一 : 第3节《表格的格式处理》教学设计

一、学习者分析通过前两节课的学习，学生已基本掌握excel表格的建立、数据的输入与编辑技巧，并能使用公式和简单函数进行最基本的数据处理。大部分学生都对excel的学习很感兴趣，觉得这个软件很实用，应用范围广。因此，在顺利掌握了前两节介绍的基本知识技能后，十分渴望再深入学习，掌握好excel的使用，在日常学习生活中加以应用。在前两节中虽没有专门介绍表格格式的处理，但已有部分学生根据课本给出的表格自行探索设置格式，所以本书教学要注重打好格式处理的基础的同时，也要注意有一定的知识延伸，让不同水平的学生都能有新的收获。教学中要注意设计好每一个教学环节，循循善诱，满足学生强烈的求知欲；设计教学实例要注意从生活实际出发，注重知识技能的实用性二、教学内容分析1.本节的主要内容及在本章中的地位本章第1~3节是学习电子表格excel的基本知识技能。这一节课是在学生学习了excel表格的建立、数据的输入和编辑技巧后的新授课。本节课的学习内容是excel电子表格的格式处理，主要包括：①居中与对齐；②文字的式样处理；③数字的格式处理；④设置表格线框。另外，还会简单复习调整行高列宽的方法对于规范化的表格设置，课本前两节中有表格范例，学生对此都有一定的感性认识，对表格进行处理是本节重点培养的操作技能，其中表格线框的设置相对复杂，教学中要强调设置各参数的顺序要求，及如何正确选择区域进行设置。2.教学重点、难点    教学重点：对齐与居中，表格线框处理。    教学难点：表格线框处理。3.课时安排：1课时三、教学目标   1.知识与技能 （1）掌握格式居中与对齐的方法；文字样式、数字格式的处理方法； （2）学会使用格式工具栏；调用格式对话框处理表格的操作； （3）学会按要求对工作表设定不同样式的线框操作； （4）能根据实际需要，对表格进行适当的格式处理。   2.过程与方法   通过一系列的学习实践活动掌握excel表格的格式处理的基本方法。3.情感态度与价值观（1）体验使用电子表格处理数据的便利和在信息交流中的重要作用；（2）培养学生的自学能力，使用excel处理数据，呈现、交流信息的意识。四、教学理念与教学方法坚持“学生为主体，教师为主导”的现代教学观。教师上课前要了解学生的学习心态和分析已学知识的掌握情况；认真研读教材，精心设计课堂教学活动，激发学生学习兴趣，为学生营造一个良好的自主学习环境，发挥学生主观能动性。在本节课的教学设计中，运用了多种教学模式：“任务驱动”、“讲、演、练相结合”和学生自主学习模式，教学中将这几种常规模式有机地结合在一起，首先创设情景，引出任务，接着学生可从老师简明扼要的讲授、演示中理解和模仿，同时可借助学习网站提供的信息资源进一步自学，以便顺利完成实践任务，并在实践中总结出一般性规律，最后完成课堂评价。多种教学模式的有机结合，以一个明确的任务为中心，让学生在实例中学习；使用“讲、演、练结合”的教学模式，发挥教师的主导作用，教师要确定好学生自学的分层目标，引导或指导学生完成自学任务，使学生在完成具体任务时能以学生为中心，更好进行自学辅导。另外，教师要设计好课堂的评价方式，对于学生反馈回来的信息，有代表性的，应在全班公开答疑或演示。五、教学过程设计1.教学内容的组织与呈现方式本节课首先展示、比较原始表格与处理后的表格，让学生知道表格的格式处理的重要性。接着，教师向学生介绍表格的格式处理的五个要点，并引导学生使用有关学习网站自主学习有关知识，完成上机实践任务。最后，教师使用“信息卡”回答教师提出的问题开展过程性教学评价，共同总结表格的格式处理的一般规律。2.教学过程设计教学环节教师教学学生活动设计意图1．创设情景引入课题［情景1］展示学生小张上节课完成的作业，将此未经过格式处理的原始表格以“打印预览”方式显示出来。问1：原始表格是否可直接打印出来？ 问2：与平时所见的表格比较，该原始表格有哪些需要改进的地方？ 引导学生观察分析，看看原始表格应作哪些格式处理，才能打印用于信息交流。［情景2］将原始表格与经过格式处理的表格作比较，引导学生说出对表格进行格式处理的好处和重要性。 ［提出任务］今天我们就要来学习表格的格式处理，帮助小张将表格格式进行处理，打印出一份既规范又美观的统计表格。大家都愿意帮他这个忙吗？观察、讨论分析原始表格应作哪些方面的修改。 通过比较两份表格及结合平时的观察，分析和讨论对表格进行格式处理的重要性。创设情景，提出任务，引发兴趣。2.简介本节要点［屏幕演示］格式处理五要点：1）对齐与居中；（知识迁移）2）文字式样设置；（知识迁移）3）数字格式处理；（新知识）4）表格线框样式设置；（新知识）5）调整行高列宽；（复习）格式处理两种基本方法：1）利用格式工具栏按钮；2）调用格式对话框：选中区域→“格式”菜→“单元格”→选择相应标签页进行设置。认真听、看教师简明扼要的讲解，了解本节的学习要点。让学生首先对本节的学习要点有大致的了解，有利于自学知识技能。3.引导学生使用学习网站，明确实践任务要求学生打开ie浏览器，地址栏中输入192.168.10.201，打开学习网站。 ［广播］：指导学生从网站中获取学习信息，明确实践任务，以及如何进行作业自评、上交等。 ［明确实践任务］：在网站上写清楚表格进行规范化格式处理的大致要求，具体设置的参数由学生自主决定，不求千篇一律。提示学有余力的学生可参考网站自学“能力进阶”部分。［发送文件］：将原始表格和参考图示发送到各台学生机桌面。打开学习网站，在老师的指导下学习使用网站自学，明确实践任务。邻座间可轻声讨论，协作完成。以主题任务方式培养学生的实践操作技能，任务难度分层并配有能力进阶部分，使不同水平学生都能有新的学习收获。4.操作提示与直观演示教师提醒学生注意几个操作要点，可在网站上阅读或看屏幕上的投影。教师巡堂指导，及时发现学生遇到的困难，具有代表性的重点、难点教师进行广播演示或通过大屏幕投影演示。根据网站上的提示逐步完成实践任务的各项要求。学有余力的学生可参考网站上“能力进阶”，进一步学习。及时帮助学生解决操作中的难题，给予提示，鼓励继续探索，完成任务。5.实践任务的完成与上交提醒学生上交作业的具体要求和自评作业等级的标准。注意在ftp服务器上学生上交作业的情况。根据任务要求，参考课本和学习网站提供的信息，按具体要求完成表格格式的处理，并自评等级，最后按提示上传xls文件至ftp服务器。自评作业等级后上交能更好激励学生努力完成每项要求。6.作业点评利用全班广播点评学生作业，再次强调格式处理中容易出现的错误和需要注意的地方，鼓励学生课后加强练习，不断探索。观看广播，配合老师点评。点评反馈学生作品，强调易出错的地方。7.引导学生总结一般规律［总结一般规律］：引导全班学生利用信息卡即堂回答有关格式处理一般规律的问题，讨论如何制作规范化的、较美观的excel表格，加深学生对表格格式处理的认识。举起信息卡回答老师的问题，共同总结表格的格式处理的一般规律。了解学生对各知识点的掌握以及在操作中的观察能力。8.课堂评价［总结］：首先感谢大家为小张的统计表进行了格式的处理！通过学习实践，绝大部分同学都已能完成表格规范化的格式处理，还有不少同学探索到一些格式处理的小技巧。通过这节课的学习，相信每位同学都有了新的学习收获，有了技能的提高。为了让老师更好地了解大家的学习情况，现在，请各位同学点击网站上的“课堂评价”，并准备好你们手中的信息卡。利用手中分别标注着“a”、“b”、“c”、“d”的四张硬纸片（信息卡）一同“回答”课堂评价中的各个题目。利用“四合一”教学模式中的信息卡，老师能一目了然知道各位同学掌握知识与技能的情况，为下一步的教学提供参考。 3.教学评价使用“信息卡”进行课堂教学的过程性评价，并及时反馈。4.教学资源（1）网络课堂网站中有关的教学资源（2）“信息卡”：“信息卡”是“四合一”教学模式中的一种教学辅助工具，一套信息卡共有四张，分别由四张单面不同颜色、背面均为白色，分别标注着a、b、c、d的硬卡片组成，用于课堂上学生选择信息的及时反馈，便于师生交流，提高教学效率。六、教学反思通过本节课的教学活动绝大部分同学都能达成教学目标。通过运用信息卡的学习活动，使同学们总结出表格的格式处理的一般规律，并帮助了学习有困难的学生掌握了“表格的格式处理”的知识，收到了良好的教学效果。但是对根据实际需要处理“表格的格式”的技巧，还要学生在今后的实际应用过程中不断学习、探究。

二 : Getting along with others教学设计（表格式）

课     题

m5u1 getting along with others

课时9-1new words 1

主备人

swan

授 课 时 间 

教 学 目 标1. let students read the new words correctly.2. get students to master some important words.   

教学重、难点how to get students master the important words and phrases. 

教、 学  具

slides 

预习要求workbook 教师活动内容、方式

学生活动内容、方式

旁注1．get (well)along / on with  与某人相处（的好）有关get的词组：get across传播，为人理解  get through （电话等）接通get away走开；离开    get over从…中恢复；克服困难； get together 相聚，聚集       get back 回来；恢复get off下车；出发；动身；下班     get on上车 get up起立，起床            get rid of   摆脱2．betray v.         betrayal n./betrayer n. 背叛者betray oneself 露出马脚，暴露身份betray one’s surprise 显得很惊奇3.academic adj.          academy n.学院，专科学校4.overlook v.              overcome v.克服                  overall adj.全部的5.cheerful adj.            cheer  v.使…欢呼&n.欢呼声cheer up!别灰心！高兴起来！振作起来！6.admit的用法 1） admit 作“准许进入”、“允许参加”解释。例如： open the window to admit some fresh air. 2） admit 可作“承认”解释，这时，其后可跟名词、动词的-ing形式、宾语从句或宾语+宾语补足语。例如： john admitted knowing little about the subject. 3） admit of : 作“容许”解。如： (1)this is a universal truth which admits of no exception. 4） admit to : 承认。 (1) i must admit to being ashamed for what had happened. 7.deliberately adv.            deliberate adj.8．keep one’s word 保守诺言有关word 的词组in other words 换句话说have a word with与某人谈话receive(get/have)word得到消息
have words with sb.与某人吵架get in a word插话in a(one)word总之9．forgive-forgave-forgiven v.原谅1）.forgive的用法：forgive sb.for sth因…原谅某人.forgive sb’s sth 原谅某人某事forgive sb’s debt免除某人债务2）.区别excuse, pardon和forgive。excuse, forgive, pardon 这三个词都表示“原谅，宽恕”。 excuse:“原谅”，指有意放过人们在社会，习俗方面的具体行为。如错误，疏忽或失职，不予以指责和惩罚。常用词组：excuse for原谅；excuse from/to do免除。如：10．tease:laugh at           teaser n.爱戏弄别人的人tease sb.嘲笑某人       tease sth.嘲笑某事        tease sb. about sth.嘲笑某人某事12．in trouble 有麻烦，处于困难中in hospital在住院      in store储藏着；准备着 in prison在监狱（服刑）  in general 大体上(=generally)in battle在战斗中     in peace平平安安地(=peacefully)in order井然有序  in secret秘密地(=secretly)in danger在危险中  in surprise惊奇地(=surprisely)in doubt 感到怀疑     in public公开地(=publicly)in common共有   in person亲自(=personally)in debt负债     in particular特别地(=particularly)in sight看得见  in silent无声地(=silently)12．focus1）n.重点，专注的地方；焦点，关注点2）v.集中注意力；聚焦。后常接介词on13．as a (the) result of …由于…的原因as a result 结果；因此result from因…而引起result in 导致e.g.he ate some bad watermelon.as a result,he felt ill.   as a result of his carelessness,he hurt himself.[提示]：as a result of接原因，as a result接结果。[拓展]：表原因的短语：due to由于，因为 because of 因为thanks to多亏；幸亏owing to 归因于14．yell v.&n.吼叫，大叫  yell at sb.对某人叫喊15．mean1）adj刻薄的、卑鄙的、吝啬的2）v.mean to do sth 打算做某事mean doing sth.意味着…be meant to do =be intended to do被打算用作…16．guilty .adj.            guilt [u]罪，罪行  be guilty of 犯…的罪     be guilty forabout sth.内疚

课     题

m5u1 getting along with others

课时9-2new words 2

主备人

swan

授 课 时 间

教 学 目 标1. let students read the new words correctly.2. get students to master some important words. 

教学重、难点how to get students master the important words and phrases.

教、 学  具

slides

预习要求workbook教师活动内容、方式

学生活动内容、方式

旁注1.stand 1）vt.忍受，忍耐，承担，经受（=bear，put up with）this color won’t stand washing.这种颜色不经洗。the door stand open。门是开着的。2）词组：stand out ① 坚持 they stood out till victory. ② 引人注目,脱颖而出 our daughter is a great dancer, she stands out above the rest. stand for代表，象征，意味着3)can't help 和 can't stand  ①can't help    无法控制、忍不住做某事    sue doens't always mean to be so rude but sometimes she just can't help herself.②can't stand不能忍受（某人、某物、做某事）：  i can't stand whiskey. 威士忌我受不了。2．apologiz(s)e v.                 apology n.歉意apologize to sb.for sth.因某事向某人道歉apologize to sb.for doing sth.因做某事向某人道歉make an apology道歉i must apologize for not letting you know ahead of time. 没有提前通知你，我表示歉意。3．blame　1）blame vt.,通常用于下面三个句型:　　①blame sb. for sth. /doing sth.为某事责备某人/责备某人做了某事。　　② blame sth. on sb.把某事归咎于某人。　　③be to blame (for)应(为……)承担责任;该(为……)受责备。[注意]此处不能用被动语态。如:　　the children were not to blame for the accident.那次事故怪不着孩子们。4．doubti doubt his word. 我怀疑他的话。i don’t doubt that he can finish the task on time.在肯定句中，doubt后面一般接whether或if引导的宾语从句。i doubt whether they can swim across the river. i doubt that he will come. 我看他未必会来。there is no doubt about it. 此事无可怀疑。i have no doubt of his ability. i have no doubt that he will succeed. （1）in doubt怀疑；拿不定主意。（2）no/without/beyond doubt无疑地；必定（3）make no doubt of 对……毫不怀疑。（4）throw/cast doubt on使人对……产生怀疑。5.embarrass vt.使尴尬；使为难 embarrassment[u] embarrassed adj.感到尴尬 
be embarrassed about sth.embarrassing adj.令人尴尬的6.gift n.礼物；天分              gifted adj.有天赋的； have a gift /talent for 在…方面有天赋7．strength n.力气，力量；实力      strong adj.  strengthen v.加强，巩固long       length         deep            depth           8.anxiety n.焦虑，忧虑；渴望，热望           anxious adj.焦虑的，令人焦虑的短语：be anxious about/for sb./sth.担心、忧虑某人=be worried aboutcause sb’s anxiety 使某人非常不安      remove sb’s anxiety消除某人的不安with great anxiety忧心忡忡地，十分焦虑地9．suffer vt.遭受，蒙受，经历；vi.受痛苦，受损失，患病；n.受害者，受难者suffer from heart disease     患心力衰竭suffer from floods          遭受水灾sufferable                 可忍受的suffering  n.              受苦，遭难10．get through 1)做完，结束2）通过（考试）3）看完，度过，用完4）（电话）接通11. absorb vt.          absorption  n.专心① 吸收(液体,气体,光,声等)cotton gloves absorb sweat.棉手套吸汗。②汲取,理解(知识等)so many good ideas! it's too much for me to absorb all at once.这么多好主意!太多了,很难一下完全吸收。③使全神贯注;吸引(注意等) [(+in/by)]the old man was utterly absorbed in the book.be absorbed by被...吞并, 为...所吸收be absorbed in全神贯注在..., 一心从事, 热衷于absorb sb.'s attention吸引某人注意12.hesitate  vi. 踌躇；犹豫；迟疑hesitate to do sth.       不愿做某事hesitate in(doing) sth.    在…方面犹豫hesitate about doing sth.  关于…犹豫不决hesitate what to do      犹豫着不知做什么13．respond vi.回答，答复；响应，反应             response n.回应，反应responsible adj.         有责任的，负责的respond to     响应，回答，对…作出反应respond with a smile     以微笑作为回答in response to          作为对…的反应make a quick response to 对…作出很快的反应be responsible for       对…负责

课     题

m5u1 getting along with others

课时9-3welcome to the unit

主备人

swan

授 课 时 间

教 学 目 标1. students participate in a discussion to find out ways to solve common problems with friendship. 2. develop students’ speaking ability by expressing their opinions in the discussion.3. students learn proverbs related to friendship.

教学重、难点develop students’ speaking ability; different types of discussions.

教、 学  具

slides

预习要求workbook教师活动内容、方式

学生活动内容、方式

旁注step 1  greeting and lead-in

1. check out the following pictures concerning certain proverbs.

2. try to work out which words are missing, but keep your books closed.

stpe 2  welcome to the unit picture onefriends are thieves ______.picture twothe best mirror is ______.picture threeif you can buy a person’s _______, it’s not worth having.true friendship is w_______.picture fourtrue friends have _____ that beat as one.step 3  pair work

1. do you have a best friend? why do you think that he or she is your best friend?

2. how do you get on with your friends? how do you help each other when you have problems?

3. what do you think are the most important characteristics in a friend?

please talk to your partner. and prepare yourselves to present your discussion in dialogue to the class. (pay attention that each speaker should have more than three sentences to say.)step 4  learning more sayings and brainstorming.to the world you may be just one person, but to one person you may be the world.true friend is one soul in two bodies.true friends are hard to find, difficult to leave, and impossible to forget.to get a good friend, you should first learn to be one.please brainstorm on how to be a good friend. and give your opinions one by one.good friends should _______.step 5  questions and discussion iit: good friends bring cheering friendship to you. but could there be any problem with friendship?how would you handle some difficult situations that can happen in friendships?   for each situation given below, answer these questions:        • how would this make you feel?        • what is a positive way to deal with it?        • what is a harmful way to deal with it?situations1.  your friend starts acting in ways that you think are wrong (drugs, being rude, etc.)2.  you find out your friend has been telling stories about you that aren't true. 3.  your friend is on the brink of failing a class and begs you to help him/her cheat on the final exam.4.  you and your best friend have romantic feelings toward the same person.  attention1. on one of the situations, please discuss in group of three. 2. one in the group should listen to the other two and then give a report and comment on what he/she hears. (pay attention that the reporter should first listen carefully and prepare to report to the class.)step 6  homework1. read part b on page 95 in      workbook.2. writing    preview page 2,3 and find out the sticky situations that happen to sarah and andrew. then write a short passage of more than 100 words on how to deal with them in a positive way.

课     题

m5u1 getting along with others

课时9-4reading 1

主备人

swan

授 课 时 间

教 学 目 标1.to help ss get a general idea about the text.

2. to make ss become familiar with the detailed information about the text.3. to help ss master reading strategy.

教学重、难点1.how to make the students understand the passage better.2.how to help the students finish all the exercises.3.how to help the students develop their creative, comprehensive and consolidating abilities.

教、 学  具

slides

预习要求workbook教师活动内容、方式

学生活动内容、方式

旁注step 1  lead-indiscussion l       1. do you have any important events or unforgettable experiences with your close friends?l       2. please share something with us and tell us what to do when meeting with difficulties in friendship. (1). if your friend tells others about your secrets, how will you feel and what will you react?(2). when  your friendship is in trouble,will you stop talking with your friend and make a new friend? conclusion l       1. we should keep our promise and keep friends’secrets. honesty is one of the most important factors in the friendship.l       2. friends should unite and help each other when meeting with some difficulties both in study or in other fields of life.in other words, we are supposed to take honesty and union as glory. but what are the shameful behaviors or the glorious? next let’s learn something about it.l       以热爱祖国为荣 以危害祖国为耻 l       以服务人民为荣 以背离人民为耻 l       以崇尚科学为荣 以愚昧无知为耻 l       以辛勤劳动为荣 以好逸恶劳为耻 l       以团结互助为荣 以损人利己为耻 l       以诚实守信为荣 以见利忘义为耻 l       以遵纪守法为荣 以违法乱纪为耻 l       以艰苦奋斗为荣 以骄奢淫逸为耻step 2 comprehension of the textfirst readingl       by using these two rules, let’s go over the two letters for the first time and try to answer questions below.1. what did sarah think about the surprise maths test?   she thought it was quite easy. 2. what did sarah tell hannah in the girls’ toilet?       she told hannah how badly she had done in the maths test. 3. why did sarah tell hannah that they    weren’t  going to be friends any more?       because she thought that hannah had told everyone how badly she had done in the maths test.4. why did andrew shout at matthew after the match?he thought matthew played badly and did not try hard enough. as a result, they lost the game.5.what did matthew think about losing the match?he thought it was his fault.6. what kind of boy is matthew? is he usually a quiet boy?   he is usually cheerful and out going.second readingl       read the article again and finish part c2. try to identify how sarah and andrew felt and why they felt like so.l       make sure you pick the relevant information within the given time.how sarah feltwhy she felt so     how andrew feltwhy he felt so   . .step 3  language items1.match new words with their definitions2.find out the similar words in the 2nd letterstep 4  discussion 1. do you think sarah and hannah should try to be friends again or go their separate ways?2. if you found out that your best friends had made friends with another person,what would you think about this and what would you do?step 5  reading strategyhow do they show their strong feelings when meeting difficulties in friendship? 1. i must be really stupid…. (line11)2. how they must have laughed behind my back! (line22)3. i was so angry that… (line23)4. it is really awkward….. (line 49)5. i can’t help wondering…. (line52-53)step 6  group workwork in groups and try to make a dialogue which is full of strong feelings.suppose you were in a quarrel with your best friends, and turn to another one for help. you need to tell him the causes and how you feel about it. and the helper should give advice.

课     题

m5u1 getting along with others

课时9-5reading 2

主备人

swan

授 课 时 间

教 学 目 标1.      revise the reading passage by retelling it.2.get the students to grasp the usage of some important words and expressions.3.get the students to practice two important drills.

教学重、难点language points

教、 学  具

slides

预习要求workbook教师活动内容、方式

学生活动内容、方式

旁注1.we have been good friends since primary school.(line7)(1).unemployment in that country is now at its lowest level since wwii.       该国的失业率处于二战以来的最低水平.       (2).she left her hometown five years ago. we haven’t seen her since.            自那以后=from then on(3).it is just three days since they arrived at the mountain.       (4).since you are so busy, perhaps we shuold ask someone else.2.we are no fun.(un.) (line5)(1).her baby is great fun./ sailing a boat is great fun. (有趣的人/事)(2). i write not just for the pay, but for fun.(乐趣).    we had a lot of fun at the party.(3).they often make fun of me for this.don’t  make _____ of the blind man.a fun     b funs  c funny  d a fun fun 做名词时不可数,不能与a连用,也没有复数形式.3.must (when guessing, there seems to be no other possibilities) (line8-9)(1).i must have sounded very proud of myself.我当时的口气听上去肯定很自得.       you must have left your wallet in the office.你肯定是把钱包落在办公室里了.(2).may have done(it’s not certain)       something may have happened to her.可能她发生了什么事.4.feel like(have an inclination or desire for) (line11-12)(1). i feel like i was overlooking my studies.(2). i felt like crying.  我的父母晚饭之后总是想要出去散步.   my parents always feel like going out for a walk after supper.feel like表示想要做某事,后可加doing sth.                                   也可以加that clause.5.i was overlooking my studies. (line12)(1).forget/not see something importantl      we should not overlook the difficulties.l      当第一次读的时候,我忽略了这个错误.l      i overlooked the mistake the first time i read it.(2). not be angry with a bad thing请原谅我的错.l         please overlook my fault.(3). we want a room which overlook the garden,not one overlook the car park. 我们想要一个能居高临下看到花园而不是停车场的房间.6.i was determined to be cheerful.(line14)(1)adj.    a.he is determined to take part in the international speech competititon.he is a determined supporter of president bush.(2)vi.      he determined to take part in the international speech competition. 他决定参加国际演讲比赛. (3)vt.   a.规定,确定they determined the date for the party.  7. he kept on saying really mean things to hurt me. (line44-45)(1).不要对她如此刻薄.don’t be so mean to her.(2). he was very mean with his money. unwilling to share or give what one has(3). it is a mean dog. be careful it does’t bite you.    bad-tempered/liking to hurt(4). running ten miles is no mean achievement.           very good8.i can’t stand seeing my team lose.(line45-46)(1)stand sb./sth.例:i can’t stand a lot of noise when i am reading.        i can’t stand this cold weather.       he can’t bear that man. he talked too much.9.i can’t help wondering….. (line52-53)(1)cannot help doing sth.情不自禁做某事 he cannot help talking to his deskmate in class.   (2)cannot help it 没有办法he just can’t help it. he has to obey orders.   (3)can’t help do sth.无法帮助做某事i can’t help do the housework for my mum.

课     题

m5u1 getting along with others

课时9-6wordpower

主备人

swan

授 课 时 间

教 学 目 标1. enlarge students’ vocabulary about personalities.2. let them recognize positive and negative  adjectives that describe personality.  3. make a list of  synonyms and antonyms about the adjectives describing personality

教学重、难点remember these words try to use these adjectives that describe personality. freely.how to make them to describe a person with these adjectives that we have learnt today

教学方法1.      students-centered. (discussion to make every student work in class.)2.      teacher and students’ interaction (talking to improve the students’ speaking ability.)3.      multimedia way.( practice to get the students to master what they’ve learnt.)

预习要求workbook教师活动内容、方式

学生活动内容、方式

旁注step 1  revision and lead in1 . let students guess who is hehe was a soldier and died at an early age after the founding of prc.he is ---helpful ----warmhearted--- unselfish/selflesschairman mao encouraged us to learn from him on march 5th.in march every year, we learn from him to offer help to others2.  he was  lei fengstep2  1. have you paid attention the adjectives?all these adjectives are used to describe personalities.2 let’s have a try use some adjectives to describe  people’s personalities1 what kind of person is “dae jang geum”?smart strong-willed helpful kind friendly hardworking/diligent   creative  warm-hearted2   try to describe other people3 exercise(1) match these adjectives to their meanings step 3   read the dialogue on the text book1 the adjectives in red are negative  the adjectives in blue are positive2   exercise1generous warm-hearted  reliable  open-minded     honest      helpful     politefriendly     dishonest    narrow-minded   stubborn     bad-tempered    moody  impolite   unkind  boring2strong-minded---determinedshy ------timidfriendly------kindhappy-----cheerfultry to tell the synonymsbrave-------courageoussmart-----cleverloyal-----faithfuldiligent ------hard-workingpassionate----enthusiastic3 discussiondo you know eight honors and eight disgraces?what kind of personalities belong to honors and what kind of personalities belong to disgraces ?step4  synonyms and antonyms1   having the same or similar means------synonymshaving the opposite meaning-----antonyms2 exercise     try to tell the synonyms and antonyms3 discuss(1)  read the story(2) can you  describe the personalities of the prince (3) what your decision will be if you were the old king?step 5 1  keys to page7  answers1 easy-going   2 quiet   3 shy   4 friendly 5 honest      6 hard-working   7serious     8 strict2 competition              try to speak highly of your friends with as many positive  adjectives as you can to make the others believe that your friend  is the best3 discussionin your opinion, what kind of person is easy to get along with and make friends with?what characteristics would you not like a friend to have.homework1 try to find more adjectives that describe personalities2 chose one of your friends to describe with some of the words that we have learned today

课     题

m5u1 getting along with others

课时9-7grammar

主备人

swan

授 课 时 间

教 学 目 标1. let students read the new words correctly.2. get students to master some important words. 

教学重、难点how to get students master the important words and phrases.

教、 学  具

slides

预习要求workbook教师活动内容、方式

学生活动内容、方式

旁注ⅰ. 不定式句法功能1. 作主语：the cat said, “to take roller coaster” is terrible. 不定式短语作主语时，可以直接放在句首，但在很多情况下，尤其是在疑问句和感叹句中，往往放在谓语之后，而用先行代词it作形式主语。→ the cat said, “it’s terrible to take roller coaster.”不定式作主语常见句型：a) it is + adj. (easy, important, difficult…) + 不定式b) it is + n. (a pity, a pleasure, one’s duty, a shame) + 不定式eg. it’s my duty to teach you how to be a student of no.3 middle school.c) it takes/needs/requires + some time (hours, months, days, patience…) + 不定式2. 作表语：当句子的主语是aim, idea, policy, question, suggestion, wish, task, duty, job, purpose等或者主语是what引导的名词性从句时，后面可以用不定式做表语，用以说明主语所包含内容。 our most important task now is to make a plan.3.作宾语 the cat said “remember not to take it next time!”.a) 可以直接用不定式作宾语的动词很多，常见的有：agree, afford, tend, ask, decide, determine, expect, fail, hope, learn, intend, manage, offer, plan, promise, refuse, want, wish等当不定式短语比宾补长时，往往将不定式放到宾补后，而用先行代词it作形式宾语，常用动词有feel, think, find, believe, consider, make等。the cat felt it terrible to take roller coaster.b) 不定式一般不作介词的宾语，只有少数介词如but, except等后面可以跟不定式作宾语。一般情况下作介词宾语的不定式都带to，如果but或except所在句子里的谓语动词都是实义动词do, does, did时，通常省略to。we have no choice but to wait.we can do nothing but wait.4. 宾语补足语在svoc句型中，许多动词都可以按不定式作宾语补足语。a) 通常作宾语补语的不定式要带to，常用于以下动词之后：ask, tell, advise, allow, enable, expect, force, get, like, order, teach, want, invite, wish, beg等you should get them to help you.但在谓语动词believe, find, think, feel, consider, suppose, imagine, prove等后面跟to be…作宾补，不跟to do…b) 以下两类动词后跟不定式作宾补时不能带to①一些表示“致使”意义的动词，如：let, have, make等②一些表示感觉的动词，如：hear, feel, see, watch, notice等don’t let the children trouble you.i heard someone open the door.但当这两类动词为被动态时，不定式就成了主补。作主补的必须加上tohis father made him go to bed early.→he was made to go to bed early by his father.5. 作定语不定式可以在句子充当后置定语，修饰名词。①能带不定式作宾语的动词，其同源名词可以带不定式作定语。常见的有attempt, decision, promise, plan等he hasn’t kept his promise to write to his parents regularly.②常与不定式搭配的形容词，其同源名词一般可以用不定式作定语。常见的有ability, determination, anxiety, eagerness等his eagerness to finish his homework was quite clear.③序数词形容词最高级或被only, last, next等修饰的名词可以用不定式作定语：she was the only person to survive after the earthquake.tips: 不定式在作定语时，有时与被修饰的名词有意义上的主谓关系、同位关系、动宾关系，如果该不定式是不及物动词，它后面需要加上适当介词。he’s always the first to come and the last to leave. 主谓关系i’ve no time to listen to your excuse. 同位关系she has a meeting to attend. （动宾关系=attend a meeting）there’s nothing to worry about. (动宾关系=worry about nothing)6. 作状语不定式可以作状语，表示目的、结果、原因、条件等。①to…, in order to …, so as to …(不能放在句首)作目的状语②在so…as to, such….as to, only to …结构中不定式作结果状语，其中only to…用于表示意想不到的结果。③enough to, too…to结构 the boy isn’t old enough to go to school.   = the boy is too young to go to school.④形容词（happy, glad, lucky, fortunate, surprised, angry, anxious, ready, quick, slow, cruel, clever等）+ 不定式结构eg. i’m glad to meet you.   the question is different to answer.   he is hard to get along with.7. 作插入语，用来说明说话人的态度、看法、对整个句子进行解释，如to be frank（坦白地说），to be sure（确实）等。eg. to tell you the truth, i hate you.8. 作同位语the order to start the general attack soon came.①不定式的进行式由to be + v-ing构成，用来表示谓语动词动作发生时，不定式的动作正在进行。eg. some students pretended to be reading english when the teacher came in.②不定式完成式由to have + v-ed构成，用来表示动作发生在谓语动作之前。③不定式的被动式分为一般式被动to be v-ing和完成式被动to have been v-ed。当不定式的逻辑主语是不定式所表示的动作的承受者时，不定式要用被动语态。动名词1. 动名词的句法功能：动名词由动词加ing构成，与现在分词的形式相同。动名词主要起名词作用，在句中担任主语、表语、宾语和定语。①作主语，可以直接放在句首，也可以用先行代词it作为形式主语，而把动名词后置。 seeing is believing. (眼见为实)saying is easier than doing.collecting stamps is a good hobby. (单个动名词短语作主语时，动词用单数)动名词作主语还有以下两个习惯表答法：it is no use (good) + 动名词：做某事没有用eg. it’s no use crying over spilt milk. (覆水难收)there is no + 动名词 (= it is impossible to do sth.)eg. there is no knowing what may happen.（未来的事无法知道）②作表语：通常是说明主语的内容，注意它与谓语动词进行时的区别eg. his hobby is collecting stamps. (此句为svc结构) 可改为：collecting stamps is his hobby.cf. he is collecting stamps. (is collecting是谓语动词进行时，此句为svo结构) 不能改为：collecting stamps is he.③作宾语a. 作及物动词 的宾语(enjoy, mind, finish, appreciate, avoid, consider, delay, escape, pratise, suggest, keep(on), miss)eg. XX年上海卷no.32   he got well-prepared for the job interview, for he couldn’t risk _____ the good opportunity.   a. to lose     b. losing     c. to be lost     d. being lost   答案为b有些动词（attempt, begin, continue, hate, like, love）后面既可以接不定式作宾语，也可以接动名词作宾语，意义差别不大。通常认为用动名词泛指一般的倾向性，用不定式则表示特定或具体某一种动作。eg. i like swimming but i don’t like to swim in winter.动词prefer后面接不定式作宾语时，句子结构与按动名词作宾语是不一样。eg. i prefer to drive rather than to be driven.   i prefer driving to riding.有些动词，如forget, remember, regret等，后面接动名词表示的动作先于谓语动词动作，不定式表示的动作后于谓语动词。在下列句型中动名词作真正宾语：动词+it（形式宾语）+宾补+动名词（真正宾语）eg. i think it no use telling them.we think it no good inviting to him.b. 作介词的宾语be used to doing 习惯于做；look forward to doing 盼望做；devote one’s life to doing 致力于做；spent time (in) doing 花时间做；be fond of doing 喜爱做；be good at doing 擅长做；be proud of doing 为做…而自豪；be tired of doing 对做…感到厌倦；feel like doing 欲想做； go on doing 继续做（原来的事）；keep on doing 不停地做；what about doing 做…怎么样；think of doing 考虑做；be interested in doing 对做…感兴趣；have some difficulty/trouble (in) doing 做某事有困难；be busy (in) doing 忙于做；instead of doing 做…而不做…④作定语swimming pool  waiting room  walking sticka sleeping car=a car for sleeping   a sleeping child= a child who is sleeping⑤作同位语eg. that’s the queen’s full-time job, laying eggs. 2．动名词的逻辑主语①人称代词做逻辑主语时应用所有格，即形容词性物主代词。do you minding my smoking here?②逻辑主语是不定代词或指示代词时，很少用所有格，而用普通格。 he was awakened by someone knocking the door.   there’s no need for that being done.③逻辑主语是名词时，用所有格，但是如果名词为无生命物体时，则用普通格。mary’s laughing made tom angry.   there is no hoping of the factory making profit.④在口语中，动名词如果不在句首，可以用名词普通格或人称代词宾格作逻辑主语。3. 动名词的完成式、一般式被动和完成式被动。after having finish his work, he went home.   he attended the meeting without being asked.   she never told me about her having been interviewed by the police.

课     题

m5u1 getting along with others

课时9-8task

主备人

swan

授 课 时 间

教 学 目 标1.         understand a conversation on a radio talk show2.         discuss friendship and practise agreeing and disagreeing3.         write a letter to a friend 4.         learn and practise language skills of listening, reading, speaking and writing.

教学重、难点1.         writing down answers2.         the way to show agreeing and disagreeing.3.         writing a letter to a friend

教、 学  具

slides

预习要求workbook教师活动内容、方式

学生活动内容、方式

旁注step 1 : calling teen talk for advicebrainstorming:what do you do when you have a personal problem?would you talk to your parents or your friends and ask them for advice?have you ever called a radio programme for advice?2. read the leaflet about teen talk and do the exercise in part a3.keys to part askills building 2: agreeing and disagreeinglead-in what do you often do with your friends?have you ever write letters to your friends?it’s a waste of time to write to your friends every day, don’t you think so? 2. a. agreeingb. disagreeingc. tips:if you disagree with someone you should express your opinions politely.others will take your opinions more seriously if you state them calmly and politely.group work:express your opinions on the statements on page 14 by stating whether you agree or disagree, using the expressions just learnedstep 2: discussing friendship with otherslook at the table of part a on page 15have a discussion on friendship and asks your classmates at least three questions for their opinions on friendship.note the responses in the table.discussion (pair work)discuss the following statements on friendship and decide whether you agree or disagree with them.friendship is an important part of my life.a good friend must be honest, kind and have a sense of humour.one or two good friends are better than 100 acquaintances.skills building 3: proofreadinglead-inwhat is proofreading?(finding careless mistakes that you have made.)what should we check for?read the points on page 16 and find the answers.in particular, we should check for:facts: make sure the facts are accurate. grammar: check that you have used the correct tenses, parts of speech, sentence structures, etc. make sure the verb agrees with the subject.handwriting:make sure your handwriting is clear.punctuation: check that all punctuation marks are used correctly and that none are missing.vocabulary:check that you have used the right words.spelling: look out for spelling mistakes.style(formal/informal):check that the choice of vocabulary and sentence structure is of the right degree of formality.3. your friend rebecca wrote about her twin brother in her diary. she asked you to check it for mistakes. there is one mistake in each line. step 3: writing a letter to your friend1.write a letter to a friend about what his or her friendship means to you. using information gathered in step 1 and 2.2.group work: each member of the group contributes something to the planning of the outline of the letter.3. write the letter based on the outline in part a on page 17.consider the suggestions carefullyyour feelings about friendshipthe qualities of a good friendyour feelings about best friendswhat makes a good friendship lastpresentation let’s invite several groups to read their letters to the classhomeworkfinish any additional exercisespreview the project

课     题

m5u1 getting along with others

课时9-9project

主备人

swan

授 课 时 间

教 学 目 标ss will learn how to plan and conduct a survey and how to prepare an oral report to present to the class.

教学重、难点how to get students master the important words and phrases.

教、 学  具

slides

预习要求workbook教师活动内容、方式

学生活动内容、方式

旁注step 1 lead-inpresent a questionnaire and conduct a survey about different attitudes to friendship between boys and girls with the whole class

questionnaire

are you a boy or a girl?       boy                girl

tick the answer which most applies to you.

1. how many best friends do you have?   a lot                  a few                   none

2. how often do you have a long conversation with your friends?  more than three times a week         once a week   seldom                              never

3. what topics do you mostly talk about with your friends? hobbies and interests         families and friends school and study                emotions and feelings future plans and dream

4.do you share your secrets with your best friends?     always          sometimes             never

5. do you think boys and girls have the same attitudes towards friendship?    yes                   no

6. if you choose no to question 5 , what different attitudes do they have?

friendships between girls are usually based on shared emotions and support . however, friendships between boys are usually based on shared activities or interests.

girls seem to have a lot to talk about with their best friends than boys.

girls have more friendships than boys.step 2 readingskimming  questions:1.what is the passage mainly discussing?2. what puzzles robert?

3. what’s the difference between boys and girls in their attitudes towards friendship?4. what are boys’ and girls’ friendships each based on?ø         ii scanninglanguage points

puzzle vt. 困惑；苦思this mystery puzzles me. i am puzzled by the difficult questions. puzzle out  经过苦思想出; 猜出 puzzle over  苦思苦想

absorb vt.   adj. 能吸收的, 有吸收力的, 吸水的 absorption    n.   吸收, 专注

he is completely absorbed in his business.he was absorbed in a book.

attitude n. c    way of feeling, thinking or behaving                   态度意见,看法

what is your attitude towards this question?

consistent (with)  与…….一致, 符合

what you say now is not consistent with what you said last week.

consistent     adj. 一致的，经常的，一贯的consistently   adv.

he is been a consistent friend to me.

hesitate 1.犹豫; 踌躇

andrew hesitated before he took the last cake.  he hesitates at nothing.

2.不愿; 不欲    feel that perhaps one should not do ;         not wish to do; be unwilling to do

i always hesitate to advise my friends on what to read.

3. vt. 怕麻烦别人 be unwilling ( to trouble somebody)if you have any questions , don’t hesitate to ask me.

base   vt.  base  sth. on upon  建立在……基础之上,                                 i base my hopes on the news we had yesterday.

regardless of :   不管, 不论               paying no attention to 不顾,不注意

the law requires equal treatment for all, regardless of race, religion or sex.regardless of expense     不考虑费用 regardless of the consequences  不顾后果step 3 group work(finish project)1.       planning2.       in the groups of four, choose a topic for their group’s survey and prepare an oral report.

planningwork in small groups. you want to survey people to determine how attitudes between boys and girls differ on a certain topic..

favourite food  hobbies  the future family     school subjects     music my own topic  _____________3.       producing

discuss and agree on an  each of the following questions:what is the primary purpose of our survey?how many questions will we ask?who will take our survey?

decide which group members will be responsible for each task.4.       presentingwrite multiple-choice questions that can be answered quickly and are easy to total when the survey is complete.conduct the survey and calculate the results.

briefly discuss the conclusions the group has drawn, based on the survey results.step 4 homework1.       finish the wb exercises(b1, b2, d1, d2)2.       revise some language points of this period.

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