A doctor for animals.docx

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1、A doctor for animals教学建议（三） 第57课重点例句及相关学问的分析 1. Do you like being a doctor for animals? 您喜爱当兽医吗？ 句中的being 可以用to be 的形式表示。如： I like to be an English teacher. 我喜爱当一名英语老师。 句中a doctor for an animals 可以用an animal doctor 的形式表示。如： He is a famous animal doctor from England. 他是来自英国的闻名兽医。 2. To be a doctor fo

2、r animals is very rewarding. 当兽医很值得。 句中rewarding是形容词，意思是“有酬劳的；有用的；有益的”。如： You will find this book very rewarding. 你将发觉这本书是特别有益的。 3. But isnt it more important to help people than animals？莫非不是帮助人比帮助动物更重要吗？ （l）本句是否定疑问句结构。这时或是表示惊异的心情，或是有点责难的口吻。有时还表示一种赞美，（这时用降调）。例如：I posted the letter last Monday. Haven

3、t you got it？那封信我上星期一就寄出了，莫非你没有收到吗？（表示惊异） Didnt you do your homework yesterday？ 莫非你昨天没有做作业吗？（责难） （2）回答这类问句时。确定答语用“Yes + 确定结构”，否定结构用“No + 否定结构”。这与汉语习惯不同，要特殊留意。例如： “Havent you written to Jack?”“Yes, I have.” “你没给杰克写信吗？”“不，我写了。” “Didnt you tell her about the matter?”“No，I didnt.” “你没告知她那件事吗？”“是的，没告知她。”

4、 4. To help animals is helping people. 帮助动物就是帮助人类。 句中helping是现在分词作定语，修饰people。 分词有两种，一种是现在分词，一种是过去分词。这两种分词在句子中能担当的成分大体相同，主要是在意思上有主动和被动之分。现在分词一般有主动的意思，过去分词一般有被动的意思，有时表示的时间也不相同。试看两种分词的主要差别。如： He is a promising young man. 他是一个很有培育前途的青年。 This is a pressing problem. 这是个紧急问题。 He is an interesting man. 他是个

5、好玩的人。 Hes very interested in the man. 他对那个男人特别感爱好。 The news is exciting. 这消息很激烈人心。 We were excited to hear it. 听了这事我们很激烈。 5. So a pet can help a person feel less lonely. 因此宠物可以使人较少感到孤独。 lonely 与alone的意思比较接近，但在运用时有所区分： lonely用作形容词，意思是“孤寂的；孤独的”。可指心灵上的孤独，也可指偏僻的地点。在句中既可作表语，也可作定语。alone 可作形容词和副词，意思是“单独；独自

6、”，不指心理上孤独的感觉。 例：feel lonely（）；a lonely traveller（） be alone（）；a alone house（） She was taken to a lonely island, lived alone, but she never felt lonely. 她被带到一个荒岛上，自己居住，但她从不感到孤独。 第58课重点例句及相关学问的分析 1. There is a famous animal doctor from England who wrote many books about animals. 一位英国闻名兽医，他写了很多关于动物方面的书

7、。 句中from England 介词短语做定语，和who wrote many books about animals 从句做定语同时修饰doctor。 2. He grew up with a pet dog named Don. 他与被叫Don 的爱犬一起长大。 句中named 是过去分词做定语，修饰dog。 named 相当于called 或with the name，意思是“被叫做” The boy called John is my classmate. =The boy named John is my classmate. = The boy with the name Joh

8、n is my classmate. 叫约翰的那个男孩是我的同学。 3. He made up his mind to be a vet.他下定决心要成为一名兽医。 make up ones mind是“下定决心”的意思，其后常接不定式。ones必需和其相应的主语保持一样。假如主语为复数，mind也要用复数形式。如： （1）Ive made up my mind.我已确定了。 （2）He needs someone to make up his mind for him.他须要别人替他作确定。 （3）The students in Class 1 all made their minds to

9、 study hard.一班的全体同学都下定了决心要努力学习。 4. Before long, Herriot noticed that people in the country also had dogs as pets. 不久以后，赫里奥特留意到这儿乡下的人们也把狗当作宠物。 句中before long 作“不久以后”讲，切不要按字面译为“长时间以前”或“好久以前”。如： We hope to finish our experiment before long. 我们希望不久（以后）就把试验做完。 long before 作“很久以前”讲。原意为“以前很久”，故也可译为“老早”。long

10、 before 跟before long 不同，前者在其后面可以接名词或一个从句；当上下文明确时，名词或从句还可以省略。Before long 则没有上述搭配用法。 They began the test yesterday, but we had made experiment long before. 我们昨天起先做试验，但我们在那以前很久就已经做打算了。 5. They regarded their pets as members of their families. 他们把宠物视为家庭成员。 句中regard as意思是“将视为”。如： I regard him as my broth

11、er. 我将他当成我的兄弟。 He is regarded as the best doctor in town. 他被视为是城内最好的医生了。 6. They would go with him in his car every day as he went to the farms to heal sick animals. 当他到农场给生病的动物看病时，这两条狗都坐车跟着他。 句中as 是连词，意思是“当的时候，一面一面”，（强调同时，一般连续时间不长），如： As we were talking about Titanic, our teacher came in. 正值我们谈论“泰坦

12、尼克号”这部电影时，老师进来了。 The students sing as they go along. 学生们边走边唱。 When、while和as一样都是连词，留意它们的不同。如when“当的时候”（一般表示动作紧接着发生）；“那时”（等立连词，前有逗号分开） I stayed till sunset, when it began to rain. 我始终呆到太阳下山，那时天起先下雨了。 while是“当时候；和同时”（强调同时发生，一般连续时间较长） While I was watching TV, he was reading. 当我在看电视的时候，他正在看书。 While there

13、 is life, there is hope. 有生命就有希望。 7. Later in his life, James Herriot wrote a lot about his experience as a country vet in Yorkshine, England. 在赫瑞尔的晚年，他依据在英国约克郡当乡村兽医时的阅历写下很多著作。 句中的as 是介词，意思是“作为，当作”。如： I have come here as a journalist. 我是以记者身份到这里来的。 As a student, you must study hard for the people. 作

14、为一名学生，你必需努力为人民而学习。 8. No matter how much he loved all kinds of animals, he loved dogs the best. 不管他多么喜爱各种各样的动物，他还是最喜爱狗的。 句中no matter作连词用，意思是“不管”。如： No matter how hot it is! 不管多么热。 Dont trust him, no matter what he says or does. 他不管说什么，做什么，都不要信任他。 Dont trust him, no matter what he says. 不管他说什么，你都不要信任

15、他。 Dont believe the rumour, no matter who repeats it. 不论是谁说的，都不要信任这谣言。 No matter where she is, I must find her. 不论她在哪儿，我都要找到她。 第60课重点例句及相关学问的分析 1. Mrs Parley said she felt as if they were in a storm at sea. 帕利太太说她觉得好象是在海上乘船遇到了风暴似的。 句中as if 相当于as though “仿佛似的”。留意：当主句是一般现在时，as if从句用一般过去时；当主句是一般过去时，as

16、if从句用表示过去的相应时态。如： He speaks English as if he were an Englishman. 他说起英语来似乎一个英国人似的。 He acted as if （as though） nothing had happened. 他表现得好像没有发生什么事。 She loves the child as if he were here own. 她爱这孩子犹如爱自己的孩子一样。 此外，as if （as though）后可以跟动词不定式。如： She raised her hand as though （as if） to hang the picture on

17、 the wall. 她举手象要把这幅画挂在墙上。 He raised his hand as though to take off his hat. 他举起手来，像要脱帽似的。 2. She tried hard to reach the babys room but the house broke in two, dropping her to the first floor and leaving the babys bed hanging in the edge of the two-story house. 他尽力地到达婴儿房间，但是房子裂成了两半，把她摔到了楼下，而婴儿的小床留在上

18、面，搭在这座二层楼的边缘上，摇摇欲坠。 由dropping 和leaving 组成的两个-ing形式短语在句中作伴随状况状语。如： They came into the room laughing and talking. 他们说说笑笑地走进屋来。 Taking a dictionary, she began to prepare her lessons. 她拿了本词典，起先打算功课。 3. just as the bed crashed to the first floor 与此同时床坠落到了一楼。 4. It is true to say a dog is mans best friend

19、 or at least Roberts best friend. 事实上说狗是人类最好的挚友，至少是罗特的最好的挚友。 * 句中it是形式主语，to say a dog动词不定式是真实主语。 句中it作先行代词用。It在句中充当形式主语或形式宾语，而将真正的和逻辑上的主语或宾语（通常用不定式短语、动名词短语或从句表示）移到后面去。如： It is very important for us to learn English. （it代替不定式to learn English做形式主语）我们学习英语是非常重要的。 It takes much time to carry out a test.

20、（it 代替不定式to carry out a test作形式主语）进行试验是要花费很多时间的。 it 作形式宾语：在具有宾语补语的句子里，it在动词后作干脆宾语的先行代词，在宾语补语后面再出现真正的干脆宾语（一般以不定式短语、动名词短语表示，但也有用that引出一个宾语从句）。如： I found it a bit difficult to work in class because I kept on thinking about, the match in the afternoon. 我发觉在课堂上学习有点儿难，因为我始终在想着下午的竞赛。 We think it useful to

21、learn the computer well. 我们认为学好计算机是有用的。 * at least 意思是“至少，至少”。如： At least I can give you ten dollars. 最少我能给你十美元。 at least 的反义词是at most 意思是“至多”。 I can pay only fifty dollars at most. 我最多只能付五十美元。 语法讲解The Infinitive 动词不定式（三） 用作主语 To do the job well is not easy. 做好这工作不简单。 To drive fast is dangerous. 开快车

22、是危急的。 To learn English well is very important.学好英语是很重要的。 在现代英语中，更为普遍的是用it 来起先一个句子，作形式主语，而把真正的主语动词不定式（或短语）放在后面。例如： Its not easy to learn a foreign language well. 学好一门外语不简单。 It is necessary to make a plan for this course of study.必需制定一个学习这门课程的安排。 Its better to give than to receive. 奉献总比索取好。 假如要说明不定式表示

23、的动作是谁做的，可以在不定式前加一个for 引起的短语： It is not hard for one to do a bit of good. 对于一个人来说做点好事并不难。 在以某些形容词（如: kind ,good ,nice ,clever, wrong, right ,foolish, wise, unwise等）作表语时，不定式前常可加一个of引起的短语，来说明不定式指的是谁的状况，如： Its kind of you to think so much of us. 你总是想着我们真是太好了。 例句： To make a mistake is human. 犯错误是人之常情。 It

24、s better to be the safe side. 万无一失更好。 To speak well / ill of everyone说人好（坏）话 To work hard is the key to success. 勤奋学习是胜利的钥匙。 Lesson 57 教学设计示例 Properties: Recorder, Overhead Projector Teaching Objectives: 1. Understand the dialogue. 2. Learn some useful structures and phrases. 3. Learn the grammar: t

25、he Infinitive. Language focus: like being a , play with, a lot of fun Teaching Procedures: I. Showing the teaching aims II. Revision Revise the names of animals that could be kept as pets: dog, cat, snake, parrot, rabbit, fish, etc. Ask Does anyone have a pet? wWhat kinds of animals would you like t

26、o have as pets? III. Leading in Ask: What do you want to be when you grow up? Let the students discuss the question. Then give the second question: What do you want to be, a doctor for humans or a doctor for animals? Why? IV. Presentation Look at the picture in Lesson 57. The boy is sitting on the s

27、ofa. His father is talking with a dog in his hand. What did they say? Play the tape for the students to listen, check the answers with the students. Then read the dialogue and answer the questions of Exercise 1 in the workbook in pairs. Go through the dialogue and explain some language points. Play

28、the tape for the students to listen and repeat, ask the students to practise. Then let them act out the dialogue in pairs. VI. Free practice Do an example with one student. Then let the class make up their own dialogues in pairs. Get them to act out their dialogues. Ask the students to discuss the q

29、uestions. Ask: Do you think its more important to help people than animals? Why? What kinds of jobs do you know? What would you like to be in the future? What are your parents job? Do your parents like their job? Why or why not? VI. Presentation Ask the students to find the Infinitive sentences. 1.

30、To be a doctor for animals is very rewarding. 2. To help animals is helping people. Ask the students to pay attention to the Infinitive. Give them more examples to understand better. Then go through Part 3. Choose the possible answer. Let the students master this form: It is adj . + to do something

31、/ To do something is + adj . VII. Workbook Do Exercise 3 in class. Let the students translate the sentences into Chinese. VII. Summary Exercises in class Have a dictation. 1. Do you like being a doctor for animals? 2.To be a doctor for animals is very rewarding. 3. To help animals is helping people.

32、 4. A pet can help a person feel less lonely. 5. To play with a pet is a lot of fun. 6. To complain too often isnt a good thing. 7. To work hard brings success. Open the books check the answers by themselves and correct their spelling mistakes. IX. Homework 1. Recite the dialogue. 2. Pre - read in L

33、esson 58.Lesson 58教学设计示例 Properties: Recorder, Overhead Projector. Teaching Objectives: 1. Understand the text. 2. Learn some useful words and expressions. Teaching Procedures: I. Showily the teaching aims II. Revision Check the homework. Then revise the dialogue in Lesson 57. Ask the students to ac

34、t out the dialogue. Study the new words in this lesson. III. Leading in Ask the students this question: There is a famous animal doctor in England. He wrote many books about animals, whats his name? Let the students read the text and answer the question. IV. Reading Ask the students to listen to the

35、 tape and answer the question: Which animal did Herriot like best? Then go through the questions of Exercise 1 in the workbook. Make sure they can understand them. Ask them to read the story more carefully and discuss the answers to Exercise I in the workbook in pains. Check the answers with the who

36、le class. Deal with any grammatical or lexical problems that arise. 1. make up ones mind to do something He has made up his mind to study English well. 2. go on with something: Lets go on with our lesson. 3. regard . . . as He regards his teacher as his mother. V. Reeling aloud Play the tape for the

37、 students to listen and repeat. Use any methods that you think suitable: repetition by the whole class, groups, pairs or individual students. Then give out some key words and phrases. Let the students retell the story. VI. Workbook Do Exercise 2. The answers are: for, grow up, into, that, made up, m

38、ind, treat, Before, treated, heal, treating, At, at, on, regarded For Exercise 3. Let the students do it by themselves. Choose the best answer, then read the sentences together. Pay attention to the grammar. Let the students make up more sentences. VII. Summary Exercises in class Fill in the blanks.

39、 1. He made up his mind _(study) English well. 2._(treat) large animals is hard work. 3. Ifs hard work _(treat) the dogs. 4. Please go on _(read) the text. 5. He grew up with a pet dog_ (name) Don. 6. The dogs _ never_(treat) when they became sick. 7. Everyday as he went to the farmers _(heal) sick

40、animals. Answers: to study, Treating, to treat, reading, named, were treated, to heal VIII. Homework 1. learn the phrases, make sentences with them. 2. Retell the story. Lesson 59教学设计示例 Properties: Recorder, Overhead Projector Teaching Objectives: 1. Understand the dialogues 2. Learn the grammar Lan

41、guage focus: the Infinitive Teaching Procedures: I. Showing the teaching aims II. Revision Check homework, ask two or three students to retell the story about Lesson 58. III. Leading in Give the students a topic, let them make up a dialogue. For example:Why did you become a doctor for animals? What

42、do you like best about your job? Is it easy to heal sick animals? IV. Presentation Tell the students that well learn a dialogue about a childs doctor. First, ask the students to use the following dialogue in Exercise I to help them. Then work in pairs. V. Free Practice Suppose your friend is a docto

43、r for. . . . Interview her or him about her or his job. Use the dialogue in Lesson 59 to help you, make up a new dialogue, work in pairs, then do Exercise 1. VI. Practice Part 2. Look at the picture. Say something about it. For example: To be a doctor is very interesting. To be a sick man is very pa

44、inful. To do as the doctor tells you is important. Change these sentences beginning with: Its + adj. + to do something. Go through Exercise 2, ask the students to finish changing these sentences. VII. Workbook Do Exercise 2. The answers are: 1. Its necessary to prepare a place for the dog. 2. Its good for the dog to take a walk every day。 3. Its very important to keep the dog clean. 4. Its not a good thin