小学英语单元整体教学设计

以下是小编精心整理的小学英语单元整体教学设计，本文共15篇，仅供参考，希望能够帮助到大家。

小学英语单元整体教学设计

小学英语单元整体教学设计的策略研究

王红丽

（太原市教研科研中心）

《义务教育英语课程标准（版）》明确提出：“教师要善于结合教学实际需要，灵活地、创造性地使用教材，对教材的内容、编排顺序和教学方法等方面进行适当的取舍或调整。”在新课程教学理念的指导下，“实施单元整体设计，体现灵活开放”这一教学理念显得尤为关键，单元整体教学设计可以相应地解决在有限的课堂时间内，高效地完成教学任务，有助于学生构建相关的英语语言知识体系，有助于学生提高综合运用语言的能力。

单元整体设计是指在新课程标准的要求下，教师把握单元教学目标的整体性、挖掘单元教学内容的整体性，设计单元教学过程的整体性，规划单元教学时间的整体性，实施单元作业的整体性的教学手段和谋略。实施单元整体设计教学，主要以单元主题为核心，以单元为备课的基本单位系统的设计教学，整体处理单元教学内容，落实知识与技能、过程与方法、情感态度与价值观三维学习目标，是实现英语课程标准中提出的工具性和人文性相结合的重要途径。

一、整体把握单元教学目标

新课程标准对小学英语教学的语言技能、语言知识、情感态度、学习策略和文化意识五个方面做了具体要求。在新课标的背景下，整体设计单元教学目标，理清单元整体目标与模块教学目标之间的关系，有利于提高英语教学的实效性。

单元整体设计教学最重要的是单元整体目标的设定，当前的上教版小学英语教材基本围绕某一主题按单元编排，单元内不同课时的内容虽然在形式上各具风格，但它们一般多围绕单元话题展开，因此各课时之间存在着关联。这些关联如同无形的纽带，将各版块之间的.教学内容有机地联系在一起，使同一单元中的几个课时的教学活动融为一体，让学生对整个单元的学习活动和任务产生整体感，并围绕话题有效地建构相关的语言知识体系。单元目标有课时的纵向目标的连接和延续，也有横向目标之间的交差和互补，横向目标和纵向目标交织在一起形成一张立体的目标网络，将语言知识、语言技能、情感目标紧紧地围绕在一起，达到教学目标。下面以上教版五年级小学英语Unit 4 Grandparents为例来说明。

本单元的教学目标：

知识与技能目标：

1.在语境中学习词汇always,usually,often,visit,sometimes, never.

2.在语境中熟练运用句型：What do you usually do with your grandparents?询问他人日常行为活动。运用句型： I usually play chess with my grandpa.来表达日常的行为活动。

3.掌握字母组合sh的发音。

过程与方法目标：

通过回答问题、朗读对话、对话表演、听说结合、阅读等方式带动对核心词汇句型的感知和理解，在所创设的日常活动的情境中运用本单元目标语谈论与家人的日常活动。

情感态度与价值观目标：

在“Love my grandparents.”的主题情景中体验亲情的美好，进一步巩固本单元语言，并渗透爱的教育。

基于以上单元目标进行分课时教学目标设定：

通过单元整体目标的设定和单元课时目标的设定，让教师在教学中非常清晰地把握在基于单元目标中单课的教学目标，这样教师上每一课时时目标非常明确，从而实现课课连接、课课递进的要求，以达到完整教学的目的，使学生的学习具有语言的整体效果，最终使学生在不同课时中获得了不同的语用体验，积累了学习经历，提升了语用能力。

二、整体设计单元教学内容

小学英语（上教版）教材围绕某一主题分四个模块编排，每一个模块有三个单元，每个单元由若干栏目组成，每个栏目围绕单元主题展开，有些侧重词汇、句型，有些突出语篇，并在各单元中提供了各种活动形式也风格迥异，但围绕同一模块主题展开的单元间的教学内容必定有所关联。这些无形的关联把看似分散的内容有机地联系在一起，让学生对整个模块、整个单元的学习活动产生整体认知感，利于建立言语习得的知识体系，有效地提高学习效率。朱浦老师指出：单元整体设计时要关注同一主题的话题的关联性；区分单元文本与单课文本的不同特点；单元目标的设定要重情感体验、重运用；关注单元内容的整合下的学生能力的体现。

1.各栏目内容互相整合

小学英语（上教版）每个单元中各个栏目有所侧重，有些以词汇和句型为主，有些侧重语法、语音等，围绕单元主题，设定课时话题，根据话题整合各栏目内容，整体设计教学，有利于学生综合能力的发展。下面以上教版五年级小学英语Unit 4 Grandparents为例来说明。

2.合理调整单元教学内容

基于学情，基于教材，在进行单元整体设计时，创设学生喜爱的话题语境，适时调整教学内容，尽可能增加学生运用语言进行交流的机会，进而提高英语教学的效率。

常用的调整教学内容的方法就是再构文本，把所教授的内容进行再处理的再构过程，使得它成为一个具有情境意义和现实可操作意义上的文本语段。()下面以上教版五年级小学英语Unit 4 Grandparents为例来说明。

三、基于单元整体的板书设计

随着英语整体教学研究的推进，现在的板书往往更加关注整体，使板书呈现语义功能。现代板书具有以下作用：通过板书可以知道本节课的重点词语和新授词语，通过板书，能知道本节课的教学思路；通过板书可以语用输出。以牛津英语6B Module 3 Unit 2 Sea water and rain water 第二课时板书为例：

以上板书设计体现了三“语”整体设计。以教材整体内容为语量基础；以语言整体内容为语境基础（设计的语境必须用教材的语言）；以语义整体内容为语用基础（用话题来体验）。

四、基于单元整体的作业设计

作业是课堂教学的延伸，是课堂教学的重要环节。根据语言学习的规律，现在的作业不是停留在机械的词语抄抄写写上，而是进行综合的全方位的语言训练，形成语言技能。因此，依据单元整体教学设计的思路，在作业方面注意和课堂教学保持一致，注重语言训练和交际能力的形成。

如，学习了“Going to school”布置作业让学生调查班级学生上学的方式并在基础上开展“绿色出行”的倡议书活动。“Family life” 布置作业让学生记录家庭成员周末所做的事情，在班级中交流家庭成员的周末生活。以上作业设计能实现语言知识、语言技能和语言能力的转化。学生通过作业能巩固所学知识，并将技能内化为综合的运用能力。让学生将学到的知识结合生活实际去应用，并充分发挥语言的功能，让学生在交流中实践、体验、分享、激励，激发自主学习兴趣，达到语言学习的目的。

曹伟华、张琦

【摘要】英语单元整体教学能促进学生综合语言运用能力的发展，提升教师处理教材的能力以及提高课堂教学效率。本文结合课例阐述了小学英语单元整体教学的设计和实践操作方法，即准确定位，整体设计单元目标，凸显递进性；主线贯穿，整体设计单元话题，凸显语境性；有序推进，整体设计单元板块，凸显功能性；及时反馈，整体设计单元作业，凸显延续性。

【关键词】单元整体教学；整体设计

小学英语单元整体教学是指在通盘考虑《义务教育英语课程标准（20版）》对教学目标的要求、教材整体和局部的关系以及学情分析的基础上，针对一个单元整体组织教学内容、整体设计教学方法、整体安排教学时间、整体设计形成性评价。单元整体教学有利于实现多样化教学方式的统一；有利于整合时间资源，使有限的课时产生乘法的效益；有利于学生合理认知组块的建构，促进知识的记忆、保持和提取，以及促进学生综合语言运用能力的发展；有利于提高教师处理教材的能力和课堂教学效益的提升（杜娟，）。

本文将以某教师执教译林版《英语》三年级上册Unit 3 My Friends的单元教学为例，具体阐述基于小学英语单元整体教学的设计理念和操作方法。

一、单元目标的整体设计――准确定位，凸显递进性

教材是课程资源的核心资源，而单元是教材的基本单位，这就要求教师整体考虑单元的教学，不能孤立地看待教材中的某一个教学内容，备课时要从整体教材的视角看待局部教材内容，将每个单元、每个课时乃至每个知识点的教学目标联系起来。

教学目标的整体设计具有两方面的内涵。首先，单元目标整体设计指教学目标设计应综合考虑单元目标和课时目标。单元目标与课时目标是包含和被包含的关系，单元目标统领课时目标，课时目标服务于单元目标，不同的课时应有不同的目标定位，但目标要求在课时之间应呈递进式状态。

其次，单元目标整体设计是指教学目标设计应涵盖语言知识、语言技能、情感态度、学习策略和文化意识五个方面。教师在制定教学目标时应以学生的整体发展为出发点，将语言知识、语言技能、学习策略、文化意识和情感态度五项内容进行融合，使教学中诸多因素相互渗透，纵横贯通，从而达到整体联动、一举多得、事半功倍的立体效果，促使学生逐步提升英语语言运用能力。基于整体教学理念，执教教师对My Friends这一单元的教学目标和分课时教学目标作了如下设计：

［单元教学目标］

1. 认知目标

（1）能听懂、会说、会读句型与日常交际用语“He’s/She’s my friend.” “Goodbye.”。

（2）能听懂、会说、会读词汇：my、friend、she、she’s、he、he’s、too、this、is、sister。

（3）会唱歌曲Goodbye。

（4）能听懂、会说、会读、会写字母：Hh、Ii、Jj、Kk。

2. 能力目标

能较熟练地运用句型“This is . . .” “He’s/She’s . . .”介绍自己的朋友或家人。

［第一课时教学目标］

1. 认知目标

（1）能初步理解he、she、he’s、she’s、my friend的意思。

（2）能初步感知Story Time板块文本对话的意思。

2. 能力目标

能较熟练地朗读Story Time板块的对话，感知句型“He’s/She’s . . .”。

3. 情感目标

在表演对话中展现自我，体验成功的喜悦。

［第二课时教学目标］

1. 认知目标

（1）会读、会说、会运用句型“He’s/She’s . . .” “He’s/She’s my friend too.”。

（2）能听懂、会说、会读字母：Hh、Ii、Jj、Kk。

2. 能力目标

能运用句型“He’s/She’s . . .” “He’s/She’s my friend too.”向他人介绍自己的朋友。

3. 情感目标

通过游戏活动培养团队合作精神，增进同学间的友谊。

［第三课时教学目标］

1. 认知目标

（1）能听懂、会说、会读句型“This is . . .”。

（2）能朗读、表演Cartoon Time板块的文本内容。

（3）能听懂、会说、会读、会写字母：Hh、Ii、Jj、Kk。

2. 能力目标

（1）能运用句型“This is . . .” “He’s/She’s . . .”介绍自己的朋友或家人。

（2）养成良好的书写习惯，为英语学习奠定基础。

［思考与分析］

单元目标不是课时目标的简单堆砌，课时目标也不是单元目标的简单分解。基于单元整体教学的目标设计需要教师对本单元的重点语言知识和学生预计可以达成的课时目标进行整体把握，并将其有效分解，使分课时教学目标既有所侧重，又相互兼顾。

仔细观察上述单元目标和三个分课时目标可以发现，课时目标与单元目标相统一，课时目标服务于单元目标。其一，分课时目标以单元总目标为基准，但又经过再设计，体现了分课时目标要求。其二，分课时目标制定完善，考虑到学生综合能力的全面发展，涉及了认知、能力和情感目标，兼顾了三维目标的整合。其三，分课时目标的设定由易到难，以逐渐递进的态势实现本单元各课时教学目标的一体化。例如，对于本单元目标语言“He’s my friend.”和“She’s my friend.”的处理：第一课时的教学目标定位为学生能较熟练朗读Story Time板块的对话，感知语言；第二课时的教学目标定位为学生能向他人介绍自己的朋友，运用语言；第三课时的教学目标定位为学生能介绍自己的朋友或家人，并补充Cartoon Time板块中的句型“This is . . .”。分课时目标是系统的、递进的、连续的和相互联系的。

二、单元话题的整体设计――主线贯穿，凸显语境性

译林版《英语》教材每单元都设定了一个话题，此话题如同无形的纽带，将单元各板块内容有效统整。因此单元整体教学设计的一个重要内容就是单元话题的整体设计。教师要着眼于单元话题，通过主线贯穿，对单元话题进行解读和再构，设计出具有课时特色的分课时话题，使整个单元的话题既统一，又呈现各自的个性。

在对My Friends这一单元话题进行整体设计时，执教教师对单元话题和分课时话题作了如下巧妙设计，创设了多元化的语境，让学生置身真实的语言环境中，开展真实对话。

［思考与分析］

课堂教学中，教师如果仅遵循板块内容，设计一个个相对零散的小语境，会对学生接收信息产生干扰。为了提高单元整体教学的有效性，教师应以一条清晰的主线将课时内容合理串联。本单元的话题为Friends，单元各板块的教学内容也与Friends紧密相关。执教教师将单元话题作为教学主线，统领整个单元教学。而后，教师对单元话题再构，设计分课时话题。

第一课时的教学内容主要为Story Time板块，分别出现了Miss Li、Helen、Mike、Yang Ling等人物。教师以关键人物Mike为抓手，将话题再构为Mike’s Friends，借助教材文本资源，创设文本语境。教师首先导入对Mike的身份标注，通过介绍Mike的朋友，复习前两个单元中出现的人物；接着转换场景，教学Mike和朋友们下课后向老师告别的情景，以及Mike和Yang Ling放学后向家人介绍朋友的情景。各环节紧扣课时话题，语境的创设和引入流畅、自然。

第二课时的教学内容主要为Fun Time和Letter Time板块，这两个板块的’内容相对独立，缺乏内在联系，教师将话题再构为Miss G’s Friends，以活动巧妙连接两个板块，为学生创设自主体验的游戏语境。教师呈现了一系列趣味、生动的活动：Guess My Friends（猜猜我的朋友），衔接第一课时的文本内容，复习和巩固目标语言；Guess Who（猜猜是谁），结合学生生活实际，拓展运用目标语言；Get to Know Letter Friends（认识字母朋友），过渡至四个字母的学习，重点夯实对四个字母的认读和辨析。各项活动的内容围绕Friends展开，语境创设新颖独特，引人入胜。

第三课时的教学内容主要为Cartoon Time和Letter Time板块。教师依托Cartoon Time板块中的动画人物形象Sam将话题再构为Sam’s Friends，创设让学生充分展现自我的多元语境。上课伊始，教师设计Yes or No活动，创设活动语境；而后设疑导入动画，创设动画语境，开展新授、表演、运用等活动；最后又巧妙引入Hide and Seek动画画面，指导学生用“This is big K. This is small i.”等句子来描述自己发现的字母，在真实的场景中拓展语言。

三、单元板块的整体设计――有序推进，凸显功能性

译林版《英语》教材每个单元都由诸多板块构成，这些板块具有各自的板块功能：Story Time为语篇阅读板块，强调对学生阅读策略的指导和阅读技能的培养；Fun Time为词汇与句型操练板块，旨在通过多样化的语言实践活动，帮助学生掌握单元目标语言等。“单元板块整体设计要求教师了解各个板块在单元教学中各自承载的不同作用，充分挖掘板块功能，根据学生的认知特点，遵循学生语言发展、认知的规律，将单元内各板块合理规划，有效完成单元知识的输入和输出，实现课堂教学效益的最大化”（任洁，）。

在整体设计My Friends单元板块时，执教教师依据各课时目标选择与之匹配的单元板块作为教学内容，板块内容的安排体现了每一课时语言知识和语言能力的推进过程。

［Story Time］输入文本对话，整体感知

1. 学生整体感知、理解Story Time板块的文本。

2. 学生朗读对话，感知目标语言：He’s my friend. She’s my friend.

Story Time板块作为第一课时，重在引导学生整体感知语篇文本，教给学生初步阅读语篇的策略和把握主干信息的能力。三年级的内容较浅显，对于文本的处理要定位准确，既不可拔高，也不能偏易。

［Fun Time & Letter Time］体验实践活动，夯实训练和初步接触字母

1. 学生进一步学习单元目标语言，在游戏中自主体验和归纳。

2. 学生初步感知字母，逐一认读字母及字母组合。

Fun Time板块通过趣味性、互动性较强的语言实践活动，帮助学生掌握本单元所学词汇、句型和日常用语。该板块列出了单元中的重点目标语言和语法知识点，需要教师引导学生通过参与不同的活动，达成充分训练目标语言的目的。

［Cartoon Time & Letter Time］输出语言内容，拓展运用和再次辨析字母，指导书写

1. 综合运用单元目标语言，关注语言拓展提升。

2. 学生熟练辨析字母，能正确、清晰地书写字母。

Cartoon Time板块旨在通过趣味卡通故事，帮助学生强化语言知识，训练语言技能，关注训练学生的综合语言运用能力。

［思考与分析］

整体语言教学法认为：“语言是一个整体，如果企图把语言肢解成语音、词汇、语法等，都可能会使语言失去其完整性和真实性”（杜廷云，）。只有从整体思考，关注板块间知识点的联系，才能实现板块功能的有效融合。基于对单元各板块在分课时中功能的准确把握，执教教师对每课时的语言能力目标进行了重组和再构。

第一课时：基于文本，理解并模仿语言。教师没有过多地处理文本中的词汇、句型，仅要求学生随文识意，点到为止，将教学重心放在对文本的整体感知和理解上，教学中运用模仿录音、角色配音等方式引导学生模仿文本语言。

第二课时：基于活动，掌握语言结构。执教教师设计了形式多样的任务型活动，在完成一项项任务的过程中，学生主动参与，交流合作，掌握语言结构。

第三课时：基于交际，真实运用语言。教师借助多种资源，帮助学生归纳介绍他人的语言交流方式，并补充与拓展语言内容。同时教师为学生创设自主表达的机会，培养学生的综合语言运用能力。

以上板块整体设计从感知和理解语言到掌握语言结构再到真实运用语言，逐层深入，有序推进，体现了从语言输入到语言输出的过程。

四、单元作业的整体设计――及时反馈，凸显延续性

课后作业不仅是学生对课堂所学知识掌握情况的一种反馈，也是学习方法的反馈。实施单元整体教学时，教师需要统一规划每课时的作业，使其前后联系，有效延续。

在整体设计My Friends单元作业时，执教教师对作业进行了如下规划：

［第一课时作业］

1. Read Story Time at least three times after the tape.

2. Use “He’s/She’s . . .” and “He’s/She’s my friend.” to introduce your friends.

3. Make a friend card.

［第二课时作业］

1. Stick your posters on the wall.

2. Talk about your friends with cards.

3. Read the letters from Hh to Kk.

［第三课时作业］

1. Make a cartoon friend card.

2. Read and act out Cartoon Time.

3. Copy letters Hh, Ii, Jj, Kk.

［思考与分析］

教师需要根据学生的知识水平和年龄特征来设计作业，帮助学生巩固所学知识，调整学习策略和学习态度，形成良好的学习习惯。

上述三个分课时的作业有以下特点：

首先，作业设计符合学生的年龄特征。三年级的学生活泼好动，充满好奇和探究欲，更喜欢动静结合的作业。教师在每份作业单中除了布置书面抄写类的作业和口头朗读类的作业之外，还设计了动手操作类的作业，形式多样的作业让学生更乐于参与，乐于完成。其次，教师要求学生以海报的形式呈现动手操作类的作业，图文并茂，具有开放性，能有效激发学生的创造性思维。最后，分课时作业有效体现了单元整体教学理念，具有衔接性和延续性。比如，第一课时的作业中设计了“Make a friend card.”，第二课时上课伊始就插入了反馈环节，让学生借助名片介绍自己的好朋友；而后作业中再次设计“Talk about your friends with cards.”的活动，语言目标也不再局限于课堂，延伸至课外。第三课时的作业则结合卡通板块，要求学生设计卡通人物的名片，卡通人物形象数不胜数、可爱有趣，学生对此很感兴趣，进一步拓宽了学以致用的渠道。

综上所述，小学英语单元整体教学有助于教师厘清单元教学思路，解决单元目标、课时目标偏离的问题；有助于教师整体规划板块资源，开发板块功能，形成单元整体教学框架；有助于教师挖掘单元教学主线，创设多元语境，发展学生的综合语言运用能力。

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参考文献

杜娟. 2006. 新课程教学问题实践与研究（小学英语）［M］. 北京：中央民族大学出版社.

杜廷云. 2015. 小学高年级英语单元整合策略实践与思考［J］. 小学教学设计，（12）：14-16.

教育部. . 义务教育英语课程标准（年版）［M］. 北京：北京师范大学出版社.

任洁. 2014. 在整体中建构单元各板块有效教学［J］. 中小学英语教学与研究，（2）：21-25.

译林出版社. 2014. 义务教育教科书・英语（三年级起点）三年级上册［T］. 南京：译林出版社.

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附作者信息：曹伟华江苏省无锡市梁溪区教育局教研室

张琦江苏省无锡市山北中心小学

一、单元教学目标

1、能力目标

（1）能够听懂会说：How are you? I’m fine./ Fine./ Very well, thank you./ Thanks.并能够在实际情境中进行运用。要求模仿正确，语调自然。

（2）能够听说、认读blue,green,yellow,red,purple,white,black,brown,pink,orange这些表示颜色的单词。

（3）能够听懂会说所接触的指示语并能按照指令做出相应的动作

（4）能听懂、会说表示赞成别人提议的感叹语Great!并能在实际情景中恰当地运用。

（5）能够会唱歌曲Who is wearing yellow today? 和colour song.

（6）能够听懂并作出let’s paint部分的反应，以及let’s chant部分的绕口令

2、知识目标

（1）认读A,B部分Let’s learn, Let’s talk中的单词和句子。

（2）理解Let’s do ,Let’s chant，let’s paint等部分内容。

（3）了解story time, culture等部分的内容。

3、情感、策略、文化等有关目标

（1）情感目标：培养和激发学生学习英语的兴趣

（2）文化目标：学习世界上主要国家的国旗以及国家名称的缩写形式

二、单元内容分析

本单元主要教学How are you? I’m fine./ Fine./ Very well, thank you./ Thanks.等问候语。教师要注意How are you?是用语熟人之间有一段时间未见面，或是对方身体欠佳，或是较正式地向别人打招呼等场合。因此，要告诉学生，不必每次见面都问此话。每天见面时，只要说Hello./Hi.就可以了。同时，本单元还学习有关颜色的单词，虽然颜色比较多，但可采用颜色卡片，或者根据实际生活中的色彩来讲解，难度不是很大，只有“green”一词的字母组合“gr”的发音较难把握，教师要多带读。

三、重难点分析

本单元重点学习How are you? I’m fine等问候语，难点是B部分let’s talk以及Let’s do等内容。

四、学生情况分析

三年级的学生活泼、好动，注意力容易分散，但他们具有极强的求知欲，模仿与记忆力很强，而且极具学习的潜力。我们学校从一年级就开设了英语课程，所以学生已经积累了一些语言并具有一定的基础和学习能力。本课时的部分单词在以前一年级时已经接触过，所以在此基础上教师适当增加了一些难度，结合以前所学句子：It’s … / Do you like …? 等句。教师将教学的重点放在了单词的认读与语言运用能力的培养上，目的旨在以滚雪球的方式以旧带新，让不同层次的学生都有不同层次的提高，同时让学生在大量输入的基础上达到大量的输出，为运用语言进行交际打下扎实的基础。

五、教学策略方法

本单元根据教学内容主要采用TPR教学法，角色扮演，游戏等形式进行教学。

六、课时安排

第一课时：A Let’s talk Let’s play A Let’s sing

第二课时：A Let’s learn Let’s do Let’s paint

第三课时： B Let’s talk Let’s play

第四课时：B Let’s learn Let’s do

第五课时：Let’s chant let’s check culture

第六课时：C Story time C Let’s sing

七、第二课时教学设计

（一）、设计说明

1. 话题：Colors

2. 课题说明：本课时的`教学内容主要是颜色单词的听、说、认读。这一内容与学生的生活息息相关，但与前两单元的教学内容并无太大联系。

3. 课时说明：本课时是本单元的第二课时，是颜色教学的第一课时。

4. 学生情况说明：本案例适合小学三年级学生，这些学生从一年级开始学英语。

（二）、教学目标

根据新课程标准设置的总体教学目标，结合本单元的实际教学内容与学生的实际情况，确定本单元的教学目标如下：

1. 知识目标

学生能听、说、认读颜色单词：red、yellow、blue、green、purple；学生通过学习单词能够对What color is it? / Is it red? 等句进行理解并做出相应的回答；学生能通过调色初步了解三原色。

2. 能力目标

能够说出自己喜欢的颜色；能够在老师的提示下根据具体情景进行简单的提问。

3. 情感目标

注重培养学生正确表达自己的喜好；注重学生兴趣的提高与学习能力的培养。

（三）、教学重点与难点

1. 教学重点：听、说、认读颜色单词red、yellow、blue、green、purple。

2. 教学难点：red、green的发音与句型“What color is it？”“Is it red?”“Maybe it’s red.”等句的理解与回答。

（四）、课前准备

1. 教师准备课件、录音机、磁带。

2. 教师准备各色苹果，背面写有对应的颜色单词，单词表面被一层白纸遮盖。

3. 教师准备一次性透明杯、三原色。

4. 教师为每组学生准备一次性透明杯、三原色。

5. 教师准备录音机、磁带、文具单词卡、彩虹条。

（五）、教学步骤

1. 热身/复习（Warm-up/Revision）

Let’s do.

Open your pencil-case.

Show me your sharpener.

…

边听磁带边做动作。（学生动作整齐，精神饱满）

（教师出示文具单词）T: Where is your pen / … ?

Ss: Here it is. (学生边说边出示文具，有些学生看到单词反应快些，有些则慢些。) 通过唱一唱、做一做来热身，使学生放松心情，制造浓厚的学习氛围。让学生在最快的时间内进入最佳的英语学习状态。

2. 呈现/操练（Presentation/Practice）

a. 呈现新句（What color is it？）

T: Where is your crayon？

T: What color is it? （教师指向个别学生的蜡笔）

T: It’s red. (教师自问自答)

T: What color is it?

T: What color are the apples? （教师指向黑板――树上挂着很多背面朝上并被白纸遮盖的苹果）教师设置悬念。

b. 认读、操练单词

T: What color is it? （教师摘下苹果，被白纸遮盖的单词部位朝学生）（教师慢慢撕开白纸，并以直拼形式呈现单词red，再翻到涂有颜色的一面）教师用升降调带读 red。教师纠正个别学生的发音。

T: What color is it? （教师把苹果的单词面贴在黑板上）

（教师请学生来摘下另一个苹果）

T: Is it red?

T: What color is it? Let’s have a look.（由学生揭开白纸）blue.

T: It’s blue. Do you like blue? （与个别学生进行问答）

T: What about this one? Maybe it’s red. / Maybe it’s yellow. … Can you? （让学生根据提示进行猜测）（揭开白纸，呈现yellow）教师带读yellow。

T: We still have two apples. What color is it? （学生摘下一个）

T: Maybe it’s ….

（揭晓答案，green）教师带读green，注意学生的发音。

c.（课件打出彩色风景图）

T: The grass is green. / … is green.

T: What else is green?

（教师及时纠正学生的发音，描述完绿色让学生对其他颜色进行描述。）

T: What is yellow in the picture?

（点击课件出现白雪公主）

T: Yes. Snow White is wearing yellow today. （点击课件风景图――七个小矮人围着白雪公主在唱“Who is wearing yellow today?”）

T: Is it yellow now? （点击课件，白雪公主的衣服变成了黄粉相间色

T: No. It’s yellow and pink.（教师反复两次并强调“and”）

T: What color are the pants? （教师指着各个小矮人的衣物）

T: Yes. It’s red and pink.（教师用夸张的语调给以肯定）

T: This one?

T: Is it pink? （指教室里的物品）

T: Is it pink? （教师随手拿起讲台上的一块橡皮）教师把橡皮送给回答准确、声音最响亮的学生。

T: Is it pink? （教师摘下树上最后一个苹果，并揭开白纸呈现单词，purple）

T: Do you like purple?

T: I like purple, too. Look! It’s purple. It’s a purple apple.（教师边说边将苹果翻到有颜色的一面。）

T: Oh! I’m sorry. I forgot to paint it. Let’s do it now. 教师指着每组学生前面的颜料。（教师有顺序地指导学生进行调色）First, Let’s mix red and yellow. Second, … Third, …

教师请调得好的小组成员上台给苹果上色。

Ss: Here it is.

问题突然转换学生有些发愣。

英语单元教学的整体设计心得

我们很荣幸的有这个机会前往上屋小学参加“小学英语单元整体设计教研活动”，我们也很珍惜这次学习的机会，和众多名校的精英们一起探讨

单元整体教学。熊小玉老师也很生动的给我上了一节有趣的单元整体教学设计与实施的讲座，真的让我受益匪浅。

首先单元整体教学就是在教材单元主题的引导下，通过整合教材板块，活动内容，练习内容和丰富的课外课程资源，进行的单元整体考虑的教学设计和实施。且其目的是尤为的关键，在于优化教学设计，实施结构化教学，提高学与教的质效。是个非常值得我们英语教师学习的优质的教学方法。从学生学习语言整体性、应用性的角度出发，摒弃了以往片面注重词句的教学，将英语教学更加推向应用性与生活化，注重语言学习的情感体验与整体认知。

基于上述的认识，我们在英语的教学设计中提倡从单元主题的整体角度来设计教学，但这并不意味着放弃单课的独立，而是在基于单元整体的基础上来设计单课的目标、内容、方法与过程。其中明确单元整体主题与单课个体话题之间的关系，梳理明确教学内容之间关系，确定整体设计的第一步，我学习到了三点体会：

一、做到专研教材，挖掘出单元主题与单课话题之间的深层次关系

教材是教学设计的重要内容与标准。在单元整体设计时，要做到主题与话题之间的浑然一体，必然对教材进行充分的研读，不仅要按照教材表面设定的主从关系，更要挖掘教材内部单元与单课之间隐含的内在联系，从而为更好地设计主题与话题提供更多的素材。我们要认识到教学的内容要基于教材的`文本，但并不局限于教材呈现的文本，更多的内容是隐藏在教材文本之下，具有内在的隐性联系。我们需要深层次地研读教材，充分挖掘教材文本相关的教学内容并选择出主要相连的材料。在此基础上，我们才能更好地梳理单元主题与单课话题间的联系，做到深层次的关系。

二、做到文本再构，梳理单元主题与单课话题联系

我们要明确设计思路合单元主题的教学内容，基于课程标准对我们的要求，通过文本再构，设计适合学生学习的单元教学内容。因为教学内容在教材中呈现的可能比较散，而教师挖掘出来的内容显得更为零乱。如果直接让学生去学习是达不到我们预期的学习效果的。且我们对于语言的学习强调系统性、整体性与情境性。因此教师要通过文本再构，在单元整体与单课教学的体系内合理安排好学习所需要学习的内容，将分散的知识点按照语境、话题、层次等逻辑顺序重整排列，就犹如一盘散开的明亮璀璨的珍珠一样，把它们用一根结实又好看的链子串起来，一定更有价值。文本再构也是如此，符合学生的认知规律：从易到难、从学到用、从旧到新、螺旋式上升，既学习新内容又联系旧知识，既学习教材文本又整合文化内涵与生活实际。

三、构建学习英语语境，把学生引领到一种英语学习的语境中

在进行构建学习英语语境的设计时，可以借鉴组织结构学的相关知识。在设计时，用话题人物或是故事串联成并列式的设计；用主题——话题的结构串联成总分式的设计；用认识过程或是事物发展过程的先后顺序串联成递进式的设计等。这些方式都能够有效地将教材内容中散落的珍珠以主题——话题为线串联成美丽的学习链，丰富课堂学习的内涵与深度，打造多元内涵、多线性层次的课堂教学盛宴。把学生引领到一种英语学习的语境中，更好更快的是学生融入到你的课堂教学中。

因此，当我们在写自己的教案时，要切实地走进教材，研究教材，用好教材，用心去体会和挖掘教材中所蕴涵的丰富学习内容，进行提炼。教材是教学活动的载体和基本立足点，只有用好教材，设计好教学，实践好课堂才能达成教材与教学的和谐统一，体现两者之间的完善结合。单元整体教学设计很新颖也很本质，我们应充分利用教学资源，整合材料，把小学英语教学做的越来越好。

I. Brief Statements Based on the Unit

Do you like poetry? Have you read a limerick? The whole contents of Unit 4 are about poetry. Four separate parts consist of this unit. First, the simple questions bring the students back to the poems, songs and rhymes they have learned. By reciting them, the students will be struck by the words and colorful meaning of some poems. Then they are arranged to read and enjoy a special, funny poem-a limerick, listen to a passage about poems and talk about all kinds of poems written by some great masters. This will greatly raise the students’ interests about poems. They will be sure to want further information about English poems. The text“English Poetry”describes the advantages of reading poems. Plenty of detailed information about the history and development of English poems is also given in the text. The comparison of English and Chinese poems shows us a clear picture of the similarity and difference between the poems of the two countries. The text sings high praise for the two great translators –Lu Xun and Guo Moruo. However, at the end of the text, the writer tells us that something of the spirit of the original works is lost in translated works. This means that we should read original works instead of translated ones as many as possible. Plenty of exercises before and after the text get the students to understand the whole text and grasp its detailed information. The third part is mainly about past participle used as attribute and adverbial. Through different kinds of exercises the students can master this part well. At the end of this unit,

a simple but interesting passage tells us a lot and gives us a perfect answer to the question why people read and sometimes even write poetry. A simple and practical way to enjoy the poems is shown to us. This will encourage more students to join in the learning and appreciating poetry. The students will improve their ability to listen, speak, read and write as well as learning plenty of useful words and expressions after they learn the unit.

II． Teaching Goals

1. Talk about English poetry.

2. Practice expressing intention and decision.3. Learn about the Past Participle (3) used as Adverbial.

4. Write about a poem.

III. Teaching Time: Five periods

IV. Background Information

1. Shakespeare

For any Englishman, there can never be any discussion as to who is the world’s greatest poet and greatest dramatist. Only one name can possibly suggest itself to him: that of William Shakespeare. Every Englishman has some knowledge, however slight, of the work of our greatest writer. All of us use words, phrases and quotations from Shakespeare’s writings that have become part of the common property of English-speaking people. Most of the time we are probably unaware of the source of the words we use. rather like the old lady who was taken to see a performance of Hamlet and complained that it was full of well-know proverbs and quotations!

Shakespeare, more perhaps than any other writer, made full use of the great resources of the English language. Most of us use about five thousand words in our normal employment of English; Shakespeare in his works used about twenty-five thousand! There is probably no better way for a foreigner (or an Englishman) to appreciate the richness and variety of the English language than by studying the various ways in which Shakespeare used it. Such a study is well worth the effort (it is not, of course, recommended to beginners), even though some aspects of English usage, and the meaning of many words, have changed since Shakespeare’s day.

It is paradoxical that we should know comparatively little about the life of the greatest English author. We know that Shakespeare was born in 1564 in Stratford-on-Avon and he died there in 1616. He almost certainly attended the Grammar School in the town, but of this we cannot be sure. We know he was married there in 1582 to Anne Hathaway and that he had three children, a boy and two girls. We know that he spent much of his life in London writing his masterpieces. But this is almost all that we do know.

However, what is important about Shakespeare’s life is not its incidental details but his products, the plays and the poems. For many years scholars have been trying to add a few facts about Shakespeare’s life to the small number we already possess and for an equally long time critics have been theorising about the plays. Sometimes, indeed, it seems that the poetry of Shakespeare will disappear beneath the great mass of comment that has been written upon it.

Fortunately this is not likely to happen. Shakespeare’s poetry and Shakespeare’s people ( Macbeth, Othello, Hamlet, Falstaff and the others) have long delighted not just the English but lovers of literature everywhere, and will continue to do so after the scholars and commentators and all their works have been forgotten.

2. About Shakespeare’s Plays

William Shakespeare ( 1564 ～ 1616), English dramatist and poet, is regarded by many people as the greatest English writer of all time. He wrote his first play when he was twenty-six years old. Within about twenty- two years of this writing career, he gave to the world nearly forty plays, including comedies, histories and tragedies. Of all his plays,“Hamlet” is perhaps the best known. His plays, written in the late 16th and early 17th centuries for a small theatre, are today per- formed more often and in more countries than ever before. Many of the words first used by him, and many of his expressions have become everyday usage in English speech and writing.

Of Shakespeare’s plays have come down to us. Their probable chronological order is arranged as follows： The First Period(1590～1600)

1590–Henry VI, Part I.

Henry VI, Part II.

1591–Henry VI, Part III.

1592–Richard III.

The Comedy of Errors.

1593–Titus Andronicus.

The Taming of the Shrew.

1594–The Two Gentlemen of Verona.

Love’s Labour’s Lost.

Romeo and Juliet.

1595–Richard II

A Mid-summer Night’s Dream.

1596–King John.

The Merchant of Venice.

1597–Henry IV, Part I.

Henry IV, Part II.

1598–Much Ado About Nothing.

Henry V.

The Merry Wives of Windsor.

1599–Julius Caesar.

As You Like It.

1600–Twelfth Night.

The Second Period( 1601～ 1608) :

1601– Hamlet.

1602–Troilus and Cressida.

All’s Well That Ends Well.

1604–Measure for Measure.

Othello.

1605–King Lear.

Macbeth.

1606–Antony and Cleopatra.

1607–Coriolanus.

Timon of Athens.

1608–Pericles.

The Third period(1609～1612) :

1609–Cymbeline.

1610—The Winter’s Tale.

1612–The Tempest.

Henry VIII.

The First Period

Teaching Aims:

1. Talking about poems to raise the students’ interest in poems.

2. Listening to improve the students’ listening ability.3. Making up dialogues to improve the students’ speaking ability.

Teaching Important Points:

1. How to get the students to grasp the main idea of a passage by listening.

2. How to improve the students’ speaking ability.

Teaching Difficult Point:

How to direct the students to grasp the detailed information to finish the listening task.

Teaching Methods:

1. Pair work or group work to make every student join in the class activities.

2. Discussion to make every student express himself freely.

Teaching Aids:

1. a tape recorder

2. a computer

3. a projector

Teaching Procedures:

Step I Greetings and Revision

T: Good morning, everyone!

Ss: Good morning, Mrs/Mr × !

T: Sit down, please. Have you finished your homework?

Ss: Yes.

T: Please take out your exercise-books. Let’s check your homework. Wu Dong, …

(Teacher checks the students’ homework. Then the teacher and students learn the new words of this period together. )

Step II Warming up

T: Do you like poetry, SA?

SA: Yes, I do. I like it very much.

T: Why do you like it?

SA: I learn a great deal from poetry. When I was a small child, my mother taught

me the poem: 锄禾日当午，汗滴禾下土。谁知盘中餐，粒粒皆辛苦。And she explained the meaning of it. I know from a little child that grain comes from pains and we should not waste whatever we eat.

T: How about you, SB ?

SB: I don’t like poetry very much, because I had a bad memory when I was a small child. I like to make something.

T： What English poems, song words or rhymes have you read? Can you recite any?

Sc：I’ve read some English poems when I was in Junior Middle School. And it is

like this:

I Love the Sun

I love the sun,

I love the spring,

I love the birds,

That gaily sing.

I love my school,

I love my play,

And I love all,

That is nice and gay.

SD: I remember I’ve read a poem about the names of the months. It is:

Thirty days have September.

April, June and November,

All the rest have thirty-one,

Excepting February alone,

And that has twenty-eight days clear,

And twenty nine in each leap year.

T: Very good. Now turn to Page 25. Do the third part. Do you know“打油诗”?

In English limerick is like“打油诗”in Chinese. It is a special, funny poem and is written just to make people laugh. Read the two limericks and enjoy them.

(Students read the poems together and at last two students are asked to read them.)

T: What is the pattern of each poem? “pattern” means “格调”.

SE: It’s funny. It is written just to make others laugh, I think.

T: Now, please answer the last question on Page 25.

SF :To talk about poets and poetry, we often use the words ：“good, bad,

interesting, funny, dull, meaningful, meaningless, etc”.

Sa: We will also use“ moving, instructive, encouraging, make me happy, sad, etc”.

T: What phrases do you think will be useful when you express your intentions

and reach decisions?

SH :When we want to express our intentions, we often say: I’m going to…; I

intend/mean/plan to… ; I will…; I feel like (doing sth. )…; I’d like to… ; I’m ready to…; I would rather not…etc.

SI：When we want to reach decisions, we often use: In my opinion, we should…;

What’s your opinion? I think/believe/suppose we should…;I don’t think it’s

necessary to…; We must decide…; I hope we can reach/come to/arrive at/ take/make a decision, etc.

Step III Listening

T： Now let’s do Listening. Please turn to Page 25 and read the instructions first. (Students begin to read the instructions. Some minutes later, teacher says the following. )

T: Do you know what you should do after you listen to the tape?

Ss: Yes.

T： Now I’ll play the tape. When I play it for the first time, do Ex. 1, please.

When I play it for the second time, do Ex. 2. If you have anything you don’t

hear clearly, please let me know. At the end of listening, I’ll play the tape once more and give you enough time to check your answers. Then check your answers with your partner. I’ll ask one or two students to give us their answers at last. Do you understand what I’ve said?

Ss: Yes.

Step IV Speaking

T: Let’s do speaking. Please open your books on Page 26. There are four circles on this page. Each circle lists some information about poems. They are topics for poems, periods of time, groups or names of poets and human feeling shown in poems. Ask your partner what kind of poetry he or she might want to read. Choose a word from each circle and explain why you want to read a poem like that or not. Work in groups or pairs. Have a discussion and make up a dialogue to express what you want to say. The useful expressions on the screen might be helpful to you.

(Teacher shows the screen.)

Useful expressions

I’m interested to…but…

I think it will be too difficult to…

I think I might want to…

I think it will be boring…

I want to…

I’m very interested in…so…

I’d like to…

I’m not very interested in…so…

I’ve never heard of…so…

I hope to find…

I’ve never read any…so…

I don’t know much about…

but…

T 🙁 After a few minutes. ) Have you finished?

Ss: Yes. T: Now who will tell us your opinions? Volunteers?

Sa: and Sb : (Standing up. )We’ll try. …

Sample dialogue: Sa–A; Sb–B

A: What kind of poetry do you like to read?

B: I like to read poems about nature.

A: Why are you interested to read such poems? B: When I read this kind of poem, it seems that I was in a different world. The things described in the poem seems to be real ones. They seem to be around me. I feel them and enjoy them.

A: What kind of poems are you not interested in?

B: I’m not interested in poems about pets. We have a lot of important things to do and I think I have no time to have pets. What about you?

A: I’m interested in poems about humour, because it can bring happiness to us. All the unhappy things are gone with the laughter.

T: Very good. Who else will do this?

Sc and Sd : We’ll try. …

Sample dialogue:

Sc-A; Sd–B

A: I know that you can recite plenty of poems. Can you tell me what kind of poems you like?

B: I like the poems by Li Bai, especially the ones to describe nature.

A: For what reason do you like them?

B: When I read them, I feel comfortable. A poem of his is a beautiful picture hanging before us. I would go into the picture as I read them.

A: What kind of poems are you not interested in?

B: Poems about broken hearts. They make me sad. What’s your opinion?

A: I like the poems about the sea and I don’t like the noes about death and broken hearts.

B: Just like me!

Step V Summary and Homework

T: In this period, our topic is about poems. We have talked a lot about

poems. What kind of poems do you like? This is an interesting topic. After class, go on with you topics and discussion. You can use the expressions we just mentioned on the screen. Do you remember them? OK. Please tell us. (Students repeat the expressions and teacher writes them on the blackboard. ) That’s all for today. Class is over

Step V The Design of the Writing on the Blackboard

Unit 4 A garden of poems The First Period

Useful expressions:

I’m interested to…but…

I think I might want to…

I want to…

I’d like to…

I’ve never heard of…so…

I’ve never read any…so…

I think it will be too difficult to…

I think it will be boring…

I’m very interested in…so…

I’m not very interested in… so…

I hope to find…

I don’t know much about…but……

Step VII Record after Teaching

____________________________________

Unit 3 Art and architecture

I. Brief Statements Based on the Unit

In this unit, Ss will read about art and architecture, learn to express preferences, learn about the Past Participle used as Object Complement, and learn to write a review of a painting. In the first period, Ss will learn to express preferences by making dialogues with the help of the given expressions. Also they

will do some listening practice to improve their listening ability. In the second period, Ss will read a passage about modern architecture. They will learn about some famous architects and their works as well as some famous buildings in the world. In this period, Ss will learn some useful words and expressions, too. In the third period of this unit, the useful words are revised first and also Ss will learn to use a new sentence pattern：A is to B what C is to D. Ss can master it after finishing the practice provided in this part. The grammar item is the Past Participle used as Object Complement. This is an important item. Teacher should give some explanations to help Ss understand it and then after Ss finish the exercises they will master it better. Teacher may provide more practice if necessary. In the fourth period, Ss will do some reading and writing practice to improve their integrating skills. After the study of this unit, Ss may know more about art and architecture and they will also make progress in their listening, speaking, reading and writing abilities.

II .Teaching Goals

1. Talk about art and architecture.

2. Learn to express preferences.

3. Learn about the Past Participle(2) : used as Object Complement.

4. Write a review of a painting.

III. Teaching Time: Four periods

IV. Background Information

1. The Great Wall of China

In 221 B.C. the First Emperor started to build a great wall right across the north of his empire. He wanted to keep the tribes of Huns and Tartars outside his country. There were earlier walls built in some places by different kings of China, but the First Emperor, now that he ruled all China, decided to complete the wall. He decided to make it run right across from Tibet to the sea, a distance of over 1 500 miles. It took seven years to build.

The Great Wall ran across wild, steep, mountainous country, over the mountains and down the valleys. North and west of it there were only wild mountains and deserts, and south and east there were the rich Yellow River plains. It was built higher than a double-decker bus. In most places it was wide enough for eight men to march side by side along the top. It was built of stones and clay. There were huge blocks of stones on the sides, and on the top there were more stones. Cars could travel along the top.

About every two hundred yards there were tall, strong towers where soldiers could keep watch for the enemy, and where they could light fires to signal to each other. There were always soldiers inside these towers, winter and summer, keeping guard against attacks from the Huns. There were a few well-guarded gateways with huge wooden gates, strengthened with iron nails. These connected the main roads of China to other roads through the mountains and across the desert.

The Great Wall has often been rebuilt through the centuries, and much of it is still standing today. Visitors can still see it running like a snake across the country and can still walk along the top. Much of the traffic which passes through the ancient gateways has not changed much. But today, as well as horses and carts there are motor cars and trucks.

To build such an enormous wall across such wild and mountainous country without any modern tractors or other heavy machines was very difficult. All the Emperor’s builders were thousands of men, often prisoners of war. They lifted the earth in buckets and dragged the stones in teams with ropes over their shoulders. They worked in such wild and distant places that it was difficult to supply them with enough food or to make proper shelters in which they could sleep. Thousands of workers died and were buried in the clay inside the wall. The people hated the Emperor for his cruelty but he made them finish the wall. Many people were seized and forced to work on the wall far away from their homes. Many of them never came back.

Superstitious people who believed in magic used to say that the Emperor had ridden across the mountains on magic horses. The wall appeared under him as he went along. Wherever the horse stamped its foot, a watch-tower appeared. But the wall was not made by magic. It was made by the work and lives of thousands of men.

2. The Yellow Crane Tower

On May 20, 1985 the newly-rebuilt Yellow Crane Tower(Huanghe Tower) was completed and opened to the public.

The rebuilding of the tower took four years and cost 15 million yuan.

This five-storeyed building stands on the top of the Snake Hill(Mount She) by the Changjiang River in Hubei Province. It is 51.4 metres high. In the halls of the first four storeys there are many pictures, portraits and wall-paintings. They are about fairy tales, Chinese history and the history of the tower.

Do you know when the tower was first built? And why do we call it “The Yellow Crane Tower”?

There is a legend that long long ago an old man named Wang Zhian rode on the backof a yellow crane, flew away from the tower and later became an immortal being. It is also said that another man named Fei Wenyi returned to the tower to have a rest with the help of a yellow crane.

Another story goes like this: a window by the name of Xin set up a public house by the Snake Hill in Wuchang. A Taoist often came to drink here. Each time he was allowed to drink without payment. Once before leaving, the Taoist drew a yellow crane on the wall with a piece of orange skin. The yellow crane flew down off the wall and danced happily immediately after the people clapped their hands. On hearing the news many, many people came here for a drink. Mrs Xin got richer and richer. So she decided to build a tower in memory of the crane. It was named the Yellow Crane Tower.

In fact, the Yellow Crane Tower was first built more than 1 600 years ago. That is in the early years of the Three-Kingdom Period. It stood on the south bank of the Changjiang River in Wuchang.

In the beginning, the tower was only used by the armies, but after a certain period of time it was open to the public. The tower has been destroyed and rebuilt many times, and it has been a well-known historical building for centuries. Many poets wrote excellent poems in praise of the tower.

However, before liberation, the Yellow Crane Tower was not well protected. When Wuhan was liberated, only a very shabby tower remained.

In October 1981, the government decided to rebuild the Yellow Crane Tower, and now on the top of the Snake Hill stands a new magnificent five-storeyed Yellow Crane Tower, overlooking the beautiful river city of Wuban.

Who says that the Yellow Crane had flown away and would never come back? With the rapid development of our socialist country, the Yellow Crane Tower is reborn! Seeing the great Yellow Crane Tower, everyChinese should certainly have a sense of national pride.

The First Period

Teaching Aims:

1. Improve the students’ listening ability.

2. Improve the students’ speaking ability.

3. Learn and master some useful words and expressions.

Teaching Important Point:

Train the students’ listening and speaking abilities.

Teaching Difficult Points:

1. How to help students to improve their listening ability.

2. How to help students to learn to express preferences.

Teaching Methods:

1. Discussion to make the students talk about art and architecture.

2. Individual or pair work to make the students practise their speaking ability.

3. Listening practice to improve the students’ listening ability.

Teaching Aids:

1. a tape recorder

2. a projector

3. the blackboard

Teaching Procedures:

Step I Greetings and Warming-up

Greet the whole class as usual.

T: (Walk to one student)Wang Jing,

where do you live?

S: I live at No. 26 Zhonghua Street.

T: What kind of house do you live in? A traditional house or an apartment?

S: I live in an apartment.

T: Do you like living in an apartment?

S: Yes.

T: Can you tell us why?

S: It’s clean and safe, and it’s easy to keep warm in winter, since it has the

heating system.

T: What’s the disadvantage of living in an apartment?

S: It’s not convenient for you to carry things home and it’s not easy for you

to get sunlight.

T: OK. Please sit down. (Walk to another student.)Li Xiao, what kind of house

do you live in? Do you live in an apartment, too?

S: No. I live in a traditional house.

T: Do you like living in a traditional house?

S2: Not very much. Because it’s not safe when there is nobody at home, and it gives you much trouble to keep warm in winter, but it has some advantages. It’s convenient for you to carry things home, and you can take exercise in the yard. If you like, you can keep some pets, such as a dog, a cat and so on. And you can grow some flowers, too.It’s very interesting.

T: Good. I must pay a visit to your house one day. Now, look at the questions on

the screen and have a discussion in pairs.

(Show the following on the screen.)

Questions:

If you were free to design your own dream house, what would your house look like? What materials would you use? Explain why you made certain choices about your dream house.

(After the discussion, collect their answers.)

S3: lf I were free to design my own dream house, I would like it to look modern and comfortable. I would lay a wooden floor in the rooms. I would have a glass tea table placed in the kitchen. I would like some modern steel chairs designed in special styles. I would have a set of leather sofa in the living room.

S4: I have a different opinion. I would like my dream house to look traditional. I like wooden furniture very much. I would have a wooden floor laid first.

And then I would buy some wooden furniture, such as a wooden tea table, some wooden chairs, a big wooden bed and one wooden bookcase. I would have two Chinese traditional paintings put up on the wall in my living room. And I would place a pair of cloisonné vases in the living room. 1 think wooden furniture makes people feel friendly and peaceful.

S5:……

T: All your designs are wonderful. You’re all good architects. This unit is about

art and architecture. What words and phrases do you think will be useful when you want to talk about them? Who knows?

S6: I think“pattern, style, modern, material, traditional, be made of, be covered

by” are useful.

T: Good. Who can tell us more?

S7: Let me try. High, low, steel, be famous for, look like, and so on.

T: Very good. Now, work in groups of four and find out the history of art and

architecture, names of artists and architects, famous buildings and works of art in the world.

(A moment later, teacher may ask some students to say their answers.)

Step II Speaking

T: Now, please open your books and turn to Page 17. Look at the two pictures.

What do you see?

Ss: Modern buildings and a traditional house.

T: Just now, we talked about their advantages and disadvantages. Now, please

work in pairs to make a short dialogue. Tell each other which you prefer

and try to explain why you prefer one thing to the other.

(Students prepare for a while.)

T: Are you ready?

Ss: Yes.

T: Which pair volunteers to act our your dialogue?

Ss: Let us try….

(The pair acts out their dialogue. Teacher then shows the following on the screen. )

T: Very good. Now, please look at the screen. What beautiful chairs they are!

Do you like them?

Ss: Yes.

T: Which do you like better?

(Ss may have different answers.)

T: OK. Now, please turn to Page 18 and look at the sample dialogue in Speaking and some useful expressions on Page 19. They’re useful when you are making your dialogue expressing preferences. Read them carefully and then make a dialogue with your partner.

(A moment later, ask some students to act out their dialogues.)

Sample dialogue:

A: Do you prefer classical chairs or do you like modern chairs better?

B: I’d rather have modern chairs.

A: Can you tell me why?

B: In my opinion, modern chairs are lighter and more colorful. ] don’t like the

hard wooden chairs which I think are uncomfortable.

A: I really prefer classical chairs. I like seeing something old and classical and

I like the different designs of the chairs.

Step III Preparation for Listening

T: OK. We’ve talked much about art and architecture. And we also designed our

own dream houses. Now, imagine that you’re moving into your new house, but you need to buy some furniture. What kind of furniture would you like to buy and why do you prefer them? Have a short discussion in pairs, please.

(Allow the students a few minutes to prepare for the dialogue and ask one or

two pairs to act out if time permits. )

Step IV Listening

T: Well done. Now, we’ll do some listening practice. You’ll listen to a talk

between Amy and Danny. They want to buy some furniture for their new house. They visit a shop and talk with the sales assistant about their taste and preferences. Before we listen to the tape, let’s go through the requirements together.

(Help Ss to know what to do and make them guess the answers. )

T: OK. Now, you’ve known what to do. Listen carefully and finish the exercises by yourself first and then cheek your answers with your partner.

(Play the tape twice for Ss to listen and finish the exercises and then play

it a third time for students to check their answers. At last cheek the answers with the whole class. )

Step V Summary and Homework

T: Today we’ve learnt how to express preferences. Who can write the useful expressions on the blackboard?

S: Let me try. (Write some on the blackboard. )

T: Good. Who has anything else to add?

S: I’ll try. (Write some other expressions on the blackboard. )

T: Good. After class, you should try to use them more to learn them by heart. They are very useful. In the next period, we’ll read more about architecture. Please remember to preview the reading passage. OK. That’s all for today. See you tomorrow!

Ss: See you tomorrow!

Step VI The Design of the Writing on the Blackboard

Unit 3 Art and architecture

The First Period

Useful expressions:

I’d rather…

I don’t get excited about…

I’m much more interested…

If you ask me, then…

In my opinion…

I prefer something that…

I really prefer…

I like seeing something…

I wouldn’t feel happy if…

What I like is…

I’m not very interested in.…

I can’t stand…

Step VII Record after Teaching

开场：未成曲调先有情

主持谢慧玲：郑标名师工作室，在太和县语文教研员郑标老师的主持下，坚持“凝聚，创新，引领，辐射”为本工作室的宗旨，全工作室成员精诚团结，意在摸索出一条语文教学的新路径。当统编教材迎面而来时，工作室成员集思广益，对七上，八上六个单元均做了整合，并在每周五固定的时间相约yy频道，大家一起研讨，谈收获，明得失。今晚yy频道，不见不散。本次研修，将由我们“传统文化”小组承担，由“诗歌圣手”之称的任芳波老师主讲，欢迎指教。本人不才，溜两句，千万别当成诗，不合平仄不对仗，全然没有诗模样。

流芳千古任风清，语文芳波意纵横。

七上六单思维阔，羽化想象双翼轻。

网络研修无穷已，各家箴言未止鸣。

领略统编安止步?教学路上显峥嵘。

见证奇迹的时刻马上就要开始了。请大家耐心等待。我们期待的精彩，即将呈现。

主持人周国新以一首诗介绍任芳波老师

洪山古镇任芳波，满腹才华诗更多。

从教语文曾笑傲，钟情教学不蹉跎。

常常思考育人事，处处用心追梦坡。

诚约诸君今晚见，真研细讨美婆娑。

研讨：真研实讨美婆娑

谢慧玲：任老师已经精彩的呈现出来，七年级上册第六单元的单元整合，下面的还请大家共同探讨另一个单元设计的亮点和不足。

刘维刚：开头一首诗，导入新颖，今天的研修必定不同一般。旁征博引，足见任老师才华横溢。与以往的整体教学设计相比较，任老师此次的设计更重视了写作与名著导读，这一部分设置非常道详细，指导很到位，具有很强的可操作性。

李洁：紧扣单元线索，围绕线索设计，层层落实想象，整合意识强，整合方法得当。任老师的默读方法很具体，视野的眨眼睛的细节都关注到，可见任老师的独特方法，值得借鉴。方法多样，有效。读-想-辩-演，这几个环节由浅入深，把一则短小的寓言上的丰富多彩

周国新：学情永远是教学的根据。教好例子，从例子生发，举一反三。

谢慧玲：单元整合，点线结合，三个维度突出。心中有生，方得教学始终!训练学生复述能力，对提取文本关键信息，有很大的帮助!

韩永华：猜想的环节很新颖，训练了学生想象能力，通过活动，任老师在《皇帝的新装》一课设计中，照顾到学生多种能力的培养，很充实的一节课。学情分析很到位，备学生是我们备课中重要的一环，任老师备得很仔细。任老师的教学方法丰富多样，符合七年级学生的特点，值得学习。因果倒置法，今天又学了一招。

刘光：长文默读，短文朗读。抓住了读，就有了钥匙。加副标题好，便于学生理解课文，时间可以稍微长一点。猜想情节发展，安排在第一课时初读时候是否更好，因为第二课时学生都读完课文了。拓展环节巩固了学生的想象能力。期待“牛郎织女新传”中的学生作品。我曾经在看过《安徒生童话》后看到学生很多精彩的童话故事。

张庆杰：由课内到课外，很好。故事导入、故事复述，故事写作，课堂环节不离故事。《皇帝的新装》教学环节设计新颖，能有效调动学生的积极性。能紧紧围绕单元教学重点——“培养和训练学生的想象力”来设计。

张玉婕：用问题联系师生。

丁庆杰：处处围绕学生做文章，用方法引导学习，很好。猜想故事情节的设计能激发学生的好奇心与想象力，促进课堂生成。诗歌教学强调读，能训练学生的语感和美感。

张秀云：范读能激发学生读书的积极性。加副标题可检验学生对课文的理解程度。比较阅读可让学生更好地理解不同的体裁特点，了解同一题材也可表现不同的主旨。任老师非常重示范读，这有利于引导学生养成读书的习惯。读后感的写法概括简洁精炼，可操作性强。

刘芹：只有对课文认真的阅读和深入的理解才能加好副标题，这个问题设计的很好。

马心芳：朗读教学很有层次性，任老师指导到位!

朱莹莹：训练学生的发散思维能力，鼓励学生多角度思考问题，这个环节设计很好

周国新：任老师为了这次研修付出了很多，课件、讲稿进行了多次修改。但是如果从单元整体设计的角度看，整合的意识还不是太强，比如《皇帝的新装》尽管是一篇教读课文，用三个课时是否切合真实的学情?而且本单元的语文素养上的两大点继续训练默读能力和培养学生的联想及想象能力体现得还不是太明显。

刘光：我也认为《皇帝的新装》一文，用三个课时有点多。另外在《西游记》的阅读指导时，当教师的不妨“显摆”一下自己的阅读过程或感悟，也是对学生很好的引领。

张允：今天的研修很不一般，不虚夸，注重提意见，更能让人进步!

李洁：有争鸣的研修更有实际意义。

郑标点评：虽然亮点在，遗憾在其中。

这是一次实在的有亮点的讲座。任老师很辛苦。但如果准备再充分一些，再细致一些，可能亮点更多。其实研修有两个层面对于听讲者是一种学习提高，对主讲者更是一种提高。

在这里，我再次强调要突出单元整合。因为我们教研室在业务视导中发现有些老师上课教什么很模糊。只有进行必要的整合，我们才可以站在一个整体上进行课堂设计，整体上的设计是一种战略。宣城的杨和平工作室的研修注重细节，细节设计是一种战术。我们要拥有一定高度的战略眼光，兼顾细节的设计。教学设计时对于统编本教材上单元第一页上的信息，我们要读懂、读透，考虑如何落实。比如任老师可以在默读训练方面再做点工作。像《伊索寓言》完全可以从课本上的两则拓展个一二十则，让学生一节课去默读，要比花几个课时让学生读一篇文章更好。

网络研修：有多少“事”可以重来

这次网络研修在我们小组通力协作下已经完成，也得到了郑标老师和参与老师的肯定。但也暴露出一些问题：

1. 主讲组组员动员不充分，小组之间没有形成合力。

2. 主讲人准备不是太充分，比如课件设计有点滞后，YY语音使用不熟练、海报设计、发布不及时。

这次网络教研，其实我们完全可以做得更好。如果在上一周，我和任老师抽个时间进行一次“演习”;如果我自己做海报，而不是分给任老师做;如果我把谢慧玲、刘光、贾琦老师动员在一块共同研究研究任老师的课件……我们完全可以呈现得更精彩。

主讲：几多精彩在其中

单元分析：

本单元通过童话，诗歌，神话故事和寓言不同体裁探讨人与社会的问题，只不过所选文章更注重在想象的世界中，通过虚构的故事(神话和其他几篇在这点上有区别，神话在先人看来是真实的)和景象曲折地反映现实而已，启发学生想象，引导学生“换一种眼光看世界”。它们共同的特点是通过虚构的故事和景象曲折地反映现实，或揭露鞭挞现实生活中的丑恶，或表达对美好生活的向往，或赞美呼唤人间真情。这些富有想象力的文章，可以激发学生的阅读热情，引导学生认识假丑恶，追求真善美。因此本单元既是对记叙文的深入和巩固，又是进一步学习想象和联想以及拟人和夸张在文学作品中的应用，对培养学生阅读能力和想象努力起着重要意义，在整个本册知识体系中有着总结和深化的地位。

单元目标：

依据课标要求和本单元的课文特点，从语文素养和人文主题两方面考虑，拟订了各四条目标：本单元我的整体思路：

我们发现本单元单元有一条清晰的线索一一想象之翼。本单元我的整体思路是:走进文本，感受想象之趣(童话里的情节想象、诗歌里的意境想象、神话里的人物想象、寓言里的人物想象)一一阅读文本，学习想象方法(写作)一一走出文本，练习想象创作—推荐名著《西游记》)，丰满想象之翼—-写作训练，固化想象能力。

准备先从读《女娲造人》入手，通过文中的女蜗造人和《风俗通》内容的对比，了解什么是想象及其要求，推荐阅读名著《西游记》，体会想象在文学作品中的作用;教读《皇帝的新装》和《天上的街市》，理解想象如何展开，怎样运用，练习仿写想象片段;点拨《寓言四则》，走出想象的例子，进行想象写作。至于立德树人等其它目标可在其间渗透。

本单元我要这样落实：

走进例子解读和走出例子创作并重，抓住想象和联系的主线，落实一课一得，让学生成为学习的主人。

具体方法：

一、.默读感悟法:Ⅰ引导学生读书时要进下心来，排除杂念，书和眼睛有适中的距离，尽可能的扩大一次性进入视野的文字数量，争取看完几句或一段眨一次眼睛。Ⅱ抓住关键词语带动整体阅读。重点以《皇帝的新装》《女娲造人》来训练Ⅲ快速阅读能力的提高依赖大量的阅读训练作保障，推荐阅读名著《西游记》。

二、朗读分析法:对于文中的精彩片段，老师范读，学生默读，感受人物说话的语气，想象情节画面，让朗读和默读相辅相成，互相促进。

三、讨论法:根据课文内容设置问题，搭建讨论研学平台，体会共同解决问题的快乐。

四、演示法:准备一些图片或电影动画片，以调动学生复述时的积极性和练习想象的好材料，极大的丰富了课堂内容。

五、讲故事法:用故事导入，让学生猜想故事发展的情节和创造性的复述情节，结束时编写故事。

总之，就是让学生在教学的每个阶段都能连续性的表现为注意，等待，探究的兴奋中。我们教师就要因势利导，抓住他们的兴趣点，鼓励他们去表现，从而让学习成为学生人生价值的自我实现。

学情分析：

大多数学生已经具备一定的认知基础，本单元内容又通俗易懂，情节曲折，很吸引学生。他们虽然活泼好动，形象思维占优势，想象力丰富，对新奇事物保持好奇心，而注意的持久性较差，对文章的理解浮于表面，不能理解文章的深意，品读语言也较为粗糙，表达能力较差。再者，学生在中学课本中初次接触童话，有必要让学生了解童话的有关知识，同时给学生今后的学习提供规律性等方法方面的启示。

学生怎么学

在教学过程中，我注重指导学生自学感悟，归纳表达，合作探究等学习方法。通过让学生用心体会，动口表达，动脑思考，合作探究等活动参与教学全过程，让学生在积极主动的思维和情感活动中加深理解和体验，有所感悟和思考，引导他们大胆质疑，热烈探讨，尽量的让学生自己读，自己想，自己找，自己说，自己演，从中培养学生的主体意识和良好的学习习惯。(见各课教学设计)

《皇帝的新装》

第一课时解决生字新词，训练默读，复述故事。识记生字新词，仍是初中语文学习的任务之一，应培养学生扎扎实实记忆，认认真真书写，自觉积累。这是现在教学中往往被忽视的，我没有减弱对这一块的教学。

默读全文，要求8分钟完成。回答问题⒈给本文题目再加个副标题⒉这是一个怎样的皇帝?围绕皇帝依次出现了哪些人物?目的是检测学生默读的完整性和筛选信息的准确性。⒊骗子为什么用织新衣而不用别的手段来骗皇帝?说说骗子是怎么骗的?

第二课时通过猜想情节发展和赏析语言，训练想象能力

第三课时探究写法，揭示为什么让小孩子说出真相的原因，引导学生明白什么是假丑恶，追求真善美。

拓展(二选一)：

A 续写本文结尾。

B 根据社会上的不良现象独立创作短篇童话。

《天上的街市》

我对这一课的设计是:首先适当介绍诗人在创作前后的生活经历和思想情绪，以帮助对诗歌内容的理解。然后围绕朗读来组织教学，在朗读中感受诗歌的韵律美，在朗读中想象诗歌的意境美，在朗读中品析诗歌的情感美。接着启发学生诗人是怎样展开想象和联想的。最后比较文中的牛郎织女和神话传说中的生活有什么不一样，原因是什么?探究主旨。

作业上，可以考虑让学生配乐朗诵，还可以让学生将诗歌改写为散文，以训练学生的联想和想象能力。

《女蜗造人》(两课时)

这则神话故事通俗易懂，又是阅读课，教师仅仅引导就行了，主要通过学生的充分活动，由浅入深的把握想象特点，初步学会运用想象，其过程设计为:读读课文，讲讲故事，讨论分析，写写片段。

《寓言四则》

讲课前可将寓言的知识有侧重的介绍。重点训练学生的发散思维。因为学生往往满足于一个故事得出一个结论，缺乏发散思维。鼓励学生多角度思考问题，培养学生的发散思维。

《穿井得一人》与《杞人忧天》因是文言故事，要先梳通文字，再进行主题探讨。

这两篇文字在编入课文时编者只是选入了故事本身，没有将表明作者创作故事意图的文字选入，也利于开展发散思维的训练。

提示学生寓言的故事情节都是作者依据现实生活想像创造的，阅读寓言故事，分析故事情节;而创作寓言，更不能忽视对情节的具体想像。

《赫耳墨斯和雕像者》学习指导:

因果倒置法

1.说说本文的寓意是什么?文中的这个人是谁?你从哪些地方看出来的?引出对人物描写方法的分析和概括人物性格的方法，重点是墨斯三次问话,神态、语气一样吗?为什么要“笑着问道”，这“笑”有什么含义?第一问是探询;

第二问时“笑”写出他满意又得意的心态;

第三问时他已经有把握胜过所有的神，显得很狂妄。

2.文中的人就只赫耳墨斯一个人吗?生活中你遇到这样的人吗?说给大家听听。

学习指导二:(蚊子和狮子)

首先请学生带着问题:本文对蚊子运用了什么描写方法?默读课文。对情节了解后，就分析蚊子的语言和动作描写，思考蚊子的性格，再强化蚊子失败的教训。故设计问题是:分析探究蚊子为什么会被蜘蛛网粘住，你体会到了什么启示?最后，训练想象，编写寓言，如果给蚊子一次机会，续写蚊子战胜了狮子以后。

思考：请大家比较这则寓言和上则《赫耳墨斯和雕像者》有什么相同和不同之处?

学习《穿井得一人》与《杞人忧天》

简介寓言特点: 本文是一则文言文寓言，有深刻的寓意。但是浅显易懂，可调动学生已有的知识积累，做到“温故而知新”，老师只需要适当点拨，要把主动权还给学生，不可越俎代庖。并且，教师要在高效驾驭文本的基础上，尽可能多地为学生搭建展示自我、张扬个性的舞台。

学习《穿井得一人》

一、朗读重点句子，训练想象能力

丁氏：吾穿井得一人。

闻而传之者：丁氏穿井得一人。

真相：得一人之使，非得一人于井中也。

看看这几句话都是谁说的，看看丁氏和传之者哪个字发生了歧义?想象他们当时说话的神态，动作，心理，语气。

二、依文解言，判断案情

(一)合作探究：小组探究：宋国的国君决定追究这起谣言的责任人。你是断案大臣，你觉得：谁应该为这起谣言负责?

讨论后，请同学上黑板写出结论

1.学生板书：

丁氏真相闻而传之者宋君

给我们的启示是什么?

学习《杞人忧天》

活动一：读——疏通文意

(1)教师范读——学生美读(师生共同纠正发音)——分角色读

(2)小组合作翻译——学生质疑——师生解惑

活动二：想——大胆发现

(1)杞人所忧何事?结果如何?(2)“晓之者”是如何解惑的?对此你想做出怎样的评价 ?(3)这则寓言的寓意是什么?同学们还获得什么启示?(学生上台板书)

活动三：辩——换种眼光看世界

甲方：“杞人忧天”，庸人自扰

乙方：我愿意给“杞人”点赞

活动四：演——展示才华

(1)读文本，看插图，自由想象、创造。(2)学生上台表演

推荐读物>

写作和实践性活动在课件上，不一一赘述了。

无论是传统，还是创新，施教之功在于点拨、引导、鼓励、启发，这单元的每一课我都想尽力让学生在轻松的氛围中学习，尊重他们，鼓励他们，来完成教学的“文“与“道”。

谢谢大家的光临，欢迎赐教。我的汇报完毕。

《牛津小学英语5A》第三单元教学设计

第一教时

教学目标：1.能听懂，会说，会读和会拼写单词：lessn, sing, sng, dance, pla.

第二教时

教学目标：1.能听懂，会说，会读和会拼写单词：learn, listen, ae, ride, put, can.2. 比较熟练的掌握句型： Can u…?

第三教时

教学目标：1. 能听懂、会说、会读、会拼写单词：ride, put.

第四教时

教学目标：1.复习本单元所学词汇。2.能听懂会说、会读、会写句型： Can u…?

es, I(we) can. / N, I (we) can’t. What can u d? I can…能较熟练地在情景中运用所学句型和日常交际用语Listen t … , please. Nw, fllw e, please. es. / O. / All right. O. Let’s sing it tgether.。4．解元音字母a在单词里的’读音。5．能有表情地演唱 ‘ We can sing and dance’

教具准备：1.Part A 挂图2.单词图片3.歌曲“We can sing and dance ”

教学过程：

1.Sing “We can sing and dance”

2.Free tal and revisin

1) Greetings

2) Act part A

3. Learn part A ( the first paragraph)

1) T: Listen t the tape please, and tr t answer questuin:

a.What tie is it nw?

b.Where are the students?

c.What are the ding?

S: 听本课课文第一段介绍性录音磁带。

T: Let’s sa it b urselves.

S: 复述本段。

3)T: Can u act Part A nw?

S: es, we can.

邀请同学上讲台表演，可分旁白、老师、高山等角色

4.Learn F≈G

1）T: Bs and girls, let’s pla a gae ‘ hide and see’.

(介绍游戏规则：捉迷藏)

Where’s Li Hng? Wh can find hi?

S: I can. He’s behind the dr, I thin.

T: Oh, n.

S: He’s beside the windw, I thin.

T：Oh, n.

S: …(继续猜测)

T: es, u’re right.

(此游戏也可以扩展为找东西，一学生藏，其他学生找)

2）T： Shw the wrds n the blacbard:

after, basetball, class, dance

引导学生总结元音字母a在这些单词里的发音。并请学生举其他同类例子。

5nslidatin and d exercises

1)As and answer using the drills:

Can u…?

es, I (we) can. / N, I (we) can’t.

What can u d?

I can…

2) Finish the exercises n the wrb.

6. Hewr

1) Review the wrds and expressins, prepare fr the dictatin

2) Written wr: Part C. Mae sentences and transla

一、教学内容和目标分析

1．教学内容

Part A ：

话题：Hobby

句型：What’s your hobby ? I like collecting stamps. He likes collecting stamps, too.

词汇：riding a bike, diving, playing the violin, collecting stamps, making kites

Part B：

话题：Does he /she …?

句型：Does she teach English? Yes, she does/No, she doesn’t

词汇：teaches English, goes to work, watches TV, reads newspapers

2．单元目标

1）知识目标

掌握A、B两局部课文单词和句子结构

掌握第三人称单数动词的变化和一般疑问句结构

读懂Let’s read 局部，并能回答课文中的问题

2）能力目标

能够简单的介绍自身或他人的喜好并就喜好进行问答

能够描述他人一天的生活情况

能够从篇章中获取关键信息并回答问题

3）情感目标

培养同学有益于身心健康的兴趣喜好

培养同学热爱生活，关注生活并养成有规律的生活习惯

二、教学建议

1.Part A Let’s learn

词汇引入：

1．声音导入

2．简笔画导入

3．动作导入

课例：

1．diving

教师同时出示几幅图片

S: I can see a boy running/ swimming …

教师出示diving 的图片

S: I can see a girl jumping

T: Yes, she is jumping into the water. She is diving.

2．riding a bike

教师用简笔画画出swimming 和diving 让同学区分

教师继续用简笔画一点点画出

教师出示骑马的图片（遮住一半）

T: Is he riding a bike?

S: No, he is riding a …

教师出示骑马、大象、驴等图片进行扩展

3．playing violin

教师做动作，同学猜

riding a bike, playing basketball, playing football, playing piano

教师让同学听一段音乐（二胡、小提琴）

S: He is playing erhu/ guitar …

4.making kites

教师拿出一张纸，边折边问

T: I’m making something .What am I making?

S: You are making …

教师出示做风筝的图片T: She is making kites.

5. collecting stamps

教师出示很多风筝的邮票。

T:I like kites very much , I have many stamps of kites

教师出示各种邮票的.图片T: I like collecting stamps

建议操练：

1) Song/chant

2) Pair work

3) Survey

阅读训练：教师出示twin sister的图片和相关文字让同学找出其中一个和她们的笔友

2.Part B

1）图片导入(let’s learn)

课例：1. goes to work

教师出示bus和man的图片让同学来猜一猜.

T: Where does the man go by bus ?

S: He goes to … by bus.

2.teaches English

T: He goes to work by bus, he works at school.

So, he is a teacher, guess, what does he teach?

S: He teaches …

3.watches TV

教师画出一个时钟

T: Look , it’s eight o’clock, what do you usually do at 8 o’clock.

S: I usually …

T: What does he usually do at 8 o’clock?(教师边说边用简笔画一点点画出一个电视)

建议操练：1. A day of parents

2. 根据教师所给的信息猜人物

3. 给不同职业的机器人设计程序

2) Let’s talk

课例：1.T: I like number 5, what number do you like?

S: I like …

T: Does she like number …?

S: Yes, she does/ No, she doesn’t.

2.教师让一个同学写下他的lucky number让教师来猜一猜。

T: Does she/he like …?

Ss: Yes, she does/ No, she doesn’t.

T: OK, it’s my turn.(教师出示姚明的图片让同学来猜一猜他的号码)

S: Does he like…?

3. T: Now, let’s go to the desert.（教师出示一张沙漠图片）

It’s very hot, what do you want?

S: I want …

T: Look, what does he want? (教师出示一个在沙漠里的人)

S: Does he want…？

4．T: Now, let’s see a picture.(教师出示泰山的图片)

T: Do you have any questions about Tazen?

S: Does he …?

教师播放一段关于泰山的录音资料，解决同学们提出来的问题。

5．T: Now, let’s know a big person.(bush图)

read and answer my questions.

教师出示一段关于Bush的文字资料。

同学根据文章回答教师提出来的问题。

同学根据文章自身提出问题，其余同学回答。

Teaching Aims：

1．Review the useful expressions learnt in this unit by doing some exercises．

2．Do some exercises to consolidate the Noun Clause．

3．Do some reading and writing practice to improve the students’integrating skills．

Teaching Important Points：

1．Help the students master the Noun Clause better．

2．Help the students learn to write a defini-tion paragraph．

3．Improve the students’integrating skills．

Teaching Diffcult POint：

How to improve the students’integrating skills.

Teaching Methods：

1．Revision method to help the students mas-ter the useful expressions and the Noun Clause better．

2．Asking-and-answering activity to go through the reading material．

3．Individual，pair or group work to make ev-ery student work in class．

Teaching Aids：

1．a projector

2．a tape recorder

3．the blackboard

Teaching Procedures：

Step I Greetings

Greet the whole class as usual.

Step Ⅱ Revision

T：Yesterday we learned grammar–the Noun Clause．First look at the screen，please．

(Show the following on the screen．)

1．What life will be 1ike in the future is the topic for today’s class discussion．

2．Can you imagine what life will be like in the future?

3．One of the questions that few people can give answer to is what life will be

like in the future．

T：Study the sentences and find out what kind of Noun Clause the underlined part in each sentence is．

(The students prepare for a couple of minutes．Then the teacher may ask some student to say their answers．)

Suggested answers：

1．Subject Clause

2．Object Clause

3．Predicative Clause

T：Good．But generally speaking，it is hard for you to choose connectiyes in- troducing the Noun Clause．Only when you know the functions of the connectives can you use the Noun Clause as the Subject,Object，Predi-cative and Appositive freely．Now let’s do some exercises to consolidate what you have learnt．

(Show the following on the screen．)

Fill in the blanks with suitable connec-tives．

1．_______composition is the best is known to us a11.

2．He wondered________he was not al-lowed to go out alone．

3．______is to take Li Ming’s place is being discussed．

4．I got very angry with______he said．

5．My idea is_________we should ger more people to finish the work．

6．I wonder_________it is true or not．

7．The problem is___________we could help smokers kick their habit．

8．The news__________we had won in the match excited all．

9．We have no idea_________she was born．

10．That’s________we decided to put the meeting off.

Suggested answers：

1．Whose 2．why 3．Who 4．what 5．that 6．whether 7．how 8．that 9．when／where lO．why

T：In this unit，we’ve also learned some useful expressions．Do you remember them?Now let’s do an exercise to re-vise them．please look at the screen．

(Show the following on the screen．)

Complete the sentences，using the ex-pressions learnt in this unit．

1．_______his work has been good，but this essay is terrible．

2．You should________your friend by let-ter．

3．Please_________what I am saying．

4．He always keeps several baskets of apples________．

5．The misprint________great confusion．

6．He_______her before she vanished(消失)into the crowd．

7．His dream of being a famous singer________at last．

Suggested answers：

1．In general 2．keep in touch with

3．pay attention to 4．in store

5．led to 6．caught a glimpse of

7．came true

T：In this unit，we’ve also read a passage about life in the future．Now please

think out some words you can use to describe life in the future．

(After a while，ask some students to say out the words．)

Step Ⅲ Reading and Writing

T：OK．As we know，people’s life has

been changing．It’s getting better and better．What do you think life in the 3lst

century will be like?will it be the same as that today?

Ss：No．We think life in the 3lst century will be very different from that in this century．We’ll live more easily than today．We’ll have a machine do what we want them to．The only thing we need to do is to press the buttons on the computer．

T：OK．Thank you．Today we’re going to read a letter about the way people will

live more than one thousand years lat-er and we can know what the life in the 3lst century will be like．First let me explain some phrases to you：keep sb．Company,a bit and clear up．

(Show the following on the screen．)

1.keep sb．company：remain with sb．so that he is not alone．

e.g.He stayed at home to keep his wife company．

I’ll stay here and keep you company．

2．a bit：rather

e.g．He is feeling a bit tired．

The book costs a bit much．

3．clear up：put in order／make sth．Tidy

e.g．Clear up your desk before you leave the classroom．

Would you please clear up the cup-board?

(Bb：keep sb．Company,a bit，clear up)

T：Now open your books at Page 47．Look at Reading and Writing．Here is a letter from Mekanika．Now you’re given four minutes to read it．Then answer some questions under the letter．

(The students begin to read．After a while．teacher checks their compre-hension．)

T：Who’d like to tell me what you would use an e-friend for，if you had one?

(One students stands up．)

S：Let me try．If I had an e-friend．I would let him help me with what I couldn’t do，keep me company,talk with me and help me with my homework．

(Another student begins to give the answer．)

S：I think I would have the e-friend help me take notes when I was listening to a lecture and play chess with me．Fur-thermor，I would let my e-friend help me if I was in trouble．

T：Thank you．Now the second question：Why is it sometimes difficult for Mek-anika to know what is real and what is an image?Any volunteer?

S：Because the world and people are imi-tated so well that we can see them，hear them，touch them，talk to them and feel them．They are just like the real world and real people．

T：OK．The last question：How is our 1ife different from the way people lived one thousand years ago?

S：Now life is much easier and more con-venient than in the past．We can keep in touch with each other by cellphone or by computer instead of by writing letters．

S：We can travel by car instead of on foot．We can buy things on the Inter-net．We can also get the latest infor-mation by surfing the Internet．

…

Step Ⅳ Listening and Reading Aloud

T：Now let’s listen to the tape．When I play it for the first time，just listen carefully．When I play it for the second time，please listen and repeat．Then read the passage aloud．Pay attention to your intonation．Are you clear?

S：Yes．

(Play the tape for the students to lis-ten．Then when the students read the passage．the teacher goes among them and corrects their mistakes in pronun-ciation，intonation and stress．)

Step V Writing

T：We have known what the life will be in the year 3044．Imagine that you have come back from a trip to the future．You visited the year 4367 and you saw a wonderful invention called a Mogray．Now work with your partner and decide what a Mogray is，what it looks like and what it is used for．

(Teacher asks the students to discuss the questions．And then collect their

answers．After that，the teacher says the following．)

T：Now you know what it is like．Please write a paragraph about what a Mogray is．Before writing，you have to complete the outline on the screen．

(Show the following on the screen．)

What can a Mogray

Be used for? What does a Mogray

look like?

How does it work?

(Teacher asks the students to write the outline in their exercise books．Students may have various answers．)

T：OK．You have finished your outline．Please use it to write your paragraph．

(Teacher may let the students hand them in after class,if time is limited．)

One possible version：

Life in the year 4367 is quite differ-ent from life in the 21st century．We will

still do many things we do today，but we do them differently．For example，we can

use a Mogary to help us．A Mogary is an intelligent robot，which looks exactly like a human being．It can be used in many fields．such as at home，in the factory or in nature．

The Mogray can be easily and con-veniently used at home．If you want to travel，you can turn it into all kinds of transport that you like，such as a plane，a car or a train，which use the solar energy without pollution．When it is too cold or

too hot，the head of the Mogray can be used as an air-conditioner,which can keep a proper temperature．There are all kinds of recipes in its head．It can cook all kinds of healthy and delicious food for yoi if you press the buttons on it．When you are bored，it can read some books for you，which are stored in its brain．It can also play chess with you or communicate with you．It has thoughts similar to yours,Your life will be rich and colorful with a Mogray companying you．

It can be used in many fields．In a word，the earth will become even more beautiful with the help of it．

Step Ⅵ Summary and Homework

T：Today，we’ve learned a passage about the life in the year 3044．At the same time，we wrote a passage about the life in the year 4367．What’s more，we’ve revised the Noun Clause and the useful expressions in this unit．such as in general,keep in touch with，in store…(Write them on the blackboard．After class，you should master them further by revising what we’ve learnt in this unit．Don’t forget to prepare for the next unit．That’s all for today．Class is over．)

Step Ⅶ The Design of the Writing on the Blackboard

Unit 6 Life in the future

The Fourth Period

Useful expressions：

keep sb．company a bit

clear up in general

keep in touch with in store

pay attention to lead to

catch a glimpse of come true

Step Ⅷ Record after Teaching

_________________________________

__________________________________

Teaching Aims：

Summarize the usages of the Noun Clauses.

Teaching Important Points：

1．Let students master the functions of the Noun Clauses．

2．Let students know how to choose the con-nectives and the differences among the

connectives．

3．Let students correctly use the word order in the Noun Clauses．

Teaching Difficult Points：

1．The choice of the connectives．

2．The differences between“that”and“what”．

3．The differences between“if”and“wheth-er”．

Teaching Methods：

1．Review method to master what students learnt before．

2．Explanation and comparative methods to master the important and difficult points．

3．Practice method to make students use the Noun Clauses correctly．

Teaching Aids：

1．a computer and a courseware

2．a projector

Teaching Procedures：

Step I Greetings

Greet the whole class as usual．

Step Ⅱ Revision

T：Today we’ll review the Noun Clauses．

(Bb：The Noun Clauses)First let’s do some exercises．

(Teacher shows the exercise on the screen．)

Choose the best answers．

1．___________they are leaving for Paris has not been decided yet．

A．When B．Where

C．That D．Why

2．Go and get your coat．It’s_________you left it．

A．there B．where

C．there where D．where there

3．Last night we heard the news_________the British Prime Minister was on a three-day visit to China．

A．which B．what

C．whatever D．that

4．It is generally considered unwise to give a child________he or she wants．

A．however B．whichever

C．whenever D．whatever

T：Please look at the screen．I’ll ask some of vou to tell me the answers one by one．Any volunteers?

S1：The first answer is A．

S2：The second answer is B．

S3：The third answer is D．

S4：The last answer is D．

T：Well done!Sit down，please．Who can tell me what clauses they are?

S5：…

Suggested answers：

l.the Subject Clause

2．the Predicative C1ause

3．the Appositive Clause

4．the Obiect Clause

Step Ⅲ Explanation and Summary

T：As we all know，the Noun Clauses can be classified into the Subject C1ause,the Predicative Clause，the Object Clause and the Appositive Clause ac-cording to the function of each clause in the main clause．

(Bb：the Subject Clause．the Predica-tive Clause，the Object Clause and the Appositive Clause)

T：Now look at the sentences on the screen．

I．the Subject Clause

1．Whether he has enough time to finish the work is still a question．

2．It is still a question whether he has enough time to finish the work.

3. Who did that is unknown to all.

Ⅱ.the Predicative Clause

1. The question is who can do the experlment.

2．He looked as if he was going to cry．

3．The reason for his lateness was that he got up late．

4．That was because he got up late．

Ⅲ．the Object Clause

1．I didn’t know that Pierce Brosnan is from Ireland.

2．I find it hard that I learn English well．

Ⅳ．the Appositive Clause

1．Some senior officials eat chicken in public in order to remove the Chi-nese citizen’s fear that it is not safe to eat chicken．

2．Word has come from his sister that she will arrive on Friday．

T：Attention，please．1．In order to keep the sentence balanced．We often use“it”as the formal subject,which re-places the real subject．For example,the No．2 sentence in the column of the Subject．2．“As if”“as though”and“be-cause”can also be used to introduce the Predicative Clause．For example,the No．2 and the No．4 sentences in the column of the Predicative Clause．3．In the sentence if the verb is“make／find／think／believe…”,we can“it”as the formal object,which replaces the real object．We put the real object behind the Object complement．That is to say，

Sub．+find／make／think／believe…+it+Object Complement+that clause．For example，I thought it strange that he failed to call me．Now we have known about the usages and the func-tions of the Noun Clauses．But we must pay attention to the conneetives introducing the Noun Clauses．Now please look at the diagram on the screen．You’d better remember them．

(Teacher shows the diagram on the screen．)

T：Attention,please.

1．In the Noun Clauses，we must use the normal word order-Connective

+Subject+Verb．That is to say,there is no inversion．

e.g．Whether he left is unknown．

That’s why he fell i11．

Can you make sure where Alice has left the gold ring?

The fact that he hadn’t said any-thing surprised everyone．

(Teacher writes the four sentences on the blackboard．)

2．Don’t use double connectives in the Noun Clauses．

3．The subordinate conjunction“wheth-er”can introduce all the Noun Clau-ses，while the subordinate conjunc-tion“if”can only introduce an Ob-ject Clause used as the object of a verb．For example，we can’t say“It all depends on if they will support us”．We should say“It all depends on whether they will support us”．

4．The subordinate conjunction“that”has no meaning and doesn’t act as any omponent in the Noun Clau-ses．When“that”is introducing a Noun Clause as the object of a verb(believe，consider，hear，know，say，understand etc)，it can be omitted．

5．The conjunctive pronoun“what”means“the thing that／all that”in the Noun Clauses．“what”intro-duces a Noun Clause．At the same time it can be used as the subject，the object or the predicative in the Noun Clause.You must pay atten-tion to the differences between“that”and“what”．Now let’s look at these sentences on the screen．

That she was closed made us very happy．

What he did quite surprises us．

This is what interests me most．

The reason was that he had never seen her before．

Stcp Ⅳ Practice and Consolidation

T：Now you have known something about the Noun Clauses．Let’s do some exer-cises so that we can use them correctly and freely．Please look at the screen．

I．Correct the following sentences

1．The news which our team had won pleased everyone．

2．I don’t doubt whether he can work out the problem．

3．I have been worrying about if I have hurt her feeling．

4．I don’t know that he wants．

5．The reason why he didn’t come is because he was ill.

6．Who walks around in such a heavy rain will catch a cold．

7．I think important that we learn English well．

8．It’s not certain that the sports meet will be held．

9．This is the suggestion which we have a trip the day after tomor-row．

lO．China is a great socialist country is well known．

Suggested answers：

1．which→that 2．whether→that

3．if→whether 4．that→what

5．because→that 6．Who→Whoever

7．important→it important

8．that→whether

9．which→that

10．China→That China

Ⅱ．Choose the best answers

1．The photographs will show you_________.

A．what does our village look like

B．what our village looks like

C．how does our village look like

D．how our village looks like

2．I still remember________this used to be a quiet place．

A．when B．how

C．where D．what

3．________he said at the meeting as-tonished everybody present．

A．What B．That

C．The fact D．The matter

4．一Do you remember_________he came?

一Yes,I do．He came by car．

A．how B．when

C．that D．if

5．Sara hopes to become a friend of___________shares her interests．

A．anyone B．whomever

C．whoever D．no matter who

6．________we can’t get seems better than_________we have．

A．What；what B．What；that

C．That；that D．That；what

7．It’s generally considered unwise to give a child_________he or she wants．

A．however B．whatever

C．whichever D．whenever

8．Someone is ringing the doorbell．Go and see________．

A．who is he B．who he is

C．who is it D．who it is

9．_________she couldn’t understand was________fewer and fewer students showed interests in her lessons．

A．What；why

B．That；what

C．What；because

D．Why；that

lO．These wild flowers are so special that I would do________I can to save them．

A．whatever B．that

C．which D．whichever

11．Eat___________cake you like and leave the others for_________comes in late．

A.any；who

B.every；whoever

C.whichever；whoever

D.either；whoever

12．_________he told you is not true．Don’t believe it．

A．That B．What

C.If D.When

13．What a pity_________is that you didn’t arrive．

A．that B．this

C．there D．it

14．_________he accepts or refuses the present is none of your business．

A．That B．If

C．Whether D．Which

15．His grandfather was among the first to settle in___________is now a famous

holiday center．

A．what B．which

C．when D．that

Suggestcd answers：

1.B 2.A 3.A 4.A 5.C 6.A 7.B 8.D 9.A 10.A 11.C 12.B 13.D 14C 15.A

Step V Homework

T：In this class，we have done lots of ex-ercises about the Noun Clauses．Now I’ll give you some more exercises．Do them after class．

(Teacher shows the following on the screen．)

Complete the following sentences：

1．Do you still remember________(何时何地见到那位著名的歌唱家吗)?

2．_________(无论是谁最后离开教室)

ought to turn off the light．

3．_________(明天是否下雪)makes no difference to me．

4．This is__________(他出生的地方)．

5．She expressed the hope_______(她将再来中国)．

6．___________(你不喜欢她)is none of my business．

7.One of them held the view_________(书中所说的是对的)

8．The question is_________(这本书是否值得看)．

9.She always do_________(她老师让她做的)．

1O.They want to make it clear to the public_________(他们在做着一件重要的必不可少的工作)．

Suggested answers：

1．when and where you met the famous singer

2．Whoever leaves the classroom last

3．Whether it will snow or not tomorrow

4．where he was born

5．that she would come to China again

6．That you don’t like her

7．that what the book said was right．

8．whether the book is worth reading

9．what her teacher tells her to do

10．that they are doing an important and necessary job

Step Ⅵ The Design of the Writing on the Blackboard

Unit 6 Life in the future

The Fifth Period

Grammar：Noun Clauses

I．the subject Clause

Whether he left is unknown．

Ⅱ．the Predicative Clause

That’s whv he fell i11．

Ⅲ．the Object clause

Can you make sure where Alice has left the gold ring?

Ⅳ．the Appositive clause

The fact that the hadn’t said any-thing surprised everyone.

Step Ⅶ Record after Teaching

____________________________________

Grammar: The Past Participle Used as Adverbial

Teaching Aims:

1. Enable the students to master the usage of the Past Participle when it is used as Adverbial.

2. Enable the students to master the transformation between the past participle phrase and the adverbial clause.

Teaching Important Points:

1. How to use the Past Participle

2. How to tell the difference between the Present Participle and the Past Participle.

Teaching Difficult Point:

How to choose the Present Participle and the Past Parthciple.

Teaching Methods:

1. Comparision method to get the students to know how to use the participle clearly.

2. Discussion method to get the students to master what they’ve learned.

3. Pair work or group work to make the students active in class.

Teaching Aids:

1. a computer

2. a projector

Teaching Procedures:

Step II Greetings

Greet the whole class as usual.

Step II Revision and Presentation

T: In the third period of Unit 4, we learned the Past Participle used as Attributeand Adverbial. Now look at these sentences. Can you tell me which past participle is used as Attribute and which is used as Adverbial?

(Show the following on the screen.)

1. Most of the artists invited to the party were from South Africa.

2. Given more attention, the trees could have grown better.

3. The professor came into the classroom, followed by his students.

4. The first textbooks written for teaching English as a foreign language

came out in the 16th century.

Ss: Yes, we can.

T: Who can tell us in the first sentence what the Past Participle is sued as?

S1:I know. It is used as Attribute, modifying the noun “artists”.

T: Yes. OK. Li Lu, you try, please.

S2: I think it is used as Adverbial in the second sentence.

T：Good.

S3: It is used as Adverbial in the third sentence, too.

T: (To the rest of the class.) Is that right?

Ss: Yes.

T: Good. No problem. Now, the last sentence. Who knows?

S4: Let me have a try. I believe it is used as Attribute. It modifies “ the first

textbooks”.

T: (Ask another student.) Do you agree with him/her?

S5: No, I don’t think so. I think it is used as Adverbial.

T: Yeah, now, we have two different opinions. which one is correct? Whose opinion do you agree with?

Ss: The first answer is correet. It is used as Attribute, not Adverbial.

T: Why?

Ss: Because it modifies the word, “textbooks”.

T: Good. It is used as Attribute. I agree with the first student.

Step III Explanation

T: We know that the Past Participle can be used as Adverbial. Now look at these sentences on the blackboard.

(Teacher writes the following on the blackboard.)

1. Don’t speak until spoken to.

2. Given more time, we could do the work much better.

3. Destroyed by the earthquake, the house had to be rebuilt.

T: What are these past participle used us?

Ss: They are all used as Adverbial.

T: Yes, You’re right. And we know that the Past Participle used as Adverbial can express different adverbials, such as: time, cause, condition, manner and so on. Do you know what the Past Participle in each sentence expresses? Who knows?

Sa: The Past Participle in the first sentence expresses time. The second one expresses condition. And the last one expresses cause.

T: Very good. Now, I’ll give you a few minutes to discuss with your partner

about how to replace these past participles by using adverbial clauses.

T: (A few minutes later.) Who’d like to try the first sentence?

Sb: I’d like to. “Don’t speak until you’re spoken to. ”

T：Good. Please sit down. What about the second sentence? Who knows?

Sc: I know. If we were given more time, we could do the work much better.

T: OK. Sit down, please. Now, the last sentence. Who wants to have a try?

S: Beeause the house had been destroyed by the earthquake, it had to be rebuilt.

T: Good.

(Teacher writes the sentences above on the blackboard.)

Step VI Comparison

T: As we all know, the Past Participle and the Present Partieiple can be used as Adverbial, for example: (Teacher writes the following examples on the

blackboard. )

1. Seen from the hill, our school looks more beautiful.

2. Seeing from the hill, we can see our beautiful school.

T: Look at these two sentences carefully. Can you tell us the difference between them?

S: The first sentence uses the Past Participle as Adverbial while the second sentence uses the Present Participle as Adverbial.

T: Good. Do you know why?

S: Because the subject in the first sentence is “our school”, but in the second sentence the subject is “we”.

T: Very good. When we are using participles, we should pay attention to the subjects in the sentences, and the participle we use must have the same logical subject as the subject in the sentence. If the subject in the sentence receives the action, we should use the Past Participle as Adverbial; if the subject in the sentence does the action, we should use the Present Participle as Adverbial. Do you nderstand?

Ss: Yes.

Step V Practice

T: Look at the sentences on the screen. Join each of the following pairs of

sentences turning one of them into a participle phrase and making other

necessary changes. Do it in pairs or groups. Example: We were disturbed by the noise and had to finish the meeting early.

→Disturbed by the noise, we had to finish the meeting early.

Rewrite the sentences, using the Past Participle.

1. They were surprised at the idea and began to discuss it among themselves.

2. Mary was much interested and she agreed to give it a try.

3. I was deeply moved, and thanked them again and again.

4 The two men were delighted and they thought up many other ideas, too.

5. We had been taught by failure and mistakes and have become wiser.

6. I was shocked at the waste of money and decided to leave the company.

7. He was persuaded by his friends to give up smoking and threw his remaining cigarettes away.

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