教學目標
Teaching aims and requirements
在本單元的教學過程 ，通過對話課的學習，學生進一步掌握英語中有關表示打算和意愿的用語，課文的學習，使學生了解卓別林一生的概況。學生用自己的語言組強他的作品及不同時期一些重要活動。學習理解非限制定語從句。
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
教學建議
能力訓練
1. 通過以對話練習，了解采訪問題的設置及問答。
2. 練習人物傳記的基本寫法。
德育教學
通過課文學習，了解查理卓別林對電影事業的偉大貢獻和敬業精神，激勵學生刻苦努力學習。
師生互動
Lesson 17: 學生兩人一組，分別扮演記者和導演的角色進行采訪。
Lesson 18: 通過做筆記掌握課文內容。
Lesson 19: 通過Part3和Part4的練習歸納非限定性定語從句的特點。
Lesson 20: 筆頭練習：學寫簡單的人物傳記。
語法建議
教師在教學生們復習和理解非限制定語從句時，要反復強調哪些引導詞可用于非限制定語從句，同時教師可用限制定語與非限制定語從句的對比和區分，如：which, that ,as ,who, whose等引導詞，在練習和舉例中讓學生們弄清楚。
教材分析
本單元的對話主要是簡單地介紹自己的表達語如：I’m…,I do及詢問對方意愿What do you plan to next? 和表達自己意愿及希望 I plan….., I wish that….的交際用語。閱讀課主要是了解電影喜劇大師查理卓別林的生平和他的電影。本單元使用的詞匯較為豐富如：direct, act, set off, appearance, bring up ,honor, as if, intend。非限制性定語從句中關系代（副）詞的使用，是本單元的重點語法項目。
重點知識講解
1. be known for, be known as 和 be known to
be known for=be famous for意為“因……而出名”，介詞for表示原因。
Guilin is known for its beautiful scenery.
be known as=be famous as 意為“作為……而出名”，介詞as指主語的身份或名稱。
Mr. Zhang is known as an English teacher.
be known to 意為“為（某人）所知或熟悉”，介詞to后接人。
As is known to all, she is always ready to help others. 眾所周知，她總是樂于助人。
2. search, search for 和 in (one’s) search for/ of
search=try to find by looking, 意為“搜尋”、“搜查”。search的賓語一般是被搜查的人或某一場所，而不是所要尋找的東西。
The policeman searched the thief to see what he had in his pockets.那個警察對小偷搜身，看他口袋里有什么東西。
search for相當于look for。search for的賓語一般為要找的東西，而不是被搜查的人或場所。
The villagers were searching for the missing boy. 村民們正在尋找那失蹤的男孩。
注意：I search a place for a person=search a person in a place, 意為“在某地搜尋某人”。
in (one’s) search for 和 in search of都意為“尋找”、“尋求”，在句中既可作狀語，也可作表語。注意兩個短語介詞的搭配，如果名詞search前帶有限定詞a，the或one’s，后面一般用介詞for，如果search前不帶限定詞，后面一般用介詞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? 你能確切地解釋一下你的工作嗎？
explains解釋，說明（單賓語動詞）。例如：
He explained to us how the machine was used. 他給我們講解這機器怎么使用。
雙賓語動詞與單賓語動詞的區別：雙賓語動詞后面，同時可接間接賓語（一般指人）和直接賓語（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. )
單賓語動詞后只接一個賓語，如果接指人的賓語則需用介詞“to”來連接。如：
He explained the matter to me. (正)=He explained to me the matter.
He explained me the matter. (誤)
常用的單賓語動詞有：
announce宣布，communicate傳達，describe描述，explain解釋，express表達， introduce介紹，mention提及，point out指出，report報告，repeat重述，say說，shout喊，叫；suggest建議。
At the end of this period we put the play on in a theatre.排練一結束，我們就在劇院上演這出戲。
put on
1) 上演，演出
The new play will be put on next week. 這出新戲將于下周上演。
They put on a concert for us. 他們為我們舉行了音樂會。
2) 穿上，戴上
He put on his cap and went out他戴上帽子出去了。
3) 打開（燈、收音機等）(=turn on)
Let’s put the light / radio on.
4）其他常見的詞組：
put on airs 擺架子 put on the air 播送put on the clock one hour 把鐘撥快一小時
The timing is very important, not only for the movements but also for the lines of the dialogue.時間的安排非常重要．這不僅對于劇情的變化，而且對于對白也是如此。
not only…but also…是連詞詞組，連接兩個相同的結構。
1) 連接主語
Not only you but also Jack has been to Hangzhou.不僅你，還有杰克去過杭州。
注意：連接主語時，句子謂語動詞單復數采取就近原則。如：
Not only Tom but also I am an engineer.不僅湯姆，我也是工程師。
2）連接謂語動詞
Tom can not only sing, but also dance. 湯姆不僅會唱歌，而且能跳舞。
3）連接賓語
I saw not only Tom but also Jack in the park.我去公園里不僅見到了湯姆，還見到了杰克。
4）連接狀語
We study English not only at school but also at home, not only in class but also after class.我們不僅在學校，而且在家里也學英語；不僅在課堂上，而且在課后也學英語。
5）連接表語
Lu Xun was not only a writer but also a thinker. 魯迅不僅是個作家，而且是個思想家。
6）連接補足語
Zhou Lan was elected not only monitor, but also League branch secretary. 周蘭不僅當選為班長，還當選為團支部書記。
not only …but also還可連接兩個分句，但第一個分句的主語和謂語要倒裝。如：
Not only did the teachers take part in the English evening party, but also they sang songs at the party. 老師們不僅出席了英語晚會，而且還在晚會上唱了歌。
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歲時，他參加了兒童舞劇團；17歲時，他跟一些喜劇演員去了美國。
1) 年齡表達方式：
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. 十歲時，他已建成了自己的化學實驗室。
At (the age of ) twelve he began to sell newspapers on the train. 十二歲時，他開始在火車上賣報。
When he was in his early / middle / late thirties, he began to learn Russian. 他三十出頭／三十五六／年近四十時開始學俄語。
2) set off =set out, start, leave動身，出發；類似的表達有：
start for A 動身前往A地 leave B for A 離開B地前往A地
set out for A出發前往 A地 set off for A 動身前往 A地
sail for A 起航前往 A地 head for A 向 A地進發
make way for A向A地移動
以set為中心構成的常見短語還有：
set about著手做，set up 搭起，建起,set sb. free釋放, set out 出發；著手,set an example to sb. 給……樹立榜樣, set fire to 放火
3) child兒童舞蹈員child名詞作定語，修飾另一個名詞時須用單數。如：two book stores 兩家書店 three shoe shops三家鞋店 their boy friends 他們的男性朋友
注意：two men doctors 兩位男醫生 three women teachers 三名女教師
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時，卓別林就形成了自己的表演風格，就是聞名于世的那種風格。
1) his own manner of acting =his own acting style他自己的表演風格．
manner (n.) 指文藝上的“風格”或“手法”。
2) the one是不定代詞，在句中作his own manner of acting的同位語，而that引導的從句是定語從句，修飾the one.
3) was too become 意為“就要成為”。這種由[be+動詞不定式]的結構相當于be going to do sth., 常用來表示“按計劃或安排將要發生的動作”。如：
All these things are to be answered for. 所有這一切都是要償還的。
We are to meet at the school gate at six in the morning. 我們定于早上六點在校門口集合。
Because the equipment for adding sound to films had not yet been developed.給電影配音的設備還沒有研制出來。
1) add vt. 增加，增添；補充說。如：
If you add 5 to 5, you get 10. 五加五得十。
If the tea is too strong, add some water. 要是茶太濃，加點兒水。
“I am sorry,” he added, “I didn’t realize it.” “抱歉，”他補充說，“我不明白。”
2) add to 增加，增進
The trip adds greatly to our understanding of your country.
這次旅行大大地增進了我們對貴國的了解．
3) add…to…在……增加．如：
Please add these names to your list.請在你的名單上增加這幾個名字
4) add up to加起來（達到）……．如：
The figures add up to 180.這些數字加起來是180。
People said gold could easily picked up by washing sand from the river in a pan of water.據說用一個水盆淘洗河里的砂子可以很容易地把金子篩選出來。
1）pick up 收集到；撿起；接；接收（節目）
The child picked up a wallet outside the school.
He picked up a little French during his visit to Paris.在訪問巴黎期間他學到點兒法語。
We use a radio to pick up English programmes. 我們用收音機收聽英語節目。
2) by是介詞，意為“以……方法”、“以……手段”。如：by bus, by air. 后跟動詞-ing形式時，表示“以……動作、做……事”。如：
We can learn English well by listening, speaking, reading and writing.通過聽說讀寫我們就可以學好英語。
So far they have been unlucky in their search for gold.到那時為止，他們找金子的運氣一直不好。
1) so far到目前為止；到這個地步；到這種程度。如：
Our lives have been easy so far. 到目前為止，我們的日子過得不錯。
I can only trust him so far. 我只能相信他到這種程度。
2) be lucky / unlucky in 在……方面很幸運／運氣不佳
He was unlucky in business last year. 去年他生意不景氣。
3) In one’s search for =in search of / looking for后接名詞或代詞，通常用作狀語．如：
Mr. Smith came in his search for her.史密斯先生來找她．
They all went out in search of food.他們都出去尋找食物。
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過的最香的一頓飯似的。
1) make +賓語+賓補（賓語可由形容詞、不帶to的動詞不定式，過去分詞、介詞短語及名詞充當。）如：
The teacher made him repeat it. 老師要他重述一遍。
I will make me happy if you can help me. 如你能幫助我，我將感到高興。
What made you so frightened? 什么使你這么害怕？
All work and no play makes Jack a dull boy. 只學習不玩耍，聰明孩子會變傻。
We were asked to make ourselves at home. 我們被要求呆在家里
語法---非限制性定語從句
1）概念：非限制性定語從句只是對先行詞作些附加說明與主句關系不十分密切，即使去掉，主句意思仍然明了；主句與從句間用逗號分開，一般不用that引導。
而限制性定語從句則是先行詞在意義上不可缺少的定語，若省掉，主句的意思就會不完全或失去意義，主句和從句關系密切，不用逗號分開。
2）which和as都可以引導非限制性定語從句，區別在于：
①位置不同：which引導的從句只能位于句后，而as引導的從句可放在句首、句中或句末。
②含義不同：as表示“正如……”；當限制性定語從句謂語是be expected、be said．be known、be reported、be announced等時，則多用as引導。which表示“因果”關系。
3）非限制性定語從句不可用關系代詞that引導，而使用關系代詞who、whom、whose、as、which和關系副詞when、where、why均能引導非限制性定語從句，與限制性定語從句不同的是，在非限制性定語從句中，作賓語的教學設計方案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 we're 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.
教學設計方案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 let's 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 making
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 making 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
探究活動
1.教師給學生們布置采訪的活動，主要是學生們了解和采訪話劇演員的工作，或是其它行業演職人員的具體工作情況，教師可指導學生們一些常用語的表達
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：培養和啟發學生們發表自己的意見和想法
方法：教師列出卓別林生活的年代：如：
In 1889
Born in London
In 1894
First acted
In 1897
Joined a group of child dancers
In 1906
17 years old and set off for the USA
In 1912
A second trip to the USA
By the end of 1914
Made 35 films
From 1915 to 1918
Made 27 films
In 1919
Started a film company
1925
The Gold Rush was made
Between 1940and 1966
Made only six films
教師讓學生們了解這位偉大演員，導演，制片人，劇作者的一生經歷，教師問學生們從他的身上學到的東西如何運用到你的學習中去？如果你是一們導演，你將如何開展你的工作？教師讓每個學生參與進來，積極表達自己的思想和看法。
關系代詞不可省略。