小學(xué)語文微課教案

TheThirdPeriod。

經(jīng)驗告訴我們，成功是留給有準(zhǔn)備的人。準(zhǔn)備好一份優(yōu)秀的教案往往是必不可少的。教案可以保證學(xué)生們在上課時能夠更好的聽課，幫助教師有計劃有步驟有質(zhì)量的完成教學(xué)任務(wù)。那么怎么才能寫出優(yōu)秀的教案呢？急您所急，小編為朋友們了收集和編輯了“TheThirdPeriod”，歡迎您參考，希望對您有所助益！

TheThirdPeriod

●從容說課
ThisperiodmainlydealswiththeimportantlanguagepointsthatappearintheReadingpassage.Butatfirst，teachershouldcheckhowwellthestudentshaveunderstoodthepassagebyaskingsomedetailedquestionsbasedonthepassage.Whiledoingthispart，studentsshouldkeeptheirtextbooksclosed.
TherearealotofnumbersintheReadingpassage.SonextthestudentsshouldfinishonetaskinLearningaboutLanguage（Part3）toknowhowtoreadthesenumbersinEnglish.
Thentheteacherwilldealwiththeimportantpointsinthepassage.Thepurposeofthisstepistohelpstudentsbetterunderstandsomedifficultsentencesandmastertheusageofsomeimportantwordsandexpressions.Sotheteachershouldgivethestudentsseveralminutestolookforthedifficultpointsatfirst.Inthisway，theteachercanhelpthestudentsremovetheobstaclesinreading.Afterthattheteacherwillexplainthewordsandexpressionsandthenshowthestudentssometypicalexamplestohelpthemunderstand.Sometimestheteacherwillcomparethewordsorexpressionswithsomesimilarones.Afterthisstep，asconsolidation，thestudentsareaskedtofinishtwoshortpassagesusingthewordsandexpressionsthattheyhavejustlearnedintheunit.Anothermoredifficulttaskissettomeettheneeds，thatis，totranslatesomesentencesfromChinesetoEnglishbyusingthewordsandexpressionsinthebrackets.
●三維目標(biāo)
1.Knowledge：
（1）Words：
crack，burst，ruin，injure，destroy，shock，last的具體用法。
（2）Phrases：
atanend，rightaway，digout的用法
（3）Sentencepatterns：
Allhopewasnotlost.（部分否定句）
2.Ability：
（1）Trainthestudents’abilitytoreaddifferentnumbersinEnglish.
（2）Learntheusageofsomedifficultwordsandexpressions.
（3）Trainthestudents’abilitytoremovethedifficultieswhilereading.
3.Emotion：
（1）Trainthestudents’abilitytocooperatewithothers.
（2）Knowthedeadlinessofanearthquakeandthesignsbeforeanearthquakeiscoming.
（3）LearnfromthebraveryofpeopleinTangshantofacetherealityandrebuildthecity.
●教學(xué)重點
（1）Trainthestudents’abilitytoreaddifferentnumbersinEnglish.
（2）Trainthestudents’abilitytocooperatewithothers.
●教學(xué)難點
（1）Theexplanationofsomedifficultwordsandexpressions.
（2）Trainthestudents’abilitytoremovethedifficultieswhilereading.
●教具準(zhǔn)備
（1）ataperecorder
（2）aprojector
（3）theblackboard
●教學(xué)過程
Step1Greetings
Greetthewholeclassasusual.
Step2Revision
T：Inthelastperiod，welearnedsomethingabouttheterribleTangshanEarthquakein1976，whichisthedeadliestearthquakeinChina’shistory.NowIamgoingtoaskyousomequestionsbasedontheReadingpassage.
T：WhatdidpeopleinTangshanseeintheskybeforetheearthquake？
S1：Theysawbrightlightsinthesky.
T：Whatdidpeoplehear？
S2：TheyheardthesoundofplanesoutsideTangshanevenwhennoplaneswereinthesky.
T：Whatdidpeoplenoticeinthewells？
S3：Peoplenoticedthewellwallshaddeepcracks，andasmellygascameoutofthecracks.
T：Didpeoplepayanyattentiontotheseabnormalphenomena？
S4：No.Theywenttobedasusualthatnight.
T：Whendidtheearthquakebegin？
S5：At3：42inthemorningofJuly28.
T：Howmanypeoplewerekilledorinjuredinthequake？
S6：Morethan400000people.
T：Couldtheinjuredpeoplegotohospital？
S7：No，theycouldn’tbecauseallofthecity’shospitalsweregoneinthequake.
T：Werethereanyaftershocks？
S8：Yes.Laterthatafternoon，anotherbigquakeshookTangshan.Manyrescueworkersanddoctorsweretrappedundertheruins.
T：Didthesurvivorsdenythecityandgotoliveinotherplaces？
S9：No.Theydidtherescueworkwiththehelpof150000soldierssentbythearmy.SlowlythecityofTangshanbegantobreatheagain.
T：Iamverysatisfiedwithyourwork.
Step3LearningaboutNumbers
T：MaybeyouhavealreadynoticedthattherearealotofnumbersintheReadingpassage.Toreadthemcorrectlyisveryimportant.SometimesthereisatestonnumbersinListening.
T：NowturntoPage28andlookatPart3.Matcheachwordtothenumberthathasthesamemeaning.
（AllowSsseveralminutestofinishthetask.）
T：Nowlet’scheckyouranswers.
S：A.90%ninetypercent
B.10000tenthousand
C.1000000onemillion
D.150000onehundredandfiftythousand
E.75%seventy-fivepercent
F.1/3one-third
G.500000halfamillion
H.2/3two-thirds
Step4Importantpoints
T：IntheReadingpassageofthisunit，therearesomeimportantwordsandexpressions.Iwillfirstgiveyoufiveminutestopickoutthedifficultwords，expressionsandsentencepatterns.Youmayworkwithyourpartner.
（Afterfiveminutes.）
S1：Inthefirstparagraph，“...thewaterpipesinsomebuildingscrackedandburst.”Howcanweunderstand“burst”？
T：Ifsomethingburstsorifyouburstsit，itbreaksopenorapartsuddenlyandviolentlysothatitscontentscomeout.
e.g.Youaregoingtobursttheballoon，ifyouarenotcareful.
S2：Inthefirstparagraph，“Farmers’wivesnoticedthatthewellwallshaddeepcracksinthem.”andinthesecondparagraph“Ahugecrackthatwaseightkilometerslongandthirtymeterswide.”Dothetwo“cracks”havethesamemeaning？
T：Youareverycareful.Yes，theyhavethesamemeaning.Bothofthemarenouns.“Crack”meansaverynarrowspacebetweentwothingsortwopartsofsomething.“Crack”canalsobeaverb，meaningtobreakormakesomethingbreaksothatitgetsoneormorelinesonitssurface，asinthesentence“Inthecity，thewaterpipesinsomebuildingscrackedandburst.”
e.g.Shefelloffherbikeandcrackedaboneinherleg.
S3：Howcanweunderstandthissentenceinthesecondparagraph“Itseemedthattheworldwasatanend.”？
T：Inordertounderstandthissentence，youhavetoknowthemeaningofthephrase“beatanend”.Itreferstoasituationinwhichsomethingisfinishedornolongerexisted.
e.g.Thelonghotsummerwasatlastatanend.
Otherexamplesare“cometoanend”，“putanendtosth.”.
T：Sonowwhocanexplainthesentenceinourtext？
S4：Letmehaveatry.Theearthquakewassoterriblethatnearlyeverythingwasdestroyed.Sopeoplethoughtitwastheendoftheworld.
T：Excellent.Andthissentenceusesexaggeration.
S5：Inthesecondparagraph，“Infifteenterriblesecondsalargecitylayinruins.”Whydon’tweuse“ruin”insteadof“ruins”？
T：“Ruin”canbeanuncountablenoun，whichmeansasituationinwhichyouhavelostallyourmoney，yoursocialposition，orthegoodopinionthatpeoplehadaboutyou.
e.g.Withthecollapseofgrainprices，smallfarmersareonthebrinkoffinancialruin.
While“ruins”meansthepartofabuildingthatisleftaftertheresthasbeendestroyed.
e.g.theruinsofabombed-outofficeblock
S6：Inthesecondparagraph“Two-thirdsofthepeoplediedorwereinjuredduringtheearthquake.”Canweuse“wound”totaketheplaceof“injure”？
T：No.Toinjuresomeonemeanscausingphysicalharmtosomeone，forexampleinanaccidentoranattack.Towoundsomeonemeansinjuringsomeone，especiallybymakingacutorholeintheirskinusingaknife，gun，etc.
e.g.（1）Oneoftheplayersinjuredhiskneeandhadtobecarriedoff.
（2）Gunmenkilledtwopeopleandwoundedsixothersinanattacktoday.
S7：Inthethirdparagraph“Everywheretheylookednearlyeverythingwasdestroyed.”Canweusetheword“ruin”totaketheplaceof“destroy”？
T：No.“Destroy”meanstodamagesomethingsobadlythatitnolongerexistsorcannotberepaired.Ifyou“ruin”somethinggoodoruseful，itthenusuallyexists，butnolongerhasitsgoodqualitiesorfeatures.
e.g.（1）Theschoolwascompletelydestroyedinthebigfirelastnight.
（2）Toomuchsugarcanruinyourteeth.
S8：Inthethirdparagraph，“Peoplewereshocked.”What’sthemeaningofthesentence？
T：“Shock”heremeanstomakesomeonefeelverysurprisedandupsetandunabletobelievewhathashappened.
e.g.Themurderofsuchayoungchilddeeplyshockedthewholecommunity.
S9：Sothesentenceinourtextmeanspeopleweresurprised.
T：Yes.Butthereisaslightdifferencebetween“shock”and“surprise”.Ifsomethingis，comesas，orgivesyouashockitisunexpectedandoftenverybad.
e.g.Itcameasagreatshocktohearshewasleavinghome.
Butasurpriseissomethingthatisunexpected，butisnotnecessarilybad.
e.g.Whatanicesurprise!Ididn’teventhinkyouwereinthecountry!
S10：Inthethirdparagraph，“Peoplebegantowonderhowlongthedisasterwouldlast.”Whatdoestheword“l(fā)ast”meaninthissentence？Isitanadjective？
T：No，itisnotanadjectivebutaverb.“Last”heremeanstocontinueforaparticularlengthoftime.
e.g.ThehotweatherlastedforthewholemonthofJuly.
Asaverb，“l(fā)ast”couldalsomeantomanagetoremaininthesamesituation，evenwhenthisisdifficult.
e.g.Theywon’tbeabletolastmuchlongerwithoutfreshsupplies.
Theword“l(fā)ast”canalsobeusedasalinkingverb.Itmeansbeingenoughforsomeonetouse.
e.g.Weonlyhadtolastustherestofthemonth.
S11：Inthelastparagraph，“Allhopewasnotlost.”Whatisthemeaningofthissentence？
T：Thissentenceisapartialnegative.Ithasthesamemeaningwith“Notallhopewaslost.”
e.g.（1）Allthestudentsdonotagreetotheplan.
（2）Notallthestudentsagreetotheplan.
Thesetwosentencesmeansomeofthestudentsagreetotheplan，butsomedon’t.
Step5Consolidation
T：Nowaftertheexplanationsofthewords，expressionsandsentencepatterns，let’sdosomeexercises.PleaseturntoPage28andlookatPart2inLearningaboutLanguage.Completethepassagewithsomeofthewordsinthetext.
（Afterseveralminutesteacherasksoneofthestudentstoreadtheshortpassage.Correctanymistakesifthereareany.）
Step6Homework
T：Inordertomastertheusageofthesewordsandexpressions，pleasedosomerelatedexercises.FinishoffthetwopartsinUsingWordsandExpressionsonPage63.
●板書設(shè)計
Unit4Earthquakes
TheThirdPeriod
ImportantWords：
1.burst（v.）2.crack（n./v.）
3.ruin
4.injure/wound
5.destroy/ruin
6.shocked
7.last（vi.）
ImportantExpressions：
1.Itseemedthattheworldwasatanend.
2.Allhopewasnotlost.（部分否定句）
●活動與探究
Story-tellingCompetition：
Formostofhumanhistory，peoplecouldonlyimaginewhatcausedearthquakestohappen.Sostoriesweretoldtoexplainthisnaturaldisaster.AstoryfromIndiasaysthatfourverybigelephantsholeuptheearth.Theelephantsstandonthebackofabiggerturtle.Theturtlestandsonanevenbiggersnake.Whenanyofthesehugemagicalanimalsmove，theearthbeginstoshake!
1.Inpairsmakeupastorytoexplainhowanearthquakehappens.
2.Shareyourstorywithyourclassmates.
3.Choosewhichoneisthemostinteresting.Giveareason.
●備課資料
知識點歸納：
1.shake用法歸納（shake，shook，shaken）
（1）抖動，震動，常作不及物動詞，也作及物動詞。
Thehouseshookwhentheearthquakestarted.
當(dāng)?shù)卣鸢l(fā)生時，房子震動了。
Shewasshakingwithanger.
她氣得發(fā)抖。
Hisheavystepsshooktheroom.
他沉重的腳步使房子都震動了。
Shewasbadlyshakenbythenews.
她對這個消息大為震驚。
（2）搖動，作及物動詞
Shakethebottlebeforetakingthemedicine.
服藥前搖勻。
（3）顫動，作不及物動詞
Hishandsshookalittleashewrote.
他寫字的時候手有點發(fā)抖。
Hisvoiceshookwithemotion.
他很激動，聲音都有些顫抖了。
（4）shakeproofadj.防震的，抗震的
（5）常用短語：
①和某人握手
shakehandswithsb.
shakesb.’shand
shakesb.bythehand
Heshookhandswarmlywithme.
Heshookmyhandwarmly.
Heshookmewarmlybythehand.
他和我熱情地握了手。
②搖頭shakeone’shead
（6）辨析
shake系常用詞，指“上下來回短促而急速地?fù)u動”。
Shakebeforetaking.
（藥瓶標(biāo)簽上）服前搖勻。
tremble指“由于恐懼、悲憤、興奮等情緒或因寒冷、疲勞等引起無意識地顫抖”。
Shetrembledatthelion’sroar.
聽到獅吼，她渾身發(fā)抖。
quake可與tremble換用，但較為正式，指“強烈地顫動”。
Theearthquaked.
地震了。
quiver指“輕微而急速地顫動、搖動”。
Theleavesquiveredwiththebreeze.
樹葉隨微風(fēng)擺動。
shiver指“由于寒冷、恐懼或生病而發(fā)抖”。
Heshiveredwithcold.
他凍得發(fā)抖。
2.strike用法歸納（strike，struck，struck/stricken）
（1）打，擊，敲，常表示用力打，可以是一次或多次。
Strikewhiletheironishot.
趁熱打鐵。
hit比strike稍弱，指一次性的打或擊中。
beat指連續(xù)多次地打，也指有節(jié)奏的擊打，心臟跳動用beat。
（2）觸（礁），撞
Hisheadstruckthetableashefell.
他摔下時頭撞在了桌子上。
（3）發(fā)起進攻，襲擊
Ourtroopsstrucktheenemycampatdawn.
我們的部隊在黎明時分襲擊了敵營。
（4）擦（火柴）
Istruckamatchandheldittohiscigarette.
我擦著了一根火柴來點燃他的香煙。
（5）（鐘）敲
Ileftimmediatelytheclockstrucktwelve.
鐘一敲12下，我就離開了。
（6）（某種想法）突然出現(xiàn)，忽然想起
Itstruckmethatweoughttomakeanewplan.
我突然想起我們得制訂個新計劃了。
（7）給（人）某種印象或感覺，給人深刻的印象（常用于被動結(jié)構(gòu)）
Howdoestheplanstrikeyou？
你覺得這個計劃怎么樣？
Iwasdeeplystruckbyherbeauty.
她的美給我留下了深刻的印象。
（8）罷工
Theyarestrikingforhigherpay.
他們在為爭取高工資而罷工。
3.rise（rise，rose，risen）
（1）太陽、月亮、星星升起，出現(xiàn)
Thesunroseatseveno’clock.
太陽七點鐘升起。
（2）升高
Theriverisrisingaftertherain.
雨后河水漲了。
Priceshaverisensteadilyduringthepastdecade.
過去十年間物價一直在上漲。
（3）起床；立起；站起來
（4）晉升
rise，raise和lift辨析：
三個詞都有“升起、抬高”的意思。
lift舉起，抬起。常指將物體，尤其是重物，從地面或較低的位置抬高或舉起，是及物動詞。
Heliftedtheheavyboxforme.
他幫我提起了那個重箱子。
raise舉起，升起，抬高，提高。是及物動詞?？膳clift互換，但raise強調(diào)動作的姿勢；此外它還有把某物“豎起來”的意思。還可用在抽象的譬喻性質(zhì)的短語里。
raiseone’svoice提高嗓門
raiseprices提高價格
raiselivingstandards提高生活水平
Thenationalflagisraisedeverymorning.
每天早晨升國旗。
rise升起，上漲，站起來。是不及物動詞。常指由低而高的變化過程。
ThenextmorningIwasthefirsttorise.
第二天早上，我是第一個起床的。
4.seem用法歸納
（1）似乎，好像（vi.）
①seem+不定式的一般形式
Heseemstolikethebirthdaypresentverymuch.
他似乎很喜歡這份生日禮物。
②seem+不定式的完成形式
Weseemtohaveseenyousomewherebefore.
我們似乎在哪里見到過你。
③seem+不定式的進行形式
Severalpeopleinthecrowdseemedtobefighting.
人群中似乎有幾人正在打架。
（2）看來，似乎是（什么樣子）（link-v.）
①seem+形容詞
Thedoctorseemsverycapable.
看來這個醫(yī)生很能干。
②seem+分詞
Hisfirstmemoriesseemedconnectedwithwork.
他的第一記憶似乎與工作相連。
③seem+名詞
Itseemsapleasantcity.
看來這是一個令人愉快的城市。
④seem+介詞短語
Youseeminhighspiritstoday，Mary.
瑪麗，看來你今天興致挺高的。
（3）用于下面結(jié)構(gòu)
①Itseems/seemedthat...
Itseemsthattheyarelookingforsomething.
他們仿佛在尋找什么東西。
Itseemedtohimthathehadneverworkedsohardinhislife.
他似乎一輩子都沒有這么努力地工作過。
Itdoesn’tseemthatwecangetourmoneyback.
=Itseemsthatwecannotgetourmoneyback.
看來我們的錢弄不回來了。
②Itseems/seemedasif....
Itseemsasiftheweatherisimproving.看來天要好轉(zhuǎn)了。
③Thereseems（tobe）....
Thereseemstobenoworkforyoutodohere.
看來這兒沒有工作需要你做了。
5.injure
injure，hurt和wound辨析：
injure傷害，損害（感情），毀壞（名譽）。常指各種性質(zhì)的身體上或精神上的傷害，常用于意外受傷。是及物動詞。
IhopeIdidn’tinjureherfeelings.
我希望我沒有傷害她的感情。
Thefootballplayerwasinjuredinhisrightleg.
那位足球選手的右腿受了傷。
hurt傷害。沒有injure正式，常用于口語。可用于指大、小傷害，也可指精神上的痛苦或感情上的傷害，可用作及物或不及物動詞。
Hehurthisfootwhenjumpingoverthefence.
他在跳籬笆時傷了腳。
Hiswordshurtme.
他的話傷了我的心。
Myheadhurtsbadly.
我頭疼得厲害。
wound受傷，傷害，損害。一般指打傷、刀傷等外傷，尤指戰(zhàn)場上負(fù)傷；還可用于比喻，指精神上的創(chuàng)傷。是及物動詞。
Thesoldierswoundedinthebattleweretakencareofbythenurse.
戰(zhàn)斗中受傷的戰(zhàn)士們由護士在照料。
Hefeltwoundedinhishonour.
他覺得他的榮譽受到傷害。

延伸閱讀

TheBritishIsles（TheThirdPeriod）

Savingtheearth（TheThirdPeriod）

一名愛崗敬業(yè)的教師要充分考慮學(xué)生的理解性，作為教師準(zhǔn)備好教案是必不可少的一步。教案可以讓學(xué)生更容易聽懂所講的內(nèi)容，幫助教師能夠更輕松的上課教學(xué)。怎么才能讓教案寫的更加全面呢？下面是由小編為大家整理的“Savingtheearth（TheThirdPeriod）”，希望能對您有所幫助，請收藏。

TheThirdPeriod
TeachingAims:
1.Reviseandmastersomeusefulwords,learninghowtorememberEnglishwords.
2.LearntheGrammar:Inversion.
TeachingImportantPoints:
1.Learntousesomederivativewords.
2.LearntouseInversion.
TeachingDifficultPoints:
Howtohelpthestudentsusepartlyandfullyinvertedsentencescorrectly.
TeachingMethods:
1.Practisingtomasterthelanguagepoints.
2.ElicitationandinductivemethodstohelpthestudentsmasterInversion.
3.Individualorpairworktomakeeverystudentworkinclass.
TeachingAids:
1.aprojector
2.theblackboard
TeachingProcedures:
StepIGreetings
Greetthewholeclassasusual.
StepIIRevisionandLead-in
T:YesterdaywereadapassageabouttheEarthSummitandsomeofthemajor
problemsfacingtheworld.ThroughthepassageweknowattheEarthSummit,representativesfrommorethanonehundredcountriesdiscussedsomeofthemostimportantproblemsfacingourplanet.Uptonow,severalEarthSummitshavebeenheldandmuchprogresshasmade.Canyoutellmeinwhichcitythe2002EarthSummitwasheld?
Ss:JohannesburginSouthAfrica.
T:Doyourememberoneofthemainthemesofthe2002EarthSummit？Andwhatwasit?
Ss:Yes.Itwassustainabledevelopment,orthequestionofhowwecancontinue
developingtheworldwithoutdamagingtheenvironment.
T:Whatarethethreebiggestkillersintheworld?
Ss:Contaminateddrinkingwater,poorsanitationandairpollution.
T:Whatotherproblemsdidthespeakersspeakabout?
Ss:Poverty,warandviolence.
T:WhatdidChinasthenPremierZhuRongjistress?
Ss:Theneedforequalityandfairnessintheworld.
T:Howcanwesavetheearth?
Ss:Bychangingthewaywelive.
T:Whatisthekeytothefuture?
Ss:Education.
T:Quiteright.TheEarthSummitisnotjustaboutproblems,butalsoaplacetofindsolutionsforthefuture.Weshouldbelievethatthefutureofourplanetmustbemoreandmorebeautifulwiththewholeworldseffort,Today,welllearntousethelanguagepointsappearinginthepassage.First,wordstudy.ThenGrammar-Inversion.
StepIIIPreparingforWordstudy
(Teachershowsthefollowingonthescreen.)
adj.n.
lonely_______
willing_______
responsible_______
fair_______
equal_______
poor_______
v.n.
kill_______
represent_______
suffer_______
adj.adv.
real_______
absolute_______
successful_______
T:Now,pleaselookatthescreenandwritedowntheotherformsofthegivenwords
ineachgroup.Workinpairsfirst.ThenIwillcheckyourwork.
(Afterawhile,teacherchecksthestudentsanswersandshowstherightonesonthescreen.)
Suggestedanswers:
loneliness;willingness;responsibility;fairness;equality;poverty
killer;representative;suffering;really;absolutely;successfully
StepIVWordStudy
T:Well,nowpleaseopenyourbooksatPage69.LookattilefirstpartinWord
study:Completethesentenceswiththewordsinbrackets.Changetheirformifnecessary.First,letsstudytheexample.…Nowpleasecompleteeachsentenceanddiscussyouranswerswithyourpartner.Attheend,wellchecktheanswerstogether.
Suggestedanswers:
1.killer2.alarming4.citizen5.responsibility6.representatives7.suffering8.willingness
(Thengoonwiththesecondpart.)
T:Now,letsdothesecondpart.First,youshouldstudythewordsinthebox
carefully.Thenputthemintotwocategories.Attheend,stateyourreasons.Areyouclear?
Ss:Yes.
T:Youcanbeginnow.Workinpairs.
(Afterawhile,teachercheckstheirwork.)
Suggestedanswers:
Adverbs:really,unfortunately,absolutely,especially,successfully
Adjectives:lonely,lively,ugly,lovely,friendly
StepVPresentation
(Teachershowsthefollowingsentencesonthescreen.)
1.ConferencesliketheEarthSummithelppeopleunderstandthatthereexistseriousproblemsandthatthereisstilltimetotakeaction.
2.AmongthespeakerswasChinasthenPremierZhuRongji,whostressedtheneedforequalityandfairnessintheworld.
3.Notuntilweknowmorewillwebeabletoimprovethesituation.
4.Onlybychangingthewaywelivecanwesavetheearth.
5.HadIknownthatairconditionerscausesomuchpollution,Iwouldneverhaveboughtone.
6.Abetterunderstandingoftheenvironmentisnecessary,asisthewillingnesstoact.
7.Withoutinternationalcooperation,developingcountriescannotprosper,norwillsustainabledevelopmentbepossible.

T:Now,pleaselookatthesentencesonthescreenandpayattentiontothewordorderofeachsentence.Inwhatwayarethesesentencesdifferentfromtheusualsentences?
Ss:Thewordorderisnot“Subject+Verb”but“Verb+Subject”or“Auxiliary/Modal+S+V”.
(TeacherwritesthestructuresontheBb.)
T:Yes.ThiskindofsentenceiscalledInversion,whichhappensinquestionsandinanumberofothercases.Lookatthesentencescarefullyagain,payingattentiontotheunderlinedwords.Inthefirstsentence,“exist”isusedafter
“there”toexpressastateforexistencelike“therebe”structure;thesecond
sentencebeginswithaprepositionphrase.Inthesetwosentences,thewholepredicateverbcomesbeforethesubject.Thethirdsentencebeginswithanegativeadverb;inthefourthsentence,“only”isplacedatthebeginningofthesentencewithanadverbial.Inthesetwosentences,partofthepredicatecomesbeforethesubject.Inmostcases,anauxiliaryverboramodalverbcomesbeforethesubjectandtherestofthepredicateverbcomesafter.Ifthereisnoauxiliaryormodal,do,doesordidshouldbeadded.Canyouunderstand?
Ss:Yes.
T:Thenlookatthefifthsentenceandchangeitintoanothersentencewiththesamemeaning,whichbeginswith“if”.
Ss:IfIhadknownthatairconditionerscausesomuchpollution,Iwouldnever
haveboughtone.
T:Quiteright.Insomespecialformsofunrealconditionalclauses,when“if”isleftout,partofthepredicatelikehad,should,wereshouldconiesbeforethesubject.Thatistosay,inversioncanbeusedinsteadof“if”.Areyouclearaboutthat?
Ss:Yes.
T:Next,lookatthelasttwosentences,Toavoidrepetition,“as”and“nor”areplacedatthebeginningofthesentenceswhichsaythatpeople(orthingorsituation)arethesameasothersthathavebeenmentioned.Inthiscase,thestructure“as/nor+auxiliary/modal/do(does,did)+subject”shouldbeused.Besides,“neither”and“so”canbeusedlike“nor”and“as”.Isthatclear?
(Bb:as/so;neither/nor+aux./mod./do(does.did)+subject)
Ss:Yes.
T:OK.Now，letschangethemintotheusualwordordersentences.WangXia,youtrythefirst.
Ss:Itisaspecialsentencepatternlike“Therebe”structure.“exist”canonly
comeafter“there”.
T:Yes.Sitdown,please.Thenthenextsentence.
Ss:ChinasthenPremierZhuRongjiwasamongthespeakers,whostressedtheneedforequalityandfairnessintheworld.
T:…
S3:Wewillnotbeabletoimprovethesituationuntilweknowmore.
S4:Wecansavetheearthonlybychangingthewaywelive.
S5:IfIhadknownthatairconditionerscausesomuchpollution,Iwouldnever
haveboughtone.
S6:Abetterunderstandingoftheenvironmentisnecessary,andthewillingnesstoactisnecessary,too.
S7:Withoutinternationalcooperation,developingcountriescantprosper.Sustainabledevelopmentwillnotbepossibleeither.
StepVIGrammarPractice
T:Well,nowpleaseturntoPage70.Lookatthefirstpart,Grammar:Rewritethe
followingsentences,beginningwiththeunderlinedpart.Firststudytheexample,andthencompleteeachsentencebelow.Afewminuteslater,Illcheck
yourwork.Beginnow.
Suggestedanswers:
1.Notuntilwestoppollutingourlakesandrivers,willwehaveenoughdrinkingwater
2.Onlybylearningtoliveinharmonywithnaturecanwesavetheearth.
3.Onlyafterthemeetingdid1knowthatairpollutioncausesalmostthreemilliondeathseveryyear.
4.Onlywithinternationalcooperationcansustainabledevelopmentbepossible.
5.NotonlyistheEarthSummitaplacetotalkaboutproblems,butalsoaplacetofindsolutionsforthefuture.
6.Onlywithbettereducationwillpeoplebeabletobuildabettersocietyinharmonywithnature.
7.Seldomdowethinkofthesmallchangesthatwecandotomakeabigdifference.
8.NeverhaveIrealisedthatwaterissoprecious.
(ThenteacherdealspartinGrammar.)
T:Allright.Nowletscometothesecondpart.Completethefollowingsentences
usingthewordsinthebox:so,neither,nor,as.Atthesametime,youshouldpayattentiontotheverbformbeforethesubject.Firstdoitindividually.Thencheckyouranswerswithyourpartner.Attheend,Illasksomeofyoutoreadthewholesentence.
Suggestedanswers:
1.so/ashave2.neither/norshould
3.so/asdo4.so/asam5.neither/nordo
6.so/asis7.neither/nor8.neither/norcan
9.so/ascan
(Aftercheckingtheanswers,teachersaysthefollowing.)
T:Fromthesesentences,weknowtheverb-formafter“so,neither,nor,as”
shouldbethesameastheverb-formafterthefirstsubject.Thepersonand
numbershouldagreewithitsownsubject.Isthatso?
Ss:Yes.
StepVISummaryandHomework
T:Now,letslookatwhatwevelearntinthisperiod.Atthebeginningofclass,werevisedthecontentsofthelastclass.Thenwedidsomeexercisestofurther
studysomelearntwordsinthetext.Attheend,welearnttheusageofInversion.Tomasteritbetter,wealsodidsomeexercises.Butthatsnotenough.Ihopeyoucanpractisemoreafterclass.Themoreyoupractise,thegreaterprogressyouwillmake.Somuchforthisperiod.Seeyoutomorrow.
Ss:Seeyoutomorrow!
StepVIIITheDesignoftheWritingontheBlackboard
Unit9Savingtheearth
TheThirdPeriod
I.Wordstudy
II.Grammar:Inversion
1.Thereexist/be...
2.Not/Never/Seldom...
3.Only+adverbial…
4.…so,neither,nor,as+V+S
StepIXRecordafterTeaching

Agardenofpoems（TheThirdPeriod）

俗話說，磨刀不誤砍柴工。作為高中教師準(zhǔn)備好教案是必不可少的一步。教案可以讓學(xué)生能夠在教學(xué)期間跟著互動起來，幫助高中教師營造一個良好的教學(xué)氛圍。我們要如何寫好一份值得稱贊的高中教案呢？以下是小編為大家收集的“Agardenofpoems（TheThirdPeriod）”歡迎閱讀，希望您能夠喜歡并分享！

TheThirdPeriod
TeachingAims:
1.Reviewthetexttofinishsomeexercisesaboutpoems.
2.LearnandmasterthePastParticipleusedasAdverbial.
3.Dosomeexercisestolearnthesentencetransformation.
TeachingImportantPoints:
1.HowtogetthestudentstomastertheusageofthePastParticiple.
2.Howtodosentencetransformation.
TeachingDifficultPoint:
Thesentencetransformationbetweenaclauseandapastparticiplephrase.
TeachingMethods:
1.Pairworkorgroupworktomakeeverystudentactiveinclass.
2.Discussionmethodtogetthestudentstomakeclearwhattheyvelearned.
3.Showingandexplanationmethodstohavethestudentsgetaclearconceptaboutwhattheylearn.
TeachingAids.
1.acomputer
2.aprojector
TeachingProcedures:
StepIGreetingsandRevision
Greetthewholeclassasusual.
T:Inthisclass,Illcheckyourhomeworkfirst.Inthelastperiod,Itoldyoutomakeatimelinethatshowsthecenturieswhenthepoetswerelivingandtheirnames,includingalltheEnglishpoetsinthetextandsomeoftheChinesepoetsyouknow.Haveyoufinishedit?(Ss:Yes.)NowIllshowtheanswersonthescreen.Checkthem,please.
Englishpoets:
Shakespeare(1564～1616)
Donne(1572～1631)
JohnMilton(1608～1674)
Marvell(1621～1678)
Pope(1688～1744)
Johnson(1709~1784)
Wordsworth(1770～1850)
Byron(1788～1824)
Shelly(1792～1822)
Keats(1795～1821)
Auden(1907～1973)
Chinesepoets:LiBai(701～762)
WangWei(701～761)
DuFu(712～70)
BaiJuyi(772～846)

GuoMoruo(1892～1978)
StepIIWordStudy
T:PleaseturntoPage29.LookatWordStudy,Part1.Fillintheblankswithwordsinthetext.Haveadiscussionwithyourpartnerandthenwellchecktheanswers.
Suggestedanswers:
1.poem2.rhyme3.author4.stories
5.poets6.translated(put)
T:Asweknow,ifwordsorlinesofpoetryendwiththesamesound,including
avowel,wecansaytheyrhyme.Whocangiveussomewordsthatrhyme?
SA:Illtry.“horse”and“mouse”,“school”and“fool”.Theyallrhyme.
T：Thatsright.(Showthescreen.)Nowlookatthescreen.Therearetwogroupsofwordsonthescreen.Pleasereadthemandmatchthewordsthatrhyme.
Matchthewords:
A:1.curious2.image3.glory
4.absence5.romantic6.atmosphere
7.special8.embrace
B:a.audienceb.publicc.serious
d.messagee.fearf.social
g.baseh.story
T:(Afewminuteslater.)Haveyoufinished?
Ss:Yes.
T:whowillgiveustheanswers?
SB:Theyare:l.c;2d;3h;4a;5b;6e;7f;8g.AmIright?
T:Sc,doyouagreewithhim?
So:Yes,heisright.
StepIIIGrammar
(Teachershowsthetwosentencesonthescreen.)
ThePastParticipleusedasAdverbial:
1.Oncepublished,hisworkbecamefamousfortheabsenceofrhymeat
theendofeachline.
2.Nomatterhowwelltranslated,somethingofthespiritoftheoriginalworkislost.
T:Lookatthetwosentencesonthescreen.WhocantellustheirChinesemeanings?
SDThefirstsentencemeans:一經(jīng)出版，他的作品就因不押韻而著名。
Thesecondmeans:即使翻譯得再好，一經(jīng)翻譯，原作的一些精華就沒有了。
T:Canyouthinkofanotherwaytoexpresstheseideas?
SE:Illtry.Thefirstsentencecanbeexpressedas:Onceit(=hiswork)waspublished,hisworkbecamefamousfortheabsenceofrhymeattheendofeachline.Thesecond:Nomatterhowwellit(=theoriginalwork)istranslated,somethingofthespiritoftheoriginalworkislost.
T:Quiteright.Fromthesentenceswevediscussed,weknowthatifthepastparticipleisusedasadverbial,wecanchangethemintotheadverbialclauses,whichhasthesamemeaning.Areyouclearaboutthat?
Ss:Yes.
T:NowturntoPage30.PleaselookatEx．1．Completeeachsentencebyusingthepastparticipleoftherightverb．Beforedoingthat，whowilltellthemeaningsofthewordsinthebox?
SF：Illtry.“build”means“建設(shè)”?！癴righten”means“使驚恐”；“bite”means“咬”；“follow”means“跟隨”；“shoot”means“開槍”；“see”means“看見”；
“give”means“給”，“examine”means“檢查”and“suppose”means“認(rèn)為”．
T：Verywell．Nowhaveadiscussioninpairsandgiveustheirproperforms．
Whiledoingthis，talkaboutthemeaningo{eachsentence．OK?
(Studentshaveadiscussionandteachergoesamongtheclassandanswersthequestionsthestudentsask．)
Suggestedanswers：
1．Frightened
2．Given
3．followed
4．examined
5.Built
6．seen
7．bitten
8．shot
9.supposed
StepⅣPractice
(TeacherSHOWSthesentencesonthescreen．)
1.Thecastle,burneddownin1943，wasneverbuilt．
2．Ifleftaloneonadesertedisland，whatwouldyoudotosurvive?
T：Lookatt山twosentencesonthescreen．Eachofthesentenceshasapastparticiple．Haveadiscussionaboutthemanddecidetheirfunctions．
(Afterafewminutes’discussion．)
Sa：Inthefirstsentencethepastparticiplephrase“burneddownin1943”isusedasattribute．modifyingthenoun“castle”．Themeaningfthewholesentenceis：1943年被夷為平地的那座城堡．再也沒有重建。
Sb：Inthesecondsentence。“1eftaloneonadesertedisland”isusedasadverbial，
expressingcondition．
T：Whatisthemeaningofit?
Sb：如果你流落到一個荒涼的島上，為了生存下去。你會怎么辦呢?
T：Good．Now，lookatthesentencesonthescreenandthefunctionofeachpastparticiplephrase．Youcandoitinpairsorgroups．
TellthefunctionofthePastParticipleinthefollowingsentences：
1.Theroom，connectedtotherestofthehousebyalongpassage，wascompletelyempty．
2．Connectedtotherestofthehousebyalongpassage，theroomseemsveryquiet。
3．Foldedinhispocket，theletterwasntfounduntiltwentyyearslater．
4.Hewaswalkingaroundwiththeletterfoldedinhispocket.
(Afewminuteslater．)
T：Areyouprepared?(Ss：Yes。)Pleasetellusthefunctionofeachpastparticipleandthemeaningofeachsentence．
Sc：Inthefirstsentence，itisusedasattribute．Themeaningofthesentenceis：這個由一條長長的走廊和房子里的其他地方相連的屋子里面空無一物。
Sd：Inthesecondsentence,thepastparticiplephraseisusedasadverbial．
expressingthecause．Thesentencemeans：因為這個屋子是由一條長長的走廊和別的地方相連接的，所以它很安靜。
Suggestedanswers：
3．Adverbial．因為這封信是折疊起來放在他的口袋里的．所以直到二十年后才被發(fā)現(xiàn)。4．Attribute．他到處轉(zhuǎn)悠口袋里裝著一封折疊起來的信。
StepVConsolidation
T:LookattheexampleonPage30.Herearetwosentences.Theybothhavethesamemeaning,buttheiradverbialsareexpressedinthedifferentways.StudytheexampleandthenrewritethesentencesonPage31,usingaclausetosubstitutethepastparticiplephrase.
Suggestedanswers:
1.Whenhewasaskedwhathadhappened,hetoldusaboutit.
2.Ashewaswellknownforhisexpertadvice,hereceivedmanyinvitationstogivelectures.
3.Ifweweregivenmoretime,wewouldbeabletodotheworkmuchbetter.
4.OnceitwastranslatedintoChinese,thebookbecameverypopularamong
Chineseteenagers.
5.Asshewasdeeplyinterestedinmedicine,shedecidedtobecomeadoctor.
6.Thoughshewasleftaloneathome,Samdidnotfeelafraidatall.
StepVISummaryandHomework
T:Inthisclass,wevetalkedaboutrhymeandtheuseofthepastparticiple.Thepastparticipleoftheverbcanbeusedasadverbialandattribute,suchas,“One…”;“Thecastle…”.Wealsoknowthatthepastparticiplecanbeexpressedwithaclause,suchas“United…”(Teacherwritesthesentencesontheblackboard.)Todayshomework:Joineachpairofsentencestoformonesentence,usingthepastparticiple.Thatsallfortoday.Classisover.
Jointhetwosentencesineachgroup.
1.MarywasshockedatwhatJackhadsaid.
Shedidntknowwhattosayatfirst.
2.Themirrorwasbroken.
Themirrorwaslyingontheground.
3.lwentintothedarkroom.1wasfollowedbymybestfriend.
4:Theparkisthemostbeautifulplaceinthecity.
ItwasdestroyedbythestormlastSunday.
5.Thedogbarkedatus.
Thedogwastiedtoapolebythedoor.
6.Theyweresadtoseeaseaofflowers.
Theflowerswerecoveredbytheheavysnow.
7.Thescientistiswellknownforhisknowledge.
Thescientistisabletohelptheworkerstogetoutoftheirdifficulty.
8.Thecoinswerecollectedbymycousin.
ThecoinsweremadeinTangDynasty.
StepVIITheDesignoftheWritingontheBlackboard
Unit4AgardenofpoemsTheThirdPeriod
Grammar:ThePastParticipleusedasAdverbial1.
1.Oncepublished,hisworkbecamefamousfortheabsenceofrhymeatthe
endofeachline.
Nomatterhowwelltranslated,somethingofthespiritoftheoriginalwork
islost.
2.Thecastle,burneddownin1943,wasneverbuilt.
Ifleftaloneonadesertedisland,whatwouldyoudotosurvive?
3.United,westand；divided,wefall.
Ifweareunited,wewillfall；ifwearedivided,wewillfall.
StepVIIIRecordafterTeaching
___________________________
___________________________
___________________________

Artandarchitecture（TheThirdPeriod）

一名合格的教師要充分考慮學(xué)習(xí)的趣味性，準(zhǔn)備好一份優(yōu)秀的教案往往是必不可少的。教案可以讓學(xué)生們有一個良好的課堂環(huán)境，幫助教師能夠井然有序的進行教學(xué)。那么如何寫好我們的教案呢？考慮到您的需要，小編特地編輯了“Artandarchitecture（TheThirdPeriod）”，歡迎大家閱讀，希望對大家有所幫助。

TheThirdPeriod
TeachingAims:
1.Reviewtheusefulwordslearnedinthelasttwoperiods.
2.Learnandmasterthesentencepattern:
AistoBwhatCistoD
3.MasterthePastParticipleusedasObjectComplement.
TeachingImportantPoints:
1.Thesentencepattern:
AistoBwhatCistoD
2.ThePastParticipleusedasObjectComplement.
TeachingDifficultPoints:
1.HowtohelpSstomastertheimportantsentencepattern.2.HelpthestudentsmasterthePastParticipleasObjectComplementbetter.
TeachingMethods.
1.Reviewmethodtoconsolidatetheusefulwordslearnedinthelasttwoperiods.
2.ExplanationandinductivemethodstohelpthestudentsmasterthePastParticiple
usedasObjectComplement.
3.Practicetomasterthesentencepattern:
AistoBwhatCistoD
4.Pairworkorindividualworktomakeeverystudentworkinclass.
TeachingAids:
1.aprojector
2.theblackboard
TeachingProcedures.
StepIGreetings
Greetthewholeclassasusual.
StepHWordStudy
T:Inthelasttwoperiods,wehavelearnedmuchaboutarchitecture.Andweve
alsolearnedsomeusefulwordsinthetext.Now,letsdoanexerciseto
reviewthem.Lookatthescreen,please.
(Showthefollowingonthescreen.)
Trytomatchthewordswiththeirmeanings.
Word
1.nest
2.roof
3.balcony
4.concrete
5.ugly
6.architect
Meaning
A.apersonwhodesignsbuildings
B.anareawithawallorbarsaroundit,joinedtotheoutsidewallofabuilding
C.astrongconstructionmaterialwhichisamixtureofstone,sandandwater
D.notbeautiful
E.asheltermadebyabirdtoholditseggsandyoung
F.thestructureonthetopofabuildingtokeeptherainout
(Afewminuteslater,checktheanswerswiththewholeclass.)
Suggestedanswers:
1→E2→F3→B4→C5→D6→A
T:Welldone!Now,Igiveyoufourminutesforyoutolearnthemeaningsof
thewordsbyheart.Illchecktoseewhocanrecitethemcorrectlyand
quickly.
(Ssprepareforfourminutesandthentheteachermayasksomestudentsto
reciteandcheckiftheycansaythemeaningsofthewordscorrectly.
T:OK.Timeisup.Areyouready?
Ss:Yes.
T:Good.XiaoLi,whatsthemeaningof“nest”?
S:Itmeans“asheltermadebyabirdtoholditseggsandyoung”.
T:Verygood.…
(TeachermayasksomestudentstosaytheChinesemeaningsofthewords
ifnecessary.)
T:Youvedoneverywell.(Bb:Anestistoabirdwhatahouseistoaman.)
Now,lookatthesentenceontheblackboard.WhocantellustheChinesemeaningofit?
S:Letmetry.Itmeans鳥巢和鳥的關(guān)系就像房子和人的關(guān)系一樣”.
T:Good.(Bb:Weretothemwhatfishistowater.)Now,lookatthissentence.
Whoknowsthemeaning?
S:Itmeans“我們和他們的關(guān)系就好像魚兒和水一樣”.
T:Good.Now,lookatthesetwosentencescarefully,andtrytowriteoutthesentencepattern.WangXiang,pleasewriteyouranswerontheblackboard.
(Thestudentwriteshis/heranswerontheblackboard..AistoBwhatCis
toD.)
T:Doyouagreewithhim?
Ss:Yes.
T:OK.Thisistheimportantsentencepatternweshouldmasterinthisperiod.Itmeans“A對B而言正如C對D一樣”.Now,let’sdosomepracticetomasteritbetter.Lookatthescreen,please.
(Showthefollowingonthescreen.)
Fillintheblankwiththecorrectformofthewordsinthebox.
branch,skin,architecture,sail,brick,net
1.Furistoafoxwhattheistoabanana.
2._________aretoahousewhatwordsaretoatext.
3.Anarchitectisto__whatapainteristoart.
4.Aistoaboatwhatanengineistoacar.
5.A__________istoafishermanwhatagunistoahunter
6.Armsaretothebodywhataretoatree.
T:Firstdoitbyyourselfandthenchecktheanswersinpairs.
(Afewminuteslater,asksomestudentstosaytheiranswersandchecktheanswerswiththewholeclass.)
Suggestedanswers:
1.skin2.Bricks
3.architecture4.sail
5.net6.branches
StepIIIPresentation
T:Welldone,everybody.Now,Iwanttoaskyouforhelp.Thereissomething
wrongwithmybike.WhatshouldIdo?
S:Youshouldasksomeonetorepairitforyou.
T:Thankyou.Illhavemybikerepairedtomorrow.(Bb:Illhavemybikerepairedtomorrow.)AndIthinkmyhairisabittoolong.WhatshouldIdo?
S:Youshouldgotoahairdressersandaskthehairdressertocutitshortfor
you.
T:Thankyou.Illhavemyhaircutshorttomorrow.
(Writeitontheblackboardandunderline“cut”.)Now,pleaselookatthetwosentencesontheblackboard.Whatarethetwounderlinedwordsusedas?Whocantellus?
S:Idliketohaveatry.IthinkbothofthetwowordsareusedastheObject
Complementineachsentence.
T:Verygood.ThegrammarwellstudytodayisthePastParticipleusedasObjectComplement.
(Bb:ThePastParticipleusedasObjectComplement.)
StepIVGrammar
T:OK.Now,turntoPage22.LookatthesentencesinGrammar.StudythemcarefullyandpointouttheObjectComplementineachsentence.(Amomentlater.)Haveyoufoundthemout?
Ss:Yes.
T:OK.WhocanpointouttheObjectComplementinthefirstsentence?
S:Illtry.Itis“expressed”.
T:Good.Pleasesitdown.Now,thesecondsentence.Whoknows?
S:Iknow.Itis“constructed”.
(Teacherdealswiththeothersentencesinthesameway.)
Suggestedanswers:
3.used4.inspired
T:Now,wevefoundouttheObjectComplementineachsentence.Studythem
carefully.Whatdoyoufind?
S:AllthefourwordsarePastParticiples.
StepVPractice
T:Right.Now,pleaselookatthescreen.Finishthepracticequicklybyyourselves.
(Showthefollowingonthescreen.)
Matchthetwopartstomakesentences
1.DidyoufindthecityA.done7
2.Whenwillheever
gettheworkB.greatlychanged?
3.ShecantmakeherselfC.called.
4.NextweekIllhave
mybedroomD.understood,
5.YouvegottokeepthedoorE.locked.
6.IgotthewatchF.repaired.
7.SheheardhernameG.decorated
(Severalminuteslater,asksomestudentstosaytheiranswers.)
T:Verygood.Now,lookatthePredicateineachsentence.Fromthemweknow
that“find,get,make,have,keep,hear”andsooncanbefollowedbyPastParticipleasObjectComplement.
StepVIIConsolidation
T:InordertomasterthePastParticipleasObjectComplementbetter,letsdo
someotherexercises.Lookatthescreen,please.Finishtheexercisesfirstbyyourselves,andthenyoucancheckyouranswersinpairs.
(Showthefollowingonthescreen.)
1.Completethesentenceswiththeverbsinbrackets.Changetheirformsifnecessary.
(1)Idontwantanybadwords__________(say)abouthimbehindhisback.
(2)Pleasegetthework____________(do)assoonaspossible.
(3)I11havethematerials(send)toyounextMondaymorning.
(4)Shewonthaveherlongandbeautifulhair(cut)short.
(5)Youshouldmakeyourvoice___________(hear).
(6)Iwantyoutokeepme______________(inform)ofhowthingsaregoingwithyou.(7)Therentsoundsreasonable.Howwouldyoulikeit_________(pay)?
(8)Atlast,Isucceededinmakingmyself_________(understand).
2.Rewritethesentencesafterthemodel.
Example:paintthewallsyellow→IthinkIllhavethewallspaintedyellow.

(1)layawoodenfloorinthebedroom
(2)makeadoor
(3)putuptwopicturesonthewall
（4）placeateatableinthecorner
(Allowthestudentsenoughtimetofinishtheexercisesandthenasksomestudentstochecktheanswers.)
Suggestedanswers
1.(1)said(2)done(3)sent(4)cut(5)heard(6)informed(7)paid
(8)understood
2.(1)IthinkIllhaveawoodenfloorlaidinthebedroom.
(2)IthinkIllhaveadoormade.
(3)IthinkIllhavetwopicturesputuponthewall.
(4)IthinkIllhaveateatableplacedinthecorner.
StepVIISummaryandHomework
T:Todaywevereviewedsomeusefulwordslearnedinthelasttwoperiods.Alsowevelearnedaveryimportantsentencepattern.Afterclassyoushouldtrytousethemmoretomasterthembetter.ThegrammarwevelearnedtodayisthePastParticipleusedasObjectComplement.Thisisanimportantgrammarpoint.You
needmorepracticetoconsolidateit.That’sallfortoday.Seeyoutomorrow.
StepVIIITheDesignoftheWritingontheBlackboard
Unit3Artandarchitecture
TheThirdPeriod
SentencePattern:
AistoBwhatCistoD
lAnestistoabirdwhatahouseistoaman.
2.Wearetothemwhatfishistowater.
Grammar:
ThePastParticipleusedasObjectComplementfind/get/make/have/keep/hear/…+sb./sth.+done.
l.Illhavemybikerepairedtomorrow.
2.111havemyhaircutshorttomorrow,
StepIXRecordafterTeaching