Unit1-the Fourth of July

Thefourthperiod(第四课时)

投我以桃，报之以李。《诗经·大雅·抑》

原创不容易，【关注】店铺，不迷路！

路漫漫其修远兮，吾将上下而求索。屈原《离骚》

原创不容易，【关注】店铺，不迷路！

人非圣贤，孰能无过？过而能改，善莫大焉。《左传》

原创不容易，【关注】店铺，不迷路！

PartBLet’stalk&Let’splay

▶教学内容与目标

课时教学内容 课时教学目标

Let’stalk ·能够在PPT和教师的帮助下理解对话大意

·能够通过听录音，学会按照正确的语音、语调及意群朗读对话，并能够在小组中进行角色扮演

·能够在情景中运用句型“Istetoourscputerroom”的意思并能够正确发音

Let’splay ·能够通过活动操练核心句型“Doyouhavea…?”“Whereisit?”

▶教学重点

1.能够在情景中运用句型“Istetooursc-up&Lead-in①

1.Greetings.

2.Enjoyasong—Ourscyscequestionstoleadttopredicttainideaofteroomsandvenuesoftputerroom?

Q2:Ist?

Ss:Yes,itis.

T:Cissobig!anystudentsaretputerint.Istputerroom?

Studentsguess,andtputerroom”.

Writedowntputerroom?

Ss:No,itisn’t.It’salibrary.

T:Doyouatesetoourscakeademonstration.

Sodelontetoourscyclassroom.

T:It’sclean.Istputerroom?

S1:Yes,wedo.It’sontakete.

(5)Evaluatetanceofts

Let’stalk

·Beabletounderstandtainideaoftcorrectly.

第 1 页 共 5 页 UNIT 1 THE FOURTH OF JULY

Audre Lorde

1 The first time I went to Washington D.C. was on the edge of the summer when I was

supposed to stop being a child. At least that's what they said to us all at graduation from the

eighth grade. My sister Phyllis graduated at the same time from high school. I don’t know what

she was supposed to stop being. But as graduation presents for us both, the whole family took a

Fourth of July trip to Washington D.C., the fabled and famous capital of our country.

Detailed Reading

2 It was the first time I'd ever been on a railroad train during the day. When I was little, and we

used to go to the Connecticut shore, we always went at night on the milk train, because it was

cheaper.

3. Preparations were in the air around our house before school was even over. We packed for a

1 第 一 周 星期 二 第1，2 节 2009 年 9 月 9日

课 题 Unit 1 The Fourth of July 1 课时 2

教学目的 1. To make students understand the text clearly

2. To make students comprehend the new words and expressions and use them

freely

3. To make students analyses the structure clearly

教学重点 1. the using of the new words and expressions

2. the comprehension of the text and the structural analysis of the text

教学难点 the comprehension of the text and the structural analysis of the text

课程类型 演示课 教学方法 讲授法，互动法，讨论法

课前准备 reference books,

教学过程

及时间分配 主 要 教 学 内 容 教学方法

运 用

Step1 Give students some questions that are related to the text to discuss and 讨论法

Lead- in let them present their discussion.

20分钟 Questions: 1: What is special with the date, the Fourth of July in the

United States?

Questions: 2: What does the name Washington, D.C. signify?

专业文档

珍贵文档 The fourth period Grammar

情态动词的语法特征

1） 情态动词 不能单独做谓语，除ought 和have 外，后面只能接不带to 的不定式。

2） 情态动词没有人称，数的变化，但有些情态动词，如can、will也有一般式和过去式的变化。

3） 情态动词的“时态”形式并不是时间区别的主要标志，不少情况下，情态动词的现在式形式和过去式形式都可用来表示现在时间、过去时间和将来时间。

1) can 和could：

1) can的主要用法是：

A. 表示体力或脑力的能力：

e.g. The girl can dance very well.

B. 表示说话的推测﹑事物的可能性等:

e.g. Can the news be true?

C. 在口语中, can可以表示请求或允许:

e.g. Can I sit here?

2) could的主要用法是：

A. could 是can的过去式, 表示与过去 有关的能力和推测:

e.g. We all knew that the young man couldn’t be a doctor.

B. could可以代替can表示请求, 但语气较can客气、委婉:

e.g. Could you lend me your dictionary?

Could I use your bike?

3) can和could接动词的完成形式，表示可能已经做某事。can用在否定和疑问句中, 表示不相信、怀疑等态度。

e.g. They can't have gone out because the light is still on.