Unit 11 Keep healthy!

发布时间:2016-1-7编辑:互联网

参考教案 Unit 11 Keep healthy 示例一

一、教学目标与要求

学习并初步掌握be动词的一般过去时态,能口、笔头表达简单的过去的情况、状态(只含be动词),是本单元教学的重点。学生应能掌握be动词过去时的陈述句式和疑问句式及应答用语。能独立完成练习册有关过去时态的各种练习,正确率不低于70%。能正确读出本单元所列的辅音音标,并掌握对应这些音标的字母组合。

二、教学重点与难点

1.句型:1)What day was it yesterday? It was…2)I was (not) away yesterday. 3)Were you late yesterday? 4)I hope you're better not.

2.语法:be动词的一般过去时态;初步学习选择疑问句。

3.日常交际用语:[表示遗憾和同情]I'm sorry to hear that.

三、课时安排

本单元共用4课时,每课书用1课时。

参考教案 Unit 11 Keep healthy 教学建议 示例三

教学建议(Suggested teaching notes)

一、教学内容分析

本单元围绕着“保持健康”这一话题开展教学活动。主要语言项目是开始教学动词be的一般过去时和复习一般现在时。各课大致安排如下:

第41课从问星期几开始,值日生报告学生出勤情况介绍了动词be的过去时的句型What day was it yesterday? I was not here What was wrong? I was(a little) ill on Monday. You were not here. 同时教学若干个有关的单词和习惯用语。

第42课用一组插图显示书中10个角色“昨天”的活动,根据这样的情景操练Who was away yesterday? Where was he/she? Where were they?及was/were的一般疑问句和简略回答。同时教学表示过去的时间状语,如 yesterday morning/afternoon/evening, last week等。

第43课设计了两个情景。一个是讨论做什么事有益或有害于身体健康,另一个是健康状况和生活习惯的问卷调查表。主要语言要点是:Is doing something good or bad for your health? I think it's… How long were you not at school last year?等句型,以及How often, never, always, sometimes, usually等表示频度的词语。

第44课除了听力训练和Checkpoint(小结动词be的一般过去时态陈述句和疑问句,以及有用的词语),主要归纳以下辅音的音标和有关字母及字母组合的拼读规则:

[n] n kn [R] ng [Rg] ng [Rk] nk/nc [I] th- -th [J] th- -th

二、教学方法建议

(一)教学动词be的一般过去时态

一般过去时态是基础英语语法的一大难点。本单元从be的过去时入手教这个时态。采用的是对比法,即问今天、明天和昨天是星期几引出be的过去式。具体的教学方法在教学步骤中有详细的介绍。这里补充介绍一些行之有效的做法。例如,教师可用教室内的实物教学。教师把一个书包放在课桌里,问学生:Where's the bag? 学生答: It's in the desk. 然后教师把书包放在书桌上,又问:Where's the bag now? 学生答:It's on the desk.教师板书 The bag is on the desk 接着问: But where was the bag a moment ago(刚才)?教师自己回答:The bag was in the desk. 并用红色粉笔将黑板上那个句子中的is划掉,改成was,把on改成in,启发学生说出这个句子在动词变化以后的含义。教师用实物或教具多做几次类似的示范,并要求学生用was来回答问题。当学生初步学会was的肯定句时,可采取同样的方法,运用复数名词数were的肯定句。

也可以讨论人物。可让一个或两个学生暂时离开教室,教师自问自答: Where is/are LiPing/Li Ping and Zhang Hong? He is/They are out, but he was/they were here a moment ago. 并板书答语,比较动词时态的变化。

教师可以把动词be的过去式和现在式作如下对比:

am/is→ was are→ were

应向学生说明动词的人称和数的变化。在肯定、否定、疑问句句型结构方面与be的一般现在时形式相同。教学单数第一人称的句式,教师可以这样示范。例如,教师先站在黑板前说:I'm in front of the blackboard.然后走到门旁并站在那里说:I am at the door now. But I was in front of the blackboard a moment ago.板书这两句话,比较动词时态的变化。在这一阶段,要重视基本句型的操练。在进行第42课教学问答时,要求学生不仅明确问句的形式,也要清楚答语。现把两部分问答做一示范如下:

1.A: Who is away today? B: Wei Hua is.

  A: Where is she? B: She's at home.

  A: Who was away yesterday? B: Lucy was.

  A: Where was she? B: She was at home.

  A: Was Jim away yesterday? B: Yes, he was.

  A: Where was he? B: He was at home.

  A: Were you away last week? B: Yes, I was./No, I wasn't.

2.A: Where was Mr Green yesterday morning?

  B: He was at school.

  A: Where was Mrs Green yesterday morning?

  B: She was at work.

  A: Was Uncle Wang at the factory yesterday morning?

  B: Yes. he was.

  A: Where was Mr King yesterday afternoon?

  B: He was at the office.

  A: Was Mrs King at home yesterday afternoon?

  B: No, she wasn't. She's at a shop.

  A: Where were the twins yesterday afternoon?

  B: They were at school.

  A: Where was Jim yesterday evening?

  B: He was at home, ill in bed.

  A: Were the twins at home, too?

  B: No, they were at Ann's home.

  A: Where was Han Meimei yesterday evening?

  B: She was at home.

为了让学生对be的过去时有一个全面的了解,在第44课复习时应要求学生看教科书附录中有关的语法材料,熟悉be动词过去时在肯定句、否定句和疑问句中的变化。

动词过去时常和表示过去的时间状语连用。本单元教科书和练习册出现了一部分,可在适当的时候集中起来,以加深学生的印象。它们是yesterday, yesterday morning/afternoon/evening, last week/ month/ year/ term/ night/ Monday, the day before yesterday等。

练习册第44课练习3中最后四个句子是英语时态变化的一个典型例子。不妨用别的词语代替in this office造句,如:I was busy all the time last month. I was busy yesterday. I'm busy today. And I'm going to be busy tomorrow. 把这些句子译成汉语,便能发现汉语无时态变化,而英语的动词却变化多端。

(二)听说训练

1.做听力训练需讲究方法,要给学生一些必要的指导。例如做第44课听力练习前,应向学生说明Now we are going to listen to the tape. We're going to hear about MrWu's class.然后让他们浏览一下练习册的听力练习中的四个问题和选择答案。这样学生对将听的内容心里有了数,紧张的情绪就会放松了。假如学生不懂a quarter, three quarters的意思,教师务必事先讲清楚意思。在放第一遍录音时,要学生注意抓住要点-人数,必要时要用笔记下人数。听第二遍时,弄准已听懂的内容,抓住第一遍未听清楚的内容。重点或较难的句子可让学生反复听。第三遍尽可能听清绝大部分句子。他们边听边可选择答案。第1、3、4个问题的答案可直接从听力课文中找到,但是第2个问题需稍加思索方能答对。如果学生能听懂全班的人数(46)和最健康的人数(12),那么就不难算出12应占46中的几分之几了。总之,要想在课上顺利地用较少的时间做好听力练习,教师需事先备课,一定要听一听录音,对学生的困难要有充分的准备,给予学生必要的指导。

2.本单元没有阅读语篇,仅有三小段对话,在第41课。这样安排是为了集中力量教学动词的过去时。教对话的步骤在本单元教学步骤中有详细的说明,这里不必赘述。有一点需要强调:学生在理解内容的基础上小组练习对话时,应采用look and speak的方法。就是说,两人读对话时,可以迅速看书中的句子,用脑记住,抬起头来,眼望对方说出全句。这样练习才能充分开动脑筋,快速记忆,较自然地说话,而不是机械地朗读。实际上,朗读时喃喃出声却不知所云何意,这样的例子是常见的。

3.练习册第43课第1个练习是Puzzle dialogues。学生必须看懂左边的句子和格子中的句子才能恰当地选择句子搭配成6组小对话。然后,让学生两人一组朗读对话。最好要他们课后把对话写在练习本上。这是口语训练,但又可以落实在书面上。这种练习形式也可用于测试,是一种检测学生语言知识、逻辑思维、运用语言能力的好方法。现补充设计一组“对话谜”,供教学或测试选用:

1.What day was it yesterday?

2.What was wrong? Were you ill?

3.Who was away last Tuesday?

4.Was Li Lei late this morning?

5.Where were your parents last night?

  A. Yes, I was a little ill.

  B. No. He was quite early.

  C. They were at work.

  D. It was Wednesday.

  E. Li Ying was.

(三)语音练习

本单元教科书和练习册第44课都有音标[n,R,I,J]及有关辅音字母和字母组合的拼读规则的练习。为了加强这方面的训练,现补充以下练习。拼读以下音标并写出其拼写形式,还要说出每个词的意思。

[I+:d] [Jen] [frend] [briR] ['iRgliM] [Ir+(]

[J+uz] [fr+)nt] [r&R] ['h)Rgri] [I$Rk] [J$n]

[st$nd] [str&R] ['mR)ki] [eitI] [')nd+] [wiJ]

[j)R] [')Rkl] [f&::I] ['f%:J+] ['+unli] [l&R]

发[I,J]这对吐舌摩擦音,中国学生是不习惯的。区分[n,R]两个鼻音对于我国部分地区(如江苏、湖南等)的学生来说也较难。因此,多做些辨音练习很有必要。

(四)写作训练

像前一单元提出的建议一样,本单元可利用练习册第41课第3个练习做听写练习。教师朗读全文,让学生填入所缺单词。第43课第2个练习也可以改为填空听写练习。

在条件较好的班级,教完第43课以后,教师可指导学生以Keep healthy为题做口头作文,然后写下来。为此,建议做问卷调查时,答语尽可能用完整的句子回答,例如第一问的答语可以是:I was never away from school last year. I was not at school less than a week.等;第二问的答语是:I am never ill.等;第三问的答语是I always get to school very early.等。其余句子照此类推。如果学生有困难,教师需提供帮助。帮助学生复习有关健康的词语和句型,使学生能连贯地用英语串成一段语篇,例如:get up and go to bed early every day, do morning/eye exercises, do an hour of sport, like playing…, eat a lot of vegetables,never eat too much, not watch TV too much, never read in bed, sometimes a little ill, never away from school,等等。一个班的学生情况千差万别,不可用同样的套话作文,但是,应该引导和鼓励学生用已学的英语构思,表达自己的思想。

参考教案 Unit 11 Keep healthy 教学参考资料 示例三

教学参考资料(Reference for teaching)

补充注释(Additional notes)

1.What day is it tomorrow? 明天星期几?

这个句子也可以用将来时, What day will it be tomorrow?但要注意动词不可省去。由于汉语中不必说“是”,学生遇到类似的句子常丢掉动词be。又如:I am on duty today. He is away/here/ill/better.

2.Today is Monday, November the twelfth.

今天是星期一,11月12日。

注意英语日期的表达方法,先说月份,用序数词说日期。序数词前要加上定冠词。平时写日记和书信时不必仅用阿拉伯数字表示日期,也不用写the。如:November 12/12th,又如,December 1(st),July 2(nd), May 3(rd)等。

3.I was a little ill. 我有点儿病。

a little修饰ill,表示程度。又如:

He is a little hungry. 他有点儿饿了。

I am a little tired. 我有点儿累了。

4.I'm sorry to hear that. 我听到此事感到难过(遗憾)。又如:

A: Mr King's car is broken. 金先生的汽车坏了。

B: I'm sorry to hear that. 我很遗憾。

A: My father is very ill. 我的父亲病重了。

B: I'm sorry to hear that. 我很难过。

5.That's OK. =That's all right. 那没关系。

这里的意思与 It doesn't matter.相同。又如:

A: I'm sorry I cannot go with you this time.

对不起,我这次不能跟你去了。

B: That's OK.没关系。

A: I'm sorry I was wrong. 我很抱歉我错了。

B: That's OK.不要紧。

6.I hope you're better now.我希望你现在好一些了。

动词hope后面一般跟宾语从句,而不能说I hope you to be better now.又如:

I hope you and your family are happy. 我希望你和家人都很幸福。

I hope everything goes well. 我希望一切顺利。

7. bring it tomorrow 明天拿来。

提醒学生注意“拿(带)来”用bring,“拿(取)走”用take来表示。例如:

Come to school before 8 o'clock tomorrow. Please bring your pencil and eraser with you.

明天八点以前到校,请随身带来铅笔和橡皮。

Go to the big meeting room at 1:50. Don't forget to take your notebooks.

一点五十去大教室,别忘了带笔记本。

8. You must look after yourself and keep healthy.

你必须保重,保持健康的体魄。

look after照顾,看管。又如:

My mother is ill in bed. I must look after her.

我母亲病倒在床上,我必须照看她。

Who can look after our clothes?谁能看管我们的衣服?

9.How often are you ill?你多久病一次?

How often do you get to school very early?你经常很早到校吗?

How often are you late for school?你常常晚到校吗?

How often do you watch TV?你常看电视吗?

How often?是问某个动作发生的次数多少的。因此,回答时一般用表示频度的副词sometimes,often,usually等。

由how加形容词或副词组成的疑问词组很多,学生已见过的还有how many/much/far/long/old等。

10.本单元出现了不少表示频度的副词或词组,在句中用作状语。如:never,sometimes,quite/very)often,usually,always等。注意这些词语在句中的位置。

I am never late for school.(在be之后)

He sometimes comes to school by bus.(在动词之前)

Quite Often,Mr Green leaves school at 6:00.(在句首)

Those Japanese always go to work by train.(在动词之前)

She doesn't travel in a car very often.(在句尾)

参考教案 Unit 11 Keep healthy 第四十一课 示例一

第四十一课 Lesson Forty-one

一、教学内容

1.词汇(略)。

2.句型:1) What day was it yesterday? 2) I was (not) here yesterday. 3)I hope you're better now.

3.语法:be动词的一般过去时态。

4.日常交际用语:[表示遗憾和同情] I'm sorry to hear that.

二、教具

录音机;台历一个。

三、课堂教学设计

1.复习值日生报告。

2.通过介绍新的单元标题,教授有关的几个生词。

3.向学生提出如下问题:

T: What day is it today?

Ss: It's…today.

T: Right. What day is it tomorrow?

Ss: It's…tomorrow.

T: Right. (拿出台历或日历) Today is…(翻到下一页) Tomorrow is…(翻回到头一天的日历) What day was it yesterday?

将最后一句写到黑板上,最好能和学过的句子形成对照,然后扼要予以解释:

领读生词,指导学生回答这个问题。

教师就课文第1部分的三个问题,快速向学生提问,要求学生能单独回答。

4.教课文第2部分中的生词。放录音,要求学生反复跟读,两到三遍后,合上书,跟着录音机再读两遍,读到很熟练为止。

要求学生按当天的日期、全班出勤情况,模仿书上的值日生报告,编写一个短文(可作为家庭作业布置给学生)。并规定从下一节课起的两周内,值日生都要仿照这个模式做值日生报告。

5.依照前面的做法,处理课文第3部分的阅读。给学生约三分钟时间(本对话计约92个词)。教师板书读前提问 (Pre-reading questions):

1) Why wasn't Jim at school yesterday? 2) When will Jim bring his homework?

规定时间过后,指导学生回答黑板上的问题。教师教授其他生词,并反复领读。

6.放录音三遍,学生跟读。教师讲解本课难句(见难点讲解1~4)。

7.指导学生做练习册习题。

8.布置作业

1)练习朗读本课对话;2)抄写生词、短语;准备值日生报告;3)完成练习册习题。

四、难点讲解

1.What day is it tomorrow?明天星期几?

句中用的是一般现在时。在口语中,一般现在时可以表示按规定、计划或安排要发生的事情;谈论日历涉及将来时间时,也可用一般现在时态。例如:

When is the football game? 足球赛何时开始?

本课中还有一句:I hope he's better tomorrow. 我希望明天他能好些。

这句话表达了说话人的愿望。

2. What was wrong? (你)怎么了?

还可以说:

What was wrong with you?

3. You'd better finish the work today, and bring it tomorrow. 你最好今天完成作业,明天把它带来。

You'd better是You had better的简略形式,后接动词原形。意思是“最好”,“还是……好”。

bring意为“带来”,即把东西“从别处拿到这里来”。例如:

Please bring your photo here. 请把你的照片拿来。

4.You must look after yourself and keep healthy. 你必须照顾好自己的身体,保持健康。

keep是“保持”的意思。

参考教案 Unit 11 Keep healthy 教学步骤 Lesson 42 示例三

Lesson 42

Step 1 Revision

1 Check the homework.

2 Review the story in SB page 41, Parts 2 and 3orally. Ask the questions in Wb Lesson 41, Ex. 1. Briefly revise the forms was/were.

Step 2 Presentation

Ask What day is it today/tomorrow? What day was it yesterday?

Ask about absentees from today's class. Who's away today? where is he/she? Get the Ss to guess the reasons. Ask Who was away yesterday? in the same way. If possible, add the question Who was away the day before yesterday? SB page 42, Part 1. Read through the questions with the Ss and then let them ask and answer in pairs. Note the pronunciation of was/w+z/andwasn't /'w&znt/.

Step3 Presentation

Make a table with three headings(Yesterday morning/afternoon/evening)on the Bb.

Say Yesterday morning I was at school.

Yesterday afternoon I was at the shops.

Yesterday evening I was at home, having a rest.

Mime the meaning of having a rest. Ask Where was I yesterday morning/ afternoon/ evening?

Help the Ss to answer You were at school/at the shops/at home, etc. and write the answers on the Bb.

Step 4 Practice

Ask two Ss Where were you yesterday morning? etc. Then ask the class Where was he /She yesterday morning? etc. Write the answers on the Bb.

Teach the Yes/No, he/she was/wasn't forms.

Ask was he/she at the shops yesterday morning? etc.

Ask randomly Where was I yesterday evening?

Where was A yesterday morning? Was B at home yesterday morning? Where were they? etc.

Step 5 Practice

SB page 42, Part 2. Give the Ss a few moments to look at the pictures, then ask Where was he/she/were they…yesterday? etc. Let the Ss ask and answer in pairs.

Then ask Was he/she/Were they…? Let the Ss ask and answer in pairs.

Step 6 Workbook

Wb Lesson 42, Exx.1-3.

The first exercise may be done in writing. Ss work alone or in pairs. Check the answers with the whole class.

The answers are: was; were; was; was; were; was, was; were; Was.

Then Ss ask and answer in pairs.

Ex. 2 is an oral exercise. Do some questions and answers with the whole class to provide a model, then Ss work in pairs.

If time permits, Ss may ask their partners the questions in Ex. 3.

Homework

Finish off the Workbook exercises.

参考教案 Unit 11 Keep healthy 第四十三课 示例一

第四十三课 Lesson Forty-three

一、教学内容

1.词汇(略)。

2.语法:初步学习选择疑问句的用法。

二、教具

录音机。

三、课堂教学设计

1.复习值日生报告。

2.打开书,指导学生看课文第1部分表格里列出的短语,教师解释新短语的含义。

教师板书以下短语:

…good for your health or bad for your health?

其中or用彩色粉笔写出。解释这两个短语的含义。然后教师向学生提问:

T: Is reading in bed good for your health or bad for your health?

(帮助学生答出): It's bad.

教师相继提几个问题之后,告诉大家以上提问可以简写成:

Is reading in bed good or bad for your health? 解释选择疑问句的用法、构成及应答方式(见难点讲解1及课本有关语法部分)。

3.放课文第1部分录音,学生反复跟读三遍。

4.翻到书后生词表,学习生词。教师反复领读,直到学生初步掌握为止。

5.指导学生做课文第2部分问答练习。告诉学生可根据个人、班里实际情况选择答案。

6.指导学生做练习册习题。

7.布置作业

1)抄写、朗读本课生词、短语;2)完成练习册习题。

四、难点讲解

1. Is watching TV too much good or bad for your health? 过多地看电视对健康有利还是有害?

这是一个选择疑问句。提供两种答案,让对方判断哪一种是正确的,这样的疑问句叫选择疑问句。其构成是:一般疑问句+ or + 一般疑问句(后面的疑问句常省略意义上与前句相同的部分);前一句用升调,后一句用降调。对选择疑问句的回答,不能使用Yes或No。而是要根据实际情况选择一个正确的答案。

watching TV too much是一个动名词短语,其作用相当于一个名词,在句中作主语。

2.sometimes意为“有时”;often意为“经常”; usually意为“通常”; always意为“总是”; never意为“从不”。

以上这些副词经常用在一般现在时中。但有时也可用在一般过去时中,表示过去的情况。

例如:

He was often late for school last year. 去年他上学经常迟到。

3.How often do you watch TV? 你多长时间看一次电视?

often是表示动作频度的副词。 how often是指动作间隔多长时间发生一次。再如:

A: How often do you go to the park? 你多长时间去一次公园?

B: Once a week. 一周一次。

学生往往把how often与 how long(多久,多长时间)混在一起。 how long是指动作一次持续的时间。例如:

A: How long are you going to stay in London? 你打算在伦敦停留多长时间?

B: About two weeks.大约两周吧。

另外,疑问副词how还可以与别的词搭配。现将已学过的内容归纳如下:

1)How old are you? 你多大年纪?

2) How many students are there in your class? 你们班上有多少学生? how many后面接可数名词的复数形式。

3) How much meat do you want? 你想要多少肉?(how much后面接不可数名词。)

4) How far is the farm? 农场有多远?

还有刚才我们谈到的 how often, how long等。

参考教案 Unit 11 Keep healthy 第四十四课 示例一

第四十四课 Lesson Forty-four

一、教学内容

1.语音:复习本课所列出的辅音音标和辅音连缀。

2.语法:小结含有be动词的一般过去时态的用法。

二、教具

录音机;音标卡片等。

三、课堂教学设计

1.复习值日生报告。

2.教师出示音标卡片,学生认读。放课文第一部分录音,学生打开书跟读,反复三遍。

3.准备做听力训练。打开练习册,给学生两分钟时间准备。放录音三遍,学生边听边选择答案。当堂核对。

4.要求学生自己试着拼读练习册习题2的音标词。

5.指导学生自己阅读复习要点中的讲解和例句。教师小结be动词在一般过去时态中的变化和用法。

6.布置作业

1)练习朗读本课的音标、单词;2)抄写复习要点中的例句及短语;3)完成练习册习题。

四、难点讲解

一般过去时态(Ⅰ)

动词的一般过去时态表示过去发生的动作或存在的状态。在一般过去时态的句子中,动词要用过去式表示。本单元只学习be动词的过去式变化。

be动词有was, were两个过去式; was用于第一、第三人称单数; were用于其他人称。

be动词过去式的疑问式及否定式变化同一般现在时be动词的变化基本上是一致的。

在一般过去时态的句子中,经常有表示过去的时间状语。例如:yesterday昨天,last Saturday上周六等。也表示过去经常或反复发生的动作,常和often, always等表示频度的时间状语连用。例如:

Last month he was often late. 上个月他经常迟到。