一 : Unit 18 The necklace
教学目标
知识目标
本单元的教学重点是继续学习疑问句的直接引语和间接引语。通过对课文学习戏剧体裁的文章，要求学生不仅能复述课文大意，还能分角色将全剧或部分表演下来。
二、教学重点与难点
l．重点词汇 scene; recognize; accept; continue; worth; match; after all; call on; not. . . any more; day and night; pay back; at the most
2．重要句型 1) I don’t know if I should tell you.
2) It was all because of your necklace.
3) I was the only person in my office who was invited.
4) On our way home that night I looked down and saw that the necklace was not around my neck any more.
3．语法 直接引语和间接引语 (3):
1) He asked her if she was pleased.
2) She asked him how many people were going to the ball.
4．日常交际用语 寻物 (Lost and found) : 1) Excuse me. I’ve lost a case. I wonder if it’s been found. 2) Can you describe the case to me. 3) Where did you last have it? 4) We asked everyone there if they had found. . . , but without luck. 5) We couldn’t find it; it was lost. 谈论过去经历 (Talking about the past experiences): 1) Where have you been all these years? 2) What happened? 3) We did have a good time. . )
能力目标
1． 学会把把疑问句变为间接引语。
2． 学会写失物招领和寻物启事。
3． 让学生即兴表演本剧三个场景中的任一个。
德育目标
通过本单元的学习，让学生了解Mathilde由于贪图一时的虚荣、结果换来十年辛劳去还债的遭遇，其行为既可怜又可悲，教育学生不要贪图虚荣。
教学建议
课文建议Lesson 69
1. 教师进行有关课文的提问，如：1.Do you know about the Maupassant(莫泊桑)? 2.What kind of novel do you learn about him. so on
2.教师放录音给学生听到一至两遍之前，问有关对话的主要内容。
3.教师让学生扮演本文的主人公。
4.教师对本文的人物进行分析和评价, 比如：Mathilde这个人是怎样的爱慕虚荣。提问学生从哪些内容来体现人物的特点等等。
教师对本文的语言点进行分析。同时让学生们能够对本文进行复述。
课文建议Lesson 70
1.教师提问故事的发生情况。
2.同时教师把本课文的问题列在黑板上，然后让学生听磁带。
3.教师对本课文的语言点进行讲解和分析。
4．让学生扮演角色。
课文分析
本单元两课课文是根据法国小说家莫泊桑的同名短篇小说改编独幕剧。故事发生在1870年，剧中有三个人物：1）玛蒂尔德（Mathilde），好虚荣的年轻妇女；2）皮埃尔（Pierre），玛蒂尔德的丈夫，政府职员；3）让娜（Jeanne），玛蒂尔德的好友。全剧有三个场景：
Scene 1 Mathilde met Jeanne in the park.
When Mathilde said hello to Jeanne in the park, Jeanne didn't think she knew her because Mathilde looked much older than she really was. Mathilde then told her that was because of ten years of hard work and also the story of her necklace.
Scene 2 Pierre and Mathilde were invited to a ball.
When Pierre came back from work that day, he told Mathilde they had been invited to a ball at the palace. Mathilde was very happy. But she told her husband that she didn't have jewellery to wear. Pierre asked if she could wear a flower instead. Mathilde refused, because she couldn't be the only woman who wasn’t wearing jewellery. Then Pierre asked her why not go and borrow some. Mathilde remembered that she had a friend called Jeanne, who had married a man with a lot of money.
Scene 3 They had a good time at the ball, which cost them ten years of hard work.
On Friday afternoon Mathilde went to Jeanne's place to borrow some jewellery. Mathilde tried a lovely diamond necklace on and it looked wonderful on her. Pierre and Mathilde had a wonderful time at the ball. But on their way home, Mathilde found her necklace was missing. They couldn't find it. The next day they borrowed a lot of money to buy a diamond necklace and returned it to Jeanne.
词汇辨析
1.dress, have on, wear, put on
dress的宾语一定是人，表示“给某人穿衣”；表示状态时，常用be dressed in 句型。in后面跟衣服的名词。dress还有另外一个意思，作“礼服”讲，是作为装饰或外出应酬而穿的正式衣服。如evening dress晚礼服，full dress大礼服等等。dress用作可数名词，指妇女的外衣或长裙；若作不可数名词时，作“服装”解，是男女服装的总称。
have on表示穿着的状态，不能用于进行时。
wear强调穿着的状态，wear后除了跟衣服等名词外，还可跟鞋帽、领带、围巾、首饰、眼镜等名词作宾语，这时wear可译作“戴”。如果表示某一时间的穿戴，wear常用进行时。
put on指穿戴时的短暂动作，是不延续动词。
2.if与whether
相同点：都可以引导宾语从句，常常可以互换，表示“是否”。
不同点：在介词后面用whether，而不用if；引导主语从句时用whether，而不可用if；引导同位语从句时用whether，而不用if；表示“如果”时不用whether，而要用if；不定式之前只能用whether。例子如下：
I don’t know whether I should tell him. 我不知是否应告诉他。
Whether you take part in or not the result will be the same. 无论你参加与否结果将是一样。
It depends on whether he can solve the problem. 这取决于他能否解决这一问题。
3.spend, pay, cost和take
cost指某东西“值……钱”，“需花费……钱（精力）”，它的主语一般是物，而不是人，cost不用于被动语态。
spend的主语一般为人，用来表示花钱买东西：sb. spend money on sth., 还可表示花时间做某事：sb. spend time on或sb. spend time(in) doing sth.。
pay的主语也为人，与介词for连用，表示“花……买……”。
take的主语常为物或用it做形式主语，表示“做某事花去……时间”。以下几个句子均可表示“我花100元买了那件衣服”。
The dress cost me 100 yuan.
I spent 100 yuan on the dress.
I paid 100 yuan for the dress.
以下几个句子均可表示“昨晚我花了2小时做家庭作业 。”
I spent two hours on my homework last night.
I spent two hours (in) doing my homework last night.
My homework took me two hours last night.
It took me two hours to do my homework last night.
4.true和real
true可作定语或表语，real一般作定语。
true表示“符合实际的”，real表示“真正的而不是想象的”或“现实的”。real不能用来修饰表示人的名词。true还可表示“忠实的、可靠的”。
It is a true/ real pearl. 这颗珍珠是真的。
The news was true. 那消息是真的。
This is a true story of real life. 这是一个从现实生活中取材的真实故事。
It is a story of a true man. 这是一个根据真人所编的故事。
He is true to his friends. 他忠于朋友。
5.recognize与know
recognize侧重辨认，认得曾见过或听过的人或事物，指再认过程。
know指通过交往或接触而与某人或某事熟悉，而不表示再认。例子如下：
I know him, so I can recognize his voice on the telephone. 我熟悉他，所以我能在电话中听出他的声音。
6.jewellery与jewel
jewellery（总称）珠宝，珠宝饰物，无复数，为不可数名词。
jewel指“宝石”，宝石饰物，有复数，为可数名词。例子如下：
She never wears jewellery. Her jewels were kept in the safe. 她从不戴首饰物。她的首饰都放在保险柜里。
7.pay back, pay for, pay off, pay out
pay back “偿还，偿付；报复”。pay本身即有“付清、付账”的意思，加back后更强调“偿还”的意思。
pay for“付款，偿付。”介词for表示“交换”，表示“花……买……”。
pay off“还清债务，付掉”。
pay out“付出”。例子如下：
It’s high time he paid you back the money he owes you.
How much did you pay for the recorder?
I’ll pay off my debt with this check.
They paid out $ 550 that month.
句子分析
1．Do you remember one afternoon ten years ago when I came to your house and borrowed a necklace of yours?你还记得十年前一个下午我到你家来借项链的事吗？
句中的主句是“Do you remember one afternoon ten year ago”；其后连接一个以关系副词when引导的宾语从句“when I came to your house had borrowed a necklace of yours”。对于关系副词在定语从句中的应用，可以记住三个常用短语：the place where; the time when; the reason why。例如：
This is the place where Zhou Enlai once lived and worked.这是周恩来来曾经居住和工作过的地方。
I will never forget the days which/that I spent with my grandma in the country.我永远也不会忘记我在乡下与祖母一起度过的那些日子。
说明：尽管句中的先行词(the) days,但由于关系词在定语从句中充当其谓语动词spent 的宾语，因而只能用关系代词which/that,而不能用关系副词when。
This is the computer company which/that we visited last year.这就是我们去年参观过的那家电脑公司。
2．I was the only person in my office who was invited. 我是我的办公室里唯一一个受邀请的人。
当先行词前有the only, the very, all, every, any, no等修饰时，引导定语从句的关系代词只能用that（这是相对which而言的），它在从句中作主语或宾语。但是，如果先行词指的是“人”，通常尽可能用who。例如：
Tom is the very man who I'm going to employ.汤姆正是我打算雇佣的人。
All that can be done has been done. 能做的都已经做了。
in my office把定语从句与先行词隔开，这种隔离型定语从句与非限制性定语从句的区别是：
1)非限制性定语从句一般不可用关系代词that引导。例如：
Football, which is a very interesting game, is played all over the world.
All the books there, which have beautiful pictures in them, were written by him.
2)作宾语用的关系代词不可省略。例如：
Miss Howe ,whom you met in the library, is our new teacher.
This is our farm, which you visited last year.
3)从句与主句之间，要用逗号隔开。(如前面所举各例)
4)将带有非限制性定语从句的句子译成汉语时，一般译成单独的两个句子。例如：
There are about 3,000 students in our school, 45% of whom are girls. 我们学校大约有3，000名学生，其中百分之四十五是女生。
He is an experienced worker, from whom we can learn a lot. 他是一位有经验的工人，从他身上我们可以学到很多。
5)which可以引导修饰整个主句的定语从句，代表主句所表示的整个概念和部分概念。在这种从句中，which可以作主语，也可以作宾语或表语，多数情况下意思同and this相似。例如：
The New Land was discovered by Columbus, which is known to us all. (which 作主语)
She was awarded a gold medal, which the whole family considered a great honor. (which 作宾语)
She was very patient towards the children, which her husband seldom was. (which 作表语)
3．I’m sorry ,but I don't think I know you. 很抱歉，我想我不认识你。
1) I’m sorry, but…是个很有用的句型，表示“婉转地谢绝对方”或“很有礼貌地请对方干什么”。如：
—I'm sorry, but your name? 请问你的姓名？
—William. 威廉姆。
—Would you like to join us tomorrow evening? 明晚和我们一起来怎么样？
2）I don’t think I know you. 这一句不能说成I think I don’t know you. 因为动词think, suppose, expect, believe, imagine等后接否定的宾语从句时，常常将否定词置于主句中，形成I don’t think/ suppose / believe…。宾语从句仍用肯定形式。
I don't suppose it will rain.我猜不会下雨吧。
I don't think you are right.我认为你不对。
请注意这种复合句的反意疑问句。
I don't suppose it will rain, will it?
He doesn't suppose it will rain, does he?
主句的主语是第一人称时，反意疑问句应当针对从句反问；反之，则针对主句反问。
语法——疑问句的直接引语和间接引语
复习：
在直接引语中
在间接引语中
指示代词
this
these
that
those
表时间的词
now
today
this week(month, etc.)
yesterday
last week (month, etc.)
two days ago
tomorrow
next week(month, etc.)
then
that day
that week(month, etc.)
the day before
the week (month, etc.) before
the next (following) day
the next (following) week
表地点的词
here
there
动词
come
go
方法：
1)直接引语为一般疑问句时，间接引语由连词if/whether(是否)引导。
A asked(B)if/whether+陈述句。
“Are you tired?” he asked her.→He asked her if/whether she was tired. 他问她是否感到累了。
2)直接引语为特殊疑问句时，用原来的疑问词引导间接引语，即：
A asked (B)+疑问词+陈述句。
①“How much does a new dress cost?” he said to her.→He asked her how much a new dress cost.他问她一件新礼服需要多少钱。
②“Where are they holding the ball?” she asked him.→She asked him where they were holding the ball.她问他在哪儿举行舞会。
例题：
He asked ______ for the violin.
A. did I pay how much B. I paid how much
C. how much did I pay D. how much I paid
解析：本题考查特殊疑问句的间接引语，在引述疑问句时，除了注意时态呼应，代词的转换以及时间地点状语的必要调整外，还要注意引述特殊疑问句时，仍用直接疑问句的疑问来引导，并将疑问句的语序改为陈述句的语序。答案选D。
练习：
1.We want to know_____ do to help them.
A. what we can B. what can we C. how we can D. how can we
2.What time do you think_____?
A.does the football match begin
B. begins the football match
C. the football match begins
D. will the football match begin
3.He asked me how much ____on the mountain bike.
A. did I pay B. did I spend C. I had spent D. I had cost
答案：1-3 ACC
教学设计方案Lesson 69
Teaching Aims
Study this lesson to know what happened to Mathilde because of the necklace.
Step I Lead in
Introduce the writer Guy de Maupassant (1850～1893), a well-known French novelist and storywriter. Our text is based on his best known story The Lost Necklace . Ask the students to name some other stories written by Maupassant .
Step II Listening
Play the cassette for the Ss to Scene I and Scene 2 and answer the following questions. Do the questions in pairs.
1.How many people here are in the play and who they are?
2.How does Mathilde look?
3.Why did she need to borrow some jewellery? and what Pierre suggest?
Step III Reading
Let the Ss read the text carefully ,then answer the following questions.
1. What is the play about?
2. How does Mathilde look?
3. What kind of life has Mathilde led these years? Why?
4. Why did she need to borrow some jewellery?
5. Why was Mathilde worried?
6. How much does her dress cost?
7. What else did she want to wear?
8. What did Pierre suggest?
9. What did they decide to do?
Step IV Play a role
Play the tape for the students to follow. Then let them practise the play in groups. Finally get some pairs to act out the play in front of the class.
Step Workbook
Go over the whole play by doing Exercise 2 on page 65.
Step V Discussion
Hold a discussion on the following topics in groups.
1. How do you think Mathilde felt when Jeanne told her the stones were made of glass, not diamonds?
2. What do you think Jeanne would do after she heard Mathilde’s story?
Step VI Exercises
Complete the following sentences by using attributive clauses.
1. The old man___________(坐在我母亲旁边的) is my grandfather.
2. He is a model worker___________(我们大家都应该学习的).
3. September is the month ___________ (在八月之后，十月之前的) .
4. Joan is the only person___________(会说法语的)in our class.
5. Do you think you can recognize your aunt ___________(你十年未见的)?
6. The tall building ___________(刚完工的) is part of the TV station.
7. The finger ___________(老师放进嘴里的) was not the one ___________ (他在杯子里蘸过的).
8. Do you still remember the day ___________(我来向你借项链的)?
9. Is there a shop ___________(我可以买到钻石戒指的)?
10. Is that the palace___________(举行那次舞会的)?
参考答案
1. who is sitting beside / by my mother
2. (whom) we should (all) learn from
3. that / which comes before October and after August
4. who speaks / can speak French
5. (whom) you haven’t seen for ten years
6. that / which has just been finished / completed
7. (that / which) the teacher put into his mouth; (that / which) he had dipped into the cup
8. when I came to borrow a necklace from you
9. where I can buy a diamond ring
10. where the ball was held
Step VII Homework
Finish the Workbook exercises of the lesson.
二 : Unit 2 Small animals The First Period
一．教学目标：1、知识目标：数字1~10数数，并认明小动物2、能力目标：能听懂特定环境中简单的命令3、情感目标：培养学生的节奏感，激发学生学习兴趣二.教学重点：儿歌的完整性三.教学难点：数字1~10的认识四．教具准备：student’s book 1b page 7cassette 1b and a cassette playerword 1b picture cards 1b10 paper cut –outs of beeswork book 1b page 5五、教学过程 warming upsong《good morning to you》revision1. play a game(draw ten flowers on the board. put six paper bees on the flowers and count with students)who can count the bees first?2. rhyme: one two three . it’s a tree .four five six. pick up sticks.learn: four . five six . pick up sticks.3. learn sevenput another bee on a flower and say . “ seven” count again.act: clap one. show me: seven4. repeat step 3 for “ eight . nine and ten.”5. review one~tenact: clap one~ten. (hold up ten fingers and ask the class to count) while—task procedure.1. t: today let’s go to the park .(show a park picture.this is a park. there are some clever animals in it. i like the bee. i arm a bee.(extend arms, move around and say bzz. bzz. bzz)follow me.2. who is he? oh, he’s ji ji. i like him. now please follow me: i am a bird. (extend arms and the up and down )3. (put hands above head ) say: i am a rabbit. 4. stoop down slightly and pretend to jump forward.say: i am a frog. student copy.5. follow and say.i am a bee . i am a bird . i am a rabbit. i am a frog. 6 . listen to the tape and say .7 . practise.(1) between the teacher and the students.(2) between pairs.(3) between friends.8 .act out the rhyme. 一上课就把学生带入学习英语的氛围。 用先前所学儿歌，使学生回忆1-6数字。 运用身体器官，动动手，动动脑，巩固记忆。活跃气氛。 通过形象的动作，激发学生学习兴趣，便于记忆。 用玩具鸟引入课文，吸引学生注意力。 反复跟读，加深印象，巩固记忆。 磁带正音，培养语感。 培养学以致用的能力。 表演激发学生兴趣，培养学生实际应用语言的能力，加深印象。板书设计： 课后小结：三 : Unit 2 Small animals The Fifth Period
let’s enjoy一. 教学目标1．知识目标：歌曲中数字及单词复数的认识2．能力目标：能学会用 one~ten 数字表演唱儿歌3．情感目标：使学生在轻松，愉快的氛围中学习英语寓教于乐二．教学重点：歌曲中句子与动作的协调配合三．教学难点：rabbits 复数的掌握四．教具准备：student’s book 1b page 11cassette 1b and a cassette player五．教学过程：warming up. 10 little paper rabbits1. quick responds:what do you see?what’s this?is this a bee?do you like rabbit?2. review numbers. one~ten (clap hands)3. show a pen. say: what do you see?a pencil. one pencil.show two pens. say: how many pens?two pens.4. hold up ten fingers and count.5. show four rabbits.t: what do you see? let’s count.one. two. three .four. four rabbits.repeat and say. show the other animals. while—task procedure1. learn a song about ten little rabbits.2. listen to the tape. listen the first.3. stick ten rabbits on the blackboard.let’ count.4. read the verses of the song slowly.point to the pictures of the rabbits.5. play the cassette again. sing with them four a few times. encourage them to sing along with the tape6. put hands above head. squat hop and sing the song.post –task activity.1. song: ten little birds. (frogs. bees┈)2. act the song. 句型快速操练，训练学生的反应。巩固以往所学知识，起到温故而知新的目的。 用学生熟悉`已知的学习用品，引入新授。由浅至深，通俗易懂。 调动多种感官参与，加深对数字的印象。 通过形象的图片，让学生对1-10数字一目了然。 配上动作，使学生在轻松`愉快的环境中学习英语。 激发学生表演欲，满足他们成就感，对后进生也有促进作用。 板书设计：课后小结：四 : Unit 2 Small animals The Third Period
一．教学目标1知识目标：bird rabbit butterfly frog bee 单词的识记。2能力目标：能正确读出单词发音，并能识记单词卡片。 3情感目标：培养学生热爱小动物的习惯，让他们在学习中体验成功的乐趣。二．教学重点：能识记单词。三．教学难点：butterfly的发音四．教具准备：student’s book 1b page 9cassette 1b and a cassette playerword and picture cards 1bsilhouettes of the above small animals work book 1b page 7五、教学过程：warming up:1. rhyme: one two three. i am a bee.(page 7)2. game:guess“ what are they?” say“i see a ”3．stick all the pictures on the board. take one away and ask:“what animal is it?while—task procedure:1. hold up a butter fly and say: today, there is a new friend in our class. guess. who is she? she’s a butter fly. i like her.2 repeat the new word.3. make some scentens.butterfly ↗butterfly↗butterfly↘ i like it. ‘ ;i can see…for you and me4. repeat the process with sichouettes of other animals.5. match: pictures and word.6. read the words slowly.7. open students, listen to the tape and read after the tape. post—task activitygame: what is missing? ，游戏吸引学生，激发学生学习兴趣，也便于老师了解学生掌握程度。 句型操练，让学生能把以前所学融汇于新知识中，学以致用。 词型配对，学生对所学字母能达到识记目的。 游戏巩固所学，激发学生的好胜心和集体荣誉感。 板书设计： 课后小结：五 : Unit 2 Small animals The Second Period
let’s talk一、教学目标：1．知识目标：用特定的句型让学生说i see……2．能力目标：一般学生能会说课文中的三句句子，基础好的学生能运用以往所学活用句型。 3．情感目标：让学生善与发现周围的事物，培育热爱自然的童趣。二、教学重点：i see……三．教学难点：butterfly的读音四．教具准备：student’s book 1 b page 8casette 1b and a cassette playerword and picture cards i bwallcharts i bworkbooki b page 6五．教学过程：warming up:rhyme:page7 pre一task four small animals. show some pictures:beebird rabbit frog2.show another picture:butterflylearn the new words:butterflyextend arms more around and say:i am a butterfly.3.act out the animals and say the lines:i am a butterfly……while一task procedure1. learn: i see……point to peter and say:i see peterpoint to lucy and say:i see lucy..point to a ruler and say :i see a rulerpoint to eyes when you say “see”point to the students and all say: i see mary.i see janny i see……2. practise:t1 t2 t3……work in pairs.3. show some small animals and who can say?“i see” ask some students.4. open students book and listen to the tape.post一task activity.play a game:who is winner?i see…… 复习上节课所学，把学生带入学习氛围，对以下所学也有帮助。 未学过的单词在一开始先重点强调，引起学生重视。 用学生所熟悉的学生名字引入，让学生很容易理解i see的含义。 通过游戏方式，巩固所学。对以前所学能学以致用。游戏形式符合学生年龄特点。板书设计： 课后小结：61阅读| 精彩专题| 最新文章| 热门文章| 苏ICP备13036349号-1