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  • 百花范文网 > 讲话致辞 > 欢迎词 > 牛津英语模块五 译林牛津模块五整体教案

    牛津英语模块五 译林牛津模块五整体教案

    时间:2020-09-16 00:05:51来源:百花范文网本文已影响

    课 题 Welcome to this unit M5U1 Getting along with others 课 型 单元导入 授课时间 第__ 周 星期 ___ 第_____节 Sept ___,2014 知识与技能 To get some background information for the whole unit—Getting along with others. To improve students language skills. 过程与方法 Reading, discussing, interpreting and summarizing 情感态度与价值观 To help Ss learn something about inter-personal relationship. To deepen Ss’ understanding of friendship 教学重点 To practice Ss’ oral English by getting them involved in the discussion of friends and friendship 教学难点 To learn the way to describe the characteristics of a true friend Teaching Procedures: Step 1. Lead-in 1. Listen to the song called Auld Lang Syne(友谊地久天长) 2. Show students some pictures about friends 3. Brainstorming questions: 1) Have you enjoyed the song? Can someone name the song ? 2) Can you guess the relationship between the ones in the pictures? 3) Do you have any good friends? How many are they? 4) Do you think it is important to have a good relationship with others? Why? 5) Do you know the concept of “friendship”? Try to explain. 6) In your opinion, what does a real friendship consist of ? Conclusion: Friendship means my friend and I can trust each other. Friendship means my friend and I will help and support each other. Friendship means my friend and I will have a lot in common. Friendship means my friend and I will readily share happiness and sadness with each other. Step 2. Picture talking: Talk about the pictures and proverbs with your partner. Try to discuss the following questions: Picture 1, 1) Where are the two girls? 2) What are they doing ? 3) How long they spend speaking to each other? 4) Do you think they enjoy each other’s company? 5) What do you think ‘Friends are thieves of time.’ mean? Picture 2, 1) What do you use a mirror for? 2) What are the two girls doing? 3) Do you think the girl on the right is a good friend? Why? 4) Do you have a good friend? Does he/she often give you advice? 5) What do you think the proverb ‘The best mirror is an old friend’ mean? Picture 3, 1) What is the taller boy doing ? 2) Why does he do so? 3) Do you think it possible for a person to buy friendship? 4) In your opinion, what is the base of a good friendship? Picture 4, 1) Do you think friends should be the same age and share the same hobbies and interests? 2) What does the proverb ‘True friends have hearts that beat as one.’ Step 3. Pair Work 1. Do you have a best friend? Why do you think that he or she is your best friend? 2. How do you get on with your friends? How do you help each other when you have problems? 3. What do you think are the most important characteristics in a friend? Please talk to your partner. And prepare yourselves to present your discussion in dialogue to the class. (Pay attention that each speaker should have more than three sentences to say.) Step 4 Learning more sayings and brainstorming. To the world you may be just one person, but to one person you may be the world. True friend is one soul in two bodies. True friends are hard to find, difficult to leave, and impossible to forget. To get a good friend, you should first learn to be one. Please brainstorm on how to be a good friend. And give your opinions one by one. Good friends should _______. Step 5 Questions and Discussion II T: Good friends bring cheering friendship to you. But could there be any problem with friendship? How would you handle some difficult situations that can happen in friendships? For each situation given below, answer these questions: • How would this make you feel? • What is a positive way to deal with it? • What is a harmful way to deal with it? Situations 1. Your friend starts acting in ways that you think are wrong (drugs, being rude, etc.) 2. You find out your friend has been telling stories about you that aren't true. 3. You and your best friend have romantic feelings toward the same person. Attention 1. On one of the situations, please discuss in group of three. 2. One in the group should listen to the other two and then give a report and comment on what he/she hears. (Pay attention that the reporter should first listen carefully and prepare to report to the class.) Step 6 Homework Preview page 2,3 and find out the sticky situations that happen to Sarah and Andrew. Then write a short passage of more than 100 words on how to deal with them in a positive way. 教学后记 课 题 Reading I M5U1 Getting along with others 课 型 阅读理解 授课时间 第__ 周 星期 ___ 第_____节 Sept ___,2014 本节(课)教学内容分析及情感目标 本课为阅读教学。教材中两篇阅读文章,篇幅相当,文体相同,内容均涉及在交友过程中出现的问题与烦恼。在教学中均匀分配时间,显得重复拖沓。在教学中,把第一篇文章作为主阅读,并把阅读策略的指导融于其中。在第二篇文章的处理上,则指导学生将所学的阅读策略运用其中,快速分析掌握第二篇文章的主旨大意及写作特点。此外,导入部分引导学生以小组为单位,写下自己在交友过程中碰到的困惑,然后各小组交换问题。等阅读任务全部完成后,教师指导学生利用所学,为自己的同学解决实际问题,这样整堂课对友谊的探讨就不再只是纸上谈兵,而是有了真正的实际意义。

    本节(课)教学目标 1. Ss will understand the two passages well; 2. Ss will know the basic formation of a letter to a magazine agony aunt; 3. Ss will learn and use the reading strategy: reading to understand emotion; 4. Ss will learn how to mend a broken friendship and how to make their friendship last long. Teaching Procedures: Step 1 Lead in 1. Ss do self-reflection: Think of the most recent fight with your friend. What caused it? 2. Group discussion: (1) Ss work in a group of four and discuss all the possible reasons leading to a broken friendship. (2) Ss think about their puzzles in getting along with friends and write all of them down on a piece of paper. Then different groups exchange the pieces. 3. Brainstorming: Who can we turn to for help when we have problems with our friends? Ss express their ideas freely. (parents, teachers, …magazine agony aunts) Step 2 Reading of Secrets and Lies 1. Ss read the title of the passage and the first sentence of the first paragraph, and try to predict the main idea of the letter. 2. Fast reading: Ss are asked to go through the whole letter to find out what the secret is and what the lie is. Secret: Sarah got a D in a surprise Maths test. Lie: Hannah denied having let out the secret. 3. Careful reading: Ss read the letter again, this time carefully and try to answer the following questions: (1) Why do you think Sarah and Hannah could be good friends before ? (2) Why did Sarah tell Hannah that they weren’t going to be friends any more? (3) What might have caused their friendship to break? Keys: (1)They were like each other and had much in common. (2)Because she thought Hannah had told everyone how badly she had done in the Maths test. (3)Sarah didn’t trust her friend.Hannah may have betrayed her friend.Sarah and Hannah lacked communication. Step 3 Reading strategy: reading to understand emotion 1. T guides Ss to analyze the letter: what is a letter asking for help like? A letter to an agony aunt usually includes: (1)Descriptions of problems (2)Descriptions of feelings While reading such a letter, it’s important to identify the writer’s feelings towards a certain problem and then think about what advice to give him/her. 2. T guides Ss to take Sarah’s letter: Secrets and lies for example. In this way Ss will have a clearing understanding of how to read such a letter. 3.A game: Ss are encouraged to express different emotions without mentioning the words for the emotions. The choices given are: angry, proud, upset, excited, surprised, ashamed, sad, puzzled, worried. Ss are free to choose any one of the emotions to express by using a sentence, different tones, or even body language. For example: To express they are excited, Ss can say: I got full marks in the most difficult maths test. Step 4 Reading of A friendship in trouble and the practice of Reading strategy 1. Ss read A friendship in trouble, and try to find out Andrew’s problem and how he feels about it by filling in the blanks. 2. Ss work in pairs and in their own words, tell each other what Andrew’s problem is and what caused his friendship with Matthew in trouble. Key: Andrew blamed the losing of the match on Matthew’s carelessness and they had a bitter quarrel with each other. Now they aren’t talking to each other any more and Matthew seems to want to make friends with another boy. Andrew really shouldn’t have yelled at Matthew without thinking twice. Step 5 Problem solving Ss work in a group of four, and try to finish the following two tasks: Task one: 1. Suppose you are the agony aunt, what advice will you give Sarah and what to Andrew? Choose one of the topics and try to think of as much advice as possible. 2. Write down your advice on the Bb freely. 3. Finish Exercise E on page 5 and get to know what advice it is that the magazine agony aunt actually gives to Sarah and Matthew. Task two: Go through the puzzles your classmates have about getting on with friends and give useful advice to them by writing it down on the back of the paper. Then exchange the piece again. Step 6 Conclusion---Gives all the Ss the following advice on how to mend a broken friendship: 1. You have to talk to your friend. When there is no one around, have an honest talk. 2. If your friend doesn’t want to talk, you could write a letter. 3. Always remember there are three steps to being friends again. Tell your friend how you’re feeling; Say what your friend has done wrong, and explain why you did this or that. Remember that friendship is the most important thing in your life. 教学后记 课 题 Reading II M5U1 Getting along with others 课 型 语言点精讲 授课时间 第__ 周 星期 ___ 第_____节 Sept ___,2014 本节(课)教学内容分析及情感目标 本课旨在操练阅读文章中的主要语言点。语言点操练的过程既是学生学习语言知识的过程,更是学生训练听说读写技能的过程。在本课中,教师注重操练形式的多样化,创设情景让学生充分练习重点语言点,课上以听说为主要训练手段,课后把语言点的掌握落实到书面。

    本节(课)教学目标 1. Help students understand fully of the text. 2. Deal with some difficult sentences and useful language points. Teaching Procedures: Step 1. Lead-in Retell the main idea of the two letters learned in the last period.Discussion: Will they be good friends again? Step 2. Words 1.Match the words with the correct definitions 2.Complete the sentences with the words on the left Step 3. Phrases & Sentences 1. Afterwards, I went to the playground. I was determined to be cheerful, but Hannah sensed something was wrong. (Line 14) be determined to do sth. “下决心做某事,决定做某事” make up one’s mind(s) to do sth. 下决心做某事 do what sb. can to do do all that sb. can to do sth. try one’s best to do go all out to do sth. ①He was determined to join the army and serve the country. 他决定参军报效祖国。

    determined 还可以作形容词,意思是“坚定的”,作定语。

    ②Only a determined man can gain great success. 只有坚定的人才能获得成功。

    2. Yesterday, I saw him talking to another boy, peter, and I cannot help wondering if he wants Peter to be his best friend instead of me. (Line 53) cannot help doing sth. 忍不住,情不自禁 ①Hearing the news, he couldn’t help crying out. 听到这个消息,他情不自禁地哭起来。

    ②He just can’t help it. He has to obey orders. 他没用办法,他必须执行命令。

    can’t help (to) do 不能帮忙做某事 can’t help but do sth. 忍不住,不得不 help sb. to do/do 帮助某人做某事 help sb. with sth. 帮助某人做某事 help sb. out 帮助某人摆脱困境 help oneself to sth. 随便吃;
    自取;
    请便 with one’s help 在某人的帮助之下 be of help = helpful 有用的,有帮助的 3.When asked they usually hesitate before responding, “ My best friend? ……” ①When heated, water can be changed into steam. 当水加热时,它会变成水蒸气。

    ②I won’t go to the party unless invited. 除非被邀请,要不然我不去参加这个舞会。

    4. .… , and told her we weren’t going to be friends any more because she couldn’t keep her word.(Line 24) do what one has promised eg.She is a good girl and can always keep her word. 5. . … , and as a result of his careless playing, we lost the game.(Line 38) because of eg. As a result of his careless study, he failed the Maths test. 6.I must have sounded very proud of myself after the test, saying loudly how easy it was and how I was sure to get a good mark. 1)must have done 表示对过去的事情进行肯定推测,译为“一定已……” ① Mary must have some trouble; she keeps crying over there. ②His brother must have taken the magazine away. 他弟弟肯定把那本杂志带走了。

    另外,must 可以对现在进行肯定推测 ③He must be at home now, for the light is on. 灯亮着,他一定在家。

    ④He must be sleeping now. 他现在一定在睡觉。

    2)be sure to do 一定,务必。表示说话人的推测、判断或提醒。

    He is sure to succeed. 他一定会成功的。

    Be sure to come tomorrow. 明天务必要来。

    Step 4. Sentences What does the word mean in different sentences? 1. Hannah sensed something was wrong. (Line 14) __________________ ①He doesn’t seem to have any sense of humor. __________________ ②There is no sense in getting upset about it now. __________________ ③One day he will come to his senses and see what a fool he has been. __________________ ④This article does not make sense to me. __________________ 2. He kept on saying really mean things to hurt me. (Line 44) __________________ Watch him. He can be really mean. __________________ Don’t be so mean about money. __________________ This word means a kind of meat in English. __________________ I didn’t mean to hurt you. __________________ 3. I feel really guilty because I said some really cruel things too, but I can’t stand seeing our team lose. (Line 46) ____________ All the audience stood and clapped. __________________ He is too weak to stand. __________________ Stand the bedroom against the door. __________________ There is a fruit stand in the street. __________________ Step 5. Analyse the sturctures of sentences: 1.He said it wasn’t his fault if he couldn’t play as well as me and that I shouldn’t yell at him. If there are two object clauses in one sentence, that is used at the beginning of the second object clause and cannot be left out. eg. She said (that) she would fly to Paris and that she would bring me a present. 2.Since the mach, he hasn’t spoken to me even though we sit next to each other in class. They decided to leave each other even though they loved each other. 3. Various forms of a verb … how I was sure to get a good mark. (Line 9) I was determined to be cheerful. (Line 14) to infinitive I made her promise not to tell anyone. (Line 16)---- bare infinitive I was so upset that I felt like crying. (Line 20) My best friend Matthew has stopped talking to me. (Line 34) … as a result of his careless playing, we lost the game. (Line 39) V-ing form as a noun Ⅶ. Homework 1. Review the useful phrases and important words in this text. 2. Review the two sentence structures learnt above. 3. Finish Parts A1 and A2 on Page 90 in workbook. 教学后记 课 题 Word Power M5 U1 Getting along with others 课 型 词汇策略 授课时间 第__ 周 星期 ___ 第_____节 Sept ___,2014 本节(课)教学内容分析及情感目标 Word power在设计上采用了与本单元主题相照应的思路,内容上不受课后词汇表的限制,期冀在同一语意场中通过语境的辅助以及构词法等相关知识的输入实现学生词汇的扩展。本节课是以听、说、读为主的词汇教学课。着重拓展学生关于人物个性品质特征描述的词汇。

    本节(课)教学目标 To enlarge Ss’s vocabulary about personality. To help Ss recognize positive and negative adjectives about personality. To introduce synonyms and antonyms to Ss.. Teaching procedures: Step 1 Revision and lead in Let students guess who he is He was a soldier and died at an early age after the founding of PRC. He is ----helpful -----warmhearted------ unselfish/selfless Chairman Mao encouraged us to learn from him on March 5th. In March every year, we learn from him to offer help to others He was Lei Feng Step 2 Presentation 1. Have you paid attention the adjectives? All these adjectives are used to describe Personalities. 2. Let’s have a try Use some adjectives to describe people’s personalities 1) What kind of person is “Dae Jang Geum”? Smart Strong-willed Helpful Kind Friendly Hardworking/diligent Creative Warm-hearted 2) try to describe other people 3) exercise (1) Match these adjectives to their meanings treating people as his friends 1. dependable/reliable spending more time in study or work 2. friendly deserving trust 3. hardworking having or showing that someone has good manners 4. considerable always has consideration for others 5. helpful providing help or always being willing to help others 6. well-mannered (2) fill in the blanks generous talkative moody timid(胆怯的) determined 1. When you talk to my cousin, Tommy, I am sure your topic will never dry up because he is quite fond of talking. That is to say my cousin is t_______. 2. He is not mean with his money but willing to share or ready to give others freely. So he is ________. 3. It is difficult to get on well with Mr. Smith because his feeling or mood is always changing quickly. So Mr. Smith is _______. 4. He is so t____ that he quite easily got frightened. 5. Don’t waste time to persuade him to give up his plan he has make the decision firmly. So he is a d_________ person. Step 3 Read the dialogue on the text book 1. Positive: generous warm-hearted reliable open-minded honest helpful polite friendly Negative: dishonest narrow-minded stubborn bad-tempered moody impolite unkind boring 2. Try to tell the synonyms strong-minded---determined shy ------timid friendly------kind happy-----cheerful Brave-------courageous Smart-----clever Loyal-----faithful Diligent ------hard-working Passionate----enthusiastic Step 4 synonyms and antonyms 1. Having the same or similar means------synonyms Having the opposite meaning-----antonyms 2. Exercise Try to tell the synonyms and antonyms 3. discuss (1) read the story (2) Can you describe the personalities of the prince (3) What your decision will be if you were the old king? Step 5 1. Keys to page7 2. Competition Try to speak highly of your friends with as many positive adjectives as you can to make the others believe that your friend is the best. 3. Discussion In your opinion, what kind of person is easy to get along with and make friends with? What characteristics would you not like a friend to have. Step 6 Homework 1. Try to find more adjectives that describe personalities 2. Choose one of your friends to describe with some of the words that we have learned today. 教学后记 课 题 Grammar and Usage 1 M5 U1 Getting along with others 课 型 语法归纳 授课时间 第__ 周 星期 ___ 第_____节 Sept ___,2014 本节(课)教学内容分析及情感目标 本堂课的归纳To infinitive and Bare infinitive, 让学生对这两种不定式的形式以及运用通过体验、实践、讨论、合作和探究的方式有更好的认知与掌握。

    本节(课)教学目标 To recognize the basic form of the infinitive. To learn the function of infinitive in different situations. Teaching Procedures: 一、非谓语动词的介绍 a. 含义:在英语中,不能作句子谓语,而是担任其他语法功能的动词,叫做非谓语动词。

    b. 分类及各种形式:动词不定式,动名词和分词(现在分词和过去分词)。另外,动名词和现在分词统称为“-ing”形式。

    c. 特点:① 不能单独做谓语 ② 它们具有各种形态:原形、主动态、被动态、进行态和完成态。

    ③ 不定式和动名词可以做主语、宾语、表语、补语等。

    ④ 分词起形容词和副词作用,可做表语、定语、状语和复合结构中的复合宾语,但不能做主语和宾语。不受主语人称和数的限制。

    二、不定式的形式 To do / to be done, to have done / to have been done, to be doing, to have been doing 三、不定式的句法功能 1. 不定式作主语 动词不定式作主语时,句子的谓语动词常用单数形式,其位置有以下两种:
    1)把不定式置于句首。如:To take roller coaster is terrible. When to leave for London has not been decided yet. 2)用it作形式主语,把真正的主语即不定式置于句末。如:It’s terrible to take roller coaster. 常用于下列句式中,如:
    ①It is/was easy (for sb.) to do sth. (这里的be动词也可以用seem/appear) 其他形容词还有difficult, hard, important, possible, impossible, comfortable, necessary, better… It's necessary for you ______________ when you do not use it.当你不用车的时候,锁车是有必要的。

    ②It is/was very kind of sb to do sth. 其他形容词还有kind, nice, stupid, rude, clever, foolish, thoughtful, brave, considerate, silly, selfish It was ______________________ him.我们真愚蠢,竟然相信了他。

    ③It is/was our duty to do sth. 其他名词还有a pity, a pleasure, one’s duty, a shame It’s my duty _______________________________. 教你们如何学好英语是我的职责。

    ④It takes/needs/requires some time to do sth. 还可用其他具体时间及耐心精力等hours, months, days, patience… It requires patience __________________________. 做一名好老师需要耐心。

    2. 不定式作宾语 1)有很多动词可以直接加不定式作宾语,常见的有:agree, afford, aim, appear, arrange, be, decide, bother, choose, come, dare, demand, desire, determine, expect, elect, hope, fail, happen, help, hesitate, learn, long, mean, manage, offer, ought, plan, prepare, pretend, promise, refuse, tend, wait, want, wish,… The driver failed ___________ the other car in time. 司机没能及时看见另一辆车。

    Tom asked me ________________________. Tom问我如何学好英语。

    2)当不定式短语作宾语比宾补长时, 往往将不定式放到宾补后, 而用先行代词it作形式宾语, 常用动词有feel, think, find, believe, consider, make等。

    The cat felt it terrible to take roller coaster. I think ____ quite important for us _____________________. 我认为我们学好一门外语是非常重要的。

    3)只有少数介词如but, except等后面可以跟不定式作宾语。一般情况下作介词宾语的不定式都带to,但如果but或except所在句子里的谓语动词含有do, does, did时,通常省略to。

    We have no choice but . = We can do nothing but __________.除了等,我们别无选择。

    4) 有些动词后还可用疑问词+不定式作宾语。

    Please show us __________________ that. 请演示给我们如何去做。

    There are so many kinds of MP4 on sale that I can't make up my mind __________________. 有这么多的MP4,我都拿不定主意买哪一种。

    3. 不定式作补语 1) 动词advise, allow, appoint, believe, cause, drive, enable, encourage, forbid, force, get, hire, inform, instruct, invite, like, order, permit, persuade, remind, report, request, require, select, send, suppose, teach, tell, train, urge, want, warn, wish…+宾语+ to do/to be做宾补。

    Father will not ______________________ on the street. 父亲不让我们在街上玩耍。

    We believe _________________ guilty. 我们相信他是有罪的。

    2) 有些动词后面须接不带to的不定式做宾语补足语, 常用的动词有:make, let, have, see; hear, watch, notice, feel; look at, listen to; help, observe等, 但是句子变成被动语态后, 不定式成为句子的主语补足语, 需带to。

    The boss made her work long hours. She was made _____________ long hours (by the boss). 3) 部分短语动词后常接to do 做宾补,如:ask for, call on, depend on, wait for, long for, wish for. The school calls on __________________________. 学校号召我们为贫困地区的孩子捐献书籍。

    4)当不定式作宾语的句子变成被动语态之后,原来的宾补就叫做主语补足语。

    He was not allowed __________________ for being late. 他因为迟到而不被允许进教室。

    He was sent __________________________. 他被派到国外学习。

    4. 不定式作定语 不定式做定语通常要放在被修饰的词后。以下几类情况常用不定式作定语: ① 能带不定式作宾语的动词, 其同源名词可以带不定式作定语。常见的有attempt, decision, promise, plan. determination, eagerness等 She made a decision abroad for a year. 他决定出国一年。

    ②用于修饰的词是抽象名词时,常见的有:ability,chance,idea,fact,excuse,answer,reply,attempt,belief,way,reason,moment,time, , anxiety等 He got a chance ________________. 他获得了一个被提拔的机会。

    ③ 序数词,形容词最高级或被only, last, next等修饰的名词可以用不定式作定语。

    She was the only person ____________ after the earthquake. 她是那场地震之后唯一的幸存者。

    He’s always the first _______ and the last _______. I have no time ___________________. 5. 不定式作表语 不定式可放在be动词后面,形成表语。表示具体动作或将来动作;
    当句子的主语是aim, idea, policy, question, suggestion, wish, task, duty, job, purpose等或者主语是what引导的名词性从句时,后面可以用不定式做表语,用以说明主语所包含内容。

    注: 作表语的不定式都带to, 但当主语部分有实义动词do时, to可以省略。

    My wish is ______________. 我的愿望是做一名医生。

    What she wants to do is __________________________. 她所想做的是告诉你一个秘密。

    PS: 动名词和不定式同样都可以充当表语,两者的区别在于不定式表达是具体或是将来发生动作,而动名词则表示抽象的一般行为。

    His job is delivering the letters to their destinations. My job is to look after the sister when Mom is cooking. 6. 不定式作状语 不定式可以作状语, 表示目的、结果、原因、条件等。

    1)目的状语: to…, only to (仅仅为了), in order to, so as to, so(such)… as to… (如此……以便……) He ran so fast ____________________ the first bus.他飞快地跑以便赶上第一班车。

    注意不定式放句首时,逻辑主语与句子主语要一致:
    为了省钱,能用的方法都用上了。

    (×)To save money, every means has been tried. (√)To save money, he has tried every means. 2)作结果状语,表事先没有预料到的,要放在句子后面。

    He searched the room _______________________. 他搜索了房间结果什么也没找到。

    He hurried to the station only _____________ that the train had gone. 他匆匆赶到车站结果被告知火车已经走了。

    3) 表原因 I'm glad _______________. 我很高兴见到你。

    They were very sad ___________ the news.听到这个消息他们非常伤心。

    4) 表程度 It’s too dark for us _____________ anything.天太黑了,我们什么也看不清。

    The question is simple for him ______________.这道问题对他来说太容易回答了。

    5) 作独立成分 _______________, I don’t like the way he talked. 说实话,我不喜欢他说话的方式。

    6) 一些句式:so… as to…, such… as to; enough… to…; only to…; too…to…. 四、不定式的时态和语态 1. 时态 1) 一般式:表示的动作发生在谓语动词之后,有时表示同时发生。如:
    I wish _________________________. 我希望将来能成为一名医生。

    2)完成式:表示的动作发生在谓语动词所表示的动作之前。如:
    I’m sorry ___________________________. 非常抱歉让你久等了。

    3)进行式:表示的动作与谓语动词的动作同时发生。如:
    She pretended ____________________ when the teacher came in. 老师进来时她假装正在读课文。

    2. 语态 当不定式逻辑上的主语是这个不定式所表示的动作的承受者时,不定式须用被动形式。如:
    It’s a great honor _______________ Mary’s birthday party.被邀请参加Mary的生日聚会是个荣幸的事儿。

    I wish ________________ to study in that country. 我希望被派到那个国家工作。

    Can you tell me which is the car _________________? 你能告诉我哪辆车要被修理吗? He went to the hospital ________________________. 他去医院以得到检查。

    This book is said into many languages.[ 那本书据说已经被翻译成多种语言。

    四、动词不定式的否定式 1. Tell him ___ the window. A. to shut not B. not to shut C. to not shut D. not shut 2. She pretended ___ me when I passed by. A. not to see B. not seeing C. to not see D. having not seen 3. Mrs. Smith warned her daughter ___ after drinking. A. never to drive B. to never driver C. never driving D. never drive 4. The boy wanted to ride his bicycle in the street,but his mother told him ____. A. not to B. not to do C. not do it D. do not to 5. The patient was warned ___ oily food after the operation. A. to eat no B. eating not C. not to eat D. not eating 6. I am sorry ______ written you a letter at the time. A. to have not    B. to not have     C. not to have     D. not having 巩固练习:
    1. Who will you get ______ the project for us? A. design B. to design C. designed D. designing 2. The meeting ______next week is sure to be a great success. A. to take place B. to be taken place C. to have taken place D. being taken place 4. With a lot of difficult problems ______, the newly-elected president is having a hard time. A. settled B. settling C. to settle D. being settled 5. Helen had to shout ______above the sound of the music. A. making her heard B. to make her hear C. making herself heard D. to make herself heard 6. I don’t know whether you happen ______, but I am going to study in the U.S.A this September. A. to be heard B. to be bearing C. to hear D. to have heard 7. We have no idea about _____ next. A. how doing B. what doing C. what to do D. to do 8. The news reporters hurried to the airport, only ______the film stars had left. A. to tell B. to be told C. telling D. told 9. The bank is reported in the local newspaper______ in broad daylight yesterday. A. to rob B. to have been robbed C. being robbed D. having been robbed 10. --- You should have thanked her before you left. --- I meant ______, but when I was leaving I couldn’t find her anywhere. A. to do B. to C. doing D. doing so 教学后记 课 题 Grammar and Usage 2 M5 U1 Getting along with others 课 型 语法归纳 授课时间 第__ 周 星期 ___ 第_____节 Sept ___,2014 本节(课)教学内容分析及情感目标 本堂课让学生识别动名词短语以及归纳动名词短语在不同用法。

    本节(课)教学目标 To recognize the basic form of the verb-ing. To learn how to use the verb-ing form as a noun in different situations. Teaching Procedures: 动名词既具有动词的一些特征,又具有名词的句法功能。

    一、结构:一般式:doing, being done(被动式) 完成式:having done, having been done(被动式) 否定式:not + doing 1)一般式:_________________________.眼见为实。

    2)被动式:He came to the party without _________________.他未被邀请就来到了晚会。

    3)完成式:We remembered _____________________. 我们记得看过这部电影。

    4)完成被动式:
    He forgot ___________ to Guangzhou when he was five years old.他忘记五岁时曾被带到广州去过。

    5)否定式:not+动名词 I regret ___________________ his advice.我后悔没听他的劝告。

    6)复合结构:物主代词(或名词所有格)+动名词 ___________________________________ troubled him a lot.他不懂英语给他带来许多麻烦。

    二、动名词的句法功能:主语、表语、宾语(动词、介词宾语)、定语(表功能、类别)、同位语 1. 作主语:
    ____________________ is very helpful. 朗读是很有好处的。

    ____________________ is interesting. 集邮很有趣。

    当动名词短语作主语时常用it作形式主语。

    ______ is no use ____________.争吵是没用的。

    It’s no use crying over spilt milk. 覆水难收。

    It’s no good smoking in public. 在公共场合吸烟是不好的。

    2. 作表语:通常是说明主语的内容, 注意它与谓语动词进行时的区别 His hobby is collecting stamps. 可改为: Collecting stamps is his hobby. Cf. He is collecting stamps. (is collecting是谓语动词进行时,此句为SVO结构) 不能改为: Collecting stamps is he. In the ant city, the queen’s job is __________________.在蚂蚁王国,蚁后的工作是产卵。

    3. 作宾语:动名词既可作动词宾语也可作介词宾语 例1.They haven’t finished ____________ the dam.他们还没有建好大坝。

    例2.We have to prevent the air from ________________.我们必须阻止空气被污染。

    1)要记住如下动词只跟动名词作宾语:stand, admit, dislike, imagine, delay, consider, mind, understand, avoid, enjoy, practise, miss, finish, keep, suggest, appreciate, escape, miss, risk, deny, allow, forbid等 ①I can’t stand _____ with Jane in the same office. She just refuses ____ talking while she works. A. working; stopping B. to work; stopping C. working; to stop D. To work; to stop ②He got well-prepared for the job interview, for he could not risk ______ the good opportunity. A. to lose B. losing C. to be lost D. being lost 2) 作介词的宾语: The president spoke at the business meeting for nearly an hour without ______ his notes. A. bringing up B. referring to C. looking for D. trying on 3) 作动词短语的宾语:be used to doing; look forward to doing; devote one’s life to doing; spend time (in) doing; be fond of doing; be good at doing; be proud of doing; be tired of doing; feel like doing; lead to; insist on; object to; succeed/be successful in; go on doing; keep on doing; what about doing; think of doing; be interested in doing; have some difficulty/trouble (in) doing; be busy (in) doing; instead of doing Everybody in the village likes Jack because he is good at telling and ___ jokes. A. turning up B. putting up C. making up D. showing up 4)注意1:有些动词 (continue, prefer, begin, hate, like, start, love)后面既可以接不定式作宾语,也可以接动名词作宾语, 意义差别不大。通常认为用动名词泛指一般的倾向性, 用不定式则表示特定或具体某一种动作。

    I like swimming but I don’t like to swim in winter. I prefer to drive rather than to be driven. I prefer driving to riding. 注意2:有些动词, 如forget, remember, regret等, 后面接动名词表示的动作先于谓语动词动作,不定式表示的动作后于谓语动词。

    When asked by police, he said that he remembered ____ at he party, but not ___. A. to arrive, leaving B. to arrive, to leave C. arriving, leaving D. arriving, to leave 4. 作定语:动名词可作前置定语, 表示所修饰的词的用途或目的, 可用for改写;而现在分词作定语时, 可用定语从句改写。swimming pool, waiting room, walking stick a sleeping car =a car for sleeping a sleeping child=a child who is sleeping He can’t walk without ___________________. 他没有拐杖不能走路。

    5. 作同位语:
    The cave, _____________________, is secret.那个山洞,他藏身的地方很秘密。

    His habit, _________________ on the radio, remains unchanged. 他收听收音机新闻节目的习惯仍未改变。

    三、动名词的逻辑主语 Do you mind my smoking here? ① 人称代词做逻辑主语时应用所有格, 即形容词性物主代词。

    He was awakened by someone knocking at the door. There’s no need for that being done. ② 逻辑主语是不定代词或指示代词时, 很少用所有格, 而用普通格。

    Mary’s laughing made Tom angry. There is no hope of the factory making profit. ③ 逻辑主语是名词时, 用所有格, 但是如果名词为无生命物体时,则用普通格。

    I really can’t understand ___ her like that. A. you treat B. you to treat C. why treat D. you treating ④ 在口语中, 动名词如果不在句首,可以用名词普通格或人称代词宾格作逻辑主语。

    巩固练习:
    1. I would appreciate _____ back this afternoon. A. you to call B. you call C. your calling D. you’re calling 2. --- What should we do with the empty bottles? --- Our teacher advises _______ them. A. to sell B. selling C. having sold D. sell 3. When he knocked at the door, my mother was busy ____ supper. A. preparing for B. in preparing C. to prepare for D. to prepare 4. It is no good ______ today’s work for tomorrow. A. to leave B. leaving C. that you leave D. leave 5. You will soon get used to ______ a large breakfast in England. A. eat B. that you eat C. eating D. you eat 6. Excuse me for _____ in without ______. A. coming, asking B. coming, being asked C. to come, asking D. to come, being asked 7. People couldn’t help ______ the foolish girl. A. laugh at B. to laugh at C. laughing at D. laughing 8. “What do you think of the book?” “Oh, excellent, it’s worth _______ a second time.” A. to read B. to be read C. reading D. being read 9. One learns a language by making mistakes and ______ them. A. correct B. correcting C. corrects D. to correct 10. I must have eaten something wrong. I feel like _____. A. throw up B. throwing up C. to throw up D. threw up 11. Your hair wants ______. You’d better have it done tomorrow. A. cut B. to cut C. cutting D. being cut 12. I don’t mind ______ the decision as long as it is not too late. A. you to delay making B. your delaying making C. your delaying to make D. you delay to make 教学后记 课 题 Task1 M5 U1 Getting along with others 课 型 任务型活动 授课时间 第__ 周 星期 ___ 第_____节 Sept ___,2014 本节(课)教学内容分析及情感目标 The project in this unit is designed to help students learn and use English through using English. The focus of this lesson is to train students’ integrated skills in learning English. As for this Unit, oral ability to express agreement and disagreement is centred. 本节(课)教学目标 To practice Ss’ listening ability by taking notes. To practice Ss’ oral ability by express agreement and disagreement Teaching Procedures: Step 1. Lead-in 1) Interview One or two of our classmates has been abroad in this summer. Now you have a chance to interview him/her. Write down his/her answers. Give some hint about how to take notes. 2) Watch a video about an interview, and try to take notes about the answers. Step 2.Skills building1: writing down the answers v Think about what questions to ask and write them down in advance. v Write brief notes only, not whole sentences. v Make meaningful notes. v Use contractions and abbreviations whenever possible. If you don’t hear or understand an answer, ask the other person to repeat it. You can use expressions such as: v Could you say that again? v Could you repeat that, please? v Did you say… or…? Step 3.Listen to the tape and answer the questions on page 12. First read the instruction in the box and try to answer two easy questions Then listen to the tape and answer the questions. Step 4.Step1 calling Teen Talk for advice Read the leaflet about Teen Talk.Then complete the notes. Listen to the tape and finish part B Step 5. Homework Review what we have learnt and write a letter to your friend about what his/her friendship means to you. u Keep the ideas on Page 17 in mind when you write. v your feelings about friendship v your feelings about best friends v the quantities of a good friend v what makes a good friendship last 教学后记 课 题 Task2 M5 U1 Getting along with others 课 型 综合技能 授课时间 第__ 周 星期 __ 第___节 Sept ___,2014 本节(课)教学内容分析及情感目标 The project in this unit is designed to help students learn and use English through using English. The focus of this lesson is to train students’ integrated skills in learning English. As for this period, listening ablity and proof-reading skills are centred. 本节(课)教学目标 To practice Ss’ listening ability by listening to others’ composition. To practice Ss’ proofreading ability by checking each other’s composition. Teaching Procedures: 1. Lead-in Review what we have learnt in Skills building 1 and Skills building 2 Listen to the composition of one student and the others try to find out his mistakes. Ⅱ.Skills building 3 : proofreading What careless mistakes do we often make in our compositions • facts • grammar • handwriting • punctuation • vocabulary • spelling • style Tip: instruct students of how to make corrections. Ⅲ.Practice Proofread the article on page 16 Ⅵ.Further practice Proofread a few sentences and one more piece of writing. Ⅶ.Consolidation • proofread your composition by yourself. • Exchange your composition with your deskmate, proofread his/her composition. Ⅶ. Presentation Present the article you have proofread to the class. Ⅷ. Homework Proofread the composition you have written recently. Finish the relevant exercises in Unit Revision. 教学后记 课 题 Project M5 U1 Getting along with others 课 型 阅读及口头报告 课 型 第__ 周 星期 ___ 第_____节 Sept ___,2014 本节(课)教学内容分析及情感目标 本课是以读引做的“project”。本课先分析“report”的内容要点,培养学生获取信息的能力,借助于文章信息帮助学生分析这个报告的结构。引导学生写“report”需要注意的事项,并帮助学生复习问卷设计的注意事项。通过学习,学生将能出好一份调查问卷进行调查,并模仿 “Teenagers’ Friendship” 写一份调查报告。让学生了解青少年的友谊观并引起共鸣,而且引导学生思考对于他们而言什么是真正的友谊。

    本节(课)教学目标 1. have a deep and clear understanding of different attitudes of boys and girls towards friendship; 2. know the structure of a report; 3. know the tips of making a questionnaire; 4. group themselves and divide work among themselves; 5. design a questionnaire and write a report. Teaching Procedures: Step 1 lead-in Present a questionnaire and conduct a survey about different attitudes to friendship between boys and girls with the whole class Questionnaire Are you a boy or a girl? Boy Girl Tick the answer which most applies to you. 1. How many best friends do you have? A lot A few None 2. How often do you have a long conversation with your friends? More than three times a week once a week seldom never 3. What topics do you mostly talk about with your friends? Hobbies and interests Families and friends School and study Emotions and feelings Future plans and dream 4. Do you share your secrets with your best friends? Always Sometimes Never 5. Do you think boys and girls have the same attitudes towards friendship? Yes No 6. If you choose No to Question 5 , what different attitudes do they have? Girls seem to have more to talk about with their best friends than boys. Friendships between girls are usually based on shared feelings and support however, friendships between boys are usually based on shared activities or interests. Girls have more friendships than boys. Step 2 Reading I. Skimming: Questions: 1. What is the passage mainly discussing? Teenagers’ friendship. 2. What puzzles Robert? He can’t understand how girls can talk for so long. Step 3. Scanning: T or F questions: Girls have more friends than boys, according to studies. T Boys can easily name a best friend when asked. F A boy is likely to be cautious about sharing his feelings with his close friends. T A girl’s best friend might be eager to tell her about something that has happened in her life.T Step 4. Reading in detail: Read the passage and answer the following questions: 1. What did Amanda reply when asked what she and her friend talked about? They talked about almost everything: film stars, pop songs, recipes, everything. 2. Why can’t boys name a single best friend? Because they are busy with homework and have so many friends that it is hard for them to choose. 3. Can girls name their best friend? Yes, they can answer without pausing. 4. What are friendships between girls based on? They are anchored in shared feelings and support. 5. What are friendships between boys based on? They are based on shared activities or interests. Step 5. Thinking What is most important in you life? What friendship means to you? —not being alone, having someone that I can rely on, … Step 6 Group Work (Part B) 1. Organize students in to groups of our or six. 2. have them discuss the eight questions in Part B. What is the primary purpose of your survey? Who will you choose to survey? How will you design your survey? 3. collect different attitudes towards friendship and present an oral report. Make sure that everyone has a clear idea of primary purpose. 4. Hold a discussion. Choose one person to present their report orally in class. Step 5 Homework 1. Finish the WB exercises(B1, B2, D1, D2) 2. Unit Revision: 教学后记

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