Water sports

    　　上面的例子表明：一般过去时说的是过去发生的或已经结束了的动作，它和现在没有直接关系；即使事实上和现在有关系，说话时也不强调这种关系，而只是指出那个动作发生在过去某一时间。而现在完成时，却正要强调过去的动作和现在的关系。

     　　我们可以设计一对对用词相近而动词时态不同的句子，让学生说出它们意思上的差别，以帮助他们弄清现在完成时的含义以及它和一般过去时的不同。例如：

　　1）The teacher has written some new words on the blackboard.
　　 　The teacher wrote some new words on the blackboard.

　　2） I’ve just washed my clothes.
　　　　I washed my clothes before supper.

 　　2．英语动词的现在完成时态是由助动词have(has)+ 动词的过去分词构成的。规则动词的过去分词和它的过去式相同,即在原形后加-(-d)。可参考教参上的不规则动词的过分分词分类，以便记忆.

　注1：情态动词只有原形过去式，没有过去分词。
　　can could may might must must will would shall should

　注2：个别动词有两个过去式和两个过去分词，一个为规则变化，另一个为不规则变化：

  　　3．为了使学生能掌握一般过去时和现在完成时的不同用法，可以编些带有这两种时态的对话，让学生进行英汉互译的口笔头练习。下面的对话供参考：

　　1)　Have they cleaned the room?
　　　　Yes, they've already cleaned it.
　　　　When did they clean it?
　　　　They cleaned it an hour ago.

 　　2)　She has gone to London, hasn't she?
　　　　Yes, she has.
　　　　How did she go there?
　　　　She went there by plane.

　　3)　Have you got Kate's phone call?
　　　　Yes, I've just got it.
　　　　What did she say?
　　　　She wanted me to ask you to call back.

　　以上对话中的有关单词和短语，可用替换词语，以增加练习量。

关于训练听说读写能力的教学建议

一、听力训练
　1.在对话与课文的教学当中，可设计先让学生想像对话的场景和可能发生的事情，再放对话的录音，加强学生的注意力，以达到提高听力的效果。

　2.可在听录音这之前、听录音之后，分别给出不同的问题来引导学生在听的时候要有所侧重。如第6课的问题可设计如下：
　　I. What sports do you like best?
　　What is the surfing like?
　　Where did surfing first start?
　　o Why is Waikiki one of the best beaches for surfing in Honolulu?
　　o Who surfs three times a day if possible?
　　o How does Jake Booth make a living in Honolulu?
　　o When does he go surfing every day?

二、口语训练
　1.设计场景，让学生反复练习句型对话，如：
　　1) Have they cleaned the room?
　　　 Yes, they've already cleaned it.
　　　 When did they clean it?
　　　 They cleaned it an hour ago.

　　2) She has gone to London, hasn't she?
　　　 Yes, she has.
　　　 How did she go there?
　　 　She went there by plane.

　　3) Have you got Kate's phone call?
　　 　Yes, I've just got it.
　　 　What did she say?
　　 　She wanted me to ask you to call back.

　2.在第5课的教学中，可让学生先根据课本中的图片，想一想Ted与Bruce在谈论什么，并根据提供的关键句，设计他们的谈话。可提供下列句型：
　　What's the surfing like today?
　　How long have you been …?
　　Have you ever been to …?
　　Would you like to have a try?

　3.复述第6课课文
　　细读第6课课文后，以第三人称来复述冲浪运动的特点等。

三、阅读训练
　1.先引导学生看关于课文内容的问答题和填空题，然后让学生带着问题再去读课文。
　　第6课可设计如下问题：
　　Where did surfing first start?
　　Why is Waikiki one of the best beaches for surfing in Honolulu?
　　What's the difference between serious surfers and the so-called "beach boys"?
　　Is Jack Booth a serious surfer or a beach boy?
　　How does he make a living in Honolulu?
　　When does he go surfing every day?

　2.回答问题后，再细读课文，找出每一段的主题句。
　　如：Surfing is one of the world's most popular water sports.
　　Waikiki is one of the best beaches for surfing in Honolulu.
　　There is a big difference between serious surfers and the so-called "beach boys"
　　About the man named Jake Booth who gave up his job to surf in Hawaii and His opinions on surfing.

四、写作训练
　1. 根据第八课的短文，组织学生用英语仿写一篇关于Li Lida游过海峡的新闻报道，全文不少于10句话。要求写清楚发生了什么事，事件的地点、时间、人物，以及相关人士的评论等。

　2. 以My Favourite…为题准备一篇英文短文，应不少于10个句子。题目范围可放宽，可以自由选择，只要有个人的喜好就可以。如My Favourite Animal/ Food/ Farm/ Life/ Color/ Sport/ Season/ Song/ film …

　3. 书面表达
　　假设你刚从海南岛度假回来，享受了阳光，沙滩，冲浪，美食…… 根据本单元所学的内容，用英语写一篇大约50字左右的短文。
教学设计方案
Lesson 5

Teaching Objectives:
　　Students should master the dialogues, useful expressions about the present perfect tense.

Language Focus:
　　What's the surfing like today? Have you ever been to … How long have you been to …

Properties:
　　Tape recorder, topic cards, etc.

Teaching Procedures:
　I. Revision
　　Ask student answer the questions of Have you…
　　T: Have you finish you homework? /Have you got your notebooks?
　　S: Yes./ No.
　　T: What have you done for English study?
　　S: (They may have different answers.)

　II. Leading in
　　After a long vacation, Ss may remember something about their travel, let them think about where they have been. How to speak in English?

　III. Presentation
　　Write the sentences on the blackboard:
　　Have you ever been ______?
　　I have already been _______ several times. / I've never been there.

　　Explain the meaning of sentences and the word ever, already and never.
　　Open the textbook and turn to page 6,