英语教案Travel

关于英语教案Travel

　　教学目标

教学目标与要点

1．掌握打电话的一些方法和技巧，能熟练使用英语打电话，并且用语准确，特别注意英汉文化之间的差异。 2．学习归纳有关travel方面的词汇。能够制定、描述、总结自己的某一次trip。掌握相关的旅行常识。 3．学习宾语从句，掌握由that引导的宾语从句。注意所有陈述（肯定或否定）句作宾语时，都应由that引导。 4．能够理解和运用部分动词所带否定的宾语从句的否定前置。如：I dont think they can came on time. 5. 除会叙述旅行之外，我们还要给出We should write a short passage about travelling. What do you think of travelling? Is it good or bad? 等题目进行写的练习。

　　素质教育目标

1. 学习新的语法知识：The Object Clause。 2. 熟练掌握有关打电话和旅行的词汇、短语及日常用语。 3. 鼓励学生在学习过程中锻炼听说读写的能力，并不断提高相关知识的语言应用能力。 4. 向学生通过对旅行知识的学习，了解祖国的大好河山，教育他们热爱祖国、建设祖国、保卫祖国的理念。

　　教学建议

关于本单元教材内容的分析

本单元围绕“Travel”这一中心话题，结合Lesson 14“Jim’s train ride”和与travel相关的对话Lesson 15开展教学活动。Lesson 13是由格林先生打电话给校长引出了本单元的语能项目——宾语从句。由that引导的宾语从句是本单元教学的重点知识之一。本单元学习了用英语写电话留言（telephone message），重现和新学了一些打电话的专用术语。本单元所阐述的有关travel的内容，和我们生活密切相关，如Lesson16，应灵活掌握，就其中的某些问题能有自己的独特见解。对于有关travel的交际用语，学生应学会熟练地使用。

　　本单元句型及日常交际用语

1. 本单元句型及交际用语

（1） — Could I speak to sb, please?

— I’m sorry he isnt here right now.

（2） — May I help you?

— Thats very kind of you.

（3） That would be fine.

（4） I’ll leave a message on his desk.

（5） Many thanks.

（6）— What does sb say?

— He/ She says that….

（7） What a pity! I’m sorry I missed it.

（8） How exciting!

（9） You must be very tired.

（10） The score was 2-1.

（11） Hurry up! Or we’ll be late.

（12）It takes about ten minutes.

（13）— What do you think is the fastest way to travel?

— I think the fastest way to travel is by plane.

（14） It takes sb some time to do sth.

（15） I’m free every day except today.

2. 关于打电话的一些专用语：

（1）开始打电话时

Hello, could I/may I speak to Carter Bronte?

您好，我可以和卡特·布朗特讲话吗？

Hello, is Mr. Parley in?

您好，派雷先生在吗？

Hello, this is John here (speaking). Who’s that (speaking)?

您好，我是约翰，您是哪一位？

（2）接电话时

Hold on for a moment, please. 请稍等。

He is on another phone. 他正在接听另一通电话。

May I ask who is calling? 请问是谁？

Is that John (speaking) ? 你是约翰吗？

Sorry, but he is not here at this moment. 对不起，他不在。

The line is bad, please speak a little louder．

线路不好，请说得大声点。

Someone wants you on the phone. 您的电话。

（3）留口信、结束通话时

Could I take a message for you? 我替您留个口信好吗？

Do you want to leave a message? 您想留个口信吧？

He is not in right now. Would you call back? 他不在，你（一会儿）再打过来好吗？

I’ll hang up now, bye! 我挂了，再见！

　　关于本单元重难点知识的分析

1. I hope to see him as soon as possible.

as…as possible是一个固定词组，与as … as I can/ could同义。soon为副词，可将soon换为别的副词或形容词，作“尽可能……地（的）”解。如：

as soon as possible 尽可能早

as quick as possible 尽可能快

as often as possible 尽量经常

as friendly as possible尽量友好

【例】

（1）You’d better leave here as soon as possible.

你最好尽早离开这里。

（2）Try to be as friendly to your classmates as ……此处隐藏3525个字……_____ (be) even better.

6. __________ (not be) late for class, the teacher __________ (not be ) happy.

Answers: 1. were 2. had been 3. was 4. will be 5. is 6. Dont be / wont be

VIII. Homework

Read the dialogue and make similar dialogues.

教学设计方案

Lesson 16

Language Focus: The Object Clause

Properties: Recorder; Overhead Projector; Pictures

Teaching Procedures:

I. Showing aims

Have the students know what they will learn in this lesson and what they will do in this class:

1. Revise some useful expressions in Unit 4.

2. Train the students’ listening ability by doing listening work.

3. Revise the grammar: the Object Clause.

4. Write a short passage to train the students writing ability.

II. Revision

Have a dictation. Dictate some useful expressions. Then ask the students to make sentences using the useful expressions:

1. as soon as possible;

2. That would be fine;

3. Keep doing something;

4. Hurry up;

5. Fall fast asleep;

6. Wake up.

For example:

1. Please come back as soon as possible.

2. Let’s go. That would be fine.

3. He kept me reading the passage for a long time.

4. Hurry up, or you will miss the train.

5. He listened to the light music and fell fast asleep.

6.I woke up early this morning.

My mother woke me up early this morning.

III. Listening

Listening Cassette. Books closed. Play the tape once or twice for the students to listen and do Exercise I in the workbook. Make sure the students can understand them. Show one or two students’ passage on the slide, check with the whole class.

IV. Practice

Part 2. Ask and answer in pairs with the help of the table in the book. Then pass the passage on to the students next to them, see if the students can use the Object Clause freely.

V. Write

Part 4. We can fill in the form in class. Get the students to give out their ideas about the travelling.

If there is no time, we can leave the writing work as homework.

VI. Game

Part 5. Play this game in class if time permits. Get one student to say a sentence, and he cant let all the students hear clearly, then one student may say: I cant hear him, another student may repeat the sentence, Begin with: He says that…

VII. Checkpoint 4

Go though Checkpoint 4 in the usual way. Explain any problems that the students may have. Get the students to go over the grammar notes. Make sentences using the useful expressions.

VIII. Workbook

For Exercise 2, have the students read the long sentences, first listen to the teacher, then get them to read individually .Pay attention to the sentence stress, pause and intonation.

For Exercise 3, have the students make up the sentences, see who can make the most sentences, and make correct sentences.

Do Exercise 4 as homework.

IX. Summary

Exercise in class