六、結(jié)合講解和譯文,學(xué)生三讀課文,分析內(nèi)容。(一)解析第一段內(nèi)容1、請(qǐng)找出能體現(xiàn)厲王性格特征的詞語(yǔ),說(shuō)說(shuō)厲王是一個(gè)什么樣的人?!芭?、怒、殺”暴虐兇殘、殘忍昏庸2、正由于厲王的行動(dòng),導(dǎo)致國(guó)人怎樣?(從文中找出原句)謗王——道路以目3、“國(guó)人莫敢言”,是國(guó)人真的沉默無(wú)語(yǔ),俯首聽(tīng)命了嗎?沒(méi)有,而是即將“在沉默中爆發(fā)”,人民在沉默中孕育著反抗,這是高壓下的沉默,是火山噴發(fā)前的死寂。(二)瀏覽第二段本段主要是召公的諫辭。1、召公對(duì)厲王弭謗的方法有何批評(píng)?(原文)明確:是障之也。(隨后用了“防民之口,甚于防川”來(lái)說(shuō)明堵塞言論的危害性。并指出“為水”的最有效的辦法是“導(dǎo)”,“為民”的最有效的辦法是“宣”。)2、古代天子聽(tīng)政如何廣開(kāi)言路?明確:直接的:①使公卿至于列士獻(xiàn)詩(shī),②瞽獻(xiàn)曲,③史獻(xiàn)書(shū),④師箴,⑤瞍賦,⑥曚誦,⑦百工諫。
③于是,大自然出現(xiàn)了驚人的奇跡,不毛的石縫間叢生出倔強(qiáng)的生命。④或者就只是一簇一簇?zé)o名的野草,春綠秋黃。歲歲枯榮。它們只有三兩片長(zhǎng)長(zhǎng)的細(xì)瘦的薄葉,那細(xì)微的葉脈,告知你生存該是多么艱難;更有的。它們就在一簇一簇瘦葉下自己生長(zhǎng)出根須,只為了少向母體吮吸一點(diǎn)乳汁,便自去尋找那不易被覺(jué)察到的石縫。這就是生命,如果這是一種本能,那么它正說(shuō)明生命的本能是多么尊貴,生命有權(quán)自認(rèn)為輝煌壯麗,生機(jī)竟是這樣地不可扼制。⑤或者就是一團(tuán)一團(tuán)小小的山花,大多又都是那苦苦的蒲公英。它們不似田野上的同宗長(zhǎng)得那樣茁壯,它們的莖顯得堅(jiān)韌而蒼老。它們的葉因枯萎而失卻光澤。它們已經(jīng)不能再去為人們作佐餐的鮮嫩的野菜,卻默默地為攀登山路的人準(zhǔn)備了一個(gè)可靠的抓手。生命就這樣地被環(huán)境規(guī)定著,又被環(huán)境改變著,適者生存的規(guī)律盡管無(wú)情。但一切適者就是戰(zhàn)勝環(huán)境的強(qiáng)者。生命現(xiàn)象告訴你,生命就是拼搏。
2.【提問(wèn)】《醉花陰》反映的是早年丈夫趙明誠(chéng)游宦在外,作者一個(gè)人留在家中的生活狀況和內(nèi)心感受。對(duì)于這樣的“閨怨”題材,應(yīng)當(dāng)怎樣評(píng)價(jià)呢?【明確】作者作為一個(gè)封建時(shí)代的婦女,能夠坦率地表達(dá)出自己對(duì)于丈夫深深的思戀之情,描寫(xiě)了閨中生活的孤獨(dú)寂寞,這在當(dāng)時(shí)乃是一種很大膽的行為。所以,有人批評(píng)說(shuō):李清照作詞是“無(wú)顧忌”地“肆意落筆”。其實(shí),感情的充沛、真摯,敢于正面地展露自己的行為和內(nèi)心世界,正是她創(chuàng)作成功的重要原因之一,也正是她的詞最值得珍視的地方。3.【提問(wèn)】古人常常愛(ài)用花比喻人之美貌,如“芙蓉如面柳如眉”,“人面桃花相映紅”等,而李清照卻說(shuō)“人比黃花瘦”,這樣的比喻有什么豐富的內(nèi)涵?【明確】黃色的菊花不止外形上雅淡、清秀,與作者因相思而消瘦的體態(tài)相近,而且在菊花品格的傳統(tǒng)象征意義上,也酷似作者清高、淡泊的精神,這樣的比喻正比較恰切地反映了當(dāng)時(shí)作者由于離開(kāi)丈夫而孤獨(dú)、愁悶的生活狀態(tài)和內(nèi)心情感。
(一)上片:描寫(xiě)杭州的自然風(fēng)光和都市的繁華“東南形勝,三吳都會(huì),錢塘自古繁華”,“東南形勝”,是從地理?xiàng)l件、自然條件著筆寫(xiě)的。杭州地處東南,地理位置很重要,風(fēng)景很優(yōu)美,故曰:“形勝”?!叭齾嵌紩?huì)”,是從社會(huì)條件著筆寫(xiě)的。它是三吳地區(qū)的重要都市,那里人眾薈萃,財(cái)貨聚集,故曰:“都會(huì)”。“錢塘自古繁華”,這一句是對(duì)前兩句的總結(jié),因?yàn)楹贾菥哂羞@些特殊條件,所以“自古繁華”。下面就對(duì)“形勝”、“都會(huì)”和“自古繁華”進(jìn)行鋪敘。“煙柳畫(huà)橋,風(fēng)簾翠幕,參差十萬(wàn)人家”是對(duì)“三吳都會(huì)”的展開(kāi)描寫(xiě)?!霸茦?shù)繞堤沙。怒濤卷霜雪,天塹無(wú)涯”是對(duì)“東南形勝”的展開(kāi)描寫(xiě)。這里選擇了錢塘江岸和江潮兩種景物來(lái)寫(xiě)?!笆辛兄榄^,戶盈羅綺,競(jìng)豪奢”是對(duì)“錢塘自古繁華”的展開(kāi)描寫(xiě)。描寫(xiě)了兩個(gè)方面:一是商業(yè)貿(mào)易情況——“市列珠璣”,只用市場(chǎng)上的珍寶,代表了商業(yè)的豐富、商業(yè)的繁榮;二是衣著情況——“戶盈羅綺”,家家披羅著錦?!案?jìng)豪奢”,又總括杭州的種種繁華景象。
一、作者簡(jiǎn)介:威廉·莎士比亞(1564~1616),英國(guó)文藝復(fù)興時(shí)期偉大的戲劇家和詩(shī)人。(人文主義:歐洲文藝復(fù)興時(shí)期新興資產(chǎn)階級(jí)反封建的社會(huì)思潮。資產(chǎn)階級(jí)人道主義的最初形式。它肯定人性和人的價(jià)值,要求享受人世的歡樂(lè),要求人的個(gè)性解放和自由平等,推崇人的感性經(jīng)驗(yàn)和理性思維。)一生共寫(xiě)有37部戲劇,154首14行詩(shī),兩首長(zhǎng)詩(shī)和許多其他詩(shī)歌。主要代表作有早期的歷史劇、喜劇———《亨利四世》、《仲夏夜之夢(mèng)》、《威尼斯商人》和《羅密歐與朱麗葉》等;中期的悲劇———《哈姆萊特》、《奧瑟羅》、《李爾王》和《麥克白》等;后期的傳奇劇———《暴風(fēng)雨》等。二、莎士比亞創(chuàng)作《哈姆萊特》的社會(huì)背景:莎士比亞是歐洲文藝復(fù)興時(shí)期英國(guó)偉大的戲劇家和詩(shī)人。他生活在歐洲歷史上封建制度日趨沒(méi)落、資本主義興起的交替時(shí)代。哈姆萊特是丹麥古代的王子。莎士比亞故意以超越時(shí)代的誤差將哈姆萊特搬到伊麗莎白統(tǒng)治未年的英國(guó)現(xiàn)實(shí)中來(lái)。
一、知識(shí)和能力目標(biāo)本單元要求學(xué)生掌握英文字母A—H,能認(rèn)讀其印刷體和手寫(xiě)體字母的大小寫(xiě)等四種形式。書(shū)寫(xiě)(大寫(xiě)和小寫(xiě),筆順,筆畫(huà))基本合乎要求。能看,聽(tīng),說(shuō)本單元所列的日常交際用語(yǔ),重點(diǎn)學(xué)會(huì)打招呼,并做到語(yǔ)音語(yǔ)調(diào)正確。注意一些字母及日常交際用語(yǔ)的發(fā)音,提醒學(xué)生不要將C/si:/發(fā)成/sei:/; ?/發(fā)成/e?/,也不要將Good?H /e /等。??????'????說(shuō)成/???????'???morning/二、過(guò)程和方法目標(biāo)教師要盡量用英語(yǔ)組織教學(xué)。充分利用課堂的40分鐘,不講或少講漢語(yǔ),盡量給學(xué)生創(chuàng)造英語(yǔ)情景。教師可以用手勢(shì),表情,動(dòng)作等示意,幫助學(xué)生聽(tīng)懂課堂用語(yǔ)和日常交際用語(yǔ),第一次介紹某個(gè)用語(yǔ)時(shí),說(shuō)英語(yǔ),加譯文及手勢(shì),以后可酌情省去譯文,最后只說(shuō)英語(yǔ),逐步讓學(xué)生聽(tīng)懂。
T: Please look at the pictures and learn the new words.(用多媒體展示新單詞效果較好。)1.a(chǎn)t prep. 在(里面或附近);在(點(diǎn)刻);2.theart.表示特指的人、物、事或群體 3.lostadj.丟失的;遺失的4.Found adj. (find的過(guò)去式、過(guò)去分詞)找回的5.lost and found 失物招領(lǐng)6.please adv.請(qǐng)7.school n. 學(xué)校8.a(chǎn) set of一套;一副(Teach students to read the words.)2. Practice the new words. (事先錄制一段短的聽(tīng)力,讓學(xué)生通過(guò)聽(tīng)的訓(xùn)練來(lái)強(qiáng)化所學(xué)的新單詞,并為學(xué)習(xí)寫(xiě)尋物啟示和失物招領(lǐng)作好準(zhǔn)備。)T: Please listen to a short passage twice then fill the blanks using the words we learned.(Show students a short passage and play the recording for the students to listen.)There are many things in (1)_____________________in my (2)__________. Look, here’s (3)_________keys. Is this yours? (4)__________call Jim (5)___________753-2289.Typescript:There are many things in the Lost and Found in my school. Look, here’s a set of keys. Is this yours? Please call Jim at 753-2289.
教學(xué)目標(biāo) ⑴知識(shí)目標(biāo):A、學(xué)會(huì)詢問(wèn)對(duì)方喜歡與不喜歡的食物; B、學(xué)習(xí)并激情 些食物的詞匯; C、學(xué)會(huì)談?wù)撟约号c他人早、中、晚 餐喜愛(ài)吃的食物; D、學(xué)會(huì)營(yíng)養(yǎng)配。 ⑵能力目標(biāo):A、能準(zhǔn)備表達(dá)喜歡和不喜歡的食物; B、能根據(jù)具體情景對(duì)話,與他人溝通信息,合作完成任務(wù); C、通過(guò)聽(tīng)、說(shuō)、讀、寫(xiě)四項(xiàng)技能的訓(xùn)練,促進(jìn)學(xué)生語(yǔ)言運(yùn)用能力的提高。⑶情感目標(biāo):A、通過(guò)學(xué)習(xí)西文食品文化,促使學(xué)生了解西方生活方式與文化,培養(yǎng)跨 文化交際的意識(shí); B、通過(guò)開(kāi)展小組活動(dòng),指導(dǎo)學(xué)生積極與他人合作,培養(yǎng)他們的合作精神; C、通過(guò)任務(wù)型活動(dòng),使學(xué)生學(xué)會(huì)在實(shí)際生活中均衡飲食,合理配餐。 教學(xué)重點(diǎn)、難點(diǎn) 重點(diǎn):A動(dòng)詞like一般現(xiàn)在時(shí)的各種句式及一般疑問(wèn)句的肯定、否定回答; B關(guān)于各種食物的詞匯; C名詞復(fù)數(shù)的使用。 難點(diǎn):一般現(xiàn)在時(shí)中單數(shù)第三人稱的變化形式。
(Play the recording twice again.) (Check the answer.) ③Pairwork. Draw your own picture and talk about it. T: We find out the picture of Lin Hai’s family. Can you draw a picture of your family? SS: … T: OK. When you finish drawing, tell your partner about your picture. You can use “This is …” and “ These are …” to talk about. Then report it to the class. (Students work.) (Check students’ work. Ask two or three students to report.) Step Three: Task. Talk about the family tree. T: Look at the family tree. I think it’s a big family. You can do it in groups of four or three. You can do it in pairs or only by yourself. Then report it to the class. (Students work. Teacher walks around in the classroom and helps the students.) T: Stop here. Let’s check it out. (Choose students to do it.) S1: Look at my family tree. This is my… This is my … They have two … This is my … This is my …This is my …This is my. My parents have two children. This is…This is my …My uncle and my aunt have a son. He is my … (Ask two more students to do it.) Homework. Write a passage about your family.
一、知識(shí)和能力目標(biāo)通過(guò)本單元教學(xué),使學(xué)生能運(yùn)用所學(xué)英語(yǔ),正確地描述物體的顏色;同時(shí)進(jìn)一步學(xué)習(xí)分辨人物的用語(yǔ),并加以運(yùn)用。二、過(guò)程和方法目標(biāo)本單元口語(yǔ)訓(xùn)練應(yīng)當(dāng)自始至終在一種鮮明的色彩背景下進(jìn)行,旨在營(yíng)造那種為學(xué)生所喜愛(ài)的歡快氣氛,教師應(yīng)當(dāng)在十種顏色上大做文章;在使用實(shí)物時(shí)要使顏色醒目;在組合圖畫(huà)時(shí),要盡量用大色塊;在使用投影時(shí)要使顏色突出來(lái)。教師可以從教室環(huán)境上入手營(yíng)造色彩氣氛,如:選取十種顏色的硬色板,剪成各個(gè)大寫(xiě)字母;或者將色板剪成各種卡通動(dòng)物形象,懸掛在教室當(dāng)中或在墻上,注明各種顏色的英語(yǔ)字塊。三、情感態(tài)度和價(jià)值觀目標(biāo)用各種可以調(diào)動(dòng)學(xué)生積極性的活動(dòng)來(lái)提高學(xué)生的活躍性,激發(fā)他們參與討論的熱情。同時(shí)可以對(duì)學(xué)生進(jìn)行美育教育,從小培養(yǎng)他們對(duì)美的正確認(rèn)識(shí)。
本單元主要學(xué)習(xí)名詞所有格 ('s 所有格 ) 的構(gòu)成和使用。在初次接觸 “ 名詞所有格 ” 時(shí),學(xué)生較難理解的可能是 “ 所有格 ” 這個(gè)名稱,對(duì)于它的構(gòu)成,學(xué)生也許會(huì)覺(jué)得較容易。教師可通俗地告訴學(xué)生 “ 所有格 ” 的意思是表示 “…… 的 ” ,這樣學(xué)生反而容易接受。在使用 “ 名詞所有格 ” 形式時(shí),學(xué)生容易犯錯(cuò)誤或混淆的主要是:將這種一 's 構(gòu)成形式與 is 的縮寫(xiě)形式混淆,如: My father's name's Jin Zhi .,可以這樣告訴學(xué)生:名詞所有格的后面一般應(yīng)接名詞;勿將這種一 's 結(jié)構(gòu)盲目套用與人稱代詞上,代替物主代詞使用,如 He's father's name is Li Cheng 。在教學(xué)初期,可不講授名詞所有格的其它形式,待時(shí)機(jī)成熟,再向?qū)W生介紹復(fù)數(shù)名詞所有格形式的結(jié)構(gòu)一 ' ,如: the students' bikes 。 Self Check 教學(xué)內(nèi)容 Self Check( 教材 P52) 教學(xué)目標(biāo) 知識(shí)與能力 復(fù)習(xí)詞匯 birthday , date , month , January , February , March , April , May , June , July , August , September , October , November , December , date , birth , age , old , speech . contest . trip , party , event , an , festival , pop , concert , chorus , lecture , music ;引導(dǎo)學(xué)生復(fù)習(xí)、鞏固“詢問(wèn)和談?wù)撊掌凇钡哪繕?biāo)語(yǔ)言并運(yùn)用所學(xué)知識(shí)安排活動(dòng)。
教師: 搜集單詞卡片、背景資料。 學(xué)生:彩筆、大白紙、相關(guān)新單詞。 教學(xué)設(shè)計(jì) Step One: Learn the new words. 1.Present the new words. (Show some pictures and words on the screen to teach the students the new words.) T: What’s this? S1: It’s a room. T: Do you have a room like this? S2: Yes, I do./ No, I don’t. T: Read after me. R-O-O-M, room. Ss: R-O-O-M, room. (Teach the other words “TV, desk, picture” in the same way.) T: There are some words here. Read the words after me and spell them. (Learn the other words without pictures on the cards.) T: This is a word. Can you spell this word? (Point to a word in the card.) S1: Yes, I can. / No, I can’t. (Let them know the meaning of “can”.) T: I can spell your name. Can you spell my name? S1: Yes, I can. T: Can you write your name? S: Sorry, I can’t. I have no pen. T: You need a pen.( Give him a pen.) ( Let the students understand the word “need”.) T: I bring a football to school every day. Now it is on the floor. After class I take it to my home. (Teach “bring” and “take”. Put a football on the floor and point to the floor to teach the word “floor”.) 2.Practice the words. (Give the examples to the students and get the students to understand the new words.) Step To Listen and practice.
單元分析單元目標(biāo): Talk about what people are doing 單元主要句型:1.What are you doing ?I’m doing my homework .2.Do you want to go swimming ?Yes , I do .3.When do you want to go ?At three o’clock .4.What is he doing ?He is watching TV. 單元詞匯:watching , doing , eating , cleaning , playing , reading , swimming , shopping , pool ,school , mall , library , wait , talk to , talk about , activity , camero , bird 重點(diǎn)、難點(diǎn):1.be動(dòng)詞am , is , are的用法;be動(dòng)詞前面我們已經(jīng)學(xué)過(guò),這一單元主要是與分詞一起構(gòu)成現(xiàn)在進(jìn)行時(shí)態(tài),即be (am , is , are)+V-ing,表示正在干什么。它主要是隨主語(yǔ)人稱的變化而選擇不同的。2..現(xiàn)在進(jìn)行時(shí)態(tài)上面我們講be (am , is , are) 時(shí)已提及進(jìn)行時(shí)態(tài),其句子的構(gòu)成情況我們通過(guò)下面的兩個(gè)表格中的問(wèn)句、答句來(lái)具體體現(xiàn):3.現(xiàn)在分詞的構(gòu)成現(xiàn)在進(jìn)行時(shí)態(tài)中be + V - ing 的構(gòu)成中V-ing被稱為現(xiàn)在分詞,它的基本構(gòu)成是動(dòng)詞原形+ing,但也有些特殊情況,下面分幾類說(shuō)明:(1)一般情況+ing如:read→reading,go→going,do→doing,look→looking,listen→listening,watch→watching.(2)以不發(fā)音的e結(jié)尾的詞,去掉e,再加ing.如:write→writing,skate→skating,type→typing,wake→waking,make→making
1.能掌握單元的詞匯,習(xí)慣用語(yǔ)和基本句型。2.能用who, when, how long等對(duì)句中的事件、時(shí)間、人物等提問(wèn)并作相應(yīng)的回答。3. 能聽(tīng)懂本單元學(xué)習(xí)活動(dòng)中的問(wèn)題,做出較得體的回答。4. 能掌握有關(guān)名人生活的動(dòng)詞且能熟練運(yùn)用;掌握wh-特殊疑問(wèn)句的運(yùn)用。5. 能運(yùn)用所學(xué)詞匯詢問(wèn)名人成名的情況,學(xué)會(huì)使用一般過(guò)去時(shí)態(tài)表示過(guò)去所發(fā)生的事情。 6. 能對(duì)自己小時(shí)候會(huì)做什么事情這一話題作較具體的描述。7. 能讀懂名人簡(jiǎn)介的文章。8. 能會(huì)書(shū)寫(xiě)名人的生活簡(jiǎn)介。9. 能在描述名人的成就時(shí),激起自己發(fā)奮圖強(qiáng),努力拼搏,從而為人類的美好明天貢獻(xiàn)自己的一份力量。10. 能根據(jù)需要進(jìn)行有目的預(yù)習(xí),使其對(duì)教師的教學(xué)內(nèi)容起補(bǔ)充作用。11. 能利用網(wǎng)絡(luò)上的學(xué)習(xí)資源查找信息,用所學(xué)內(nèi)容進(jìn)行真實(shí)的交際,積極參與課外英語(yǔ)學(xué)習(xí)。課時(shí)安排4課時(shí):第一課時(shí):Section A: 1a 1b 1c Section B: 1a 1b 3c第二課時(shí):Section A:2a 2b 2c Section B: 2a 2b 2c Section B: 3b
Teaching goals:1.Words&phrases: robot, paper, less, fewer, simple, unpleasant, factory, seem, etc .2.will 構(gòu)成的一般將來(lái)時(shí)態(tài)的陳述句、否定句、疑問(wèn)句及回答.3.There be 句型的一般將來(lái)時(shí).4.more , less , fewer 的用法.5.學(xué)習(xí)一般將來(lái)時(shí)態(tài)的相關(guān)知識(shí),學(xué)會(huì)對(duì)未來(lái)進(jìn)行預(yù)測(cè).6.對(duì)five years ago ,today ,in five years 簡(jiǎn)潔回顧與展望的方式,貼近實(shí)際符合學(xué)生心理,激發(fā)學(xué)習(xí)興趣.7.通過(guò)時(shí)間對(duì)比復(fù)習(xí)一般過(guò)去時(shí)態(tài)、一般現(xiàn)在時(shí)態(tài),鞏固一般將來(lái)時(shí).Important and difficult points :1.will構(gòu)成一般將來(lái)時(shí)態(tài)的句式。2.There be 句型的一般將來(lái)時(shí)態(tài)。3.more , fewer , less 的用法。4.How to make predictions .Period 1Teaching procedures:Step 1 Leading in1.Greetings: Welcome to school .What’s the date today ? Who’s on duty today ?Do you enjoy your winter holiday ?Do you finish your homework ?Do you want to live on the moon ?Can you guess what will happen in ten years ?Collect the Ss’ answers and say something about their predictions .Step 2 Pre-taskSB Page 2 ,1a .1.Look at the picture :How will the world be different in the future ,100 years from now ?We’re going to talk about sth in 100 years .
本課采用任務(wù)型教學(xué)法,用What would you do if you had a million dollars?這個(gè)問(wèn)句,引出談?wù)摷傧肭闆r的話題。 采用提問(wèn)、啟發(fā)和歸納的教法,讓學(xué)生易于接受教材內(nèi)容,培養(yǎng)學(xué)生的語(yǔ)言運(yùn)用能力。 四、 教學(xué)過(guò)程設(shè)計(jì) Step Ⅰ. Greet the whole class as usual. Step Ⅱ. Warming-up T: Do you have ten Yuan in your pocket? S1: No, I don’t. T: (Take out ten Yuan and give it to the student) OK, never mind. What would you do if it was yours? What would you do if you had ten Yuan? S1: I would buy snacks. T: OK, thank you. Sit down, please. (To the whole class) Just now, it was only ten Yuan. What about 100 Yuan? What would you doif you had 100 Yuan? S2: I’d buy a beautiful jacket. T: Thank you. (To the whole class) Now suppose you had a million dollars, what would you do? We know thatone dollar nearly equals eight Yuan, so that’s a large sum of money. Think it over carefully and tellme your ideas. What would you do if you had a million dollars? S3: I’d buy a big house. S4: I’d buy a sports car. S5: I’d put it in the bank. T: OK, stop here. Please look at the blackboard and guess what would I do if I had a million
二、教學(xué) 1a,1b.1.First the teacher asks the students what kind of fruit food and drink you like the best and writes down on the blackboard.教師問(wèn)學(xué)生最喜歡什么水果和飲料并把它們寫(xiě)在黑板上。比如:potato chips,ice cream,tea,lemon,chocolate,oranges,salad,popcorn,pickle and so on.2.接著叫學(xué)生表達(dá)以上食物的味道,引出新單詞——sweet,crispy,salty,sour,delicious,hot,awful,nice…并且完成lb教學(xué)內(nèi)容通過(guò)此活動(dòng),以舊帶新引入新單詞。其目的是讓學(xué)生自主學(xué)習(xí)新知識(shí)。 三、教學(xué) 2a,2b1.首先,聽(tīng)力前的brainstormFirst,Let students describe how potato chips taste and describe how helpful the potato chips.Then,ask:When and where were potato chips invented?Who were potato chips invented by?How were potato chips invented?(Let students guess according to the following key words.)Key words:by accident,customer,restaurant,by mistake.(說(shuō)明:通過(guò)問(wèn)題讓學(xué)生對(duì)對(duì)話內(nèi)容有整體了解,為聽(tīng)力練習(xí)做好準(zhǔn)備;又培養(yǎng)學(xué)生的注意力,想像力,觀察力。)
教學(xué)目標(biāo):1.學(xué)習(xí)現(xiàn)在完成時(shí)。2.學(xué)already和yet用法。3. 能夠運(yùn)用所學(xué)知識(shí),談?wù)摶蛟儐?wèn)最近已經(jīng)發(fā)生的事情語(yǔ)言功能:能夠運(yùn)用所學(xué)知識(shí),談?wù)摶蛟儐?wèn)最近已經(jīng)發(fā)生的語(yǔ)言結(jié)構(gòu):現(xiàn)在完成時(shí)態(tài)、一般現(xiàn)在時(shí)、一般過(guò)去時(shí)、一般將來(lái)時(shí)語(yǔ)言目標(biāo):Have you watered the plants yet?No, I haven’t.Have you fed the cat?No, I haven’t fed her yet.I have to do my homework. I started about an hour ago, but I haven’t finished. I will visit Hong Kong next year.重點(diǎn)詞匯及短語(yǔ):water, wood, farm, ocean, hit, appear, turn, government, thousands of, southern, villager, strongly, step, clean out, some day, be off, so far, go for walks, thanks to, look forward to學(xué)習(xí)策略與思維技巧:引導(dǎo)、合作跨學(xué)科學(xué)習(xí):歷史知識(shí)、文化學(xué)習(xí)教學(xué)重點(diǎn):現(xiàn)在完成時(shí)態(tài)的構(gòu)成及應(yīng)用教學(xué)難點(diǎn):現(xiàn)在完成時(shí)與一般過(guò)去時(shí)的區(qū)別 學(xué)習(xí)方式:自主、合作學(xué)習(xí) 情感目標(biāo): 教育學(xué)生做事情要有條理,養(yǎng)成“今日事,今日畢”的好習(xí)慣。培養(yǎng)學(xué)生養(yǎng)成反省的好習(xí)慣。增強(qiáng)學(xué)生做事的條理性及計(jì)劃性。課前任務(wù):記錄和查找自己和別人已做過(guò)或仍沒(méi)做的事情。
(形容詞短語(yǔ)most beautiful的構(gòu)成形式為:副詞+形容詞,該短語(yǔ)在句中作定語(yǔ)修飾名詞bird)④A good friend is someone who makes you really happy.好朋友就是能讓你真正高興的人。(形容詞短語(yǔ)really happy的構(gòu)成形式為:副詞+形容詞,該短語(yǔ)在句中作賓語(yǔ)補(bǔ)足語(yǔ))[即學(xué)即練]畫(huà)出下例句中的形容詞短語(yǔ)并指明構(gòu)成形式如:It is less cold today than it was yesterday.構(gòu)成形式: 副詞+形容詞(1)Our country is becoming more and more beautiful.(2)The road is long enough.(3)The medicine is good for stomach.三、副詞短語(yǔ)(Adverb Phrases)副詞短語(yǔ):指以一個(gè)副詞為中心構(gòu)成的短語(yǔ),在句中的功能相當(dāng)于副詞,可以修飾動(dòng)詞、形容詞或副詞。常見(jiàn)副詞短語(yǔ)的構(gòu)成形式有:(副詞)+副詞如: much more beautifully①He did his work here yesterday.他昨天在這里工作。(副詞短語(yǔ)here yesterday修飾動(dòng)詞did)②Bill did the work very well.比爾做的這份工作很好。副詞短語(yǔ)very well修飾動(dòng)詞did③We are all entirely responsible for our action(副詞短語(yǔ)all entirely, 修飾形容詞短語(yǔ)responsible for)
【教材分析】The topic of this unit is about teenage life, which belongs to the theme context of “humans and oneself”.As teenagers who shoulder the responsibility of “Chinese great dream”, they must fully know themselves, including their strengths, weaknesses and challenges etc. They are supposed to improve themselves continuously and readily study their subjects, and thus foster their strategies and confidence in lifelong studies.This period is entitled the freshmen challenges, which mainly concerns some big challenges for new students in Senior high school. In this period, a teacher should lead students to find out what their challenges are and guide them to figure out how to crack the challenges and better themselves. More importantly, a teacher should instruct students to absorb new language points and appreciate the language. Besides, a teacher must instruct students to acquire some skills concerning reading efficiently and inspire them to talk more about their new school life, especially their new problems and solutions both at school and in life.【教學(xué)目標(biāo)與核心素養(yǎng)】1. Enable students to acquire the basic usage of the new words and expressions concerning the freshmen challenges and learn to use them flexibly.2. Enable students to have a good understanding of the freshmen challenges in the new senior high school which is quite different from junior middle school.3. Develop students’ sense of cooperative learning and individual thinking capability. 4. Develop students’ different learning skills to solve different reading comprehensive problems.