新人教版英語高一上Module1《Unit3Traveljournal》word學(xué)案.doc

book one unit 3 travel journalperiod 1 reading主備人: 沂南一中 張玉梅 修訂人: 于洋 審核人: 杜曉寧 編制時(shí)間：2010-8-12內(nèi)容簡析本節(jié)課的內(nèi)容是人民教育出版社出版的nse高中教材必修1第三單元的pre-reading, reading, comprehension 部分,本單元主題是旅游，通過旅游日記的方式描述旅游見聞。此節(jié)課是單元的閱讀課，講述了一段沿湄公河而下的自行車旅行，主人公王坤以旅游日記的形式詳細(xì)地記錄了這一過程。教師可在充分利用教材資源的基礎(chǔ)上，結(jié)合學(xué)生的實(shí)際情況設(shè)計(jì)教學(xué)活動(dòng)，旨在幫助學(xué)生有效地掌握閱讀技巧，形成有效地學(xué)習(xí)方法和閱讀策略，同時(shí)了解記敘文篇章結(jié)構(gòu)和寫作特點(diǎn)，為下一步進(jìn)行旅行日志的寫作教學(xué)做好準(zhǔn)備。目標(biāo)聚焦一、知識目標(biāo)1、初步理解、掌握課文中關(guān)于旅游方面的詞語，學(xué)習(xí)分析課文中的長難句子，初步感知課文中出現(xiàn)的的本單元要學(xué)的語法現(xiàn)象。2、了解一些關(guān)于地理風(fēng)貌的詞，列舉湄公河流經(jīng)的國家名稱。3、探討與旅游相關(guān)的各種話題，包括旅游的益處，如何為旅游做準(zhǔn)備，在旅游期間應(yīng)注意的事項(xiàng)等。二、技能目標(biāo)1、通過閱讀篇章的主要內(nèi)容，使學(xué)生形成概括歸納能力，猜測能力和細(xì)節(jié)辨認(rèn)能力。 2、形成分析篇章結(jié)構(gòu)的能力，提升邏輯思維能力3、學(xué)會(huì)文章主題的方法。三、策略目標(biāo)1、通過圖片和標(biāo)題預(yù)測文章內(nèi)容；運(yùn)用略讀和找讀策略迅速獲取信息,并能夠精讀文章獲取信息和分析信息。 2、能利用上下文猜測生詞詞義。（四）情感態(tài)度目標(biāo)了解湄公河的特點(diǎn)以及湄公河流域的地理風(fēng)貌，增強(qiáng)對祖國大好河山的熱愛和國際意識，加強(qiáng)對世界文化的了解。方法運(yùn)用1、任務(wù)型教學(xué)2、導(dǎo)、讀、練的教學(xué)模式學(xué)習(xí)流程before class (課前自主學(xué)習(xí)，合作探究)task 1 vocabulary（詞匯預(yù)習(xí)）preview the new words of this text.【設(shè)計(jì)意圖】通過預(yù)習(xí)詞匯為下一步的閱讀掃清生詞障礙。task 2 warming up（熱身） please look at the pictures above, and think about some questions :1. do you know where they are ? and do you like travelling?2. what should we do to prepare for a travelling?3. what kind of transport would you choose to go there?【設(shè)計(jì)意圖】通過圖片激發(fā)學(xué)生興趣，引出本單元的話題旅游，并且引導(dǎo)學(xué)生思考旅行及旅行需要注意的問題。如：交通工具，交通路線等等。task 3 do the exx in fast readingtask 4 read the text and try to find out the difficult and charming sentences and then try to analyze or memorize them.【設(shè)計(jì)意圖】通過讓學(xué)生課前自己找出難句、經(jīng)典句并試著分析和欣賞，培養(yǎng)學(xué)生主動(dòng)發(fā)現(xiàn)問題問題和解決問題的能力，同時(shí)為課上的研讀環(huán)節(jié)作了充分的鋪墊。in class（課上交流展示、研討提升）step 1 check-up and lead in（展示預(yù)習(xí)成果和導(dǎo)入新課）1) divide the students into two groups. let two groups compete to read the new words. from journal to bend.2) students report their prevision of the warming-up part.【設(shè)計(jì)意圖】該環(huán)節(jié)的設(shè)計(jì)意圖是檢查學(xué)生對前兩個(gè)課前預(yù)習(xí)任務(wù)的完成情況。3) get the ss to look at the pictures and the title of the reading passage and predict the content and then lead into the new lesson.【設(shè)計(jì)意圖】通過看圖片和標(biāo)題對課文內(nèi)容進(jìn)行預(yù)測，培養(yǎng)學(xué)生預(yù)測閱讀內(nèi)容的能力。同時(shí)通過預(yù)測激起進(jìn)一步探究的好奇心，順理成章的引入新課。step 2 fast reading（速讀）1. read the passage quickly and find out the answers of these questions, using skimming and scanning skills. 1) who are wang kun and wang wei?2) what are their dreams? 3) who are dao wei and yu hang? 4) is it a difficult journey to cycle along the mekong? why?5) what can you see when you travel along the mekong river? 2. then guide the students to conclude the main idea of this passage:para 1 wang kun and wang weis _.para 2 wang wei is _.para 3 _ for their trip.tips for summing up the main idea of a storywho?what happened?what are their feelings?3. true or false.a) wang wei and wang kun were going to have a travel along the mekong by boat. _b) wang wei thought it was no need to prepare much for the travel. _c) wang wei was a stubborn and careful girl. _d) the journey would begin at an altitude of more than 5000 meters, where it is hard to breathe and very cold. _e) wang kun thought that it would be easy to start in qinghai. _ 【設(shè)計(jì)意圖】通過設(shè)計(jì)幾個(gè)簡單的問題引導(dǎo)學(xué)生運(yùn)用略讀策略快速了解課文的主要內(nèi)容，并檢查讀前預(yù)測是否正確；考慮到學(xué)生歸納概括的能力比較薄弱，采用提問和填空的形式給予學(xué)生幫助，可以降低難度，同時(shí)也教給學(xué)生如何總結(jié)主題；true or false旨在教給學(xué)生進(jìn)一步了解課文具體內(nèi)容，通過對課文主要信息的尋找，可以培養(yǎng)學(xué)生迅速搜索信息的能力。step 3 careful reading （細(xì)讀）read the passage carefully and find the details in the correct boxes.route of mekongin chinaout of chinabegins in a _1_ on a tibetan mountain.it passes through _5_travling across yunnan province.enters wide _8_。as it enters southeast asia, its pace is_10_.at last, the river delta enters the _12_.the river is _2_ and the water is _3_and _4_.it begins to move _6_.it becomes _7_.the river becomes _9_.the mekong becomes _11_.【設(shè)計(jì)意圖】讓學(xué)生歸納每段段意，提供具體信息，旨在幫助學(xué)生把握課文要點(diǎn)，學(xué)會(huì)總結(jié)和歸納課文內(nèi)容。讓學(xué)生在完全掌握課文內(nèi)容和結(jié)構(gòu)的基礎(chǔ)上，可以順利進(jìn)行下一步的研讀。step 4 study-reading1. deal with task 4 in before class2. read the text again, find out the sentences and analyse them.1）they are dai and grew up in western yunnan province near the lancang river, the chinese part of the river that is called the mekong river in other countries.譯：_.本句中的the chinese part of the river that is called the mekong river in other countries 作lancang river 的_, 另外，同位語中有一個(gè)that引導(dǎo)的_從句，修飾前面的名詞_.2) it was my sister who first had the idea to cycle along the mekong river from where it begins to where it ends.譯：_.本句是一個(gè)_句式，it wasthat (who) ，強(qiáng)調(diào)my sister。from where it begins to where it ends還含有兩個(gè)_引導(dǎo)的_從句.3) although she didnt know the best way of getting to places, she insisted that she organize the trip properly.譯：_.本句中that she organize the trip properly為_從句，作動(dòng)詞insist的賓語，使用了“should+動(dòng)詞原形”形式的虛擬語氣，其中省略了_。4) (1) it becomes rapids as it passes through deep valleys, traveling across western yunnan province.譯：_.(2) she gave me a determined look - the kind that said she would not change her mind.譯：_.(3) once she has made up her mind, nothing can change it. finally, i had to give in.譯：_. 5）find out the sentences in the text which have similar meanings with the following ones.my sister wang wei first put up the idea that we could travel along the mekong river from its source to its ends. _.【設(shè)計(jì)意圖】通過研讀，讓學(xué)生學(xué)會(huì)分析相關(guān)的長難句，徹底掃清所有的語言障礙，完成相關(guān)的知識目標(biāo)，同時(shí)也是為下一步的讀后任務(wù)做好必要的語言知識積累和語言障礙清除。step 5 post-reading1. retelling: fill in the blanks and try to retell the reading. wang wei and wang kun have _1_ taking a great bike trip, _2_ middle school. after_3_ college, they and their cousins finally got the chance to _4_. wang wei has one serious _5_. she can be really _6_. although she didnt know the best way of getting to places, she insisted that she _7_ the trip properly. i kept asking her some questions and whether she had looked at a map yet. she doesnt _ 8 details. although i am worried about her plans, she gave me a _ 9 look - the kind that said she would not _10_. once she has _11_, nothing can change it. finally, i had to _12_.before our trip, wang wei and i get more information about the river. mekong river begins in a _13_ on a tibetan mountain. at first the river is _14_ and the water is _15_ and_16_. then it begins to move _17_. it becomes rapids as it passes through deep _18_, travelling across western yunnan province. sometimes the river becomes a _19_ and enters _20_. after it leaves china, the mekong becomes _21_, _22_ and _23_. as it enters southeast asia, its pace _24_. it makes wide bends or meanders through low_25_ to the plains where rice grows. at last, the river delta enters the south china sea.2. make comparisonan attitude is what a person thinks about something. make lists of wang weis and wang kuns similar and different attitudes about the trip. after the comparison, students have a debate. which character do you like, wang kun or wang wei? why?【設(shè)計(jì)意圖】復(fù)述旨在讓學(xué)生進(jìn)一步熟悉文章內(nèi)容及寫作手法，練習(xí)口頭表達(dá)能力；學(xué)生對信息進(jìn)行再整合，形成對文章的理解概括能力。通過comparison和debate進(jìn)一步加深了學(xué)生對人物和湄公河的了解，引發(fā)學(xué)生從文章表面的學(xué)習(xí)到更深的思考，從而實(shí)現(xiàn)了本節(jié)課的情感態(tài)度目標(biāo)。after class（課后鞏固提高、預(yù)習(xí)準(zhǔn)備）1. pair workfind a partner and ask your partner about these questions. 1) where are you going on holiday?2) how are you going there?3) how much money will you spend?4) how long are you staying there?5) what will you prepare for the travel?make use the information above to write down a travel plan.2. read the reading passage carefully and try to find the new grammatical structure in it.【設(shè)計(jì)意圖】課后的寫作屬于任務(wù)拓展的較高層次，可以進(jìn)一步訓(xùn)練學(xué)生運(yùn)用本節(jié)課掌握的語言知識和相關(guān)信息發(fā)表自己看法、實(shí)現(xiàn)語言輸出、解決實(shí)際問題的能力，找出新的語法現(xiàn)象是預(yù)習(xí)作業(yè)，旨在為下節(jié)語法課做好準(zhǔn)備。教學(xué)反思全日制義務(wù)教育普通高級中學(xué)英語課程標(biāo)準(zhǔn)（實(shí)驗(yàn)稿）強(qiáng)調(diào)課程從學(xué)生學(xué)習(xí)興趣、生活經(jīng)驗(yàn)和認(rèn)知水平出發(fā),提倡體驗(yàn)、實(shí)踐、參與、合作與交流的學(xué)習(xí)方式和“任務(wù)型”的教學(xué)途徑。促進(jìn)學(xué)生形成有效的學(xué)習(xí)方法和策略。同時(shí),標(biāo)準(zhǔn)著重強(qiáng)調(diào)了學(xué)生的綜合語言運(yùn)用能力以及在學(xué)習(xí)過程中表現(xiàn)出的情感、態(tài)度和價(jià)值觀。故本課時(shí)的設(shè)計(jì)從語言知識、語言技能、情感態(tài)度和學(xué)習(xí)策略等方面提高學(xué)生的綜合素質(zhì)。并基于學(xué)生和教材分析,制定出三維教學(xué)目標(biāo)。在多媒體等教具的支持下,運(yùn)用“任務(wù)型”的教學(xué)方法,讓學(xué)生在完成任務(wù)的同時(shí),提高英語綜合運(yùn)用能力。 本節(jié)課的設(shè)計(jì)最大的特點(diǎn)是使用恰當(dāng)?shù)拈喿x技能入手，同時(shí)為激發(fā)學(xué)生的探究欲望和閱讀興趣設(shè)置了由淺入深，層層推進(jìn)的任務(wù)型閱讀的教學(xué)模式。另一個(gè)特點(diǎn)是教學(xué)環(huán)節(jié)的設(shè)計(jì)層次分明，銜接流暢自然。讀前、讀中、讀后三個(gè)環(huán)節(jié)的設(shè)計(jì)由淺入深，由表及里，層層深入，步步為營，使閱讀活動(dòng)從整體到部分最后回到整體，理解的層次也由讀懂到讀深最終到讀透。參考答案step2 fast-reading1. 1）they are brother and sister, and both are college students. 2）their dream was to take a great bike trip. 3）they are wang kuns cousins who are at a college in kunming. 4）yes. the journey begins at an altitude of more than 5,000 meters, where it is hard to breathe and very cold. 5）you can see glacier, rapids, hill, valleys, waterfalls and plains.2. para 1 wang kun and wang weis _dream .para.2wang wei is stubborn .para.3 preparation for their trip.3. f t f t fstep3 careful-reading 1. glacier 2. small 3. clear 4.cold 5. deep valleys 6. quickly 7. rapids 8. valleys 9. a water fall 10. slow 11. wide, brown and warm 12. the south china sea.step4 study-reading2. 1) 翻譯略；同位語；定語；river 2）翻譯略；強(qiáng)調(diào)；where；賓語 3）翻譯略；定語；should 4）翻譯略 5）it was my sister who first had the idea to cycle along the mekong river from where it begins to where it ends.step5 post-readingretelling: 1. dreamed about 2. ever since 3. graduating from 4. take a bike trip 5. shortcoming 6. stubborn 7. organize 8. care about 9. determined 10. change her mind 11. made up her mind 12. give in13. glacier 14. small 15. clear 16. cold 17.quickly 18.valleys 19. a water fall 20. wide valleys 21. wide 22.brown 23. warm 24. slows 25. valleys make comparison: （answers varies）wang wei: stubborn; determined; wouldnt change her mind; adventurous(喜歡冒險(xiǎn)); positive to the trip;wang kun：serious, careful; clever; less positive to the trip;after class （略）period 2 learning about language主備人: 沂南一中 杜曉寧 修訂人: 張玉梅 審核人:于陽 編制時(shí)間： 10./8/7內(nèi)容簡析本單元主要講述了一段沿湄公河而下的自行車旅行，主人公“王坤”以旅行日志的形式詳細(xì)的記錄了這一個(gè)過程。學(xué)生通過追隨這段旅程，探討與“旅行”相關(guān)的各種話題。通過這一單元的學(xué)習(xí)，既讓學(xué)生學(xué)到與旅行有關(guān)的語言知識和語言技能，還會(huì)使學(xué)生學(xué)到對旅游產(chǎn)生的興趣，通過旅游了解世界各地的文化，增強(qiáng)對祖國大好河山的熱愛，進(jìn)而培養(yǎng)學(xué)生的跨文化交際能力。本節(jié)課是單元的語言知識學(xué)習(xí)課，教師可在充分利用教材資源的基礎(chǔ)上，結(jié)合學(xué)生的實(shí)際情況設(shè)計(jì)教學(xué)活動(dòng)，旨在幫助學(xué)生有效地學(xué)習(xí)語言知識和語法知識，并能熟練運(yùn)用所學(xué)知識，形成有效地學(xué)習(xí)方法和解題技巧。為以后的綜合能力的運(yùn)用作好了鋪墊。目標(biāo)聚焦本單元是在學(xué)生初步適應(yīng)高中學(xué)習(xí)生活后的學(xué)習(xí)。本節(jié)課的主要目的就是側(cè)重訓(xùn)練學(xué)生對文章的重點(diǎn)詞匯、重點(diǎn)句型的理解、辨析和運(yùn)用，并通過對多個(gè)例句的分析生讓學(xué)生掌握運(yùn)用。但是語法的學(xué)習(xí)部分教師仍有必要對次語法項(xiàng)目進(jìn)一步展現(xiàn)和分析，從而使學(xué)生對語法項(xiàng)目的認(rèn)識從感性上升到理性，并能夠在以后的口語和書面表達(dá)中靈活使用。（一）語言知識目標(biāo)1詞匯prefer. persuade insist determined give in shortcoming finally be fond of joruney make up ones mind2語法現(xiàn)在進(jìn)行時(shí)表示將來（二）語言能力目標(biāo)能夠記憶課文中涉及的句型，熟練掌握語法的用法，并能夠在理解掌握的基礎(chǔ)上熟練運(yùn)用。（三）學(xué)習(xí)策略目標(biāo)通過引導(dǎo)學(xué)生對課文相應(yīng)句子的理解，以及教師給出的相應(yīng)的例句，使學(xué)生能夠歸納現(xiàn)在進(jìn)行時(shí)表示將來的用法，并能在歸納總結(jié)的基礎(chǔ)上做出相應(yīng)的練習(xí)，達(dá)到提高學(xué)生歸納能力及靈活掌握語法的目的。（四）文化意識及情感態(tài)度目標(biāo)借助于本單元對自行車旅游的描述，培養(yǎng)學(xué)生的熱愛大自然和強(qiáng)烈的愛國意識，通過旅游了解世界各地的文化，也培養(yǎng)了學(xué)生的跨國文化意識。方法運(yùn)用 本節(jié)課將采用新課標(biāo)所提倡的“任務(wù)型教學(xué)”途徑，側(cè)重于提高學(xué)生在語言知識學(xué)習(xí)中的歸納能力，以及對所掌握語言知識的靈活運(yùn)用，同時(shí)培養(yǎng)學(xué)生自我完成任務(wù)的能力。按照高中英語課程標(biāo)準(zhǔn)所倡導(dǎo)的以學(xué)生為本的教學(xué)理念，采用任務(wù)型語言教學(xué)途徑，促使學(xué)生積極運(yùn)用語言，完成任務(wù).學(xué)習(xí)流程before class (課前自主探究，合作學(xué)習(xí))before class (課前自主探究，合作學(xué)習(xí)) task 1 根據(jù)漢語提示寫出下列詞匯或短語。（方法引導(dǎo)：先默寫，然后再核對答案，錯(cuò)誤之處用紅筆標(biāo)出，寫出正確單詞并加以鞏固。） 1. _ n.保護(hù) 2. _ vt.包含；容納；容忍 3. _ n.保護(hù)區(qū) 4. _ vt.影響；感動(dòng)；侵襲 5. _ n.損失；遺失 6. _ adj.強(qiáng)大的；有力的 7. _ n.地域；地帶 8. _ vt.鑒賞；感激；意識到 9. _ vi.回答；作出反應(yīng) 10. _ vi.&vt.成功；接替；繼任11. _ adj.遠(yuǎn)的；遠(yuǎn)處的 12. _ adj.安全的；可靠的13. _ n.仁慈；寬??；憐憫 14. _ n.收入15. _ adj.確定的；某一 16. _ n.&vt.損害；危害17. _ n.重要性 18. _ vt.雇用；利用（時(shí)間，精力等）task 2 完成課本第28頁第1、2兩題。in class:（課上展示交流、研討提升）step1.check up the studentswork.step2 grasp the following language points:(方法指導(dǎo)：先把原文句子呈現(xiàn)出來，然后認(rèn)真瀏覽知識點(diǎn)的解析，并完成相應(yīng)的練習(xí)，核對答案后，背誦句子) 1. prefer vt. 更喜歡；選擇某事物（而不選擇其他事物）【原文再現(xiàn)】你比較喜歡使用哪種交通方式：公共汽車還是火車？ _【觀察探究】while he was in the office he preferred doing something to doing nothing. i prefer to walk there rather than go by bus.。【歸納總結(jié)】prefer +_ 喜歡，寧愿做prefer sb to do sth 喜歡，寧愿某人做prefer sth. to sth或perfer doing to doing _prefer _ rather than_ 寧愿做不愿做【即學(xué)活用】 比起咖啡我更喜歡牛奶。（譯）_ he prefers to read books at home rather than watch tv.（譯）_2. persuade vt. 勸服；說服【原文再現(xiàn)】兩年前，他買了一輛價(jià)錢昂貴的山地自行車，然后她說服我也買了一輛（山地車）。_【觀察探究】i was able to persuade him to take the job at last. 最后我總算說服他接受了這份工作。we persuaded him out of his foolish plan/to stop his foolish plan. 我們說服他停止他的愚蠢計(jì)劃。 he tried to persuade me of his honesty. 他努力讓我相信他的誠實(shí)。【歸納總結(jié)】persuade sb. to do sth. =_. 說服某人做某事persuade sb. not to do sth. = persuade sb. out of doing sth. 說服某人不做某事_ 使某人相信【知識拓展】溫馨小提示：persuade含有勸說成功之意。若表示勸說沒有成功或不一定成功，常用advise sb. to do sth. 或try to persuade sb. to do sth. 建議某人做某事。i tried to persuade him to do it but he wouldnt. = i advised him to do it but he wouldnt.【即學(xué)活用】 he persuaded her _ _/_ _ with him. 他說服了她和他一塊去。no one can_. 沒人能說服我戒煙。3. insist vi./vi. 堅(jiān)持，主張；堅(jiān)持說，堅(jiān)決要求【原文再現(xiàn)】盡管她對到某些地方的最佳路線并不清楚，她還是堅(jiān)持認(rèn)為自己把這次旅行安排得很妥當(dāng)。_【觀察探究】she insisted on going there. they insisted that we (should) begin the work at once.【歸納總結(jié)】 堅(jiān)持要，一定要_ insist后接that賓語從句時(shí)要注意，若insist表示堅(jiān)持要做而還沒做時(shí)，用虛擬語氣，即（should）+動(dòng)詞原形，should可省略。若表示強(qiáng)調(diào)事實(shí)或經(jīng)驗(yàn)時(shí)，則不用虛擬語氣。【典例精析】bob insisted that he _ nothing wrong and _ from work.a. did; wont be fired b. had done; not be fired c. should do; mustnt be firedd. do; shouldnt be fired 解析：答案選b。本句意為“鮑勃堅(jiān)持說他沒做錯(cuò)事，不應(yīng)該被開除?！钡谝粋€(gè)空時(shí)，insist意為“堅(jiān)持說”，此處強(qiáng)調(diào)事實(shí)，用真實(shí)語氣；第二個(gè)空時(shí)，insist意為“堅(jiān)持認(rèn)為”，此處應(yīng)用should+動(dòng)詞原形，should可省略?！炯磳W(xué)活用】he insisted _ _ _. 他堅(jiān)持這個(gè)真理。he _ _ _ his homework first. 他堅(jiān)持先完成家庭作業(yè)。i insisted that _ _ _ _. 我堅(jiān)持那是意外事故。4. 【原文再現(xiàn)】she gave me a determined look - the kind that said she would not change her mind.（譯）_【觀察探究】she determined to go that very afternoon. 她決定就在那天下午走。 i am determined to win the game. 我決心要贏得那場比賽。【歸納總結(jié)】determine v. _determined adj._ she is a determined girl. 她是一個(gè)意志堅(jiān)定的女孩子。determine to do = _= _ 下定決心做【即學(xué)活用】i _ _ _ _ and nothing will stop me.我決心要去，沒有什么可以阻止我。5. give in 投降；讓步；屈服；上交(=hand in)原文呈現(xiàn)最終，我還是讓步了。_【觀察探究】he has given in to my views at last. 他最后接受了我的觀念。please give/hand in your exercise books now. 現(xiàn)在請交上你們的練習(xí)冊。【知識拓展】give up_ give off _give out _【典例精析】-whats the matter with you?-after the long walk, my legs _ and i couldnt go any further.a. gave out b. gave off c. gave in d. gave up解析：答案選a。give out“（食物、燃料、力量等）用盡，用完；筋疲力盡”；give off“放出（光、煙、氣味等）”；give in“投降”，give in to sb.“向某人投降”；give up“放棄”，give up on sth.“對表示絕望；放棄”。本句意為“走了很多路后，我的腿沒有力氣了，我再也走不動(dòng)了”?！炯磳W(xué)活用】he would rather _ than _. 他寧死不屈。醫(yī)生讓史密斯先生戒煙。（譯）【設(shè)計(jì)意圖】讓學(xué)生在熟讀課文的基礎(chǔ)上，自主學(xué)習(xí)，找到文章的原句，借助于老師提供的句子，學(xué)會(huì)自己去觀察，歸納總結(jié)，從中得出規(guī)律，在這其中，設(shè)計(jì)了一些高考題，讓學(xué)生，尤其是學(xué)有余力的學(xué)生能進(jìn)一步的提高他們的運(yùn)用能力。step 3discovering useful structures.(1)復(fù)習(xí)：回憶一下你還會(huì)下面的句式翻譯嗎？（溫故而知新）溫馨小提示：一定要注意句子中的時(shí)間標(biāo)志呀！1. look! what are they doing?_2. she is swimming now._3. we are going to buy a bike tomorrow._4. they will go to shang hai in two days._5. he is always changing his mind. _6. she is about to leave when some guests come._復(fù)習(xí)要點(diǎn)： 第_題是現(xiàn)在進(jìn)行時(shí)，其時(shí)間標(biāo)志分別是_.第_題是一般將來時(shí)，其標(biāo)志是_它們的翻譯分別是_【設(shè)計(jì)意圖】在學(xué)習(xí)新內(nèi)容之前，讓學(xué)生務(wù)必要把和新內(nèi)容有關(guān)的知識復(fù)習(xí)，這是必不可少的一個(gè)環(huán)節(jié)，目的是讓他們在理解新內(nèi)容上不要存在理解障礙。(2).學(xué)一學(xué)：試一試（了解一種新句式）你能準(zhǔn)確翻譯出下面的句子的意思嗎？可以討論進(jìn)行。溫馨小提示：同樣要注意句子中的時(shí)間標(biāo)志詞，他們是翻譯準(zhǔn)確的基本條件。1. im leaving tomorrow._2. are you staying here till next week?_核對完答案，是不是覺的還比較滿意呢？那就讓我們再詳細(xì)觀察一下這類句子，看看你能找到什么規(guī)律?！驹O(shè)計(jì)意圖】在提醒他們的基礎(chǔ)上，讓他們以討論的方式，來感性認(rèn)識這種句式。(3) 歸納一下，再觀察。（試著找一找規(guī)律）試著再準(zhǔn)確翻譯下面的句子。溫馨提示：自己翻譯感覺困難的同學(xué)可以看這后面老師給的提示一步步進(jìn)行。感覺輕松的同學(xué)，可以先翻譯，再去完成老師給的提示。(對不同類型的學(xué)生，要有不同的要求。實(shí)行分層教學(xué))3. im going.at 3:00._4. we are coming here this afternoon._5. the train is arriving in 6 minutes._6.what time is the plane taking off?_7.we are leaving for nanjing tomorrow._他們每個(gè)句子中都能找到一個(gè)表示位置移動(dòng)的詞，他們分別是_這幾道題目的時(shí)間標(biāo)志分別是_因?yàn)檫@些時(shí)間都是表示_(現(xiàn)在/將來)所以他們都應(yīng)該這樣翻譯：_填完上面的問題，你能總結(jié)出規(guī)律來了嗎：現(xiàn)在進(jìn)行時(shí)除了表示現(xiàn)在正在進(jìn)行之外，還可以表示較近的_，常有“意圖”?！鞍才拧被颉按蛩恪钡暮x。這種用法比較生動(dòng)，給人期待感，此時(shí)所用的動(dòng)詞多少表示方位移動(dòng)的詞，如：_【設(shè)計(jì)意圖】讓學(xué)生去通過觀察，自己動(dòng)腦子或通過合作學(xué)習(xí)去歸納總結(jié)，從對這一語法項(xiàng)目從感性認(rèn)識達(dá)到理性的認(rèn)識。培養(yǎng)他們逐漸的學(xué)會(huì)獨(dú)立學(xué)習(xí)，獨(dú)立思考的能力。step 5 當(dāng)堂檢測(即學(xué)活用)i. finish exx2 on page 21. 【設(shè)計(jì)意圖】讓