M3U1整体教案

Module3 Unit1 The world of our senses

Teaching Objectives of the whole unit:

1. Develop students’ speaking skills and ability by talking about the functions of people’s senses and the relations between them.

2. Develop students’skills and ability of reading comprehension by reading a story about a young woman lost in the fog, and an article about shark attacks and pigeons.

3. Develop students’ skills and ability of listening comprehension by listening to information about how to start a story.

4. Develop students’ writing skills and abilities by writing a story.

5. Develop students’integrated skills of using English by doing a project about a TV show about how an animal uses its senses.

6. Enlarge students’ vocabulary by expanding the words related to weather.

7. Learn the usage of some key prepositions and prepositional phrases.

Period division:

The whole unit: 9 periods

Vocabulary and word study: 1period

Reading: 2 periods

Grammar: 1 period

Listening: 1 period

Speaking: 1 period

Writing: 1 period

Project: 2 periods

Period1 Vocabulary and word study

【学习目标】

1. Enable the students to describe the weather and master some words which have different parts of speech and different meanings.

2. Help the students to master some useful words and expressions.

【学习重点】

This period is dealing with the words and expressions about weather. The students should be able to use these words and sentence patterns freely to talk about weather. Also, they should learn some words which have different parts of speech and different meanings.

【学习难点】

Try to remember these words and expressions and use them freely.

【教、学过程】

课前自主学习

1. 复习Dictation

1 be covered in grey mist

2 walk towards her usual bus stop

3 too foggy for the bus to run that far

4 hear the sound of footsteps

5 feel her heart beating with fear

6 wish for

7 come out of the darkness 8 reach out 9 stare at

10 watch out for the step 11 hold her hand firmly

12 give sb a chance 13 pay back 14 get across

15 observe the passengers 16 glance at 17 in sight

18 set off 19 have…in common 20 move away

2. 预习课本，了解大概的学习任务，以便在课堂上更好地跟上老师。

课堂学习探究

Step1 : Lead in

Show the picture：Can I help you? Thank you for your help.

Ask students：What are parts of speech of “help” in these sentences are?

1 “Help” in this sentence is used as a verb.

2 In the second sentence “help” is used as a noun.

In this period, we will learn some words, which have several parts of speech. Now look at the short dialogue. In the passage “Fog”, we learned a story about a blind man’s helping others in a foggy day. Polly is telling others about her experience.

Look at the picture and pay attention to the conversation. P6 CONVERSATION

Who can find the word which has two parts of speech in these dialogues?

“Rest” has two parts of speech. In “the rest of the way”, rest is a noun. In “come in and rest”, rest is a verb.

Like “rest” in the dialogue, many words in English have more than one part of speech. In some cases, different parts of speech (usually a noun and a verb) have the same spelling but different meanings.

Step 2: Grammar focus

As a matter of fact, we have learned so many words like “rest” which has more than one part of speech. Traditional grammar classifies words based on ten parts of speech: the verb, the noun, the pronoun, the adjective, the adverb, the preposition, the conjunction,the numeral, the article and the interjection. Each part of speech explains not what the word is, but how the word is used. In fact, the same word can be a noun in one sentence and a verb or adjective in the next. The following examples show how a word’s part of speech can change from one sentence to the next.

Books are useful. n.

Dick waited patiently while Bridget was booking the ticket. v.

We walk down the street. v.

The mail carrier stood on the walk. n.

Now. I’ll give you five minutes to discuss with your partner and try to find more examples.

Step 3：Practice

Task one: Read and find the words.

Read the text again and find the words listed below in the story and complete the table, using a dictionary to help you, if necessary.

Words Parts of speech Meanings Examples

rest noun the remaining part He wants to see the rest of the

world.

verb relax My mother told me to rest.

once conjunction when Once she finishes her work, she

can help you.

adverb At sometimes in the past I once lived in Beijing.

left verb went/ gone away from a

I left fro work earlier this morning

person or a place

adverb On the side of your body Look right and left before crossing

the street

still adverb continuing I’m still hungry though I’ve just

had a big hamburger.

adjective not moving Can’t you sit still.

Task two: finish B on page 6.

Answers: 1 causes 2 cause 3 answer 4 answer 5 increases 6 increase

Step 4: Consolidation

Translate the following sentences and pay attention to the part of speech of the bold words.

1 She speaks perfect English.

She is perfect ing her English.

她讲一口地道的英语。

她正在使她的英语精益求精。

2 They are making a study of sea life now.

They are study ing the map carefully.

他们正在研究海洋生物。

他们正在仔细研究地图。

3 The work is progress ing smoothly.

The boy has made great progress in maths.

这项工作进展顺利。

这个男孩在数学方面取得了很大的进步。

4 There is a rapid increase in the population here.

They are increas ing their output of the product.

Describing the weathe r

Step 5：Talk about weather

1 If you meet one of your friends, what kind of topic will you start with?

2 What kind of topic British people start with when they meet?

Answers:

1 ……

2 They always start the conversation by talking about the weather.

When you meet British people, if you say ”Have you had your lunch?”, he or she may think that you will treat him or her. So we should know something about different ways of communication between east and west countries.

Now, let’s read the following conversation between two neighbours. P7 A

Pay attention to the names of different kinds of weather and the part of speech of the words in blue. (Students should know the sentence patterns in which adjectives are used and the sentence patterns in which nouns are used.)

some descriptive words about weather:

meteorology 气象学atmosphere 大气climate 气候

elements 自然力量（风、雨）temperature 气温to be warm/ hot 气候热

to be cold 天气冷season 季节frost 霜hail 冰雹

snow 雪thunder 雷wind 风mist 雾cloud 云haze 阴霾

downpour, shower 暴雨storm, tempest 暴风雨lightening 闪电

land wind 陆风hurricane 飓风cyclone 旋风typhoon 台风

whirlwind 龙卷风gale 季节风gust of wind 阵风breeze 微风

fog 浓雾dew 露水humidity 潮湿freeze 冰冻snowflake 雪花

snowfall 降雪waterspout 水龙卷dead calm 风平浪静

Indian summer 小阳春drought 干旱

Finish B on page 7.

1 fine

2 cloudy

3 rain

4 thunder

5 lightning

课堂自主检测

Step 6: Activity

Activity 1:

Show different pictures of weather forecasts of different cities. Ask the students to make weather forecasts according to the pictures.

Picture 1

Weather report of Changsha

Date Temperature℃Weather

Minimum Maximum

9 Feb 2 4 rainy

10 Feb 1 3 light rain

11Feb 3 7 cloudy

Picture 2:

Weather report of Shanghai

Date Temperature℃Weather

Minimum Maximum

9 Feb 3 5 sunny

10 Feb -1 4 shower

11Feb 32 6 mist

Activity 2:

Weather reporter needed! Come and have a try!

Divide the students into several groups(four in one). Show the students pictures of different cities.

Ask the students to report the weather to the others. The one who is the best will be chosen to be a weather reporter. Make them have a competition.

City Weather Temperature

Shenyang snow -9 —-2℃

Beijing cloudy breeze -1 —-5℃

Shanghai rainy 3 —7℃

Guangzhou sunny 10 —15℃

Activity 3:

Write a weather report

Write a weather report with the help of the three pictures at the bottom of page 7.

课后巩固提升

Translate the following:

1 A: Beautiful day, isn’t it?

B: Yes, it’s not like what the radio said at all.

A: I wish it would stay this way for the weekend.

B: As long as it doesn’t snow!

2 What bad/ good weather!

3 Most of North and South China will have a cold wet day.

4 It will be cloudy/ rainy at times.

5 The temperature will stay above zero in the day-time, but at night it will fall below zero again.

6 The weather is improving/ worsening.

Homework:

Exercises in the reference book

Write a weather forecast for tomorrow.

教学反思

【课题名称】M3U1 Reading 1

【学习目标】

Improve Ss’ reading ability; Enable Ss to master some important language points.

【学习重点】

Master the use of some language points; Retell a story with a surprise ending.

【学习难点】

Master the strategy of reading a story.

【教、学过程】

课前自主学习

Lead-in

Ask students to talk about the climate or the weather in the place where they live: What’s the weather usually like in spring in Changsha?

Which season do you think is the best? Why?

Do we sometime have foggy days here? When?

How do you feel on a foggy day?

Have you ever lost your way in the fog? What would you do if you got lost in the fog?

Which city has the name of “foggy city”?

课堂学习探究

Step1: fast reading (3 mins)

Read the story quickly and answer these questions on Page 2, Part A

1. What is the story about?

A young lady in the fog

2. Where did Polly live?

At 86 King Street.

3. How did she usually get home?

By bus

4. What was the old man carrying?

A stick

Step2: careful reading (5 mins)

1. Read the story again carefully and then answer these questions on Page 4, Part C1.

1). Why did Polly leave work early?

Because there was a thick fog that afternoon and she wonder if the bus would still be running in the fog.

2). Why did Polly take the Underground train to Green Park?

Because the fog is too thick for the bus to go to King Street.

3). What was the weather like outside the train station?

The fog lay like a thick, grey cloud.

4). According to lines 22-24, what made Polly afraid?

The rough hand that brushed her face and the man’s voice that was close her ear made Polly afraid.

5). According to line 33, what did the man look like?

He looked old.

6). How could the man tell that Polly was young?

He could tell Polly was young by hearing her voice.

2. read the story again

1). Circle all the new words

2). Change line 25-line 55 into a short dialogue

Discussion: What is the personality(性格特点) of the old man?

helpful, confident, kind-hearted, optimistic

课堂自主检测

C2. Put these events in the correct order

Polly took an Underground train to Green Park.

An old man took Polly’s hand.

A hand reached out and touched Polly’s arm.

Polly thanked the blind man.

A tall man in a dark coat was watching Polly.

Polly and the old man turned left at the corner.

Polly felt frightened when a rough hand brushed her face.

Polly got to King Street safely.

Polly left the office at four o’clock.

The old man went to help others.

Keys: 2 6 5 9 3 7 4 8 1 10

D Word study

1.observed a. with no people in it

2.sensed b. within the area that you can see

3.glanced c. felt

4.deserted d. watched carefully

5.in sight e. took a quick look

6.still f. not happening often

7.watch out g. not moving

8.rare h. be careful

Keys: 1-d 2-c 3-e 4-a 5-b 6-g 7-h 8-f

E. Choose the correct words from the box to complete the letter of Polly.

Keys: 1.conductor 售票员；指挥 2.rough粗糙的；不平坦的

3.express 表达vt.

4.footsteps脚步

5.deserted 空无一人的/被遗弃的

6.rare 罕见的

7.frightened 害怕的8.fog

9.blind 盲的10.fear 害怕n.

11.lost 迷失的12.taxi

课后巩固提升

翻译来自课文的以下各句：

1. (line5) she wondered if the buses would still be running.

她不知道公共汽车是否还在运行。

2. (line7) Once out in the street, she walked quickly towards her usual bus stop.

一出街道她就快速地朝她常去的公共汽车站走去。

3. (line14) she had a feeling that/sensed that she was being watched by a tall man in a dark overcoat.

她感觉她正被一个穿着黑色外衣的高个男人注视着。

4. (Line 32) Polly found herself staring up at the face of an old man with beard.

波莉发现她自己正望着一个满脸胡须的老人。

教学反思

【课题名称】M3U1 Reading 2: language study

【学习目标】

Help students understand fully of the text; Deal with difficult sentences and useful language points.

【学习重点】

mastering the use of some of language points

【学习难点】

Master the use of some of language points.

Teaching aims:

1.The students will be able to recognize words related to electrical and electronic goods;

2.The students will be able to use these words to complete a short passage；

a)The students will be able to get familiar with some new words of the reading passage;

3.The students will be able to know some effective ways to learn vocabulary.

Teaching procedures:

Step 1 Lead-in

1.The teacher leads the students to the topic of this unit by asking: what topic do you think we

are going to talk about from the title of this unit and the pictures on Page1? (electronic and electrical goods)

2.The teacher leads the students to words related to electronic and electrical goods by asking:

what electronic goods and electrical appliances do you have at home? (electronic goods: electronic dictionaries, digital cameras, video cameras, CD players, MP3 players, mobile phones, computers, etc. electrical appliances: microwave ovens, refrigerators,TV sets, air conditioners,washing machines,dishwasher,kitchen ventilator, vacuum cleaner, etc.) [Explanation]

从学生的生活体验出发，自然地引入本板块需要教授的一部分词汇，用看图匹配的形式让学生初步熟悉这些家用电器的英文名称。如果因为这些物品很常用，学生早已熟知，可请学生谈谈它们对其生活的影响。

Step 2 Word study

1.Part A: Read the passage on Page6 and ask: what are the two sections on the 3rd floor?

What can be bought in the electronic goods section?

2.Part B: match the electrical appliances with the pictures in Part B.

[Explanation]

利用本板块提供的语篇材料，设计一些问题，学生需要用这些家用电器的英文名称来回答，同时也引导学生关注使用这些名词的真实语境。在语篇阅读状态下，学生加深了对它们的印象，并学会词汇分类记忆的方法。

Step 3 Practice

Part C: Complete the passage on Page7 with what we’ve learnt from Part A and Part B. [Explanation]

记住这些新词汇后，需要学生在新的语境中学会运用。教材第七页上提供了很好的语篇材料，教会学生词汇学习的又一个重要方法，即不孤立地记忆或使用词汇。此时，并不要求学生会默写这些词，只要在阅读理解的过程中，根据上下文含义的需要能够填入相应的单词即可。就算个别词不会写也不要紧，可以参考第6页。能在语篇中使用词汇的能力比只会默写高级得多，对学生的阅读理解的能力有帮助。学生在此过程中不能只关注某一个单词，而是需要读懂全文，思考信息之间的逻辑关系，关注词与词之间的关联等。

Step 4 Preview

Preview the new words of the text and explain some words by teaching some ways of word formation.

[Explanation]

这套教材课文里的生词量较大，因此在下一节课学习课文之前让学生先预习课文里的生词很有必要。在预习过程中，主要是帮助学生正确地读出单词，并让学生根据构词法了解一些单词的意思。也可以采用联想法、比较法、直观法帮助学生记忆单词，但要注意切忌面面俱到。

Homework

1.Read and try to memorize the words we have learnt today;

2.Preview the reading passage.

Period2Reading(1)

Thoughts on design

这是Reading 板块第一课时。第一课时侧重阅读理解，主要关注提升学生的阅读理解能力和思维能力。涉及到的阅读技能有：把握文体风格，理解中心思想，按照时间线索查找细节信息，了解行文结构和信息组织方式等。涉及到的思维能力是：进行信息重组再加工，学习运用所学知识和技能进行创造等。

Teaching aims:

1.The students will be able to read the exhibition boards about the history of television and

audio devices;

2.The students will be able to know the reading strategy --- understanding subtitles;

3.The students will be able to talk about the development of other electronic devices.

Teaching procedures:

Step 1 Lead-in

Where did the writer find this piece of writing? (On the display boards at a media and technology exhibition.)

What is it about? (The development of TV and audio devices.)

(Explanation)

在阅读导入环节，提出两个问题，提示学生关注本文的文体特点，目标读者和中心内容，对提高他们的阅读理解能力和思维能力都会有所帮助。从应试的角度来看，这些也是常见题型，平时可以因地制宜地进行这种训练。

Step 2 Reading: the development of TV

What do you think is the best way to get the most important information in such a long passage? (Follow the chronological order or in order of time).

?1925 Wireless TV transmissions, USA

?1923-1927 ______________________ (Early forms of TV invented)

?1928 ___________________________ (first long-distance TV broadcast)

?1928-1929 ______________________ (Regular public broadcasting)

?1929 ___________________________ (Color TV shown)

?1948 ___________________________ (Cable TV)

?1951 ___________________________ (Color broadcasts)

?1962 ___________________________ (Satellite TV)

?1989 ___________________________ (International standards for digital TV)

?1996 ___________________________ (WebTV set-up boxes)

Step 3 Reading: the history of audio devices

1877 The first recording of a human voice

1931 _____________________________ (The first tape recorders)

1948 _____________________________ (Transistor invented)

1954 _____________________________ (Cassette recorders developed)

1958 _____________________________ (The first LPs (long-play records)

1979 _____________________________ (The Walkman introduced)

1982 _____________________________ (The first CDs produced)

1986 ____________________________ (Walkman was added to the Oxford English dictionary) 1987 ____________________________( Development of MP3 technology started in Germany) 1992 ____________________________( The MD player was developed)

(Explanation)

本文为科技类的说明文，信息量很大，时间跨度很长，但其中内容多为客观事实，从语言学习的角度，学生只需了解即可。所以阅读的重点应在于如何获取信息和如何进行信息分类等，需要深层次理解的内容其实并不多。但鉴于今后学生在学习和工作中会遇到大量此类文章，对此进行阅读方法的指导还是非常有必要的。建议阅读前请学生思考：面对信息量巨大且看似枯燥的这篇文章，如何迅速高效地抓住关键信息？指导学生通过快速浏览课文，找出关键字词，如：development、history、in 1925、later in 1928等一系列时间指示语，从而抓住文章的脉络，即时间线索，再依次找到有关其发展历史的关键信息。

Step 4 Reading strategy

1.What can you see in the text before each part? (Subtitles )

2. Why are subtitles used? (They can give us more information than the title and show us how the text is organized.)

3. What is the structure of the passage?

TV Early history of TV

The modern age: cable TV, satellite TV, digital TV

Audio devices Early history of audio devices

Tape recorders and players

Sound goes digital

(Explanation)

在此之前的教学环节中，学生沿着时间线索了解了本文的重要信息，此时可以在学生亲身实践的基础上，适时指导学生关注文章的行文结构和信息组织方式，这对于他们阅读能力和写作能力的提高都会有好处。同时，也非常自然地过渡到本单元的Reading strategy: Understanding subtitles。

Step 5 Detailed questions

1.Why is it still uncertain who invented TV?

2.Why are digital TV superior to satellite TV?

3.What advantage has the new concept of WebTV brought to people since it was introduced in 1996?

4.What were the major disadvantages of the first record player?

5.What did the popularity of MP3 result in?

(Explanation)

到这一步骤之前，学生已经通过阅读理解了文章中最关键的信息、行文结构和信息组织方式。现在可以通过提问，引导学生关注和文章主题相关的细节信息，进一步培养他们在阅读中抓住细节的能力；另一方面，这篇文章不仅为学生提供相关信息，同时又富含字、词、句等语言材料可供学生学习。学生在回答问题的同时，也会不由自主地关注并使用一些词汇和句型，这样就为下面语言点环节的学习提前进行了铺垫。

Step 6 Further discussion

Can you briefly introduce the development of the computer?

(Explanation)

很多学校在高一都开设被列为通用技术课程的计算机基础知识课，建议在上课前，先了解学生是否有这方面的相关知识。此外，讨论时可不必具体到哪一年，说出大致年代即可。也可以鼓励他们说出一些代表性人物和他们的贡献，如Bill Gates等。如果学生缺乏相关知识，则可先讨论出要点，甚至可以鼓励他们思考“如何才能做出一个与众不同的有趣的介绍”，然后回家后再查阅相关资料，写成书面作业，留到下节课再讨论。总之，此环节的目的是运用所学知识和技能进行创造，有助于提高他们的思维能力。至此，Reading板块的第一课时结束。

Homework

1.Read the text again and again and mark the difficulties.

2.Finish workbook Page102 A1 and A2.

Period3 Reading(2)

Thoughts on design

这是Reading 板块的第二课时。由于Reading 板块的文章不仅为学生提供丰富的信息，同时又富含字、词、句等语言材料供学生学习，所以第二课时教学主要关注学生字词句等语言知识的学习和运用，如对长句和难句的理解、句型结构的用法、重要短语的理解和用法以及核心词汇的理解和用法等。

Teaching aims

Students will be able to understand some difficult sentence patterns and learn to use some key words.

Teaching procedures

Step 1 Understanding difficult sentences

1. (Line 4) Regular public broadcasting followed shortly after, first beginning on 11 May 1928 in New York.

Regular public broadcasting followed shortly after. It first ____ on 11 May 1928 in New York.

2. (Line 17) Satellites were used to broadcast TV beginning in 1962.

Satellites were used to broadcast TV and this ____ in 1962.

3. (Line 36) …record and play sounds on a tape wound around a round object.

… record and play sounds on a tape ____ ____ ____ around a round object.

[Explanation]

从这一环节开始，为Reading板块的第二课时。首先，从帮助学生进行长句和难句理解的角度，从课文中选出几个句子。具体的语法项目和功能此时不必详细教授，着眼点应在于帮助学生理解句意，即以扫清阅读理解的障碍作为出发点。如上面的例子中都涉及到分词结构，此时不必详讲，如果详讲，几节课恐怕也讲不完，可以通过“句型转换”的形式帮助学生理解句意，形成主被动意识，为今后进一步学习积累语感，打下基础。

Step 2 Important phrases

Early history of TV

?shortly after

?contribute to the development

?It is still uncertain that …

The modern age

? A is superior to B

?allow the same services to be delivered

?establish international standards for

?had access to 200 channels

?introduce new concepts

?come onto the market

?combine …with…

?respond to questionnaires

Early history of audio devices

?develop the first record player

?wind up the record player by hand

Tape recorders and players

? a small electronic device

?control the electric current

?develop it for military use

?apply the technology to create the transistor radio

?lead to the development of

?be added to

Sounds go digital

?be made available

?launch a portable CD player

?for the first time ever

?take over the portable music player market

?spring up all over the Internet

[Explanation]

备课时可以巧妙设计一些问题，学生口头回答问题时需要用到上述短语，能够准确回答也表明学生已经了解这些短语的含义，然后教师再做书面呈现并简要地讲解，并要求学生课后复习并记忆。其中一些重要词汇的用法可以放在下面的环节进行详讲。

Step 3 Key words

review, demand, introduce, apply, take (over)

review

Tell the different meanings of “review”

TV and audio devices: a review

(1) The committee is reviewing its decision.

(2) The play was very well reviewed.

(3) We now spend most time reviewing history for the coming tests.

to study or examine sth. again to decide whether it is suitable or satisfactory

to write an article giving your opinion of a play, book, film, etc.

to go over what has been learnt before an exam.

survey or report of past events

introduce

(1) They want to introduce a new system of identity cards.

(2) Potatoes were introduced into Europe from South Africa.

to bring sth into existence or use for the first time

(3) I’ll introduce you to all my friends.

(4) She’s introducing the children to literature.

to show sb. sth. for the first time

apply

1. The new technology has been applied to almost every industrial process. use

这些想法很难付诸于实践。

2. These ideas are often difficult to apply in practice.

3. You have to apply to the U.S. embassy for a visa.

4. Why don’t you apply to join the club?

to make a formal request for (job, permission to do sth , a place in a university) 我已经向那所大学申请了奖学金。

5. I have applied to that university for a scholarship.

to have effect on

6. The restriction no longer applies to him because he is over 18.

7. 这个规定对每个学生都适用。

This regulation applies to every student.

demand

to ask for sth very firmly

1. The demonstrators demand the release of all the political prisoners.

2. She demanded to know what was happening.

3. They committee demanded that the report (should) be made public. demand sth

to do sth

that sb (should) do sth

require

demand (n.)

meet / satisfy o ne’s demand for

supply and demand

take over

(1) Jane took over as manager when Mike retired.

(2) Can you take over cooking while I walk the dog?

to take control / charge of sth

to begin to do sth that sb else is doing

After dinner, she took the trays ____ from the table.

If the shirt doesn’t fit, take it ____. You can change it for another one.

The teacher said we should take ____ all the important points in his class.

You’re wet all over. Come in and take ____ your raincoat.

Dad said he would take us ____ for dinner tonight.

He took painting ____ for a while, but soon lost interest.

[Explanation]

根据词汇的使用频度和学生学习的难点，教师可以有选择地进行一些重要词汇的详讲。而且，在讲解时也不必面面俱到，如果把字典里的所有用法一股脑儿地全部灌下去，重点不明反而会适得其反，使学生抓不住要点，词汇学习的效率就会打折扣。建议遇到新词时，讲课文中的用法和最常用的用法, 如review、apply；遇到旧词新意时，可以顺带复习以前学过的知识, 如introduce、demand；遇到学生易错之处时，可以引导其进行辨析, 如demand 和require、take词组。此外，在选编例句时，尽量提供有充分语境的上下文，这样就可以请学生自己在阅读例句后推测词义，或者总结词的用法，有助于提高他们的阅读能力和自学能力。词汇教学中还应设计一些小练习，帮助学生学以致用，提高学习效率。

Homework

1.Recite the text;

2.Finish some exercises related to the key words and language points from the text.

Period4 Grammar and usage

Thoughts on design

本板块是对“介词”这一语法项目的高度概括式介绍和集中复习。学生从开始学习英语就接触了介词，介词是英语中非常活跃的词类，用法繁多，规则性又不是很强，特别需要学生在平时多积累多记忆。本课时从引导学生关注基本规律入手，将介词根据其不同含义和特征进行分类，依次学习了表示时间、方位和位移的介词以及介词与动词、名词和形容词搭配构成的短语。在教学中，指导学生通过阅读课本上精简的说明，自己得出一些结论，有助于提高阅读能力和自学能力。由于学生对介词相对比较熟悉，教学中可以设计一些复习性质的小练习，帮助他们熟练运用。课本上语篇形式的练习也很好，语用的特征也更加明显，建议好好地利用。此外，这些语篇中的课标词汇的学习也要提醒学生注意。

Teaching aims:

1.students will be able to review the usage of prepositions and prepositional phrases;

2.students will be able to read brief explanations of the grammar items and draw conclusions;

3.students will be able to learn how to use them in different situations and by fulfilling some

written tasks;

4.students will be able to know to accumulate their knowledge of the language every day and

try to use what has been learnt as often as possible.

Teaching procedures:

Step1 Lead-in

Fill in the blanks with prepositions.

? 1. He was ____ a media and technology exhibition, reading the information ____ the display board.

? 2. Regular public broadcasting first began ____ 11 May 1928 in New York.

? 3. Many different people contributed ____ the development of TV.

? 4. By 1967, most broadcasts were ____ color.

? 5. Some consider digital TV to be superior ____ satellite TV because it allows the same

services to be delivered ____ clearer pictures.

? 6. International standards ____ digital TV were established in 1989.

?7. A completely new concept was introduced when the first WebTV set-top boxes came ____ the market, which combines the TV set ____ the World Wide Web.

?8. With interactive TV programming, you can play along with game shows, responding ____ questionnaires.

?9. At that time, the record player had to be wound up ____ hand.

?10. American scientists invented the transistor, but only developed it ____ military use.

?11. The Walkman became so popular that it was added ____ the Oxford English Dictionary.

?12. The popularity of MP3 has increased to such a degree that major corporations are taking ____ the portable music player market with MP3 players.

(Explanation)

每一个单元的语法在Reading课文部分有很好的体现，因此通过复习课文里含有相关语法内容的句子导入语法教学是一个很好的方法。

Step2 Read Page8.

What can prepositions be used to express?

[Explanation]

指导学生自己阅读课本上的相关说明，了解介词的的特征和含义。不必从头至尾全由老师讲下去，学生通过阅读课本上极为精简的语法项目说明，可以自己得出结论，同时又可以提高阅读能力和自学能力。

Step3 Prepositions of time

____ a point of time

____ a period of time

____ a particular day

____ means how long sth continues

____ means no later than

____ means from a time in the past until a later time now

at, in, on, for, by, since

after, before, during, between, from, until

We can see a lot of people doing morning exercises in the park even _____ a cold morning.

Mary was very kind to me _____ my stay there.

Ann has been waiting for you _____ six o'clock.

_____ a long time scientists could not discover the secret of the atom.

The progress made in space travel _____ the early 1960s was remarkable

The first record players only ____ (play) a record for two minutes.

By 1967, most TV broadcasts ____ (be) in color.

Since the beginning of 1999, the popularity of MP3 ____ (increase) greatly

By the time we got to the theater, the play ____ (begin).

We ____ (finish) four units in the textbook by the end of this term.

It is ten years since we ____ (start) to learn English.

It was not until the boss came back that they ___ (leave) work.

Keys:

played, were, has increased, had begun, will have finished, started, left

[Explanation]

让学生阅读后填空，了解一些用来表示时间的重要介词的含义，其它常用的介词可以通过填词练习来进行补充。此外，可以通过动词形式填空练习帮助学生复习一些和介词有关的重要句型。

Step4 Preposition of place

?____ a small place or an occasion

?____ a larger place

?____ a surface of sth

?at, in, on

?above, against, behind, between, by, near, opposite, under, etc.

?超过均分

?违法

?落在同学后面

?处于控制之中

?坐在我对面的那个女孩

?分辨两者之间的区别

?路过那所学校

?above average

?against the law

?be left behind his classmates

?under control / in control of

? a girl sitting opposite me

?tell the difference between the two…

?go by that school

?…

Step5 Prepositions of movement

?Use the following prepositions to fill in the blanks.

?to, across, along, down, into, off, over, out of, past, round, through, under, up

? 1. travel ____ the desert

? 2. ride a horse ____ the forest

? 3. walk ____ the street

? 4. run ____ the corridor

? 5. fall ____ the bicycle

? 6. come ____ to me

?7. stick the fingers ____ his eyes

?8. reach ____ his hand

?9. get close ____ wild animals

?10. wind ____ a round object

?…

[Explanation]

可以通过复习学生以前学过的词组，补充其它一些常用来表示方位和位移的介词。

Step6 Prepositions with other meanings

? 1. —Did you find the dog?

?—It was tearing the cloth _____ its teeth.

? 2. —How did you get to my office so quickly?

?—I entered the building _____ the side door.

? 3. Very little is known _____ the family life of most cat species.

? 4. _____ his cold, he came first to the sports meet.

? 5. They were the only men who received votes _____ me.

? 6. The population of the world is growing _____ a surprising rate.

?7. Written exercises are often corrected by teachers _____ red ink.

?8. In Britain, meat is sold _____ the pound.

?9. He increased his vocabulary rapidly _____ reading.

?10. The overcoat is ready _____ the buttons.

Keys:

with, by/through, of/about, Despite, except, at, in, by, by, except for

?Page 8

?Complete the dialogue, using prepositions.

?Words and phrases:

? 1. merely

? 2. accompany sb to do sth

? 3. the sale is on

? 4. under new ownership

? 5. anyhow / anyway

? 6. There be…available.

?7. have an ample selection

[Explanation]

通过填空练习，提醒学生除了表示时间、方位和位移，介词还能表示很多含义，平时要有积累的意识。然后，指导学生完成第8页上的练习。在处理这个语篇的时候，请注意还有课标词汇的教学任务。可以提醒学生熟记上述单词、短语和句型。

Step7 Prepositional phrases 介词短语

?Read Page 9 and tell the meanings of the following prepositional phrases.

? 1. The ship set sail and headed for Shanghai.

? 2. You can connect the CD player to the computer by means of a special jack.

? 3. The program is capable of calculating our budget for the year.

?Prepositions with verbs, nouns and adjectives

?Make a list of verbs that are most frequently used to form prepositional phrases.

?look, get, take, put, keep, bring…

?Page 9

?Complete Su Mei’s introduction.

?Words and phrases:

? 1. go on sale

? 2. up to date

? 3. be capable of doing

? 4. stand for

? 5. buy from this brand

? 6. be familiar with

?7. put … on the market

?8. in that case

?9. in time for

?10. It’s up to you to decide…

?11. in your budget

[Explanation]

介词短语是本板块教学的重点，动词加介词构成的短语又是重中之重。先在课本上列出的短语中找出一些没有学过的，请学生通过阅读上下文关注短语的构成并猜测词义。然后请学生思考并总结，有那些高频动词经常与不同介词搭配构成相当活跃且含义众多的短语，并提醒他们在今后的学习中及时熟记和复习。之后，指导学生完成第9页的练习。在处理这个语篇的时候，请注意还有课标词汇的教学任务。可以提醒学生熟记上述单词、短语和句型。Homework

Review the usage of prepositions and prepositional phrases and do more exercises.

Period 5 Listening