Using LanguageⅠ教学实录

Unit 3

Australia

Period 2 Language Points Ⅰ. Teaching aims: 1.

Target Language backgrounds, nation, citizens, tolerance, Aboriginal, homelands, migrants, adequate, sow, hardship, bachelor, correspond, owe 2.

Ability goals Enable Ss to use the new words in the text or passages Enable Ss to give correspondent definition of each new word Enable Ss to learn useful strategy to expand their vocabulary

Ⅱ. Teaching important points:

Enable Ss to use the new words in context Enable Ss to give correspondent definition of each new word Enable Ss to learn useful strategy to expand their vocabulary

Ⅲ. Teaching difficult points: Enable Ss to give correspondent definition of each new word

Enable Ss to learn useful strategy to expand their vocabulary Ⅳ. Teaching methods: Cooperative learning, task-based learning Ⅴ. Teaching aids:

A computer, a blackboard, a tape-recorded Ⅵ. Teaching procedures:

StepⅠ Greetings StepⅡ Lead-in T: Yesterday we read five short texts which introduce certain aspects of Australia, each short text is written in a different style, and so do you know what styles are they? StepⅢ Word Study 1.

Ex1 on page 24. First show the words on the screen and check Ss’ understanding of each

word. Then do the exercise, that is, ask each Ss to read out a sentence and figure out what words should be filled in each blank, and then translate it into good Chinese. 2.

Ex2 on page 25. Ask the Ss to read the text and try to guess the meaning of each bolded words in the context and try to explain them in English. Then ask them to look up the words in English-English dictionary, and check whether their former definitions are right or wrong. 3.

Ex3 on page 25. Ask Ss to follow the example and try to write down as many words related to each of the following words as possible.

tax: taxation, taxed, taxable, taxman, taxpayer home: homework, homely, homeland, homeless, homemaker, homecoming, homesick rust: rusty, rustproof time: timely, timing, timekeeper, timer, timepiece,

timesaving,

timetable,

timeless StepⅣ Consolidating Exercise

Choose the correct words to complete the following sentences.

autonomous

tasty

desperate

unconscious

aboriginal

adequate

rusty

superb

1)

The young woman seemed to be asleep, but in fact she was _____________. 2)

The house looked old form outside, but inside it was ____________. 3)

The knife appeared _____________, but it proved to be extremely sharp. 4)

The name of the place sounds like English, but it is _____________. 5)

The fruit smelled bad, but it turned out to be very ___________. 6)

The food and water seemed __________ quality, but they made us sick. 7)

The situation seemed _________ quality, but it proved to be hopeful. 8)

This island appears to be an independent country, but actually it is to be a(n) ________ region within the country. Keys: unconscious

superb

rusty

aboriginal

tasty

adequate desperate

autonomous Step V. Homework

Do Exercise in the workbook page68-69 Ex1, 2, 3, 4.

Period 3

Grammar: Revising of the Predicative

Ⅰ. Teaching aims: 1.

Enable the Ss to grasp what can function as predicative (words, phrases, nonfinite, clauses) 2.

Enable the Ss to apply this grammar point to the daily use of English Ⅱ. Teaching important points:

What can function as predicative and how to use correctly use them to the context Ⅲ. Teaching difficult points:

What can function as predicative and how to correctly apply them to the context Ⅳ. Teaching methods: Inductive and deductive methods, task-based learning and cooperative learning Ⅴ. Teaching aids:

A computer, a blackboard Ⅵ. Teaching procedures:

(Pre-class) 1.

Get the Ss to collect some pictures of Australia and describe them respectively Step Ⅱ Revision and lead in 1.

Ask the students to recall what they’ve learned in the previous reading passage(five short texts in the Reading part) 2.

Ask them a group of questions: Where is Australia? How do you like Australia? Use several Adjectives to describe it. Do you think Australia is a wonderful tourist destination? How would you feel if you offered a chance to tour around Australia?

Then write down Ss’ answers, of course each answer contains a predicative, so underline them, thus lead in today’s main focus---grammar point the predicative. Step Ⅲ Discovering the rules 1. Ask the Ss to turn to page 26 and underline all the predicatives in Exercise 1 & Exercise 2. In Exercise 2, have a pair of Ss to act out the dialogue.

2. Then check answers. 3. Ask them to summarize what can function as predicatives in sentences.

So, together with the Ss we work out that adj, noun, pronoun, numeral, adv, prepositional phrases，infinitives, -ing, -ed, clauses can function as predicatives. Step Ⅳ Further Explaining 1.

表语

Predicative 表语是由系动词引导的主语补足语，补充说明主语。常见的系动词有：be

become

feel

grow

prove

smell

taste

appear

get

go

remain

sound

seem

stay

keep

２．充当表语的成分有形容词、名词、代词、数词、副词、介词短语、词组、不定式、

－ing 形式、过去分词、从句等。

3．形容词作表语，用来修饰说明主语, 例如:

You don’t feel well today. Are you sick? 4．形容词只能作表语，不能作定语，如：

afraid

asleep

ready

unable

alive

aware

glad

sorry

well

alone

sure

可以说

“She felt glad.” 但不能说“a glad woman”.

5. 名词或名词词组作表语，一般用来确定主语的性质，或者表达主语的看法，例如：

He became a doctor.

Boys are boys.

He’s not the right man for the job.

She seemed an ideal wife for him. 6. 可以接不定式的系动词有：

be

appear

prove

seem 例如：

They only aim was to get success. She appears to have many beautiful dresses. It proved to be much easier than we have thought.

Step Ⅴ Consolidating and Applying the rule

Exercise to be shown on the PPT and one student at a time to do the exercise orally. (Judging whether the sentences contain predicatives, using sentence pattern “S+V+P” to rewrite sentences, correspondent practices in workbooks.

Step Ⅵ Summary and Assignment 1.

Make a summary of today’s task.

2.

Assign Ss to surf the write a short article to introduce an object or an experience, using as many predicatives as possible in the article.