Why do you do that（精选3篇）
Why do you do that 篇1
教学目标
教学目标 与要求
通过本单元教学，使学生学会使用表示目的用语，并运用到日常交际。复习一般现在时，一般过去时和含有情态动词的被动语态的用法。使学生学会写种植西红柿的过程。
教学的重点和难点
Words and expressions
burn, free, operate, obey, punish, so that, in order to, make sure, stop. . . (from) doing
Daily expressions
1）I’ll keep the box in the shade so that the sun doesn’t bum the little plants.
2）I’ll water them to stop the soil getting too dry.
Grammar
1.Ways of expressing purposes
2.Revision of the Passive Voice
教学建议
能力训练
1.利用对话、课文，组织学生进行听、说、读、写的训练。
2.利用新单词、词组及日常交际用语，组织学生造句、编对话、叙述课文、表达思想等。
德育教学
通过对话和课文的学习，唤起学生对大自然的爱心，使他们认识到保护环境的重要性。
互动活动
1、听、读 2、问答练习3、造句4、编演对话5、讨论6、复述课文7、讲故事
听力建议
1.建议教师在听之前，大概介绍所听材料的内容或背景知识，这样学生们能够抓住要点，同时教师也为了让学生们理解得更清楚，也可提前把问题写在黑板或让学生们先看问题，然后听磁带。
2.在20课131页的听力练习，主要内容讲解一对英国夫妇的农场，教师在放磁带之前，让学生们看一看每道练习题的大致问的内容，放完一遍后，教师可问一到两个学生农场的概况，然后教师根据问题的内容在分别放磁带。
口语建议
1、教师坚持用英语组织课堂教学的方向，尽量给学生创造英语的真实情景。帮助学生听懂课堂用语和日常交际用语。
2、本单元是对于表示目的一些交际用语，教师可以按以下程序：看、听老师演示→听录音→ 训练学生典型句型→ 读课文 → 学生运用。
教材分析
本单元的内容是围绕播种，植树这一题材，让学生了解植树造林的意义。日常交际用语运用了陈述目的基本表达法，同时在对话及课文阅读中使用了主要词汇的用法，如;shade, in order to, in fact, stop, cut down, known down等。同时本单元出现的语法重点是复习被动语态及表示目的句型结构。
教学重点难点
take, bring, carry, fetch
这四个动词都有“带”的意思，但动作的方向不同。
1）take意为“拿去，带去”，如图所示：
It’s going to rain. You’d better take your umbrella with you. 要下雨了，你最好带上雨伞。
2）bring意为“带来，拿来”，如图所示：
Bring me the newspaper, please.请把报纸给我拿来。
3）carry意为“携带”，无方向性。如：
He always caries a small notebook in his pocket.他口袋里老是带着一个小笔记本。
4）fetch意为“去拿来”，如图所示： 含有一去一来的意思。
如：People had to walk many kilometers in order to fetch wood.人们要砍柴得走很远。
burn v.－－烧毁，焚毁.烧伤；（由酸类）灼伤；燃烧（以取火或热）
l）此词指正在燃烧的状态而不表示“点燃”的动作，“点燃”一词应是light。
I will keep the box in the shade so that the sun doesn't burn the little plants.我将把盒子放在阴凉处以防太阳晒坏小苗。
The two men had their limits burning all night long in order that everyone might see how hard they were working on the Emperor’ s new clothes. 这两个人点了一夜灯以便让大家知道 他们赶做皇帝的新装是多么卖力。
2）对其过去式、过去分词有两种形式burned，burned或burnt，burnt。但是过去分词burnt常用作adj.，如
He took a burnt stick up from the ground.他从地上捡起一个燃烧过的棍子。
强调动作时多用burned，其后常接宾语。
They had burned all the old letters before they left.他们在离开前把所有的信都烧了。
feed.作为食物喂养；以……为食
In fact they grow better if you feed them. 事实上如果你们喂养他们，他们就能生长得更好。
She feeds her baby on (with) cows’ milk. =She feeds cows’ milk to her baby.
The sheep feed chiefly on grass. 羊主要以草为食。
soil, earth, ground ,land 和 field的区别
earth作“泥土”解，与soil通用。它还可以作“地球，大地”解，相对于天空而言，如：
He filled the hole with earth. 他用泥土填洞。
soil 指土壤，耕地，国土等。
Soil is earth in which flowers, trees and other plants can grow. 土壤是花草、树木及其他植物得以生长的泥土。
land 指相对于大海而言的“陆地”，也可以指土地、 国土等。
After along journey, they found the rich land. 经过长途跋涉，他们找到了这块沃土。
ground主要指地面、地板（floor）,也可指田地（与land可通用），如：
There is a large play ground in front of our building.在我们楼前有一个大操场。
field指田地、原野、场地（=ground）。如：
They are working in the fields. 他们正在地里干活。
The rest are left to grow even taller. 余下的被留下来以让它们长得更高。
1）the rest作“剩余部分，其余”讲。它作主语时，其谓语动词的数要依据它所指代的名词的数来确定。例如：
The rest of the money was left to his son. 剩余的钱留给他儿子。
Only Tom is in the classroom. The rest of the students are still at play.只有汤姆在教室里。其余的学生还在玩。
2）句中的副词even修饰比较级taller, 它没有实际意义，只起加强语气的作用。可用来修饰形容词或副词比较级的词或短语还有much, far, still, rather, a lot, a great, deal, a little, a bit等。例如：
It’s a bit cold today. 今天有点冷。
His book is far more interesting. 他的书更加有趣。
so that he can catch the first bus.
in order that he can catch the first bus.
so as to catch the first bus.
in order to catch the first bus.
to catch the first bus.
本单元重点的语法项目是表示目的的方式，下面将表示目的的几种方式归纳如下。
1、动词不定式（包括 so as to，in order to）。
2、用so that和 in order that引导目的状语从句，从“句中一般含有情态动词can，could，may，might等。下面以“为了能赶上第一班车，他每天都起得很早”为例。
He gets up early every morning
以上是用肯定句结构。
用否定结构，注意“不定式的否定结构在to前加not; so that/ in order that 只有在主句主语和从句主语一致的情况下可以换成 so as to/in order to；in order to可放于句首，so as to则不可）
so that he can’t miss the first bus.
in order that he can't miss the first bus.
so as not to miss the first bus.
in older not to miss the first bus.
so that也可用来引导结果状语从句。在so that引导的结果状语从句中，谓语动词前不用情态动词，主从句间可有逗号隔开。例如：
Everyone said no, so that the plan was dropped. 大家都反对，计划就不再讨论了。
cut down, cut in, cut off与cut out的区别
cut down意为砍倒，削减，指将树砍倒或裁军
to cut down a tree with an axe 用斧头把树砍倒
cut in 意为打断，指从语言中打断
Don't cut in while I'm talking. 我说话时别插嘴。
cut off意为“切断、切下”指切断电源，水源，煤气等。
He cut off the gas when a fire breaks out.
cut out意为切下，删下，指删掉，剪下文章等。
He cut out an article from the newspaper.
教学设计方案 Lesson 17
一、Teaching Aims
1. To learn how to plant things from this dialogue.
2. To learn to use the following useful words and expressions.
Burn, so that, stop. . . (from) doing, make. . . do
3. To make sure that the students can act out the dialogue publicly and that they can make a similar dialogue.
二、Teaching Procedures
Step 1Revision
1.Check the homework exercises
2.Ask some Ss to read aloud the travel diary
Step 2 Presentation
T: We have many kinds of flowers on our campus which make our school very beautiful. But do you know how to plant flowers?
Possible answers: First dig a hole in the earth. Put some flower seeds in the hole. Cover the hole with some soil and then water it.
Then tell the Ss that in this period we are going to learn how to plant things.
Step 3 listening
1. The Ss to listen to the tape with the books closed.
Ask this question: Where is Mum sowing cabbage?
2. Allow the Ss to listen to the tape again. Ask the following questions.
1) Why does Mum keep the box in the shade?
Answer: Mum keeps the box in the shade so that the sun doesn’t burn the little plants.
2) What will make the cabbage plants grow big and strong?
Answer: The powder
Step 4 Reading
Ask them to try to match the pictures with the steps.
1. Put some soil in the box.
2. Sow the seeds and cover them with more soil.
3. Keep the box in the shade.
4. Put the plants in the earth and water them.
5. Plant them in rows in the field.
6. Feed them with some powder.
Step 5 Practice
1. Let the Ss read the dialogue twice in pairs.
2. Ask the Ss to make a similar dialogue with the following topics.
How to plant tomatoes. How to plant potatoes.
How to plant peanuts. How to plant sunflowers.
How to plant cucumbers How to plant eggplants.
Step 6 Language points
T gives the Ss the language points and further explains them
cabbage seed, so that, stop the soil from getting too dry, like you feed chickens
Step 7 Workbook
1. Do Part 2. on Page 17 in the textbook. Here we will deal with the grammar: to express one’s purpose with the phrase “to do”.
Step 8 Summary and further practice
1. Summary
Go over the useful words and expressions and make sure the Ss have learnt how to use them.
2. Ask the Ss to make some other dialogues in which there is the phrase “to do” to express one’s purpose.
Possible topics:
Why do you like collecting stamps?
Why do you like the pop music?
Step 9 Homework
Wb Lesson 17 Ex. 1,2 and 3.
教学设计方案Lesson 18
一Teaching Aims
1. To help the Ss to understand the text completely.
2. To help the Ss to know how to skim the text to find the general idea and to help them to scan the text to locate specific information quickly.
3. To help the Ss to recognize the importance of good environment.
二Teaching procedures
Step 1 Revision
1.Check the homework exercises.
2.Revise how to grow a plant. Get the Ss to tell you the process.
Step 2 Introduction
1.T: Today we are going to read about some village people. They decided to grow some new trees. Let's find out why.
2.Ask the Ss to look at the pictures and ask the following questions.
1)What are the women doing?
2)Can you guess why the housewives are planting trees?
Step 3 Listening
1 T plays the tape twice. and try to understand the text at last
2.After that, ask them some questions below.
1)Was it easy for the village people of Tansa to fetch wood in the past? How do you know?
2).Is the programme of planting trees operated by men or women in this area?
Answers:1).It was very difficult for them to do so. They had to walk many kilomeres in order to fetch wood.
2).By women in this area.
Step 4 Reading
1. T gives the Ss 10 minutes to read loudly and carefully, then T draws two columns on the Bb: Get Ss to answer what has changed in the past few years or today?
Answers:
In the past
No trees left; people walked a long way to fetch wood; when it rained, the soil was carried away; no new trees were planed
Today
forest programme; plant thousands of trees; people are not allowed to cut down small trees; everyone looks after the forests; the forests have grown, larger and better.
2.Ask the Ss to discuss this question in groups. What do you think of the women in Tangsa?
Answers:
They have a strong sense of responsibility. They are foresighted and hardworking. They know the importance of forests. They are willing to do things for other people.
Step 5 Discussion
1. Ask the Ss to discuss the fallowing question in groups.
If you are one of the villagers, what will you do?
2. Ask the Ss to discuss the importance of forests and ask this question: Why should we protect the environment and reduce the pollution?
Step 6 Workbook
Read the text again and try to answer the questions of Ex. 1 on Page 78
Step 7 Language points
T deal with any difficult points at this stage. For examples:
obey, cut down , carry away, forest programme, so on.
Step 8 Homework
1. Do Ex. 2and3on Page 78
2. Retell the text.
3. Tell a story about protecting the environment.
探究活动
教师组织学生们进行讲述自己种植蔬菜，花和树木的经过，教师可给学生们种植西红柿的简单过程，如：
First put some soil in a box, sow the seeds carefully, and then cover them with more soil. After that keep the box in the shade so that the sun does not burn the little plants. Later ,after a few week’s time put the little plants in the earth. Don’t forget to water them, so that the soil will not be too dry.
Why do you do that 篇2
教学目标
教学目标与要求
通过本单元教学，使学生学会使用表示目的用语，并运用到日常交际。复习一般现在时，一般过去时和含有情态动词的被动语态的用法。使学生学会写种植西红柿的过程。
教学的重点和难点
Words and expressions
burn, free, operate, obey, punish, so that, in order to, make sure, stop. . . (from) doing
Daily expressions
1）I’ll keep the box in the shade so that the sun doesn’t bum the little plants.
2）I’ll water them to stop the soil getting too dry.
Grammar
1.Ways of expressing purposes
2.Revision of the Passive Voice
教学建议
能力训练
1.利用对话、课文，组织学生进行听、说、读、写的训练。
2.利用新单词、词组及日常交际用语，组织学生造句、编对话、叙述课文、表达思想等。
德育教学
通过对话和课文的学习，唤起学生对大自然的爱心，使他们认识到保护环境的重要性。
互动活动
1、听、读 2、问答练习3、造句4、编演对话5、讨论6、复述课文7、讲故事
听力建议
1.建议教师在听之前，大概介绍所听材料的内容或背景知识，这样学生们能够抓住要点，同时教师也为了让学生们理解得更清楚，也可提前把问题写在黑板或让学生们先看问题，然后听磁带。
2.在20课131页的听力练习，主要内容讲解一对英国夫妇的农场，教师在放磁带之前，让学生们看一看每道练习题的大致问的内容，放完一遍后，教师可问一到两个学生农场的概况，然后教师根据问题的内容在分别放磁带。
口语建议
1、教师坚持用英语组织课堂教学的方向，尽量给学生创造英语的真实情景。帮助学生听懂课堂用语和日常交际用语。
2、本单元是对于表示目的一些交际用语，教师可以按以下程序：看、听老师演示→听录音→ 训练学生典型句型→ 读课文 → 学生运用。
教材分析
本单元的内容是围绕播种，植树这一题材，让学生了解植树造林的意义。日常交际用语运用了陈述目的基本表达法，同时在对话及课文阅读中使用了主要词汇的用法，如;shade, in order to, in fact, stop, cut down, known down等。同时本单元出现的语法重点是复习被动语态及表示目的句型结构。
教学重点难点
take, bring, carry, fetch
这四个动词都有“带”的意思，但动作的方向不同。
1）take意为“拿去，带去”，如图所示：
It’s going to rain. You’d better take your umbrella with you. 要下雨了，你最好带上雨伞。
2）bring意为“带来，拿来”，如图所示：
Bring me the newspaper, please.请把报纸给我拿来。
3）carry意为“携带”，无方向性。如：
He always caries a small notebook in his pocket.他口袋里老是带着一个小笔记本。
4）fetch意为“去拿来”，如图所示： 含有一去一来的意思。
如：People had to walk many kilometers in order to fetch wood.人们要砍柴得走很远。
burn v.－－烧毁，焚毁.烧伤；（由酸类）灼伤；燃烧（以取火或热）
l）此词指正在燃烧的状态而不表示“点燃”的动作，“点燃”一词应是light。
I will keep the box in the shade so that the sun doesn't burn the little plants.我将把盒子放在阴凉处以防太阳晒坏小苗。
The two men had their limits burning all night long in order that everyone might see how hard they were working on the Emperor’ s new clothes. 这两个人点了一夜灯以便让大家知道 他们赶做皇帝的新装是多么卖力。
2）对其过去式、过去分词有两种形式burned，burned或burnt，burnt。但是过去分词burnt常用作adj.，如
He took a burnt stick up from the ground.他从地上捡起一个燃烧过的棍子。
强调动作时多用burned，其后常接宾语。
They had burned all the old letters before they left.他们在离开前把所有的信都烧了。
feed.作为食物喂养；以……为食
In fact they grow better if you feed them. 事实上如果你们喂养他们，他们就能生长得更好。
She feeds her baby on (with) cows’ milk. =She feeds cows’ milk to her baby.
The sheep feed chiefly on grass. 羊主要以草为食。
soil, earth, ground ,land 和 field的区别
earth作“泥土”解，与soil通用。它还可以作“地球，大地”解，相对于天空而言，如：
He filled the hole with earth. 他用泥土填洞。
soil 指土壤，耕地，国土等。
Soil is earth in which flowers, trees and other plants can grow. 土壤是花草、树木及其他植物得以生长的泥土。
land 指相对于大海而言的“陆地”，也可以指土地、 国土等。
After along journey, they found the rich land. 经过长途跋涉，他们找到了这块沃土。
ground主要指地面、地板（floor）,也可指田地（与land可通用），如：
There is a large play ground in front of our building.在我们楼前有一个大操场。
field指田地、原野、场地（=ground）。如：
They are working in the fields. 他们正在地里干活。
The rest are left to grow even taller. 余下的被留下来以让它们长得更高。
1）the rest作“剩余部分，其余”讲。它作主语时，其谓语动词的数要依据它所指代的名词的数来确定。例如：
The rest of the money was left to his son. 剩余的钱留给他儿子。
Only Tom is in the classroom. The rest of the students are still at play.只有汤姆在教室里。其余的学生还在玩。
2）句中的副词even修饰比较级taller, 它没有实际意义，只起加强语气的作用。可用来修饰形容词或副词比较级的词或短语还有much, far, still, rather, a lot, a great, deal, a little, a bit等。例如：
It’s a bit cold today. 今天有点冷。
His book is far more interesting. 他的书更加有趣。
so that he can catch the first bus.
in order that he can catch the first bus.
so as to catch the first bus.
in order to catch the first bus.
to catch the first bus.
本单元重点的语法项目是表示目的的方式，下面将表示目的的几种方式归纳如下。
1、动词不定式（包括 so as to，in order to）。
2、用so that和 in order that引导目的状语从句，从“句中一般含有情态动词can，could，may，might等。下面以“为了能赶上第一班车，他每天都起得很早”为例。
He gets up early every morning
以上是用肯定句结构。
用否定结构，注意“不定式的否定结构在to前加not; so that/ in order that 只有在主句主语和从句主语一致的情况下可以换成 so as to/in order to；in order to可放于句首，so as to则不可）
so that he can’t miss the first bus.
in order that he can't miss the first bus.
so as not to miss the first bus.
in older not to miss the first bus.
so that也可用来引导结果状语从句。在so that引导的结果状语从句中，谓语动词前不用情态动词，主从句间可有逗号隔开。例如：
Everyone said no, so that the plan was dropped. 大家都反对，计划就不再讨论了。
cut down, cut in, cut off与cut out的区别
cut down意为砍倒，削减，指将树砍倒或裁军
to cut down a tree with an axe 用斧头把树砍倒
cut in 意为打断，指从语言中打断
Don't cut in while I'm talking. 我说话时别插嘴。
cut off意为“切断、切下”指切断电源，水源，煤气等。
He cut off the gas when a fire breaks out.
cut out意为切下，删下，指删掉，剪下文章等。
He cut out an article from the newspaper.
Why do you do that 篇3
教学目标
教学目标 与要求
通过本单元教学，使学生学会使用表示目的用语，并运用到日常交际。复习一般现在时，一般过去时和含有情态动词的被动语态的用法。使学生学会写种植西红柿的过程。
教学的重点和难点
Words and expressions
burn, free, operate, obey, punish, so that, in order to, make sure, stop. . . (from) doing
Daily expressions
1）I’ll keep the box in the shade so that the sun doesn’t bum the little plants.
2）I’ll water them to stop the soil getting too dry.
Grammar
1.Ways of expressing purposes
2.Revision of the Passive Voice
教学建议
能力训练
1.利用对话、课文，组织学生进行听、说、读、写的训练。
2.利用新单词、词组及日常交际用语，组织学生造句、编对话、叙述课文、表达思想等。
德育教学
通过对话和课文的学习，唤起学生对大自然的爱心，使他们认识到保护环境的重要性。
互动活动
1、听、读 2、问答练习3、造句4、编演对话5、讨论6、复述课文7、讲故事
听力建议
1.建议教师在听之前，大概介绍所听材料的内容或背景知识，这样学生们能够抓住要点，同时教师也为了让学生们理解得更清楚，也可提前把问题写在黑板或让学生们先看问题，然后听磁带。
2.在20课131页的听力练习，主要内容讲解一对英国夫妇的农场，教师在放磁带之前，让学生们看一看每道练习题的大致问的内容，放完一遍后，教师可问一到两个学生农场的概况，然后教师根据问题的内容在分别放磁带。
口语建议
1、教师坚持用英语组织课堂教学的方向，尽量给学生创造英语的真实情景。帮助学生听懂课堂用语和日常交际用语。
2、本单元是对于表示目的一些交际用语，教师可以按以下程序：看、听老师演示→听录音→ 训练学生典型句型→ 读课文 → 学生运用。
教材分析
本单元的内容是围绕播种，植树这一题材，让学生了解植树造林的意义。日常交际用语运用了陈述目的基本表达法，同时在对话及课文阅读中使用了主要词汇的用法，如;shade, in order to, in fact, stop, cut down, known down等。同时本单元出现的语法重点是复习被动语态及表示目的句型结构。
教学重点难点
take, bring, carry, fetch
这四个动词都有“带”的意思，但动作的方向不同。
1）take意为“拿去，带去”，如图所示：
It’s going to rain. You’d better take your umbrella with you. 要下雨了，你最好带上雨伞。
2）bring意为“带来，拿来”，如图所示：
Bring me the newspaper, please.请把报纸给我拿来。
3）carry意为“携带”，无方向性。如：
He always caries a small notebook in his pocket.他口袋里老是带着一个小笔记本。
4）fetch意为“去拿来”，如图所示： 含有一去一来的意思。
如：People had to walk many kilometers in order to fetch wood.人们要砍柴得走很远。
burn v.－－烧毁，焚毁.烧伤；（由酸类）灼伤；燃烧（以取火或热）
l）此词指正在燃烧的状态而不表示“点燃”的动作，“点燃”一词应是light。
I will keep the box in the shade so that the sun doesn't burn the little plants.我将把盒子放在阴凉处以防太阳晒坏小苗。
The two men had their limits burning all night long in order that everyone might see how hard they were working on the Emperor’ s new clothes. 这两个人点了一夜灯以便让大家知道 他们赶做皇帝的新装是多么卖力。
2）对其过去式、过去分词有两种形式burned，burned或burnt，burnt。但是过去分词burnt常用作adj.，如
He took a burnt stick up from the ground.他从地上捡起一个燃烧过的棍子。
强调动作时多用burned，其后常接宾语。
They had burned all the old letters before they left.他们在离开前把所有的信都烧了。
feed.作为食物喂养；以……为食
In fact they grow better if you feed them. 事实上如果你们喂养他们，他们就能生长得更好。
She feeds her baby on (with) cows’ milk. =She feeds cows’ milk to her baby.
The sheep feed chiefly on grass. 羊主要以草为食。
soil, earth, ground ,land 和 field的区别
earth作“泥土”解，与soil通用。它还可以作“地球，大地”解，相对于天空而言，如：
He filled the hole with earth. 他用泥土填洞。
soil 指土壤，耕地，国土等。
Soil is earth in which flowers, trees and other plants can grow. 土壤是花草、树木及其他植物得以生长的泥土。
land 指相对于大海而言的“陆地”，也可以指土地、 国土等。
After along journey, they found the rich land. 经过长途跋涉，他们找到了这块沃土。
ground主要指地面、地板（floor）,也可指田地（与land可通用），如：
There is a large play ground in front of our building.在我们楼前有一个大操场。
field指田地、原野、场地（=ground）。如：
They are working in the fields. 他们正在地里干活。
The rest are left to grow even taller. 余下的被留下来以让它们长得更高。
1）the rest作“剩余部分，其余”讲。它作主语时，其谓语动词的数要依据它所指代的名词的数来确定。例如：
The rest of the money was left to his son. 剩余的钱留给他儿子。
Only Tom is in the classroom. The rest of the students are still at play.只有汤姆在教室里。其余的学生还在玩。
2）句中的副词even修饰比较级taller, 它没有实际意义，只起加强语气的作用。可用来修饰形容词或副词比较级的词或短语还有much, far, still, rather, a lot, a great, deal, a little, a bit等。例如：
It’s a bit cold today. 今天有点冷。
His book is far more interesting. 他的书更加有趣。
so that he can catch the first bus.
in order that he can catch the first bus.
so as to catch the first bus.
in order to catch the first bus.
to catch the first bus.
本单元重点的语法项目是表示目的的方式，下面将表示目的的几种方式归纳如下。
1、动词不定式（包括 so as to，in order to）。
2、用so that和 in order that引导目的状语从句，从“句中一般含有情态动词can，could，may，might等。下面以“为了能赶上第一班车，他每天都起得很早”为例。
He gets up early every morning
以上是用肯定句结构。
用否定结构，注意“不定式的否定结构在to前加not; so that/ in order that 只有在主句主语和从句主语一致的情况下可以换成 so as to/in order to；in order to可放于句首，so as to则不可）
so that he can’t miss the first bus.
in order that he can't miss the first bus.
so as not to miss the first bus.
in older not to miss the first bus.
so that也可用来引导结果状语从句。在so that引导的结果状语从句中，谓语动词前不用情态动词，主从句间可有逗号隔开。例如：
Everyone said no, so that the plan was dropped. 大家都反对，计划就不再讨论了。
cut down, cut in, cut off与cut out的区别
cut down意为砍倒，削减，指将树砍倒或裁军
to cut down a tree with an axe 用斧头把树砍倒
cut in 意为打断，指从语言中打断
Don't cut in while I'm talking. 我说话时别插嘴。
cut off意为“切断、切下”指切断电源，水源，煤气等。
He cut off the gas when a fire breaks out.
cut out意为切下，删下，指删掉，剪下文章等。
He cut out an article from the newspaper.
教学设计方案 Lesson 17
一、Teaching Aims
1. To learn how to plant things from this dialogue.
2. To learn to use the following useful words and expressions.
Burn, so that, stop. . . (from) doing, make. . . do
3. To make sure that the students can act out the dialogue publicly and that they can make a similar dialogue.
二、Teaching Procedures
Step 1Revision
1.Check the homework exercises
2.Ask some Ss to read aloud the travel diary
Step 2 Presentation
T: We have many kinds of flowers on our campus which make our school very beautiful. But do you know how to plant flowers?
Possible answers: First dig a hole in the earth. Put some flower seeds in the hole. Cover the hole with some soil and then water it.
Then tell the Ss that in this period we are going to learn how to plant things.
Step 3 listening
1. The Ss to listen to the tape with the books closed.
Ask this question: Where is Mum sowing cabbage?
2. Allow the Ss to listen to the tape again. Ask the following questions.
1) Why does Mum keep the box in the shade?
Answer: Mum keeps the box in the shade so that the sun doesn’t burn the little plants.
2) What will make the cabbage plants grow big and strong?
Answer: The powder
Step 4 Reading
Ask them to try to match the pictures with the steps.
1. Put some soil in the box.
2. Sow the seeds and cover them with more soil.
3. Keep the box in the shade.
4. Put the plants in the earth and water them.
5. Plant them in rows in the field.
6. Feed them with some powder.
Step 5 Practice
1. Let the Ss read the dialogue twice in pairs.
2. Ask the Ss to make a similar dialogue with the following topics.
How to plant tomatoes. How to plant potatoes.
How to plant peanuts. How to plant sunflowers.
How to plant cucumbers How to plant eggplants.
Step 6 Language points
T gives the Ss the language points and further explains them
cabbage seed, so that, stop the soil from getting too dry, like you feed chickens
Step 7 Workbook
1. Do Part 2. on Page 17 in the textbook. Here we will deal with the grammar: to express one’s purpose with the phrase “to do”.
Step 8 Summary and further practice
1. Summary
Go over the useful words and expressions and make sure the Ss have learnt how to use them.
2. Ask the Ss to make some other dialogues in which there is the phrase “to do” to express one’s purpose.
Possible topics:
Why do you like collecting stamps?
Why do you like the pop music?
Step 9 Homework
Wb Lesson 17 Ex. 1,2 and 3.
教学设计方案Lesson 18
一Teaching Aims
1. To help the Ss to understand the text completely.
2. To help the Ss to know how to skim the text to find the general idea and to help them to scan the text to locate specific information quickly.
3. To help the Ss to recognize the importance of good environment.
二Teaching procedures
Step 1 Revision
1.Check the homework exercises.
2.Revise how to grow a plant. Get the Ss to tell you the process.
Step 2 Introduction
1.T: Today we are going to read about some village people. They decided to grow some new trees. Let's find out why.
2.Ask the Ss to look at the pictures and ask the following questions.
1)What are the women doing?
2)Can you guess why the housewives are planting trees?
Step 3 Listening
1 T plays the tape twice. and try to understand the text at last
2.After that, ask them some questions below.
1)Was it easy for the village people of Tansa to fetch wood in the past? How do you know?
2).Is the programme of planting trees operated by men or women in this area?
Answers:1).It was very difficult for them to do so. They had to walk many kilomeres in order to fetch wood.
2).By women in this area.
Step 4 Reading
1. T gives the Ss 10 minutes to read loudly and carefully, then T draws two columns on the Bb: Get Ss to answer what has changed in the past few years or today?
Answers:
In the past
No trees left; people walked a long way to fetch wood; when it rained, the soil was carried away; no new trees were planed
Today
forest programme; plant thousands of trees; people are not allowed to cut down small trees; everyone looks after the forests; the forests have grown, larger and better.
2.Ask the Ss to discuss this question in groups. What do you think of the women in Tangsa?
Answers:
They have a strong sense of responsibility. They are foresighted and hardworking. They know the importance of forests. They are willing to do things for other people.
Step 5 Discussion
1. Ask the Ss to discuss the fallowing question in groups.
If you are one of the villagers, what will you do?
2. Ask the Ss to discuss the importance of forests and ask this question: Why should we protect the environment and reduce the pollution?
Step 6 Workbook
Read the text again and try to answer the questions of Ex. 1 on Page 78
Step 7 Language points
T deal with any difficult points at this stage. For examples:
obey, cut down , carry away, forest programme, so on.
Step 8 Homework
1. Do Ex. 2and3on Page 78
2. Retell the text.
3. Tell a story about protecting the environment.
探究活动
教师组织学生们进行讲述自己种植蔬菜，花和树木的经过，教师可给学生们种植西红柿的简单过程，如：
First put some soil in a box, sow the seeds carefully, and then cover them with more soil. After that keep the box in the shade so that the sun does not burn the little plants. Later ,after a few week’s time put the little plants in the earth. Don’t forget to water them, so that the soil will not be too dry.
