1.总体思路

　 本节语法课各分三大块(学前导练观察、语法归纳和当堂反馈)，三大步骤又细分为8个具体的教学活动，(谈论各自的喜好；对perfer…to的语法现象进行观察归纳；当堂反馈;对would rather…than观察归纳; 当堂反馈;不定代词的应用；当堂反馈;课堂调查；)这些活动均围绕语法主题“喜好”展开。各个具体教学活动环环紧扣，训练的侧重点各不相同，但对学生的语法要求也随之逐步提升。在知识拓展的这一环节中，使用了学生较感兴趣的一些素材，以激发学生的学习兴趣。

2,教学过程

Step One.　 Prefer…to 的讲练。

Activity 1. Talk about the weather and hobbies

[设计说明]

　　　　　 用Free talk引出prefer…to，并充分调动学生的积极性。

Activity 2. Listening

　　　　 Listen to the tape and ask three questions:

4.教学重点和难点

(1)熟练掌握would rather…than 、prefer…to及一些不定代词的用法，并能运用；

(2)学会选择并学会生活。

2.教学目标

(1)让学生了解would rather…than 、prefer…to及一些不定代词的用法；

(2)熟练运用语言点，并会替换使用前两个语言点；同时掌握人称的不定代词的使用；

(3)围绕三个语法现象，开展多种教学活动，训练学生运用英语进行听说读写的能力。

2.教材处理：该课是Grammar的第一课时。本节课重点是使学生掌握would rather…than 、prefer…to及一些不定代词的用法，笔者通过对prefer…to的复习，同时对之进行更深的讲解；并由此导出would rather…than，且在练习中再联系出不定代词，最后再设计一个调查把三个语法都融合到一起，通过练习提高学生们对三个语法现象的了解和掌握。

1.教材内容(附后)

I have something important to tell you.我有一些重要的事情要告诉你们。

“is there anything wrong with your watch”?“No, Nothing is wrong with it.”“你的手表有些毛病吗？”“没有，一点毛病没有”。

“what，s　 in your pocket”? “你的口袋里有什么？”“没有什么”.

I，ve done nothing today.今天没有做什么。

“is there anything interesting in today，s newspaper ?”“Nothing much”.“今天的报纸上有些有趣的东西吗？”“没有什么”。

No one in our class can answer this question.我们班上没有一个人能回答这个问题。

Everything is ready. Let，s begin our meeting .一切准备就绪。我们开始开会吧！

Listen! Someone is knocking at the door.听！有人在敲门。

Would you like something to eat?你想吃点东西吗？

(11)somebody is waiting for you at the school gate, Kate.凯特，有人在校门口等你。

(12)I am looking for something a little cheaper.我正在找稍微便宜一点的东西。

(13)if there is no bread ,we will eat something else.如果没有面包，我们就吃点别的东西。

(14)we will get something to eat at the snack bar.我们去那个零食店吃点什么。

(15)you cannot get anything for nothing你什么都不付出，就想得到点是不可能的。

(16)There is something in what you said , I will take your advice.你说的话有点道理，我会听你的忠告的。

(17)something is better than nothing.有总比没有好。

(18)This is the mysterious something which they have worked so hard to find.这就是他们付出极其艰辛的劳动所要寻找的那种神秘的东西。

(19)if you see somebody drowning what you will do?如果你看到有人快要淹死了，你应该怎么办？

(20)I think anyone can learn skating.我认为任何人都可以学会溜冰的。

(21)has anything unusal happened?有什么不平常的事发生了吗？

[注]一般来说，当主语是指人的复合代词，如everybody, nobody, anybody 等时，其反意疑问句后面的主语通常用代词they;当前面句子中的复合代词指物，如everything ,something, anything, nothing 等时，其反意疑问句后面的主语通常用代词用it.如：

① Everyone is here ,aren’t they?人都到了，是吗？

② Everything is ready, isn’t　 it ?一切准备好了，是吗？

Somebody is waiting for me at the gate , aren ’t they?有人在门口等我，是吗？

[注]当形容词或else(别的，其它的)修饰复合不定代词something , everything , nothing ,anybody ,nobody 等时，该形容词或else必须放在复合不定代词的后面。如：

① Do you have anything interesting to tell me?你有什么有趣的事情要告诉我吗？

②I　 have answered several questions .Do you have anything else to ask?我回答了好几个问题。你还有别的要问吗？

is there anybody else in the room?屋子里还有别的人吗？

　[注]none ,nothing 和no one 的区别； none既可指人，也可指物，它只是指在一定范围内，代替上下文已出现过的名词。Nothing表示“没有什么东西”，只能指物，不能指人，同时没有任何限制。No one 一般用来指人，使用时不受一定范围的限制，后面一般不接引导的介词短语，如：

“Have you bought any clothes”? “None”.“你买衣服了吗？”“一件没买”。

“What did you buy yesterday?” “None”“昨天你买什么了？”“没有买什么”。

“did anyone come to see me ?”“一个人也没有”。

“are there any birds in the tree now ?” “None”.“现在树上有鸟吗？”“一只也没有。”

“what is in the bag?” “None”“袋子里有什么？”“什么也没有。”

anyone, any one 和anybody的区别

anyone=anybody指任何人，不能指物，也不可以与of引导的介词短语连用。Anyone作主语时，谓语动词用单数形式。Anyone/anybody属于单数，其对应的代词要用him/his.如：

anyone /anybody who refused to leave was thrown into prison.拒绝离开的人被投入监狱。

If anyone/anybody comes ,please ask him to wait.如果有人来，请叫他等一下。

[注]回答与表示一个范的of 介词短语连用进，anyone须写成两上单词any one.如：

You may choose any one of them.你可以任选一个。

I don，t like any one of them.他们中任何一个我都不喜欢。

灌南县中小学教师集体备课教案

　　　　　　　　　　　　　　　　　　　　　　　　　　　 备课组长(签字)　　　　

灌南县中小学教师集体备课教案

　　　　　　　　　　　　　　　　　　　　　　　　 　　　备课组长(签字)　　　　

灌南县中小学教师集体备课教案

　　　　　　　　　　　　　　　　　　　　　　　　　　　 备课组长(签字)　　　　

灌南县中小学教师集体备课教案

　　　　　　　　　　　　　　　　　　　　　　　　　　　 备课组长(签字)　　　　

2.　　　 Create new dialogue about giving advice. Provide them some useful expression.

Step4. Consolidate.

　　　 Do some exercises.

Period 8 Pronunciation

Teaching aims:

·To understand the difference between the voiced and voiceless “th” sounds.

·To pronounce the two “th” sounds correctly.

·To distinguish the voiced and the voiceless “th” sounds.

Teaching procedures:

Step 1:Lead and presentation

1). Show some letters on the board. Ask them to read and tell them that there are two ways to pronounce the “th”.

2) Read through the three steps to pronounce the voice //sound. Ask the whole class to pronounce the voiceless sound together. Remind them to put their hands on their throats to make sure they do not feel any vibration.

3) Play the recording for Part A through once and ask students to listen to the pronunciation of the “th” in each word.

4) Play the recording again, and lead them to read again and again.

The best way to learn pronunciation is to read again and again.

Period 9 Main task

Teaching aims:

·To organize ideas and build a plan.

·To write a report about moods and colors and what they represent.

·To present a report.

Teaching procedures:

Step1. Explain the context. Students are working on a project about the relationship between colors and moods. They will look at pictures of people and assess their moods based on the colors they are wearing.

Step 2. Tell students that making a list can be a good way to organize their thoughts and ideas.

Step 3. Point out to students that for each color mentioned in the list, there is an explanation of what the colors mean.

Step 4. tell students to look at the picture carefully, then answer some questions. After answering some questions, let them work in groups to finish the report.

Step 5. Free talk. According to the advertisement on the book, ask them that what kind of advertisement can be considered as good advertisement?

Step 6. Show them other pictures and encourage them to talk about their feeling. About colors and moods. Then work in pairs to ask their desk mates about colors and represents.

Step 7. Exercise: writing.

Period 10 Checkout

Teaching aims:

·To review key vocabulary and grammar items taught in the unit.

·To give students the opportunity to practice the grammar and vocabulary items, and to gain confidence through doing so.

·To allow students to check their progress and ask any questions they may still have.

Review the main context of this unit.

1.　　　 Listen and read the dialogue between Andy and Millie on P33.

3.　　　 Explain language points appear in the text.

Step3. Speak up

2.　　　 Listen to the tape, complete the note on P32 and P33.