小學(xué)語文微課教案

Unit2Robot。

Unit2Robot

Reading

第一部分簡要提示

一、年級：九年級

二、教學(xué)內(nèi)容：9BUnit2Robots

三、課型：閱讀課

四、教學(xué)目標(biāo)

1.知識目標(biāo)

1)詞匯：掌握本課時的四會單詞。

2)詞組：toownarobot;changeone’slife;inmanyways;havemoresparetime;makeagreatdifferenceto…;ironshirts;foranextrahour;dothelaundry;airtherooms;returnhomefromwork;lookasgoodasnew;behappywith…;gowrong;catchavirus;causeproblems;knockthingsover;inamess;

3)句型：Inordertohavemoresparetime,Ineedtobuyarobot.

Asaresult,MrJiangnolongerneededtogetupearlytodothehousework.

Ineedtobuyarobot.

2.能力目標(biāo)

通過閱讀了解文中所出現(xiàn)的家用機器人的基本情況；學(xué)會運用本課所學(xué)的主要詞匯、句型。

3.情感目標(biāo)

結(jié)合所學(xué)內(nèi)容，引導(dǎo)學(xué)生對未來生活展開美好想象，激發(fā)學(xué)生探索未知世界的熱情。

五、教學(xué)重難點

1.重點：理解課文內(nèi)容；掌握四會單詞、詞組和句型

2.難點：WhenMrJianggothome,hewouldfindhisflatinamess.

Coinswerespreadalloverthefloor.

第二部分教學(xué)流程

Step1Pre-reading

T:Hello,everyone!Nicetomeetyou.I’mMr.BaofromWuxiBigBridgeExperimentalHighSchool.Lookatthepictureofmyschool.

T:Istheteachingbuildingtall?Ithas12floors.ItmaybethetallestteachingbuildinginJiangsu.Doyouknowwhywebuiltsuchatallbuilding?Becausetheschoolisclosetothecitycenterandwedon’thavemuchspace.

T:Neartheschool,therearemanyshops.Manyteacherslovegoingshoppingatlunchtime.Idon’tlikeshoppingmuch,butIoftengotooneoftheshops.Canyouguesswhatkindofshopitis?

T:Yes,youareright.Ioftengototheelectricalshop.IlovetohavealookatthoseTVs,cameras,MP3playersandsoon.Lastweek,Iwentthereagainandsawastrangething.Let’shavealook.

T:Doyouknowwhatitis?It’sarobot.Doyouknowwhatitcanhelpusdo?Itcanhelpussweepthefloor.Doyoulikeit?Yes?Itmayhelpyoualot,butitmayalsobringyoumuchtrouble.Youdon’tbelievethat?TodaywearegoingtolearnaboutMr.Jiang’srobot.Let’sfindouthowtherobotchangehislife.Beforewestarttoreadthearticle,let’shavealookatthesenewwords.

T:Herewehavesevennewwords.Canyoumatchthemwiththemeaningsontheright?No.1,salesman.Whatdoesitmean?Yes,itmeansamanwhosellsthings.No.2,spare.Yes.Sparemeansfree.Forexample,sparetime,itmeansfreetime.No.3,iron.Itmeans‘makeclothessmoothwithaniron’.No.4,laundry.Whatdoesitmean?Yes.Itmeanstheprocessofwashingclothes.Weoftensaydothelaundry,whichmeansdothewashing.No.5,virus.It’ssomethingthatcausescomputerproblems.No.6,mess.Messmeansadirtyanduntidycondition.Weoftensay‘inamess’.No.7,spread.Itmeanscoveredalargearea.

T:Now,pleasereadthesenewwordsafterme.

Step2While-reading

T:Verygood.Nowwouldyoupleaselistentothearticleonthetapeforthemainidea?Pleaselistenandanswerthesetwoquestions.

1DidtherobotmakeagreatdifferencetoMrJiang’severydaylife?

2WhatdidMrJiangdecidetodointheend?

T:Let’scheckyouranswers.

1DidtherobotmakeagreatdifferencetoMrJiang’severydaylife?

Yes,itdid.

2WhatdidMrJiangdecidetodointheend?

Hedecidedtoreturntherobottotherobotshop.

T:Welldone!Now,pleaseopenyourbooksatPage24.PleasereadParagraph1and2,andthenanswerthesetwoquestions.

1.What’sMrJiang’sjob?(Heisasalesman.)

2.Whydidhedecidetobuyarobotforhimself?(Heboughttherobotinordertohavemoresparetime.)

T:Haveyougottheanswersright?Good!Let’sgoonreading.Thistime,let’sreadParagraph3,4and5,andthenfillintheformbelow.

T:Inthemorning,therobotmakesthebreakfast,ironshisshirts,makesalunchbox.MrJiangcanstayinbedforanextrahour.Duringtheday,therobotcleanstheflat,doesthelaundry,washesthedishes,sweepsthefloor,makesthebed,airstherooms,andgoesshoppingatthesupermarket.MrJiangisworkingduringtheday.Intheevening,therobotcooksthedinnerandwashesthedishes.MrJiangrelaxesandwatcheshisfavouriteTVprogramme.

T:Verygood!You’vegotalltheanswersright.Theseareallthegoodpointsoftherobot.Doesithaveanybadpoints?Doesheeverdoanythingwrong?Now,pleasefinishreadingthelasttwoparagraphs,andthenchoosethewrongthingsthattherobotdidafterhecaughtavirus.

lHecookedbreakfastattherighttime.

lHewokeupMrJiangatthewrongtime.(√)

lHethrewMrJiang’sbreakfastintothedustbin.

lHethrewMrJiang’scleanshirtsintothedustbin.(√)

lHemovedaroundthehouseandknockedthingsover.(√)

lHewentoutandoftenlosthiswayhome.

lHemadeamessinMrJiang’sflat.(√)

Step3Post-reading

T:Allright.Now,wehaveknownthattherobothassomegoodpointsandsomebadpoints.Danielisthinkingofthegoodandbadpointsofhavingarobottoo.Helphimcompletethelistsbelow.YouhavethelistsonPage26inyourbooks.

T:Haveyoufinished?Let’schecktheanswerstogether.

Goodpoints

1Iwillhavealotmoresparetime.

2Icanstayinbed/sleepforabitlongerinthemorning.

3ItcanhelpMumdothelaundry/washingwhentherearedirtyclothes.

4Itcanironmyshirtsaftertheyarewashed.

5Itcanwashthedishesafterdinner.

6Myflatwillbeascleanasnew.

Badpoints

1Iftherobotcatchesavirus,itwillcausealotofproblems.

2Itmightputmybreakfastinthewashingmachine.

3Itmighteventhrowmyshirtsintothedustbinalongwiththerubbish.

4Itmightknockthingsover.

5Itmightmakeamessinmyflat.www.lvshijia.net

6Imighthavetosenditbacktotherobotshop.

T:SonowDanielhasknownaboutthegoodpointsandbadpointsoftherobot.Doyouthinkhewillbuyarobot?He’snowtalkingwithMillieonthephone.MillieisaskingDanielwhatitwouldbeliketolivewitharobot.Here’stheirdialogue.WriteaTifDaniel’sansweristrue.WriteanFifitisfalse.

T:Wouldyoureadthedialogueingroups?BoyswillbeDanielandgirlswillbeMillie.

T:Let’slookatDaniel’sanswers.No.1,“Yes.”.It’sfalse.Doyouknowwhy?BecauseMrJiangisthefirstpersoninSunshineTowntoownarobot.No.2,“Maybe.Somechangesaregood,butsomearenot.It’strue.No.3,“Fromthesupermarket.”It’sfalseWhy?Becausehecanbuyarobotfromarobotshop,notthesupermarket.No.4,“Theywanttohavemoresparetime.”Yes,it’strue.No.5,“Itcaneatmybreakfastforme.”It’sfalse.Becauseitcancookbreakfastforme,noteatitforme.No.6,“Yes,Icansleepuntilnooneveryday.”It’sfalse.Becausehecansleepforanextrahourinthemorning.No.7,“It’lldothehousework.”Yes,it’strue.No.8,“I’mafraiditcan’t.It’sfalse.Becausetherobotcancook.No.9,“No.Robotsnevergowrong.”It’sfalse.Becausesometimesitcangowrongifitcatchesviruses.No.10,“Icanreturnittotheshop.”It’strue.

Step4Languagepoints

T:Todaywe’velearnedalotaboutrobots.Sodoyouwanttobuyone?Ihavegotonehere.Itwillteachyousomeimportantlanguagepoints.

T:1.Inordertohavemoresparetime,Ineedtobuyarobot.為了有更多的空余時間，我需要買一個機器人。

inordertodo…意思為“為了……”，表示一種明確的目的。

e.g.Inordertocatchtheearlybus,Igotupat5:30inthemorning.為了趕早班車，我早上五點半就起床了。

inorderto還可以放在句中，如上句還可以說成：Igotupat5:30inthemorninginordertocatchtheearlybus.

2.Asaresult,MrJiangnolongerneededtogetupearlytodothehousework.結(jié)果是江先生不再需要起早做家務(wù)了。

asaresult意思是“結(jié)果是……”，表示事情的結(jié)果，一般放在句首。

e.g.Mybrotherdoesn’tworkhardatschool.Asaresult,heoftenfailsinhisexams.我弟弟在學(xué)校不用功，結(jié)果是他經(jīng)?？荚嚥患案瘛?/p>

3.MrJiangwasveryhappywithhisrobot.江先生對他的機器人很滿意。

這里behappywith不表示“高興”，而是表示“對……滿意”，類似于besatisfiedwith。e.g.Areyouhappy/satisfiedwithyourjobnow?你對現(xiàn)在的工作還滿意嗎？

4.Afewweekslater,however,thingsstartedtogowrong.然而幾周后，情況開始有些不對了。

gowrong在這里表示“出現(xiàn)問題”。e.g.Thingsstartedtogowrongwhentheymovedtothecitycenter.當(dāng)他們搬到市中心去后，問題出現(xiàn)了。

gowrong用于機器時，可以表示“不工作了，出故障了”。e.g.Somethinghasgonewrongwiththeclock.這只鐘出毛病了。

5.WhenMrJianggothome,hewouldfindcoinswerespreadalloverthefloor.當(dāng)江先生回到家，他發(fā)現(xiàn)硬幣撒得一地都是。

spread在這里意思是“使分散，使分布”。

e.g.Seedsareoftenspreadbythewind.種子通常是隨風(fēng)傳播的。

請注意：動詞spread的過去式和過去分詞和它的原形是一樣的，即spread-spread-spread.

Additionalexercises:

完成句子

1.因特網(wǎng)已經(jīng)在很多方面改變了我們的生活。

TheInternet___________________ourlife___________________________.

2.為了能挽救那個病人的生命，醫(yī)生們已經(jīng)試用了所有有效的藥物。

________________________savethe_________________,doctors_______________alltheeffectivemedicines.

3.新規(guī)定使這座城市的交通狀況產(chǎn)生了很大的改觀。

Thenewrule________a___________________________thecity’strafficconditions.

4.他改變了飲食習(xí)慣并且每天鍛煉，結(jié)果很快便減肥成功了。

He________hisdietand_________everyday.________________________,hesuccessfully________his________.

5.我的電腦上周感染了一個病毒，它開始工作不正常了。

Mycomputer___________________________lastweekanditstartedto_________________.

Keystotheadditionalexercises:

1.haschanged;inmanyways2.Inorderto;patient’slife;havetried

3.made;greatdifferenceto4.changed;exercised;Asaresult;lost;weight

5.caughtavirus;gowrong

精選閱讀

The memory robot

教學(xué)目標(biāo)

1．知識目標(biāo):

（1）Newwordsandphrases

memory,back,everything,umbrella,dry,newspaper,morning,atbreakfast,saygoodbyeto,useful,scientist,invent,allthetime,always,everywhere,born,beborn,May,move,understand,so-so,atfirst,most,luck,April,hate,fly,painting,airport

（2）語法項目

一般過去時態(tài)（二）

規(guī)則動詞過去式及讀音

不規(guī)則動詞過去式及讀音

Whatdidyoudoyesterdaymorning?WhendidtheycometoChina?

WhydidtheymovetoFrance?Whocametovisityourschool?

（3）日常交際用語

Icantremember.

Theycametosaygood-byetous.

When/wherewereyouborn?Iwasbornon…/in…

Doyouenjoylivinghere?

Goodluckwithyou…

2．能力目標(biāo)：

（1）使學(xué)生能進一步掌握一般過去時的用法，并能根據(jù)實際情景進行口頭和筆頭練習(xí)。

（2）使學(xué)生能讀懂課文，并能根據(jù)上下文判斷出生詞的大意，回答課后的問題。

（3）使學(xué)生能聽懂與課文聽力難度相當(dāng)?shù)穆犃Σ牧?，并能回答出教師提出的問題。

（4）使學(xué)生能掌握c.ck.qu.f.ph.等幾個輔音字母的發(fā)音規(guī)則。

3．德育目標(biāo):

通過教學(xué)，激發(fā)同學(xué)的學(xué)習(xí)積極性，鼓勵他們練就本領(lǐng)，投身社會。

教學(xué)建議

教材分析

本單元的教學(xué)活動主要是教會學(xué)生如何談?wù)撨^去的經(jīng)歷。為此課文做了精心設(shè)計，以Mr.Mott夫婦和hismemoryrobot之間發(fā)生的故事開展教學(xué)活動，一般過去時的教學(xué)貫穿始終，重點突出了謂語動詞為實義動詞的一般過去時的用法。不但包括了實義動詞一般過去時的陳述句形式還包括了一般過去時的一般疑問句和特殊疑問句形式，使整個教學(xué)活動重點突出，內(nèi)容豐富。

教學(xué)重難點：一般過去時及動詞的過去式的拼寫和讀音。

單詞教學(xué)建議

本單元單詞數(shù)量多而且出現(xiàn)了大量的不規(guī)則動詞的過去式學(xué)生難以掌握，教師應(yīng)注意循序漸進，可以先讓學(xué)生在課文中找出那些是動詞的過去式，然后將這些詞寫在黑板上幫助學(xué)生在不規(guī)則中找出規(guī)律，再加深記憶。如：

get-got,forget-forgot

begin-began,sing-sang,give-gave,swim-swam

say-said,pay-paid

know-knew,grow-grew,throw-threw

cut-cut,let-let,hurt-hurt,put-put,read-read

教師可以在每一節(jié)課抽出幾分鐘時間用聽寫，或提問的方式練習(xí)一部分動詞的過去時，積少成多。

課文教學(xué)

第34課是一篇介紹Mott先生和機器人的閱讀課文和有關(guān)此文的問答?？衫谜n文前面的兩個問題讓學(xué)生先進行討論。關(guān)于機器人的作用不一定非要局限在課文內(nèi)容中，但教師也可借助這兩個問題培養(yǎng)學(xué)生的略讀(skimming)能力：給他們一分鐘的時間默讀課文并回答這兩個問題。接著再讀一遍，然后回答練習(xí)冊中的問題。文中有的生詞可在讀前先給以介紹，但大部分生詞可以讓學(xué)生通過上下文猜測詞義。在此基礎(chǔ)上，教師可結(jié)合課文本身有重點地講解文中生詞和難點。本課的最后一部分問答練習(xí)讓學(xué)生邊填空邊問答，實際上是測試學(xué)生對課文細(xì)節(jié)的理解能力(scanning)。對于條件較好的班級，應(yīng)要求不看課文進行這個練習(xí)。

口語教學(xué)建議

教師可以出示一組句型轉(zhuǎn)換的練習(xí)幫助學(xué)生熟悉一般過去時的用法。如：

1.Heoftengetsupatsix.Butyesterdayhe________atseven.

2.Myfatheralwaysbuysacakeformeeveryyearonmybirthday.Butlastyearhe______abookforme.

3.Tomalwaysplayschesswithpeter.Butyesterdaypeter_______.

聽力教學(xué)建議

教學(xué)中，教師應(yīng)先讓學(xué)生仔細(xì)聽清動詞過去式發(fā)音，并注意跟隨教師模仿。再在聽力材料中挖去動詞的過去式，聽完之后，要求學(xué)生填充所缺的單詞，最后可以讓學(xué)生跟讀課文。

語法教學(xué)建議

本單元的語法教學(xué)應(yīng)主要圍繞一般過去時展開，教師應(yīng)設(shè)計各種情景，給學(xué)生提供機會練習(xí)。

（1）教師可以在黑板上畫一張教室圖，門前有棵樹。編一段對話，借這棵小樹之口向小鳥按下表介紹小明過去和現(xiàn)在在校的表現(xiàn)：

Time

Activities

Time

Activities

Lastyear

Careless

Now

Morecareful

Lastsummer

Swim

Thissummer

Playfootball

Lastterm

LikeChinese

Thisterm

LikeEnglish

Tree:Iamthetreeintheschool.IknowXiaoMingwell.EverydayIseehimstudyintheclassroom.

Bird:WasXiaoMingacarelessboy?

Tree:Yes,Heoftenforgothisglasseslastyear.Heevenforgotthetelephonenumberofhisfamily.

Bird:Doesheoftenforgetanythingnow?

Tree:No,hebecamemorecarefulnow.

Bird:DidXiaoMinglikeChineselastterm?

Tree:Yes,butthisterm,helikesEnglishbetterthanChinese.

Bird:WhatsportsdidXiaoMingdolastsummer?

Tree:Heoftenswamlastsummer.

Bird:Whenandwheredidheswimlastsummer?

Tree:Heoftenswamintheriverafterschool.Butthissummerhealwaysplaysfootball.

（2）教師可以要求學(xué)生將第三十三課第二部分按對話的內(nèi)容改寫成一篇日記以加深學(xué)生對對話的掌握如下：

Igotupat6:45.Iwentforawalkandboughtanewspaperbeforebreakfast.Ireadnewspaperatbreakfast.AfterbreakfastMr.andMrs.Turnercametoseeme.Hestartedpackingat9:15andfinishitat10:40.

need“需要”注意的幾個方面

1)need名詞,意思是“需要、必要”。其復(fù)數(shù)形式是“必需品”。例如：

Thereisnoneedtohurry.沒必要著急。

Ifeeltheneedofexercise.我覺得需要運動。

Weareinneedoffood.我們需要食物。

need用作不可數(shù)名詞時，還有“貧窮、不幸、逆境、困難”等意思。例如：

Manyfamiliesareingreatneed.許多家庭處于貧困的情況。

Afriendinneedisafriendindeed.患難見真情。

2)need用作實義動詞時，意思是“需要、必須、必要”。例如：

Mycoatneedsmending.我的上衣需要縫補。

Ineedsomemoney.我需要一些錢。

Weneedtoworkhard.我們必須努力工作。

3)need用作情態(tài)動詞時，意思是“需要、必須”，常放在疑問句和否定句中。例如：

Needhego?=Doesheneedtogo?他必須去嗎？

“MustIdomyhomeworknow?”“我現(xiàn)在必須馬上做作業(yè)嗎？”

“No,youneedn’t.”“不，不必。”

注意：need作情態(tài)動詞時，因為無人稱和時態(tài)的變化，所以它的過去時用hadto來代替，而將來時則用willhaveto來代替。例如：

Hehadtogetupearlybecausehewantedtoclimbthehills.

他必須早起因為他想去爬山。

教學(xué)目標(biāo)

1．知識目標(biāo):

（1）Newwordsandphrases

memory,back,everything,umbrella,dry,newspaper,morning,atbreakfast,saygoodbyeto,useful,scientist,invent,allthetime,always,everywhere,born,beborn,May,move,understand,so-so,atfirst,most,luck,April,hate,fly,painting,airport

（2）語法項目

一般過去時態(tài)（二）

規(guī)則動詞過去式及讀音

不規(guī)則動詞過去式及讀音

Whatdidyoudoyesterdaymorning?WhendidtheycometoChina?

WhydidtheymovetoFrance?Whocametovisityourschool?

（3）日常交際用語

Icantremember.

Theycametosaygood-byetous.

When/wherewereyouborn?Iwasbornon…/in…

Doyouenjoylivinghere?

Goodluckwithyou…

2．能力目標(biāo)：

（1）使學(xué)生能進一步掌握一般過去時的用法，并能根據(jù)實際情景進行口頭和筆頭練習(xí)。

（2）使學(xué)生能讀懂課文，并能根據(jù)上下文判斷出生詞的大意，回答課后的問題。

（3）使學(xué)生能聽懂與課文聽力難度相當(dāng)?shù)穆犃Σ牧希⒛芑卮鸪鼋處熖岢龅膯栴}。

（4）使學(xué)生能掌握c.ck.qu.f.ph.等幾個輔音字母的發(fā)音規(guī)則。

3．德育目標(biāo):

通過教學(xué)，激發(fā)同學(xué)的學(xué)習(xí)積極性，鼓勵他們練就本領(lǐng)，投身社會。

教學(xué)建議

教材分析

本單元的教學(xué)活動主要是教會學(xué)生如何談?wù)撨^去的經(jīng)歷。為此課文做了精心設(shè)計，以Mr.Mott夫婦和hismemoryrobot之間發(fā)生的故事開展教學(xué)活動，一般過去時的教學(xué)貫穿始終，重點突出了謂語動詞為實義動詞的一般過去時的用法。不但包括了實義動詞一般過去時的陳述句形式還包括了一般過去時的一般疑問句和特殊疑問句形式，使整個教學(xué)活動重點突出，內(nèi)容豐富。

教學(xué)重難點：一般過去時及動詞的過去式的拼寫和讀音。

單詞教學(xué)建議

本單元單詞數(shù)量多而且出現(xiàn)了大量的不規(guī)則動詞的過去式學(xué)生難以掌握，教師應(yīng)注意循序漸進，可以先讓學(xué)生在課文中找出那些是動詞的過去式，然后將這些詞寫在黑板上幫助學(xué)生在不規(guī)則中找出規(guī)律，再加深記憶。如：

get-got,forget-forgot

begin-began,sing-sang,give-gave,swim-swam

say-said,pay-paid

know-knew,grow-grew,throw-threw

cut-cut,let-let,hurt-hurt,put-put,read-read

教師可以在每一節(jié)課抽出幾分鐘時間用聽寫，或提問的方式練習(xí)一部分動詞的過去時，積少成多。

課文教學(xué)

第34課是一篇介紹Mott先生和機器人的閱讀課文和有關(guān)此文的問答。可利用課文前面的兩個問題讓學(xué)生先進行討論。關(guān)于機器人的作用不一定非要局限在課文內(nèi)容中，但教師也可借助這兩個問題培養(yǎng)學(xué)生的略讀(skimming)能力：給他們一分鐘的時間默讀課文并回答這兩個問題。接著再讀一遍，然后回答練習(xí)冊中的問題。文中有的生詞可在讀前先給以介紹，但大部分生詞可以讓學(xué)生通過上下文猜測詞義。在此基礎(chǔ)上，教師可結(jié)合課文本身有重點地講解文中生詞和難點。本課的最后一部分問答練習(xí)讓學(xué)生邊填空邊問答，實際上是測試學(xué)生對課文細(xì)節(jié)的理解能力(scanning)。對于條件較好的班級，應(yīng)要求不看課文進行這個練習(xí)。

口語教學(xué)建議

教師可以出示一組句型轉(zhuǎn)換的練習(xí)幫助學(xué)生熟悉一般過去時的用法。如：

1.Heoftengetsupatsix.Butyesterdayhe________atseven.

2.Myfatheralwaysbuysacakeformeeveryyearonmybirthday.Butlastyearhe______abookforme.

3.Tomalwaysplayschesswithpeter.Butyesterdaypeter_______.

聽力教學(xué)建議

教學(xué)中，教師應(yīng)先讓學(xué)生仔細(xì)聽清動詞過去式發(fā)音，并注意跟隨教師模仿。再在聽力材料中挖去動詞的過去式，聽完之后，要求學(xué)生填充所缺的單詞，最后可以讓學(xué)生跟讀課文。

語法教學(xué)建議

本單元的語法教學(xué)應(yīng)主要圍繞一般過去時展開，教師應(yīng)設(shè)計各種情景，給學(xué)生提供機會練習(xí)。

（1）教師可以在黑板上畫一張教室圖，門前有棵樹。編一段對話，借這棵小樹之口向小鳥按下表介紹小明過去和現(xiàn)在在校的表現(xiàn)：

Time

Activities

Time

Activities

Lastyear

Careless

Now

Morecareful

Lastsummer

Swim

Thissummer

Playfootball

Lastterm

LikeChinese

Thisterm

LikeEnglish

Tree:Iamthetreeintheschool.IknowXiaoMingwell.EverydayIseehimstudyintheclassroom.

Bird:WasXiaoMingacarelessboy?

Tree:Yes,Heoftenforgothisglasseslastyear.Heevenforgotthetelephonenumberofhisfamily.

Bird:Doesheoftenforgetanythingnow?

Tree:No,hebecamemorecarefulnow.

Bird:DidXiaoMinglikeChineselastterm?

Tree:Yes,butthisterm,helikesEnglishbetterthanChinese.

Bird:WhatsportsdidXiaoMingdolastsummer?

Tree:Heoftenswamlastsummer.

Bird:Whenandwheredidheswimlastsummer?

Tree:Heoftenswamintheriverafterschool.Butthissummerhealwaysplaysfootball.

（2）教師可以要求學(xué)生將第三十三課第二部分按對話的內(nèi)容改寫成一篇日記以加深學(xué)生對對話的掌握如下：

Igotupat6:45.Iwentforawalkandboughtanewspaperbeforebreakfast.Ireadnewspaperatbreakfast.AfterbreakfastMr.andMrs.Turnercametoseeme.Hestartedpackingat9:15andfinishitat10:40.

need“需要”注意的幾個方面

1)need名詞,意思是“需要、必要”。其復(fù)數(shù)形式是“必需品”。例如：

Thereisnoneedtohurry.沒必要著急。

Ifeeltheneedofexercise.我覺得需要運動。

Weareinneedoffood.我們需要食物。

need用作不可數(shù)名詞時，還有“貧窮、不幸、逆境、困難”等意思。例如：

Manyfamiliesareingreatneed.許多家庭處于貧困的情況。

Afriendinneedisafriendindeed.患難見真情。

2)need用作實義動詞時，意思是“需要、必須、必要”。例如：

Mycoatneedsmending.我的上衣需要縫補。

Ineedsomemoney.我需要一些錢。

Weneedtoworkhard.我們必須努力工作。

3)need用作情態(tài)動詞時，意思是“需要、必須”，常放在疑問句和否定句中。例如：

Needhego?=Doesheneedtogo?他必須去嗎？

“MustIdomyhomeworknow?”“我現(xiàn)在必須馬上做作業(yè)嗎？”

“No,youneedn’t.”“不，不必?！?/p>

注意：need作情態(tài)動詞時，因為無人稱和時態(tài)的變化，所以它的過去時用hadto來代替，而將來時則用willhaveto來代替。例如：

Hehadtogetupearlybecausehewantedtoclimbthehills.

他必須早起因為他想去爬山。

Lesson33教學(xué)設(shè)計方案

TeachingObjectives

GoonlearningthesimplepasttenseandenableSstorememberthepastformofregularandsomeirregularverbs.

Talksomethingaboutrobots.

Properties:Taperecorder,multi-mediacomputer

LanguageFocus:goonatriprobotstartdoingfinishdoing

TeachingProcedures

I.Revision

1.SupposeastudentwerethebusinessmaninLesson32,saysomethingabouthimself.

2.DictatethewordsinUnit8.

II.Leading-in

1.Inthenowadaysworld,scienceandtechnologyaredevelopingfasterandfaster.

Canyousaysomelatestandmostsophisticatedtechnology?

Haveyoueverimaginedthatonedayamemoryrobotcanbetakenwithyouanddomanythingsforyou?Whatcantheydo?

2.(Withthehelpofmulti-media)showsomepicturesofrobotsifpossible.

III.Presentation

1.Today,we’llmeetMr.Mott,hiswifeSusanandhismemoryrobot.You’llseewhatthememoryrobotcandoforMr.Mott.

2.Describepictureinthebook.

3.Describetherobot.

4.Whatcanarobotdoandwhatdoyouwantarobottodoforyou?

IV.Reading

1.Listenandrepeatthetwodialoguesinthebook.

2.AsktheSsthequestion:“whatcanthememoryrobotdoforMr.Mott?”

3.AsktheSstogivethepastformoftheverbsinthedialogue.

(1)do(2)pack(3)get(4)go(5)buy(6)read(7)come(8)start(9)finish(10)teach

Keys:(1)did(2)packed(3)got(4)went(5)bought(6)read(7)came(8)started(9)finished(10)taught

4.Gooverthelanguagepoints

goonatrip:Mr.Mottwillgotoatriptomorrow.

robot

start/finishdoing

eg.MostBeijingstudentsstartlearningEnglishattheageof10.

Jackstarteddoinghishomeworkat5:00andfinisheddoingitat6:00.

Haveyoufinishedwritingyournovel?

5.Listenandreadafterthetape.

V.Practice

1.Groupwork:asktheSstoworkingroupsofthree.Mr.Mott,Susanandtherobotandactoutthefirstdialogue

2.Pairwork:asktheSstoworkinpairs.Mr.Mottandtherobotactouttheseconddialogue,addsomethingtocontinuethedialogue.

VI.Exercisesinclass

Dictation

Mr.Mottisverybusy.Heoftenhasalottodo,buthismemoryispoor.Healwayscantremembermanythings.Thememoryrobotreallyhelpshimalot.

Lastweek,Mr.MottwenttoBeijingonbusiness.Heaskedhisrobotforhelp.Therobotrememberedallthethingshedid,whenhegotup,whathedidbeforeandafterbreakfast,whetherhepackedhisthingsandsoon.

Mr.Mottthankshismemoryrobotalot.

CompletethesentencesaccordingtotheChinese.

1.Mrs.Mottismaking_____________.（一個記憶機器人）

2.Theyaregoing________（去旅行）toQingdao.

3.Pleasetake________（你的傘）withyouwhenyougoout.

4.Mr.Mott_________（裝好每件東西）lastnight.

5.It’stoolate.Ihaveto_________（向你們告辭）now.

6.It’smuch___________（干燥）todaythanyesterday.

7.Thestudentsusually__________（開始學(xué)習(xí)）ateightathomeeverynight.

8.He_________（寫完了）aletterjustnow.

Answers:1.amemoryrobot2.onatrip3.yourumbrella4.packedeverything5.saygoodbyeto6.drier7.startstudying/tostudy8.finishedwriting

VII.Homework

1.Wb

2.Writing:ARobotDesignedByMe

Writeashortarticleabouttherobotyoudesign.It’sappearance.Whatcanitdo.Whyisitusefulandanythingyoulike.

Youcandrawarobotforyourteacher.

VIII.Thedesignoftheblackboard

Lesson34教學(xué)設(shè)計方案

TeachingObjective:Readapassageaboutthememoryrobotinvent.

Properties:Taperecorder,pictures

LanguageFOCUS:badmemoryallthetime=alwayswatchsb.do

TeachingProcedures

I.Revision

AskthestudentstorecallMr.Mott’srobot:itsappearance,functions,etc.

II.Leading-in

1.Inthelastperiod,welearntsomethingaboutMr.Mott’srobot,todaywe’llknowmoreaboutit.

2.Talkaboutstudents’writings.Inthelastperiod,Sswereassignedawriting.Aftercorrecting,theteachersummarizestheSs’writings.

Whatcanrobotsdoandwhyaretheyuseful?

III.Reading

1.AskSstoreadthetextbythemselvesandfinishEx.2

2.Checktheanswers

3.Chainreadingthetextagain

4.Languagepoints

(1)inventv-inventionn.

LightisinventedbyEdison.LightisEdisonsinvention.

(2)hadmemory/poormemory

eg.Mybrotherhasapoor/badmemory,butIhaveaverygoodmemory.

(3)allthetime=always

eg.Itseemsthatshesstudyingallthetime.

(4)watchsb.doing

eg.Everymorning,Icanhearmyneighboursinginthekitchen.

IsawhimrunningontheplaygroundwhenIcameintotheschool.

Allthestudentswatchedtheirchemistryteacherdoingtheexperimentcarefullyinthelabwhenthebellrang.

5.Retellthelesson

IV.Exercisesinclass

TheMemoryRobot

Susan1thememoryrobot,becauseherhusband,Mr.Mott2avery3memory.ThememoryrobotfollowedMr.Mott4.Itlistenedtoeverythinghe5andsaweverythinghe6Itwatchedhim7tohisstudents,8hismeals,and9atnight.Inaword,thememoryrobotknow10aboutMr.Mott,80didMr.Mott’swife.

1.A.inventsB.inventedc.inventing

2.A.haveB.hadC.having

3.A.goodB.badC.well

4.A.allthetimeB.attimesC.sometimes

5.A.saysB.saidC.saying

6.A.doesB.didC.doing

7.A.talkB.talkedC.talking

8.A.eatB.ateC.eating

9.A.sleepB.sleptC.sleeping

10.A.nothingB.anythingC.everything

Key:BBBABBAAAC

Fillintheblankswiththeproperformofthegivenwords.

1.Ican’trememberthingsbecauseIhaveavery______(bad)memory.

2.Where______(do)yourfatherwork?

3.Sheliked______(to)knoweverythingaboutherhusband.

4.Theboydidn’tknowtheanswer______(to)thisquestion.

5.Youmustlistentotheteacher______(careful).

6.Mr.Wangisa______(science).

7.Atnight,therobotwatchedhim______(sleep).

8.Therobotkneweverything______(about)Mr.Mott.

Answers:1.bad2.does3.to4.to5.carefully6.scientist7.sleep8.about

V.Homework

1.Wb

2.Retellthelesson

VI.Thedesignoftheblackboard

Lesson35教學(xué)設(shè)計方案

教學(xué)目的

1.使學(xué)生熟練掌握一般過去時一般疑問句和特殊疑問句的句子結(jié)構(gòu)，并能進行口頭和筆頭練習(xí)。

2.使學(xué)生能夠掌握課文內(nèi)容，并能回答課后的問題。

3.使學(xué)生熟練掌握重點詞組和單詞，能夠模仿課文對對方的基本情況進行介紹。

教具：教學(xué)錄音磁帶和圖片

教學(xué)過程

Step1Revision

（1）寫出下列單詞的過去式：live,move,find,come,want

（2）Roleplay：組織學(xué)生表演第33課readandact.

Step2Leading-in.

Question

（1）WhatkindofmachineismemoryRobot?

（2）WhoinventmemoryRobot?

（3）WhydidsheinventmemoryRobot?

今天我們看一看Mr.Mott是如何采訪Ann的.

Step3Presentation

（1）DrawatimelineacrosstheBbandsaysomekeywords.

　LetmetellyouaboutAnn.ShelivesinChinanow.In1996,shelivedinFrance.In1995,shelivedinEngland.NowsheisenjoyinglivinginChina.

（2）學(xué)生朗讀課文并找出自己不懂的地方，教師就本課的知識點進行講解。

（3）ListentoMottandAnn.“WhenwasAnnborn?WhendidshemovetoFrance?”

（4）AsktheSsaboutAnn,andusetheiranswerstodrawatimelineontheBb.

WhenwasAnnborn?WhendidhemovetoFrance/China?

Wheredidhelivein1996?Wheredoeshelivenow?etc.

（5）LettheSspractisereadingandactingoutthewholedialogue.

Step3Listentothetapeandcompletethesentencesonpage121.

（1）學(xué)生第一遍聽大意。

（2）學(xué)生聽第二遍填空。

（3）學(xué)生聽第三遍檢查。

（4）學(xué)生閱讀句子并連句成段。

（5）教師找部分學(xué)生向大家講述這個故事。

Step4Drills

模擬采訪

情景：ZhaoLanisaChinesegirl.SheisstudyingEnglishinAmericannow.ThereporterofCNNisgoingtotakeareviewwithher.

教師用投影儀出示采訪提綱：Wherewereyouborn?

Whenwereyouborn?

Howlongdidyoulivethere?

WhendidyoucometoAmerican?

WhydidyoucometoAmerican?

Doyouenjoylivinghere?

DoyoulikeEnglish?

HowisyourEnglish?讓學(xué)生先進行討論：如果你是：Zhaolan，怎么回答。然后有兩個學(xué)生進行角色表演。

Step5Exercisesinclass

Ilive,be,move,come,find,work

Ann____borninEnglandonMay18,1987.She____thereforaboutnineyearsandthen____toFrancewithherparents,becauseherfather____workthere.Twoyearsago,they____toChinabecauseherparentswantedto____inChina.Theyenjoy____inChinaverymuch.

Key:was,lived,moved,found,came,work,living

Choosetherightanswer.

()1.MayIaskyou______questions?

　A.someB.anyC.aD.all

()2.Jim’sfatherwasborn______January18,1940.

　A.inB.onC.atD.of

()3.LastyearthemanwenttoNanjingandfound______workthere.

　A.aB.anC.theD./

()4.MyfamilycametoYangzhouthreeyears______.

　A.beforeB.laterC.agoD.after

（)5.Doyouandyourfamilyenjoy_______here?

　A.liveB.livesC.toliveD.living

()6.Icanunderstand______ofyourwords.

　A.themostB.mostC.themoreD.more

()7.Yourenewhere.Goodluck______yourEnglish.

　A.toB.withC.forD.in

Answers1.A2.B3.D4.C5.D6.B7.B

Step6Homework

（1）Copythenewwordsandthephrases.

（2）Ex.2onPage43

（3）Makedialogues.

Thedesignoftheblackboard

Lesson36教學(xué)設(shè)計方案

TeachingObjectives:Developthefourskillsoflistening,speaking,readingandwriting.Revisethelanguagepointsofthewholeunit

Properties:Taperecorder,OverheadProjector

Languagefocus:/k/ckck/kw/qu/f/fph

TeachingProcedures

I.Revision

AsktheSstosaysomethingaboutAnninthelastperiodwiththehelpofthetimeline.

II.Listening

1.AsktheSstosummarizetherulesoflettercombinationswiththesounds/k//kw/and/f/andgivesomeexamples

2.Listenandrepeatafterthetape

III.Speaking

1.ReadMr.Mott’sdiarybytheSsthemselves.

2.RetellwhathappenedtoMr.MottfromApr.10toApr.13.

3.Opinionshow

WhatdoyouthinkofMr.Mott?Doyouthinkapersonlikehimcanbeasuccessfulperson?

IV.ReadingandWriting

1.FinishEx.4inthebook.

2.Checktheanswer

3.Readaloud

4.Retellthediary.

V.Relaxation

Wordpuzzlegame

VI.Gooverthelanguagepointsoftheunit

VII.Exercisesinclass

FinishthedialoguebetweenMr.MottandhiswifeaccordingtoMr.Mott’sdiaryofApr.11and12.

S:WhatdidyoudoonthemorningofApril11?

M:1.

S:What’sthenameoftheplace?

M:2.

S:Didyoumeetalotofteachers?

M:Yes,Imetalotofteachersfrom3,but4.

S:HowaboutApril.12?Whatdidyoudo?

M:5.

S:Whatdidyoutalkabout?

M:6.

S:Howaboutotherteachers?Doyoustillrememberwhattheysaid?

M:7.

S:Oh,whatdidyouattendthemeetingfor?Didn’tyouwanttolearnsomethingfrom　others?Youstillneedtherobottoremembereverythingforyou.

M:Oh,__8__.

Keys:

1.Iwenttoaplace.

2.Iforget/Ican’tremember.

3.England,America,CanadaandHongKong.

4.Ican’tremembertheirnames.

5.Wehadameetingallday.

6.ItalkedaboutEnglishteachinginJapan.

7.NO,Ican’t.

8.(Openanswer)Ihatethatmachine./terrible…

Fillintheblankswiththeproperformofthegivenwords.

Look!Jim______(sit)underabigtree.I______(see)him______(draw)thereyesterdayafternoon.Heusually______(do)hishomeworkinhisroom.Nextmorninghe______(cook)forhisfamily.

Answers:issitting,saw,draw/drawing,does,isgoingtocook

VIII.Homework

1.Wb.

2.Reviewthewholeunit.

IX.Thedesignoftheblackboard

探究活動

庭審記實

有一名學(xué)生扮演法官，一名學(xué)生扮演罪犯，其他學(xué)生的幾名同學(xué)做證人。另外的學(xué)生每人發(fā)一張記錄表格做書記員負(fù)責(zé)做筆錄。學(xué)生可以準(zhǔn)備道具如假發(fā)，手拷等，按照表一和下面主要問題進行庭審。（學(xué)生還可以做一些自由發(fā)揮）。

表一：

Name

Birthdayplace

Birthdaydate

Workplace

Job

Questions:

（1）WhatdidyoudolastMondaynight?

（2）WhydidyoucometoLily’sfamily?Whendidyoucomeback?

（3）Howdidyoustealtheirlamb?

（4）Howmanysheepdidyousteal?

（5）Whydidyoustealtheirlambs?

（6）Whohelpedyoudothis?

（7）Wheredidhego?

（8）Howcanwecatchhim?

最后，讓學(xué)生根據(jù)結(jié)果用寫一篇審查報告，要求敘述事件的經(jīng)過。

填寫個人簡歷

組織學(xué)生每人寫一份個人簡歷上面寫上以下幾個項目：

Name:________

Sex_____

Birthplace_______

Birthdate________

Hobby_________

School______

Class______

Grade_______

Nationality_______

Question:

Whendidyoustarttoschool?

Whendidyougraduatefromprimaryschool?

Whendidyougotomiddleschool?

Whenareyougoingtoleaveschool?

Whichschoolwereyouin?

Didyouliketheteacherinyourprimaryschool?

學(xué)生添完此表后，可以兩人為一組互換簡歷進行對話練習(xí)，了解對方的情況。

Whenwereyouborn?/Wherewereyouborn?

IwasborninBeijinginFebruary2nd,1980.

游戲：穿越時間隧道

教師在講臺中間用粉筆畫一條線當(dāng)做時間隧道，左邊是現(xiàn)在，右邊是過去。一名學(xué)生先在右邊進行自我介紹：IamAlice.IwasborninLondon.Iamthirteenyearsold.Ilikesingingverymuch.Iamahappygirl.Ihavealotoffriendsinourschool.Ourschoolisnotbig,butitisverybeautiful.Iloveourschoolverymuch.Ihopeonedaytherewillbeanewlibraryinourschool.其他學(xué)生進行記錄。

然后這個學(xué)生穿越時間隧道來到現(xiàn)在，其他學(xué)生用一般過去時進行敘述：ShewasAlice.Shewasthirteenyearsoldthenyearsago.Shelikedsingingverymuch…可能一個學(xué)生記錄不下全部內(nèi)容，其他幾個學(xué)生進行補充。

教師也可以根據(jù)學(xué)生的不同情況先從練習(xí)句子開始，逐漸過度到段落的練習(xí)。

教師對表現(xiàn)出色的同學(xué)進行表揚。

Robot教案

Unit2Robot

一.教學(xué)內(nèi)容：

Unit2RobotGrammar

二.教學(xué)目標(biāo)：

1.特殊疑問詞引導(dǎo)的賓語從句

2.由祈使句轉(zhuǎn)換成的賓語從句

(一)由that,if/whether引導(dǎo)的賓語從句

1.連詞that引導(dǎo)由陳述句充當(dāng)?shù)馁e語從句,主句中常用的謂語動詞有：think,believe,know,say,tell,understand。

Hetoldus(that)hefeltill.他對我們說他感到不舒服。

Iknow(that)hehasreturned.我知道他已經(jīng)回來了。

that不省略的情況：

1)EverybodycouldseewhathappenedandthatTomwasfrightened.

2)Iknownothingabouthimexceptthatheisfromthesouth.

3)ThatheeversaidsuchathingIsimplydon’tbelieve.

4)Wedecided,inviewofhisspecialcircumstances,thatwewouldadmithimforaprobationaryperiod.

2.當(dāng)賓語從句是一般疑問句時,由連詞if/whether引導(dǎo)從句,從句用陳述句語序(主語在前,謂語在后)，主句中常用的動詞有：ask,wonder,notsure,don’tthink,don’tknow

Heasked,“DoyoulikeChinesetea?”

Heaskedmeif/whetherIlikedChinesetea.

Shesaid,“Doyouknowhisname?”

SheaskedwhetherIknewhisnameornot.

思維訓(xùn)練：

Doyouknow…?

1)Canarobottalk?

Doyouknow____________________________________________________?

2)Istherobotwillingtodothelaundry?

Doyouknow_________________________________________willingtodothelaundry?

3)Doesarobotneedanyenergytowork?

Doyouknow___________________________________anyenergytowork?

4)Dorobotsliketheirowners?

Doyouknow_________________________________theirowners?

5)Willtherebemoreandmorerobotsinthefuture?

Doyouknow_______________________________________moreandmorerobotsinthefuture?

(二)特殊疑問句轉(zhuǎn)換成賓語從句：

當(dāng)賓語從句是特殊疑問句時,以特殊疑問詞(who,whom,what,which,whose,where,when,why,how,howoften/much/many/long/far/soon…)開頭,后加陳述句語序(主語在前,謂語在后),如:

1.Whatdoyouwanttodo?Youmaydo…

Youmaydowhatyouwanttodo.

2.Whatishewritingabout?Iwonder…

Iwonderwhatheiswritingabout.

3.WhydoIaskyoutocome?I’lltellyou…

I’lltellyouwhyIaskedyoutocome.

試一試:

Canyoutellme…?

1.Howsoonwillyoufinishreadingthebook?

Canyoutellme___________________________________________readingthebook?

2.HowmuchdoesAnnknowaboutItaly?

Canyoutellme______________________________________aboutItaly?

3.WhydidTomchoosetheleastexpensiveone?

Canyoutellme________________________________theleastexpensiveone?

請讀一讀，體會特殊疑問句改為賓語從句的變化要求，也體會一下這三個句子所包含的語言點。

Millieasks…

1.Whenandwherewastheperformanceheld?

Millieaskswhenandwhere___________________________________________.

2.Howdoyouliketheperformance?

Millieaskshow_____________________theperformance?

3.Howmanyperformerswerethereonthestage?

Millieaskshowmanyperformers_____________________________onthestage?

學(xué)生易錯之處(一):

Sandywonders…

1.Howdoestherobothelpwithourhomework?

Sandywondershowtherobot___________withourhomework.

2.Wheredoestherobotsleep?

Sandywonderswheretherobot_____________.

3.Howlongdoesarobotwork?

Sandywondershowlongarobot_______________.

4.Whydoesarobotcostalot?

Sandywonderswhyarobot_____________________alot.

學(xué)生易錯之處(二):

Danieldoesn’tknow…

1.WheredidJiangbuytherobot?

Danieldoesn’tknowwhereJiang_______________therobot.

2.WhydidJiang’srobotlaughathimyesterday?

Danieldoesn’tknowwhyJiang’srobot_______________athimyesterday.

3.HowlongdidJiangtalkwithhimrobotlastnight?

Danieldoesn’tknowhowlongJiang___________________withhimrobotlastnight.

思維訓(xùn)練：

Doyouknow…?

1.Whomovedthecheese?

Doyouknow_______________________thecheese?

2.WheredidChenbuytherobot?

Doyouknowwhere______________________therobot?

3.Whoserobotisit?

Doyouknowwhoserobot_________________?

4.Howdidhesolvetheproblem?

Doyouknowhow____________________theproblem?

5.Whenwillabetterrobotbeproduced?

Doyouknowwhenabetterrobot___________________produced?

介詞賓語從句

賓語從句也可作介詞的賓語。如：

Hewasdeeplydispleasedbywhathadoccurredthatday.

Iwalkedovertowhereshesat.

Iamcuriousastowhathewillsay.

Yoursuccesswilllargelydependuponwhatyoudoandhowyoudoit.

有時介詞可以省略。如：

Idon’tcare(for)whomarrieshim.

Becareful(asto)howyoudothat.

(三)祈使句轉(zhuǎn)換成賓語從句

肯定句：to+do

否定句：not+todo

1.Shesaid,“Openthewindows.”

Sheaskedme_______________thewindows.

2.Theteachertoldus,“Don’tplayonthestreet.”

Theteachertoldus___________________onthestreet.

總結(jié)：

1.確定連接詞(根據(jù)從句句式)

從句的句式連接詞

陳述句that

一般疑問句if/whether

特殊疑問句特殊疑問詞

祈使句(肯定句)to+do

祈使句(否定句)nottodo

2.確定從句語序(把從句變成陳述句)

Idon’tknowwhetherhewillcomeornot.

I’mnotsurewhathehasdonewiththeoldbike.

要點:疑問詞充當(dāng)賓語從句中主語時的位置

3.確定從句的時態(tài)(根據(jù)主句時態(tài))

主句時態(tài)

從句時態(tài)

連接前連接后

一般現(xiàn)在時時態(tài)保持不變

一般過去時一般現(xiàn)在時一般過去時

一般過去時過去完成時

一般將來時過去將來時

現(xiàn)在進行時過去進行時

現(xiàn)在完成時過去完成時

如：

Hewillcomeinaminute.(Ihear….)

Ihearthathewillcomeinaminute.

Theyhavecometoseeus.(Iknow…)

Iknowthattheyhavecometoseeus.

Iwillhelpyou.(Hesaid…)

Hesaidthathewouldhelpyou.

特例：

1.若從句里有表示某一具體時間的狀語，則可以不用過去完成時，而用一般過去時。

Heborrowedthebookfromthelibraryyesterday.(Hetoldme…)

Hetoldmethatheborrowedthebookfromthelibraryyesterday.

2.當(dāng)從句表示的是真理或一個永久的事實，用現(xiàn)在時態(tài)。

Theearthturnsroundthesun.(Theteachertoldus…)

Theteachertoldusthattheearthturnsroundthesun.

隨堂鞏固練習(xí)：

將下列句子合并成賓語從句：

1.“Areyouastudent?”Sheaskedme…

Sheaskedme_________________________astudent.

2.“ShewantstojointhePLA.”Shesaid…

Shesaidthatshe______________________jointhePLA.

3.“Isthetruckcollectingrubbishoutside?”Dadaskedme…

Dadaskedme_____________________________________collectingrubbishoutside.

4.“Wewillholdasportsmeetingtomorrow.”O(jiān)urteachertoldus…

Ourteachertoldus________________holdasportsmeetingthenextday.

5.Howlonghasitbeenlikethis?Themanaskedhow…

Themanaskedhowlong_______________________likethat.

6.Willitsnowtomorrow?Doyouknow?

Doyouknow_________________________tomorrow?

7.Whereareourtickets?Pleasetellme…

Pleasetellmewhere____________________________.

8.Ihavealreadyfinishedreadingthisbook.Shesaid…

Shesaid_________________________alreadyfinishedreadingthisbook.

9.Whattimedoesthetrainleave?Doyouknow…

Doyouknowwhattime____________________________________?

10.Icandoitbymyself.Ithink…

Ithinkthat________________________itbymyself.

Unit2Weloveallfourseasons2

Module3Change
Unit2Weloveallfourseasons
1
Languagefocus:
Usingthesimplepresenttensetoexpressthoughts
e.g.Springmakesmethinkofrain.
Usingadjectivestodescribeevents.
e.g.Itisawfultowalkintensetoexpressionsimpletruths.
Usingthesimplepresenttensetoexpresssimpletruths
e.g.Theweatherstartsgettingwarm.
Usingpropernounstorefertoevents
e.g.Easterisspring.

Languageskills:
Listening
Recognizedifferencesintheuseofintonationinquestions,statements(includingapprovalanddisapproval),commands,andrespondappropriately
Identifydetailsthatsupportamainidea
Listenforspecificinformation
Speaking
Useappropriateintonationandstress,andvaryvolume,toneofvoice,andspeedtoconveyintendedmeaningsandfeelings
Reading
Readwrittenlanguageinmeaningfulchunks.

Materials:
Student’sBook7Bpage53
Cassette7Bandacassetteplayer

Preparation:
Cuethecassette.

Pre-taskpreparation
Languagelearningactivity
(Thissectionaimsatprovidingstudentswithopportunitiestopractisethelanguage/vocabularyneededorbecomefamiliarwiththebackgroundforthetaskthatfollows.
1.Playtherecording:Lookandread.StopafterPicture2.Studentslistenandfollowintheirbooks.
2.Playtherecordingagain.Studentslistenandrepeat.
3.Ask:Whatdoesspringmakeyouthinkof?toelicit:Springmakesmethinkof…Encouragestudentstovolunteeranythingthatcomestomind.Helpthemwritealistontheboard.ThendrawaspidergramliketheoneintheStudent’sBookandinviteamoreablestudenttocomeforwardandcompletethespidergramwiththeinformationgivenonthelist.

Consolidation

GrammarPracticeBook7Bpage41.

2
Languagefocus:
Usingthesimplepresenttensetoexpresssimpletruths
e.g.Inwriter,theweatherstartsgettingcoldanddry.
Usingadjectivestoshowquantities
e.g.Someleavesbecomebrown,redoryellow.
Usingadjectivestodescribeevents
e.g.Itisfuntogotothebeachinsummer.

Languageskills:
Listening
Identifythemainideasofanewtopic
Identifydetailsthatsupportamainidea
Listenforspecificinformation
Speaking
Useappropriateintonationandstress,andvaryvolume,toneofvoice,andspeedtoconveyintendedmeaningsandfeelings
Reading
Readwrittenlanguageinmeaningfulchunks
Recognizerecurrentpatternsinlanguagestructure
Skimatexttoobtainageneralimpressionandthemainideas.
Writing
Developwrittentextsbyexpressingownideasandfeelings
Writeoutpieceofworkbypresentingwritingusingappropriatelayoutandvisualsupportincludingillustrations,tables,chartswherenecessary

Materials:
Student’sBook7Bpages53and54
Cassette7Bandacassetteplayer
Workbook7Bpage27
Photocopiablepages47and48

Preparation:
Cuethecassette.MakeacopyofPhotocopiablepages47and48foreachstudent.

Pre-taskpreparation
1.PlaytherestoftherecordingforLookandread.Studentslistenandfollowintheirbooks.
2.Playtherecordingagain.Studentslistenandrepeat.
3.Writethefollowingadjectives:awful,interesting,nice,fun,important,hadanddangerousontheboard.Askforstudents’opinions:Isitawful/interesting/nice/fun/important/bad/dangerousto…?

4.Writethreeverbs:start,likeandloveontheboard.Say:Istartworkingat8a.m.Ilikewalkingtoschool.Ihavedoingexercise.Ask:Whatformofverbshouldweuseafter‘start’,‘like’and‘love’?toelicit:Weshouldusethe-ingformofverb.Inviteafewofthemoreablestudentstothinkofsomemoresamplesentencesusingthethreeverbs.

Post-taskactivity
Workbookpage27

Consolidation
GrammarPracticeBook7Bpages42and43.

3
Languagefocus:
Asking‘Wh-’questionstofindoutaboutaspecificobject
e.g.Whichonecouldbethefirstslide?
Usingadjectivestoshoworder.
e.g.Picture2couldbethefirstslide.
Usingthesimplepresenttensetoexpresspreferences
e.g.IpreferPicture11toPicture4.

Languageskills:
Speaking
Openaninteractionbyelicitingaresponsebyaskingquestions
Maintainaninteractionbyagreeingordisagreeing,replying.
Maintainaninteractionbyaskingandrespondingtoothers’opinions
Writing
Gatherandshareinformation,ideaandlanguagebyusingstrategiessuchasbrainstorming,listing.
Planandorganizeinformationandideasbydecidingonthesequenceofcontent
Developwrittentextsbyexpressingownideasandfeelings
Reviseandeditdraftsbysharingworkwithteachersandclassmatesandrespondingpositivelytotheirsuggestionsonideasanduseoflanguage.

Materials:
Student’sBook7Bpage55
Cassette7Bandacassetteplayer
Workbook7Bpage28
Photocopiablepage49

Preparation:
Cuethecassette.MakeacopyofPhotocopiablepage49foreachstudent.

Pre-taskpreparation
1.Introducethetwonewlanguagestructurestostudents:‘either…or…’and‘prefer…to…’Tointroducethefirststructure,say:I’velostmypen.Itcouldeitherbeinthestaffroomorinthelaboratory.Tointroducethesecondstructure,say:Iprefercoffeetotea.Giveafewmoreexamplesyoucanthinkof.
2.Alsoreviewtheordinalandcardinalnumberswithstudentsifnecessary.

Post-taskactivity
Workbookpage28

Consolidation
GrammarPracticeBook7Bpage44,46and47.