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 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 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：
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。