(共62张PPT)
外研小学起点
初二(下)
Module 2
Unit 3
Language in use
Look at the following sentences and tell us why certain words are highlighted.
I know (that) foreigners find China
very different from their own countries.
I don’t know who will come.
I’ve heard that you played in the school
orchestra.
I asked your secretary whether she could
come or not.
Do you know if Sally Maxwell is here yet
Can you tell me where you’re from
Object Clause
一、宾语从句的定义：
宾语从句是英语中用来充当宾语的句子。带有宾语从句的那个句子叫主句宾语从句。一般由“引导词＋主语＋谓语＋其它”构成，其语序是陈述句语序。
二、哪些词后面常接that引导的宾语从句
主句的谓语动词是say, think, tell, know, hear, see, feel, mean, hope, wish, remember, forget等时,或主句的谓语动词是由形容词afraid, glad, sure, sorry等作表语的系表结构时, 后面常接that引导的宾语从句。
能跟宾语从句的形容词还有：
afraid, glad, sad, excited, certain, proud, sure, unhappy, frightened, pleased, sorry, surprised等。
e.g. He says that he wants to speak to the headmaster. 他说他想和校长说话。
I think that we need to buy some meat for the party.
我认为我们需要为聚会买些肉。
I’m sorry (that) he isn’t here right now. 对不起, 此刻他不在。
三、that引导的宾语从句
that引导的宾语从句用来陈述事实,
that本身无词义, 在从句中不作任何成分, 在口语中常常省略。
e.g. I guess somebody else has borrowed it.我猜是别的人把它借走了。
I’m afraid you’ll have to wait. 恐怕你得等一下。
四、宾语从句的时态
主句中谓语动词是一般现在时, 从句中谓语动词的时态不受限制, 可根据具体情况选用适当的时态；主句中谓语动词是一般过去时, 从句中也必须要用某种过去时态, 以保持时态的前后呼应。注意当宾语从句表示的是客观真理、科学原理、自然现象、名言时, 则用一般现在时, 不受主句时态的限制。
五、特殊疑问句变宾语从句
I. 宾语从句可由连接代词what, who, whom, whose, which等引导, 它们在宾语从句中可作主语、宾语、表语和定语等, 因此不能省略。如：
Do you know who will come this afternoon 你知道今天下午谁来吗？(作主语)
Did you hear what she said 你听见她说的话了吗？(作宾语)
I don’t know whose that is.
我不知道那是谁的。(作表语)
Could you tell me which gate we have to go to
请问我们得走哪个门 (作gate的定语)
II. 宾语从句可由连接副词when, where, how, why等引导，它们在宾语从句中作状语，不可省略。如：
We didn’t know when she would come
back. 我们不知道她什么时候回来。
Can you tell me how I get to the post
office 你能告诉我到邮局怎么走吗？
说明: 含how的词组也可引导宾语从句。主要有how old, how many, how much, how long, how often, how far等。
e.g. Do you know how old he is？
注意: 以上两项内容中, 连接代词和连接副词起引导宾语从句的作用, 不要再重复使用连接词, 造成不必要的错误。
e.g. I can’t see that what is over there.
此句中应去掉that。
III. 可用连接代词或连接副词引导的宾语从句的动词或短语动词有 see, say, tell, ask, answer, know, decide, find out, show, remember, choose等。
e.g. We can’t decide who should go to Beijing first. 我们不能决定谁应该先去北京。
Read the story below and find out who Santa Claus is.
读下面的故事，弄清楚圣诞老人是谁。
六、特殊疑问句变宾语从句五注意
1. 在引导词上，要将疑问代词或疑问副词变为连接代词或连接副词，引导宾语从句。
e.g. Whose bike is this Does anybody
know
→ Does anybody know whose bike this
is
2. 宾语从句的时态应与主句的时态保持一致。
e.g. When the train will arrive He
asked me.
→ He asked me when the train
would arrive.
3. 在语序上, 要将疑问句语序改为陈述句语序。
e.g. Which one do you like best
She asked me.
→She asked me which one I
liked best.
【 注意】 疑问句中主语之前的助动词若是 do／does ／did, 变为宾语从句时, 要先将其去掉, 谓语动词再根据时态作相应的变化。
4. 特殊疑问词在句中作主语，变为宾语从句时语序不变 (时态应作相应变化)。
e.g. Who can answer the question
The teacher asked.
→The teacher asked who could answer
the question.
5. 特殊疑问句变为宾语从句后, 用问号还是用句号完全取决于主句的句式。如主句为陈述句、祈使句, 句末就用句号; 如主句是疑问句, 句末就用问号。
e.g. I don’t know when we shall start
tomorrow.
Do you know when we shall start
tomorrow
Look at the sentences in Activity 1, and make up as many sentences as you can.
For example:
I think (that) Mary is a good friend./ Tom is looking for a book in the library./ they will go to the concert./ …
Activity 2
Choose the correct words to complete the sentences.
Answers:
1. _____ 2. _____ 3. ______ 4. _____
5. _____ 6. _____ 7. ______ 8. _____
9. ______ 10. _______
if
how
whether
old
where
who
when
why
when
that
Activity 3
Match the questions with the reasons for asking.
Answers:
1. ___ 2. ___ 3. ___ 4. ___ 5. ___
a
b
c
d
a
Complete the conversation with the correct form of the words and expressions.
Answers:
1. ________ 2. _________ 3. __________
4. ________ 5. _________ 6. __________
7. ________ 8. _________
classmates
personal
worry
feel like
lonely
foreigner
miss
parents
Activity 4
Work in pairs
Practice the conversation with your partner. When you have done it once, you can change roles and do it again.
Complete the conversations.
Answers:
1. ________ 2. ________ 3. _______
4. ________ 5. ________ 6. _______
7. ________
Activity 5
b
c
g
d
f
e
a
Listen and answer.
1. What is the problem the speaker is
describing
“My long friendship with someone is
coming to an end.”
Activity 6
2. Do you have the same problem with
the speaker
3. What will you do if you have such a
problem with your friends
Listen and number the advice in the order that you heard it.
a. _____ b. _____ c. _____ d. ______
Activity 7
4
3
1
2
Around the world: Pen friends
make friends by writing letters
join a club
invite their pen friends to visit them
任务一: 请根据英文提示写出所对应的单词或短语。
1. _____: become a member of ...
2. _____: not old; in the early part of life
3. _____: to bring several things together
4. _____: ask someone to come somewhere, or to do something
invite
阅读Around the world, 完成下列任务。
join
young
collect
任务二：请进行同义句转换。
5. International Pen Friends started in 1967.
International Pen Friends ________
open ___ more than forty years.
has been
for
6. Stamp collectors, for example, write to people in different countries so that they can collect the stamps they receive. __________________________________________________________________________
比如, 集邮的人给不同国家的人写信, 这样他们就可以通过收信件来达到集邮的目的。
任务三：请将下面的句子翻译成汉语。
任务四: 回答下面问题。
Why do people write to pen friends
They write to pen friends to find out about other countries/ to practise their English/ to enjoy their hobbies.
Making a poster about friendship.
Choose three important things about
friendship. Discuss your ideas with
your group member.
Write down your ideas and make poster.
Present it to us.
Write about a friend.
1. Describe your friend. How did your
friendship start
2. What made your friend so special
3. What did you do together to have fun
4. How did your friendship end Or, if
you are still friends, do you think your
friendship will be the same in future
What could change things
Possible example:
I met Peter in primary school. We found ourselves sitting next to each other. At first we were just friends at school, but as we grew older, we started doing other things together. We would spend time at each other’s houses at the weekend, and
our parents took us away on holiday together. We were like brothers almost.
But then we went to different junior high
schools and we didn’t see each other very
often. But then one evening when I joined
a new football club, I found Peter in the
club. So we started practising together
twice a week, and later playing in the team. In fact, we build a great goal-scoring
partnership, probably because we knew
each other so well. I think we’ll still be
close friends in the future.
Exercises
1. I didn’t go to the cinema yesterday.
______, I didn’t go anywhere.
2. She tried to help but found she could do nothing ______________.
at that moment
请用所给词语的正确形式填空。
at that moment, find out, make friends with, in fact, at first
In fact
3. I thought Mike was very strange
______ . But when I learnt more about him, day by day I began to like him.
4. How is your school Have you ________________ your classmates
5. Please _______ what the truth is.
find out
at first
made friends with
请按照示例完成下列句子，注意宾语从
句的用法。
示例: Who is that boy (I want to know ...)
→ I want to know who that boy is.
Does her aunt live in London
(She doesn’t know...) →
She doesn’t know if / whether her aunt lives in London.
2. Is Mr Zhang at home or not
(I asked ...) →
3. Why didn’t he come here
(Can you tell me ... ) →
I asked whether Mr Zhang was at home or not.
Can you tell me why he didn’t come here
4. How many eggs have you bought (Please let me know...) →
5. What did Ted say about it (She asked me ...) →
Please let me know how many eggs you have bought.
She asked me what Ted said about it.
请补上下列各题宾语从句中所缺的连词
(引导词)。
1. They said ____ they would all leave if John stayed.
2. I wonder _________ we can meet when I am in Beijing.
that
if/whether
3. She asked _______ or not she could work in Xinjiang.
4. The teacher didn’t know ___ broke the window.
5. Mr. Green went out to see ____ was happening.
who
what
whether
6. Please tell me ____ your father is.
7. I really don’t know ____ I should do
with these letters.
8. Did you ask him _____ we would
leave
what
what
when
9. Do you know _____ the lady lives
10. Can you tell us ____ you are late for class
11. Could you tell us ____ I can get to the zoo
12. Jenny wondered _____ wallet it was.
where
why
how
whose
13. I can’t decide _____ coat I should choose.
14. They asked me _________ the book cost.
15. Could you tell me _________ students there are in your class
how much
how many
which
中 考 链 接
1. In the bookshop, a reader asked the shop keeper ____ Who Moved My Cheese was an interesting book.
(北京市东城区)
A. that B. how C. what D. if
2. — I don’t know _____ Mr. Green will come to see us.
— He will help us with our English. (杭州市)
A. why B. when C. how D. where
3. — We never know _____ the old man is.
— They say he is a teacher. (鄂州市)
A. what B. who C. which D. where
4. I was told ____ Bill Gates was thirteen
he began to play with computers.
(重庆市)
A. that how B. how that
C. when that D. that when
5. — Do you know ____ I’m going to see him.
— Sorry, I don’t know. (北京市海淀区)
A. where does Mr. Li live
B. where did Mr. Li live
C. where Mr. Li lives
D. where Mr. Li lived
6. — Where do you think ____ he ___ the computer
— Sorry, I have no idea. (南京市)
A.／；bought B. has；bought
C. did；buy D. does；buy
7. I don’t feel very well. Mum asked me ____ this morning. (重庆市)
A. what the matter is
B. what is wrong
C. what the matter was
D. what wrong was
8. —Where is Jack
—He is away to spend his holiday. He’s
gone either to Hangzhou or to Wuhan,
but I’m not sure _____.（南昌市）
A. that B. which
C. where D. there
Thank you for listening!(共34张PPT)
外研小学起点
初二(下)
Module 2
Unit 1
Can you tell me where you’re from
Listening & Vocabulary
Listen and find out how many people you hear.
Three people.
1
Number the sentences in the order you hear them.
a. Is Chen Huan there ( )
b. Is that Chen Huan speaking ( )
c. I’ll call back later. ( )
d. This is Sally Maxwell speaking. ( )
1
3
6
8
2
e. Who’s calling, please ( )
f. Hold the line, please ( )
g. Sorry. He isn’t here right now. ( )
h. Can I take a message ( )
7
2
4
5
Listen and read.
Who is Chen Huan interviewing
2. Where does Sally come from
Sally Maxwell.
London.
3
Check the true sentences.
1. Chen Huan has already met Sally. ( )
2. Sally is waiting for Chen Huan to arrive. ( )
3. Sally is unhappy in China. ( )
4
4. Sally thinks that the word “foreigner”
isn’t very friendly. ( )
5. Chen Huan invites Sally and her
friends to visit Radio Beijing. ( )
Answer the questions about the words in Activity 5.
1. What kind of questions are personal
questions
Personal questions are questions
about yourself and your life.
2. Who can go to a public concert
3. Why does Chen Huan call Sally a
foreigner
Everyone can go to a public concert.
Because she is not Chinese.
4. Why does Chen Huan record his
talk with Sally
5. Why does Sally miss her parents
Because their talk will be part of
a programme on the radio.
Because they are far away from her.
1. whether … or not … “是否” 用于宾语从句中; whether 是连词
e.g. 我不知道是否他会来。
I don’t know whether he’ll come or not.
2. in a couple of months 在几个月之后
in + 一段时间: 多长时间之后
e.g. 十分钟之后 in ten minutes
2) 几个; 两个 a couple of
e.g. 我买了几本书。 I bought a couple of books.
床上有两只袜子 (sock)。 There are a couple of socks on the bed.
3. …foreigners find China very different from their own countries.
find + O + Oc
e.g. I find the door open.
I find the man lying on the floor.
I find it easy to learn English.
O
Oc
(be) different from … 和 …… 不同
e.g. 这部电影和那部电影不同。 This movie is different from that one.
one’s own 某人自己的
e.g. 那是他自己的电脑。 That’s his own computer.
4. What does it feel like 感觉如何
(用来询问对方对某事的看法、感觉)
e.g. What does it feel like to be at school
in America
What does it feel like to be so popular
如果询问别人对某件事的看法用：
What do you think of …
= How do you like …
e.g. 你觉得这部电影怎么样？
What do you think of this film
/ How do you like this film
5. make friends (必须用pl.) 交朋友
与某人交朋友 make friends with sb.
e.g. I will not make friends with a dishonest person.
Cats make friends with cats, and nowhere in the world do cats make friends with mice.
6. by the way 顺便说一下; 顺便问一下
e.g. By the way, do you like collecting
anything
By the way, the meeting will start
at 4 p.m..
7. some time, sometime, sometimes和some times的不同点：
一段时间 (some time) 分开;
某时、某日(sometime)结合;
有时(sometimes)结合加s;
(还有)几次(some times)又分开。
备注: 英文单词前的中文是单词对应的含义; 词后的中文是该单词的拼写特点。
e.g. He sometimes go to school by taxi.
He stayed in Beijing for some time.
Let’s have dinner together sometime next week.
I called you some times yesterday.
8. 宾语从句根据引导词的不同可分为三种类型：
由that引导的宾语从句。
e.g. We knew (that) we should learn from each other.
由if/whether引导的宾语从句。
e.g. Please tell me if/whether you have been to America.
由who, where, how等连接代词或连接副词引导的宾语从句。
e.g. Can you tell me how I can get to the nearest post office
1. – Excuse me, can I ask you some questions
-- ______________
2. -- I’ve heard that you will have a
football match this Friday.
_______________________
-- Thank you very much.
Ok, here goes …
Good luck with the match.
Practice
3. ---When can we have party
--- __________________________
--- That’s great. I agree with you.
--- ___________ do you know where is
the nearest post office I’d like to
post some letters today.
By the way,
Maybe sometimes next week
个人问题 personal question
把你的回答录音 record your answers
事实上 in fact
几个 a couple of
顺便说 by the way
请根据句意及首字母提示补全所缺单词。
1. Do you know PC is the short form of
p_______ computer
2. More and more f________ come to visit China these years.
oreigners
ersonal
3. I want to know w______ the answer is right or not.
4. Please remember not to shout in p_____.
5. Mrs. Green is my aunt and she is a near r______ of mine.
elation
hether
ublic
1. Please ___________. I’ll call him at once.
请用所给词语的适当形式填空。
right now, by the way, hold the line,
a couple of, feel like
hold the line
2. —What does the book Harry Potter
Ⅶ _______
—It’s amazing. It’s out of my imagination.
3. During the Spring Festival I went to my hometown to spend _________ days with my grandparents.
a couple of
feel like
4. _________ , have you heard from
Tony these days
5. I’m sorry. I can’t answer your
questions _________.
right now
By the way
请选择适当的引导词完成句子。
1. Micky doesn’t know ____ (that / what) my mother is a teacher.
2. Could you tell me _______ (whether / what) you will go to the park tomorrow
whether
that
3. She hasn’t decided _____ (that / when) to visit her aunt.
4. My mum asked me __ (if / that) I had finished my homework.
5. In the end, he told me ___ (where / why) he was late for school.
why
when
if
Work in groups.
Do an interview with your partner and
note down some personal information.
Give us the information about your
partner.
Another student ask and check the
personal information.Module 2 教案
模块 Module 2
单元教学内容分析 1.从《Go for it》 到《新标准》 ，让我们感到一种比较强烈的反差。 前者是一套只有骨头没有肉的教材，而后者恰恰相反，似乎肉多骨头少。在增加了备课的难度的同时, 也对教学资源的选择留出了较大的空间。2.《新标准》英语采用发现式语法学习法: 呈现---提问---发现---总结, 培养学生自主学习的能力。宾语从句是初中阶段较难掌握的，在JEFC教材中出现在九年级，现提早了一个学期，所以难度较大。这需要老师很好地设计课堂教学活动。 3. 本模块以友谊为话题, 通过听力、对话和阅读材料的学习介绍了宾语从句。友谊是同学们较为感兴趣的话题，也与他们自身经历相关。借助友谊展开话题讨论, 同时培养学生关爱他人的情感.
语言知识目标 听：能听懂用宾语从句表述的意义。 说：能运用不同宾语从句来询问和表达友谊。读：能读懂阅读文章，理解语篇主题和细节。 写：能用宾语从句来写与友谊有关的短文。
语言技能目标 1) 能利用宾语从句讨论与友谊有关的话题。正确使用宾语从句的三种句式。2) 能够理解下列单词和词组：a couple of, junior high school3) 能够正确使用本模块中出现的四会词及短语。
学习策略 认知 联系，归纳，推测等技能。阅读报纸,提高自学能力。调控 从同伴处得到反馈，对自己在叙述及作文中的错误进行修改交际 学习运用恰当词语表达兴趣与爱好。资源 通过网络报刊等其他资源获取更多简单英语的兴趣与爱好的信息。自学策略 能够根据自己的情况预习教材并进行拓展。合作学习策略 注意他人在表达兴趣时的表情及语言。注意学习策略共享。
文化意识 了解不同国家人群不同的兴趣爱好，尊重对方的兴趣爱好，接纳对方的各种兴趣爱好并更好的理解他人
情感态度 1)通过对友谊的交流，掌握如何与他人交朋友，理解自己生活中情感影响的重要性。2) 引导学生与他人合作，相互帮助，共同完成学习任务，尽情享受学习的乐趣。
任务 教学重点: 正确运用宾语从句描述友谊。 教学难点: 宾语从句的引导词、语序及时态。
学情分析 1. 知识基础：部分学生缺少丰富的语言基础，对某些任务的完成有一定的难度。2. 思维能力：有较强的记忆力和模仿能力，有待培养知识的扩展运用能力。3. 认知心理：有较强的求知欲和表现欲，部分学生存在不自信，羞于表现等思想顾虑。
课时的分配 第一课时：Listening and Vocabulary &Pronunciation and Speaking第二课时：Vocabulary and reading第三课时：Writing, Around the world &Module Task第四课时：Language in use
分课时教案 Period 1 Unit1 Can you tell me where you’re from Step 1 Warming up and Leading-in 1. Let’s sing the song “Where are you from ” 2. Fill in the blanks according to the song.e.g. 1) Tony sings that he’s from China ( 一共4句)设计意图 在学生进教室时播放一首与新授知识有关的轻松活泼的歌曲 Where are you from 既是为了活跃课堂气氛，激发学生的学习兴趣, 又是为了能很快进入主题Can you tell me where you’re from Step 2 Pair work1. Where are you from 2.Where is your good friend from S1: Where are you from S1: Where is your good friend from S2: I am from… S2: My good friend…is from…S1: S2 says that he / she is from… S1: S2 says that …设计意图 联系学生生活实际，体现用中学原则。用地图操练巩固目标句型---that引导的宾语从句。Step 3 Group work1. Say something about my good friend Sally.2. Report S1has heard that Sally…S2knows that Sally…S3says that Sally…Ithink that Sally…设计意图 通过谈论熟悉人物 Sally, 进一步加强目标语的操练。同时，相互交流和帮助又培养了合作精神。 Step 4 Presentation 1. Free talke.g. Have you ever made telephone calls Who do you usually call 2. Listen and find out:What do Ann’s mother and Bill talk about on the phone (事先交代情景: Ann’s classmate Bill called Ann. But Ann wasn’t in. Ann’s mother answered the phone.)Expressions of making telephone calls:Hello! Could I speak to Ann, please I’m afraid she isn’t here right now. Can I take a message for you This is Bill.I’ll give her the message…设计意图 新语言项目在情景中自然呈现，通过多媒体演示, 比较中、英文打电话的不同用语，引导学生判断、总结, 从而达到理解、学习并运用语言的目的。充分体现了学习的过程。Step 5 Practice1. Listen and find out how many people you hear. (Turn to page 10-1) 2 . Listen and number the order. (Turn to page 10-2)3. Make a telephone call.Mr. Wang telephoned Father. But Father wasn’t in. You answered the telephone. （用两只电话机让学生在课堂上表演）4. U3 Activity 5, 2, 3, 4设计意图 在常规听力练习中进一步提高学生听的能力，在尽可能真实的情景中巩固打电话用语。 Step 6 Presentation Why does Sally call Chen Huan 设计意图 激发求知欲望。顺利进入新课的学习。Step 7 Listening and reading: (Turn to Page 10-3)1. Listen and answer the questions:1) How many persons are there in the dialogue？2) Where are they 2. Read and answer (必须用宾语从句回答) 1) What does Chen Huan say He says that…2) What does Sally say She says that …3. Read and check (√)the true sentences. (Turn to Page 11-4)设计意图 听读两方面入手，由易到难，层层推进，重视对学生学习能力和技巧的培养。Homework1. Listen and read after the tape for 15 minutes.(P10-3)2.通过因特网等途径课前收集有关运动员刘翔的资料。3.给好朋友打个电话,告诉他/她你喜欢做什么。设计意图 1.英语是一门语言，而语言是用来交际的。只有多听、多读，才能让我们的英语说得更加流利，掌握得更加牢固。2. 让学生学会一切可利用的资源来获取更多的学习信息。学习活动由课堂向课外延伸。Period 2 Review Unit 1 and finish Unit3 ( 2,3,4,5)（教师准备两只话筒和一个抽奖箱。）Step1 Revision 1. Match the words with their meanings.2. Ask and answer the questions about the words in the box. (Turn to p11-5) 设计意图 由单词的复习过渡到句子的复习，既培养学生在语境中理解、识记单词的能力，又为新课的学习起到较好的铺垫作用。 3. Funny time教师准备好一个抽奖箱，箱子里事先放入一些写有活跃气氛的简单句的纸条。两个学生一起上去，一个在箱子里抽取一张纸条，大声读。另一个学生重复。让学生们在笑声中复习知识。Step 2 Presentation Interview your teacher假设10年后，你参加工作，当了一名记者， 回来看望老师。学生自由向老师提问, 老师重复学生的问题, 很自然地引出新知识---疑问句的宾语从句。 e.g.S1: Miss Ni, do you still like teaching English T: S1 wants to know if I still like teaching English. I’m glad to tell you that I like teaching English very much. 设计意图贯彻从师生交流到生生交流的原则，在体现学生自主学习的同时，注重教师的示范作用。Step 3 Practice e.g. Please help the old granny. Something is wrong with her hearing. Man: Are you tired Old granny: What does he want to know （此处暂停, 让学生用宾语从句回答, 然后继续播放, 核对答案。）Woman: He wants to know if you are tired. Tell him if you are tired.Man: Why are you tired Old granny: What does he want to know （又暂停, 让学生用宾语从句回答后继续播放,核对答案。）Woman: He wants to know why you are tired. Tell him why you are tired.设计意图 1） 在学新知识时, 适当的机械操练是十分必要的。特别是对部分语言能力相对较弱的学生来说，在机械操练中体会、琢磨并理解新知识是很有效的。2） 德育渗透，融思想教育于语言教育，培养学生尊敬老人，助人为乐的精神。2．回到课本Read Activity 3 again and find what Chen Huan asks.3．Pair work 谈论学生自己的的爱好。设计意图 由易到难：从机械操练到课内语言重复再到学生实际问答，最后拓展到课外。FromShanghaiBirth1983.7.13Height1.88mWeight74kgSports110m hurdles Step 4 Talk about Liu Xiange.g. S1：Liu Xiang was born in Shanghai.S2: What does S1 say S3: He/she says (that) Liu Xiang was born in Shanghai. Step 5 Group work DiscussWhat else would you like to ask Liu Xiang 屏幕上是滚动出现的有关运动员刘翔的照片。2. ReportIn our group S1 wants to know if Liu Xiang ... S2 asks whether he ... S3 wonders wh... I would like to know if…设计意图 展示学生熟悉的、崇拜的人物的照片， 激发学生的学习兴趣。由于是学生崇拜的人物，因此学生也更乐于参与到英语学习中来。此活动在提高学生积极性的基础上，培养了他们团结协作的精神，当然也非常巧妙地让学生在活动中操练语言，巩固了本模块的主要句型。Step 6 A Face-to-face Interview Suppose Liu Xiang has come to Jinhua. You are a reporter from Radio Zhejiang. Now there is a press conference(记者招待会). Try to make a face-to-face interview with Liu Xing.设计意图 设计采访活动能激发学生的想象力和创造力，培养学生用英语思维的能力，实现了学以致用的目的。能充分发挥学生的主体意识，培养学生收集信息的能力。能扩大学生的知识面，并在完成作业过程中增强对名人、对民族英雄的钦佩之情，进而产生学习名人、民族英雄精神的思想。 Homework(二者选一) A: Write a dialogue about the interview with Chen Huan.B: Write a dialogue about the interview with Liu Xiang2. Workbook 3, 4, 5设计意图 分层次作业，鼓励有能力的学生学会利用词典来增加词汇量。 Period 3 Unit 2 Friendship Step 1 Warming up : Enjoy the song “Friends”.设计意图 让学生在歌声中感受语言，在轻松愉快的语言活动中输入语言。让他们在做中学，在玩中学, 在唱中学，在快乐中学习。Step 2 Presentation 1. What do you think of when you see this picture (laugh, bright, friends, not lonely, happy…)设计意图 教学生词，为下面的讨论做铺垫。2. Discuss1) When was the last time you felt unhappy 2) Who did you tell when you were unhappy 3) What did you do to feel better 设计意图 通过对这3个问题的分组讨论，使学生对所要了解的阅读材料的相关背景知识有一个感性认识，减少阅读障碍，为学生理解材料打下良好的基础。 Step 3 Read and answer 1．Fast reading 1) Who was the writer 2) What changed the writer’s life 3) How was the writer at last 设计意图 1.在阅读前设置问题,能有力地激起学生的阅读欲望。2.用快速阅读来培养学生整体获取信息的能力，以适应高速发展的信息社会的需要。2．Careful reading（Turn to page 13 –Activity 5）设计意图 1.分步阅读使学生有充足的语言输入，从而有利于学生进行目标语言的输出。2.理清思路, 获取细节的信息, 培养学生的细读能力, 符合循序渐进原理。3.重点理解课文中的目标语句。Step 4 Discuss （Turn to page 13 –Activity 6）1.What gift have you ever got 2.Why is the opening surprising 3.How does Zhang Bei describe her feelings 4.What advice does she give 设计意图 进一步熟悉课文，整体理解课文。 Step 5 A Guessing game 假设班里某个同学的好朋友就在教室里, 请他/她到前面来, 回答其他同学的提问, 猜出这位好朋友。.当然，猜测时学生必须用宾语从句提问。 e.g. Could you tell me whether your best friend is a boy or not I want to know if he / she sits in Row…I wonder if he/she wears…I guess that…设计意图 学生喜欢的游戏可以唤起学生的积极的思维活动, 挖掘他们学习英语的潜在能力。将知识融于游戏中，既可以调动学生说的欲望，同时又培养了他们的注意力和记忆能力。而且猜的游戏能使上下环节过渡自然，使整堂课的结构紧凑、连贯。Step 6 Free talk1.Who is your best friend 2.How did your friendship start 3. What did you do together to have fun 4.What could change things 设计意图 适度自由的交际不仅可以为学生创造一个说英语的环境，激发学生说的愿望，还可以复习所学知识。为写做铺垫。Homework1.Write a passage about someone or something which changed your life. ( Including3~5 object clauses.)2.Listen and read after the tape for 15 minutes.(P12-2)设计意图 初中生不仅要发展听、说、读的能力，而且写的能力也不能忽视。从模仿开始，在长期的锻炼下，相信学生以后会写出流畅的英语短文。 Period 4 Review Unit 2 and finish Unit 3 (1,6,7,8) Step1 Memory challenge (Have a competition between boys and girls) 1. Could you tell me How old was Zhang Bei at that time 先将两句合并成一句, 然后回答。Could you tell me how old Zhang Bei was at that time Yes. She was 13 years old. ……2. Do you know Can you find the answers 先将两句合并成一句, 然后找答案并连线。设计意图 新课标指出，学生是学习的主体，不应该以教师的带读来代替学生的自己的感悟与实践，而应该让学生通过游戏、比赛等活动自己来理解感受，最终自然习得。此活动运用学生的好胜心理，训练了学生的记忆能力，也调动了学生的积极性， 同时也复习巩固了Unit 2中出现的一些重点句型。Step2 Watch a videoBe Sunwukong and try to find the difference between orders. 1. What is the problem I wonder what the problem is. ( 一共6组句子) 操作说明 第一步: 让学生观看VCD。 第二步: 学生讨论并小结。特殊疑问句作宾语从句： 1.用疑问词引导。 2.从句用陈述句语序。 第三步: 再让学生观看video, 此次边看边练习, 中途要使用暂停。如：1. What is the problem I wonder 暂停，让学生回答what the problem is.设计意图 1.video 是学生比较容易接受的语言形式，有一定的趣味性，在欣赏的过程中及时思考，也具有一定的挑战性。2.借助多媒体演示，把枯燥无味的学语法过程趣味化。让学生通过仔细观察、对比来发现目标语言现象，突破教材的难点--宾语从句的语序。而且注意语言的滚动，增加学生的语言积累。Step 3 Discuss Do you have friends on the Internet What do we call friends on the Internet in English （e-pals）How often do you write to your e-pals / pen friends Which do you like best, a pen friend , an e-pal or a friend in real life Why 设计意图 根据学生的生活实际，以及p17 – Around the world. 设计各种有趣的问题，让他们讨论，充分调动学生的积极性，发挥他们的主体性，让他们在学习中生活，在生活中学习，以达到教与学的最佳结合。 Step 6 Enjoy “Be kind to all of your friends” and answer1.Could you tell me whether it is a rap or not 2.Do you know what it is about 临近下课, 欣赏一首歌，既把整堂课的气氛推向高潮，又为下面的讨论和写作做好了铺垫。Step 7 Pair workWhat should a good friend be like I think that a good friend should…Homework Write an e-mail to tell your friend what a good friend should do.e.g. I think that a good friend should … My mother told me … My teacher said …设计意图 在学生感知大量语言信息材料的基础上,进行归纳总结以达到语意重建, 从而进一步提高语言表达能力。Period 5 Finish module task and workbook Step 1 Homework show 用幻灯片展示部分学生的家庭作业。（不一定是优秀学生的作业。）设计意图 鼓励学生尤其是学困生，对自己有信心，不要放弃英语。Step 2 Presentation Would you please help the old granny again 设计意图 突破难点：主句过去时, 从句也要改用相对应的过去某种时态。Step 3 Brainstorming 1.What did Zhang Bei say She said that ……2. What did the boy say He said that ……设计意图 利用U2中的语言材料，复习操练宾语从句。Step 3 Practice and think操作说明 1. 一起做课件中的练习。 2．看书。Turn to p148 “Guide to language use”---宾语从句 3．讨论总结。设计意图 1.语法学习是语言学习中必不可少的环节。 在语法教学中，有必要把学生接触过的某一类语法现象的点点滴滴进行归纳，由点到面，建立系统。2. 让学生自己找规律归纳总结宾语从句。这一过程培养了学生独立思考的能力。而且学生自己总结出来的规律就会记牢，不易犯错。Step 4 Do exercise : Workbook 1, 2, 6, 7, 8, 10 and 11设计意图 通过适量的练习，巩固强化所学知识。进一步测试学生的笔头输出语言情况。在这一过程中，积极思考，及时反馈。在反思、顿悟和自醒中，不断调整自己的学习策略。Step 5 Problem solvingNameDifficultiesSolutions设计意图 在传统的教学中，老师总是充当主角，罗列出课文的重点、难点进行讲解，学生只有被动接受，学习主动性受到很大的限制。设计这个环节是为了帮助学生提高学习的主动性，学会自主学习并大胆质疑。Step 6 Questionnaire （Turn to page102-9 ）Can you tell me if you are a good friend？Step 7 Discuss 1. How can you be a good friend 2. Tips on friendship(友谊秘诀)3. What can we learn 设计意图 这3个问题的讨论为学生提供了一个进行广泛思考的机会。由于答案的开放性，学生的思维得以拓展、延伸。Homework: Making a wall newspaper about friendship. ( Including three to five object clauses.)设计意图 1. 设计友谊墙报。这一任务贴近学生真实生活，引起学生的共鸣和兴趣，激发学生的求知欲，促使学生产生学习的内驱力，充分发挥学生的想象力和能动性，主动地融入到语言学习活动中去。体现了用中学，学了用的任务型理念。2. 在本模块各单元的学习中，通过“词――句――篇”的层层推进，大部分学生已能初步完成了单元的核心任务，学困生也在小组活动、全班活动中获取了不少帮助，在不同基础上都获得了进一步的发展。(共50张PPT)
外研小学起点
初二(下)
Module 2
Unit 2
No one knew who I was.
A beautiful smile
Lead in
Work in pairs and answer the questions.
1. When was the last time you felt
unhappy
2. Who did you tell that you were
unhappy
3. What did you do to feel better
4. How can you make other people
feel happy
Read the passage and look at the photo. Decide who is in the photo.
Choose the best answer in Activity 3.
Answers: 1. ______ 2. ______
3. ______ 4. ______ 5. ______
A friend of the writer, Zhang Bei.
c
b
a
d
c
Read the passage again. Find paragraphs that describe the following stages.
1. What happened and when
2. Where she was and how she felt.
3. Why she felt that way.
4. What happened one day.
---Para. 1
---P 2
---P 3
---P 4
5. What happened suddenly.
6. What happened after this.
7. What happened later.
8. What she thinks now.
---P 5
---P 6
---P 7
---P 8
1. Why is the opening surprising
2. How does the writer describe her
feelings
Because usually a “gift” is an object, a thing, not a smile.
“I was very lonely…” “… I felt my heart break.” “I felt the touch of
3. What advice does she give
something bright and friendly. It made me feel happy, lively and warm”
“… the world is what you think it is.” “… smile at the world and it will
smile back.”
1. No one knew who I was.
no one---- “ 没有人”(只指人,不指物)
= nobody; 作主语时, 谓语用单数形式; 不与of 连用。
No one ___ (be) in the room when I entered.
was
none 可以指人也可以指物, 表示三者或三者以上 “没有任何人或物”; 作主语时谓语动词用单数或复数皆可;常与of 短语连用。
They were all very tired, but ___ of them would stop to take a rest.
A. no one B. nothing
C. none D. nobody
C
2. lonely和alone的区别
I was very lonely, and afraid to make friends with anyone.
我感到很孤独, 不敢与人交朋友。
B. She is alone at home. 她独自一人在家。
C. She didn’t find her brother, and she went home alone.
她没找到哥哥, 于是独自回家了。
A句中lonely是形容词, 意为“孤独的”。B句中alone是形容词, 意为 “独自的”。C句中alone是 副词, 意为“单独；独自”。
① lonely只能作形容词, 可作定语或表语, 表“孤独的；寂寞的”时, 有强烈的感彩, 有渴望得到同伴的含义。
② alone可作形容词或副词, 侧重说明独自一人, 没有同伴或助手, 指的是客观情况。作形容词时常跟在be后作表语。
【运用】
请根据句意选用alone或lonely填空。
1. I was all _____ at that time.
2. She always goes to the library _____.
3. I lived _____ but I didn’t feel _____.
lonely
alone
alone
alone
3. be afraid to do sth.意为“害怕做某事”, 主要指由于主观原因不敢或没有勇气去做某事。
e.g. The little boy was afraid to go out at night．这个小男孩晚上不敢出去。
afraid还常用于以下搭配：
① be afraid of sb. / sth. 害怕某人 / 物
e.g. Are you afraid of your father
你怕你爸爸吗？
② be afraid of doing sth. 害怕做某事
(在现代英语中可与be afraid to do sth.互换)
e.g. He is afraid of climbing hills.
他不敢爬山。
③ I’m afraid that ... 恐怕……
(此种说法比较委婉)
e.g. I’m afraid that I can’t help you.
恐怕我不能帮助你。
4. Every time I heard the other students talking and laughing, …
hear sb. doing sth. 听见某人正在做某事
hear sb. do sth. 听见某人做某事
--- Do you often hear Wei Hua ___ English in his room
--- Listen! Now we can hear him __ English in his room.
A. read, to read B. reading; reading
C. read; reading D. to read; reading
C
5. something bright and friendly
形容词修饰不定代词(something, nothing
anything, anybody, somebody等), 形容词
要放在不定代词后面。
e.g. Did you see ___ in the play A. anything interesting B. interesting anything
A
6. It made me feel happy.
make sb. do sth. 使某人做某事
e.g. He made me feel angry.
他使我感觉很生气。
My carelessness made me suffer a lot. 我的粗心大意让我吃了很多苦头。
7. Day by day, I became closer to everyone
in my class.
day by day 日复一日;一天一天地;日益
e.g. He grows higher and higher day by day. 他长得一天比一天高。
Our city is becoming more and more beautiful _______.
A. day and night B. day by day
C. the other day D. some day
B
close to … 离…… 近
e.g. The building is close to the tower.
8. … he couldn’t remember smiling at me!
smile at sb. 冲某人笑
e.g. Smile at someone and you are sure to
get a smile in return.
对人微笑，你一定会得到他的回笑。
Answer the questions.
1. How do you feel on bright days
and on dark days
2. When do you feel lonely
3. What worries you
4. Who or what has a bright and
friendly touch for you
Are there any unhappy things happened between you and your classmates
Today is the chance to smile to each other, shake hands or even give a hug to each other.
Discuss: If your best friend is not happy, how to make him/her happy (Reasons and methods)
Writing
Write a passage about someone or something that changed your life. Use the stages in Activity 5.
Smile, how warm the word is! It can make anyone happy. And this happiness is from the bottom of heart.
Let’s enjoy it.
It’s not like enthusiastic laughter, but just warm, makes your heart warm.
Smile, so easy, but also so useful. So, let’s learn to smile. Everyone needs others’ smile. When we give others a smile, we will feel happy, too. And maybe next
time, when you need a smile, the person
who received your smile will give it to you.
Let’s learn to smile often, I believe it can
even make the whole warm. Living with
a smile, every day will be sunshine.
Mother’s smile is like a spring wind, so gentle when you are sad, it can make you happy again; when you fail, it can make you stand up and work hard again; when you give up, it can make you try your best again…
senior high school 高中
far away 遥远
worry about 担心
as usual 像往常一样
Learn by heart
at the moment 在那时
without a word 一言不发
day by day 日复一日
remember doing sth. 记得做过某事
Exercises
1. He ______ (经过) my house on the way to school every day.
2. I ______ (相信) Chinese Women’s Football Team will win the game.
believe
请根据句意及括号内所给汉语提示写出相应的单词。
passes
3. The worker told us not to _____ (触摸) the machine. It’s dangerous.
4. Music helps us a lot when we feel _____ (孤独的).
5. She began her class with a smile as _____ (平常的).
usual
touch
lonely
1. 妈妈, 不要为我担心, 我会照顾好自己的。
Don’t ___________ me, Mum. I can take good care of myself.
2. 我住的地方离学校很远。
I live ________ from the school.
far away
请根据汉语句子完成下列英语句子, 每空一词。
worry about
3. 开始时我很害怕在众人面前讲话。
At first I’m afraid ___________________ in public.
4. 天气一天天暖和起来。
It is getting warmer ___________.
5. 托马斯说他在中国期间交了许多朋友。
Thomas said he _____ many ______ during his stay in China.
friends
to speak / of speaking
day by day
made
请从各题后所给的四个选项中选出可以填入空白处的最佳答案。
( )1. My sister lives ____and she feels ____ sometimes.
A. alone; alone B. lonely; lonely C. alone; lonely D. lonely; alone
C
( )2. — Lily, do you know ___ that
woman in red is
— Yes. She’s Sara’s mother.
A. where B. if
C. when D. who
D
( )3. When I asked him ____he told a
lie, his face turned red at once.
A. that B. why
C. what D. who
B
( )4. —I’ll have a concert tonight. I feel
nervous.
—Take it easy. And good luck ___
your concert.
A. with B. at C. on D. for
A
( )5. Excuse me, could you tell me____
A. when has he gone
B. how has he gone
C. where he has gone
D. if has he gone
C
Thank you for listening!
