2.(写出下列动词的变化形式：)

For example:　　　 see-sees-saw-seen-seeing

watch-watches-watched-watched-watching

do　　　　　　　 show　　　　　　　 fly　 find　　　　　　　 send

visit　　 live　　　　 talk　 describe clone

Section　 B

The main activities are 1a, 2 and 3a. 本课活动重点是1a, 2和3a。

1. (听歌闯关。)

T：Boys and girls. Do you like songs? I’ll play a song. Girl Singing in the Wreckage(《废墟中歌唱的姑娘》).

T: Do you like it?

Ss: Yes, we do.

T: But we are going to write down the lyrics. If you can write, you should say, “This sentence can be written.” OK?

Ss: OK.

(老师放一句歌，就问学生。)

T: Can these lyrics be written?

Ss: Yes, they can be.

(再放另一句并问学生。)

T: Can these lyrics be written?

Ss: Sorry, they can’t be written. They are too long.

T: OK, listen again. Can they be written now?

Ss: Yes, they can be heard clearly now and they can be written now.

(教师选择一些容易听清，曲调较慢或中速的歌曲，方便学生记忆和书写。)

1.(学习2a对话。)

T：Listen to the tape and answer the questions.

(板书)

T: Can anybody answer them now?

Ss: Yes.

T: S₁, please!

S₁: …

(核对答案)

(板书)

(领读生词，解释词形变化。)

T: Boys and girls, read after me.

T: Can you make sentences with “in order to”?

Ss: Yes.

T: S₂, please!

S₂: We study hard in order to work for our country.

T: Good! Anyone else? S₃, please!

S₃: OK, aliens surf the Net in order to learn about humans’ culture.

S₄: …

(解释对话中的难点。)

(板书)

(当think, believe, suppose, imagine, expect等动词后接的宾语从句为含有not的否定句时，该否定应移至主句，即否定主句的谓语主语。如果主句的主语是第二、三人称，否定式一般不转移。)

(学生跟读。)

T：Please read after the tape.

(分组练习。)

T：Practice in pairs, please.

(请若干组学生到前面示范表演。)

T：Let’s welcome Pair A and B.

(给予及时评价，鼓励。)

(完成2b。)

T: Ask and answer the following questions according to 2a in pairs.

Students discuss and check the answers.

(与学生核对答案，学生互评。)

T: Now there are two places for you to visit. One is the moon, the other is Saturn(/sA5t[n/)(土星). Which do you want to choose? Why? What kind of transportation do you want? Please discuss in groups of four and then give the answers and reasons.

G₁: We are going to Saturn, because the moon has been already visited by man. We want to explore a new

planet.

G₂: We are going to the moon, because it looks so beautiful.

G₃: …

(表扬学生的丰富想像和积极思考。)

Step 5　 Project　 第五步 综合探究活动(时间:7分钟)

2.(学生独立完成2c。)

T: Here are some words. Can you make sentences with modal passive voice?

(板书)

For example: Humans may be cloned by scientists some day.

T: S₁, can you make a sentence with any words in the box？

S₁: Sure. Ships can be seen in the sea.

S₂: Spaceships can be sent into space.

S₃: Mars can be visited one day.

…

(教师提醒学生注意过去分词的变化。)

T: Boys and girls, look at 2c. Match the two columns to make sentences. Can you finish it by yourselves?

Ss: Yes, we can.

T: OK, one minute.

(核对答案，指出学生错误，表扬做得好的。)

Check the answers with the students.

Step 4　 Practice　 第四步 练习 (时间：10分钟)

1.(让学生用以上列出的关键词复述对话并表演。)

T: Boys and girls, can you act out the dialog?

Ss: Yes. Let’s try.

T: Good job.

3.(情态动词的被动语态。)

T：Look at the blackboard, here, this sentence. This part is modal verb passive voice. What can you find? How can we write modal verb passive voice? Compare with present passive and past simple passive.

(让学生在对比中感悟语法规则，然后教师再指正归纳。)

(板书)

T：Boys and girls, look at your books 1b. Find modal verb passive voice sentence.

(指导学生独立完成1b，核对答案。)

T：Now let’s read the dialog 1a aloud together.

Ss: Yes.

T: Let’s go through the dialog again. This time you should find out the key words with me.

Step 3　 Consolidation　 第三步 巩固(时间：8分钟)

Step 1　 Review　 第一步 复习(时间：10分钟)

　(复习一般过去时的被动语态。)

T: Good morning, boys and girls! (突然面色由晴转阴。)

What happened to my MP3? (可替换为其他的物品。)

It was broken. (把破损的一面给大家看，面露心痛之色。)

Who was my MP3 broken by? (转向全体同学。)

Was it broken by you, S₁? (对前排的一个同学提问。)

(全班笑，然后开始猜测，教师引导学生用英语表述。)

S₂: Was it broken by … yourself, Miss/Mr. …？

T: No, but it is a good try.

S₃: Was it broken by your daughter?

S₄: Was it broken by…?

T: Exactly. It was broken by my dog.

(板书)

(教师板书划线部分，复习一般过去时被动语态结构。)

(教师事先在教室里观察，并利用一些破损的部件问学生一些问题。)

T：Was the desk broken by you, S₅?

S₅: No, it wasn’t.

T: When was it broken? Was it broken yesterday?

S₅: No, it wasn’t.

T: Who was it broken by?

S₆: Sorry, I don’t know.

T: OK, no one knows who it was broken by.

(指出其他破损的物品，如学生作业本、铅笔盒、钢笔等，要求学生仿照上面对话问答。)

S₇：Are these your books?

S₈：Yes, they are.

S₇：When were they broken?

S₈：They were broken yesterday.

S₇：Who were they broken by?

S₈：They were broken by ….

S₇：Oh, pity.

S₈：Yeah. But I have them repaired already.

T: OK. Good job. Boys and girls. English is spoken very well by you. I’m proud of you.

(因为场景明确，句型单一，大多学生能仿照句子，反应慢的学生靠单纯模仿来感悟，所以要及时鼓励，肯定他的进步，再推动他们进一步反思归纳语言结构。)

(板书划线部分，引导学生记忆、比较、归纳。)

(板书)

(为新课做铺垫。)

T：Computers are used widely in every field. People search for information on the Internet. Scientists research on it too.

(板书)

(用彩笔强调一下构词。重读句子，对比句子，让学生自己体会和猜测词意。)

T: Scientists do experiment to research. So scientific research should be done carefully.

(板书)

(用彩笔强调一下构词，解释词性和词义变化的通常规律，领读生词。)

Step 2　 Presentation　 第二步 呈现(时间：10分钟)

1.(呈现重点词，为降低难度，先玩一个编故事的游戏。)

T: Boys and girls. Let’s have a game. I’ll give you four words on the blackboard. You work in groups. Each group makes a sentence with one of the words. Let’s see if we can form a story with five sentences.

(板书)

(调动学生的思维也为中下层面的学生提供一个记忆单词的机会，成绩较好的学生也有机会充分发挥。)

录音机/一个破损的MP3(或别的其他东西。)

4. Help students to learn expressing possibility and impossibility.