Unit 19 A visit to an island

Unit 19 A visit to an island 教学目标 知识技能目标　　l．熟练运用本单元的日常交际用语，特别是“推测”的表示法，以及有关距离的表达法。　　2．掌握由some-, any-, no-, every，等与body. one , thing, where构成的不定代词、副词的用法及特殊表达法。　　3．掌握一些反义词的用法特别是take与bring, borrow与lend。知识目标：1．重点词汇　　island, farther, farthest, somewhere, land, pull, out of, cool, anybody, ourselves, all by oneself, perhaps, happily, lots of, no longer, cry, get back, too … to…, anywhere, solve, believe, everybody, sooner or later, drop, run away, as, eat up, bank, circle2．日常交际用语汇　　(1) Are you coming with us tomorrow?　　(2) Shall we bring food for a picnic?　　(3) Don't be late. I'll be there on time.　　(4) I feel a little afraid.　　(5) Don't be afraid.　　(6) Is everything OK?3．重点句型　　(1) Can't you hear anything?　　(2) There's somebody/something/nobody there.　　(3) It's too heavy to carry.　　(4) The picnic basket was no longer under the tree.　　(5) We won't go until we get it back again.　　(6) It's time to go home now, or we'll be late.4．语法不定代词/副词的用法；　　动词take和bring的区别。情感态度目标　　1．本单元所讲的故事情节带有很强的趣味性和悬念性，使读者的心态随着孩子们的心态变化而变化，扣人心弦，从而领会到文章情节安排的巧妙。　　2．通过对孩子们参观小岛过程的描述，可使我们欣赏到奇特的小岛风光。通过本单元教学培养学生独立生活的能力。遇事要沉着冷静、胆大心细、善于思考。   教学建议 教学内容分析　　本单元的教学核心是关于孩子们参观小岛（A visit to an island）的这件事。围绕这个核心安排了三个对话和两篇短文，集中反映了孩子们上岛前所做的准备工作（约会、带食品、约定出发的时间，讨论去哪一个岛等）及在岛上的所见所闻，情节跌宕起伏，有一定的传奇色彩。在整个内容的安排中引出了本单元要学习的功能项目“推测”（Conjecture）、求助（Calling for help）和动词take，bring的区别及不定代词和不定副词的用法。　　在第73课中有两段对话，主要描述孩子们在上岛前所做的准备工作及讨论去哪一个岛。从而引出英语中表示距离远近的表达法。如：Why don’t we go to the farther one?/ How about the farthest one？/The smaller one is nears．这两段对话为下节课做了内容上的铺垫。　　第74课和第75课的第一部分及第76课的第一部分事实上是一个故事的整体，具体描绘了孩子们在岛上的所见所闻，表现了孩子们新奇、紧张、害怕交叉在一起的复杂心情。第76课中关于一群猴子企图偷吃篮子里食物的一段描写颇为生动。第75课的第二、三部分着重练习不定代词和不定副词的用法。第76课的第四部分是提示性的写作训练。主要是对课文的模仿和对所学内容的实际运用。教师可以作一些适当的解释。第五部分是一首小诗。 重难点及疑点分析　　重难点：　　1. no longer= not any longer, not any more. no longer与系动词be连用时置于系动词be的后面，与行为动词连用时放在行为动词的前面，如：　　1) He is no longer a worker. = He isn't a worker any longer/any more. He’s an engineer now.　　2) He no longer lives here. = He doesn't live here any longer/any more. He’s living in another city.　　2.There’s something wrong with your ears.　　There + be + something/nothing wrong with. . .是一个固定的句型，意思是“…出/没毛病（问题）。它的同义句是Something/Nothing + be wrong with. . .如：　　1) There is something wrong with your computer. = Something is wrong with your computer. It’s not working now.　　2) There is nothing wrong with the new bike. = Nothing is wrong with the new bike. It’s quite OK.　　疑点：　　1.短语too…to　　too…to句型的意思是“太……以致不能……”，too是副词，后面接形容词或副词，to是动词不定式的标志，后接动词原形。该句型虽然没有否定词not或no，但具有否定的意义。若需要加上人称，则在不定式之前加for sb。如：　　1) The sentence is too difficult to understand. Please give me an easy one.　　2) These apples are too high for us to reach. We’d better get a ladder.　　2.We'd better not go there. It’s too far from here.　　had better后面接动词原形，其否定形式是had better no+动词原形。had不受人称限制，不可以说have／has better。如：　　Girls had better not go out at night. They had better stay at home.　　2. We’ve never been there before.　　该句型 have; has been to+地点名词表示某人曾去过某地，现在已离开那个地方或已回来。若地点是副词则“to”省略。如：　　We have never been to Shanghai. But they have been there for three times. They can tell us a lot about Shanghai.　　3. We won't go until we get it back again!　　本句中的until作连词，引导一个时间状语从句。not…until意为“直到……才”，“在……之前不……”，主句中的谓语动词一般是非延续性动词，如leave，finish，begin，go，start等，until引导的时间状语从句中将来时用一般现在时表示。如：　　They won't leave their school until their teacher returns. They will ask the teacher many questions until they are able to do these exercises. 口语训练　　本单元的口语训练主要包括两项内容①表示距离远近的用法。②不定代词和副词的用法。　　1．表示距离远近的用法　　在学生熟练掌握第73课第二部分内容的基础上，先回忆一下以前学生用书中所出现的一些有关距离的表示法。如How far is it？/ Is it far？/ It’s/quite near．／It’s about…kilometers farthest（furthest）等。同时复习一下far这个词的不规则比较级形式和最高级形式。far→farther（further）→farthest（furthest），告诉学生near（close）的比较级和最高级形式的变化是规则的。老师可以给学生一些提示，让学生相互之间展开由易到难的练习。　　（1）编制一些简单的问句问学生。如：　　How far is it from your home to school? Is it near from your home to your uncle’s? Is our school far from People Park? Where’s the shopping center?等。　　（2）编制一段对话。如：　　Lucy: Hi, Li Lei! Where are you going this summer holiday?　　Li Lei: My father will take me to Nanjing.　　Lucy: How wonderful! Nanjing is an old but beautiful city. How far is it from here?　　Li Lei: It's about 360 kilometres. What about you?　　Lucy: I’m going to Shanghai with my uncle to see my grandfather. He works there.　　Li Lei: How far is it from here? Is it nearer or farther than Nanjing?　　Lucy: It's nearer. It's about 180 metres.　　A: Which city do you like best, Qingdao, Nanjing or Hangzhou?　　B: I like Hangzhou best.　　A: Is Hangzhou near here?　　B: No, It’s far from here. It’s about 210 kilometres away.　　A: What about Nanjing?　　B: It's farther. It’s 600 kilometres away.　　A: And Qingdao?　　B: It’s the farthest. It’s nearly 1000 kilometres away.　　2．不定代词和副词的用法　　在第74课及第75课中出现了不定代词和副词的用法。在第75课中更为集中，首先对一些不定代词作一些归纳。列表如下： somebody someone something somewhere anybody Anyone anything anywhere nobody no one nothing nowhere 　　然后告诉学生这些词都是由some，any或no与body，thing，one或where构成的合成词，一般情况下，somebody, something, somewhere用于肯定句，而anybody, anything, anywhere用于否定句、疑问句及条件句中。如：　　(1)I can see something on the wall. Is it a new painting?　　(2) Somebody is knocking at the door. Go and have a look.　　(3) Yesterday Han Mei found her pen somewhere. Now she still doesn’t know who put it there.　　(4) Can you hear anything in the next room? Somebody is crying.　　（5) –Is there anybody running on the playground? 　　　　–Yes, it’s Wang Tong.　　(6) I can't see anybody in the teacher's office. But I must ask the teacher an important question.　　(7) They didn't go anywhere, because it was raining heavily. They played ping-pong in the classroom.　　但也有例外情况。当表达请求、建议、反对等肯定意图时，something, somebody等词也可用于疑问句形式。如：　　(8) – Is somebody coming this evening?　　　　–Yes, But I don’t know who’s coming.　　(9) Would you please give me something to eat? Certainly. Help yourself to anything in the ice box.　　教师可通过实物教学或创设情景教学，让学生在情景中学习并掌握不定代词或副词的运用。如教师可利用教室中的物品：box, bag等进行活动。 　　A: Can you see anything in the box?　　B: No, I can’t. It’s closed.　　C: I think there is something in it.　　B: I don’t think so. Let’s open it. Maybe there’s nothing in it.　　还可以出示图片假设情景：孩子们在春游，看见远处树丛中树叶晃动。 　　A: Look! Can you see anything over there?　　B: No, I can’t see anything.　　A: Nothing? Look carefully and you’ll see something in the trees.　　B: Sorry I can’t. Something is wrong with my eyes.　　A: There’s nothing wrong with your eyes, I think. Look again and you’ll see it.　　B: Oh, yes. Something is moving in the tree. It’s a yellow bird!　　巩固性练习：在学生了解不定代词基本用法的基础上指导学生做练习册第87页上的练习2，教师也可以适当补充一些课外练习来进一步加以巩固。 教学take和bring的用法　　take和bring都有“拿”和“带”的意思。学生在实际运用中容易混淆。一般来说take是把东西拿到离开说话人所说话的地方。表示“拿走”或“带走”。而bring则表示把东西拿到说话人所说话的地方，是“拿来”，“带来”的意思。用图表示： 　　教师可以设置一些具体的情景，让学生进行练习。如：　　A: Where’s your homework, Wang Ming?　　B: Sorry, I left it at home.　　A: Bring it here tomorrow.　　B: OK.　　A: By the way, whose chair is it?　　B: Our teacher's.　　A: Please help me take it to the teacher’s office.　　B: All right.　　A: Thanks a lot.　　B: You re welcome. 　　take sth．with sb．表示随身带走某物，bring sth．with sb．则表示随身带来某物。take sth．away表示拿走某物。试比较：　　It is going to rain, please take your raincoat with you.　　When you come here next time, please bring the raincoat with you. Please take the empty box away. 阅读训练　　本单元安排了两篇阅读短文，比较详尽地描述了孩子们在岛上的经历及所见所闻，情节跌宕起伏。初中学生有极强的好奇心，对课文内容一定很感兴趣。在组织学生阅读前，老师可以先解释一些难点，如no longer，all by oneself，not…until，look over等，为学生快速阅读扫除障碍。阅读后老师用"Yes" or "No"回答的一般疑问句提问学生，以加深他们对课文内容的理解。最后老师可以把按故事情节设置的幻灯片或简笔画展示给学生，让他们根据图示用英语讲出故事的主要情节。使阅读和口头训练有机地结合在一起，教学效果一定会更好。 教学指导　　1．本单元出现了不少常用的短语，必须要熟记并会运用。　　bring food for a picnic/be late for/had better not to do sth./have never been to/pull sth. out of/look I around/keep sth. cool/all by oneself/no longer/not. . .until/get sth. back/look over/run after( away)　　2．在老师的指导下，通过一定量的口头和书面训练，反复训练不定代词/副词something, anything, somebody, anybody, somewhere, anywhere的用法，熟练掌握不定代词和副词的用法，take和bring的用法。 能力训练点　　3．本单元的主题是“参观小岛（A visit to an island）”。在学生熟练掌握课文内容的基础上，老师可给学生提供一定量的词汇和短语，要求他们模仿课文内容写一篇游记性质的小短文。 复合不定代词、副词　　some-, any-, no-（no one例外）, every-与-one, -thing, -body, -where（副词）构成复合不定代词或副词。复合不定代词可以代替一般数量的名词，在句中作主语、宾语、表语等。　　一般情况下，some构成的复合不定代词，其作用和some相同，用于肯定句：any构成的复合不定代词用于否定或疑问句；no构成的复合不定代词其作用和any相同，用于否定句。如：　　I have something to tell you. 我有事要告诉你。　　He didn’t say anything at the meeting yesterday. 昨天在会上他没有发言。　　Everybody likes swimming. 每个人都喜欢游泳。　　使用复合不定代词、副词应注意以下几点：　　1．复合不定代词被形容词修饰时，复合不定代词要放在形容词之前。如：　　There’s something new in today’s paper. 今天的报纸上有些新内容。　　2．复合不定代词被动词不定式（短语）修饰时，不定式（短语）要后置。如：　　I have something to tell you.  我有些话要告诉你。　　3．复合不定代词在句中作主语时，谓语动词一般用单数形式。如：　　I hope everything goes well．我希望一切顺利。　　Nothing is too difficult for you in the world if you put your heart into it. 世上无难事，只怕有心人。　　4．复合不定代词作主语，变成反意疑问句时，要看不定代词是指人还是指物：指人时，附加问句的主语用they或he（人称与数一致）；指物时附加问句的主语要用it。如：　　Someone is knocking at the door, isn't he? 或aren't they?有人在敲门，对吗？　　Everything begins to grow in spring, doesn't it? 春季万物开始生长，对不对？　　5．含no的复合不定代词相当于“not + any的复合不定代词”。如：　　I saw nothing in the room. = I didn't see anything in the room．我在屋子里什么也没看见。　　6．复合不定副词在句中只能作状语，常放在句尾。如：　　I can't find it anywhere．我在什么地方都找不到它。　　[注意事项］通常情况下，含some-的复会不定代词、副词用在肯定句中，但在表示请求、建议等委婉说法的疑问句中，或期望得到肯定答复的疑问句中，也用some-，不用any-。如：　　Would you like something to drink？ 你想要些喝的吗？　　Can you find it somewhere?  你能在某个地方找到它吗？　　[练习]从下列各题后所给的选项中选择最佳答案填空。　　1. –Do you have _____to say for yourself? 　　　–Yes, it is this.　　A. something    B. anything   C. everything   D. nothing　　2. –Everyone is here today, _____? 　　　 –No, Han Mei isn’t here. She’s ill.　　A. isn't it       B. isn't he   C. are they     D. isn’t everyone　　3. There’s _____with his eyes. He’s OK.　　A. anything wrong   B. wrong something   C. nothing wrong   D. wrong nothing　　4. Everything _____ready. We can start now.　　A. are      B. is      C. be     D. were　　5. What about_____? I’m so hungry.　　 A. anything to eat    B. to eat something   C. something to eat   D. to eat anythingKeys: 1-5 BBCBC 疑难解析　　1. Are you coming with us? 你和我们一起去吗？　　这是现在时表示将来动作的用法。英语中类似come，go，fly, arrive, leave, start等表示位置移动的动词的现在进行时态可用来表示按计划安排将要发生的事。如：　　My father is going to Shanghai tomorrow. I’m going to see him off at the station.　　John is coming here next week and will stay here until May. So he is coming to see us the day after tomorrow.　　I'm seeing her tomorrow. She’s in hospital.　　What are you doing next Saturday? We’re going to visit a museum.　　2. Which island shall we go to first？我们先去哪个岛？　　句中的介词to不可以省略。从语法逻辑看，which island作后面动词的宾语。而go是不及物动词，不能直接跟宾语，只有加上介词to才能与which island构成完整的动宾搭配。类似的还有wait for等。如：　　–Who are you waiting for？　　–I’m waiting for you. May I have a talk with you?　　3. We’ve never been there before.我们以前从未去过那儿。　　have been to+地点表示“曾经去过某地(现在已回来)。have gone to+地点表示“某人去某地了(现在不在这儿)”。如：　　(1) —Where have you been? 你去过哪里?　　　  —I have been to Shanghai. 我去过上海。　　(2) —Where is she? 她去哪儿了?　　　　—She has gone to the library. 她去图书馆了。　　4. We’re all by ourselves.就我们这些人。　　by oneself 意思是“单独的，独自的”。all修饰by oneself，起加强语气的作用。如：　　I learned English all by myself. My teacher is the recorder.　　5. The picnic basket was no longer under the tree. 　　no longer 表示“不再”，与not…any longer同义，强调时间。no more也表示“不再”，与not…any more同义，强调数量。原句还可以说为：The picnic basket wasn’t under the tree any longer. 如：　　I don’t want wine any more. It’s more than enough.　　6. Sooner or later you’ll find it somewhere. 　　句中的sooner or later意思是“迟早”，其中and前后的sooner和later为互为反义词。英语中这种短语还有一些，下面几组比较常见：　　back and white 白纸黑字  every now and then 不时，时时　　here and there 到处   off and on断断续续　　days and nights 日日夜夜  more or less或多或少　　7. As they were very hungry，they ate up all the food soon. 因为他们很饿，所以他们很快就把食物吃光了。　　1）as引导一个原因状语从句。它与because的区别是：前者表示的原因只是附带说明，无强调客观之意，不能回答why提出的问题；后者着重强调客观原因，用于回答why提出的问题。例如：　　We all like her as she is kind. She’s kind to everybody.　　As it was dark, he had to go home. Or his mother would be worried.　　2）eat up意思是‘吃光”。up与某些动词连用时，表示“完全，彻底”的意思。常见的几个词组有：drink up喝光；use up用完；clean up除掉，把……收拾干净。如：　　Please eat up your chicken. You need to eat more as a big boy.　　Drink up your milk before you go to school. It’ll do good to you.　　8. Children took them back to the boat. 孩子们把它们带回船上。　　take back为动副词组。在“动词 + 副词”短语中，当人称代词充当它的宾语时，人称代词不能置于副词之后，只能放在动词和副词之间。类似的短语还有look over，wake up，get back，put on等。如：　　Please wake me up tomorrow morning. I’ll have to get to school half an hour earlier. 教学目标 知识技能目标　　l．熟练运用本单元的日常交际用语，特别是“推测”的表示法，以及有关距离的表达法。　　2．掌握由some-, any-, no-, every，等与body. one , thing, where构成的不定代词、副词的用法及特殊表达法。　　3．掌握一些反义词的用法特别是take与bring, borrow与lend。知识目标：1．重点词汇　　island, farther, farthest, somewhere, land, pull, out of, cool, anybody, ourselves, all by oneself, perhaps, happily, lots of, no longer, cry, get back, too … to…, anywhere, solve, believe, everybody, sooner or later, drop, run away, as, eat up, bank, circle2．日常交际用语汇　　(1) Are you coming with us tomorrow?　　(2) Shall we bring food for a picnic?　　(3) Don't be late. I'll be there on time.　　(4) I feel a little afraid.　　(5) Don't be afraid.　　(6) Is everything OK?3．重点句型　　(1) Can't you hear anything?　　(2) There's somebody/something/nobody there.　　(3) It's too heavy to carry.　　(4) The picnic basket was no longer under the tree.　　(5) We won't go until we get it back again.　　(6) It's time to go home now, or we'll be late.4．语法不定代词/副词的用法；　　动词take和bring的区别。情感态度目标　　1．本单元所讲的故事情节带有很强的趣味性和悬念性，使读者的心态随着孩子们的心态变化而变化，扣人心弦，从而领会到文章情节安排的巧妙。　　2．通过对孩子们参观小岛过程的描述，可使我们欣赏到奇特的小岛风光。通过本单元教学培养学生独立生活的能力。遇事要沉着冷静、胆大心细、善于思考。   教学建议 教学内容分析　　本单元的教学核心是关于孩子们参观小岛（A visit to an island）的这件事。围绕这个核心安排了三个对话和两篇短文，集中反映了孩子们上岛前所做的准备工作（约会、带食品、约定出发的时间，讨论去哪一个岛等）及在岛上的所见所闻，情节跌宕起伏，有一定的传奇色彩。在整个内容的安排中引出了本单元要学习的功能项目“推测”（Conjecture）、求助（Calling for help）和动词take，bring的区别及不定代词和不定副词的用法。　　在第73课中有两段对话，主要描述孩子们在上岛前所做的准备工作及讨论去哪一个岛。从而引出英语中表示距离远近的表达法。如：Why don’t we go to the farther one?/ How about the farthest one？/The smaller one is nears．这两段对话为下节课做了内容上的铺垫。　　第74课和第75课的第一部分及第76课的第一部分事实上是一个故事的整体，具体描绘了孩子们在岛上的所见所闻，表现了孩子们新奇、紧张、害怕交叉在一起的复杂心情。第76课中关于一群猴子企图偷吃篮子里食物的一段描写颇为生动。第75课的第二、三部分着重练习不定代词和不定副词的用法。第76课的第四部分是提示性的写作训练。主要是对课文的模仿和对所学内容的实际运用。教师可以作一些适当的解释。第五部分是一首小诗。 重难点及疑点分析　　重难点：　　1. no longer= not any longer, not any more. no longer与系动词be连用时置于系动词be的后面，与行为动词连用时放在行为动词的前面，如：　　1) He is no longer a worker. = He isn't a worker any longer/any more. He’s an engineer now.　　2) He no longer lives here. = He doesn't live here any longer/any more. He’s living in another city.　　2.There’s something wrong with your ears.　　There + be + something/nothing wrong with. . .是一个固定的句型，意思是“…出/没毛病（问题）。它的同义句是Something/Nothing + be wrong with. . .如：　　1) There is something wrong with your computer. = Something is wrong with your computer. It’s not working now.　　2) There is nothing wrong with the new bike. = Nothing is wrong with the new bike. It’s quite OK.　　疑点：　　1.短语too…to　　too…to句型的意思是“太……以致不能……”，too是副词，后面接形容词或副词，to是动词不定式的标志，后接动词原形。该句型虽然没有否定词not或no，但具有否定的意义。若需要加上人称，则在不定式之前加for sb。如：　　1) The sentence is too difficult to understand. Please give me an easy one.　　2) These apples are too high for us to reach. We’d better get a ladder.　　2.We'd better not go there. It’s too far from here.　　had better后面接动词原形，其否定形式是had better no+动词原形。had不受人称限制，不可以说have／has better。如：　　Girls had better not go out at night. They had better stay at home.　　2. We’ve never been there before.　　该句型 have; has been to+地点名词表示某人曾去过某地，现在已离开那个地方或已回来。若地点是副词则“to”省略。如：　　We have never been to Shanghai. But they have been there for three times. They can tell us a lot about Shanghai.　　3. We won't go until we get it back again!　　本句中的until作连词，引导一个时间状语从句。not…until意为“直到……才”，“在……之前不……”，主句中的谓语动词一般是非延续性动词，如leave，finish，begin，go，start等，until引导的时间状语从句中将来时用一般现在时表示。如：　　They won't leave their school until their teacher returns. They will ask the teacher many questions until they are able to do these exercises. 口语训练　　本单元的口语训练主要包括两项内容①表示距离远近的用法。②不定代词和副词的用法。　　1．表示距离远近的用法　　在学生熟练掌握第73课第二部分内容的基础上，先回忆一下以前学生用书中所出现的一些有关距离的表示法。如How far is it？/ Is it far？/ It’s/quite near．／It’s about…kilometers farthest（furthest）等。同时复习一下far这个词的不规则比较级形式和最高级形式。far→farther（further）→farthest（furthest），告诉学生near（close）的比较级和最高级形式的变化是规则的。老师可以给学生一些提示，让学生相互之间展开由易到难的练习。　　（1）编制一些简单的问句问学生。如：　　How far is it from your home to school? Is it near from your home to your uncle’s? Is our school far from People Park? Where’s the shopping center?等。　　（2）编制一段对话。如：　　Lucy: Hi, Li Lei! Where are you going this summer holiday?　　Li Lei: My father will take me to Nanjing.　　Lucy: How wonderful! Nanjing is an old but beautiful city. How far is it from here?　　Li Lei: It's about 360 kilometres. What about you?　　Lucy: I’m going to Shanghai with my uncle to see my grandfather. He works there.　　Li Lei: How far is it from here? Is it nearer or farther than Nanjing?　　Lucy: It's nearer. It's about 180 metres.　　A: Which city do you like best, Qingdao, Nanjing or Hangzhou?　　B: I like Hangzhou best.　　A: Is Hangzhou near here?　　B: No, It’s far from here. It’s about 210 kilometres away.　　A: What about Nanjing?　　B: It's farther. It’s 600 kilometres away.　　A: And Qingdao?　　B: It’s the farthest. It’s nearly 1000 kilometres away.　　2．不定代词和副词的用法　　在第74课及第75课中出现了不定代词和副词的用法。在第75课中更为集中，首先对一些不定代词作一些归纳。列表如下： somebody someone something somewhere anybody Anyone anything anywhere nobody no one nothing nowhere 　　然后告诉学生这些词都是由some，any或no与body，thing，one或where构成的合成词，一般情况下，somebody, something, somewhere用于肯定句，而anybody, anything, anywhere用于否定句、疑问句及条件句中。如：　　(1)I can see something on the wall. Is it a new painting?　　(2) Somebody is knocking at the door. Go and have a look.　　(3) Yesterday Han Mei found her pen somewhere. Now she still doesn’t know who put it there.　　(4) Can you hear anything in the next room? Somebody is crying.　　（5) –Is there anybody running on the playground? 　　　　–Yes, it’s Wang Tong.　　(6) I can't see anybody in the teacher's office. But I must ask the teacher an important question.　　(7) They didn't go anywhere, because it was raining heavily. They played ping-pong in the classroom.　　但也有例外情况。当表达请求、建议、反对等肯定意图时，something, somebody等词也可用于疑问句形式。如：　　(8) – Is somebody coming this evening?　　　　–Yes, But I don’t know who’s coming.　　(9) Would you please give me something to eat? Certainly. Help yourself to anything in the ice box.　　教师可通过实物教学或创设情景教学，让学生在情景中学习并掌握不定代词或副词的运用。如教师可利用教室中的物品：box, bag等进行活动。 　　A: Can you see anything in the box?　　B: No, I can’t. It’s closed.　　C: I think there is something in it.　　B: I don’t think so. Let’s open it. Maybe there’s nothing in it.　　还可以出示图片假设情景：孩子们在春游，看见远处树丛中树叶晃动。 　　A: Look! Can you see anything over there?　　B: No, I can’t see anything.　　A: Nothing? Look carefully and you’ll see something in the trees.　　B: Sorry I can’t. Something is wrong with my eyes.　　A: There’s nothing wrong with your eyes, I think. Look again and you’ll see it.　　B: Oh, yes. Something is moving in the tree. It’s a yellow bird!　　巩固性练习：在学生了解不定代词基本用法的基础上指导学生做练习册第87页上的练习2，教师也可以适当补充一些课外练习来进一步加以巩固。 教学take和bring的用法　　take和bring都有“拿”和“带”的意思。学生在实际运用中容易混淆。一般来说take是把东西拿到离开说话人所说话的地方。表示“拿走”或“带走”。而bring则表示把东西拿到说话人所说话的地方，是“拿来”，“带来”的意思。用图表示： 　　教师可以设置一些具体的情景，让学生进行练习。如：　　A: Where’s your homework, Wang Ming?　　B: Sorry, I left it at home.　　A: Bring it here tomorrow.　　B: OK.　　A: By the way, whose chair is it?　　B: Our teacher's.　　A: Please help me take it to the teacher’s office.　　B: All right.　　A: Thanks a lot.　　B: You re welcome. 　　take sth．with sb．表示随身带走某物，bring sth．with sb．则表示随身带来某物。take sth．away表示拿走某物。试比较：　　It is going to rain, please take your raincoat with you.　　When you come here next time, please bring the raincoat with you. Please take the empty box away. 阅读训练　　本单元安排了两篇阅读短文，比较详尽地描述了孩子们在岛上的经历及所见所闻，情节跌宕起伏。初中学生有极强的好奇心，对课文内容一定很感兴趣。在组织学生阅读前，老师可以先解释一些难点，如no longer，all by oneself，not…until，look over等，为学生快速阅读扫除障碍。阅读后老师用"Yes" or "No"回答的一般疑问句提问学生，以加深他们对课文内容的理解。最后老师可以把按故事情节设置的幻灯片或简笔画展示给学生，让他们根据图示用英语讲出故事的主要情节。使阅读和口头训练有机地结合在一起，教学效果一定会更好。 教学指导　　1．本单元出现了不少常用的短语，必须要熟记并会运用。　　bring food for a picnic/be late for/had better not to do sth./have never been to/pull sth. out of/look I around/keep sth. cool/all by oneself/no longer/not. . .until/get sth. back/look over/run after( away)　　2．在老师的指导下，通过一定量的口头和书面训练，反复训练不定代词/副词something, anything, somebody, anybody, somewhere, anywhere的用法，熟练掌握不定代词和副词的用法，take和bring的用法。 能力训练点　　3．本单元的主题是“参观小岛（A visit to an island）”。在学生熟练掌握课文内容的基础上，老师可给学生提供一定量的词汇和短语，要求他们模仿课文内容写一篇游记性质的小短文。 复合不定代词、副词　　some-, any-, no-（no one例外）, every-与-one, -thing, -body, -where（副词）构成复合不定代词或副词。复合不定代词可以代替一般数量的名词，在句中作主语、宾语、表语等。　　一般情况下，some构成的复合不定代词，其作用和some相同，用于肯定句：any构成的复合不定代词用于否定或疑问句；no构成的复合不定代词其作用和any相同，用于否定句。如：　　I have something to tell you. 我有事要告诉你。　　He didn’t say anything at the meeting yesterday. 昨天在会上他没有发言。　　Everybody likes swimming. 每个人都喜欢游泳。　　使用复合不定代词、副词应注意以下几点：　　1．复合不定代词被形容词修饰时，复合不定代词要放在形容词之前。如：　　There’s something new in today’s paper. 今天的报纸上有些新内容。　　2．复合不定代词被动词不定式（短语）修饰时，不定式（短语）要后置。如：　　I have something to tell you.  我有些话要告诉你。　　3．复合不定代词在句中作主语时，谓语动词一般用单数形式。如：　　I hope everything goes well．我希望一切顺利。　　Nothing is too difficult for you in the world if you put your heart into it. 世上无难事，只怕有心人。　　4．复合不定代词作主语，变成反意疑问句时，要看不定代词是指人还是指物：指人时，附加问句的主语用they或he（人称与数一致）；指物时附加问句的主语要用it。如：　　Someone is knocking at the door, isn't he? 或aren't they?有人在敲门，对吗？　　Everything begins to grow in spring, doesn't it? 春季万物开始生长，对不对？　　5．含no的复合不定代词相当于“not + any的复合不定代词”。如：　　I saw nothing in the room. = I didn't see anything in the room．我在屋子里什么也没看见。　　6．复合不定副词在句中只能作状语，常放在句尾。如：　　I can't find it anywhere．我在什么地方都找不到它。　　[注意事项］通常情况下，含some-的复会不定代词、副词用在肯定句中，但在表示请求、建议等委婉说法的疑问句中，或期望得到肯定答复的疑问句中，也用some-，不用any-。如：　　Would you like something to drink？ 你想要些喝的吗？　　Can you find it somewhere?  你能在某个地方找到它吗？　　[练习]从下列各题后所给的选项中选择最佳答案填空。　　1. –Do you have _____to say for yourself? 　　　–Yes, it is this.　　A. something    B. anything   C. everything   D. nothing　　2. –Everyone is here today, _____? 　　　 –No, Han Mei isn’t here. She’s ill.　　A. isn't it       B. isn't he   C. are they     D. isn’t everyone　　3. There’s _____with his eyes. He’s OK.　　A. anything wrong   B. wrong something   C. nothing wrong   D. wrong nothing　　4. Everything _____ready. We can start now.　　A. are      B. is      C. be     D. were　　5. What about_____? I’m so hungry.　　 A. anything to eat    B. to eat something   C. something to eat   D. to eat anythingKeys: 1-5 BBCBC 疑难解析　　1. Are you coming with us? 你和我们一起去吗？　　这是现在时表示将来动作的用法。英语中类似come，go，fly, arrive, leave, start等表示位置移动的动词的现在进行时态可用来表示按计划安排将要发生的事。如：　　My father is going to Shanghai tomorrow. I’m going to see him off at the station.　　John is coming here next week and will stay here until May. So he is coming to see us the day after tomorrow.　　I'm seeing her tomorrow. She’s in hospital.　　What are you doing next Saturday? We’re going to visit a museum.　　2. Which island shall we go to first？我们先去哪个岛？　　句中的介词to不可以省略。从语法逻辑看，which island作后面动词的宾语。而go是不及物动词，不能直接跟宾语，只有加上介词to才能与which island构成完整的动宾搭配。类似的还有wait for等。如：　　–Who are you waiting for？　　–I’m waiting for you. May I have a talk with you?　　3. We’ve never been there before.我们以前从未去过那儿。　　have been to+地点表示“曾经去过某地(现在已回来)。have gone to+地点表示“某人去某地了(现在不在这儿)”。如：　　(1) —Where have you been? 你去过哪里?　　　  —I have been to Shanghai. 我去过上海。　　(2) —Where is she? 她去哪儿了?　　　　—She has gone to the library. 她去图书馆了。　　4. We’re all by ourselves.就我们这些人。　　by oneself 意思是“单独的，独自的”。all修饰by oneself，起加强语气的作用。如：　　I learned English all by myself. My teacher is the recorder.　　5. The picnic basket was no longer under the tree. 　　no longer 表示“不再”，与not…any longer同义，强调时间。no more也表示“不再”，与not…any more同义，强调数量。原句还可以说为：The picnic basket wasn’t under the tree any longer. 如：　　I don’t want wine any more. It’s more than enough.　　6. Sooner or later you’ll find it somewhere. 　　句中的sooner or later意思是“迟早”，其中and前后的sooner和later为互为反义词。英语中这种短语还有一些，下面几组比较常见：　　back and white 白纸黑字  every now and then 不时，时时　　here and there 到处   off and on断断续续　　days and nights 日日夜夜  more or less或多或少　　7. As they were very hungry，they ate up all the food soon. 因为他们很饿，所以他们很快就把食物吃光了。　　1）as引导一个原因状语从句。它与because的区别是：前者表示的原因只是附带说明，无强调客观之意，不能回答why提出的问题；后者着重强调客观原因，用于回答why提出的问题。例如：　　We all like her as she is kind. She’s kind to everybody.　　As it was dark, he had to go home. Or his mother would be worried.　　2）eat up意思是‘吃光”。up与某些动词连用时，表示“完全，彻底”的意思。常见的几个词组有：drink up喝光；use up用完；clean up除掉，把……收拾干净。如：　　Please eat up your chicken. You need to eat more as a big boy.　　Drink up your milk before you go to school. It’ll do good to you.　　8. Children took them back to the boat. 孩子们把它们带回船上。　　take back为动副词组。在“动词 + 副词”短语中，当人称代词充当它的宾语时，人称代词不能置于副词之后，只能放在动词和副词之间。类似的短语还有look over，wake up，get back，put on等。如：　　Please wake me up tomorrow morning. I’ll have to get to school half an hour earlier. Lesson 73教学设计方案 Teaching Objectives: Enable the students to make suggestions and respond to suggestions; grasp the language points in the dialogues, especially the three forms of adjectives. Language Focus: bring food for a picnic, be there on time, We’d better not do. ...We’ve never been there before, island, far( farther, farthest)Properties: Tape-recorder, A picture, Overhead projectorTeaching Procedures:　　I. Organizing the class　　Ask the students to get ready for class. Greetings between the teacher and the students and a duty report.　　II. Revision　　1. Check homework.　　2. Write the days of the week on the blackboard. Tell the students to choose an activity for each day. Give an example; “Let’s go shopping on Saturday!” Get the students to respond “Good idea!” or “I’m sorry. I’m not free.” etc. Ask the students to make more suggestions using “Let’s, Shall we. . ., Why don’t we..., How about. . . ?”　　Write down the different activities for each day.For example: 　　T: Then do the practice.　　III. Read and act　　1. Play the tape for the first dialogue. Ask the students the following questions.　　(1) Where are Bruce and Bill going at the weekend?　　(2) What are they going to bring?　　(3) When and where will they meet?　　2. Help the students to answer the questions and let them guess the meaning of “picnic”.　　3. Ask the students to listen to the dialogue again and retell the dialogue.　　4. Emphasize the language points: food for a picnic, be there on time, Don’t be late.　　5. Ask the students to read the dialogue after the tape.　　6. Pair work: Let the students work in pairs to act out the dialogue.　　IV. Presentation　　1. Show the students a picture like the one in the book and talk about the picture. Teach the word “island/5ail[nd/”　　2. Get the students to give as much information as they can.　　(1) How many islands can you see?　　(2) Which is nearer? Which is farther? Which is the farthest?　　(3) Where are the children?　　(4) Where are they going?　　(5) How many children are there in the boat? etc.　　V. Practice　　T: Ask three students (A, B and C) to come to the front and to stand one next to each other, close to the teacher, like this:　　T________A________B________C　　Help the students to talk about the distance, using near, nearer, nearest and far, farther, farthest.　　VI. Read and act　　1. Play the tape for the second dialogue and ask the students to find the answers to the following questions.　　(1) Which island will they go to?　　(2) Do the children agree with each other?　　2. Help the students to answer the questions.　　3. Play the tape again and ask the students to retell the dialogue.　　4. Ask the students to pay attention to ways of making suggestions:　　Let’s. . . ,Why don’t. . . ,How about. . . ,We’d better not. . . .　　5. Ask the students to read the dialogue after the tape.　　6. Practise the dialogue in pairs and ask some pairs to act it out.　　VI. Exercises in class用所给词的适当形式填空。　　1. Who looks ________, Tom or Jack? (old)　　2. This bike is cheap, but that one is________. (cheap)　　3. This picture is _________ of the three. (good)　　4. Now the farmers are _________ than before. (busy)　　5. Which of the two cities is _________ away? (far)　　6. China is one of_________ countries in the world. (large)　　7.Things are getting ________ than before, (bad)　　8. It is much _________ today than yesterday, isn’t it? (hot)Keys: 1.older  2.cheaper  3.the best  4.busier  5.farther  6.the largest  7.worse  8.hotter　　VII. Homework　　1. Make a dialogue, making suggestions to do something and giving responses.　　2. Finish exercises on page 85.　　3. Recite the dialogues in the book.　　IX. Summary　　1. 我们带上野餐食物吗？  　　_________ we ________ _________ _________ a picnic?　　2. 别迟到。　　Don’t ________ ________.　　3. 我将按时到好儿。　　I’ll________ _________ ________ _______.　　4. 为什么我们不先去远一点的岛？　　________ _________ we go to _________ _________ island?　　5. 最远的那个岛怎么样？它更有意思。　　_________ _________ _________ _________ island? It’s _________ _________.　　6. 我们最好别去那儿。　　We ________ ________ ________ go there.　　7. 小一点儿的岛更近，而且我们以前也未去过。　　_________ _________ island is ________, and we ________ _________ _________ ______. Keys: 1.Shall, bring food for  2.be late  3.be there on time  4.Why don’t, the farther How/What about the farthest, more interesting  6.had better not  7.The smaller, nearer, have never been there before　　X. Writing on blackboard Lesson 73 Drills　　　　　　　　　　　　　　　Ask and answer1. Shall we bring food for a picnic?   1. How many islands can you see?2. I’d love to.　　　　　　　　　　　2. Which is nearer? /farther? /farthest?3. Don’t be late (for. . . ) 　　　　3. Where are the children?4. Which island shall we go to first? 　4. How many children are there in the boat?5. How about the farthest one?　5. Why will the children go to the smaller island?6. We had better not go there.7. No problem.     Lesson 73多媒体教学设计方案 Teaching Objectives: 　　1.Revise making suggestions and respond to suggestions;　　2.Grasp the language points in the dialogues, especially the three forms of adjectives；　　3.The expressions of distance.Language Focus: 　　bring food for a picnic, be there on time, We’d better not do. ...We’ve never been there before, island, far (farther, farthest)Teaching Procedures:导入：　　（录像演示）复习以前的表达提建议和应答用语引入本课Read and act部分：孩子们约定上岛。新课：　　Presentation　　（图片）教学新单词：island。　　Read and act　（录像演示）观看情景对话，让学生了解对话的内容。然后问学生关于对话的几个问题：　　1. Where are Bruce and Bill going at the weekend?　　2. What are they going to bring?　　3. When and where will they meet?分析对话中的语言点：辨析bring和take的用法差异：　　bring表示“带来、拿来”，指从别处朝说话人所在的地方“带来”。与bring相对应的词是take，表示“带走，拿走”，指从说话人所在的地方“拿走”。如：　　Bring your homework here tomorrow, please. 明天请把你的家庭作业带来。　　Take it away, please. 请把它拿走。辨析on time 和 in time　　on time = to arrive at the right, exact moment, at the time agreed, 意思是“按时，准时”，指按规定的时间到达，不迟到。如：　　(1) I hope the train will leave the station on time.我希望火车能准时发车。　　(2) The meeting will start at ten tomorrow morning. Please be on time. 明天十点开会，请准时到。　　in time = to arrive before something happens，意思是“及时，及早”，指没有错过。如：　　(1) We got to the station in time for the train. 我们到达火车站正好(及时地)赶上了火车。　　(2) The doctor came in time to save the child. 医生及时到达救治了孩子。　　Presentation　　（图片）让学生看着图，比较图中三个岛的距离远近教学单词farther和farthest。然后让学生回答下列问题：　　How many islands can you see?　　Which is near?　　Which is farther/the farthest?　　Where are the children?　　What are they doing?　　利用物体的位置表达距离的远近的表达法。　　Read and act　　(录像演示) 让学生观看对话，找出：Which island will they go to?（Key: the nearest/smallest island）　　（学生活动）找出表示提建议的表达法：　　Let’s. . . ,Why don’t. . . ,How about. . . ,We’d better not. . . .　　（课件演示）Read the dialogue　　（学生活动）Practise the dialogue 展示图片让学生根据图片表演对话。　　Practise　　Answer the questions:　　1.Where are the children going?　　2. When and where are they going to meet?　　3. Which island are the children going to?　　4. Have they been there before/　　5. Do you often go out for fun at weekends?Exercises用所给词的适当形式填空。　　1. Who looks ________, Tom or Jack? (old)　　2. This bike is cheap, but that one is________. (cheap)　　3. This picture is _________ of the three. (good)　　4. Now the farmers are _________ than before. (busy)　　5. Which of the two cities is _________ away? (far)　　6. China is one of_________ countries in the world. (large)　　7.Things are getting ________ than before, (bad)　　8. It is much _________ today than yesterday, isn’t it? (hot)Keys: 1.older  2.cheaper  3.the best  4.busier  5.farther  6.the largest  7.worse  8.hotter Homework　　1. Make a dialogue, making suggestions to do something and giving responses.　　2. Finish exercises on page 85.　　3. Recite the dialogues in the book.　　4. Finish off the workbook exercises. Lesson 74教学设计方案 Teaching Objectives; Enable the students to understand the passage and grasp the language points in the text; retell the passage.Language Focus:　　pull. . .out of, alone, take. . .back to, pull. . .up from, all by ourselves, not. . .until, push, feel a little afraid, no longer. Don't be afraid.Properties: Tape recorder. Pictures, Overhead projectorTeaching Procedures:　　I. Organizing the class　　1. Ask the students to get ready for class.　　2. Greetings between the teacher and the students.　　3. A duty report.　　II. Revision　　Get some students to perform the dialogues of Lesson 73 and the dialogues made by themselves for homework.　　III. Leading-in　　1. Ask the students which island did the children go to?　　2. Ask some pre-reading questions:　　(1) Do you like to go to strange places? Why?　　(2) What do you think will happen on the island?　　(3) How do you feel when you're alone somewhere? Are you afraid?　　(4) Describe the picture in the book in details.　　3. Get the students to discuss and answer the above questions.　　IV. Read and act　　1. Ask the students to read the passage silently, bearing the following questions in mind:　　(1) Why did they put the picnic basket under a big tree?　　(2) Does anybody live on the island?　　(3) Who took away their picnic basket?　　2. Get the students to answer the reading comprehension questions.　　3. Play the tape for the students to practise reading aloud.　　4. Practice　　(1) Divide the class into seven teams. One of them plays the part of a narrator. The others play Ah Fang, Ann, Lucy, Jim, Kate and Bruce.　　(2) Read the passage in roles.　　(3) The students work by themselves and try to retell the passage.　　(4) Call 2 ~ 3 students to retell the passage.　　V. Teaching language points　　1. pull. . . out of←→pull. . . into　　(1)The children pulled the boat out of the river together.　　（2) The circus pulled out of (= leave/left) the park tonight.　　2. pull. . .up from　　They pulled the boat up from the river.　　3. get/keep + adj.　　(1) Your hair gets grey as you get older.　　(2) It gets cooler and cooler when autumn comes.　　(3) We put the ice cream in the refrigerator to keep it cool.　　(4) Doing more sport can keep you healthy.　　4. alone/lonely　　(1) Although he is alone at home, he doesn't feel lonely.　　(2) When my husband isn't with me for a long time, I feel lonely.　　(3) The old man likes to stay alone.　　5. by oneself　　(1) His parents often leave him to stay by himself, because they are always busy with their work.　　(2) Can you do it all by yourself?　　(3) He learned English all by himself.　　(4) Senior students should know how to learn by themselves.　　(5) They finished building the road all by themselves.　　6. go for a walk　　(1) They often go out for a walk after supper.　　(2) Going for a walk is a kind of sport.　　7. pick bananas →pick + fruit　　8. no longer = not. . . any longer; not. . . any more　　(1)She no longer works in that factory. = She doesn’t work in that factory any more/longer.　　(2) I can no longer help you.　　(3) I no longer live there.　　(4) We’re no longer students.　　9. not. . . until　　(1)I don't know it until you tell me. = I know it after you tell me.　　(2)We won't start until Jim comes. = We'll start after Jim comes.　　(3)He didn't arrive until ten o'clock. = He arrived after ten o'clock.　　(4)I didn't go home until the rain stopped.　　(5)I wasn't asleep until eleven o'clock last night.　　VI. Exercises in class　　根据句意在空格上填入适当的词。　　1. It’ hot today. The children go out for a picnic. They want to keep the food _________, so they put the picnic basket under a tree so that the food won't get_________.　　2. The children pulled the boat ________ ________ the water and looked ________ the island.　　3. It’s great that we re all by ________ and nobody will disturb us.　　4. The teacher asked the monitor to take the exercise books _________ _________ his office.　　5. I feel a little _________ when I'm _________ at home at night.Keys: 1 cool, hot  2.up from/out of, around  3.ourselves  4.back to  5.afraid, alone　　VII. Homework　　1. Finish exercises on page 86.　　2. Make sentences with “no longer, not. . .until, alone/lonely, get/keep + adj. and by oneself”.　　3. Read the passage.　　VIII. Summary 　　     Keys: 1.C(pick)  2.C(for a walk)  3.C(be afraid)  4.A(lonely)  5.A(push)  6.A(no longer) 7. A( didn’t get up)　　IX. Writing on blackboard Lesson 74 Are We Alone? Language points           Ask and answer 1. pull. . . out of    1. Why did they put the picnic basket under a big tree? 2. pull. . . up from   2. Does anyone live on the island? 3. get/keep + adj.   3. Who took away their picnic basket? 4 .alone/lonely    4. How do you feel when you' re alone somewhere? Are you 　　　　　　　　　　　afraid? 5. by oneself 6. go for a walk 7. pick bananas/pick fruit 8. no longer = not. . . any longer; 9. not…until  Lesson 75　教学设计方案 Teaching Objectives: Enable the students to grasp the usage of indefinite pronouns.Language FOCUS: Indefinite pronouns= anything/something/nothing/everything, nobody/any /somebody/everybody, anyone/someone/everyone, anywhere/somewhere/everywhere     solve problems, sooner or later, too. . .toProperties: Tape-recorder, Overhead projectorTeaching Procedures:　　I. Organizing die 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 2 ~ 3 students to talk about the text learned in the last period, using their own words.　　III. Leading-in　　1. Help the students to use their imagination to think: What happened to the children’s picnic basket? Are they alone on the island?　　2. Ask the students to talk about the picture at the top of page 23.　　IV. Dialogue practice　　1. Play the tape for the dialogue and ask the students to repeat each sentence they hear.　　2. Ask the students to read the dialogue after the tape.　　3. Pair work: Ask the students to work in pairs and make dialogues with the given words in the box.　　4. Point out “anything” “something” “nobody” and “somebody” and ask the students to find out how to use them.　　5. Help the students to make sentences with the indefinite pronouns.　　6. Ask the students to recite the dialogue in pairs.　　V. Puzzle dialogues　　1. Ask the students to finish the puzzle dialogues exercises by themselves.　　2. Check the answers with the students.　　VI. Teaching language points　　1. too.. .to　　(1) The ice is too thin for us to skate on.　　(2) It’s never too old to learn.　　(3) After running 1500 metres, he was too tired to breathe.　　2. solve problems→answer questions　　　Can you solve these problems?　　3. sooner or later　　(1) Sooner or later, you’ll realize the importance of English.　　(2) Sooner or later, you’ll be glad of it.　　(3)I’ll tell you, sooner or later, the fact of that thing.　　VII. Read and say　　1. Play the tape and ask the students to repeat each sentence they hear.　　2. Ask the students to suppose they were the people in the picture at the bottom of Page 23 and make a dialogue.　　3. Ask the students to read the dialogue after the tape.　　VIII. Exercises in class　　1. He got up at 8:00.He didn’t catch the bus. (用too. . .to改写)　　2. Can you hear anything? (改为否定疑问句)　　3. I can hear something. (改为否定句)　　4. I can find it somewhere. (改为否定句)　　5. Somebody is sick. (改为疑问句)　　6.They’re playing a game. (画线提问)Keys:　　1. He got up too late to catch the bus.　　2. Can’t you hear anything?　　3. I can’t hear anything.　　4. I can’t find it anywhere.　　5. Is anybody sick?　　6. What are they doing?　　IX. Homework　　1. Finish exercises on page 87.　　2. Make a dialogue, using the affirmative, interrogative and negative forms of indefinite pronouns.　　3. Recite the first dialogue of Lesson 75.　　X. Summary　　选择能在意思上解释画线部分的正确答案。(     )1. The children are not alone.　　　 A. by themselves         B. lonely         C. happy(    )2.There’s nobody else on the island.　　　 A. not anybody          B. somebody      C. everybody(    )3.Who can solve this problem?　　　A. difficulty             B. question       C. answer(    )4. No one is sick.　　　A. fine                 B. ill            C. sad(    )5. Sooner or later, you’ll find it somewhere.　　　 A. Soon               B. Later         C. Someday in the futureKeys: 1.A  2.A  3.A  4.B  5.CXI. Writing on blackboard    Lesson 75 Drills  Indefinite; pronouns/adverbs        1. I can’t hear anything. = I can hear nothing.  Positive: something, somebody/     2. There is something wrong with. . . = 　　　　　　　　　　　　　　　　　　　something  someone, somewhere                is wrong with. . .  Negative: anything, anybody, nobody, anywhere Lesson 76教学设计方案 Teaching Objectives: Develop the students’ four skills of listening, speaking .reading and writing; Revise the whole unit.Language Focus: get back, run after, run away, eat up, drop/fall, bring/take/get/carry/fetchProperties: Tape-recorder. Overhead projectorTeaching Procedures:　　I. Organizing the class　　1. Ask the students to get ready for class.　　2. Greetings between the teacher and the students.　　3. A duty report.　　II. Revision　　1. Revise the knowledge learnt in the last period.　　2. Ask the students to say out the dialogue they prepared.　　III. Leading-in　　1. Remind the students going to the monkey island:　　(l) Do you still remember what happened to them?　　(2) Who took away their picnic basket?　　2. Ask the students to look at the picture in the book and discuss the picture in groups of four.　　3. Each group presents their opinions.　　IV. Reading　　1. Ask the students to go over the reading passage quickly and see whether their opinions are correct.　　2. Ask the student to answer the following reading comprehension questions.　　(1) Who took away the children’s basket?　　(2) Did they get their picnic basket back?　　(3) Can they go back home? Why or why not?　　3. Ask the students to read after the tape.　　4. Ask the students to work in groups and act out the passage.　　5. Ask the students to retell the passage.　　V. Teaching language points　　1. get. . . back　　The children got back their basket before the monkey ate up the food.　　2. run after sb./sth. = chase; try to catch　　The dog was running after a rabbit.　　run after = go after to get the attention of　　She runs after every good-looking man in the village.　　3. eat up　　He was so hungry that he ate up the food.　　4. drop and fall　　(1) drop可作vt. 而fall不能。表示无意或故意“掉下”某一物体，或故意“跌倒”时，用drop, 不用fall。　　①The Class 2 runner dropped his stick on the ground.　　②He dropped his shoes on the floor.　　③She was tired and dropped herself into the chair.　　(2)drop和fall都可作vi., 表示“掉下”，“落下”。　　①The glass dropped( fell) out of her hand.　　②He dropped( fell) to the ground.　　5.bring.take,get 和carry 的区别　　这几个词都有“拿”“带”等意思，但用法上有很大区别：　　(1) bring: 从别处把某人或某物“带来”或“拿来”。　　①He brought a friend with him.　　②Be sure to bring your textbook next time, will you?　　(2)take: 从这里把某人或某物“带走”“拿走”。　　①They took the man to hospital at once.　　②Take this empty box away and bring me a full one.　　(3)表示专程到别处去把某人或某物“带来”“请来”“拿来”“取来”，常用go and get. 　　①Go and get a doctor quickly.　　②Would you please go and get me some chalk?　　(4) carry：“携带”“提、扛、抱、抬、载运”，具负重含义，不表固定方向。　　①Let me carry this bag for you.　　②He was carrying a box on his shoulder.　　（5)fetch:接来人，取事物= go for and bring back(sb. or sth. )　　①Fetch a doctor at once.　　②Please fetch the children from school.　　VI. Listening practice　　1. Pre-listening　　Tell the students what they’re going to listen to.　　2. While-listening　　Ask the students to bear the listening comprehension questions on page 88 in mind.　　3. After-listening　　Check the comprehension questions.　　VII. Listening and Writing　　1. Ask the students to listen to the teacher and fill in the blanks on Page 24. (3 times)　　2. Check the answers.　　3. Ask the students to draw a map as they have written.　　4. Call 2 - 3 students to draw on the blackboard.　　VIII. Speaking　　Read and repeat exercise 5.　　IX. Exercises in class　　根据句意填上一个适当的介词。　　1. The children began to look ________ their picnic basket.　　2. The children decided to get their picnic basket _________ before the monkey ate ________ the food.　　3. The children ran ________ the monkeys.　　4. The monkeys dropped the basket and ran ________.　　5.The children carried the empty basket _________ _________ the boat.Keys: 1.for  2.back, up  3.after  4.away  5.back to　　X. Homework　　1. Finish exercises in this unit.　　2. Writing: My Last School Trip.　　XI. Summary　　1. Go over the checkpoint with the student.　　2. Revision exercises:　　选择最佳答案　　1.You_________ watch TV too often. Work hard at your lessons. 　　A. had better not                B. had not better to　　C. had better not to              D. had not better　　2.John doesn’t do well at school but it seems to be _________ to him. 　　A. something    B. anything    C. everything    D. nothing　　3. He ________ two balls from the top of the building.　　A. jumped      B. dropped     C. passed       D. fell　　4. He took off his shoes and ________ them on the floor. 　　A. brought      B. took        C. fell          D. dropped　　5. In cities, buses _________ more people than cars. 　　A. get           B. carry        C. bring         D. take　　6. Have you got _________ to say about Jack? 　　A. anything else                 B. else anything　　C. anything other                D. other anythingKeys: 1.A  2.D  3.B  4.D  5.B  6.A　　XII. Writing on blackboard Lesson 76 Language points  　　　Ask and answer 1. get. . . back  　　　1. Who took away the children’s basket? 2. run after sb./sth.  2. Did the children get their picnic basket back? 3.eat up　　　　　　3. Can they go back home? Why or why not? 4. drop and fall 5. bring, take, get, carry 6. go and get