优品课件之Unit21Shetaughtherself

1、优品课件 Unit 21 She taught herself 教学目标 知识目标 1 .词汇 New words and phrases: teach on eself, fall off, clever, yourselves, find out, piano, poor, afford, knock, knock at, dim, pard on, to on es surprise, bli nd, shi ne, bright, brightly, through, look up, silently, come along, return, cookie, leave behi n

2、d, moon light, son ata, write dow n, go on trips, care for. 2 .日常交际用语 Did she lear n all by herself? Could she swim when she was years ago?She did nt hurt herself.He could nt buy himself many nice thin gs.Did he enjoy himself?Help yourself.It is time for us to leave /do something now. Its getting la

3、te. 3. 语法 并列句：Beethoven knocked the door and it opened. I am poor, but I always enjoy myself.反身代词用法单数： myself, yourself, himself, itself复数：ourselves, yourselves, themselves 反身代词固定搭配：Help yourself. I can look after myself. She did nt hurt herself.Did you enjoy yourselves? 能力目标 1. 使学生能够运用一般过去时讨论过去经历的事

4、情，并能在教 师设计的情景中灵活使用并列句，反身代词和情态动词could。 2. 使学生能够读懂第82课课文，回答课后的问题，并能根据上下文 判断出生词的大意。3.使学生能掌握本单元的相关语法项目， 并能完成口头和笔头的练习。4.使学生能够听懂与课文难度相 当的听力材料。 情感态度目标 通过本单元的教学，使学生在简要了解贝多芬生平的基础上，鼓 励他们向贝多芬学习。学习他博学多才、坚忍不拔、持之以恒，追求 自己崇高理想的精神。青年学生正处于增长知识和才能的黄金时期， 不论遇到什么风浪，绝不要半途而废。相反要扬起风帆，把航船驶向 胜利的彼岸。贝多芬是一位著名的音乐家，他的创作成就极大 地深化了音乐

5、艺术的思想性和表现力，对后世有着深远的影响。在本 单元的教学过程中教师可选用一些贝多芬的代表作，在课前或课后播 放给学生听，以陶冶他们的情操，提高他们对名曲的欣赏能力。 教学建议 教学内容分析 本单元是以讨论过去的经历为主要话题，同时学习反身代词及并 列句的用法，还包括情态动词 can /could 的用法。在第81课中主 要通过听，说，谈论等几种方式使学生能正确运用情态动词can /could和过去式讨论过去发生的事件。在第 82课中主要是通过一篇 阅读文章来提高学生的阅读能力。在第83课中主要是通过对贫富两 个人的介绍和一个对话使学生掌握并列句和几个反身代词固定搭配。 在第84课中练习形式

6、多样，主要是对本单元内容进行综合练习。 教学重点分析 本单元的重点语法是并列句和反身代词，单元的教学功能项目也 是围绕这些展开的。Lesson 81的对话建立在两幅图片的基础上，就 Lily的过去经历进行问答，弓I出反身代词的用法。Lesson 83中的介 绍Mr. More和Mr. Little两位先生的短文，通过对各人本身过去 经历的提问，进一步学习反身代词和一般过去时态。Lesson82的课 文，我们可带着如下问题去学习： What do you know about Beethoven? 全篇课文以过去的时态进行介绍的，我们应学会用过去时态去写过去 的事情或人物。Lesson 84的对

7、话，我们要能够模仿运用，同时学会 写“ Thank you note ”。 关于介绍过去发生事情的建议 1. 图片提示 The teacher can show some pictures of the stude nts at differe nt ages on the blackboard and ask these questi ons: A. What is the girl s name?What is she doing? What could she do whe n she was five years old? B. Who is the boy? What happe n

8、ed at that mome nt? (take a plane) How did he finish the trip? (by air) 2. 教师可以通过简笔画的形式组织学生根据图画内容编写下列对话： (1) A: Can you play computer games, Mary? B: Yes, I can. A: Could you play computer gameswhen you were five years? B: No, I couldn t. (2) A: Can you play violi n? B: Yes, I can. A: Could you play

9、 the violi n whe n you six? B: No, I couldn t. I began to learn to play the violin last year. A: How did you learn it? B: I learned it by myself. 有关并列句的教学建议 教师先写出一些句子，让学生分析，找出并列句的基本特点，最 后由教师归纳这些并列连词的用法。 然后让学生自己做一些练习，加强对并列句的理解。现提供两例： 1. 将下列用and或but连接. Aam poor. I am very happy. B. I like En glish. I

10、am good at it. C. My father told Mary this story. Mary became in terested in it D. He fell off the wall. He didn t break his arms. 2. 判断下列句中and或but的用法是否正确. Acan swim, and I am good at it. Bwan ted to have a cup of coffee, and the boy passed me an oran ge. C. The boy is very clever but he can an swer

11、 the questi on easily. 反身代词的教学建议 （1）建议教师将反身代词归纳总结如下，便于学生记忆。 单数：myself, yourself, himself, herself, itself 复数:ourselves, yourselves, themselves 提醒学生注意单数复数的区别，-self和-selves分别用不同的 颜色标记。 教师先和学生一起找出所学过的含有反身代词的短语。然后编制 练习或对话让学生反复操练。反身代词固定搭配有：enjoy on eself, look after on eself, help on eself to. ., hurt on

12、 eself, say to on eself, love on eself in the beautiful music, buy on eself sth., teach on eself, all by on eself, leave sb. by ourselves等。教 师可通过多种办法让他们多练多用。条件好的可利用多媒体让学生进 行模仿练习。 （2） 教师可以投影片出示一段介绍，然后对学生进行提问. I am Tom. I am thirty. I can look after myself. I like English. I taught myself. I like play

13、ing football with my classmate too. Whe n we play it, we enjoy ourselves very much. Yesterday, I hurt myself in the game, but the game was very exciting. I lost myself in it. I didn t feel any pain until I got home. Questi ons: A. Can Tom look after himself? Yes, he can. B. How did Tom lear n En gli

14、sh? He taught himself. C. Does he enjoy himself very muchwhen he plays football? Y es. D .Did he hurt himself in the game last time? Y es. F. Why didn t he feel any pain until he got home? He lost himself in the game. 阅读教学的建议： （1）建议教师在阅读之前先向同学介绍贝多芬的背景知识及一 些相关的音乐方面的词汇，使学生熟悉课文内容。教师可以设计问题 如下： 1. Do you

15、 like music? 2. What kind of music do you like? 3. Have you heard about Beethove n? 4. Can you tell us some of his famous work? 教师可以请学生听一首贝多芬的月光曲使学生身临其境，使 学生对课文感兴趣。教师还可结合语文课本中的月光曲进行介绍，这 样学生对课文的意思就理解了。 （2）本课生单词较多，建议教师设计一些有关的练习，多种手 段帮助学生猜测生词的意义，突破难点： 1. We can t afford to buy tickets. The tickets is v

16、ery expe nsivedon t have eno ugh money to buy the tickets. 2. I am poor. I am not rich. I don t have eno ugh mon ey. 3. The teacher says no more. The teacher stops talki ng. 4. Today is bright. There is not any cloud in the sky. 5. To his surprise, he finds he made a big mistake. He made a big mista

17、ke that makes him surprised 6. They lost themselves in the beautiful music. They listened to the music and didn t care for other things. （3）教师还可利用简笔画和课文的关键词，让学生根据图和词 汇的提示复述整个故事的概况。 能力训练建议 1. 通过老师适当的讲解，学生有系统的练习反身代词 myself, ourselves, yourself, yourselves, himself, herself, itself, themselves 的用法。 2.

18、情态动词could在不同的语言环境中有不同的含义。表示 请求或建议，使语气委婉。表示can的过去式。通过口头和书面练 习，掌握它的不同用法。 3. 第82课讲述的是贝多芬著名的月光奏鸣曲。文字流畅、 易读、易懂。老师首先要求学生熟读或背诵课文内容，然后请他们加 以重新组织，把课文的主要内容用英文加以复述。 4. 从本单元开始，课文增加了一项写作训练，教师应让学生根 据课文提示认真练习，以便提高实际运用语言的能力。 反身代词 反身代词又称自身代词，顾名思义，就是指动作反射到动作执行 者本身，或是在句中起强调作用，以加强句子的语气。 反身代词的构成 反身代词是由形容词性物主代词或宾格代词加-sel

19、f或-selves 构成。 反身代词单数以-self结尾，复数以-selves结尾；第一、二人 称是形容词性物主代词加self(selves)构成，第三人称是宾格代词 加self (selves )构成。详见下表： 第一人称 第二人称 第三人称 单数 myself yourself itself himself herself 复数 ourselves yourselves themselves 反身代词的用法 当一个句子的主语、宾语是同一个人时，常用反身代词作宾语。 1. 作动词的宾语。如： ? CDid you enjoy yourself in the park on Sun day?

20、? C Yes, we did. ? CCould he buy himself lots of presents? ? CNo, he is very poor. But his friends often give him prese nts. 注：反身代词作动词宾语时，常见的动词有：enjoy, help, hurt, know, wash, look after, teach 等。 2. 作介词的宾语。如： ? CI finished the work by myself. ? C You re great! 3. 其他用法： 反身代词还可以作宾语的同位语。 r II speak to

21、 the teacher himself. I don t want some one else know it. 也可作表语用。如： She is not herself today. She has to stay at home. She can t go to school. 注意事项： 反身代词一般无所有格，也不能放在 of短语（表示所属）后， “某人自己的”可用ones own表达。如： ? CId like to have a car of my own. ? CSo you must work hard to earn much money. 反身代词本身通常不能作主语，但可以

22、放在并列主语后作第二主 语。如： Mybrother and myself both like English very much. Weoften talk to each other in En glish after class. 反身代词与其所强调反身的成份在人称、数等方面要保持一致。 如： We met Li Mi ng himself on the playgro und. We told him the good n ews. He bought himself a coat with his first wage. Then he sent the rest to his mo

23、ther. 并列句 由两个或两个以上的简单句并列连接起来的句子叫做并列句。并 列句中的各个简单句意义同等重要，联系密切。它们平行并列，相互 之间没有从属关系。并列句的基本句型是：简单句+并列连词+简单句。 不同的并列连词表示不同的关系。 (1) 联合关系：常用的连词有and。如： Beethove n kno eked at the door and it ope ned. In the dim can dle light a girl was sitt ing before a pia no. (2) 转折关系：常用的连词有but。如： I can buy myself lots of ni

24、ce things but I don t have many frien ds.我可以买到许多漂亮的东西但是我没有许多的朋友。 在完成并列句的时候，容易在两个基本的简单句的时态把握上产 生错误，读者一定要分清楚它们各自所处的时间背景。在例句1中， 贝多芬敲门是一个典型的过去时间发生的事情，紧随其后的门开了也 应该是同一时间的事件；因此，并列句往往存在两个简单句之间的时 态呼应问题。 Lesson 81教学设计方案 Teach ing Objectives: Grammar: 1. reflexive pronouns sin gular: myself, yourself, himself,

25、 itself plural: ourselves, yourselves, themselves 2. past tense form of can could Lan guage focus: fall off, teach on eself, hurt on eself, lear n by on eself, write dow n Properties: Tape-recorder, Overhead projector Teach ing Procedures: I. Orga nizing the class 1. Ask the stude nts to get ready f

26、or class. 2. Greeti ngs betwee n the stude nts and the teacher. 3. A duty report. II. Revisi on Call out 2-3 students to retell the story of the tiger and the mon key lear ned in the last period. III. Lead in g-i n 1. Tell the students they are going to talk about what they could do when they were l

27、ittle. 2. Ask student A: You can ride a bike now. Could you ride a bike when you were 5 years old? Help the students to answer “Yes, I could, ” or “No, I couldn t. ” 3. Ask stude nt B, C in the same way. 4. Point out that“could ” is the past tense form of can IV. Practice 1. Pairwork: Ask the stude

28、nts to talk with their part ners and find out what their friends could do at the age of 4. Write dow n their an swers on the form on Page 31. 2. Report: Ask the stude nts to report their part ners abilities at the age of 4. V. Read and act 1. Prese ntati on (1) Draw a picture of Jim on the blackboar

29、d. (2) Say “This is Jim. Jim s at home. His father is at work. His mother is shopping.” Repeat, then ask“Who s at home? Jim. Is his father/mother at home?No, Jim s alone. He s all by himself. ” Practise “(all) by himself ”. (3) Draw a picture of Betty on the blackboard. Talk about Betty in the same

30、way, using“ Her father/mother ” and “She s(all) by herself ”. (4) Ask two students to open the door. Then ask one of them to close it: “ Please close the door (all) by yourself. ” Repeat with other students and other task. Introduce? C “selves (ourselves, yourselves and themselves) ” in the same way

31、. (5) Tell the students:“I amgoing shopping. I want to buy Li Lei some shoes. I want to buy Wei Hua a hat. I want to buy Han Meimei a dress. I want to buy myself a hat.“Ask” What do I want to buy Li Lei/ Wei Hua/Han Meimei/myself? Get the students to say You want to buy yourself someshoes/Point out

32、the use of “myself” . Tell the students:“You are going shopping. You want to buy your friend and yourself something. ” T: Go around the class , ask ing“ What do you want to buy your frie nd/yourself? What does he/she want to buy his/her friend? What does he/she want to buy himself/herself?” 2. Stude nts book: Page 31 Part One Speech cassette Less on 81. 3. Look at the pictures, ask What s Lily d oing? 4. Play the tape of the dialogue for the students to listen and repeat. 5. Expla in the Ian guage poin ts. (1) fall off 从上摔下来