參考教案
Unit 23 The football match
一、教學(xué)目標(biāo)與要求
初步學(xué)習(xí)并掌握過(guò)去完成時(shí)態(tài)表示在過(guò)去某一時(shí)間或動(dòng)作之前已經(jīng)發(fā)生或完成的動(dòng)作，是本單元的教學(xué)重點(diǎn)。學(xué)生應(yīng)掌握過(guò)去完成時(shí)態(tài)的構(gòu)成，并運(yùn)用這個(gè)時(shí)態(tài)，描述“過(guò)去的過(guò)去”。能獨(dú)立完成練習(xí)冊(cè)中有關(guān)這一時(shí)態(tài)的各種形式的練習(xí)，正確率不低于70％。通過(guò)對(duì)第90課課文的學(xué)習(xí)，學(xué)生要用自己的語(yǔ)言對(duì)這場(chǎng)球賽進(jìn)行簡(jiǎn)單的描述；并仿照課文格式寫一篇日記，長(zhǎng)度不少于原文的三分之一。教師可利用本單元的閱讀課文，檢驗(yàn)學(xué)生的閱讀理解能力和閱讀速度，是否達(dá)到《教學(xué)大綱》中所規(guī)定的要求。
二、教學(xué)重點(diǎn)與難點(diǎn)
語(yǔ)法：過(guò)去完成時(shí)態(tài) (The Past Perfect Tense)
三、課時(shí)安排
本單元共用4課時(shí)，每課書用1課時(shí)。
參考教案 Unit 23 The football match 第八十九課 示例一
第八十九課 Lesson Eighty-nine
一、教學(xué)內(nèi)容
1．詞匯（略）
2．句型：復(fù)習(xí)以下句型：1) It's a long time since we met last. 2) Either Wei Hua or Ann may be on the team. 3) Neither Wei Hua nor Ann is on the team. 4) Either time is OK. 5) Neither of them is on the team.
3．語(yǔ)法：復(fù)習(xí)情態(tài)動(dòng)詞may的用法；了解現(xiàn)在完成時(shí)的被動(dòng)語(yǔ)態(tài)：The team has already been chosen.
二、教具
錄音機(jī)；投影儀。
三、課堂教學(xué)設(shè)計(jì)
1．復(fù)習(xí) 值日生報(bào)告。
2．教師用如下語(yǔ)言引出本課要學(xué)的內(nèi)容和詞匯。
T: I'm sure many of you like playing basketball and football. And more of you like watching these games. In Jim and Li Lei's school the students are getting ready for an important football match. They are going to take part in the LEAGUE MATCH and play AGAINST other schools. Jim has just been back. He is just IN TIME for the match. He doesn't want to miss it, because it's such an important match.
放慢語(yǔ)速，重復(fù)一至兩遍，領(lǐng)讀生詞。
3．聽(tīng)課文第1部分錄音，學(xué)生跟讀一至兩遍。
4．教師通過(guò)如下演示，介紹本課第2部分的各個(gè)句型。
用投影儀打出一個(gè)足球隊(duì)的名單 (Name List) ，但名單上只有10人：
T: We all know that there are eleven players on each team. Now look at this team. There are only ten players. The PE teacher is thinking who is going to be the last one. He is thinking: Li Lei runs fast, but Jim plays better. So we may say that EITHER LI LEI OR JIM WILL BE ON THE TEAM.
教師在名單上加上 Li Lei:
Now we can see that Li Lei is on the team.
By the way, both Wei Hua and Ann want to be players.
Both of them want to take part in the match. But look at the name list. Are they on the team?（名單上沒(méi)有這兩個(gè)人）So we can say NEITHER WEI HUA NOR ANN IS ON THE TEAM. Or: NEITHER OF THEM IS ON THE TEAM.
5．打開(kāi)書，學(xué)生默讀課文第2部分各句。教師檢查學(xué)生的理解程度。
6．聽(tīng)課文第3部分錄音，學(xué)生跟讀一至兩遍。組織學(xué)生兩人一組，模仿這部分內(nèi)容編對(duì)話。
7．指導(dǎo)學(xué)生做練習(xí)冊(cè)習(xí)題。
8．布置作業(yè)
1）練習(xí)朗讀本課對(duì)話，抄寫生詞；2）書面完成練習(xí)冊(cè)習(xí)題。
參考教案 Unit 23 The football match 第九十課 示例一
第九十課 Lesson Ninety
一、教學(xué)內(nèi)容
1．詞匯（略）。
2．句型：I found it a bit difficult to work in class because I kept on thinking about the match in the afternoon.
3．語(yǔ)法：進(jìn)一步學(xué)習(xí)過(guò)去完成時(shí)態(tài)：Our school had played very well during the past year.
4．書面表達(dá)：復(fù)習(xí)書寫日記格式及方法。
二、教具
錄音機(jī)；投影儀。
三、課堂教學(xué)設(shè)計(jì)
1．復(fù)習(xí) 值日生報(bào)告。
2．教師用以下語(yǔ)言引出本課部分生詞：
T: Today we are going to read a page from a student's diary. It's about an important football match. By the way, what is the most important when you play football? It's TEAMWORK! Then your team can be a strong team. You can BEAT other teams.
3．給學(xué)生六分鐘時(shí)間默讀課文（本課計(jì)約245個(gè)詞）。教師用投影儀打出讀前提問(wèn) (Pre-reading questions): 1) Which team did the writer's team play against? 2) What did their PE teacher ask them to remember? 規(guī)定時(shí)限過(guò)后，學(xué)生回答上述問(wèn)題。
4．聽(tīng)課文錄音，學(xué)生跟讀一至兩遍。
5．做練習(xí)冊(cè)習(xí)題1。
6．指導(dǎo)學(xué)生復(fù)習(xí)日記書寫格式，扼要講解課文難句（見(jiàn)難點(diǎn)講解）。
7．布置作業(yè)
1）練習(xí)朗讀課文，準(zhǔn)備復(fù)述，抄寫生詞；2）書面完成練習(xí)冊(cè)習(xí)題。
四、難點(diǎn)講解
I found it a bit difficult to work in class because I kept on thinking about the match in the afternoon.我發(fā)現(xiàn)在課堂上有點(diǎn)難以學(xué)習(xí)，因?yàn)槲乙恢痹谙胫挛绲谋荣悺?/p>
keep on doing sth. 一直做某件事。
另外，句中it是先行賓語(yǔ)。真正的賓語(yǔ)是后面的動(dòng)詞不定式短語(yǔ)to work in class。這是一種常見(jiàn)的英語(yǔ)句式，當(dāng)賓語(yǔ)是動(dòng)詞不定式短語(yǔ)或其它短語(yǔ)（如動(dòng)名詞短語(yǔ)）、從句時(shí)，如果后面還有賓語(yǔ)補(bǔ)足語(yǔ)（通常是形容詞、名詞等），常用it作形式賓語(yǔ)，而將真正的賓語(yǔ)放在賓語(yǔ)補(bǔ)足語(yǔ)后面。再如：
Jim didn't find it very difficult to write letters in Chinese.吉姆發(fā)現(xiàn)用漢語(yǔ)寫信并不太難。
The farmer thought it strange that a pan could have a baby.農(nóng)夫覺(jué)得很奇怪，平底鍋還能生小孩子。
參考教案 Unit 23 The football match 第九十一課 示例一
第九十一課 Lesson Ninety-one
一、教學(xué)內(nèi)容
1．詞匯（略）。
2．句型：1）One player doesn't make a team. 2）We did as he told us.
3．語(yǔ)法：繼續(xù)學(xué)習(xí)過(guò)去完成時(shí)的用法： 1） By the end of the match, they had kicked two goals and we had kicked four. 2）When I got there, they had already started playing.
二、教具
錄音機(jī)；投影儀。
三、課堂教學(xué)設(shè)計(jì)
1．復(fù)習(xí) 教師就第90課課文內(nèi)容提問(wèn)，學(xué)生快速回答（問(wèn)題可參考練習(xí)冊(cè)第90課的習(xí)題1）；并檢查復(fù)述。
2．借助動(dòng)作或簡(jiǎn)筆畫，教授本課的三個(gè)生詞。
3．給學(xué)生三分半鐘時(shí)間默讀課文（本課計(jì)約151個(gè)詞）。教師用投影儀打出讀前提問(wèn)（Pre-reading questions）：1）Who kicked two goals for No 64 Middle School? 2）How many goals did the writer's team kick?規(guī)定時(shí)限過(guò)后，學(xué)生回答上述問(wèn)題。
4．聽(tīng)課文錄音，學(xué)生跟讀一至兩遍。
5．將兩課課文錄音完整地放一遍。給學(xué)生一點(diǎn)時(shí)間準(zhǔn)備，然后要求學(xué)生復(fù)述（仍可采取“接力”做法）。
6．學(xué)生獨(dú)立閱讀課文第2、3部分內(nèi)容。要求學(xué)生注意含有過(guò)去完成時(shí)的句子。
為使學(xué)生們能更好地掌握課文內(nèi)容，教師可設(shè)計(jì)下表，從不同角度要求學(xué)生再現(xiàn)這場(chǎng)比賽的情況：
7．小結(jié)本單元出現(xiàn)的過(guò)去完成時(shí)的用法。
8．布置作業(yè)
1）練習(xí)朗讀課文，繼續(xù)準(zhǔn)備復(fù)述，抄寫生詞；2）書面完成練習(xí)冊(cè)習(xí)題。
四、難點(diǎn)講解
We did as he told us and we won the first place in the league at last!我們按照他說(shuō)的去
做了，終于贏得了聯(lián)賽的冠軍！句中as he told us是表示方式的狀語(yǔ)從句，由as引導(dǎo)，再如：
The old teacher asked the students to do as he did.老教師讓學(xué)生們照他的樣子做。
參考教案 Unit 23 The football match 第九十二課 示例一
第九十二課 Lesson Ninety-two
一、教學(xué)內(nèi)容
1．聽(tīng)寫訓(xùn)練
2．小結(jié)過(guò)去完成時(shí)態(tài)的用法。
二、教具
錄音機(jī)。
三、課堂教學(xué)設(shè)計(jì)
1．復(fù)習(xí) 教師檢查學(xué)生課文復(fù)述。
2．聽(tīng)寫訓(xùn)練�？陕�(tīng)寫本單元所學(xué)單詞和短語(yǔ)或以下短文（供教師參考）：
Last week, we had a football match. We played against No 64 Middle School. They were all very big and strong. But we were a better team. We kept passing the ball and had very good teamwork. At last we won the match and became the top of the league.
3．準(zhǔn)備聽(tīng)課文第2部分錄音。教師布置聽(tīng)前提問(wèn)（Pre-listening question）：Who were the boy's team playing against?
聽(tīng)錄音一遍，學(xué)生回答問(wèn)題。再聽(tīng)錄音，學(xué)生跟讀一至兩遍。
4．給學(xué)生幾分鐘準(zhǔn)備時(shí)間，表演這個(gè)小對(duì)話。
5．學(xué)生自己過(guò)一遍復(fù)習(xí)要點(diǎn)內(nèi)容，教師解答學(xué)生的問(wèn)題。小結(jié)過(guò)去完成時(shí)的用法，講評(píng)練習(xí)中出現(xiàn)的問(wèn)題。
6．指導(dǎo)學(xué)生當(dāng)堂做練習(xí)冊(cè)習(xí)題，并核對(duì)答案。
7．布置作業(yè)
預(yù)習(xí)下一單元內(nèi)容。
四、難點(diǎn)講解
過(guò)去完成時(shí)的用法：
過(guò)去完成時(shí)主要表現(xiàn)在過(guò)去某一特定時(shí)間或某一個(gè)具體行為發(fā)生之前完成了的動(dòng)作。這種行為只與過(guò)去有聯(lián)系，而與現(xiàn)在沒(méi)有聯(lián)系。例如：
He had lived in Xi'an for six years before he moved to Beijing.移居北京之前他在西安住了6年。
這個(gè)句子表明在西安居住這件事是在搬到北京之前完成了的。與 he moved to Beijing（過(guò)去搬到北京）有聯(lián)系，而與說(shuō)話的時(shí)候沒(méi)有聯(lián)系。
現(xiàn)在完成時(shí)與過(guò)去完成時(shí)混淆，這是因?yàn)闈h語(yǔ)可用同一形式表示英語(yǔ)里兩個(gè)不同的概念。例如：
1）I have written the letter.我寫了信。（現(xiàn)在完成時(shí)）
這里英語(yǔ)用助動(dòng)詞have+過(guò)去分詞，漢語(yǔ)為“寫了”。
2）I had written the letter before I left the office.我出辦公室之前已經(jīng)寫了信。（過(guò)去完成時(shí)）
這里英語(yǔ)用助動(dòng)詞had+過(guò)去分詞，可漢語(yǔ)同樣為“寫了”。英語(yǔ)中這兩個(gè)時(shí)態(tài)所表示的概念是不同的。現(xiàn)在完成時(shí)表示現(xiàn)在之前發(fā)生并且與現(xiàn)在有聯(lián)系的動(dòng)作，而過(guò)去完成時(shí)則表示在過(guò)去某一時(shí)間之前的動(dòng)作，它只和過(guò)去有聯(lián)系，而與現(xiàn)在不相干。
過(guò)去完成時(shí)態(tài)的用法大致如下：
1）表示動(dòng)作在過(guò)去某特定時(shí)間之前的另一個(gè)時(shí)間完成，這個(gè)時(shí)間可以用by+時(shí)間狀語(yǔ)來(lái)表示，也可用一個(gè)時(shí)間狀語(yǔ)從句來(lái)表示。例如：
By the end of last year, he had already learnt 4000 English words.截止去年年底，他已學(xué)了4000英語(yǔ)單詞。
When I had finished my work, I had a rest.我做完工作以后休息了一下。
2）表示由過(guò)去的某一個(gè)時(shí)間開(kāi)始，一直延續(xù)到過(guò)去的另一特定時(shí)間的動(dòng)作。這段時(shí)間可由for或since引導(dǎo)的短語(yǔ)或從句來(lái)表示，例如：
By 1980 she had taught in this school for 20 years. 到1980年時(shí)，她已在這所學(xué)校教了20年書。
The boy had changed a lot since I had seen him.從上次見(jiàn)面以來(lái)這男孩變了不少。