【文章內(nèi)容簡介】 用在名詞前作定語，不能單獨使用。 . everyday life 日常生活 everyday activities 日?；顒? everyday 與 every day 辨析 every day 是副詞短語，意為 “每天 ”，用作時間狀語。 . The teacher asked us to read English books every day. 老師讓我們每天都要讀英語。 VII. Exercises 用括號中單詞的適當形式填空 1. One who goes to ______ (French) never fails to visit Paris. 2. How soon would you like to have these ___________ (product) done? 3. In the crowd, Sam looked aside to avoid _________ (see) Jane and Mary. 4. Is this kind of bicycle______ (make) in Shanghai? 5. The ______ (locally) government listed him as an elderly person of no home. Homework 1. Read the passage several times after school. 2. Make sentences with these words: no matter, be made in, find it + adj. that… , even though, avoid doing sth., everyday things Section A 3 (Grammar Focus4c) 一、 教學目標： 1. 語言知識目標： 1) 學習掌握下列詞匯： boss, Germany, surface, material, traffic, postman, cap, glove 2) 進行一步復習鞏固學習 Section A 部分所學的生詞和詞組。 3) 對詢問物品的制作材料、生產(chǎn)地點、生產(chǎn)制作過程等語句進行歸納總結(jié)和探究學習。 4) 掌握被動語態(tài)的用法，并通過不同方式的練習，來熟練掌握被動語態(tài)。 2. 情感態(tài)度價值觀目標： 了解一些日常用品的制成材料，增加生活常識，養(yǎng)成良好的生活習慣； 二、 教學重難點 1. 教學重點： 1) 復習鞏固 Section A 部分所學的生詞和詞組，達到熟練運用的目標。 2) 被動語態(tài)的用法。 2. 教學難點： 1) 探究學習詢問物品的制作材料、生產(chǎn)地點、生產(chǎn)制作過程等句型。 2) 被動語態(tài)的用法。 三、教學過程 Ⅰ . Warming up and revision 1. Have a dictation of the new words learned in the last class. 2. Review some main phrases we learned in the last class. Check the homework. Ⅱ . Grammar Focus. 1. 學生閱讀 Grammar Focus 中的句子，然后做填空練習。 ① 你的襯衫是棉的嗎？ ____ your shirts ____ ____ cotton? ② 是的，而且它們產(chǎn)于美國。 Yes. And they were _____ ___ the US. ③ 飛機模型是由什么制成？ ______ the model plane ______ of ? ④ 它是由舊木頭和玻璃制成。 It’s made of _____ ______ and ______ ⑤ 茶產(chǎn)自中國哪里？ _______ ____ tea ___________ in China? ⑥ 茶產(chǎn) 自 很多不同的地區(qū)。 It’s produced in many ________ _______. ⑦ 茶是如何 制成 的？ _____ is tea __________? ⑧ 茶樹種植在山坡上。當茶葉長成后， 它們被手工采摘下來，然后送去加工。 Tea plants ______ ______ on the sides of the mountains. When the leaves are ready they _____ ______ by hand and then ______ ______for _________. ⑨ 在杭州人們種植茶葉。 People_______ ________ in Hang Zhou. Tea _____ ________ (by people) in Hang Zhou. Ⅲ . Summary 一、 被動語態(tài) 當主語為動作的執(zhí)行者時 , 謂語的形式為主動語態(tài) 。 當主語為動作的承受者時 , 謂語要用被動語態(tài)。 . Many people speak English. （主動語態(tài) , 句子的主語 many people 是動作 speak 的執(zhí)行者） English is spoken by many people. （被動語態(tài) , 句子的主語 English 是動作 speak 的承受者） 二、被動語態(tài)的構(gòu)成 被動語態(tài)由 “助動 詞 be + 及物動詞的過去分詞 ”構(gòu)成。與主動語態(tài)一樣，被動語態(tài)也有時態(tài)、人稱和數(shù)的變化 , 其變化規(guī)則與 be 作為連系動詞時完全一樣。 IV. Practice 1. Work on 4a: Tell Ss to read the sentences in 4a and try to fill in the blanks with the correct forms of the verbs in brackets. Learn some new words. 2. Work on 4b: 1) 讓學生們閱讀句子，理解句子的意思，為進行句子轉(zhuǎn)換做好準備。 2) 將主動語態(tài)句變?yōu)楸粍诱Z態(tài)句時，應 先確定句子的謂語動詞，并找出句子的賓語。然后，將句子的賓語變成被動句的主語，將謂語動詞變成 be+ Ved 形式。 3) 逐句進行分析推敲，確定括號中單詞的恰當時態(tài)。 4) 最后，通讀一遍句子，進行綜合理解，看句子是否通順，合理。 5) Check the answers with the Ss. Learn some new words. V. Talking 1. Ask five classmates about something they are wearing or have in their schoolbags. The list of words below may help you. (Learn some new words.) 2. Let one pair read out the conversation in the box as a model. 3. 提示學生們運用左側(cè)方框中的示例詞。 4. 讓學生們以小組為單位分別自主發(fā)揮，用英語談論自己的物品的制作材料及生產(chǎn)地點。 Homework 肯定式 否定式 疑問式 一般 現(xiàn)在時 I am asked … He/She is asked … We/You/They are asked… I am not asked… He/She is not asked… We/You/They are not asked … Am I asked …? Is he/she asked …? Are we/you/they asked …? 將下列句子變成被動語態(tài)句 1. We use puters to search information. 2. The teacher often repeats the story. 3. They don’t allow fishing here. 4. Bill looks after his cat carefully. 5. We don’t often speak English at home. Section B 1 (1a2e) 一、 教學目標： 1. 語言知識目標： 1) 能掌握以下單詞： international, petitor, its, form, clay, balloon, scissors, lively, fairy, heat, polish, plete 2) 能掌握以下句型： ① They are made of bamboo and covered with paper. ② According to Chinese history, sky lanterns were first used by Zhuge Kongming. ③ They are seen as bright symbols of happiness and good wishes. ④ After drying, they are fired at a very high heat. 2. 情感態(tài)度價值觀目標： 了解一些地方知名產(chǎn)品或傳統(tǒng)藝術(shù)品的制作過程以及制作材料，培養(yǎng)學生的民族自豪感及愛國主義精神。 二、 教學重難點 1. 教學重點： 1) 掌握本課時出現(xiàn)的生詞及用法。 2) 進行聽力訓練，提高綜合聽說能力。 3） 閱讀短文，獲得相關(guān)信息，提高學生們的綜合閱讀能力。 2. 教學難點 1. 聽力訓練 2. 閱讀 2b 部分的短文并完成相關(guān)要求。 三、教學過程 Step I. Revision 1. Daily greeting. 2. Review. 主動語態(tài)變被動語態(tài)的方法 Computers are used to search information. The story is often repeated by the teacher. The cats are carefully looked after by Bill. English isn’t often spoken by us at home. Step II. Presentation 1. Present the new words on the big screen and learn the new words together. clay n. 黏土；陶土 balloon n. 氣球 scissors n. 剪刀 fairy tale 童話故事 paper cutting 剪紙 celebration n. 慶典；慶?；顒? international adj. 國際的 . The kilogram is the international standard of weight. 公斤是國際通用的重量標準。 petitor n. 參賽者；競爭者 pete （動詞） + or → petitor ( 名詞 ) . We can pete with the best teams. 我們能與最好的隊競爭。 Each petitor should wear a number. 每個 比賽者必須佩戴一個號碼。 form n. 形式；類型 . Jogging is a healthy form of exercise. 慢跑是一種健康的鍛煉方式。 its adj. 它的 . My pet dog likes catching biscuits in its mouth. 我的寵物狗喜歡用嘴接餅干。 lively v. 生氣勃勃的；鮮艷的 . Mary is a lovely young woman with imagination. 瑪麗是一名富有想像力生氣勃勃的年 輕 女人。 historical adj. （有關(guān)）歷史的 . These are not just historical points. 這可不僅僅是歷史的觀點。 heat