初三上学期>>Unit 1 In the library

发布时间:2017-12-11 编辑:互联网 手机版

教学目标

  1.学习现在完成时态的构成以及与现在的关系和对时间状语的要求,以及现在完成时 的陈述句形式和疑问句形式及其简略答语是本单元的教学重点。要求学生能初步运用现在完 成时态谈论一些过去发生的动作对现在造成的影响,掌握过去分词的构成。

  2.能够熟练运用本单元有关“借物、寻物”的交际用语,正确运用Have you got…? 和Do you have…?及其简略答语。

  3.掌握本单元的单词和短语,特别是used to,pay for,think of等用法。

  4.利用阅读课文来培养学生的阅读理解能力和根据上下文判断生词词义的能力,并逐 步提高对学生阅读速度的要求。

  5.要求学生能用自己组织的语言,对课文故事予以简述。

教学建议

单元内容分析

  本单元主要教学现在完成时态,围绕“The lost book”开展教学活动。学习了有关“借物和寻物”的交际用语以及到图书馆借阅图书及相关事项,着重使用了“Have you got…”这种句式,通过对话,教学了现在完成时态的用法和构成,重点分析过去某个动作对现在造成的影响或结果。学习了过去分词的构成和动词加一ed后的读音,if引导的从句中时态的使用,同时还学习了一些同义词、近义词的用法与区别。

ago 与before

  ago与before 是两个表示“以前”的概念的单词。在用法上,它们的区别是较大的。

   1)ago和一般过去时的动词连用,表现现在以前的过去时间,它不能用于完成时态,例如:

  Your friend was here a week ago, wasn't he? Of course he was.

  before可以和完成时态连用,也常常与never连用,表示在早先或过去的某时间的“以前”。

例如:

  I never met him before. He's new to me.

  下面以three years ago和three years before为例来进行比较。three years ago用于过去时态,

表示从今天算起的“三年以前”;而three year before用于过去完成时态,表示从三年以前算

起的过去。试看下面的比较:

  A. I met him three years ago. We've been friends for 3 years.

  B. I had met him three years before. I met you in 1992.

  句A表示:“(从今天算起)三年前我遇见过他。”句B表示:“(从三年前追溯起)三年前我遇见过他一次。”

  2) 另外before与ago单纯在形式上的区别是before可以单独使用,ago必须与别的表示时间的词连用。例如:

  I have read it before. It is a very good novel.

  I read it 3 years ago. But I can't remember everything about it.

例 Have you found the book? Yes, I _____it five minutes_______.

  A. have found, before B. found, before

  C. has found, ago D. found, ago

  解析 ago表示从现在算起的多少时间以前,用于一般过去式的句子中,before则表示从过去看的某时间以前或泛指以前,常见于完成时态。从本句的答语“我5分钟前找到的”中,可以判断是从现在算起的五分钟前,故选D。

full与fill

  (1)fill v.把……填满,常与with连用。如:

  Please fill the bags with rice. We've got to take them to the poor family in the village.

  fill也可以表示状态。相当与 be filled with。如:

   Smoke filled the room. = The room was filled with smoke.房间里浓烟弥漫。

  (2)fill in填入、填写、塞满,如:

  –Please fill in your telephone number and your name.

  –OK, But may I borrow your pen?

  –What shall I do if I want to find a job here?

  –Fill in the application form.

  (3)full adj. 满的,充满的。其结构是be full of=be filled with,如:

  The basket is full of apples. = The basket is filled with apples.Enough for all of us.

  The bag full of books is mine. Please carry it for me, It's too heavy.

lose与 miss

  1)两者都表示“丢失”。lose的语气较强,含有丢失后不易找到;miss含有“发现丢失”之意。在很多情况下两者可换用。例如:

  You said you have lost your watch. When did you miss it? 你说把手表丢了,你什么时候丢的?

  2)lose通常用过去分词(lost)作定语或表语;而miss则用其ing形式(missing)作表语或定语。例如:

Is there anything missing (Is there anything lost) ?

  Nothing, so far as I know.

on与about

  二者都是介词,意为“关于,论及”等,一般情况下,二者可以互相替换,但二者有点区别:about常用于简单的或浅显的论述等,是一般用语,多用于讲故事,谈话;思考等;on多用于系统论述或专题讲演、论著等,具有学术性,如:

  The teacher told us a story about Lei Feng. It's very moving.

  He will give us a talk on the history of the Party.他将给我们做个关于党史的报告。

正误例析

  今天下午我们将听一个关于非洲历史的演讲。

  误:We're going to listen to a lecture about African history his afternoon.

  正:We're going to listen to a lecture on African history this afternoon.

  析:介词about和on都可以作“关于”解。on表示一本书、文章或演讲是严肃的、学术性的,可供专门研究这一问题的人们参考;about则表示其内容比较通俗,一般人都可阅读。

  the lost books 丢失的书。

  The book was still missing.书还是找不到。

  lost=missing丢失的。英语中单个分词(包括现在分词和过去分词)也能作定语用,它们一般放在名词的前面。又如:a stolen car一辆失窃的汽车;a broken wind。一扇破的窗;the giving name教名,名;a surprised girl一位感到吃惊的女孩。

come up with

  come up with= find or produce (an answer)意为“提出,提供”,它是由动词和介词一起构成的短语动词。它的另一个意思是“赶上”。例如:

  I hope you can come up with a better plan than this. 我希望你能提出个更好的计划。

  We shall have to work hard to come up with them. 我们要努力工作,赶上他们。

类似的词组有:

  catch up with come in for pay for

  pay for意为“给……报酬”,“付款”。常见句型有:(1) pay for+货物,(2) pay+名词/代词+for+物。例如:

  How much did you pay for that book?那本书你付了多少钱?

  I'll pay you five yuan for it.我将为此给你五元钱。

  I'm afraid can't pay you anything for it.我恐怕不能为此给你任何报酬。

  She used to be a Chinese teacher. 她以前是一位语文老师。

  used to意为“过去经常”,它只有过去式,用于各种人称的单、复数,表示过去存在的,

  但现在已经停止的情况或习惯,后接动词原形。例如:

  They used to come on foot,but they don’t do that again. They often come by bus. 他们过去经常步行来,现在不了。他们经常乘车来。

  used to是表示过去经常重复的动作。在表示过去的习惯时,used to是比较规则的习惯,它与would不太一样,would侧重于叙述过去的光景,used to侧重于和现在相对照。

  used to的疑问形式和否定形式可以用助词did或自身形成构成。美国人多用助动词 did;英国人多用used to本身。如:

  –Did you use to go there?

  –Yes, very often./No, only seldom.

  I used not to like Beijing opera, but now I’m very fond of it.我过去不喜欢京戏,但现在非常喜欢。

  他过去不常抽烟。

  注意区分be used to所表示的意思是“习惯于……”,后跟名词或动名词,used是一个形容词。例如:

  I’m not used to drinking.我不习惯喝酒。

  She is used to running in the morning.她习惯早上跑步。

have got

  I think I've got one.我想我有一个。

  英语中表示“所有”用have,口语中常用 have got,其否定形式为haven't got,疑问形式为Have…got…?在美国英语中常使用don't have,Do… have…?例如:

  I've got a book about chemistry. = I have a book about chemistry.我有一本化学书。

  He hasn't got an umbrella. = He doesn't have an umbrella. 他没有雨伞。

  –Have you got a pencil sharpener? = Do you have a pencil sharpener?

  –Yes, here you are.

Have you got …?句型教学建议

  利用初一学过的表示“拥有”的交际用语引出“have got”句型,讲解可先不讲解它的时态:现在完成时。

  1.教师先和一个学生进行下面的对话。

  T: Excuse me, Do you have a dictionary?

  S: Yes, I do.

  T: May I borrow them, please?

  S: Certainly. Here you are.

  T: Thank you.

  教师接过dictionary后,说:

  I have a dictionary

  I have got a dictionary

  并在黑板上板书:have got … ,然后让学生反复跟读。然后告诉学生这就是我们今天所要学的新句型:This is another way of saying “Do you have …?”

  2.教师可逐一取出一些画片,边取边对学生说:I have got a …或拿出一些实物进行上面的句型练习。(a cup, a pen, a ruler, an eraser, a book等。)

关于课文The Lost Books教学建议

  1.在教学本课的课文The Lost Books之前,先就本课Part 1的两个问题让学生进行回答,并写一段短文关于自己如何爱书,以及从图书馆借书的经历,然后让学生作演讲。如:

  I like reading very much, because I’ve learned a lot from the book I read. I’ve bought many books and has got a small library of zoo interesting books. They are about many different subjects such as foreign languages, maths, history, geography and interesting stories. But my own library is still too small to meet my needs. I often borrow books from the school library. It has a great number of books. Many of them are very interesting. I’ve read so many interesting books in the school reading room. I’m a careful boy/girl. I never lose any library book. But some of my classmates do. When they are in such a trouble, I help them. I sometimes help them to buy new books. I even pick out the best books from my book shelves and give them to my friend in trouble. I believe a friend in need is a friend indeed.

   2.让学生默读课文,回答练习册第2课练习1的8个问题。

   3.把课文The Lost Books改成对话,由两个学生分别扮演grandma和 librarian,表演一遍,然后让学生轮换角色,以便更多的学生参加演出。实现学生自编--自导--自演--语言探究活动的过程。

参考范文部分:

  Librarian: Mrs. Li, I’ve heard the bad news. You’ve lost more books.

  Grandma: Yes, I’ve already lost 5 more books. I’m afraid I’ll have to pay for all the six lost books.

  Librarian: Never mind. I think someday you will find them. What about putting a bookmark in each of the borrowed books. Just leave a message on the bookmark. It may help a lot.

  Grandma: What do you think I should write on the bookmark?

  Librarian: Something like this: If you find this book, please return it to the school library. Then you can get a nice present from the librarian. I’m an old woman. But one is never too old to learn. I do hope you’ll help me to be a good reader of the school library books. Thank you very much from the bottom of my heart.

  4.让学生阅读英语泛读Unit 1 的阅读材料:Library Services,回答文后的五个问题。

  5.让学生在课后猜想管理员想出了什么办法,同时也让学生想其他的办法为Grandma找回丢失的书。

  6.在教学这个故事的结尾部分前,先引导学生想想该如何帮助Grandma找回丢失的书,同时也猜想管理员想了什么方法为Grandma找回丢失的书。另外也可替管理员想些好办法来鼓励同学们归还书。

  让学生带着下面的问题阅读这个故事的结尾部分:

  1. Why did they get books back so quickly?

  2. If you lost the book, how would you get it back?

现在完成时

  一、现在完成时的构成

  1.现在完成时的基本句式是have/has+过去分词。例如:

  I have seen that film.我看过那部电影。

  We have just finished our homework.我们刚刚做完家庭作业。

  She has gone home.她回家去了。

  注意:该句式中的have或has是助动词,has用于第三人称单数,其他人称一律用have。该句式中have/has和过去分词之间可插入just,译成汉语时,往往用“已经”、“刚刚”、“过”或“了”等这类词。

  2.现在完成时的一般疑问句式是把助动词have或has提到主语之前。例如:

  Have you read this book yet?你读过这本书吗?

  Has he eaten that apple yet?他吃了那个苹果了吗?

  注意:现在完成时的一般疑问句往往在句末加yet。把现在完成时的一般疑问句译成汉语时,往往表示“……过吗?”“还没有……吗?”等。其肯定回答用Yes,主语+ have/has。否定回答用No,主语+haven’t/hasn’t.有时用 No,not yet.或 No,never.

  3.现在完成时的否定句式是have/has not +过去分词。例如:

  We haven’t studied Book III yet.我们还没有学过第三册课本。

  The car hasn’t stopped yet.汽车还没有停下来。

  注意:现在完成时的否定句往往也在句末加yet;译成汉语时表示“还没有……”之意。

  二、现在完成时的用法

  表示过去发生或完成的某一动作对现在造成的影响或结果。

  例如:

  Have you read that story?你读过那个故事吗?

  (“读”这一动作发生在过去,对现在造成的影响为:是否知道故事的内容。)

  I have bough two apples.我买了两个苹果。

  (“买”这一动作发生在过去,对现在造成的结果是:拥有两个苹果。)

  在学习这一概念的同时,还应注意与现在完成时态连用的几个副词:already;just,yet, ever,never等。already,just多用于肯定句,yet,ever,never多用于疑问句和否定句中。如:

  I have already finished my homework.我已经完成了作业。

  He has just had his meal. 他刚吃过饭。

  Have you ever heard this song?你曾听过这首歌吗?

  They haven’t left yet.他们还没动身。

  We have never seen so beautiful flowers.我们从来没有见过这么漂亮的花。

语法教学:现在完成时态

  1.学习动词过去式与过去分词

  动词的原形,过去式和过去分词的词形变化即为动词的变化。绝大多数的动词是规则动词,是在原形的字尾加ed构成其过去式和过去分词;部分动词是不规则动词,它们不是依照加ed的规则变化的。

  2.教学现在完成时的结构。

  教师边打开门,边说:I’m opening the door. 门开后,教师问学生:

  Is the door open? 学生回答说:Yes. It is. 教师接着说:

  I have opened the door already.

  向学生解释,open the door的动作在过去发生,现在的结果是the door is open. 要表述过去发生的动作对现在造成的影响就要用现在完成时。结果让学生体会这句话的意思,然后板书:用彩色粉笔写出have opened.

  Teacher asks a student to clean the blackboard.

  该同学在擦拭擦黑板时,教师向全班说:

  She is cleaning the blackboard.

  当该同学擦完黑板,走回座位,教师让全班看着擦干净的黑板,启发大家说出:

  Ss:She has cleaned the blackboard.

   将句子写在黑板上,让学生自己总结现在完成时的结构。教师最后把“助动词have / has +过去分词”这个结构写在黑板上。

  3.口头训练在学生对部分动词的过去分词和现在完成时的基本结构有了认识之后,教师可以进而指导学生做一些口头训练。开始时可用图片或适当的情景引出一些句子。如:

  用一个画有蛋糕的图片,加上旁白:“Yum, Yum, good!”引出句子:I have eaten the cake.

   画一个女孩儿,加上旁白:“She is here.”引出句子:She has come.

  还可以补上一些句子:

  She has given the key to her mother.她把钥匙给了母亲。(钥匙不在她这里。)

  He has read a book about science .他读过一本科学读物。(他对科学书籍有所接触。)

  这样做可以让学生对现在完成时有所领悟,即现在完成时不是单纯表示一个过去的动作。而是表示此动作对现在的某种影响。教师最后可将这些句子用操练的形式让学生改为否定式,疑问句并加以回答。

   4.进行比较教学。

   把现在完成时与一般过去时进行比较,由于它们都表达一个过去的概念,学生容易混淆它们之间的用法。

  现在完成时和一般过去时的动作都发生在过去,但现在完成时所表示的对间观念是比较模糊的,笼统的,它不能和表示过去的时间状语连用,而一般过去时所表示的时间是比较具体的,确切的,它必须和表示过去的时间状语连用。如:

   We went to the park last week. (一般过去时)

  I haven’t read this book before. (现在完成时)

Lesson 1 Part 2 In the school library教学建议

  1.教师先放录音,让学生跟着重复,然后让学生猜测这个对话发生在什么地方。

  2.让学生根据对话的内容,猜测“several”和“shelf”的含义。

  3.条件较好,有图书室的学校,可以让学生到图书室进行借书表演。同时可以把这个对话

加工扩展:

  A: Excuse me, have you got any books about …?

  B: Yes, we've got several. They're on that shelf

  A: May I borrow the book "… ", please?

  B: OK. Here you are. But you must give it back on time.

  A: OK. Thank you very much.

  4.让学生两个一组进行对话表演。

Lesson 1 Part 3 的教学建议

  1.先让学生分组进行对话表演。

  2.然后要求学生将对话内容改为短文:

Dialogue 1

  Jim can't find his history book. He asks Bob: "Have you seen my history book anywhere?" Bob doesn't think so. He tells Jim to look at the book on the desk. He thinks maybe it's Jim's history book.

Dialogue 2

  Tom has lost his dictionary. He asks Lucy about it. but Lucy hasn't seen it. She tells Tom to ask Jim about his lost dictionary. Jim says "Yes" to him. He saw it on Lin Tao's desk five minutes ago.

  He thinks it is still there.

Lesson 4 Part 4的教学建议

  首先教师可以仿照课文制作类似的卡片,然后讲解卡片表达的信息。条件好的学校,可以到图书馆找出类似的查书卡,也可以让学生到市或镇等各图书馆调查图书馆如何给图书分类,如何写借书卡,然后写出一个调查报告,包括以下几个内容:

  1.How many parts are there in a library?

  2.How are the books classified?

  3.What kinds of books do the readers like? Different people like different kinds of books?

  4. What kinds of borrower’s cards are there?

  5. What information can a borrower’s card give us? What kinds of knowledge can the reader get from the card?

  6.How can the reader find the book she wants? How do the cards make it convenient for the reader to borrow their books?

  7.How to cherish books?

  8.The rules for a library. (可参照练习册Lesson 4 Exercise 6)

要求用英文写,文字简明扼要。

  教师让学生来看看书上两张借书卡片,然后让学生说说从这两张卡片中可以了解到一本书的大概信息:

第一张:

  从这张借书卡上我们可以知道:《简爱》;作者是夏洛蒂勃朗特,她出生于1816年,死于1855年;本书于1990年由牛津大学出版社出版;全书共237页。

书名:《简爱》

作者:夏洛蒂勃朗特(1816-1855)

出版商:牛津大学出版社,1990

全书共237页

第二张:

  这本书是《大卫科波菲尔》;作者是查尔斯狄更斯,他出生于1812年,死于1870年;本书于1990年由牛津大学出版社出版;全书共215页。

书名:《大卫科波菲尔》

作者:查尔斯 狄更斯(1812-1870)

出版商:牛津大学出版社,1990

全书共215页

  让学生讲讲书上所给的计算机屏幕上的文字显示的相关信息:

  作者:玛可丽特米切尔

  书名:《飘》

  出版商:麦克米伦公司

  描述:发生在古老的美国南部的爱情史诗

  内容:美国内战,奴隶制,社会风俗