receive的用法

英语教案－Bodylanguage

教学目标

I.重点词汇：

manage;wave;nod;realize;agreement,disagreement;while,

manners;communicate;makesb….;bodylanguage;oneanother;

notall…

II.日常交际用语：

1).请求

May/Could/CanIdothat?

IwonderifIcandothat.

Would/DoyoumindifIcomeearlier?

Willyoutellmeifcangonow?

2).允许

Yes,plea./Ofcour./Sure./Certainly.

Goahead,plea.

That’sallright./OK.

It’sallrighttome.

3).拒绝

I’msorry,butit’snotallowedhere.

You’dbetternot.

I’’snotright.

III.语法：

复习动词不定式作宾语、定语、表语和状语。

教学建议

对话分析

Thislessonistouofferhelpandhowtoacceptandrefu

heSslearnaboutthewayofexpressionfromthe

mephrastopractihowtouandgrasp

bettertheability.

课文分析

ThistwomaterialsaboutbodylanguageandtraintheSs

readingthepassages,

themainideaistohavedifferencebodylanguagesofthe

mple;welcome,agreementanddisagreement,

no,yes,happy,ilethetwopassagesoffertheSs

theopportunitytotalkaboutthebodylanguageofChina,British

andothercounties.

教学建议

TheteachergivetheSsthequestionsboutthedialogue

mple:Ifyouneedsomehelp,howdoyouoffer

themtohelp?Soon.

TheteacherhelptheSstolisteninordertounderstandwell,

afterthattheSsspeakandtalkeachotheraccordingthecontent

ofthedialogue.,Sotheteacherorganizesomestudentstoplay

aroleaboutoffers,ythe

teachersummarizetheufulexpressionofthedialogue.

重点知识讲解

accept与receive的用法

1）accept用作动词，意为“接受”，指经过考虑，由主观意志

来决定接受，动作者本身是主动的。例如：

Hecouldntacceptoursuggestionsbutourgifts.他们不能接

受我们建议但接受了我们的礼品。

Shewasverygladtoaccepttheinvitation.她非常愉快地接受

了邀请。

2)receive也是作动词，意为“接到”，指收到某物这一动作，本

身有一定的被动性，不包含本身是否愿意接受的意思。

Hedidnotreceiveagoodeducationatuniversity.他没在大学

受过良好教育。

Ireceivedaninvitationtothepartyyesterday,butIrefud

toacceptit.昨天我接到一份参加晚会的邀请，但我拒绝了接受。

eachother与oneanother

这是两个在词义和用法上极为接近的短语。有些语法家认为：

eachother只能用于两者之间；oneanother只能用于两者以上。但

是，在现代英语的实际使用中，人们会发现：eachother也可用于

“两者以上”；oneanother也可用于“两者之间”。

Ithinkmusicisonewaypeoplecangettoknoweachother

better.

Thehusbandandwifesatdownatthetablefacingone

another.

eachother和oneanother可交互使用。但oneanother侧重两

以上的互相；而eachother则侧重两人之间的互相较为常见。

managetodosth.和trytodosth.用法区别

trytodosth.意思是“尽力，设法去做某事”，结果如何，不得

而知，而managetodosth.,则表示“设法做成了某事”

Jimhadalotofhomework,buthemanagedtofinishit

beforebedtime.吉姆有很多家庭作业，但终于在睡觉前完成了。

Jimhadalotofhomework,buthesaidhewouldtrytofinish

itbeforebedtime.吉姆有很多家庭作业，他说他他将设法在睡觉前完

成。

manage还表示“经营，管理”的意思

Shemanagedthehouverywell.她把家管得很好。

Whowillmanagethestorewhenyouareaway?你不在的时候

谁来经营商店？

与can或could连用，意为“能办好某件难事”，口语中还可作

“吃，渡过”解

Itstooheavy,butIcanmanageit.虽然它很重，但是我能搬动。

Idontthinkwecanmanageahugefishlikethatjustbetween

thetwoofus.我看单是我们两个人吃不了这么大的一条鱼。

Ifyoucangetthematerial,wecanmanagethemoney.如果

你们搞到了原料，资金我们能想办法。

all与not连用构成notall或all...not时，通常表达的是一种部分

否定，而不是全部否定，因此，课文中的“Notallbodylanguage

meansthesamethingindifferentcountries.”应当译成：“并非所

有的身势语在不同的国家里都有相同的意思。”本句陈述了一个这样

的事实：有些身势语在不同的国家有着相同的意思；在有些国家有些

身势语却有着不同的意思。因此，上述句子不可以理解成：“所有身

势语在不同的国家都有着不同的意思。”

1)部分否定：

（1）Notalltheboysinourclasslikefootball.我们班里的男生

并不都喜欢踢足球。

（2）Notallofthesongsarelikedbychildren.不是所有这些

歌曲都让孩子们喜欢。

2)全部否定

（1）Noneoftheboysinourclasslikesfootball.

或：Noboysinourclasslikefootball.我们班的男生都不喜欢

足球。

（2）Noneofthesongsis/arelikedbychildren.这些歌都不能

让孩子们喜欢。

介词with后面可接一个复合结构，即：介词with+宾语+宾语补

足语。常在这一结构中充当宾语补足语的有：现在分词、过去分词、

名词、形容词，副词等。

（1）with+宾语+现在分词

Withanoldhunterleadingtheway,thesoldiersstarted

towardstheforest.由一位老猪人带路，士兵们朝着森林走去。

（2）with+宾语+过去分词

1）Withtheproblemssolved,theyclodthemeeting.随着

问题的解决，他们结束了这次会议。

（3）with+宾语+形容词（或副词）

Myfatherlikestosleepwithallthewindowopen.我父亲喜欢

开着所有窗子睡觉。

TianAnMenSquarelookvenmorebeautifulwithalllights

on.所有的灯都亮着，天安门广场显得更加漂亮。

（4）with+宾语+不定式

Withalotofworktodo,wehadtobebusyworkingdayand

night.有这么多的工作要做，我们只得日夜忙碌。

Withmanythingstodealwith,Ihavetostoplisteningtothe

lightmusic.有许多事要处理，我只好停止收听轻音乐。

（5）with+宾语+介词短语

Shesawasmallriverwithgreengrassandredflowerson

bothsides.她看到一条小河，两岸长满了红花绿草。

注意：“with+复合宾语”在句中既可以用作状语表示方式或伴

随动作，又可以用作定语。

Theteacherenteredtheclassroom,withabookinhishand.

老师手里拿了一本书走进了教室。

TheteacherwithabookinhishandisanewEnglishteacher.

手里拿着一本书的那位老师是一位新来的英语老师。

句型：Itis/was+adj./n.+真正的主语

常用此句型的形容词有：clear,true,strange,obvious,(im)

possible,(um)fortunate,good,funny,wonderful,(un)usual,

pleasant,easy等；常用此句型的名词有：apity,awonder,ones

duty,amistake,nou,nogood,awaste等。

真正的主语有三种：

1）用for或of引起的短语作不定式的逻辑主语,如

sth.或h.

ItsimportantforaChinetomasteraforeignlanguage.

Itsimpoliteofyoutospitontheground.

2）在nou,nogood,awasteof...uless等词后，常用v.-

ing(短语)作真正的主语

Itsnoutryingitagain.

3）由that或连接代（或副）词引导的从句作真正的主语

Itsstrangethatyoushouldallthinklikethat.

Itsaproblemwhetherthemeetingwillbeheldtomorrow.

动词不定式的主要功能

（1）作主语：Toeonetimeisbetterthantoheara

hundredtimes.

注：不定式作主语时，常用it代替之作形式主语，而不定式移置

句子后部，以保持句子的平衡。不定式（短语）用作主语时，其后的

谓语的动词要用单数。

reathonourforhimtobeinvitedtothebigparty.

（2）作表语：Anursdutyistolookafterpatients.

（3）作宾语：Idontknowwhichonetobuy.

Marxgavesomeadviceonhowtolearnaforeignlanguage.

（4）作定语：Sheisalwaysthefirsttocomeandlasttoleave

theclassroom.

Givemesomepapertowriteon,plea.

注：不定式常作后置定语。不及物动词的不定式作定语，要加上

适当的介词。

（5）作状语：Thepupilsranovertowelcometheforeign

guests.(表目的)

WhathaveIsaidtomakeyousosad?(表结果的)

Thechildrenjumpedwithjoytoheartheexcitingnews.(表

原因)

（6）作宾补：Iwishyoutobehappyforever.

注：在watch,notice,e,lookat,obrve,hear,listento,feel,

let,make,have等感观和使役动词后的不定式复合结构中，不定式都

不带to;在help后既可带to,亦可省to.

edays,thelandlordmadethemworkdayand

night.

这种句子如果变成被动语态，需将to补回。

edays,theyweremadetoworkdayandnight.

方案----Lesson9

TeachingAims

phas:manage,diningroom,typecomposition

oralexpression:

CanIhelpyou?

Wouldyoulike….?

IsthereanythingIcandoforyou?

Thanks/Yes,plea.

That’sverykind/niceofyou.

No,nageitmylf.

That’sallright,thankyou.

No,forallyourhelp.

TeachingAids

ckboard

TeachingProcedures

StepⅠLeadingin

T:Whatdowedoifwehavesomethingtotellothersorifwe

wanttolearnsomethingfromtheothers？

S:Yes，weuourlanguage

T:Thatis，

actually，thereisanotherkindoflanguageanditisalsovery

nowwhatitis？

S:Yes，thebodylanguage.

T:Canyoutellmesomethingaboutbodylanguage？For

example，ifyouagreewithwhatIsaidjustnow，whatdoyou

do？Andifyoudon’tagreewithwhatIsaid，whatdoyoudo？

S:Nodandshakehead

StepIIListening

chgivesomequestionsbeforelistening

1）Dothespeakersknoweachother？Howdoyouknow？

2）Ifyouwanttorefusomebody’sofferpolitely，what

wouldyousay？

erecorderoneortwice,pleasomeoneanswerthe

abovequestions

Key：1）No，theydon’heorganizerofa

conferenceandtheotherisaspeakerandthedialoguetakes

placeattheairport.

2）No，forallyourhelp.

StepIIIReading

Playtherecorderagain,theSsfollowittwice.

StepⅣPerforming

Thetwostudentsmakeupofonegroup,theypractithe

cheraskveralgroupsto

performinfrontoftheclass.

StepⅤLanguagepoints

TheteacherdirecttheSsconcludethephastooffersand

cherrequesttheSstomaster

andhandlethem.

StepⅥOralpractice

SstopractiNo.2ofPage9.

StepⅦPracti

fewminutes,

theteacherasktwogroupstoperforminfrontoftheclass.

Situation1：for

offertorepairthisbicycle.

Situation2：Youoffertofixone’sTVt.

Situation3：Youoffertocheckone’scomputer.

StepⅧConsolidation

ughthepicturesandthenask

themtotalkaboutthepicturesorally.

2andEx3inClass

StepⅨHomework

Makeupadialogueandwriteitdownintheirexercibooks.

教学设计方案Lesson10

TeachingAims

Learnandmasterthefollowing

makeonelfdone

accept…as

not…but…

e/hello

Itis/was+adj./n.+inf.

with+compoundobject.

ImprovetheSs’abilityofreadingcomprehension

TeachingDifficultPoints

Somentencesarehardtounderstand.

TeachingMethods

Question-and-answeractivitytohelptheSstogothrough

withthewholetext.

Pairworkorgroupworktomakeeverystudentworkinclass.

Fastreadingtofindoutthedetailedinformationaboutthe

text.

TeachingAids

ecorder

ctor

ckboard

TeachingProcedures

StepⅠGreeting

Greetthewholeclassasusual.

StepⅡRevision

AsksomepairsofSstoactouttheirdialoguesofNo.1on

someexpressionsofofferingoracceptingor

refusinghelp.

StepⅢPreparationforReading

1.T:WhatdowesayinEnglishwhenwemeetsomeonefor

thefirsttime?

Ss:Hello!/Howdoyoudo?

T:Whatelcanwedo?

(Teachermakesahandshakegesture.)

Ss:Wecanshakehands.

T:Doyouknowwhatpeopledoinothercountrieswhenthey

meetforthefirsttime?Todaywearegoingto

readhowpeoplebehavewhentheymeetortalktoothers.

First,nowthemeaningofbody

language?Lookatme,plea.(Teacherbeginsto

silentlynod,shakehisorherhead,smile,frown,wavetothe

class.)

T:DoyouunderstandBodyLanguage?’slearnsome

newwordsinthislesson.

Showthenewwordsinthislessononthescreen,andthen

givetheSsbriefintroduction.(Hereleftout.)

AsktheSstoreadthetextasquicklyaspossibleandtryto

answerthefollowingquestion.

—HowdotheChineandBritishhavesimilarbody

language?

—Yes.

StepⅣReading

LettheSsreadthetextagain,thenanswersomedetailed

questionsinthetext.

Showthequestionnaireonthescreen,askthemtoreadand

discusstheminpairsorgroupstocompletethetask.

heanswerwiththewholeclass.

Anddealwiththefollowing.

(1)Shecouldn’tmakeherlfheard.

(2)Icannotacceptyouasmyassistant.

(3)HeisnotEnglish,butAmerican.

(4)dher

motherhelloassoonasshegothome.

(5)Itispossibletodotheexperimentinanotherway.

Itisourdutytohelpthepoor.

(6)Withaboyleadingtheway,theystartedtowardsthe

village.(Adverbial)

Theoldmanwithhiyeslookingattheskycamefrom

Shanghaiyesterday.(Attributive)

StepⅤComparison

T:Nowweknowdifferentpeoplehavedifferentwaysof

makingcommunication?allthe

readthetextagain,thenfillintheblanksofthetable.

SuggestedAnswers(Hereleftout.)

StepⅥWorkbookandconsolidation

PlaythetapeandlettheSslistentothetext.

DealwiththeexercisofNo.2-3onPage76.

StepⅦSumming-up

HelptheSssumupwhattheyhavelearnedinthislesson.

Writethemontheblackboard.

StepⅧHomework

ReadthetextagainandlearntheABCofBodyLanguageby

heart.

RecordAfterTeaching

Attachment

TheDesignoftheWriting

OntheBlackboard

教学设计方案Lesson11

TeachingAims

Learnandmasterthefollowing.

(1)keepaway

(2)acertain+n.

(3)makesb./sth.+adj.

ImprovetheSs’abilityofreadingcomprehension.

Languagestudy—theinfinitive.

TeachingDifficultPoints

theusagesoftheinfinitive

TeachingMethods

Question-and-answeractivitytohelptheSstogothrough

withthepassages.

Pairworkorgroupworktomakeeverystudentworkinclass.

Fastreadingtofindoutthedetailedinformationaboutthe

text.

TeachingAids

ecorder

ctor

ckboard

TeachingProcedures

StepⅠGreeting

Greetthewholeclassasusual.

StepⅡRevision

Asksomestudentstoretellthecontentsofthereading

passageinLesson10.

StepⅢPreparationforreading

T:Yesterdaywelearnedsomethingaboutbodylanguage.

example,howclopeoplestandwhentheyaretalking

odmannerstostandveryclotoyourfriend?

Let’sreadandfindout.

Showthenewwordsonthescreen,andgivebrief

introductiontotheSs.(Hereomitted.)

AsktheSstoreadthetextasquicklyaspossibleandfindout

theanswertotheupperquestion.

StepⅣReading

Ssread

thepassageagainandanswerthequestions.

lwiththe

emonthescreen.

(1)Keepaway,orI’llcallthepolice!

sadangerousdogthere.

(2)Thereisacertaindistancebetweenthevillageandthebus

station.

Hemustbewaitingforyouatacertainplace.

(3)Thislampmadetheroomaslightasday.

Whathehaddonemadehisfatherangry.

efirstntenceof

thetextforexample.“It”isformalsubject,

realsubjectisthecompoundstructureoftheinfinitive.

StepⅤPracticeandConsolidation

PlaythetapeandlettheSslistencarefully.

Showthepassage(No.1onPage77)onthescreenandlet

theSsfillintheblanks.

rdoesoneortwontencesorallyin

eachpartasanexample,thenlettheSs

workinpairs,makingupsuitablentences.

SuggestedSentences:

Part1Part2Part3(Hereomitted.)

StepⅥPracticeandDiscussion

othroughtheexamplewiththewhole

endasksomepairstoactoutinfrontoftheclass.

Suggesteddialogues:(Hereomitted.)

upinclassiftimepermits.

StepⅦWorkbook

Dealwithexercis2and3onPage77.

Homework

Readthetextagainandfinishofftheworkbookexercisleft.

RecordAfterTeaching

Attachment

TheDesignoftheWriting

OntheBlackboard

教学设计方案Lesson12

TeachingAims

Reviewthegrammar—theinfinitive

Dosomelistening.

Dosomewriting.

TeachingDifficultPoint

It’sdifficultforustotrainandimprovetheSs’abilityof

listeningcomprehension.

TeachingMethods

Listening-and-choiceactivitytohelpthestudentstogo

throughwiththelisteningmaterial.

IndividualorpairworktotraintheSs’writingability.

TeachingAids

ecorder

ctor

ckboard

TeachingProcedures

StepⅠGreeting

Greetthewholeclassasusual.

StepⅡRevision

Checkthehomeworkexercis

theuofinfinitiveinLesson

efollowingonthescreenand

stresstheusagesoftheinfinitive.

Grammar—TheInfinitive

Theydon’tliketobetooclotooneanother.

Theywillmovebacktokeepacertaindistanceaway.

Wouldyoulikemetodosomethingforyou?

Haveyougotanythingtosay?

Itisapleasuretomeetyou.

Wavingone’shandistosay“Goodbye”.

Idon’tknowhowtocommunicatewithforeigners.

StepⅢPreparationforlistening

T:Listentomecarefully.I’mgoingtosay“Hello”totwo

friends.

(Teachersays“Hello”toafriendinaquietandflattone,

andtoanotherinaloudandri-falltone.)

T:NowyoucanguesswhichfriendIhaven’tenforalong

time.

Ss:Thecondone.

T:Howdoyouknow?

S:Fromthewayyouspeak.

(Thenteacherteachestheword“intonation”.Afterthat,

teachertellstheSsthefollowing.)

T:eare

goingtohearpeopletalkingaboutEnglishandintonation.

StepⅣListening

hat

letthemopenthebooks,turntoPage133todothelistening

lay

thetapeagain.

StepⅤWriting

eSstofillinthegaps,writingone

’tstartfilling

untiltheyreadthewholepassage.

SuggestedAnswers:

/

1

StepⅥDiscussionandWriting

rieflyrevithepointsaboutcustoms

andhabitsinLesson10and11.

GothroughthetaskwiththeSsandletthemworkingroups

offour.

AsksomeSstomakeareportoftheirgroupdiscussionto

tideasonthe

Blackboard.

SstouthenotesontheBbasa

emthattheycanarrangetheir

writinginctions.

StepⅦWorkbookandRevision

DealwiththeexercisonPage78.

Timepermitting,dotheexercisonPage79.

Homework

Finishtheexercisleft.

RecordAfterTeaching

Attachment

TheDesignoftheWriting

OntheBlackboard

Lesson12

Grammar:TheInfinitive

intonation

探究活动

ole

Ifyoureastangertocomethiscity，butyouwanttovisit

yourfriendandknowhowtogettothehospital，howdoyou

ubodylanguagetocommunicatewithothers?Forexample,

youmeetapoliceman,firstofallyoucanshakehandsorwave

chyourstomachandshowyourpainfulfeelings,

eone

toplayinfrontoftheclass.

sion

InourCounty,howtogreetwhenwemeeteach

other?oldmenand

youngmen,menandwomenPleagivesomeexamplestotalk

aboutthat.

Expressanopinion

achother:Insomeofthecountries,suchas

France,menwillusuallyonlykissmalemembersoftheirfamily.

Onveryformaloccasions,suchasaceremonyorameetingof

nationalleaders,ly,thekissisoneach

outhinkaboutthat?Howtocomparethe

customsinChinaandFrance?