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英语语文版基础模块下册教案 unit 1 travel warming upbe forced to do sth, by hand,be famous for .. 2 了解被动语态的用法。 3正确理解文章内容，能准确回答课后的问题。 2、过程与方法 通过读说练习达到教学目标。 3、情感态度与价值观 理解长城是世界奇观之一，是我们中国人的骄傲；激发学生的爱国热情和民族自豪感。 二、教学重点 1、掌握下列单词和短语的用法2.understand the text and answer the questions correctly . 2、正确理解文章内容，能准确回答课后的问题。 三、教学难点 正确理解文章内容，掌握阅读技巧。 四、教学方法 任务型教学法；情景教学法 五、课时、课型一课时；新授课 六、教学准备多媒体，常规教具 七、教学过程 step1 lead in 教师活动播放关于长城的录像片，向学生简要介绍长城。提出问题，导入课文教学 do you know how the great wall was bulit and why it was built 学生活动answer the question. 师生活动review the new words of the text. 说明 激发学生进一步学习的热情。 step2 reading 阅读环节一教师布置任务，给出问题 where is the great wall when was the great wall first built who decided to have the walls linked and extended when was the great wall rebuilt 学生活动学生带着问题阅读。 说明为后面的讨论做准备。 阅读环节二精度课文，小组研讨。 学生活动the students read the text carefully and find the long sentences and language points.教师布置学生仔细阅读课文，找出问题和课文中的语言点。 说明学生精度课文，发现问题。培养学生合作学习、探究学习的良好习惯。 step3 explanation 教师解释课文中的一些长句，讲解课文中的下列语言点 the teacher explains the following points 问题一the walls were built to protect states.修建城墙是为了保护他们的国家。句中的were built 是过去时的被动语态结构。在句子的主动形式是they built the walls t0 protect these states. 问题二have the walls linked and extended 该结构中的have是使役动词，意思是“使、让”，have sth./ sb.done意思是“使某物或某人被......（强调动作由别人来完成）”，其中的linked和extended是过去分词，表示被动。 问题三在it took them more than ten years to build it under terribl conditions. 句子中it用作形式主语，真正的主语是不定式短语to build it under terrible conditions.这是一个很重要的句型，其结构是it takes/tooksb.some time to do sth. 意思是“做某事花费了某人多少时间”。 问题四look,on the top of the mountain is the great wall. 句中的on the top of the mountain不是句子的主语，本句是倒装句结构，它的正常语序应是the great wall is on the top of the mountain在英语中，有时为了“强调句子中的状语、表语等”而使用倒装结构。 learn the following language points protect...from/against have sth/sb done lead to thousands of it is said that... it takes/took sb .some time to do something step4 practice the students complete the sentences with some useful expressionsppt 说明学生完成一些练习，巩固知识点。 step5extensive reading教师播放长城风景片 学生活动the students read the text again and try to retell the text 说明学生阅读课文，鼓励学生复述，锻炼学生口语表达能力。 step6 1.read the text. 2.complete the rcise of the language study. 说明巩固知识点 八、板书设 计 unit1 the great wall reading 1.skimming answer the questions 2.carefully reading the language points protect...from/against have sth/sb done lead to thousands of it is said that... it takes/took sb .some time to do sth 课后反思与建议 most of the students can unterstang the text well, but they are not good at express by themselves in engishi. it is helpful for them to read the text afterclass. unit1 grammer passive voice 一、教学目标 1、知识与能力 （1）掌握被动语态的结构和用法。 .. （2）在练习中正确运用被动语态。 2、过程与方法 通过不同的练习途径使学习掌握被动态的用法。 3.、情感态度与价值观 消除学习的心理障碍，增强 二、教学重点 （1）掌握不同时态的被动语态结构。 （2）如何把主动与台转化为被动语态。 三、教学难点 能够正确地王城语法练习。 四、教学方法讲解与练习相结合 五、课时、课型一课时、新授课、 六、教学准备多媒体、常规教具七、教学过程 step1 presentation 教师活动show the sentences the students clean the classroom every day. the classroom is cleaned by the students every day. 学生活动translate the sentences above.比较两个句子语气的侧重点。 说明 引出新课。 step2 explaining 教师活动什么是被动语态被动语态”的构成 学生活动be 过去分词 by动作执行者 step3 the use of passive voice 什么情况下要用被动语态呢一般地说，有下面几种情况 师生共同活动 不知道谁是动作的执行者或没有必要。例如 paper is made from wood. 纸是由木材生产出来的。 the house is quite old. it was built in 1950. 这座房子太旧了。它是1950年建成的。 he was wounded in the fight. 他在战斗在受伤了。 electricity is used to run machines. 电是用来开动机器的。 2、需要强调动作的对象时。例如 calculator can t be used in the maths exam. 计算器不能用于数学考试。 books and newspapers in the reading room mustnt be taken away. 阅览室的书籍和报纸 不准带走。 he was awarded first prize in that contest. 他在比赛中获得了第一。 3、为了使语气婉转，避免提到是谁做的这件事。例如 the construction of the new lab must be completed by the end of next month. 新实验室必须在下个月底前完工。 step3 presentation 1、 一般现在时的被动语态. am / is / are 动词的过去分词 our classroom is cleaned every day. this car is made in china. 2、一般过去式的被动语态 was / were 动词的过去分词 his desk was cleaned just now. the station was built in 1928. 3、现在进行时的被动语态 am / is / are being 动词的过去分词 a new factory is being built in our city now. some trees are being cut down in the park. 4、过去进行时的被动语态 was / were being 动词的过去分词 a new factory was being built in our city at that time. some babies were being looked after by miss chen last year. 5、一般将来时的被动语态 a will / shall be 动词的过去分词 b am / is / are going to be 动词的过去分词. some new factories will be built in our city this year. your watch is going to be mended in an hour. 6、过去将来时的被动语态 1.would / should be 动词的过去分词 2.was / were going to be 动词的过去分词. she said that some new factories would be built soon in our city. he thought that your watch was going to be mended after an hour. 7、现在完成时的被动语态have / has been 动词的过去分词 some new factories have been built in the city since last year. your watch has been mended already. 8、过去完成时的被动语态had been 动词的过去分词 he said that some new factories had been built in the city. i didn’t know that my watch had been mended . 9、含情态动词的被动式can/may/must be done 例如he can not be found. / i must be paid for this. step4texplipaining 如何将主动语态变成被动语态 1、从句子意义上说，就是重新找出“什么事物”是“被完成”的。 例1. 主动语态人们说英语。people speak english in many countries. 被动语态英语被说。 english is spoken in many countries.. 例2. 主动语态我们造这座桥。we built this bridge last year. 被动语态这座桥被建造。this bridge was built last year. 2、从语法的角度说，把原句的宾语改成主语。 例1. 主动语态小王邀请你宾语 xiao liu has invited you to a lunch party. 被动语态你宾语被邀请。 you has been invited to a lunch party by xiao wang. 例2. 主动语态你不准带走杂志宾语 you must not take these magazines out of the reading-room. 被动语态杂志宾语不准被带走.these magazines must not be taken out of the reading room. 例3. 主动语态他们授给他宾语一枚奖章宾语.they gave him a medal for his wonderful work. 被动语态他宾语被授予一枚奖章. he was given a medal for his wonderful work. 被动语态一枚奖章宾语被授给了他.a medal was given to him for his wonderful work. step5practice the students complete the rcises in class. 说明巩固知识点 step6 summary 教师活动被动语态的结构为“助动词be及物动词的过去分词p.p”。被动语态的不同时态是 通过be的时态变化来表示的，其人称和数方面应与主语保持一致。 学生活动一般现在时am/is/arep.p. 一般过去时was/werep.p. 一般将来时shall /will be p.p. 现在完成时have /has been p.p. 现在进行时am/is/arebeingp.p. 过去将来时should /would be p.p. 含情态动词的被动结构情态动词bep.p. step7homewor complete the papers about giammer. 八、板书设计 passive voice 一、 被动语态的构成be动词的过去分词by动作的执行者） 不同时态的被动语态为 一般现在时am/is/arep.p. 一般过去时was/werep.p. 一般将来时shall /will be p.p. 现在完成时have /has been p.p. 现在进行时am/is/arebeingp.p. 过去将来时should /would be p.p. 含情态动词的被动结构情态动词bep.p. 九、、课后反思与建议 the students need to do more rcises to. use passive voice correctly unie2 warming up this week month,year-----that week month,year next week month,year-----the next week month,year 3 day weeks, months,years, hours.ago---3 days weeks, months,years,hoursbefor last week month,year----the week （month,year）before 等等。 注意; ① 直接引语如果是客观真理，变为间接引语时，时态不变。如; he said “light travels much faster than sound”→ he said that light travels much faster than sound ② 如果在当地转述，here 不必改为there, 动词come 不必改为go 。如果在当时、当天、当月、当年等语境中转述，today yesterday tomorrow next week last year等时间状语不必改变。 2. 转述祈使句时，要将祈使句的动词原形变为带to的不定式，并在不定式的前面根据句子的意思加上tell,ask,order等动词，如果祈使句为否定式，在不定式的前面加上not. 例如 she said to as ,“please sit down.”→ she asked us to sit down . he said, “don’t make so much noise boys.”→ he told the boys not to make so much noise . 3. 直接引语如疑问句，变为间接引语时，必须疑问句的语序改为陈述句的语序，句末用句号。其人称、时态等相应的变化与陈述句的间接引语相同。 1一般疑问句 直接引语如果是一般疑问句，变为间接引语时，要构成以连词whether 或if 引导的宾语从句，句末用句号。主句中的谓语动词是said 时，要改为asked. 没有间接宾语时，有时可以加一个间接宾语。 如he said,“are you interested in english” →he asked me if\whether i was interested in english. he said, “did you see him last night” →he asked（me）whether i had seen him the night before. 2特殊疑问句 直接引语如为特殊疑问句，变为间接引语时，构成用原来的疑问词引导的宾语从句，必须将疑问句式改为陈述句结构，句末用句号。 如“what do you want” he asked me. →he asked me what i wanted. he asked me,“whydid you come so late” →he asked me why i had come so late. 课题unit 6 what’s important 提供者王丽华 warming up, words and expressions 一、教学目标 1、知识与能力 1. 掌握词汇表中本单元的单词和有用的短语并运用。. 2.能够就warming up 中的问题进行讨论，表达自己对金钱和生活的看法。 2、过程与方法 3、情感态度与价值观 培养学生对金钱与生活的正确看法。 二、教学重点 1. 掌握词汇表中本单元的单词和有用的短语并运用。 三、教学难点 能够就warming up 中的问题进行讨论，表达自己对金钱和生活的看法。 四、教学方法任务型教学法, 情境教学法,交际式教学法 五、课时一课时 课型新授课 六、教学准备ppt. comprehensive course, blackboard, plat, chalk 七、教学过程 step1 greetings greet students cheerfully to cheer them up for this english lesson. 与学生打招呼，让学生振作精神） step2 warm-up tell students the general arrangements of classroom teaching and learning and their tasks in this class. （告诉学生本节课的内容安排和学生的学习任务） step3 presentation teaching the pronunciation of the new words and phrases and give explanation to them.（教学生学习本单元单词表中的单词和短语并解释其中的重要单词或短语的用法） 1、学生活动ask the students to try to read the words and expressions. 学生试读单词 教师活动the teacher correct their pronunciations.，教师帮助学生更正发音。 2、教师活动play the tape. 播放录音. 学生活动 listen and repeat and pay attention to the pronunciation.学生跟读，并注意语音语调 3、学生活动practice reading the words and expressions by themselves.学生练习读单词。 教师活动organize the students and help them if possible. 组织学生病提供帮助。 4、教师活动ask the students to read the words and expressions one by one.组织学生一个一个的读单词。 学生活动read the words aloud one by one. 5、教师活动explain the hot words and useful expressions to the students.向学生解释重要单词和短语的用法。 学生活动listen to the teacher carefully and try to master the hot words and useful expressions.认真听老师讲解并掌握重要单词和短语的用法。 教师讲解内容 1. earn one’s livingmake one’s living 谋生 earn moneymake money 赚钱 2. remind sb. of sth. 使（人）想起... remind sb. to do sth. 3. unless if ... not 除非，如果不 e.g. we will go shopping unless it rains. we will go shopping if it doesn’t rain. 4. instead of , instead 代替反之， e.g. we can use stone instead of wood. it’s too hot. we didn’t go shopping. instead, we went swimming. 5. be different from 与...不同 e.g. my book is different from yours. be the same as 与...相同 e.g. my book is the same as yours. 6. accept, （主观）接受； receive （客观）收到 i received some flowers yesterday. but i didn’t accept them. 7. afford to do sth. can’t afford sth. 买不起... can’t afford to do sth e.g. we can’t afford to buy a large house. 8. be proud of take pride in 为...而骄傲 e.g. we are proud of you. we take pride in you. 9. on earth 到底；究竟 e.g. what do you want to do on earth 10. go for a ride （开车）去兜风 go for a walk step4 presentation 教师活动ask the students to look at the pictures and discuss the questions（ 组织学生观察书中的图片并讨论所提出的三个问题） 1do you think money is important 2do you like to wear famous brand clothes 3what do you think of life, easy or difficult then show the sentence pattern 向学生提供可能用到的句型 i think 1.money is important because .. 2.life is easy / difficult because .. 3.we should / shouldn’t wear famous brand clothes because .. 教师活动make an example using the pattern above,给学生做个示范并要求学生两人一组编对话并表演出来。 example a do you like to wear famous brand clothes b yes, i do. i like to wear famous brand clothes because its quality is good and it’s very comfortable to wear. 学生活动work in pairs to make a dialogue and act it out.两人一组编对话并表演。 step5homework 1. preview reading. 2. copy the new words and sentences and remember them. 教学反思与建议 利用视频及图片资源，充分调动学生的学习积极性、自主性和协作性。让学生激烈讨论，踊跃发表自己的意见并且尝试情景对话表演，充分体现了“以学生为本”的教学理念。 单词教学应该在尝试更多的方法，让学生能够更积极主动的投入到学习中。 课题unit 6 what’s important 第二课时 一、教学目标 1、知识与能力 1.掌握课文中的重点单词和有用短语并运用。 2. 能够读懂课文，掌握文章大意和细节，完成课后阅读理解练习。 3. 能够运用所学语言，讨论对金钱的看法，表达自己的观点。 2、过程与方法 掌握并运用速读、跳读、精读等阅读方法。 3、情感态度与价值观 培养学生对金钱与生活的正确看法。 二、教学重点 掌握课文中的重点单词和有用短语并运用。 三、教学难点 能够运用所学语言，讨论对金钱的看法，表达自己的观点。 四、教学方法任务型教学法, 情境教学法,交际式教学法 五、课时一课时 课型新授课 六、教学准备ppt. comprehensive course, blackboard, plat, chalk 七、教学过程 step1greeting greet the whole class step2 revision review the new words and phrases learned last class. 复习本单元的单词和短语。 学生活动read and try to master the words and expressions. they may work in pairs and give dictations to each other. 读记单词和短语，两人一组互相听写。 教师活动supervise the students to review the words and expressions. 组织监督学生。 step3 reading 任务一浏览skimming 教师活动organize and supervese the students. 组织监督学生。 指导学生如何找到课文大意。teach the students how to read the text quickly and find the main idea of the text. 学生活动read the text quickly; try to find main idea of the text. 快速浏览课文，找出课文大意。 教师活动ask the students to read the text and answer the questions。组织学生阅读课文并回答下列问题。 1. why did the son dislike his father and feel unhappy 2. why do young people like to wear famous brand shoes and clothes 3. can everybody in a country get rich at the same time 4. is it true that all foreigners are rich 5. what do you think is most valuable for you 学生活动read the text and answer the questions. 阅读课文回答问题。 任务二scanning 精读 1、教师活动ask the students to read the text carefully and tell t or f to the questions.要求学生精读课文判断对错。 学生活动read the text again and then answer the questions. 读课文回答问题。 1. fthe boy’s father earn much money. 2. t young people in italy like to wear famous brand shoes and clothes. 3. f all the people can become rich at the same time. 4. t according to the text, we know that life is difficult for most people. 5. t canada is known as a rich and developed country. 6. f money is important than anything else.. 任务三 language points and sentence structures 语言点和句型 教师活动get the students to read the text and put the text into chinese. show the language points and sentence structures to the students and explain. 让学生读课文，翻译课文。向学生展示语言点和句型并给予必要的解释。 学生活动read the text and listen to the teacher by heart .读课文，认真听老师讲解并掌握本课语言点。 1.this reminds me of italy, when it was still a developing country。 这使我想起了意大利，当时它还是个发展中国家。 remind ... of ... e.g. this picture reminds me of my hometown. 这张照片使我想起了我的家乡。 2.and sports shoes were not shoes unlessthey were nike or reebok. 除非是耐克或者锐步鞋，否则运动鞋就不算是鞋了。 unless if ... not ... e.g. we will go shopping unless it rains. we will go shopping if it doesn’t rain. 3. when they had something new or expensive, instead ofjust enjoying it for themselves, they like to show off. 当他们有什么新鲜或昂贵的东西时，他们不只是自己享用，而是喜欢炫耀。 instead of e.g. we can use stone instead of wood. 4. in society, when one or two members of a group are different from the others,they become the focus of fashion. 社会上，当一个群体中一两个成员与其他人不一样时，他们就会成为大家注意的焦点。 be different from 与...不同 e.g. my book is different from yours. 5. in a country, not all the people can become rich at the same time. 一个国家里，并非所有的人都能同时富起来。 at the same time 同时 6. instead, we are proud of her because she was hard-working and honest. 相反，我们为她而感到骄傲，因为她勤劳而且忠厚。 7. you always think you are that great. 你总以为你自己是那么了不起。 e.g. don’t eat that much. 8. is someone turning a little green here 这里是不是有人感觉有点嫉妒呀 教师活动ask the students to make sentences using the useful expression learned above.让学生用刚刚所学的短语造句。 学生活动 sum up their notebook and make up sentences using the expressions. 整理笔记并用本课短语造句。 step4 consolidation 教师活动ask the students to make a summarize .让学生总结本节课。 学生活动make speech freely. 自由发言。 tell the class what they have learned in the lesson .向同学讲述本节课所学。 教师活动divide the class into two groups to have a discussion is money important 学生活动argumentone group think money is important. the other is the opposite.辩论一组学生认为钱重要，另一组相反。 each group give as many facts as possible to prove the opinion is right.每组学生给出尽可能多的证据证明自己的观点是正确的。 step5 homework 1.finish all the rcises after the text. 完成课后练习 2.review what we have learned. 复习本课所学 八、教学反思与建议 1. use more ways to practice ss’ reading ability and make them more active in class. 应该用多种方法训练学生的阅读能力以调动他们的积极性。 2. explain the new phrases carefully and give them more time to practice so that they can use them freely in future.对于新知识点的讲解再详细一点，并多给一点时间让学生有充分的时间消化所学。 3. before discussion, the students should find out more ination on the internet to make their discussion more powerful. 应让学生课前查找更多的资料以是他们的辩论更有说服力。 课题unit 6 what’s important 第三课时 一、教学目标 1、知识与能力 1.掌握课文中的重点单词和有用短语并运用。 2. 能够听懂对话，掌握掌握大意和细节。 3. 掌握并运用鼓励的语言，表达自己的观点。 2、过程与方法 3、情感态度与价值观 培养学生对金钱与生活的正确看法。 二、教学重点 掌握关于鼓励的表达方式并运用。 三、教学难点 掌握关于鼓励的表达方式并运用。 四、教学方法任务型教学法, 情境教学法,交际式教学法 五、课时一课时 课型新授课 六、教学准备ppt. comprehensive course, blackboard, plat, chalk 七、教学过程 step1organization组织教学 greet the whole class step2 revision复习 retell the reading. 复述课文） step3 consolidation. 巩固 教师活动organize the students to review the hot words and useful expressions.组织学生复习课文中的重点词汇和短语。 show the rcises to the students and ask the students to fill in the blanks with the right of them.出示练习给学生，要求学生用正确形式填空。 be proud of remind instead show off instead of unless afford earn 1.the film him what he had seen in beijing. 2.i will go for an outing this saturday it rains. 3.your parents what you have done. 4.they went to the village on foot by bus. 5.we have no coffee. would you like a cup of tea 6.we can’t such a large apartment. 7.all the farmers have to work hard their living. 8.why does she always want in front of our class 学生活动read the rcises and finish them by themselves.阅读练习并独立完成。 then check the answers with the teacher. 然后与教师核对答案。 step 4 presentation. 新授 task1 listening 教师活动ask the students to read the instructions and . 要求学生阅读本不认的说明。 学生活动read the instruction and understand what they will do in the procedure.阅读说明并弄明白本环节的任务。 教师活动play the tape. 播放录音。 学生活动 listen to the tape and fill in the missing words to complete the conversation according to what they hear.. 听录音并填空完成对话。 教师活动ask the two students to read the conversation to check the answers with . 找一组学生读对话以核对答案。 学生活动check the answers. 核对答案。 教师活动 give detailed explanation to the important words and sentence pattern. 解释对话内容以及对话重的理解疑难句。 1.want to go for a ride想乘车兜风吗本句为省略了的一般疑问句。 2.you must be crazy你一定是疯了。 表示“不理解”或“强烈反对”的情感句。 3.you always think you are that great. 你总以为你是那么了不起。 句中that是副词，相当于“so”，意为“如此，那么”。 4. show off“炫耀，显摆”。 5.is someone turning a little green here这里有人是不是有点儿嫉妒呀。 turn green 嫉妒 6.it’s clear that our parents can’t afford to get us cars. 很明显，我们父母拿不起钱给我们买车。 it’s clear that “很清楚，很明显”。句中that是主语从句，it是形式主语。 7.they’re struggling just to keep us in school. 我们正在为使我们继续升学而奋斗着。 学生活动 listen to the teacher and try to master the language points.仔细听讲并尽力掌握语言点。 教师活动 ask students to read the dialogue with partners and then invite some groups to act it out. 组织学生分组读对话并且邀请几组同学表演。 task2reading and speaking 教师活动 ask the students to read the dialogue and act it out with their partner.让学生阅读对话并表演。 学生活动 read the dialogue and act out.阅读并表演对话。 教师活动 teach some useful expressions about giving encouragements, give some scenes to make dialogues by using these expressions 组织学生学习关于鼓励的表达方式，并给出不同情境让学生编对话 a what’s the matter b i’m feeling terrible. a i don’t think so. cheer up don’t be so shy /nervous. there’s nothing to be afraid of. i am sure that you can ... step5 homework作业 1.finish all the rcises after the text 完成课后练习 2.review the words and phrases of this unit. 复习本单元单词和短语。 教学反思与建议 1本堂课效果比较好，学生对对话内容比较感兴趣，尤其是对一些口语性质的语言比如turn green嫉妒表现出浓厚的兴趣. 提示我们英语教学应该跟贴近生活。 2. 学生对于编对话的任务感觉有难度，今后应该多增加一些类似的联系，提高学生的英语应用能力。 课题unit 6 what’s important 第四课时 一、教学目标 1、知识与能力 1.掌握课文中的重点单词和有用短语并运用。 2. 能够听懂对话，掌握掌握大意和细节。 3. 掌握并运用鼓励的语言，表达自己的观点。 2、过程与方法 3、情感态度与价值观 培养学生对金钱与生活的正确看法。 二、教学重点 掌握关于鼓励的表达方式并运用。 三、教学难点 掌握关于鼓励的表达方式并运用。 四、教学方法任务型教学法, 情境教学法,交际式教学法 五、课时一课时 课型新授课 六、教学准备ppt. comprehensive course, blackboard, plat, chalk 七、教学过程 step1 organization 组织教学 greet students cheerfully to cheer them up for this english lesson. step2 lead-in 导入 tell students the general arrangements of classroom teaching and learning and their tasks in this class. 向学生讲清楚本节课的教学内容。 step3 presentation.新授 教师活动 give detailed explanation about attributive clause to the students.向学生详细讲解有关定语从句的语法知识 定语从句（一）attributive clause 1 在复合句中，修饰某一名词或代词的从句叫做定语从句。 定语从句可分为限制性定语从句和非限制性定语从句。 the man who lives next to us sells vegetables. you must do everything that i do. 定语从句所修饰的词叫先行词，引导定语从句的词有 关系代词that, which, who /whom, whose 关系副词when, where, why 关系代词引导的定语从句 this is the man who helped me. the girl whom i met looks like lily. a plane is a machine that can fly. we talked about the things and persons that we remembered in school. this is a book which you want. the room whose window is red is mine. she is the very person that i want to see. which 引导非限制性定语从句，可以指代前面整句话。 tom lost his bike, which made his mother very angry. 关系副词引导的定语从句 it happened on the day when i was out. i recently went to the town where in which i was born. the reason why for which he didn’t come was that he missed his train. 学生活动 listen to the teacher carefully and try to understand what the teacher said.认真听讲并努力听懂教师所讲内容。 step4 consolidation. 教师活动 show the rcises to the students.向学生出示练习 fill in the blanks with who, whom, that, which or whose. 用who, whom, that, which 或 whose填空。 1.the hotel at which i’m staying now is not far away from here. 2.kevin is reading a book which is too difficult for him 3.i have a friend who likes listening to pop songs. 4.yesterday emily was wearing the new dress which / that i gave her. 5.the man whose leg was broken in a match is a football player. 6.i know the student who is helping an old lady. 7.my parents live in a house which is more than 100 years old. 8.the boy with whom john is talking is my brother. 9.all that you have to do is to practice it every day. 10.i still remember the days which /that i spent on the farm. 11.do you have anything that you don’t understand 12.is there anyone who wants to go with me 13.the first museum that he visited in china was the history museum. 14.this is the only book that i borrowed yesterday. 学生活动 finish the rcises with the teacher’s help. 在教师帮助下完成练习。 check the answers with the teacher. 与教师和对答案。 step 5 practice练习 教师活动 show the rcises to the students and ask them to finish it.向学生出示练习，并要求学生完成。 translation 翻译 1.the answer to this question is different from the key you gave me. 2.i’m sure you can afford the new type of mp4. 3. the tv play reminded me of the days when i stayed in a mountain village. 4.i’ll go home this weekend unless my mother comes to see me. 5.the problem mentioned in your letter will be discussed at the meeting tomorrow. 6.he is proud of his successful design of the new building. 学生活动 translate the sentences into chinese.把上述句子翻译成汉语。 教师活动 check the answers with the students. 与学生核对答案。 step6. homework作业 1.finish the rcise on textbook. 完成课本练习 2.remember the important words and phrases of this unit. 复习掌握本单元词汇。 教学反思与建议 1. 定语从句对于职业中学的学生来讲是难点，教师讲解的时候应尽量做到通俗易懂。 unit7 health 提供者李季春 warming up有些有过去式，如can-could;may-might;shall-should;will-would;have to-had to。 情态动词的否定式一般是在它们的后面加否定词not构成。其简略形式如下 can’t;couldn’t;mayn’t;needn’t等。 （二）can,could,be able to的用法 1、表示能力。 can和be able to都用来表示能力，can有过去式could, 而be able to 则有更多的形式。如he can speak english.他会讲英语。 2、cancould用来表示“可能”。如it can’t be him.不可能是他。 3、cancould用来表示“允许”。如can/could i go now我可以走了么 4、cancould表示请求。此时can和could没有时间上的差别，could比can更显委婉客气，主要用于疑问句。如can you lend me your bike你能把你的自行车借给我用一下么 （三）may,might的用法 1、表示“可以”“允许”。如he said that i might use the telephone.他说我可以用电话。 2、表示推测性的“可能”。如he may be very busy these days. 他这几天可能很忙。 3、表示祝愿（不用might。如may you succeed （四）shall,should的用法 shall与should用作助动词时，should是shall的过去式；用作情态动词时，shall与should是两个不同的词。 1、 在疑问句中，情态动词shall用来征求对方意见或请求指示，用于第一、三人称。如shall we start now 咱们开始行么 2、 情态动词should表示劝告、建议，作“应该”讲。与ought to 同义。 如you shouldn’t feel unhappy.你不应该赶到不愉快。 （5） will,would的用法 1、 情态动词will在疑问句中用于第二人称时，表示询问对方的意愿或向对方提出请求，如will you go with me你和我一起去好么 2、 will表示“意愿”“意志”，可用于多种人称。如i will tell you all about it.我会把一切告诉你的。 3、 would是will的过去式，表示过去时间的“意愿”“意志”，可用于多种人称。如they said that they would help us.他们说他们愿意帮我们。 4、 would可指现在时间，表示愿意或向对方提出请求，语气比will委婉。如would you like some tea你想喝茶吗 （6） must,have to,ought to的用法 1、 must表示“必须”，强调主观看法，只有现在时形式，其否定式是must not,表示“不许”“一定不要”。如you mustn’t park your car here.车不能停在这里。 2、 have to表示“必须”或“不得不”，在意义上与must很接近，但must表示的是说话人的主观看法，而have to表示的却是客观需要。have to与must有更多的时态形式。如you don’t have to worry about that.你不必为此事烦心。 3、 ought to无人称和时态变化，表示“应该”“应当”，相当于should。其否定式为ought not to,其疑问式为ought i /you to... 如you ought to take care of yourself.你应该自己照顾自己。 step4 小结 step 5 practice step7. homework 1.finish the rcise on textbook. 2.remember the important words and phrases of this unit. 八、板书设计 板书设 计 unit7 health grammar modal verbs can,could,be able to的用法 can,could,be able to的用法 may,might的用法 shall,should的用法 will,would的用法 must,have to,ought to的用法 九、教学反思与设计 1、学生的生活经历作为英语交流的素材，可以巧妙展现生活情景，让学生在情景中学英语，给学生创造英语实践的环境。 2、用课件生动形象，贴近学生的生活实际，激发学生的学习兴趣，燃起学生的热情和激情。 3、目前语法教学最流行的趋势是多做交流活动，即把语法融入话题，以交流活动为载体，语法就不再是枯燥的条条框框，再加上合理适当的课件，语法学起来也会生动有趣、有创造性。 unit 8 the business word （i warming up） 提供者郭丽娜 一、教学目标 1、知识与能力 掌握下列单词和短语create,dark,control,event,luck,situation,story,university,offer,give away,be interested in,go mad,from then on,mix...with等等。 掌握下列语句 it takes both rain and sunshine to create a rainbow. if we handle our bad luck wisely,the situation may take a turn for the better. 2、过程与方法 能理解课文的主旨，了解冰茶的来历。 3、情感态度与价值观 培养学生资助学习意识、小组合作学习、探究学习的良好习惯。 通过对课文的学习，让学生了解冰点的来历，培养服务意识和创业敬业精神。 二、教学重点 掌握重点词汇和短语 动词-ing 形式的用法。 三、教学难点 掌握本单元的生词、短语及介绍学校所需要的表达方式。 四、教学方法 掌握快速阅读技巧。掌握并运用课文中重点词汇和短语，能顺利完成相关基础练习。 五、课时、课型 1课时、新课 六、教学准备 多媒体和图片 七、教学过程 step 1. presentation 教师活动 向学生展示iced tea 的图片，提出下列问题 what do you know about iced tea do you know how iced tea introduced in our life do you know how iced tea became popular 学生活动 说出有关冰茶的一些信息。 教师活动 向学生展示world expo的图片，提出以下问题 do you know what world expo mean do you know when world expo held in china, shanghai 教师活动 向学生展示新想法，新创意的图片，提出以下问题 have you ever thought of working in the besiness world do you have any new idea about you besiness do you have a dream to start your own besiness some day 说明激发学生热情，活跃班级气氛，进行有效导入。 step 2 discussing 教师活动 向学生提出以下问题 do you know how iced tea became popular have you ever thought of working in the besiness world do you have a dream to start your own besiness some day 学生活动 小组讨论，每人回答这三个问题，互相补充修改。 组织学生讨论有关商业的内容，在讨论中渗透与商业有关的常用短语，词句。 说明这将为正文的学习做好铺垫，自然过渡到课文教学 step 3 introductig 教师活动老师讲解了解更多有关上海世博会的知识 中国2010年5月1日至10月31日 时间 2010年5月1日至10月31日 地点 上海市 主题 城市，让生活更美好 副主题城市多元文化的融洽 城市经济的繁荣 城市科技的创新 城市社区的重塑 城市和乡村的互动 目标 吸引200个国家和国际组织参展，7,000万人次的参观者 学生活动学生听老师讲解了解更多世博知识 说明拓展学生知识 step 4 homework 预习课文 iced tea. 说明养成良好的学习习惯。 八、板书设计 unit 8 the business world words patterns create dark control event take a turn, give away, be dream desire sample failure interested in, go mad, 九、教学反思与建议 利用多媒体及图片信息，充分调动学生学习的积极性和主动性。让学生用英语互相提问，并且尝 试情景对话表演，提高学生对英语的学习兴趣。 unit 8 the business word ii listening 一、教学目标 1、知识与能力 能辨听语句重音、词汇的弱化读音及连读读音。 能在恰当的场合正确表达餐馆用语 2、过程与方法 能辨听语句重音词汇的弱化读音及连读读音。 能在恰当的场合正确表达餐馆用语 3、 情感态度与价值观 耐心细致，克服烦躁，挑战自我，树立信心。 二、教学重点 能听懂关于食品营养的内容，完成填空练习 三、教学难点 能辨听非语句止重音词汇的弱化读音及连读读音。 能在恰当的场合正确表达餐馆用语 四、教学方法 探究学习法 讨论法 五、学习方法 自主学习 小组合作学习 六、教学媒体 多媒体 七、教学环节 step1导入 教师活动 阅读带有空白的单句陈述，根据已有的文字，理解分析和判断空白处应该填的词语，对陈述句 的内容有一个大概的了解，以问句导入听力教学。as you know ,different kinds of food have different effects on us .do you know what is in the milk ,alcohol, chocolate and orange now listen, please. 学生活动 学生观看图片。 说明激发学生热情，活跃班级气氛，进行有效导入 step2、听力训练 1、 尝试 教师活动 播放录音，提问学生听到了什么信息。能听到信息之一就应给以肯定和鼓励。 mike is one of the most valiable of all food.drinking milk does our bodies a lot of good. alcohol is a clear drink made from gaingrain.alcohol can be found in bear beer and wine. orange juice is a popular breakfast drink .it is liquid from....oranges. 学生活动 第一遍听音，先对陈述有一个整体理解，清除障碍 2、 清障 教师活动讲解听力策略 听录音时应注意all一词与后面的foods 连续时的发音不容易辨认，要在此处做以停顿，做必要解释。 fresh与orange连续时，要注意发音。 学生活动按老师要求做听力练习 3、 体验 教师活动 播放第二遍录音，让学生边听边填空。需要填写的文字较多。 学生活动 边听便完成练习，随后学生自己核对答案。 4、 反馈 学生活动 研讨小组内轮流复述材料内容，互相补充小组代表面对全班复述。 step3、口语训练 教师活动 1、让学生阅读并分角色朗读样板对话，使学生体会餐馆服务的回话场景 指导学生掌握常用表达方式。 2、组织学生分角色自编对话。根据提供的语句进行口语结对练习。让学生自己创设一个场面，或者根 据问题中所提供场景三人或四人编对话，进行小组表演。 3、布置分角色表演练习。 学生活动 学生听录音，了解大意学生听录音，掌握细节 学生阅读并分角色朗读对话 学生分角色表演 说明策略学习，提升技能。 小组合作学习，提高学习效率和学生的参与度 step4、课堂总结 老师对学生的课堂表现加以总结，并给出评价 step5、作业布置 让学生自己创设一个场面，三或四人编一个对话，进行小组表演。 八、板书设 计 unit 8 the business world difficult key phrases do somebody good “对。。。。。。什么有好处” tasty adj. “好吃的，有味道的” v. taste smelly adj. “有味儿的” v. smell breathe in ←→breathe out 表示“吸入”与“呼出” out of breath hold one’s breath that is to say “也就是说” 九、教学反思与建议 利用多媒体及图片信息，充分调动学生学习的积极性和主动性。让学生用英语互相提问，并且尝试情景对话表演，提高学生对英语的学习兴趣。 unit 8 the business word iii reading 1、 教学目标 1、知识与能力 本单元阅读材料是讲述冰茶的创始人布莱嵌顿创业的故事。文中的人物故事可以对学生起到励志的作用。掌握下列单词和短语 create,dark,control,event,luck,situation,story,university,offer,opportunity,dream,desire,sample,failure,react,choice;take a turn,give away,be interested in,go mad,from then on,mix...with等等。 掌握下列语句分析理解和扩展使用 it takes both rain and sunshine to create a rainbow. if we handleour bad luck wisely,the situation may take aturn for the better. with the strong desire to expand his business,he had planned to give away free samples of hot hot tea to fair visitors. the iced tea tasted good and cool, so that people all came here and asked for adrink. 2、过程与方法 阅中能准确扑捉课文信息，并能正确理解文章内容，能回答课后的问题。 3、情感态度与价值观 培养学生资助学习意识、小组合作学习、探究学习的良好习惯。 通过对课文的学习，让学生了解冰点的来历，培养服务意识和创业敬业精神。 2、 教学重点 掌握重点词汇和短语。 动词-ing 形式的用法。 三、教学方法 掌握快速阅读技巧。掌握并运用课文中重点词汇和短语，能顺利完成相关基 础练习。 掌握动词-ing 形式的基本用法。 读懂课文内容，顺利完成阅读题目，附属课文内容。 四、教学方法 自主学习 小组合作学习 任务型教学 五、教学媒体 多媒体 六、教学过程 step1.导入 教师活动1、学生通过标题和插图，预测阅读内容与阅读中的词汇。 2、设计任务，让学生看图，用英语说出图中所涉及的内容。提问导入新课教学。 do you know how iced tea introduced in our lifewho made it 学生活动学生看标题和插图，预测阅读内容与阅读中的词汇 学生看图，用英语说出图中所涉及的内容 说明 策略学习，提升技能。扩充学生知识量。 step2.阅读 教师活动出示阅读课文，及以下问题 （1）what important event took place in st. louis missouri, usa in 1904 （2）for how long was the fair held in st. louis （3）why was the fair called “world’s unvisity” （4）why did richard biechynden go to the fair （5）why were people at the fair not interested in his tea at first （6）what did richard biechynden do to change his way of business （7）how was the iced tea welcomed at the fair 学生活动学生快速阅读，回答问题扩充学生知识量。 教师活动出示阅读课文，指导学生阅读策略。 学生活动学生快速阅读完成课后练习。 step3.讲解 教师活动教师讲解，阅读部分重点词 1、it takes both rain and sunshine to create a rainbow.需要有雨和阳光，彩虹才能出现。 2、there are always two sides to everything.每件事都有两面性。 3、we cannot control all the events that happen in our lives,but we can control how we deal with them. 我们无法控制生活中发生的所有时间，但我们可以掌握如何应付他们。 4、deal with “处理；应付”。 如the authority has work ed out some measures to deal with this situation. 当局已经制定出一些措施应付这种形式。 5、if we handle our bad luck wisely,the situation may take aturn for the better. 如果我们处理坏运气时聪明一点，情况可能会变好。 6、in 1904, the world’s fair was held in st.louis, usa.1904年， 世界博览会在美国密苏里州圣路易斯举行。 7、the speaker spoke so fast that i couldn’t understand what she was saying. 发言人说话太快，我听不懂她在说些什么。 8、iced tea became the hit of the fair. 冰茶成为世博会的热门货。 9、with the storong desire to expand his business, he had planned to give away freesamples of hot tea to fair visitors. 怀着拓展生意的强烈愿望，他本来打算向参观世博会的人发放免费热茶样品。 10、it was so hot that no one was interested in his hot tea. 天气太热，没有人对他的热茶感兴趣。 学生活动聆听老师讲解 step4课堂总结 学生活动小组代表向全班复述课文，鼓励加入自己的观点。 教师活动教师总结，评价。 七、作业布置 1、掌握课文中出现的重点单词和短语。2、复述课文内容 八、板书设 计 unit 8 the business world deal with “处理，应付” take a turn fore the better “好转; 变好” give away “赠送；送出” so.that “如此。。。。。以至于。。。。。” hit“击打；受欢迎，风行一时的事物” tip “顶端；小费” 九、教学反思与建议 利用多媒体及图片信息，充分调动学生学习的积极性和主动性。让学生用英语互相提问，并且尝试情景对话表演，提高学生对英语的学习兴趣。 unit 8 the business word iv writing hold the line;launch into;would likelove to ;share something with somebody and soon. 打电话常用的句型有 calling （1） hello,this is...speaking.i want to speak to... （2） hello,is that dong fang hotel （3）i would like to speak to wang lin. （4）is mr white there （5）may i speak to mr white ,please （6） ...... answering the call （1） hello, this is is lin tao. （2） hi, lin tao speaking. （3） who is speaking （4） yes,speaking. （5） sorry, jane is not in right now.i will ask her to call you back. （6） would you like to leave a message （7） ....... getting someone to answer the call （1）hold on, please. （2）just a moment,please. （3）there is a phone call for you, jimmy. （4）someone wants you on the phone, wang lin （5） ...... step 3practice 教师活动放三段不同场景点打电话视频（做静音处理），叫学生根据所给情景做模拟练习并充分利用上面已给短语和句型。 学生活动全班学生分三组a组 b 组 c组。三组以抽签形式决定模拟哪一种情景。先练习，然后每组选出代表进行表演（课前准备好道具电话），分出比较好的组。 situation 1 athe market department. bhello.may i speak to david,please aspeaking. ...... situation 2 ahello, is that 6256-2799 byes.who is speaking athis is..may i speaking to robin please ...... situation 3 aroyal fashion company,may i help you bi would like to have a word with manager li. asorry, she is not in at the moment,but i am her secretary. can i take a massage 教师活动学生练习表演后，教师放视频（静音处理），再让几组学生看视频进行表演。 学生活动学生代表进行表演。 说明 通过这一练习，巩固了所学用语，提高了学生的口头 能力，增强了学生学习英语的兴趣和自信心。 step 5 homework p85电话情景练习 说明提高学生口语表达能力。 8、 板书设计 listening and speaking useful expressions calling answering the call （1）hello,this is...speaking.i want to speak to... （1）hello, this is is lin tao. （2） hello,is that dong fang hotel （2 hi, lin tao speaking （3）i would like to speak to wang lin. （3）who is speaking （4）is mr white there （4） would you like to leave a message 九、教学反思与建议 利用视频及图片资源，充分调动学生的学习积极性、自主性和协作性。让学生激烈讨论，踊跃发表自己的意见并且尝试情景对话表演，充分体现了“以学生为本”的教学理念。 unit 9 advertisement ____ grammar 一、教学目标 1、知识与能力 1.理解the ---i n g of verbs 。 2. 能够掌握它，并熟练使用。 2、过程与方法 1. 在运用语言的过程中，培养学生的观察力、分析力、想像力和自学能。 2.帮助学生加强记忆力，提高思维能力和运用英语的综合能力，激发学生的创造能力。 3. 情感态度与价值观 培养学生主动参与的精神，提高学习英语的兴趣。 二、教学重点 the__i n g of verbs 种类。 三、教学难点处理不同情况下the -i n g of verbs 的问题，正确完成练习. 四、教学方法讨论法，讲练结合法 五、课时、课型 1课时 新授课 六、教学准备 多媒体， 练习册 七、教学过程 1课时 step1.lead-in 动名词是指是一种兼有动词和名词特征的非限定动词。它可以支配宾语，也能被副词 修饰。动名词有时态和语态的变化。 解释动词的i n g形式如果是名词，这个词称动名词。 特征动词原形i n g构成，具有名词，动词一些特征 即动名词的作用，因此在句中可以作主语、表语、宾语、定语等。 step 2.动词非谓语动名词练习 1. the noise-maker is having too much fun ___________create fear in the neighborhood. 2. my mother usually goes ______shop on weekends. 3. look at the sky. can you see the bird ____fly in the sky. 4. he now treats everyone with kindness and warmth, _______________spread love and joy everywhere he goes. 5. at the same time, they need to stop the ______________compete team from getting the ball into their own basket. 6. when i was a tiny baby __________cry all night, my mom said to me and stayed by my side. 7. there must be something ______________visit the homes in our neighborhood. 8. one woman in the area saw something _________run away, but it was dark so she is not sure. 9. people like to go to stonehenge especially in june as they want to see the sun __________rise on the longest day of the year. （分组讨论，归纳总结动名词和现代分词用法和区别。） step3. 动名词用法 （教师讲解） 动名词具有名词的性质，因此在句中可以作主语、表语、宾语、定语等 1、 作主语 reading is an art. 读书是一种艺术。 climbing mountains is really fun. 爬山真是有趣。 working in these conditions is not a pleasure but a suffer. 在这种工作条件下工作不是一件愉快的事而是一件痛苦的事。 动名词作主语，在动词的基础上加i n g,使该动词或动词短语，有名词的各种特征，可作名词灵活使用。如 it is no use/no good crying over spilt milk. 覆水难收 it is a waste of time persuading such a person to join us. 劝说这样的人加入真是浪费时间。 it was hard getting on the crowded street car. 上这种拥挤的车真难。 it is fun playing with children. 和孩子们一起玩真好。 there is no joking about such matters. 对这种事情不是开玩笑。 动名词作主语的几种类型 动名词可以在句子中充当名词所能充当的多种句子成分。 在这里仅就动名词在句子中作主语的情况进行讨论。 动名词作主语有如下几种常见情况 1. 直接位于句首做主语。 例如 swimming is a good sport in summer. 2. 用 it 作形式主语，把动名词真实主语置于句尾作后置主语。 动名词做主语时，不太常用 it 作先行主语，多见于某些形容词及名词之后。 it is no use telling him not to worry. 常见的能用于这种结构的形容词还有better，，enjoyable，interesting，foolish，difficult，useless，senseless，worthwhile，等。 注意important，essential，necessary 等形容词不能用于上述结构。 3. 用于“there be”结构中。例如 there is no saying when he ll come.很难说他何时回来。 4. 用于布告形式的省略结构中。 例如 no smoking no smoking is allowed here . （禁止吸烟） 5. 动名词的复合结构作主语 当动名词有自己的逻辑主语时，常可以在前面加上一个名词或代词的所有格，构成动名词的复合结构这时，名词或代词的所有格做动名词的逻辑主语。动名词的复合结构也可以在句中作主语。 例如 their coming to help was a great encouragement to us. shopping fishing cycling这些都是很常见的动名词 动名词作主语与动词不定式作主语的比较 动词不定式和动名词都可以用作主语。在意义上相近。但动名词多用来表示泛指或抽象动作，不定式多用来表示特指或具体动作。 比较 smoking is not good for health. it is not good for you to smoke so much. 注意 1 在口语中，用动名词作主语位于句首的较不定式多见。 2 在“it is no use...”，“it is no good...”，“it is fun...”，“it is a waste of time...”等句型中，通常用动名词作真实主语 it is no use/good/a waste of time talking about that. it is no use/good/a waste of time to talk about that. 3 在疑问句中，通常用动名词的复合结构，而不用不定式的复合结构作主语 does your saying that mean anything to him does for you to say that mean anything to him 4 在“there be”句型中，只能用动名词，而不能用不定式作主语 there is no telling what will happen. it is impossible to tell what will happen. 5 当句子中的主语和表语都是非限定动词时，要遵循前后一致的原则，主语和表语在形式上要求统一 seeing is believing. to see is to believe. 二、作宾语 1．作动词的宾语 某些动词后出现非限定性动词时只能用动名词作宾语，不能用不定式。常见的此类动词有admit,appreciate,excuse,stand,advise,allow,permit,avoid,consider,enjoy,finish,give up,cannot help,imagine,include,keep,understand,keep on,mind,report,risk,miss,put off,delay,resist,suggest,depend on,think about,set about,succeed in,worry about,burst out,insist on,can t help,feel like,be used to,get used to,devoteto，look forward to,pay attention to,get down to,escape 等。 如 they went on walking and never stopped talking. 他们继续走，说个不停。 i found it pleasant walking along the seashore. 在海滩上走真是乐事。 mark often attempts to escape being fined whenever he breaks traffic regulations. 每当马克违反交通规则时，他常常企图逃避罚款的处分。 有些动名词之后既可接动词不定式，又可接动名词，可把这类动词分为三种类型 两种形式所表达的含义基本相同，可以互换。这类动词有 attempt ，begin，cease，continue，intend，omit，start，cannot bear， decline，disdain，loathe，neglect，commence。 例如 they ceased talking/to talk. 他们停止说话。 prices will continue to rise/rising. 物价将继续上扬。 what do you intend to do/doing next 你下一步打算干什么 宾语用不定式和动名词所表达的含义略有变化。用不定式作宾语时，表示特定的一次性的未来动作；用动名词则表示一般的行为，或者是目前正在进行的行为。也可以说，动名词表示泛指的动作，而不定式表示特指的动作。常这样用的动词有hate，like，love，prefer，dread等。 例如 would you like to go with me 你想跟我一起走吗 he preferred to do this rather than do that. 他宁愿做这件事，而不愿做那件事。 2．作介词的宾语 1动词介词动名词 例如 the rain prevented us from completing the work. 下雨妨碍我们完成工作。 she complains of the book being too difficult. 她抱怨这本书太难。 2形容词介词动名词 例如 i know who is responsible for breaking the window. 我知道窗户是谁打开的。 3名词介词动名词 例如 there are many ways of doing it. 有许多方法可以做这件事。 we are thinking of making a new plan for the next term. 我们正考虑为下学期制定新的计划。 shall we have a rest or get down to doing our work 我们休息呢还是开始干活 3．作形容词的宾语 the music is well worth listening to more than once. 这种曲子很值得多听几遍。 we are busy preparing for the coming sports meet. 我们正为马上到来的运动会忙着做准备。 三、作表语 动名词作表语时句子主语常是表示无生命的事物的名词或what引导的名词性从句。表语动名词与主语通常是对等的关系，表示主语的内容，主语、表语可互换位置。 your task is cleaning the windows. 你的任务就是擦窗户。 what i hate most is being laughed at. 我最痛恨的就是被别人嘲笑。 4、 作定语 动名词作定语往往表示被修饰词的某种用途。 如 a walking stick a stick for walkinga stick which is used for walking a washing machinea machine for washinga machine which is used for washing a reading rooma room for readinga room which is used for reading a measuring tapea tape for measuringa tape which is used for measuring 动名词的否定结构我们下节课讲。 step4.practice finish grammar focus and rcises on the workbook. step5.summarythe rules of subject-verb agreement step6.homework rcises on the workbook. 八、板书设计 the ---i n g of verbs 动名词是一种兼有动词和名词特征的非限定动词。它可以支配宾语，也能被副词修饰。动名词有时态和语态的变化。 即 1）作主语 2）表语 3 宾语 4定语 九、教学反思与建议 本节课通过小组讨论，教师讲解以及个人练习，使学生掌握巩动名词的相关知识。 语文版 基础模块修订版下册 unit 10 environmentwarming up and word study 提供者贺凤珍 一、教学目标 1、知识与能力 （1）熟练掌握关于环境污染问题的词汇； （2）运用句型相互间交流对污染问题的认识，讨论解决的办法。 2、过程与方法 （1）多媒体辅助教学演示 （2）任务驱动教学法 3、情感态度与价值观 （1）学会相互合作 （2）激发学习兴趣，用英语来谈论生活中的实际问题。 二、教学重点 （1）运用“热身”部分的词汇和句型话题谈论。 （2）用英语描述书中的四幅图片 三、教学难点 （1）运用“热身”部分的词汇和句型话题谈论。 （2）用英语描述书中的四幅图片 四、教学方法 讲授法 五、课时、课型 1课时 新授课 六、教学准备 在阅读前，帮助学生通过标题和插图，预测阅读内容与阅读中的词汇，激发阅读兴趣和欲望。 七、教学过程 step 1 导入 提出问题 look at the pictures.what can you see in each of the pictures what cause the problem in what way can we solve the problem step 2 研讨、探究与实践 （1） 课前布置任务，学生分成4个小组， 自主学习查找与每幅图画相关的信息。 课上每一小组讨论一幅图画。 （2）在每幅图下用英语填写污染类型 1. water pollution 2. air pollution 3. noise pollution 4. rubbish everywhere 3用书中提供的两个语句进行对话练习。 ①if everyone begins caring about the environment ,our world will... ②what can we do to solve these problems 4 指导学生在讨论基础上，充分利用已学过的语言知识，编写一段关于其他类型的环境污染问题的对话。 step 3 learning new words key words cover industrial waste gas fresh dust dirty bird harm coal industry heat cook burn cause main serious badly damage quality natural realize although improve reuse disappear useful expressions no longer used to traffic jam notbut die of according to relate to death rate be ware of step 4 reading reading the new words. step 5、sum up 能用英语进行环境污染问题的话题讨论，简单描述图片内容。 step 6、homework preview the text. 八、板书设计 environment no longer used to traffic jam notbut die of according to relate to death rate be ware of 九、教学反思与建议 环境问题一直为世人所关注。学生对这一问题有一定的认识，但语言积累还很不够 语文版 基础模块修订版下册 unit 10 environmentreading 一、教学目标 1、知识与能力 （1）熟练掌握关于环境污染问题的词汇； （2）理解短语“take good care of ”; “what is more”； “thousands of”; “have an effect on/upon”。 （3）能听懂关于环境污染问题的叙述； （4）能与其他人讨论引起环境污染的原因以及解决办 2、过程与方法 （1）多媒体辅助教学演示 （2）任务驱动教学法 3、情感态度与价值观 （1）在有趣的主题激励下，师生互动，生生互动，调动学生的学习兴趣，加强教师的亲和力，增进彼此 的了解与沟通，充分发挥情感教学的优势。通过完成一项任务，增强学习自信心； （2）激发学习兴趣，用英语来谈论生活中的实际问题。 二、教学重点 重点词语的表述 三、教学难点 重点词语的用法 四、教学方法 （1）多媒体辅助教学演示 （2）任务驱动教学法 五、课时、课型 1课时 新授课 6、 教学准备 在阅读前，帮助学生通过标题和插图，预测阅读内容与阅读中的词汇，激发阅读兴趣和欲望。 七、教学过程 step 1 lead-in 以杰克逊的earth song 视频导入本课，引出 topic the environment. step 2 talk about the picture firstly, ask the students to look at the pictures. work in groups and then answer the questions. what can you see in the picture 2 what is the problem does the picture want to show us 1.piles of rubbish are everywhere. rubbish pollution 2.heavy smoke is coming out of the chimney. air pollution 3.polluted water kills the fish. water pollution 4.noise is coming out of the plane. noise pollution secondly, lead the students to review the key words and useful expressions in this unit. step 3 reading （阅读） at the beginning, explain some reading strategies to the students. task1. fast reading. 10mins ask the ss to read the text as fast as they can. they should read it silently. then answer the following questions 方法引导略读或浏览阅读，忽略不懂的句子 和生词，快速阅读课文。目的只是为了了解阅读材料的内容大意，不求甚解。题 目的作用不可忽略。 1.what makes it hard for people to breathe the fresh air 2.what now harms everyone in the world 3.what is coal used for what causes traffic jams everywhere in large cities 5 .how many people a year die of diseases related to air pollution in the united states according to the natural resources defense council 6 is the death rate of diseases related to air pollution higher than that of traffic accidents or aids what would help to protect and to improve the environment ask the represent in each group to give the answer. task2. careful reading. 15mins ask the ss to read the text again. this time they should read as loudly as they can and find out the main idea of each paragraph. then finish the rcises below. （进一步有目的的阅读，可以更好的理解文章细节） task 1. true or false. 判断正误 t or f 1. people in large cities feel that the sky is as blue as it used to be. 2. there is more fresh air for people to breathe. task 2. filling the gap according to the text.. 根据课文内容填空 1. air pollution now _______ everyone in the world. coal is used in ______ and also for _______and ______. smoke from ___________ is one of the causes of air pollution. according to the natural resources defense council in the united states, about 50,000 people a year _______ diseases _________air pollution. 3 5. the unreasonable production often ________, water pollution and much ______ to the environment. 6. not only the government _________ we the citizens should work more actively to _________ pollution and to ______ the environment. in addition, we should also __________our own actions. task 3. explaining main and difficult points （释疑） let the students work in groups and find out the difficult points, then tell the teacher. （在限定时间内划出疑难问题，在组内讨论，互相启发，教师巡查，给 学生提供及时帮助，然后小组向全班陈述本组难题，教师根据各组信息反馈， 通过典型例句精讲重难点，培养学生独立思考问题、解决问题的能力和合作探 究精神。 ） 1. people in large cities feel that the sky is no longer as blue as it used to be. 2.there is less fresh air for people to breathe. 3.even the beautiful little birds flying in the sky are dressed in black and grey. 4.the serous problem is that too many cars are running in the street. 5.at the same time, the excessive waste gases which are given out by cars badly damage the air quality. 6. little things like reusing, not littering around and walking or biking instead of driving cars would help to protect and to improve the environment. step 4 retelling. （复述课文） 15mins ask the ss to work in groups and retell the last paragraph . then ask the represent of each group to present in front of the class. the following sentences and words can give them some enlightenment. not only but also should to fight against and to protect . in addition, we should also be aware of .. little things like .instead of . we hope that . （复述文章有助于培养学生语言运用能力） step 5 summary 总结 1.t what have you learned from this class what should you do 2. main points 略 step 6 homework. （作业） writing what should we do to protect the environment 100 words 八、板书设计 what kind of pollution is it air pollution water pollution waster pollution what are the causes cars,factories factories and drainage tourists/people what are the effects any answers are possible we can’t use the polluted water. make the environment ugly,dirty and dangerous 九、教学反思与建议 通过创设相应的学习情境，使学生在真实的场景中进行语言的学习与技能的操练，并在合作学习中形成了教师与学生，学生与学生之间的学习共同体； 语文版 基础模块修订版下册 unit 10 environmentspeaking and listening 一、教学目标 1、知识与能力 （1）熟练掌握关于环境污染问题的词汇。 （2）理解短语“take good care of” “what is more” “thousands of” “have an effect on/upon”. 2、过程与方法 （1）多媒体辅助教学演示 （2）任务驱动教学法 3、情感态度与价值观 在有趣的 主题激励下，师生互动，生生互动，调动学生的学习兴趣，加强教师的亲和力，增进彼此的交流和沟通，充分发挥情感教学的优势。 二、教学重点 （1）听懂关于环境污染问题的主题，完成填空练习。 （2）根据听力内容，进行情景对话、交流。 三、教学难点 （1）听懂关于环境污染问题的主题，完成填空练习。 （2）根据听力内容，进行情景对话、交流。 四、教学方法 1、多媒体辅助教学演示法 2、任务驱动教学法 五、课时、课型 1课时 新授课 6、 教学准备 在阅读前，帮助学生通过标题和插图，预测阅读内容与阅读中的词汇，激发阅读兴趣和欲望。 七、教学过程 step 1 presentation 1.play video 1 2.competition 教师让学生分成六组进行词汇比赛，请每一组出一位同学在黑板上用英语快速地携程描述环境污染的词。如果这位同学写不出更多的，可以由本组其他同学迅速接着写，比赛限定时间，写得多的一组获胜。 step 2 lead-in we’ve learned a lot about pollution after we read the reading passage. look at the following three pictures and describe the pictures from three aspects what kind of pollution is it what kind of pollution is it what are the causes what are the effects 将学生分为六组，展示教学图片，每两组负责一幅图片。讨论第一个问题。汇报小组讨论的结果。 step 3 listen to the tapethe main idea 播放听力材料 tlisten to the tape for the first time and tell me main idea of the listening. 第一遍听录音，要求全体同学仔细听短文，捕捉主要语言信息，将主要语言信息记录下来。听清大概意思。 【设计思路】 训练学生快速捕捉主要语言信息的能力。 step 4 language points 扫清语言障碍，教师讲解语言点 1. drainage 排水系统；下水道 2. what is more 而且；更重要的是 3. thousands of 成千上万 4. leave...behind 留下；遗留 5. have an effect on/upon 对......有影响 step 5 listen to the tape againexperience tlisten to the tape again and answer the questions. 阅读表格内容，明确本节课听力任务。再次听材料，回答问题，写出问题大意就可以。第三次听材料，将文中的信息补全，完成表格。 step 6 group activities 小组活动 教师将学生分成六组，根据所听内容，小组之间讨论，每派一位同学给出答案。教师将学生完成的任务做一总结，复述听力内容，给出评价。 step 7 professional skill practice 两人一组，其中一人担任导游，一人担任 游客。针对听力材料所提供的引起污染的原因和造成的后果，我们怎么去解决这些问题 step 8 summary 课堂小结 air pollution water pollution waster pollution step 9 homework 作业布置 基础作业 听懂听力材料；用所学词汇和短语造句。 拓展作业 以小组为单位在城市做污染方面调查并且给出改善建议。 step 10 play video 2 八、板书设计 unit 10 environment...listening and speaking what kind of pollution is it air pollution water pollution what are the causes cars, factories factories tourists/people 九、教学反思与建议 在听力练习中，通过泛听、选听和精听等方式，逐步培养学生的听力策略和技巧。 语文版 基础模块修订版下册 unit 10 environmentgrammar 一、教学目标 1、知识与能力 （1） 掌握主语从句、表语从句的基本意义，形式，以及连接词的 用法，和主语从句的特点。 （2）会选定连接词，会运用主语从句进行口语或书面表达 2、过程与方法 （1）多媒体辅助教学演示 （2）任务驱动教学法 3、情感态度与价值观 坚定学习英语语法的信心，从而激发学习英语语法的学习兴趣。 二、教学重点 1、主语从句的连接词的选定。 2、主语从句遵循的特点陈述语气和缺什么补什么不缺补that . 三、教学难点 it做形式主语的结构 四、教学方法 1、多媒体辅助教学演示法 2、任务驱动教学法 5、 课时、课型 1课时 新授课 6、 教学准备 在阅读前，帮助学生通过标题和插图，预测阅读内容与阅读中的词汇，激发阅读兴趣和欲望。 七、教学过程 step1lead-in（导入） 1 that liuxiang is the best athlete in china is well known to us all .it is well known to us all that liuxiang is the best athlete in china 我们都知道刘翔是中国最佳的运动员 2 whether liuxiang will win the game is not clear . it is not clear whether liuxiang will win the game. liuxiang是否会赢得比赛还不清楚呢 step 2主语从句的定义及形式位置 在主从复合句中，充当主语的从句叫做主语从句。 形式1一个句子由连接词引导放在句首 2 it做形式主语，而真正的主语从句在句末。 根据上面两个例句，让他们自己推论得出主语从句的形式及位置. 习题找出主语从句并翻译 （胶片） 1 whether we will go camping depends on the weather. 2 it’s clear that he was telling a lie. 3 that he was given some lucky money in the spring festival made him very happy . 4 what surprised us most is that he cheated in the exam . 5 when the sports meet is held is not decided. step3 引导主语从句的关联词 １连词 that ,whether 2连接代词，whom who which what whoever, whichever, whatever, whomever等 3 连接副词,where, when, how, why 1 how this happened is not clear to anyone. 2 why feng killed himself is not clear yet. step4 连词在从句中的功能 遵循（缺什么补什么的原则） 1 ______he will come or not is uncertain..whether 2______one is better will be decided by yourself.which 3______you do in your spare time should do no harm to others.whatever 4______the problem will be solved is still unknown.how 5______he set off for beijing is uncertain.when 6______you did just now satisfied your teacher.what step5可用it 作形式主语，从句本身置于句末，常见句型有 1、it be 形容词that从句 it’s clear that he was telling the truth. it is probable that we’ll be a little late. 2、it be名词词组that从句 it is a pity that you can’t go with us. 3、it及物动词宾语that从句 it worried her a bit that her hair was turning grey. it shocked me that he didn’t tell anybody where he was. 4、it be 过去分词that从句 it is said /reported/belived/thought/expectedthat从句 it is said that he has been there many times. 5、it seems/happens/appears等不及物动词that 从句 it seems that he has lost something. step 6 表语从句 表语从句在复合句中作表语的名词性从句，放在系动词之后，一般结构是“主语＋连系动词＋表语从句”。可以接表语从句的连系动词有be, look, remain, seem等。引导表语从句的that常可省略。另外，常用的还有the reason is that 和it is because 等结构。例如 1 the question is whether we can make good preparation in such a short time. 2 this is why we can’t get the support of the people. 3 but the fact remains that we are behind the other classes. 4 the reason he is late for school is that he missed the early bus. 【完成例句】根据句意填空 the question is ________ we can make good preparation in such a short time. this is_____ _____ we can t get the support of the people. but the fact remains __ _____ we are behind the other classes. the reason he is late for school is ____ ____ he missed the early bus. step7 sum up 八、板书设计 主语从句 表语从句 it be 形容词that从句 the question is whether we can make good preparation in such a short time. it be名词词组that从 this is why we can’t get the support of the people. it及物动词宾语that从句 but the fact remains that we are behind the other classes. 九、教学反思与建议 主语从句是在复合句中充当主语的从句，通常放在主句谓语动词之前或由形式主语it代替，而本身放在句子末尾 unit 11 career planning 第一课时warming up 面谈，面试 e.g v.对......进行面试；会见，采访 e.g 2.be interested in 3.show s b. around/round show off, show up, on show, show s b. sth. 4.be willing to do 5.hear from step2.reading 面谈，面试 e.g v.对......进行面试；会见，采访 e.g 2.be interested in 3.show s b. around/round expressions show off, show up, on show, show s b. sth. 4.be willing to do 5.hear from 6.try one’s best 7.what 引导主语从句。 8.why引导表语从句。 九、教学反思与建议 通过情景设置，小组合作等教学形式，使学生得到了语言交际和思想交流的机会，在讨论问题的过程中把知识和技能转化为交流能力。 第四课时 grammar 一、教学目标 （一）、知识与能力 1、知识目标掌握主谓一致的规律。 2、能力目标 能够正确完成有关练习 。 （二）、过程与方法 讨论归纳法让学生自己总结主谓一致的规律。 （三）、情感态度与价值观 通过subject-verb agreement学习，掌握更多语法知识，增强英语学习的自信心。 二、教学重点 主谓一致的规律 三、教学难点处理不同情况下的主谓一致问题，正确完成练习. 四、教学方法讨论法，讲练结合法 五、课时、课型 1课时 新授课 六、教学准备 多媒体， 练习册 七、教学过程 1课时 step1.lead-in 主谓一致是指主谓一致指的是谓语动词与主语在人称和数方面的一致。主谓一致有三项原则，即 1） 语法一致，即单复数形式与谓语要一致。 2）就近一致原则，即谓语动词的单复形式取决于最靠近它的主语， 3）意义一致，即主语意义上的单复数要与谓语的单复数形式一致。 step 2.correct the following sentences 1、i are a student. 2、she are a nurse. 3、they is workers. 4、he get up at six o’clock every morning. 5、they has not come. 6、my sister have worked in that hospital for five years. 7、wang gang and zhang hua was here. 8、liu ying and wei fang is cousins. 9、my brother and i has seen the film. 10、we goes to school every day. （分组讨论，归纳总结主谓一致的规律） step3.the rules about subject-verb agreement. （教师讲解） 一、并列结构作主语时谓语用复数 e.g reading and writing are very important. 注意 当主语由and连结时，如果它表示一个单一的概念，即指同一人或同一物时，谓语动词用单数，and 此时连接的两个词前只有一个冠词。 the iron and steel industry is very important to our life. 典型例题 the league secretary and monitor ___ asked to make a speech at the meeting. a. is b. was c. are d. were 答案b. 注 先从时态上考虑。这是过去发生的事情应用过去时，先排除a.，c.。本题易误选d，因为the league secretary and monitor 好象是两个人，但仔细辨别， monitor 前没有the，在英语中，当一人兼数职时只在第一个职务前加定冠词。后面的职务用and 相连。这样本题主语为一个人，所以应选b。 注意当主语后面跟有with, together with, like, except, but, no less than, as well as 等词引起的短语时，谓语动词与前面的主语一致。 the teacher together with some students is visiting the factory. he as well as i wants to go boating. 二、主谓一致中的靠近原则 1. 当there be 句型的主语是一系列事物时，谓语应与最邻近的主语保持一致。 there is a pen, a knife and several books on the desk.. there are twenty boy-students and twenty-three girl-students in the class. 2.当either or 与neither nor， 连接两个主语时，谓语动词与最邻近的主语保持一致。 如果句子是由here, there引导，而主语又不止一个时，谓语通常也和最邻近的主语一致。 either you or she is to go. here is a pen, a few envelops and some paper for you. （三）、指代意义决定谓语的单复数 1.在代词what, which, who, none, some, any, more, most, all等词的单复数由其指代的词的单复数决定。 all is right. 一切顺利。 all are present. 所有人都到齐了。 2.集体名词作主语时，谓语的数要根据主语的意思来决定。如family, audience, crew, crowd, class, company, committee等词后用复数形式时，意为这个集体中的各个成员，用单数时表示该个集体。 his family isn t very large. 他家不是一个大家庭。 his family are music lovers. 他的家人都是音乐爱好者。 但集合名词people, police, cattle, poultry等在任何情况下都用复数形式。 are there any police around 3. 有些名词， 如 variety, number, population, proportion, majority 等有时看作单数，有时看作复数。 a number of 名词复数复数动词。 the number of 名词复数单数动词。 a number of books have lent out. the majority of the students like english. 4. 表示金钱，时间，价格或度量衡的复合名词作主语时，通常把这些名词看作一个整体，谓语一般用单数。用复数也可，意思不变。 three weeks was allowed for making the necessary preparations. ten yuan is enough. （四）、与后接名词或代词保持一致 1. 用half of, part of, most of, a portion of 等词引起主语时，动词通常与of后面的名词，代词保持一致。 most of his money is spent on books. most of the students are taking an active part in sports. 2.在一些短语，如 many a 或 more than one 所修饰的词作主语时，谓语动词多用单数形式。但由more than of 作主语时，动词应与其后的名词或代词保持一致。 many a person has read the novel. 许多人都读过这本书。 more than 60 percent of the students are from the city.百分之六十多的学生都来自这个城市。 step4.practice finish grammar focus and rcises on the workbook. step5.summarythe rules of subject-verb agreement step6.homework rcises on the workbook. 8、 板书设计 subject-verb agreement 主谓一致指的是谓语动词与主语在人称和数方面的一致。主谓一致有三项原则， 即 1）语法一致 2）就近一致原则 3）意义一致 九、教学反思与建议 本节课通过小组讨论，教师讲解以及个人练习，使学生掌握巩固主谓一致的相关知识。 unit 12 dedicated people warming up multi-media 七、教学过程 teaching procedures step 1.to lead in to present some sentences step2.to lean the usage of“it” 一、it 作人称代词的用法 1. 指事物 作为人称代词，it 可以除人以外的一切事物或动物。如 i dropped my watch and it broke. 我把手表掉在地上摔坏了。 it’s hard work, but i enjoy it. 工作很辛苦，可是我乐意干。 “where is the dog” “it’s in the bedroom. ” “狗在哪”“在卧室里”。 2. 指人 it 指人主要用于指不性别不明的婴儿或用于确认某人的身份。如 is it a boy or a girl 是男孩还是女孩 there is a knock on the door. it must be the postman. 有人在敲门，一定是邮递员。 【说明】在答语中，常用来指本人，如说 it’s me。 3. 代替某些代词 代词 it 还可用于代替指示代词this, that 以及复合不定代词 something, anything, nothing等。如 “what’s this” “it’s a new machine. ” “这是什么”“是一种新机器”。 nothing is wrong, is it 没出什么问题，是吗 二、it 作非人称代词的用法 1. 基本用法 it 作非人称代词的用法，主要用于指时间、距离、价值、天气、气候及温度等自然现象。如 it’s too late to go there now. 现在去那儿已经太迟了。 it rained all day yesterday. 昨天下了一天的雨。 it can get very hot here. 这里有时会很热。 2. 用于某些句型 it’s time for sth. 该做某事了。 it’s time to do sth. 该做某事的时候了。 it’s time for sb to do sth. 某人该干某事了。 it’s about / high time that-从句. 某人该做某事了。从句谓语用过去式，有时也用“should动词原形” it’s first second time that-从句. 某人第几次干某事。从句谓语用现在完成时 it’s 时间段 since-从句. 自从有一段时间了。 it’s 时间段 before-从句. 过多长的时间才 三、it用作形式主语 1. 基本用法 当不定式、动名词、从句等复杂成分用作句子主语时，为保持句子平衡，通常把真正的主语放在句末，而在句首使用形式主语it。如 it’s very important to remember this. 记住这一点很重要。 it’s hard work climbing mountains. 爬山是费劲的事。 it’s unknown when he will come. 他什么时候来还不知道。 2. 用作形式主语的的重要句型 1 it be adj. for of sb to do sth 某人做某事 it is hard for him to make up his mind. 他很难下定决心。 it was foolish of her to say such a thing. 她说那样的话，真是太蠢了。 【说明】介词 of 与 for 的区别是of 用于指某人的性格、属性、特征等，介词for表示对象，意为“对来说” 2 it takes sb 时间段 to do sth. 某人做某事花了时间 it takes years to master a new language. 要花多年的时间才能掌握一门新的语言。 【说明】此句型可以有以下多变种变体it took me an hour to write the letter. the letter took me an hour to write. i took an hour to write the letter. 我写这封信花了一个小时。 3 it is up to sb to do sth. 该由某人做某事 it’s up to you to to make the choice. 得由你来作选择。 4 it look seem, appear, happen, occur that [as if] 似乎 it seemed as though he didn’t recognize me. 他似乎没认出我来。 it happened that i was out when he called. 他打电话时我碰巧不在家。 5 if it were not for / if it hadn’t been for 若不是因为 if it were not for their help, we couldn’t have got over the difficulties. 要不是他们帮助，这些困难我们不克服不了的 四）、it用作形式宾语 1. 基本用法 当不定式、动名词、从句等复杂成分用作宾语且其后跟有宾语补足语时，通常会在宾语补足语前使用形式宾语，而将真正的宾语移至句末。其基本结构为“动词it宾语补足语不定式动名词或从句”。如 i find it difficult to do the job well. 我发现做好这件事不容易。 i think it best that you should stay here. 我认为你最好住这儿。 we think it no use complaining. 我们认为抱怨是没有用的。 2. 用作形式宾语的几个特殊结构 1 动词 it that-从句。如 i like it that you came. 你来了，我很高兴。 i take it that he will come on time. 我认为他会准时来的。 you can put it that it was arranged before. 你可以说这是以前安排的。 rumor has it that the defence minister will soon resign. 据传闻，国防部长不久就要辞职。 【说明】能用于此结构的动词不多，常见的有 have, take, put, like 等。 2 动词 it when if-从句。如 i dislike it when you whistle. 我不爱听你吹口哨。 we really appreciate it when she offered to help. 她来帮忙了，我们十分感激。 i’d prefer it if i didn’t have to do so much work. 要是我不必做那么多工作，好就太好了。 【说明】能用于此结构的动词不多，常见的有 enjoy, hate, love, like, dislike, appreciate, prefer 等。 3 动词 prep it that-从句。如 see to it that you’re not late again. 注意千万不要再迟到。 look to it that this doesn’t happen again. 注意不要再发生这种事。 you may rely on it that he’ll come to meet you. 你放心，他会来接你的。 i can’t answer for it that he will come. 我不能保证他会来。from www.yygrammar.com 【说明】能用于此结构的动词不多，常见的有see to, look to, insist on, stick to, depend on, answer for 等。 4 动词 it 介词短语 that-从句。如 i owe it to you that i am still alive. 多亏有你我才仍然活着。 i took it for granted that he would help us. 我认为他会帮助我们的。 【说明】能用于此结构的动词不多，常见的有take it for granted, bring it to sb’s attention, owe it to sb 等。 step3. to practice step4.to sum up step5.home work 八、writing plan on the blackboard 一、it 作人称代词的用法 三、it用作形式主语 1. 指事物 2. 指人 3. 代替某些代词 二、it 作非人称代词的用法 四）、it用作形式宾语 1. 基本用法 2. 用于某些句型 九、资源链接from www.yygrammar.com 十、课后反思record after teaching
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