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初中英語說課稿:九年級英語第十八單元《Plantingtrees》教案范文

時間:2012-11-9 16:24:26 點擊:

教學目標

  教學目標與要點

  1.掌握本單元的有關栽樹的方法、程序以及一些有關植樹的日常用語和句式。如:The more, the better. It’s best to do sth 等。

  2.掌握本單元的詞匯,特別是短語so that, beep… from…, thanks to, more or less等的用法。

  3.掌握含有情態(tài)動詞被動語態(tài)的構成形式及其肯定、否定和疑問形式。同時還要學會英語中關于長、寬、高、深等的表達方式。

  4.學會寫notice,要注意它的格式和組成部分?蓞⒖糒esson 44。

  5.認真學習“The Great Green Wall”,理解它的重要性,進一步確立Work hard to make our world more beautiful!的觀念。

  教材內容分析

  本單元圍繞“植樹”這個話題,學習和了解植樹的重要性及如何栽樹。課文“The Great Green Wall”講述了森林對人類的重大作用。通過學習課文和對話,進一步復習、歸納了被動語態(tài)的用法,重點學習了含有情態(tài)動詞的被動語態(tài)的構成,講述了英語中長、寬、高的表示方法,學習了一些常用詞匯和日常交際用語及重點句式:The more, the better;教會了我們如何書寫notice。

  本單元詞組及日常交際用語

 。ㄒ唬┍締卧~組與短語

  1.Tree Planting Day  植樹節(jié)

  2.neither…nor…  既不……也不……

  3.It’s best to do sth.  最好做……

  4.knock…in to…  把……插進……里

  5.make sure    確保,查明

  6.so that   以便,以致

  7.several times  多次

  8.tie …to…  把……系到……

  9.keep…straight  使……直立

  10.the Great Green Wall 綠色長城

  11.hear of   聽說

  12.keep…from doing… 阻止,防止

  13.run away  逃走,流失

  14.rain drops  雨點,雨滴

  15.wash away  沖走

  16.the dead leaves  枯葉

  17.stay in one place  留在一處

  18.in this way  用這種方法

  19.millions off  幾百萬的

  20.blow away  吹走,刮走

  21.move towards…  向……移動

  22.the rich farmland  富饒的農田

  23.all over the world  世界各地,遍及全世界

  24.ask sb. about sth.  詢問某人關于某事的情況

  25.the more, the better.  越多越好

  26.in a few years’ time  幾年的時間之后

  27.this year alone  只就今年一年

  28.be covered with  用……覆蓋

  29.point to  指向

  30.thanks to  幸虧;由于

  31.far away  遙遠

  32.at the right time  適時

  33.out of class  在課堂以外

  34.hand in  交上來

  35.more or less  大約

  36.fill…with…  用……填滿

  37.notice to the audience  聽眾須知

  38.Children under 1.2 m in height  身高不足1.2米的孩子

  39.keep off  避開,防止

教學建議

  本單元重點例句及相關知識的講解

  1. Come to school in your old clothes tomorrow.

  明天請穿舊衣服來學校。

  英語中表示“穿”的詞有wear, put on, have on, dress, be in, etc. 它們的具體用法如下:

  wear, have on和be in強調狀態(tài),wear有時可用進行時態(tài);put on強調動作;dress既可表示狀態(tài),也可表示動作, dress后不直接跟表示服裝、鞋、帽等名詞,而其他所列名詞后跟服裝鞋帽等名詞,be in后可接表示顏色的名詞。例如:

  Lucy is too young to dress herself. Tom was putting on his trousers when Lucy called him. Tom pushed the door and asked, “Do you know Kate?” Lucy answered, “I’ve know the girl in red before. ” Kate was in a red coat when she came in. She helped Lucy to dress. Everything is ready now. Lucy is wearing a new hat. Tom has on a black coat.

  露西太小了,不能給自己穿衣服。露西喊湯姆時,他正在穿褲子。湯姆推門問:“你認識凱特嗎?” 露西回答:“我以前就認識那個穿紅衣服的女孩兒”。凱特進來時穿著一件紅色的外套。她來幫露西穿衣服,F(xiàn)在一切就序,露西戴著一頂新帽子。湯姆穿著一件黑外套。

  2. The ground must be just right——neither too wet nor too dry.

  土壤一定要正好,既不能太濕,也不能太干。

  just right 正合適;  neither…nor…既不……也不……,它可以連接兩個主語、表語、賓語,還可以連接兩個狀語等,當它連接兩個主語時,謂語動詞應根據就近原則,即在人稱和數(shù)上與后面的一個主語保持一致。

  The driver drives neither slowly nor quickly.

  那司機開車既不慢,也不快。(連接狀語)

  The old man can neither see nor hear.

  那老人既看不見,也聽不見。(連接謂語)

  Bill has neither brothers nor sisters.

比爾既沒兄弟,也沒姐妹。(連接賓語)

  Neither he nor I am a teacher. 或

  Neither I nor he is a teacher.

  他和我都不是教師。(連接表語)

  Neither they nor Mary is going to the zoo tomorrow. 或

  Neither Mary nor they are going to the zoo tomorrow.

  他們和瑪麗明天都不去動物園。(連接主語)

  注意:neither和of連用,后接物主代詞、名詞等限定的復數(shù)名詞時,其謂語動詞用單數(shù)形式;另外,neither的意思是“兩者中任何一個都不”,指人或指物,是單數(shù)概念,用于沒有冠詞、物主代詞,指示代詞等限定的單數(shù)名詞前,其謂語動詞用單數(shù)形式。例如:

  Neither of the flowers is beautiful.

  兩朵花都不好看。

  Neither of them is teacher.

  他們倆都不是老師。

  Neither story is interesting.

  兩個故事都沒有趣味。

  Neither answer is right.

  兩個答案沒有一個是正確的。

  I like neither school – bag.

  兩個書包我都不喜歡。

  3. Dig a hole large enough for the tree.

  給樹挖一個足夠大的坑。

  enough“足夠的”,修飾形容詞或副詞時,要放在被修飾詞之后;修飾名詞時,可以放在名詞前也可以放在名詞后。

  My brother has enough money /money enough to buy his own car now.

  我兄弟有足夠的錢可以買一輛自己的小汽車。

  He is tall enough to reach the apples on the tree.

  他夠高的了可以夠到樹上的蘋果了。

  Li Ming is studying hard enough to catch up with other students.

  李明學習很努力可以追上其他同學了。

  4. Knock a long, strong stick into the earth in the hole.

  在坑里插入一根長而粗的棍子。

  knock sth. into… 把……插進(釘進)……,knock at (on) 敲……;另外knock into可以表示“碰撞”解。例如:

  Don’t knock the nail into the chair.

  不要把釘子釘進椅子里去。

  Listen! Someone is knocking at (on) the door.

  聽!有人在敲門。

  The young man knocked into me yesterday.

  昨天那年輕人撞了我。

  5. Made sure that it is straight.

  確保樹是直立的.

  make sure表示“弄確實;核實;查證”。make sure常用于祈使句,后面常接that賓語從句或of介詞短語。Make sure + that從句意為“弄明白;確信”。Make sure + of + 代詞/名詞,意思也是“弄明白;確信”。例如:

  — Make sure of his coming before you set off.

  — I make sure (that) he would come.

  — 出發(fā)之前要確定他是否來。

  — 我確信他會來。

  另外,be sure + 不定式大多數(shù)情況下也用于祈使句,表示“務必;一定要;不要忘記”。

  例如:

  Be sure to come to our party if you have time.

  如果有時間的話請一定來。

  Be sure to finish the work as soon as possible.

  請務必盡快完成這項工作。

  6. Tie the tree to the top of the stick to keep it straight.

  把樹系在棍子的頂部讓他直著。

  (1) tie  v.“系上”;n.“領帶,領結”;tie…to…意為“把……系在……”。

  She tied his horse to a tree by the road.

  他把馬拴在路旁的一棵樹上。

  She bought a tie for her husband yesterday.

  她昨天給她丈夫買了條領帶。

  (2) to keep it straight 是動詞不定式,在句中作狀語,表示捆樹的目的。keep it straight 為“動+ 賓 + 賓補”結構,如:

  You'd better keep your room clean. 你最好使你的房間保持清潔。

  Don't touch the machine. You must keep yourselves away from any danger. 別動機器,你該保證自己的安全。

  7. But more “Great Green Walls” are still needed, and not only in China.

  但是,更多的綠色長城仍舊需要,這不僅在中國。

  not only 能常和but also連用,意思是“不但……而且……”,可以連接兩個主語、謂語、賓語等,當連接兩個主語時,謂語動詞應和第二個主語在人稱和數(shù)上保持一致,also往往可以省略。例如:

  She is good at not only dancing but (also) singing. She is both a dancer and a singer.

  她不但善長跳舞,而且善長唱歌。(連接兩個賓語)她是個舞蹈家和歌唱家。

  Not only you but (also) your sister has to get to school on time. Being on time is a must.

  不僅你而且你妹妹都得按時到校。守時是必須的。

  8. Many thousands of trees must be planted every year.

  每年必須種植成千上萬棵樹。

 。1)thousands of這種類型的結構前面已講述過,它的前面不可用具體的數(shù)字,可用不確定數(shù)目的修飾語,如some, many, several等。

  Some hundreds of people watched the match.

好幾百人觀看比賽。

 。2)plant / grow

  這兩個動詞都有“種”的意思,區(qū)別如下:

  1) plant“種植”,及物或不及物均可,常指移植已長成秧苗的植物,可用于“plant+場地+with”結構。如:

  They planted trees in the garden. = They planted the garden with trees. 他們在花園里種樹。

  April is time to plant. 四月是種植季節(jié)。

  2)grow“栽培;(人或草本等)生長”,及物或不及物均可,常指使某種植物從種子起在某地生長,不移走。如:

  They grow roses in the greenhouse. 他們在溫室里栽培玫瑰花。

  Do all plants grow from seeds? 所有的植物都從種子長成的嗎?

  3) 指種植花草,用grow或plant均可;指種植樹木,一般用plant;指種植農作物,用grow。如:

  We have grown / planted a lot of flowers this summer. 我們夏天栽培了許多花。

  People in the south grow rice. 南方人種植水稻。

  9. The more, The better.

  越多越好。

  So the more trees there are, the better harvests we have.

  因此樹木越多,我們的收成也越好。

  the +比較級 + …,the + 比較級 +…。這個句型的意思是“越……,越……”。例如:

  The busier the farmers are, the happier they feel. The more students read, the better their English will be. The longer plant grows, the better.

  農民們越忙越高興。學生讀得越多,他們的英語會越好。莊稼的生長期越長,長得越好。

  10. In a few years’ time, those mountains will be covered with trees, too.

  幾年之后,那些山上也將栽滿了樹。

  in a few years’ time意思是“幾年時間之后”,類似的用法還有:In two days’ time, in three months’ time等。例如:

  In two days’ time, the work will be finished.

  兩天的時間,就能完成此項工作。

  11. Was it difficult to work on the Great Green Wall?

  從事綠色長城工作難嗎?

  It + is / was + 形容詞 + 不定式。這種句型中不定式是真正的主語,it是形式主語。例如:

  It’s best to plant trees in spring.

  最好在春季植樹。

  It’s best to read English every day.

  最好每天讀英語。

  It’s interesting to play games with Children.

  和孩子們一起做游戲是很有趣的。

  12. But thanks to the Great Green Wall, the land produces more crops.

  但是幸虧有綠色長城,土地長出了更多的莊稼。

  thanks to幸虧,由于。thanks為名詞,常用復數(shù)。例如:

  Thanks to your help, we were successful. Thanks to the policeman, the old man was brought home.

  由于你的幫助,我們成功了。多虧了警察,老人被送回了家。

  13. The Great Green Wall is 7, 000 kilometres long, and between 400 and 1, 700 kilometres wide.

  綠色長城有7000公里長,400到1700公里寬。

 。1)計量的表達法是:

  主語+ be+數(shù)詞+metres / kilometers + long/ wide/ high/ tall/ deep等形容詞。例如:

  The river is about 100 metres deep. The mountain is nearly 4, 000 kilometres high.

  這條河大約有100米深。這座山有近4000米高。

  Our classroom is ten metres long and seven metres wide.

  我們的教室十米長,七米寬。

 。2)分數(shù)表達法:分子用基數(shù)詞計數(shù),分母用序數(shù)詞計數(shù),同時分子是1以上的數(shù)字,分母用復數(shù)形式;分子為1時,分母采用單數(shù)形式。l/2:one second; l/3:a third; 2/5:two fifths等。特殊的表達法有:a half, a quarter, three quarters等。

  14. — Is it straight?

  — More or less!

  — 它直嗎?

  — 有一點兒直!

  more or less“差不多;大概”相當于about。

  The road is two hundred metres long, more or less.

  這條路大概有兩百米長。

  The exercises are more or less finished.

  作業(yè)快要做完了。

  15. Children under 1.2m in height can not be taken into the concert hall.

  1.2米以下的孩子禁止帶入會場。

  height 為名詞,形容詞為high. 1.2 m in height 意為 1.2m high。如:

  — What is his height?

  — He is six feet in height (=He is six feet high.)

  — 他有多高?

  — 他有六英尺高。

關于含有情態(tài)動詞的被動語態(tài)的講解

  ※含有情態(tài)動詞的被動語態(tài)的構成

  前兩個單元已學過一般現(xiàn)在時態(tài)和一般過去時態(tài)的被動語態(tài)的構成,以及被動語態(tài)的用法。本單元學習含有情態(tài)動詞的被動語態(tài)。它的構成形式是:情態(tài)動詞+ be + 動詞的過去分詞;否定式是在情態(tài)動詞后 + not, 疑問式是將情態(tài)動詞放于主語之前。情態(tài)動詞有:can, may, must, school, could, have to等。例如:We must find out the truth . → The truth must be found out .

(1)The trees must be planted in spring.

  樹必須春天栽。

 。2)May the exercises be done tomorrow?

  練習可以明天做嗎?

 。3)Books can not be taken out of the reading-room.

  書不能帶出閱覽室。

 。4)These young trees should be watered every day.

  這些小樹應每天澆水。

 。5)The sick person need be taken good care of.

  那病人需要很好地照顧。

 。6)Your bike has to be mended well.

  你的自行車需好好修修了。

  
※ 被動語態(tài)與系表結構的區(qū)別

  動詞 be + 過去分詞這個結構并不定都是被動語態(tài)結構,有時它可能是 be + 過去分詞 ( 作表語 ) 的系表結構。因此:

  be + 過去分詞 ( 被動語態(tài) ) 與 be + 過去分詞 ( 作表語 ) 這兩種結構的主要差別是:
 、俦粍咏Y構表示一個動作,帶表語的結構表示主語的特點或所處的狀態(tài)。如:
  The library is now closed . ( 系表結構 )
  It is usually closed at 6 . ( 被動結構 )
 、诒粍咏Y構后面可帶 by + 實施動作者,而系表結構一般沒有。如:
  The glass is broken . ( 系表結構 )
  It was broken by my sister . ( 被動結構 )
 、邸跋当斫Y構”中的過去分詞可以被 well , very 等副詞修飾,而“被動結構”中的過去分詞則一般不能如此。如:
  The book is well written . ( 系表結構 )
  The book is written by Li Ming . ( 被動結構 )
 、鼙粍咏Y構可以用于許多時態(tài)之是,而系表結構只用于一般現(xiàn)在時和一般過去時這兩種時態(tài)。如:
  The work is being done . ( 被動語態(tài) )
  The work is done . ( 系表結構 )
 、菹当斫Y構有主動意義,而被動結構只有被動意義。被動結構的句子往往有表示動作的時間、地點、方式、目的等狀語,而系表結構一般沒有這樣的狀語。如:
  The photo was taken last month . ( 被動語態(tài) )
  The photo was well taken . ( 系表結構 )

本單元的有關聽說讀寫的教學建議

  ◆有關聽說方面的教學建議

  本單元第41課以Read and act的形式來引出本課的教學重點。教師應充分利用這個對話情景,進行對話表演,以提高學生的興趣,達到自然地呈現(xiàn)新課的目的。

  教師在上課時,可穿一件舊衣服或工作服,問學生,“I came to school in/I'm wearing my old clothes today. Tomorrow you will come to school in your old clothes. Do you know why?” 這時,學生們可以進行多種猜測。在學生情緒高漲時,教師讓他們帶著問題聽課文錄音。在聽第一遍錄音后,利用本課掛圖,再讓學生聽一至兩遍錄音。為了幫助他們更好地理解對話的內容和句型,教師此時可將一些關鍵詞寫在黑板上,如:: in old clothes, What's happening? Tree Planting Day, Really? Wonderful! 在學生了解了對話的基本內容后,教師可放錄音讓全班跟讀或分角色對話。然后兩人一組借助黑板上的關鍵詞來復述或表演。注意這段對話的主要目的是引出下面的“instructions”,而且對話中新的語言知識不多,所以不必占用過多的時間。

  在進行了一定的pair work 之后,教師可以要求學生進行表演練習。出示關于植樹過程的一組圖,讓學生回憶植樹的經過和步驟,在教師的引導之下,用英語將這些步驟表達出來。

  如:How to choose the ground?

  What should we do for the first step? Dig a hole or knock a stick into the earth?

  What should we do for the second step? Knock a stick into the earth or put the tree into the hole?

  What should we do next? Put the tree into the hole or put the earth back into the hole?

  What should we do next then? Push the earth down hard?

  Tie the tree to the stick or water the tree well. which step comes earlier?

  通過上述問題的問答,學生就基本上明白了植樹的步驟。然后要求學生在小組內進行口頭的表達,要求學生能夠比較流利的表達植樹的過程。

  第44課在Read and act下也有3段對話。但與第41課對話不同。這時學生已學完本單元的語法重點和閱讀文章。這3段對話設計的目的在于鞏固學生所學的知識,并提供不同情景引導他們實際應用。教師可設計如下3幅簡筆畫。

教師可分段放錄音或在課前事先安排3位學生與教師配合表演這3段對話。然后進行全班、半班或兩人一組的練習。教師分段抽查數(shù)組表演情況。在學生已基本能分別表演3段對話的基礎上,讓他們將3段對話串在一起進行表演,教師可用簡筆畫或手勢、動作來提示學生。

  最后教師應鼓勵學生實際應用所學知識,如讓學生根據第41課的 “instructions”,依照第44課的3段對話,自編對話,進行表演。以下4組對話包括了instructions中所有的注意事項,并盡量使用帶情態(tài)動詞的被動語態(tài)。如:

  1. A: Will you help me plant this tree, please?

  B: Of course/Certainly. What do you want me to do?

A: Well, dig a hole large enough for the tree. But don't dig the hole too deep/the hole    should not be too deep.

  B: OK. I've dug a hole. It’s just right.

  2.  A: Good. That's done. Hold this stick while I knock it in.

  B: OK. Make sure that it is straight.

  A: Is it straight (now)?

  B: More or less!

  3. B: What's next?

  A: Put the tree in the hole now/The tree must be put in the hole now.

  B: OK. I've done that.

A: Right. I'll put the earth back in the hole again while you hold the tree straight. Then, let's push the earth down hard with our feet several times.

  4. B: Good. Now the tree must be tied to the top of the stick to keep it straight.

  A: OK. While you're doing that, I'll go and get some water.

  B: OK. But can we go and have a drink after that?

  A: A drink? We've only just started! There are twenty more trees to be planted.

  (Certainly. Let's go. But we have twenty more trees to be planted. )

  ◆有關讀寫方面的教學建議

  在閱讀的教學過程中,一定要重視語篇的教學,也就是說,在教學的過程中,教師不要過分的強調句子的結構或者是過分的強調句子的語法功能分析,而忽略了文章的本來面目。例如,文章的結構,文章的主題句,文章的基本段落的中心意義等。允其要引導學生將文章中的個別句子放在上下文的語境中進行準確理解。在教學本單元閱讀課文時,教師首先要讓學生了解課文大意,然后幫助學生分段理解,并可劃分段落,找出主題句(topic sentence)。在本課結束時,學生應能復述課文。

  在閱讀前,教師可設置如下問題,讓學生猜測并討論,以引起他們的閱讀興趣。

  What's the Great Green Wall?

  Where does China build the Great Green Wall?

  What does the Great Green Wall do?

  在學生討論過程中,教師可利用學生用書第III頁彩圖和教師用書提供的材料 (Notes),適當給學生們補充一些背景知識 。

  T: Sanbei shelter-forest (三北防護林) is known as China’s “Great Green Wall”. It is a “Great Green Wall” of trees, millions of trees. China has built a new Great Green Wall across the northern part, including Inner Mongolia, Shanxi, Hebei, Beijing and Tianjin. The Great Green Wall also covers some of the Northwest (Xinjiang, Qinghai, Gansu, Ningxia and Shanxi) and the western part of the Northeast (Liaoning, Jilin and Heilongjiang). It includes altogether 13 provinces, cities and autonomous regions (自治區(qū)). Its total area is 4, 069, 000 square kilometres, which cover 42.4% of the land of China. The building of the Great Green Wall will take 73 years (1978—2050). The Great Green Wall has already saved a lot of land by stopping the wind from blowing the earth away and the sand from moving towards the rich farmland in the south. But more “Great Green Walls” are still needed not only in China but all over the world.

  教師在介紹背景知識時,可借助中國地圖、手勢等使學生大致了解,必要時可用漢語解釋。文中劃線句子為課文中原句或對原句稍加改動的句子。教師在講到這些句子時可適當強調、重復,以加深學生的印象。

  然后讓學生打開書閱讀課文。在確知大部分學生已基本掌握課文大意的情況下,要求他們劃分課文段落并找出每個段落的主題句 (topic sentence)。然后對文章進行段落的劃分。然后讓學生歸納出每個段落的大意。

  課文的段落劃分和主題句或大意如下:

  第一段:第l自然段

  主題句:Forests help to keep water from running away.

  第一段大意:The importance of forests;

  第二段:第2—3自然段

  主題句:Chinese people have built a new Great Wall.

  第二段大意:Something about the Great Wall in China   

  第三段:第 4—6自然段

  主題句:The more trees there are, the better harvests we have.

  第三段大意:Something about a worker, who works on the Green Great Wall, thinks highly about the Green Great Wall.
教師還可以讓學生填寫下表:

THE GREAT GREEN WALL

Special features

across the northern part of China,7,0OO kilometres long,between

400 and l700 kilometres wide

Functions

It stops the wind from blowing the earth away; and stops the sand from moving toward the rich farmland in the south. It has saved a lot of land.

Wang Feng and other workers

They work at Yulin in Shaanxi. They have planted ten thousand tree this year. It’s difficult to work on the Great Green Wall. They have to grow their own food.

提取主題詞(key words)也有助于幫助學生復述課文大意。

Forests

keep from, water, soil, floods

China

copy, across, is…long and between…and …wide, stop…from, save, needed, all over the world

Wang Feng

  work on…, visit, among, ask, plant, over there, on the hill, five years ago, in a few years’ time, be covered, point to, difficult, grow food, thanks to

  在進行寫作訓練時,可以要求學生仿照課文,寫一篇以How to plant flowers in the garden 為題目作文。

關于帶情態(tài)動詞的被動語態(tài)的教學建議

  本單元在前兩個單元學習一般現(xiàn)在時和一般過去時的被動語態(tài)的基礎上,繼續(xù)學習帶情態(tài)動詞的被動語態(tài)。 

  在第41課,以顯著的位置展示題為“HOW TO PLANT A TREE”的操作規(guī)程(instructions),教師如果僅僅是按部就班地講解,就會使學生感到枯燥乏味。要充分利用課文中所提供的情景,在有意義的情景中教學語法知識。例如,教師可利用簡筆畫來引出新的語法知識。學生基本掌握instructions大意后,教師應引導他們理解情態(tài)動詞的用法。到了第43課可采用對比的方法。教師列出兩個框框,要求學生分別填上課文中已出現(xiàn)的帶情態(tài)動詞的句子,和可以由主動語態(tài)變?yōu)榍閼B(tài)動詞的被動語態(tài)的句子,把變化后的句子填入框內。如下表: 

1. The ground must be just right.

2. But the hole should not be too deep.

1. The earth should be neither too wet nor too dry.

2. A hole must be dug large enough for the tree. The size of the hole must be just right.

3. A long, strong stick should be knocked into the earth next to the hole. It must be firmly planted.

4. The tree must be put in the hole so that it is straight. The tree must stand straight in the hole.

5. The earth must be put back in the hole again.

6. The earth should be pushed down hard with ....

7. The tree must be tied to the top of the stick ....

8. It should be watered well, ....

  學生在做這個練習時,對本課句型與詞匯有了進一步認識,同時也鍛煉了寫的能力。

  在有條件的學校可放教學錄相以加深印象。在全班讀熟課文后,展示幾幅植樹的圖片,讓學生獨自準備幾分鐘,進行連鎖練習,按次序復述instructions。也可兩組之間進行比賽,由A組說出第一條注意事項,再由B組說出下一條。最初可完全復述課文原句。熟練后,可全部用主動語態(tài)或全部用被動語態(tài),或一句主動語態(tài)一句被動語態(tài)交替出現(xiàn),或句子中帶有情態(tài)動詞等方式進行操練。

關于計量表達法的教學建議

  本單元第42課教學了計量 (measurement)表達法。

  表示計量的方法是:數(shù)詞+metres/ kilometres +long/wide/deep/high/tall…

  表示重量可用數(shù)詞+kilograms +heavy.

  The classroom is 4 metres wide.這個教室有4米寬。

  The river is about 10metres deep.這條河大約有10米深。

  教師可利用學生身邊的事物教學計量表達法。例如描述教室及桌椅,可說出以下句子:

  The classroom is 3. 5 metres high, 4. 5 metres wide and 5. 5 metres long.

  The table is half a metre high.

  也可以出示一幅世界地圖,讓學生造句:

  The Yellow River is 5, 464 kilometres long and between…and…metres deep.

  Mount Qomolongma is 8848. 13 metres high.

  The Yangtze River is about 6,300 kilometres long.

  The lake is between 150 and 250 metres wide.

  以上例句呈現(xiàn)完畢后,可讓學生自己歸納計量表達法的特點,并將它寫在黑板上:

  metre (s) /kilometers + long/wide/deep/high/tall …

  第43課第一部分和此課練習冊 Ex2是為練習計量表達法而設計的。教師還可要求學生造句,造句最多而錯誤最少的學生將給予獎勵。

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