Unit 25 The accident

教學(xué)目標(biāo) 

知識(shí)與技能目標(biāo)

通過(guò)本單元教學(xué)，使學(xué)生在進(jìn)一步學(xué)習(xí)中，鞏固過(guò)去進(jìn)行時(shí)態(tài)的各種句式，并能更好地運(yùn)用這種語(yǔ)言結(jié)構(gòu)去描寫過(guò)去的活動(dòng)和經(jīng)歷。要求學(xué)生口頭表達(dá)基本流暢，書面表達(dá)意思通順，語(yǔ)法正確，并能獨(dú)立完成練習(xí)冊(cè)中的各種形式的練習(xí)，能運(yùn)用自己組織的語(yǔ)言，以口頭和書面形式簡(jiǎn)述98課課文內(nèi)容。

主要掌握以下內(nèi)容：

1．句型： 1）You’d better go to bed earlier tonight. 2) You’d better not talk. 3) to see sth. happen 4) Go as quickly as you can. 5) It's nice of you. 6) Don't crowd round him.

2．語(yǔ)法：學(xué)習(xí)過(guò)去進(jìn)行時(shí)態(tài)（The Past Continuous Tense II）。

3．日常交際用語(yǔ)：［提出建議(Making suggestions)］ l)You’d better do sth. 2） You’d better not do sth.

情感態(tài)度目標(biāo)

第98課敘述了一場(chǎng)交通事故發(fā)生的經(jīng)過(guò)，反映了師生助人為樂(lè)、認(rèn)真負(fù)責(zé)的良好道德品質(zhì)。老師應(yīng)教育學(xué)生向他們學(xué)習(xí)，做一個(gè)樂(lè)于助人、不計(jì)酬謝、品德高尚的人。

“一方有難，八方支援”體現(xiàn)了我們時(shí)代的精神。每一個(gè)人都需要來(lái)自社會(huì)各方面的關(guān)愛(ài)。無(wú)論何時(shí)何地，“愛(ài)”是一個(gè)永恒不變的主題，只有愛(ài)才能使我們的生活充滿著七彩陽(yáng)光。

 

教學(xué)建議

教學(xué)內(nèi)容分析

本單元圍繞“The accident”，繼續(xù)談?wù)撨^(guò)去的經(jīng)歷，學(xué)習(xí)了一些有關(guān)的詞語(yǔ)，一些近義詞之間的區(qū)別。學(xué)習(xí)了表示“勸告和建議”的日常交際用語(yǔ)，通過(guò)課文教育學(xué)生做到助人為樂(lè)、認(rèn)真負(fù)責(zé)的良好行為，本單元再次學(xué)習(xí)了過(guò)去進(jìn)行時(shí)態(tài)，重點(diǎn)是該時(shí)態(tài)的否定式和疑問(wèn)式及簡(jiǎn)略答語(yǔ)。在學(xué)習(xí)過(guò)去進(jìn)行時(shí)態(tài)的同時(shí)帶出了時(shí)間狀語(yǔ)從句。通過(guò)課文講解了一般過(guò)去時(shí)態(tài)與過(guò)去進(jìn)行時(shí)態(tài)之間的用法區(qū)別。講述了tell sb. about sth. 和give sth. to sb. 兩個(gè)固定搭配。

閱讀課文分析

本單元兩篇課文“A traffic accident”和“Mr. Jackson saves Mrs. Beet”，都是關(guān)于意外事故的文章。通過(guò)學(xué)習(xí)，要對(duì)意外事故有所警惕，并學(xué)會(huì)理智地應(yīng)付意外事故。如遇到“火災(zāi)”，作為學(xué)生，應(yīng)立即撥打“119”，而不是盲目去救火；遇有重病人，撥打120等。也應(yīng)學(xué)會(huì)一些簡(jiǎn)單地應(yīng)付意外事故的方法，如作人工呼吸（mouth-to-mouth breathing）。

交際用語(yǔ)分析

It’s really nice of you．這是用于感謝的一句交際用語(yǔ)，類似地還有It’s very kind of you．主要用于以下場(chǎng)合：

1．聽到別人的贊揚(yáng)時(shí)。例如：

–You’re so beautiful.

–It’s very kind of you to say so.

2．回絕別人的邀請(qǐng)或幫助時(shí)也要先表示感謝。例如：

–Wall you like to come to the party？

–That’s very kind of you．But I have an important meeting tonight.

3．別人給予幫助或關(guān)心時(shí)。例如：

–Here you are.

–It’s very kind of you．

可以用于上述場(chǎng)合表示感謝的還有：Thank you．/Thanks．/You’re very kind．/Mary thanks./ Thank you for…等。

語(yǔ)法教學(xué)

本單元的材料幾乎全是圍繞過(guò)去進(jìn)行時(shí)的教學(xué)的。重點(diǎn)教學(xué)過(guò)去進(jìn)行時(shí)態(tài)的否定句、疑問(wèn)句及簡(jiǎn)略答語(yǔ)，以及帶有when 和while引導(dǎo)的時(shí)間狀語(yǔ)從句的句型，如：My wallet dropped on the ground when I was walking in the park. While we were talking, the teacher came in.并且學(xué)會(huì)區(qū)別一般過(guò)去時(shí)態(tài)和過(guò)去進(jìn)行時(shí)態(tài)。主要區(qū)別時(shí)態(tài)構(gòu)成和時(shí)態(tài)含義。一般過(guò)去時(shí)態(tài)表示過(guò)去通常發(fā)生的動(dòng)作或狀態(tài)，不強(qiáng)調(diào)動(dòng)作的持續(xù)性，而過(guò)去進(jìn)行時(shí)態(tài)則強(qiáng)調(diào)動(dòng)作在一定時(shí)間段內(nèi)的持續(xù)性。教學(xué)方法與上單元相同，通過(guò)具體的句子讓學(xué)生去體會(huì)，而不是講空洞的語(yǔ)法條文。

先讓學(xué)生簡(jiǎn)要地復(fù)習(xí)一下現(xiàn)在進(jìn)行時(shí)的否定形式和疑問(wèn)形式。老師用幻燈或在黑板上寫出一些含有現(xiàn)在進(jìn)行時(shí)的句子。例如：

1. Xiao Wang is washing his clothes, now.

2. Some students are drawing pictures on the blackboard.

3. The boys from Class 3 are playing basketball on the playground.

4. A dog is running after a bus.

5. A bird is flying high in the sky.

讓學(xué)生快速把以上句子改成否定句和一般疑問(wèn)句，并作肯定和否定回答，說(shuō)出其變換的規(guī)律。接著啟發(fā)學(xué)生思考過(guò)去進(jìn)行時(shí)應(yīng)如何變換。根據(jù)學(xué)生回答的情況，老師進(jìn)行具體指導(dǎo)。在這以后，老師請(qǐng)同桌的兩人為一組，一個(gè)同學(xué)寫一句過(guò)去進(jìn)行時(shí)的肯定句，另一個(gè)緊接著寫一句否定句。

例如：

1. I was doing my homework last night. I wasn’t watching TV.

2. Li Ming was listening to English at eight o clock yesterday.

3. He wasn’t writing a diary.

4. My mother was doing some washing this time yesterday. She wasn’t doing some cooking.

也可以一個(gè)先說(shuō)否定句，另一個(gè)說(shuō)肯定句。例如：

1. My English teacher wasn’t writing a letter last night. He was looking over the student’s exercises.

2. They weren't having classes this time yesterday. They were planting trees.

3. I wasn’t doing the cleaning yesterday afternoon. I was doing some shopping.

這樣操練既加深了學(xué)生對(duì)過(guò)去進(jìn)行時(shí)否定式的理解，同時(shí)也鍛煉了他們的口語(yǔ)表達(dá)能力和快速思維能力。

在講解過(guò)去進(jìn)行時(shí)的一般疑問(wèn)句時(shí)，可采用A、B、C三人一組的方法，先設(shè)定一個(gè)表示過(guò)去特定時(shí)間的狀語(yǔ)，at 9:00 yesterday morning。A在做坐自行車的動(dòng)作，B問(wèn)C：

Was he（she）riding a bike at 9:00 wt morning？

C回答：Yes，he was.

接著B又問(wèn)C：Was he mending a bike？

C回答：No，he wasn’t．

這樣操練既形象，又生動(dòng)，學(xué)生感興趣。

閱讀訓(xùn)練

本單元第98課安排了一篇閱讀短文。短文敘述了一次交通事故及一群學(xué)生和他們的老師在交通事故中所表現(xiàn)出的那種助人為樂(lè)、認(rèn)真負(fù)責(zé)的良好品德。文中出現(xiàn)的單詞不多，估計(jì)學(xué)生閱讀困難不大，在整個(gè)閱讀過(guò)程中我們可以分三部分進(jìn)行。

1．閱讀前的活動(dòng)（Pre－reading）

先讓學(xué)生看課文中的插圖，初步了解課文所敘述的主要內(nèi)容。老師在黑板上寫好閱讀提綱。(1)At the school gate. (2) Hearing the sound of the motorbike. (3) At the gatekeeper's room. (4) At the library.

2．閱讀中的活動(dòng)（While－reading）

教師可以提出問(wèn)題。如：

1) What happened when the children were leaving school?

2) What did the children do when they saw a bag fall off the truck?

3) What happened to the man on a motorbike?

讓學(xué)生帶著問(wèn)題閱讀課文，尋找答案。并鼓勵(lì)學(xué)生提出課文中的疑難問(wèn)題，老師答疑。這樣做教師的講解有的放矢，學(xué)生印象深刻，更重要的是啟發(fā)學(xué)生思考，開發(fā)學(xué)生的思維能力。

3．閱讀后的活動(dòng)（After-reading）

閱讀完了以后，聽學(xué)生簡(jiǎn)要回答老師提出的問(wèn)題，檢查他們的閱讀效果。接著放錄音，讓學(xué)生跟讀、模仿，以改進(jìn)語(yǔ)音語(yǔ)調(diào)。鼓勵(lì)學(xué)生朗讀時(shí)帶有感情，朗讀完后老師可以有重點(diǎn)的講解一些重要詞組和短語(yǔ)，如come round the comer，fall off，not…until，be badly hurt等，如果時(shí)間允許的話可以做練習(xí)冊(cè)把課上練習(xí)1。

能力訓(xùn)練建議

1．本單元的語(yǔ)法重點(diǎn)是過(guò)去進(jìn)行時(shí)的否定形式和疑問(wèn)形式，學(xué)生不能死記硬背它的結(jié)構(gòu)，而應(yīng)與一般現(xiàn)在進(jìn)行時(shí)進(jìn)行比較，在比較中加以掌握和理解。

2．本單元?jiǎng)釉~短語(yǔ)較多，可以把動(dòng)詞短語(yǔ)分類記憶，牢記核心點(diǎn)，結(jié)合語(yǔ)境記憶、掌握。例如可在對(duì)話中運(yùn)用“You’d better ride a bike instead of a motorbike.”“You’d better pick up the waste paper around you.”“If you see someone have a little accident, don’t crowd round him.”

3．第98課雖然篇幅較長(zhǎng)，但故事情節(jié)發(fā)展的脈絡(luò)很清晰。老師可先簡(jiǎn)要地列出內(nèi)容，然后讓學(xué)生用英語(yǔ)復(fù)述文章的主要情節(jié)。

4．第99課第二部分的填詞練習(xí)，每一個(gè)學(xué)生都必須認(rèn)真思考，獨(dú)立完成，它有利于幫助掌握第98課的課文內(nèi)容。

過(guò)去進(jìn)行時(shí)

一、過(guò)去進(jìn)行時(shí)的概念及構(gòu)成

過(guò)去進(jìn)行時(shí)表示過(guò)去某一時(shí)刻或某段時(shí)間正在進(jìn)行的動(dòng)作。過(guò)去進(jìn)行時(shí)由“was/ were+動(dòng)詞-ing”構(gòu)成。

二、過(guò)去進(jìn)行時(shí)的用法

1．表示過(guò)去某一時(shí)刻正在進(jìn)行的動(dòng)作。如：

What were you doing when I phoned you last night? 昨晚我給你打電話時(shí)，你正在干什么？

I was drawing a horse when the teacher came in.  當(dāng)老師進(jìn)來(lái)時(shí)，我正在畫一匹馬。

2．表示過(guò)去某段時(shí)間正在進(jìn)行的動(dòng)作。如：

They were building a dam last winter. 去年冬天他們?cè)诮ㄒ粋�(gè)大壩。

I was living in my teacher’s house when I was in middle school. 上中學(xué)時(shí)，我住老師家里。

3．用過(guò)去進(jìn)行時(shí)描寫故事發(fā)生的背景。如：

It was a dark night. The wind was blowing hard and the rain was falling heavily. A young woman suddenly appeared on the river bank. 一個(gè)漆黑的夜晚，狂風(fēng)大作，傾盆大雨，一年年輕的婦女突然出現(xiàn)在河岸上。

4．用于come, go, leave, start, arrive等表示位置轉(zhuǎn)移的動(dòng)詞，以表示過(guò)去將要發(fā)生的動(dòng)作。如：

They wanted to know when we were leaving for Shanghai. 他們想知道我們什么時(shí)候去上海。

She asked me whether he was starting the next day. 她問(wèn)我他是否第二天就走。

三、過(guò)去進(jìn)行時(shí)與一般過(guò)去時(shí)用法比較

1．這兩種時(shí)態(tài)均可與象last night, yesterday afternoon等表示過(guò)去的時(shí)間狀語(yǔ)連用。但如果強(qiáng)調(diào)在過(guò)去某個(gè)時(shí)候或某段時(shí)間曾有過(guò)的某個(gè)已經(jīng)結(jié)束的動(dòng)作，應(yīng)用一般過(guò)去時(shí)；而如果強(qiáng)調(diào)動(dòng)作在過(guò)去某個(gè)時(shí)候或某段時(shí)間正在進(jìn)行時(shí)，應(yīng)用過(guò)去進(jìn)行時(shí)。如：

Mary wrote a letter to her friend last night. 瑪麗昨晚給她朋友寫了封信。（信寫完了）

Mary was writing a letter to her friend last night. 瑪麗昨晚一直在給她朋友寫信。（強(qiáng)調(diào)寫的動(dòng)作一直在進(jìn)行）

2．句中有a moment ago之類的短語(yǔ)一般用一般過(guò)去時(shí)。

3．句中有at this time last Sunday, from 8 to 9 yesterday 之類的狀語(yǔ)一般用過(guò)去進(jìn)行時(shí)。

詞匯辨析

1. …-year-old / …year(s) old

二者前面都要用基數(shù)詞，均有“……歲（的）”之意。但…-year –old是復(fù)合形容詞，其中的名詞year只能用單數(shù)形式，中間用連字符號(hào)，一般僅作定語(yǔ)。如：

Lucy is an eleven -year-old girl. 露茜是一個(gè)十二歲的小女孩。

…year(s) old 是一個(gè)形容詞組，year用單數(shù)還是復(fù)數(shù)取決于其前面的基數(shù)詞。在口語(yǔ)中，常省略year (s) old, 只用基數(shù)詞。多用作表語(yǔ)或介詞of的賓語(yǔ)。如：

I’m thirteen (years old). 我十三歲了。

That’s a baby of only one (year old). 那是個(gè)才一歲的嬰兒。

2. fix/ mend/ repair

mend指將用壞了的簡(jiǎn)單的日常用具“修理”完好，較少用于較大物品。如：

He is mending his pen. 他正在修理鋼筆。

repair一般用于對(duì)大件或構(gòu)造復(fù)雜的物件進(jìn)行“修理”。如：

Jack knows how to repair the computer. 杰克知道怎么修這部電腦。

fix除了作“修理”外，常作“裝配、固定”解，但fix不能用于衣服、鞋子等的修理。

3. while/when

這兩個(gè)詞都作連詞使用，在含義上均可表示：“當(dāng)……時(shí)候”。例如：

When I was a boy, I used to go to the Western Hills on Sundays.我小時(shí)候，經(jīng)常在星期天到西山去玩。

It is cold when it snows. 下雪天很冷。

Please write while I read. 我念的時(shí)候請(qǐng)記下來(lái)。

I kept silent while he was writing.他寫字的時(shí)候我就默不作聲。

但是when與while在有些用法上是不同的。

1）When 可以引導(dǎo)定語(yǔ)從句，while不能。

He never forget the days when we stayed in the country.

他永遠(yuǎn)不會(huì)忘記我們?cè)卩l(xiāng)下的那段日子。

I like the afternoon when we went swimming.我喜歡我們?nèi)ビ斡镜哪莻�(gè)下午。

2）When可以引導(dǎo)賓語(yǔ)從句，而while不能。

He didn’t tell me when he went out.他并沒(méi)有告訴我他什么時(shí)間出去的。

3）表示特別強(qiáng)調(diào)時(shí)間，when引導(dǎo)的狀語(yǔ)從句前一般有just, even, exactly等詞，這種用法while不能。例如：

Just when he went out I came in.他正要出去的時(shí)候，我進(jìn)來(lái)了。

4) when 和while 在時(shí)間狀語(yǔ)從句中的區(qū)別

a. 用when 引起的狀語(yǔ)從句表示的時(shí)間，說(shuō)明一個(gè)動(dòng)作發(fā)生的時(shí)候，另一個(gè)動(dòng)作正在進(jìn)行。

When I got home, my mother was doing sane cooking. 當(dāng)我到家的時(shí)候，媽媽正在做飯。

b. when還可以表示正在進(jìn)行某個(gè)動(dòng)作時(shí)，發(fā)生了另一個(gè)動(dòng)作，這時(shí)主句用一般過(guò)去時(shí)。

My Pen dropped on the ground when I was walking in the park. 我在公園里散步時(shí)，我的筆掉在了地上。

c. 用 while 連接的狀語(yǔ)從句一般用進(jìn)行時(shí)，表示正在進(jìn)行某個(gè)動(dòng)作時(shí)，發(fā)生了另一個(gè)動(dòng)作，這時(shí)主句用一般過(guò)去時(shí)。

While I was watching the basketball game, suddenly the ball flew over and hit me.  當(dāng)我正在看籃球賽時(shí)，突然球飛了過(guò)來(lái)打中了我。(when和while狀語(yǔ)從句都可以表示正在進(jìn)行某個(gè)動(dòng)作，但while更強(qiáng)調(diào)動(dòng)作持續(xù)一段時(shí)間。)

d. 用 while連接的狀語(yǔ)從句還可表示某個(gè)動(dòng)作正在進(jìn)行的同時(shí)，另一個(gè)動(dòng)作也在進(jìn)行之中。

While I was doing my homework, mother was doing .some washing.當(dāng)我在做作業(yè) 時(shí)，媽媽在洗衣服。

疑難解析

1. Were the Blacks watching TV last night?

“the+姓氏的復(fù)數(shù)”表示“某一家人”或“某夫婦倆”，是復(fù)數(shù)概念，作主語(yǔ)時(shí)，其謂語(yǔ)動(dòng)詞用復(fù)數(shù)形式。the Blacks相當(dāng)于 the Black family。如：

The Turners were having supper when I got there. 我到那兒時(shí)特納一家正在吃晚飯。

It’s eight o’clock now, The Green family are having breakfast.

2. The man lay on the road.

這句話里，lay不能用lied替換。lie表示“躺”、“臥”、“平放”時(shí)，過(guò)去式是lay，lie表示“說(shuō)謊”時(shí)，過(guò)去式是lied。如：

The boy lay down to sleep. 那個(gè)男孩躺下睡覺(jué)。

He lied in the classroom yesterday.  昨天他在教室說(shuō)謊了。

3. A woman saw it happen when she walked past.一位婦女走過(guò)的時(shí)候，看到了事情的發(fā)生。

英語(yǔ)中一些感官動(dòng)詞如 see，hear，watch，feel等，常跟不帶 to的動(dòng)詞不定式（即動(dòng)詞原形）作賓補(bǔ)，意思是“看見（聽見、感覺(jué)）某人/某事發(fā)生的全過(guò)程”。除此之外，其后也可以跟V-ing表示一個(gè)動(dòng)作正在進(jìn)行。如：

I often hear her sing this song．我經(jīng)常聽到她唱這首歌。

I felt the earth move just now．我剛才感覺(jué)到大地動(dòng)了一下。

We saw him playing football on the playground. 我們看見他在操場(chǎng)上踢足球。（看和踢的動(dòng)作同時(shí)進(jìn)行）

past在這里作副詞，意思是“從旁邊”，可用by代替。past作名詞時(shí)，意思是“昔日，過(guò)去”，作形容詞時(shí)意思是“過(guò)去的”。如：

He walked past me, without a word．他從我身邊走過(guò)，沒(méi)有說(shuō)一句話。

The past is past. Nothing can bring it back．過(guò)去的一切永遠(yuǎn)過(guò)去了，無(wú)法使它再回來(lái)。

4. Let’s move that bag, or there may be an accident.我們把那個(gè)袋子搬開吧，否則，會(huì)出交通事故。

這是一種“祈使句+or+簡(jiǎn)單句”的并列句，連詞or相當(dāng)于if not，意為“否則，不然的話”。前面的部分帶有條件意味，此句可改寫為：If we don’t move that bag, there may be an accident.如：Hurry up, or you’ll be late. 快點(diǎn)，否則你就會(huì)遲到。

6. It is nice of you.

是“It is + adj. . + 介詞”結(jié)構(gòu)。在這個(gè)結(jié)構(gòu)中，介詞of用得最多。例如：

It is very good of you to do so. 你這樣做太好了。

It is so polite of him. 他太禮貌了。

[情景]此句式用來(lái)贊揚(yáng)對(duì)方或向?qū)Ψ奖硎靖屑�，意為“你真好！”如�?/p>

–Here are some flowers for you.

–It’s nice of you. Thank you very much.

Thanks for your help. It’s really nice of you.

[解析] 該句式還可擴(kuò)展為It’s (That’s ) + adj. + of sb. + to do sth.。這類形容詞有nice, good, kind, clever, right等。如：

It’s very kind of you to come and see me.您來(lái)看我，真太感謝了。

That’s very kind of you to say so.謝謝您這么說(shuō)。

注意：表示性質(zhì)、品格、品德之類的形容詞，后面的介詞用of.其他的形容詞（表示大小、方位、形狀等普通形容詞）多用for或者to. 例如：

The sun is far for us to see. 太陽(yáng)看上去離我們太遠(yuǎn)了。

It is very easy for me to do so. 這樣做對(duì)我來(lái)說(shuō)太容易了。

8. With the medicine box under her arm. Miss Zhao hurried off to look after the man. 趙老師腋下夾著藥箱匆忙趕去照顧那個(gè)男的。

With the medicine box under her arm是介詞短語(yǔ)作伴隨狀語(yǔ)。With在此意為“夾著”，它和其后的名詞或代詞構(gòu)成介詞短語(yǔ)，表示附帶情況。如：

A woman looked worried, with a child in her arms.一個(gè)女人抱著個(gè)孩子，顯得很著急。

He likes sleeping with the window open．他喜歡開著窗戶睡覺(jué)。

With the light on, we began to work again．燈亮了以后，我們又開始干了起來(lái)。

With these words, the tiger jumped into the river．說(shuō)著這些話，老虎跳進(jìn)了河里。

另外，“with +名詞”這一結(jié)構(gòu)在句中可作后置定語(yǔ)。如：

China is a country with a long history.中國(guó)是一個(gè)歷史悠久的國(guó)家。

 

Lesson 97 多媒體教學(xué)設(shè)計(jì)方案

Teaching Objectives:

Grasp the general question of past continuous tense and some words and phrases.

1. 句型：

1）You’d better go to bed earlier tonight．

2） A woman saw it happen when she was walking past．

3）My wallet dropped on the ground when I was walking in the park

4）You look tired today.

2. Words and expressions

play the piano/violin/guitar/flute, watch video tape, review, look tired/young/worried, mend, forget sth./forget to do sth. had better(not) do sth., novel, accident, wallet, walk past, give sth. (back) to sb.

3．過(guò)去進(jìn)行時(shí)態(tài)的陳述句和疑問(wèn)句

We were not traveling too fast.

Was she traveling too fast?

Teaching procedures:

Step 1 Revision

（學(xué)生活動(dòng)）讓學(xué)生就What were you doing at … yesterday?互相提問(wèn)復(fù)習(xí)過(guò)去進(jìn)行時(shí)。

（錄像演示）演示過(guò)去進(jìn)行時(shí)表示過(guò)去某個(gè)時(shí)刻正在進(jìn)行的動(dòng)作，讓學(xué)生進(jìn)行模仿練習(xí)

Step 2Ask and answer

Ask the students Was he watching TV at eight o’clock at night? . Help students to answer “Yes, he was.” or “No, he wasn’t.”

（錄像演示）情景演示過(guò)去進(jìn)行時(shí)的疑問(wèn)形式，然后由學(xué)生小結(jié)出過(guò)去進(jìn)行時(shí)態(tài)陳述句式和疑問(wèn)句式的構(gòu)成：was/were +主語(yǔ)+ving+其它

教學(xué)新詞匯Russian, motorbike, review（利用圖片和用英文解釋）

Step 3 Practice

（錄像演示）演示Dialogue 1的情景，回答：Why is the speaker tired? (the speaker went to bed too late)

講解新詞匯novel和短語(yǔ)had better(not)do sth.的用法。

You’d better go to bed earlier tonight, if you can.

had better加動(dòng)詞原形表示：最好做某事，用來(lái)向別人提出建議�？煽s寫為：’d better。如：

You’d better watch carefully before you cross the road．過(guò)馬路之前你最好要看仔細(xì)。

We’d better hurry up，or we’ll be late．我們最好快一點(diǎn)，要不然就晚了。

如果建議別人最好不做某事，使用“had better not加動(dòng)詞原形”這一句型。如：

You’d better not read in bed．It’s bad for your eyes．你最好不要躺著看書，對(duì)你眼睛不好。

You’d better not play basketball after lunch．It’s bad for your health．你最好不要在午飯后就玩籃球，它對(duì)健康有害。

（錄像演示）演示Dialogue 21的情景，回答：What happened to A? (His wallet dropped on the ground.)

教學(xué)新詞匯wallet and ground（利用圖片）

解釋句型A woman saw it happen when she was walking past.中的see sth. happen用法。

Step 4 Exercises

Fill in the blanks with correct tenses.

1. As my father________(leave) the house, the postman ________(arrive).

2.Tom______(work)in the garden, while I_________(sit)in the sun.

3. As I ________ (walk ) down the street, I ______ ( meet ) Charlie.

4. While he________(read) the letter, he_________ (hear) a knock at the door.

5. She ________(drop) the tray when I spoke to her.

Keys: 1. was leaving, arrived 2. was working, was sitting 3. was walking, met 4. was reading, heard 5. dropped

Turn the following sentences into general questions, then give short answers.

1.All the boys were playing football on the playground when it began to rain.

2. Mary was talking to her friend on the phone when her mother got home.

3. I was leaving the house when the telephone rang.

4. The girl was making the bed at seven o'clock yesterday morning.

5. The dog was running after the cat.

Keys: 1.Were all the boys playing football on the playground when it began to rain?

Yes, they were. /No, they weren’t.

2. Was Mary talking to her friend on the phone when her mother got home?

Yes, she was. /No, she wasn’t.

3. Were you leaving the house when the telephone rang?

   Yes, I was./No, I wasn’t.

4. Was the girl making the bed at seven o’clock yesterday morning?

   Yes, she was. /No, she wasn’t.

5. Was the dog running after the cat?

   Yes, it was./No, it wasn’t.

Step 5 Homework

  1. Revise the dialogues in SB Page 51, Part 2.

  2. Preview the next lesson.

  3. Do exercises on page 121.

  4. Finish off the workbook exercise.

 

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