上海牛津版本英语高中高一第一学期.docx

上海牛津版英语高一第一学期Chapter1.Body language-grammar

Language

一、章节分析（一）综述

本章节主要语法 --- 动名词在牛津英语中出现两次 : 本课和高二（下）第一课。本课主要介绍动名词作主语、

动词宾语、介词宾语；高二（下）第一课主要介绍一些动词后接动名词和不定式的区别。故

本课不仅要介绍课本上动名词的基本用法，还应扩展动名词作真正主语用法，总结后接动名词作宾语的动词，

归纳带介词 to 的动词短语，但不应挖得太深。

（二）目标

学习动名词作主语、动词宾语、介词宾语和表语的基本用法。

（三）教学方法

口语情景教学法(教师创设情景，学生主要通过口语训练达到对语言知识的掌握

)

（四）重点和难点

1A部分简单总结一些不含冠词的介词短语

2B部分要细讲

3C部分省略不讲

二、教学设计（Teaching Designs ）

教学内容教学实施建议教学资源参考Lead – in让学生找出课文中含有动词-ing 的句子，分析比较它们的不同《牛津英语一课

点，引出正题：动名词。一练导学与测

介绍动名词的特点。试》 page 4 Practice教师先利用图片举例，介绍动名词作主语用法，然后在ppt的图片可扫描书上

辅助下通过图片，提示词，学生小组练习。P8, p9, p10

动名词作动词宾语，介词宾语等讲法同上。［具体处理这部分《牛津英语教学

内容的建议见 [ 衔接 1；课件： gerund]参考》 Page5-10

拓展动名词作真正主语用法，总结带动名词作宾语的动词，归

纳带介词to 的动词短语。

［具体处理拓展部分内容的建议见[ 衔接 2] 。

Exercises and学生写一段话，尽量多用刚学的动名词；

homework

学生做一些教师精选的单项选择，以便巩固所学语法。

［具体处理这部分内容的建议见[ 衔接 3] 。

[ 链接 1]

说明：

这是一份关于动名词的基础教学的教案与课件。

Step One lead-in

1Ask students to find the sentences which have the form of v.+ing in the text .

(possible answers):

He gave an encouraging smile.

Communicating is more than speaking and listening.

She is holding her head up.

2Explain the meaning and features of gerunds.

Gerunds are–ing nouns. It is a kind of nouns. So in the above sentences, only “communicating, speaking, and listening ” are gerunds. As a noun, gerunds can be used as

subject, verb object, preposition object, predicative and attributive.

1Gerunds as subjects

1)Example:

T: What does shaking hands mean?

S1: Shaking hands is a sign of friendship.

S2: Shaking hands means that you are friendly.

（动名词作主语时，位于动词用单数）

2)Practice

Students practise according to the example. They work in pairs. S1 makes questions

using the pictures and turning the verbs in brackets into – ing nouns. S2 chooses answers from

the box.

Shaking your fist is a sign of anger.

Sighing is a sign of sadness.

Yawning means that you are sleepy.

Closing your eyes means that you are thinking.

Whistling means that you are happy.

Scratching your head means that you are thinking.

Bowing is a sign of respect.

( 补充讲解句型It is (was) no use/good doing something.)

2Gerund as verb objects

1)Example:

T:I didn ’t know you could swim.

S:Didn ’t you? I love/ like swimming.

T:So do I. I really enjoy swimming.

I don ’t. I hate / dislike swimming.

I prefer walking.

2)Practice:

Students work in pairs to make similar dialogues about the pictures. Follow

the example.

3)Tell students some other verbs which have such usages.

admit, appreciate, avoid, be worth,complete,finish,deny, delay,postpone, escape, practice, suggest, miss, allow, permit, forbid, consider, imagine

3Gerunds after prepositions

On her first day at work, Debbie saw the things. She didn’t know what they were for, so she asked Mr Yang.

Work in pairs to complete their conversation. S2 should answer S1, using–ing nouns made from the verbs in the box along with“for ”.

1) Example:

T: Excuse me, but what are these _keys_ ____ for?

S: They ’re _ for_ ___ __ locking_____ the drawers of the desk.

2)Practice:

Students work in pairs to make similar dialogues about the pictures. Follow

the example.

S1: And this _______?

S2: It’s _______ ________ le tters.

S1: What about these _______ ________?

S2: They ’re _______ ________ your paper together.

S1: This ________. What’s it for?

S2: It’s _______ _______ the dates on documents.

S1: And these ________?

S2: They ’re _______ ________. They’re a present for y our first day at work.

(补充总结含介词to的动词短语：be (get)used to, get down to, look forward to,

lead to, pay attention to, be devoted to, object to

例如：Let ’s get down to talking about your future.

I ’m loo k forward to hearing from you.)

（件： gerund ）

[ 接 2]

明：

是名的拓展部分，拓展了名句型、接名做的一些、接名

1下列句型后用名

1)It’s no use / good doing?

2)There is no point (in) doing?

3)It’s worth doing?

4)?can’t help doing?

〖典型例句〗

1)It ’s no use crying over the spilt milk.

2)The place is well worth visiting again.

3)There is no point cheating in the exam.

4)We can’t help laughing at the joke.

5) It ’s no good copying others’ homework.

2下列后常接名做

1)admit, appreciate, avoid

2)complete, consider

3)delay, deny

4)endure/stand, enjoy, escape, excuse

5)finish

6)imagine

7)keep

8)mind, miss

9)postpone, practice

10)resist, risk

11)suggest

巧记这些动词的诀窍：

继续坚持勿停止；盼望完成莫推迟

错过成功会后悔；惯于冒险须放弃

避免原谅不逃脱；忙于欣赏禁不住

介意练习很值得；考虑建议末延迟

想象无用已无益；记得做过勿忘记

禁止使用不定式

〖典型例句〗

1)I enjoy reading books in bed though it is not a good habit.

2)I can ’t imagine going to any place without you.

3)Would you mind opening the door for me?

4)He suggests reading English every day.

5)The bird missed being shot.

6)He escaped being punished by running away.

3下列动词短语种 to 为介词

1)be (get)used to

2)get down to

3)look forward to

4)pay attention to

5)be devoted to

6)object to

7)lead to

〖典型例句〗

1) I used to get up late, but now I’m used to getting up early.

2)After discussing with his deskmate, he got down to writing his composition.

3)I ’m looking forward to hearing from you.

以下几点可以在以后单元里讲解：

1)need/ want / require句型

2)love, like, hate后接 to do与 doing 作宾语的区别

3)stop, remember, regret, try, mean, go on, forget后接 to do与 doing作宾语的区別

4)allow, permit, consider, advise后接 to do与 doing作宾语和宾补的区别

5)动名词的时态和语态

6)动名词的复合结构

[ 链接 3]

说明：

Ⅰ 单选：

1.Do keeping _____, will you?

2.We are all looking forward ______ Mr. Smith next week.

A. to see

B. of seeing

C. at seeing

D. to seeing

3.He spent all his time ______ for the final examination.

4.The boy is only five years old, but he is quite used _____ the telephone. A.

to answer B. to answering C. of answering D. by answering

５. ______soundly is better for your illness than taking medicine.

A. To sleep

B. Sleeping

C. Sleep

D. Having slept

６. Sometimes when I look into the sky, I feel like ______ a trip somewhere.

A. to make

B. making

C. make

D. to go for

７. I consider _____ of every fish is a kind of murder.

A. taking

B. a taking

C. the taking

D. to take

８. My grandfather is a rich man, but ______ money does not solve all his problems.

A. has

B. to have

C. having

D. having had

９. It is no good ______ him to see you off.

A. to expect

B. expecting

C. of expecting

D. for him to expect

１０ .There is one more book worth ______.

A. read

B. of reading

C. being read

D. reading

１１.He liked ______ many questions at the press conference.

A. being asked

B. asking

C. of asking

D. ask

１２ .We had no trouble ______ the path through the forest.

A. to find

B. for finding

C. finding

D. with finding

II.用括号里的动词的正确形式填空：

1.He insisted on _______（do）the work in some other way.

2.The windows want / need / require to be cleaned. That is, they need / want / require

_____ (clean).

3.He practiced _______(play) the piano every day.

4.She doesn’t mind ______( work ) overtime.

5.It will mean ______( benefit ) your company and mine.

6.Have you decided to put off ______( go ) to the seaside?

7.Peter kept (on) ______ (ask) questions.

8. It ’s a waste of time ______( arg ue) about it.

9._____ ( talk ) is easier than doing.

10.Have you finished _______ (do) your homework?

III ．翻译：

1.______ （每天晨读一刻钟）is very important in learning English.

2.It ’s no use _______（叹气） .

3.Debbie enjoys _______（微笑着与客户交流） .

4.John has just given up ______（吸烟） .

5.I ______ （一直盼望着访问）China again.

6.He run off to avoid ______（看见） by his class teacher.

7.This machine is for ______（切纸） .

8.This book is well worth ______（读） .

9.______ （挥动拳头） is a sign of anger.

10. Mr. Yang suggested/advised ______（看着顾客的眼睛） to make a good impression on him. IV ．拓展题：

１． ---You were brave enough to raise objections at the meeting.

---Well, now I regret _____that.

A. to do

B. to be doing

C. to have done

D. having done

2． The patient was warned _____ oily food after the operation.

A. to eat not

B. eating not

C. not to eat

D. not eating

3． She looks forward every spring to _____ the flower-lined garden.

A. visit

B. paying a visit

C. walk in

D. walking in

4． The little time we have together we try _____ wisely.

A. spending it

B. to spend it

C. to spend

D. spending that

5． While shopping, people sometimes can’t help ______ into buying something they don

’t really need.

A. to persuade

B. persuading D. being persuaded D. be persuaded

6． What worried the child most was ______ to visit his mother in the hospital.

A. his not allowing

B. his not being allowed

C. his being not allowed

D. having not been allowed

7． Tony was very unhappy for _____ to the party.

A. having not been invited

B. not having invited

C. having not invited

D. not having been invited

8． _____ to sunlight for too much time will do harm to one ’s skin. A.

Exposed B. Having exposed C. Being exposed D. After being exposed

9． The discovery of new evidence led to _____.

A. the thief having caught

B. catch the thief

C. the thief being caught

D. the thief to be caught

10． One learns a language by making mistakes and _____ them.

A. correct

B. correcting

C. corrects

D. to correct

11． ---You should have thanked her before you left.

--- I meant _____, but when I was leaving I couldn A.

’t find her anywhere.

to do B. to C. doing D. doing

12． In some parts of London, missing a bus means_____ for another hour.

A. waiting

B. to wait

C. wait

D. to be waiting

13． --- What’s made John so angry?

---______ the tickets for the concert.

A. Lose

B. To lose

C. Because of losing

D. Losing

14.The day we are looking forward to _______ at last.

A. arriving

B. arrive

C. arrivedＤ. arrives

15.Mr. Reed made up his mind to devote all he had to ____ some schools for poor children.

A. set up

B. setting up

C. have set up

D. having set up

附答案：

Ⅰ ．单选：ＤＤＣＢＢＢＣＣＢＤＢＣ

Ⅱ ．用括号里的动词的正确形式填空：doing, cleaning, playing, working, benefiting,

going, asking, arguing, Talking, doing

Ⅲ ．翻译：

1.Reading for a quarter of an hour every morning

2.sighing

https://www.360docs.net/doc/d88607332.html,municating with customers with a smile

4.smoking

5.am looking forward to visiting

6.being seen

7.cutting up paper

8.reading

9.Shaking one ’s fist

10. looking at custom ers ’ eyes

Ⅳ ．拓展题： DCDBD BDCCB BADCB

Chapter2. Care for hair-More Reading教案

一、章节分析（Reading section）

（一）阅读地位（Reading Position）

1 ） more language input同样围绕着头发这个主题，但给学生提供了一些额外的相关信息。比如导致发质问题的几大要素。

2）在个章的学中，学生可以通文上的一些信息得出要保持健康注意什么。所以，老在部分

多学生的表达能力。

3）然文章中只是就展开，但我要学生明白保养要比出后再去修复要更好的道理，不是，身体其他部分也一。老在部分多学生的散思能力。

（二）目（ Reading Targets ）

1)知目

通后和老的解，使学生能理解和运用所学的和句型。

2)能力目

提高学生的理解能力和培养学生的技巧。略（取文章大意）、（根据片取部

分的意思）、（找到一些具体信息并能通理解上下文和性得出意思）。3)情感目

明白保养要比出后再去修复要更好的道理。通引，学生明白不是，身体其他部位的健康，甚

至是美好的生活都是。

（三）教学方法

采用任型教学法教学。在完成情况而定采取独完成或者两人合作完成的形式。在入部分有个小小的告，可学生离开位置，大活范且能活气氛。最后的小

要有小控制的中心和奏。

（四）重点和点（Important and Difficult Points）

1.关

1)与美有关的名称： perm, colour, hair-dryer

2)影响的因素： diet, lack of protein and iron, way of life, stress, pressure, way of

treating hair, overuse of appliances, sensible mind

3)其他： maintenance, worry, rob, deal, the key to

2.重要句型

1) The most important thing to do is to do?

2)the way sb do sth

3)? as well

4) A sensible mind is the key to?

二、教学（Teaching Designs）

教学内容教学实施建议教学资源参考1pre-reading先让同学欣赏一则洗发水的广告，一来可以吸引同学们的注意力，网上下载

二来也可以直接切入主题，为后面的课堂进行铺垫。围绕广告提出

问题 , 借助一些图片，帮助学生复习所学过的与头发有关的单词，

同时也拓展他们的词汇量。

（具体处理这部分的内容请见链接1）

2while-reading对课文的讲解不应该直接从文章和单词入手，应该让同学先对整篇参见课文35 页文章有个把握。通过听课文录音，完成课后的练习A2 和 A3。在讲

解练习和回答问题的同时对一些重要单词和词组的用法进行讲解

并通过翻译来操练。请注意，牛津课文的知识点较杂和细，我们只

需对较重要和常见的单词进行讲解，不要拓展过多，最主要是能够

灵活运用。

( 具体处理建议请见链接2)

3 post-reading获得知识之后应该及时的操练和运用，在这部分中不仅仅是指单词参见课文36 页

和句型的用法，而更应该是学生运用知识来表达自己观点和交流的

能力。通过设计的讨论问题How can you keep your hair healthy?

让学生不仅运用课文中的单词和句型，还能做出一些补充。最后让

学生悟出maintenance is better than repair这个道理。这时应

该及时地上升到Further thinking部分的C1.

( 具体处理建议请见链接3)

[ 链接 1]

说明：

本部分的处理是用了一则有一定剧情的洗发水的广告来导入，一来可以切入本课的主题，二来可以在

视觉上对学生有一定的冲击，吸引他们的注意力。然后要求学生在班级里做一个简单的关于发质问题的调

查。建议这部分不要时间过长，达到了导入的目的和控制班中学生的情绪即可。

1．让学生欣赏一段广告( 链接 2 中的 chapter2-4 ppt) 。广告后让学生思考并回答两个问题。

①What is advertised in the advertisement?

② Use an adj. to describe the hair of the actress. (这个问题可让多点学生回答,老师

可以把学生说出的答案写在黑板上)

2 老师说人人都想拥有这么美丽的头发, 但生活中很多人都会有这样或那样的hair problems.接着让

学生在班级中对发质问题进行一项调查.可以围绕两个问题: ① Do you have any hair problems?②

If you do, what are they?部分不要, 可以一两个同学来述他的果.在一些

活的班里可以一些不同的学生来个真人比

3.通才的我了很多同学都有困的

affect the quality of hair”, 从而入文的学..(情况而定 )

, 老就可以提出“What factors

[ 接2]

明 :

本部分的理建采用任型教学的方法，提高学生理解能力，培养学生的技

巧和信息和知的能力。和的解及有翻或者其他形式的操,

学生有消化.

Teaching Procedure: (详细见chapter2-4 ppt)

A. Skim and scan the passage and finish the exercises.

1． Skim the passage and answer the question“ What’ s the main idea of the text?”.

2． Show some pictures and match the words with the pictures.

3． Listen to the tape-recording and finish the Ex--- match the words and expressions.

(smooth away some new words)

建：

①文P35A2 的如果学生在堂上做有一定的度，而且会耗去很多。建把

部分 match 的形式，可以增加一些。或者如果用上的，最好告学生要找

出的的所在段落。

②在部分中可以解和拓展的用法。建的解和操形式多化。比

如有的一次多意，可以多挪列一些句子学生猜意思；有的着中不同的性

化，就可以通一些填空来操；最常且比有效的法当然有翻，等。

4． Read the passage again with desk-mates and finish A3. ( smooth away some sentence

structures)

B. Answer the questio n “ How can we maintain our hair before it has some problems?”

充明：个建立在完成A3 的基上，也就是同学已找到影响的三大因素，

建引学生根据些方面来回答。

比如：lack of protein and iron致，那么having enough iron and protein就能解决

些或者就能持健康。再比如力，reducing the work stress and living a happy life

就是解决的法??

C.老师总结 A sensible mind is the key to healthy hair.

[ 链接 3]

说明 :

这是知识和能力的拓展部分，要求学生在对课文的理解和掌握的基础上，进行拓展活动，不

仅能增强学生运用语言的能力，而且培养学生的发散思维能力, 让学生懂得怎样去维持身体

各方面的健康.

小组讨论

How should we take care of some other body parts, eg. eyes, teeth, hands, skin, stomach?

建议 : 引导学生像课文中一样, 先找出导致问题的因素, 再想办法解决. 每个小组可以选择不同的对象讨论 , 比如眼睛或者胃. 在学生讨论的过程中, 老师应要求他们列出自己的想法( 写在纸上 ).

Teaching plan

Topic:Chapter 2（Oxford English SA1）

More Language Input

Maintenance is better than repair

Teacher:Huang Lin (Cao Yang No.2 High School)

Students :Senior One

I. Teaching Aims

1.To instruct students to make sense of the supplementary reading material concerning the

topic of hair care.

2.To develop students’ proper and productive study skills and help the s tudents to grasp

the usages of the new words and phrases.

3.To help the students to understand maintenance is better than repair for one’s hair as

well as one ’s health, and realize the true value of one’s life.

II. Teaching Aids:

Multi-media and a tape recorder

III. Teaching Content

”.

Read and understand the passage "Maintenance is better than repair

A.Key points

a) Words related to hair：perm, colour, hair-dryer

b) Factors that cause hair problems ： diet, lack of protein and iron,way of life,stress,

pressure, way of treating hair, overuse of appliances, sensible mind

c)Other words ： maintenance, worry, rob, deal, the key to

B. Patterns

a) The most important thing to do is to do?

b)the way sb do sth

c)? as well

d) A sensible mind is the key to?

Activities Design:

1. A survey

2.Finishing the A2,A3 in pairs

3.Group discussion

Ⅳ. Teaching Procedure:

1． Pre-teaching

①.Watch an advertisement of shampoo

Q:Please describe the advertisement briefly in your own words.

②.“ Do you have any hair problems? If you do, what are they?”

2.While-teaching

A. Skim and scan the passage and finish the exercises.

5． Skim the passage and answer the question“ What’ s the main idea of the text?”.

6． Show some pictures and match the words with the pictures.

7． Listen to the tape-recording and finish the Ex--- match the words and expressions.

(smooth away some new words)

8． Read the passage again with desk-mates and finish A3. ( smooth away some sentence

structures)

B. Answer the question“ How can we maintain our hair before it has some problems?”

3.Post-teaching :

Group discussion:

How should we take care of some other body parts, eg. Eyes, teeth, hands, skin?

Ⅴ. Home Assignments

A.Do Listening Exercise on F36.

B.Further thinking C2 on P36 and get ready to give a talk in the next period.

C.Read the passage and learn it by heart.

Chapter3. Places of interest- Reading教案

一、章节分析（ Reading section）

（一）综述

本章节通过介绍了四个旅游景点，向学生展示了祖国的大好河山和悠久的文化历史，向

学生提供了介绍某一个地点可展开的角度（如地理、历史、文化、景致的描述等），为培养学生的文物保护和环境保护意识提供了一个教育平台。

本课的任务有两个：

1对课文进行整体阅读，培养学生略读（获取大意）、扫读（整理有关信息）、细读（分析篇章结构，概括中心）等阅读能力，掌握描述用语。

2通过阅读培养民族自尊心和自豪感，激发对祖国的热爱，及保护文物和环境的意识。

（二）阅读目标（Reading Target）

教学目标

1知识目标

了解文中介绍的景点的人文、地理；学习课文中重点词、词组、句型和语法。

2能力目标

提高学生的阅读理解能力和培养学生的阅读技巧。阅读准备（收集相关资料）、略读（获

取大意）、扫读（整理有关信息）、细读（分析篇章结构，概括中心）等是高中学生必须

具备的阅读技能。

3情感目标

激发学生对祖国大好河山的热爱和对悠久文化历史的自豪感。

（三）教学方法

采用任务型教学法组织教学，达到教学效果。

（四）阅读重点和难点（Language Focus and Difficult Points）1词汇学习

1)核心词汇

arrange

chain

structure

construction

preserve

historic

monument

magnificent

peak

view

scenery

landscape

2)拓展词汇

urgent

collection

reflection

3)词组和短语

i. a group of 20 tourists

ii.rise and fall

iii.twist and turn

iv.take shape

v.be fascinated by

4.句型学习

祈使句 + and will

二、教学设计（Teaching Designs）

教学内容教学实施建议教学资源参考4 pre-reading这是课文的导入部分，建议教师在组织教学时应努力调动学生

学习积极性，激发学生参与、学习的兴趣。根据课文主题，组织学

生之间的交流。

［具体处理这部分内容的建议见[ 链接 1 ] 。

5 while-reading通过扫读和针对每个部分的提问（事实性问题、推想性问题、

延伸性问题等）使学生理解课文内容

［具体处理这部分内容的建议见链接2] 。

6 post-reading通过读后活动，让学生熟练应用语言知识和结构，变输入为输

出 ; 通过列举出旅游时不文明的行为（划刻、乱扔垃圾等），引发学

生的深层思考和保护文物及环境的意识。

［具体处理这部分内容的建议见链接3］。

[ 链接 1]

说明：

课前热身活动，组织学生之间的交流、采访，对旅游给人的益处有一个全面的认识;通

过 Reading A的选择题，对中国目前的旅游现状有粗略的了解；Reading B（Scanning）

的阅读练习能很快进入本单元的学习。

Step One An interview

The students can move around the classroom and interview several classmates and see who has been to the most places, and the person who has been to the most places will list all the

places he has been to.

Step Two A discussion.

The advantages and disadvantages of travel(broaden one’s experience,expand one’s horizons, create jobs, stimulate economic; cause pollution, do manage to the relics, etc)

Step Three Reading A P38

[ 链接 2]

说明：

通过扫读获取有关信息；以问答的形式，帮助学生理解语句语段，提高学生的阅读理解

能力和培养学生的阅读技巧。

Step One . Scanning Reading B.

Step Two.Reading Comprehension

仔细阅读每个部分，提问与回答

Great Wall

Questions:

Why do people describe the Great Wall as a dragon? (Because it rises and falls, twists and

turns along the hill-tops of mountain chains.

How long did it take to build the Great Wall? (About 200 years)

If you visit Beijing,will you pay a special visit to the Great Wall? ( Yes, a famous section called Badaling is 85 kilometres north of Beijing.)

Is it necessary to preserve the Great Wall? (Yes, it is a historic monument.)

Are you proud of the Great Wall? What do you think of it?(It is said that it is the only

man-made structure which can be seen from space. Although Yang Liwei, the first Chinese

astronaut circling the earth said that he didn’t see it, it should be considered as the

sign of China, a proof of C hinese people ’s hard work and wisdom.

Shanghai Museum

Does the structure of Shanghai Museum have any special meaning? ( Yes, it has a square base and a circular top. And according to Chinese legend, that is the structure of the universe Chinese.)

What is the Shanghai Museumfamous for?( It’s famous for its collections of ancient Chinese bronze, ceramics, paintings and calligraphy.)

Look at Picture A, a picture of the Shanghai Museum taken at night, what do you think of

the building?(It’s magnificent.)

The Peak in Hong Kong

How can tourists get to the Peak? (By taking a peak tram.)

When was the Peak Tram open to the public? (In 1888 .)

How long does it take to get to the Peak if you take Peak Tram? (About 7 minutes). Where can you find the terminus if you want to visit the Peak?(Walk for about five minutes from the Bank of China Building, and you will find the lower terminus.)

Standing on the Peak, what will you see?(Enjoy a superb view of HongKong).

The Lijiang River in Guilin

What is the usual means of transportation when visiting Lijiang River? (By boat ) What’s the feature of Lijiang River?( Oddly-shaped hills and peaks along the river and their reflections in the clear water.)

What can be scenery along the Lijiang River compared to? (It can be compared to a beautiful

landscape painting.)

[ 接 3]

明：

通后活，学生熟用言知和构，入出; 通列出旅游

不文明的行（划刻、乱扔垃圾等），引学生的深思考和保文物及境的意。

Step One

If you are given a chance to have a look at one of the four places of interest, which one

would you like to see? Why?

Step Two

Have you ever been to the four places? Can you give an account of your experience or your

feeling while seeing the wonderful structure and beautiful scenery?

Step Three

While visiting those four places of interest,have you noticed some people ’s behaviour which are not quite good? So can you list some Do’s and Don ’ts while you go on a trip?

Chapter4 What should I do? -Listening, speaking, writing教案

一章分析

（一）地位（Position）

1本模中出了多的表达他人建，求帮助的句子。如I ’d like to speak/talk to ?

on/about ?; I wondering if

’d like some advice/ideas on/about

?; Can you give me some advice about

?; I have a question about/on?; I’m

?/ Can you tell me??并且介了大

量表达感和憾的句，表感的句，如：Thank you (very much);Thanks a lot(very much/a million); Thank you for your help; You’ve been most helpful, thank you.表憾的句，如：I ’ m afraid?; I’ m sorry,but? ; I really don ’ t think/fear that’s possible;

I hate to cause trouble/difficult, but?; Oh dear,?等。作功能性言，教有必要

在堂教学中先引学生行一定的整理，并行操。些句型构穿了本元的所有

模，也希望老能加以整理，予以提醒。如Reading模中：第二个故事的最后，主人公求

建：”What could I do? Should I??

2在初中段，学生已学建，求帮助和表示感激憾的表达方式。本模中增加了一些更正式，更复的法，希望老能以旧新，以复已掌握知的方式来新知的学和掌握。

3本模中的些重要句型和表达方法在本元的其他模中反复出，些模的学极有

用，同，些知点在日常生活的交流中也相当用，因此本元听写个模相当重要，当督促鼓励学

生真学。

（二）目（Target ） ( 三方面分要达到什么目)

listening：要求学生能听懂他人有待解决的，并分析哪方面家可以提供帮助，行。

speaking：要求学生掌握表达感和憾的常用句型构；并在复文内容的基上，学生

一步思考如何解决文中出的，从而掌握如何出建和提供帮助的表达方式。writing ：

要求学生在听和两个的后，能在提示的帮助下，行描述，求帮

助，出建的写作。

（三）重点和点（Important and Difficult Points）（同上）

listening：在听力中要注意不要学生完成本上的听力，要能的描述，和

求建帮助的功能句型有初步的注意，如果能及行就更好。

speaking：共两个，起到不同作用，一：学生操表示求帮助，表示感或憾的表

达方式 ;二：学生操解决提出建或忠告的表达方式。部分度高，

所以此提供了一系列的来帮助学生，并建以小位来完成此。

writing：写作部分是整个元学效果的合展，是部分，听和的深入，希望老

能督促学生充分运用已学知完成此。

充：

1．关：

Listening: legal

scratch Speaking: available Writing: shoplift 合法的；法律的financial政上的，金融的

抓，share股票

有空的，不忙的appointment会，

在商店中窃

appreciate欣；感激

2．功能句型

1） Asking for advice:

I ’d like to speak/talk to?on/about I ’d like some advice/ideas on/about

??

I have a question about/on?