Learning about Language板书设计及设计说明

The Second Period

Learning about language

Teaching goals 教学目标

1. Target Language目标语言

a. 重点词汇和短语

fiction, cartoon, desire, satisfaction, absent, alarm, alarmed, smooth, embarrass, sympathy, elegant, absurd, haircut, accompany, curtain, cushion, carpet, paint, awful. affair, firm, firmly, declare, talent, obey, victory, envy, marriage, biography, explanation, divorce, chapter, navy, test out, turn around, set aside b. 重点句型

Revise the passive voice (including the Infinitive) 2. Ability goals能力目标

Enable students to use both the useful words and expressions and structures freely. 3. Learning ability goals学能目标

By doing related exercises in the textbook enable students to use both the useful words and expressions and structures freely. Teaching important points教学重点

Useful words and expressions and structures. Teaching difficult points 教学难点

How to use them properly. Teaching methods教学方法

Explaining and practising Teaching aids教具准备

The multi-media computer Teaching procedures & ways教学过程与方式

Step I

Revision Ask students to tell characteristics of science fiction.

Step II

Discovering useful words and expressions

Deal with exercises on useful words and expressions. When doing Ex1 and Ex3 on Page 13 students may use an English-English dictionary so that they can understand the situations where the words are used. Ex1 will help students to form the habit of thinking in English. Ex2 will help students to master the useful words and phrases in context. Ex3 will help students to learn more about word formation and use the words in proper situations. After dealing Ex3 Teacher should point out words like alarmed are adjectives, when following the link verb be, it is used to describe a feeling. Sentences that have such structures are not passive. T:

Look at the following sentence: My mother felt alarmed

when I had my hair coloured purple. If I use was

to replace felt, the sentence will be:

My mother was alarmed when I had my hair coloured purple. Is this a passive sentence? Ss: No. Though the structure seems like a passive sentence, it is not. A passive sentence indicates a passive action while this sentence describes a situation when someone has the feeling of alarm. “alarmed”is an adjective formed by v+ed.

T: Quite good. Please remember not all be + V+-ed/-en/-t sentences are passive. Step III

Discovering useful structures Go over the passive voice

be+ V+-ed/-en/-t

T: Please give some examples of passive sentences. S1: My homework was eaten by the dog. S2: The toy is made by hand. …….

T: Good. Please remember the passive is formed with any time frame of the verb. Show the following on the PowerPoint. TO BE + the PAST PARTICIPLE eg.The Mona Lisa was painted by Leonardo Da Vinci.

Research is now being done on a cure for this disease. The game of Monopoly can be played by two to four players. Reports on several new gun laws were being discussed.

My stereo has been stolen by a thief. Go over the infinitive T: In Unit 1 we’ve learned the infinitive. Please recall the functions of the infinitive.

Ss: Except predicate, the infinitive can function as subject, object, predicative, attribute, adverbial and object compliment. T: Today we are going to learn more about the infinitive---the infinitive passive.

Explanation of the passive infinitive to be + past participle,

eg. to be given, to be shut, to be opened When the grammatical subject of the sentence receives the action, we use the passive infinitive.

For example: She hates to be laughed at. (others laugh at her she is laughed at by others) I am expecting to be given a pay-rise next month. (give me a pay rise

I will be given a pay rise.)

be to + passive infinitive

(to be + past participle) is often used in notices and instructions.

Examples: This cover is not to be removed. The medicine is to be taken three times a day. To be taken three times a day after meals.

These benches are not to be removed from the changing rooms.

No food of any kind is to be taken into the examination room. Using structures Deal with Exercise1-2 on Page14. Ask students to do the exercises one by one. Then continue with the exercises on the workbook. While dealing with Ex2 on page 56, point out to students that “need to be done” has the same meaning as “need doing”.

Before translating the sentences in Ex3, students should decide the key words and main structures first. After students have finished, show some of students’ work on the projector or bulletin board on the computer, check their work with the whole class. Correct the errors if there are any. Ask students to write the sentences in Ex3 into their exercise-books after class. Step V

Homework Go over words and expressions. Go over the grammar. Do Ex3 on Page 56.