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【Learning objectives】
· 学生能够结合所给例句归纳出倒装的基本结构,并能够识别出英语倒装句;
· 学生能够学习和掌握倒装句的种类、基本结构及其用法。
【Learning key points and difficult points】
· 掌握并能正确区分部分倒装和全部倒装的用法;
· 能够熟练进行正常语序与倒装语序间的转换
课前导学
Task1: 分析下列例句的结构,并找出倒装规律。
1) Here is my suggestion.
2) Not only should you know the meanings of the words, but also you can learn them by heart.
3) Only if you review your English notes everybody can you improve your English.
*观察比较这几个句子,找出语序的不同。
I love English.
自然语序: 主语+ ___________ + ______________.
句子1)的语序:谓语+ ______________.
句子2)和3)的语序:引起倒装句的词、短语或句子+ _____________+__________ +其他。
【归纳总结】
倒装(Inversion)定义:在英语中,主语和谓语的正常语序通常是主语在_____,谓语在_____。如果把谓语动词放在主语之_______,就叫倒装结构。倒装有两种形式:若将_______放在主语之前,叫全部倒装;若只把__________(如助动词、be动词或情态动词)移到主语之前,则叫部分倒装。
部分倒装:______________________________
全部倒装:______________________________
Task 2: 找出课文中的倒装句,分析它们是部分倒装还是全部倒装并说出原句的自然语序。
a. Never will Zhou Yang forget his first assignment at the office of a popular English newspaper.
b. Not only am I interested in photography, but I tool an amateur course at university to my skills
c. Only if you ask many different questions will you acquire the information you need to know.
d. Here comes my list of dos and don’ts.
课中探究
全部倒装(Full Inversion)
第一类 There be句型
观察一:试分析下列句子的结构。
1)There are many beautiful girls and handsome boys in my class.
2)Long, long ago there lived a King who loved horses very much.
3) There stand two white buildings by the river.
【归纳总结】
There be句型实际上是一个固定的___倒装___句型,可以用在这类句型中的.动词除了be外,还可以用_____lie/ exist/ stand/ live/ seem_______等动词代替。
活学活用:
1)________________ (住着) an old man in the mountain.
2)________________ (仍存在) some problems.
3)________ a beautiful palace ____ the foot of the hill.
A. There stand; at B. There stands; under
C. Stands there; under D. There stands; at
第二类 表地点、方向、时间的副词引起的倒装
观察二:比较下面每组句子。
1. The boy went away.
Away went the boy.
2. The dog rushed out.
Out rushed the dog.
3. The girl came in.
In came the girl.
4. The old lady comes here.
Here comes the old lady.
5. Your turn comes now.
Now comes yourturn.
【归纳总结】:表示方位、时间、地点的副词__away___ __out___ _____ up, down, off_____ there _____ then等位于句首时句子用 ______________.
观察三:比较下面句子。
Here comes the bus.
Here you are.
Here he comes.
【归纳总结】:当__代词___作主语时,句子是正常语序,不需要倒装。
活学活用:把下列句子改成倒装句
1) The cat jumped up. =__________________________________.
2) The plane flew down. =__________________________________.
第三类 表示地点的介词短语所引起的倒装
观察四:比较下面每组句子。
1. A little boy stands under the tree.
Under the tree stands a little boy.
2. A lake lies in the east of the town.
East of the town lies a lake.
3. A picture hangs on the wall.
On the wall hangs a picture.
【归纳总结】:表示_____的副词或介词短语位于句首时句子用 ___________.
活学活用:
1) _____South of the city stands_____ (城市的南部矗立着) a splendid building.
2) ____ Between the two buildings stands _____ (两栋大楼之间矗立着) a tree.
部分倒装(Partial Inversion)
部分倒装结构:只把___________、____________、__________放在主语之前。
第四类 Only+状语引起的倒装
观察五:比较下面每组句子。
1. Only when you listen to me attentively can you understand what I am saying.
2. Only then did he realize his mistakes.
3 .Only in this way can you learn math well.
【归纳总结】:only +____状语从句_______/____副词______/ ____介词短语_____ 放在句首时,句子用______部分倒装________.
活学活用
Only in this way __________ progress in your English.
A. you make B. can you make
C. you be able to make D. will you able to make
第五类 否定词或短语引起的倒装
观察六:比较下面每组句子。
1. I did not make a single mistake.
Not a single mistake did I make.
2. We have never seen such a sight before.
Never before have we seen such a sight.
3. He seldom goes to school late.
Seldom does he go to school late.
【归纳总结】: 含有___否定_____意义的副词或短语,如_never____, ____seldom______, hardly, ___few__, little, at no time, not until, no, __not___,rarely 等放在句首时,句子用__________________.
【特别提醒】:
若原句中没有助动词,必须根据谓语动词的具体时态来确定相应的助动词do, does或did,如:1)和3)。
活学活用
1. He cares little about what others think.
Little_____ he_____ about what others think.
2. Not a single song ____at yesterday’s party.
A. she sang B. sang she C. did she sing
3. Never _____such a wonderful place as Hangzhou.
A. are hanging B. had I seen C. I have seen D. have I seen
第六类 并列句及复合句所引起的倒装
观察七:试观察并分析下列句子。
1) Not only am I interested in photography, but (also) I took an amateur course at university to my skills.
2) Not until the teacher came did he finish his homework.
3) Hardly/ Scarcely had he gone to bed when he fell asleep.
4) No sooner had he gone to bed than he fell asleep.
【归纳总结】:
1) not only引起的句子使用_________结构,而but also引起的句子___________.
2) Not until句型中,主句使用_________结构,从句__________.
3) Hardly/ Scarcely…when及No sooner…than句型中,前半句使用________结构,从句__________.
*这一规律可总结为___________________.即主从复合句中,主句倒装,从句_____倒装。
活学活用
1. Not only __________ not be afraid of difficulties, but also ________ try our best to overcome them.
A. we should, we should B. we should, should we
C. should we, we should D. should we, should we
2. Not until I began to work _________ realize how much time I had wasted.
A. didn’t I B. did I C. I didn’t D. I
3. Hardly _________ the airport when the plane took off.
A. I had arrived at B. had I arrived C. had I reached D. I had got to
第七类 0As或Though引导让步状语从句时所引起的倒装
观察八:试观察并分析下列句子。
1. Child as he is, he knows a lot.
2. Try as he would, he couldn’t open the door.
3. Hard as I study, I can not catch up with him.
4. Boy as he was, he behaved like a girl.
【归纳总结】:_____引导的让步状语从句必须用倒装结构,将_____、_____或_____提到as前面。其中,单数名词置于句首时,冠词a或an要___________.
活学活用
1. ______, the boy knows a lot about computer.
A. Though is he young B. -As is he young
C. Young as is he D. Young as he is
第八类 So + adj./ adv.或Such+ n.引起的倒装
观察九:比较下面每组句子。
1. He spoke so loudly that even people in the next room could hear him.
So loudly did he speak that even people in the next room could hear him.
2. He is such a noble
person that people all respect him.
Such a noble person is he that people all respect him.
【归纳总结】:在so/such … that结构中,若__________或___________置于句首,则主句使用________结构,从句________.
第九类 虚拟语气中的倒装
观察十:比较下面每组句子。
1. -If Mark had invited me, I would have been glad to come.
Had Mark invited me, I would have been glad to come.
2. -If I were you, I would try my best.
Were I you, I would try my best.
【归纳总结】:-if引导的虚拟条件句中,谓语动词中含有_____,_____ , should时,
可以省去_____, 把_____, _____, should提到主语前时。
第十类 so, neither或nor引起的倒装
观察十一:比较下面每组句子。
He has been to Beijing. So have I.
Jack can not answer the question. Neither / Nor can I.
【归纳总结】:用于_____ , _____ , _____ 开头的句子, 表示_____________的意思,此时要用________结构,且其谓语应与前句谓语的时态形式________.
特别提示:John won the first prize in the contest.
— So he did.
第十一类 表示“祝愿”时的倒装
观察十二:比较下面每组句子。
May you succeed!
Long live the People’s Republic of China
【归纳总结】: 在表示_____句子中用倒装。
【课后练习】
将下列句子改写成倒装句
1. I didn’t receive the manager’s reply until nearly a month later.
___________________________________________________________
2. He cared little about his own safety, though he was in great danger himself.
__________________________________________________
__________
3. He had hardly got into the room when the telephone rang.
____________________________________________________________
4. She was so absorbed in her work that she often forgot to take her meals.
______________________________________________________________
5. Spring can be considered here only when thousands of flowers bloom together.
______________________________________________________________
6. Light travel’s so fast that it is difficult for us to imagine its speed.
_________________________________________________________________
7. The old couple has been married for 40 years and they have never quarreled with each other.
_________________________________________________________________
8. Although he is a child, he knows a lot.
__________________________________________________________________
9. -If you had attended the meeting yesterday, you would have met the manager.
_________________________________________________________________
10. The city was not only polluted but the streets were crowded.
_________________________________________________________________
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小坦克秋8小时前发布-
教学目标
Teaching aims and requirements
在本单元的教学过程，通过对话课的学习，学生进一步掌握英语中有关表示打算和意愿的用语，课文的学习，使学生了解卓别林一生的概况。学生用自己的语言组强他的作品及不同时期一些重要活动。学习理解非限制定语从句。
Teaching important and difficult points
1。Words and phrases
Appearance， film， correction， line， set， storm， mouthful， theatre， director， stage， bury， actress， setoff， in the air， in a short while， as if， in a hurry， be uncertain about， (one’s)search for， intend to do， put on
2。Daily expressions
Intentions and wishes
What do you plan to do next? We intend to work hard next January?
I hope it will be very successful。 It will certainly be very …。
What are your plans for the future?
3。 Grammar
Revise the Non-restrictive Attributive Clause
教学建议
能力训练
1。 通过以对话练习，了解采访问题的设置及问答。
2。 练习人物传记的基本写法。
德育教学
通过课文学习，了解查理·卓别林对电影事业的伟大贡献和敬业精神，激励学生刻苦努力学习。
师生互动
Lesson 17: 学生两人一组，分别扮演记者和导演的角色进行采访。
Lesson 18: 通过做笔记掌握课文内容。
Lesson 19: 通过Part3和Part4的练习归纳非限定性定语从句的特点。
Lesson 20: 笔头练习：学写简单的人物传记。
语法建议
教师在教学生们复习和理解非限制定语从句时，要反复强调哪些引导词可用于非限制定语从句，同时教师可用限制定语与非限制定语从句的对比和区分，如：which， that ，as ，who， whose等引导词，在练习和举例中让学生们弄清楚。
教材分析
本单元的对话主要是简单地介绍自己的表达语如：I’m…，I do及询问对方意愿What do you plan to next? 和表达自己意愿及希望 I plan…。。， I wish that…。的交际用语。阅读课主要是了解电影喜剧大师查理·卓别林的生平和他的电影。本单元使用的词汇较为丰富如：direct， act， set off， appearance， bring up ，honor， as if， intend。非限制性定语从句中关系代（副）词的使用，是本单元的重点语法项目。
重点知识讲解
1。 be known for， be known as 和 be known to
be known for=be famous for意为“因……而出名”，介词for表示原因。
Guilin is known for its beautiful scenery。
be known as=be famous as 意为“作为……而出名”，介词as指主语的身份或名称。
Mr。 Zhang is known as an English teacher。
be known to 意为“为（某人）所知或熟悉”，介词to后接人。
As is known to all， she is always ready to help others。 众所周知，她总是乐于助人。
2。 search， search for 和 in (one’s) search for/ of
search=try to find by looking， 意为“搜寻”、“搜查”。search的宾语一般是被搜查的人或某一场所，而不是所要寻找的东西。
The policeman searched the thief to see what he had in his pockets。那个警察对小偷搜身，看他口袋里有什么东西。
search for相当于look for。search for的宾语一般为要找的东西，而不是被搜查的人或场所。
The villagers were searching for the missing boy。 村民们正在寻找那失踪的男孩。
注意：I search a place for a person=search a person in a place， 意为“在某地搜寻某人”。
in (one’s) search for 和 in search of都意为“寻找”、“寻求”，在句中既可作状语，也可作表语。注意两个短语介词的搭配，如果名词search前带有限定词a，the或one’s，后面一般用介词for，如果search前不带限定词，后面一般用介词of。
The husband joined the wife in her search for the unknown element(元素)。
Some birds fly south in search of winter sun。
Could you explain exactly what to do? 你能确切地解释一下你的工作吗？
explains解释，说明（单宾语动词）。例如：
He explained to us how the machine was used。 他给我们讲解这机器怎么使用。
双宾语动词与单宾语动词的区别：双宾语动词后面，同时可接间接宾语（一般指人）和直接宾语（一般指物）。如：
He gave me a pen。 ( =He gave a pen to me。 )
He bought me a pen。 ( =He bought a pen for me。 )
单宾语动词后只接一个宾语，如果接指人的宾语则需用介词“to”来连接。如：
He explained the matter to me。 (正)=He explained to me the matter。
He explained me the matter。 (误)
常用的单宾语动词有：
announce宣布，communicate传达，describe描述，explain解释，express表达， introduce介绍，mention提及，point out指出，report报告，repeat重述，say说，shout喊，叫；suggest建议。
At the end of this period we put the play on in a theatre。排练一结束，我们就在剧院上演这出戏。
put on
1) 上演，演出
The new play will be put on next week。 这出新戏将于下周上演。
They put on a concert for us。 他们为我们举行了音乐会。
2) 穿上，戴上
He put on his cap and went out他戴上帽子出去了。
3) 打开（灯、收音机等）(=turn on)
Let’s put the light / radio on。
4）其他常见的词组：
put on airs 摆架子 put on the air 播送put on the clock one hour 把钟拨快一小时
The timing is very important， not only for the movements but also for the lines of the dialogue。时间的安排非常重要．这不仅对于剧情的变化，而且对于对白也是如此。
not only…but also…是连词词组，连接两个相同的结构。
1) 连接主语
Not only you but also Jack has been to Hangzhou。不仅你，还有杰克去过杭州。
注意：连接主语时，句子谓语动词单复数采取就近原则。如：
Not only Tom but also I am an engineer。不仅汤姆，我也是工程师。
2）连接谓语动词
Tom can not only sing， but also dance。 汤姆不仅会唱歌，而且能跳舞。
3）连接宾语
I saw not only Tom but also Jack in the park。我去公园里不仅见到了汤姆，还见到了杰克。
4）连接状语
We study English not only at school but also at home， not only in class but also after class。我们不仅在学校，而且在家里也学英语；不仅在课堂上，而且在课后也学英语。
5）连接表语
Lu Xun was not only a writer but also a thinker。 鲁迅不仅是个作家，而且是个思想家。
6）连接补足语
Zhou Lan was elected not only monitor， but also League branch secretary。 周兰不仅当选为班长，还当选为团支部书记。
not only …but also还可连接两个分句，但第一个分句的主语和谓语要倒装。如：
Not only did the teachers take part in the English evening party， but also they sang songs at the party。 老师们不仅出席了英语晚会，而且还在晚会上唱了歌。
At the age of eight， be joined a group of child dancers， and at seventeen he set off for the USA with a group of comedy actors。 8岁时，他参加了儿童舞剧团；17岁时，他跟一些喜剧演员去了美国。
1) 年龄表达方式：
He was a boy of sixteen。
When he was sixteen， he went to college。
By the time he was ten， he had built himself a chemistry lab。 十岁时，他已建成了自己的化学实验室。
At (the age of ) twelve he began to sell newspapers on the train。 十二岁时，他开始在火车上卖报。
When he was in his early / middle / late thirties， he began to learn Russian。 他三十出头／三十五六／年近四十时开始学俄语。
2) set off =set out， start， leave动身，出发；类似的表达有：
start for A 动身前往A地 leave B for A 离开B地前往A地
set out for A出发前往 A地 set off for A 动身前往 A地
sail for A 起航前往 A地 head for A 向 A地进发
make way for A向A地移动
以set为中心构成的常见短语还有：
set about着手做，set up 搭起，建起，set sb。 free释放， set out 出发；着手，set an example to sb。 给……树立榜样， set fire to 放火
3) child儿童舞蹈员child名词作定语，修饰另一个名词时须用单数。如：two book stores 两家书店 three shoe shops三家鞋店 their boy friends 他们的男性朋友
注意：two men doctors 两位男医生 three women teachers 三名女教师
As early as his second film， Chaplin had developed his own manner of acting， the one that was too become world famous。 早在他拍第二部影片时，卓别林就形成了自己的表演风格，就是闻名于世的那种风格。
1) his own manner of acting =his own acting style他自己的表演风格．
manner (n。) 指文艺上的“风格”或“手法”。
2) the one是不定代词，在句中作his own manner of acting的同位语，而that引导的从句是定语从句，修饰the one。
3) was too become 意为“就要成为”。这种由[be+动词不定式]的结构相当于be going to do sth。， 常用来表示“按计划或安排将要发生的动作”。如：
All these things are to be answered for。 所有这一切都是要偿还的。
We are to meet at the school gate at six in the morning。 我们定于早上六点在学校门口集合。
Because the equipment for adding sound to films had not yet been developed。给电影配音的设备还没有研制出来。
1) add vt。 增加，增添；补充说。如：
If you add 5 to 5， you get 10。 五加五得十。
If the tea is too strong， add some water。 要是茶太浓，加点儿水。
“I am sorry，” he added， “I didn’t realize it。” “抱歉，”他补充说，“我不明白。”
2) add to 增加，增进
The trip adds greatly to our understanding of your country。
这次旅行大大地增进了我们对贵国的了解．
3) add…to…在……增加．如：
Please add these names to your list。请在你的名单上增加这几个名字
4) add up to加起来（达到）……．如：
The figures add up to 180。这些数字加起来是180。
People said gold could easily picked up by washing sand from the river in a pan of water。据说用一个水盆淘洗河里的砂子可以很容易地把金子筛选出来。
1）pick up 收集到；捡起；接；接收（节目）
The child picked up a wallet outside the school。
He picked up a little French during his visit to Paris。在访问巴黎期间他学到点儿法语。
We use a radio to pick up English programmes。 我们用收音机收听英语节目。
2) by是介词，意为“以……方法”、“以……手段”。如：by bus， by air。 后跟动词-ing形式时，表示“以……动作、做……事”。如：
We can learn English well by listening， speaking， reading and writing。通过听说读写我们就可以学好英语。
So far they have been unlucky in their search for gold。到那时为止，他们找金子的运气一直不好。
1) so far到目前为止；到这个地步；到这种程度。如：
Our lives have been easy so far。 到目前为止，我们的日子过得不错。
I can only trust him so far。 我只能相信他到这种程度。
2) be lucky / unlucky in 在……方面很幸运／运气不佳
He was unlucky in business last year。 去年他生意不景气。
3) In one’s search for =in search of / looking for后接名词或代词，通常用作状语．如：
Mr。 Smith came in his search for her。史密斯先生来找她．
They all went out in search of food。他们都出去寻找食物。
He makes it seem as if this is one of the most delicious meals that he has ever enjoyed。他把吃皮鞋的情景演得就像是他吃过的最香的一顿饭似的。
1) make +宾语+宾补（宾语可由形容词、不带to的动词不定式，过去分词、介词短语及名词充当。）如：
The teacher made him repeat it。 老师要他重述一遍。
I will make me happy if you can help me。 如你能帮助我，我将感到高兴。
What made you so frightened? 什么使你这么害怕？
All work and no play makes Jack a dull boy。 只学习不玩耍，聪明孩子会变傻。
We were asked to make ourselves at home。 我们被要求呆在家里
语法---非限制性定语从句
1）概念：非限制性定语从句只是对先行词作些附加说明与主句关系不十分密切，即使去掉，主句意思仍然明了；主句与从句间用逗号分开，一般不用that引导。
而限制性定语从句则是先行词在意义上不可缺少的定语，若省掉，主句的意思就会不完全或失去意义，主句和从句关系密切，不用逗号分开。
2）which和as都可以引导非限制性定语从句，区别在于：
①位置不同：which引导的从句只能位于句后，而as引导的从句可放在句首、句中或句末。
②含义不同：as表示“正如……”；当限制性定语从句谓语是be expected、be said．be known、be reported、be announced等时，则多用as引导。which表示“因果”关系。
3）非限制性定语从句不可用关系代词that引导，而使用关系代词who、whom、whose、as、which和关系副词when、where、why均能引导非限制性定语从句，与限制性定语从句不同的是，在非限制性定语从句中，作宾语的教学设计方案Lesson 17
Step I Presentation
1。The teacher and the Ss make up a dialogue
T: What do you do in your spare time everyday?
S1…… S2…… S3……
T: What do you plan to do this weekend?
S1: I plan to…。
S2: I want to ……
S3: I’d like to ……
T: Good。 Can you guess what I have decided to do?
S1……S2……S3……
T: No。 I intend to see a comedy directed by a famous director。
2。T tells the Ss Today were going to listen to a dialogue between a journalist and the director of a play。
3。W rite the underlined words on the Bb and teach these new words
direct， comedy， line， particular， act， actress， intend so on。
Step II Listening
Get the Ss to listen to the dialogue with book closed and then answer the question on the Bb。
What does this director plan to do next? ( He is going to direct a comedy。 )
Step III Reading
1。Get the Ss to read the dialogue as quickly as possible and find the answer to this question。
What does a director do in the theatre?
Answers:
1)。 Choose a play and the actors。
2)。 Practise doing the play。
3)。 Tell the actors where to stand and where to move。
4)。 Practise entrance and exits。
5)。 Practise the timing。
2。 Get the Ss to read the dialogue in pairs。 You may wish to ask one pair to act the scene in front of the class。
Step ⅣOral practice
1 SB Part 2。 P。 25。 Get the Ss to work in pairs。 One is a journalist， the other is a director， using the questions on the left。 Demonstrate the question and answer practice with a good student。
J: What do you do in the theatre?
D: I’m an director。 I direct a play。
J: What are you doing at present?
D: We are practising doing a play。
J: What do you enjoy doing most of all?
D: I enjoy directing dancing。
J: What are your plans for the future?
D: I intend to direct another comedy。 I hope to put on the play next year。
2 Do WB Ex 2 P。 93 Complete the dialogue in pairs。 Then check the answers with the whole class and ask the Ss to read aloud
Step Ⅴ Language points
Get the Ss to underlined these useful expressions。 Give them some explanations if necessary。
1。 at the very beginning 2。 at the end of 3。 practise doing sth。 4。 put on a play/performances 5。 intend to do 6 not only… but also…
Step ⅥWorkbook
Do Ex 1。 P93 as a consolidation。
Step Ⅶ Homework
1。 Do WB Ex3 P。 93 in their exercise book。
2。 Preview Lesson 18。
教学设计方案Lesson 18
StepⅠRevision
Revise the dialogue in SB L。 17 by asking a pair of students to act out the dialogue they themselves made。
StepⅡIntroduction
1。T will shows picture to the Ss。 A: Show picture l: Charlie Chaplin on the stage。
T: Do you know the figure? Ss: Yes。 It is Charlie Chaplin on the stage。
T: The figure is familiar to the people all over the world。 It is Charlie Chaplin’s own manner of acting。
B。 Show picture 2 : Portrait of Chaplin。
T: Do you know any information about Charlie Chaplin?
S1: He was one of the greatest directors。
S2: He was one of the funniest actors。
T: Charlie Chaplin is considered one of the greatest directors and funniest actors in history of the cinema。 He is the most outstanding genius artist， who made the people all over the world burst into laughter。
At last， tell the Ss today lets read about the famous actor and film director。
Step III Listening
Get the Ss to listen to the tape of the passage and then answer the following questions。
1。 What kind of films did Charlie Chaplin act in?
2。 Which were more popular， his early films or his later films ?
StepⅣReading
Get the Ss to read the passage quickly to find the answers to the following questions。
1。 How many films did he act in? How many films did he write， direct and act in?
2。 What did he do when he was five years old?
A。 How about at the age of eight? B。 What happened in 1912?
3。 What’s his own manner of acting?
4。 Can you tell me his two most famous films?
5。 Which were more popular， his early films or his later films?
6。 When was he born? When did he die? Where was he buried?
StepⅤDiscuss
T organizes the Ss to discuss the two topic in a few minutes( work in pairs )
1。How do you think of the Charlie Chapin?
2。What do you learn from Charlie Chapin?
Step ⅥLanguage points
1。 Ask the Ss to underlined the following expressions。 Give them some explanations。
be conferred…，at the age of eight， set off for…set off=departed， left， the one that was to become world-famous， in the air， be uncertain about=be hesitant， be honoured for
StepⅦ Note XXX
SB Page 27， part 2。
1 On the Bb writes the following:
Chaplin was born in London in 1889。
Born: London， 1889
2 Let the Ss do the note XXX individually。 Check the answers at the end of this activity。
Step Ⅷ Practice
SB。 Page 27， Part 3。 Check that the Sa understand what they have to do。 Do the first two items orally with whole class。 Then let them work in pairs。 Check the answers at the end。
Answers: 1。 in 2。 in 3。 at 4。 By 5。 to 6。 by 7。 During 8。 Between9。 of 10。 on
StepⅨ Workbook
Do WB Ex 2 on P。 94。
StepⅩ Homework
1。 Recite the 3rd Paragraph of the text。
2。 Finish off part 3 on P27
探究活动
1。教师给学生们布置采访的活动，主要是学生们了解和采访话剧演员的工作，或是其它行业演职人员的具体工作情况，教师可指导学生们一些常用语的表达
1) choose: play， actors and actresses， 2) practise: where to stand/move; entrances and exits; the actors and actresses; timing so on。
2。目的：培养和启发学生们发表自己的意见和想法
方法：教师列出卓别林生活的年代：如：
教师让学生们了解这位伟大演员，导演，制片人，剧作者的一生经历，教师问学生们从他的身上学到的东西如何运用到你的学习中去？如果你是一们导演，你将如何开展你的工作？教师让每个学生参与进来，积极表达自己的思想和看法。
关系代词不可省略。
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