參考教案 教學(xué)建議

教學(xué)建議（Suggested teaching notes）

一、教學(xué)內(nèi)容分析

本單元核心話題是“購物”（shopping），聽說讀寫的活動都是圍繞這個話題開展的。本單元重點教學(xué)內(nèi)容有以下幾個：

（一）掌握有關(guān)“購物”的日常交際用語

（二）過去完成時的構(gòu)成

初中英語教學(xué)大綱只要求學(xué)生理解過去完成時的構(gòu)成和用法。教師可以考慮把第二十三單元過去完成時的基本用法提到本單元一并講解。學(xué)生容易從字面上理解過去完成時，認(rèn)為過去完成的動作就用過去完成時，這樣就會在該用一般過去時的地方誤用過去完成時。應(yīng)當(dāng)向?qū)W生講清：過去完成時是一個相對的時態(tài)，表示的時間是過去的過去。只有和過去某時或某動作相比較時才用到這個時態(tài)。這個時態(tài)常用于賓語從句中。

（三）由 so…that… 引導(dǎo)的表示結(jié)果的狀語從句

學(xué)生往往容易把 so…that 中的that作為從句中的主語或賓語。如：

誤：The film was so interesting that made everybody laugh.

正：The film was so interesting that it made everybody laugh.

（四）并列連詞for的用法

并列連詞for的用法，只要求理解�？芍唤榻Bfor用來說明一種理由，是對前面分句的解釋和補充說明，一般不放在句首，通常用逗號分開。

（五）連詞 either…or… （兩者之中）不是……就是……

either…or… 是并列連詞，連接兩個并列的成份。如并列主語、并列賓語、并列謂語、并列表語等。要講清當(dāng) either…or… 連接兩個主語時，謂語動詞一般要和最近的主語（即or后面的主語）一致。

二、教學(xué)方法建議

（一）教學(xué)“購物（shopping）”的日常用語

本單元教學(xué)的主要交際項目是有關(guān)“購物（shopping）”的日常用語。這個交際項目曾在第一冊第29單元、第二冊第53課和本冊第7和15單元出現(xiàn)過。本單元的教學(xué)應(yīng)在歸納總結(jié)以前知識的基礎(chǔ)上，采用多種教學(xué)手段和教學(xué)形式，使學(xué)生對“購物”這項交際項目有更全面的了解，并逐步掌握購物過程中“挑選物品、詢問價格、做出決定”的不同表達(dá)形式。建議教師采用如下教學(xué)步驟：

教師準(zhǔn)備出示畫有shop, sweater, shoes 的圖片或?qū)W習(xí)用品的實物，并要求一位學(xué)習(xí)好的學(xué)生配合教師演示如下對話：

1．（出示 sweater 圖片）

T: My sweater is worn out.

S: You can buy one in the shop, It sells clothes there.

T: I want to go shopping now. Can you come with me, please? I can't decide which sweater to buy.

S: Let me help you.

2．S shopkeeper: What can I do for you?

C customer: I'd like two woolen sweaters for my friend.

S: Well, which colour do you like?

C: Blue.

S: What size do you want?

C: Size Ten.

S: What about this one?

C：It looks nice. Can I try it on, please?

S: Certainly.

C: Well, how much does it cost?

S: Eighty-five yuan.

C: Oh. That's cheap. I'll have it, please.

以上兩段對話基本上是在復(fù)習(xí)以前所學(xué)的有關(guān)購物的表達(dá)法，其間穿插了一些本單元第81課要學(xué)習(xí)的詞語和句子。這樣通過看教師的演示，學(xué)生復(fù)習(xí)、鞏固了以往所學(xué)的知識，并逐漸接觸新語言點，為下一步學(xué)習(xí)做好輔墊。

在學(xué)生們理解的基礎(chǔ)上，教師出示shoes的圖片，再次演示以上對話（注意對話中名詞、代詞及謂語動詞等要作相應(yīng)的變化），并將主要句型板書于黑板上。然后全班、半班操練，以鞏固這些句型。

下一步教師要學(xué)生聽第81課第1部分錄音。然后全班、半班、行排、兩人一組分角色練習(xí)這段對話。

教第二部分對話時，教師可要學(xué)生聽錄音數(shù)遍或與事前安排好的學(xué)生演示數(shù)遍，使學(xué)生熟悉對話內(nèi)容。在他們未學(xué)過的語句上，教師予以強調(diào)。然后分角色進(jìn)行全班、半班、行排、兩人小組操練。

最后教師引導(dǎo)學(xué)生歸納總結(jié)“購物（shopping）”的日常交際用語。

選購物品：售貨員可以說以下的話：

Can I help you? What can I do for you? Which would you like? How many / much do you want? Is that all? Do you like…? What about…? Which one / colour / … do you like? What size do you want? Is this one better? OK / Certainly. Here you are. NO hurry. Please take your time! I'm afraid we haven't got any… in that size at the moment. I'm sorry. We've sold out the… in your size. But we've got some… ones.

顧客可以說的話：

I want to buy ( some ) …(for…) this evening / afternoon / morning. Thank you. / Yes, please. I want… of…, please. I would like…of…, please. I'd like…for…. No. And some…, please. I want some…. About…（數(shù)量）, please. We'll / I'll have a look at the…. Thank you. I like the colour, but it's / they're too…. / No, the colour's too…. It's great, but it's not… enough. / They are great, but they're not… enough. I prefer…, but this…is too…! That's too…. Yes. That's just right. Have you got any other kind/ colour / size? That looks nice / great. Can / May I try them / it on, Please? Have you got anything cheaper?

談?wù)搩r格并做決定：（顧客） How much does it cost? / How much do they cost? How much are these things? That's (much) too expensive, I'm afraid. That's (quite) cheap / dear. That's a bit expensive. I like it, but it costs too much. / I like them, but they cost too much. I can't decide. I'll take it. I'll just buy….

售貨員： Let me see…. （價格）， please…. yuan / dollars. You haven't paid for it yet. That's the cheapest / most expensive… we have, I'm afraid.

做練習(xí)冊第81課練習(xí)1、2以鞏固所學(xué)知識。先兩人一組操練，然后抽查數(shù)組。

練習(xí)冊第84課練習(xí)1、3同樣是為了操練“購物（shopping）”日常用語而設(shè)置的。這兩個練習(xí)可放在第82、83課閱讀教學(xué)之后讓學(xué)生練習(xí)，以達(dá)到熟練運用所學(xué)知識的目的。

（二）閱讀教學(xué)

第82和83課是一個題為“Shopping”的有故事情節(jié)的閱讀課文。因為在第81課已經(jīng)大量操練了購物用語，而第82和83課中有許多這樣的日常用語，所以將這兩課合在一起教學(xué)，不致于增加教學(xué)難度，又可保持課文的完整性。

首先，教師借助4幅簡筆畫，講述課文。

教師邊講述邊將關(guān)鍵詞（key words）寫在每幅圖旁邊，以幫助學(xué)生理解、復(fù)述課文。

圖1：left school, start work, decided to buy…

a… shop near his home, had opened…, …shoes were… and

were not… right size, either…or…

圖2：look at…suit, try…on, look at himself in…, had never…before, some nice jackets, put…in a bag

圖3：came into the shop, so… to see each other that…, talked on and on

圖4：Haven't … forgotten…? hadn't paid, took out

教師借助簡筆畫講述課文兩遍后，要求學(xué)生全班回答練習(xí)冊第82、83課練習(xí)1的問題。然后半班、行排分段復(fù)述課文，再讓個人分段復(fù)述課文。接著四人一組分角色（narrator, John, shopkeeper, Ron）復(fù)述課文。全班舉行課堂小競賽，看哪一組復(fù)述得最好。做練習(xí)冊第82、83課練習(xí)2。

閱讀《閱讀訓(xùn)練》第21單元練習(xí)1的短文。

（三）語法教學(xué)

1．過去完成時態(tài)的教學(xué)

教學(xué)時態(tài)的最好形式之一是在一定的語境中通過與其他時態(tài)的比較來加深學(xué)生對這個時態(tài)的理解，這樣學(xué)生首先有個感性認(rèn)識，然后經(jīng)過歸納總結(jié)，這種感性認(rèn)識會逐步上升為理性認(rèn)識。本單元第一次教學(xué)過去完成時，而在本冊第6、8、9單元教學(xué)了現(xiàn)在完成時態(tài)，第二冊第11、12、13、15單元學(xué)習(xí)了一般過去時態(tài)。

教師首先讓學(xué)生復(fù)習(xí)第82和83課課文，讓他們找出含有過去完成時和現(xiàn)在完成時的句子。如：

1) … John had just left school for the last time.

2) … for it had opened only the week before.

3) “We've sold out the shoes in your size. ”

4) He had never worn a suit before, …

5) “I haven't seen you for months! ”

6)“You haven't paid for it yet! ”

7) … but he hadn't paid for it!

讓學(xué)生觀察過去完成時與現(xiàn)在完成時在構(gòu)成上的差異，如had或have + 過去分詞，時間狀語的不同。

再要求學(xué)生比較過去完成時與一般過去時的不同，并且畫出時間線，以比較兩種時態(tài)。

教師此時再讓學(xué)生思考已找出的句子的前后語境，尤其要區(qū)分一般過去時與過去完成時的不同用法。本單元出現(xiàn)的過去完成時態(tài)句子除上例2）之外，均不帶時間狀語，所以學(xué)生只要掌握過去完成時在什么情況下使用，表達(dá)什么時間意義即可，因為下一單元還會繼續(xù)學(xué)習(xí)這個時態(tài)。根據(jù)上例1）、2）、4）、7），變化主語的數(shù)，要求學(xué)生做相應(yīng)的句型轉(zhuǎn)換練習(xí)，其中包括陳述句，疑問句及其肯定與否定回答。具體句型參見Checkpoint 21。

2．由 so…that 引導(dǎo)的狀語從句的教學(xué)

由 so…that 引導(dǎo)的狀語從句是本單元另一個語法重點。這個語法點并不難理解，教師應(yīng)使學(xué)生認(rèn)識這個句型表達(dá)的意思；so后面是跟形容詞還是副詞由so前面的謂語動詞類型決定。

教師事先準(zhǔn)備好畫有jacket, shoes, socks, shirt, sweater, suit, trousers 等衣物的圖片，以及寫有 cost so much, cost so little, cheap, expensive, long, small等詞的卡片。把 he, she, we, they, John, I 寫在黑板上，然后出示相應(yīng)的圖片和卡片，造句如下：

The jacket cost so much that he didn't buy it.

This pair of trousers are so long that I can't wear them.

…

教師先讓全班做快速口頭造句練習(xí)，然后板書一部分例句，簡要分析這個句型的構(gòu)成及意義和使用場合。接著半班，行排之間進(jìn)行快速口頭連鎖造句比賽。兩組輪流造句，不能重復(fù)。教師限定時間，造句多且準(zhǔn)確的組為優(yōu)勝。接著要求學(xué)生口頭完成練習(xí)冊第83課練習(xí)3和第84課練習(xí)2。檢查核對答案后，學(xué)生根據(jù)課本第83課第三部分Practise、第84課第二部分Study and practise和上面口頭完成的兩個練習(xí)，筆頭造句。并要他們注意使用不同類型的謂語動詞。對造句子多且好的學(xué)生應(yīng)予以獎勵。

（四）詞匯教學(xué)

本單元第84課第二部分 Study and practise，練習(xí)冊第81課練習(xí)3、4；第82課練習(xí) 3；第83課練習(xí)2、4都從不同角度涉及到了詞匯的學(xué)習(xí)和運用。

例如：課本第84課第二部分教學(xué)了與原形動詞同形的過去式�，F(xiàn)將已學(xué)過的此類動詞歸類如下：

cost, cut, hit, hurt, let, put, read, must.

練習(xí)冊第83課練習(xí)4教學(xué)了常見形容詞后綴-ful, -y 和表示否定意義的前綴un-。左邊一組詞加后綴-ful由動詞變成形容詞；中間一組詞加前綴后，變成原詞的反義詞而詞類未變；右邊一組詞加后綴-y后，由名詞變成形容詞。教師應(yīng)引導(dǎo)學(xué)生在平時學(xué)習(xí)中積累這方面的例詞。如本單元中可變化的詞：certainly-uncertainly, cost-costly, expensive-inexpensive。

參考教案 Unit 21 Shopping 教學(xué)參考資料 示例二

教學(xué)參考資料（Reference for teaching）

補充注釋（Additional notes）

1. My shoes are worn out. 我的鞋穿破了。

be worn out形式上是wear out的被動形式，但實際上不強調(diào)被動，而強調(diào)狀態(tài)或情況。因此這里worn out相當(dāng)于一個形容詞短語。be worn out表示“穿破了，穿舊了”。

2. I'm looking for a pair of black shoes. 我在找一雙黑顏色的鞋子。

a pair of shoes 一雙鞋， a pair of gloves 一副手套。要壓意在glasses（眼鏡）， trousers（褲子）等由兩部分合在一起的單件物品前要用 pair來修飾。如：a pair of glasses 一副眼鏡，a pair of trousers 一條褲子， a pair of stockings 一雙長統(tǒng)襪。

3. What size do you want? 你要多大號的？

就衣服、鞋類等尺寸大小的提問常用 what size。如：

What size (of) shoes do you wear? 你穿多大號的鞋？

What size is your bedroom? 你臥室的房間有多大？

4. I'll think about it. 我要想一想。

think 常與介詞或副詞連用，如：think about 考慮；think of 想到，想；think out 想出，等。

5. I don't think I'll take it. 我想我不會買。

由于英文的表述方式和漢語的表述方式不同，學(xué)生在翻譯時容易出錯。在英語里，當(dāng)think 后面的賓語從句含有否定概念，通常形式上否定think，而實際意義上否定賓語從句。又如：

I don't think it's right. 我認(rèn)為這是不對的。

I don't think she will come. 我認(rèn)為她不會來。

6. That's much too expensive! 這太貴了！

much在這里起強調(diào)作用。

7. They were so pleased to see each other that they forgot everything else. 他們相互見面時如此高興以致于把別的事都忘了。

so是副詞，在其后跟形容詞或副詞 +that 引出結(jié)果狀語從句，表示“如此……以致……”。如：

He spoke so fast that I could not understand him. 他說得這樣快，我聽不懂他的話。

The book is so interesting that we all like to read it. 這本書如此有趣，我們都喜歡看。

注意在由 so…that 引導(dǎo)的狀語從句中，如果so前面是系動詞be, become, feel 等，那么so后面一般跟形容詞。例如：

He became so angry that he couldn't speak. 他氣得話都說不出來了。

She was so happy that she danced. 她高興得跳起舞來。

如果so的前面是實義動詞，那么so后面跟副詞。例如：

He ran so quickly that he won the race. 他跑得非�？�，以致于贏得這場比賽。

She worked so quietly that no one knew she was there. 她如此安靜地工作著，（以致于）沒有人知道她在那兒。

參考教案 Unit 21 Shopping 教學(xué)步驟 Lesson 82 示例二

Lesson 82

Step 1 Revision

1 Revise the names of clothing, colours and materials.

2 Practise the dialogues that the Ss learnt for homework.

Step 2 Preparing for reading

SB page 82. Tell the Ss Look at the picture. what can you see? What's John doing? Today we are going to read about John going shopping. Read this passage quickly and find the answer to this question: What did John buy? (A jacket)

Wb Lesson 82, Ex. 1. Read through the questions with the Ss. Make sure they understand them.

Step 3 Reading

Tell the Ss to read the story again more carefully and to discuss the answers to Wb Ex. 1 in pairs. Check the answers with the whole class.

Deal with any grammatical or lexical problems that arise.

Notes:

1) The position of quite: quite + adjective (e. g. quite new); but quite + a / an + adjective + noun ( e. g. quite a nice shop) .

2) Either…or… Here, this construction is used to describe what was wrong with the shoes: some pairs were too big, other pairs were too small.

3) That's the cheapest suit we have, I'm afraid. The relative pronoun is omitted ( we have = that / which we have). The word order is very different from Chinese. The Ss are required to understand the meaning of the sentence only.

Step 4 Reading aloud

SB page 82. Speech Cassette Lesson 82. Play the tape for the Ss to listen and repeat. Concentrate on the dialogue sections of the story.

Step 5 Workbook

Wb Exx. 1 and 2. If you wish, you may ask your Ss to write down the answers to Ex. 1 in their exercise books.

Get the Ss to do Ex. 2 orally in pairs before you check the answers with the whole class. The answers to Ex. 2 are: 1 C, 2 B 3 A, 4 B, 5 A.

Wb Ex 3 should be done orally in class. The answer are: 1 buy, pair of new; 2 either, or; 3 sold out; 4 put on, at himself; 5 tried on, chose; 6 cheaper; 7 right, take.

Step 6 Consolidation

Books closed! Get the Ss to retell the story. You can use the questions in Wb Ex. 1 as a guide.

If time permits, ask the Ss to act out the story in pairs Get one pair to act it out in front of the whole class.

Homework

Finish off the Workbook exercises.

Ex. 4 is optional. Ask the Ss to read the story again, try to use their own words to retell the story.

Prepare for the story in Lesson 83

參考教案 Unit 21 Shopping 教學(xué)步驟 Lesson 83 示例二

Lesson 83

Step 1 Revision

1 Check the homework.

2 Get the Ss to retell the story in Lesson 82. Use the questions in Wb Lesson 82, Ex. 1 as a guide.

Step 2 Reading

SB page 83, Part 1. Allow the Ss a few moments to read the end of the story. Then ask Who did John meet? ( His old friend, Ron. )

Then books closed! Get the Ss to retell the end of the story. Use the questions in Wb Lesson 83 Ex. 1 to guide you.

Books open. Read through the story with the Ss: get Ss to read it aloud. Deal with any grammatical or lexical problems. Note the use of the Past Perfect Tense in he had chosen a new jacket, but he hadn't paid for it. Make sure the Ss understand the meaning, but there's no need to present the tense to them at this stage.

Step 3 Reading aloud

SB page 83, Part 1, Speech Cassette Lesson 83. Play the tape for the Ss to listen and repeat. Once again, concentrate on the dialogue sections of the story. Let the Ss practise the dialogue sections in groups of three (John, Ron and the shopkeeper).

Step 4 Presentation

Draw the picture of old shoes on the Bb (or the real thing) (See TB Lesson 81, Step 2). Say This pair of shoes are so old that I can't wear them.

Show the Ss a bag. Pretend it is very heavy. Say This bag is so heavy that I can't carry it .

Repeat the sentences and get the Ss to say them. Write them on the Bb Highlight the use of so + adjective + that (result).

Give some more examples, e. g. This desk is so big that I can't move it. This window is so dirty that we must clean it.

See if the Ss can make up examples.

Step 5 Read and learn

SB page 83, Part 2 Read through the sentences with the Ss. Get the Ss to learn them by heart. Books closed! Ask the Ss to recite the sentences.

Step 6 Practice

SB page 83, Part 3. Read through the words in the box. Make up an example. Get individual Ss to make up more examples. Then let the Ss work in pairs: see how many different sentences they can make. Finally, collect some sentences from the Ss.

Step 7 Workbook

Wb Exx. 2 and 3.

Do Ex. 3 first Go through the model with the whole class, then let the Ss work alone, writing the answers in their exercise books. Check the answers with the whole class.

Let the Ss write the answers to Ex. 2 (on, at, up, into, At, into, for, on, on, up, towards, of, for, at, in, at, for, for, with).

Step 8 Consolidation

Get the Ss to retell the whole story of John's shopping trip.

Homework

Finish off the workbook exercises.

Do Wb Ex. 4 and make sure the Ss understand the meaning of the words.

Write the so…that… sentences in Ex. 3 in the exercise books.

參考教案 Unit 21 Shopping 教學(xué)步驟 Lesson 84 示例二

Lesson 84

Step 1 Revision

1 Check the homework (Wb lesson 83, Ex. 4). 2 Revise the story of John's shopping trip and act the dialogue sections in close pairs first, then in open pairs.

Step 2 Listening

Tell the Ss Today we are going to hear about a girl who goes shopping.

Wb Lesson 84, Ex. 1. Go through the words in the table and make sure the Ss understand what they have to do.

Play the tape once or twice. Let the Ss check their answers in pairs, then check the answers with the whole class.

Listening text

Listen to the tape, and tick the right answers in the form on page 84 of your workbook.

MAN: What can I do for you, madam?

WOMAN: I'm looking for a coat for my daughter. MAN: Here, madam, here're coats for girls. WOMAN: The red one on the right looks very nice, doesn't it? Do you like it, dear?

GIRL: No, Mum, I don't like red very much. I prefer green.

MAN: Green? What about that green one over there? How do you like that?

GIRL: It's nice, isn't it?

WOMAN: Yes. How much is it?

MAN: 280 dollars.

WOMAN: That's too expensive. I'm afraid.

MAN: A wollen coat like that isn't expensive. But I can find you a cheaper one. What do you think of this one? It's only 250 dollars.

WOMAN: That'll be all right. Alice, please try it on, will you?

GIRL: Yes, Mum.

WOMAN: Hmm, it looks very nice, but it's a bit large.

GIRL: Never mind. It'll be all right before long. You always say I'm growing fast, don't you?

WOMAN: That's quite true. We'll take it then. The answers are: Alice, a coat, green, 250 dollars, a bit large, wool.

Step 3 Presentation

Revise so + adjective + that, as in TB Lesson 83, Step 4. Then introduce so + adverb + that:

Write some untidy words on the Bb. Say I wrote so badly that you couldn't read my writing.

Speak very quietly, then say I spoke so quietly that you couldn't hear me.

Write the two sentences on the Bb. Point out the use of so + adverb + that (result).

Step 4 Study and practise

SB page 84, Part 2. Look at the table and point out the use of so + adverbs in the first column.

Then discuss the Simple Past forms of cost/ hit/ hurt/ let/ cut. Ask the Ss if they can think of another verb like these (e. g. put).

Contrast them with regular verbs. Give an example from the table, e. g.

He hurt her so badly that she had to see the doctor. Then get individual Ss to make up more examples.

Step 5 Checkpoint 21

Go through Checkpoint 21. Give the Ss more practice in the use of so + adjective/ adverb + that (result) as necessary. Deal with any other problems that the Ss have.

Practise the“useful expressions”and make sure the Ss understand their meaning and when to use them.

Step 6 Test

(See TB Appendix page 215. )

Step 7 Workbook

Wb Ex. 2 should be done orally in class. The answers are: 1 young, 2 tired, 3 lazy, 4 weak, 5 cold, 6 hard / well, 7 well, 8 slowly, 9 badly, 10 loudly. Wb Ex. 3. Practise the dialogues with the whole class, then let Ss work in pairs. Ask some pairs to act out their dialogue.

Step 8 Homework

Do Wb Ex. 2. Ask the Ss to write complete sentences in their exercise books.

Revise the new language points in this unit. Make up shopping dialogues in pairs.