以下是小编帮大家整理的Unit 15 Thanks for the message (JEFC 2B )，本文共3篇，仅供参考，希望能够帮助到大家。
篇1：Unit 15 Thanks for the message (JEFC 2B )
Unit
Unit 15
Time
45’
Title
Thanks for the message
Teaching Aims
1. Words & Phrases:
telephone, phone, call, ring, photo, story, enough, really, afraid, pleasure ,harvest answer the telephone; be out; at the moment; by the way; the next day; ring up; take a message; at the cinema; be afraid; lots of
2. Useful Expressions:
1 Could you answer the telephone, please?
2 He’s out at the moment.
3 Please ring him
4 Could I speak to him, please?
5 Can I take a message?
6 It’s a pleasure.
7 Could you ask him to call me, please?
8 I’m afraid....
Teaching Importance
and Difficulties
3. Grammar:
1. The simple past tense of “There be….”
2. “Could …?” expresses the polite request
Teaching Methods
Five Steps Method
Aural-oral Method
Comprehensive Method
Teaching
Tools
Tape
Recorder
Flashcards
Lesson 57
Step 1. Greeting
T: You’re welcome back to school. (I’m glad to see you all back to school.)
Free talk:
1. Did you stay at home or go out in the winter holidays?
2. Where did you go for your holiday?
3. How/When did you go there?
4. What did you do there?
5. Did you see anything interesting?
6. What did you see there?
7. Did you have a good time?
8. When did you usually get up every day in the holidays?
9. What did you usually do in the morning/afternoon/evening?
10. Did you do a lot of homework?
11. Did you help your parents with the housework?
12. Did you go shopping with your parents? What did you buy?
13. Did you enjoy your holidays?
14. Are you glad to be back at school/to see your friends again?
教师准备一个铃或让学生模仿电话铃声。铃响后教师对学生说：Listen! The telephone is ringing. 然后提问一名学生：×××, Could you answer the telephone, please? I’m busy. 教师帮助学生回答：OK, I’ll get it.
Step 2. 学生听完录音后，两人一组练习这两句话。
Step 3. 教师和学生演示对话。
（电话铃声）
T: Hello. 68485950
S1: Hello. Could I speak to Mr. Green, please?
T: I’m afraid he’s out at the moment. Can I take a message?
S1: Yes. Could I have your name, please?
T: Jim.
S1: Could you spell it, please?
T: J-I-M, Jim.
S1: And your telephone number, please?
T: 6-4-double 6-3-4-1-1.
S1: 6-4-double 6-3-4-1-1. Thanks a lot. Bye.
T: It’s a pleasure. Bye.
Step 4. 教师解释单词和短语后，让学生听录音和练习对话。
Explanation
1. Could you answer the telephone, please?
could是can的过去式，但并不是过去时态，表示比较客气委婉地请求，比 can更客气。Could you …? 表示说话人的一种委婉请求或要求。
answer the telephone接电话。answer还有“回答”的意思。e.g.：
Could I have fall one,please?
Could you carry the books to the classroom, please?
Could I open the door?
My sister answered the telephone.
I’m sorry I can’t answer your questions?
2. I’ll get it? 我来接电话。
这是一句最常用的接电话的句子。当电话铃响的时候，表示自己来接电话。
3. Could I speak to Jim, please?这是句电话用语。句中的speak 不能换成talk 或者say。
ask sb. to do sth.意思是“请某人做某事。”如：
She asked me to help her with English this afternoo
4. I’m afraid he’s at the moment.
be afraid +从句，意为“恐怕”，表示一种委婉否定的意思，相当于I’m sorry 无“害怕”之意。
e.g. I’m afraid I can’t come.
be afraid of+名词，意为“害怕”。
e.g. I’m afraid of dogs. 我害怕狗。
“be afraid”常用于口语中，表示遗憾，歉意及来不确定的语气。如：
I’m afraid he’s out at the moment. 这里“he’s out at the moment.”是宾语从句。
5. Could you ask him to call me, please?
call me “给我打电话”，= call me up= telephone me= phone me= ring me。e.g.：
I want to telephone my sister.
Who phoned you yesterday?
Please ring me up at six o’clock tomorrow morning.
6. It’s a pleasure.(My pleasure.)这是一件愉快的事。此句为回答谢意的一种方式。回答谢意还有几种方式：
You are welcome.
With pleasure.
Not at all.
Don’t mention it.
That’s all right.
That’s ok.
Thanks a lot.= Thank You.= Thank You very much. =Thanks a lot. =Thanks. many thanks .
7. Write down the answers?
write…down 表示“把…写（记）下来” 。后面可跟介词短语on… 。e.g.：
Please write these words on your exercise books.
Would you like to write your name down on my book，please?
类似的词组还有turn on, put away, put on, pick up, take off.等。如：Will you please pick it up?
Bb work
Unit 15
Lesson 57
TELEPHONE MESSAGE
From: Bruce To: Lucy
Date: February 3 Time: 4:50
Message: Please ring him. His phone number is 9673340
Lily
Lesson 58
Step 1. 教师就L57的对话提问题，引出新课内容。
T: Where was Jim when Li Lei called?
Ss: He was at the cinema.
T: Who answered the telephone?
Ss: Kate.
T: Did Kate take the message?
Ss: Yes, she did.
T: What was the message?
Ss: Li Lei wanted Jim to call him when he came back.
T: Jim comes home from the cinema now. Kate is going to tell him about the telephone call. Now listen to the dialogue.
学生听录音后练习对话。
Step 2. Now Li Lei knows about the telephone call. What is he going to do next? Can you guess? Yes, he’s going to ring Li Lei. What are they going to talk about? Listen to the tape and find out the answer. 听完录音后，教师可以先问几个问题，然后让学生练习对话。
Step 3 Explanation
1. by the way是介词短语，用于插入语，用来表示要谈论另外一件事顺便说一下，如：
By the way, what’s your name?
2. Is that Li Lei ? Yes It Is.该句是打电话常用的。用英语打电话和汉语不同。如：
Who’s speaking? This is/It’s….speaking. Is it/that…speaking? Hold on, please.
Bb Work
Unit 15
Lesson 58
have a good time have a party have a sports meeting
have a read have a rest have a try
have a swim have a look at have a meeting
have lessons have a drink of… have a good harvest
have to have a baby had better…
Thank you for having us. 谢谢你请我们来做客。
Lesson 59
Step 1. 教师通过边放投影片边提问的方式，帮助学生回忆李雷和他的同学们在农场摘苹果的情况。
Step 2. 学生阅读文章后回答教师提出的问题。
Question:
1) When did the students go to the farm?
2) Were there many apples on the tree?
3) Why did the farmers need help?
4) Did the students enjoy the work?
5) Why did they need ladders?
6) Who picked the most apples?
Explanation
1. the next day 与 tomorrow 的区别：
the next day用于过去时态；而tomorrow用于将来时态。
He will go to Beijing tomorrow.
He went to Beijing the next day.
next+时间名词，指从现在开始的“下一个”，“第二个”，用在将来时中，the next+时间名词，指过去某一个时间的“下一个”，“第二个”。如：
The next day I left home very early .
She’s going to Hangzhou next month.
2. There were many apples on the trees.
There were ….表示存在的句型，是 there be….的过去式。e.g.：
There were many trees in our school.
Was there a car before our classroom yesterday?
There be 结构的过去时态。
be的现在式为am, is, are; 过去式为was, were.
am, is---was; are-were
e.g. There was a big tree in front of the house last year.
There were some people in the room just now.
there be结构的否定式在be后加not,即was not(=wasn’t)
were not(=weren’t)；疑问句是将was，were置句首。
There wasn’t a message.
Was there a message?
Yes, there was./No, there wasn’t.
There weren’t enough nuts.
Were there enough nuts?
Yes, there were./ No, there weren’t.
3. But there were not enough people to pick them.句中的enough为形容词，意思是“足够的”。修饰名词people，enough一词作为副词，它修饰形容词，副词时，放在形容词或副词之后，e.g.：She is old enough to look after herself.
enough 修饰名词时，通常放在前面；而修饰形容词、副词时必须置于其后。
e.g.：We have enough time to go to the station.
My sister is old enough to go to school.
There were not enough people to pick apples.（形容词） That’s enough.（名词）
He runs fast enough.
3. The men and woman lifted the fruit on to the trucks.句中on to“到…上面去”，在此句中为介词还可以合在一起合成onto如：He jumped onto the horse.
Bb Work
Unit 15
Lesson 59
1. the next day & next day 2. There was/ were….
3. into & onto/ on to 3. want (sb.) to do sth.
4. bring it to school/ bring sth. for sb./ bring sb. Sth.
5. by the way by oneself by mistake by now到目前为止
on the way to …. In the/one’s way 挡路 妨碍
Lesson 60
1. answer = give a reply to a question
2. telephone = talk with someone by telephone
3. afraid = frightened
4. moment = a short period of time
5. cinema = a place where you can see films
6. ring = get into communication with sb. by telephone
7. photo = picture
8. story = an account of something that happened
9. enough = as much (many) as may be wanted
10. really = in fact; truly
Bb Work
Unit 15
Lesson 60
1. answer the telephone 2. speak to 3. be out
4. at the moment 5. at the cinema 6. take a message for…
7. take a message to … 8. ring sb. 9. have a good time
10.by the way 11. a telephone call 12. write down
13. last October 14.bring sth. to school 15. the next day
16. give sb. some photos 17. on the tree 18.hard work
19. climb up the trees 20. with ladders 21.lift…onto the trucks
22. It’s a pleasure.
篇2：Unit 15 Thanks for the message
一、 语法要点
1． 句型:
1) Could you answer the telephone, please?
2) He’s out at the moment. Please ring him.
3) Could I have a full bottle / speak to him, please?
2． 语法：
1) There be 结构的一般过去时态。
2) Could …? 表示有礼貌的请求。
二、 教学建议
Lesson 57
Step 1. 教师准备一个铃或让学生模仿电话铃声。铃响后教师对学生说：Listen! The telephone is ringing. 然后提问一名学生：×××, Could you answer the telephone, please? I’m busy. 教师帮助学生回答：OK, I’ll get it.
Step 2. 学生听完录音后，两人一组练习这两句话。
Step 3. 教师和学生演示对话。
（电话铃声）
T: Hello. 68485950
S1: Hello. Could I speak to Mr. Green, please?
T: I’m afraid he’s out at the moment. Can I take a message?
S1: Yes. Could I have your name, please?
T: Jim.
S1: Could you spell it, please?
T: J-I-M, Jim.
S1: And your telephone number, please?
T: 6-4-double 6-3-4-1-1.
S1: 6-4-double 6-3-4-1-1. Thanks a lot. Bye.
T: It’s a pleasure. Bye.
Step 4. 教师解释单词和短语后，让学生听录音和练习对话。
Lesson 58
Step 1. 教师就L57的对话提问题，引出新课内容。
T: Where was Jim when Li Lei called?
Ss: He was at the cinema.
T: Who answered the telephone?
Ss: Kate.
T: Did Kate take the message?
Ss: Yes, she did.
T: What was the message?
Ss: Li Lei wanted Jim to call him when he came back.
T: Jim comes home from the cinema now. Kate is going to tell him about the telephone call. Now listen to the dialogue.
学生听录音后练习对话。
Step 2. Now Li Lei knows about the telephone call. What is he going to do next? Can you guess? Yes, he’s going to ring Li Lei. What are they going to talk about? Listen to the tape and find out the answer. 听完录音后，教师可以先问几个问题，然后让学生练习对话。
Lesson 59
Step 1. 教师通过边放投影片边提问的方式，帮助学生回忆李雷和他的同学们在农场摘苹果的情况。
Step 2. 学生阅读文章后回答教师提出的问题。
Question:
1) When did the students go to the farm?
2) Were there many apples on the tree?
3) Why did the farmers need help?
4) Did the students enjoy the work?
5) Why did they need ladders?
6) Who picked the most apples?
三、 巩固练习
1． 用所给词的适当形式填空：
1) I’m sorry I was out when you (ring).
2) I wanted to show it to (they).
3) The next day Li Lei (bring) the photo to school.
4) There (be) not enough people to pick apples.
5) The children (real) enjoyed the work.
6) Kate picked (many) apples of all.
7) They needed (climb) up the trees with ladders.
2． 完成对话：
A: Hello. 1 Jim.
B: Oh, hello. Could I 2 to Kate, please?
A: I’m afraid he’s not 3 at the moment.
B: Could you take a 4 ?
A: Certainly. Could I 5 your number, please?
B: Sure. My telephone number is 6-8-double 7-4-3-1.
A: 6-8-double 7-4-3-1.
B: Please ask her to ring 6 .
A: OK.
B: Thanks very much. Bye.
A: It’s a 7 .
[Key]
1． 1) rang 2) them 3) brought 4) were
5) really 6) most 7) to climb
2． 1) It’s 2) speak 3) in 4) message 5) have
6) me 7) pleasure
篇3：Unit 15 Thanks for the message!
参考教案 Unit 15 Thanks for the message示例一
一、教学目标与要求
通过本单元教学，使学生初步掌握以下内容：
1．There＋be结构的一般过去时态。学生要熟悉这个结构在过去时态中的陈述句式和疑问句式及应答，并能运用到描述事情、日常交往之中。
2．学会could表示有礼貌的请求这一用法。能在适当的场合中，有礼貌地提出一些简单的请求，并对他人提出的请求予以适当的回答。
3．学会并掌握打电话的一般用语。在本单元结束时，学生应能运用所学语言，打（接）电话、简短留言、填写电话便条等。
在本单元教学中，要继续培养学生运用所学英语描述过去的事情和经历的能力，运用简单的陈述句复述课文的能力。要逐步提高对阅读速度的要求。
二、教学重点与难点
1．句型：1） I'm afraid… 2） There was/wasn't a message. 3） I wanted to show it to you.
2．语法：There＋be的过去时态。
3．日常交际用语： 1）打电话用语（略）； 2）表示有礼貌的请求： Could I/you…, please?
三、课时安排
本单元共用5课时，第五十七课用2课时，其余各课用1课时。
参考教案 Unit 15 Thanks for the message第五十七课（II）示例一
第五十七课（Ⅱ） Lesson Fifty-seven（Ⅱ）
一、教学内容
1．词汇（略）。
2．语法：复习过去时用法。
3．日常交际用语：继续学习有关打电话用语。
二、教具
录音机；玩具电话。
三、课堂教学设计
1．复习。教师可就有关星期、日期的内容进行提问，复习这方面内容（参考第11、12两个单元教案中所列的方法。）
2．借助电话机等，复习上节课学过的单词和打电话用语。
放课文录音，学生跟读一遍。
3．介绍本课两个剩余生词ring, phone。领读生词。
4．指导学生观察课文第3部分提供的电话留言便条。要求学生模仿该便条，将课文第2部分的内容，写成一个电话便条。当堂核对答案。（关于便条中时间一项，教师可自拟。）
5．指导学生回答课文第3部分的提问，然后模仿课文第2部分的对话，将第3部分的电话便条扩展成一个打电话的小对话。学生可以两人一组，相互补充。数分钟后，请两组同学表演自己编写的对话（如条件允许，可以请他们到前面来，手持电话机表演。注意两人之间一定要有距离，并相互背对而立）。
6．指导学生做练习册其他习题。
7．布置作业
1）继续朗读本课对话；2）抄写生词；将口头表演的对话用书面形式再现一遍；3）完成练习册习题。
四、难点讲解
Who took the message?谁记的电话便条？
take the message在这里可以理解为： write down the message。
参考教案 Unit 15 Thanks for the message第五十七课（I）示例一
第五十七课（Ⅰ） Lesson Fifty-seven（Ⅰ）
一、教学内容
1．词汇（略）。
2．日常交际用语： 1） I'm afraid he's out at the moment. 2） Could you ask him to call me , please? 3）Could I speak to…, please? 4）Can I take a message?表示感谢和应答：----Thanks a lot. ----It's a pleasure.
二、教具
录音机；玩具电话机（如条件允许可使用两部）。
三、课堂教学设计
1．复习。
（经过一个寒假，新学期伊始，要尽快恢复至上学期课堂上活跃的程度。教师在开始阶段，应有计划地设计一些口头活动，内容要尽量涉及上学期所学的主要语法内容和日常交际用语项目。如：形容词比较等级；一般过去时态； to be going to+动词原形；提出建议的方法、询问和指点方向等。具体做法可参照上学期有关单元的教案。从这一课教案起，我们将提供一些建议，供教师参考）。
教师可向学生提出以下问题，用来复习一般过去时态：
T：（板书： winter vacation，只要学生明白意思，并不一定要求学生会说）
Where did you go in your winter vacation? What books did you read? How long did you watch TV every day in winter vacation? What time did you get up those days? Did you help your parents at home? How did you help your parents? What other things did you do/see in winter vacation?
教师还可根据本地区及所教学生实际情况，设计一些其他问题。尽量让学生个人回答，还可让他人重复其答案（参照第五十五课教学步骤1）。
2．拿出电话机，教telephone, answer the telephone等单词和短语。通过演示，将本课重点句子引导出来：
T：（做出接电话状） Hello!（说出自己的号码）6-7-0-1-6-5-0-2．（一定让学生明白这是在接电话）（走到另一电话机前） Oh! Hello. Could I speak to ×××, please?
教师将上述句子重复两遍，引导学生猜测这句话含义，并注意speak to后面接的某人当时一定不在场，而大家又认识（比如该班另一位任课老师），以便为下一句打下埋伏。
确信学生基本搞懂上面那句话之后，教师又走到另一边：
T： Well, I'm afraid he's out at the moment. Can I take a message?
放慢语速，重复两遍。可板书重点词语，根据需要，扼要加以解释。
教师把刚才的演示再重复一次，这一次可加上一句：He's at the cinema.解释cinema一词。
领读生词，反复多遍，直到学生读熟为止。
3．准备放课文1、 2部分录音。教师板书听前提问（Pre-listening questions）：
1）Where is Jim? 2） What is Li Lei's telephone number?
放录音一至两遍，引导学生回答黑板上的问题。解释It's a pleasure. 的用法。再放录音，学生跟读三遍。教师对其中打电话用语进行小结（见难点讲解1～4）。
4．指导学生做练习册习题1。解释speaking一词。
5．布置作业
1）练习朗读本课对话；2）抄写本课生词、短语及有关打电话专用语句；3）完成练习册习题1。
四、难点讲解
1．Could I speak to…, please? 我请×××接电话。这句话是打电话找人时常用的句子。也可以说：Hello! May I speak to……?
如果被找的人正好接电话，可以说：Speaking!我就是。
2．I'm afraid he's out at the moment. 恐怕他现在不在这里（恐怕他出去了）。
I'm afraid译为“恐怕”，并非表示不确定，而是说话人表示歉意的一种说法。这样使得语气很委婉。
3．Can I take a message?我能记个电话便条吗？
message意为“消息；信息”。 take a message，根据上下文理解为：捎个口信儿或留个电话便条。
4．Could you ask him to call me, please?你能让他给我打个电话吗？
could一词用在这里，表示客气的请求。
ask sb. to do sth.叫（让）某人做某事。例如：
Mum asked me to cook supper. 妈妈叫我做晚饭。
call在这一句中是“打电话”的意思。
参考教案 Unit 15 Thanks for the message第五十八课 示例一
第五十八课 Lesson Fifty-eight
一、教学内容
1．词汇（略）。
2．句型： 1） There was a telephone call for you. 2） Was there a message? 3）I wanted to show it to you.
3．语法：There＋be结构的一般过去时态。
4．日常交际用语：继续学习打电话用语：----Hello. Is that Li Lei?----Yes, it is.----I'm sorry I was out when you rang.
二、教具
录音机，玩具电话；写有一些不规则原形动词的小黑板；照片一张。
三、课堂教学设计
1．复习。教师出示小黑板，要求学生迅速、准确地写出上面不规则动词的过去式。
2．借助教具电话机，复习有关打（接）电话的用语。教师在黑板上提供一些提示：
接电话人电话号码：66843735
打电话人姓名/号码：Kate 65126945
要找的人：Mr Wu（不在）
学生看清提示后，教师将全班分为两部分，一部分扮演接电话人角色，另一部分扮演打电话人（Kate）角色。教师在前面表演动作，由学生及时说出相应句子。
Ss1：（教师一拿起电话） Hello! 6-6-8-4-3-7-3-5.
Ss2：（待教师走到另一边）Oh, hello. Could I speak to Mr Wu, please?
（以下教师用手势指挥）
Ss1：I'm afraid he's out at the moment. Can I take a message?
SS2： Yes. Could you ask him to call me, please?
SS1：Sure! What's your name, please?
SS2： Kate.
SS1： How do you spell that, please?
SS2： K-a-t-e, Kate. My telephone number is 6-5-1-2-6-9-4-5.
SS1： 6-5-1-2-6-9-4-5, right.
SS2： Thanks a lot. Bye!
SS1： It's a pleasure. Bye!
可将以上内容布置给学生，要求在一周内做值日生报告时，两人一组同时做，表演类似对话。
3．打开书，准备让学生阅读课文第1部分。教师板书读前提问（Pre-reading questions）：
1）Did Jim have a good time at the cinema? 2）Where did Kate write the message down?
教师这时突然像想起什么事来，说：
T： By the way, I'm going to teach you a new word, photo.
出示事先准备好的照片，并解释by the way的意义和用法（见难点讲解1）。
给学生2分20秒时间（注）。规定时限过后，引导学生回答黑板上的问题。
放录音，学生跟读三遍。
4．要求学生合上书。准备放下一段录音。教师板书听前提问（Pre-listening question）：
What did Li Lei want to show Jim?
放一遍录音，学生能简答即可。再放录音，学生打开书跟读，反复三遍。
教师解释难句（见难点讲解2～4）。
5．指导学生做练习册习题。
6．布置作业
1）练习朗读本课对话； 2）抄写生词； 3）完成练习册习题
四、难点讲解
1．By the way…顺便说……。
说话人突然想到一件什么事情，常用这个短语来改变话题。
2．He wanted you to ring him. 他想要你给他打电话。
want sb. to do sth. 想要某人做某事。例如：
Han Meimei wanted Lucy to see her parents. 韩美美想要露西见她的父母。
ring him，给他打电话。类似的用法还有： call him, give him a call，等。
3．Jim, do you remember we went to work on a farm last October？吉姆，你还记得去年十月我们去农场劳动的事吗？
这是一个含有宾语从句的复合句。we went to work on a farm last October在复合句中作宾语从句。因主句do you remember是疑问式，因此句后用问号，读时一般用升调。
4．I want to show it to you. 我想让你看一看。
这个句子含有want to do sth. 想做某事；与本讲解第 2条有区别。例如：
Jim's parents want to work in China. 吉姆的父母想在中国工作。
参考教案 Unit 15 Thanks for the message第五十九课 示例一
第五十九课 Lesson Fifty-nine
一、教学内容
1．词汇（略）。
2．语法：复习一般过去时用法。
二、教具
录音机。
三、课堂教学设计
1．复习值日生报告。
2．打开书。就课文插图进行问答练习。教师可向学生提出以下问题：
T： What can you see in the picture(photo)? Where are the students? Are they working hard? What work are they doing?
带领学生过一遍提示内容，参照上学期有关阅读的处理步骤，给学生三分半钟时间自行阅读。教师板书读前提问（Pre-reading questions）：
1）When did the students go to help the farmers? 2）Who picked the fewest apples?
规定时限过后，引导学生回答黑板上的问题。讲解、领读生词。
3．放课文录音，学生跟读，反复三遍。
4．教师讲解课文难句（见难点讲解1～4）。
5．指导学生模仿示范做课文第2部分内容。
6．布置练习册习题1、2。对习题1增加一项要求：即答完问题后，将各小题答案归纳成一个短文，用以准备复述课文。
7．布置作业
1）练习朗读本课课文，准备复述；2）抄写生词；3）做练习册习题1、2。
四、难点讲解
1．But there were not enough people to pick them. 但是没有足够的人手摘苹果。
enough一词在句中是形容词，意为：“足够的”，修饰people。enough还可作副词，意为：“足够（地）”。例如：
She is not tall enough to reach the apples. 她不够高，够不着苹果。
2．…and they needed to climb up the trees with ladders. ……他们需要梯子爬树。
need to do sth. 需要做某事。例如：
Do you think I need to go to the meeting? 你认为我需要去开这个会吗？
3．The men and women lifted the fruit on to the trucks.大人们把水果搬到卡车上。
on to到……上面，有时可合在一起拼写为onto。例如：
He jumped onto the horse. 他跳到马背上。
并非所有分开使用的on to都能合在一起。如果on为副词，那么一定要分开使用。例如：
They drove on to the next town.他们向下一个城镇驶去。
另外，句中的fruit是集体名词，指很多的苹果，不用复数。fruit变为复数时，是指很多种类的水果。例如：
He likes apples, oranges and other fruits.他喜欢吃苹果、桔子和其他水果。
4．I know who picked the fewest. 我知道谁摘得（苹果）最少。
the fewest指the fewest apples。这是一个含有宾语从句的复合句，从句部分由连接代词who引导。
参考教案 Unit 15 Thanks for the message第六十课 示例一
第六十课 Lesson Sixty
一、教学内容
1．词汇（略）。
2．语法：小结There＋be结构的一般过去时态。
3．日常交际用语：小结表示有礼貌的请求；小结打电话用语。
二、教具
录音机；玩具电话。
三、课堂教学设计
1．复习值日生报告。
2．教师可快速向学生提出有关上一课短文内容的问题，然后检查课文复述情况。最后要求学生再以书面形式将课文复述再现在作业本上。
3．打开课本，组织学生两人一组完成第1部分中的电话对话。教师将情景交代清楚，讲解ring up这一短语。
数分钟后，请几组同学到前面来，借助教具电话，表演小对话，表演时注意两人之间要有距离，且相互不能对视。
4．准备做听力训练。将提示部分放一遍，确信学生都明白做什么、怎样做之后，放录音三遍，学生边听边作记录。当堂核对答案。
5．组织学生过一遍复习要点。回答学生的问题。小结There＋be结构的一般过去时态用法；小结打电话用语，包括有礼貌的请求及应答。教师可要求学生将复习要点中没有包括进去的上述内容，列在书的空白处。
6．组织学生做练习册其他习题。
7．布置作业
1）书面完成第五十九课课文复述；2）抄写复习要点中的例句和短语；3）完成练习册其他练习。
注：从本单元起，可逐步提高对学生阅读速度的要求。上学期阅读速度是按每分钟32词左右而规定时间的。本学期提高至每分钟35词左右，以期逐步达到《大纲》要求。教师可依据所教学生的实际情况，制定相应的计划。
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