外研社高中英语教案模板
Ladies and Gentlemen It’s my great pleasure to be here sharing my leon with you.
The content of my leon is《 foreign language teaching and research pre》Book ， .let me talk about this leon as the following:
一、教材分析:Analysis of the Teaching material 二、教学目标:Teaching alms and demands: 三、教学重难点:Teaching keys and difficulties: 四、教学方法:Teaching methods: 五、教学工具:Teaching aids：
六、教学过程:Teaching procedures: 七、板书设计：Blackboard Design.八 教学评价与反思
Nowlet me talk about the teaching material first.
本课时所教的是外研社高一上学期使用的必修2 Mudule6。本模块介绍了-在这节课之前，学生学习了reading and vocabulary通过阅读文章，已经掌握了部分---的词汇，本课由复习旧课入手，引入新课的新词汇，并以听说为主线，对这一主题进行延伸和拓展。
Therefore on studying the teaching material and analyzing the regulation of students growing of mind I put forward the teaching obxxxxjectives according to English syllabus and new leon standard.I will talk about it from Knowledge obxxxxjects Ability obxxxxjects and emotion obxxxxjects:
知识目标：见教参 能力目标：见教参
德育目标见教参
(1)- (2）----以及一些有用的表达式和句子结构。
（3）加深学生对于文章的理解，发展学生听、说、读、写的基本技能，提高初步运用英语进行交际的能力，侧重提高阅读能力。
Well how to achieve the teaching obxxxxjectives better to stre the key points and break through the difficult points? The key is how to make use of the proper teaching methods I’ll talk about my teaching methods below.According to the modern perception theories and social intercourse teaching theories I adopt the TSA method and TBLT method in my teaching namely Total Situational Action and Task-baxxxxsed Language Teaching. They offer the Ss an opportunity to complete the tasks in which Ss use language to achieve a specific outcome.The activity reflects real life and learners focus on meaning they are free to use any language they want.
At the same time make use of the modern electricity teaching equipments and all kinds of teaching means it can mobilize the Ss’ enthusiasm and creativity in learning English.Studying Methods:
Let Ss study in a relaxed and agreeable atmosphere.Ss understand the new knowledge in certain degree through the mental proce of seeing hearing saying observing imagining thinking etc.And make preparation for completing the new study task.
也就是说，为了更好地实现任务式教学和探究式教学，我采用了一下教学方法：
1、速读法：根据高中英语教材侧重阅读理解这一特点，让学生快速阅读，以尽快了解文章的大意。
2、问答法：帮助学生理解文章的细节
3、翻译法：适当地运用翻译可帮助学生理解文章的难点
4、讨论法：通过Pair work.Group work.让学生都得到一次口语训练的机会，教师应设计一些适当的话题。
5、快乐教学法：即教师在教学过程中，要尽可能地利用多媒体技术、图片、课件等刺激学生的感官系统，创造一种和谐的学习氛围，让老师教得开心，学生学得开心。
【本课时主要以听说教学为主线，以导学式模式培养学生的听力理解策略。以听力技能训练和口语表达训练为主线，贯穿听说读写综合技能的培养，针对学生听力理解障碍，在教学中遵循“循序渐进”的原则，进行知识的输入，技能的培养，和文化知识的渗透，良好学习策略的培养。本课时采用多媒体教学，给予学生更直观的感受，也加快了教学的节奏。课前教师要从网上下载一些相关的图片和资料。】 TEACHING AIDS: （教学辅助手段）
Multi-media computer; OHP(overhead projector); tape recorder; software: Powerpoint or Authorware
Teaching Proce:
In order to realize the teaching proce systematically properly and efficiently under the principle of “regard Ss as the corpus the teacher inspires for predominance” I divide the teaching proce into six steps.
Step1 Revision and lead-in
Step2 Presentation and practice.
It contains some small steps such as Listening Reading Disouion etc.Step3 Task time.
This step gives the students 5-8minutes to make a similar dialogue using the phrases and sentences learned in this paage and everyday life experience according to the given situation (show it on the screen using a multi-media computer).This step is employed to create a language environment for students’ communication in the cla; If the students can finish this task well they will benefit a lot in their spoken English.Step4 Consolidation and extension.
Finish Exx 1 and 3 orally left Ex 2 as written work.Ex.1 revises the obxxxxject Clause（宾语从句）.When transforming（变换） the structures the students are required to pay attention to the change of t he verb tenses personal pronouns and word order.
Ex.2 is a revision of the Modal Verbs（情态动词） and some useful exxxxxpreions.Let the Ss work in pairs and then check the answers with the whole cla. Step5 Homework
1.Do Ex 2 in the exercise books.This is used to make the students have a further understand of the modal verbs.
2.Write a short paage about the dialogue learned.This is used to practise writing ability of the students.
Step6 Blackboard Design.(Show on the CAI)
在整个课程中，我的思路是这样的：教学之初，给学生呈现一些--图片，让学生首先从视觉的角度对要学习的内容有一个深刻的认识;在进入课文的学习之前，先粗略地复习上一节课所学的相关的词汇，要求学生用简单英语解释，但允许学生自主选择想解释的词汇。这样，既减少了 学生的胆怯心理，又达到了运用语言的目的：通过对于本文的语言片段的学习，以及围绕着它所作的拓展训练，培养学生理解含有所学生词的句子和段落并获取信息，找出段落和文章的从属关系，培养学生对因果关系的判断分析能力，归纳分析能力和表达能力。
Anyway the teaching of this leon aims to develop not only the Ss" language technical abilities but also the diverse intelligence by integrated teaching methods.
As teachers to make our English clarooms shine with vitality we are laid with heavy burden and we still have long way to go.
Above is the lecture notes of my leon.Thank you!
外研社小学英语教案
外研社小学英语教案
Module 8 Discuion
Unit1 What do you suggest?
教学目标：
1.单词和词组：
suggest quickly excited America Chinese kind dragon
2.重点句子：
What do you suggest? What about……?
Why don’t you ……? How about……?
语法：特殊问句的用法。
教具：Cards Pictures Tape-recorder
教学程序：
A: Song: We are clever boys and girls.
B: Free Talk: How to send an email?
C: New concepts:
一.热身复习
1) Greetings.
2) Sing an English song.
二.课文导入
1) 热身复习后,教师对学生说:I am going to visit a foreign friend this weekend .And I want to take a present for him .What do you suggest?
请学生提出建议.
2) 教师：“我们已经知道Daming 要去美国啦，那么他要去拜访谁呢?Sam 又是如何给Daming 提出建议的呢?下面让我们一起来学习今天的课文。
三.课文教学
1)把挂图贴在黑板上，播放课文录音。
呈现SB Unit 1Activities 1的内容，请学生边听边看挂图。听过后，教师指着挂图上的人物，引导学生说出对话发生的场景。
2)再次播放录音，请学生根据录音说一说图片的内容，并总结出本课的重点句型，将其写在黑板上：
What do you suggest?
What about chopsticks?
Why don’t you give him a kite?
How about a dragon kite?
将“What do you suggest?” “What about… ?”“Why don’t you…?”和“How about…?”用方框框起来。告诉学生给别人提供建议时，可以使用这些句型。然后将一些画有物品的图片贴在表示建议的各个句型后面，请学生通过替换原有的单词练习这些句型。
四.完成SB Unit 1 Activities 2
五.任务完成
1)游戏：“打电话”。
选择一些道具。分几个小组设想任意一个打电话的场景，通过小组成员扮演不同的角色。
2)游戏“小小购物车”
准备一个购物车模型，以及一些物品的实物或模型放在讲台上。请学生到讲台上随意拿起某件物品，使用提供建议的句型来建议教师购买。
六.完成活动手册
七.课后作业
组织学生课后三人一组，分别扮演Ms Smart, Sam和Daming ,将课文编排成英文品，在班上表演。
八、板书设计：
Module 8 Discuion
Unit1 What do you suggest?
What about chopsticks?
Why don’t you give him a kite?
How about a dragon kite? 外研社小学英语教案
教学目标：
学生基本掌握meat,rice,noodles,fish,milk.懂得Do you like…?”是提问“你喜欢……?”并能作出相应的回答。
通过说唱活动培养学生的英语语感，提高学生的思维能力和语言能力。
通过学习、合作、交流，激发学生的学习动机，培养学生学习的兴趣，充分调动学生学习的积极性;把所学语言知识与实际生活紧密结合。
遵循“以学生发展为本”的课改理念，面向全体学生，启发和引导每一个学生积极主动地参与到学习活动中，培养和提高学生合作学习的意识和能力。
教学重点：
掌握有关食物的英语单词，谈论并询问他人的喜好。
教学难点：
一般疑问句的用法。
教具准备：
多媒体课件，自制食物图片。
教学过程：
Step1 热身运动(反应游戏：Touch your face, Touch your nose)
通过TPR活动，有助于帮助学生集中注意力，做好上课的准备。
Step2 揭示课题
T: 同学们平时都喜欢吃什么食物?
S:肉、牛奶……
T:同学们想知道这些食物用英语怎么说吗?今天我们就一起来学习。
直接点明这堂课的学习任务。
Step3 师生交流
T:出示fish图片.I like fish.(表现出喜欢的样子)Do you like fish?引导学生回答 Yes,Ido.
T：Here you are.(做出给对方的样子)
S:Thank you.
教师可以和多几个同学练习。
T:出示noodles图片 Idon’t like noodles(表现出不喜欢的样子-摇头)Do you like noodles?引导学生回答 No,Idon’t
教学其他单词方法同上。
备课思路：师生的真实交流，让学生感受到语言与实际生活紧密结合，通过这种自然的方式把新的语言项目呈现给学生，让学生体验获取知识的成就感，培养自信心。
Step 4 Let’s chant (多媒体课件)
noodles noodles是面条
面条noodles细又长
milk milk是牛奶 牛奶milk白又甜
fish fish是鱼肉 鱼肉fish鲜又鲜
meat meat是肉类
肉类meat真好吃
把单词编成chant,巩固学生记忆，将枯燥乏味的词汇学习，变得生动有趣。
Step 5 听歌并学唱歌曲
播放学生比较熟悉的旋律“How old are you?”然后根据旋律改歌词。
Do you like meat?
唱歌是学生喜欢的学习活动形式之一。在教学中充分利用教学资源，把歌谣作为学习一般疑问句、培养听力、检验知识掌握情况、复习巩固知识和发展学生语言能力的一种手段。
Step 6 课文教学
老师对学生说：“Ms Smart,Lingling,Sam,Amy,Tom正在吃饭，我们一起来看看他们喜欢的食物是什么。”
(多媒体课件)呈现活动1，请学生认真听，试着理解课文内容，听第一遍录音后，老师提问：“What does Lingling like? What does Sam like? What does Amy like? What does Tom like?”请学生带着问题听第二遍录音，最后，请学生边听边指向相应的图画，并模仿跟读。
Step 7合作学习
每组一个学生拿着食物图片问同桌：“Do you like…?”另一个学生根据自己的喜好回答：“Yes, I do.∕ No, I don’t.
通过以上的教学指导，希望同学们可以把英语学好。
外研社小学英语教案
Module 10 Unit1
Where are you going to go?教案
一.学习目标
1.识别单词：
list airport shoe ticket toothbrush 2.学习语句：
Where are you going to go? What are you going to do? When are you going to go? Who’s going to go with you? 3.功能：
谈论旅行前的准备
4.教学用具：
多媒体，录音机，实物图片，教学挂图，句子卡片，单词卡片等
二.预习学案 1.预习目标：
通过让学生预习，让他们了解本文的写作背景，知道本文的主要内容，了解Grandma在美国的生活习惯，从而体会Daming为美国之行该怎样准备。
2.预习过程：
(1)首先让学生自己根据音标学着认读单词; (2)在认读单词的基础上，了解本文的书写格式; (3)自己阅读本文，大体上能通读大意;同时标出文中的一般将来时态;
(4)让他们了解本文的写作背景，体会Grandma在美国的生活习惯。
三.导学案
1.热身复习
(1) 教师热情与学生打招呼，播放Module 9 U2的歌曲“Postman, Postman”，带领学生一起合唱，以此活跃课堂气氛。
(2)演唱完后，教师与学生一起做“猜猜看”的游戏，教师对学生说“I’m going to go to the supermarket after cla.Please gue: what am I going to buy?”学生猜测时，教师拿出事先准备好的实物图片及单词卡片，引导学生说出“hamburger, pear, banana, clothes, chopsticks”等学过的单词。
2.课文导入
(1)热身活动结束后，教室询问学生是否曾经和父母一起外出旅行，请几名学生说说，继续问他们“Where did you go ? What did you take?等。在学生回答过程中，教师出示本课即将学习的单词的实物或图片，例如：鞋、衣服、车票、牙刷等，并问学生：“Did you take your clothes/shoes/ toothbrush/ticket„?”然后带领学生熟练朗读这些单词。
(2)教师接着对学生说：“上一模块中Linglingde信里提到Daming将要去美国旅行，那么今天让我们一起看看Daming为旅行都做了怎样的准备。”
(3)同学们，下面这一节课我们学习Module10 Unit1Where are you going to go?并把它板书。
3.课文教学
(1)教师将本课的挂图贴在黑板上，播放课文录音，呈现SB第一单元活动1。请学生带着以下问题边听边看挂图：“Where is Daming going to go? What is Daming going to take?”然后教师指着挂图上的人物，问学生：“Who are they?”让学生首先熟悉本对话的人物是Daming 和Grandma，并让学生了解听到的对话是一个电话对话，而且谈论的是将要发生的事情。
(2)再次播放录音，请学生逐句跟读，同时在课本上勾出有关Grandma的问句。听完录音后，请学生再次看挂图，引导学生根据刚才听到的录音内容说出图片的内容，教师总结出Grandma的问句，将其贴在黑板上：
Where are you going to go?
What are you going to take?
When are you going to go to the airport? Who’s going to go to the airport ?
(3)教师在黑板上把上述四个问句的陈述句形式写出来，用彩色粉笔标出疑问词与所指代词的对应关系，例如“Where- to the airport;what- clothes，shoes,present, ticket,toothbrush; when-at seven o’clock tomorrow moring; who-Grandma。”教师同时突出强调“are going to”及“tomorrow”，使学生进一步理解“be going to”这种表达将来的用法。
(4)再次播放录音，教师指着挂图中的事物，请学生两人一组回答SB第一单元活动2的几个问题，教师给予必要地指导。
(5)教学小结：教师领着学生回顾本课重点内容，让学生充分理解。
外研社小学英语教案资源【三篇】
教学目标：
1、能听懂、会认、会读、并识别Physics、Chemistry、History、Geography等单词。
2、能使用I"m going to study___.等语句来介绍将来的中学生活。
重点难点：
1、能听懂、会认、会读、并识别Physics、Chemistry、History、Geography等单词。
2、能使用I"m going to study___.等语句来介绍将来的中学生活。
教学过程：
Step 1：Warm-up and show the learning aims
T：
My kids, yesterday we learnt Sam is going to go to middle school, and he is going to study physic chemistry, history .Today let talk about what are you going to study? （板书课题并齐读） First ，please look at our learning aims.（出示本课学习目标，教师慢慢读，学生仔细看、认真听。）
Step 2：
Show the guides （指导自学）
1、Review some words about subjects Chemistry ,Math ,history Chinese…
2、T：
Look at here.She is lily and he is Peter.We"ll watch a video about them.Before watching the video, let"s see three tasks.
（1）Look at the pictures and read the text
（2）Listen to the tape and read each sentence.
（3）Students read the sentences and the new words.Then talk each other
3、Talk to a friend.What are you going to study? Choose and draw three subjects.
4、Memory game：
How are you going to go to school?
Step 3：
Practice
Ask and answer
Where are you going to study?
What are you going to study?
板书设计：
Unit 2 What are you going to study?
A：
what are you going to study?
B：
I am going to study Chinese, Math History, and Chemistry
【篇2】
教学目标：
1.能听懂、会认、会读study ,History ,Physics等单词。
2.会用what are you going to study ?I’m going to …等语句来描述将要做的事情。
3.能口头会用Where are you going to go ? I’m going to go …/What are you going to do? I’m going to …等语句来描述自己的计划。
重点难点：
1.能听懂、会认、会读study ,History ,Physics等单词。
2.会用what are you going to study ?I’m going to …等语句来描述将要做的事情。
3.能口头会用Where are you going to go ? I’m going to go …/What are you going to do? I’m going to …等语句来描述自己的计划。
教学过程：
Step 1：Warm-up and show the learning aims
T：
Boys and girls, do you like games.Let’s play a game, ok? Now take out your books.I say and you show：
Chinese, maths, English, Science, Art, PE, Music.Now, I show the books, and you say.
Show the words about books, let Ss say quickly.新|课 |标 |第 |一| 网
T：
My kids, today we are going to learn Module 10 Unit 1 We are going to speak Chinese.（板书课题并齐读） First ，please look at our learning aims.（出示本课学习目标，教师慢慢读，学生仔细看、认真听。）
Step 2：
Show the guides （指导自学）
1..Learn the new lore：
middle school, History, Chemistry, Physics
T：
Boys and girls, we are in Grade six now.We’re learning these subjects.We’re going to go to middle school this September.
We’re going to be students.And we’re going to learn some new subjects.They are History, Chemistry, Physics, Biology, and Geography…
Show the books and the cards of the words to learn.2.Practice
Now, let’s practice.Show the card of the word：
practice.I show and you say.Show the cards of the words：
History, Chemistry, and Physics.Read one by one.
3、say the Chant
Middle school, middle school,
I’m going to go to middle school.
History, History/ Physics, Physics / Chemistry, Chemistry…
I’m going to study History/ Physics/ Chemistry …
Let Ss read the chants.And make a chant by oneself.Step 3.Learn the text
You are going to go to middle school this September.And Daming is going to go to middle school, too.Let’s learn more about Daming will go to middle school.
1.Listen to the tape.
Listen and find, underline the sentences with “be going to”。
2.Listen again, and answer the questions：
when is Daming going to go to middle school?
What new subjects is Daming going to study?
Step 4：
Practice
Remember new words by heart then have a dictation
Only have one minute to remember these words in their own way, then they’ll have a dictation.
Have a dictation：
listen and write.
（课件展示听力题内容，让学生听音写出新词，培养学生的听力及单词书写水平，老师由此能够了解学生对课文及单词的掌握情况。）
Read sentences , pay attention to the time and say “Yes “or “No”。
表现句子：Are you going to go to middle school this September? 然后点击时间状语this September，时间状语能够变换：tonight， t 新|课 |标 |第 |一| 网 omorrow, next year, this afternoon等等，使学生更加明确be going to句式的用法。
Read sentences and choose “am going to, is going to , are going to”。
表现句子：He …go to middle school this September.点击人称代词He将实行变换：I，she, we, Daming, you, Sam and Amy等，让学生选择“am going to, is going to , are going to”填空，使学生能熟练掌握be动词在不同人称下的变换形式，达到灵活使用。
板书设计：
Unit 1 we are going to speak Chinese
Daming：
Physics Chemistry History
Amy：
Chinese
1.Where are you going to go this summer?
2.What are you going to do?
3.What are you going to study?
【篇3】
教学目标：
1.能识别词汇：raincoat, 会书写单词：coat
2.学会使用Why are we wearing a raincoat? Because it’s going to rain .来询问和回答相关原因的语句。
重点难点：
1.能识别词汇：raincoat, 会书写单词：coat
2.学会使用Why are we wearing a raincoat? Because it’s going to rain .来询问和回答相关原因的语句。
教学过程：
Step 1：Warm-up and show the learning aims
1、Future tense with “be going to”
2、Vocabulary and phrases：
wear raincoat theatre go into be afraid of throw…out of
3、T：
Boys and girls, today we are going to learn Module 9 Unit 2Because it’s going to rain.（板书课题并齐读） First ，please look at our learning aims.（出示本课学习目标，教师慢慢读，学生仔细看、认真听。）
Step 2：
Show the guides （指导自学）
1、Look at the pictures and listen to the tape carefully for “because”。
2、Play the tape again and have the students to imitate.The teacher read the original text slowly.
3、Look and say：Say the right, whole dialogues.
4、let make silly sentences.
For example：
I’m wearing a dre ，because I’m going to go swimming.
Step 3：
Explain the knowledge.（点拨）
1.小组内解决自己不懂的地方。
2.Notice：“ why”and“ because”
Step 4.Finish a task
写出下列动词的ing形式
do_____ run_________ take________
look________ laugh________ make_________
根据句子意思填空
1.Why are you ________ a hat?
Because it’s going to be ________.
2.Why are you wearing a __________?
Because I’m going to ________football.
3.It’s going to be cold.I am going to wearing a ________.
4.I’m going to ________.So I take my swimsuit.
板书设计：
Unit 1 Why are you laughing
Because…。
Laugh大笑 smile 微笑
Under---stand==understand
Module 5 Problems
一、教材内容分析
在第四模块中学生已经学了“if条件状语从句+祈使句”的句式，本模块通过以提出问题以及为问题提供解决问题的建议的方式来继续学习条件状语从句，即“if条件状语从句+一般将来时态”。运用真实的话题来开展听说读写的教学活动。教学内容为语法的学习和使用提供了必要的感性材料。要求学生能够用含有if引导的条件状语从句的主从复合句来描述问题以及提供解决问题的建议。
二、教学目标
1、语言技能目标
（1） 能够听懂对问题的陈述。
（2） 能够复述对问题的描述。
（3） 能够读懂有关描述问题的文章，掌握文章的大意。
（4） 能够结合例文进行对problems 和advice 的写作。
2、语言知识目标
（1） 能够正确使用下列单词chance, beat, shame, pity, refuse, warn, rather, final, practice, punish, such, exam, truth, prove, honest, onto, terrible, realize, virus, mend, shelf, steal （2） 能够正确使用下列词组 be able to, all together, at the end of, take off, at least, pocket money, after all, help sb.with sth., hurry up （3） 能够正确使用含有if引导的条件状语从句的主从复合句
3、情感态度目标
通过本模块的学习来教育学生要做一个诚实的人。
三、教学重点与难点
1、教学重点
（1） 重点词汇：chance, beat, shame, pity, refuse, warn, rather, final, practice, punish, such, exam, truth, prove, honest, onto, terrible, realize, virus, mend, shelf, steal （2） 重点句型：
If I play well, I’ll play the solo.
1 If the teacher chooses Kylie, she’ll play the dance music.If she becomes a star, her parents won’t send her away.(3) 话题：Problems
2、教学难点：
（1） if引导的条件状语从句用一般现在时态，主句用一般将来时态 （2） 问题的描述以及建议的提供
四、课时安排
第一课时
Unit 1
第二课时
Unit 2 Activities 1,2&3 第三课时
Unit 2 Writing; Unit 3 Activities 6,7,10,11&12 第四课时
Unit3 Activities1,2,3,4,5,8,9,Around the world,& workbook
五、教学过程设计
Period 1 教学内容：Unit 1 Activities 1,2,3,4,5,6&7
词汇：chance, beat, shame, pity, refuse, warn, rather, final, practice, punish, such, exam
句型：if条件状语从句+一般将来时态 Step 1 Lead-in
Ask: 1) What’s your hobby?
2) Do you like dancing?
3) What do your parents think about it?
4) Would they like you to spend time dancing?
Say: Now let me tell you something about a girl called Lucy.She is a schoolgirl.She likes dancing very much.Yesterday she had a chance to dance at a big party but she refused it because her parents had warned her about her schoolwork.If she spends too much time in dancing, her parents will punish her….
教师边说边把生词打在屏幕上，用这种方法来导入本课中出现的词汇，可以让学生猜猜这些词汇的意思，然后再在屏幕上打出这些词汇的词性以及中文意思。并引出本课句型If she spends too much time in dancing, her parents will
2 punish her.（板书）
Step 2 Listening (Activities 1&2)
So Lucy has a problem.Do you know what problem she has? (If she spends too much time in dancing, her parents will punish her.) 1.Tony has a problem, too.Now let’s listen and decide what the problem is.(Play the tape.)
2.Now answer the questions.Use the words in the box to help you.(books open).Then listen again and check.Step 3 Listen and read (Activities 3,4&5 )
Here is a conversation between Betty and Sally.They’re talking about their friend Kylie.Kylie also has a problem.Listen carefully and try to tell us what problem she has.(books closed) 这环节如果学生有困难，可以让他们小组讨论，然后给出答案。
Look at Page 35.Listen and complete the table.Check the answers.总结if句型，即if引导的条件状语从句用一般现在时态，主句用一般将来时态。
Look at Page 34.Read the conversation.Then do Activity 5. Step 4 Language Points and Everyday English 把本单元的language points和Everyday English打在屏幕上，朗读后让同桌学生用其中的三到四个编一小对话，在全班同学前表演。
(Activity 6中的四个句子穿插到Activity 3的对话朗读时进行。) Homework
Write out the problems you have with your parents, friends, schoolwork, sports or hobbies.Describe the problem and talk about solution.Eg.My teacher says that if I don’t work harder, I won’t do well in my exams.
Period 2 教学内容：Unit 2 Activities 1,2&3
词汇：truth, prove, honest, onto, terrible, realize, virus, mend
阅读：读懂描述问题的文章，掌握文章的大意。学习如何呈现问题以及针对问题所提出的解决问题的建议，为下一节写作课做好铺垫。
Step 1 Revision 1 Greetings Did you have a good time yesterday evening？ What did you do yesterday evening？ Have you finished your English homework？ 2 Talk Ask students to talk about the problems they have with their parents, friends, schoolwork, sports or hobbies with their partners.Then complete the following questionnaire.---Do you have a problem with your teacher?
---Yes, I do.My teacher says that if I don’t work harder, I won’t do well in my exams.（课件）
（这一环节既检查了上一堂课布置的作业，又是一个热身活动。也可以通过师生间对话的方式进行此项活动，并在活动时导入本单元的词汇。） Step 2 Pre-reading Do you work hard at your leons？ Do you like computer games？What do your parents say about computer games？
Ask the students to work in groups of four and discu these questions.Then report.Step 3 Reading (Activities 1,2&3)
1.Global reading Students read the letter and the answer.Choose the problem and the advice.They can also discu with their partners.They must try to give the reasons.
（要求学生说明选择的依据，目的是帮助学生分析细节与整体的差别，关注学生阅读策略的培养。）
2.Detailed reading
4 Students read the letter and the answer again and finish Activity 2&3.(First students do them by themselves, then share the answers with their partners.) （本环节所涉及的不只是细节的理解与判断，同时还有归纳、推理和逻辑。因此，在次此环节中，要求学生先独立思考，完成练习；
然后分享讨论结果，总结阅读技巧和规律。）
3.Problem solving Students work in groups of four again, try to find difficulties and discu together.If there are any problems, they may ask the teacher for help.At last share their work with the whole cla.（课件）
（这个环节是为了帮助学生提高学习的主动性，学会自主学习的方法，逐渐形成比较完善的阅读学习策略。） Step 4 Discuion If the computer game doesn’t leave a virus on the computer, what do you think Steve will do? Do you think he is right? (通过这一环节的讨论，培养学生诚实做人，勇于承认错误，有错就改的优良品质。) Homework
Finish Workbook Exx10&11
Period 3 教学内容：Unit 2 Writing; Unit 3 Activity 6,7,10,11&12
词汇：hurry up, dishonest, shelf, steal Step 1 Revision (Activity 4)
Steve has a problem.Do you remember what problem he has?
Now please say: 1) what Steve did and when.
2) what the problem is
3) what happened next
4) what Steve should do Now write the answers down.
Then share the answers with your partner, correct the mistakes your partner has made.
5 Ask some students to share their answers with the whole cla.Step 2 Writing (Activities 5&6)
Think of one problem.Write a short letter to Diana describing the problem.Use the stages in Activity 4 to help you.
Work in pairs.Read each other’s problem letters and write a reply, giving your advice.（相互修改所写的内容，老师提供帮助。） Step 3 Reading and writing (Unit 3 Activities 6&7)
Work in pairs.Read the problems, and discu advice for each problem, then give advice.Step 4 Task
Work in pairs.Think of and write a problem.
Work in groups.Read your problem to the group.Discu advice for each problem.Decide who is going to write the advice for each problem.
本堂课的设计有两个步骤。第一步是句子的写作，第二步是语篇的写作。第一步为第二步作好准备，这种递进的方式对于英语基础不好的学生尤为有用。在基本掌握了含有if的条件句的复合句的用法后，通过写作，能够将所学知识进一步巩固和强化。
Homework
Put the problems and the advice on a poster.
（这部分的作业可以在第二天收起来后，在班里展示。）
Period 4 教学内容：Unit3 Activities1,2,3,4,5,8,9, Around the world,& workbook Step 1 Grammar practice If I play well, I’ll play the solo.If the teacher chooses Kylie, she’ll play the dance music.If she becomes a star, her parents won’t send her away.（课件：句子结构）
6 Activity 1 Students can discu these three sentences in pairs.Then share them with whole cla.Activities 2&3 Students finish these two activities alone.Check them with their partners.Make sentences with “if”.本步骤主要让学生熟练掌握“if条件状语从句+一般将来时态”的句式，也可以把这种句式与“if条件状语从句+祈使句”同时训练，进行比较，以达到不断巩固和复习本模块的重点和难点的目的。
Step 2 Vocabulary Activity 4 Students finish it alone.Then act the conversation in pairs in front of the cla.Activity 5 Students finish it alone.Then check it with their partners.本活动通过说和写的语言输出训练，使学生能够进一步巩固单词，培养学生的语篇意识。在活动中培养学生的分析能力和逻辑思维能力。
Step 3 Listening 此活动为听力训练。
Activities 8&9 Step 5 Around the world 此部分是为了让学生多了解一些课外知识。
Step 4 Workbook Finish workbook exercises.Homework Finish workbook Exx 8&9
NSE 8B
Module 5 Problems
嘉善一中
万 敏
一、教材内容分析
在第四模块中学生已经学了“if条件状语从句+祈使句”的句式，本模块通过以提出问题以及为问题提供解决问题的建议的方式来继续学习条件状语从句，即“if条件状语从句+一般将来时态”。运用真实的话题来开展听说读写的教学活动。教学内容为语法的学习和使用提供了必要的感性材料。要求学生能够用含有if引导的条件状语从句的主从复合句来描述问题以及提供解决问题的建议。
二、教学目标
1、语言技能目标
（1） 能够听懂对问题的陈述。
（2） 能够复述对问题的描述。
（3） 能够读懂有关描述问题的文章，掌握文章的大意。
（4） 能够结合例文进行对problems 和advice 的写作。
2、语言知识目标
（1） 能够正确使用下列单词chance, beat, shame, pity, refuse, warn, rather, final, practice, punish, such, exam, truth, prove, honest, onto, terrible, realize, virus, mend, shelf, steal （2） 能够正确使用下列词组 be able to, all together, at the end of, take off, at least, pocket money, after all, help sb.with sth., hurry up （3） 能够正确使用含有if引导的条件状语从句的主从复合句
3、情感态度目标
通过本模块的学习来教育学生要做一个诚实的人。
三、教学重点与难点
1、教学重点
（1） 重点词汇：chance, beat, shame, pity, refuse, warn, rather, final, practice, punish, such, exam, truth, prove, honest, onto, terrible, realize, virus, mend, shelf, steal
1 （2） 重点句型：
If I play well, I’ll play the solo.If the teacher chooses Kylie, she’ll play the dance music.If she becomes a star, her parents won’t send her away.(3) 话题：Problems
2、教学难点：
（1） if引导的条件状语从句用一般现在时态，主句用一般将来时态 （2） 问题的描述以及建议的提供
四、课时安排
第一课时
Unit 1
第二课时
Unit 2 Activities 1,2&3 第三课时
Unit 2 Writing; Unit 3 Activities 6,7,10,11&12 第四课时
Unit3 Activities1,2,3,4,5,8,9,Around the world,& workbook
五、教学过程设计
Period 1 教学内容：Unit 1 Activities 1,2,3,4,5,6&7
词汇：chance, beat, shame, pity, refuse, warn, rather, final, practice, punish, such, exam
句型：if条件状语从句+一般将来时态 Step 1 Lead-in
Ask: 1) What’s your hobby?
2) Do you like dancing?
3) What do your parents think about it?
4) Would they like you to spend time dancing?
Say: Now let me tell you something about a girl called Lucy.She is a schoolgirl.She likes dancing very much.Yesterday she had a chance to dance at a big party but she refused it because her parents had warned her about her schoolwork.If she spends too much time in dancing, her parents will punish her….
教师边说边把生词打在屏幕上，用这种方法来导入本课中出现的词汇，
2 可以让学生猜猜这些词汇的意思，然后再在屏幕上打出这些词汇的词性以及中文意思。并引出本课句型If she spends too much time in dancing, her parents will punish her.（板书）
Step 2 Listening (Activities 1&2)
So Lucy has a problem.Do you know what problem she has? (If she spends too much time in dancing, her parents will punish her.) 1.Tony has a problem, too.Now let’s listen and decide what the problem is.(Play the tape.)
2.Now answer the questions.Use the words in the box to help you.(books open).Then listen again and check.Step 3 Listen and read (Activities 3,4&5 )
Here is a conversation between Betty and Sally.They’re talking about their friend Kylie.Kylie also has a problem.Listen carefully and try to tell us what problem she has.(books closed) 这环节如果学生有困难，可以让他们小组讨论，然后给出答案。
Look at Page 35.Listen and complete the table.Check the answers.总结if句型，即if引导的条件状语从句用一般现在时态，主句用一般将来时态。
Look at Page 34.Read the conversation.Then do Activity 5. Step 4 Language Points and Everyday English 把本单元的language points和Everyday English打在屏幕上，朗读后让同桌学生用其中的三到四个编一小对话，在全班同学前表演。
(Activity 6中的四个句子穿插到Activity 3的对话朗读时进行。) Homework
Write out the problems you have with your parents, friends, schoolwork, sports or hobbies.Describe the problem and talk about solution.Eg.My teacher says that if I don’t work harder, I won’t do well in my exams.
Period 2 教学内容：Unit 2 Activities 1,2&3
词汇：truth, prove, honest, onto, terrible, realize, virus, mend
阅读：读懂描述问题的文章，掌握文章的大意。学习如何呈现问题以及针对问题所提出的解决问题的建议，为下一节写作课做好铺垫。
Step 1 Revision 1 Greetings Did you have a good time yesterday evening？ What did you do yesterday evening？ Have you finished your English homework？ 2 Talk Ask students to talk about the problems they have with their parents, friends, schoolwork, sports or hobbies with their partners.Then complete the following questionnaire.---Do you have a problem with your teacher?
---Yes, I do.My teacher says that if I don’t work harder, I won’t do well in my exams.（课件）
（这一环节既检查了上一堂课布置的作业，又是一个热身活动。也可以通过师生间对话的方式进行此项活动，并在活动时导入本单元的词汇。） Step 2 Pre-reading Do you work hard at your leons？ Do you like computer games？What do your parents say about computer games？
Ask the students to work in groups of four and discu these questions.Then report.Step 3 Reading (Activities 1,2&3)
1.Global reading Students read the letter and the answer.Choose the problem and the advice.They can also discu with their partners.They must try to give the reasons.
4 （要求学生说明选择的依据，目的是帮助学生分析细节与整体的差别，关注学生阅读策略的培养。）
2.Detailed reading
Students read the letter and the answer again and finish Activity 2&3.(First students do them by themselves, then share the answers with their partners.) （本环节所涉及的不只是细节的理解与判断，同时还有归纳、推理和逻辑。因此，在次此环节中，要求学生先独立思考，完成练习；
然后分享讨论结果，总结阅读技巧和规律。）
3.Problem solving Students work in groups of four again, try to find difficulties and discu together.If there are any problems, they may ask the teacher for help.At last share their work with the whole cla.（课件）
（这个环节是为了帮助学生提高学习的主动性，学会自主学习的方法，逐渐形成比较完善的阅读学习策略。） Step 4 Discuion If the computer game doesn’t leave a virus on the computer, what do you think Steve will do? Do you think he is right? (通过这一环节的讨论，培养学生诚实做人，勇于承认错误，有错就改的优良品质。) Homework
Finish Workbook Exx10&11
Period 3 教学内容：Unit 2 Writing; Unit 3 Activity 6,7,10,11&12
词汇：hurry up, dishonest, shelf, steal Step 1 Revision (Activity 4)
Steve has a problem.Do you remember what problem he has?
Now please say: 1) what Steve did and when.
2) what the problem is
3) what happened next
4) what Steve should do Now write the answers down.
Then share the answers with your partner, correct the mistakes your partner has made.Ask some students to share their answers with the whole cla.Step 2 Writing (Activities 5&6)
Think of one problem.Write a short letter to Diana describing the problem.Use the stages in Activity 4 to help you.
Work in pairs.Read each other’s problem letters and write a reply, giving your advice.（相互修改所写的内容，老师提供帮助。） Step 3 Reading and writing (Unit 3 Activities 6&7)
Work in pairs.Read the problems, and discu advice for each problem, then give advice.Step 4 Task
Work in pairs.Think of and write a problem.
Work in groups.Read your problem to the group.Discu advice for each problem.Decide who is going to write the advice for each problem.
本堂课的设计有两个步骤。第一步是句子的写作，第二步是语篇的写作。第一步为第二步作好准备，这种递进的方式对于英语基础不好的学生尤为有用。在基本掌握了含有if的条件句的复合句的用法后，通过写作，能够将所学知识进一步巩固和强化。
Homework
Put the problems and the advice on a poster.
（这部分的作业可以在第二天收起来后，在班里展示。）
Period 4 教学内容：Unit3 Activities1,2,3,4,5,8,9, Around the world,& workbook Step 1 Grammar practice If I play well, I’ll play the solo.
6 If the teacher chooses Kylie, she’ll play the dance music.If she becomes a star, her parents won’t send her away.（课件：句子结构）
Activity 1 Students can discu these three sentences in pairs.Then share them with whole cla.Activities 2&3 Students finish these two activities alone.Check them with their partners.Make sentences with “if”.本步骤主要让学生熟练掌握“if条件状语从句+一般将来时态”的句式，也可以把这种句式与“if条件状语从句+祈使句”同时训练，进行比较，以达到不断巩固和复习本模块的重点和难点的目的。
Step 2 Vocabulary Activity 4 Students finish it alone.Then act the conversation in pairs in front of the cla.Activity 5 Students finish it alone.Then check it with their partners.本活动通过说和写的语言输出训练，使学生能够进一步巩固单词，培养学生的语篇意识。在活动中培养学生的分析能力和逻辑思维能力。
Step 3 Listening 此活动为听力训练。
Activities 8&9 Step 5 Around the world 此部分是为了让学生多了解一些课外知识。
Step 4 Workbook Finish workbook exercises.Homework Finish workbook Exx 8&9
外研社《新标准英语》八年级
刘家尧学校 吕善友
Module1 Unit2 No one knew who I was.教材分析：
本模块以friendship为主题，结合friendship展开听、说、读、写的活动。友谊是教育着重培养的情感内容之一，所以在培养学生语言认知能力的同时应该注意情感能力的培养。在开展听力和和阅读任务时注意评论等活动的设计，从而培养学生的综合应用能力。同时本模块主要语法是学习宾语从句，在处理对话和课文后，教师要注意精讲和针对性练习，培养学生能力。
一、教学目标
1、知识目标
掌握本课词汇：Gift , far away, lonely, afraid, be afraid to do, make friends with, anyone, laugh, worry, worry about, usual, at that moment, pa, touch, bright, day by day, matter, believe.
2、能力目标
To train the students to read the story in the way they should, that is to grasp the 5 wh-questions .Master: I believe that......
No one knew who I was.
3、情感目标
培养学生的人际智能。
二、教学策略
培养学生在大量语言信息中搜集发现知识重点，教师及时提供练习，做到及巩固提高能力。运用小组合作。
三、教学内容
1、the early autumn, be afraid to , worry about, turn back, make sb do sth, touch of, start to, make friends with, smile at sb,
2、I believe that......
No one knew who I was.
四、教学重点
文章中的短语及宾语从句
五、教学手段
多媒体，录音机，
六、教学步骤
Step1 创设情境，导入新课
这是课前活动，可以激活学生对本单元内容的学习兴趣，教师引导学生回答Activety1中的四个问题，尤其是最后一个问题。让学生来发表自己的看法，从而锻炼学生。
在阅读之前教师对本课单词进行俩俩检查单词。
Step2 师生互动，学习探究
1、听录音完成Activety
3、4，巩固所学单词。
2、对照学案，学生对文章进行精读。
教师对课文中的重点难点进行点拨。
导学案知识内容：
重点短语(例句：用多媒体展示）
（1）the early autumn,
（2）be afraid to , （3）worry about,
（4）turn back,
（5）make sb do sth,
（6）touch of, start to, （7）make friends with,
（8）smile at sb,
句型
I believe that......
No one knew who I was.导学案点拨：（教师点拨）
一.宾语从句的定义
置于动词、介词等词性后面起宾语作用的从句叫宾语从句。宾语从句的语序必须是陈述语序。谓语动词、介词、动词不定式，v.-ing形式后面都能带宾语从句。有些形容词（afraid,sure,glad等）之后也可以带宾语从句。
二.宾语从句中引导词的用法
在复合句中作主句的宾语，引导词有：
连词：that (that 常可省略),whether, if 代词：who, whose, what ,which 副词：when ,where, how, why 等。
（一）that引导的宾语从句（在非正式场合that可以省略） 可跟that从句做宾语的动词有：
say, think, insist, wish, hope, demand, imagine, wonder, know, suppose, see, believe, agree, admit, deny, expect, explain, order, command, feel, dream, suggest, hear, mean, notice, prefer, request, require, propose, declare, report等。
例句：The boy believes that he will travel through space to other planets.注意事项：当主句谓语动词是 think, believe, suppose, expect 等词，而宾语从句的意思是否定时，常把否定转移至主句表示。
例句：I don’t think it is right for him to treat you like that.在以下情况中that不能省略
当句中的动词后接多于两个由that引导的宾语从句时，第一个that可省，但后面的that不可省。
例句：He said (that) you were too young to understand the matter and that he was asked not to tell you. 当主句的谓语动词与that宾语从句之间有插入语时，that一般不可省。
例句：Just then I noticed, for the first time, that our master was wearing his fine green coat and his black silk cap. 当that从句是双宾语中的直接宾语时，that不可省。
例句：I can’t tell him that his mother died.注意事项：许多带复合宾语的句子，that引导的宾语从句经常移到句子后部，而用it作形式宾语。
例句：I find it neceary that we should do the homework on time.
（二）由whether,if 引导的宾语从句 由whether(if)引导的宾语从句，实际上是一般疑问句演变而来的。意思是“是否”。宾语从句要用陈述句语序。一般说来，在宾语从句中whether与if可以互换使用，但在特殊情况下if与whether是不能互换的。
例句：I wonder whether(if) they will come to our party.只能用whether，不能用if引导的宾语从句
在带to的不定式前
例句：We decided whether to walk there. 在介词的后面
例句：I’m thinking of whether we should go to see the film. 在动词后面的宾语从句时
例句：We discued whether we had a sports meeting next week 直接与or not连用时
例句：I can’t say whether or not they can come on time.只能用if不能用whether引导的宾语从句
if引导条件状语从句，意为“如果”
例句：The students will go on a picnic if it is sunny. if引导否定概念的宾语从句时
例句：He asked if I didn’t come to school yesterday. 引导状语从句even if（即使）和as if（好象）时
例句：He talks as if he has known all about it.
（三）连接代词和连接副词引导的宾语从句
这样的宾语从句实际上是由特殊疑问句变化而来的，宾语从句要用陈述句语序。用于这种结构的动词常常是：see, say, tell, ask, answer, know, decide, show, find out, imagine, suggest, doubt, wonder, discover, understand, inform, advise等。
英语中的连接代词有：who,whom,whose,which,what,在句中担任主语、宾语、定语或者表语。
例句：Can you tell me whom you are waiting for? 英语中的连接副词有：when,where,why,how，在句中担任状语的成分。
例句：None of us knows where these new parts can be bought.三.宾语从句的语序
宾语从句的语序是陈述句语序即：连接代词/副词+主语+谓语+其他成分。例句如下：
I don’t know what they are looking for. Could you tell me when the train will leave? Can you imagine what kind of man he is? 四.宾语从句的时态
主句是一般现在时，从句根据实际情况使用任何时态。
例句：The headmaster hopes everything goes well. 主句是过去时态，从句须用过去时态的某种形式。
例句：She was sorry that she hadn’t finished her work on time. 当宾语从句表示的是一个客观真理或者事实时，即使主句是过去时，从句也用一般现在时态。
例句：The teacher told his cla that light travels faster than sound.五.宾语从句的特点
宾语从句可以作及物动词、介词及形容词的宾语。
宾语从句的语序一律用陈述句语序。
连接词that引导宾语从句在句中无词义，不充当句子成份，多数情况下可以省略。
whether 和 if 都可引导宾语从句，但 whether后可紧跟or not；
whether从句可作介词的宾语。
如果从句太长，可以用形式宾语it.
Step3 合作交流，巩固提高
1、教师精选练习，针对本课内容进行巩固练习。
2、达标练习。（教师针对本课所学内容，尤其是是新语法:宾语从句。在导学案中设计语法专项练习，对学生进行巩固测试。） Step4 拓展延伸（暨课后作业）
Writing：写一篇改变你的生活的一件事或一个人。
课后反思:学习英语的途径不要局限于课堂，本课内容较多，教师在授课时要整合教材内容可以进行删减，我针对自己学生的特点，针对本课内容对学生进行了听、说、读、写练习，课后加强对学生的监控指导，学生对本节课内容掌握还比较熟练。
Leon One: Thinking as a Hobby
Text Analysis 1.What does “hobby” mean?
2.Why does author use this word in the title? hobby: an activity you do for pleasure when you are not working If thinking is just a hobby, then its purpose is just to have fun, do you think we think only because we want to have fun?
Hint: The last sentence of this eay is “I dropped my hobby and turned profeional”.What does it mean? Please discu with your partner about the title.
Theme: Thinking is not just for profeional thinkers like philosophers.It is something all educated people should enjoy doing , and it is considered one of the most precious
qualities in young scholars for the healthy mental development.However, most people do not have this ability or could not think well: according to the author, nine tenths of the people are grade-three thinkers, still le are grade-two thinkers , not to mention grade-one thinkers, they are “few and far between”.What kind of thinker do you think you are? Why?
Structure: Part 1 (Para. 1—24 ) about:
How the subject of thinking was first brought up to the author and his understanding of the nature of “grade-three thinking”
Part 2 (Pa 25—29) about: The author’s analysis of the nature of “grade-two thinking”
Part 3 (Para.30—35) about : The author’s understanding of the “grade-one thinking”
and his desire for it.
Question: What do the three statuettes symbolize? What effect do the boy’s descriptions have? A: They represented the whole of life.The leopard stood for all animal needs or desires; Venus stood for love and the Thinker stood for thinking as a uniquely human feature.Text Analysis A humorous and sarcastic effect has been achieved by the author’s description of the statuettes, which established a background to support his later analysis of three grades of thinking and some human natures.Question: How did the author describe the following figures to demonstrate his analyses of different grades of thinking? Headmaster: nothing human in his eyes, no poibility of communication (not understand his students) 1 Me, the boy: delinquent, not integrated, misunderstanding the symbolic meaning of the statuettes, couldn’t think
Mr.Houghton: ruined by alcohol, preaching high-moral life but showing hypocritical and prejudiced nature A pious lady: who hated German with the proposition of loving enemies Ruth: foolish argument, illogical and fled at last British Prime Minister: talking about the great benefit conferring on India by jailing Nehru and Gandhi American politicians: talking about peace and refusing to join the League of Nations Me, the author: not easily stampede, detect contradiction; turned into a profeional thinker? The summary of the characteristics of the three grades of thinking
characteristics
examples Grade-three
Ignorance, hypocrisy, prejudice,
Mr.Houghton, nine tens of
people
self-satisfied, contradictions Grade-two
Detecting contradictions; do not
Ruth, the author, (maybe)
stampede easily; lag behind, a
some acquaintances
withdrawal, destroy but not create Grade-one
To find out what is truth, based
few and far between,
on a logical moral system
only in books
Writing Devices : Metonymy （转喻）
In metonymy, an idea is evoked or named by means of term designating some aociated notion.“It” stands for “thought” in grammar, but actually refers to Mr.Houghton, and it is vulgar to refer to a girl as a skirt. It will lecture on disinterested purity while its neck is being remorselely twisted toward a skirt.(Para.23) The burglar was in Sally’s mind all day long.(burglar=some idea of the burglar)
Democracy favors the vote rather than the bullet.(Vote=election, bullet=military solutions) “Political power grows out of the barrel of a gun.” (Mao Zedong refers it to the military revolution) Bill Gates is the king of operating systems worldwide.(Bill Gates = Microsoft) The pen is mightier than the sword.(pen = writer; sword = fighter)
Writing Devices: Synecdoche （提喻）
Synecdoche can be included in metonymy, and it refers to the substitution of the part for the whole or of the whole for the part. If we were counting heads, the Buddhists were the boys for my money.(Para.27)
(head = person) There are two mouths to feed in my family. (mouth = person)
2 God ble the hands that prepared this food. (hand = person)
Writing Devices: Irony （反语）
Irony is the expreion of one’s meaning by using language that normally signifies the opposite, typically for humorous or emphatic effect. Technically, it is about as proficient as most businemen’s golf, as honest as most politicians’ intentions, or as coherent as most books that get written.(Para.23)
Mr.Houghton was given to high-minded monologues about the good life, sexle and full of duty.(Para.20)
Writing Devices: Hyperbole （夸张）
It is the deliberate use of overstatement or exaggeration to achieve emphasis.
You could hear the wind, trapped in his chest and struggling with all the unnatural impediments.His body would reel with shock and his face go white at the unaccustomed visitation.He would stagger back to his desk and collapse there, usele for the rest of the morning.(Para.19)
Writing Devices: Simile （明喻）
It makes a comparison between two unlike elements having at least one quality or characteristic in common.To make the comparison, words like “as”, “as...as”, “as if” and “like” are used to transfer the quality we aociate with one to the other.
They all came tumbling down like so many rotten apples off a tree.(Para.31) Man enjoys agreement as cows will graze all the same way on the side of a hill.(Para.24)
Writing Devices: Metaphor （暗喻）
It is like a simile, also makes a comparison between two unlike elements, but unlike a simile, this comparison is implied rather than stated.
He seems to me ruled not by thought but by an invisible and irresistible spring in his neck.(Para.20) It took the swimmer some distance from the shore and left him there, out of his depth.(Para.29)
Leon Two Spring Sowing
About the story:
“Spring Sowing” is taken from the author’s first collection of short stories which bears the same title published in 1924.The story describes the first day of the first spring planting of a newly-wedded couple against the background of a traditional agricultural country.
Theme
The simple life, honest nature and good wishes of the newly-married couple are presented through the descriptions of their spring planting in minute detail.It reveals the tra
3 ditional virtues of a typical farmer: hard work, simple living, discipline, and above all, strong sense of responsibility for the happine of his wife and family.
Text Structure
Part 1 (Paras.1—8): The young couple’s preparations for the first day of their first spring sowing Part 2 (Paras.9—23): A detailed description of the spring sowing.Part 3 (Paras.24—26): The young couple’s yearnings for the future.
Conclusion:
The story here does not have much of a plot.But the author has seized a very dramatic moment in the young couple’s life and has shown their life and dreams through his descriptions of their spring planting in minute detail.It is this quality that the power of this story mainly lies.
Writing Device
Onomatopoeia（拟声法）: the use of words that by their sound suggest their meaning
Some onomatopoetic words are “hi”, “buzz”, “whirr”, “sizzle”, “crack”.However, onomatopoeia in the hands of a poet or a writer becomes a much more subtle device than simply the use of such words.
Examples: Outside, cocks were crowing and a white streak was rising from the ground.(Para.1) … he turned up the first sod with a crunching sound as the gra roots were dragged out of the earth.(Para.13) She was just munching her bread and butter.(Para.17)
The rasping noise carried a long way in the silence.(Para.19) Cows were lowing at a distance.(Para.26)
教学目标
Knowledge and ability ob jective(知识与技能目标)
To help students to develop r eading, listening and speaking skills
To help students to develop the skill of commu nication
To help students to understand the infinitive and its usage.Proce and method objective(过程与方法目标)
1.Collaborative learning approach
2.To help the students use the grammar to do some exercises.
Emotion, attitude and values objective(情 感、态度与价值观的目标)
To help students to understand the different cultural customs of foreign countries.
教学重难点
To help students to develop r eading, listening and speaking skills
To help students to develop the skill of commu nication
To help students to understand the infinitive and its usage.
教学过程
Procedure:
Step 1 Review the vocabulary
1.to start with= to begin with 首先
2.on the bus 在车上
by bus 乘车
3.practise doing 练习做
4.think to oneself 心里想
5.come into one’s head 想到。。。，产生(某想法)
=come into one’s mind
=occur to sb.
=occur to one’s mind
6.What a shame 真遗憾!多可惜啊!
7.feel shame at 对 。。。感到羞耻，遗憾
feel ashamed of
8.small talk 闲谈，聊天
9.get started 开始
10.on the right track 做对了，摸着门路了
11.have fun doing/it’s fun doing 做某事很有趣
ADDITIONAL READING
1.social manners 社交礼仪
2.feel guilty 感到内疚
3.show up 到场，露面
4.reach out to 与。。。联系
5.as soon as poible 尽可能快的
6.on time 准时
7.lead to 导致
Step 2 the infinitive
a.带to的不定式结构
1.能直接跟带to的不定式结构的动词主要有: want, ask, tell, hope,
learn, try, decide, forget, remember, like ,love, stop, go, come等。
2.动词不定式的否定形式是在不定式前直接加not,即not to do sth.。例如:
Jim told me not to wake up Kate.吉 姆告诉我别叫醒凯特。
b.不带to的不定式结构
以下几种情况使用不带to的动词不定式:
1.在固定词组had better之后。注意:had better的否定形式是had better n ot do sth.。例如:
Yo u had better go home now.你最好现在回家。
It"s cold outside.You"d better not go out.外面很冷,你最好不要出去。
2.在let, make, see, feel, watch, hear等感官或使役动词后,要跟不带to的动词不定式作宾语补足语。例如:
I made them give me the money back.我迫使他们把钱还给我。
I didn"t see you come in.我没看见你进来。
3.在引导疑问句的why not之后。
"Why not+不带to的不定式"是Why don"t you do…的省略,可以 用来提出建议或劝告。例如:
Why not go with us。为什么不和我们一起去呢。
Why not take a holiday。=Why don"t you take a holiday。为什么不休个假呢。
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