教學(xué)目標(biāo)
Teaching aims and demands:
本單元是復(fù)習(xí)課，復(fù)習(xí)的要點(diǎn)為第7至11單元中出現(xiàn)的語(yǔ)法現(xiàn)象和日常交際用語(yǔ)，學(xué)生在理解課文的基礎(chǔ)上，能用自己組織的語(yǔ)言復(fù)述課文。
Teaching important and difficult points.
1．單詞
tank, breath, exercise, fire, plastic, flow, attack, frighten, bend
2．詞組
at that very moment, before long, bend over, carry away/ off, escape from, fall over, fit into, for a moment, for one thing (one reason), get away from, hold one’s breath, in front of, jump off, keep fish, lie still, look into, make a noise, the other day, pick up, put…in order, shout at, so as to, speed up, stand still, stare at, struggle to one’s feet, throw at, worse still
3．交際用語(yǔ)與句型
1）交際用語(yǔ)
A．表示建議的交際用語(yǔ)：
I suggest (that) you do sth.
You should do sth.
You ought to do sth.
You need to do sth.
B．復(fù)習(xí)經(jīng)七至十一單元出現(xiàn)過(guò)的日常交際用語(yǔ)。
2）句型
We need to find one about 30 centimetres (cm) by 30 cm by 50 cm.
For one thing they keep the water clean.
Thoughts rushed through her head.
4．語(yǔ)法
復(fù)習(xí)第七至十一單元出現(xiàn)過(guò)的重點(diǎn)語(yǔ)法項(xiàng)目。
教學(xué)建議
對(duì)話(huà)分析
本文對(duì)話(huà)通過(guò)表達(dá)建議及要求的問(wèn)與應(yīng)答，對(duì)話(huà)較容易理解，對(duì)話(huà)描述Kate,Li Qun談?wù)撊绾勿B(yǎng)魚(yú)的過(guò)程，教材中歸納出這些用語(yǔ)和表達(dá)法，如：I suggest (that) …. You should….. You ought to…..等，這些用語(yǔ)，在教材中的練習(xí)中給學(xué)生提供了練習(xí)與幫助。
課文建議
在Lesson 46中，教師主要通過(guò)圖片展示、問(wèn)與答，討論及多媒體的形式來(lái)完成此課的教學(xué)內(nèi)容，如以下方法：
方法一、教師搜集本課相關(guān)的一些動(dòng)物圖片，作為導(dǎo)入 課給學(xué)生展示。
方法二、教師播放本課的多媒體視頻，讓學(xué)生從聽(tīng)與視覺(jué)了解本課的內(nèi)容。
方法三、教師給學(xué)生一段的時(shí)間精讀和略讀本課文，給出問(wèn)題讓學(xué)生來(lái)回答。
方法四、教師把學(xué)生分成小組進(jìn)行討論：動(dòng)物園與動(dòng)物。練習(xí)復(fù)述整個(gè)故事經(jīng)過(guò)。
重點(diǎn)難點(diǎn)
1.frighten v.
①使某人感到恐懼，使害怕
Sorry, I didnt mean to frighten you.
Loud traffic frightens horses.
②驚嚇某人，使某人恐怖或驚愕
The children was frightened to death by the violent thunderstorm.
You frightened me out of my life by knocking on the window like that.
③嚇得某人做某事 frighten sb. into doing
News of the robberies frightened many people into fitting new locks to their doors.
④其形容詞frightened意為恐懼的，害怕的;frightening，引起恐懼的，驚恐的
Frightened children were calling for their mothers.
He looked very frightened as he spoke.
It is frightening even to think of the horrors of nuclear war.
2.fire n.
①火，不可數(shù)名詞
There is no smoke without fire.
②火災(zāi)，火爐，火堆，可數(shù)名詞
A big fire broke out last night.
They made a fire to keep the animals away.
v.③射擊，開(kāi)火
The officer ordered his men to fire.
They fired at the running animals.
④解雇，辭退
The boy was fired after his second time to be late.
3.enough
①n.足夠，充足，后常接for短語(yǔ)或動(dòng)詞不定式，還可接of短語(yǔ)，of后接名詞或代詞，接名詞時(shí)，名詞前必須有限定詞。
Enough has been said on how to do it.
He has had enough to eat.
He was enough of a fool to do that.
②adj.充足的，足夠的，可修飾不可數(shù)名詞或可數(shù)復(fù)數(shù)名詞，可前置也可后置。
We have enough time to finish the work.
There are seats enough for the people coming to the meeting.
③adv.充足地，足夠地，十分；修飾形容詞、副詞、動(dòng)詞，必須后置
The book is easy for me to read.
He knows well enough what I mean.
4.agree 同意，贊同，后可接with, to, on
agree with與某人意見(jiàn)一致，多接人或指氣候、食物適合某人或指一物與另一物相符。
The professor agrees with what his students have said.
The climate here doesnt agree with Xiao Wang.
His stories agree with hers in everything.
agree to后接具體表建議、計(jì)劃、安排辦法意見(jiàn)之類(lèi)的名詞。
The patient doesnt agree to the doctors plan.
All the pupils agree to our teachers proposal.
agree on 就……取得一致意見(jiàn)
All the members agreed on the date of the next meeting.
Most of the workers agree on the plan of work.
5.very adv.很，非常，修飾形容詞、副詞，也可作形容詞，常與the, this, that ,my等連用，以加強(qiáng)語(yǔ)氣，意為”正是這個(gè)，正是所要的，恰好，極其”，相當(dāng)于just,但just是副詞，若與名詞連用，必須放在冠詞之前。
［辨析］
［誤］This is the just book I want.
［誤］This is very the book I want.
［正］This is just the book I want.
［正］This is the very book I want.
6.be about to 正準(zhǔn)備做某事，即將做某事，通常與when連用，表示就要……突然……
I was about to leave when the telephone rang.
He was about to tell me the secret when she came back.
而句型be doing…when表示正在……突然……
I was going on my way home when I heard a call from behind.
The teacher was just beginning the lesson when the door opened.
教學(xué)設(shè)計(jì)方案Lesson 45
Teaching Aims:
1.Practise on offering suggestions.
2.Make dialogues about keeping fish, binds, etc.
3.Study the language items in the lesson.
Step I Warming--up
The teacher asks the students the questions:
Do you keep animals?
If yes, what kind of animal do you keep?
Do you find keeping animals interesting?
Tell us something important about keeping fish, birds or other animals. Divide the class into four groups. Give them a few minutes for the discussion. Then collect answers from the class. Get several students to report their discussion.
The teacher sums up and says, “Today, we are going to learn Lesson 45. In the dialogue, two friends, Kate and Li Qun, are talking about keeping fish.”
Step II Watching
Page 67. Part one. Read the introduction to the dialogue aloud. Ask the Students to cover the dialogue silently and quickly to find out the answer to the question:
What does Li Qun advise Kate to do?
Allow them a few moments to carry out the task. Check the answer.
Get a large tank to keep the fish.
Step III Listening
Books closed. Present more questions before playing the tape:
Where does Kate want to keep the fish?
What’s wrong with keeping fish in a bowl?
What size tank should she get?
What should she put in the tank,
Play the tape of the dialogue. Get another 4 students to give out the answers.
--In a round bowl. The fish can’t get enough air in a bowl. She should get one about 30 centimetres by 30 cm by 50 cm. A few large rocks and some underwater plants.
Step ⅣLanguage points
A. the other day =a few days ago
B. So are the fish; the fish are small, too.
C. They don’t get enough air: with a bowl, only a small surface area of the water is in contact with the air. So the water does not receive any oxygen.
D.30 cm by 30 cm by 50 cm:
We describe two - dimensional and three - dimensional measurements using the word by. So the length of the tank is 50 cm, and the width and height both 30 cm.
E. underwater plants: These plants oxygenate the water and keep it clear.
F. for one thing =one reason (for putting plants in the tank)
Step V Practice
Page 67. Part 2. Write the question on the Bb:
What should I do to keep a dog / a cat, etc.?
Ask the Students to choose a specific kind of animal, and offer their suggestions by using the following expressions:
I suggest (that) …
You should …
You ought to…
You need to…
First the teacher practises the dialogue with a good student as an example. Then the class do it in pairs. Get 2 pairs of students to come to the front and demonstrate their dialogues.
Do similar practice using the words and phrases in part 2. This time get the students to change roles.
Step VI Exercises
Ex.1 Call the students’ attention to the changes of the verb tenses, personal pronouns and word older. After doing the exercise orally, ask them to do it as written work.
Ex. 2 Let’s the students work in pairs and then check with the whole class.
Ex. 3 Get the students to read aloud the words and tell what each of them means.
Step VII Homework
1. Finish the Workbook exercises.
2. Read the dialogue
3.Preview Lesson 46.
教學(xué)設(shè)計(jì)方案Lesson 46
Teaching Aims
1.Review the language points and sentence patterns through the study of the text.
2.Grammar- The Past Participle as Attribute and Object Compliment.
Step I Revision
1. Check the homework exercises.
2. Get the students to act out their dialogue about the bird or fish.
Step II Warming-up
The teacher may ask the questions:
How many animals do you know? Give out their names.
…Dog, cat, tiger, lion, pig, rat, rabbit, cow, elephant, crocodile, monkey, ape, kangaroo, wolf, parrot, …
What animals are dangerous? How dangerous are they?
Present a diagram on the Bb to help the students:
NOT DANGEROUS VERY DANGEROUS
1 2 3 4 5 6 7 8 9 10
Ask the students to put the names in the right order to show how dangerous the animal is. For example, a parrot might be 2 on the scale, for it can bite your finger. Then put the students into groups of four to carry out the task. The teacher goes around and helps them with spelling if necessary. Get one student from each group to report their discussion. Collect some names of animals on the Bb.
Step III Watching
Page 68. Read the picture on top of the page. Answering the following questions:
What can you see in the picture?
…House, garden, a big tree, a woman, a sleeping baby, a lion bending over the baby.
Imagine what will be the story. Appoint a bunch of students to make up a simple story according to the picture. There stories may be different from the text.
Step IV Listening
Tell the students “we are going to read a story called Escape from the zoo”. Give them to read the text quickly to work out the question:
How did the lion escape?
…A tree fell onto its cage in the hurricane.
Step V Reading
Show a list of comprehension questions :
1. What did the radio ask people to do if they saw the lion?
2. What happened to the baby when she was cooking in the kitchen?
3. How did Mrs. Cousins feel at the moment when she saw the animal bending over the baby?
4. How did Mrs. Cousins manage to get the lion away from her baby?
5. What did Mrs. Cousins do after the lion went into the bush with the meat?
Answer:
1. asked the people to telephone the zoo and the police
2.A lion had got into her garden, jumped onto the table and was looking at her baby.
3.She held her breath, and her whole body went cold.
4.She picked up the leg of pork, went to the back door and opened it .
5.Mrs. Cousins ran to the table, picked up her baby in her arms, ran inside and shut the door.
Step VI Language points
Go over the questions with the whole class. Make sure the students understand and what to do. Ask them to read the text carefully to figure out the answers. Check the answers with the students. Deal with language points briefly.
A.the surprise of her life: a very great surprise
B.stood quite still: stood without moving
C.stared =looked in a fixed way
D.held her breath: stopped breathing
E.at that very moment: note the use of very to add emphasis
F.her whole body went cold: her whole body became cold with fear
G.worse still: what would be even worse
H.There was not a moment to lose: she had to act quickly
Step VII Practice
One night a hurricane struck Green Park Zoo. A big tree _____ onto the lion’s cage, and a young lion______ from the zoo. It might be dangerous to people and animals. The radio asked people to ______ the zoo and police when they ______ it.
The next day it was sunny. Mrs Cousins _______ her baby out into the garden. She ______ the baby in a basket on the table under a tree and ______ into the kitchen to ______ vegetables for lunch. When she had almost ______ the cooking, she ______ to the window to see. The everything was all right. She______ the young lion ______ beside her baby. She was so frightened that she did not know what to ______ . Suddenly she had an idea. She quickly took out a leg of pork from the fridge and ______ it in her hand so as to ________ the lion’s attention. Then she threw it as far as she could. The lion ______ off the table and _____ to the meat. Mrs Cousins ______ her baby buck inside the house and closed the door.
Answers: fell escaped telephone/call saw/found took put went cook finished went saw standing do swung attract jumped ran carried
Step VIII Exercises
Part 3. Go over the instructions with the whole class. Let the students do this exercise individually. Check the answers in pairs. Then check with the whole class. Focus on the structure: The Past Participle as Attribute. Ask the class to give more phrases with the same pattern. For example, a weather-beaten lace, a bent branch, sliced meat, dried food, etc.
Part 4. Read the instruction and go over the example with the class. Make sure the students understand what to do. Try the first two with the whole class, then let the students work through the exercise. Check the answers at the end.
Ex. 2 Read aloud the instructions of Ex.2 and check that the students understand the meaning. Then allow them several minutes to go over all the sentences and work out the correct order. Get a couple of the students to read the whole story.
Step ⅨHomework
1. Read the passage again.
2. Finish off the workbook exercises.
3. Preview the next lesson
探究活動(dòng)
1.Suppose you are a keeper working in the zoo in southeast London. Say something about the young lion that escaped from the zoo and how your colleague and you caught the lion at last.
For example:1. go to work as usual, 2. get the news---the lion had escaped 3. be told to get the “ pipes” ready 4. go out at 1:30 ,the lion appeared 5. catch the lion
I’m a keeper working in the zoo in southeast London. This morning I drove to our zoo to work as usual. When I arrived at the zoo, my colleague, Bob, told me that a young lion had escaped from the zoo as a result of the …..
2.假如你喜歡養(yǎng)魚(yú)或其它的小動(dòng)物，你如何向別人介紹養(yǎng)魚(yú)的要點(diǎn)和經(jīng)過(guò)，你可以說(shuō)出共有四點(diǎn)：
如：1)First you should get a tank if you want to keep fish. Do not use a small round bowl, otherwise the fish will not get enough air.2)The tank can be about 30 centimetre (cm)by 30 cm by 50 cm.. Check the prices before you decide to buy one tank……….