优品课件之Amanwhonevergaveup

1、优品课件 A man who n ever gave up 教学目标 教学目标与要点 1. 能正确运用本单元的功能句型进行模仿和情景交际，运用进 行时态和现在时态来谈论目前的活动。 2. 掌握本单元的词汇和一些短语的运用。 3. 初步掌握动词不定式的用法，归纳动词接动词不定式作宾语 的动词。 4. 认真学习课文The man who never gave up，培养学生的追 求上进和锲而不舍的精神，树立伟大的人生目标，努力学习。 5. 掌握否定疑问句Dont you think ?的用法和常见的回答 方式。 素质教育目标 1. 要求学生能够通过本单元的学习，理解和掌握有关动词不定 式作宾语、宾

2、语补足语、以及用作状语的用法。 2. 通过掌握本单元中一些有用短语的用法，帮助学生自已寻找 学习单词和词组的有效方法。提醒学生对词语的记忆不能停留在词的 音、形、义上，最好能在阅读全篇时，通过理解上下文来记忆词汇 和短语。 3. 组织学生参加人物专访等社会活动，让学生感受如何宣传或 讲述某人的经历。 4. 通过本单元的学习，使学生能从那些意志品质优秀的人物身 上找到自己所缺少的东西。进而理解：“刻苦和坚持是一个人成功的 重要因素”。 5. 通过对重大发明和发明家的资料查询，引导学生了解发明创 造的重要意义，以及引发学生思考如何去创新和改造生活中的实物。 教学建议 教材内容分析 本单元围绕介绍发

3、明家爱迪生这一话题， 辅以其他对话，重点讲 述了动词不定式的三种句法功能，即不定式作宾语，宾语补足语和状 语。同时本单元复习了宾语从句，尤其是主句为过去时态的时候，宾语从句时态的使用。掌握句型 Don t you think 汉差异。通过“ The man who never gave up ” 不舍的精神，明白如何去 improve yourselves ？的简略回答的英 的学习，应培养锲而 。通过打电话的对话 学习表达意愿及谈论事件的日常用语 本单元短语和日常交际用语 1. 本单元短语 come up with keep doing give up the sec ond most use

4、ful try out new ideas no matter how + adj. / adv. + have no thi ng to do with teach sb. to do sth. became in terested in at the age of see sb. doing rush out by telegraph ope n up graduate from hope to do sth. turn sth. dow n make a stra nge no ise work on sth. It s not a very good line. 产生，发现 继续做 放

5、弃 第二最有用的 实验新的想法 从句无论怎样 与无关 教某人做某事 对感兴趣 在岁时 看见某人正在做某事 冲出去 通过电报 建立 毕业于 希望做某事 关小 发出奇怪的声音 从事，工作 电话线路不是很好。 2. 本单元句型和交际用语 (1) 表示“有问题了 /病了” Whaf s wrong with it? Whaf s the matter with it? Whaf s the trouble with you? Which of these would you like most to ？ What do you want to ？ (2) 表示打算或计划 I m tryi ng to

6、I ll I want to I hope to I plan to I m going to (3) 否定疑问 Don t you think his radio is too noisy? Can t you swim? Didn t you come here? (4) 其他 Sorry about that. Well, that s easy. Good questi on. Anything else? Tomorrow if possible. That s a good plan, isn t it? 本单元的听说读写训练的教学建议 1. 有关本单元听力的教学建议。建议教师在教

7、学的过程中，充 分运用教材课文所提供的语言素材，来提高同学们的泛听能力，也就 是说，要通过大段语言素材(如lesson 26 )的输入，训练同学们抓 住文章的基本大意的能力。建议提供相关动词不定式的听力练习和测 试，此类声音素材放在媒体素材的课件或音频素材中。 2. 关于本单元的口语训练。应当在加强听力能力训练的同时， 强化口语能力，如在进行听力训练的同时，提出一些问题，让学生带 着问题去听，然后将捕捉到的信息用自己的语言表达出来。最好能够 将问题连成一个小文段。如关于发明话题的教学，可用来锻炼学生的 口语。 3. 关于阅读能力的训练，本单元则可以引导学生上网或者去学 校图书馆查阅资料，了解有

8、关爱迪生的生平。将所查阅到的资料进行 简单的加工，合并成一偏短文，然后和同班同学交换信息。或参考本 单元扩展资料中提供的阅读内容。 4. 关于写作能力的训练 写一篇介绍动物的文章，可以介绍这种动物的外貌特征、习性、 喜好的食物、运动，你是否喜欢它们，为什么？ 范例点评 An owl is a bird with very big eyes. These eyes make the owl look clever. The owl can not moveits eyes freely as we can. If it wants to look at both sides, it must t

9、urn its neck.Owls see better at night than during the day. At night they look for food. They eat mice and in sects. I don t like owls, because owls make a strange noise. The owls sleep most of the day, so they usually give their cries at night. This strange sound sometimes frightens people at n ight

10、. 本文思路清晰，条理清楚，抓住了猫头鹰的特点。通过这篇文章， 我们了解了猫头鹰的外貌、习性，以及作者不喜欢它的原因。 本单元重难点及相关知识的讲解 1.1 ll be able to write faster. 我就能写得更快些。 be able to意思是“能够”，相当于情态动词can,只是can只 有现在式和过去式两种(can. could)，而be able to 则有更多的时 态形式。例如： Some of us can use the computer now. But we couldn t do it three years ago. 我们中有些人现在能使用计算机，可在三年前我

11、们就不能。 The work is so difficult. No one is able to do it. 干这活儿很难。没有一个人能干这活儿。 I haven t been able to find the book. Howabout tomorrow? 那本书我还没能找到。明天怎么样？ He must be able to use the foreign Ianguage, forgettingall about his own. 他一定要能做到在使用外语的时候完全忘掉本族语。 Whe n will you be able to help me with my Chin ese?

12、你什么时间能够帮助我学中文呢？ 注意：在表示允许、可能、惊异时用can或could，一般不用be able to。如： You can go now. Right now, all right? 你现在可以走了。马上走，好吗？ Can (could)可以用来指比较委婉地提出请求，疑问或看法。而 be able to 不能这样用。如： Can I take a message for Joh n? Yes, tha nk you. 我给约翰捎个口信好吗？ 好的，谢谢。 Could you wait a few days for the money? I ll return it to you i

13、n a few days. 这个钱你们等几天行吗？过几天我就还给你。 另外，was able还表示”成功地做到”，相当于 managedto do sth/succeeded in doing sth 2. We can come up with the an swer together. 我们可以一起发现答案。 comeup with (an answer)意思为 find or produce a way to solve, or an an swer “发现，产生/解决办法或答案”。但是，不能说 An idea is come up with 。如： He came up with an

14、 idea for making kite. How could he come up with this idea? 他想出了做风筝的办法。 他怎么想出这个主意的？ 3. We just n eed to keep work ing on it and not give up. 我们需要坚持做下去，不能放弃。 (1) keep dong sth.意思为“继续做某事”或“不断/反复做某事” 如： Keep reading, and your English will be better and better. 坚持阅读，你的英语会越来越好。 Keep on doi ng somethi ng

15、也是继续做某事的意思。但是，此时 表示在持续的过程中时有间断。如： He is a famous writer. He keeps on writing every day. 他是一位著名的作家。他每天都坚持写作。 work on sth 意思是“从事工作”如： The writer is working on a new book. The scientist is work ing on a new pla n. We must work hard on all subjects. 这位作家正在写一部新书。科学家正在研究新计划。我们应该努 力学习各门功课。 (2) give up意思为“放

16、弃，停止”，后面可跟动名词形式作宾 语。如： Give up smoking! It s no good to you! 戒烟！烟对你没好 处！ I can do nothing more. I have to give up. 我无能为力，只好放弃。 4. Which of these do you think is the sec ond most useful inven ti on? 你认为哪一个是第二有用的发明？ (1) do you thi nk是插入语，常置于疑问词之后，不能置于疑问 词之前，作“你认为”解释。如： How old do you think my father i

17、s? I th ink he s fifty. 你认为我父亲多大年纪了？ 我想有五十岁吧。 Who do you thi nk will teach us En glish this term? Mr Li, I thi nk. 你认为这个学期谁将教我们英语？ 我想是李教师。 (2)在最高级前加系数词seco nd, third，表示程度比较次要， 意思为“居第二/第三位的”。如： Chan gjia ng River is the Ion gest one in Chi na. And Y ellow River is the sec ond Ion gest one. 长江是中国最长的河流

18、，黄河是第二长河。 Bill is the sec ond tallest in our class. 比尔在我们班上身高第二。 (3) 注意词型的转换：invent v.发明 inven tion n.发明(物) inven tor n.发明家(者) Edis on was a great inven tor. He inven ted lots of thi ngs. During his lifetime, he had 1093 inventions. 爱迪生是个伟大的发明家。他发明里许多东西，一生中有1093 项发明。 5. Whe n he was a child, he was

19、always aski ng questi ons and trying out ideas. 当他还是个孩子的时候，他总是问一些问题，试验一些新的想法。 (1) always与进行时态连用，表示说话人厌烦、赞赏、不满、批 评等情感，意为“总是”。如： The girl behind me is always talking in class. 坐在我后面的女生上课总是讲话。(表示厌烦) The PLA are always doing good deeds for the people. 人民解放军总是为人民做好事。(表示赞赏) (2) try out意为“试验；试用”。如： The inv

20、en tor is excited, and he is going to try out his new machine. His idea sounds fine, but we need to try it out in practice 这位发明家很兴奋，他要试一下他的新机器。他的主意听起来不 错，但我们要在实践中试验一下。 2001 年高考题例： We didn t plan our art exhibition like that but itvery well. A. worked out B. tried out C. went on D. carried on 答案：A 6.

21、 Most of the questions had nothing to do with his lessons. 多数问题都与他的功课无关。 have nothing to do with意思是“与无关“。如： You stay in another city. This has nothing to do with your. 你在另一个城市。这跟你没有关系。 另外： 与有关 与有很大关系 与 有一点儿关系 与几乎没有关系 have someth ing to do with have much to do with have a little to do with have littl

22、e to do with 注意：此处的替换词都是不可数的，不能用many, a few,或few 替换。疑问句中要用anything，如: Did her speak ing have any thi ng to do with the questi on? Yes, it did. What she said had somethi ng /much /a little(little) to do with our work. 她的话与问题有关吗？ 是的，她的话和我们的工作有些关系/有很大关系/有一点儿关 系(几乎没有关系)。 7. The teacher didn t want to te

23、ach Tom any more. 老师再也不想教汤姆了。 notany more意思为“不再；再也不”相当于 notany Ion ger , 通常可用no longer代替，在句中作状语，表示动词或状态不再延续。 如： I can not wait any Ion ger /any more. = I can no Ion ger wait. 我再也不能等了。 8. He learnt very fast and becamevery interestedin scienee. 他学得很快，对自然科学产生了浓厚的兴趣。 be (become ) in terested in 对感兴趣。注意

24、此处是 in terested ，不是 in terest ing。 That girl is (becomes ) interested in singing and dancing. My brother feels draw ing is in teresti ng. They both have their own special likes and hobbies. 那女孩对唱歌跳舞感兴趣。我弟弟对画画感兴趣。他们都有自己 的喜好。 9. Edis on saw a little boy play ing on the railway tracks at a stati on. 爱迪

25、生看见一个小男孩在车站的铁轨上玩。 see sb doi ng sth看见某人正在做某事，表示某人的动作正在 进行，用现在分词；see sb.do sth.看见某人做某时，表示某人的动 作已结束，使用省略to的不定式。如： A thief robbed Jim s wallet last ni ght. Mary saw a wallet lyi ng on the gro und after that. I said I saw the thief en ter the shop twice that day. 昨晚，一个小偷抢了吉姆的钱包。之后，玛丽看见地上有个钱包。 我说我曾看见那个小偷

26、进了那家商店两次。 10. The boy was too frightened to move.The boy s father was so tha nkful that he taught Edis on how to send message by telegraph. 男孩吓坏了，动不了。男孩的父亲非常感激他，就教爱迪生 如何通过电报发送信息。 (1) tooto太以致不能 too后只能接形容词或副词，tooto可以转换成sothat。 so+形容词/副词+that +从句 意思为：“如此；以致于”转换后的 that从句应是否定句。如： She is too young to do

27、the job. = She is so young that she can t do the job. 他太年青了，不能做这项工作。 The book is too difficult for me to read. = The book is so difficult that I can t read. 这本书太难了，我看不懂。 I was so angry that I couldn t speak. = I was too angry to speak. 我愤怒得说不出话来。 He spoke so fast that I could hardly follow him. = He

28、 spoke too fast for me to follow. 他讲得太快，我几乎听不懂他的话。 注意后一句中follow 后面不能再接him，因为：如果不定式动词 与主语具有逻辑上的动宾关系，则不能再加宾语。 (2) 句型such(a/an)+形容词+名词+that从句，也可表示 “如 此以致于”。such后面的名词可以是单数，复数或不可数。 如： This is such a good book that all of us like it very much. This is so good a book that all of us like it very much. 这是一本很

29、好的书，所有的人都喜欢看。 She is such a good teacher that all of us love her.= She is so good a teacher that all of us love her, 她是一位好老师，我们都爱她。 注意：在 suchthat 句型中，当such后的名词有 many, much, some, few, little several等词修饰时则需用sothat句式。如： She has so few friends that she is always Ionely. 她们很少有朋友，以致于总是寂寞的。 I ve so many f

30、alls that I m black and blue all over. 我摔了这么多跤，弄得全身青一块紫一块的。 11. What do you want to do after you graduate from school? 你毕业后想做什么？ 句中graduate 作动词，后接介词from，如： I want to be a teacher after I graduate from school. 我毕业后想成为一位老师。 12. Don t you think his radio is too noisy? 难道你不认为他的收音机太吵了吗？ 分析：这是一个否定疑问句，相当于“

31、难道不 ？”回答以事 实为根据，事实是肯定的，回答用 Yes。中文翻译为“不”；若事实 是否定的，回答用No,中文翻译为“是的”。如： Don t you think they speak too quickly? Yes, I do. 难道你不认为她们讲得太快了吗？ 是够快的。 13. Let s ask him to turn it down. 我们让他把收音机音量关小。 turn down意思为“把音量关小“，反义词是 turn up把音量开 大，类似的短语还有：turn on“打开”，turn off“关掉”，其 中on, off ,down, up都为副词，因此代词作宾语，必须位于动

32、词之 后，副词之前。如： The TV is too noisy. Please turn it down. 电视机太吵了。请把音量关小。 Please turn off the lights when you leave home, and turn up the radio. Then n obody dare break in. 当你离开家的时候，请关灯，将收音机开大一点。没人敢闯进来。 关于动词不定式的教学建议 动词不定式是非谓语动词的一种。所谓非谓语动词就是不能做谓 语的动词结构。正因为如此，所以他不受主语的人称和数的变化的影 响，不必和主语保持一致，没有人称和数的变化。不定式是由t

33、o + 动词原形构成，这个to只是不定式的一个符号，没有任何实际意义。 另外，由于是动词不定式，他自然具有了动词的性质，因此可以带宾 语和状语，不定式加上它的宾语或状语构成不定式短语。虽然不定式 不能做谓语动词，但是可以作除谓语以外的其它句子成分。 动词不定式极其短语在本单元中出现的几种语法功能： 1）用作宾语 I ve begun to learn English. 我已经开始学英语。 The old man always forgets what to do. 那位老人总是忘记该做什么。 Liu Mei wan ted to ask the teacher a questi on. 刘眉想

34、问老师一个问题。 句中 to learn English, what to do, to ask the teacher a questi on 分别作谓语动词 beg un, forgets, wan ted的宾语。 动词不定式作及物动词的宾语，常用的及物动词有begin, want, hope, forget, remember, like, love, need, try, ask, learn, wish, agree, choose, start :等。 2)用作宾语补足语 Tell the child not to play on the road. 告诉孩子们不要在路上玩。 My

35、 father told me to turn the radio dow n. 我父亲告诉我要我把收音机的音量调小些。 I often help my mother (to) do housework at home. 我经常在家帮助妈妈做家务事。 句中 not to play on the road, to turn the radio down, (to) do housework at home 分别作 tell, told, help的宾语补足语。 注意：1.作动词ask, like, tell, want等的宾补时，动词不定式 要带to。如： 2. 表示感官和使欲的动词，女如： l

36、et, make, feel, hear, see, watch等，作这些动词的宾补时，动词不定式不带to。如： My parents don t let me swim in the river. 我父母不让我在河里游泳。 Did you watch the old man get into the bus? 你注意到那位老人上了公共汽车吗？ 3. 作动词help的宾语补足语时，动词不定式可带to，也可不带 to。如： Could you help me (to) do the cooki ng this after noon? 今天下午你能帮助我做饭吗？ He can t help me

37、(to) mend my bike. 他不能帮我修理我的自行车。 例根据句子意思，用所给动词的适当形式填空。 1. Can you ask Tom(speak) more slowly? 2.1 hope(find) a good job in Shan ghai. 3.1 wan ted(have) a cup of tea. 4. The teacher told us(do) Exercises 1 and 2. 5. I ll go(see) my grandma tomorrow. 答案： 1. to speak (动词短语ask sb. to do sth.动词不定式作宾补) 2.

38、 to find(动词不定式作hope的宾语) 3. to have(动词不定式作 wan ted的宾语) 4. to do(动词不定式作told的宾补) 5. to see(动词不定式作状语) 教学设计示例 Lesson 25 Period: The first period Content: Less on 25 Properties: Recorder, Overhead Projector Teach ing Objectives: Get the stude nts to master some useful expressi ons. Get the stude nts to kn

39、ow somethi ng about inventions learn the Infinitive. Lan guage Focus:1. Useful expressi ons 2. The Infini tive Teach ing Procedures: I . Organizing the class. Greet ing and make a duty report II. Revision 1. Check the homework. 2. Revise some words of the inven ti ons. 皿.Prese ntatio n Make a suppos

40、e: If you can t write quic kly. What do you want most? IV. Read and say Ask the students to close their books and then listen to the tape twice. Then ask the questi ons: What does David want to do? At last, check the an swer and play the tape aga in for the stude nts. V. Prac tice 1. Read the dialog

41、ue in groups. (1-3 groups for Tina; 4-6 groups for David) then exchange. 2. Practice in pairs and the n excha nge. 3. Have some pairs read the dialogue for the class. W. Ask and an swer. 1. Showa picture of a telephone. Ask: Whaf s this called? Then ask: Do you know any other words that beg in with

42、teleHelp the stude nts to an swer: televisi on. The teleph one and televisi on are useful inven ti ons. Then ask: What inven ti ons do we have in the street / in a factory / on a farm? Then ask: Which of these do you thi nk is (1) the most useful inven ti on? (2) the sec ond most useful inven ti on?

43、 (3) the third most useful inven tio n? W. Workbook Do Exercise 1 orally. Have the students in pairs. Discuss Exercise 2 in groups of four. Get the stude nts to give the an swer. 忸.Exercise in class. Complete the senten ces 1你认为在我们班上谁最高，谁第二高？ Do you think who isand who is ? 2. 他想发明一种钢笔。 He wantsa ki

44、nd of pen. 3你需要坚持学习。 You needs. 4. 我已经想出了一个办法来帮助汤姆。 Ia wayhelp Tom. 5. 请放弃这错误的想法。 Pleasethe wrong idea. IX. Home work Fi nish off the exercises in the workbook. Answers:1.the tallest;the second tallest 1. to invent; 2. to keep study ing; 3. have already found out ,to 4. give up 教学设计示例 Lesson 26 Peri

45、od: The sec ond period Content: Less on 26 Properties: Recorder, pictures Teach ing Objectives: Master some useful expressi ons. Get the stude nts to know about Edis on. Master the Infin itive. Lan guage Focus: 1. Useful expressi ons 2. No matter how The boy s father was so tha nkful that he taught

46、Edis on how to send mess ages by telegraph. Teach ing Procedures: I . Organizing the class II. Revision 1. Check the homework 2. Revise the useful expressi on 皿.Prese ntatio n Tell the stude nts to look at the picture. And ask them: Do you know who this boy is? Tell the stude nts his full n ame: Tho

47、mas, Alva and Edis on. He is a great inven tor. Then say: Today we re going to read a story about this great inven tor. IV. Read ing 1. Let the students read the story by themselves. 2. Ask the students to close their books and listen to the tape. 3. An swer these questio ns: (1) Where does Edis on

48、come from? (2) Then ask some stude nts to read the text. Then expla in the useful expressi on and lear n how to use. V. Practice Have the students the text and makethem understand the text (in group, in pairs). Let the stude nts make senten ces with the useful expressi on s,see if they use them free

49、ly. W.Discuss Ask: What else do you know about Edis on? Have the stude nts thi nk over. Then give out their an swers. W. Workbook Do Exercise 2 in class. Then check with the whole class. 忸.Exercise in class Fill the bla nks with the right forms of the verbs: 1.1 am very thirsty. I n eed someth ing(d

50、ri nk). 2. Do you want anything(eat)? 3.1 don t know what(do). 4. The teacher told us(not talk) in class. 5. Would you like(play) football with me? 6. I want(let) you(see) my pare nts. 7. It is raining . You d better(stay) at home. 8. Don t forget(bring) the dictionary to me. IX. Homework Fi nish of

51、f the exercises in the workbook. Answers:1.todrink, 2. to eat, 3. to do, 4. not to talk, 5. to play, 6. to let; see7. stay, 8. to bring.教学设计示例 Lesson 27 Period: The third period Content: Less on 27 Properties: Recorder Teach ing Objectives: Have the stude nts master the useful expressi ons. Use the

52、Infin itive freely. Lan guage Focus: 1. Useful expressi ons 2. The Infini tive Teach ing Procedures: I . Organizing the class. Greeti ngs II. Revision Revise the new vocabulary by check ing the homework. Revise the Infin itive 皿.Discussi on Divide the class in to small groups. Let them discuss: What

53、 do you want to do after you graduate from school? Have some stude nts talk about their ideas. IV. Practice Practice this drills in pairs: A: What do you want to do after you graduate from school? B: I want to / I hope to / I pla n to Get some pairs to share their drills with the class. V . Read and

54、 say Close books and liste n to the tape. And repeat. Get the students to guess the meaning of“noisy ”. Then ask them to practice the dialogue in pairs. Point out the use of the Infinitiveform as a way of asking some one to do somethi ng. W. Practice Part 3. Go through the words and expressi ons in

55、the boxes and make sure the stude nts un dersta nd what the phrases mean. Then let the students practicein pairs. Point out that in the patter:“ let somebody so someth ing, the infin itive” without to is used. W. Ask and an swer Part 4. Revise the story from less on 26 by ask ing stude nts questions about infinitive as the Adverbial: to keep him busy, to work as an inven tor, to lear n as much as he could. Then have the stude nts ask and an swer the questio ns in pairs. 忸.Invent Somethi ng Get the stude nts into small groups of four. Then have them brain storm abou