1、Unit1 Words and Their Stories一、单元分析 ( Unit Analysis )（一） 单元地位 ( Unit Position )1 本课谈及了词汇故事和谚语。教师可围绕这一内容，设计活动让学生参与资源共享，扩充对这方面知识的了解。这对丰富学生的语言知识，提高英语学习的兴趣都很有帮助。2 围绕“词语故事” 这一主题，让学生通过互相交流共享，训练复述故事的能力。在此过程中，特别注重一下 “Giving Examples” 和 “Making Yourself Understood” 这两个语言功能的学习。3 本课出现的语法不定式的完成式，学生之前应当已接触过。通过这一
2、单元，教师应在复习原有不定式的基础上如不定式的进行式等，再重点描述并操练不定式的完成式。如 The expression is said to have come from the name of a hard-working animal - the beaver. / This phrase seemed to have arrived with the modern paper bag. 对于这一语法现象，教师有必要在课堂教学中加以一定的句型操练，加深学生对不定式的完成式的认识。 （二） 单元目标 ( Unit Target )1 了解一些词汇故事和谚语，并能背出一些常用谚语和习语。2
3、训练复述故事的能力。3 学会“Giving Examples” 和 “Making Yourself Understood”两类语言功能。4 复习巩固以前所学过的动词不定式的各项内容，熟练掌握动词不定式的完成式的应用。（三） 单元重点 ( Unit Points )1 关键词： 语言知识类complain, seem, wrap, explore, import, plain, have an important part in, exchange for, put value on, be sure of, be supposed to do / be 交际功能类常用谚语与俗语Better
4、late than never.A bird in the hand is worth two in the bush.Every little makes.Honesty is the best policy. Habit is second nature.As you sow, so shall you reap.An hour in the morning is worth two in the evening. East, west, home is the best.One is never too old to learn.All work and no play makes Ja
5、ck a dull boy. 2 功能: 参考课文第 13 页 Useful language1) Giving examples is a good example for us. Let me cite a few instances: such as for instance Let me take as an example: Allow me to cite an example: Not only that.2) Making yourself understood Have you got it? Do you understand what I mean? Is that cl
6、ear to you? Am I right saying that ? Did I make everything clear? Are you with me? Have I made myself clear? You got it, didnt you?3 语法点：本课在复习巩固之前所学过的动词不定式的各项内容基础上，熟练掌握动词不定式的完成式。二、教学设计 ( Teaching Designs )教学内容 教学实施建议 教学资源参考1 Reading 作为 “词汇故事” 这一主题的引入，教师可利用一个选词配对 “Animal Idioms” 的游戏来引出本课的两个词汇故事 “Eage
7、r beaver” 和 “To let the cat out of the bag”。引出主题后教师可通过一些相关的图片、影像资料进行介绍，或者对于课文中的几幅图片进行简要描述。在此基础上，阅读并讲解课文，使学生对词汇故事有进一步的了解。作为阅读后的补充，教师还可以做个“语境猜义”的游戏。既有助于加深学生对这一主题的浓厚兴趣，也让学生扩大了知识面，了解了更多的俗语。链接 1 “Animal Idioms” 的操作建议链接 2“语境猜义” 的操作建议课文第 1 页 Highlights 部分2 Listening 教材第 9 页的听力部分 “Break the ice”让学生又多了解了一个词汇
8、故事。对于教材第 10 页的 “Listening and talking”-“Rain”, 教师可以听说结合，以 pair work 的形式，利用信息差，做一个“传声筒”的游戏。链接 3“传声筒” 的操作建议课文第 9 页Listening Practice课文第 10 页Listening and Talking: Rain3 Speaking 以“习语和谚语” 为主题设计口语活动。活动一：搜集短语故事，先组内交流，再全班交流。活动二：Jigsaw group work。具体操作方法可参见课文第 11页 Further practice D1 Interesting expressions
9、。句型可参见课文第 13 页 “Useful Language”。活动三：Pair work: English proverbs。具体操作方法可参见课课文第 10 页Speaking Practice文第 12 页的 D2。4 Structure 动词不定式的完成式是本课的语法教学内容。教师可通过句型转换，情境操练等活动，结合教师必要的语法讲解，让学生在复习总结原有知识的基础上，熟练掌握动词不定式的完成式的应用。链接 4动词不定式完成式的教学建议。课文第 7 页Structure 部分5AdditionalReading本部分与 Unit 1 内容直接相关，建议放在最后一课时。本文出现的重要词
10、汇与词组：neglect, regret, refer to, go out of fashion, consist of, be related to, in amanner, fall into, keepin mind针对本文主题，可在全班开展一个谚语竞赛，看谁知道的谚语最多。链接 5谚语大比拼课文第 13 页AdditionalReading链接 1 说明：利用“Animal Idioms”这一选词配对游戏，可以让学生迅速进入本单元学习的主题，让他们对此主题产生强烈的求知欲。这一游戏活动既是引出主题，又巧妙地让学生其实已开始了idioms 的学习。1 教师可利用 PPT，设计如下的选词
11、配对。horse, mouse, cat, beaver, bat, dog as quiet as a _, to let the _ out of the bag, as blind as a _,an eager _, to eat like a _, a _s dinner, etc.2 教师可从以上的 “an eager beaver” 和 “to let the cat out of the bag” 引出本单元的主题与课文。链接 2 说明：这是一个多项选择的练习。把一句俗语放在一个语境中让学生去猜它的意义。在语境中猜义这一活动，本身就是培养学生的分析理解等综合能力，而紧扣主题的俗
12、语又是对俗语谚语学习的补充。教师同样可利用 PPT，设计如下的练习。例：Wow! Its raining cats and dogs today! I wish Id brought my umbrella to school!A. I forgot my umbrella today.B. Its raining heavily.C. Cats and dogs are falling from the sky. When the telephone salesman told me I could buy some concert tickets for only $10 if I gav
13、e him my credit card number, it seemed a little fishy to me, so I hung up the phone.A. I thought the telephone salesman smelled like a fish and I didnt like that.B. I thought the telephone salesman was a dangerous fish and he scared me.C. I thought the telephone salesman was dishonest and I felt sus
14、picious.I never learned how to use a computer, so I lost my job to a new employee. Its a dog-eat-dog world.A. Only the strong or the best survive.B. Dogs are eating dogs at the office.C. Dogs like to eat dogs for lunch.Jean: How did you know it was my birthday today?Susan: Oh, a little birdie told m
15、e!A. Jean told Susan it was her birthday.B. An unnamed person told Susan about Jeans birthday.C. Susan told Jean it was her birthday.When I told my mum I would be home around 2 a.m., she had a cow!A. My mum bought a baby cow.B. My mum is really strange.C. My mum was really upset.链接 3 说明：“传声筒”的游戏由于学生
16、之间存在着信息差，所以学生是带着很明确的任务去听的。这一游戏最后以小组合作方式呈现合作结果，既充分调动了学生的积极性，又培养了学生的信息处理、复述故事等语言综合能力。1 把学生分成两组，让一组学生暂时到教室外等候。2 留在教室里的一组学生 listen to the story about “rain check”。3 两组学生交换位置。原来等候在外面的学生留在教室里 listen to the story about “it never rains but it pours.”。4 两组学生以 pair work 的形式，相互复述各自所听到的词汇故事。有困难的学生可以前后以四人 1 组的形式
17、互帮互助。5 全班交流。6 The whole class listen to the two stories again to have a better understanding. 链接 4 说明：语法的学习离不开教师的精讲，也离不开学生的实际语言操练与应用。教师罗列典型的句子，帮助学生归纳总结，并创设不同的练习活动，都有助于学生更好地掌握语法知识。第一层次：演绎法讲授通过例句，教师让学生知道动词不定式完成式的形式和否定式，即：to have done; not to have done。告诉学生动词不定式的完成式强调不定式所表示的动作（或状态）出现在谓语所表示的动作（或状态）之前。并复
18、习不定式的一般式 to do，不定式的进行式 to be doing。 一般式： He wanted to go. He is looking for a room to live in.进行式：不定式所表示的动作与谓语所表示的动作同时发生。When he came in, I happened to be lying on the bed, reading.He seems to be recovering.完成式：Im sorry to have hurt you. I consider it a shame not to have recognized you immediately.H
19、e is believed to have come.He seems to have bought the new book.第二层次：句型转换教师给出一个句子，让学生转换成不定式，其中以完成式居多，穿插不定式的其它形式，以便复习巩固。教师给出的句子是非常有代表性的几类词。例：T: It seemed that the police had known the truth.S: The police seemed to have known the truth.(用于 seem, appear. happen, chance, pretend 等动词之后。)T: It is said tha
20、t the writer has published ten novels this year.S: The writer is said to have published ten novels this year.(用于 “be + said / thought / considered / reported / believed” 等之后。)T: It is certain that you have known each other before.S: You are sure to have known each other before.(用于“be + sure / certai
21、n / likely” 等之后。)* 也可让学生两两之间进行句型转换的练习。第三层次：情境操练1 Picture Interpretation类似于课文第 8 页的 practice ，教师再提供一些图片和提示词，让学生造句。2 情景造句教师提供情景，让学生造句。例：T: He speaks English fluently. Why?S1: He seems to have studied in an English-speaking country before.S2: He is said to have been abroad for many years.S3: He seems t
22、o have learned English for many years.T: Your teacher has just left your home. Your mother seems very angry.S1: Your mother seems to have been told what has happened.S2: Your mother seems to have known the result of the exams.T: Your child offended your neighbour again. You are making an apology.S1:
23、 Im sorry to have brought you so much trouble since we moved here.S2: Im terribly sorry to have disturbed you again.链接 5 说明：作为本单元的最后一课时，教师可把课文中和学生课上所提到过的谚语，结合教师所补充的谚语，在全班开展谚语竞赛，比一比谁知道的谚语最多。这既是对课堂知识的回顾与复习，也扩充了学生的知识面。整个活动课堂气氛将非常活跃，也把本单元的学习又推向一个高潮。1 教师给每一位学生发一张练习卷，上面印有 70 句左右的谚语。2 把全班分成 4 组，进行谚语竞赛。每答出一句谚语的意思小组得 1 分，每一人次只能说一句谚语。哪一个小组得分最多，哪一个小组就获胜。
