a站_A man who never gave up

【jiaoan.jxxyjl.com--九年级英语教案】

教学目标 

教学目标 与要点

1. 能正确运用本单元的功能句型进行模仿和情景交际，运用进行时态和现在时态来谈论目前的活动。

2. 掌握本单元的词汇和一些短语的运用。

3. 初步掌握动词不定式的用法，归纳动词接动词不定式作宾语的动词。

4. 认真学习课文"The man who never gave up"，培养学生的追求上进和锲而不舍的精神，树立伟大的人生目标，努力学习。

5. 掌握否定疑问句Don"t you think…? 的用法和常见的回答方式。

素质教育目标

1. 要求学生能够通过本单元的学习，理解和掌握有关动词不定式作宾语、宾语补足语、以及用作状语的用法。

2. 通过掌握本单元中一些有用短语的用法，帮助学生自已寻找学习单词和词组的有效方法。提醒学生对词语的记忆不能停留在词的"音、形、义"上，最好能在阅读全篇时，通过理解上下文来记忆词汇和短语。

3. 组织学生参加人物专访等社会活动，让学生感受如何宣传或讲述某人的经历。

4. 通过本单元的学习，使学生能从那些意志品质优秀的人物身上找到自己所缺少的东西。进而理解：“刻苦和坚持是一个人成功的重要因素”。

5．通过对重大发明和发明家的资料查询，引导学生了解发明创造的重要意义， 以及引发学生思考如何去创新和改造生活中的实物。

教学建议

教材内容分析

本单元围绕介绍发明家爱迪生这一话题，辅以其他对话，重点讲述了动词不定式的三种句法功能，即不定式作宾语，宾语补足语和状语。同时本单元复习了宾语从句，尤其是主句为过去时态的时候，宾语从句时态的使用。掌握句型Don’t you think…?的简略回答的英汉差异。通过“The man who never gave up”的学习，应培养锲而不舍的精神，明白如何去 improve yourselves。通过打电话的对话学习表达意愿及谈论事件的日常用语。

本单元短语和日常交际用语

1．本单元短语

come up with 产生，发现

keep doing… 继续做……

give up 放弃

the second most useful 第二最有用的

try out new ideas 实验新的想法

no matter how + adj. / adv. +从句 无论怎样……

have nothing to do with 与……无关

teach sb. to do sth. 教某人做某事

became interested in 对……感兴趣

at the age of 在……岁时

see sb. doing 看见某人正在做某事

rush out 冲出去

by telegraph 通过电报

open up 建立

graduate from 毕业于……

hope to do sth. 希望做某事

turn sth. down 关小

make a strange noise 发出奇怪的声音

work on sth. 从事，工作

It’s not a very good line. 电话线路不是很好。

2．本单元句型和交际用语

（1）表示“……有问题了/病了”:

What’s wrong with it?

What’s the matter with it?

What’s the trouble with you?

Which of these would you like most to…?

What do you want to…?

（2）表示打算或计划

I’m trying to…

I’ll…

I want to …

I hope to …

I plan to …

I’m going to …

（3）否定疑问

Don’t you think his radio is too noisy?

Can’t you swim?

Didn’t you come here?

（4）其他

Sorry about that.

Well, that’s easy.

Good question.

Anything else?

Tomorrow if possible.

That’s a good plan, isn’t it?

本单元的听说读写训练的教学建议

1. 有关本单元听力的教学建议。建议教师在教学的过程中，充分运用教材课文所提供的语言素材，来提高同学们的泛听能力，也就是说，要通过大段语言素材（如lesson 26）的输入，训练同学们抓住文章的基本大意的能力。建议提供相关动词不定式的听力练习和测试，此类声音素材放在媒体素材的课件或音频素材中。

2. 关于本单元的口语训练。应当在加强听力能力训练的同时，强化口语能力，如在进行听力训练的同时，提出一些问题，让学生带着问题去听，然后将捕捉到的信息用自己的语言表达出来。最好能够将问题连成一个小文段。如关于发明话题的教学，可用来锻炼学生的口语。

3. 关于阅读能力的训练，本单元则可以引导学生上网或者去学校图书馆查阅资料，了解有关爱迪生的生平。将所查阅到的资料进行简单的加工，合并成一偏短文，然后和同班同学交换信息。或参考本单元扩展资料中提供的阅读内容。

4. 关于写作能力的训练

写一篇介绍动物的文章，可以介绍这种动物的外貌特征、习性、喜好的食物、运动，你是否喜欢它们，为什么？

[范例点评]

An owl is a bird with very big eyes. These eyes make the owl look clever. The owl can not move its eyes freely as we can. If it wants to look at both sides, it must turn its neck.Owls see better at night than during the day. At night they look for food. They eat mice and insects.

I don’t like owls, because owls make a strange noise. The owls sleep most of the day, so they usually give their cries at night. This strange sound sometimes frightens people at night.

本文思路清晰，条理清楚，抓住了猫头鹰的特点。通过这篇文章，我们了解了猫头鹰的外貌、习性，以及作者不喜欢它的原因。

本单元重难点及相关知识的讲解

1.       I’ll be able to write faster.

我就能写得更快些。

be able to 意思是“能够”，相当于情态动词can，只是can 只有现在式和过去式两种(can. could)，而be able to则有更多的时态形式。例如：

Some of us can use the computer now. But we couldn’t do it three years ago.

我们中有些人现在能使用计算机，可在三年前我们就不能。

The work is so difficult. No one is able to do it.

干这活儿很难。没有一个人能干这活儿。

I haven’t been able to find the book. How about tomorrow?

那本书我还没能找到。明天怎么样？

He must be able to use the foreign language, forgetting all about his own.

他一定要能做到在使用外语的时候完全忘掉本族语。

When will you be able to help me with my Chinese?

你什么时间能够帮助我学中文呢？

注意：在表示允许、可能、惊异时用can或could，一般不用be able to。如：

You can go now. Right now, all right?

你现在可以走了。马上走，好吗？

Can (could) 可以用来指比较委婉地提出请求，疑问或看法。而be able to 不能这样用。如：

— Can I take a message for John?

— Yes, thank you.

我给约翰捎个口信好吗?

— 好的，谢谢。

Could you wait a few days for the money? I’ll return it to you in a few days.

这个钱你们等几天行吗？过几天我就还给你。

另外，was able 还表示”成功地做到”，相当于managed to do sth/succeeded in doing sth

2. We can come up with the answer together.

我们可以一起发现答案。

come up with (an answer)意思为find or produce a way to solve, or an answer “发现， 产生/解决办法或答案”。但是，不能说An idea is come up with。如：

— He came up with an idea for making kite.

— How could he come up with this idea?

— 他想出了做风筝的办法。

— 他怎么想出这个主意的？

3.  We just need to keep working on it and not give up.

我们需要坚持做下去，不能放弃。

（1）keep dong sth.意思为“继续做某事”或“不断/反复做某事”。如：

Keep reading, and your English will be better and better.

坚持阅读，你的英语会越来越好。

Keep on doing something也是继续做某事的意思。但是，此时表示在持续的过程中时有间断。如：

He is a famous writer. He keeps on writing every day.

他是一位著名的作家。他每天都坚持写作。

work on sth意思是“从事……工作”如：

The writer is working on a new book. The scientist is working on a new plan. We must work hard on all subjects.

这位作家正在写一部新书。科学家正在研究新计划。我们应该努力学习各门功课。

（2）give up 意思为“放弃，停止”，后面可跟动名词形式作宾语。如：

Give up smoking! It’s no good to you! 戒烟！烟对你没好处！

I can do nothing more. I have to give up.

我无能为力，只好放弃。

教学目标 

教学目标 与要点

1. 能正确运用本单元的功能句型进行模仿和情景交际，运用进行时态和现在时态来谈论目前的活动。

2. 掌握本单元的词汇和一些短语的运用。

3. 初步掌握动词不定式的用法，归纳动词接动词不定式作宾语的动词。

4. 认真学习课文"The man who never gave up"，培养学生的追求上进和锲而不舍的精神，树立伟大的人生目标，努力学习。

5. 掌握否定疑问句Don"t you think…? 的用法和常见的回答方式。

素质教育目标

1. 要求学生能够通过本单元的学习，理解和掌握有关动词不定式作宾语、宾语补足语、以及用作状语的用法。

2. 通过掌握本单元中一些有用短语的用法，帮助学生自已寻找学习单词和词组的有效方法。提醒学生对词语的记忆不能停留在词的"音、形、义"上，最好能在阅读全篇时，通过理解上下文来记忆词汇和短语。

3. 组织学生参加人物专访等社会活动，让学生感受如何宣传或讲述某人的经历。

4. 通过本单元的学习，使学生能从那些意志品质优秀的人物身上找到自己所缺少的东西。进而理解：“刻苦和坚持是一个人成功的重要因素”。

5．通过对重大发明和发明家的资料查询，引导学生了解发明创造的重要意义， 以及引发学生思考如何去创新和改造生活中的实物。

教学建议

教材内容分析

本单元围绕介绍发明家爱迪生这一话题，辅以其他对话，重点讲述了动词不定式的三种句法功能，即不定式作宾语，宾语补足语和状语。同时本单元复习了宾语从句，尤其是主句为过去时态的时候，宾语从句时态的使用。掌握句型Don’t you think…?的简略回答的英汉差异。通过“The man who never gave up”的学习，应培养锲而不舍的精神，明白如何去 improve yourselves。通过打电话的对话学习表达意愿及谈论事件的日常用语。

本单元短语和日常交际用语

1．本单元短语

come up with 产生，发现

keep doing… 继续做……

give up 放弃

the second most useful 第二最有用的

try out new ideas 实验新的想法

no matter how + adj. / adv. +从句 无论怎样……

have nothing to do with 与……无关

teach sb. to do sth. 教某人做某事

became interested in 对……感兴趣

at the age of 在……岁时

see sb. doing 看见某人正在做某事

rush out 冲出去

by telegraph 通过电报

open up 建立

graduate from 毕业于……

hope to do sth. 希望做某事

turn sth. down 关小

make a strange noise 发出奇怪的声音

work on sth. 从事，工作

It’s not a very good line. 电话线路不是很好。

2．本单元句型和交际用语

（1）表示“……有问题了/病了”:

What’s wrong with it?

What’s the matter with it?

What’s the trouble with you?

Which of these would you like most to…?

What do you want to…?

（2）表示打算或计划

I’m trying to…

I’ll…

I want to …

I hope to …

I plan to …

I’m going to …

（3）否定疑问

Don’t you think his radio is too noisy?

Can’t you swim?

Didn’t you come here?

（4）其他

Sorry about that.

Well, that’s easy.

Good question.

Anything else?

Tomorrow if possible.

That’s a good plan, isn’t it?

本单元的听说读写训练的教学建议

1. 有关本单元听力的教学建议。建议教师在教学的过程中，充分运用教材课文所提供的语言素材，来提高同学们的泛听能力，也就是说，要通过大段语言素材（如lesson 26）的输入，训练同学们抓住文章的基本大意的能力。建议提供相关动词不定式的听力练习和测试，此类声音素材放在媒体素材的课件或音频素材中。

2. 关于本单元的口语训练。应当在加强听力能力训练的同时，强化口语能力，如在进行听力训练的同时，提出一些问题，让学生带着问题去听，然后将捕捉到的信息用自己的语言表达出来。最好能够将问题连成一个小文段。如关于发明话题的教学，可用来锻炼学生的口语。

3. 关于阅读能力的训练，本单元则可以引导学生上网或者去学校图书馆查阅资料，了解有关爱迪生的生平。将所查阅到的资料进行简单的加工，合并成一偏短文，然后和同班同学交换信息。或参考本单元扩展资料中提供的阅读内容。

4. 关于写作能力的训练

写一篇介绍动物的文章，可以介绍这种动物的外貌特征、习性、喜好的食物、运动，你是否喜欢它们，为什么？

[范例点评]

An owl is a bird with very big eyes. These eyes make the owl look clever. The owl can not move its eyes freely as we can. If it wants to look at both sides, it must turn its neck.Owls see better at night than during the day. At night they look for food. They eat mice and insects.

I don’t like owls, because owls make a strange noise. The owls sleep most of the day, so they usually give their cries at night. This strange sound sometimes frightens people at night.

本文思路清晰，条理清楚，抓住了猫头鹰的特点。通过这篇文章，我们了解了猫头鹰的外貌、习性，以及作者不喜欢它的原因。

本单元重难点及相关知识的讲解

1.       I’ll be able to write faster.

我就能写得更快些。

be able to 意思是“能够”，相当于情态动词can，只是can 只有现在式和过去式两种(can. could)，而be able to则有更多的时态形式。例如：

Some of us can use the computer now. But we couldn’t do it three years ago.

我们中有些人现在能使用计算机，可在三年前我们就不能。

The work is so difficult. No one is able to do it.

干这活儿很难。没有一个人能干这活儿。

I haven’t been able to find the book. How about tomorrow?

那本书我还没能找到。明天怎么样？

He must be able to use the foreign language, forgetting all about his own.

他一定要能做到在使用外语的时候完全忘掉本族语。

When will you be able to help me with my Chinese?

你什么时间能够帮助我学中文呢？

注意：在表示允许、可能、惊异时用can或could，一般不用be able to。如：

You can go now. Right now, all right?

你现在可以走了。马上走，好吗？

Can (could) 可以用来指比较委婉地提出请求，疑问或看法。而be able to 不能这样用。如：

— Can I take a message for John?

— Yes, thank you.

我给约翰捎个口信好吗?

— 好的，谢谢。

Could you wait a few days for the money? I’ll return it to you in a few days.

这个钱你们等几天行吗？过几天我就还给你。

另外，was able 还表示”成功地做到”，相当于managed to do sth/succeeded in doing sth

2. We can come up with the answer together.

我们可以一起发现答案。

come up with (an answer)意思为find or produce a way to solve, or an answer “发现， 产生/解决办法或答案”。但是，不能说An idea is come up with。如：

— He came up with an idea for making kite.

— How could he come up with this idea?

— 他想出了做风筝的办法。

— 他怎么想出这个主意的？

3.  We just need to keep working on it and not give up.

我们需要坚持做下去，不能放弃。

（1）keep dong sth.意思为“继续做某事”或“不断/反复做某事”。如：

Keep reading, and your English will be better and better.

坚持阅读，你的英语会越来越好。

Keep on doing something也是继续做某事的意思。但是，此时表示在持续的过程中时有间断。如：

He is a famous writer. He keeps on writing every day.

他是一位著名的作家。他每天都坚持写作。

work on sth意思是“从事……工作”如：

The writer is working on a new book. The scientist is working on a new plan. We must work hard on all subjects.

这位作家正在写一部新书。科学家正在研究新计划。我们应该努力学习各门功课。

（2）give up 意思为“放弃，停止”，后面可跟动名词形式作宾语。如：

Give up smoking! It’s no good to you! 戒烟！烟对你没好处！

I can do nothing more. I have to give up.

我无能为力，只好放弃。

4.  Which of these do you think is the second most useful invention?

你认为哪一个是第二有用的发明？

(1) do you think 是插入语，常置于疑问词之后，不能置于疑问词之前，作“你认为……”解释。如：

— How old do you think my father is?

— I think he’s fifty.

— 你认为我父亲多大年纪了？

— 我想有五十岁吧。

—     Who do you think will teach us English this term?

—     Mr Li, I think.

— 你认为这个学期谁将教我们英语？

— 我想是李教师。

(2) 在最高级前加系数词second, third…，表示程度比较次要，意思为“居第二/ 第三位的……”。如：

Changjiang River is the longest one in China. And Yellow River is the second longest one.

长江是中国最长的河流，黄河是第二长河。

Bill is the second tallest in our class.

比尔在我们班上身高第二。

(3) 注意词型的转换：invent  v. 发明

invention  n..  发明（物）

inventor   n..  发明家（者）

Edison was a great inventor. He invented lots of things. During his lifetime, he had 1093 inventions.

爱迪生是个伟大的发明家。他发明里许多东西，一生中有1093项发明。

5.  When he was a child, he was always asking questions and trying out ideas.

当他还是个孩子的时候，他总是问一些问题，试验一些新的想法。

（1）always与进行时态连用，表示说话人厌烦、赞赏、不满、批评等情感，意为“总是……”。如：

The girl behind me is always talking in class.

坐在我后面的女生上课总是讲话。 （表示厌烦）

The PLA are always doing good deeds for the people.

人民解放军总是为人民做好事。 （表示赞赏）

（2）try out 意为“试验；试用”。如：

The inventor is excited, and he is going to try out his new machine. His idea sounds fine, but we need to try it out in practice

这位发明家很兴奋，他要试一下他的新机器。他的主意听起来不错，但我们要在实践中试验一下。

2001年高考题例：We didn’t plan our art exhibition like that but it ________ very well.

A. worked out            B. tried out       C. went on       D. carried on

答案：A

6.  Most of the questions had nothing to do with his lessons.

多数问题都与他的功课无关。

have nothing to do with 意思是“与……无关“。如：

You stay in another city. This has nothing to do with your.

你在另一个城市。这跟你没有关系。

另外：

have something to do with 与……有关

have much to do with 与……有很大关系

have a little to do with 与……有一点儿关系

have little to do with 与……几乎没有关系

注意：此处的替换词都是不可数的，不能用many, a few，或few替换。疑问句中要用anything，如：

— Did her speaking have anything to do with the question?

— Yes, it did. What she said had something /much /a little(little) to do with our work.

— 她的话与问题有关吗？

— 是的，她的话和我们的工作有些关系/有很大关系/有一点儿关系(几乎没有关系)。

7.  The teacher didn’t want to teach Tom any more.

老师再也不想教汤姆了。

not…any more 意思为“不再；再也不”相当于not…any longer，通常可用no longer代替，在句中作状语，表示动词或状态不再延续。如：

I can not wait any longer /any more. =I can no longer wait.

我再也不能等了。

8.  He learnt very fast and became very interested in science.

他学得很快，对自然科学产生了浓厚的兴趣。

be (become )  interested  in …对……感兴趣。注意此处是interested，不是 interesting。

That girl is (becomes ) interested in singing and dancing. My brother feels drawing is interesting. They both have their own special likes and hobbies.

那女孩对唱歌跳舞感兴趣。我弟弟对画画感兴趣。他们都有自己的喜好。

9. Edison saw a little boy playing on the railway tracks at a station.

爱迪生看见一个小男孩在车站的铁轨上玩。

see sb doing sth 看见某人正在做某事，表示某人的动作正在进行，用现在分词；see sb.do sth.看见某人做某时，表示某人的动作已结束，使用省略to的不定式。如：

A thief robbed Jim’s wallet last night. Mary saw a wallet lying on the ground after that. I said I saw the thief enter the shop twice that day.

昨晚，一个小偷抢了吉姆的钱包。之后，玛丽看见地上有个钱包。我说我曾看见那个小偷进了那家商店两次。

10. The boy was too frightened to move. …The boy’s father was so thankful that he taught Edison how to send message by telegraph.

男孩吓坏了，动不了。……男孩的父亲非常感激他，就教爱迪生如何通过电报发送信息。

（1） too…to…太……以致不能……

too 后只能接形容词或副词, too…to可以转换成so…that…。so+形容词/副词+that +从句 意思为：“如此；以致于”转换后的that从句应是否定句。如：

She is too young to do the job. =She is so young that she can’t do the job.

他太年青了，不能做这项工作。

The book is too difficult for me to read. =The book is so difficult that I can’t read.

这本书太难了，我看不懂。

I was so angry that I couldn’t speak. =I was too angry to speak.

我愤怒得说不出话来。

He spoke so fast that I could hardly follow him. =He spoke too fast for me to follow.

他讲得太快，我几乎听不懂他的话。

注意后一句中follow 后面不能再接him，因为:如果不定式动词与主语具有逻辑上的动宾关系，则不能再加宾语。

（2）句型such(a/an)+形容词+名词+that从句,也可表示 “如此……以致于……”。such后面的名词可以是单数，复数或不可数。如：

This is such a good book that all of us like it very much. =

This is so good a book that all of us like it very much.

这是一本很好的书，所有的人都喜欢看。

She is such a good teacher that all of us love her. =

She is so good a teacher that all of us love her,

她是一位好老师，我们都爱她。

注意：在such…that 句型中，当such后的名词有many, much, some, few, little several等词修饰时则需用so…that句式。如：

She has so few friends that she is always lonely.

她们很少有朋友，以致于总是寂寞的。

I’ve so many falls that I’m black and blue all over.

我摔了这么多跤，弄得全身青一块紫一块的。

11. What do you want to do after you graduate from school?

你毕业后想做什么？

句中graduate 作动词，后接介词from，如：

I want to be a teacher after I graduate from school.

我毕业后想成为一位老师。

12. Don’t you think his radio is too noisy?

难道你不认为他的收音机太吵了吗？

分析：这是一个否定疑问句，相当于“难道不……?”回答以事实为根据，事实是肯定的，回答用Yes。中文翻译为“不”；若事实是否定的，回答用No，中文翻译为“是的”。如：

— Don’t you think they speak too quickly?

— Yes, I do.

— 难道你不认为她们讲得太快了吗？

— 是够快的。

13. Let’s ask him to turn it down.

我们让他把收音机音量关小。

turn down意思为“把音量关小“，反义词是turn up把音量开大，类似的短语还有：turn on “打开”，turn off “关掉”，其中on, off ,down, up都为副词，因此代词作宾语，必须位于动词之后，副词之前。如：

The TV is too noisy. Please turn it down.

电视机太吵了。请把音量关小。

Please turn off the lights when you leave home, and turn up the radio. Then nobody dare break in.

当你离开家的时候，请关灯，将收音机开大一点。没人敢闯进来。

关于动词不定式的教学建议

动词不定式是非谓语动词的一种。所谓非谓语动词就是不能做谓语的动词结构。正因为如此，所以他不受主语的人称和数的变化的影响，不必和主语保持一致，没有人称和数的变化。不定式是由to＋动词原形构成，这个to只是不定式的一个符号，没有任何实际意义。另外，由于是动词不定式，他自然具有了动词的性质，因此可以带宾语和状语，不定式加上它的宾语或状语构成不定式短语。虽然不定式不能做谓语动词，但是可以作除谓语以外的其它句子成分。

动词不定式极其短语在本单元中出现的几种语法功能：

1）  用作宾语

I’ve begun to learn English.

我已经开始学英语。

The old man always forgets what to do.

那位老人总是忘记该做什么。

Liu Mei wanted to ask the teacher a question.

刘眉想问老师一个问题。

句中to learn English, what to do, to ask the teacher a question分别作谓语动词begun, forgets, wanted的宾语。

动词不定式作及物动词的宾语，常用的及物动词有begin, want, hope, forget, remember, like, love, need, try, ask, learn, wish, agree, choose, start：等。

2）  用作宾语补足语

Tell the child not to play on the road.

告诉孩子们不要在路上玩。

My father told me to turn the radio down.

我父亲告诉我要我把收音机的音量调小些。

I often help my mother (to) do housework at home.

我经常在家帮助妈妈做家务事。

句中not to play on the road, to turn the radio down, (to) do housework at home分别作tell, told, help的宾语补足语。

注意：1.作动词ask, like, tell, want等的宾补时，动词不定式要带to。如：

2.表示感官和使欲的动词，如：let, make, feel, hear, see, watch等，作这些动词的宾补时，动词不定式不带to。如：

My parents don’t let me swim in the river.

我父母不让我在河里游泳。

Did you watch the old man get into the bus?

你注意到那位老人上了公共汽车吗？

3.       作动词help的宾语补足语时，动词不定式可带to，也可不带to。如：

Could you help me (to) do the cooking this afternoon?

今天下午你能帮助我做饭吗？

He can’t help me (to) mend my bike.

他不能帮我修理我的自行车。

[例]  根据句子意思，用所给动词的适当形式填空。

1.       Can you ask Tom _____________ (speak) more slowly?

2.       I hope _______________ (find) a good job in Shanghai.

3.       I wanted _____________ (have)) a cup of tea.

4.       The teacher told us _______________ (do) Exercises 1 and 2.

5.       I’ll go ___________________ (see) my grandma tomorrow.

答案：

1.to speak （动词短语ask sb. to do sth..动词不定式作宾补）

2. to find （动词不定式作hope的宾语）

3. to have（动词不定式作wanted的宾语）

4. to do （动词不定式作told的宾补）

5. to see（动词不定式作状语）

教学设计示例

Lesson 25

Period: The first period

Content: Lesson 25

Properties: Recorder, Overhead Projector

Teaching Objectives: Get the students to master some useful expressions. Get the students to know something about inventions learn the Infinitive.

Language Focus:1. Useful expressions

2. The Infinitive

Teaching Procedures:

Ⅰ. Organizing the class.

Greeting and make a duty report

Ⅱ. Revision

1.Check the homework.

2.Revise some words of the inventions.

Ⅲ. Presentation

Make a suppose: If you can’t write quickly.

What do you want most?

Ⅳ. Read and say

Ask the students to close their books and then listen to the tape twice.

Then ask the questions:

What does David want to do?

At last, check the answer and play the tape again for the students.

Ⅴ. Practice

1. Read the dialogue in groups.

(1-3 groups for Tina; 4-6 groups for David) then exchange.

2. Practice in pairs and then exchange.

3. Have some pairs read the dialogue for the class.

Ⅵ. Ask and answer.

1. Show a picture of a telephone. Ask: What’s this called?

Then ask: Do you know any other words that begin with tele-

Help the students to answer: television.

The telephone and television are useful inventions.

Then ask: What inventions do we have in the street / in a factory / on a farm?

Then ask: Which of these do you think is

(1)       the most useful invention?

(2)       the second most useful invention?

(3)       the third most useful invention?

Ⅶ. Workbook

Do Exercise 1 orally. Have the students in pairs.

Discuss Exercise 2 in groups of four.

Get the students to give the answer.

Ⅷ. Exercise in class.

Complete the sentences

1. 你认为在我们班上谁最高，谁第二高？

Do you think who is ________ ________ and who is ________ ________ ________?

2. 他想发明一种钢笔。

He wants ________ ________ a kind of pen.

3. 你需要坚持学习。

You needs ________ ________ ________.

4. 我已经想出了一个办法来帮助汤姆。

I ________ ________ ________ ________ a way ________ help Tom.

5. 请放弃这错误的想法。

Please ________ ________ the wrong idea.

Ⅸ. Home work

Finish off the exercises in the workbook.

Answers:1.the tallest;the second tallest

1.       to invent;

2.       to keep studying;

3.       have already found out ,to

4.       give up

教学设计示例

Lesson 26

Period: The second period

Content: Lesson 26

Properties: Recorder, pictures

Teaching Objectives: Master some useful expressions. Get the students to know about Edison. Master the Infinitive.

Language Focus:

1. Useful expressions

2. No matter how…

The boy’s father was so thankful that he taught Edison how to send mess ages by telegraph.

Teaching Procedures:

Ⅰ. Organizing the class

Ⅱ. Revision

1.Check the homework

2.Revise the useful expression

Ⅲ. Presentation

Tell the students to look at the picture.

And ask them: Do you know who this boy is?

Tell the students his full name: Thomas, Alva and Edison.

He is a great inventor.

Then say: Today we’re going to read a story about this great inventor.

Ⅳ. Reading

1.  Let the students read the story by themselves.

2.  Ask the students to close their books and listen to the tape.

3.  Answer these questions:

(1) Where does Edison come from?

(2) Then ask some students to read the text.

Then explain the useful expression and learn how to use.

Ⅴ. Practice

Have the students the text and make them understand the text (in group, in pairs).

Let the students make sentences with the useful expressions,see if they use them freely.

Ⅵ. Discuss

Ask: What else do you know about Edison?

Have the students think over.

Then give out their answers.

Ⅶ. Workbook

Do Exercise 2 in class.

Then check with the whole class.

Ⅷ. Exercise in class

Fill the blanks with the right forms of the verbs:

1.            I am very thirsty. I need something ________ (drink).

2.            Do you want anything ________ (eat)?

3.            I don’t’ know what ________ (do).

4.            The teacher told us ________ (not talk) in class.

5.            Would you like ________ (play) football with me?

6.            I want ________ (let) you ________ (see) my parents.

7.            It is raining. You’d better ________ (stay) at home.

8.            Don’t forget ________ (bring) the dictionary to me.

Ⅸ. Homework

Finish off the exercises in the workbook.

Answers:1.todrink, 2. to eat, 3. to do, 4. not to talk, 5. to play, 6. to let; see 7. stay, 8. to bring.

教学设计示例

Lesson 27

Period: The third period

Content: Lesson 27

Properties: Recorder

Teaching Objectives: Have the students master the useful expressions.

Use the Infinitive freely.

Language Focus: 1. Useful expressions

2. The Infinitive

Teaching Procedures:

Ⅰ. Organizing the class.

Greetings

Ⅱ. Revision

Revise the new vocabulary by checking the homework.

Revise the Infinitive

Ⅲ. Discussion

Divide the class in to small groups. Let them discuss:

What do you want to do after you graduate from school?

Have some students talk about their ideas.

Ⅳ. Practice

Practice this drills in pairs:

A: What do you want to do after you graduate from school?

B: I want to… / I hope to… / I plan to…

Get some pairs to share their drills with the class.

Ⅴ. Read and say

Close books and listen to the tape. And repeat.

Get the students to guess the meaning of “noisy”.

Then ask them to practice the dialogue in pairs.

Point out the use of the Infinitive form as a way of asking someone to do something.

Ⅵ. Practice

Part 3. Go through the words and expressions in the boxes and make sure the students understand what the phrases mean.

Then let the students practice in pairs. Point out that in the patter: “let somebody so something, the infinitive” without to is used.

Ⅶ. Ask and answer

Part 4. Revise the story from lesson 26 by asking students questions about infinitive as the Adverbial: to keep him busy, to work as an inventor, to learn as much as he could.

Then have the students ask and answer the questions in pairs.

Ⅷ. Invent Something

Get the students into small groups of four.

Then have them brainstorm about something to invent.

Have them describle how it works and why it is necessary to have.

Ⅸ. Workbook

Exercises 2 and 3 should be done in pairs first.

Then ask several students to say their sentences.

Ⅹ. Exercises in class

Complete the sentences:

1. — 难道你不认为她穿得太多了吗？

— 是的，她是穿得太多了。

________ ________ ________ she is wearing ________ ________?

________, ________  _________.

2. — 你难道不认为他跑得太快了吗？

— 不，他跑得不快。

________ ________ ________ he is running ________ ________?

________ ________.

3. 你难道不认为他对音乐感兴趣吗？

________ ________ ________ he becomes interested ________ music?

4. 让他们打扫教室吧。

________ them ________ the classroom.

5. 老师要学生做一个纸盒子。

The teacher ________ students ________ ________ a paper box.

Ⅺ. Home work

Finish off the exercises in the workbook.

Answers:1.Don’t you think, too many; Yes she does

2.Don’t you think, too fast

3.Don’t you think;in

4.Let;clean

5.asked, to make

探究活动

研究报告

让学生去总结本单元的主要语法项目，即动词不定式的用法，让同学们分成小组，每个小组最后拿出一个研究报告，并在教室内作一次展览，让同学们充分的进行交流。进行相互的评价。

注意：本单元共涉及了动词不定式的三种用法，每种用法同学们至少要拿出15个例句作为支撑。然后在此基础之上进行总结。

查阅资料

鼓励同学们利用网络或者学校的图书馆查阅资料，寻找更多的与爱迪生有关的资料，对爱迪生进行一次全面的了解，然后在此基础之上进行口头表述。在班内进行一次用英语讲故事的竞赛。

根据所给提示写作

根据中文和英文提示,写出一篇语句连貫的短文。

提示: 一天,爱迪生的母亲病了,她需要立刻手术。但是,房间里的灯光太弱了……

1. one day, Edison’s mother, ill, need an operation,

2. put, all the lights, on a long table, and a big mirror, behind

3. now, there be, enough, doctor, can , operate,

4. at last, be saved,

One day Edison’s mother was ill and she needed an operation at once. Because it was very dark in the room, he put all the lights on the table and a big mirror behind. Now there was enough light and the doctor could operate. At last his mother was saved.

Inventors and Inventions Theme Page

This “Theme Page”has links to two types of resources related to the study of inventors and inventions. Students and teachers will find curricular resources (information, content...) to help them learn about this topic. In addition, there are also links to instructional materials (lesson plans) that will help teachers provide instruction in this theme.

本文来源：https://jiaoan.jxxyjl.com/jiunianjiyingyujiaoan/39646.html