人教版（2024）Section A教学设计

这是一份人教版（2024）Section A教学设计，共6页。

Teaching Aims
Language gals
T review different tenses and vices.
Key wrds and phrases
take part in ,affrd, turn ff, reusable, pay fr, take actin, transprtatin
Key sentences
Have yu ever taken part in an envirnmental prject?
2. We shuld help save the sharks.
Teaching Difficulties
Let Ss review different tenses and vices.
Teaching Aids
CAI, multimedia curseware r ther realia that the T needs fr teaching
Teaching Prcedures
Tips
Step 1 Warm up
Revisin
Ask Ss t wrk in pairs, then take turns t retell the passage f 3a. (Optinal chice: T can als ask Ss t retell the passage by writing it dwn.) T can use the fllwing questins t help Ss remember the passage:
What's the sharks' prblem?
Why are they endangered?
Sme facts and numbers abut sharks at present.
Hw t save the sharks?
(Tip: If the class is weak, T can use the diagram n PPT P6 t help Ss review the passage. If the class is strng, T can use the diagram t make a summary after Ss’ retelling.)
Step 2 Presentatin &Grammar
Grammar Fcus
Ask Ss t read the sentences in the clumns f Grammar Fcus. Tell Ss that they’re ging t review the present prgressive, used t, passive vice, present perfect and mdal verbs in this lessn.
Grammar
现在进行时
现在进行时的基本结构：be (am/is/are) + 动词-ing
现在进行时的基本用法： 1.表示现在正在进行或发生的动作。
表示现阶段或当前一段时间之内正在进行的动作。
现在进行时的标志词：nw、lk、listen、these days等。
动词-ing形式的构成
一般情况下，在动词词尾后加-ing。
以不发音的e结尾的动词，去掉e加-ing。
以重读闭音节结尾的动词，末尾只有一个辅音字母，双写这个
辅音字母，再加-ing。
现在完成时
现在完成时的基本结构：have/has + 过去分词
现在完成时的基本用法：1. 表示过去发生或已经完成的动作对现在造成的影响或结果。2. 从过去某一时间开始并一直持续到现在且还有可能持续下去的动作。
现在完成时的标志词：already、yet、ever、never、fr +时间段、since +时间点、s far、in the 等。
过去分词的构成
一般情况下，在动词后加-ed。如: wrk → wrked。
在以e结尾的动词后只加-d。如: clse → clsed。
以辅音字母加y结尾的动词，应将y改为i再加-ed。如: study →
studied。
以重读闭音节结尾的动词，要双写末尾的辅音字母再加-ed。
如: stp → stpped。
不规则动词的过去分词:
AAA型 put put put
AAB型 beat beat beaten
ABA型 becme became becme
ABB型 get gt gt/gtten
ABC型 begin began begun
被动语态
主动语态表示主语是动作的执行者。被动语态表示主语是动作的承受者，即行为动作的对象。
在含有使役动词 (如：make) 或感官动词 (see、watch、ntice、hear等) 的主动语态的句子中，这些词后常跟省略t的动词不定式，但是改为被动语态时则要把省去的t还原。
被动语态的构成
被动语态的基本结构：助动词be + 及物动词的过去分词
一般现在时的被动语态：am/is/are + 过去分词
一般过去时的被动语态：was/were + 过去分词
一般将来时的被动语态：will be/is ging t be + 过去分词
含情态动词的被动语态：情态动词 + be + 过去分词
情态动词
1. 情态动词一般没有人称和数的变化。
2. 情态动词后接动词原形。
3. 常用的情态动词有：can/culd、may/might、must/have t、shuld/ught t、wuld、need等。
used t的用法
used t意为“过去常常做某事”，后接动词原形。
used t句型的否定句形式：didn’t use t...
used t句型的一般疑问句形式：Did + 主语 + use
used t d表示过去常常做某事，而现在往往不做了；
be used t ding表示习惯于做某事。
Step 3 Practice
4a
Ask Ss t fill in the blanks with the crrect frms f the verbs in brackets.
Answers: (frm left t right, frm tp t bttm)
Have ... taken, helped, cnsidered, had ... had, tk, think, came, trying, wait
4b
Ask Ss t fill in the blanks with the apprpriate mdal verbs frm the bx.
Suggested answers:
may / might, must / have t, can / shuld / culd,
can / culd / shuld, have t,
can / culd / shuld, can / culd,
can / culd, wuld / can / culd
4c
T may want t have Ss wrk in grups f fur t make a list f things that peple can d t help prtect the envirnment. When the grups have made their lists, cnduct an pen class discussin and elicit suggestins frm each grup. T can write the suggestins n the bard, then encurage Ss t cmment n ne anther’s suggestins.
Suggested answers:
take yur wn shpping bags when yu g shpping
dn’t use dispsable items like dispsable cutlery, cameras, etc.
turn ff the lights when yu leave the rm
reduce the use f air cnditiners in summer
grw mre plants
Step 4 Language pints learning
take part in的意思是“参加”，它多指参加会议或集体性的工作或活动，且参加者在其中发挥一定的作用。
affrd作动词，意思是“承担得起（后果）；买得起”常用在can、culd、be able t等之后。affrd sth.“买得起某物”；affrd t d sth.“负担得起做某事”。
Step 5 Exercise,Summary&Hmewrk
Exercise
D the exercises frm PPT P25-P27.
Hmewrk
Preview the new wrds and phrases in Sectin B(1a-1e).
D the exercises in students’ bk.
Teaching Reflectin
In this perid, we shuld review the present prgressive tense, present perfect tense, passive vice, mdal verbs and the structure “used t” in reading and speaking activities. We will learn sme new wrds and expressins abut envirnmental prtectin in language learning, s it is necessary t get the students t pay enugh attentin t the new wrds and try t cllect mre f them.
When we deal with the grammar, we shuld knw hw the students learn them and get them t practice in different kinds f exercises. Students shuld practice grammar in different activities. And we'd better give them sme written wrk after speaking and reading.