大意的能力。
2．教学难点：在听力材料开始前，如何激发学生的背景知识；在学生背景知识缺乏的情况下，如何进行听力指导。
课前准备
1．学生的学习准备
布置学生在课前上网查找关于盲文及创始人的情况，了解一些导盲犬工作的情况。
2．教师的教学准备
查找相关信息，有条件的话，借一本盲文书给学生看看，让学生对盲人的生活有更加深入的了解。
3．教学用具
录音机
教学过程
?Step1 Pre－listening
Beforethestudentslisten，askthemtodiscussthefollowingquestions：
1．DoyouknowwhatBrailleis?
2．Whatisitusedfor?
3．Howdoesitwork?
4．DoyouknowwhattheChinesesystemofBraillelookslike？(SeePage53forsomehints.)
Suggestedanswers：
Brailleisasystembywhichblindpeoplecanreadbyfeelingraiseddotsonapage.BothEnglishandChinesesystemofBrailleusesixdots.Theirformsaresimilar，buttheirmeaningsaredifferent.Thatstosay，ChineseblindpeoplecantunderstandtheEnglishsystemofBraille.
[设计说明]在听力训练正式开始前，在班级里组织讨论，激活学生的背景知识，有利于随后进行的关于盲文创始人路易斯·布莱尔的生平介绍的听力训练顺利展开。如果学生的背景知识比较贫乏，教师可以对盲文作一个简单的介绍。
?Step2 Listeningtask
1．Paulsteacherhasaskedeveryoneintheclasstoprepareatalkaboutagreatinventor.ListentoPaulstalkaboutLouisBraille.Thenanswerthefollowingquestions：
(1)WhatcountrydidLouisBraillecomefrom?
(2)Whatdisabilitydidhehave?
(3)WhatdidbooksfortheblindlooklikewhenLouiswasaboy?
(4)Whatwerethetwoproblemswiththebooksfortheblind?
(5)WhatinventiongaveLouistheideaforhissystem?
(6)WhatadvantagesdoyouthinkLouisssystemhas?
Suggestedanswers：
(1)HecamefromFrance.
(2)Hewascompletelyblind.
(3)Theywereordinarybookswithlettersraisedupoffthepage.
(4)Theletterswerehugeanddifficulttoread，andthebookswereveryexpensive.
(5)Asystemforsoldierstosendandreceivemessagesinthedark.
(6)IthinkBraillesystemhastheadvantageofbeingeasytolearn，andsoitiseasytoproducebooksofnormalsize.Ithelpsmakeblindpeopleindependentbecausetheycanreadasmuchassightedpeopledo.
2．BeforethestudentsdoExercise3onPage50，discusstheeventsinLouisBrailleslifebyaskingquestionsasfollows：
HowdidLouisbecomeblind?
Howoldwashewhenhebecameblind?
WhateventinhislifegaveLouishisideaaboutinventingareadingsystemfortheblind?
Howoldwashewhenthishappened?
Howoldwashewhenhefinallyperfectedthecode?
HowoldwasLouiswhenhedied?
3．Listenagainandaskthestudentstofillinthelinesonthetimeline.
Year
Age
Event
1809
________________
1813
4
________________
1819
10
________________
1821
12
________________
1824
15
________________
1827
18
________________
1852
43
________________Suggestedanswers：
Year
Age
Event
1809
Born
1813
4
Became_completely_blind
1819
10
Sent_to_school_in_Paris
1821
12
Heard_a_soldier_talk_about_a_system_consisting_of_a_raised_system_of_dots
1824
15
Completed_the_Braille_system_of_touch_reading
1827
18
First_Braille_book_published
1852
43
Died[设计说明]第一个回答问题的环节中，第5个问题的难度较大，第6个问题需要学生自己组织语言，只需答出要点即可。在完成时间轴之前，先进行讨论，可以降低第三个环节的难度。同时引导学生注意，介绍人物可以以时间为线索。如果学生的口语表达能力比较强，还可以在听力训练完成后，请学生用英语简单介绍盲文的创始人路易斯·布莱尔的情况。
?Step3 Listening
T：WevegotsomeinformationaboutBrailleandknownhowtheblindread.Iftheblindgoout，theguidedogcanhelpalot.NowletsenteranotherlisteningonPage46.
1．Listentothewholetapeforthefirsttime.Thenwritedownthemainideaofthelistening.
Suggestedanswer：
Themainideaofthislisteningistoshowhowaguidedogistrainedanditsusefulnesstoitsowner.
2．ListentoPart1againandfillinthefollowingtable.Thenanswerthequestions.
WhoisLucy？
NameofSarasmother
NameofSarasteacher
WhatSarawantstoteachthedogfirst(1)HowdidSaragettoworkonherown?
(2)HasSaraalwaysbeenblind？Howdoyouknow?
(3)WhatwillLucylearnfirstatSarashome?
Suggestedanswers：
WhoisLucy？
Aguidedog
NameofSarasmother
JaneRobinson
NameofSarasteacher
Phil
WhatSarawantstoteachthedogfirst
HowtotakeSaratowork(1)Bytrainonherown.
(2)No.Shesaidhermotherhadhelpedheralotsinceheraccident.
(3)Howtogettothetrainstation.
3．ListentoPart1againandcompletethedialoguebelow.
PHIL：Definitely.Shetoldme____________sinceheraccident.
MOTHER：Well，Ive____________，butIknowSarawantstobe____________.
PHIL：Well，withLucyshelpshewillbe.HowsLucy____________，bytheway?
MOTHER：Oh，itslike____________，isntit，Sara?
SARA：Yes.Shesbeen____________everythinginthehouseandsheknewwhichwasmybedroom____________.
Keys：
PHIL：Definitely.Shetoldmehow_much_youve_helped_hersinceheraccident.
MOTHER：Well，Ivedone_my_best，butIknowSarawantstobemore_independent.
PHIL：Well，withLucyshelpshewillbe.HowsLucysettling_in，bytheway?
MOTHER：Oh，itslikeshes_always_been_here，isntit，Sara?
SARA：Yes.Shesbeensmellingeverythinginthehouseandsheknewwhichwasmybedroomright_away.
4．ListentoPart2andanswerthequestionsinpairs.
(1)HowdidLucygoacrossthestreet?
(2)WhatisPhilgoingtoteachLucyafterlunch?
(3)HowwillLucyimproveSaraslife?
Suggestedanswers：
(1)Shesatdownatthecrossingandwaitedtillthecarsstopped，thenshestoodupandtookSarastraightacrosstheroad.
(2)HowtogetoffthetrainandwalktoSarasworkplace.
(3)LucywillhelpSararesumeherpreviouslife，becomeasindependentassheusedtobeandgivehertheconfidencetoleadanormallife.
5．ListentoPart2againandcompletethedialoguebelow.
PHIL：Well______Lucy______restandthenwellaskher______Saratothestationagain.
SARA：ThenPhilsgoingto______Lucy______thetrainand______myoffice.______，LucyandIwillbegoingtowork______.
MOTHER：Thats______.Imso______you.
Keys：
PHIL：WellgiveLucya_bit_of_restandthenwellaskher_to_takeSaratothestationagain.
SARA：ThenPhilsgoingtoshowLucyhow_to_get_off_thetrainandtake_me_tomyoffice.In_a_few_days，LucyandIwillbegoingtoworkon_our_own.
MOTHER：Thatsfantastic.Imsopleased_foryou.
[设计说明]这个听力训练是围绕导盲犬进行的。听力练习的设计由掌握听力材料大意到细节信息的听取，再到个别词语的把握，体现了从整体到局部的原则，与阅读教学有共通之处。而且，由于练习设计得非常细致，可以作为精听的材料来使用。
Homework：Revisethewholeunit，includingtheusefulexpressionsandimportantdrills.
延伸阅读
Unit 5 Canada—“The True North”（Listening, Speaking and Writing）
Unit5Canada—“TheTrueNorth”（Listening,SpeakingandWriting）
Listening
Step1Listening
1ListentothetapeandthenCompletethesesentenceswithcorrectinformation.
2Handoutthelisteningmaterialandlistentothetape,thenaskthemtocompletethepassage
Step2Listeningon69
ListentothetapeanddotheTrueorFalse
1.FriendsinCanadainvitedthetwocousinstodinneratarestaurant.
False
2.TheycouldnottalkaboutallthegeographyofChinabecauseitistoobig.
True
3.Chinaisover7,000kilometresfromeasttowest.
False
4.ManyriversinChinacomefromthemountainsinthewest.
True
5.TheGobiDesertislikethegrasslandsinCanada.
False
6.TheGreatWallcannotkeepthedustofthedesertawayfromBeijing.
True
7.CanadianpeoplecannottalkwiththeirneighbouringcountrybecausetheydonotspeakEnglish.
False
8.BothChinaandCanadahaveworld-famouswaterfalls.
False
Step3Listeningtext
Listentothetapeagainandcompletethepassage
Step4Homework
ReadthelisteningtextandremembertheinformationaboutCanada
Speakingandwriting
Step1Warmingup
Showthestudentssomequestionstodiscuss
Whichofficiallanguagedoyouthinkmostpeoplespeak?
Whydoyouthinkso?
Whywouldyouwanttoknowthat?
Isitimportanttoknowthat?
WhyistheChineselanguagegrowingsofastinCanada?
Canyouanswerthequestion“whatisaCanada?”
Step2Talkingonpage69
ImaginethatyouandyourpartnerareLiDaiyuandLiuQian.YouhavevisitedmanyplacesfromwesttoeastaswellasIqaluit.Whatwouldyoutalkaboutwhenyoutravel?
Step3Writing
WriteareportforLiDaiyuorLiuQian
Firstgivethesampleofthereport
Step4WritingTaskonPage74
ShowthemapofChinaanddiscusssomethingofthemap
Thengivethesampletothestudents
SampleTourPlan
Step5Homework
1.Writeapassage.Introduceourhometowntothevisitors.Inwhatdirectionisitofthecapitalofourprovince?Whatdoesavisitorcanseeandhearinourhometown?
2.FinishsumminguponPage40afterclass.
LivingwellPeriod2 LanguageStudy
古人云，工欲善其事，必先利其器。高中教师要准备好教案为之后的教学做准备。教案可以让学生更好的消化课堂内容，帮助高中教师提高自己的教学质量。那么如何写好我们的高中教案呢？下面是小编帮大家编辑的《LivingwellPeriod2 LanguageStudy》，仅供您在工作和学习中参考。
LivingwellPeriod2 LanguageStudy
Teachingaims
1．Tolearntheusefulexpressionsandsentencestructuresinthereading.
2．Toenablestudentstouselanguagepointsbothorallyandinwrittenforms.
3．TofurthergetstudentsinspiredbyMartyFielding.
Teachingprocedures
?Step1 Learningwordsandphrases
1．ambitionn．雄心，野心
HerambitionistobecomepartofthenationalteamforthenextParalympicGames.
她的抱负是能够成为国家队的一员来参加下一届残奥会。
Tobeagoodteacherhasbeenherlifelongambition.
做一名好教师是她终生追求的目标。
[拓展]
fullofambition野心勃勃
achieveonesambition实现某人的愿望
havetheambitionforsth.渴望得到某物
2．suitableadj.适合的，适宜的
Althoughsomemaythinkthecinemaisnoisy，itissuitableforSallyscondition.
尽管有人可能认为电影院里太吵了，但是它非常适合萨利的身体状况。
Hehasnothingsuitableforaformalparty.
他没有适合这样正式晚会的任何东西。
3．beneficialadj.有益的
bebeneficialto对……有益处
[拓展]
benefitvt.使……受益
n．益处，优势
benefitsb./sth.对某人/物有益
benefitfrom/by从……中获得益处
beofbenefitto...对……有益
forsb.sbenefit＝forthebenefitofsb.为了某人的利益
Thesebirdsarebeneficialtoman.
这些鸟对人类有益。
Webenefitalotfromdailyexercise.
日常锻炼对我们很有益。
Hismotherlostherlifeforthebenefitofthebank.
他母亲为了银行的利益献出了自己的生命。
4．inotherwords换句话说
Inotherwords，therearenotmanypeoplelikeme.
换句话说，像我这样的人并不多见。
[拓展]
ina/oneword总而言之
inword在口头上；在表面上
haveawordwithsb.与某人说(私)话
havewordswithsb.与某人吵嘴
keep/breakonesword遵守诺言/失信
HaveawordwithTomandseewhathethinks.
和汤姆谈一谈，看他是怎么想的。
Pleaseretellthestoryinyourownwords.
请用自己的话复述这个故事。
Inaword，Ididntlikethatcaratall.
总之，我一点也不喜欢那辆小汽车。
5．adaptto适应
Unfortunately，thedoctorsdontknowhowtomakemebetter，butIamveryoutgoingandhavelearnedtoadapttomydisability.
不幸的是，大夫们不知道如何治好我的病，但是我很开朗乐观，学会了适应身体的残疾。
Weshouldadapttothenewenvironmentassoonaspossible.
我们应该尽快适应新环境。
6．cutout切去；省略；停止做某事
IthinkIhadatleastabilliontests，includingoneinwhichtheycutoutapieceofmusclefrommylegandlookedatitunderamicroscope.
我想我至少做过十亿次检查了，包括有一次检查，他们从我的腿部切下了一小块肌肉，放在显微镜下观察。
Youshouldcutoutthesecondpartofthearticle.
你应该删掉文章的第二部分。
Shetriedtopersuademetocutoutdrinking.
她试图说服我戒酒。
[拓展]
cutdown砍倒；削减
cutin插嘴；超车
cutoff切断……供应；中断
cutacross/through抄近路
cutup切碎
Iwishshewouldstopcuttinginonourconversationallthetime.
我希望她别老是在我们谈话中插嘴。
Mydoctorhastoldmetocutdownonsalt.
我的医生告诉我减少盐的摄入量。
Theyhadcutoffaidtous.
他们已经中断了对我们的援助。
7．outofbreath上气不接下气
Sosometimessomechildreninmyprimaryschoolwouldlaugh，whenIgotoutofbreathafterrunningashortwayorhadtostopandresthalfwayupthestairs.
因此，上小学时有些孩子见到我跑很短一段路就喘不过气来或者爬楼梯爬到一半就得停下来休息，他们就会笑我。
Theywerebothredinthefaceandoutofbreath.
他们俩都面红耳赤，气喘吁吁。
[拓展]
holdonesbreath屏住呼吸
loseonesbreath喘不过气来
takeadeepbreath做深呼吸
Whenenteringtheroom，pleaseholdyourbreath.
当进入房间时，请屏住呼吸。
8．allinall总而言之
AllinallIhaveagoodlife.总而言之，我生活得很好。
Allinall，ithadbeenagoodsuccess.
总而言之，那是个巨大的成功。
[拓展]
inall总共
atall根本；全然
aboveall最重要的是
afterall毕竟；终究
Pleasedontbeangrywithhim—heisonly6，afterall.
请别生他的气了，毕竟他只有六岁。
9.aswellas也；和
Aswellasgoingtothemoviesandfootballmatcheswithmyfriends，Ispendalotoftimewithmypets.
除了和我的朋友一起去看电影和足球比赛之外，我还花很多时间和我的宠物在一起。
Shehadallherhomeworktodo，aswellaslookingafterhersickfather.
她除了要照顾生病的父亲之外，还要完成所有的作业。
[提醒]
aswellas还可以用作连词，表示“和……一样好”；另外，连接两个主语时，谓语动词和最前面的主语保持一致。
Heplaysthepianoaswellashisteacher.
他钢琴弹得和他的老师一样好。
Mr.Liaswellashisstudentsisgoingtothezootomorrow.
李老师和他的学生们打算明天去动物园。
10．inmanyways在很多方面
Inmanywaysmydisabilityhashelpedmegrowstrongerpsychologicallyandbecomemoreindependent.
在许多方面，我身体的残疾使我在心理上变得更加坚强，更加独立。
Myunclehashelpedmeinmanyways.
我叔叔在很多方面帮助过我。
11．makefunof取笑
Sodontfeelsorryforthedisabledormakefunofthem，anddontignorethemeither.
因此，不要感到残疾人可怜，或者取笑他们，也不要不理他们。
Itisimpolitetomakefunofthedisabled.
取笑残疾人是不礼貌的。
[同义短语]
playajoke/trickonsb.＝makeafoolofsb.＝laughatsb.取笑
?Step2 Usingwordsandphrases
1．DoExercises1,2and3onPage4inLearningaboutLanguage.
Suggestedanswers：
Exercise1：
Noun
Adjective
Noun
Adjective
ambition
ambitious
clumsiness
clumsy
absence
absent
firmness
firm
suitability
suitable
noise
noisy
benefit
beneficial
psychology
psychological
annoyance
annoyed/annoying
encouragement
encouragingExercise2：1.lap 2.annoyed 3.dictation 4.entry 5.microscope 6.outgoing 7.fellow 8.conduct
Exercise3：inmanyways；sitaround；madefunof；adaptto；outofbreath；Allinall；cuttingout；Inotherwords
2．TranslatethefollowingsentencesintoChinese.
(1)Ashereyesightfailedsheknewshewouldhavetoresignfromthecommunityhealthcommittee.
(2)Sheisfamousinliteratureforhernovelaboutthecampaigntoabolishslavery.
(3)Nevermindaboutthatsoftware！Wewillrepairitwhenwemeetwiththeengineerfromthecompany.
(4)Congratulations！Theprofitfromsellingthosewheelchairswillbeenoughtobuysixnewbenchesforyourschool.
(5)Theparrotflewoutofthepetshopandlandedonthebowling－green(草地滚木球场)acrosstheroad.
(6)Ileftthemeetingwhentheybegantotalkaboutpoliticsandheadedfortheexit.
(7)Itismyambitiontomakesurethatthedisabledpeopleinourneighbourhoodhaveaccesstoallpublicbuildings.
(8)Ihadwantedtocleanoutthebasementinhisabsence，butunfortunatelyIdidnthavetime.
(9)Jamescarriedhisnewfishtankcarefullytothehouse，dreamingofhowwonderfulitwouldlookfullofcolorfulfish.
(10)Thebenchwashardtositon，butitprovidedanexcellentrestingplaceforpeopleafterclimbingthehill.
Suggestedanswers：
(1)由于她的视力下降了，她知道她不得不从社区健康委员会辞职了。
(2)她由于那本关于废奴运动的小说而享誉文学界。
(3)不用担心那个软件！我们和那个公司的工程师见面后就会修好的。
(4)恭喜！卖掉那些轮椅的利润足够为你们学校买六个新长椅的。
(5)那只鹦鹉从宠物店里飞出来，落在马路对面的草地滚木球场上。
(6)他们开始谈论政治时我就离开会场，朝出口走去。
(7)确保邻近的残疾人能够进出所有的公共建筑物是我的志向。
(8)我本想在他离开的时候彻底打扫下地下室，但不巧的是我没有时间。
(9)詹姆斯小心翼翼地把新鱼缸搬进屋子里，想象着装满五颜六色的鱼后，该有多么美呀。
(10)这条长凳坐着很硬，但是人们爬完山之后可以坐在上面好好休息一下。
?Step3 Consolidation
Askstudentstoretellthetextafterlearningtheusefulwordsandphrases.
?Step4 Homework
1．FinishoffExercises1and2onPage48.
2．Goovertheusefulwordsandphrasesinthetext.
LivingwellPeriod3 Grammar
作为优秀的教学工作者，在教学时能够胸有成竹，教师要准备好教案，这是教师需要精心准备的。教案可以更好的帮助学生们打好基础，帮助教师提高自己的教学质量。所以你在写教案时要注意些什么呢？经过搜索和整理，小编为大家呈现“LivingwellPeriod3 Grammar”，但愿对您的学习工作带来帮助。
LivingwellPeriod3 Grammar
Teachingaims
1．Studentswillbeabletorecognizetheinfinitivesandknowtheexactmeaningsofthem.
2．Studentswillbeabletousethesestructurescorrectly.Teachingprocedures
?Step1 Revision
AskseveralstudentstoretellMartysstory.ShowMartysminibiographyonthePowerPoint.
Myminibiography
Name
MartyFielding
Status
Highschoolstudent
Health
Developedamusclediseaseattheageof10，veryweak，cannotdothingslikenormalpeople
InterestsandHobbies
·Enjoyingwritingandcomputerprogramming
·Goingtothemoviesandfootballmatcheswithfriends
·Spendingalotoftimewithmypets—tworabbits，aparrot，atankfulloffishandatortoise
Ambition
Toworkforafirmthatdevelopscomputersoftware
Motto
Liveonedayatatime?Step2 Discoveringusefulstructures
1．基本概念
不定式是动词的一种非谓语形式，没有人称和数的变化，而且不能单独用作谓语，但仍旧有动词的特点，即可有自己的宾语和状语，构成不定式短语，使用频率较高。是一个考试经常考查的语法点。
2．基本形式
主动形式
被动形式
一般式
todo
tobedone
完成式
tohavedone
tohavebeendone
进行式
tobedoing
/
完成进行式
tohavebeendoing
/
否定形式
nottodo
nottobedone
疑问词＋不定式
wh－todo
wh－tobedone
复合结构
sb.todo/forsb.todo
/3.句法功能
不定式具有名词、形容词、副词的特征，在句中可以充当主语、表语、宾语、定语、状语和补足语，还可以有自己的逻辑主语，即forsb.todosth.。
Itisgoodto_help_others.(subject)
Itismyambitionto_make_sure_that_the_disabled_people_in_our_neighbourhood_have_
access_to_all_public_buildings.(subject)
Myambitionis_to_work_inthecomputerindustrywhenIgrowup.(predicative)
Idonthavetimeto_sit_aroundfeelingsorryformyself.(attributive)
Iamtheonlystudentinmyclassto_have_a_pet_snake.(attributive)
Abigcompanyhasdecidedto_buy_it_from_me.(object)
Myfellowstudentshavebegunto_accept_me_for_who_I_am.(object)
Ihavehadtoworkhard_to_live_a_normal_life.(adverbial)
SomedaysIamtootiredto_get_out_of_bed.(adverbial)
Wemustcallonlocalgovernment_to_give_financial_assistance_to_disabled_people.(objectcomplement)
4．不定式的时态与语态
根据需要，不定式可以有一般式(todo)，完成式(tohavedone)，完成进行式(tohavebeendoing)，进行式(tobedoing)等时态形式以及被动形式tobedone和tohavebeendone。
Hedidntallowustogohomeearly.
他不允许我们早回家。
Heseemedtohaveseenthefilm.
他好像看过这部电影。
Sheissaidtohavebeenlivinginthecityforsixyears.
据说她住在该城市六年了。
Theboypretendedtobereadingwhenhismothercamein.
当他母亲进来的时候，小男孩假装在读书。
Heissaidtohavestudiedabroadafewyearsago.
据说他几年前在国外学习过。
Thebookissaidtohavebeentranslatedintomanylanguages.
据说此书已被译成了多种语言。
[注意]
1．Thefollowingverbsareusuallyfollowedbytheinfinitive.
afford，agree，appear，arrange，ask，attempt，care，choose，claim，come，consent，dare，decide，demand，deserve，determine，elect，endeavor，expect，fail，get，guarantee，hate，help，hesitate，hope，hurry，intend，learn，long，manage，mean，need，offer，plan，prepare，pretend，promise，refuse，say，seem，tend，threaten，want，wish
Forexample：
Icantaffordto_gotothepub.
Heagreedto_practice_more.
Youshouldlearnto_express_yourself.
Theymanaged_to_fix_the_problem.
2．Explanationofthegerundandtheinfinitive
Somewordscanbefollowedbyeithertheinfinitiveorthe－ingform.Pleasepayattentionwhenthereisnodifferenceinmeaningandwhenthereisdifference.
(1)Thegerundandtheinfinitive(nodifferenceinmeaning)
Weusethegerundortheinfinitiveafterthefollowingverbs：
begin
Hebegantalking.
Hebegantotalk.
continue
Theycontinuesmoking.
Theycontinuetosmoke.
hate
DoyouhateworkingonSaturdays？
DoyouhatetoworkonSaturdays？
like
Ilikeswimming.
Iliketoswim.
love
Shelovespainting.
Shelovestopaint.
prefer
Patpreferswalkinghome.
Patpreferstowalkhome.
start
Theystartsinging.
Theystarttosing.
Weusethegerundortheinfinitiveafterthefollowingverbs.Therearetwopossiblestructuresaftertheseverbs.Gerund：verb＋－ing
Infinitive：verb＋person＋to－infinitive
advise
Theyadvisewalking_totown.
Theyadviseus_to_walktotown.
allow
Theydonotallowsmokinghere.
Theydonotallow_us_to_smoke_here.
encourage
Theyencourage_doing_thetest.
Theyencourageus_to_do_thetest.
permit
Theydonotpermitsmokinghere.
Theydonotpermitus_to_smokehere.Weusethefollowingstructuresafterthewordrecommend：
recommend
Theyrecommendwalking_totown.
Theyrecommendthat_we_(should)_walk_to_town.(2)Someverbsorverbphraseshavedifferentmeaningswhenusedwiththegerundortheinfinitive.
GERUND
INFINITIVE
forget
Hellneverforgetspending_somuchmoneyonhisfirstcomputer.他永远不会忘记在第一台电脑上花费了这么多钱。
Dontforgetto_spendmoneyonthetickets.
不要忘记用钱去买票。
goon
Goonreadingthetext.
继续读这篇文章。(继续做同一件事)
Goonto_read_thetext.
继续读这篇文章。(继续做另一件事)
mean
Youhaveforgottenyourhomeworkagain.Thatmeansphoning_yourmother.
你又忘记做家庭作业了，这意味着我要打电话给你妈妈。
Imeantto_phoneyourmother，butmymobiledidntwork.
我本打算打电话给你妈妈，但是我的手机坏了。
remember
Irememberswitching_offthelightswhenIwentonholiday.
我记得我去度假时把灯都关掉了。
Rememberto_switch_offthelightswhenyougoonholiday.
当你去度假时，记得把灯关掉。
stop
Stopreading_thetext.
停止读这篇文章。
Stopto_read_thetext.
停下来读这篇文章。
try
Whydontyoutryrunning_afterthedog？
你为什么不尝试跟着狗跑呢？
Itriedto_runafterthedog，butI．..
我竭尽全力跟着狗跑，但是……?Step3 Drilling
AskstudentstodoExercise2onPage5andcheckwiththeirpartnersthenchecktogether.
Keys：tohavekeptyouwaiting；tohaveforgotten；tohavefinished；
AskstudentstodoExercise3andsharetheirpastexperienceinagroup.
Keys：tohavespent；Tofree；tosee；totreat；tohelppass；toabolish
?Step4 Usingtheinfinitive
AskstudentstotranslatethefollowingsentencesintoEnglishandpayattentiontotheuseoftheinfinitive.
1．我忘了让你去社区服务中心了。
2．在检查机器之前关掉电源是很重要的。
3．我不知道哪儿能找到这种纽扣。
4．幸运的是，我们没有更多的活儿要做。
5．海伦很高兴到过中国20多个省、市。
6．她事业有成，现在最大的愿望就是结婚生子。
Suggestedanswers：
1．Iforgottoaskyoutogotothecommunityservicecenter.
2．Itsveryimportanttoturnofftheelectricitybeforeyoucheckthemachine.
3．Idontknowwheretofindsuchakindofbutton.
4．Luckily，wedonthavemuchmoreworktodo.
5．Helenisverypleasedtohavetravelledinmorethan20provincesandcitiesinChina.
6．Shehasbeenverysuccessfulinherwork，andnowhergreatestwishistogetmarriedandhavesomechildren.
?Step5 Homework
FinishoffExercises2and3onP49.
高二英语教案：《Pygmalion 5th period Listening》教学设计
一名优秀的教师在教学方面无论做什么事都有计划和准备，教师要准备好教案，这是教师需要精心准备的。教案可以让学生能够在教学期间跟着互动起来，帮助教师掌握上课时的教学节奏。你知道如何去写好一份优秀的教案呢？经过搜索和整理，小编为大家呈现“高二英语教案：《Pygmalion 5th period Listening》教学设计”，欢迎大家阅读，希望对大家有所帮助。
高二英语教案：《Pygmalion 5th period Listening》教学设计
The Fifth Period Listening
Teaching goals 教学目标
1. Target language目标语言：
重点词汇和短语
pronunciation, criteria, ambassador, confused, impress, evidence, give away
重点句子
Does she concentrate on her pronunciation rather than her grammar?
She speaks English so well that she must be a foreigner, probably a Hungarian.
She is so beautiful that she must be a princess.
2. Ability goals能力目标
Enable the students to listen to and understand the play in the listening material
3. Learning ability goals 学能目标
Help the students learn how to listen to and understand the play in the listening material
Teaching important & difficult points教学重难点
How to listen to and understand the play in the listening material
Teaching methods教学方法
Listening and cooperative learning
Teaching aids教具准备
A computer and a projector, a recorder
Teaching procedures & ways教学过程与方法
Step I Revision
Check the homework. /then talk about the characters in the play.
T: In Shaw's play, each character is depicted vividly especially the three main characters. What can you say about them?
S1: Eliza Doolittle is a flower girl working outside Convent Garden. Her potential to become "a lady" becomes the object of a bet between Higgins and Pickering.
S2: Henry Higgins is a British, upper class professional bachelor, a world famous phonetic expert, teacher.
S3: Colonel Pickering is a retired British officer with colonial experience and later a friend of Higgins'.
T: Now please look at Part 4 on page 31. Choose those adjectives in the list which best describe each character in the play. Place them in the right place in the box.
Henry Higgins: impatient, emotional, superior
Colonel Pickering: kind, polite, unsure
Eliza: anxious, eager, ambitious
Step II Listening
Ask Ss to work in pairs and discuss what they would do to change Eliza into a lady and how, and then fill in the table in part1.
Things that needed to be changed
How to make the change1. speech1. start with the alphabet an pronunciation, and learn to speak grammatically right sentences and try to speak clearly and fluently
2. clothing
2. change the shabby how to listen to and understand the play in the listening material
clothiers with beautiful ones and often take baths
3. behaviour
3. learn to behave politely and gracefully
After that, ask the Ss to listen to the recording and answer the questions in Part 3.
Play the tape for three times and after that, check the answers.
Step III Listening (Workbook: P70)
First discuss the questions with the Ss.
T: Next we will listen to Act Three of the plya, testing Eliza. Before listening, let's discuss some questions. Now look at the questions on p age 70. How would you test Eliza?
Sample answers:
S1: I would like to take her to a grand parry, where there are a lot of rich people to see if she can get along well with other people or if people would like to talk with her. If so, Eliza has been taught well and has made great progress. If not, she will be taught again.
T: Good idea! What criteria would you use to decide if the test was a success or not?
S2: I think we could use quantity and effect of her communication as criteria: how many people want to talk or dance with her? What do people feel about her?
Then ask them to listen to the tape and finish Exercise 2-4.
Step IV Talking
Ask Ss to imagine what Henry and Pickering will say to Eliza when they come back from the tea party.
Step V Listening (Workbook: P73)
Play the tape and ask the Ss to listen and finish the activities.
StepⅥ Homework:
1. Listen to the recording once again and enjoy the play.
2. Finish the Writing Task on page76.
