films and tv programmes教案period 3　grammar 2; function; everyday english整体设计教材分析this period contains three parts, that is, grammar 2, function and everyday english. grammar 2 deals with adverbs and adverbial（请记得收藏本站-一路高升范文网，以获取更多新鲜内容） phrases. through the study of this part, students should learn to use them. to deepen their understanding of this grammar, some exercises may be offered. function & everyday english aims to help students use the grammar items and the expressions learnt in this module. teachers may first give students some examples and then make them have a conversation with their partners using the expressions they have learned. 三维目标1. 知识与技能1)make students learn about adverbs and adverbial phrases.2)make sure students know how to use some expressions to describe frequency.2. 过程与方法1)motivate students’ enthusiasm in taking part in the class.2)individual work and pair work to make individuals finish the tasks.3. 情感与价值through learning this period, students should know how to use the adverbs and adverbial phrases, learn some words and expressions about tv and radio programmes and learn some everyday english in conversations. 教学重点1. learn adverbs and adverbial phrases.2. learn some words and expressions about tv and radio programmes.3. talk about tv programmes. 教学难点1. use the adverbs and adverbial phrases properly.2. get the meanings of the words through definitions.3. how to talk about tv programmes. 教学过程→step 1 revision1. greet the whole class as usual.2. check up their homework. →step 2 grammar 2: adverbs and adverbial phrases1. read the sentences and answer the questions.show the following on the screen. make sure they understand everything and then let the students answer the questions individually.a we always watch telly in the morning as we eat our breakfast in the kitchen.b i watch films all the time at the weekend.c i saw a brilliant one yesterday.d everyone in it acts so brilliantly.questions: 1 is brilliant an adjective (describing a noun)or an adverb (telling you about a verb)? 2 how do you make adverbs from adjectives? can you make an adverb from the word quick? 3 can you find words and phrases that answers these questions: when? where? how? suggested answers: 1 adjective describing “one” (pronoun for “film”) 2 you frequently add -ly to the end of the adjective, e. g. quickly. 3 when? : as we eat our breakfast; in the morning; all the time; at the weekend; yesterdaywhere? : in the kitchenhow? : brilliantly 2. do activity 2 in the textbook on page 56.suggested answers:1 how? (happily)　where? (in his bedroom)　when? (every evening)2 how? (carefully)　when? (yesterday)3 how? (quietly)　where? (at the bus stop)　when? (each day)3. tell students some rules of adverbs’order in the sentences.give students some example sentences and have them understand the location of adverbs.1)i hardly ever heard him singing.2)you must always keep this in mind.3)he was born in beijing in the year 1980.4)he doesn’t quite agree with you.5)she does everything carefully.through analyzing sentences, the students can review the proper position of the adverbs in the sentences and can do better when making sentences.4. do the exercises in activity 3. put the words in the sentences below in the correct order.let students answer the questions individually and collect the answers in class.suggested answers:1)i spent a lot of money at the supermarket yesterday.2)the man walked quickly down the street.3)you played well yesterday.4)the students have worked hard today.5)think carefully before you talk to her.6)the boys were talking loudly in the corridor yesterday.7)they drove to the airport early in the morning. →step  3 function: talking about how often you do things1. brainstormingask students to speak out the most tv or radio programmes they’ve ever know.the easter times　economics 30 minutes　english news service　tv theatre　cctv news　animal world　across the country　music hot line　foreign light musictv & film songs　sound of music2. activity 1: match the types of tv and radio programmes with the definitions.show the following on the screen.chat show　comedy programme　quiz show　soap (opera)　sports programme　the news　tv/radio dramaa（请记得收藏本站-一路高升范文网，以获取更多新鲜内容） a programme in which famous people talk about themselves and their workb a programme in which people have to answer questions correctlyc a programme that tells you about recent eventsd an interesting and exciting story with actors playing different parts, written for tv or radioe a programme about the ordinary lives of the same group of people that is shown once or twice a weeksuggested answers:a chat show　b quiz show　c the news　d tv/radio show　e soap opera

3. activity 2: use the adverbs and adverbial phrases to say how often you can watch the different types of programmes in activity 1. please pay attention to the correct position of adverbs.the adverbs and adverbial phrases of frequency:  seldom　rarely　occasionally　every now and then　often　sometimes　once a week　every day　(four)times a week　from time to time　every two days　twice a month suggested examples: i rarely watch soap operas.i watch the news about four times a week.i see films once a month.. . . →step 4 everyday englishcomplete the sentences using these expressions.read through the expressions in the box while the students listen and follow.read them again and have students repeat them after teachers chorally and individually.check the stress in absolutely.ask them to complete the sentences individually, then check their answers with a partner.collect the answers from the whole class as complete sentences.a short space of time　absolutely　good for you　the box　the thing is　what’s on1 i only watch _________ on sundays.2 he finished it in _________.3 a: _________  tv this evening? b: there’s a really good drama.4 a: i won!b: _________!5 there’s something i need to tell you, sir. _________  , i haven’t done my homework.6 a: do you enjoy watching movies? b: _________!suggested answers:1 the box　2 a short space of time　3 what’s on　4 good for you 　 5 the thing is　6 absolutely→step 5 summary and homeworkteachers summarie what has been learned in this period. this period students mainly learned the adverbs and adverbial phrases. through the study of this period, they are sure to gain the gist of this grammar. besides, they have learned more about tv and radio programmes and practice use the grammar items learned in this module. at the end of this period, some homework is assigned.homework: 1. memorize the new words.2. do exercise on the workbook. 板书设计module 6　films and tv programmesperiod 3the adverbs and adverbial phrases of frequency: seldom　rarely　occasionally　every now and then　often　sometimes　once a week　every day　(four)times a week　from time to time　every two days　twice a month活动与探究when learn the second language, it is also important to compare the second language to the mother language. 备课资料about the word order1. 了解语序的重要性任何一种语言的句子成分都是按照该语言的使用习惯去排列的，否则就会造成语意或语法错误，或至少不地道。the art and literature of the ancient greece fascinated the tourists和the tourists were fascinated by the art and literature of the ancient greece这两个句子在语意和语法上都没有问题，但感觉第二个句子比第一个句子更自然，之所以如此，就在于第二句在语序的排列上更加合理。按照习惯，语序是相对固定的，但因表达的需要又有灵活性，语序排列要受到意图、语意中心、强调重点、语言环境和修辞效果等多种因素的制约和影响。了解和掌握英语语序的特点可以提高我们驾驭语言的能力，对实现双语等值交换，提高语言教学水平具有非常重要的现实意义。 2. 英语语序英语在其长期演变、发展中已经形成相对固定的语序，基本特征就是“主＋谓”结构。交际中传递的信息片段通常由已知信息(given information)和新信息(new information)组成，信息的出发点通常由主语表示，新信息是传递的重点，通常由谓语来表示。英语语序主要分为两类: 即无标记语序(unmarked word order)和有标记语序(marked word order)。无标记语序就是我们常见的自然语序或称基本语序(normal order)，有标记语序则“违反常规”，在无标记语序基础之上转换而来。转换的主要方式有: 前置(fronting)和后置(postponement)。3. 英语语序分类语法上通常将英语语序分成两类: 无标记语序和有标记语序。英语当中大量存在的是无标记语序，也就是我们常说的自然语序或基本语序。例如: i dislike such people and behavior. 而如果句子语序变为: such people and behavior i dislike. 语法上就认为是有标记的。在此主要讲一下无标记语序。无标记语序英语句子中的各种成分，位置都是相对固定的，一般不能任意变化。它的语法主语就是无标记主题，英语五种基本句型中的成分就相对固定。s+v: the sun is shining.s+v+c: he was very anxious.s+v+o: she will never forgive me!s+v+o+o: the guide showed the tourists the sights of london.s+v+o+c: most students found her helpful.注意双宾语结构的安排: 带介词的间接宾语通常放置于直接宾语之后，但直接宾语字数较多，结构复杂时，带介词的间接宾语要提前，句子重心才平衡。例如: the guide described the tourists london’s scenic spots.the guide described london’s scenic spots to the tourists.the prime minister explained to the house the various why the peace talks had failed.状语的位置状语是英语句子中很活跃并且也是很复杂的一个成分，任何起副词作用的单词、词组或分句都是状语，可以出现在句中的多个位置。语法上一般把状语分成三大类: 修饰性状语、评注性状语和连接性状语。最为常见和最为重要的是修饰性状语。修饰性状语主要用来修饰谓语或谓语动词。修饰性状语按其内容可分为时间、地点、方式、目的、程度、原因、结果、条件、让步等状语。英语句子的语序一般是: 主语+谓语+宾语+修饰性状语，一般不在谓语动词和宾语之间插进状语。可以说: i met your parents yesterday. 或 yesterday i met your parents. 但不可以说: i met yesterday your parents.(1)修饰性状语在句子的位置一般来说是在句末，但根据表达的需要也可在句首或句中。例如: they checked their equipment carefully. (adverbial of manner)a security guard was standing at the cash point machine. (place adverbial)the battle of the boyne took place in 1690. (time adverbial)焦点副词(focusing adverb)都置于句中。例如: i was particularly impressed by her dancing and singing.bob only watched english premiership on sundays.(2)修饰性状语置于句首或放在主语之前时，一般有强调作用。在叙事文体中，状语置于句首更能引起读者的注意。例如: at ten o’clock yesterday i went down for my dinner with jack.before his mother, tom is always a good boy.for many top financial executives, even those at companies such as ge, which continues to top polls of the most respected corporations in the world, the problem is that the market is inflicting the punishment before any crime has been uncovered. that is heaping even more pressure on the finance function.程度副词作状语时，一般置于句首。例如: i greatly enjoyed working with such energetic guys.（* greatly i enjoyed working with such energetic guys. ）(3)修饰性状语可以置于主语和主要动词之间，也具有一定的强调作用，但程度不如置于句首强烈。单个副词置于主语和主要动词之间是很常见的。例如: i often go swimming and hunting in the summer.the captain kindly invited us onto the bridge.常置（请记得收藏本站-一路高升范文网，以获取更多新鲜内容）于主要动词之前的修饰性状语有: a. 绝大多数不定频度副词: always, usually, seldom, continuously, ever, repeatedly, sometimes, normally, never, often, constantly, frequently, regularly, rarely, continually等。确定频度副词一般不这样使用，往往置于句末。例如: new york times is delivered daily.b. 某些不定时间副词: again, first, since, finally, just, already, recently, last等。确定时间副词不放在句中，一般置于句首或句末。例如: the day after tomorrow we are leaving for beijing.（* we are tomorrow leaving for beijing. ）c. 某些程度副词，特别是起强调作用的程度副词: almost, altogether, absolutely, badly, completely, deeply, entirely, fairly等。d. 前置修饰动词的焦点副词(焦点副词指出所讲内容中最有关联的事项，如做某事的主要理由或某事物具有的主要特质): even, merely, only, simply, just, really, particularly等。(4)两个或两个以上不同性质的状语连续使用时a. 通常的排列顺序为: 方式状语—地点状语—时间状语。例如: the plane took off noisily (manner)into the dark sky (place)just before dawn (time)以上顺序并不是固定不变的，受数量、长度以及强调重点等因素的影响，会有变化。一般避免把字数较多的状语排列在字数较少的状语之前。为使结构平衡、节奏流畅或上下文的衔接自然，常将时间状语或地点状语等移至句首。例如: commuters stream out of the station every morning like an army of ants on the move.a group of tramps settled last week on the wasteland by the shoe factory.this morning a woman was walking quickly behind me on her way to work.the whole morning he was working on his speech in the office.b. 有方式副词又有down, out, home 等方向副词时，方向副词先于方式副词。例如: he walked home quickly last night.tom reached down slowly.c. 时间状语一般位于方向状语、方式状语、位置状语之后，但频度状语在句子中可有两个位置: she eats lunch quickly every day at noon. she eats quickly lunch at noon every day.d. 原因状语和目的状语倾向于出现在其他状语之后: she eats lunch quickly every day because she likes to go back to the office and read.she eats lunch quickly every day in order to have some time to read.e. 当原因状语和目的状语同在一个句子出现时，目的状语往往位于原因状语之前。jane went to san diego in order to visit her uncle because she had not seem him for a long time.(5)方式状语、方向状语和位置状语的顺序: a. 方向状语常位于方式状语之前; b. 方式状语和位置状语两者可以相互移位; c. 方向状语常位于位置状语之前。(6)时间状语和频度状语: a. 时间状语和频度状语往往位于方向、方式和位置状语的后面; b. 时间状语和频度状语两者可以相互移位。(7)目的状语和原因状语: a. 目的状语和原因状语常常位于其他状语的后面; b. 目的状语位于原因状语之前。句末状语的顺序有时会发生种种变化，但并非可以任意改变。下面的语序就不能接受: jane walked this morning to the shopping center.mary fixes dinner ever day quickly.henry goes jogging in order to stay fit in the morning.在一定的语境中，上述原则有可能被打破。例如: a. 较短的状语往往处于较长的状语之前: june arrived at 10 o’clock with usual flair. （时间状语在方式状语之前）b. 状语是说话人所要传达的信息中心（常伴有特殊的停顿和语调）: we left the party, because it was boring, well before midnight. （原因状语在时间状语之前）(8)两个或两个同类型状语在同一句当中出现时，意思最具体的往往放前，意思最笼统的放后。例如: josh was born at 2 a. m. on november 10th in 1971.he lives at 120 big landon road, mt. puritans, pennsylvania, usa.

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