Chapter 1 France is calling（精选3篇）

Chapter1Franceiscalling篇1

一.教学内容：chapter1franceiscalling 二.重点句子：1.franceiscalling.法国正在向您召唤！动词call有如下的含义：召唤，号召。e.g.:canyoucalleverybodyinforlunch?你能把大家都叫进来吃饭么?喊，嚷：“breakfastisready”,shecalled.吃早饭了，她喊了一声。请……来。e.g.:hewassoillthatwehadtocallthedoctor.他病得很重，我们只好把大夫请来了。取名，把……叫做。e.g.:theycalledthebabysimon.他们为这个孩子取名叫西蒙。打电话。e.g.:i’llcallyoulater.我晚点打电话给你。call常见的搭配有：becalled名字叫做。e.g.:what’syourteachercalled?你们老师怎么称呼?she’scalledmrsgray.我们叫她格雷太太。callsomebodyback给某人回电话。e.g.:ican’ttalknow-i’llcallyoubacklater.我现在说话不方便----待会儿再给您回电话吧。callforsomebody顺路到某人家约之同行。e.g.:roseoftencallsformeinthemorningandwewalktoschooltogether.罗斯常常在早上找我一起步行去上学。callin访问，拜访。i’llcallintoseeyouthisevening.我今天晚上去探望您。calloff取消原计划，放弃原计划。wecalledofftheracebecauseitwasraining.因为下雨，我们取消了这场比赛。2.nowthatwinterisbehindus,manypeoplearestartingtothinkaboutgoingabroadforthesummerholidays.既然冬天已经过去，许多人开始计划暑假去国外旅游。nowthat由于，既然。相当于becauseofthefactthat.e.g.:nowthatthechildrenhavelefthome,wecanmovetoasmallerhouse.既然孩子们都已经从家里搬出去了，我们也可以搬到一套小一点的房子去了。注意：nowthat通常用来表示众所周知的原因，而非because那样可能表示比较深层次的或隐含的原因。e.g.:nowthatyoumentionit,idoremember.既然你说了，我就会记住的。nowthatyouhavegrownup,youmuststopthischildishbehavior.既然你已经长大了，那么你就应该改掉这种幼稚的行为。starttodosth.开始做……，着手做……afterwaitingforanhour,theclientsstartedtocomplain.等了一个小时之后，顾客们开始抱怨了。shestartedtoplaythepianowhenshewasfiveyearsold.她五岁开始学弹钢琴。注意：我们同样也可以说成startdoingsth.e.g.:theystartedplantingtreesintheschoolgardenat9o’clockthismorning.他们今天上午9点开始在学校花园里种树。thinkaboutdoingsth. 考虑做……i’mthinkingaboutplayingtennisthisafternoon.我正在考虑今天下午打网球。whydon’tyouthinkaboutgoingtotheusaforyourholidays?你为什么不考虑一下去美国度假呢?注意：thinkabout可以用thinkof来代替。abroad相当于in/toanothercountry.意为：在海外，往国外。由于abroad是个副词，表示“在/到国外”时，前面不能加介词。e.g.:marygoesabroadforherholidayseveryyear.玛丽每年都出国度假。mybrotherhasneverbeenabroadbefore,soheisfindingthistripveryexciting.我弟弟以前从未出过国，所以他觉得这次旅行十分令人兴奋。overseas（国外）是其同义词，home（在本国）是其反义词。goabroad意为：出国，去国外。3.thisyear,whynotspreadyourwingsandvisitfrance?今年，何不走远一些到法国去呢?whynot为何不whynot,whydon’tyou与whatabout这三个句式是可以相互转换的。e.g.:whynotstartthemeetingatonce?为何不现在就开会?whydon’tyoustartthemeetingatonce?为何不现在就开会?whataboutstartingthemeetingatonce?现在就开会，如何?spreadone’swings是个俚语，相当于starttofly，travelmorewidely，gosomewherefurtherawaythannormal.意为：展翅高飞。4.itisahugecountry,withcoastsontheenglishchannel,theatlanticoceanandthemediterraneansea.它（法国）幅员辽阔，拥有与英吉利海峡，大西洋和地中海相接的海岸线。在本例中，介词with意为：有，带有。e.g.:themanwithawoodenlegisthefatherofoneofmyclassmates.那个有一条木腿的男子是我一个同班同学的父亲。除此之外，with还有以下的含义：和……一起。e.g.:thenationalflagriseswithsuneveryday.这面国旗每天与太阳一起升起。withthosewords,hewentaway.说完那些话，他便走了。和……跟。e.g.:thatyoungmanhadanargumentwiththosethreewomentourists.那个年轻人和那三个女游客发生了争执。用……（工具）e.g.:cutitwithaknife.用刀把它切开。themotherisfeedingthebabywithaspoon.母亲正在用勺子喂小孩儿。本句中有三个专有名词：theenglishchannel英吉利海峡，theatlanticocean大西洋。themediterraneansea地中海。注意：河流，海洋，海峡等专有名词前应加上定冠词the。5.inaddition,ithasmanymountainregionswhichareexcellentforskiing.此外，它（法国）还拥有许多极其适合滑雪的山区。inaddition,wewenttothemuseum.此外，我们还去了博物馆。此句可改写为：wewenttothemuseumaswell.e.g.:shecanspeakenglish.inaddition,shespeaksfiveotherforeignlanguages.她会说英语，此外，她还会说其他五种外语。＝shecanspeakenglish.shespeaksfiveotherforeignlanguagesaswell.当我们需要表示“除……外”的含义时，还可以用inadditionto，相当于aswellas。上述的例子我们呢可以合并为：shespeaksfiveforeignlanguagesinadditiontoenglish.除了英语外，她还会说另外五种外语。＝shespeaksfiveforeignlanguagesaswellasenglish.excellent极好的，卓越的。e.g.:shespeaksexcellentjapanese.她说一口流利的日语。excellence（n.）优秀，卓越。beexcellencefor意为：非常适合于，相当于begoodfor。e.g.:thiscourtisexcellentforplayingtennis.这个场地非常适合打网球。franceisexcellentfortravelling.法国非常值得去旅游。注意beexcellentfor与beexcellentin的区别：beexcellentin在……方面很出色。e.g.:mandyisexcellentinswimming.曼迪非常擅长游泳。skiing（n.）滑雪运动e.g.:peopleinthenorthenjoyskiinginwinter.北方人们冬天都喜欢滑雪。ski（v.）滑雪（n.）滑雪板skier（n.）滑雪者…whichareexcellentforskiing是定语从句，修饰mountainregions。6.thecentreoffranceisabig,agriculturalregion,growingcropssuchaswheatandsunflowers.法国中部是广阔的农业区，种植小麦和向日葵等农作物。thereisnotmuchagriculturallandinshanghai.上海现在的耕地不多。agriculture（n.）农业suchas是：例如，诸如的意思。fattyfoodsuchasfrenchfriesarebadforyourhealth.像薯条这样的高脂食品对你的健康有害。peoplegrowcrops,suchaswheatandsunflowersinthisarea.这个地区种植如小麦和向日葵这样的庄稼。辨析：forexample,suchas和like上述三个词都有：例如的意思，但在使用中是有区别的。forexample作：例如讲的时候，一般指以同类事物或人中的：“一个”为例，作插入语，用逗号隔开，可置于句首，句中，句末。e.g.:alotofthingsareinvisibleintheworld.forexample,airisinvisible.世界上许多东西是肉眼看不见的。例如，空气就是看不见的。he,forexample,isagoodstudent.例如，他就是个好学生。suchas用来列举同类人或事物中的若干个例子。e.g.:someoftheeuropeanlanguagescomefromlatin,suchasfrench,italianandspanish.有些欧洲语言来源于拉丁语系，例如，法语，意大利语和西班牙语。boyssuchasjohnandjamesareveryfriendly.像约翰和詹姆斯这样的男孩都很友好。要注意，suchas的后面没有逗号。like也常常用来表示举例，可与suchas互换。但suchas用于列举时可以分开使用，此时不可以与like互换。e.g.:somewarm-bloodedanimals,like/suchasthecat,thedogorthewolf,donotneedtohibernate.一些温血动物，如猫，狗和狼都不需要冬眠。hehasseveralsuchreferencebooksasdictionariesandhandbooks.他有几本像字典，手册之类的参考书。growingcropssuchaswheatandflowers在句子中是现在分词短语作后置定语，用于修饰之前的region。因此，本句也可以用定语从句来表示：thecentreoffranceisabig,agriculturalregionwhichgrowscropssuchaswheatandsunflowers.7.itisamazingtodrivepastfieldswhichseemtogoonforeverorwholehillscoveredwithneatrowsofgrapevines.驱车经过连绵不断的田野或满山一排排整齐的葡萄藤，真是令人心旷神怡。itisamazingtodosth.是：做某事真让人惊奇的意思。在表达此类意思时，我们经常会用到：itis+形容词+带to的动词不定式的结构。在这个句型中，it是：形式主语，而非句子的真正主语。句子的真正主语是：动词不定式部分。e.g.:itistiringtowalkupthathill.要爬上那座山头是很累人的。（it是形式主语，真正的主语为towalkupthathill。因此，本句中也可写成towalkupthathillistiring。但习惯用it作形式主语，不定式部分后置，以免主语部分过长。 三.重点词组：1.nowthat既然，由于（众所周知的原因）2.thinkaboutdoingsth.考虑做3.goabroadforthesummerholidays出国去过暑假4.whynot为何不5.goonforever一望无际6.seemto看上去7.（be）coveredwith被……所覆盖8.usedtodosth. 过去常常做9.anhourawayfrom距离……一小时的路程10.trydoingsth.尝试做……

Chapter1Franceiscalling篇2

readinglearningandteachingarrangementi.theinstructionofthearrangementthislessonisarrangedbytheinstructionofthenewcurriculum.englishcurriculumshouldfacetoallthestudents,focusonthequalityoftheeducation.thegeneraltargetofenglishcurriculumistoexpandthecomprehensiveabilityofthelanguageapplicationandthisisbasedonthedevelopmentoflanguageskills,languagefocus,emotionalattitude,learningstrategiesandcultureasawhole.allthesewillbeachievedineverystepofthislesson,withtheteacher’sdefiniteguidance,it’llfullyreflectwhatthenewcurriculumproposes:teachingisforcommunication,bycommunicationandforcommunication.ii.analysisoftheteachingcontents1.teachingcontents: oxfordenglish8bchapter1readingp2-52.teachingobjectives:(1).knowledgeobjectives:knowingabouttheattractionsoffranceasatouristdestination. (2).abilityobjectives:a.thestudentswillbeabletoreadtheinformationneeded.b.thestudentswillbeabletousethematerialstotalkaboutfranceasmanyaspossible.c.thestudentswillbeencouragedtofurthertheadditionalinformationaboutfrance.(3).moralobjectives:makeadeeperimpressiononculturebetweenchinaandforeigncountries,furtherdeveloptheopeningattitudeofculture.3.teachingmainanddifficultpoints: a.thecultureofdifferentaspectsoffrance,suchaslocation,touristdestinations,foodanddesignernames,artandculture. b.somewordsandexpressions.                                                                                                                                                  4.teachingaids:multimediasoftwareandcomputer5.teachingmethods:task-basedlanguageteachingmethod;    situation-basedlanguageteachingmethod;student-centeredlanguageteachingmethodiii.teachingprocedures1.lead-intrytoleadthestudentsintotheworldoffrancebyusingsomepicturestheyarefamiliarwith,suchasfrenchflag,drinkslikechampagneandmineralwater,popularsportsinfrancelikecycling,skiing,tennisandfootball.2.warming-upactivityaskthestudentstotalkaboutanythingtheyknowaboutfrance,justinafewwords.thendiscussbriefly.3.presentationa.introductionaboutfrance：supposeiamareporterandsay:“i’mwritinganarticleabouttravellingtofrance(showthepageofmymagazine).nowthatwinterisbehindus,manypeoplearestartingtothinkaboutgoingabroadforthesummerholidays.thisyear,whynotspreadyourwingsandvisitfrance?” b.topresenttheemphasisofthisclass---materialsaboutfranceinsixaspects------location,scenicareas,thecapitalandthetouristdestinations,food,designernamesandartandculture.atthesametime,thewordsandtheexpressionsarepresented.4.salona.dividethewholeclassintogroups,assignthemtodiscussoneoftheaspectsoffranceindetails,usingtheinformationtheyhavecollectedfrominternet,magazinesandnewspapers.theteacherencouragestudentsatdifferentlevelstopracticethelanguage.itisnotnecessaryforthestudentstospeakperfect.letthemmakemistakes.buildingconfidenceismuchmoreimportantthangetaccuracyatthislevel.b.chooseastudentfromeachgrouptoreporttheirconclusionstotheclasstheyhavediscussed.c.appraisetheirabilitiesofcollectinganddealingwithinformationindependentlyandthecooperationbetweenthem.5.consolidationdomorecomprehensivepracticesbydescribingfranceasa wholetheyhaveknown,includingmoreinformationaboutfrance. 6.practiceexercisedonpage5,makingasummaryofthearticleinnoteform.completethesummarywithinformationfromthepassage.attractionsoffrance:manybeaches;good(1)________inthemountains;beautifulareasofthecountrysidesuchasthe(2)______old(3)______wherekingsandqueenslivedcapital:(4)______famousplaces:(5)______and (6)_______specialattractionsforchildren:(7)_______easytovisitbritainnow,byusing(8)______franceisfamousfor:(9)_______suchasbreadandcheese                 (10)______suchascardinanddiorexamplesoffrenchcultureorganizedallovertheworldeveryyear:(11)________7.emotionalattitudesincewehavelearnedsomuchinformationaboutforeigncountries,ihopeweenjoytouchingtheculture，understandthecultureandrespecttheculture.iv.appraisalusingthefollowingexercises,makesurethestudentsrealizetheirsuccessandinadequacyofthepresenttasks，thejoyofthesuccesswillheightentheirintentionoflearning,theself-analysisoftheinadequacywillimpelthemtogreaterefforts.telltrueorfalseordkiftheinformationisnotinthepassage1.franceisasmallcountrybutveryinteresting.2.thereareprobablymanyfarmersinfrance.3.youcancatchatrainfromlondontoparis.4.chanelanddiorarethenamesofpeople.5.itiseasytolearnfrenchquickly.v.introspection1.developingthetask-basedteachingcantapthestudents’potentialitieseffectively.2.thislessonencouragesthestudentstousethetargetlanguagesindifferentways,givesthestudentsenoughchancestopracticethelanguageandreflectstheirchiefstatuswithinthetask.3.considerthedifferentcapabilitiesofthestudentsduringtheteaching,respecttheindividualdifferences,payattentiontoincreasebydegrees,eachstudentatdifferentlevelsshouldberewardedwithsomethingsuccessful4.trytoenhancethetheoreticalresearchinthefutureteaching,developthetask-basedteachingdeeply,makeuseoftheteachingmaterialsrationally,explorealleffectivewaysandgivefullplaytotheiradvantagesofindependenceandcooperation.blackboarddesignfranceiscallinglocation: theenglishchannel, theatlanticocean,         themediterraneanseascenicareas:theloirevalley, theoldcastlescapital:paristouristdestinations:theeiffeltower,thearcdetriomphe,eurodisneyfood:champagne,mineralwater,brandyandwinedesignernames:diorinclothes,chanelinperfumeand cartierinjewelleryartandculture:frenchfilmfestivals,exhibitionsandconcerts.

Chapter1Franceiscalling篇3

chapter1franceiscalling

课题

chapter1 franceiscalling

first period

上课时间

教学需要分析

课程资源分析

1.student’sbook8bpage2，3–forreadingmaterials

2.cassette8aandacassetteplayer

3.thecausewaremadebymyself 

学生情况分析

thisisthefirstdayofthenewterm,soit’simportanttowelcomestudentsbaketoschoolandletthemknowtherequirementsoftheenglishstudyinthenewterm.i’llalsoencouragethemtotakeanactivepartinclassroomactivities.

教学目标定位

知识与技能目标

1.tolearnsomeinformationaboutfrance

2.knowthemainideaofthispassage.

3.readthefirstandthesecondparagraphcarefully,learnthenewvocabularyandbeabletoretellthem.

过程与方法目标

1.tousepowerpointtomaketheclassunderstandeasilyandvividly.

2.askthestudentstoworkinpairsanddiscusswhattheyknowaboutfrance.

3.toletthestudentstolistentothetaperecordingoftheletterandgetthemainideaofthepassage.

情感态度与价值观目标

1.toarousethestudentsinterestsinlearningenglish.

2.toopentheirmindandaccepttheculturefromothercountries.

教学关键把握

教学重点

tolearnthefirstandsecondparagraphofthepassage.

toknowsomebackgroundinformationoffrance.

教学难点

understandthenewwordsbyreadingthewordsaroundit.

教学方法

task-basedteachingapproach

教学实施过程

教学环节

教师活动

学生活动

设计意图

i. warmingup

askstudentstotalkabouttheirwinterholidays.

totalkabouttheirwinterholidaysindividually.

establishtheatmosphereoftalkinginenglish

ii.   

pre-taskpreparation.

1.ask:whichoneisthefrenchflag?

1.toanswertheteacher’squestionsindividually.

toleadinthenewlesson.

2.whathappenedtothekingoffrancein1789?

2.toanswertheteacher’squestionsindividually.

toknowmoreaboutfrance.

3.whichtwoofthesesportsarenotpopularinfrance?

3.toanswertheteacher’squestionsindividually.

toknowmoreaboutfrance.

4.whichofthesedrinkscomefromfrance?

4.toanswertheteacher’squestionsindividually.

toknowmoreaboutfrance.

iii.  while-taskactivities

1.letthestudentslistentothetapeandanswersomequestions.

1.listentothetapeandanswersomequestions.

letthestudentsbefamiliarwiththetext.

2.playthetaperecordingofp1-2again.askthestudentstorepeateachsentenceafterthetape. 

2repeateachsentenceafterthetape.

practisereading.

3.askthestudentstoguessthemeaningofsomenewwordsbyreadingthewordsaroundit.

3.readthetwoparagraphagainandunderstandthenewwordsbyreadingthewordsaroundthem. 

developreadingskills

布置作业

1.      readthetwoparagraphsagainandfindmeaningsofthenewwords.

2.      workbookpage1-2

教学反思

thisisthefirstdayofthenewterm.thestudentsareexcitedwhentheyweretalkingabouttheirwinterholidays.andirequiredthemtotakeanactivepartinclassroomactivities.mostofthemdidquitewellinclass.iplantospendmoretimetrainingtheirabilitiesoflisteningreadingandwriting.