这篇《七年级英语说课稿:Why do you like koalas》是小编为大家整理的,希望对大家有所帮助。以下信息仅供参考!!!
今天我说课的题目是Go for it!七年级下册的第三单元Why do you like koalas第一课时。人教版教材充分体现新课改的指导思想,其对话编排几乎都是从生活实际需要出发,生活气息浓厚,让学生能掌握生活中基本的常识交流,发展他们自主学习的能力,形成有效的学习策略,把任务型教学与实际教学法融为一体。本节课学习动物的单词,及表述喜欢的原因,本单元的各项活动都围绕动物为主题展开。
(一)说教学目标:
知识目标:能听懂并表达喜欢动物的原因。
能力目标:能听、说、有关动物及喜欢原因的简单句子。
德育目标:通过学习动物,培养学生的观察能力和概括能力,并培养学生热爱大自然、热爱动物、关心他人的情感。
(二)说教学设计
七年级下册Unit 3 Why do you like koalas?本课以听Can you feel the love tonight?导入。任务一通过听力引入本课的重点句型,即询问喜欢何种动物及其原因。任务二是让学生挑选自己最喜欢的一种动物进行对话练习。任务三通过本节课学习,解决教学中所出现的知识点。运用任务型语言教学模式,培养学生对语言的综合运用能力。课堂上以学生为主体,以任务为主线,重视体验参与,体现“以生为本”的现代教育教学理念。教学突出交际性,注重听说读写的实用性,促进语言综合运用能力的提高。重视个体差异,倡导过程激励,以多层次,多角度,多主体的结果与过程并重的评价方式激励进步。注重信息技术与学科整合,充分利用多媒体辅助教学,以图、声、文等形式使教学过程变得生动形象,使学生智能得到空前释放。重视情感态度和价值观教育(热爱动物、热爱大自然、关心他人等)注重学生自我反思与思想升华。
(三)说教法与学法
本堂课将充分利用听、说来达到使学生掌握如何学习和表述喜欢的动物的原因,训练学生将所听到、所读到的语言信息转化成自己能说的。
(四)说教学步骤
Step1. Warming-up
1. Enjoy a song "Can you feel the love tonight?"
2. T: Can you see lots of animals in the movie?
Ss: Yes,I can.
T: Do you like Simba?
Ss: Yes.
T:I like him very much.Because he is brave,clever and cool.
Step2. presentation
Look at pictures on the screen. Simba is a lion.Can you say it in English? Let’s learn together.
Step3. Consolidation
1. play a guessing game to check the animals .
2.Match the words with the animals in the picture.(1b).
Step4. presentation/practice
1. present the dialogue.
T: Do you like monkeys?
Ss: Yes, I do.
T: Why do you like monkeys?
Ss: Because they are smart.
2.pairwork
practice the conversations with your partners.
3.Listen and complete the sentences.(2a.2b)
Language goals
In this unit students learn to describe animals and express preferences and give reasons,
New language
Why do you like koala bears?. Because they're cute,They're pretty interesting, They're kind of shy, They're very big.
names of animals such as tiger, elephant, koala bear, dolphin
description words such as smart, cute, intelligent
names of countries: Australia, South Africa,
Recycled language
between, across from
He's/She's from ... He's / She's five years old.
name of countries; China, Japan, Brazil
Section A
Additional materials to bring to class:
coins or other markers for the Bingo game in 4.
Ask students to name as many animals as they can in English. Write the list on the board,
Ask students to describe each animal in some way.They may tell its color or tell if it is big or small.
Say, Today we are going to learn the names of some more animals. Well also leam how to say which ones we like and tell why we like them.
la This activity introduces the key vocabulary.
Focus attention on the map of the zoo showing pictures of animals. Ask students to point to and name any animals they can.
point to the animals one by one and say the name of each. Ask students to repeal.
point out the numbered list of words. Say each one and ask students to repeat.
Then ask students to match each word with one of the pictures. Say, Write the letter of each animal in the blank by that animal's name. point out the sample answer.
Check the answers.
1 b This activity gives students practice in understanding the target language in spoken conversation.
point to the animals in 1a- Ask students to point to and name the animals.
Say, I'm going to play recordings of three conversations. Listen carefully as you look at the words in la.put a checkmark in front of the name of each animal you hear.
play the recording the first time. Students only listen.
play the recording a second time. This time students check each animal name they hear.
Correct the answers.
1 c This activity provides guided oral practice using the target language.
Call attention to the example conversation in the picture. Ask two students to read it to the class. Answer any questions they may have.
point out the four description words. Ask a student to read them aloud. Review the meaning of each word.
Say, Now you can make conversations about animals.Your conversations can be like the example. Use these description words.
Ask students to work in pairs. Have them take turns saying both parts.
If students need help getting started, demonstrate another conversation with a student. For example:
Teacher: let's see the elephant.
Student: Why do you want to see the elephant?
Teacher: Because it's very smart.
Ask some students to present their conversations to the class.
2a This activity provides listening practice using the target language.
Call attention to the two blank lines on the left. Say,You will hear a recording of a conversation. Listen carefully. Then write the names of the two animals you hear on these lines.
play the recording the first time. Students only listen.
play the recording a second time. This time students write in the names of the animals.
Check the answers.
point out the adjectives listed on the right. Ask a student to say the words.
Say, Now I will play the recording again. This time draw a line between each animal and the adjective you hear.
play the recording and have students match each animal with an adjective.
Correct the answers.
2b This activity provides listening and writing practice using the target language.
Call attention to the conversation and the blank lines in it Say, You will hear the recording again. This time please write a word from the box on each blank line. Some words can be used more than one time.
Ask a student to read the words in the box.
play the recording. Check to see that students are writing a word from the box on each line of the conversation.
Go over the answers.
2c This activity provides guided oral practice using the target language.
Call attention to the conversation in the picture. Ask two students to read it to the class.
Say, Now you can have conversations like this one.Use the words in Box 1, Box 2, and Box 3 in your conversations.
Demonstrate a conversation with a student. For example:
Student: Do you like penguins?
Teacher: Yes, I do.
Student: Why?
Teacher: Because they're very cute.
3a This activity provides reading practice using the target language.
point to and say the names of the three countries on the maps and ask students to repeat
point to the three animals and ask a student to name them.
Say, Now draw a line between each animal and the country it comes from.
Correct the answers.
3b This activity provides guided oral practice using the target language.
point to the conversation in the picture. Ask a pair of students to read it to the class.
Ask students to work in pairs. Say, Now you can talk about where animals come from. point to the map and animals students matched up in 3a-
Say, Work with a partner. Take turns asking and answering questions about the countries and animals in 3a.
After a few minutes, ask several pairs to say the conversation for the class.
Section B
Additional materials to bring to class:
pictures of household pets and zoo animals cut out of magazines for Follow-up activity 1.
1 This activity introduces more key vocabulary,
Call attention to the animals in the picture and ask a student to say the name of each one.
point out the list of eight numbered adjectives at the top.
Say, Now please match the adjectives at the top with the animals in the picture. Write the letter of the animal on the line after the adjective. point out the sample answer.
As students work, move around the room offering to answer questions as needed.
Correct the answers-
2a This activity provides listening practice with the target language.
Say, Now I will play a recording of a conversation between Tony and Maria. This time circle the adjectives you bear on the list for la.
play the recording again. Students circle the adjectives they hear.
Correct the answers.
2b This activity provides listening and writing practice using the target language.
Call attention to the three headings. Animal, Maria's Words and Tony's Words, and the write-on lines under each.
Say, Now I will play the recording again. This time please write the name of the animals each person talks about and the words they say.
play the first four lines of recording and stop the tape. Ask, What animal are they talking about? (the elephant) What words does Maria use to describe the elephant? (interesting, intelligent)
point out the write-on lines where students can write these words.
play the whole recording and have students write the words they hear on the chart.
Check the answers.
3 This activity provides guided oral practice using the target language.
Call attention to the dialogue next to the picture. Ask two students to read it to the class.
Say, Work in pairs. Use sentences like these to say what you think about different animals.
Demonstrate the activity with one or two students. For example, say, I like dolphins. They're intelligent.
Ask students to work in pairs. As they work, move around the room checking on progress.
Ask some pairs to present their conversations to the class.
3a This activity provides reading practice using the target language.
point out the three descriptions of animals. Ask students to take turns reading one aloud.
Then draw attention to the pictures of animals below.Say, Write the letter of the animal in the blank lines above its description. There is one animal that is not described.
Check the answers.
3b This activity introduces some new vocabulary words and provides reading and writing practice using the target vocabulary.
Call attention to the pictures of animals in 3a, and draw attention to the grass, leaves, and meat. Ask a student to explain each word or use it in a sentence to show he or she understands what it means. Teach the expression sleeps.
point out the description in 3b with blank lines where some words are missing. Read it to the class saying blank each time you come to a blank line.
point out the six words in the box. Say, You can write these words in the blanks. Use each word only once.
As students work, move around the room checking progress and offering language support as needed.
Check the answers.
3c This activity provides reading and writing practice using the target language,
Say, Now you can write a description like the one in 3b. You can use some of the same words. Write about any animal you like.
You may wish to do a sample description with the class. Choose an animal's name and write it on the board. Then ask students to make statements about the animal.Repeat each statement and then write on the board. You can ask leading questions such as. Is it big? Is it lazy? Does it eat grass?
Ask students to write their own descriptions. You may wish to have less fluent students work with a more fluent partner,
Ask students to share their writing with others in the class.
After you have reviewed the students' work, you may wish to have some students recopy their work so that you can post it on the classroom bulletin hoard.
这篇《小学五年级英语说课稿:《What would you like》》是小编为大家整理的,希望对大家有所帮助。以下信息仅供参考!!!
一 说教材:新英语课程标准指出,基础教育阶段英语课程的总体目标是培养学生的综合语言运用能力。而综合语言运用能力又以学生语言技能、语言知识、情感态度、学习策略和文化意识五个方面的综合素养为基础。
《新课标》倡导任务型教学模式,即让学生在教学活动中参与和完成真实的教学任务,从中体验学习的快乐。因此我采用“任务——探究——创造”型教学方法,让学生在有趣,开放式的语言环境中,学会观察,思考,讨论和总结,在“用”中发展思维能力、创新意识和各种语言应用能力。我说课的内容是第十一课的第一课时。这是一节情景对话课,围绕“征询意见”这一日常用语展开。在第三课中,学生已经能用“ would you like some…?”进行询问。能听懂会说chicken,pop, milk, a sandwich。本课时的教学内容为用“What would you like?”进行征询意见。根据这一安排和学生的整体认识水平,从知识教学、能力培养等方面考虑,我确立本课时的教学目标为:
1、知识目标: 能听懂会说I'm hungry. What would you like?Yes, I'd like……
2、能力目标: 听懂会说hamburger、French fries、pizza、pop。
3、情感目标: 能运用所学句型进行对话表演和口语交际,激发学生学习英语的兴趣,培养学生的英语学习能力。
4 本课时的教学重点是:能听懂会说 I'm hungry. What would you like? No, I'd like……听懂会说hamburger、French fries、pizza、pop。教学难点是能用“What would you like?”征询别人意见以及hamburger, French fries的正确发音。
5 学情分析: 由于学生已学过类似的对话,我打算以对话的形式讲授新知识。
6 教具准备: 录音机,卡片,多媒体
二教学方法:
讨论法,讲授法,演示法,练习法
三教学程序:
为实现以上目标,我是这样设计教学过程的:
(一)、Warming up
1、Sing some songs.
2、play a game.快速呈现食物图片,做问答。
(通过唱唱、问答的形式,不仅吸引学生的注意力,调动积极性,而且营造了学习英语的氛围。同时也为本课的教学作了知识的铺垫,构建了知识表象。)
(二)、Revision
(紧接着教师摸着肚子,作饥饿状)引导学生一起说出I'm hungry,围绕呈现的图片快速对话。
(以对话的形式,唤起学生的记忆,使学生熟练运用旧知,同时对I'm hungry进行了渗透。)
(三)、presentation
1、依次呈现some bread、some juice的图片。
T: Would you like some bread?
S: Yes, please
2、T: I'm thirsty.(教师作干渴状,引导学生边做边说I'm thirsty.)
T: Would you like some juice?
S: Yes,please.
T: Here you are.
通过已掌握的句型新授hamburger, French fries pizza ,pop。
(利用旧知,在已熟练了的交际语境中学习新单词,同时配以相应的图片,加深了对单词的理解,也降低了难度。并即使由师生操练转向生生操练,由模仿提高到运用,这符合学生的认知规律。)
3、(呈现以上四幅新授图片)Make out some dialogues.
(将单词融进有实际意义的对话中,充分体现在交际中教,在运用中学的理念,通过这种方式便于学生的理解和运用。)
4、(请一名较突出的学生引导作干渴状):
S:I'm thirsty. I want to drink.
T: What would you like, please?
S: I'd like some pop, please!
(教师作饥饿状):
T:I'm hungry. I want to eat.
S: What would you like, please?
T: I'd like some French fries, please!
(在说的过程中予以图片加以配合,帮助理解;由模仿到练习,反复刺激学生的感官,增强学生对新知的理解和运用。)
(四)、practise
1、Listen to the tape and read after the tape.
2、Act out the dialogue.
(在听读的过程中培养学生良好的学习习惯,通过演演的形式让学生在情景中练习达到掌握的目的。)
(五)、consolidation
1、Make a survey.
2、Who's the best?
(师生示范表演为学生提供一个可操作的模式,以任务型的活动方式,通过合作学习,并予以评价知道,给学生提供平等的说英语的机会,鼓励学生在竞赛中学,这样既创造了轻松愉快、自然和谐的课堂气氛,又促进了交际活动的展开。通过“Apple Tree”的评价总结,让学生认识到集体目标的实现离不开个人的努力,激发其进一步追求成功的欲望。)
(六)、Homework
1、Read after the tape recording.
2、Make up a dialogue in pairs.
学生情况分析(学生62人,其中男生:36人,女生:26 人)
1.学习水平不均
有的学生对小学英语比较重视,学得很好;但有的学生或学校不重视,学得很不好,还有几个甚至完全没有学过。有的学生笔试不错,但语音、语调、书写都有待加强。因此,整个班级的英语水平很不平衡,给日常教学带来诸多的不便,提高了难度。
2.学习习惯不好
学生刚刚从小学进入初中,处于一个衔接的阶段,学习任务加重,学习的习惯不是很好,没有形成一定的适合自己的方法,都有待改善。
总之,既要避免好生吃不饱的现象,又要努力把目前英语有欠缺的学生拉上去,激发他们的兴趣和信心,赶上中上的水平学生。在今后的教学中应该注重培养、激发兴趣,教给学生学习的方法,从学生的学习兴趣、学习能力、生活经验和认知水平出发,倡导体验、实践、参与与交流的学习方式和任务型的教学途径,发展学生的综合语言运用能力,使语言的学习过程成为学生形成积极的情感态度、主动思维和大胆实践、提高跨文化意识和形成学生自主学习能力的过程,这是新课标和新目标英语的要求。
教学措施和辅助
二 课时总安排
总共100课时:授课 课时 复习 课时
测试 课时 机动 课时
三.教材总体目标、单元要求及重难点
The goal:
The goal of Go for it is to make language a step-by-step progression that builds confidence and leads to open-ended activities where students can actively relate learning to their personal lives.
Go For It! 是以《英语课程标准》为依据,以学生的英语语言综合运用能力为目标。不仅以语言知识、语言技能为重点,而且更注重学生的学习策略、情感态度和文化意识。教学内容的处理和取舍灵活开放, 只要教师从学生的实际水平和语言能力出发,任何教学内容的调整或取舍,任何教学步骤的安排都是可行的。“I sometimes go to the last to do the group work first…It depends on the teachers’ knowledge of the students actual language ability…”(David Nunan);提倡教师结合学生实际,充分利用学生、教师本身和环境中一切可以利用的资源,丰富教学内容,创造运用英语的机会,注意多渠道开发教学资源。 “Don’t use just the textbook. Anything in real life that connect and appropriate to the lesson can be used as teaching resources.”(David Nunan);提倡任务型语言教学,教学进度整体把握,教学形式不拘一格;课堂以学生为主体,以任务为主线,重视体验参与,课后访谈调查,读写扎记,重视语言运用;正视个体差异,倡导过程激励,以多层次、多角度、多主体的结果与过程并重的评价方式激励进步。
The key points of each unit:
Topic Functions Structures
U 1 Making new friends Introduce yourself
Greet people
Ask for and give telephone numbers present tense to be
What questions
prossessive adjectives:my,your,his,her
U2 Things in the classroom
Identify ownerships Demonstratives:this,that
What questions and Yes/No questions
How do you spell pen?
U3 The family Introduce people
Identify people Demonstratives:these,those
Subject pronouns:I,he,she
Yes/No questions
plural nouns
U4 Things around the house Talk about where things are Where questions and Yes/No questions
prepositions: on,in,under
Subject pronouns: they
U5 Spending time with friends Ask and answer questions about ownership
Make suggestions present tense to have
Yes/No questions and short answers: let’s
Adjectives of quality
U6
Food Talk about likes and dislikes present tense to like
Yes/No questions and short answers
Affirmative and negative statements
U7
Shopping Ask about prices
Talk about clothing
Thank someone Demonstratives:this,that,these,those
How much questions
U8
Dates Talk about dates When questions
prossessive “s”
How old are you?
U9
Movies Talk about preferences
Make plans present tense to want
Yes/No questions and short answers:
Adjectives of quality
U10 Joining a club Talk about abilities Modal verb can
Yes/No questions and short answers:
Affirmative and negative statements
What questions
U11 Daily routines Talk about daily routines
Ask about and say times When questions
What time is it?
Adverbs of frequency
U 12 School subjects Talk about preferences
Give reasons What questions
Why questions
Who questions
Adjectives of quality
四、 教材分析
新目标任务型教学的特色理念:《新目标英语》是以任务为基础的语言教学,在教材的设计上,遵循了自然言语、情境真实性、语言形式为交流功能性服务、层层深入阶梯型发展语言能力、在做中学等最新教学原则和理念,注重引导学生体会文化差异,培养学生自主学习能力,完全符合教育部的《义务教育阶段英语课程标准》的要求。本教材的教学理念:“知识用于行动”,强调“语言应用”,培养“创新、实践能力”,发展“学习策略”。
人教社《新目标英语》教材的几大特色:A. 图文并茂。一幅副充满情趣,幽默生动的画面,令你眼睛一亮。它不仅版面设计充满新意,而且在内容和结构方面更富有创意 更具时代感,更有现代气息,更加贴近学生的生活。学生一拿到课本后都爱不释手,迫不及待地翻阅。B. 实用性强。每个单元的选材都来源于学生的学习和生活。紧紧地与学生的年龄特征、认知结构、生活经验联系在一起。如第一册的十四个话题:认识新朋友、教室里的物品、家庭成员、食品、购物、电影、参加社团、生活习惯、学习科目、国家与语言。第二册的十二个话题:邻居、动物、足球、职业、周末活动、音乐、人物性格与外貌、天气、节日、度假与休闲、流行文化、规章制度与日常生活。由于这些都是学生熟悉的话题,生活中经常碰到的事情,所以学生容易接受,学习热情自然也高。使教学活动由“要我学”转变为“我要学”。C.注重交际。针对中国学生学英语普遍存在的“聋哑病”,教材设计了大量的听说读写材料。每个单元都有语言活动,且内容不同,形式多样,学生对这些活动充满兴趣,所以大家都能情绪高昂地参加pair work, group work, games等活动。学生们充满了自信,开心地练习说英语,教室里常常充满了欢歌笑语。同学们都喜欢上英语课,他们能为学以致用而感到兴奋,同时也体验到了学习语言的快乐。D.词汇量大。第一册有词汇700个左右,第二册约450个,第三册约450个,第四册约400个, 第五册约500个,合计2500个。这一点正好达到《英语课程标准》5级的要求。大大丰富了学生的词汇量,让学生能更好地表达自己的所思所想。同时也要求学生必须采取有效的记忆单词的方法,就会事半功倍,否则难以适应教材的要求。这时学生特别需要教师的指导 .。
《新目标英语》的教材设计原则
a.言语、情境真实性原则 (The authenticity principle)
任务的设计要提供给学习者明确、真实的语言信息。语言情境、语言形式等要符合交际的功能和规律。使学习者在一种自然、真实或模拟真实的情境中体会语言、掌握语言的应用。
b.形式-功能性原则 (The form-function principle)
任务的设计注重语言形式和语言功能的结合。形式-功能性原则,旨在使学习者掌握语言形式的同时,培养其自我把握语言功能的能力;每一阶段任务的设计都具有一定的导入性,学生在学习语言形式的基础上,通过系列任务的训练,能够自己进行推理和演绎,从而理解语言的功能,并在交际中进行真实运用。
c.阶梯型任务原则 (The task dependency principle)
学习单元中任务的设计由简到繁,由易到难,层层深入,并形成由初级任务到高级任务并由高级任务涵盖初级任务的循环。在语言技能方面,遵循先听、读,后说、写的设计顺序,使教学阶梯式地层层递进。
d. 在做中学原则 (Learning by doing)
自始至终引导学生通过完成具体的任务活动来学习语言,让学生为了特定的学习目的去实施特定的语言行动,通过完成特定的交际任务来获得和积累相应的学习经验。
五、教学具体措施及辅助活动
1.利用直观教具和教学辅助媒体,激发兴趣,增加容量,整体优化课堂教学。
2.每日进行单词竞赛。
3.学唱英文歌。
4.坚持值日生报告。
5.开展多种游戏和竞赛活动。
六、教学进度表
Week 1 Starter Unit 1 5课时
Week 2 Starter Unit 2& Starter Unit 3 5课时
Week 3 Unit 1 6课时
Week 4 Unit 2 6课时
Week 5 Unit 3 6课时
Week 6 Revision 6课时
Week 7 Unit4 6课时
Week8 Unit 5 6课时
Week 9 Unit 6 6课时
Week 10 Revision 6课时
Week 11 Middle examination 6课时
Week 12 Unit 7 6课时
Week 13 Unit 8 6课时
Week 14 Unit 9 6课时
Week 15 Unit 10 6课时
Week 16 Unit 11 6课时
Week 17 Unit 12 6课时
Week 18 Revision 6课时
Week 19 Revision 6课时
Week 20 Final examination
教学目标
教学目标 与要求
通过本单元教学,使学生学会使用表示目的用语,并运用到日常交际。复习一般现在时,一般过去时和含有情态动词的被动语态的用法。使学生学会写种植西红柿的过程。
教学的重点和难点
Words and expressions
burn, free, operate, obey, punish, so that, in order to, make sure, stop. . . (from) doing
Daily expressions
1)I’ll keep the box in the shade so that the sun doesn’t bum the little plants.
2)I’ll water them to stop the soil getting too dry.
Grammar
1.Ways of expressing purposes
2.Revision of the passive Voice
教学建议
能力训练
1.利用对话、课文,组织学生进行听、说、读、写的训练。
2.利用新单词、词组及日常交际用语,组织学生造句、编对话、叙述课文、表达思想等。
德育教学
通过对话和课文的学习,唤起学生对大自然的爱心,使他们认识到保护环境的重要性。
互动活动
1、听、读 2、问答练习3、造句4、编演对话5、讨论6、复述课文7、讲故事
听力建议
1.建议教师在听之前,大概介绍所听材料的内容或背景知识,这样学生们能够抓住要点,同时教师也为了让学生们理解得更清楚,也可提前把问题写在黑板或让学生们先看问题,然后听磁带。
2.在20课131页的听力练习,主要内容讲解一对英国夫妇的农场,教师在放磁带之前,让学生们看一看每道练习题的大致问的内容,放完一遍后,教师可问一到两个学生农场的概况,然后教师根据问题的内容在分别放磁带。
口语建议
1、教师坚持用英语组织课堂教学的方向,尽量给学生创造英语的真实情景。帮助学生听懂课堂用语和日常交际用语。
2、本单元是对于表示目的一些交际用语,教师可以按以下程序:看、听老师演示→听录音→ 训练学生典型句型→ 读课文 → 学生运用。
教材分析
本单元的内容是围绕播种,植树这一题材,让学生了解植树造林的意义。日常交际用语运用了陈述目的基本表达法,同时在对话及课文阅读中使用了主要词汇的用法,如;shade, in order to, in fact, stop, cut down, known down等。同时本单元出现的语法重点是复习被动语态及表示目的句型结构。
教学重点难点
take, bring, carry, fetch
这四个动词都有“带”的意思,但动作的方向不同。
1)take意为“拿去,带去”,如图所示:
It’s going to rain. You’d better take your umbrella with you. 要下雨了,你带上雨伞。
2)bring意为“带来,拿来”,如图所示:
Bring me the newspaper, please.请把报纸给我拿来。
3)carry意为“携带”,无方向性。如:
He always caries a small notebook in his pocket.他口袋里老是带着一个小笔记本。
4)fetch意为“去拿来”,如图所示: 含有一去一来的意思。
如:people had to walk many kilometers in order to fetch wood.人们要砍柴得走很远。
burn v.--烧毁,焚毁.烧伤;(由酸类)灼伤;燃烧(以取火或热)
l)此词指正在燃烧的状态而不表示“点燃”的动作,“点燃”一词应是light。
I will keep the box in the shade so that the sun doesn't burn the little plants.我将把盒子放在阴凉处以防太阳晒坏小苗。
The two men had their limits burning all night long in order that everyone might see how hard they were working on the Emperor’ s new clothes. 这两个人点了一夜灯以便让大家知道 他们赶做皇帝的新装是多么卖力。
2)对其过去式、过去分词有两种形式burned,burned或burnt,burnt。但是过去分词burnt常用作adj.,如
He took a burnt stick up from the ground.他从地上捡起一个燃烧过的棍子。
强调动作时多用burned,其后常接宾语。
They had burned all the old letters before they left.他们在离开前把所有的信都烧了。
feed.作为食物喂养;以……为食
In fact they grow better if you feed them. 事实上如果你们喂养他们,他们就能生长得更好。
She feeds her baby on (with) cows’ milk. =She feeds cows’ milk to her baby.
The sheep feed chiefly on grass. 羊主要以草为食。
soil, earth, ground ,land 和 field的区别
earth作“泥土”解,与soil通用。它还可以作“地球,大地”解,相对于天空而言,如:
He filled the hole with earth. 他用泥土填洞。
soil 指土壤,耕地,国土等。
Soil is earth in which flowers, trees and other plants can grow. 土壤是花草、树木及其他植物得以生长的泥土。
land 指相对于大海而言的“陆地”,也可以指土地、 国土等。
After along journey, they found the rich land. 经过长途跋涉,他们找到了这块沃土。
ground主要指地面、地板(floor),也可指田地(与land可通用),如:
There is a large play ground in front of our building.在我们楼前有一个大操场。
field指田地、原野、场地(=ground)。如:
They are working in the fields. 他们正在地里干活。
The rest are left to grow even taller. 余下的被留下来以让它们长得更高。
1)the rest作“剩余部分,其余”讲。它作主语时,其谓语动词的数要依据它所指代的名词的数来确定。例如:
The rest of the money was left to his son. 剩余的钱留给他儿子。
Only Tom is in the classroom. The rest of the students are still at play.只有汤姆在教室里。其余的学生还在玩。
2)句中的副词even修饰比较级taller, 它没有实际意义,只起加强语气的作用。可用来修饰形容词或副词比较级的词或短语还有much, far, still, rather, a lot, a great, deal, a little, a bit等。例如:
It’s a bit cold today. 今天有点冷。
His book is far more interesting. 他的书更加有趣。
so that he can catch the first bus.
in order that he can catch the first bus.
so as to catch the first bus.
in order to catch the first bus.
to catch the first bus.
本单元重点的语法项目是表示目的的方式,下面将表示目的的几种方式归纳如下。
1、动词不定式(包括 so as to,in order to)。
2、用so that和 in order that引导目的状语从句,从“句中一般含有情态动词can,could,may,might等。下面以“为了能赶上第一班车,他每天都起得很早”为例。
He gets up early every morning
以上是用肯定句结构。
用否定结构,注意“不定式的否定结构在to前加not; so that/ in order that 只有在主句主语和从句主语一致的情况下可以换成 so as to/in order to;in order to可放于句首,so as to则不可)
so that he can’t miss the first bus.
in order that he can't miss the first bus.
so as not to miss the first bus.
in older not to miss the first bus.
so that也可用来引导结果状语从句。在so that引导的结果状语从句中,谓语动词前不用情态动词,主从句间可有逗号隔开。例如:
Everyone said no, so that the plan was dropped. 大家都反对,计划就不再讨论了。
cut down, cut in, cut off与cut out的区别
cut down意为砍倒,削减,指将树砍倒或裁军
to cut down a tree with an axe 用斧头把树砍倒
cut in 意为打断,指从语言中打断
Don't cut in while I'm talking. 我说话时别插嘴。
cut off意为“切断、切下”指切断电源,水源,煤气等。
He cut off the gas when a fire breaks out.
cut out意为切下,删下,指删掉,剪下文章等。
He cut out an article from the newspaper.
教学设计方案 Lesson 17
一、Teaching Aims
1. To learn how to plant things from this dialogue.
2. To learn to use the following useful words and expressions.
Burn, so that, stop. . . (from) doing, make. . . do
3. To make sure that the students can act out the dialogue publicly and that they can make a similar dialogue.
二、Teaching procedures
Step 1Revision
1.Check the homework exercises
2.Ask some Ss to read aloud the travel diary
Step 2 presentation
T: We have many kinds of flowers on our campus which make our school very beautiful. But do you know how to plant flowers?
possible answers: First dig a hole in the earth. put some flower seeds in the hole. Cover the hole with some soil and then water it.
Then tell the Ss that in this period we are going to learn how to plant things.
Step 3 listening
1. The Ss to listen to the tape with the books closed.
Ask this question: Where is Mum sowing cabbage?
2. Allow the Ss to listen to the tape again. Ask the following questions.
1) Why does Mum keep the box in the shade?
Answer: Mum keeps the box in the shade so that the sun doesn’t burn the little plants.
2) What will make the cabbage plants grow big and strong?
Answer: The powder
Step 4 Reading
Ask them to try to match the pictures with the steps.
1. put some soil in the box.
2. Sow the seeds and cover them with more soil.
3. Keep the box in the shade.
4. put the plants in the earth and water them.
5. plant them in rows in the field.
6. Feed them with some powder.
Step 5 practice
1. Let the Ss read the dialogue twice in pairs.
2. Ask the Ss to make a similar dialogue with the following topics.
How to plant tomatoes. How to plant potatoes.
How to plant peanuts. How to plant sunflowers.
How to plant cucumbers How to plant eggplants.
Step 6 Language points
T gives the Ss the language points and further explains them
cabbage seed, so that, stop the soil from getting too dry, like you feed chickens
Step 7 Workbook
1. Do part 2. on page 17 in the textbook. Here we will deal with the grammar: to express one’s purpose with the phrase “to do”.
Step 8 Summary and further practice
1. Summary
Go over the useful words and expressions and make sure the Ss have learnt how to use them.
2. Ask the Ss to make some other dialogues in which there is the phrase “to do” to express one’s purpose.
possible topics:
Why do you like collecting stamps?
Why do you like the pop music?
Step 9 Homework
Wb Lesson 17 Ex. 1,2 and 3.
教学设计方案Lesson 18
一Teaching Aims
1. To help the Ss to understand the text completely.
2. To help the Ss to know how to skim the text to find the general idea and to help them to scan the text to locate specific information quickly.
3. To help the Ss to recognize the importance of good environment.
二Teaching procedures
Step 1 Revision
1.Check the homework exercises.
2.Revise how to grow a plant. Get the Ss to tell you the process.
Step 2 Introduction
1.T: Today we are going to read about some village people. They decided to grow some new trees. Let's find out why.
2.Ask the Ss to look at the pictures and ask the following questions.
1)What are the women doing?
2)Can you guess why the housewives are planting trees?
Step 3 Listening
1 T plays the tape twice. and try to understand the text at last
2.After that, ask them some questions below.
1)Was it easy for the village people of Tansa to fetch wood in the past? How do you know?
2).Is the programme of planting trees operated by men or women in this area?
Answers:1).It was very difficult for them to do so. They had to walk many kilomeres in order to fetch wood.
2).By women in this area.
Step 4 Reading
1. T gives the Ss 10 minutes to read loudly and carefully, then T draws two columns on the Bb: Get Ss to answer what has changed in the past few years or today?
Answers:
In the past
No trees left; people walked a long way to fetch wood; when it rained, the soil was carried away; no new trees were planed
Today
forest programme; plant thousands of trees; people are not allowed to cut down small trees; everyone looks after the forests; the forests have grown, larger and better.
2.Ask the Ss to discuss this question in groups. What do you think of the women in Tangsa?
Answers:
They have a strong sense of responsibility. They are foresighted and hardworking. They know the importance of forests. They are willing to do things for other people.
Step 5 Discussion
1. Ask the Ss to discuss the fallowing question in groups.
If you are one of the villagers, what will you do?
2. Ask the Ss to discuss the importance of forests and ask this question: Why should we protect the environment and reduce the pollution?
Step 6 Workbook
Read the text again and try to answer the questions of Ex. 1 on page 78
Step 7 Language points
T deal with any difficult points at this stage. For examples:
obey, cut down , carry away, forest programme, so on.
Step 8 Homework
1. Do Ex. 2and3on page 78
2. Retell the text.
3. Tell a story about protecting the environment.
探究活动
教师组织学生们进行讲述自己种植蔬菜,花和树木的经过,教师可给学生们种植西红柿的简单过程,如:
First put some soil in a box, sow the seeds carefully, and then cover them with more soil. After that keep the box in the shade so that the sun does not burn the little plants. Later ,after a few week’s time put the little plants in the earth. Don’t forget to water them, so that the soil will not be too dry.
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