小學(xué)語文微課教案
發(fā)表時間：2020-11-09Savingtheearth（TheFifthPeriod）。
TheFifthPeriod
Inversion
TeachingAim:
Learnandmastertheuseofinversion.
TeachingImportantPoint:
Helptilestudentstomakeasummaryofallkindsofinversion.
TeachingDifficultPoint:
Helpthestudentsknowinwhichcasesfullinversionisusedandinwhichcasespartialinversionisused.
TeachingMethods:
Revision;summary;explanationandinductivemethods.
TeachingAids:
aprojectorandtheblackboard
TeachingProcedures:
StepGreetings
Greetthewholeclassasusual.
StepIIRevisionandLead-in
T:InUnit9,wevelearntsomesentencesininvertedword-order.Now,Illshow
yousomesentencesonthescreen.Pleasetellwhichareinnaturalornormalword-orderandwhichareininvertedword-order.Lookatthescreenandcomparethemcarefully.
(Showthefollowingonthescreen.)
Outrushedtheboy.
Theboyrushedout.
Onlyinthiswaycanweloseweight.
Wecanloseweightonlyinthisway.
T:Whocantelluswhichareinnormalword-order?
S:Iknow.Thesecondsentenceineachpairisinnormalword-order.
T:Howdoyouknow?
S:Ifthepredicatecomesafterthesubject,itisinnormalword-order.
T:Verygood.Sothefirstsentenceineachpairisininvertedword-order.Inthefirstpair,thewholepredicateofthefirstsentencecomesbeforethe
subject,inthesecondpair,partofthepredicateofthefirstsentencecomes
beforethesubject.Now,pleaselookatthescreen.
(Showthefollowingonthescreenandmakebriefexplanationifnecessary.)
Word-order
naturalword-order:S+V
invertedword-orderV+S
Auxiliary/Modal+S+V
StepHISummaryandExplanation
T:Ifthepredicateverbisplacedbeforethesubject,thesentenceissaidtobe
ininvertedword-order.Suchaword-orderiscalledinversion.Weuseinversionfortworeasons.Onefortheneedofthegrammaticalstructureofagiventypeofsentence,theotherforemphasisofacertainpartofasentence.Inversionhappensinquestions,andinanumberofothercases.Therearetwomainkindsofinversion.Insomecasesthewholeverbcomesbeforethesubject.Thiskindofinversioniscalledfullinversion.Andinmostcases,anauxiliaryverboramodalverbcomesbeforethesubjectandtherestofthepredicateverbcomesafter.Iftheresnoauxiliaryormodalverb,“do”“does”or“did”shouldbeadded.Thiskindofinversioniscalledpartialinversion.Now,let’smakeasummaryoftheinvertedcases.Pleaselookatthescreen.Inthesecases,thewholepredicatecomesbeforethesubject.
(Showthefollowingonthescreen.)
1.Intheconstructiontherebeforexistencee.g.Therearesomebooksonthetable.
Theresaboyintheclassroom.
Note:Someotherverbscanbeusedwith“there”besides“tobe”,suchas:live,exist,remain,come,arise,appear,enter,followandsoon.
e.g.Therecameshoutsforhelpfromtheriver..Thereremainsnothingtobedone.
2.Whenthesentencebeginswithoneoftheadverbs,suchashere,there,now,then,out,away,up,down,off,back,over.
e.g,Theregoesthebell!
Inrushedthechildren.
Note:Whenthesubjectisapersonalpronoun,inversioncantbeused.
e.g.Therehecomes.
Outheran.
3.Whenthesentencebeginswith“such”forreferringback,whichmeanspersonorthingofaspecialkind.
e.g.SuchwasAlbertEinstein.
Sucharethefacts.
Note:Thepredicatemustagreewiththesubjectafteritinpersonandnumber.4.Whenthesentencebeginswithalongadverbialexpressionofplace,especiallyaprepositionalphrasedenotingplace.
e.g.Betweenthetwobuildingsstandsatalltree.
Southofthecityliesasteelfactory.
Note:Someintransitiveverbslike“come”“l(fā)ie”“stand”“walk”oftenfollow
aftertheadverbialexpressionsofplace.
5.Thewholeorpartofthedirectspeechisplacedatthebeginning,followedby
verbsofreportinglike“answeredJohn”“saidtheoldlady”,whichtellyouwhospokeorhowtheyspoke.
e.g.“Help!”shoutedtheboy.
“Ivehadenough,”saidJohn.
Note:①Whenthesubjectisapronoun,theverbnormallycomesafterit.
e.g.“Youare,”Ianswered.
②Whentheverbofreportingisfollowedbyanindirectobjectoranadverbial,theverbnormallycomesafterthesubject,invertedword-orderisimpossible
e.g.“Why?”theteacheraskedhim.
“Both,sir.”heansweredproudly.
6.Tobalancethesentencestructureortolinkthesentenceclosely.
e.g.Theyreachedafarmhouse,infrontofwhichsatasmallboy.
Insidethepyramidsaretheroomsforthebodiesofthekingsandqueens.Note:Payattentiontothe“agreement”.
T:Inthefollowingcases,partofthepredicatecomesbeforethesubject.
Lookatthescreen.
(Showthefollowingonthescreen.)
1.Toavoidrepetition,“so,neithernor”canbeplacedatthebeginningofasentencewhichsaysthatpeople(orthingorsituation)arethesameasothersthathavejustbeenmentioned.
e.g.(1)--Mymotherisillthisweek.
--Soismysister.
(2)--IcantspeakFrench.
--NorcanI.
(3)--Myhusbandnevertouchesadrying-upcloth.
--Neitherdoesmine.
Note:“So”canalsobeusedinadifferentsense,tointroducesurprisedagreementwithwhathasbeensaid,whichmeans“Yes,indeed!Yourequiteright.”Inthiscase,thesamesubjectismentioned.Inversionisnotused.
e.g.--ThatsIsabel,look!
--Soitis.
2.Insentencesbeginningwithnegativeexpressionslikenever,seldomhardly,scarcely,barely,rarely,little,not,nowhere,bynomeans,innoway,at!
notime,neither…(nor).
e.g.HardlydoIthinkitpossible.
Bynomeansshallwegiveup.
Neitherwilltheorydowithoutpractice;norwillpracticedowithouttheory.
Note:When“l(fā)ittle”whichdoespressnegativeisusedasanadjectivebeforethesubject,naturalword-orderisused.
e.g.LittleFranzoftenplayedtruant.
3.Insentencestructureslike“Notonly…,but(also)…;Nosooner…than…;Hardly/Scarcely…when…;Notuntil…;So…that…;Such…that…”.
e.g.Notonlydidweloseallourmoney,butwealsocameclosetolosingourlives.
HardlyhadIarrivedwhenIhadanewproblemtocopewith.
Nountilallthefishdiedintheriverdidthevillagersrealizehow
serioustheproblemwas.
Sofastdoeslighttravelthatitisdifficultforustoimagineits
speed.
Note:Inallthesesentences,inversionhappensinthemainclause,notinthesubordinateclause.
4.When“only”isusedtomodifyanadverbialwhichisplacedatthebeginningofthesentence.
e.g.Onlyinthiswaycanyousucceed.
OnlythendidIrealizethatIwaswrong.
Note:When“only”isusedforemphasisofasubject,normalword-orderis
used.
e.g.OnlyJohnknowstheanswer.
5.Insomespecialformsofunrealconditionalclauses,when“if”isleftout,thestructure“Were(Should,Had)I(you/he,etc)”areusedinsteadof“IfI(you/he,etc.)were(should,had)”.Thatistosay,inversioncanbeused
insteadof“if”.
e.g.Werehe(=Ifhewere)herenow,couldaskhim.
Shouldhe(=Ifheshould)
come,tellhimtoringmeup.
Hadyou(=Ifyouhad)nothelpedme,I’dhavefailed.
Note:Iftheresno：“were”“had”or“should”intheunrealconditional
clauses,inversioncantbeused.
6.Inquestions
e.g.HaveyouseenJohn?
Note:Inversionisnotalwaysusedinquestions.Likethefollowingcases:(1)Inaspecialquestion,ifthesubjectisexpressedormodifiedbyan
interrogativeword,thesubjectcomesbeforethepredicate.
e.g.WhathappenedtoMary?
Howmanypeoplearelisteningtothelecture?
(2)Insomeothercases:
e.g.YouveseenJohn?
IwonderedwhetherhedseenJohn.
7.Insentencesexpressing“blessing”or“concession”.
e.g.Mayyousucceed!
Mayyougainstillgreatersuccess!
Costwhatitmay,Illstickitout.
Note:In“Longlivethepeople!”,inversionisusedwiththewholeverbforewww.lvshijia.net
T:Now,letslookatthescreen,theresanotherkindofinversionyoushould
remember.
(Showthefollowingonthescreen.)
Inanadverbialclauseintroducedby“as”or“though”.
Structure:
predicative
adverbial+as(though)+subject+…
verb
e.g.MuchasIlikeit,1willnotbuyit.
Tryasshemight,shefailed.
Childashewas,hehadtomakealiving.
Note:(1)Whentheadverbialclauseisintroducedby“though”,invertedandnaturalword-orderarebothpossible.
e.g.Thoughsheisyoung,sheknowsalot.
Youngthoughsheis,sheknowsalot.
(2)Whenthepredicativeisacountablenouninsingular,“a”or“an”shouldbeleftout.
e.g.Heroasheis,hehassomeshortcomings.
StepIVPracticeandConsolidation
T:Now,letsdosomeexercises.Pleaselookatthescreen.Finishthembyyourselffirstandthencheckyouranswersinpairs.
(Showthefollowingonthescreen.)
I．Choosethebestanswers:
1.Ifyoudontgothere,________.
A.sowontIB.nordoI
C.neithershallID.sodontI
2.--Hehaspassedtheexam.
--_____________.
A.SohaveIB.SoIhave
C.IhavesoD.SodidI
3.Hardlythebusstationwhenthebusstarted.
A.hasshearrivedat
B.hadreachedshe
C.didshearriveat
D.hadshereached
4.itrain,thecropswouldbesaved.
A.WeretoB.Would
C.ShouldD.Could
5.Listen!______________.
A.Therethebellgoes
B.Thebellgoesthere
C.Thebellgoesthere
D.Theregoesthebell
6.Atnotime_________beatstudent.
A.teacherscant
B.Iwillteachers
C.teacherswillnot
D.cantteachers
7.Notuntil7:00________.
A.hegotup
B.hedidntgetup
C.didhegetup
D.didnthegetup
8.thefilm,1wouldhavetoldyousomethingaboutit.
A.HaveIseenB.HadIseen
C.ShouldIseeD.Ihadseen
9.Afterthatweneversawheragain,norfromher.
A.didwehearB.weheard
C.hadweheardD.wehaveheard
10.Heisunhappy,________.
A.soissheB.neitherisshe
C.soisntheD.norisntshe
(Amomentlater,checktheanswerswiththewholeclass.)
Suggestedanswers:
1~5CADCD6~10BCBAA
II.Choosethebestanswers:
1.--DoyouknowJimquarreledwithhisbrother?
--Idontknow,
A.nordontIcare
B.nordo1care
C.Idontcare,neither
D.1dontcarealso
2.NotuntilIbegantowork__howmuchtimeIhadwasted.
A.didnt1realizeB.didIrealize
C.IdidntrealizeD.Irealized
3.Littleabouthisownsafety,thoughhewasingreatdangerhimself.
A.doeshecare
B.didhecare
C.hecares
D.hecared
4.Notonlypollutedbut__________crowded.
A.wastilecity;werethestreets
B.thecitywas;werethestreets
C.wasthecity;thestreetswere
D.thecitywas;thestreetswere
5.Sothatnofishcanliveinit.
A.thelakeisshallow
B.shallowthelakeis
C.shallowisthelake
D.isthelakeshallow
6.“Itwascarelessofyoutohaveleftyourclothesoutsideallnight.”“MyGod!____________________”
A.SodidIB.SoIdid
C.SowereyouD.Sodidyou
7.--Davidhasmadegreatprogressrecently.
--,and______________
A.Sohehas;soyouhave
B.Sohehas;sohaveyou
C.Sohashe;sohaveyou
D.Sohashe;soyouhave
8.Onlybypractisingafewhourseveryday______beabletomasterthelanguage.
A.youcanB.canyou
C.youwillD.willyou
9.Notuntilallthefishdiedintheriver________howseriousthepollutionwas.
A.didthevillagersrealize
B.thevillagersrealize
C.thevillagersdidrealize
D.didntthevillagersrealize
10.,hedoesntstudywell.
A.Asheisclever
B.Heisasclever
C.Cleverasheis
D.Ascleverheis
(Amomentlater,checktheanswers.)
Suggestedanswers:
1--5BBBCC6--10BBDAC
StepVSummaryandHomework
T:Inthisclass,wehaverevisedandsummarizedallkindsofdifferentinversions.Afterclass,pleasegooverwhatwevelearntaboutinversion.Besides,youshoulddomorepracticetomasteritbetter.Somuchfortoday.Seeyoutomorrow.
Ss:Seeyoutomorrow.
StepVITheDesignoftheWritingontheBlackboard
Unit9Savingtheearth
TheFifthPeriod
Inversion
I.Fullinversion:V+S
II.Partialinversion:Aux/Mod+S+V
III.
predicative
adverbial+as(though)+subject+…
verb
StepVIIRecordafterTeaching
延伸閱讀
Savingtheearth（ReferenceforTeaching）
ReferenceforTeaching
I.異域風(fēng)情
1.Agenciesatwork
Newsagencies(通訊社)usuallyworkinthebackground.Asthemajornewsproviders,newsagenciesprovidereports,photosorgraphicstonewspapers,televisionstations,websitesandmagazinesworldwide.Thoughtheirnamesareoftenhidden,theyareeverywhere,
Reuters(路透社)
Foundedin1851intheUK,Reutersbills(用海報宣傳)itselfastheworldslargestinternationalmultimedianewsagency.Reuterssuppliesnewstext,graphics,videoandpictures--tomediaorganizationsandwebsitesaroundtheworld.Itoperatesin200citiesin94countriesandhasstaffat197newsbureaus.
Foundedin1848intheUS.theAssociatedPressisanotherofthebiggestand
claimsthatitisasourceofnews,photos,graphics,audioandvideoformorethanlbillionpeopleaday.IntheUS,APserves5000radioandtelevisionstationsand1700newspapers.Inaddition,thereare8500newspaper,radioandtelevisionsubscribers(訂戶)in121countriesoverseas.Ithas3700employeesworkingin242bureaus.APhasreceived47PulitzerPrizes(普利策獎)andhas28photoPulitzers.
AFP(法新社)
AgenceFrance--Pressisaworldwidemultimedianewsagency,foundedin1835inFrance.Ithasmorethan2000employees,900workingoutsideFrance.Itsaysitproduces400000～600000wordsoftext,700photosand50newsgraphicseveryday.AFPispresentin165countries,with110bureaus.
DPA(德新社)
DeutschePresse—AgenturisGermanysleadingnewsagency.Ithasanetworkofcorrespondentsaroundtheglobe,providingnewsstories,photos,graphicsandradioreports.Thatincludesofficesandstaffin100countries.
Xinhua(新華社)
XinhuaNewsAgencyisChinaslargestnewsandinformationgatherer.Itputsout400000charactersofvarioustypesofnewseverydaytonewspapers,radiostationsandTVstationsatthecountry.Overseas,itreleases400000wordsdailyinChinese,English,French,Spanish,Russian,ArabianandPortuguese.
2.TheOriginofCoffee
Thereisalegendfromthe15thcentury.AshepherdinAfricanoticedhisherdremainedawake,jumpingandleapingaroundthewholenightafterconsumingtheredcherriesofanearbyshrub,havingtastedthefruithimself,hewasdelightedbyitsinvigoratingeffects.Thenewdiscoveryevenimpressedagroupofnearbymonks,whosoonbegantoboilthebeanthemselvesandusetheliquidtostayawakeduringall-nightceremonies.
CultivationofcoffeetreesallbeganinArabia.Theyobtainedmeextractbychewingtheberriesofthecoffeeshrub.Itwasnotuntilmuchlaterthatcoffeebeanswerefirstroasted,groundandhadboilingwaterpouredoverthemtomakeadrink.
Thedrinkingofcoffeespreadworldwideoveryearsandbecomeapartofmanycultures．
II．知識歸納
1．a(chǎn)lone作形容詞時用法歸納
(1)alone作形容詞時．意為“單獨(dú)的，獨(dú)自的”．一般只作表語，不作定語。
e．g．Herparentsweredeadandshewasalone．
她雙親死了，留下她獨(dú)自一人。
Aloneasheis。hedoesntfeellonely．
他雖然獨(dú)居，卻不感到孤寂。
(2)alone作定語，意為“只有”。通常用在名詞或代詞后面，可換用only。
e．g．Thekeyalonewillopenthedoor．
只有這把鑰匙能開這個門。
Healoneknowsthesecret．
只有他一人知道秘密。
Mr．Smithaloneknowswhathappened．
只有史密斯先生知道發(fā)生了什么事。
Healoneknowsit．=Heistheonlypersonwhoknowsit．
他是唯一知道此事的人。
2．impress用法歸納
(1)impress為及物動詞，意為“使……明白重要性，留下了深刻印象”。
e．g．Thefilmimpressedmedeeply．
那部影片給我留下了深刻的印象。
Hiswordsimpresseddeeplyonmymemory.
他的話深深地印在我的記憶里。
Whatimpressedmemostwastheirbravespirit．
給我印象最深的是他們的無畏精神。
(2)其被動式beimpressed很常用，后可接with／by。
e．g．1wasgreatlyimpressedby／withtheheadmastersspeech．
我被校長的話深深感動了。
Shewasdeeplyimpressedby/withthesceneryinGuilin．
桂林的景色給她留下了深刻美好的印象。
(3)impresssth．on／upononesmind意為“把……牢記在心”。
e．g．Pleaseimpresswhatyouseeonyourmind．
請把你見到的牢記在心上。
3．以1y結(jié)尾的常見形容詞歸納
下列以1y結(jié)尾的不是副詞．而是形容詞．使用時，需當(dāng)心，不要誤用：
friendly友好的一afriendlysmile友好的微笑
lovely可愛的一alovelygirl一位可愛的姑娘
lively活潑的一alivelychild一位活潑的小孩
lonely孤獨(dú)的一alonelytraveller一位孤獨(dú)的旅客
deadly致命的一adeadlyblow致命的一擊
silly傻的，無聊的一asillyquestion愚蠢的問題
orderly秩序的一anorderlymind有條不紊的頭腦
manly男子氣概的一amanlyperson具有男子氣概的人
fatherly像父親的一afatherlyteacher一位父親式的教師
daily每日的一dailywork日常工作
weekly每星期的一aweeklymagazine周刊
yearly每年的一ayearlyincome年收人
Ⅲ．詞語辨析
1．compare…to．compare…with
compare…to“把……比作……”，著重注意兩者間的相似點(diǎn)。compare…with“拿……
與……相比較”，側(cè)重于兩者間的區(qū)別。即compare之后接to是比作，with是“比較”，
不能混淆。
e．g．Hecomparedthenoisychildrentomonkeys．
他把吵鬧的孩子比作猴子。
ChairmanMapcomparedyoungpeopletothesunateightornineinthemorning．
毛主席把青年人比作早晨八、九點(diǎn)鐘的太陽。
Helikestocomparehispupilswithhisson．
他喜歡拿自己的學(xué)生和兒子比。
NoonecancomparewithhiminEnglish
在英語方面無人能和他相比。
2．summit．conference，meeting，meet
四個詞均可指“會c義”，但使用場合各不相同。summit指“最高級會議、首腦會議”；
conference也比較正式，指重大、規(guī)模較大的會議或?qū)I(yè)性較強(qiáng)的學(xué)術(shù)(研討)會議；meeting為普通用詞，指一般性會議；meet在美國用，多指“集會”。
e．g．ChinesePresidentHuJintaoarrivedhereonMondayafternoonforathreedaystatevisittoRussia．DuringhisstayinRussia．hewilltakepartinthethirdsummitoftheShanghaiCooperationOrganizationmembersstatestobeheldinMoscow．
國家主席胡錦濤周一下午到達(dá)這里，對俄羅斯進(jìn)行三天的國事訪問。在俄羅斯期間．主席將要參加將在莫斯科舉行的上海合作組織成員國第三次首腦會議。
TheInternationalEconomicConferencewasheldinShanghailastweek．
國際經(jīng)濟(jì)會議上周在上海舉行?
OurheadmasterhasgonetoBeijingtoattendtheconferenceoneducation．
我們校長去北京參加教育工作會議了。
WehaveaclassmeetingeveryMonday．
每周一我們有班會。
Whenistheschoolsportsmeet／meetinggoingtobeheld?
校運(yùn)會什么時候舉行?
3．cause，reason，excuse
cause意為“起因，原因”，指引起某種結(jié)果的必然原因，即主要事實(shí)方面的原因。
reason指在事實(shí)的基礎(chǔ)上通過邏輯判斷推出來的理由，常與for連用。
excuse指為免受指責(zé)和推卸責(zé)任而找的“理由，借口”。
e．g．Hearttroubleisoneofthemostseriouscausesofdeathamongoldpeople．
心臟病是導(dǎo)致老年人死亡的最重要的原因之一。
Tellmethereasonforchangingtheplan．
告訴我你改變計(jì)劃的原因。
Abadexcuseisworsethannoexcuse．
與其作個差勁的辯解．不如不辯解。
Ⅳ．能力訓(xùn)練
1．用倒裝句式改寫下列句子
(1)Thedaysaregonewhichwespenttogetherinthemiddleschool．
答案：Gonearethedayswhichwespenttogetherinthemiddleschool．
(2)Hespokesorapidlythatwecouldhardlyfollowhim．
答案：Sorapidlydidhespeakthatwecouldhardlyfollowhim．
(3)Hehadhardlygotintotheroomwhenthetelephonerang．
答案：Hardlyhadhegotintotheroomwhenthetelephonerang．
(4)一DoyouknowJimquarreledwithhisbrother?
一Idontknowandldontcare，either．
答案：答句變?yōu)镮dontknow．Nor／NeitherdoIcare．
(5)Mandidntknowwhatheatwasuntiltheearlyyearsofthe19thcentury．
答案：Notuntiltheearlyyearsofthe19thcenturydidmanknowwhatheatwas．
(6)Thedooropenedandamiddle-agedwomancameInwearinganexpensivetur
coat．
答案：Thedooropenedandincameamiddle-agedwomanwearinganexpensivefur
coat．
2．看圖作文
根據(jù)下面四幅圖及提示，用英語寫出切題的短文。注意：1．文章的開頭已寫出，不計(jì)
人總詞數(shù)。2．詞數(shù)100左右。
提示：1．看電視已成為多數(shù)家庭生活的一部分，很多人認(rèn)為，電視對兒童不利。2．看
電視對兒童的不良影響是……3．因此，……
Nowadays．watchingTVhasbecomepartofpeopleslifeinmostfamilies．Althoughtherearemanyexcellentprogrammesforchildren．manypeople…
Onepossibleversion：
Nowadays，watchingTVhasbecomepartofpeopleslifeinmostfamilies．Althoughtherearemanyexcellentprogrammesforchildren,manypeoplefeelitharmfulfor
them．Thereareseveralreasonsforthis．
Firstofa11，someprogrammesarenotgoodforchildrentowatch．Secondly，televisioncanaffectchildrenseyesight．Thirdly，iftheywatchTVtoolongeachday，theywontbeabletofinishtheirhomeworkintime．Also，iftheystayuptoolateatnightwatchingTV．theywillfeelsleepyinclass，andthuswontbeabletofollowothers．
Sowatchingtoomuchtelevisioncanbeharmfultochildren，bothmentallyandphysically．Parentsshouldknowwhatprogrammestheirchildrenarewatching．Everycoinhastwosides．Childrenmustbeundercontrolwhentheywatchtelevision．
Makingadifference（TheFifthPeriod）
作為優(yōu)秀的教學(xué)工作者，在教學(xué)時能夠胸有成竹，教師在教學(xué)前就要準(zhǔn)備好教案，做好充分的準(zhǔn)備。教案可以讓學(xué)生更好的吸收課堂上所講的知識點(diǎn)，幫助教師在教學(xué)期間更好的掌握節(jié)奏。你知道怎么寫具體的教案內(nèi)容嗎？為此，小編從網(wǎng)絡(luò)上為大家精心整理了《Makingadifference（TheFifthPeriod）》，僅供您在工作和學(xué)習(xí)中參考。
TheFifthPeriod
TheInfinitive
TeachingAims:
SummarizetheusagesoftheInfinitive.
TeachingImportantPoints:
1.LetthestudentsmastertheverbsfolloweddirectlybytheinfinitiveandtheverbsfollowedbytheobjectandtheInfinitiveastheobjectcomplementwithout“to”.
2.LetthestudentsmastertheInfinitiveasAdverbial
3.LetthestudentsmastertheInfinitiveasAttribute.
TeachingDifficultPoints:
1.Helpthestudentsmasterthefollowingsentencepatterns:
Itis+adj./n.+forsb./ofsb.todosth.
Sub.+v.+it+adj./n.+todosth.
2.ThePerfectInfinitiveandthePassiveInfinitive.
3.TheNegativeFormoftheInfinitive.
TeachingMethods.
review,explanationandinductivemethods
TeachingAids:
1.aslideprojector2.theblackboard
TeachingProcedures:
StepIGreetings
Greetthewholeclassasusual.
StepⅡRevision
T:TodaywellreviewtheInfinitive.(Bb:TheInfinitive)Firstletsdoanexercise.Fillintheblankswiththebestanswer.
(Showtheexerciseonthescreen.)
Choosethebestanswers.
1.Weagreedherebutsofarshehasntturnedupget.
A.havingmeetB.meeting
C.tomeetD.tohavemet
2.Theboywantedtoridehisbicycleinthestreet,buthismothertoldhim
A.nottoB.nottodo
C.notdoitD.donotto
3.WhenIhandedthereporttoJohn,hesaidthatGeorgewastheperson
A.tosendB.forsendingit
C.tosentittoD.forsendingitto
T:Nowlookatthescreen.Illaskthreeofyoutotelltheanswersonebyone.Anyvolunteers?
S1:ThefirstanswerisC.
S2:ThesecondanswerisA.
S3:ThethirdanswerisC.
T:Welldone!Sitdownplease.WhocantellmethefunctionofeachInfinitiveinthethreesentences?
S4:Ican.…
Suggestedanswers:
1.Object
2.Objectcomplement
3.Attribute
StepⅢExplanationandSummary
T:Asweallknow,theInfinitiveisusedastheobjectoftheverb“agree”inthefirstsentence.Nowcanyouthinkofanyotherverbsfollowedbytheinfinitiveastheirobjects?
Ss:Afford,arrange,ask,beg,choose,decide,expect,fail,hope,manage,offer,pretend,promise,refuse,want,wishandsoon.
(Writethemontheblackboard.)
T:Verygood.TherearesomeverbsfollowedbyeithertheInfinitiveorthev.-ingform.Doyouknowwhattheyare.?
Ss:Like,begin,continue,forget,regret,remember,start,stop,try”
T:Right.Butattentionplease.Theverbs“begin,continue,like,love,start”canbefollowedbyeithertheInfinitiveorthev.-ingform.(Bb:begin,continue,like,love,start)Andtheyhavethesamemeaning.Whiletheverbs“forget,regret,remember,stop,try”canalsobefollowedbytheInfinitiveorthev.-ingform.(Bb~forget,regret,remember,stop,try)Therearesomedifferencesbetweenthem.Nowlookattheexamplesonthescreen.
(Showthescreen.)
1.Ilikeplayingfootball,butIdon’tliketoplayitnow.
2.Irememberseeingheroncesomewhere.
3.Imustremembertotakemynotebookswithme.
T:Fromthefirstsentence,weknowthev.-ingformisanactioningeneralwhiletheInfinitiveisanactiononacertainoccasion.Inthesecondandthethirdsentences,thev.-ingformisusedforapasteventwhiletheinfinitiveisusedforafutureaction.Areyouclear?
Ss..Yes.
T:PleasetranslatethesentencesintoChinese.Onestudent,onesentence.
S4:我喜歡踢足球，但現(xiàn)在不愿意。
S5：我記得在哪里見過她。
S6：我必須記住帶上筆記本。
T:Good.WhentheInfinitiveisusedasObjectandisfollowedbyObjectcomplement,weoftenusethisstructure.S.+V.+it+adj.In.+infinitive.(Writeitontheblackboard.)Nowpleasemakesomesentenceswiththestructure.
S7:Ithoughtitunnecessarytoarguewithhimaboutit.
S8:Heconsidersithisdutytohelpothers.
T:Verygood.WhichverbsdoyouthinkcanbefollowedbytheInfinitiveasObjectComplement?Ss:Advise,allow,ask,want,wish,order,tell,have,let,make,feel,hear,watch,see…
T:Yes.Someverbs,like“advise,allow,ask,want,wish…”mustbefollowedbytheInfinitivewith“to”,whiletheverbs“have,let,make,feel,hear,watch,see…”mustbefollowedbytheInfinitivewithout"to".(Bb:advise,allow,ask,want,wish,order,…h(huán)ave,let,make,feel,hear,watch…)Butyoumustntforget“to”inthepassivevoice.Lookattheexamplesonthescreen.
(Showthescreen.)
1.Weoftenhearhersingthefolksong.=Sheisoftenheardtosingthefolksong.
2.Thegirlwantedtogodancing,buthermothertoldhernotto
T:Inthesecondsentence,“not”isputbeforetheInfinitive.(Bb:nottodosth.)Toavoidrepetition,theverbafterthesign"to"isoftenomitted.But“to”cantbeleftout.Thisisdoneaftersuchverbsas,,want,wish,like,love,hope,plan,try,hateetc.Nowlookattheexamplesonthescreen.
(Showthescreen.)
1.－Wouldyouliketocometoaparty?
－I’dloveto.
2.－Haveyoulistened
－No,butIplanto.
3.Youdonthavetoeatitifyoudontwantto.
T:Whentheinfinitivephraseisusedassubject,theformalsubject“it”isoftenused,thatis,“Its+n./adj.+infinitive”.Ifweneedtotellwhoperformstheactionoftheinfinitive,wecanput"forsb./forsb."beforetheinfinitive.(Bb:Its+adj./n.+for/ofsb.+infinitive.)Someadjectives,suchas,kind,good,wise,stupid,foolish,careless,clever…,mustbefollowedby“ofsb.todosth.”Inthiscase,thesentenceemphasizes“per-son”.Ifweuse“forsb.todosth.”itemphasizes“thing”.Pleaselookatthesentencesonthescreenandcomparethem,thenfillintheblankswith“of”or“for”.
(Showtheexerciseonthescreen.)
1.Itissillyustobelieveher.
2.Itisimpossiblethetasksosoon.
3.Itisniceyoutohelpme.
4.Itisnecessaryustotakeexercise.
(Teacherasksfouranswers.)
Suggestedanswers:
1.of2.for3.of4.for
T:Nowlookatthesentencesonthescreen.Payattentiontotheformsoftheinfinitiveinthesentences.
1.SheaskedtobesenttoworkinTibet.
2.Iamgladtohaveseenyourmother,
3.Wedidntexpectyoutobewaitingforushere.
T:Inthefirstsentence,thepassiveinfinitiveisused,whichexpressesapassiveaction.Inthesecondsentence,weusetheperfectinfinitive.Whendoyouthinktheperfectinfinitiveisused?
Ss:Whentheactionexpressedbytheinfinitivehappensbeforethepredicate,theperfectinfinitiveshouldbeused.
T:Quiteright.Nowlookatthethirdsentence.Thecontinuousformoftheinfinitiveisused.Whentheactionishappening,weusethecontinuousformoftheinfinitive.
(Bb:tobedone,tohavedone,tobedoing)
T:Nowletsdoanexercise.
(Showtheexerciseonthescreen.)
Choosethecorrectanswers:
1.Ihavetwoletterstoday.
2.1havenoletterstoday,thankyou.
A.totypeB.tobetyped
3.Idliketotothecinematonight.
4.Idliketotothecinemalastnight.
A.goB.havegone
5.Whenhismothercamein,thelittleboyjustpretended.
A.toreadB.tohaveread
C.tobereadD.tobereading
Suggestedanswers:
1.A2.B3.A4.B5.D
T:Besides,theinfinitivecanalsobeusedaspredicative,attribute,adverbialforpurposeandforadisappointingsequel.Nowlookatthesentencesonthescreen.Payattentiontotheusagesoftheinfinitive.
1.Hedoesntseemtoliketheidea.
2.Theboyusesacomputertoplaygames.
3.Shehurriedtothestationonlytofindthetrainhadgone.
4.Thereareletterstobetyped.
5.Ihavenothingtodo.
6.Pleasepassmeapentowritewith.
T:Inthelasttwosentences,themeaningispassive,buttheactiveinfinitiveisused.Youmustpayattentiontoit.
StepIVPracticeandConsolidation
T:Nowyouhaveknownallabouttheinfinitive.Letsdosomeexercisestohaveaconsolidationsothatwecanuseitcorrectly.Pleaselookatthescreen.
Fillintheblankswiththeproperformsofverbs.
1.Hehopes(invite)totheparty.
2.Mywishis(become)anengineer.
3.Ihavesomethingimportant(tell)you.
4.Theoldmanmadeitarule(take)awalkaftersupper.
5.Iregret(tell)youthatmysisterregretted(miss)thelecturegivenbyProfessorLi.
6.Thebookissaid(translate)intoseverallanguages.
7.Thequestioniseasy(answer).
8.Letshurry.Thereisnotime(lose).
Suggestedanswers：
1.tobeinvited2.tobecome
3.totell4.totake
5.totell;missing6.tohavebeentranslated
7.toanswer8.tolose
T:Letsdoanotherexerciseonthescreen.
Correctthefollowingsentences.
1.Englishisnoteasytobelearned.
2.Formakingsureaboutthemeaning,Ilookedupthewordinadictionary.
3.Pleasegivethechildsomethingtoplay.
4.Shedoesntliketopraise.
5.Hedideverythinghecouldsavetheoldman.
Suggestedanswers:
1.tobelearned→tolearn
2.Formaking→Tomake
3.toplay→toplaywith
4.topraise→tobepraised
5.save→tosave
StepVSummaryandHomework
T:Inthisclass,wevereviewedtheInfinitive.Afterclass,youmustremembertheimportantpoints,especiallytheverbsandinwhatconditionthepassiveinfinitiveandtheperfectinfinitiveshouldbeused.Areyouclear?
Ss:Yes.
T:Classisover.
StepⅥTheDesignoftheWritingontheBlackboard
TheFifthPeriod
TheInfinitive
I.Verbs:
1.(1)afford,arrange,ask,beg,choose,decide,expect,fail,hope,manage,offer,pretendpromise,refuse,want,wish
(2)begin,continue,like,love,start
(3)forget,regret,remember,stop,try
2.(1)advise,allow,ask,want,wish,order
(2)have,let,make,feel,hear,watch
Ⅱ.SentencePatterns:
I.Sub.+V.+it+adj./n.+infinitive
2.Itis+adj./n.+forsb./ofsb.todosth.
Ⅲ.ImportantForms..
1.nottodosth.2.tobedone
3.tohavedone4.tobedoing
StepⅦRecordafterTeaching
Savingtheearth（TheFirstPeriod）
Unit9Savingtheearth
1．BriefStatementsBased0ntheUnit
Inthisunit，Sswilldosomelisteningspeaking，readingandwritingpractice．Also,theywilllearntousetheInversion．Inthefirstperiod，Sswi1limprovetheirspeakingabilitybytalkingaboutnatureecologyandtheenvironmentandtheywilllistentosomelisteningmaterialaboutourenvironment．Afterthestudyofthisperiod，theywillimprovetheirspeakingandlisteningabilitiesandalsoknowsomethingabouttheproblemsfacingtheearth．Inthesecondperiod，SswillreadapassageabouttheEarthSummit．FromthepassageSswillknowmoreabouttheimportanceofprotectingourearth．Inthethirdperiod．Sswillstudythegrammaritem：Inversion．Afterdoingsomeexercisesprovidedinthisperiod．a(chǎn)ndwiththehelpoftheteacher，SswillknowhowtousetheInversion．TeachermayprovidemoreexercisesforSstoconsolidateifnecessary．Inthelastperiod，SswilllistentotwospeechesfromtheEarthSummitandfinishthepracticeprovidedinthefirstpart．SswillknowmoreabouttheEarthSummitandimprovetheirlisteningability．Inthewritingpart,Sswillimprovetheirwritingabilitybywritinganevaluationparagraphwiththehelpofsomegivenexpressions．Afterthestudyofthisunit．Sswillknowhowtosupportanopinion，andtheywillknowmoreaboutenvironmentprotection．Theywillknowthatifallofusmakesmallchanges．wecouldmakeabigdifference．Theywilldomoretoprotectourearth．
II．TeachingGoals
1．Talkaboutnatureecologyandthe、environment．
2．Practisesupportinganopinion．
3．Learntouseinversion．
4．Writeanevaluationparagraph．
III．Teachingtime：Fiveperiods
IV．BackgroundInformation
1．ProtectTheOzoneLayer
Inthemiddleofwinter，whensnowisfallinginmanypartsoftheUnitedStates,
scientistshavesoundedawarningtopeoplewhoplantospendmanyhoursinthesunthissummer．Thewarning：Thesunssummer-timeraysaremoredangerousthanonce
thought．
Ateamofscientistsfrom80nationsrecentlyreportedtotheUnitedNationsthatalayerofozoneintheatmosphere,whichprotectshumansfromharmfullevelsofultravioletradiation，willbethinnerovertheUnitedStatesthissummer．Thethinner1ayerallowsmoreultravioletraysfromthesuntoreachtheearth．Theextraamountofultravioletradiationcouldcauseanincreaseinthenumberofcasesofskincancer．
Scientistsfirstbecameconcernedabouttheozonelayerinthemid-1980swhenaholewasdiscoveredinthelayeraboveAntarcticaduringthewinter．Theholewascausedbychemicalsusedinrefrigeratorsandairconditioners．Whenthesechemicalsaresentoutintotheatmosphere,theyproducegasesthatdestroytheozone．
ConcernabouttheprotectiveozonelayerrosemorerecentlywhendatafromsatellitesandgroundstationsshowedthatozonelevelsweredroppingoverareasotherthanAntarctica．LowozonelevelswererecordedinthespringandsummerovertheUnitedStatesandoverotherpopulatedareasintheworld．
Althoughmanycountrieshavealreadybegunstoppingtheuseorozone—destroying
chemicals,thenewfindingsareexpectedtoadvancethetimetableforatotalbanofthechemicals．
2．Pollution
Peopletodayallovertheworldarebeginningtohearandlearnmoreandmoreabouttileproblemofpollution．Pollutioniscausedeitherbytherelease(排放)ofcompletelynewandoftenartificialsubstancesintotheenvironment,orbyreleasinggreatlyincreasedamountsofanaturalsubstance．suchasoilfromoiltankersintothesea．Withthedevelopmentofmodernindustry，manyofthegoodsandmachinesweneedanduseinourdailylivesarecreatinganumberofwasteproductswhichupsettheenvironmentbalance．Manyofthesewasteproductscanbepreventedifpeoplepaymoreattention，butclearlywhilemoreandmorenewgoodsareproducedandmadecomplex，therewillbenewdangerouswastestobethrownaway，forexample，thewasteproductsfromnuclearpowerstations．Manypeople，therefore,seepollutionasonlypartofalargerandmorecomplexproblem．
Thereisnodoubtthatmuchofthepollutioncausedcouldbecontrolledifonlycompanies,individualsandgovernmentwouldmakemoreefforts．Inthehomethereisanobviousneedtocontrollitterandwaste．Foodcomeswrappedupthreeorfourtimesinpackagesthatallhavetobegotridof；drinksareincreasinglysoldinbottlesortimeswhichcannotbereused．Thisnotonlycausesalitterproblem，butalsoisagreatwasteofresources，intermsofglass，metalsandpaper．
Advertisinghashelpedthisprocessbypersuadingmanyofusnotonlytobuythingsweneitherwantnorneed．butalsotothrowawaymuchofwhatwedobuy．Pollutionandwastecombinetobeaproblemeveryonecanhelptosolvebycuttingunnecessarybuying,overconsumptionandcarelessreleaseoftheproductsweuseinourdailylives．
TheFirstPeriod
TeachingAims：
1.Trainthestudents’listeningability．
2.Improvethestudens’speakingabilitybytalkingaboutnatureecologyandtheenvironment．
3.Learnandmastersomeusefulexpressionsforsupportinganopinion．
4.Helpthestudentstoknowsomethingaboutthepollution．
TeachingImportantPoints：
1．Improvethestudents’speakingability．
2．Improvethestudents’listeningability．
3．Helpthestudentstolearntosupportanopinion．
TeachingDifficultPoints：
1．Howtoimprovethestudents’speakingandlisteningabilities．
TeachingMethods
1．Listening-and-answeringactivitytohelpthestudentsgothroughthelisteningmaterial．
2．Discussiontomakethestudentspracticesupportinganopinion．
3．Individual，pairorgroupworktomakeeverystudentworkinclass．
TeachingAids：
1．themultimedia
2．a(chǎn)taperecorder
3．theblackboard
TeachingProcedures：
StepIGreetings
Greetthewholeclassasusual．
StepIIWarmingup
(Showthepicturesonthescreen．)
T:Lookatthesepictures.Howbeautifultheyare!Doyouwanttopayavisitto
theseplaces?
Ss：Yes．
T：Butinsomeplaces，it’snotsobeautifulLookatthepictures．please．
(Showthefollowingpicturesonthescreen．)
T：Whatcanyouseeinthepictures?
S：1canseeariver，whichispolluted．Theriverwaterisverydirty．
S：Icanseesmokecomingfrommanychimneys，andtheairisdark．Theairispolluted．
T：Good．Whichproblemdoyouthinkisthebiggestonefacingtheearth?
S：Ithinkitisthewaterpollution．
T：Whydoyouthinkso?
S：Becauseifwaterispolluted．Peoplewillnotbeabletogetcleanwatertodrink；
therefore，manypeoplewillgetsick．It’sterrible．
T：Verygood．Whohasadifferentopinion?
S：Ithinktheairpollutionisthebiggestproblem．Becauseiftheairispolluted，therewillnotbecleanairforustobreathe．Everybodywillgetterriblediseases．
T：Quiteright．Now，whocantelluswhatcausestheseproblems?
S：Ithinkitisbecausepeoplepaynoattentiontoourenvironment．Theypour
wastewaterintorivers，1akesandseaswithoutcleaningit．
S：Theairpollutioniscausedbythefactories．Peoplebuildfactoriestodevelop
theindustry，buttheyneverpayattentiontocontrollingthepollution．The
harmfulsmokeshouldbemadeharmlessbeforeitgoesintotheair，butfew
factorieswouldliketodosobecausethiswillcostmuch．
T：Verygood．Now，whoknowswhatwecandotosolvetheseproblems?
S：Ithinkourgovernmentshouldpaymoreattentiontoenvironmentalprotection．Theyshouldcheckthefactoriesasoftenaspossibletomakesuretheydon’tpourwastewaterintoriversorlakesandmakesuretheydon’tlet
harmfulsmokegointotheair．
T：Goodidea．Now，pleaseopenyourbooksandturntoPage65．TherearesixpicturesinWarmingup．Wehavejusttalkedabouttwoofthem．Now，workingroupsoffourtotalkabouttheotherpictures．Answerthequestionsbelowthepictures．
(Awhile1ater，asksomestudentstoactout．)
StepIIIPreparationforListeningandListening
T：Verygood．Ithinkyou’reknownsomethingaboutourenvironment.
Now，pleaseturntoPage66．LookatthepictureinListening．Whatcanyousee?
Ss：Apersonismakingaspeechtotheaudience．
T：Canyouguesswhatspeechsheisgiving?
Ss：Maybeaboutourearth．
T：OK．Now，let’slistentothetape．I’llplayittwiceforyou．Listencarefully
toanswerthequestionsinPart1．
(PlaythetapetwiceforSstolistenandwritedowntheiranswers．Thenasksomestudentstoreadouttheiranswers．Checkwiththewholeclass．Theteachersaysthefollowing．)
T：Good．You’redoneverywell．Butfromthepassageweknowthatshehasn’tfinishedherspeech．Whatdoyouthinkshewi1lsaynext?Haveashortdiscussioninpairs．please．(Sshaveashortdiscussionandthentheteacherasksoneortwopairstosaytheiranswers．)Welldone．Now．1et’slistentothesecondpart．Listencarefullytooutlinethespeaker’stwoarguments.FillinthetableinPart2．Areyouready?
Ss：Yes．
T：OK．Let’sbegin．
(PlaythetapetwiceforSstoListenandwritedowntheiranswers．Pausethetapeifnecessary.Thenaskseveralstudentstoreadouttheiranswers．)
T：Now，let’slistentothetapeagaintocheckyouranswers．(Playthetapeoncemoreandthenchecktheanswerswiththewholeclass．)Good．P1easethinkaboutwhatthespeakerwillsaynext．Youcallusewhatyouhaveheardonthetapetopredictwhatwillcomenext．Makeanoutlineliketheoneinthetableandthenwritedownwhatyouthinkthespeakerwillsay．Youcanworkinpairsorgroupsoffourasyoulike．
(Amoment1ater，asksomestudentstoreadouttheirparagraphsandcomparedifferentspeechestochoosethebestone．)
StepⅣSpeaking
T：Welldone!We’vetalkedmuchaboutpollution．Weknowthatpollutionisabigproblemfacingtheearth．Butwhycan’twestopthepollution?Whydoesn’tourgovernmentshutdownthefactoriesthatpollutetheenvironmentbadly?Whoknows?
S：Ithinkourgovernmentmusthaveitsownopinion．Maybetheythinkthefactoriesaremoreimportantthantheenvironment．Becausethegovernmentcangetlotsofmoneyfromfactories．Iftheyshutthefactoriesdown,itwillnotbeabletogetsomuchmoney．Andthisisnotgoodforthedevelopmentofthecityortown.
T：Yes．Differentpeoplehavedifferentopinions．Theymaynotagreewithoneanother．Sosometimesit’sveryhardtomakeadecisionandtomakeachange．Forexample，weknowthatcoalisavaluableresourcethatcanbeusedtoproduceenergy，butitalsocausesseriouspollution．Whatshouldwedowithit?(Ssmayhavevariousanswers．)Yousee，youdon’tagreewitheachother．Now，weneedtohaveameetingtodiscussthisproblem．Pleaseworkingroupsoffive．Youshouldplaydifferentroles：abusinessman．a(chǎn)scientist.alocalcitizen，anenvironmentalistandalocalleader．Differentpeoplehavedifferentopinions．
(Everypersonhashis／herownopinion．)Pleasediscusstheissuefirstand
thenthelocalleadershouldsummariseandmakeadecision．YoucanhavealookatthetableandtheusefulexpressionsinSpeakingPartbeforeyoubeginyourdiscussion．They’reveryhelpful．
(Givethestudentsenoughtimetohaveadiscussionandthenaskthestudentswhoplaytheroleofthelocalleadertoreadouttheirdecisions．Comparethemandchoosethebestdecision．)
Sampledialogue：
A：Todayweareheretodecidewhetherweshouldburnthecoal．Pleasetellus
whateveryouthink．
B：Ithinkweshouldburnthecoal．1fwedon’tburnitnow，maybeitwillbe
uselessinthefuture，Newenergywi1lbeusedinsteadofcoal，suchas．solarenergy．
C：Butburningcoalcausestoomuchpollutiontoourenvironment．1tpollutestheairbadly.Ifnothingisdonetostopitspollutiontoourearth，thenwewill
Havenofreshairtobreathe．
D：Yes，Iquiteagree．Ithinkweshouldn’tburnthecoalnow.Itwouldbebetter
ifwespendmoremoneyonsciencetofindabetterwayofusingthecoal．Once
weknowhowtoburnitwithoutpollutingtheenvironment,wecanmakefulluseofit．
E：Thatsoundsquitereasonable，butit’sclearthatifwewanttodevelopourareaassoonaspossible，weneedmoney．Howcanwegetmoney?Wecanonlyburnthecoaltomakethefactoriesworktomakemoney．Ifwestopusingthecoalnow,howshallwecontinueourproductionanddevelopment?…
A：OK．Allthatyousaidarereasonable．Ibelievethatwemusttryourbestto
findabetterwaytousethecoal．Meanwhile,wemustmakesurethatthefactorieswhichburnthecoaltakemeasurestostoppollutingtheenvironment．
StepVSummaryandHomework
T：Welldone．Afterclass，pleasewritedownyourdialogueinyourexercisebook．Today．we’vetalkedaboutourenvironment．Weknowthattherearesomebigproblemsfacingourearth．Wemusttrytodowhatwecantoprotecttheearth．Besides．we’vepracticedsupportinganopinion．Whocancometotheblackboardandwritedowntheusefulexpressionswe’vepracticedjustnow?
(Astudentwritesthemdownontheblackboard．Ifthisstudentcantwriteallofthem，theteachermayaskanotherstudenttowritetheotherexpressions．)
T:Verygood．Afterclass,youneedpractisemoretomasterthembetter。That’sa11fortoday．Seeyoutomorrow!
Ss：Seyoutomorrow!
StepVITheDesignoftheWritingontheBlackboard
Unit9Savingtheearth
TheFirstPeriod
Usefulexpressions：
Wemustmakesurethat…
It’sclearthat…
Ibelievethatwemust…
I’mallfor…
Ifnothingisdone…，then…
Icantimaginethat…
Sure／Certainly／Absolutely．
Itwouldbebetterifwe…
Isthereabetterwayto…
StepⅦRecordafterTeaching
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
