小學語文微課教案
發(fā)表時間：2020-06-16Artandarchitecture（TheThirdPeriod）。
一名合格的教師要充分考慮學習的趣味性，準備好一份優(yōu)秀的教案往往是必不可少的。教案可以讓學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。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鳥巢和鳥的關系就像房子和人的關系一樣”.
T:Good.(Bb:Weretothemwhatfishistowater.)Now,lookatthissentence.
Whoknowsthemeaning?
S:Itmeans“我們和他們的關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.www.lvshijia.net
(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
擴展閱讀
Frighteningnature（TheThirdPeriod）
古人云，工欲善其事，必先利其器。高中教師要準備好教案為之后的教學做準備。教案可以讓學生更好的消化課堂內(nèi)容，幫助高中教師提高自己的教學質(zhì)量。那么如何寫好我們的高中教案呢？下面是小編幫大家編輯的《Frighteningnature（TheThirdPeriod）》，僅供您在工作和學習中參考。
TheThirdPeriod
TeachingAims:
1.Getthestudentstocompleteapassageaccordingtotheinformationgiven.
2.Getthestudentstoreviewtheusageofthepresentparticipleandthepastparticiple.
3.Getthestudentstolearnandmaster
Grammar:Ellipsis.
TeachingImportantPoints:
1.Enablestudentstolearnhowtochoosethepresentparticipleorthepastparticiple.
2.LearnaboutEllipsisofdifferenttypes.
TeachingDifficultPoint:
HowtouseElliipsistomakeasentencebriefandclear.
TeachingMethods:
1.Practisetomakethestudentsmasterwhattheyvelearned.
2.Inductivemethodtogivethestudentsaclearpictureoftheyshouldmaster.
3.Pairworkorgroupworktomakeeverystudentbeactiveinclass.
TeachingAids:
1.acomputer
2.aprojector
TeachingProcedures:
StepIGreetingsandRevision
Greetthewholeclassasusual.
(Teacherandstudentslearnthenewwordsofthisperiodtogether.)
T:Haveyoufinishedyourhomework?
Ss:Yes.
T:Whowillreadhiswordwebstous?
(Teacheraskssomestudentstoread.Atlastteachershowsthefollowingon
thescreen.)
StepIIWordStudy
T:(Showthescreen.)Nowletsdoanexercise.Readthenewsonthescreen
andfillintheblankswiththewordswevelearned.Pairworkorgroupwork.
Completethenews:
TheactivevonMontserratcausedmorethanUS3000damagetocropsandtheislandswatersystem,thegovernmentsaidThursday.
Theislandwascoveredwithdanda_________asdeepasfourinched.Fruittreesandcropswereseverelydamaged,butnoneofthepeoplewerereportedinjured,officialssaid.Somewildlifehabitatsweredamaged.
ThevolcanoonMontserratsprangtolifein1995.Morethanhalfofthe
populationf______andneverreturneda.Aneruptionin1997killed19
peopleandburiedthecapitalofPlymouth.
Althoughtherewasafeelingofp_________,peopletoldreportersthattheywouldnotleavetheirisland.
OfficialssaidcostsforcleaningupcouldreachUS8000.TheUNhasu________othercountriestohelp.Britainalreadygave2millionpoundslastaidTuesdays.
Suggestedanswers:
olcano,ust,sh,led,gain,anic,rged
T:Lookatthetwosentencesontheblackboard.
Thisisamovingstory.
Theboyisdeeplymovedbythestory.
Canyoutellmethedifferencebetween“moving”and“moved”,LiHua?
LiHua:Yes.Thepresentparticiple“moving”expressesanactionthathappensaroundthesametimeasthemainverbwithanactivemeaningwhilethepast
participle“moved”expressesanactionthatiscompletedwithanpassivemeaning.AmIright?
T:Yes,quiteright!PleaseopenyourbooksatPage78.LookatEx.2.Read
thesentencesandfillintileblankswiththeproperformsofthewordsin
brackets.Andthencheckyouranswerswithyourpartner.
Suggestedanswers:
1.frightening;frightened
2.upsetting;upset
3.terrified
4.scaring;seared
StepIIIGrammar
T:(Teacherwritesthetwosentencesontheblackboard.)
1.Uponarrival,myunclehuggedPompyand(?)triedtogivehimcourage.
2.Thencameasmellofsulphur,andthen(?)flames.
Lookatthetwosentencesontheblackboard.Theyarebothfromthetext.Readthemanddecidewhichwordswereleftoutateachplaceofthequestionmarks.Pairworkorgroupwork.
(Afewsecondslater.)
SA:Ithinkinthefirstsentencethesubject“heormyuncle”wasleftout.
SB:InthesecondsentenceIthink“came”shouldbeattheplaceofthequestion
mark.
(Teacherwritesthecompletedsentencesontheblackboard.)
T:Youareright.InmodernEnglishthereisatendencytoomitorleaveoutsome
wordsinasentenceforthesakeofconciseness.Thisomissioniscalledellipsis,andasentencecontainingsuchanomissioniscalledanellipticalsentence,Awordorwordsinasentencecanbeomittedonlyonconditionthattheomissionwouldnotcausethesentencetobeunderstoodinmorethanonewayortobeofunclearmeaningorwrong.Wemustkeepinmindthatweshouldnotomitwordsnecessaryforclearness.Areyouclearaboutthat?
Ss:Yes.
StepIVPractice
T:(Teachershowsthescreen.)Herearetensentencesonthescreenandthey
areallcorrect.Workwithyourpartneranddecidewhichwordshavebeenleft
out.
Decidewhichwordshavebeenleftout.
Example:(I)Begyourpardon.
1.Haventseenyouforages.
2.Somemoretea?
3.Soundslikeagoodidea.
4.Doesntmatter.
5.Sorrytohearthat.
6.Pityyoucouldntcome.
7.Thisway,please.
8.Terribleweather!
9.Joiningusforadrink?
10.Goingtothesupermarket?
T:(Afterawhile.)Haveyoufinished?Whowillgiveustheanswers?Onestudent,onesentence.Volunteers?
Suggestedanswers:
1.Ihaventseenyouforages.
2.Wouldyoulikesomemoretea?
3.Itsoundslikeagoodidea.
4.Itdoesntmatter.
5.Imsorrytohearthat.
6.Itsapityyoucouldntcome.
7.Youcomethisway,please.
8.Whatterribleweatheritis!
9.Doyouenjoyjoiningusforadrink?
or:Doyoufeellikejoiningusforadrink?
10.Areyougoingtothesupermarket?
StepVDiscussion
T:(Teachershowsthescreen.)Letsdoanotherexercise.Lookatthescreen.
Someofthewordsinthesentencesonthescreenareunnecessary.Crossthese
wordsout.
Dothefollowingaftertheexample:
Example:Itdidnttakemyunclelongtodecidewhethertogotosavehisfriends
ornottogotosavehisfriends.
1.ShecanholdherbreathlongerthanIcanholdnaybreath.
2.Theydiscussedwhethertheyshouldstayinthehouseortheyshouldtrytheopenair.
3.Theyhadameal,theywentoutforawalkandtheycamebacktosleep.
4.Dontbatheifyoudontwanttobathe.
5.IdontvisitmyparentsasmuchasIoughttovisitmyparents
(Afterawhile.)
Sa:Ithinkinthefirstsentence“holdmybreath”canbeomitted.
Sb:Theword“can”canbeomitted,too.
T:Whoisright?
Ss:Sb.
Sc:Inthesecondsentence,wecanleaveoutthewords“theyshould”.AmIright?
Ss:Yes.
Sd:Inthethirdsentencethesecondandthethirdsubject“they”canheomitted.
Se:Thefourthsentencecanhechangedlikethis:Dontbatheifyoudontwantto.
T:Cantheword“to”beomitted?
Ss:No,itcantbeomitted.
St:Inthefifthsentence,thelastfewwords“visitmyparents”canbeleft
out,cantthey?
Ss:Yes.
T:Youvegraspedthespiritofit.NowopenyourbooksonPage78.Letsdo
Ex.4.Readtherequirementandhaveadiscussionwithyourpartner.
Suggestedanswers:
M:Well,youdontlookatalllikeaseacaptain,sir.
C:Imafraidyoudontlikeverymuchlikeagoverness.Youturnaround,please!
M:Whatdoyoumean?
or:Forwhatdoyouaskmetoturnaround?
C:Youturn!Youtakeyourhatoff!Itsthedress.Youhavetoputonanother
onebeforeyoumeetthechildren.
M:ButIdonthaveanotherone.Iwouldhavemademyselfanewdress,but
therewasnttime.
C:Well,Illseethatyougetsomematerialtoday,ifpossible.1dontknowhow
muchthemotherhastoldyou.
M:Themotherhasnottoldmemuch.
C:Yourethetwelfthinalonglineofgovernesses,whohavecometolookaftermychildrensincetheirmotherdied.Ibelievethatyouwilldobetterthanlastone.Shestayedonlytwohours.
M:Whatswrongwiththechildren,sir?
C:Therewasnothingwrongwiththechildren,onlythegoverness.…
StepVISummaryandHomework
T:InthisperiodwevedonesomeexercisesaboutWordstudy.Andwevelearnedanewgrammaritem:Ellipsis.Indoingthis,wemustrememberthat…(PointingtothesentencesontheBb.)Afterclass,domoreexercisesaboutit.AndthendoEx.5onPage77.NextclassIllasksomestudentstotellthestoryintheirownwords.Thatsallfortoday.Classisover.
StepVIITheDesignoftheWritingontheBlackboard
Unit10Frighteningnature
TheThirdPeriod
Thisisamovingstory.
Theboyisdeeplymovedbythestory.
Grammar:Ellipsis
1.Uponarrival,myunclehuggedPompyand(?)triedtogivehimcourage.
2.Thencameasmellofsulphur,andthen(?)flames.
*1.Uponarrival,myUnclehuggedPompyand(he/myuncle)triedtogivehimcourage,*2.Thencameasmellofsulphur,andthen(came)flames.
StepVIIIRecordafterTeaching
artandarchitecture
Unit3Artandarchitecture
教學內(nèi)容分析
教學目標和要求 教學重點和難點教具 課時安排 教學設計 1：聽說課（熱身，口語，聽力部分）步驟1：上課儀式熱身部分讓學生談論家鄉(xiāng)及他們的家（導入）問:你來自哪座城市?你能描述你家鄉(xiāng)的建筑嗎?你喜歡居住在傳統(tǒng)的還是現(xiàn)代的建筑中?多媒體給學生展示兩張圖片，一張是傳統(tǒng)的四合院另一張是高層建筑.（知識導入：導入的的形式我采用：提問、示范、圖片。提問與話題有關的問題，為學生理解對話的情景打下基礎）。問:在這兩幅圖片中你看到了什么?它們之間有什么不同？(當學生描述圖片時，提醒他們要思考不同點.鼓勵學生思考并給與時間討論。以此發(fā)展學生的比較，分析和快速反應等能力。確立此目標的依據(jù)是英語教學大綱的“發(fā)展智力，提高思維，觀察，注意，記憶，想象，聯(lián)想等能力”的要求。同時兼顧到讀寫能力的培養(yǎng)。)答案:公寓Traditionalhouse現(xiàn)代.便利.空間大.有衛(wèi)生間.與鄰居很少溝通.人會感到孤獨.平的屋頂.…老式的建筑.空間小.有些老式建筑沒有衛(wèi)生間.生活豐富.鄰里接觸頻繁.人們可以在院子里種花.屋頂多數(shù)是斜坡的.…問：你喜歡住在公寓里還是老式的建筑里呢？為什么？（鼓勵學生動腦，培養(yǎng)獨立分析問題解決的能力。）學生可以用到以下句式:Ilikelivingin….because….Ipreferliving…I’dratherlive…（讓學生闡釋觀點和理由.鼓勵學生們踴躍發(fā)言.）問:建筑物不同，所用的材料也會有所不同。當你在談論藝術與建筑時，你想用到哪些詞匯，短語呢？（展示些建筑的圖片，讓學生邊看邊思考）問:如果你可以自己設計你的家，你會把家設計成什么樣子的呢?你會用到什么材料?并讓學生闡釋他的理由?（給與學生足夠的時間思考，并示范幾個同學的答案.幫助學生樹立的信心，通過學習調(diào)動他們的學習積極性。使學生體會到英語的趣味性）步驟2口語在課本的18頁.讓學生跟著錄音聽對話.學習常用的表述喜好的句式.練習：（多媒體播放圖片）學生看著圖片選擇喜歡的東西。并闡釋理由.二項任務:一項是探討老式的和現(xiàn)代的建筑。另一項任務是從圖片中選擇喜歡的東西裝飾自己的家。（采用任務型教學法，）問:在你的“夢之家”里，用椅子裝飾房屋了嗎？(用多媒體展示幾張關于椅子的圖片,采用看圖討論式)你最喜歡哪把椅子？為什么？（鼓勵學生用書上提供的句式來表述自己的觀點，給3分鐘時間準備，讓學生表演他們自己編排的對話.最大限度的讓學生參與課堂教學活動，從而使學生把所學的知識轉(zhuǎn)化為能力。）步驟3:聽前準備問:我們已經(jīng)設計好了我們的“夢之家”,下面我們就應該買家用設備了.你打算買哪種家用的東西呢?并且思考為什么你喜歡它呢?做一下簡短的討論.盡量多說出一些家私的名字.例如：空調(diào)，熱水器等等。（為聽力奠定良好的基礎。）步驟4.聽力.課本18頁，聽力部分.告訴學生，接下來我們要聽到的是一對夫妻和商店的售貨員之間的對話.他們想為新家添置新設備.他們?nèi)ド痰昱c售貨員談論了他們的喜好。（聽力之前，先讓學生瀏覽練習.明確他們的聽力任務并猜測問題的答案。讓學生帶著問題來聽，由淺入深理解對話的內(nèi)容。）讓學生聽兩遍錄音，完成練習，全班共同核對答案。然后再放一次錄音。（第三次聽錄音是為了鞏固知識，訓練學生朗讀的能力。聽第三次錄音的時候，可以使學生跟錄音朗讀對話，深入地認識對話。）步驟5.總結與作業(yè)總結：學習了如何用今天學過的句式表達自己的喜好，對比當代建筑與傳統(tǒng)的建筑的區(qū)別。作業(yè)：1.描述你的臥室和教室.闡釋裝飾的狀況.2.盡可能搜集一些藝術品和著名建筑的資料,給同學展示。3．結合我們學校即將搬遷新校園的契機，設計你所希望的新校園的藍圖， 評估與反饋 我能做的事情 評價 教學內(nèi)容分析 教學重點和難點教具 課時安排 教學設計 1：聽說課（熱身，口語，聽力部分）步驟1：上課儀式熱身部分讓學生談論家鄉(xiāng)及他們的家（導入）問:你來自哪座城市?你能描述你家鄉(xiāng)的建筑嗎?你喜歡居住在傳統(tǒng)的還是現(xiàn)代的建筑中?多媒體給學生展示兩張圖片，一張是傳統(tǒng)的四合院另一張是高層建筑.（知識導入：導入的的形式我采用：提問、示范、圖片。提問與話題有關的問題，為學生理解對話的情景打下基礎）。問:在這兩幅圖片中你看到了什么?它們之間有什么不同？(當學生描述圖片時，提醒他們要思考不同點.鼓勵學生思考并給與時間討論。以此發(fā)展學生的比較，分析和快速反應等能力。確立此目標的依據(jù)是英語教學大綱的“發(fā)展智力，提高思維，觀察，注意，記憶，想象，聯(lián)想等能力”的要求。同時兼顧到讀寫能力的培養(yǎng)。)答案:公寓Traditionalhouse現(xiàn)代.便利.空間大.有衛(wèi)生間.與鄰居很少溝通.人會感到孤獨.平的屋頂.…老式的建筑.空間小.有些老式建筑沒有衛(wèi)生間.生活豐富.鄰里接觸頻繁.人們可以在院子里種花.屋頂多數(shù)是斜坡的.…問：你喜歡住在公寓里還是老式的建筑里呢？為什么？（鼓勵學生動腦，培養(yǎng)獨立分析問題解決的能力。）學生可以用到以下句式:Ilikelivingin….because….Ipreferliving…I’dratherlive…（讓學生闡釋觀點和理由.鼓勵學生們踴躍發(fā)言.）問:建筑物不同，所用的材料也會有所不同。當你在談論藝術與建筑時，你想用到哪些詞匯，短語呢？（展示些建筑的圖片，讓學生邊看邊思考）問:如果你可以自己設計你的家，你會把家設計成什么樣子的呢?你會用到什么材料?并讓學生闡釋他的理由?（給與學生足夠的時間思考，并示范幾個同學的答案.幫助學生樹立的信心，通過學習調(diào)動他們的學習積極性。使學生體會到英語的趣味性）步驟2口語在課本的18頁.讓學生跟著錄音聽對話.學習常用的表述喜好的句式.練習：（多媒體播放圖片）學生看著圖片選擇喜歡的東西。并闡釋理由.二項任務:一項是探討老式的和現(xiàn)代的建筑。另一項任務是從圖片中選擇喜歡的東西裝飾自己的家。（采用任務型教學法，）問:在你的“夢之家”里，用椅子裝飾房屋了嗎？(用多媒體展示幾張關于椅子的圖片,采用看圖討論式)你最喜歡哪把椅子？為什么？（鼓勵學生用書上提供的句式來表述自己的觀點，給3分鐘時間準備，讓學生表演他們自己編排的對話.最大限度的讓學生參與課堂教學活動，從而使學生把所學的知識轉(zhuǎn)化為能力。）步驟3:聽前準備問:我們已經(jīng)設計好了我們的“夢之家”,下面我們就應該買家用設備了.你打算買哪種家用的東西呢?并且思考為什么你喜歡它呢?做一下簡短的討論.盡量多說出一些家私的名字.例如：空調(diào)，熱水器等等。（為聽力奠定良好的基礎。）步驟4.聽力.課本18頁，聽力部分.告訴學生，接下來我們要聽到的是一對夫妻和商店的售貨員之間的對話.他們想為新家添置新設備.他們?nèi)ド痰昱c售貨員談論了他們的喜好。（聽力之前，先讓學生瀏覽練習.明確他們的聽力任務并猜測問題的答案。讓學生帶著問題來聽，由淺入深理解對話的內(nèi)容。）讓學生聽兩遍錄音，完成練習，全班共同核對答案。然后再放一次錄音。（第三次聽錄音是為了鞏固知識，訓練學生朗讀的能力。聽第三次錄音的時候，可以使學生跟錄音朗讀對話，深入地認識對話。）步驟5.總結與作業(yè)總結：學習了如何用今天學過的句式表達自己的喜好，對比當代建筑與傳統(tǒng)的建筑的區(qū)別。作業(yè)：1.描述你的臥室和教室.闡釋裝飾的狀況.2.盡可能搜集一些藝術品和著名建筑的資料,給同學展示。3．結合我們學校即將搬遷新校園的契機，設計你所希望的新校園的藍圖， 評估與反饋 我能做的事情 評價
本課基于藝術與建筑這一話題開展一系列的聽說活動，要求學生掌握如何表達喜好的一些常用句型，并學會論述利弊觀點。另根據(jù)《英語新課程標準》關于總目標的具體描述，結合高二學生實際和教材內(nèi)容，我們將教學目標分為語言知識、語言技能、學習策略、情感態(tài)度、文化意識五個方面。1．語言知識（Knowledge）詞匯（Vocabulary）：能理解、內(nèi)化、運用以下生詞---architecture,architect,preference,design,furniture,taste,modern,convenient,apartment,style,stand,ugly,construction,impress,fantastic,create,aside,rent,development短語（Phrases）:actas,fillupwith,belongto,setaside語言功能（Functions）：學習掌握一些用于表達喜好的句型，如：I’drather…I’mmuchmoreinterested…Ireallyprefer…Iwouldn’tfeelhappyif…Idon’tgetveryexcitedabout…Iprefersomethingthat…WhatIlikeis…Ican’tstand…2.語言技能（Skills）聽：通過聽一個關于布置新居買家具的對話，訓練學生聽力理解能力及技能，如捕捉特定信息的能力，準確聽寫相關詞語的能力，從說話人的語氣表情判斷信息正誤的能力等等。說：能熟練運用所學表達法來表明自己的觀點，談論不同喜好；能就本單元相關話題表達看法；能較好地完成一些開放性的話題，以提高在真實語境中的英語交際能力。3.學習策略（Strategy）:認知策略：在學習過程中，善于抓住重點，做好筆記，并能對所學內(nèi)容進行整理和歸納。調(diào)控策略：能夠根據(jù)個人的特點和需要安排自己的學習，主動拓寬學習英語的渠道，總結有效的學習方法，能在一定程度上形成自主學習的能力。交際策略：能夠在課內(nèi)外活動中積極用英語和他人交流，利用各種機會用英語進行真實的有效的交際的能力。資源策略：能夠有效地使用圖書館、網(wǎng)絡等方式查閱有關藝術與建筑的資料進行信息處理的能力，獲得更廣泛的英語信息，擴展所學知識。4.情感態(tài)度（Affect）：能在多種英語學習情境中感受、分享用英語交流的成功與喜悅；積極參與多種形式的合作學習，有較強的合作精神和互助精神，在交流中理解并尊重他人的情感。5.文化意識（Culturalawareness）:通過學習，了解一些中外著名的建筑藝術家以及建筑藝術風格，從而拓寬他們的文化視野，加深對藝術和建筑的理解和掌握。
（一）重點1．重點詞匯：architecture,architect,preference,design,convenient,apartment,style,stand,ugly,construction,impress,create,rent,actas,fillupwith,belongto,setaside2．訓練學生的聽說能力。（二）難點:1.運用所學知識表達自己的想法。2.指導學生通過各種渠道如報紙、雜志、圖書館和網(wǎng)絡等資源查找有關素材，培養(yǎng)信息社會收集查找資料的能力。（三）教具：多媒體、錄音、電腦等。
Period1:Warming-up,ListeningSpeakingPeriod2:Pre-readingReadingPeriod3:ReadingPost-readingPeriod4:LanguagestudyPeriod5:Integratingskills
本教學安排根據(jù)LARA教學原則，對教材進行大膽的刪除（L-leaveout）、修補（A-Amending）、替換（R–Replace）、增添（A–Add）處理，靈活的將教材為我所用。我們根據(jù)單元實際情況對教材的編排順序作了一些調(diào)整，如“熱身”部分呈現(xiàn)了一些不同風格的建筑圖片后，在學生充分發(fā)揮想象的基礎上先引導學生思考用于描繪建筑物的詞匯，導入本單元的詞匯學習，即先處理問題3，再處理問題2。另由于第三部分“speaking”的對話范例提供的一個喜歡住現(xiàn)代式公寓還是住傳統(tǒng)四合院的話題剛好承接了熱身部分的話題，所以我們在處理的時候把“speaking”和第二部分“Listening”也作了調(diào)整，先討論喜歡住哪里，再轉(zhuǎn)至第二部分喜歡布置什么家具，這樣在內(nèi)容安排上有更好的承接關系。熱身部分的最后一個問題是查找建筑歷史、著名建筑藝術家、建筑物的任務。我們認為這個任務可以作為課前預習任務或課后作業(yè)來布置會更好。本單元以藝術建筑話題為核心，基于這一話題組織和安排了一系列的聽、說、活動，使學生在學習英語的過程中培養(yǎng)綜合地運用所學語言的能力。因此，我們在采用話題、功能、結構相結合的基礎上，設計了一系列的“任務型”活動。如讓學生設計自己的“夢之家”，設計自己居室的家具布置，模擬開展“最佳寢室”的活動；并結合我們學校即將搬遷新校園的契機，讓學生開動腦筋，人人參與，設計你所希望的新校園的藍圖，還可增強學生愛校愛家的主人翁精神；體會做一個建筑師的感覺。我們覺得這些是培養(yǎng)學生的思維能力，創(chuàng)造能力和動手能力的很好的任務。在設計的過程中運用所學的知識，學生必定學得積極主動并學有所獲。教學設計教案如下：
在這一單元里，我們學習了藝術與建筑。請依據(jù)下面的表格做一下自我測評。
本課基于藝術與建筑這一話題開展一系列的聽說活動，要求學生掌握如何表達喜好的一些常用句型，并學會論述利弊觀點。另根據(jù)《英語新課程標準》關于總目標的具體描述，結合高二學生實際和教材內(nèi)容，我們將教學目標分為語言知識、語言技能、學習策略、情感態(tài)度、文化意識五個方面。1．語言知識（Knowledge）詞匯（Vocabulary）：能理解、內(nèi)化、運用以下生詞---architecture,architect,preference,design,furniture,taste,modern,convenient,apartment,style,stand,ugly,construction,impress,fantastic,create,aside,rent,development短語（Phrases）:actas,fillupwith,belongto,setaside語言功能（Functions）：學習掌握一些用于表達喜好的句型，如：I’drather…I’mmuchmoreinterested…Ireallyprefer…Iwouldn’tfeelhappyif…Idon’tgetveryexcitedabout…Iprefersomethingthat…WhatIlikeis…Ican’tstand…2.語言技能（Skills）聽：通過聽一個關于布置新居買家具的對話，訓練學生聽力理解能力及技能，如捕捉特定信息的能力，準確聽寫相關詞語的能力，從說話人的語氣表情判斷信息正誤的能力等等。說：能熟練運用所學表達法來表明自己的觀點，談論不同喜好；能就本單元相關話題表達看法；能較好地完成一些開放性的話題，以提高在真實語境中的英語交際能力。3.學習策略（Strategy）:認知策略：在學習過程中，善于抓住重點，做好筆記，并能對所學內(nèi)容進行整理和歸納。調(diào)控策略：能夠根據(jù)個人的特點和需要安排自己的學習，主動拓寬學習英語的渠道，總結有效的學習方法，能在一定程度上形成自主學習的能力。交際策略：能夠在課內(nèi)外活動中積極用英語和他人交流，利用各種機會用英語進行真實的有效的交際的能力。資源策略：能夠有效地使用圖書館、網(wǎng)絡等方式查閱有關藝術與建筑的資料進行信息處理的能力，獲得更廣泛的英語信息，擴展所學知識。4.情感態(tài)度（Affect）：能在多種英語學習情境中感受、分享用英語交流的成功與喜悅；積極參與多種形式的合作學習，有較強的合作精神和互助精神，在交流中理解并尊重他人的情感。5.文化意識（Culturalawareness）:通過學習，了解一些中外著名的建筑藝術家以及建筑藝術風格，從而拓寬他們的文化視野，加深對藝術和建筑的理解和掌握。
（一）重點1．重點詞匯：architecture,architect,preference,design,convenient,apartment,style,stand,ugly,construction,impress,create,rent,actas,fillupwith,belongto,setaside2．訓練學生的聽說能力。（二）難點:1.運用所學知識表達自己的想法。2.指導學生通過各種渠道如報紙、雜志、圖書館和網(wǎng)絡等資源查找有關素材，培養(yǎng)信息社會收集查找資料的能力。（三）教具：多媒體、錄音、電腦等。
Period1:Warming-up,ListeningSpeakingPeriod2:Pre-readingReadingPeriod3:ReadingPost-readingPeriod4:LanguagestudyPeriod5:Integratingskills
本教學安排根據(jù)LARA教學原則，對教材進行大膽的刪除（L-leaveout）、修補（A-Amending）、替換（R–Replace）、增添（A–Add）處理，靈活的將教材為我所用。我們根據(jù)單元實際情況對教材的編排順序作了一些調(diào)整，如“熱身”部分呈現(xiàn)了一些不同風格的建筑圖片后，在學生充分發(fā)揮想象的基礎上先引導學生思考用于描繪建筑物的詞匯，導入本單元的詞匯學習，即先處理問題3，再處理問題2。另由于第三部分“speaking”的對話范例提供的一個喜歡住現(xiàn)代式公寓還是住傳統(tǒng)四合院的話題剛好承接了熱身部分的話題，所以我們在處理的時候把“speaking”和第二部分“Listening”也作了調(diào)整，先討論喜歡住哪里，再轉(zhuǎn)至第二部分喜歡布置什么家具，這樣在內(nèi)容安排上有更好的承接關系。熱身部分的最后一個問題是查找建筑歷史、著名建筑藝術家、建筑物的任務。我們認為這個任務可以作為課前預習任務或課后作業(yè)來布置會更好。本單元以藝術建筑話題為核心，基于這一話題組織和安排了一系列的聽、說、活動，使學生在學習英語的過程中培養(yǎng)綜合地運用所學語言的能力。因此，我們在采用話題、功能、結構相結合的基礎上，設計了一系列的“任務型”活動。如讓學生設計自己的“夢之家”，設計自己居室的家具布置，模擬開展“最佳寢室”的活動；并結合我們學校即將搬遷新校園的契機，讓學生開動腦筋，人人參與，設計你所希望的新校園的藍圖，還可增強學生愛校愛家的主人翁精神；體會做一個建筑師的感覺。我們覺得這些是培養(yǎng)學生的思維能力，創(chuàng)造能力和動手能力的很好的任務。在設計的過程中運用所學的知識，學生必定學得積極主動并學有所獲。教學設計教案如下：
在這一單元里，我們學習了藝術與建筑。請依據(jù)下面的表格做一下自我測評。
TheBritishIsles（TheThirdPeriod）
TheThirdPeriod
TeachingAims:
1.Reviewsomewordslearntinthisunit
2.Learnandmasternounclausesasthesubject,theobject,thepredicativeandtheappositiveintroducedby“that”.
TeachingImportantPoints:
1.Masternounclausesastheappositive.
2.Masterthedifferencesbetweentheappositiveclauseandtheattributiveclause.
TeachingDifficultPoints:
Masterthedifferencesbetweentheappositiveclauseandtheattributiveclause.
TeachingMethods:
1.Inductivemethodtointroducethedifferencebetweentheappositiveclauseandtheattributiveclause.
2.Practicetohelpstudentsmastertheapprositiveclause.
3.Individualorpairworktomakeeverystudentworkinclass.
TeachingAids:
1.acomputerandacourseware
2.aprojector
TeachingProcedures
StepIGreetings
Greetthewholeclassasusual.
StepIIRevision
T:NowIllcheckyourhomework.Haveyoumadeyourtravelplan?
(Ss:Yes.)Idlikesomestudentstotellme.Anyvolunteers?
S1:IwanttovisitLondonnextyear.…
S2:IfIhaveachancetoEngland,IllgotovisitLondonUniversityfirst,
Because…
S3：…
StepIIIWordStudy
T:Verygood.Inthisunit,wevelearntmanyimportantwords.Nowlookatthewordsonthescreen.Trytothinkoftheirmeanings.Thenfinishtheexerciseonthescreentocheckifyoucanusethemcorrectly.Afterfinishingit,youcancheckyouranswerswithyourpartner.
(Teachershowsthefollowingonthescreen.)
Completeeachsentencewiththewordsinthebox.
View,narrow,kingdom,consist,mild,influence,basis,upper,union,republic
1.Agroupoftrade_______leadersmettodiscussquestionsaboutjobsafety.
2.TheofficialnameofourcountryisthePeoples________ofChina.
3.Moreandmoreyoungpeoplegoabroadtostudywhentheygraduatefromhighschool.Whatsyour________onit?
4.Generallyspeaking,the_______classesdonthaveaclearideaofthecommonpeopleslives.
5.Ourclass________oftwenty-fiveboysandthirty-twogirls.
6.Theweatheris________today;itisneitherhotnorcold.
7.Thestreetistoo________.Itdoesntallowtwocarstopasseachother.
8.Becauseofherteachers_________,shechosetostudyEnglishatcollege.
9.Dontjudgeapersononlyonthe_________ofappearance.
(Afterthreeminutes,teachermayasksomestudentstosaytheiranswersandgive
theChinesemeaningofeachsentence.Teachercorrectsthemistakesifanyandgivessomeexplanations.Finallyteacherpointsouttheconcernedphrasesandasksstudentstorememberthem.)
Suggestedanswers:
1.union一些工會領導聚在一起商討工作中的安全問題。
2.Republic我國的全稱是中華人民共和國。
3.view越來越多的年輕人中學畢業(yè)后出國留學，你對這種現(xiàn)象怎樣看待？
4.upper一般說來，上層社會的人不了解普通百姓的生活。
5.consists我班有二十五名男生，三十二名女生。
6.mild今天天氣不錯，不冷也不熱。
7.narrow這條街太窄了，兩輛車都錯不開。
8.influence受她老師的影響，她在大學學英語專業(yè)。
9.basis不要以貌取人。
Concernedphrases:
2.theRepublicofChina
4.theupperclass
5.consistof
9.onthebasisof在……基礎上，根據(jù)
StepIVGrammar
(Teacherwritersonesentenceontheblackboard:MostpeopleinthewestagreethatChineseisoneofthemostdifficultlanguagestolearn.)
T:OK.Pleaselookatthesentenceontheblackboard.Thereisathat-clauseinthesentence.Doyouknowwhatclauseitiscalled?
Ss:Yes.Itisanobjectclause.
T:Right.Howdoyouknowthis?
S4:Ithinkthethat-clauseisusedastheobjectoftheverb“agree”.
T：Quiteright.Ifathat-clauseisusedassubjectwecallitthesubjectclause.Athat-clauseisalsousedasthepredicativeclause,theappositiveclauseortheattributiveclause.Areyouclearaboutthat?
Ss：Yes.
T:Letslookatthesentencesonthescreen.
l.ThattheycarryontheirconversationinFrenchissuggested.(SubjectClause)
2.HemadeasuggestionthattheycarryontheirconversationintheirFrench.
(AppositiveClause)
3.HissuggestionwasthattheycarryonconversationinFrench.(PredicativeClause)
4.Thisisthesuggestionthathemadelastweek.(AttributiveClause)
(Teacherletsstudentspayattentiontotheclausesinthesentencesandgivethemsimpleexplanations.)
T:Nowlookatsomeothersentencesonthescreenanddecidewhichparttheclausesactas.Choosethecorrectpartfromtheboxtomatchwiththesentences.Doitassoonaspossible.
(Teachershowsthescreen.).
Choosethecorrectpartfromtheboxtomatchwiththesentences.
A.subjectB.objectC.predicativeD.appositive
1.TheideathatEnglandstandsforFishChips,theSpeakersCornerandtheTowerofLondonispast.
2.ThefactthatthemainlandofGreatBritainismadeupofthreeKingdomsisstillunknowntomanypeople.
3.TheresultofsomuchFrenchinfluencewasthattheEnglishlanguageendedupwithmanyFrenchwordssuchastable,animalandage.
4.SomepeoplefeelthatWalesisanancientfairyland.
5.ThatmostofthesearenowthreatenedandmanydisappearisaseriousmattertothepeopleinBritain.
6.Theyrealisethatitisofgreatvaluetorecordandteachthemtotheyoungergeneration.
Suggestedanswers:
1.D2.D3.C4.B5.A6.B
(Studentsgiveallthecorrectanswersexceptthefirstandsecondsentences.Thenteacherexplainsthereasonfortheirmistakes.)
T:Inthefirstsentence,whatclauseisthethat-clauseusedas?
S5:Itistheappositiveclause.
S6:Ithinkitistheattributiveclause.
T:Whodoyouagreewith?
Ss:WeagreewithS5.
T:Yes.Theattributiveclauseandtheappositiveclauseareputbehindthenouns.Youmustpayattentiontothedifferencebetweenthem.Intheattributiveclause,“that”isoftenusedassubjectorobjectwhileintheappositiveclause“that”isntusedasmembersofthesentence.Areyouclearaboutthat?
Ss:Yes.
T：Pleasegivemeanexampleofeachkind.
S7:Thenewsthatourteamwonthematchisexciting.
S8:Thenewsthatheheardjustnowisexciting.
(Teacherwritesthetwosentencesontheblackboard.)
T:Welldone.NowlookatPart2onPage38.Inthispart,therearefourthatclause.Pleaseunderlinetheclausesanddentifythetypeofclauses.Beforedoingit,firstgothroughthetwoexamples.
(Teachershowsthesuggestedanswersonthescreen.)
1.Thenewsthattheplanewilltakeoffontimemadeeverybodyhappy.(NC)
2.Thenewsthatisspreadingaroundtheairportisthataheavystormiscomingup.(AC)(NC)
3.Thesuggestionthatstudentsshouldlearnsomethingpracticalisworthconsidering.(NC)
4.Thesuggestionthattheyareconsideringisthatstudentsshouldlearnsomethingpractical.(AC)(NC)
StepVPractice
T:LookatPart3.Joineachpairofsentencesusingthatclauseasappositive.NowyouallknowthattheappositiveClauseisoftenputbehindsomenouns,likebelief,fact,hope,idea,news,problem,suggestionandsoon.Firstlookattheexample,thenoun“news”isfollowedbytheappositiveclause“thatthefamousBritishsingerwillcometoChina”.Itexplainstheconcretecontentsofthenoun“news”.Nowdoyouknowhowtodothisexercise?
Ss:Yes.
T:Whodliketogivemeyouranswers?
S9:Thefirstsentence:ThefacttwothirdsofallgirlsinBritainareonadietworriestheirparentsandteachersalot.
T:Doyouagreewithhim/her?
Ss:No.
T:Whoelsecantellmetheanswer?
S10:ThefactthattwothirdsofallgirlsinBritainareonadiedworriestheirparentsandteachersalot.
(Teacherwritesthesentenceontheblackboard.)
T:Quiteright.Intheappositiveclause,“that”cantbeomitted.Whataboutthesecondone?
S11:…
Suggestedanswers:
2.LastnightweheardthenewsthattheBritishPrimeMinisterwasona
threedayvisitinChina.
3.TheviewthatteenagersshouldntspendtoomuchtimeonlineissharedbymanyBritishparents.
5.ThesuggestionthatChinesestudentsshouldbegivenmorefreetimetothemselvesiswelcomedbymanypeople,especiallykidsinschool.
4.Thereisnoscientificprooffortheideathatmobilephonesstopteenagersfromspendingmoneyondressesorcigarettes.
StepVIDiscussion
T：NowlookatthepictureonPage38.Doyouknowhim?HeisafamousEnglishfilmstar,namedPierceBrosnan.Pleasereadhisprofile.
(Afterawhile.)
T:Whichfactdoyouthinkisnewtoyou?Pleaseexpressyourideasusingthenounclauses.Discussinpairsoringroups.…
Sl2:IthoughtheisfromEngland.IdidntknowheisfromIreland.
S13:Thefactthathisfirstwifediedofcancerin1991issurprising.
S14:Thatheownsaproductioncompanywithalong-timefriendsurprisesme.
S15:Whatsurprisesmemostisthathehasraisedalotofmoneytohelptheresearchintobreastcancer.
S16：…
(Teacherwritestwosentencesontheblackboard.)
StepVIISummaryandHomework
T：Inthisperiod,wevedonesomeexercisesaboutsomeimportantwordsandthenounclauses,especiallywepracticetheappositiveclause.Alsoweveknownthedifferencebetweentheappositiveclauseandtheattributiveclause.Afterclass,youshouldpractisemoretomasterthembetter.OK.Thatsallfortoday.Seeyou.
StepVIIITheDesignofthewritingontheBlackboard
Unit5TheBritishIsles
TheThirdPeriod
NounClauses
1.Mostpeopleinthewestagree(that)Chineseisthemostdifficultlanguage
tolearn.(ObjectClause)
2.ThefactthattwothirdsofallgirlsinBritainareonadietworriestheirparentsandteachersalot.(AppositiveClause)
3.Thatheownsaproductioncompanysurprisesme.(SubjectClause)
4.Whatsurprisesmemostisthathehasraisedalotofmoneytohelptheresearchintobreastcancer.(PredicativeClause)
AttributiveClause:
Thenews(that)heheardjustnowisexciting.
But:Thenewsthatourteamwonthematchisexciting.
StepIXRecordafterTeaching
______________________
______________________
______________________
______________________
Savingtheearth（TheThirdPeriod）
一名愛崗敬業(yè)的教師要充分考慮學生的理解性，作為教師準備好教案是必不可少的一步。教案可以讓學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。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
