英语教案-In the library
A: OK. Thank you very much.
4.让学生两个一组进行对话表演。
Lesson 1 Part 3 的教学建议
1.先让学生分组进行对话表演。
2.然后要求学生将对话内容改为短文:
Dialogue 1
Jim cant find his history book. He asks Bob: Have you seen my history book anywhere? Bob doesnt think so. He tells Jim to look at the book on the desk. He thinks maybe its Jims history book.
Dialogue 2
Tom has lost his dictionary. He asks Lucy about it. but Lucy hasnt seen it. She tells Tom to ask Jim about his lost dictionary. Jim says Yes to him. He saw it on Lin Taos desk five minutes ago.
He thinks it is still there.
Lesson 4 Part 4的教学建议
首先教师可以仿照课文制作类似的卡片,然后讲解卡片表达的信息。条件好的学校,可以到图书馆找出类似的查书卡,也可以让学生到市或镇等各图书馆调查图书馆如何给图书分类,如何写借书卡,然后写出一个调查报告,包括以下几个内容:
1.How many parts are there in a library?
2.How are the books classified?
3.What kinds of books do the readers like? Different people like different kinds of books?
4. What kinds of borrower’s cards are there?
5. What information can a borrower’s card give us? What kinds of knowledge can the reader get from the card?
6.How can the reader find the book she wants? How do the cards make it convenient for the reader to borrow their books?
7.How to cherish books?
8.The rules for a library. (可参照练习册Lesson 4 Exercise 6)
要求用英文写,文字简明扼要。
教师让学生来看看书上两张借书卡片,然后让学生说说从这两张卡片中可以了解到一本书的大概信息:
第一张:
从这张借书卡上我们可以知道:《简爱》;作者是夏洛蒂·勃朗特,她出生于1816年,死于1855年;本书于1990年由牛津大学出版社出版;全书共237页。
书名:《简爱》
作者:夏洛蒂·勃朗特(1816-1855)
出版商:牛津大学出版社,1990
全书共237页
第二张:
这本书是《大卫·科波菲尔》;作者是查尔斯·狄更斯,他出生于1812年,死于1870年;本书于1990年由牛津大学出版社出版;全书共215页。
书名:《大卫·科波菲尔》
作者:查尔斯· 狄更斯(1812-1870)
出版商:牛津大学出版社,1990
全书共215页
让学生讲讲书上所给的计算机屏幕上的文字显示的相关信息:
作者:玛可丽特·米切尔
书名:《飘》
出版商:麦克米伦公司
描述:发生在古老的美国南部的爱情史诗
内容:美国内战,奴隶制,社会风俗
教学设计方案
Lesson one
一、教学内容
1.词汇(略)。
2.句型:1)Have you got…? 2) Have you found…yet? 3) I’m so glad.
3.语法:初步学习现在完成时态。
二、教具
录音机;一些学习、日常用具,如笔、字典、手表等。
三、课堂教学设计
1.复习 值日生报告。
2.教师可采用以下方法导出现在完成时态:
教师走到教室门前,做开门动作。边开门边问学生:
T:What am I doing?
Ss:You are opening the door.
打开门后,教师走回讲台,手指开着的门,反复说:
T:I have opened the door. Please look at the door. It is open now.
板书这个句子,用彩色粉笔写出助动词have和动词opened。
Teacher asks a students to clean the blackboard.
该同学在擦拭擦黑板时,教师向全班说:
She is cleaning the blackboard.
当该同学擦完黑板,走回座位,教师让全班看着擦干净的黑板,启发大家说出:
Ss:She has cleaned the blackboard.
3.板书刚才的主要句式。向学生介绍现在完成时态这个术语,要求学生观察其构成,扼要说明这个时态表示过去的行为对现在造成的影响和结果这一用法。
4.利用黑板上的句式,扼要介绍现在完成时态的构成和动词过去分词的构成方法。
5.打开书,学生阅读课文第 3部分,教师布置两个读前提问(Pre-reading questions):
l)Where is the history book? 2)Where is the dictionary?
两分钟后,请学生回答。听录音,学生跟读两遍。
6.请一位同学到教室外站一会儿。让别的同学将他/她的英语书或尺子等物藏起来。请回这位同学。待他/她刚进教室,尚未走到座位之前时,教师提问:
T:Have you got an English book (or: a ruler)?
:Yes, I have.
T:Can I borrow it, please?
:Certainly.(走回自己座位,才发现东西不见了。教师要求该同学用刚刚学过的语言知识来表达)
Oh, I’ve lost my English book (Or; ruler).(问旁边的同学)Have you seen it anywhere? 如效果较好,可请几位同学反复表演。
7.指导学生做练习册习题。
8.布置作业
1)练习朗读本课对话,抄写生词;2)完成练习册习题。
四、难点讲解
Have you got a pencil? 你有铅笔吗?
在口语和非正式文体中,have got可以用来代替have。
在美国英语中,经常使用have或has;而在英国英语中则用have got或has got表示“有”。例如:
She has blue eyes.(美国英语;=She’s got blue eyes.)她长着蓝眼睛。
Do you have a brother?(美国英语;=Have you got a brother?)你有兄弟吗?
教学设计方案
Lesson 2
教学目的:
1.进一步掌握现在完成时的运用。
2.学习课文The lost Books. 养成爱学习,爱惜书的好习惯。
3.掌握重点短语和句型。
used to pay for come up with the borrowed book
Her hobby is to read.
教具 录音机,小黑板(写有不规则动词若干)。
教学过程(fanwen.oyaya.net)
Step 1 Revision
1. Revise Have got …?
T: Have you got a ruler?
S: Yes. I have.
T: Can I borrow it.
S: Certainly. Here you are.
T: Thanks.
2. Revise the Present Perfect Tense
教师先说出几个句子,然后让学生接着再说一句,表明上句的结果。如:
T: I have returned the book to the library. S: Now I can borrow a new one.
T: She has finished her homework. S: She can have a rest (go out and play).
T: He has bought a new car. S: He can drive a new car now.
T: We have seen the new film. S: It’s about a small white cat. It’s very interesting.
T: They have lost the dog. S: They have put the dog’s photo in the newspaper. They want to find it.
让学生来总结出其构成:have + v. ed
出示小黑板,要求学生将上面列出的不规则动词的过去分词形式写出。
Step 2 Presentation
1.利用已学过的对话引出有关借书的话题。
T: Have y