Lesson 8 I’m sorry.
本课通过I’m sorry. I’m late. My bike is broken.等句型和词汇学习,学习 “主系表”结构,掌握三个形容词sorry, tired, broken的意义和用法及名词seat。初步了解过去时态和情态动词May的意思及引导的表示请求的句子:May I use your book? May I use you pen?等。 同时教育学生要使用礼貌用语。
教学目的及重难点分析:
1 会说会用这些句子:I’m sorry. I’m late. My bike is broken.
That’s all right. May I use your book?
2.会说会用会写这些单词: sorry, tired, broken,get, use.
3 学习“主系表”结构。
4 了解一般过去时的意义及其否定句的表示法。
5 情态动词May的意思和用法。
课前准备:
1 教师准备坏了的手表。
2 录音机和相关部分的录音带。
3 sorry,tired,broken,seat的单词卡片。
4 老师以43页的图片为参考,制作一个flash课件。
5 教师让部分学生准备榔头。
6 老师准备46页的两幅图片,再准备几幅类似的图片:如,不小心踩了别人的脚,不小心泼了别人一盆水,不小心把别人手里的东西碰掉,不小心把别人的东西弄坏了,不小心把墨水弄到别人衣服上等。
7 师生准备坏了的文具,手表,玩具自行车,椅子等。
教学过程:
1. 热身(Warming up)
1)老师播放事先准备的flash课件引出话题,课件内容可这样设计对话:
Mary: What time is it?
Li Shan:I’m sorry, I didn’t get my watch today.
Jack:It’s a quarter to eight. I’m late for school.
Mary:May I use your bike,Jack?
Jack:Sorry, My bike is broken.
Mary:That’s all right.
Mary:Hurry up! Hurry up! Here I am.
Mary:Sorry, May I come in?
Miss Green:Come in, Please. You look tired.
Mary:I haven’t got a bike, and I ran here.
Miss Green:Oh, I see. Please go to your seat and sit down.
Mary:Thank you.
2.新课展示(New Presentation)
老师通过情景和单词卡片讲解重点句型和词汇:
1)老师故意稍微晚点并匆忙跑进教室,气喘嘘嘘的说:I’m sorry. I’m late.
Ss: That’s all right,
T : My bike is broken.(示词卡),broken, broken, broken . I ran here(做跑的动作)。
Ss: You ran here .
T: Ran的原形是 run , ran 是run的过去式。这个句子表示: 我刚刚跑来的。当我们要表示发生过的事情时,用动词的过去式。
Ss: I’m tired,I’m so tired. tired, tired,(老师做累了状)。
2)
T:I want to sit down. Where ‘s my seat?
T: 老师指着学生的座位,They are your seats. You have your seats. Where is my seat?老师找到一个空位说:Here’s a seat.
老师走过去时故意把一个同学的脚踩了一下,或把一个同学的东西碰掉,边拣东西边说:Sorry, sorry. I’m sorry. 并引导学生说:That’s all right,
3)老师问学生What’s the time?
学生回答: It’s …
老师边看着自己的表边说:But my watch is….(老师故意和学生说的不一样)
然后再重复学生的话:You watch is….My watch is ….Oh, My watch is broken. OK, now open your books to page43/
老师忽然发现自己没带书:Where’s my book? Oh, It’s too bad. I didn’t get my book today.
T: 老师走到一个学生跟前,将手伸开问:May I use your book?
Ss: Yes, please.
T: Thank you
T: 老师走回自己的位置,看了看自己的椅子说:My chair is broken .想修椅子发现没带榔头: I haven’t got a hammer.
T: 老师走到一个没带榔头的学生跟前,将手伸开问:May I use yours?
Ss: Sorry, I didn’t get my hammer today.
T: 老师走到一个学生跟前,将手伸开问:May I use yours?
Ss: Yes, please.
T: Thank you!
4)老师修理了一下椅子说:I’m tired。然后老师故意指一个学生说:I’m tired. Can you help me? 学生接过榔头干了几下:老师说:You look tired。
Look在这是“看起来”的意思,是系动词,后面可跟形容词,表示看起来怎么样。如: You look happy. He looks sad. These flowers look beautiful等等。
3.小结:
1)当我们说过去没做某事时,在这个动词前加did not 或 didn’t ,这是过去式的否定式。例如:我刚才看电视了,I watched TV just now.你刚才没看电视。You didn’t watch TV.今天小红没带英语书.Xiao Hong didn’t get her English book today.
2)当我们要表示客气的向别人请求时,我们可以说:“May I …”,表示“我可以…吗?” 。回答通常用Yes, please.表肯定。 Sorry, you can’t.表否定.
4.巩固活动;
1)角色扮演/情景再现
老师让学生两两一组,分别扮演老师和学生,演一个学生因为自行车坏了而上学迟到,老师让做到座位时匆忙中把别人的东西碰掉。老师让打开书时发现没带书的情景,评出今天的最佳语言奖和最佳表演奖。关键句如下:
I’m sorry. I’m late.
That’s all right.
You look tired.
My bike is broken.
Go to your seat and sit down.
Sorry.
That’s OK.
Oh, I didn’t get my book today?
May I use yours?
5. 听录音学习对话:
T: Let’s listen to a dialogue, then answer the questions.
(播放对话部分录音, 抢答,抢答正确者为所在的组赢得一分)
T: How many people are there in the dialogue?
Ss: There are two people in the dialogue.
T: What are they?
Ss: One is Miss Green. the other is a girl.
T: What ‘s the their relationship ?relationship 是关系。
Ss: They are teacher and student.
T: What’s wrong with the girl?
Ss: Her bike is broken.
T: How did she come to school?
Ss: She ran there.
T; Is she tired?
Ss: Yes, She looks very tired.
6. 播放Listen ,look and match部分录音.
听并连线,看看哪个句子和哪幅图意匹配。
7.做Let’s practice(I).通过理解致歉语启发学生掌握其应答短语。
这部分可设计成一个游戏,看谁是最懂礼貌的孩子。老师将事先准备的46页的两幅图片,和类似的图片:如,不小心踩了别人的脚,不小心泼了别人一盆水,不小心把别人手里的东西碰掉,不小心把别人的东西弄坏了,不小心把墨水弄到别人衣服上等分发给几个学生,让他们各自和同桌或周围的同学根据图片所示表演出来,看谁是最懂礼貌的孩子。
致歉:Sorry或I’m sorry.
应答:That’s OK.或That’s all right.
8. 做Let’s Practise(II). 任务大赢家
老师让学生每人拿出一件事先准备好的坏了的文具,椅子,手表等;让学生根据实际情况完成对话,看谁最先找到自己需要的东西?谁就是今天的任务大赢家。并引导学生完成书上的对话部分。如:
S1: What’s the time, S2?
S2: I’m sorry. I didn’t get my watch today.
S1; That’s OK.
学生1又走到另一个学生的面前说:I didn’t get my watch today? May I use yours?
S3:Yes, Please.
sorry , That’ OK . use ,I’m sorry. didn’t get