新概念英语二册教案(精选6篇)
新概念英语二册教案 篇1
Lesson 8The best and the worst
Teaching aims: 1.to learn the new words: competition, neat, wooden, pool, path;enter for, more
interesting, neat paths, a wooden bridge, over a pool, hard work
Teaching focuses: important phrases, such as enter for, win a prize
Teaching difficulties: the structure of the comparative degree of adjectives
Teaching methods: communicative teaching approach
Tools and materials: a tape and ppt.Teaching procedures:
Step I.Lead in
1.the topic of garden competition and how to win the competition
2.introduce new words and teach the key word “compete”
Step II.Read the text s.by s.Step III.Teach the language points: nearly, enter for, win a prize, more, the most + adj.Step IV.Fast reading with questions
Step V.Retell the story with the given words
Step VI.Grammar(Comparative and superlative degrees of adj.)
1.lively cases of comparison to introduce the structure of comparative and superlative
degrees of adj.2.sentence pattern of comparative degrees: A is adj.-er/more+adj.than B
3.sentence pattern of superlative degrees A is adj.-est/the most+adj.限定范围
Step VII.Topic discussion: the most beautiful garden or park
trees and flowers;neat paths more interesting than roads;clear pools;wooden bridges over the pools;the most beautiful/popular park in our city;because there are colorful lights
新概念英语二册教案 篇2
Date:20166
Time: Sun.4:00-6:00 Teaching type&title:new lesson
lesson 66 Sweet as honey.Teaching contents&aims: bomber remote damage wreck rediscover aerial survey rescue package enthusiast restore image packing case colony bee hive preserve beeswax Key points: words have sth done
Difficulties: 集合名词用法,Have sth done表示被动
Procedure: Step one
read and revision Step two
have a dictation Step three
new lesson
1.Lead in: Have you ever had some honey? It is very sweet.In your opinion, what is sweet as honey? 2.Listen and answer: What was sweet as honey and why?
【New words and expressions】 生词和短语s ★bomber n 轰炸机, 炸弹手 bomb 炸弹
bomber n.轰炸机, 轰炸员, 投弹手 ★remote adj 偏僻的 lonely偏僻的(孤零零的)remote village遥远的村庄 lonely island孤岛 remote偏远
★Pacific n 太平洋
Atlantic大西洋 / Indian ocean印度洋 / Arctic ocean 北冰洋 ★damage v 毁坏 ★wreck n 残骸
wreck强调坏了没用的东西 : broken thing(一个坏了的整体,完整的)wrekage强调坏的东西成碎片 : piece of ★rediscover v 重新发现 re-表示再, 又的意思
review复习/ reread再读 / rewrite改写 / retell复述 ★aerial adj 航空的 ★survey n 调查
investigation n.调查, 研究
survey调查(一定要跟数据有关系)aerial survey航空调查(跟数据有关系)★rescue v 营救 rescue=save ★package v 把...打包
pack n.小包, v.把...打成小包 package n 大包
package v 把...打成大包 parcel包裹(邮局邮寄)pack it for me wrap it up for me package deal : 一揽子交易,一揽子交易中的条款 ★enthusiast n 热心人
enthusiast n.热心家, 狂热者 ★restore v 修复
修并且复原,如对艺术品的修复 ★imagine v 想像 imagine doing imagine it想象一下吧!(口语)imagine that + 从句 ★packing case 包装箱 ★colony n 群, 殖民地
colony n.殖民地, 侨民,(聚居的)一群同业, 一批同行,(生物)群体 colony 一群聚居在一起的生物 a colony of ants一群蚂蚁 a colony of bees一群蜜蜂 a colony of artists一群艺术家 a flock of a flock of goats 羊群 a herd of cows 一群奶牛 a crowd of(用于人)★bee n 蜂 ★hive n 蜂房 ★preserve v 保护 protect保护
preserve保存(经过特殊手段而保存下来)bean curd豆腐
preserved bean curd豆腐乳 preserved fruit果脯 preserved meat腊肉 preserved fish腊鱼 smoked fish熏鱼
Can I keep your photo? 我能保存你的照片吗? How long can I keep it? Can I return it to you? Can I keep it for you? store the cabbage store储存, 保存(以便日后使用)★beeswax n 蜂蜡
本课重点词: 1 remote 2 wreck 3 re-4 package / package deal 5 restore 6 imagine it 7 preserve 【课文讲解】
Lancaster轰炸机的型号
crash从上往下掉(不及物, on)crash in the mountain掉到山里
a remote place in the South Pacific 作island 的同位语 a long way to go 有很长的路要走 west of / east of / south of / north of 在英文中跟方位感相连的介词有三个in, on, to Haerbin„s in the north of China on是指跟一个地方有接触面 Korea is on the north of China to是相离的概念
★前面又没the, 又没介词, west of=to the west of west of前面没有任何词修饰的时候, 我们认为处于相离的概念 was too badly damaged损坏得太厉害
over在此之间, 相当于during(over后如有数字则译为 “超过”)over the years 这些年来
over the new year在新年期间 / over the Christmas在圣诞期间 over Spring Festival在春节期间 festival [节日] n., 喜庆日, 音乐节, 戏剧节, 喜庆, 欢宴, 欢乐 adj.节日的, 快乐的
remain+adj看作系动词be理解
the room remained warm房间还是那么暖和, 注意与 “the room was warm.” 的区别, “remain” 有保持的意思
Christmas is coming few days after the beginning of the winter by this time到这时 in condition处于...状态
in reasonable condition=in good condition in perfect condition处于完美状态 in poor condition状态不好
in reasonable condition做后置定语 keep the house in good condition was rare and was worth rescuing.be worth doing表达了被动含义, 用主动ing表达被动含义 The cake is worth eating The books are worth reading have something done 让别人做某事
in parts:little by little,bit by bit一部分一部分 the group : the group of enthusiasts imagine后面可以直接加宾语
Imagine my excitement when I found my mother outside Imagine their excitement and delight when the People‟s Republic of China was founded the door opened(open是动词)the door is open(open是形容词)break sth open打开...cut open切开
cut it open剪开(信封)tear it open撕开(信封)busy as a bee忙得象个蜜蜂
sweet as honey甜得象蜜(在文中是双关语, 注意体会)sticky as glue胶水一样粘 strong as horse马一样强壮 turn...into把...变成
在固定短语中as...as中得的一个as省略
as busy as a bee中第一个as省略: I am busy as a bee.【Key structures】 关键句型 have sth done
1、让别人做某事
2、遭遇不幸 I have my leg broken我摔断了腿
I have my wallet lost/stolen我丢了钱包 【Special difficulties】 难点
A group of enthusiasts are going to have the plane repaired.Collective noun+ singular or plural verb.集合名词与连用动词的单数或复数形式.当我们把这个名词当作一种非人格的东西看待时, 即当作一个整体, 连用的动词应为单数.当我们把这个名词人格化时, 即看作组成整体的若干人时, 连用的动词应为复数.Study these Sentences: 细读以下句子 :
The national team is travelling to London tomorrow.国家代表队将于明天去伦敦.The team are all highly talented young people.全队人员都是天赋极高的年轻人.The audience is made up of school children.观众是由学校的学生组成的.The audience were spellbound by the magic of the performance.观众们被表演的魅力迷住了.my family are watching TV./ my family is happy 集合名词做人看 : 复数;不作人看, 单数
Exercise练习
新概念英语二册教案 篇3
全国首创简笔画新概念英语2背诵新方法.30年来新概念学习重大突破!简笔画模拟微型语境,一看就会,5遍背会.学英语轻松,快乐,又省时!刘玲玲老师讲述自己简笔画新概念英语的创作过程
1993年秋,我所在师院外语系开迎新生晚会,同学们邀请外教唱一首歌,外教用英语说: “ 我不会唱汉语歌,我唱一首英语歌吧。”我故意问身边的一位新生:“他刚才说了句什么?”新生一脸茫然地说:“没听懂。”我又问我8岁的女儿:“你听懂了没有?”她给出了正确的翻译。当时能考进师院外语系,说明这位学生的英语还不错,但就是没听懂一个简单的英语句子。这件事反映了我国英语教学的一个实际情况,即学生学的是“聋子英语”、“哑巴英语”。改革开放以来,我从一个学英语的学生变成一个教英语的老师,深知这一问题的严重性,所以一直有个愿望,想从儿童入手,深入初高中的教学,研发一套从入门到高中再衔接到大学的系列英语教材和教法,探索出一条适合中国人学好英语的良好途径。
我小时侯学过一段时间绘画,还在报纸上发表过小作品,有点绘画基础。在教学当中,我发现单纯的知识讲解很枯燥,学生们也感到乏味,我就试着用简笔画配合教学,一下就提高了学生的学习兴趣。久而久之,简笔画就成为我教案中一个重要部分。我从1986年就在《新概念英语》的教学中使用简笔画,给学生留下了深刻的印象。有一年一个培训班请我讲《新概念英语2》。我边讲边把我教案里的简笔画画到黑板上,并让学生跟着我看图复述课文,学生在下课之前,基本上能把课文复述下来。时隔三年后,一位学生家长跟我讲,她家孩子对学校的英语课提不起兴趣,很苦恼。说这三年来,孩子经历了不少英语老师,唯独对我讲的课感兴趣,还想再上我教的课。
之后多年,我一边教学一边把新概念2册中的课文画了一遍,我的备课本里经常画满了简笔画,同事跟我开玩笑说“把你调到美术系吧”。初稿画出之后,我又在教学当中不断地加以修改完善,并做成了教学挂图。很多家长和学生都说看着这些画面很容易就能把课文背下来,一旦不看,就非常吃力。所以多次催促我尽快把教学挂图整理印刷成书。对此,我曾经犹豫过好久。我是有点绘画基础,但毕竟不是专业画家。如果把我的画整理成书,能拿得出去吗?为此我请过一些专业的画家帮我绘制,结果他们画出来的东西,虽然艺术造型很好,但不能恰到好处地表现出教学所需的东西。懂英语教学的不会画画,会画画的又不懂英语教学。在这种两难的情况下,只好全部由我自己亲手整理绘制,并在教学实验中,进行了无数次的完善,使之更具有使用价值,学生更喜欢。
简笔画名曰简笔画,但事实上要用简单的笔画表现复杂的意象,并非是一件简单的事情。通常用于教学的简笔画大多是配合小学阶段的教学,一课中最多3、4幅就解决问题了。要把一篇篇高中程度的课文逐句画出,绝非易事。尤其是《新概念英语2》中的96篇课文,涉及到政治、社会、人物、考古、艺术、科技和自然等等领域,全部画完,是一项浩大的工程。我在创作这些简笔画中,可谓呕心沥血,花费了我大量时间和精力。我像一个电影导演一样,对课文中的文字描述斟词酌句,从整体到细节都要进行充分的把握,还要深入挖掘人物的内心世界,把握人与人、人与场景的关系,然后把人物的性格特点、表情动作等,通过比较恰当的外形设计,用最简单的笔画最大程度上全部表现出来。涉及真实事物的描述,还查找了大量实景资料或外出写生,然后进行简化提炼。所有的画面布局不仅考虑到与文字的关系,怎样排列更方便学习,还要考虑画面风格的统一协调等一系列问题。做到以上这些,我虽然尽了全力,但遗憾之处还很多,期待大家指正,并在以后的教学中进一步完善。
刘玲玲
新概念英语二册教案 篇4
all right 在不同的上下文中会有不同的含义。当指人的健康状况时,它可以表示“安然无恙的”、“良好的”:
I was not very well last week, but I feel all right now.
我上星期有点不舒服,不过我现在觉得好了。
2.… he asked his doctor to tell him whether his operation had been successful, but the doctor refused to do so.……他问医生他的手术是否成功,但医生拒绝告诉他。
whether引导的从句在句中作动词 tell 的直接宾语,是一个间接一般疑问句。(cf.本课语法)
so在这里为代词,代替前面的动词不定式(在 to tell himwhether…)。它一般出现 believe, do, expect, hope, say, tell, think, appear等之后:
Is it true that John has had an operation?
约翰真的动手术了吗?
I am afraid so./I believe so./I think so./It seem so.
恐怕是真的。/我相信是真的。/我想是真的。/看来是真的。
3.The following day, the patient asked for a bedside telephone. 第2天,这位病人要了一部床头电话。
(1)following 在这里相当于next,表示“紧接着的”、“其次的”。
(2)ask for 在这句话中表示“请求”、“要求(得到某个东西)”;在下一句话(…asked for Doctor Millington)中它表示“要求(某人)来(接电话)”。
4.…Mr.Gilbert said he was inquiring about a certain patient ,a Mr.John Gilbert.……
吉尔伯特先生说他想询问一个病人的情况,是一位名叫约翰·吉尔伯特的先生。
(1)certain 在这里没有“肯定的”、“确实的”等含义,而表示“某一”、“某位”,暗指说话者或说话对象可能对这人/这事不大清楚/熟悉,或所指的这个人身份不大清楚:
Many years ago a certain doctor arrived in London.
许多年以前,有某个医生来到了伦敦。
(2)在第6课的语法中,我们提到姓名前不加冠词。但是,a/an有时可以用在称呼(Mr.,Mrs.,Miss等)前面,表示“我不认识的某某人”:
A Mr.Gilbert phoned and left a message for you.
一位姓吉尔伯特的先生给您打来电话并留了言。
这种情况下,a通常与表示“某一”的 certain 连用:
A certain Mrs.Hart is waiting to see you.
有位哈特夫人正等着见您。
5.He then asked when Mr.Gilbert would be allowed to go bome…
然后他又问吉尔伯特先生什么时候可以回家……
would be allowed 为被动语态用于过去将来时。 when引导的从句为间接疑问词疑问句。(cf.本课语法)
6.for another two weeks,又两个星期。
another 作为限定词表示“另一个”、“再一个”的时候,通常与可数的单数名词连用,不和复数形式连用;但是后面可以跟基数词/few+复数名词(它们被当成一个整体):
Do you need another cup of coffee?
你要不要再来一杯咖啡?
I need another three driving lessons before my test.
考试前我还需上3节驾驶课。
I need another few hours before I can finish my homework.
新概念英语二册教案 篇5
1.b选b最为正确。因为a.d.都与课文内容不符合,也不合乎逻辑;c.的意思是“他们没有注意他”,而作者的意图并不是想让他们注意他,而是想让他们停止谈话。所以选b.最能表达作者当时心里的感受。2.c其余3个答案都与原句意思不符合。3.b因为a.to 不对,可以是He went to the theatre;c.into 也不对,可以是He went into the theatre;d.on更不符合语法,表示在某一个地方用介词in 或at, in 表示在大的空间,如国家,城市等,at 则表示在小的地点或空间,如atthe office, at the theatre 等, 所以选b.是正确的。
4.db.above(在„„上方);c.ahead of(在„„的前面,在„„之前)不和behind 对应,也不强调位置的前后顺序。a.before 和 d.infront of 都是和behind对应的,都有“在„„前面”的意思。但in front of 更具体的强调位置,而before则包含更宽泛的意思,即时间上,空间,次序,登记,重要性 方面的“在„„前面”
5.c因为用 a.Where, b.why, d.when 提问都不符合逻辑,都不是针对状态提问的,只有How提问,才能用Angry回答。
6.ab.they 只做主语; c.their只能做定语;d.us 虽然可以做宾语,但与前一句意思不符合。7.da.none是代词,很少用在名词前面;b.any 只能用在否定句或疑问句中;c.not any 不符合语法,因为前面没有助动词did.8.ba.chair(椅子),c.armchair(手扶椅)d.class(班级)这3个选择都和seat的意思不符合。Seat是”座位,座席” 的意思。强调的是可供坐下的地方,不是具体的椅子。只有b.place 是seat 的同义词。
9.ab.big(大的)指体积;c.tall(高的)指身材;d.large(大的)指空间和面积。
这3个词都与人的年龄无关。只有a.old是说明年龄的。
10.ca.sad(悲哀,忧愁的)没有生气的意思;b.unhappy(不幸的,不快乐的)不一定是生气;d.pleased(高兴的)同angry意思相反;只有c.cross(脾气坏的,易怒的,生气的)与angry 意思相反。11.cc.stand 是bear的同义词,都有忍受的意思。而其他3个选择都没有忍受的意思。
12.ca.clever(聪明的),b.rude(粗鲁的),d.kind(仁慈的)这3个都不是rude的反义词,只有polite(有礼貌的)才是和rude相对应的反义词,所以选c.新概念英语第二册课后习题答案详解Lesson 2
1.c因为根据课文内容,作者正在吃早饭,他不可能在床上。所以a.和b.与课文内容不符合,作者强调尽管他起床很晚,已经是中午,但他还在吃早饭,所以d.也不对。
2.d因为只有d.才是Aunt Lucy 感到惊讶的原因,其他3个选择都不合乎逻辑。
3.c本句有一个表示经常性动作的时间状语sometimes,所以要用一般现在时。因为主语是He, 所以它后面的动词要在词尾加s.a.stay 词尾没有加s;b.is staying 是进行时;d.staying 是现在分词;只有c.stays符合时态和人称。
4.cgo to bed 是固定词组,意思是“就寝”。a.in 可以用在stay in bed 之中;b.into 和 d.at 不符合语法和习惯用法,英语中不用into bed, at bed 这样的短语。
5.a只有a.late 是前一句中early的反义词,意思是“迟,晚”。
而 b.lately(最近),c.slowly(慢),d.hardly(几乎不)都不是early的反义词。
6.b此问句的回答是By train ,是表示方式的,意思是乘火车来的。只有b.How才能对句子中表示方式的部分进行提问。而a.When是就时间提问的; c.Why是就原因提问的;d.where 是就地点提问的。
7.b如果填a.still句子不符合语法规则,也不符合逻辑; 选c.often 和 d.always 也不符合逻辑。只有填b.now句子才符合逻辑:他现在不能见他姑妈,因为他正在吃早饭。8.a4个选择都有看的意思。
Look 的词意思是“看,望”强调看的动作,常和介词at, out of 等连用;See 的词意思是“看到,见到”强调结构,后面要带宾语;Watch的词意思是“观看,注视”多用来指看戏剧,电视节目等,是及物动词,如watch TV,watch a play;Remark 的词意思是“注意到,觉察到”也强调结果。本句中只有选looked,意思才完整:他向窗外张望,看到外面在下雨。
9.da.at once 和b.immediately 都是“立刻,马上”的意思;c.again是“再一次”的意思; 只有d.atthe moment 同前一句中的just then意思相接近,所以选d.10.ca.son, b.grandson , d.niece 都不能表明他和他姑妈的关系,只有选c.nephew才能准确说明他们的关系。11.da.food(食品),b.dinner(正餐),c.lunch(午餐)这3个词都不能同breakfast 划等号。只有d.a meal(一顿饭)可以等同于breakfast, 所以应该选d.12.b本句中的”Dear me” 是感叹句,表示吃惊。只有选b.surprised 才能使这个句子符合逻辑,而其他3个词都没有吃惊的意思。
新概念英语第二册课后习题答案详解Lesson 3更新时间:2009-10-10提示:本站支持在线翻译,双击单词可以查询汉语意思,马上试试?!
新概念英语第二册课后习题答案详解Lesson 3
大学英语精读第二册教案 篇6
(1) New words and phrases:
place, twenty-first, bank, theatre, book shop, toilet, museum, front, in front of, left ,right, side, on the left/right side, all the same, need, ask for, along, road, turn, turning, metre(meter), kilometer(kilometre), had better(do), coin, keep, as, moment, tell, street, next to, around
(2)日常交际用语:
Excuse me. Where’s…? Where’s the nearest hospital, please?
It’s next to …/in front of …/outside…/on the left/right side.
Thank you all the same.
You’d (had)better catch a bus.
Which bus do I take?
Go down this street.
(3)语法项目:表示需要:He needs some help.
询问方向:Where is the nearest hospital, please?
指点方向:Go along this road .it ‘s only 100 meters along on the left.
(4)语音:/ei/ a ay /ai/i ie y / Ri/oi oy
2.能力目标:
(1)使学生掌握英语的问路和指点方向的交际用语并能够在教师创设的情景中灵活运用。
(2)使学生能够读懂课文并能回答课后的问题,按照课文内容表演游戏。
(3)使学生掌握相关表示方向的介词短语,并能根据情景做口头和笔头练习。
(4)使学生能听懂与课文难度相当的文章,并能迅速对听力材料中的相关地点和方向路线做出判断。
3.德育目标:
通过教学让学生注意在日常生活中注意礼貌用语,乐于帮助别人。
通过学习,让学生感受到在生活中受人帮助的欣慰和帮助别人的兴奋之情,培养学生乐于助人的品质。
教学重点和难点:
询问方向(asking for directions)指点方向(Giving direction)是本单元的重点和难点。
教学建议
教材分析
本单元的主要教学内容是问路,从第一课简单的介绍某地在何处。到第二课如何问路和指路。到第四课的扩展练习。问路的相关用语由易到难,由简单到复杂贯穿始终。教师应在教学过程 循序渐进,注意打好基础。本单元中第二十三课中还有一个小的游戏,该游戏主要是训练学生阅读理解能力,同时也能活跃课堂气氛,使学生会在快乐中学习。
关于日常交际用语分析(询问方向和指点方向)
问路一般包括四个方面的内容:(1)引起话题:Excuse me… (2) 询问路在何方:How can I get to …? (3)指路:Walk along / down… (4) 致谢:Thank you.
Excuse me, (but…) 通常用于以下几种情景:
(1)引起别人注意。(2)请求让路、躲开时。(3)向人问路或打听消息时。(4)在席间或聚会上等离开一会儿时。(5)谈话间或会间突然打喷嚏、咳嗽时。
询问方向的表达法:
在向别人打听情况、征询意见时,常用Excuse me;在向别人提出请求时,常用Could you…? 而不用Can you…? 更显得礼貌。
(1)Excuse me,where’s the bus station?请问车站在哪?
(2)Excuse me,which is the way to the bus station?请问,哪一条是去车站的路?
(3)Excuse me,can you tell me the way to the bus station?请问,你能告诉我车站的路吗?
(4)Excuse me, how can I get to the bus station?请问,我如何能到达车站?
(5)Excuse me, is there a bus station near here?请问附近有车站吗?
指点方向的表达法:
如果别人向你问路,你熟悉这条路,你又该如何帮助别人呢?下面是几种指点方问的表达法:
(1)Go along this street. 或Walk along this street. 沿这条街道走。
(2)Take the (second ) turning on the left / right.第(2)个十字路口左(右)转。
(3)It’s about (four) kilometers away form here.离这大约(4)公里远。
(4)The bus station is along that road on the right.车站是沿着那条路的右边。
(5)It’s next to the police station. 它与警察局相邻。
(6)It’s about ten kilometers away. 大约10公里远。
(7)It’s quite far / near from here. 离这儿相当远/近。
(8)It about (five) minutes’ walk form here.从这儿步行大约5分钟。
注:别人向你问路,即使你不知道,你也要说:
I’m sorry I don’t know. 对方应回答道:Thank you all the same.
表示需要:need +名词或need + to + v. ……
(1)He needs a number 2 bus. 他需乘2路车。
(2)You need to take a taxi. 你需要乘出租车。
关于口语的教学建议
本单元的教学活动主要是围绕问路这一主题展开。而这个主题可为口语练习提供丰富的素材和场景,所以口语教学是本单元的重点。
(1)第20课是简单的询问方向。要求学生在熟练掌握表示方向的介词用法的基础上,利用图片和媒体资料创设情景,进行口语练习。例如:教师在黑板上画出一张简易地图,用各种的形状的硬纸片上面写上不同的地点,分别贴在公路两侧。如图所示:
然后让学生就内容进行对话练习。教师可以用顶针的手法连续进行快速提问,以锻炼学生的反应能力和句型熟练程度如:Where is the school? It is next to the hospital. Where is the hospital? It is in front of the factory. Where is the factory? It is behind the hotel. 然后,教师可以重新调整图片的位置,让学生再进行练习。
(2)在22课的对话教学中,教师在教学过程 中可以先让预习好的学生做表演,在表演的过程中,边演边总结问路的三种情况:第一种情况是指明路线。第二种情况是乘车的回答。第三种情况是不知路线的答复。然后,再请学生进行替换词练习。教师可以设计一个问路的情景,将学生分成三个大组,每个大组选择上述一种情况。每个大组又以两人为单位分成几个小组,进行练习。每个大组选出一个练习情况好的小组代表本组进行角色表演。情景设计如下:Mike moves into new house. One day, her friend Lily want to see her. But she doesn’t know the way. What can she do? At this moment, a boy comes up to her. How does Mary ask the way?
(3)在24 课的口语练习中,学生可进一步加大练习的综合性,使这个练习更贴近实际生活,给学生更多的发挥的空间。教师只提供地图和要去的地点,要学生自己设计情景,编写对话,教师出示问题where is B? How can I get to B from A? Where is C? How to get to C from B? How can I get to A from C?
下面是学生设计情景和对话:
Mary is going to the theater to see a concert. But she doesn’t know the way. So she ask a policeman.
Mary: Excuse me! I want to go to the theater. Where is the theater?
Police man: It is next to the factory, in front of the library.
Mary: Can you tell me the way to the theater?
Policeman: Walk along this road; turn left at the first turning. Go straight the street. The theater is on the left of the road. It is about three miles from here.
Mary: Thank you.
When the concert is over, Mary is tired; she wants to go home by bus .So she asks the police man again how to get to the bus station. But when she gets to bus station, it is too late, and there are no buses in it .so she has to ask the way three times to get home.(问路具体内容模仿本课第二十二课对话内容)
总之,教师在安排口语练习时应逐步的从简单到复杂,由单项到综合,由机械训练到学生自由的表演。
有关听力的教学建议
本单元的听力教学难点 在于如何听懂指路人的指令,从而找到要去的地点。
教师可以在学生听第一遍时,先找出出发点和目的地。然后,看一下地图,迅速判断一下应该怎样走,并要求学生用英语讲出自己设计的路线。然后在听第二遍后,再按照材料的内容,在地图上画出相应的路线,并验证与自己设计路线是否一致,这样有助于分解听力难度,帮助学生排除听力障碍。
教师可以组织一个小游戏以训练学生听清有关指令,在教室中摆几个路牌如the Beijing zoo. the Beijing university 等。两个学生分别向对方讲述所要去的路线。看那个学生先找到要去的地点。教师可以拿表计时,当裁判。教师对先到达目标的同学进行奖励。(注意学生需要按照对方所提供的路线到达目标)要求学生必需先听完指令再开始行动。
有关单词教学建议
本单元第一课表示地点和方向的单词比较多。建议教师在设计练习时把表示方向的介词和表示地点的名词结合在一起练习,教师使用图片教学,效果较佳。如:教师向学生出示一张银行的图片如课本page iv,,教师进行介绍This is a bank .然后将图片贴在黑板上。教师出示一张书店的图片如课本page iv, 教师进行介绍This is a shop.将图片贴在银行的前面。分别指着图向大家介绍:The shop is in front of the bank.通过演示让学生体会in front of 的含义。接着,教师在把商店的图片换成博物馆或厕所的图片,引导学生说出the museum /the toilet is in front of the bank.随后,教师可以将图片交换位置,使学生能够更加熟练的掌握介词的用法。使用同样的办法可以讲解其它单词。
学法指导
本单元的话题是用英语问路。“询问方向”(Asking for directions)及特点方向(Giving directions)。因此,可采用大量的操练来让学生熟悉句型。同时重点掌握表示方位的介词短语以及简单的询问方向、指点方向的方法,并达到实现交际的目的。
He needs some help.他需要一些帮助。
这里,need作及物动词是需要的意思。例如:I need your help。Need还可以后面接动词不定式例如:I need to have a rest.(我需要休息)除此而外,need还可以做情态动词。但只用于某些疑问句和否定句中。它的一般疑问句的回答方式往往用must 和needn’t来回答。例如:Need you leave so soon?
–Yes, I must. /No, I needn’t.
You’d better catch a bus. 你最好乘车去。
You’d better是you had better的缩写形式,情态动词,后面接动词原形。其否定式为had better not to do。它常带有威胁,告诫或催促的含义。例如:
It is very cold outside. You had better put on your sweater.(外面冷,你最好穿上毛衣)
The teacher is very angry. You had better not be late again.(老师生气了,你最好不要再迟到)
catch a bus意为“乘车”、“赶车”,和take a bus意义接近,但不完全相同。take a bus指“乘坐”,和介词短语“by bus”, “in a bus”差不多,它们都指方式,交通手段,和其他手段相区别,而catch a bus 指行动为争取能赶上汽车。如:
You may go there by bus.(=You may take a bus there.)你们乘公共汽车却那儿吧。
比较in front of 和in/at the front of 的不同。
in/at the front of是指在某一范围内的前面。而in front of是指在某一范围以外的前面。如图:
例如:the car stops in the front of the gate,and the driver in front of car open the door of the door. 汽车停在大门前,车前座的司机把车门打开。
The other students in the class keep their eyes closed.班里的其他学生闭上眼睛。
keep+名词/代词+形容词,表示使某人或某物保持某种状态。此句型为主语+及物动词+宾语+宾语补足语。例如:
We must keep our room clean and tidy.(我们必需保持屋子的干净和整洁)
同样的例子还有:
Don’t call me little Tom.(不要再叫我小汤姆了。)
“keep +宾语+宾语补足语”结构
此结构的含义为“使(宾语)处于……(状态)”。其中的“宾补”成分可以由很多结构充当。如形容词、介词短语、名词(组)或动词的-ing形式等。
“keep sb. / sth. +形容词”结构,如在keep one’s eyes closed这一短语中,动词keep表示“保持”,形容词closed表示“闭着”。连起来可理解为“使眼睛闭着状态”,即“闭着眼”。再如:
Keep the box open, please.请让这个箱子开着。
This little girl always keeps her room nice and clean.这个小女孩总是使房间保持美观整洁。
“keep sb. / sth. +介词短语”也是一种常用结构,如:
Don’t come in, I must keep you outside the door.别进来,我得把你堵在门外面。
He kept his hands behind his back.他一直把手放在背后。
“keep sb. / sth. +动词-ing”结构的用法,这个结构意为“让某人或某物(长时间地)进行着某个动作”。如:
The teacher kept Bob standing for ten minutes.老师让Bob站了十分钟。
辨析along,down 和 up
作介词时,它们均能表示“顺着”,“沿着”,后面一般接表示河流,街道,道路的名词。如:
Go down/along this road and take the first turning on the left.
沿着这条马路走,在第一个拐弯处向左拐。
We often take a walk along/down/up the road.我们经常沿着这条路散步。
要注意的是:介词“down”有时含有“在下游”的意思,介词“up”则含有“在上游”的意思。如:
The house is 300 metres up/down the river.房子在这条河上游/下游300米处。
down含有离说话人而去的意思,介词up则含朝说话人而来之意,along 不强调方向。试比较:
Who’s the man coming up/going down the road?沿着这条路走来/走去的那个人是谁?
另外,介词up有向上之意,介词down则有“往下”之意。如:
The cat is running up the tree.猫正往树上爬去。
The dogs are running down the hill.狗正从山上跑下来。
这三个词还可用作副词,意为“向前”,如:
The farm is about 30 metres along.农场大约在前面30米远处。
Please walk down. Don t come up.请往前走,别朝这儿来。
教学设计示例
Lesson 21
Period: The First period
Content: Lesson 21
Properties: Map, recorder.
Teaching Objectives: Show places on the map; ask for and give directions in the simplest way.
Language Focus:
in front of, next to, on the left/right side, Thank you all the same.
Teaching Procedures:
I. Organizing the class
Greeting and a duty report.
II. Revision
Revise the language focus in the last unit.
Ⅲ. Leading - in
1. Make conversations with several students, like
Teacher: Excuse me. Where’s the nearest …?
Excuse me. How far is __× (an important place near school)?
Is there __× near our school?
Students: Answer with the help of the teacher
Teacher: Thank you very much.
Thank you all the same.
2. (To students) Are you good at distinguishing directions? Are you always ready to help someone who can’t find his way?
Ⅳ. Practice
1. Look at the picture in the book and ask students to work in pairs to practise showing places, using prepositional phrases like “next to, in front of, behind, outside and on the left/right side”
eg. There’s a school next to the supermarket. In front of/behind the school, there’s a market.
2. Call 3 pairs to say out their dialogues.
V. Teaching dialogues
1. Show students some maps and ask them for directions, using the patterns in the book.
Excuse me. Where’s the nearest __×?
2. Listen to the tape.
3. Read the dialogue in the book
4. Game: Which place is it?
(With the help of a map, on which some places are marked).
One student describes the location, asks other students to guess the place.
Ⅵ. Consolidation
Go over the lesson.
Ⅶ. Exercises in class
Fill in the blanks
1. There’s a cinema next ____ the shop.
2. ____ the left side of the room, there’s a desk.
3. -I’m sorry I can’t help you. -_____________.
4. Please come to the front and stand ____________ the class.
Key: to, on, Thank you all the same, in front of.
Complete the dialogue
A: ________ _______, where is the nearest police station, please?
B: I’m _______, I don’t know. Please ________ that man.
A: Thank you _______ ________ _______. Excuse me, where is the police station, please?
C: _______ over there, next ________ the post office.
A: Thank you ________ _______.
C: Not ________ _______.
Key: Excuse me, sorry, ask, all the same, It’s, to, very much, at all.
Ⅷ. Homework
Make 2 dialogues asking for directions (draw maps).
Ⅸ. The design of the blackboard
Lesson 21 Where’s …? It’s next to the …/in front of the … /behind the … /outside the…/ on the left/ right side. |
教学设计示例
Lesson 22
Teaching Objectives: Dialogues of asking for and giving directions.
Properties: Tape recorder, Map, Overhead projector
Language Focus:
Asking for directions: Is there a bank near here?
Where’s the nearest hospital, please?
Giving directions: Go along this road.
Take the first turning on the right.
It’s about a hundred metres along on the left.
It’s about 6 kilometers along.
Expressing needs: He needs some help.
You take a number 16 bus.
which number do I take?
You’d better (not) ask sb. for sth.
Teaching Procedures:
I. Organizing the class
Greetings and a presentation.
II. Revision
Revise the ways of asking for and giving directions in a simple way.
III. Leading - in
The teacher asks several students the directions to some places near school, using different ways of asking for directions. Ask sb to give directions.
Excuse me. Where’s the people’s Hospital?
Could you tell me the way to Beijing zoo, please?
Excuse me, which is the way to Purple Bamboo Park?
Is there a Macdonald’s near here?
VI. Practice
1. Show ways of asking for and giving directions on a flashcard.
2. Groupwork: Sb work in groups to ask for and give directions.
3. Act out
X. Listen and read
1. Listen and read through the dialogues.
2. Get students to practise the dialogues in the book.
3. Use a map to ask students to practise asking for and giving directions.
XI. Exercises in class
1. A: Excuse me. Which is the____ to East Park, please?
B: Let me see. Er, walk ____ this road and ____ right. Go ____ until you____ the end. You’ll find the park in front of you.
2. A: Excuse me. Can you give me ____ to the post office, please?
B: Sure. Go ____ this street and ____ right. Then you’ll see a tall building. That’s the ____, and it s between the zoo ____ the fruit shop. You can’t ____ it.
A: Is it ____ from here?
B: No, it s quite near. It’ll only ____ you about 10 minutes if you walk there.
A: Thanks a lot.
B: You’re welcome.
3. Rewrite the sentences as required.
(1)Walk along this road. (1 - 5 同义句)
______ ______ this road.
(2)Take the fifth turning on the left.
_______ left _______ the fifth turning.
(3) I can get to the zoo by bus.
I can ______ a bus ______ the zoo.
(4) My father is going to Beijing by air tomorrow.
My father _______ _______ to Beijing tomorrow.
(5) She needn’t clean the room every day.
She _______ _______ to clean the room every day.
(6)The park is about 6 kilometres away. (对画线部分提问)
______ ______ is the park?
(7)You will take a No.6 bus. (同上)
______ ______ shall I ______?
(8) Mr. zhang needs some help. (改一般疑问句)
______ Mr. zhang ______ ______ help?
Key:
1. way, along/down, turn, on, reach
2. directions, along/down, turn, post office, and, miss, far, take.
3.(1) Go along (2) Turn, at (3) take, to@ will fly (5) doesnt have (6) How far (7) Which bus, take (8) Does, need any
XII. Homework
Make a dialogue asking for and giving directions.
XIII. The design of the blackboard
Lesson 22 know the way take the …turning need some help a hundred metres along… away ask …for help |
教学设计示例
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