英語教案－The summer holidays.doc

英語教案The summer holidays 1.Thestudentsshouldmasterthefollowingimportantvocabulary: introduce,practice,vacation,employ,regards,expression,physics,chemistry,biology,geography,goaway,inonesopinion,generalidea,goondoing,asaresult 2.Thestudentsshouldknowthemeaningofthefollowingusefulexpressionsandbesidesthattheyshouldknowhowtousethemintheirdailylife. (1)Imustbeoffnow./Imustbeleaving./Imustgonow. (2)Nicetomeetyou./Nicemeetingyou. (3)Illintroduceyou(tomyfriends). (4)Giveonesregards/bestwishes/lovetosb. (5)Thatsnice/kindofyou. (6)Seeyousoon./Seeyoulater./Seeyoutomorrow. 2.Thestudentsmustgraspthefollowingsentencestructure. (1)So+be/have/助動詞/情態(tài)動詞+主語 (2)prefer的用法 Itsonesturntodosth. 教學(xué)教法： Thestudentsaresupposedtotalkabouttheirsummerholidayswiththebeginningofintroducingthemselves.Thentheycanmakeasurveytogettoknowwhattheyallhavedoneintheholidayintheformofgroup(whichcontains4-6students). Thislessonisthefirstlessonofthenewterm.Andthemostimportantpointisthatitisthefirsttimethatthestudentshavemeteachother.Sothisisagoodchancetogettoknoweachotherbyintroducingthemselves.Meanwhile,theteachercanalsogettoknowthestudentsabilitytospeakEnglish.Theteachermayteachthestudentshowtogreetandhowtoletothersknowyou.Also,thestudentsmusthavealotofdifferentexperiencesduringthelongsummerholiday.Therefore,itisagoodchanceforthemtounderstandwhattheyeachdoduringtheholiday.Theteachercanaskthestudentssomegeneralquestionsabouttheirsummerholidays.Suchas,Didyouenjoyyoursummerholidays?Whatdidyoudoduringyoursummerholidays?Wheredidyougointheholidays?Thenthestudentscanhavegroupworkorpairwork-theyexchangetheirideasabouttheirsummerholidays.Thestudents(intheformofgroup)canmakeasurveyabouttheirexperiences.Andtheneachgroupmaychooseonegroupleadertogivethewholeclassareportabouttheirgroupssummerholidays.Thegroupleadermayintroduceitbyusingthethirdperson.Forexample: MarywenttoShanghaiduringthesummerholidays.Shewenttomanyplacesofgreatinterests,suchasShethoughtthemostinterestingpartinhersummerholidayswas ThesurveyisbasedonthequestionsofPartTwoofthefirstlesson.Thestudentscanalsoasksomeotherquestionsiflike.Ortheteachermayaskthestudentstobringsomephotosthattheytookinthesummerholidaysandthemshowthephotostootherstudentsandexplainwhatthephotoswereabout.Theteachermaysetanexampletothestudentsfirstbyshowingher/hisphotostothestudentsandthemthestudentsmayknowwhattheyaresupposedtodo. Aftertheintroductionthestudentsmayplayagame-whocanrecalltheotherstudentsnamesandthestudentwhocannamethemoststudentsnamesisthewinner. 詞匯辨析 1區(qū)別Nicetomeetyou和Nicemeetingyou 這兩個詞組的意思都是“很高興見到你”。 區(qū)別是 Nicetomeetyou用的是一個不定式。而不定式的作用是表示將要做的事情，所以這個詞組常常在剛一見面時說。 Nicemeetingyou用了一個現(xiàn)在分詞在此表示完成的動作，所以它常常用在談話結(jié)束時或分手之前。同樣我們也可以說： 剛見面：分手前： Nicetotalkwithyou.Nicetalkingwithyou. Gladtohaveyouhere.Gladhavingyouhere. 2。So+be/have/助動詞/情態(tài)動詞+主語與so+主語+be/have/助動詞/情態(tài) 動詞的辨析 前者表示“某人也”的意思。而后者表示“對第一個人說的話的認(rèn)可”。 Example:So+be/have/助動詞/情態(tài)動詞+主語 (1)-Heisagoodstudent. -SoismybrotherBob.(我弟弟Bob也是一個好學(xué)生) (2)-ShelivesinShanghai.-SodoI.（我也住在上海） (3)-Theyhavedonethework-Sohasshe.(她也已經(jīng)做了) (4)-Johncansingsongsverywell. -SocanI.(我也能唱的很好) (5)-Shewenttothepartyyesterday. -SodidMike.(Mike昨天也去了) Example:so+主語+be/have/助動詞/情態(tài)動詞 -Ithinksheisagoodstudent. -Sosheis.(是的，她是個好學(xué)生) Shealwaysstudiesveryhardandhelpsotherswiththeirhomework. (1)-IguessthebookmustbeborrowebyJohn. -Soitmust.(是的，那書肯定是被John借走的)Irememberthathecametoyouyesterdayandtookthebookawayfromyou. (2)-Shedidthejobsuessfully. -Soshedid.是的，她的確做地很成功）Andshewaspraisedbytheothersinherpany. 如果表示某種情況也同樣不適用于另外一個人或物，要用“Neither/Nor+be/have/助動詞/情態(tài)動詞+主語”這個結(jié)構(gòu)。 Example: (1)-HehasneverbeentoBeijing.-Neither/NorhaveI.我也沒有去過） Ireallywishtogotheresomedayinfuture. (2)-Icantswimacrossthewideriver.-Neither/Norcanmysister.(我妹妹也不能) 3辨析toomuch&muchtoo toomuch+uncountablenoun muchtoo+adj./adv Example: Therewastoomuchrainlastyear,asaresult,thefarmerscouldhaveagoodharvest. Thecoatismuchtooexpensive.Icantaffordtobuyit. TeachingPlanforLessonOne Step1Leadinquestions IntroduceyourselftotheclassbysayingHelloeveryone.ImveryhappytobeyournewEnglishteacherthisterm.DoyoulikeEnglish?IamsurethatwecanbeegoodfriendsandIwilltrymybesttohelpyouspeakEnglishwell.DoyouwanttospeakEnglishaswellasthenativespeakers?SoyoumuststudyhardanddowhatIwilltellyoutodo.NowIdlovetointroducemyselftoyousothatwecanbeefriendsveryquickly.Mynameisanditisreallynicetoseeyou.NowIwouldloveyoutointroduceyourselvestous.Inyourintroductionyouhavetotelluswhatyournameisandwhatmiddleschoolyouefromandthentelluswhatyouareinterestedinorwhatyouaregoodat.(Thestudentscandothistaskonebyoneinaveryshorttime.) Step2.Listentothedialogue Doyouwanttomakenewfriendswhenyouetoanewschool? Supposeyouandaclassmateofyoursmeetattheschoolgateforthefirsttimeatthebeginningofthenewterm.Butyoudontknoweachother.Soyouwillhaveatalkwitheachotherinordertogototheclassroomtogether.Andmaybeyouandher/himwillbeeverygoodfriendslateron. Askthestudentstolistentoadialoguethathappensinsuchacaseinorderthattheycanknowwhattheyshouldsayforthefirsttimetwopeoplemeet. Thestudentsshouldfindouttheanswerstosomequestionsthattheteachershowsthem: (1)WereBillandHarryatthesameschoollastyear?(No) (2)DidHarryknowBob?(Yes) (3)Howdoyouknowit?(Theywereinthesameclass) Step3.Listentotheseconddialogue Asktwostudentstoetothefrontoftheclass.GettoknowtheirnamesbyaskingWhatisyourname?Thentheteacherwillpointtothesetwostudentsandspeaktothewholeclass,Iamverygladtointroduceyoumynewfriends.ThisisMaryandthisisJohn.Thestudentsarethensupposedtoaskthesetwostudentssomequestionstogetmoreinformationaboutthem.Thenletthestudentslistentotheseconddialoguewhichteachesthestudentshowtomakeanintroduction. Step4.Practice Thestudentsaresupposedtodogroupwork-fourstudentsmakeagroupandeachofthemgiveabriefintroductionaboutthemselves.Aftertheygettoknoweachothertheyaresupposedtoaskandanswersomequestionsabouttheirsummervacation.Theteachermaysetanexample-theteachermayletthestudentstothenaskthemsomequestionsabouther/hissummerholidays.Thequestionscanbe: Whatdidyoudoduringyoursummerholidays? Didyouenjoyyoursummerholidays? Wheredidyougoandwhowentwithyou? Thentheteachermayanswerthesequestionsandputtheabovequestionsontheblackboardforthestudents.Thenitisthestudentsturntopractise. Theteachermaygivethestudentsfiveminutesforthistask.Thestudentsaresupposedtomakeasurvey-everygroupchoosesaleaderwhomaywritedownalltheanswersandthenintheendthegroupleaderisaskedtogiveatalkaboutthegroupmemberssummerholidays. “Marystayedathomethewholesummerholidaysbecauseshehadtolookafterhermother.Johnwenttosomeplacesofgreatinterestsandheenjoyedhissummerholidays.Mike” Step5.Usefulexpressions Step6.Practice Thestudentsaresupposedtodoanexerciseoftheirworkbooks.P57Exercises2&3 Step7.Homework Finishtheexerciseofworkbook. Reviewthenewtext. TeachingPlanforLessonTwo Step1.Lead-inquestions Askthestudentsaquestion“DoyouhaveapenfriendwholivesinAmerica?”ThenshowthemtheenvelopofaletterwhichiswritteninAmericanstyle.TellthestudentsthatyourpenfriendwritesyoualetterabouthissummerholidayinAmerica.Getthestudentstoreadtheletterforsomeinformation. Step2.Reading(1) Beforereadingtheletterthestudentsaresupposedtoknowwhatquestionstheywillbeaskedafterreading.Sothestudentsareaskedtoreadtheletterasquicklyaspossible.Questions: (1)Wheredoesthewriter(Charlie)spendhissummervacation? (2)Whatdoeshehavetodoinorderhelphisfather? (3)HowmanydifferenttimeareasarethereintheUSA? Step2.Reading() Forthesecondtimethestudentsaresupposedtodoreadingprehensionexercisesafterreadingfordetails. (1)Whatdoes“result“meaninparagraph2? AAnswerBFactofsomething CThatwhichisproducedbyacauseDQuestions (2)WhenisthetimeofthericeharvestinCharlieshomeland? AMarchBAugustCNovemberDSeptember (3)WhatdopeopleusuallydoatthepartyonmostSaturdayevenings? ATheydanceBTheycookmeatonanopenfire CTheycookmeatintheirhouseDTheysing (4)WhatdoesCharlietellXiaojunintheletter? AWhatheisbusydoingBTheirSaturdayparties. CTheirriceharvestandvegetablegardens DHislifeinthesummervacationandanswerstoXiaojunsquestions. (5)WhichpartoftheUSAdoesCharlielivein? AintheeastBinthesouthCinthewestDinthenorth (6)Inwhichseasondotheyhavelittlerain? AwinterBsummerCautumnDspring (7)WhydoesntCharliedrinkbeerattheparty? Ahedislikesit.Bhestooyoungtohaveit. Citdoesnogoodtohim. Dhehastodrivehomeaftertheparty. (8)WhenitisoneoclockinthemorningoftheNewYears dayinBeijing,whatisthetimeanddateinthestatewhich Charlielivesin? A11oclockinthemorningofDecember31 B1oclockinthemorningofDecember31 C8oclockintheeveningofDecember31 D11oclockintheeveningofDecember31 (9)WhendidCharliewritetheletter? AinthemorningBintheeveningCintheafternoonDatnoon (10)WhatdoyouthinkofCharlie? Aheiswellbuttired Bheisaniceandhardworkingboy Cheisafarmboy Dheisadriveronthefarm Key:1C2B3B4D5B6B7D8A9B10B Step3.Retellingthetext Thestudentsaresupposedtoretelltheletterbasedonsomeimportantkeywords.Theycanbegintheirretellingwiththesentence-CharlieishelpinghisDadonthefarm.Itissummerinhishometown. Keywordsforretelling:fromdawnuntildark,bythelightsofthetractors,growriceinthesouth,growwheatinthenorth,takecareofthevegetablegarden,party,cookmeatonanopenfire,havetodrivehome,fivedifferenttimeareas. Thestudentscanpratiseretellingtheletterinpairsthentheycanshowtheirretellinginfrontoftheclass. Step5.Languagepoints Step6.Teachthestudentshowtowriteletterstoaforeigner Therearefivepartsinaletter. (1)heading信頭(2)salutation稱呼(3)body正文(4)plimentaryclose謙稱和結(jié)束語(5)signature簽名 DearBob,(稱呼) Thankyouforyourletter. (head) 正文 BeijingNo1MiddleSchool Beijing,China May28,xx （寫信人的地址和日期） （謙稱和結(jié)束語） Yourssincerely, Chenlei(簽名) Showthestudentshowtowritealettertoaforeigner.Andthey aresupposedtowritealettertoCharlietellinghimyourschool lifeorsomethingtheylike. Step7.Homework Finishwritingtheletterandthenfinishtheexercisesontheirworkbook.P58Exercise3 Step1.Revision Askthestudentstodoanexerciseinordertoreviewsomeofthenewwordstheylearntorusedintheprevioustext.(workbookP59Exercise2.Fillintheblankwithoneword.Thefirstletterofeachwordisgiventohelpthestudents.) Firstletthestudentsdoitbythemselvesthenchecktheanswersinpairs.Atlasttheteachercheckstheiranswers) Step2.presentation(languagestudy) Askthestudents“Whatquestionsdoyouusuallyaskwhenyouwanttogettoknowapersonforthefirsttimeyoumeet?”(collecttheirsuggestionsandthenwritethemontheblackboard.) (1)Whatisyourname? (2)Wheredoyouefrom? (3)Whatclass(grade)areyouin? (4)Howmanypeoplearethereinyourfamily? Thentheteachermayhelpthemgetmorequestionsinordertogettoknowanewfriend: (5)Wheredidyougoduringthesummerholidays? (6)Whatdidyoudointhesummerholidays? (7)Didyouseeanynew(interesting)films? (8)Didyouread(buyanynewbooks? Theteachermayjustgivesthestudentsthekeywords,suchas“books,films,andthequestionwords(what,where,how,andthemorethebetter.Theteachermayletthestudentsformnewquestionsbythegivenkeywords.) Step3.Oralpractice(pair-work) ThestudentsaresupposedtoaskandanswertheabovequestionsTheycanalsotalkabouttheirplanforthenextSundayThenthestudentsaresupposedtosaysomethingabouttheirpartnerstothewholeclass. Step4.Listentothedialogueandthenactitout. Askthestudentstolistentothedialogue.Theyaresupposedtofindouthowtoshowothersyourloveorbestwisheswhentwopeoplearehavingatalkwitheachother. Theusefulexpressions:Sb.sendshisbestwishes(toyou). Thenthestudentsaresupposedtomakeupasimilardialogueandtheycanalsousetheusefulexpressionstheylearntthedaybefore.Sothreeorfourstudentsformagrouptomakeupthedialogue. Introducethemsomenewexpressionswiththesamemeaning: (thethirdpartofLesson3) (1)Givemylovetoyoursister(family,brother) (2)Sendmyregardstoyourmother.(parents) Step5.Languagestudy (1)Whentheyuse“Sendmylovetosb.”theymustuseitforfamilymembersortheirveryclosefriends. (2)Whentheyuse“Sendmybestwishes(regards)tosb.”theycanuseitfreelybutnotforveryintimatepeople. (3)Usuallywhenwecanusethepresentcontinuoustenseforfuturetime.Althoughthistenseisnotasyllabusitem,itisextremelymoninEnglish. Forexample:Whatareyoudoingtomorrow?(Itmeanswhatwillyoudotomorrow?) Step6.Doingexercise Thestudentsaresupposedtodotheexercisesonpage59oftheirworkbook.(Exercise1&3)Theycandotheexercisesindividuallyandthenchecktheanswerstogether. Step7.Homework Thestudentsaresupposedtodoanoralreportaboutwhathis/herpartnerdidduringthesummerholidays. Step1.Revision Thestudentsareaskedtoshowtheirreporttothewholeclass. Step2.Preparationforlistening Dothethirdexerciseonpage127oftheirworkbookinordertoreviewsomeusefulexpressionstheymayuseeveryday. Step3.Listening(workbookpage127) (1)Askthestudentstoreadtheinstructionsfirstinordertoknowwhattheywillhearafterawhile. (2)Afterlisteningletthestudentschecktheiranswersinpairsthenwiththewholeclass.Thestudentsmaylistentothetapefortwice. (3)Exercise1:Pra