必修1 Unit 2 English around the world 教学设计第三课时.doc

第三课时 Learning about languageDiscovering useful words and expressions第一步：Activity 1，学生复习左边十个单词，然后自行完成练习，全班一起核对答案；第二步：Activity 2；第三步：Activity 3，先复习课文出现的重点单词，学生自行完成，并可将其中的句子作为例句来学习；第四步：Activity 4，先复习英式英文和美式英文的差别，包括词汇上（filmmovie, autumnfall, rubbereraser, ），语音上（hot, not, dance, answer）和用法上（Ive goI have）的区别，引出部分介词的用法也有不同,例如a quarter past fivea quarter after five，然后让学生完成，最后给出正确答案;第五步：Activity 5，先播放录音让学生听明白三组对话的意思，然后按照题目要求把三组对话的重点词找出来，通过这三组对话让学生更加深刻感受到英式英语和美式英语在词汇上的差异:British English American EnglishCandy sweet Lorry truck Autumn fall Workbook （P 49， Using words and expressions）第一步: 先让学生复习并熟悉本单元的词汇，然后再做习题一并核对答案。第二步：先和学生一起复习练习二提供的单词和短语的用法，然后完成练习。让学生在句子中体会并熟悉这些单词和短语的用法。Discovering useful structures第一步：复习第一单元学习过的陈述句和疑问句直接引语的部分重点内容;1. 直接引语是陈述句 如果引用的句子原来是一个陈述句，变为间接引语时，在引语的开头用连词 that 来引导 ( 在口语中 that 常省去 ) ，要注意从句中人称、时态、代词、状语等相应变化。如： “You are really my best friend,”Tom said to me. Tom said that I was really his best friend. “I will come here again tomorrow,”he said. He said he would go there again the nest day. He said : “the best seed - heads should be hung up to dry.” He said that the best seed-heads should be hung up to dry. 2. 直接引语是疑问句 如果引用的句子原来是一个一般疑问句，变成间接引语时，须用从属连词 if 或 whether 来引导 ( 不再用 that 作连词 ) 。 直接引语如果是特殊疑问句，变成间接引语时，原疑问句中的疑问词 who, whose, what, which, where, why, how 等就成了引导间接引语的连词。 原直接引语中的疑问语在间接引语中变为陈述语序。 直接引语中的问号变成了句号。 人称、时态、状语等也相应变化。如： He asked,“Is it raining now? ” He asked whether / if it was raining then. The man asked me,“How old are you?” The man asked me how old I was. They asked him,“When do you harvest the wheat?” They asked him when he harvested the wheat. I asked the man,“Who are you?” I asked the man who he was. The teacher asked her,“Why did you come?” The teacher wondered why she had come. 第二步：解释 command 和 request 两种句式及这两个词语的用法( give commands, make a request/ request that somebody should do)，并让学生分辨这两种句子；第三步：Activity 1，学生阅读句子，学习如何将表示命令和请求的句子变成间接引语。然后让学生说出更多表示命令和请求的句子，并将它们变成间接引语；第四步：Activity 2， 学生比较表示命令和请求的句子在表达上有什么特点（commands are less polite while requests are polite），然后让学生说出什么人经常下命令（例如上级，长辈， 老师等），什么人经常发出请求（下级，晚辈，学生等）；最后是两人活动，一个学生给命令或发出请求，另一学生将它们变成间接引语；第五步：补充语法知识：如何将祈使句变为间接引语;转述祈使句的时候， 要将祈使句的动词原形变为动词不定式并在动词不定式前根据句子的意思用 tell ( 命令 ) ，ask ( 请求 ) , order ( 命令 ) 等及物动词加宾语。如果祈使句为否定式，则在不定式前面加 not 。例如： He said to the girl,“Do it at once.” He ordered the girl to do it at once. “Be quiet!”I told the children. I told the children to be quiet. He said to farmers,“Do things at the right time of the year.” He told farmers to do things at the right time of the year. “Dont grow plants in the same place year after year.”the farmer said. The farmer told me not to grow plants in the same place year after year. He said,“Dont talk!” He told us not to talk. 注意：有些句子虽以疑问形式出现，但并非提出询问，而是表示请求、建议、劝告等意思。这种问句通常也采取 ask , advise + 宾语 + 不定式结构来转为间接引语。如： “Could you lend me a bike?”he said. He asked me to lend him my bike. “Would you mind waiting a moment?” He asked me to wait a moment. “Why dont you go there by plane?” He advised me to go there by plane. What about having a walk? He suggested having a walk. 第六步：Activity 3，先让学生阅读三个给出的情景，然后进行两人活动，根据所给情景编写小对话，最后在课堂上表演对话。Workbook （P 50，Using structures）第一步：分组活动：按照练习要求分成三个同学一组进行此项活动;第二步：适当抽几组同学将他们的活动结果演示出来，不当的地方进行及时的纠正;第三步：让学生独自完成练习二，核对答案;第四步：复习总结本单元的语法项目，并强调相关注意事项.Workbook （