Unit 21 She taught herself（通用3篇）
Unit 21 She taught herself 第1篇
教学目标
知识目标
1.词汇
New words and phrases: teach oneself, fall off, clever, yourselves, find out, piano, poor, afford, knock, knock at, dim, pardon, to one's surprise, blind, shine, bright, brightly, through, look up, silently, come along, return, cookie, leave…behind, moonlight, sonata, write down, go on trips, care for.
2.日常交际用语
Did she learn all by herself?
Could she swim when she was…years ago?
She didn't hurt herself.
He couldn't buy himself many nice things.
Did he enjoy himself?
Help yourself.
It is time for us to leave /do something now.
It's getting late.
3.语法
并列句:
Beethoven knocked the door and it opened.
I am poor, but I always enjoy myself.
反身代词用法
单数：myself, yourself, himself, itself
复数：ourselves, yourselves, themselves
反身代词固定搭配：
Help yourself.
I can look after myself.
She didn't hurt herself.
Did you enjoy yourselves?
能力目标
1.使学生能够运用一般过去时讨论过去经历的事情，并能在教师设计的情景中灵活使用并列句，反身代词和情态动词could。
2.使学生能够读懂第82课课文,回答课后的问题，并能根据上下文判断出生词的大意。
3.使学生能掌握本单元的相关语法项目，并能完成口头和笔头的练习。
4.使学生能够听懂与课文难度相当的听力材料。
情感态度目标
通过本单元的教学，使学生在简要了解贝多芬生平的基础上，鼓励他们向贝多芬学习。学习他博学多才、坚忍不拔、持之以恒，追求自己崇高理想的精神。青年学生正处于增长知识和才能的黄金时期，不论遇到什么风浪，绝不要半途而废。相反要扬起风帆，把航船驶向胜利的彼岸。
贝多芬是一位著名的音乐家，他的创作成就极大地深化了音乐艺术的思想性和表现力，对后世有着深远的影响。在本单元的教学过程中教师可选用一些贝多芬的代表作，在课前或课后播放给学生听，以陶冶他们的情操，提高他们对名曲的欣赏能力。
教学建议
教学内容分析
本单元是以讨论过去的经历为主要话题，同时学习反身代词及并列句的用法，还包括情态动词 can /could的用法。在第81课中主要通过听，说，谈论等几种方式使学生能正确运用情态动词can /could和过去式讨论过去发生的事件。在第82课中主要是通过一篇阅读文章来提高学生的阅读能力。在第83课中主要是通过对贫富两个人的介绍和一个对话使学生掌握并列句和几个反身代词固定搭配。在第84课中练习形式多样，主要是对本单元内容进行综合练习。
教学重点分析
本单元的重点语法是并列句和反身代词，单元的教学功能项目也是围绕这些展开的。Lesson 81的对话建立在两幅图片的基础上，就Lily的过去经历进行问答，引出反身代词的用法。Lesson 83中的介绍Mr. More和Mr. Little 两位先生的短文，通过对各人本身过去经历的提问，进一步学习反身代词和一般过去时态。Lesson82的课文，我们可带着如下问题去学习：What do you know about Beethoven?全篇课文以过去的时态进行介绍的，我们应学会用过去时态去写过去的事情或人物。Lesson 84的对话，我们要能够模仿运用，同时学会写“Thank-you note”。
关于介绍过去发生事情的建议
1.图片提示
The teacher can show some pictures of the students at different ages on the blackboard and ask these questions:
A. What is the girl’s name?What is she doing? What could she do when she was five years old?
B. Who is the boy? What happened at that moment? (take a plane) How did he finish the trip? (by air)
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2.教师可以通过简笔画的形式组织学生根据图画内容编写下列对话:
(1) A: Can you play computer games, Mary?
B: Yes, I can.
A: Could you play computer games when you were five years?
B: No, I couldn’t.
(2) A: Can you play violin?
B: Yes, I can.
A: Could you play the violin when you six?
B: No, I couldn’t. I began to learn to play the violin last year.
A: How did you learn it?
B: I learned it by myself.
有关并列句的教学建议
教师先写出一些句子，让学生分析，找出并列句的基本特点，最后由教师归纳这些并列连词的用法。
然后让学生自己做一些练习，加强对并列句的理解。现提供两例：
1.将下列用and 或but 连接.
A.I am poor. I am very happy.
B. I like English. I am good at it.
C. My father told Mary this story. Mary became interested in it
D. He fell off the wall. He didn’t break his arms.
2.判断下列句中and或but的用法是否正确.
A.I can swim, and I am good at it.
B.I wanted to have a cup of coffee, and the boy passed me an orange.
C. The boy is very clever but he can answer the question easily.
反身代词的教学建议
（1）建议教师将反身代词归纳总结如下，便于学生记忆。
单数: myself, yourself, himself, herself, itself
复数: ourselves, yourselves, themselves
提醒学生注意单数复数的区别，-self和-selves分别用不同的颜色标记。
教师先和学生一起找出所学过的含有反身代词的短语。然后编制练习或对话让学生反复操练。反身代词固定搭配有：enjoy oneself, look after oneself, help oneself to. . ., hurt oneself, say to oneself, love oneself in the beautiful music, buy oneself sth. , teach oneself, all by oneself, leave sb. by ourselves等。教师可通过多种办法让他们多练多用。条件好的可利用多媒体让学生进行模仿练习。
（2）教师可以投影片出示一段介绍，然后对学生进行提问.
I am Tom. I am thirty. I can look after myself. I like English. I taught myself. I like playing football with my classmate too. When we play it, we enjoy ourselves very much. Yesterday, I hurt myself in the game, but the game was very exciting. I lost myself in it. I didn’t feel any pain until I got home.
Questions:
A. Can Tom look after himself? Yes, he can.
B. How did Tom learn English? He taught himself.
C. Does he enjoy himself very much when he plays football? Yes.
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D .Did he hurt himself in the game last time? Yes.
F. Why didn’t he feel any pain until he got home? He lost himself in the game.
阅读教学的建议:
（1）建议教师在阅读之前先向同学介绍贝多芬的背景知识及一些相关的音乐方面的词汇，使学生熟悉课文内容。教师可以设计问题如下：
1. Do you like music?
2. What kind of music do you like?
3. Have you heard about Beethoven?
4. Can you tell us some of his famous work?
教师可以请学生听一首贝多芬的《月光曲》使学生身临其境，使学生对课文感兴趣。教师还可结合语文课本中的月光曲进行介绍，这样学生对课文的意思就理解了。
（2）本课生单词较多，建议教师设计一些有关的练习，多种手段帮助学生猜测生词的意义，突破难点：
1. We can’t afford to buy tickets. The tickets is very expensive .I don’t have enough money to buy the tickets.
2. I am poor. I am not rich. I don’t have enough money.
3.The teacher says no more. The teacher stops talking.
4.Today is bright. There is not any cloud in the sky.
5.To his surprise, he finds he made a big mistake. He made a big mistake that makes him surprised
6.They lost themselves in the beautiful music. They listened to the music and didn’t care for other things.
（3）教师还可利用简笔画和课文的关键词，让学生根据图和词汇的提示复述整个故事的概况。
能力训练建议
1.通过老师适当的讲解，学生有系统的练习反身代词myself, ourselves, yourself, yourselves, himself, herself, itself, themselves的用法。
2.情态动词could在不同的语言环境中有不同的含义。①表示请求或建议，使语气委婉。②表示can的过去式。通过口头和书面练习，掌握它的不同用法。
3.第82课讲述的是贝多芬著名的《月光奏鸣曲》。文字流畅、易读、易懂。老师首先要求学生熟读或背诵课文内容，然后请他们加以重新组织，把课文的主要内容用英文加以复述。
4.从本单元开始，课文增加了一项写作训练，教师应让学生根据课文提示认真练习，以便提高实际运用语言的能力。
反身代词
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反身代词又称自身代词，顾名思义，就是指动作反射到动作执行者本身，或是在句中起强调作用，以加强句子的语气。
反身代词的构成
反身代词是由形容词性物主代词或宾格代词加-self或-selves构成。
反身代词单数以-self结尾，复数以-selves结尾；第一、二人称是形容词性物主代词加self(selves)构成，第三人称是宾格代词加self（selves）构成。详见下表：
第一人称
第二人称
第三人称
单数
myself
yourself
itself
himself
herself
复数
ourselves
yourselves
themselves
反身代词的用法
当一个句子的主语、宾语是同一个人时，常用反身代词作宾语。
1.作动词的宾语。如：
–Did you enjoy yourself in the park on Sunday?
– Yes, we did.
–Could he buy himself lots of presents?
–No, he is very poor. But his friends often give him presents.
注：反身代词作动词宾语时，常见的动词有：enjoy, help, hurt, know, wash, look after, teach等。
2.作介词的宾语。如：
–I finished the work by myself.
– You’re great!
3.其他用法：
反身代词还可以作宾语的同位语。
I'll speak to the teacher himself. I don’t want someone else know it.
也可作表语用。如：
She is not herself today. She has to stay at home. She can’t go to school.
注意事项：
反身代词一般无所有格，也不能放在of短语（表示所属）后，“某人自己的”可用one's own表达。如：
–I'd like to have a car of my own.
–So you must work hard to earn much money.
反身代词本身通常不能作主语，但可以放在并列主语后作第二主语。如：
My brother and myself both like English very much. We often talk to each other in English after class.
反身代词与其所强调反身的成份在人称、数等方面要保持一致。如：
We met Li Ming himself on the playground. We told him the good news.
He bought himself a coat with his first wage. Then he sent the rest to his mother.
并列句
由两个或两个以上的简单句并列连接起来的句子叫做并列句。并列句中的各个简单句意义同等重要，联系密切。它们平行并列，相互之间没有从属关系。并列句的基本句型是：简单句+并列连词+简单句。不同的并列连词表示不同的关系。
(1)联合关系：常用的连词有and。如：
Beethoven knocked at the door and it opened. In the dim candle light a girl was sitting before a piano.
(2)转折关系：常用的连词有but。如：
I can buy myself lots of nice things but I don' t have many friends.我可以买到许多漂亮的东西但是我没有许多的朋友。
在完成并列句的时候，容易在两个基本的简单句的时态把握上产生错误，读者一定要分清楚它们各自所处的时间背景。在例句1中，贝多芬敲门是一个典型的过去时间发生的事情，紧随其后的门开了也应该是同一时间的事件；因此，并列句往往存在两个简单句之间的时态呼应问题。
Lesson 81 教学设计方案
Teaching Objectives:
Grammar: 1. reflexive pronouns
singular: myself, yourself, himself, itself
plural: ourselves, yourselves, themselves
2. past tense form of can→could
Language focus:
fall off, teach oneself, hurt oneself, learn by oneself, write down
Properties: Tape-recorder, Overhead projector
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Teaching Procedures:
I. Organizing the 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 out 2-3 students to retell the story of the tiger and the monkey learned in the last period.
III. Leading-in
1. Tell the students they are going to talk about what they could do when they were little.
2. Ask student A:
You can ride a bike now. Could you ride a bike when you were 5 years old?
Help the students to answer “Yes, I could,” or “No, I couldn’t.”
3. Ask student B, C in the same way.
4. Point out that “could” is the past tense form of “can”.
IV. Practice
1. Pairwork: Ask the students to talk with their partners and find out what their friends could do at the age of 4. Write down their answers on the form on Page 31.
2. Report: Ask the students to report their partners abilities at the age of 4.
V. Read and act
1. Presentation
(1) Draw a picture of Jim on the blackboard.
(2) Say “This is Jim. Jim’s at home. His father is at work. His mother is shopping.” Repeat, then ask “Who’s at home? Jim. Is his father/mother at home? No, Jim’s alone. He’s all by himself.” Practise “(all) by himself”.
(3) Draw a picture of Betty on the blackboard. Talk about Betty in the same way, using “Her father/mother” and “She’s(all) by herself”.
(4)Ask two students to open the door. Then ask one of them to close it: “Please close the door (all) by yourself.” Repeat with other students and other task. Introduce – “selves (ourselves, yourselves and themselves)” in the same way.
(5) Tell the students: “I am going shopping. I want to buy Li Lei some shoes. I want to buy Wei Hua a hat. I want to buy Han Meimei a dress. I want to buy myself a hat. “Ask” What do I want to buy Li Lei/ Wei Hua/Han Meimei/myself? Get the students to say You want to buy yourself some shoes/…Point out the use of “myself”. Tell the students: “You are going shopping. You want to buy your friend and yourself something.”
T: Go around the class, asking “What do you want to buy your friend/yourself? What does he/she want to buy his/her friend? What does he/she want to buy himself/herself?”
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2. Students book: Page 31 Part One Speech cassette Lesson 81.
3. Look at the pictures, ask What’s Lily doing?
4. Play the tape of the dialogue for the students to listen and repeat.
5. Explain the language points.
(1) fall off从……上摔下来
①Be careful! Don’t fall off the ladder.
②–He fell off the horse and hurt himself.
–I’m sorry to hear that. I hope he’ll be well soon.
(2)hurt oneself 伤着自己
① –Did he hurt herself this time?
–No, he didn’t.
(3)teach oneself =learn by oneself 自学
–Lily taught herself swimming.
–She’s very clever.
6. Ask the students to recite the dialogue.
VI. Exercises in class
用适当的反身代词填空。
1. Help________ to some fish, Lily and Lucy.
2. Jim is old enough to look after________.
3. We all enjoyed________ in the week-long National Day holiday.
4. I hope not many people hurt ________ in the accident.
5. My mother taught_________ English at the age of 40.
6. My parents went to travel and left me by _________ at home.
Keys: 1.yourselves 2.himself 3.ourselves 4.themselves 5.herself 6.myself
VII. Homework
1. Finish exercises on page 97.
2. Make sentences with reflexive pronouns.
VIII. Summary
写出下列动词的过去式。
1.do________ 2.hurt________ 3.is________
4. can________ 5. teach________ 6. learn________
7. fall________ 8. swim________ 9. sing________
10.ski________ 11. read________ 12.write________
Keys: l. did 2.hurt 3.was 4.could 5.taught 6.learned/learnt 7.fell 8.swam 9.sang 10.skied 11.read 12.wrote
IX. Writing on blackboard
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Unit 21 She taught herself 第2篇
教学目标
知识目标
1.词汇
New words and phrases: teach oneself, fall off, clever, yourselves, find out, piano, poor, afford, knock, knock at, dim, pardon, to one's surprise, blind, shine, bright, brightly, through, look up, silently, come along, return, cookie, leave…behind, moonlight, sonata, write down, go on trips, care for.
2.日常交际用语
Did she learn all by herself?
Could she swim when she was…years ago?
She didn't hurt herself.
He couldn't buy himself many nice things.
Did he enjoy himself?
Help yourself.
It is time for us to leave /do something now.
It's getting late.
3.语法
并列句:
Beethoven knocked the door and it opened.
I am poor, but I always enjoy myself.
反身代词用法
单数：myself, yourself, himself, itself
复数：ourselves, yourselves, themselves
反身代词固定搭配：
Help yourself.
I can look after myself.
She didn't hurt herself.
Did you enjoy yourselves?
能力目标
1.使学生能够运用一般过去时讨论过去经历的事情，并能在教师设计的情景中灵活使用并列句，反身代词和情态动词could。
2.使学生能够读懂第82课课文,回答课后的问题，并能根据上下文判断出生词的大意。
3.使学生能掌握本单元的相关语法项目，并能完成口头和笔头的练习。
4.使学生能够听懂与课文难度相当的听力材料。
情感态度目标
通过本单元的教学，使学生在简要了解贝多芬生平的基础上，鼓励他们向贝多芬学习。学习他博学多才、坚忍不拔、持之以恒，追求自己崇高理想的精神。青年学生正处于增长知识和才能的黄金时期，不论遇到什么风浪，绝不要半途而废。相反要扬起风帆，把航船驶向胜利的彼岸。
贝多芬是一位著名的音乐家，他的创作成就极大地深化了音乐艺术的思想性和表现力，对后世有着深远的影响。在本单元的教学过程中教师可选用一些贝多芬的代表作，在课前或课后播放给学生听，以陶冶他们的情操，提高他们对名曲的欣赏能力。
教学建议
教学内容分析
本单元是以讨论过去的经历为主要话题，同时学习反身代词及并列句的用法，还包括情态动词 can /could的用法。在第81课中主要通过听，说，谈论等几种方式使学生能正确运用情态动词can /could和过去式讨论过去发生的事件。在第82课中主要是通过一篇阅读文章来提高学生的阅读能力。在第83课中主要是通过对贫富两个人的介绍和一个对话使学生掌握并列句和几个反身代词固定搭配。在第84课中练习形式多样，主要是对本单元内容进行综合练习。
教学重点分析
本单元的重点语法是并列句和反身代词，单元的教学功能项目也是围绕这些展开的。Lesson 81的对话建立在两幅图片的基础上，就Lily的过去经历进行问答，引出反身代词的用法。Lesson 83中的介绍Mr. More和Mr. Little 两位先生的短文，通过对各人本身过去经历的提问，进一步学习反身代词和一般过去时态。Lesson82的课文，我们可带着如下问题去学习：What do you know about Beethoven?全篇课文以过去的时态进行介绍的，我们应学会用过去时态去写过去的事情或人物。Lesson 84的对话，我们要能够模仿运用，同时学会写“Thank-you note”。
关于介绍过去发生事情的建议
1.图片提示
The teacher can show some pictures of the students at different ages on the blackboard and ask these questions:
A. What is the girl’s name?What is she doing? What could she do when she was five years old?
B. Who is the boy? What happened at that moment? (take a plane) How did he finish the trip? (by air)
2.教师可以通过简笔画的形式组织学生根据图画内容编写下列对话:
(1) A: Can you play computer games, Mary?
B: Yes, I can.
A: Could you play computer games when you were five years?
B: No, I couldn’t.
(2) A: Can you play violin?
B: Yes, I can.
A: Could you play the violin when you six?
B: No, I couldn’t. I began to learn to play the violin last year.
A: How did you learn it?
B: I learned it by myself.
有关并列句的教学建议
教师先写出一些句子，让学生分析，找出并列句的基本特点，最后由教师归纳这些并列连词的用法。
然后让学生自己做一些练习，加强对并列句的理解。现提供两例：
1.将下列用and 或but 连接.
A.I am poor. I am very happy.
B. I like English. I am good at it.
C. My father told Mary this story. Mary became interested in it
D. He fell off the wall. He didn’t break his arms.
2.判断下列句中and或but的用法是否正确.
A.I can swim, and I am good at it.
B.I wanted to have a cup of coffee, and the boy passed me an orange.
C. The boy is very clever but he can answer the question easily.
反身代词的教学建议
（1）建议教师将反身代词归纳总结如下，便于学生记忆。
单数: myself, yourself, himself, herself, itself
复数: ourselves, yourselves, themselves
提醒学生注意单数复数的区别，-self和-selves分别用不同的颜色标记。
教师先和学生一起找出所学过的含有反身代词的短语。然后编制练习或对话让学生反复操练。反身代词固定搭配有：enjoy oneself, look after oneself, help oneself to. . ., hurt oneself, say to oneself, love oneself in the beautiful music, buy oneself sth. , teach oneself, all by oneself, leave sb. by ourselves等。教师可通过多种办法让他们多练多用。条件好的可利用多媒体让学生进行模仿练习。
（2）教师可以投影片出示一段介绍，然后对学生进行提问.
I am Tom. I am thirty. I can look after myself. I like English. I taught myself. I like playing football with my classmate too. When we play it, we enjoy ourselves very much. Yesterday, I hurt myself in the game, but the game was very exciting. I lost myself in it. I didn’t feel any pain until I got home.
Questions:
A. Can Tom look after himself? Yes, he can.
B. How did Tom learn English? He taught himself.
C. Does he enjoy himself very much when he plays football? Yes.
D .Did he hurt himself in the game last time? Yes.
F. Why didn’t he feel any pain until he got home? He lost himself in the game.
阅读教学的建议:
（1）建议教师在阅读之前先向同学介绍贝多芬的背景知识及一些相关的音乐方面的词汇，使学生熟悉课文内容。教师可以设计问题如下：
1. Do you like music?
2. What kind of music do you like?
3. Have you heard about Beethoven?
4. Can you tell us some of his famous work?
教师可以请学生听一首贝多芬的《月光曲》使学生身临其境，使学生对课文感兴趣。教师还可结合语文课本中的月光曲进行介绍，这样学生对课文的意思就理解了。
（2）本课生单词较多，建议教师设计一些有关的练习，多种手段帮助学生猜测生词的意义，突破难点：
1. We can’t afford to buy tickets. The tickets is very expensive .I don’t have enough money to buy the tickets.
2. I am poor. I am not rich. I don’t have enough money.
3.The teacher says no more. The teacher stops talking.
4.Today is bright. There is not any cloud in the sky.
5.To his surprise, he finds he made a big mistake. He made a big mistake that makes him surprised
6.They lost themselves in the beautiful music. They listened to the music and didn’t care for other things.
（3）教师还可利用简笔画和课文的关键词，让学生根据图和词汇的提示复述整个故事的概况。
能力训练建议
1.通过老师适当的讲解，学生有系统的练习反身代词myself, ourselves, yourself, yourselves, himself, herself, itself, themselves的用法。
2.情态动词could在不同的语言环境中有不同的含义。①表示请求或建议，使语气委婉。②表示can的过去式。通过口头和书面练习，掌握它的不同用法。
3.第82课讲述的是贝多芬著名的《月光奏鸣曲》。文字流畅、易读、易懂。老师首先要求学生熟读或背诵课文内容，然后请他们加以重新组织，把课文的主要内容用英文加以复述。
4.从本单元开始，课文增加了一项写作训练，教师应让学生根据课文提示认真练习，以便提高实际运用语言的能力。
反身代词
反身代词又称自身代词，顾名思义，就是指动作反射到动作执行者本身，或是在句中起强调作用，以加强句子的语气。
反身代词的构成
反身代词是由形容词性物主代词或宾格代词加-self或-selves构成。
反身代词单数以-self结尾，复数以-selves结尾；第一、二人称是形容词性物主代词加self(selves)构成，第三人称是宾格代词加self（selves）构成。详见下表：
第一人称
第二人称
第三人称
单数
myself
yourself
itself
himself
herself
复数
ourselves
yourselves
themselves
反身代词的用法
当一个句子的主语、宾语是同一个人时，常用反身代词作宾语。
1.作动词的宾语。如：
–Did you enjoy yourself in the park on Sunday?
– Yes, we did.
–Could he buy himself lots of presents?
–No, he is very poor. But his friends often give him presents.
注：反身代词作动词宾语时，常见的动词有：enjoy, help, hurt, know, wash, look after, teach等。
2.作介词的宾语。如：
–I finished the work by myself.
– You’re great!
3.其他用法：
反身代词还可以作宾语的同位语。
I'll speak to the teacher himself. I don’t want someone else know it.
也可作表语用。如：
She is not herself today. She has to stay at home. She can’t go to school.
注意事项：
反身代词一般无所有格，也不能放在of短语（表示所属）后，“某人自己的”可用one's own表达。如：
–I'd like to have a car of my own.
–So you must work hard to earn much money.
反身代词本身通常不能作主语，但可以放在并列主语后作第二主语。如：
My brother and myself both like English very much. We often talk to each other in English after class.
反身代词与其所强调反身的成份在人称、数等方面要保持一致。如：
We met Li Ming himself on the playground. We told him the good news.
He bought himself a coat with his first wage. Then he sent the rest to his mother.
并列句
由两个或两个以上的简单句并列连接起来的句子叫做并列句。并列句中的各个简单句意义同等重要，联系密切。它们平行并列，相互之间没有从属关系。并列句的基本句型是：简单句+并列连词+简单句。不同的并列连词表示不同的关系。
(1)联合关系：常用的连词有and。如：
Beethoven knocked at the door and it opened. In the dim candle light a girl was sitting before a piano.
(2)转折关系：常用的连词有but。如：
I can buy myself lots of nice things but I don' t have many friends.我可以买到许多漂亮的东西但是我没有许多的朋友。
在完成并列句的时候，容易在两个基本的简单句的时态把握上产生错误，读者一定要分清楚它们各自所处的时间背景。在例句1中，贝多芬敲门是一个典型的过去时间发生的事情，紧随其后的门开了也应该是同一时间的事件；因此，并列句往往存在两个简单句之间的时态呼应问题。
Lesson 81 教学设计方案
Teaching Objectives:
Grammar: 1. reflexive pronouns
singular: myself, yourself, himself, itself
plural: ourselves, yourselves, themselves
2. past tense form of can→could
Language focus:
fall off, teach oneself, hurt oneself, learn by oneself, write down
Properties: Tape-recorder, Overhead projector
Teaching Procedures:
I. Organizing the 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 out 2-3 students to retell the story of the tiger and the monkey learned in the last period.
III. Leading-in
1. Tell the students they are going to talk about what they could do when they were little.
2. Ask student A:
You can ride a bike now. Could you ride a bike when you were 5 years old?
Help the students to answer “Yes, I could,” or “No, I couldn’t.”
3. Ask student B, C in the same way.
4. Point out that “could” is the past tense form of “can”.
IV. Practice
1. Pairwork: Ask the students to talk with their partners and find out what their friends could do at the age of 4. Write down their answers on the form on Page 31.
2. Report: Ask the students to report their partners abilities at the age of 4.
V. Read and act
1. Presentation
(1) Draw a picture of Jim on the blackboard.
(2) Say “This is Jim. Jim’s at home. His father is at work. His mother is shopping.” Repeat, then ask “Who’s at home? Jim. Is his father/mother at home? No, Jim’s alone. He’s all by himself.” Practise “(all) by himself”.
(3) Draw a picture of Betty on the blackboard. Talk about Betty in the same way, using “Her father/mother” and “She’s(all) by herself”.
(4)Ask two students to open the door. Then ask one of them to close it: “Please close the door (all) by yourself.” Repeat with other students and other task. Introduce – “selves (ourselves, yourselves and themselves)” in the same way.
(5) Tell the students: “I am going shopping. I want to buy Li Lei some shoes. I want to buy Wei Hua a hat. I want to buy Han Meimei a dress. I want to buy myself a hat. “Ask” What do I want to buy Li Lei/ Wei Hua/Han Meimei/myself? Get the students to say You want to buy yourself some shoes/…Point out the use of “myself”. Tell the students: “You are going shopping. You want to buy your friend and yourself something.”
T: Go around the class, asking “What do you want to buy your friend/yourself? What does he/she want to buy his/her friend? What does he/she want to buy himself/herself?”
2. Students book: Page 31 Part One Speech cassette Lesson 81.
3. Look at the pictures, ask What’s Lily doing?
4. Play the tape of the dialogue for the students to listen and repeat.
5. Explain the language points.
(1) fall off从……上摔下来
①Be careful! Don’t fall off the ladder.
②–He fell off the horse and hurt himself.
–I’m sorry to hear that. I hope he’ll be well soon.
(2)hurt oneself 伤着自己
① –Did he hurt herself this time?
–No, he didn’t.
(3)teach oneself =learn by oneself 自学
–Lily taught herself swimming.
–She’s very clever.
6. Ask the students to recite the dialogue.
VI. Exercises in class
用适当的反身代词填空。
1. Help________ to some fish, Lily and Lucy.
2. Jim is old enough to look after________.
3. We all enjoyed________ in the week-long National Day holiday.
4. I hope not many people hurt ________ in the accident.
5. My mother taught_________ English at the age of 40.
6. My parents went to travel and left me by _________ at home.
Keys: 1.yourselves 2.himself 3.ourselves 4.themselves 5.herself 6.myself
VII. Homework
1. Finish exercises on page 97.
2. Make sentences with reflexive pronouns.
VIII. Summary
写出下列动词的过去式。
1.do________ 2.hurt________ 3.is________
4. can________ 5. teach________ 6. learn________
7. fall________ 8. swim________ 9. sing________
10.ski________ 11. read________ 12.write________
Keys: l. did 2.hurt 3.was 4.could 5.taught 6.learned/learnt 7.fell 8.swam 9.sang 10.skied 11.read 12.wrote
IX. Writing on blackboard
Unit 21 She taught herself 第3篇
教学目标
知识目标
1.词汇
New words and phrases: teach oneself, fall off, clever, yourselves, find out, piano, poor, afford, knock, knock at, dim, pardon, to one's surprise, blind, shine, bright, brightly, through, look up, silently, come along, return, cookie, leave…behind, moonlight, sonata, write down, go on trips, care for.
2.日常交际用语
Did she learn all by herself?
Could she swim when she was…years ago?
She didn't hurt herself.
He couldn't buy himself many nice things.
Did he enjoy himself?
Help yourself.
It is time for us to leave /do something now.
It's getting late.
3.语法
并列句:
Beethoven knocked the door and it opened.
I am poor, but I always enjoy myself.
反身代词用法
单数：myself, yourself, himself, itself
复数：ourselves, yourselves, themselves
反身代词固定搭配：
Help yourself.
I can look after myself.
She didn't hurt herself.
Did you enjoy yourselves?
能力目标
1.使学生能够运用一般过去时讨论过去经历的事情，并能在教师设计的情景中灵活使用并列句，反身代词和情态动词could。
2.使学生能够读懂第82课课文,回答课后的问题，并能根据上下文判断出生词的大意。
3.使学生能掌握本单元的相关语法项目，并能完成口头和笔头的练习。
4.使学生能够听懂与课文难度相当的听力材料。
情感态度目标
通过本单元的教学，使学生在简要了解贝多芬生平的基础上，鼓励他们向贝多芬学习。学习他博学多才、坚忍不拔、持之以恒，追求自己崇高理想的精神。青年学生正处于增长知识和才能的黄金时期，不论遇到什么风浪，绝不要半途而废。相反要扬起风帆，把航船驶向胜利的彼岸。
贝多芬是一位著名的音乐家，他的创作成就极大地深化了音乐艺术的思想性和表现力，对后世有着深远的影响。在本单元的教学过程中教师可选用一些贝多芬的代表作，在课前或课后播放给学生听，以陶冶他们的情操，提高他们对名曲的欣赏能力。
教学建议
教学内容分析
本单元是以讨论过去的经历为主要话题，同时学习反身代词及并列句的用法，还包括情态动词 can /could的用法。在第81课中主要通过听，说，谈论等几种方式使学生能正确运用情态动词can /could和过去式讨论过去发生的事件。在第82课中主要是通过一篇阅读文章来提高学生的阅读能力。在第83课中主要是通过对贫富两个人的介绍和一个对话使学生掌握并列句和几个反身代词固定搭配。在第84课中练习形式多样，主要是对本单元内容进行综合练习。
教学重点分析
本单元的重点语法是并列句和反身代词，单元的教学功能项目也是围绕这些展开的。Lesson 81的对话建立在两幅图片的基础上，就Lily的过去经历进行问答，引出反身代词的用法。Lesson 83中的介绍Mr. More和Mr. Little 两位先生的短文，通过对各人本身过去经历的提问，进一步学习反身代词和一般过去时态。Lesson82的课文，我们可带着如下问题去学习：What do you know about Beethoven?全篇课文以过去的时态进行介绍的，我们应学会用过去时态去写过去的事情或人物。Lesson 84的对话，我们要能够模仿运用，同时学会写“Thank-you note”。
关于介绍过去发生事情的建议
1.图片提示
The teacher can show some pictures of the students at different ages on the blackboard and ask these questions:
A. What is the girl’s name?What is she doing? What could she do when she was five years old?
B. Who is the boy? What happened at that moment? (take a plane) How did he finish the trip? (by air)
2.教师可以通过简笔画的形式组织学生根据图画内容编写下列对话:
(1) A: Can you play computer games, Mary?
B: Yes, I can.
A: Could you play computer games when you were five years?
B: No, I couldn’t.
(2) A: Can you play violin?
B: Yes, I can.
A: Could you play the violin when you six?
B: No, I couldn’t. I began to learn to play the violin last year.
A: How did you learn it?
B: I learned it by myself.
有关并列句的教学建议
教师先写出一些句子，让学生分析，找出并列句的基本特点，最后由教师归纳这些并列连词的用法。
然后让学生自己做一些练习，加强对并列句的理解。现提供两例：
1.将下列用and 或but 连接.
A.I am poor. I am very happy.
B. I like English. I am good at it.
C. My father told Mary this story. Mary became interested in it
D. He fell off the wall. He didn’t break his arms.
2.判断下列句中and或but的用法是否正确.
A.I can swim, and I am good at it.
B.I wanted to have a cup of coffee, and the boy passed me an orange.
C. The boy is very clever but he can answer the question easily.
反身代词的教学建议
（1）建议教师将反身代词归纳总结如下，便于学生记忆。
单数: myself, yourself, himself, herself, itself
复数: ourselves, yourselves, themselves
提醒学生注意单数复数的区别，-self和-selves分别用不同的颜色标记。
教师先和学生一起找出所学过的含有反身代词的短语。然后编制练习或对话让学生反复操练。反身代词固定搭配有：enjoy oneself, look after oneself, help oneself to. . ., hurt oneself, say to oneself, love oneself in the beautiful music, buy oneself sth. , teach oneself, all by oneself, leave sb. by ourselves等。教师可通过多种办法让他们多练多用。条件好的可利用多媒体让学生进行模仿练习。
（2）教师可以投影片出示一段介绍，然后对学生进行提问.
I am Tom. I am thirty. I can look after myself. I like English. I taught myself. I like playing football with my classmate too. When we play it, we enjoy ourselves very much. Yesterday, I hurt myself in the game, but the game was very exciting. I lost myself in it. I didn’t feel any pain until I got home.
Questions:
A. Can Tom look after himself? Yes, he can.
B. How did Tom learn English? He taught himself.
C. Does he enjoy himself very much when he plays football? Yes.
D .Did he hurt himself in the game last time? Yes.
F. Why didn’t he feel any pain until he got home? He lost himself in the game.
阅读教学的建议:
（1）建议教师在阅读之前先向同学介绍贝多芬的背景知识及一些相关的音乐方面的词汇，使学生熟悉课文内容。教师可以设计问题如下：
1. Do you like music?
2. What kind of music do you like?
3. Have you heard about Beethoven?
4. Can you tell us some of his famous work?
教师可以请学生听一首贝多芬的《月光曲》使学生身临其境，使学生对课文感兴趣。教师还可结合语文课本中的月光曲进行介绍，这样学生对课文的意思就理解了。
（2）本课生单词较多，建议教师设计一些有关的练习，多种手段帮助学生猜测生词的意义，突破难点：
1. We can’t afford to buy tickets. The tickets is very expensive .I don’t have enough money to buy the tickets.
2. I am poor. I am not rich. I don’t have enough money.
3.The teacher says no more. The teacher stops talking.
4.Today is bright. There is not any cloud in the sky.
5.To his surprise, he finds he made a big mistake. He made a big mistake that makes him surprised
6.They lost themselves in the beautiful music. They listened to the music and didn’t care for other things.
（3）教师还可利用简笔画和课文的关键词，让学生根据图和词汇的提示复述整个故事的概况。
能力训练建议
1.通过老师适当的讲解，学生有系统的练习反身代词myself, ourselves, yourself, yourselves, himself, herself, itself, themselves的用法。
2.情态动词could在不同的语言环境中有不同的含义。①表示请求或建议，使语气委婉。②表示can的过去式。通过口头和书面练习，掌握它的不同用法。
3.第82课讲述的是贝多芬著名的《月光奏鸣曲》。文字流畅、易读、易懂。老师首先要求学生熟读或背诵课文内容，然后请他们加以重新组织，把课文的主要内容用英文加以复述。
4.从本单元开始，课文增加了一项写作训练，教师应让学生根据课文提示认真练习，以便提高实际运用语言的能力。
反身代词
反身代词又称自身代词，顾名思义，就是指动作反射到动作执行者本身，或是在句中起强调作用，以加强句子的语气。
反身代词的构成
反身代词是由形容词性物主代词或宾格代词加-self或-selves构成。
反身代词单数以-self结尾，复数以-selves结尾；第一、二人称是形容词性物主代词加self(selves)构成，第三人称是宾格代词加self（selves）构成。详见下表：
第一人称
第二人称
第三人称
单数
myself
yourself
itself
himself
herself
复数
ourselves
yourselves
themselves
反身代词的用法
当一个句子的主语、宾语是同一个人时，常用反身代词作宾语。
1.作动词的宾语。如：
–Did you enjoy yourself in the park on Sunday?
– Yes, we did.
–Could he buy himself lots of presents?
–No, he is very poor. But his friends often give him presents.
注：反身代词作动词宾语时，常见的动词有：enjoy, help, hurt, know, wash, look after, teach等。
2.作介词的宾语。如：
–I finished the work by myself.
– You’re great!
3.其他用法：
反身代词还可以作宾语的同位语。
I'll speak to the teacher himself. I don’t want someone else know it.
也可作表语用。如：
She is not herself today. She has to stay at home. She can’t go to school.
注意事项：
反身代词一般无所有格，也不能放在of短语（表示所属）后，“某人自己的”可用one's own表达。如：
–I'd like to have a car of my own.
–So you must work hard to earn much money.
反身代词本身通常不能作主语，但可以放在并列主语后作第二主语。如：
My brother and myself both like English very much. We often talk to each other in English after class.
反身代词与其所强调反身的成份在人称、数等方面要保持一致。如：
We met Li Ming himself on the playground. We told him the good news.
He bought himself a coat with his first wage. Then he sent the rest to his mother.
并列句
由两个或两个以上的简单句并列连接起来的句子叫做并列句。并列句中的各个简单句意义同等重要，联系密切。它们平行并列，相互之间没有从属关系。并列句的基本句型是：简单句+并列连词+简单句。不同的并列连词表示不同的关系。
(1)联合关系：常用的连词有and。如：
Beethoven knocked at the door and it opened. In the dim candle light a girl was sitting before a piano.
(2)转折关系：常用的连词有but。如：
I can buy myself lots of nice things but I don' t have many friends.我可以买到许多漂亮的东西但是我没有许多的朋友。
在完成并列句的时候，容易在两个基本的简单句的时态把握上产生错误，读者一定要分清楚它们各自所处的时间背景。在例句1中，贝多芬敲门是一个典型的过去时间发生的事情，紧随其后的门开了也应该是同一时间的事件；因此，并列句往往存在两个简单句之间的时态呼应问题。
Lesson 81 教学设计方案
Teaching Objectives:
Grammar: 1. reflexive pronouns
singular: myself, yourself, himself, itself
plural: ourselves, yourselves, themselves
2. past tense form of can→could
Language focus:
fall off, teach oneself, hurt oneself, learn by oneself, write down
Properties: Tape-recorder, Overhead projector
Teaching Procedures:
I. Organizing the 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 out 2-3 students to retell the story of the tiger and the monkey learned in the last period.
III. Leading-in
1. Tell the students they are going to talk about what they could do when they were little.
2. Ask student A:
You can ride a bike now. Could you ride a bike when you were 5 years old?
Help the students to answer “Yes, I could,” or “No, I couldn’t.”
3. Ask student B, C in the same way.
4. Point out that “could” is the past tense form of “can”.
IV. Practice
1. Pairwork: Ask the students to talk with their partners and find out what their friends could do at the age of 4. Write down their answers on the form on Page 31.
2. Report: Ask the students to report their partners abilities at the age of 4.
V. Read and act
1. Presentation
(1) Draw a picture of Jim on the blackboard.
(2) Say “This is Jim. Jim’s at home. His father is at work. His mother is shopping.” Repeat, then ask “Who’s at home? Jim. Is his father/mother at home? No, Jim’s alone. He’s all by himself.” Practise “(all) by himself”.
(3) Draw a picture of Betty on the blackboard. Talk about Betty in the same way, using “Her father/mother” and “She’s(all) by herself”.
(4)Ask two students to open the door. Then ask one of them to close it: “Please close the door (all) by yourself.” Repeat with other students and other task. Introduce – “selves (ourselves, yourselves and themselves)” in the same way.
(5) Tell the students: “I am going shopping. I want to buy Li Lei some shoes. I want to buy Wei Hua a hat. I want to buy Han Meimei a dress. I want to buy myself a hat. “Ask” What do I want to buy Li Lei/ Wei Hua/Han Meimei/myself? Get the students to say You want to buy yourself some shoes/…Point out the use of “myself”. Tell the students: “You are going shopping. You want to buy your friend and yourself something.”
T: Go around the class, asking “What do you want to buy your friend/yourself? What does he/she want to buy his/her friend? What does he/she want to buy himself/herself?”
2. Students book: Page 31 Part One Speech cassette Lesson 81.
3. Look at the pictures, ask What’s Lily doing?
4. Play the tape of the dialogue for the students to listen and repeat.
5. Explain the language points.
(1) fall off从……上摔下来
①Be careful! Don’t fall off the ladder.
②–He fell off the horse and hurt himself.
–I’m sorry to hear that. I hope he’ll be well soon.
(2)hurt oneself 伤着自己
① –Did he hurt herself this time?
–No, he didn’t.
(3)teach oneself =learn by oneself 自学
–Lily taught herself swimming.
–She’s very clever.
6. Ask the students to recite the dialogue.
VI. Exercises in class
用适当的反身代词填空。
1. Help________ to some fish, Lily and Lucy.
2. Jim is old enough to look after________.
3. We all enjoyed________ in the week-long National Day holiday.
4. I hope not many people hurt ________ in the accident.
5. My mother taught_________ English at the age of 40.
6. My parents went to travel and left me by _________ at home.
Keys: 1.yourselves 2.himself 3.ourselves 4.themselves 5.herself 6.myself
VII. Homework
1. Finish exercises on page 97.
2. Make sentences with reflexive pronouns.
VIII. Summary
写出下列动词的过去式。
1.do________ 2.hurt________ 3.is________
4. can________ 5. teach________ 6. learn________
7. fall________ 8. swim________ 9. sing________
10.ski________ 11. read________ 12.write________
Keys: l. did 2.hurt 3.was 4.could 5.taught 6.learned/learnt 7.fell 8.swam 9.sang 10.skied 11.read 12.wrote
IX. Writing on blackboard
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