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Unit 19 A visit to an island
教學目標
知識技能目標
l．熟練運用本單元的日常交際用語，特別是“推測”的表示法，以及有關距離的表達法。
2．掌握由some-, any-, no-, every，等與body. one , thing, where構成的不定代詞、副詞的用法及特殊表達法。
3．掌握一些反義詞的用法特別是take與bring, borrow與lend。
知識目標：
1．重點詞匯
island, farther, farthest, somewhere, land, pull, out of, cool, anybody, ourselves, all by oneself, perhaps, happily, lots of, no longer, cry, get back, too … to…, anywhere, solve, believe, everybody, sooner or later, drop, run away, as, eat up, bank, circle
2．日常交際用語匯
(1) Are you coming with us tomorrow?
(2) Shall we bring food for a picnic?
(3) Don't be late. I'll be there on time.
(4) I feel a little afraid.
(5) Don't be afraid.
(6) Is everything OK?
3．重點句型
(1) Can't you hear anything?
(2) There's somebody/something/nobody there.
(3) It's too heavy to carry.
(4) The picnic basket was no longer under the tree.
(5) We won't go until we get it back again.
(6) It's time to go home now, or we'll be late.
4．語法
不定代詞/副詞的用法；
動詞take和bring的區(qū)別。
情感態(tài)度目標
1．本單元所講的故事情節(jié)帶有很強的趣味性和懸念性，使讀者的心態(tài)隨著孩子們的心態(tài)變化而變化，扣人心弦，從而領會到文章情節(jié)安排的巧妙。
2．通過對孩子們參觀小島過程的描述，可使我們欣賞到奇特的小島風光。
通過本單元教學培養(yǎng)學生獨立生活的能力。遇事要沉著冷靜、膽大心細、善于思考。
教學建議
教學內容分析
本單元的教學核心是關于孩子們參觀小島（A visit to an island）的這件事。圍繞這個核心安排了三個對話和兩篇短文，集中反映了孩子們上島前所做的準備工作（約會、帶食品、約定出發(fā)的時間，討論去哪一個島等）及在島上的所見所聞，情節(jié)跌宕起伏，有一定的傳奇色彩。在整個內容的安排中引出了本單元要學習的功能項目“推測”（Conjecture）、求助（Calling for help）和動詞take，bring的區(qū)別及不定代詞和不定副詞的用法。
在第73課中有兩段對話，主要描述孩子們在上島前所做的準備工作及討論去哪一個島。從而引出英語中表示距離遠近的表達法。如：Why don’t we go to the farther one?/ How about the farthest one？/The smaller one is nears．這兩段對話為下節(jié)課做了內容上的鋪墊。
第74課和第75課的第一部分及第76課的第一部分事實上是一個故事的整體，具體描繪了孩子們在島上的所見所聞，表現了孩子們新奇、緊張、害怕交叉在一起的復雜心情。第76課中關于一群猴子企圖偷吃籃子里食物的一段描寫頗為生動。第75課的第二、三部分著重練習不定代詞和不定副詞的用法。第76課的第四部分是提示性的寫作訓練。主要是對課文的模仿和對所學內容的實際運用。教師可以作一些適當的解釋。第五部分是一首小詩。
重難點及疑點分析
重難點：
1. no longer= not any longer, not any more. no longer與系動詞be連用時置于系動詞be的后面，與行為動詞連用時放在行為動詞的前面，如：
1) He is no longer a worker. = He isn't a worker any longer/any more. He’s an engineer now.
2) He no longer lives here. = He doesn't live here any longer/any more. He’s living in another city.
2.There’s something wrong with your ears.
There + be + something/nothing wrong with. . .是一個固定的句型，意思是“…出/沒毛�。▎栴}）。它的同義句是Something/Nothing + be wrong with. . .如：
1) There is something wrong with your computer. = Something is wrong with your computer. It’s not working now.
2) There is nothing wrong with the new bike. = Nothing is wrong with the new bike. It’s quite OK.
疑點：
1.短語too…to
too…to句型的意思是“太……以致不能……”，too是副詞，后面接形容詞或副詞，to是動詞不定式的標志，后接動詞原形。該句型雖然沒有否定詞not或no，但具有否定的意義。若需要加上人稱，則在不定式之前加for sb。如：
1) The sentence is too difficult to understand. Please give me an easy one.
2) These apples are too high for us to reach. We’d better get a ladder.
2.We'd better not go there. It’s too far from here.
had better后面接動詞原形，其否定形式是had better no+動詞原形。had不受人稱限制，不可以說have／has better。如：
Girls had better not go out at night. They had better stay at home.
2. We’ve never been there before.
該句型 have; has been to+地點名詞表示某人曾去過某地，現在已離開那個地方或已回來。若地點是副詞則“to”省略。如：
We have never been to Shanghai. But they have been there for three times. They can tell us a lot about Shanghai.
3. We won't go until we get it back again!
本句中的until作連詞，引導一個時間狀語從句。not…until意為“直到……才”，“在……之前不……”，主句中的謂語動詞一般是非延續(xù)性動詞，如leave，finish，begin，go，start等，until引導的時間狀語從句中將來時用一般現在時表示。如：
They won't leave their school until their teacher returns. They will ask the teacher many questions until they are able to do these exercises.
口語訓練
本單元的口語訓練主要包括兩項內容①表示距離遠近的用法。②不定代詞和副詞的用法。
1．表示距離遠近的用法
在學生熟練掌握第73課第二部分內容的基礎上，先回憶一下以前學生用書中所出現的一些有關距離的表示法。如How far is it？/ Is it far？/ It’s/quite near．／It’s about…kilometers farthest（furthest）等。同時復習一下far這個詞的不規(guī)則比較級形式和最高級形式。far→farther（further）→farthest（furthest），告訴學生near（close）的比較級和最高級形式的變化是規(guī)則的。老師可以給學生一些提示，讓學生相互之間展開由易到難的練習。
�。�1）編制一些簡單的問句問學生。如：
How far is it from your home to school? Is it near from your home to your uncle’s? Is our school far from People Park? Where’s the shopping center?等。
（2）編制一段對話。如：
Lucy: Hi, Li Lei! Where are you going this summer holiday?
Li Lei: My father will take me to Nanjing.
Lucy: How wonderful! Nanjing is an old but beautiful city. How far is it from here?
Li Lei: It's about 360 kilometres. What about you?
Lucy: I’m going to Shanghai with my uncle to see my grandfather. He works there.
Li Lei: How far is it from here? Is it nearer or farther than Nanjing?
Lucy: It's nearer. It's about 180 metres.
A: Which city do you like best, Qingdao, Nanjing or Hangzhou?
B: I like Hangzhou best.
A: Is Hangzhou near here?
B: No, It’s far from here. It’s about 210 kilometres away.
A: What about Nanjing?
B: It's farther. It’s 600 kilometres away.
A: And Qingdao?
B: It’s the farthest. It’s nearly 1000 kilometres away.
2．不定代詞和副詞的用法
在第74課及第75課中出現了不定代詞和副詞的用法。在第75課中更為集中，首先對一些不定代詞作一些歸納。列表如下：
somebody
someone
something
somewhere
anybody
Anyone
anything
anywhere
nobody
no one
nothing
nowhere
然后告訴學生這些詞都是由some，any或no與body，thing，one或where構成的合成詞，一般情況下，somebody, something, somewhere用于肯定句，而anybody, anything, anywhere用于否定句、疑問句及條件句中。如：
(1)I can see something on the wall. Is it a new painting?
(2) Somebody is knocking at the door. Go and have a look.
(3) Yesterday Han Mei found her pen somewhere. Now she still doesn’t know who put it there.
(4) Can you hear anything in the next room? Somebody is crying.
�。�5) –Is there anybody running on the playground?
–Yes, it’s Wang Tong.
(6) I can't see anybody in the teacher's office. But I must ask the teacher an important question.
(7) They didn't go anywhere, because it was raining heavily. They played ping-pong in the classroom.
但也有例外情況。當表達請求、建議、反對等肯定意圖時，something, somebody等詞也可用于疑問句形式。如：
(8) – Is somebody coming this evening?
–Yes, But I don’t know who’s coming.
(9) Would you please give me something to eat? Certainly. Help yourself to anything in the ice box.
教師可通過實物教學或創(chuàng)設情景教學，讓學生在情景中學習并掌握不定代詞或副詞的運用。如教師可利用教室中的物品：box, bag等進行活動。
A: Can you see anything in the box?
B: No, I can’t. It’s closed.
C: I think there is something in it.
B: I don’t think so. Let’s open it. Maybe there’s nothing in it.
還可以出示圖片假設情景：孩子們在春游，看見遠處樹叢中樹葉晃動。
A: Look! Can you see anything over there?
B: No, I can’t see anything.
A: Nothing? Look carefully and you’ll see something in the trees.
B: Sorry I can’t. Something is wrong with my eyes.
A: There’s nothing wrong with your eyes, I think. Look again and you’ll see it.
B: Oh, yes. Something is moving in the tree. It’s a yellow bird!
鞏固性練習：在學生了解不定代詞基本用法的基礎上指導學生做練習冊第87頁上的練習2，教師也可以適當補充一些課外練習來進一步加以鞏固。
教學take和bring的用法
take和bring都有“拿”和“帶”的意思。學生在實際運用中容易混淆。一般來說take是把東西拿到離開說話人所說話的地方。表示“拿走”或“帶走”。而bring則表示把東西拿到說話人所說話的地方，是“拿來”，“帶來”的意思。用圖表示：
教師可以設置一些具體的情景，讓學生進行練習。如：
A: Where’s your homework, Wang Ming?
B: Sorry, I left it at home.
A: Bring it here tomorrow.
B: OK.
A: By the way, whose chair is it?
B: Our teacher's.
A: Please help me take it to the teacher’s office.
B: All right.
A: Thanks a lot.
B: You re welcome.
take sth．with sb．表示隨身帶走某物，bring sth．with sb．則表示隨身帶來某物。take sth．away表示拿走某物。試比較：
It is going to rain, please take your raincoat with you.
When you come here next time, please bring the raincoat with you. Please take the empty box away.
閱讀訓練
本單元安排了兩篇閱讀短文，比較詳盡地描述了孩子們在島上的經歷及所見所聞，情節(jié)跌宕起伏。初中學生有極強的好奇心，對課文內容一定很感興趣。在組織學生閱讀前，老師可以先解釋一些難點，如no longer，all by oneself，not…until，look over等，為學生快速閱讀掃除障礙。閱讀后老師用"Yes" or "No"回答的一般疑問句提問學生，以加深他們對課文內容的理解。最后老師可以把按故事情節(jié)設置的幻燈片或簡筆畫展示給學生，讓他們根據圖示用英語講出故事的主要情節(jié)。使閱讀和口頭訓練有機地結合在一起，教學效果一定會更好。
教學指導
1．本單元出現了不少常用的短語，必須要熟記并會運用。
bring food for a picnic/be late for/had better not to do sth./have never been to/pull sth. out of/look I around/keep sth. cool/all by oneself/no longer/not. . .until/get sth. back/look over/run after( away)
2．在老師的指導下，通過一定量的口頭和書面訓練，反復訓練不定代詞/副詞something, anything, somebody, anybody, somewhere, anywhere的用法，熟練掌握不定代詞和副詞的用法，take和bring的用法。
能力訓練點
3．本單元的主題是“參觀小島（A visit to an island）”。在學生熟練掌握課文內容的基礎上，老師可給學生提供一定量的詞匯和短語，要求他們模仿課文內容寫一篇游記性質的小短文。
復合不定代詞、副詞
some-, any-, no-（no one例外）, every-與-one, -thing, -body, -where（副詞）構成復合不定代詞或副詞。復合不定代詞可以代替一般數量的名詞，在句中作主語、賓語、表語等。
一般情況下，some構成的復合不定代詞，其作用和some相同，用于肯定句：any構成的復合不定代詞用于否定或疑問句；no構成的復合不定代詞其作用和any相同，用于否定句。如：
I have something to tell you. 我有事要告訴你。
He didn’t say anything at the meeting yesterday. 昨天在會上他沒有發(fā)言。
Everybody likes swimming. 每個人都喜歡游泳。
使用復合不定代詞、副詞應注意以下幾點：
1．復合不定代詞被形容詞修飾時，復合不定代詞要放在形容詞之前。如：
There’s something new in today’s paper. 今天的報紙上有些新內容。
2．復合不定代詞被動詞不定式（短語）修飾時，不定式（短語）要后置。如：
I have something to tell you. 我有些話要告訴你。
3．復合不定代詞在句中作主語時，謂語動詞一般用單數形式。如：
I hope everything goes well．我希望一切順利。
Nothing is too difficult for you in the world if you put your heart into it. 世上無難事，只怕有心人。
4．復合不定代詞作主語，變成反意疑問句時，要看不定代詞是指人還是指物：指人時，附加問句的主語用they或he（人稱與數一致）；指物時附加問句的主語要用it。如：
Someone is knocking at the door, isn't he? 或aren't they?有人在敲門，對嗎？
Everything begins to grow in spring, doesn't it? 春季萬物開始生長，對不對？
5．含no的復合不定代詞相當于“not + any的復合不定代詞”。如：
I saw nothing in the room. = I didn't see anything in the room．我在屋子里什么也沒看見。
6．復合不定副詞在句中只能作狀語，常放在句尾。如：
I can't find it anywhere．我在什么地方都找不到它。
[注意事項］通常情況下，含some-的復會不定代詞、副詞用在肯定句中，但在表示請求、建議等委婉說法的疑問句中，或期望得到肯定答復的疑問句中，也用some-，不用any-。如：
Would you like something to drink？ 你想要些喝的嗎？
Can you find it somewhere? 你能在某個地方找到它嗎？
[練習]從下列各題后所給的選項中選擇最佳答案填空。
1. –Do you have _____to say for yourself?
–Yes, it is this.
A. something B. anything C. everything D. nothing
2. –Everyone is here today, _____?
–No, Han Mei isn’t here. She’s ill.
A. isn't it B. isn't he C. are they D. isn’t everyone
3. There’s _____with his eyes. He’s OK.
A. anything wrong B. wrong something C. nothing wrong D. wrong nothing
4. Everything _____ready. We can start now.
A. are B. is C. be D. were
5. What about_____? I’m so hungry.
A. anything to eat B. to eat something C. something to eat D. to eat anything
Keys: 1-5 BBCBC
疑難解析
1. Are you coming with us? 你和我們一起去嗎？
這是現在時表示將來動作的用法。英語中類似come，go，fly, arrive, leave, start等表示位置移動的動詞的現在進行時態(tài)可用來表示按計劃安排將要發(fā)生的事。如：
My father is going to Shanghai tomorrow. I’m going to see him off at the station.
John is coming here next week and will stay here until May. So he is coming to see us the day after tomorrow.
I'm seeing her tomorrow. She’s in hospital.
What are you doing next Saturday? We’re going to visit a museum.
2. Which island shall we go to first？我們先去哪個島？
句中的介詞to不可以省略。從語法邏輯看，which island作后面動詞的賓語。而go是不及物動詞，不能直接跟賓語，只有加上介詞to才能與which island構成完整的動賓搭配。類似的還有wait for等。如：
–Who are you waiting for？
–I’m waiting for you. May I have a talk with you?
3. We’ve never been there before.我們以前從未去過那兒。
have been to+地點表示“曾經去過某地(現在已回來)。have gone to+地點表示“某人去某地了(現在不在這兒)”。如：
(1) —Where have you been? 你去過哪里?
—I have been to Shanghai. 我去過上海。
(2) —Where is she? 她去哪兒了?
—She has gone to the library. 她去圖書館了。
4. We’re all by ourselves.就我們這些人。
by oneself 意思是“單獨的，獨自的”。all修飾by oneself，起加強語氣的作用。如：
I learned English all by myself. My teacher is the recorder.
5. The picnic basket was no longer under the tree.
no longer 表示“不再”，與not…any longer同義，強調時間。no more也表示“不再”，與not…any more同義，強調數量。原句還可以說為：The picnic basket wasn’t under the tree any longer. 如：
I don’t want wine any more. It’s more than enough.
6. Sooner or later you’ll find it somewhere.
句中的sooner or later意思是“遲早”，其中and前后的sooner和later為互為反義詞。英語中這種短語還有一些，下面幾組比較常見：
back and white 白紙黑字 every now and then 不時，時時
here and there 到處 off and on斷斷續(xù)續(xù)
days and nights 日日夜夜 more or less或多或少
7. As they were very hungry，they ate up all the food soon. 因為他們很餓，所以他們很快就把食物吃光了。
1）as引導一個原因狀語從句。它與because的區(qū)別是：前者表示的原因只是附帶說明，無強調客觀之意，不能回答why提出的問題；后者著重強調客觀原因，用于回答why提出的問題。例如：
We all like her as she is kind. She’s kind to everybody.
As it was dark, he had to go home. Or his mother would be worried.
2）eat up意思是‘吃光”。up與某些動詞連用時，表示“完全，徹底”的意思。常見的幾個詞組有：drink up喝光；use up用完；clean up除掉，把……收拾干凈。如：
Please eat up your chicken. You need to eat more as a big boy.
Drink up your milk before you go to school. It’ll do good to you.
8. Children took them back to the boat. 孩子們把它們帶回船上。
take back為動副詞組。在“動詞 + 副詞”短語中，當人稱代詞充當它的賓語時，人稱代詞不能置于副詞之后，只能放在動詞和副詞之間。類似的短語還有l(wèi)ook over，wake up，get back，put on等。如：
Please wake me up tomorrow morning. I’ll have to get to school half an hour earlier.
教學目標
知識技能目標
l．熟練運用本單元的日常交際用語，特別是“推測”的表示法，以及有關距離的表達法。
2．掌握由some-, any-, no-, every，等與body. one , thing, where構成的不定代詞、副詞的用法及特殊表達法。
3．掌握一些反義詞的用法特別是take與bring, borrow與lend。
知識目標：
1．重點詞匯
island, farther, farthest, somewhere, land, pull, out of, cool, anybody, ourselves, all by oneself, perhaps, happily, lots of, no longer, cry, get back, too … to…, anywhere, solve, believe, everybody, sooner or later, drop, run away, as, eat up, bank, circle
2．日常交際用語匯
(1) Are you coming with us tomorrow?
(2) Shall we bring food for a picnic?
(3) Don't be late. I'll be there on time.
(4) I feel a little afraid.
(5) Don't be afraid.
(6) Is everything OK?
3．重點句型
(1) Can't you hear anything?
(2) There's somebody/something/nobody there.
(3) It's too heavy to carry.
(4) The picnic basket was no longer under the tree.
(5) We won't go until we get it back again.
(6) It's time to go home now, or we'll be late.
4．語法
不定代詞/副詞的用法；
動詞take和bring的區(qū)別。
情感態(tài)度目標
1．本單元所講的故事情節(jié)帶有很強的趣味性和懸念性，使讀者的心態(tài)隨著孩子們的心態(tài)變化而變化，扣人心弦，從而領會到文章情節(jié)安排的巧妙。
2．通過對孩子們參觀小島過程的描述，可使我們欣賞到奇特的小島風光。
通過本單元教學培養(yǎng)學生獨立生活的能力。遇事要沉著冷靜、膽大心細、善于思考。
教學建議
教學內容分析
本單元的教學核心是關于孩子們參觀小島（A visit to an island）的這件事。圍繞這個核心安排了三個對話和兩篇短文，集中反映了孩子們上島前所做的準備工作（約會、帶食品、約定出發(fā)的時間，討論去哪一個島等）及在島上的所見所聞，情節(jié)跌宕起伏，有一定的傳奇色彩。在整個內容的安排中引出了本單元要學習的功能項目“推測”（Conjecture）、求助（Calling for help）和動詞take，bring的區(qū)別及不定代詞和不定副詞的用法。
在第73課中有兩段對話，主要描述孩子們在上島前所做的準備工作及討論去哪一個島。從而引出英語中表示距離遠近的表達法。如：Why don’t we go to the farther one?/ How about the farthest one？/The smaller one is nears．這兩段對話為下節(jié)課做了內容上的鋪墊。
第74課和第75課的第一部分及第76課的第一部分事實上是一個故事的整體，具體描繪了孩子們在島上的所見所聞，表現了孩子們新奇、緊張、害怕交叉在一起的復雜心情。第76課中關于一群猴子企圖偷吃籃子里食物的一段描寫頗為生動。第75課的第二、三部分著重練習不定代詞和不定副詞的用法。第76課的第四部分是提示性的寫作訓練。主要是對課文的模仿和對所學內容的實際運用。教師可以作一些適當的解釋。第五部分是一首小詩。
重難點及疑點分析
重難點：
1. no longer= not any longer, not any more. no longer與系動詞be連用時置于系動詞be的后面，與行為動詞連用時放在行為動詞的前面，如：
1) He is no longer a worker. = He isn't a worker any longer/any more. He’s an engineer now.
2) He no longer lives here. = He doesn't live here any longer/any more. He’s living in another city.
2.There’s something wrong with your ears.
There + be + something/nothing wrong with. . .是一個固定的句型，意思是“…出/沒毛�。▎栴}）。它的同義句是Something/Nothing + be wrong with. . .如：
1) There is something wrong with your computer. = Something is wrong with your computer. It’s not working now.
2) There is nothing wrong with the new bike. = Nothing is wrong with the new bike. It’s quite OK.
疑點：
1.短語too…to
too…to句型的意思是“太……以致不能……”，too是副詞，后面接形容詞或副詞，to是動詞不定式的標志，后接動詞原形。該句型雖然沒有否定詞not或no，但具有否定的意義。若需要加上人稱，則在不定式之前加for sb。如：
1) The sentence is too difficult to understand. Please give me an easy one.
2) These apples are too high for us to reach. We’d better get a ladder.
2.We'd better not go there. It’s too far from here.
had better后面接動詞原形，其否定形式是had better no+動詞原形。had不受人稱限制，不可以說have／has better。如：
Girls had better not go out at night. They had better stay at home.
2. We’ve never been there before.
該句型 have; has been to+地點名詞表示某人曾去過某地，現在已離開那個地方或已回來。若地點是副詞則“to”省略。如：
We have never been to Shanghai. But they have been there for three times. They can tell us a lot about Shanghai.
3. We won't go until we get it back again!
本句中的until作連詞，引導一個時間狀語從句。not…until意為“直到……才”，“在……之前不……”，主句中的謂語動詞一般是非延續(xù)性動詞，如leave，finish，begin，go，start等，until引導的時間狀語從句中將來時用一般現在時表示。如：
They won't leave their school until their teacher returns. They will ask the teacher many questions until they are able to do these exercises.
口語訓練
本單元的口語訓練主要包括兩項內容①表示距離遠近的用法。②不定代詞和副詞的用法。
1．表示距離遠近的用法
在學生熟練掌握第73課第二部分內容的基礎上，先回憶一下以前學生用書中所出現的一些有關距離的表示法。如How far is it？/ Is it far？/ It’s/quite near．／It’s about…kilometers farthest（furthest）等。同時復習一下far這個詞的不規(guī)則比較級形式和最高級形式。far→farther（further）→farthest（furthest），告訴學生near（close）的比較級和最高級形式的變化是規(guī)則的。老師可以給學生一些提示，讓學生相互之間展開由易到難的練習。
�。�1）編制一些簡單的問句問學生。如：
How far is it from your home to school? Is it near from your home to your uncle’s? Is our school far from People Park? Where’s the shopping center?等。
（2）編制一段對話。如：
Lucy: Hi, Li Lei! Where are you going this summer holiday?
Li Lei: My father will take me to Nanjing.
Lucy: How wonderful! Nanjing is an old but beautiful city. How far is it from here?
Li Lei: It's about 360 kilometres. What about you?
Lucy: I’m going to Shanghai with my uncle to see my grandfather. He works there.
Li Lei: How far is it from here? Is it nearer or farther than Nanjing?
Lucy: It's nearer. It's about 180 metres.
A: Which city do you like best, Qingdao, Nanjing or Hangzhou?
B: I like Hangzhou best.
A: Is Hangzhou near here?
B: No, It’s far from here. It’s about 210 kilometres away.
A: What about Nanjing?
B: It's farther. It’s 600 kilometres away.
A: And Qingdao?
B: It’s the farthest. It’s nearly 1000 kilometres away.
2．不定代詞和副詞的用法
在第74課及第75課中出現了不定代詞和副詞的用法。在第75課中更為集中，首先對一些不定代詞作一些歸納。列表如下：
somebody
someone
something
somewhere
anybody
Anyone
anything
anywhere
nobody
no one
nothing
nowhere
然后告訴學生這些詞都是由some，any或no與body，thing，one或where構成的合成詞，一般情況下，somebody, something, somewhere用于肯定句，而anybody, anything, anywhere用于否定句、疑問句及條件句中。如：
(1)I can see something on the wall. Is it a new painting?
(2) Somebody is knocking at the door. Go and have a look.
(3) Yesterday Han Mei found her pen somewhere. Now she still doesn’t know who put it there.
(4) Can you hear anything in the next room? Somebody is crying.
�。�5) –Is there anybody running on the playground?
–Yes, it’s Wang Tong.
(6) I can't see anybody in the teacher's office. But I must ask the teacher an important question.
(7) They didn't go anywhere, because it was raining heavily. They played ping-pong in the classroom.
但也有例外情況。當表達請求、建議、反對等肯定意圖時，something, somebody等詞也可用于疑問句形式。如：
(8) – Is somebody coming this evening?
–Yes, But I don’t know who’s coming.
(9) Would you please give me something to eat? Certainly. Help yourself to anything in the ice box.
教師可通過實物教學或創(chuàng)設情景教學，讓學生在情景中學習并掌握不定代詞或副詞的運用。如教師可利用教室中的物品：box, bag等進行活動。
A: Can you see anything in the box?
B: No, I can’t. It’s closed.
C: I think there is something in it.
B: I don’t think so. Let’s open it. Maybe there’s nothing in it.
還可以出示圖片假設情景：孩子們在春游，看見遠處樹叢中樹葉晃動。
A: Look! Can you see anything over there?
B: No, I can’t see anything.
A: Nothing? Look carefully and you’ll see something in the trees.
B: Sorry I can’t. Something is wrong with my eyes.
A: There’s nothing wrong with your eyes, I think. Look again and you’ll see it.
B: Oh, yes. Something is moving in the tree. It’s a yellow bird!
鞏固性練習：在學生了解不定代詞基本用法的基礎上指導學生做練習冊第87頁上的練習2，教師也可以適當補充一些課外練習來進一步加以鞏固。
教學take和bring的用法
take和bring都有“拿”和“帶”的意思。學生在實際運用中容易混淆。一般來說take是把東西拿到離開說話人所說話的地方。表示“拿走”或“帶走”。而bring則表示把東西拿到說話人所說話的地方，是“拿來”，“帶來”的意思。用圖表示：
教師可以設置一些具體的情景，讓學生進行練習。如：
A: Where’s your homework, Wang Ming?
B: Sorry, I left it at home.
A: Bring it here tomorrow.
B: OK.
A: By the way, whose chair is it?
B: Our teacher's.
A: Please help me take it to the teacher’s office.
B: All right.
A: Thanks a lot.
B: You re welcome.
take sth．with sb．表示隨身帶走某物，bring sth．with sb．則表示隨身帶來某物。take sth．away表示拿走某物。試比較：
It is going to rain, please take your raincoat with you.
When you come here next time, please bring the raincoat with you. Please take the empty box away.
閱讀訓練
本單元安排了兩篇閱讀短文，比較詳盡地描述了孩子們在島上的經歷及所見所聞，情節(jié)跌宕起伏。初中學生有極強的好奇心，對課文內容一定很感興趣。在組織學生閱讀前，老師可以先解釋一些難點，如no longer，all by oneself，not…until，look over等，為學生快速閱讀掃除障礙。閱讀后老師用"Yes" or "No"回答的一般疑問句提問學生，以加深他們對課文內容的理解。最后老師可以把按故事情節(jié)設置的幻燈片或簡筆畫展示給學生，讓他們根據圖示用英語講出故事的主要情節(jié)。使閱讀和口頭訓練有機地結合在一起，教學效果一定會更好。
教學指導
1．本單元出現了不少常用的短語，必須要熟記并會運用。
bring food for a picnic/be late for/had better not to do sth./have never been to/pull sth. out of/look I around/keep sth. cool/all by oneself/no longer/not. . .until/get sth. back/look over/run after( away)
2．在老師的指導下，通過一定量的口頭和書面訓練，反復訓練不定代詞/副詞something, anything, somebody, anybody, somewhere, anywhere的用法，熟練掌握不定代詞和副詞的用法，take和bring的用法。
能力訓練點
3．本單元的主題是“參觀小島（A visit to an island）”。在學生熟練掌握課文內容的基礎上，老師可給學生提供一定量的詞匯和短語，要求他們模仿課文內容寫一篇游記性質的小短文。
復合不定代詞、副詞
some-, any-, no-（no one例外）, every-與-one, -thing, -body, -where（副詞）構成復合不定代詞或副詞。復合不定代詞可以代替一般數量的名詞，在句中作主語、賓語、表語等。
一般情況下，some構成的復合不定代詞，其作用和some相同，用于肯定句：any構成的復合不定代詞用于否定或疑問句；no構成的復合不定代詞其作用和any相同，用于否定句。如：
I have something to tell you. 我有事要告訴你。
He didn’t say anything at the meeting yesterday. 昨天在會上他沒有發(fā)言。
Everybody likes swimming. 每個人都喜歡游泳。
使用復合不定代詞、副詞應注意以下幾點：
1．復合不定代詞被形容詞修飾時，復合不定代詞要放在形容詞之前。如：
There’s something new in today’s paper. 今天的報紙上有些新內容。
2．復合不定代詞被動詞不定式（短語）修飾時，不定式（短語）要后置。如：
I have something to tell you. 我有些話要告訴你。
3．復合不定代詞在句中作主語時，謂語動詞一般用單數形式。如：
I hope everything goes well．我希望一切順利。
Nothing is too difficult for you in the world if you put your heart into it. 世上無難事，只怕有心人。
4．復合不定代詞作主語，變成反意疑問句時，要看不定代詞是指人還是指物：指人時，附加問句的主語用they或he（人稱與數一致）；指物時附加問句的主語要用it。如：
Someone is knocking at the door, isn't he? 或aren't they?有人在敲門，對嗎？
Everything begins to grow in spring, doesn't it? 春季萬物開始生長，對不對？
5．含no的復合不定代詞相當于“not + any的復合不定代詞”。如：
I saw nothing in the room. = I didn't see anything in the room．我在屋子里什么也沒看見。
6．復合不定副詞在句中只能作狀語，常放在句尾。如：
I can't find it anywhere．我在什么地方都找不到它。
[注意事項］通常情況下，含some-的復會不定代詞、副詞用在肯定句中，但在表示請求、建議等委婉說法的疑問句中，或期望得到肯定答復的疑問句中，也用some-，不用any-。如：
Would you like something to drink？ 你想要些喝的嗎？
Can you find it somewhere? 你能在某個地方找到它嗎？
[練習]從下列各題后所給的選項中選擇最佳答案填空。
1. –Do you have _____to say for yourself?
–Yes, it is this.
A. something B. anything C. everything D. nothing
2. –Everyone is here today, _____?
–No, Han Mei isn’t here. She’s ill.
A. isn't it B. isn't he C. are they D. isn’t everyone
3. There’s _____with his eyes. He’s OK.
A. anything wrong B. wrong something C. nothing wrong D. wrong nothing
4. Everything _____ready. We can start now.
A. are B. is C. be D. were
5. What about_____? I’m so hungry.
A. anything to eat B. to eat something C. something to eat D. to eat anything
Keys: 1-5 BBCBC
疑難解析
1. Are you coming with us? 你和我們一起去嗎？
這是現在時表示將來動作的用法。英語中類似come，go，fly, arrive, leave, start等表示位置移動的動詞的現在進行時態(tài)可用來表示按計劃安排將要發(fā)生的事。如：
My father is going to Shanghai tomorrow. I’m going to see him off at the station.
John is coming here next week and will stay here until May. So he is coming to see us the day after tomorrow.
I'm seeing her tomorrow. She’s in hospital.
What are you doing next Saturday? We’re going to visit a museum.
2. Which island shall we go to first？我們先去哪個島？
句中的介詞to不可以省略。從語法邏輯看，which island作后面動詞的賓語。而go是不及物動詞，不能直接跟賓語，只有加上介詞to才能與which island構成完整的動賓搭配。類似的還有wait for等。如：
–Who are you waiting for？
–I’m waiting for you. May I have a talk with you?
3. We’ve never been there before.我們以前從未去過那兒。
have been to+地點表示“曾經去過某地(現在已回來)。have gone to+地點表示“某人去某地了(現在不在這兒)”。如：
(1) —Where have you been? 你去過哪里?
—I have been to Shanghai. 我去過上海。
(2) —Where is she? 她去哪兒了?
—She has gone to the library. 她去圖書館了。
4. We’re all by ourselves.就我們這些人。
by oneself 意思是“單獨的，獨自的”。all修飾by oneself，起加強語氣的作用。如：
I learned English all by myself. My teacher is the recorder.
5. The picnic basket was no longer under the tree.
no longer 表示“不再”，與not…any longer同義，強調時間。no more也表示“不再”，與not…any more同義，強調數量。原句還可以說為：The picnic basket wasn’t under the tree any longer. 如：
I don’t want wine any more. It’s more than enough.
6. Sooner or later you’ll find it somewhere.
句中的sooner or later意思是“遲早”，其中and前后的sooner和later為互為反義詞。英語中這種短語還有一些，下面幾組比較常見：
back and white 白紙黑字 every now and then 不時，時時
here and there 到處 off and on斷斷續(xù)續(xù)
days and nights 日日夜夜 more or less或多或少
7. As they were very hungry，they ate up all the food soon. 因為他們很餓，所以他們很快就把食物吃光了。
1）as引導一個原因狀語從句。它與because的區(qū)別是：前者表示的原因只是附帶說明，無強調客觀之意，不能回答why提出的問題；后者著重強調客觀原因，用于回答why提出的問題。例如：
We all like her as she is kind. She’s kind to everybody.
As it was dark, he had to go home. Or his mother would be worried.
2）eat up意思是‘吃光”。up與某些動詞連用時，表示“完全，徹底”的意思。常見的幾個詞組有：drink up喝光；use up用完；clean up除掉，把……收拾干凈。如：
Please eat up your chicken. You need to eat more as a big boy.
Drink up your milk before you go to school. It’ll do good to you.
8. Children took them back to the boat. 孩子們把它們帶回船上。
take back為動副詞組。在“動詞 + 副詞”短語中，當人稱代詞充當它的賓語時，人稱代詞不能置于副詞之后，只能放在動詞和副詞之間。類似的短語還有l(wèi)ook over，wake up，get back，put on等。如：
Please wake me up tomorrow morning. I’ll have to get to school half an hour earlier.
Lesson 73教學設計方案
Teaching Objectives: Enable the students to make suggestions and respond to suggestions; grasp the language points in the dialogues, especially the three forms of adjectives.
Language Focus: bring food for a picnic, be there on time, We’d better not do. ...We’ve never been there before, island, far( farther, farthest)
Properties: Tape-recorder, A picture, Overhead projector
Teaching Procedures:
I. Organizing the class
Ask the students to get ready for class. Greetings between the teacher and the students and a duty report.
II. Revision
1. Check homework.
2. Write the days of the week on the blackboard. Tell the students to choose an activity for each day. Give an example; “Let’s go shopping on Saturday!” Get the students to respond “Good idea!” or “I’m sorry. I’m not free.” etc. Ask the students to make more suggestions using “Let’s, Shall we. . ., Why don’t we..., How about. . . ?”
Write down the different activities for each day.
For example:
T: Then do the practice.
III. Read and act
1. Play the tape for the first dialogue. Ask the students the following questions.
(1) Where are Bruce and Bill going at the weekend?
(2) What are they going to bring?
(3) When and where will they meet?
2. Help the students to answer the questions and let them guess the meaning of “picnic”.
3. Ask the students to listen to the dialogue again and retell the dialogue.
4. Emphasize the language points: food for a picnic, be there on time, Don’t be late.
5. Ask the students to read the dialogue after the tape.
6. Pair work: Let the students work in pairs to act out the dialogue.
IV. Presentation
1. Show the students a picture like the one in the book and talk about the picture. Teach the word “island/5ail[nd/”
2. Get the students to give as much information as they can.
(1) How many islands can you see?
(2) Which is nearer? Which is farther? Which is the farthest?
(3) Where are the children?
(4) Where are they going?
(5) How many children are there in the boat? etc.
V. Practice
T: Ask three students (A, B and C) to come to the front and to stand one next to each other, close to the teacher, like this:
T________A________B________C
Help the students to talk about the distance, using near, nearer, nearest and far, farther, farthest.
VI. Read and act
1. Play the tape for the second dialogue and ask the students to find the answers to the following questions.
(1) Which island will they go to?
(2) Do the children agree with each other?
2. Help the students to answer the questions.
3. Play the tape again and ask the students to retell the dialogue.
4. Ask the students to pay attention to ways of making suggestions:
Let’s. . . ,Why don’t. . . ,How about. . . ,We’d better not. . . .
5. Ask the students to read the dialogue after the tape.
6. Practise the dialogue in pairs and ask some pairs to act it out.
VI. Exercises in class
用所給詞的適當形式填空。
1. Who looks ________, Tom or Jack? (old)
2. This bike is cheap, but that one is________. (cheap)
3. This picture is _________ of the three. (good)
4. Now the farmers are _________ than before. (busy)
5. Which of the two cities is _________ away? (far)
6. China is one of_________ countries in the world. (large)
7.Things are getting ________ than before, (bad)
8. It is much _________ today than yesterday, isn’t it? (hot)
Keys: 1.older 2.cheaper 3.the best 4.busier 5.farther 6.the largest 7.worse 8.hotter
VII. Homework
1. Make a dialogue, making suggestions to do something and giving responses.
2. Finish exercises on page 85.
3. Recite the dialogues in the book.
IX. Summary
1. 我們帶上野餐食物嗎？
_________ we ________ _________ _________ a picnic?
2. 別遲到。
Don’t ________ ________.
3. 我將按時到好兒。
I’ll________ _________ ________ _______.
4. 為什么我們不先去遠一點的島？
________ _________ we go to _________ _________ island?
5. 最遠的那個島怎么樣？它更有意思。
_________ _________ _________ _________ island? It’s _________ _________.
6. 我們最好別去那兒。
We ________ ________ ________ go there.
7. 小一點兒的島更近，而且我們以前也未去過。
_________ _________ island is ________, and we ________ _________ _________ ______.
Keys: 1.Shall, bring food for 2.be late 3.be there on time 4.Why don’t, the farther How/What about the farthest, more interesting 6.had better not 7.The smaller, nearer, have never been there before
X. Writing on blackboard
Lesson 73
Drills Ask and answer
1. Shall we bring food for a picnic? 1. How many islands can you see?
2. I’d love to. 2. Which is nearer? /farther? /farthest?
3. Don’t be late (for. . . ) 3. Where are the children?
4. Which island shall we go to first? 4. How many children are there in the boat?
5. How about the farthest one? 5. Why will the children go to the smaller island?
6. We had better not go there.
7. No problem.
Lesson 73多媒體教學設計方案
Teaching Objectives:
1.Revise making suggestions and respond to suggestions;
2.Grasp the language points in the dialogues, especially the three forms of adjectives；
3.The expressions of distance.
Language Focus:
bring food for a picnic, be there on time, We’d better not do. ...We’ve never been there before, island, far (farther, farthest)
Teaching Procedures:
導入：
（錄像演示）復習以前的表達提建議和應答用語引入本課Read and act部分：孩子們約定上島。
新課：
Presentation
�。▓D片）教學新單詞：island。
Read and act
�。ㄤ浵裱菔荆┯^看情景對話，讓學生了解對話的內容。然后問學生關于對話的幾個問題：
1. Where are Bruce and Bill going at the weekend?
2. What are they going to bring?
3. When and where will they meet?
分析對話中的語言點：
辨析bring和take的用法差異：
bring表示“帶來、拿來”，指從別處朝說話人所在的地方“帶來”。與bring相對應的詞是take，表示“帶走，拿走”，指從說話人所在的地方“拿走”。如：
Bring your homework here tomorrow, please. 明天請把你的家庭作業(yè)帶來。
Take it away, please. 請把它拿走。
辨析on time 和 in time
on time = to arrive at the right, exact moment, at the time agreed, 意思是“按時，準時”，指按規(guī)定的時間到達，不遲到。如：
(1) I hope the train will leave the station on time.我希望火車能準時發(fā)車。
(2) The meeting will start at ten tomorrow morning. Please be on time. 明天十點開會，請準時到。
in time = to arrive before something happens，意思是“及時，及早”，指沒有錯過。如：
(1) We got to the station in time for the train. 我們到達火車站正好(及時地)趕上了火車。
(2) The doctor came in time to save the child. 醫(yī)生及時到達救治了孩子。
Presentation
�。▓D片）讓學生看著圖，比較圖中三個島的距離遠近教學單詞farther和farthest。然后讓學生回答下列問題：
How many islands can you see?
Which is near?
Which is farther/the farthest?
Where are the children?
What are they doing?
利用物體的位置表達距離的遠近的表達法。
Read and act
(錄像演示) 讓學生觀看對話，找出：Which island will they go to?（Key: the nearest/smallest island）
�。▽W生活動）找出表示提建議的表達法：
Let’s. . . ,Why don’t. . . ,How about. . . ,We’d better not. . . .
�。ㄕn件演示）Read the dialogue
�。▽W生活動）Practise the dialogue 展示圖片讓學生根據圖片表演對話。
Practise
Answer the questions:
1.Where are the children going?
2. When and where are they going to meet?
3. Which island are the children going to?
4. Have they been there before/
5. Do you often go out for fun at weekends?
Exercises
用所給詞的適當形式填空。
1. Who looks ________, Tom or Jack? (old)
2. This bike is cheap, but that one is________. (cheap)
3. This picture is _________ of the three. (good)
4. Now the farmers are _________ than before. (busy)
5. Which of the two cities is _________ away? (far)
6. China is one of_________ countries in the world. (large)
7.Things are getting ________ than before, (bad)
8. It is much _________ today than yesterday, isn’t it? (hot)
Keys: 1.older 2.cheaper 3.the best 4.busier 5.farther 6.the largest 7.worse 8.hotter
Homework
1. Make a dialogue, making suggestions to do something and giving responses.
2. Finish exercises on page 85.
3. Recite the dialogues in the book.
4. Finish off the workbook exercises.
Lesson 74教學設計方案
Teaching Objectives; Enable the students to understand the passage and grasp the language points in the text; retell the passage.
Language Focus:
pull. . .out of, alone, take. . .back to, pull. . .up from, all by ourselves, not. . .until, push, feel a little afraid, no longer. Don't be afraid.
Properties: Tape recorder. Pictures, Overhead projector
Teaching Procedures:
I. Organizing the class
1. Ask the students to get ready for class.
2. Greetings between the teacher and the students.
3. A duty report.
II. Revision
Get some students to perform the dialogues of Lesson 73 and the dialogues made by themselves for homework.
III. Leading-in
1. Ask the students which island did the children go to?
2. Ask some pre-reading questions:
(1) Do you like to go to strange places? Why?
(2) What do you think will happen on the island?
(3) How do you feel when you're alone somewhere? Are you afraid?
(4) Describe the picture in the book in details.
3. Get the students to discuss and answer the above questions.
IV. Read and act
1. Ask the students to read the passage silently, bearing the following questions in mind:
(1) Why did they put the picnic basket under a big tree?
(2) Does anybody live on the island?
(3) Who took away their picnic basket?
2. Get the students to answer the reading comprehension questions.
3. Play the tape for the students to practise reading aloud.
4. Practice
(1) Divide the class into seven teams. One of them plays the part of a narrator. The others play Ah Fang, Ann, Lucy, Jim, Kate and Bruce.
(2) Read the passage in roles.
(3) The students work by themselves and try to retell the passage.
(4) Call 2 ~ 3 students to retell the passage.
V. Teaching language points
1. pull. . . out of←→pull. . . into
(1)The children pulled the boat out of the river together.
�。�2) The circus pulled out of (= leave/left) the park tonight.
2. pull. . .up from
They pulled the boat up from the river.
3. get/keep + adj.
(1) Your hair gets grey as you get older.
(2) It gets cooler and cooler when autumn comes.
(3) We put the ice cream in the refrigerator to keep it cool.
(4) Doing more sport can keep you healthy.
4. alone/lonely
(1) Although he is alone at home, he doesn't feel lonely.
(2) When my husband isn't with me for a long time, I feel lonely.
(3) The old man likes to stay alone.
5. by oneself
(1) His parents often leave him to stay by himself, because they are always busy with their work.
(2) Can you do it all by yourself?
(3) He learned English all by himself.
(4) Senior students should know how to learn by themselves.
(5) They finished building the road all by themselves.
6. go for a walk
(1) They often go out for a walk after supper.
(2) Going for a walk is a kind of sport.
7. pick bananas →pick + fruit
8. no longer = not. . . any longer; not. . . any more
(1)She no longer works in that factory. = She doesn’t work in that factory any more/longer.
(2) I can no longer help you.
(3) I no longer live there.
(4) We’re no longer students.
9. not. . . until
(1)I don't know it until you tell me. = I know it after you tell me.
(2)We won't start until Jim comes. = We'll start after Jim comes.
(3)He didn't arrive until ten o'clock. = He arrived after ten o'clock.
(4)I didn't go home until the rain stopped.
(5)I wasn't asleep until eleven o'clock last night.
VI. Exercises in class
根據句意在空格上填入適當的詞。
1. It’ hot today. The children go out for a picnic. They want to keep the food _________, so they put the picnic basket under a tree so that the food won't get_________.
2. The children pulled the boat ________ ________ the water and looked ________ the island.
3. It’s great that we re all by ________ and nobody will disturb us.
4. The teacher asked the monitor to take the exercise books _________ _________ his office.
5. I feel a little _________ when I'm _________ at home at night.
Keys: 1 cool, hot 2.up from/out of, around 3.ourselves 4.back to 5.afraid, alone
VII. Homework
1. Finish exercises on page 86.
2. Make sentences with “no longer, not. . .until, alone/lonely, get/keep + adj. and by oneself”.
3. Read the passage.
VIII. Summary
Keys: 1.C(pick) 2.C(for a walk) 3.C(be afraid) 4.A(lonely) 5.A(push) 6.A(no longer) 7. A( didn’t get up)
IX. Writing on blackboard
Lesson 74
Are We Alone?
Language points Ask and answer
1. pull. . . out of 1. Why did they put the picnic basket under a big tree?
2. pull. . . up from 2. Does anyone live on the island?
3. get/keep + adj. 3. Who took away their picnic basket?
4 .alone/lonely 4. How do you feel when you' re alone somewhere? Are you afraid?
5. by oneself
6. go for a walk
7. pick bananas/pick fruit
8. no longer = not. . . any longer;
9. not…until
Lesson 75 教學設計方案
Teaching Objectives: Enable the students to grasp the usage of indefinite pronouns.
Language FOCUS: Indefinite pronouns= anything/something/nothing/everything, nobody/any /somebody/everybody, anyone/someone/everyone, anywhere/somewhere/everywhere solve problems, sooner or later, too. . .to
Properties: Tape-recorder, Overhead projector
Teaching Procedures:
I. Organizing die class
1. Ask the students to get ready for class.
2. Greetings between the students and the teacher.
3. A duty report.
II. Revision
Call 2 ~ 3 students to talk about the text learned in the last period, using their own words.
III. Leading-in
1. Help the students to use their imagination to think: What happened to the children’s picnic basket? Are they alone on the island?
2. Ask the students to talk about the picture at the top of page 23.
IV. Dialogue practice
1. Play the tape for the dialogue and ask the students to repeat each sentence they hear.
2. Ask the students to read the dialogue after the tape.
3. Pair work: Ask the students to work in pairs and make dialogues with the given words in the box.
4. Point out “anything” “something” “nobody” and “somebody” and ask the students to find out how to use them.
5. Help the students to make sentences with the indefinite pronouns.
6. Ask the students to recite the dialogue in pairs.
V. Puzzle dialogues
1. Ask the students to finish the puzzle dialogues exercises by themselves.
2. Check the answers with the students.
VI. Teaching language points
1. too.. .to
(1) The ice is too thin for us to skate on.
(2) It’s never too old to learn.
(3) After running 1500 metres, he was too tired to breathe.
2. solve problems→answer questions
Can you solve these problems?
3. sooner or later
(1) Sooner or later, you’ll realize the importance of English.
(2) Sooner or later, you’ll be glad of it.
(3)I’ll tell you, sooner or later, the fact of that thing.
VII. Read and say
1. Play the tape and ask the students to repeat each sentence they hear.
2. Ask the students to suppose they were the people in the picture at the bottom of Page 23 and make a dialogue.
3. Ask the students to read the dialogue after the tape.
VIII. Exercises in class
1. He got up at 8:00.He didn’t catch the bus. (用too. . .to改寫)
2. Can you hear anything? (改為否定疑問句)
3. I can hear something. (改為否定句)
4. I can find it somewhere. (改為否定句)
5. Somebody is sick. (改為疑問句)
6.They’re playing a game. (畫線提問)
Keys:
1. He got up too late to catch the bus.
2. Can’t you hear anything?
3. I can’t hear anything.
4. I can’t find it anywhere.
5. Is anybody sick?
6. What are they doing?
IX. Homework
1. Finish exercises on page 87.
2. Make a dialogue, using the affirmative, interrogative and negative forms of indefinite pronouns.
3. Recite the first dialogue of Lesson 75.
X. Summary
選擇能在意思上解釋畫線部分的正確答案。
( )1. The children are not alone.
A. by themselves B. lonely C. happy
( )2.There’s nobody else on the island.
A. not anybody B. somebody C. everybody
( )3.Who can solve this problem?
A. difficulty B. question C. answer
( )4. No one is sick.
A. fine B. ill C. sad
( )5. Sooner or later, you’ll find it somewhere.
A. Soon B. Later C. Someday in the future
Keys: 1.A 2.A 3.A 4.B 5.C
XI. Writing on blackboard
Lesson 75
Drills
Indefinite; pronouns/adverbs 1. I can’t hear anything. = I can hear nothing.
Positive: something, somebody/ 2. There is something wrong with. . . = something
someone, somewhere is wrong with. . .
Negative: anything, anybody, nobody, anywhere
Lesson 76教學設計方案
Teaching Objectives: Develop the students’ four skills of listening, speaking .reading and
writing; Revise the whole unit.
Language Focus: get back, run after, run away, eat up, drop/fall, bring/take/get/carry/fetch
Properties: Tape-recorder. Overhead projector
Teaching Procedures:
I. Organizing the class
1. Ask the students to get ready for class.
2. Greetings between the teacher and the students.
3. A duty report.
II. Revision
1. Revise the knowledge learnt in the last period.
2. Ask the students to say out the dialogue they prepared.
III. Leading-in
1. Remind the students going to the monkey island:
(l) Do you still remember what happened to them?
(2) Who took away their picnic basket?
2. Ask the students to look at the picture in the book and discuss the picture in groups of four.
3. Each group presents their opinions.
IV. Reading
1. Ask the students to go over the reading passage quickly and see whether their opinions are correct.
2. Ask the student to answer the following reading comprehension questions.
(1) Who took away the children’s basket?
(2) Did they get their picnic basket back?
(3) Can they go back home? Why or why not?
3. Ask the students to read after the tape.
4. Ask the students to work in groups and act out the passage.
5. Ask the students to retell the passage.
V. Teaching language points
1. get. . . back
The children got back their basket before the monkey ate up the food.
2. run after sb./sth. = chase; try to catch
The dog was running after a rabbit.
run after = go after to get the attention of
She runs after every good-looking man in the village.
3. eat up
He was so hungry that he ate up the food.
4. drop and fall
(1) drop可作vt. 而fall不能。表示無意或故意“掉下”某一物體，或故意“跌倒”時，用drop, 不用fall。
①The Class 2 runner dropped his stick on the ground.
�、贖e dropped his shoes on the floor.
�、跾he was tired and dropped herself into the chair.
(2)drop和fall都可作vi., 表示“掉下”，“落下”。
�、賂he glass dropped( fell) out of her hand.
�、贖e dropped( fell) to the ground.
5.bring.take,get 和carry 的區(qū)別
這幾個詞都有“拿”“帶”等意思，但用法上有很大區(qū)別：
(1) bring: 從別處把某人或某物“帶來”或“拿來”。
�、貶e brought a friend with him.
�、贐e sure to bring your textbook next time, will you?
(2)take: 從這里把某人或某物“帶走”“拿走”。
�、賂hey took the man to hospital at once.
②Take this empty box away and bring me a full one.
(3)表示專程到別處去把某人或某物“帶來”“請來”“拿來”“取來”，常用go and get.
�、貵o and get a doctor quickly.
�、赪ould you please go and get me some chalk?
(4) carry：“攜帶”“提、扛、抱、抬、載運”，具負重含義，不表固定方向。
①Let me carry this bag for you.
②He was carrying a box on his shoulder.
�。�5)fetch:接來人，取事物= go for and bring back(sb. or sth. )
�、貴etch a doctor at once.
②Please fetch the children from school.
VI. Listening practice
1. Pre-listening
Tell the students what they’re going to listen to.
2. While-listening
Ask the students to bear the listening comprehension questions on page 88 in mind.
3. After-listening
Check the comprehension questions.
VII. Listening and Writing
1. Ask the students to listen to the teacher and fill in the blanks on Page 24. (3 times)
2. Check the answers.
3. Ask the students to draw a map as they have written.
4. Call 2 - 3 students to draw on the blackboard.
VIII. Speaking
Read and repeat exercise 5.
IX. Exercises in class
根據句意填上一個適當的介詞。
1. The children began to look ________ their picnic basket.
2. The children decided to get their picnic basket _________ before the monkey ate ________ the food.
3. The children ran ________ the monkeys.
4. The monkeys dropped the basket and ran ________.
5.The children carried the empty basket _________ _________ the boat.
Keys: 1.for 2.back, up 3.after 4.away 5.back to
X. Homework
1. Finish exercises in this unit.
2. Writing: My Last School Trip.
XI. Summary
1. Go over the checkpoint with the student.
2. Revision exercises:
選擇最佳答案
1.You_________ watch TV too often. Work hard at your lessons.
A. had better not B. had not better to
C. had better not to D. had not better
2.John doesn’t do well at school but it seems to be _________ to him.
A. something B. anything C. everything D. nothing
3. He ________ two balls from the top of the building.
A. jumped B. dropped C. passed D. fell
4. He took off his shoes and ________ them on the floor.
A. brought B. took C. fell D. dropped
5. In cities, buses _________ more people than cars.
A. get B. carry C. bring D. take
6. Have you got _________ to say about Jack?
A. anything else B. else anything
C. anything other D. other anything
Keys: 1.A 2.D 3.B 4.D 5.B 6.A
XII. Writing on blackboard
Lesson 76
Language points Ask and answer
1. get. . . back 1. Who took away the children’s basket?
2. run after sb./sth. 2. Did the children get their picnic basket back?
3.eat up 3. Can they go back home? Why or why not?
4. drop and fall
5. bring, take, get, carry
6. go and get
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