The Swedish rock band－教学教案

教学目标

知识目标：
　　（1）New word and phrase: rock, band, concert, give a concert, tonight, singer, journalist, famous, song, more than, thousand, accident, careless, fall down, break, go on, someone, heart, past, end, at the end of, happen, part, tourist, go back, in a hurry, grape, science, marry, get married, subject, friendship, anyone, Swedish, Sweden Beatles, Stockholm, Liverpool

　　（2）Grammar: 一般过去时态（三）

　　规则动词过去式及读音

　　不规则动词过去式及读音

　　there be结构过去时态的陈述句，疑问句及否定句形式

　　I didn’t see many tourists here.

　　They didn’t stop the concert after the accident.

　　（3）日常交际用语:Is this your first visit to…?

　　How many…were there…?

　　There was /were…

　　Was/were there…?

　　They got married in…

　　（4）语音/s/ s, ss, se ,c/z /z, s, se /sp/ sp /st/ st /sm/ sm /sw/ sw

能力目标：
　　（1）要求学生能读懂课文回答课后的问题并能根据上下文判断生词词义。

　　（2）要求学生能熟练运用一般过去时态并能根据情景做口头和笔头练习。

　　（3）能听懂与课文难度相当的听力资料。

　　（4）能运用there be结构过去时态的陈述句,疑问句及否定句形式进行交际。

情感目标：
　　培养学生广泛的兴趣和爱好，使学生了解音乐给人类带来的美感。

教学建议

教材分析

　　本单元主要教学内容是围绕谈论过去经历的事情。Lesson 37主题是采访歌手。Lesson 38是介绍演唱会的过程。there be结构过去时态的陈述句，疑问句及否定句形式是本课的重点。Lesson 39是介绍旅游过的景点。Lesson 40是介绍父辈们的经历。一般过去时态的教学贯彻始终整个单元。要求教师多创设情景使学生能灵活掌握一般过去时态的用法。

　　Lesson 37的对话和Lesson 39选择式对话，突出了一般过去时态疑问句的句式特点，一定要用助动词did来完成(指的是行为动词)。Lesson 38和Lesson 40中的两篇文章“Yesterday’ in concert!”“My father”，不但训练了我们的阅读理解能力，而且教我们如何用一般过去时态去写过去的事情。同时“My father”给我们的单元写作训练提供了范例，可让学生模仿写一篇家人的文章。

关于37课的建议

　　在本单元的教学中，教师应以一般过去时态为主，综合各种时态创设不同情景，提高学生综合运用语言的能力。此练习可以在完成本课内容后进行。

　　（1）模拟家访

　　情景：教师到兰蓝家去家访。教师先准备一个家访提纲如下：

　　Name: Lan Lan

　　The past: always forget her homework, sometimes late for school, careless

　　Now: study hard, never forget her homework, get to school early

　　学生先进行讨论：如果你是家长你怎么问，如果你是老师你怎么回答。

　　组织学生进行对话如下:

　　Lan Lan’s father: Hello！

　　Lan Lan’s teacher: Hello！Are you Lan Lan’s father?

　　Lan Lan’s father: Yes, I am.

　　Lan Lan’s teacher: I am Lan Lan’s teacher.

　　Lan Lan’s father: Glad to meet you.

　　Lan Lan’s teacher: Glad to meet you too.

　　Lan Lan’s father: Can you tell me something about Lan Lan?

　　Lan Lan’s teacher: Ok.

　　Lan Lan’s father: Did Lan Lan often forget her homework?

　　Lan Lan’s teacher: Yes. But not now. She always finishes her homework on time.

　　Lan Lan’s father: Was she often late for school?

　　Lan Lan’s teacher: Yes, she did in the past. but now she never gets to school late.

　　Lan Lan’s father: Is she still careless?

　　Lan Lan’s teacher: No, she studies harder than before.

　　（2）教师可以组织学生按照课文进行角色表演。

　　（3）课本的第二部分主要是讲解there be结构过去时态的陈述句，疑问句及否定句形式，教师可以将它改编成一段记叙文。如下：

　　There were four singers in the band last year. There were also some women in it.

　　But there was a problem at that time. One of the singers wasn’t good. People didn’t like her. There are three singers now. There isn’t a problem any more.

笔头训练建议

    　　要求学生能讲述一个自己所经历的故事，教师可以设计一个开头，如：It was Sunday yesterday. I went to the park with my classmate. It was very hot. On my way to the park I saw an old man walk along the street. Suddenly, he fell down the street 让学生自由完成后续部分。

　　根据阅读课文My father来写一篇介绍学生家庭成员(grandmother/ grandfather)的文章。让学生先就课文所提示的问题向他们的祖父母进行调查，这些问题涉及到他们的出生年代，所受教育，婚姻、子女及工作状况。然后分小组对各人所了解的情况进行讨论，以便互相补充和启发。

关于there be结构的一般过去时的建议

    　　教师在引入时应使用比较法让学生自己比较下列句子的区别，总结出两种时态在意义上和在结构上的区别。

　　（1）There is a book on the desk. There was a book on the desk a moment ago.

　　（2）There are some apples in the bag. There were some apples on in the bag yesterday.

　　　然后教师在使用实物教学使学生完全掌握此结构。例如教师在桌上放一些实物问What is / are there on the desk? 学生根据实际情况答There is / are …on it. 教师还可问Is there…? Are there…? How many …are there? 并把这些问题写在黑板上。问答完毕，教师可把桌上的东西收起来，然后问：What was there on the desk a moment ago? Was there…? Were there…? How many …were there? 等问题，可帮助学生回答。

There be 结构与have / has

        　　在英语里表示“什么地方或时间存在什么事物或人”时，要用there be结构。在此结构里，there 是引导词，本身没有词意，be是谓语动词，be后的名词是主语，主、谓语的数必须一致，句子的结尾是地点或时间状语。如：

  　　There is a ruler on the desk.

  　　There are many students on the playground.

  　　在使用这个结构时应注意以下几点：

　　1. there be结构变成否定式时，须在动词be后加not（a / any）或no。变成疑问句时，将be放在there之前，句中如有助动词时要把助动词放在there之前，句子其余部分不变。如：

  　　There aren’t any pencils in the pencil-box.

  　　There are no pencils in the pencil-box. 

  　　Is there any milk in the bottle?

　　Will there be a meeting next week.

　　2. there be结构有两个并列主语时，要根据就近的主语原则确定谓语是单数还是复数。如：

  　　There is a boy and two girls in the picture.

  　　There are two girls and a boy in the picture.

　　3. There be 结构中的be可有不同的时态，而且可以和各种助动词和情态动词连用。如：

  　　There is going to be a sports meeting in our school in May.

  　　There must have been an accident there. （现在完成时，以后我们会学到的）。

　　4. there be结构中的谓语动词be，有时可用seem to be, happen to be, used to be, stand, live等词或词组来代替。如：

   　　Once upon a time, there lived in Greece a great thinker named Aristotle.

　　从前在希腊居住着一位名叫亚里斯多德的伟大思想家。

   　　There seems to be something wrong with you.

   　　There stands a tall tower in the middle of the square. 在广场中央竖立着一座高塔。

　　5. 注意there be 结构与have / has 的区别。there be表示“存在有”，而have / has 则强调人或物体本身“具有”（has 只用于第三人称单数）。如：

  　　My sister has many toys.

  　　China has a long history.

  　　We have a lot of friends.

  　　have / has变成否定式时，应在其后加not或借助于助动词don’t或doesn’t；变成疑问句时，将have / has提在主语前或借助于助动词do或does放在主语前。如：

  　　I have not a bottle of orange.

  　　I don’t have a bottle of orange.

  　　Do you have a red pen?

  　　Have you a red pen?

  　　注：I have no Chinese car. = I don’t have a Chinese car.
Lesson 37教学设计方案

Teaching Objectives:
　　By the end of the lesson, Ss should be able to interview somebody.