The memory robot

教學(xué)目標(biāo)

1.知識(shí)目標(biāo):
（1） New words and phrases
memory, back, everything, umbrella, dry, newspaper, morning, at breakfast, say good bye to, useful, scientist, invent, all the time, always, everywhere, born, be born, May, move, understand, so-so, at first, most, luck, April, hate, fly, painting, air port
（2）語(yǔ)法項(xiàng)目
一般過(guò)去時(shí)態(tài)（二）
規(guī)則動(dòng)詞過(guò)去式及讀音
不規(guī)則動(dòng)詞過(guò)去式及讀音
What did you do yesterday morning? When did they come to China?
Why did they move to France? Who came to visit your school?
（3）日常交際用語(yǔ)
I can't remember.
They came to say good-bye to us.
When / where were you born? I was born on…/ in …
Do you enjoy living here?
Good luck with you…
2. 能力目標(biāo)：
（1）使學(xué)生能進(jìn)一步掌握一般過(guò)去時(shí)的用法，并能根據(jù)實(shí)際情景進(jìn)行口頭和筆頭練習(xí)。
（2）使學(xué)生能讀懂課文，并能根據(jù)上下文判斷出生詞的大意，回答課后的問(wèn)題。
（3）使學(xué)生能聽(tīng)懂與課文聽(tīng)力難度相當(dāng)?shù)穆?tīng)力材料，并能回答出教師提出的問(wèn)題。
（4）使學(xué)生能掌握c. ck . qu . f . ph .等幾個(gè)輔音字母的發(fā)音規(guī)則。
3.德育目標(biāo):
通過(guò)教學(xué)，激發(fā)同學(xué)的學(xué)習(xí)積極性，鼓勵(lì)他們練就本領(lǐng)，投身社會(huì)。

教學(xué)建議

教材分析

本單元的教學(xué)活動(dòng)主要是教會(huì)學(xué)生如何談?wù)撨^(guò)去的經(jīng)歷。為此課文做了精心設(shè)計(jì)，以Mr. Mott夫婦 和his memory robot 之間發(fā)生的故事開(kāi)展教學(xué)活動(dòng)，一般過(guò)去時(shí)的教學(xué)貫穿始終，重點(diǎn)突出了謂語(yǔ)動(dòng)詞為實(shí)義動(dòng)詞的一般過(guò)去時(shí)的用法。不但包括了實(shí)義動(dòng)詞一般過(guò)去時(shí)的陳述句形式還包括了一般過(guò)去時(shí)的一般疑問(wèn)句和特殊疑問(wèn)句形式，使整個(gè)教學(xué)活動(dòng)重點(diǎn)突出，內(nèi)容豐富。

教學(xué)重難點(diǎn)：一般過(guò)去時(shí)及動(dòng)詞的過(guò)去式的拼寫(xiě)和讀音。

單詞教學(xué)建議

本單元單詞數(shù)量多而且出現(xiàn)了大量的不規(guī)則動(dòng)詞的過(guò)去式學(xué)生難以掌握，教師應(yīng)注意循序漸進(jìn)，可以先讓學(xué)生在課文中找出那些是動(dòng)詞的過(guò)去式，然后將這些詞寫(xiě)在黑板上幫助學(xué)生在不規(guī)則中找出規(guī)律， 再加深記憶。如：

get -got, forget - forgot

begin-began, sing- sang, give - gave, swim- swam

say - said, pay - paid

know - knew, grow - grew, throw - threw

cut - cut, let- let, hurt - hurt, put - put, read- read

教師可以在每一節(jié)課抽出幾分鐘時(shí)間用聽(tīng)寫(xiě)，或提問(wèn)的方式練習(xí)一部分動(dòng)詞的過(guò)去時(shí)，積少成多。

課文教學(xué)

第34課是一篇介紹Mott先生和機(jī)器人的閱讀課文和有關(guān)此文的問(wèn)答。可利用課文前面的兩個(gè)問(wèn)題讓學(xué)生先進(jìn)行討論。關(guān)于機(jī)器人的作用不一定非要局限在課文內(nèi)容中，但教師也可借助這兩個(gè)問(wèn)題培養(yǎng)學(xué)生的略讀(skimming)能力：給他們一分鐘的時(shí)間默讀課文并回答這兩個(gè)問(wèn)題。接著再讀一遍，然后回答練習(xí)冊(cè)中的問(wèn)題。文中有的生詞可在讀前先給以介紹，但大部分生詞可以讓學(xué)生通過(guò)上下文猜測(cè)詞義。在此基礎(chǔ)上，教師可結(jié)合課文本身有重點(diǎn)地講解文中生詞和難點(diǎn)。本課的最后一部分問(wèn)答練習(xí)讓學(xué)生邊填空邊問(wèn)答，實(shí)際上是測(cè)試學(xué)生對(duì)課文細(xì)節(jié)的理解能力(scanning)。對(duì)于條件較好的班級(jí)，應(yīng)要求不看課文進(jìn)行這個(gè)練習(xí)。

口語(yǔ)教學(xué)建議

教師可以出示一組句型轉(zhuǎn)換的練習(xí)幫助學(xué)生熟悉一般過(guò)去時(shí)的用法。如：

1. He often gets up at six. But yesterday he________ at seven.

2. My father always buys a cake for me every year on my birthday. But last year he ______ a book for me.

3. Tom always plays chess with peter. But yesterday peter _______.

聽(tīng)力教學(xué)建議

教學(xué)中，教師應(yīng)先讓學(xué)生仔細(xì)聽(tīng)清動(dòng)詞過(guò)去式發(fā)音，并注意跟隨教師模仿。再在聽(tīng)力材料中挖去動(dòng)詞的過(guò)去式，聽(tīng)完之后，要求學(xué)生填充所缺的單詞，最后可以讓學(xué)生跟讀課文。

語(yǔ)法教學(xué)建議

本單元的語(yǔ)法教學(xué)應(yīng)主要圍繞一般過(guò)去時(shí)展開(kāi)，教師應(yīng)設(shè)計(jì)各種情景，給學(xué)生提供機(jī)會(huì)練習(xí)。

（1）教師可以在黑板上畫(huà)一張教室圖，門(mén)前有棵樹(shù)。編一段對(duì)話，借這棵小樹(shù)之口向小鳥(niǎo)按下表介紹小明過(guò)去和現(xiàn)在在校的表現(xiàn)：

Tree: I am the tree in the school .I know Xiao Ming well. Every day I see him study in the classroom.

Bird: Was Xiao Ming a careless boy?

Tree: Yes, He often forgot his glasses last year. He even forgot the telephone number of his family.

Bird: Does he often forget anything now?

Tree: No, he became more careful now.

Bird: Did Xiao Ming like Chinese last term?

Tree: Yes, but this term, he likes English better than Chinese.

Bird: What sports did Xiao Ming do last summer?

Tree: He often swam last summer.

Bird: When and where did he swim last summer?

Tree: He often swam in the river after school. But this summer he always plays football.

（2） 教師可以要求學(xué)生將第三十三課第二部分按對(duì)話的內(nèi)容改寫(xiě)成一篇日記以加深學(xué)生對(duì)對(duì)話的掌握如下：

I got up at 6:45. I went for a walk and bought a newspaper before breakfast. I read newspaper at breakfast. After breakfast Mr. and Mrs. Turner came to see me. He started packing at 9:15and finish it at 10:40.

need“需要”注意的幾個(gè)方面

1) need 名詞, 意思是“需要、必要”。其復(fù)數(shù)形式是“必需品”。例如：

There is no need to hurry. 沒(méi)必要著急。

I feel the need of exercise.我覺(jué)得需要運(yùn)動(dòng)。

We are in need of food. 我們需要食物。

need用作不可數(shù)名詞時(shí)，還有“貧窮、不幸、逆境、困難”等意思。例如：

Many families are in great need.許多家庭處于貧困的情況。

A friend in need is a friend indeed. 患難見(jiàn)真情。

2) need用作實(shí)義動(dòng)詞時(shí)，意思是“需要、必須、必要”。例如：

My coat needs mending.我的上衣需要縫補(bǔ)。

I need some money. 我需要一些錢(qián)。

We need to work hard. 我們必須努力工作。

3) need用作情態(tài)動(dòng)詞時(shí)，意思是“需要、必須”，常放在疑問(wèn)句和否定句中。例如：

Need he go? =Does he need to go? 他必須去嗎？

“Must I do my homework now?”“我現(xiàn)在必須馬上做作業(yè) 嗎？”

“No, you needn’t.” “不，不必。”

注意：need作情態(tài)動(dòng)詞時(shí)，因?yàn)闊o(wú)人稱(chēng)和時(shí)態(tài)的變化，所以它的過(guò)去時(shí)用had to來(lái)代替，而將來(lái)時(shí)則用will have to來(lái)代替。例如：

He had to get up early because he wanted to climb the hills.

他必須早起因?yàn)樗�想去爬山�?/div>