Unit10It’simportanttohaveahealthylifestyle.。
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Unit10It’simportanttohaveahealthylifestyle.
[教学目标]
1.复习掌握动词不定式作主语的用法.
2.掌握几个动词短语.
[教学重难点]
I重点词汇:helpout,talkover,too……to,tellsbtodosthgetthrough;withthehelpof…;Typical;wouldrather…than;asksbtodosth;
II重点句型:
1It’simportanttotalkproblemsoverwithsomeone.
2Tellthemnotmeetstrangers.
3Sheistooyoungtomakeherowndecisions
4Hisparentsalwaystellhimtotryharder.
5Shehangsoutwithhimalittletoomuch.
6Shewouldratherdrinkcoffeeandcolathanwater.
[教学过程]
第一课时
[预习检测]翻译下列句子
1行为,举止2.帮助某人解决困难3.商量,讨论
4.拥有一种健康的生活方式很重要
5.他太小了,而不能自己作出决定.
6.告诉他们不要见陌生人
[课堂教学]
Step1freetalk
Usingsomepicturestoteachthephrasesof1a
Ithinkit’s......to...................
Step21a.
Itranslatethephrases
IIrememberthephrases/dictation
Step31b.
IListen,Matchthestudentswiththeirideasinactivity1a.
II.Playthetapeandthenreadafterthetape.
Step42a2b.
IAsktheSstolistentothetape,choosethecorrectanswersandcompletethesentences.
IIaskthestudentslistentothetapeandcompletethesentences
[语法小结]
1Itis+adj.+forsb.+todosth.
2need
[课后作业]单词拼写
1.Mr.Blacktoldhisstudentsnottoc________ontheInternet.
2.IfyouwanttolearnEnglishwell,youmustpaya______inclass.
3.Heoftenh_____outwithfriendsatweekends,sohecan’tfinishhishomeworkontime.
4.Thetwofriendss________everything—theyhadnosecrets.
5.It’simportantforeveryonetogettheright_____________(数量)ofsleep.
6.Almosteveryonehassomemusical____________(能力).
7.Thescientistsspentalongtimestudyingthe________________(行为)ofthemonkeys.
第二课时
[课前检测]单词听写
[课堂教学]
Step1freetalk
1.what’syourhabit?
2.whatdoyouthinkisthebesthabit?
Step2Reading3a3b
Ifillinthechart/checktheanswer
IItranslationJaB88.com
1Hehasafew...........goodforhim
afew
that
begoodfor
2Theyknow.................badhabits
never
too.....to
3Wanglewantstodo.............do
want
that
4Theyknow..............herownlife
let
5sheis..............laughalot
hardlyever
stressed
III[语法回顾]
1toomuch
2wouldrather.......than
[课后作业]句型转换
1.Toexerciseisveryimportant.(变为同义句)
______________veryimportant__________________.
2.Idon’tknowhowIcanstudymathwell.(变为同义句)
Idon’tknowhow_______________mathwell.
3.LiHuadecidedtomovetoBeijingwhenshewasthirty.(变为同义句)
LiHuamadea_______________movetoBeijing______theageofthirty.
4.Jimisthetallestboyinhisclass.(变为同义句)
Jimis______________________________inhisclass.
5.“Don’ttalkinclass”,myteachersaid.(变为同义句)
Myteachertoldme__________________inclass.
第三课时
[预习检测]翻译句子
1.现在你比以前吃得更健康吗?
Doyoueat______________nowthanbefore?
2.老师告诉我们不要抄袭别人的作业。
Theteachertoldus_________________thehomeworkofothers.
3.我认为莉莉不如露西学习认真。
Idon’tthinkLilystudies_______________________Lucy.
4.你说的越多,我们越不明白。
______________youspoke,________________weunderstood.
5.请尽快完成你的作文。
Pleasefinishyourcomposition___________________________.
[课堂教学]
Step1a1b.
Usethreepicturestoteachthisdialogue:
-------Inordertokeephealthy,whatdoteenagersneedtodo?
-------Theyneedto…
Step2Listening,2a2b.
IPlaythetapeforthefirsttime,letSSonlylisten.
IIThenplaythetapeagain,thistimeSscompletethesentences.
Step3Pairwork2c.
Inpairs,studentsroleplayconversationsusingtheinformationfromactivity2aand2b.Thenasksomepairstopresenttheirdialoguetotheclass.
[课后作业]用所给词的适当形式填空
1.Don’tforget______________(turn)offthelightsafterschool.
2.Shewouldrather________(learn)FrenchthanJapanese.
3.Theoldmanistooold__________________(walk).
4.Not______________(get)enoughsleephasseriouseffectsonourbrain’sabilitytowork.
5.Ifyouhavetrouble________(solve)theproblem,pleaseletmeknow.
6.Hisfatherdidn’tallowhim_____________(watch)TVonweekends.
第四课时
[预习检测]单词听写
[课堂教学]
Step1freetalk
Talkabouthealthylife
Step2Reading3a.
Icheckthethingsyoudo
II[短语回顾]
1talksb.Sth
2try
3or
4as....as
5interest
6share
[语法讲解]
祈使句
Step3Writing3c
Writeaboutthechanges
[课后作业]selfcheck1
第五课时(Reading)
[课堂教学]
Step1Freetalk
1howmanyhoursdoyousleepeveryday?
2whatwillhappenifpeopledonothaveenoughsleep?
Step23a3b
1checktheinformation
2tellthemainideaofeachparagraph
Step3[语法讲解]
1thetruthis..................tosleep
truth
agree
2evenaten-minutenap.............intheafternoon
ten-minute
allow
3notgettingenoughsleep.........................towork
not
effect
4sleepexpertssaythat...................atthetime
That
It
Try
Too..to
[课后作业]同步训练
第六、七课时(Review)
Step1selfcheck
Idoexercisesandtranslate
II[短语回顾]
1used
2help
3need
4afraid
5angry
6let
step2grammar
动词不定式在句中可充当主语、表语、宾语、宾补、定语和状语等。
一、作主语
动词不定式作主语可位于句首。例如:
Tolearnaskillisveryimportantforeveryoneinsociety.
也可使用it作形式主语,而将其置于句末。例如:
Itisnecessaryforyoungstudentstolearnaforeignlanguage.
动词不定式作主语的常用句型有:
1.Itis+adj./n.(+forsb./sth.)+todosth.
用于此句型的形容词有:easy,hard,difficult,possible,important,impossible,necessary,good,bad,exciting,interesting,surprising等。
考例1:Is____possibletoflytothemooninaspaceship?(88MET)
A.nowB.manC.thatD.it
用于此句型的名词有:pity,shame,pleasure,one’sduty,one’sjob,fun,joy,goodmanners,badmanners等。
2.Itis+adj.+ofsb.+todosth.
该句型中只能使用描述某人的品德、特征的形容词,如:kind,nice,wise,silly,polite,impolite,friendly,foolish,clever等。
3.Ittakessb.+sometime+todosth.
该句型意为“做某事花费某人多长时间”。
二、作表语
动词不定式作表语常用于以下结构:Mywish/job/aim/goalis…及Thenextstep/measureis…等。
三、作宾语
常见的只能使用动词不定式作宾语的动词有:agree,choose,decide,hope,fail,wish,refuse,expect,manage,plan,intend,pretend,promise,offer,afford,demand,arrange等。
believe,think,consider,feel,make等动词可用于“动词+it+adj./n+todosth.”句型,其中使用it作形式宾语,而将真正的宾语动词不定式置于句末。
四、作宾补
可后接动词不定式作宾补的动词有:advise,allow,ask,hear,order,see,tell,want,wish,watch等。believe,consider,count,declare,deny,feel,find,guess,imagine,judge,know,prove,realize,suppose,think等动词后可接tobe型不定式作宾补。hope,demand,suggest等动词不能后接动词不定式作宾补。例如:
Ihopemysontobebacksoon.
Ihopemysonwillbebacksoon.
Shesuggestsustohaveadiscussionaboutit.
Sheadvisesustohaveadiscussionaboutit.
Shesuggeststhatwe(should)haveadiscussionaboutit.
在主动结构中,下列动词后作宾补的动词不定式应省略to:“五看”(see,watch,notice,observe,lookat)“三使”(make,let,have)“两听”(hear,listento)“一感觉”(feel)。
但是,改为被动结构后,应补出省略的to。
五、作定语
动词不定式作定语,应位于所修饰词语之后,即:作后置定语。例如:
Haveyougotanythingtoeat?(toeat修饰anything,位于其后)
下列名词后常接动词不定式作定语:ability,attempt,chance,courage,decision,effort,failure,promise,way,wish等。由only,first,last,next以及序数词或形容词最高级修饰的名词后,也常接不定式作定语。
六、作状语动词不定式作状语,可表示目的、原因、结果或条件。
作目的状语,还可以使用inorderto或soasto。结果状语还可以使用enoughto,too…to…,so…asto,such…asto等结构。
延伸阅读
Unit10It’saniceday,isn’tit?
Unit10It’saniceday,isn’tit?
AnalysisofUnit10
Teachinggoals:
1.描述与陌生人聊天就注意的事项,学习该聊些什么,如何将话题展开。
2.通过学习与陌生人聊天来达到了解关心别人并增进友谊。
Importantanddifficultpoints:
Tagquestions(附加问句)
Structure:
It’saniceday,isn’tit?Yes,itis.Ireallylovehotweather.
You’reJenny’sfriend,aren’tyou.Yes,Iam.
TheNo.15busstopshere,doesn’tit?Yes,itdoes.
Functions:Makesmalltalk
Period1
Teachingofnewlesson
Step1Assignthetask
InthisunitSslearntomakesmalltalk.OntheBb,drawapictureofaboyandagirlwaitingforbus.IncludealargesignthatsaysBusStop.Drawaspeedbubbleovereachperson’shead.
Step2Warmup
SBPage76,1a.
1.Pointoutthefourscenes.HelpSsunderstandthatinallthepicturestwopeoplewhodon’tknoweachother(strangers)arestartingaconversation.
2.AskSstocirclethepictureswheretheywouldtalkwithpeopletheydon’tknow.ThenhaveSswritetheirownlists.
SBPage76,1b.
1.Pointoutthefourpictures.Thenreadtheinstructions.
2.Say,Youwillhearthreeconversations.Theygowiththreeofthepictures.
3.Playtherecording.HaveSswritethenumberofeachconversationintheboxnexttothecorrectpicture.
4.Checktheanswers.
SBPage76,1c.
1.AskSstolookatthepicturesinactivity1a.Thenpointoutthesampleconversationinactivity1c.Asktwostudentstoreadittotheclass.
2.Say,Nowworkwithyourpartner.Makeyourownconversationsaboutthepeopleinactivity1a.Usetheexpressioninthebox.
3.Askseveralpairstosayoneormoretheirconversationstotheclass.
Step3Pre-task
SBPage77,2a.
1.Readtheinstructionsandpointoutthesampleanswer.
2.Playtherecording.
3.Checktheanswers.
SBPage77,2b.
1.Readtheinstructionsandpointtotheletteredlistofsentences.
2.Askdifferentstudentstoreadthelinesoftheconversationtotheclass.
3.Playtherecording.AskSswritetheletterofeachlineofconversationinthecorrectplace.
4.Checktheanswers.
SBPage77,2c.
1.Readtheinstructionsfortheactivity.
2.Pointtotheconversationsinactivity2b.Askapairofstudentstoreadtheconversationstotheclass.Thenaskallstudentstopracticetheconversationinpairs.
3.Pointoutthequestionsinthebox.
4.ThenhaveSsworkinpairs.
5.Askseveralpairstocometothefrontoftheroomandsaytheirconversationstotheclass.
Step4GrammarFocus
1.Reviewthegrammarbox.Askstudentstoreadthequestionsandanswers.
2.AskSstogiveotherexamplesofsmalltalkthatusetagquestions.HelpSsfindthecorrectYesorNoshortanswertogowitheachquestion.
ExercisedesigningforPeriod1汉译英
1.天看起来要下雨了,是吗?是的,但是我忘带雨伞。
2.今天真的很热,是吧?是的,我希望下一场雨。
3.你认为到中午雨会停吗?我想会吧。
4.火车总是晚点,是吧?我想有时是的。
Period2
Teachingofnewlesson
Step1Pre-task
SBPage78,3a.
1.Readthedirections.Pointtotheblanksintheconversations.
2.AskSstothinkofanswersthatwouldbecorrectinblank1forexample,I’mgoingtothebeachorIalwaysgotothebeachonhotdays.
3.AskSstofinishwritingsentencesintheblanksontheirown.
4.Asksomepairsofstudentstoreadtheircompletedconversationstotheclass.
SBPage78,3b.
1.Pointouttheconversationin3aandaskSstoreadittotheclass
2.Askanotherstudenttoreadthelistofpossibleconversationalsituations.
3.Askpairstopracticetheconversationin3atogether.
4.Iftheclassneedshelpgettingstartedhavethewholeclassmakeaconversationtogether.
5.Nextaskpairsofstudentstomaketheirownconversation.
6.Asksomepairstosaytheirconversationsfortheclass.
Step2While-task
SBPage78,Part4.
1.Readtheinstructions.
2.AskSstoidentifythepeopleinthepictures.
3.Askotherstudentstogivesampletopicsofconversation.Topicsshouldbesuitableforeachperson.
4.AskSstoworkingroupsandroleplaytheconversations.
5.Askafewstudentstosharethesampleconversationswiththerestoftheclass.
Period3
Teachingofnewlesson
Step1Assigntask
Teachthenewwords.
SBPage79,1a.
1.Focusattentiononthefourpictures.
2.Pointtothepicturesonebyoneandaskastudenttoreadthequestionundereachpicturetotheclass.
3.AskSstocheckthequestionsthattheythinkaregoodsmalltalkquestions.
4.Checktheanswers.
SBPage79,1b.
1.ReadtheinstructionstotheclassandansweranyquestionsSsmayhave.
2.Thenpointoutthesampleconversationinactivity1b.Asktwostudentstoreadittotheclass.
3.Say,Nowworkwithyourpartner.Makeyourownconversationsaboutthepeopleactivity1a.
4.Askseveralpairstosayoneormoreoftheirconversationstotheclass.
SBPage79,2a.
1.Pointoutthechartwiththelistofthethreeconversations.Thenreadtheinstructions.
2.Say,Youwillhearthreeconversations.Thepeopleineachconversationareinadifferentplace.
3.Pointtotheanswerspaceandsay,Writeyouranswerinthesespaces.Pointoutthesampleanswer.
4.Playtherecording.
5.Checktheanswers.
SBPage79,2b.
1.Readtheinstructions.
2.Pointoutthesampleanswer.Askastudenttoreadthesamplequestionandanswertotheclass.
3.Playtherecording.Say,Nowwritetheletterinthecorrectblankinthefirstcolumn.
4.Checktheanswers.
SBPage79,2c.
1.Readtheinstructions.Say,Nowyoucanhaveyourownsmalltalkconversationswithyourpartner.
2.PointoutthelistofopenersandaskSstoreadtheseopenerstotheclass.
3.ThenaskSstoworkinpairs.HaveSsmaketheirownsmalltalkconversationusingtheopenersonthelist.
4.Suggestthattheywritedownthelinesoftheirconversationandpracticesayingthemtoeachotherseveraltimes.
5.Askseveralpairstosaytheircompletedconversationsfortheclass.
Step2While-task
SBPage80,3a.
1.Callattentiontothethreenotes.Readthethreenotestotheclassorhavedifferentdoit.
2.Asktheclasstoreadtheletterstothemselves.DiscussanyquestionsSsmayhave.
3.Readtheinstructionstotheclass.Say,Eachofthenoteswaswrittenforadifferentsituation.Matcheachnotewithoneofthesituation.
4.AskSstofinishontheirown.
5.Checktheanswers.
SBPage80,3b.
1.Readandexplaintheinstructions.
2.Say,Nowreadthelettertoyourselfandfillintheblanks.Youcanusewordsfromthisunitoranyotherwordsyouknow.
3.AskSstoreadtheirletterstotheirpartner.Askthepartnertocheckthattheanswersarecorrect.
4.Asksomestudentstoreadtheirletterstotheclass.
SBPage80,3c.
1.AskSstomakealistofideasbeforetheywritetheirletters.
2.Discusstheseideas.
3.AskSstowriteacompletethankyounote.
4.Correctasmanyofthelettersasyoucaninclass.Invitesomestudentstoreadtheirletterstotheclass.
SBPage80,Part4
1.Readtheinstructionstotheclass.
2.Pointoutthehandwrittennotesinthepicture.Askastudenttoreadthenotestotheclass.
3.AskSstosuggestopeningquestionsthepersonstandinginlinemightuseandalsopossibleresponsestheboymightgive.
4.Askstudentstoworkinpairsandhandoutcardsforeachpairtowriteon.
5.Askseveralpairstosaytheirconversationfortheclass.
ExercisedesigningforPeriod3词组翻译
1.相处融洽2.帮助我复习数学课程
3.举行他90岁的生日聚会4.等了十分钟
5.浏览6.过街
7.走路去上学8.在电梯里
Period4
Teachingofnewlesson
Step1SelfCheck
SBPage81,Part1.
1.AskSstofillintheblanksontheirown.
2.Checktheanswers.
3.AskSstomaketheirownsentenceswiththewords,preferablysentencesthataremeaningfor.
4.Writeanumberofstudents’answerforeachwordontheBb.
Step2SBPage81,Part2
1.Readtheinstructions.Ssmustreadcarefullytotrytomaketheiranswersfitthecontext.
2.AskSstoidentifythepeopleinthepictures.
3.Sscompletethetask
4.Askafewstudentstosharesampleconversationswiththerestoftheclass.
Step3SBPage81,Part3.
1.Readtheinstructions.
2.AskSstoidentifythelocationsinthepictures.
3.Sscompletethetask.
4.Askafewstudentstosharesampleconversationswiththerestoftheclass.
Reviewofunits6-10
Teachingcontents:Reviewofunits6-10(SBPage82-85)
Teachingprocedures:
Step1Leadingin
1.SBPage82,1a.AskSstodothecrosswordindividually.Thencorrecttheanswers.
2.SBPage82,1b.Explaintothestudentsthattheyneedtowriteclueslikethecluesforthecrosswordinactivity1a.HaveSsdotheactivityinpairs.Astheywork,movearoundtheclassroomlisteningandofferinghelpwherenecessary.
Step2Pre-task
SBPage83,2a.
1.Drawattentiontothesampleanswer.Say,Eachstatementgoeswithoneconversation.Nowlistentothetapeandwritethenumbersoffourconversationsnexttothestatements.
2.Playtherecordingofconversations1-4.Sslistenandwritethenumbersintheboxesnexttothepictures.Checktheanswers.
SBPage83,2b.Playthetape,Sslistenandcompletethetask.Repeatplayingthetapeasoftenasnecessary.Checktheanswers.
SBPage83,2c.
1.Readtheinstructions.ExplaintoSsthattheyshouldmakeuptheirownanswers,notjustrepeatwhatisonthetape.
2.Asktwoormorepairsofstudentstopracticethesampledialoguefortheclass.
3.Sscompletethetask.Thenasksomepairsofstudentstopracticetheirconversationsfortheclass.
Step3While-task
SBPage84,Part3.
1.Drawstudents’attentiontotheinstructionsandtheexample.
2.AskSswhatsortsofthingsbotherthem.
3.TellSstothinkfivethingsthatbotherthem.Foreachthing,Ssshouldwriteapoliterequest.RemindSstowriteinsentences.
4.TellSstoroleplaytheirrequestsandreplies.
SBPage84,Part4.
1.Drawstudents’attentiontotheinstructionsandtheexample.
2.Askafewstudentsaboutplaceswheretheymakesmalltalk.
3.TellSstowritesmalltalkquestionssuitabletoeachofthefiveplaces.AskSstousetheirquestionstoroleplayconversationswiththeirpartners.
4.AskSstosharetheiranswersasdialogueswiththeclass.
Step4Post-task
SBPage84,Part5.
1.AskSsaboutthingsthattheylikeanddislike.Askforreasons.Discusswhetherthereasonsaregoodornot.
2.TellSstowritefivethingstheylikeordislike.
3.AskSstosharetheirlikesanddislikeswiththeirpartners.Thepartnershouldaskforreasons.
SBPage85,Part6.
1.ExplaintoSsthattheyaregoingtoreflectionwhattheyhavelearnedfromstudyingEnglish.
2.Explainthattheyaregoingtowriteanessayabouttheirlearningexperience.
3.Studentsdoactivityontheirown.Monitorandprovidesupportasrequired.
Step5Homework
SBPage85,Part7.
1.ExplaintoSsthatthisisanopportunityforthemtoreflectonwhattheyhavelearned,andtomakeplansandresolutionstoimprovetheirlearningofEnglish.
2.Explainthattheywillnotbemarkedonthissection,andthattheiranswerswillremainsecret.Theyshouldnotfeelthattheyshouldawardthemselveshighmarks,butinsteadgivehonesanswers.
3.Studentscompletethequestionnaireindividually.TellstudentsthatitisacceptableforthemtowritetheiranswersinChineseiftheywish.Monitorandgivehelpasneeded.
Unit10It’saniceday,isn’tit?教案
Unit10It’saniceday,isn’tit?教案
第一课时
教学内容与分析
教学内容:SectionA1a,1b,1c2a2b2c
教学目标:
一,知识目标:
词汇与短语(wordsandexpressions):
FranklinLake,noon,bynoonAtFranklinLakeOnabusAtapartyInanelevator
InabookstoreAtaballgameAtschool
句式与语法(sentencesandgrammar):
1.反意问句一般由“助动词+人称代词”构成,用在句末,要求对方确认一些我们不敢肯定的事情,或要求对方表示赞同,含有“这是真的吗?”或“你同意吗?”的意思。
e.gItisverycoldtoday,isn’tit?
Wehadmuchtime,hadn’twe?
Thereisalittlewaterinthecup,isn’tthere?
Thereislittlewaterinthecup,isthere?
2.陈述句的动词若是肯定,反意问句的动词要用否定,反之,就用肯定。
Mrs.SmithlivesinItaly,doesn’tshe?
ShecanhardlyspeakGerman,canshe?
ShehasfewfriendsinGermany,has(does)she?
Thereisn’tanybodyathome,isthere?
3.陈述句与反意问句里的动词时态要相同。
ShehadtogotoFranceeveryspring,didn’tshe?
Therewaslittlewaterinthecup,wasthere?
4.陈述句与反意问句的主语必须指同一人或同一事物。
Sheneedstohaveitrepaired,doesn’tshe?
Youhadbettergoalone,hadn’tyou?
5.陈述句的主语不论属于何种词类,反意问句的主语一定要用人称代词。
Thoseareyourfriends,aren’tthey?
Shehasn’tfinishedherhomework,hasshe?
6.陈述句的动词为have,has,had,但不作“有”解时,反意问句的主语之前不可用have,has,had,而改用do,does,did.
Youhavenothingtosay,doyou?
YouhaveJohndothework,don’tyou?
7.含有seldom;hardly;few;little;never;rarely等词的句子,被认为是否定句。
e.g.Heseldomcamehere,didhe?
Fewpeopleknewtheanswer,didthey?
Noneofusknewtheway,didwe?
8.nobody,none,noone,anybody,anyone,everybody,everyone等不定代词作主语时,其反意问句通常用they作主语。e.g.Everybodycame,didn’tthey.
祈使句后面的反意问句的用法:
1.由let’s引出的祈使句,肯定的用shallwe?否定的用allright?或O.K.?
e.g.Let’sstartearly,shallwe?
Let’snotgofishing,allright(O.K.)?
--Let’sgodancing,shallwe?--Allright.
2.肯定祈使句之后,表示“请求”,用willyou?表“邀请,劝诱”用won’tyou?
e.g.Letushavealook,willyou?
--Passmethedictionary,willyou?--Yes,withpleasure.
Havesomecoffee,won’tyou?
Becarefulwhenyoucrosstheroad,won’tyou?
3.否定祈使句之后,表示“请求,则只用willyou?”
e.g.Don’topenthewindow,willyou?
二,技能目标
1.掌握英语里反意疑问句的用法;
2.巩固已学过的七种时态;
3.学会用英语闲聊。
三,情感目标
学会用英语闲聊,学会与人相处,与他人更好的沟通。
教学重点、难点分析:
教学重点:
1.反意疑问句(TagQuestion)也叫附加疑问句,是一种常用于口语的疑问句式,主要由“陈述句+附加疑问”构成,附加疑问部分的动词一般要与陈述部分的动词相对应,附加一闻部分的主语要与陈述部分的主语相对应,如果陈述部分的主语是名词词组,则附加疑问部分用相应的代词表示。
反意疑问句主要有两类,即“陈述句+反意附加疑问”和“陈述句+非反意附加疑问”。这两类又可以分为以下四种形式:
a.肯定的陈述句+否定的附加疑问句。
例如:Thatclockisslow,isn’tit?
b.否定的陈述句+肯定的附加疑问句。
例如:Thatclockisn’tslow,isit?
c.肯定的陈述句+肯定的附加疑问句。
例如:Thatclockisslow,isit?
d.否定的陈述句+肯定的附加疑问句。
例如:Thatclockisn’tslow,isn’tit?
前两种形式是主要的,后两种形式使用场合较少。
反意疑问句也可由“祈使句+附加疑问”构成。
例如:Carrythisboxforme,willyou?
Remembertobuysomemeat,won’tyou?
2对于我们已经学过的七种时态,这里各举两例:
一般现在时:Lilylikesgoingshopping,doesn’tshe?
Theyaren’tstudents,arethey?
现在进行时:You’regoingtothecinema,aren’tyou?
Sheisn’twaitingforme,isshe?
现在完成时:TheyhavebeentoSingapore,haven’tthey?
Jackhasn’tfinishedhishomework,hashe?
现在完成进行时:YouhavebeenlivinginBeijingalltheseyears,haven’tyou?
Denishasn’tbeenwatchingTV,hasshe?
一般过去时:TheyhadagoodtimeatthepartylastSaturday,didn’tthey?
Fannydidn’tgohomelastnight,didshe?
过去进行时:YouweremakingdinnerwhenIcalled,weren’tyou?
Shewasn’tsleepingatthistimeyesterday,wasshe?
一般将来时:Wewillhavewonderfulsummerholidays,won’twe?
Theywon’tcomebackuntilmidnight,willthey?
教学难点:
关于反意疑问句的构成,有以下几点值得注意:
a.当陈述部分的主语是everybody,everyone,someone,noone,nobody,somebody等指人的合成词时,反意疑问句的附加部分的主语在正式语体中通常用he。
例如:
Everybodyknowswhathehastodo,doesn’the?
Nobodywantstogothere,doeshe?
Noneoftheboyscandoit,canhe?
在非正式语体中则往往用they。
例如:NobodyphonedwhileIwasout,didthey?
Everyoneenjoyedtheparty,didn’tthey?
Somebodyborrowedmydictionaryyesterday,didn’tthey?
但若陈述部分的主语是everything,anything,something,nothing等指物的合成词时,反意疑问句的附加部分的主语只能用it。
例如:Nothingcouldstopthem,couldit?
Everythingisready,isn’tit?
课前准备
教师准备主情景图的教学课件。
教师准备磁带和录音机。
教师设计
教学步骤建议和说明
↘热身/复习(Warm-up/Revision)
enjoythesong(themorewegettogetherthehappierwe’llbe)
a.教师播放录音,师生一起吟唱并观看。
b.DailyEnglish:
Howareyou,today?Howistheweather?It’saniceday,isn’tit?whatdayisit,today?It’sMonday,isn’t?whatwasthedateyesterday?Itwas…,wasn’tit?
c.请学生watchthescreen进行问答。如:
Wherearethey?Whataredoing?whataretheytalkingabout?
↘呈现/操练(Presentation/Practice)
教学句型
“It’saniceday,isn’tit?”
a.T:Doyoulikemakingfriends?Canyouguess:“wherearethey?Whataretheydoing?”
b.S1:….
c.S2…..
d.S3:…
T:whataretheytalkingabout?Doyouknow?
S1:They……..?
请学生watchthescreen进行问答。如:
Wherearethey?Whataredoing?whataretheytalkingabout?
教学地点名词FranklinLake,shop,museum,elevator和时间名词。在实际情景中会运用询问和谈论发生的或未发生的事情来进行交流。
a.T:Doyouknowwhatthestudentsaretalkinginthebookstore?
GetSstowatchthescreentoteachthepeopleindifferentplaces.(thebookstore,theplatform,themuseum,thetrainstation)
bTaskOne---Testyourmemory(3minutes)(Pictures1a)
pairswork
S1:He’sreallygood,isn’the?
S2:Hesureis!Icometoallhisconcerts.
S1:DoyouhavehisnewCD?
S2:Yes,Ido.
.Listening(5minutes)
(Audiocassette,therecorder)
HaveSslistentothetapeanddothelisteningexercisesonPage761b.EncourageSstogivetheanswersbyhavingacompetitionamongthem
磁带内容
Conversation1.
Girl1:He’sreallygood,isn’the?
Girl2:Hesureis!Icometoallhisconcerts.
Girl1:DoyouhavehisnewCD?
Girl2:Yes,Ido.
Conversation2.
Girl3:Thislineismovingslowly,isn’tit?
Woman:Yes,itis.We’vebeenherefor20minutesalready.
Girl3:Ihopethemovieisgood.
Woman:SodoI.Doyouthinkit’sgoingtorain?
Girl3:Ihopenot.
Woman:Me,too.
Conversation3.
Boy:Thetrainislate,isn’tit?
Man:No,todayisSunday.ThetrainsonlyruntwiceanhouronSunday.
Boy:Oh,Ididn’tknowthat.Iusuallytakethetrainonweekdays.
Man:Oh,doyoutakethetraintoschool?
Boy:Yes,Ido.
↘拓展/巩固(Extension/Consolidation)
.Interview(10minutes)
(Photos,theprojector)
situation1:
你正在排队买电影票,可是队伍往前动的很慢。这时天又快下雨了,你会怎样开始与旁边人的闲谈。
完成任务所需要的语言结构:
Thislineismovingslowly,isn’tit?
Doyouthinkit’sgoingtorain?
(…havebeenwaitingfortwentyminutesalready,forgottobringumbrella…)
situation2:
早上,你正在等公共汽车去上学,天又正在下着大雪(snowing)你等了好一会儿了,你会怎样开始与旁边也在等车的陌生人闲谈?
可以参考以下句型来开头:
Itissnowingheavily,isn’tit?
Thebusisalwayslate,isn’tit?
situation23:
在书店里,两人正在浏览书籍,其中一人会怎样开始与另一人的谈话呢?
可以参考以下句型来开头:
Thesebooksarereallygreat,aren’tthey?
situation24:
在体育馆里,你正坐在座位上看球赛,整个馆里座无虚席,场上两个篮球队也正打得激烈。你怎样开始与旁边观众的闲谈。
可以参考以下句型来开头:
It’sreallyexiting,isn’tit?
Youlovebasketball,don’tyou?
巩固练习(Exercises)
完成相应的练习(详参考棵件的)
完成《作业本》中相应的练习。
Homework
a.学生在家听录音跟读。
b.抄写本课时出现的地点名词,句形.
c.采访同学对各种场合如何进行开场白并做好记录,下节课要向学生做汇报。
Ⅰ.单项选择。
()1.Dickgotupintoatree___hesawthebear.
A.whileB.assoonas
C.untilD.if
()2.It’safineday,___it?
A.isB.does
C.doesn’t’tD.isn’t
()3.Peterhastaught___Englishfortwoyears.
A.himB.his
C.himselfD.he
()4.Thereislittlewaterinthebottle,_____?
A.isthereB.isn’tthere
C.thereisD.thereisn’t
()5.Don’topenthedoor,___?
A.shallweB.willyou
C.doyouD.don’tyou
在动画片中调动学生情感,营造氛围,导入主题。让学生通过watchandanswer来培养学生的语言能力和听力能力并有意识地复习前面学过一般过去发生的事情。使学生在完成任务的同时能有效地复习了前面学过的动词。
真实的情景使学生易学会.
Studentslikenewchallenge,sotestingtheirmemorywillarousetheirinterest.Andthistaskprovidesspeakingpracticeusingthetargetlanguage“Werethere…?”“Didyousee…?”
此时知识的适当拓展对学生来说容易接受有不觉得突然。
真实的环境,激起了孩子们说的欲望;难度适中的任务,使大部分孩子有体验成功的机会。因此也容易进入新课的教学。Studentsarecurioustoknowtheplacestheirclassmatestraveled,sothistaskgivesthemthechancestousethetargetlanguage“Didyougo…?”
视觉上的差异能突出重点,容易吸引孩子们的注意力。
该活动非常简单,可以使每个学生都有能力参加。
此时知识的适当拓展对学生来说容易接受有不觉得突然。
真实的环境有助于孩子们语言的输出。
最后,让学生在优美的旋律中结束本课的教学,并达到巩固的目的。
II.Blackboarddesign
Unit10It’saniceday,isn’tit?
I.placesII.Sentencepatterns
AtFranklinLakeIt’saniceday,isn’tit?
OnabusYes,itis.No,itisn’t.
AtapartyYoulovehismusic,don’tyou?
InanelevatorYes,Ido./No,Idon’t.
InabookstoreTherewerenotmanypeople,werethere?
AtaballgameYes,therewere./No,thereweren’t.
Atschool
III.Competition
Group1Group2Group3Group4
第二课时
教学内容与分析
教学内容:SectionA3a-4
教学目标:
一,知识目标:
词汇与短语(wordsandexpressions):
Sandyaloneelevatorcrossbookstore
句式与语法(sentencesandgrammar):
Itisverycoldtoday,isn’tit?
DengYapingisshort,isn’tshe?
LiuXiangrunsfast,doesn’he?
LiYundiwasbornin1982,wasn’the?
Thereisn’tanybodyathome,isthere?
ShehadtogotoFranceeveryspring,didn’tshe?
Therewaslittlewaterinthecup,wasthere?
Sheneedstohaveitrepaired,doesn’tshe?
Youhadbettergoalone,hadn’tyou?
Noneofusknewtheway,didwe?
Wehadn’tmuchtime,hadwe?
Wecouldhardlyhearwhatshesaid,couldwe?
Weseldomseethemnow,dowe?
Onecan’tbetoocareful,canone?
Becarefulwhenyoucrosstheroad,won’tyou?
二,技能目标
1.掌握英语里反意疑问句的用法;
2.巩固已学过的七种时态;
3.学会用英语闲聊。
三,情感目标
学会用英语闲聊,学会与人相处,与他人更好的沟通。
教学重点、难点分析:
教学重点:
1.反意疑问句(TagQuestion)也叫附加疑问句,是一种常用于口语的疑问句式,主要由“陈述句+附加疑问”构成,附加疑问部分的动词一般要与陈述部分的动词相对应,附加一闻部分的主语要与陈述部分的主语相对应,如果陈述部分的主语是名词词组,则附加疑问部分用相应的代词表示。
反意疑问句主要有两类,即“陈述句+反意附加疑问”和“陈述句+非反意附加疑问”。这两类又可以分为以下四种形式:
a.肯定的陈述句+否定的附加疑问句。
例如:Thatclockisslow,isn’tit?
b.否定的陈述句+肯定的附加疑问句。
例如:Thatclockisn’tslow,isit?
c.肯定的陈述句+肯定的附加疑问句。
例如:Thatclockisslow,isit?
d.否定的陈述句+肯定的附加疑问句。
例如:Thatclockisn’tslow,isn’tit?
前两种形式是主要的,后两种形式使用场合较少。
反意疑问句也可由“祈使句+附加疑问”构成。
例如:Carrythisboxforme,willyou?
Remembertobuysomemeat,won’tyou?
2对于我们已经学过的七种时态,这里各举两例:
一般现在时:Lilylikesgoingshopping,doesn’tshe?
Theyaren’tstudents,arethey?
现在进行时:You’regoingtothecinema,aren’tyou?
Sheisn’twaitingforme,isshe?
现在完成时:TheyhavebeentoSingapore,haven’tthey?
Jackhasn’tfinishedhishomework,hashe?
现在完成进行时:YouhavebeenlivinginBeijingalltheseyears,haven’tyou?
Denishasn’tbeenwatchingTV,hasshe?
一般过去时:TheyhadagoodtimeatthepartylastSaturday,didn’tthey?
Fannydidn’tgohomelastnight,didshe?
过去进行时:YouweremakingdinnerwhenIcalled,weren’tyou?
Shewasn’tsleepingatthistimeyesterday,wasshe?
一般将来时:Wewillhavewonderfulsummerholidays,won’twe?
Theywon’tcomebackuntilmidnight,willthey?
教学难点:
关于反意疑问句的构成,有以下几点值得注意:
a.当陈述部分的主语是everybody,everyone,someone,noone,nobody,somebody等指人的合成词时,反意疑问句的附加部分的主语在正式语体中通常用he。
例如:
Everybodyknowswhathehastodo,doesn’the?
Nobodywantstogothere,doeshe?
Noneoftheboyscandoit,canhe?
在非正式语体中则往往用they。
例如:
NobodyphonedwhileIwasout,didthey?
Everyoneenjoyedtheparty,didn’tthey?
Somebodyborrowedmydictionaryyesterday,didn’tthey?
但若陈述部分的主语是everything,anything,something,nothing等指物的合成词时,反意疑问句的附加部分的主语只能用it。
例如:
Nothingcouldstopthem,couldit?
Everythingisready,isn’tit?
课前准备
教师准备主情景图的教学课件。
教师准备磁带和录音机。
教师设计
教学步骤建议和说明
↘热身/复习(Warm-up/Revision)
enjoythesong
a.教师播放录音,师生一起吟唱并观看。
b.DailyEnglish:
Howareyou,today?Howistheweather?It’saniceday,isn’tit?whatdayisit,today?It’sMonday,isn’t?whatwasthedateyesterday?Itwas…,wasn’tit?
c.请学生watchthescreen进行问答。如:
Wherearethey?Whataretheydoing?whataretheytalkingabout?
↘呈现/操练(Presentation/Practice)
practisethesentenceform
通过一些图片操练反意疑问句
a“It’saniceday,isn’tit?”:….
b…..DengYapingisshortisn’tshe?
Czhaoruiruiistallisn’tshe?
DLiuXiangrunsfast,doesn’the?
通过以上图片让学生编一些关于反意问句的话题
Wherearethey?Whataredoing?whataretheytalkingabout?
教学地点名词FranklinLake,shop,museum,elevator和时间名词。在实际情景中会运用询问和谈论发生的或未发生的事情来进行交流。
a.T:Doyouknowwhatthestudentsaretalkingandcompletetheconversation.
LetSslistentothetapeandcompleteit.
b)pairswork
LetSspracticethedialogueandmaketheirowndialogue.
↘拓展/巩固(Extension/Consolidation)
.Interview(10minutes)
(Photos,theprojector)
situation1:
你正在排队买电影票,可是队伍往前动的很慢。这时天又快下雨了,你会怎样开始与旁边人的闲谈。
完成任务所需要的语言结构:
Thislineismovingslowly,isn’tit?
Doyouthinkit’sgoingtorain?
(…havebeenwaitingfortwentyminutesalready,forgottobringumbrella…)
situation2:
早上,你正在等公共汽车去上学,天又正在下着大雪(snowing)你等了好一会儿了,你会怎样开始与旁边也在等车的陌生人闲谈?
可以参考以下句型来开头:
Itissnowingheavily,isn’tit?
Thebusisalwayslate,isn’tit?
situation23:
在书店里,两人正在浏览书籍,其中一人会怎样开始与另一人的谈话呢?
可以参考以下句型来开头:
Thesebooksarereallygreat,aren’tthey?
situation24:
在体育馆里,你正坐在座位上看球赛,整个馆里座无虚席,场上两个篮球队也正打得激烈。你怎样开始与旁边观众的闲谈。
可以参考以下句型来开头:
It’sreallyexiting,isn’tit?
Youlovebasketball,don’tyou?
巩固练习(Exercises)
完成相应的练习(详参考件课件)
完成《作业本》中相应的练习。
Homework
d.学生在家听录音跟读。
e.抄写本课时出现的地点名词,句形.
f.采访同学对各种场合如何进行开场白并做好记录,下节课要向学生做汇报。
Ⅰ.单项选择。
()6.Havesometea,___?
A.willyouB.won’tyou
C.shallweD.haveyou
()7.Sheneedstohavethebikerepaired,___?
A.doessheB.doesn’tshe
C.needsheD.needn’tshe
()8.Let’sgodancing,___?
A.shallweB.willyou
C.won’tyouD.don’twe
()9.Ireallycan’tagree___you.
A.toB.of
C.withD.for
()10.Iprefertea___coffee.
A.toB.than
C.withoutD.out
在歌声中调动学生情感,营造氛围,导入主题。让学生通过watchandanswer来培养学生的语言能力和听力能力。
通过dailyEnglish有效的培养学生的听说
此时知识的适当拓展对学生来说容易接受有不觉得突然。
真实的环境,激起了孩子们说的欲望;难度适中的任务,使大部分孩子有体验成功的机会。因此也容易进入新课的教学。Studentsarecurioustoknowtheplacestheirclassmatestraveled,sothistaskgivesthemthechancestousethetargetlanguage“Didyougo…?”
通过对话进一步巩固句型。
该活动非常简单,可以使每个学生都有能力参加。
此时知识的适当拓展对学生来说容易接受有不觉得突然。
真实的环境有助于孩子们语言的输出。
最后,让学生在优美的旋律中结束本课的教学,并达到巩固的目的。
II.Blackboarddesign
Unit10It’saniceday,isn’tit?
words
Sandy
SandyBeachYapingisshort,isn’tshe?
Alone
zhaoruiruiistall,isn’tshe?
Cross
ElevatorLiuXiangrunsfast,doesn’the?
第三课时
教学内容与分析
教学内容:SectionB1a–2c,4
教学目标:
一,知识目标:
词汇与短语(wordsandexpressions):
cost
句式与语法(sentencesandgrammar):
e.g:Itisverycoldtoday,isn’tit?
Wehadmuchtime,hadn’twe?
Thereislittlewaterinthecup,isthere?
Mrs.SmithlivesinItaly,doesn’tshe?
ShecanhardlyspeakGerman,canshe?
ShehasfewfriendsinGermany,has(does)she?
Thereisn’tanybodyathome,isthere?
Youhavenothingtosay,doyou?
YouhaveJohndothework,don’tyou?
--Passmethedictionary,willyou?--Yes,withpleasure.
Havesomecoffee,won’tyou?
Becarefulwhenyoucrosstheroad,won’tyou?
二,技能目标
1.掌握英语里反意疑问句的用法;
2.巩固已学过的七种时态;
3.学会用英语闲聊。
三,情感目标
学会用英语闲聊,学会与人相处,与他人更好的沟通。
教学重点、难点分析:
教学重点:
1.反意疑问句(TagQuestion)也叫附加疑问句,是一种常用于口语的疑问句式,主要由“陈述句+附加疑问”构成,附加疑问部分的动词一般要与陈述部分的动词相对应,附加一闻部分的主语要与陈述部分的主语相对应,如果陈述部分的主语是名词词组,则附加疑问部分用相应的代词表示。
反意疑问句主要有两类,即“陈述句+反意附加疑问”和“陈述句+非反意附加疑问”。这两类又可以分为以下四种形式:
a.肯定的陈述句+否定的附加疑问句。
例如:Thatclockisslow,isn’tit?
b.否定的陈述句+肯定的附加疑问句。
例如:Thatclockisn’tslow,isit?
c.肯定的陈述句+肯定的附加疑问句。
例如:Thatclockisslow,isit?
d.否定的陈述句+肯定的附加疑问句。
例如:Thatclockisn’tslow,isn’tit?
前两种形式是主要的,后两种形式使用场合较少。
反意疑问句也可由“祈使句+附加疑问”构成。
例如:Carrythisboxforme,willyou?
Remembertobuysomemeat,won’tyou?
2对于我们已经学过的七种时态,这里各举两例:
一般现在时:Lilylikesgoingshopping,doesn’tshe?
Theyaren’tstudents,arethey?
现在进行时:You’regoingtothecinema,aren’tyou?
Sheisn’twaitingforme,isshe?
现在完成时:TheyhavebeentoSingapore,haven’tthey?
Jackhasn’tfinishedhishomework,hashe?
现在完成进行时:YouhavebeenlivinginBeijingalltheseyears,haven’tyou?
Denishasn’tbeenwatchingTV,hasshe?
一般过去时:TheyhadagoodtimeatthepartylastSaturday,didn’tthey?
Fannydidn’tgohomelastnight,didshe?
过去进行时:YouweremakingdinnerwhenIcalled,weren’tyou?
Shewasn’tsleepingatthistimeyesterday,wasshe?
一般将来时:Wewillhavewonderfulsummerholidays,won’twe?
Theywon’tcomebackuntilmidnight,willthey?
教学难点:
关于反意疑问句的构成,有以下几点值得注意:
a.当陈述部分的主语是everybody,everyone,someone,noone,nobody,somebody等指人的合成词时,反意疑问句的附加部分的主语在正式语体中通常用he。
例如:
Everybodyknowswhathehastodo,doesn’the?
Nobodywantstogothere,doeshe?
Noneoftheboyscandoit,canhe?
在非正式语体中则往往用they。
例如:NobodyphonedwhileIwasout,didthey?
Everyoneenjoyedtheparty,didn’tthey?
Somebodyborrowedmydictionaryyesterday,didn’tthey?
但若陈述部分的主语是everything,anything,something,nothing等指物的合成词时,反意疑问句的附加部分的主语只能用it。例如:Nothingcouldstopthem,couldit?
Everythingisready,isn’tit?
课前准备
教师准备主情景图的教学课件。
教师准备磁带和录音机。
教师设计
教学步骤建议和说明
↘热身/复习(Warm-up/Revision)
Enjoythesong(Themouselovestherice.)
a.教师播放录音,师生一起吟唱并观看。
b.Accordingtothesong,ask:Themouselikesrice,doesn’tit?
Themonkeyslikebananas,don’tthey?
Therabbitsdon’tlikecarrots,dothey?
Thebearcanjumphigh,can’tit?
Andaskstudentstoanswer.
Usesomeexercisestoconsolidatethepattern.
1.Youareafarmer,____________?
2.Theweatherisn’tfine,__________?
3.Katecameherelastmonth,___________?
4.Idon’tthinkTomisathome,___________?
5.Thereweren’tenoughnuts,__________?
6.There’sapeninthepencilcase,___________?
7.Themanhadbreadforlunch,___________?
8.MarycanspeaklittleEnglish,___________?
9.Nothingiswrongwiththewatch,________?
Fillintheblanks:
1.TheboyisJapanese,___________?
2.Thebookisntinteresting,__________?
3.HeknowsalotaboutEnglishnames,_________?
4.Thegirldoesn’tlikeapples,___________?
5.Therearetwobirdsinthetree,________?
6.GinacametoChinalastmonth,_____________?
↘Guessing
WheredidshevisitinChina?
AskSstoguesswith:Shevisited_________,didntshe?
ShevisitedBeijing.
ShevisitedXidanStore.
Whatdidshebuy?
↘Practicethispattern:
A:Shebought_________,didn’tshe?
B:
A:Howmuchdidit/theycost?
B:It/Theycost….
Shoes:¥55socks:¥2o
watch:¥255Videotapes:¥70
Doesshelikethrillers?
No,shelikesthrillers.
Workon1aCheckquestionsyouthinkaregoodforpolitesmalltalkwithpeopleyoudon’tknowwell.
______a.Doyoulikethrills?
______b.Howmuchdidthatshirtcost?
_______c.YouareAnna’sbrother,aren’tyou?
_______d.Howbigisyourapartment?
_______e.Youare35yearsold,aren’tyou?
_______f.Youget¥2000everymonth,don’tyou?
Workon1b.
.Listening
(Audiocassette,therecorder)
HaveSslistentothetapeanddothelisteningexercisesonpage79.EncourageSstogivetheanswersbyhavingacompetitionamongthem
磁带内容
Conversation1.
Woman1:YoureJennysfriend,arentyou?
Girl1:Yes,Iam.MynameisRita.AndyoureJennysmom,arentyou
Woman1:Thatsright.Sotellmeaboutyourself,Rita.Doyouplayanysports?
Girl1:YesIdo.Ilikesports.Iplaytennisandping-pong.AndIloveswimming.
Woman1:Thatsgreat.Wouldyoulikesomethingdodrink?
Girl1:Yes,please.Idlovesomelemonade.
Conversation2
Boy1:Yourenewhere,arentyou?
Boy2:Yes,Iam.MynamesBill.YoureTony,arentyou?
Boy1:Thatsright.Whatdoyouthinkoftheschool?
Boy2:Itgreat.Haveyoualwaysgonetothisschool?
Boy1:No,Ihavent.Istartedherelastyear.
Conversation3
Boy3:Itsreallycrowed,isntit?
Boy4:Yes,itis.Areyouaballgamefan?
Boy3:Yes,Iam.Say,didyouseethegameonTVFridaynight?
Boy4:Yeah!Itwasreallyexciting,wasn’tit?
2cPAIRWORKRoleplayasmalltalkconversation.Youcanchooseoneoftheopenersbelow.
1.Hi!You’renewhere,aren’tyou?
2.Thisisagreatparty,isn’tit?
3.Hi!Myname’sAndy.I’mKaren’sbrother.
4.Youlovebaseballgames,don’tyou?
A:Thisisagreatparty,isn’tit?
B:Yes,itis.
Homework1.Finishofftheworkbook.
2Surftheinternet,andfindouthowthe
Chineseandthewesternerbeginsmall
talks.
一首众人熟悉的歌曲
用英文唱出来,别有
味道。
让学生根据歌曲得出:老鼠爱大米。。同时运用学生感兴趣的一些卡通,让学生发挥。
一些练习让学生巩固已学过的知识。
Guessinggame能激起同学争强好胜的心理,同时可以巩固反意疑问句。
操练新的句型
Howmuchdidit/theycost?此时知识的适当拓展对学生来说容易接受有不觉得突然。
视觉上的差异能突出重点,容易吸引孩子们的注意力。
此时知识的适当拓展对学生来说容易接受有不觉得突然。
。
最后,让学生在优美的旋律中结束本课的教学,并达到巩固的目的。
II.Blackboarddesign
Unit10It’saniceday,isn’tit?
II.Sentencepatterns
Howmuchdidit/theycost?
It/Theycost….
第四课时
教学内容与分析
教学内容:SectionB3a-3c,selfcheck
教学目标:
一,知识目标:
词汇与短语(wordsandexpressions)
befriendlytofeellikegetalonghaveone’s90thbithdaythank-younote
句式与语法(sentencesandgrammar):
1.反意问句一般由“助动词+人称代词”构成,用在句末,要求对方确认一些我们不敢肯定的事情,或要求对方表示赞同,含有“这是真的吗?”或“你同意吗?”的意思。
2.陈述句的动词若是肯定,反意问句的动词要用否定,反之,就用肯定。
3.陈述句与反意问句里的动词时态要相同。
4.陈述句与反意问句的主语必须指同一人或同一事物。
5.陈述句的主语不论属于何种词类,反意问句的主语一定要用人称代词。
6.陈述句的动词为have,has,had,但不作“有”解时,反意问句的主语之前不可用have,has,had,
7.含有seldom;hardly;few;little;never;rarely等词的句子,被认为是否定句。
8.nobody,none,noone,anybody,anyone,everybody,everyone等不定代词作主语时,其反意问句通常用they作主语。
祈使句后面的反意问句的用法:
1.由let’s引出的祈使句,肯定的用shallwe?否定的用allright?或O.K.?
2.肯定祈使句之后,表示“请求”,用willyou?表“邀请,劝诱”用won’tyou?
3.否定祈使句之后,表示“请求,则只用willyou?”
二,技能目标
1.掌握英语里反意疑问句的用法;
2.巩固已学过的七种时态;
3.学会用英语写感谢信;
三,情感目标
学会用英语闲聊,学会与人相处,与他人更好的沟通。
教学重点、难点分析:
教学重点:
1.反意疑问句(TagQuestion)也叫附加疑问句,是一种常用于口语的疑问句式,主要由“陈述句+附加疑问”构成,附加疑问部分的动词一般要与陈述部分的动词相对应,附加一闻部分的主语要与陈述部分的主语相对应,如果陈述部分的主语是名词词组,则附加疑问部分用相应的代词表示。
反意疑问句主要有两类,即“陈述句+反意附加疑问”和“陈述句+非反意附加疑问”。这两类又可以分为以下四种形式:
a.肯定的陈述句+否定的附加疑问句。
例如:Thatclockisslow,isn’tit?
b.否定的陈述句+肯定的附加疑问句。
例如:Thatclockisn’tslow,isit?
c.肯定的陈述句+肯定的附加疑问句。
例如:Thatclockisslow,isit?
d.否定的陈述句+肯定的附加疑问句。
例如:Thatclockisn’tslow,isn’tit?
前两种形式是主要的,后两种形式使用场合较少。
反意疑问句也可由“祈使句+附加疑问”构成。
例如:Carrythisboxforme,willyou?
Remembertobuysomemeat,won’tyou?
2对于我们已经学过的七种时态,这里各举两例:
一般现在时:Lilylikesgoingshopping,doesn’tshe?
Theyaren’tstudents,arethey?
现在进行时:You’regoingtothecinema,aren’tyou?
Sheisn’twaitingforme,isshe?
现在完成时:TheyhavebeentoSingapore,haven’tthey?
Jackhasn’tfinishedhishomework,hashe?
现在完成进行时:YouhavebeenlivinginBeijingalltheseyears,haven’tyou?
Denishasn’tbeenwatchingTV,hasshe?
一般过去时:TheyhadagoodtimeatthepartylastSaturday,didn’tthey?
Fannydidn’tgohomelastnight,didshe?
过去进行时:YouweremakingdinnerwhenIcalled,weren’tyou?
Shewasn’tsleepingatthistimeyesterday,wasshe?
一般将来时:Wewillhavewonderfulsummerholidays,won’twe?
Theywon’tcomebackuntilmidnight,willthey?
教学难点:
关于反意疑问句的构成,有以下几点值得注意:
a.当陈述部分的主语是everybody,everyone,someone,noone,nobody,somebody等指人的合成词时,反意疑问句的附加部分的主语在正式语体中通常用he。
例如:
Everybodyknowswhathehastodo,doesn’the?
Nobodywantstogothere,doeshe?
Noneoftheboyscandoit,canhe?
在非正式语体中则往往用they。
例如:
NobodyphonedwhileIwasout,didthey?
Everyoneenjoyedtheparty,didn’tthey?
Somebodyborrowedmydictionaryyesterday,didn’tthey?
但若陈述部分的主语是everything,anything,something,nothing等指物的合成词时,反意疑问句的附加部分的主语只能用it。
例如:
Nothingcouldstopthem,couldit?
Everythingisready,isn’tit?
课前准备
教师准备主情景图的教学课件。
教师准备磁带和录音机。
教师设计
教学步骤建议和说明
Chant
Youareanactor,aren’tyou?
Heisagoodboy,isn’the?
Itwasfineyesterday,wasn’tit?
Sheisgoingtovisitme,isn’tshe?
Step1Rsvision
Showthemsomepicturestorevisesomesentences
T:Theboyisyoung,isn’the?
S1:Yes,heis.
T:Hisgrandpaisold,isn’the?
S2:Yes,heis.
ThenletSstalkaboutsomefamouspeople.
Step2Bresentation
T:TodayisMonday,isn’tit?
S1:Yesitis.
T:ThedaybeforeyesterdaywasSatursay,wasn’tit?
S2:Yes,itwas.
T:LastSaturdaynight,myfriendKiminvitedmetoaparty.Ihadawonderfultimethere.AndIgotwellalongwithmynewfriends.SoIwroteathank–younotetohim.Doyouwanttoknowhowtowriteathank-younote?
S3:Yes.
T:OK,Let’sreafthenote.
Step3Reading
GetSsreadthethreenotesquickly.Thenmatcheachnotewiththecorrectsituation.
LetSsreadthethreenotesagain.
Askthemsomequestionsaboutthethreenotes.thenaskSstoretellthenotes.
Step4Workon3b
Fillintheblanksinthethank-younote.
Givestudents2minutestodoit.
Asksomestudentstoreadit.
Step5Writingathank-younote
T:Nowpleasewriteyourownthank-younote.
Step6Selfcheck
FinishSelfcheck
Homework
1.Recite3ainSectionBandcopynewwords.
2.Goonwritingathank-younote.
利用Chant 来营造氛围,导入主题。
在轻松的氛围中,利用
自由交谈复习所学知识
由前面的单句练习到篇章训练,在文章中引入新单词
回答问题及复述课文 是提高学生的阅读能力的重要手段
由读落实到有控制的写是为提高学生的写作能力
由课本知识拓展到实际生活中,进一步学生综合运用英语的能力
Unit10It’saniceday,isn’tit教案4
Unit10It’saniceday,isn’tit?
第四课时
一.阅读P80页3a的三段短信,检查是否对文章有一定的了解。
Thank-youletternoteforagift:3
Thank-youletternoteforaparty:1
Thank-youletternoteforhelp:2
二、完成任务
1.Writeathank-younote
Step1Whendoyousendgifts?
Whenmyfriends’birthdayiscoming.
Whenit’saholiday.
Step2Whatarethekindsofpartiesyouknowabout?
Birthdayparty,newyearparty,Christmasparty,weekendparty,etc.
Step3Whatdoyouwriteathank-younotefor?
Thank-younoteforagift,forapartyorforhelp.
Step4Pleasereadthethreesituationsgivenbelowandthinkaboutwhatkindofthank-younoteyoucouldwrite.Chooseonetowriteathank-younoteplease.
Situation1YourfriendJimmyhasinvitedyoutothepartyandyouhavehadagoodtimeduringtheparty.
Situation2Youareanewstudentinanewschool.YourclassmateSallyhashelpedyoualot.Withherhelp,yougetusedtotheschoolsoon.
Situation3It’snewyearsday.Youhavereceivedagiftfromyourgrandma.Whatalovelykoala!Youloveitsomuch.
Situation1__________Situation2_____________
Situation3______________
Samplelettergivenbyteacher:(Situation1)
DearJimmy,
Thanksforinvitingmetoyourbirthdayparty.Itwasgreat.Ihadalotoffunanditwasgoodtoseealltheoldfriendsduringtheparty.Ihavemadesomenewfriends,too.Iamlookingforwardtothenextparty.
Dick
作业:
Now,youarestudyingathomebecauseofSARS,buttheteachersarestillbusyworkinginthecampus.Yourparentsarestillworking.Andalltheadultsarestillworkingindifferentareas,especiallydoctorsandnurses,theyarefightingagainstSARS.Doyoufeelgratefultothem?Doyouwanttowritealettertoanyofthem?Pleasewriteathank-younote.
Sampleletter:
Dearteachers,
Longtimenosee.Howareyou?Imissyousomuch.We’re…