牛津英语教案7篇
在编写教案时，教师需要考虑如何引发学生的兴趣和积极参与，教案的目标应该明确，具有可测量性，下面是无忧文档小编为您分享的牛津英语教案7篇，感谢您的参阅。
牛津英语教案篇1
Ⅰ. 不定式句法功能
1. 作主语：the cat said, “to take roller coaster” is terrible.
不定式短语作主语时，可以直接放在句首，但在很多情况下，尤其是在疑问句和感叹句中，往往放在谓语之后，而用先行代词it作形式主语。
→ the cat said, “it’s terrible to take roller coaster.”
how long did it take you to take roller coaster?
how terrible it is to take roller coaster?
不定式作主语常见句型：
a) it is + adj. (easy, important, difficult…) + 不定式
b) it is + n. (a pity, a pleasure, one’s duty, a shame) + 不定式
eg. it’s my duty to teach you how to be a student of no.3 middle school.
c) it takes/needs/requires + some time (hours, months, days, patience…) + 不定式
eg. it requires patience to be a good teacher.
2. 作表语：当句子的主语是aim, idea, policy, question, suggestion, wish, task, duty, job, purpose等或者主语是what引导的名词性从句时，后面可以用不定式做表语，用以说明主语所包含内容。
eg. our most important task now is to make a plan.
注：作表语的不定式都带to，但当主语部分有实义动词do时，to可以省略。
eg. the only thing we can do now is wait and see.
3.作宾语
the cat said “remember not to take it next time!”.
a) 可以直接用不定式作宾语的动词很多，常见的有：agree, afford, tend, ask, decide, determine, expect, fail, hope, learn, intend, manage, offer, plan, promise, refuse, want, wish等
天津卷12题：i don’t want _____ like i’m speaking ill of anybody, but the manager’s plan is unfair.
a. to sound b. to be sounded c. sounding d. to have sounded
当不定式短语比宾补长时，往往将不定式放到宾补后，而用先行代词it作形式宾语，常用动词有feel, think, find, believe, consider, make等。
the cat felt it terrible to take roller coaster.
b) 不定式一般不作介词的宾语，只有少数介词如but, except等后面可以跟不定式作宾语。一般情况下作介词宾语的不定式都带to，如果but或except所在句子里的谓语动词都是实义动词do, does, did时，通常省略to。
eg. we have no choice but to wait.
cf. we can do nothing but wait.
4. 宾语补足语
在svoc句型中，许多动词都可以按不定式作宾语补足语。
a) 通常作宾语补语的不定式要带to，常用于以下动词之后：ask, tell, advise, allow, enable, expect, force, get, like, order, teach, want, invite, wish, beg等
you should get them to help you.
但在谓语动词believe, find, think, feel, consider, suppose, imagine, prove等后面跟to be…作宾补，不跟to do…
eg. they believe him to be honest.
b) 以下两类动词后跟不定式作宾补时不能带to
①一些表示“致使”意义的动词，如：let, have, make等
②一些表示感觉的动词，如：hear, feel, see, watch, notice等
don’t let the children trouble you.
i heard someone open the door.
但当这两类动词为被动态时，不定式就成了主补。作主补的不定式必须加上to
his father made him go to bed early.
→he was made to go to bed early by his father.
5. 作定语
不定式可以在句子充当后置定语，修饰名词。
以下几类情况常用不定式作定语：
①能带不定式作宾语的动词，其同源名词可以带不定式作定语。常见的有attempt, decision, promise, plan等
eg. he hasn’t kept his promise to write to his parents regularly.
②常与不定式搭配的形容词，其同源名词一般可以用不定式作定语。常见的有ability, determination, anxiety, eagerness等
eg. his eagerness to finish his homework was quite clear.
③序数词形容词最高级或被only, last, next等修饰的名词可以用不定式作定语：
she was the only person to survive after the earthquake.
tips: 不定式在作定语时，有时与被修饰的名词有意义上的主谓关系、同位关系、动宾关系，如果该不定式是不及物动词，它后面需要加上适当介词。
eg. he’s always the first to come and the last to leave. 主谓关系
i’ve no time to listen to your excuse. 同位关系
she has a meeting to attend. （动宾关系=attend a meeting）
there’s nothing to worry about. (动宾关系=worry about nothing)
6. 作状语
不定式可以作状语，表示目的、结果、原因、条件等。
①to…, in order to …, so as to …(不能放在句首)作目的状语
20辽宁卷22题：all these gifts must be mailed immediately _____ in time for christmas.
a. in order to have received b. in order to receive c. so as to be received d. so as to be receiving
②在so…as to, such….as to, only to …结构中不定式作结果状语，其中only to…用于表示意想不到的结果。
he hurried to the station only to find the train had gone.
③enough to, too…to结构
eg. the boy isn’t old enough to go to school.
= the boy is too young to go to school.
④形容词（happy, glad, lucky, fortunate, surprised, angry, anxious, ready, quick, slow, cruel, clever等）+ 不定式结构
eg. i’m glad to meet you.
the question is different to answer.
he is hard to get along with.
7. 作插入语，用来说明说话人的态度、看法、对整个句子进行解释，如to be frank（坦白地说），to be sure（确实）等。
eg. to tell you the truth, i hate you.
8. 作同位语
eg. the order to start the general attack soon came.
不定式的复合结构，以it为形式主语或形式宾语引导的复合结构，如果其前的形容词是指行为的性质就用：for sb. to do sth.这种复合结构在句中可作主语、表语、宾语、定语、状语等。
it is necessary for me to learn english well.
如果该形容词是指行为的性质，同时又指行为的人，则用of sb. to do sth.。这种句式中的常用形容词有：right, wrong, brave, careful, careless, clever, wise, stupid, cruel, foolish, good, honest, kind, nice, silly等。
eg. it’s very kind of you to come to see me.
连接代（副）词+不定式（包括whether, what, which, whom, where, when, how, 不包括why），在句中起名词的作用，通常跟在诸如tell, know, show, decide, learn, wonder, explain等动词后作宾、主语或表语。
eg. no one can tell me where to find john.
when to the exam is still unknown.
the problem is how to get enough money.
不定式的进行式、完成式和被动式
①不定式的进行式由to be + v-ing构成，用来表示谓语动词动作发生时，不定式的动作正在进行。
eg. some students pretended to be reading english when the teacher came in.
②不定式完成式由to have + v-ed构成，用来表示动作发生在谓语动作之前。
eg. 年江苏卷no.25
--- is bob still performing?
--- i’m afraid not. he is said _______ the stage already as he has become an official.
a. to have left b. to leave c. to have been d. to be left
答案是a
③不定式的被动式分为一般式被动to be v-ing和完成式被动to have been v-ed。当不定式的逻辑主语是不定式所表示的动作的承受者时，不定式要用被动语态。
eg. it is an honour for me to be invited to the party.
the book is said to have been translated into many languages.
2005年辽宁卷no.22
all these gifts must be mailed immediately _____ in time for christmas.
a. in order to have received b. in order to receive c. so as to be received d. so as to be receiving
动名词
1. 动名词的句法功能：动名词由动词加ing构成，与现在分词的形式相同。动名词主要起名词作用，在句中担任主语、表语、宾语和定语。
①作主语，可以直接放在句首，也可以用先行代词it作为形式主语，而把动名词后置。
eg. seeing is believing. (眼见为实)
saying is easier than doing.
collecting stamps is a good hobby. (单个动名词短语作主语时，动词用单数)
动名词作主语还有以下两个习惯表答法：
it is no use (good) + 动名词：做某事没有用
eg. it’s no use crying over spilt milk. (覆水难收)
there is no + 动名词 (= it is impossible to do sth.)
eg. there is no knowing what may happen.（未来的事无法知道）
②作表语：通常是说明主语的内容，注意它与谓语动词进行时的区别
eg. his hobby is collecting stamps. (此句为svc结构) 可改为：collecting stamps is his hobby.
cf. he is collecting stamps. (is collecting是谓语动词进行时，此句为svo结构)
不能改为：collecting stamps is he.
③作宾语
a. 作及物动词 的宾语(enjoy, mind, finish, appreciate, avoid, consider, delay, escape, pratise, suggest, keep(on), miss)
eg. 2005年上海卷no.32
he got well-prepared for the job interview, for he couldn’t risk _____ the good opportunity.
a. to lose b. losing c. to be lost d. being lost
答案为b
有些动词（attempt, begin, continue, hate, like, love）后面既可以接不定式作宾语，也可以接动名词作宾语，意义差别不大。通常认为用动名词泛指一般的倾向性，用不定式则表示特定或具体某一种动作。
eg. i like swimming but i don’t like to swim in winter.
动词prefer后面接不定式作宾语时，句子结构与按动名词作宾语是不一样。
eg. i prefer to drive rather than to be driven.
i prefer driving to riding.
有些动词，如forget, remember, regret等，后面接动名词表示的动作先于谓语动词动作，不定式表示的动作后于谓语动词。
eg. 2005年北京卷no.30
when asked by police, he said that he remembered _____ at he party, but not ______.
a. to arrive, leaving b. to arrive, to leave c. arriving, leaving d. arriving, to leave
在下列句型中动名词作真正宾语：
动词+it（形式宾语）+宾补+动名词（真正宾语）
eg. i think it no use telling them.
we think it no good inviting to him.
b. 作介词的宾语
eg. 2005年浙江卷no.3
the president spoke at the business meeting for nearly an hour ______ his notes.
a. bringing up b. referring to c. looking for d. trying on
be used to doing 习惯于做；look forward to doing 盼望做；devote one’s life to doing 致力于做；spent time (in) doing 花时间做；be fond of doing 喜爱做；be good at doing 擅长做；be proud of doing 为做…而自豪；be tired of doing 对做…感到厌倦；feel like doing 欲想做； go on doing 继续做（原来的事）；keep on doing 不停地做；what about doing 做…怎么样；think of doing 考虑做；be interested in doing 对做…感兴趣；have some difficulty/trouble (in) doing 做某事有困难；be busy (in) doing 忙于做；instead of doing 做…而不做…
eg. 2005年江苏卷no.23
everybody in the village likes jack because he is good at telling and ______ jokes.
a. turning up b. putting up c. making up d. showing up
答案为c
④作定语
动名词可作前置定语，表示所修饰的词的用途或目的，可用for改写；而现在分词作定语时，可用定语从句改写。
swimming pool waiting room walking stick
a sleeping car=a car for sleeping a sleeping child= a child who is sleeping
⑤作同位语
eg. that’s the queen’s full-time job, laying eggs. 这就是蚁后的专职工作--产卵。
2．动名词的逻辑主语
①人称代词做逻辑主语时应用所有格，即形容词性物主代词。
eg. do you minding my smoking here?
②逻辑主语是不定代词或指示代词时，很少用所有格，而用普通格。
eg. he was awakened by someone knocking the door.
there’s no need for that being done.
③逻辑主语是名词时，用所有格，但是如果名词为无生命物体时，则用普通格。
eg. mary’s laughing made tom angry.
there is no hoping of the factory making profit.
④在口语中，动名词如果不在句首，可以用名词普通格或人称代词宾格作逻辑主语。
eg. 2005年安徽卷no.34
i really can’t understand _____ her like that.
a. you treat b. you to treat c. why treat d. you treating
3. 动名词的完成式、一般式被动和完成式被动。
eg. after having finish his work, he went home.
he attended the meeting without being asked.
she never told me about her having been interviewed by the police.
牛津英语教案篇2
m3 u2 words:
1. be made up of = consist of , be composed of
consist of的意思是“由……构成”，它与 make up of ， compose of 的区别在于：consist of不可用被动语态，而make up of和 compose of 可以用被动语态。例如：
1） the house consists of 6 rooms.
2） the medical team is made up of three doctors and a nurse.
3） the book is composed of 25 units.
2.occupy occupation n.占据、职业
1. occupy意为 “take up or fill (time, space, sb’s mind, etc)” “占据，充满（时间，空间，某人的头脑等）”。
e.g. the speech occupied three hours. 发言占去了三个小时。
a bed occupied the corner of the room. 一张床占去了房间的一角。
2. occupy意为 “take possession of and establish troops in (a country, position, etc)” “（军事）占领（国家、阵地等）”。
e.g. the army occupied the enemy’s capital. 军队占领了敌国首都。
3. occupy意为 “live in or have possession of (a house, land, etc)” “占用，占有（房屋、土地等）”。
e.g. the family have occupied the farm for many years.
这家人在农场已居住多年。
they occupy the house next door. 他们住在隔壁。
4. occupy oneself (in doing sth/with sth) “忙着（做某事）；忙（于某事）”。(be busy doing sth./with sth.)
e.g. how does he occupy himself now he is retired?
他既已退休，都如何打发日子呢？
n.
he is a bus driver by occupation_____________________________________
3.name after
she was named after her grandmother.
她是根据她祖母的名字命名的。
the new school was named after the famous civil rights leader.
by name名叫;用名字
in the name of以...的名义;代表stop doing that, in the name of god! 看在上帝的分上,别干了
by the name of名叫 !
know sb. by name只知道某人的名字
4. aside from=apart from /
apart from在不同的上下文中，既有besides的含义，又有except和except for的含义，要根据上下文来判别。如：
apart from english, he has a good command of russian and french. 除英语外，他还精通俄语和法语。（= besides)
he has no interests, apart from his work. 他除了自己的工作外，没什么兴趣爱好。（= except )
it’s a good paper, apart from a few spelling mistakes. 这是一篇好论文，只是有几处拼写错误。（= except for)
aside from 类似于apart from的用法。
1除…之外
everything was quiet, aside from the occasional sound of a car in the distance. 除了远处偶尔有汽车的声响外, 四周一片寂静。
aside from being fun and good exercise, swimming is a very useful skill.
除了有趣与运动外，游泳还是个很有用的技能。
2既…又…
i didn't accept the job because it was badly paid and aside from that, it wasn't very interesting. 我没接受这个工作, 因为工资既少, 又非常乏味。
5.contribution contribute
make a great contribution to
contribute to捐（款）；投（稿）；贡献；有助于
contribute to a literary journal 向文学杂志投稿
contribute to the furtherance of. 对促进……的发展起作用。
contribute to the red cross 捐助红十字会
6.defeat beat
beat和defeat属一组同义词，它们的宾语必须是人或一个集体，如a team, a class, an school, an army。defeat尤指在战场上打败敌人；beat是游戏、比赛的专门用词。二者常可换。 eg:
we beat their team by 10 points. 我们赢了他们队十分。
in the end their army was defeat/beaten. 最后他们的部队被击（打）败。
7.take control of
lose control of
beyond control 无法控制
in control (of) 控制(住),管理
out of control 不受控制
under control 被控制住
keep...under control 对...加以控制
under the control of 受...的管理(或管辖),受...的控制
have (no) control over (of)能(不能)控制...
8.lead to =result in
1. such a mistake would perhaps lead to disastrous consequences.
这样一种错误可能导致灾难性的后果。
2. too much work and too little rest often lead to illness.
过量的工作和过少的休息会引起疾病。
9.replace vt. 取代 =take the place of 放回原处
nothing can replace a mother's love. 什么都无法取代母爱。
we've replaced the old adding machine with a computer
我们用电脑取代了老式的加法计算器
he replaced the book in the shelf
10. entire = whole
whole n.全部, 全体, 整体, 完全之体系
adj.所有的, 完整的, 完全的, 纯粹的, 未损伤的, 未打破的
adv.完全, 整个
entire adj.全部的, 完整的, 整个
entire 与 whole 在许多情况下可以通用。例如：
the people‘s government has the support of the entire(whole) population . 人民政府得到全民的支持。
whole 常用来强调某事物的完整性，即没有任何部分被忽略或舍去相当于 every part. 在日常语言中，whole 远比 entire 用得多。例如：
one day the police even used their sticks during a peaceful march by blacks , and this was seen across the whole country on tv . (也可用 entire) 有一天，黑人在进行和平进军的时候，警察使用了警棍，这个情景全国的电视上都看到了。
entire 可以修饰抽象名词，whole 则不能。如：
this would destroy the entire peace of the middle east .
这将会破坏整个中东和平。
11.therefore
therefore有两种用法，一在整句中，一在分句中。therefore是副词，但有时具有连词作用。
一、整句中时一般不放句末，句首后要有逗号，句中1、按一般副词使用2、做插入语
eg.1、therefore，we must learn english well.
2、they therefore can learn english well.
3、many fast food restaurant ,therefore, have red furniture or walls.
二、用在分句中，即一个句子一部分表示原因一部分表示结果。
这时一般词前要用分号，其后用不用逗号无所谓。若第二个分句前是逗号或无符号，则要注意therefore是副词，和so不一样，要保持句子完整，应用and therefore。
eg.1、i had a headache; therefore i could not go to your party.
2、i was ill, and therefore could not come.
3、these birds are very beautiful and therefore liked by many people.
12. distinction n. 差别,区别;特性,特征;卓著,荣誉
the chief distinction of chinese food
中国食品的主要特征
a writer of distinction
一位卓越的作家
academic distinctions
学术上的荣誉
there is no appreciable distinction between the twins.
在这对孪生子之间看不出有什么明显的差别。
his distinction of sound is excellent.
他辨别声音的能力很强。
distinguish v. 区分、辨别 distinguish...from... 辨别, 识别; 把...和...区别??
distinguish right from wrong
明辨是非
distinguish good from evil
分辨善恶
13. concern n. 关心、忧虑、vt.涉及、使担忧 对。。。感兴趣
andrew expressed his concern. 安德鲁表示了他的关切。
be concerned about /for 关心，挂念；(没什么太大区别 几乎可以通用 但书面的正式用语多是be concerned about )
be concerned with 关系到，涉及 (指的是和某事或某人有联系 不涉及内心感受)
be concerned over sth. 为某事忧虑
be concerned in sth. 也是-- 和某事有牵连 有关联的意思
ex: the conference was concerned ___ the global reforms of the financial system，and every leader present was concerned ___ interests of his own country.
a with；about b over；about c for；in d about；with
14.access have access to
1. 接近,进入;接近的机会,进入的权利;使用[u][(+to)]
only a few people have access to the full facts of the case.
只有少数几个人能看到有关该案全部事实的材料。
2. 通道,入口,门路[c][u][(+to)]
the only access to their house is along that narrow road.
ex: translate the sentence:
市民可以免费使用这个图书馆。____________________________________
he is a man of easy access. _________________________________________
15.differ from = be different from
tom ____his father in character and some everyday habits
16. stand for =symbolize /represent
what do the letters un stand for?
the american flag stands for freedom and justice.
美国国旗代表自由及公平
16.simplify v. simple adj. simplified adj.
the subject is immensely complex, and hard to simplify.
这个题目非常复杂,并且很难简化。
17.as a whole
as a whole our efforts did not prove to be futile.
总体说来，我们的努力没有白费。
the population as a whole is/are in favour of the reform.
全体人民普遍拥护改革。
18.indicate vt. 显示、表示、象征、暗示
the results indicate the need for more work.
结果表明，还有更多的工作需要做。
the light above the elevator indicated that the elevator was then at the fifteenth floor.
电梯上方的灯指示那时电梯在十五楼。
19. convenient adj. convenience inconvenient
convenient意为“方便的”，常用于it is convenient (for sb) to do ….或sth. is convenient to sb. 结构.不可以说: if you are convenient
will it be convenient for you to start work tomorrow? 明天就开始工作你觉得方便吗
ex: come and see me whenever _____ .
a: you are convenient b: you will be convenient
c: it is convenient to you d: it will be convenient to you
20. thus
a society is thus made up of people from all walks of life. thus在这里是“如此这样”的意思。就是说：社会就是这样的鱼龙混杂（由各种各样的人组成）。
he didn't work hard. thus he was fired.
牛津英语教案篇3
teaching plans of unit one--- getting along with others
period one welcome to the unit
teaching aims:
to deepen ss’ understanding of friendship
to practice ss’ oral english by getting them involved in the discussion of friends and friendship
to learn the way to describe the characteristics of a true friend
teaching procedures:
Ⅰ.lead-in
1. listen to the song called auld lang syne(友谊地久天长)
2. show students some pictures about friends
3. brainstorming questions:
1) have you enjoyed the song? can someone name the song ?
2) can you guess the relationship between the ones in the pictures?
3) do you have any good friends? how many are they?
4) do you think it is important to have a good relationship with others? why?
5) do you know the concept of “friendship”? try to explain.
6) in your opinion, what does a real friendship consist of ?
Ⅱ. picture talking:
talk about the pictures and proverbs with your partner. try to discuss the following questions:
picture 1,
1) where are the two girls?
2) what are they doing ?
3) how long they spend speaking to each other?
4) do you think they enjoy each other’s company?
5) what do you think ‘friends are thieves of time.’ mean?
picture 2,
1) what do you use a mirror for?
2) what are the two girls doing?
3) do you think the girl on the right is a good friend? why?
4) do you have a good friend? does he/she often give you advice?
5) what do you think the proverb ‘the best mirror is an old friend’ mean?
picture 3,
1) what is the taller boy doing ?
2) why does he do so?
3) do you think it possible for a person to buy friendship?
4) in your opinion, what is the base of a good friendship?
picture 4,
1) do you think friends should be the same age and share the same hobbies and interests?
2) what does the proverb ‘true friends have hearts that beat as one.’
Ⅲ. story-telling
tell a story happened between you and your best friend.
Ⅳ. discussion
1) what a true friend should be like?
a friend is someone who
---you respect and who respects you
---shares your happiness and sorrow
---is trustworthy
---is honest, loving
---is devoted and loyal to you
---is selfless
2) try to think of more proverbs related to friendship.
for example,
a life without a friend is a life without a sun.
a man who has friends must show himself friendly.
Ⅴ. extending
more proverbs about friendship
Ⅵ. conclusion
what else can be our friends besides human beings?
there are many answers to this question. e. g. a dog, a cat, a dictionary, a computer, a toy car, a mobile phone, a tv set…
as long as we have love
Ⅷ. homework
1. smile to your friends.
2. finish the passage in part b.
3. on page 95 in workbook..
4. preview the reading part.
period two reading (one)
teaching aims:
to deepen ss’ insight into problems between friends
to practice ss’ reading comprehension skill
to identify feelings and emotions in a text
teaching procedures:
Ⅰ.lead-in
1. show students a picture about a gang of friends.
it’s a picture of me. can you find me out and guess who are the others. (my friends)
2. brainstorming questions:
1) do you have a friend? how do you get along with your friends?
2) have you ever fallen out with a very good friend?
3) if you had a quarrel with a friend, how would you deal with it?
4) how would you mend a broken friendship?
3. before reading the letters about broken friendships, analyse the reasons that might lead to a broken friendship.
---having little in common
---lacking trust
---there being conflict of interest
---being jealous of each other
---being indifferent to each other
Ⅱ. fast-reading
ask the students to go through the two letters quickly and answer questions in part a
1. are the writers of the two letters feeling happy or sad?
2. what did sarah get for the surprise maths test?
3. is matthew usually a quiet boy?
Ⅲ. detailed-reading
1. ask the students to read the first letter carefully and answer the following questions and an analysis diagram .
1) why other children say we are no fun?
2) what did sarah think about the surprise maths test?
3) what did hannah sense?
4) what did sarah tell hannah in the girls’ toilets?
5) why did sarah tell hannah that they weren’t going to be friends any more?
6) the analysis diagram:
she felt betrayed because … she thought her best friend hannah didn’t keep her secret.
shamed she scored the lowest score in her class.
upset she found a piece of paper on her desk that said ‘stupid sarah got a d’
angry she thought sarah didn’t keep her word.
2. ask the students to read the second letter carefully and answer the following questions and fill in a table.
1) why did andrew shout at mathew after the match?
2) what did matthew think about losing the match?
3) how did andrew think of football?
4) what kind boy is matthew?
5) how is matthew recently?
6) fill in the table:
how andrew felt why she felt so?
he had a dilemma. his best friend matthew has stopped talking to him.
he felt really guilty. he said some really cruel things to matthew.
he was angry with matthew. they lost the game because of matthew’s carelessness.
Ⅳ. summarize the reading strategy according to the emotion analysis and tale above: read to understand emotion
Ⅴ. consolidation
complete two letters written by agony aunt back to the two students with the proper words.
Ⅵ. role play
divide the students into groups of three. each group is formed with agony aunt annie, sarah and hannah or agony aunt annie, andrew and matthew. just suppose they are having a face-to-face talk. students are expected to act it out after a few minutes’ preparation.
Ⅶ. discussion
what is a friendship?
read a poem--- the abc’s of friendship
Ⅷ. homework
1. retell the two letters.
2. write an article about the friendship in your mind.
period three reading (two)--- language points
teaching aims:
to deepen ss’ understanding of the two letters.
to help ss master the important words and phrases in the text.
to introduce a few sentence structures to ss.
teaching procedures:
Ⅰ.lead-in
1. revision
retell the main idea of the two letters.
discussion: will they be good friends again?
Ⅱ.words
1. match the words with the correct definitions
academic make jokes and laugh at someone
deliberately a situation where one can’t decide what to do
tease shout or say loudly
dilemma feeling shamed of something done wrong
brilliant good at studying and getting high marks
yell be kind and like to meet new people
outgoing extremely good, clever and excellent
guilty done in a planed way, on purpose
2. complete the sentences with the words on the left
though he is a popular student, he is not very academic.
i don’t know what to do. actually i am in a dilemma .
after saying sorry to her, i didn’t feel guilty any longer.
he is quite outgoing and has lots of friends.
don’t get upset i was only teasing .
he is so brilliant that he can always think of new ideas.
it is impolite to yell at the old.
i don’t think the young boy run into the old woman deliberately.
Ⅲ. phrases
explain the underlined words and make a sentence according to the picture given.
1. i was determined to be cheerful…(line 14)
do something with a firm desire
eg. though she loved him, she was determined to leave him.
2.… , and told her we weren’t going to be friends any more because she couldn’t keep her word.(line 24)
do what one has promised
eg.
she is a good girl and can always keep her word.
3. … , and as a result of his careless playing, we lost the game.(line 38)
because of
eg. as a result of his careless study, he failed the maths test.
4. … i cannot help wondering if she wants peter to be his best friend instead of me.(line 53)
cannot take control of oneself and do…
eg. when thinking to the jokes, i can’t help laughing.
5 … i must have sounded very proud of myself after the test.(line 8)
must have done means guessing that something has happened because there seems to be no other possibility.
more sentences in the text:
… hannah must have deliberately told everyone about my mark...(line 21)
how they must have laughed behind my back!
she said that someone must have heard us in the toilets, but i don’t believe her.
eg.it must have snowed yesterday.
Ⅴ. sentences
what does the word mean in different sentences?
1. hannah sensed something was wrong. (line 14)
he doesn’t seem to have any sense of humor.
there is no sense in getting upset about it now.
one day he will come to his senses and see what a fool he has been.
this article does not make sense to me.
2. he kept on saying really mean things to hurt me. (line 44)
watch him. he can be really mean.
don’t be so mean about money.
this word means a kind of meat in english.
i didn’t mean to hurt you.
3. i feel really guilty because i said some really cruel things too, but i can’t stand seeing our team lose. (line 46)
all the audience stood and clapped.
he is too weak to stand.
stand the bedroom against the door.
there is a fruit stand in the street.
Ⅵ.sturctures
1.he said it wasn’t his fault if he couldn’t play as well as me and that i shouldn’t yell at him.
if there are two object clauses in one sentence, that is used at the beginning of the second object clause and cannot be left out.
eg.
she said (that) she would fly to paris and that she would bring me a present.
2.since the mach, he hasn’t spoken to me even though we sit next to each other in class.
they decided to leave each other even though they loved each other.
3. various forms of a verb
… how i was sure to get a good mark. (line 9)
i was determined to be cheerful. (line 14) to infinitive
i made her promise not to tell anyone. (line 16)---- bare infinitive
i was so upset that i felt like crying. (line 20)
my best friend matthew has stopped talking to me. (line 34)
… as a result of his careless playing, we lost the game. (line 39) v-ing form as a noun
Ⅶ. homework
1. review the useful phrases and important words in this text.
2. review the two sentence structures learnt above.
3. finish parts a1 and a2 on page 90 in workbook.
period four word power
teaching aims:
to enlarge ss’s vocabulary about personality.
to help ss recognize positive and negative adjectives about personality.
to introduce synonyms and antonyms to ss.
teaching procedures:
Ⅰ.lead-in
questions:
1. think of one of your friends and make a description.
2. what kind of person is easy to make friends with?
3. what kind of person is hard to make friends with?
write down the adjectives on the blackboard.
Ⅱ.read the dialogue
ask ss to pair work the dialogue and try to get the meaning of the adjectives.
go through the first table and figure out positive adjectives and negative adjectives to describe personality.
Ⅲ. competition
encourage ss to come up with more adjectives to describe personality.
divide the ss into two groups, the group which comes up with more groups will be the winner.
Ⅳ. synonyms and antonyms
introduce the definition of synonyms and antonyms to the ss.
go through the second table and do some more exercises.
Ⅴ. consolidation
1. figure out the adjectives according to the meaning on the left.
2. finish the exercises on page 7
Ⅵ. game --- describe and guess
one student is going to stand in front of the class and describe the personality of one of his/her friends, the others are going to guess out who the person is. the one who guess it out can have a chance to go to the front.
Ⅶ. have a thinking
have a summary of what we have learnt in this period of class.
ask ss to think about two questions:
do you want to be popular?
do you want to make true friends?
so we should build a positive personality.
Ⅷ. homework
finish the relevant exercises in the unit revision.
period five grammar (1)
teaching aims:
to recognize the basic forms of the to-infinitive and the bare infinitive.
to learn how to use to-infinitives and bare infinitives in different situations.
teaching procedures:
Ⅰ.lead-in
look at some proverbs about friendship and pay attention to the words in red.
1) a faithful friend is hard to find.
2) the only way to have a friend is to be one.
3) it is better to be alone than in bad company.
Ⅱ.functions of to-infinitive
1) subject of a sentence
2) object
3) object complement
4) attribute
5) predicative
6) adverbial
Ⅲ. functions of bare infinitive
1) we use the bare infinitive after:
* let and make and sometimes have
* verbs of perception: feel, hear, see and watch
* would rather, had better and why not
2) when two infinitives are joined by and, or, expect, but, than, rather than, we normally use the bare infinitive for the second infinitive.
Ⅵ. consolidation
1. turn to page 9 and complete the letter.
2. retell the letter to your partner using your own language.
Ⅶ. homework
finish c1 on page 100 in workbook and relevant exercises in unit revision
some more exercises are prepared if time permits.
period six grammar (2)
teaching aims:
to recognize the basic form of the verb-ing.
to learn how to use the verb-ing form as a noun in different situations.
teaching procedures:
Ⅰ.lead-in
show ss some proverbs and ask them to pay attention to the words in red.
saying is one thing and doing another.
seeing is believing.
constant dripping wears away a stone.
reading enriches the mind.
Ⅱ.1. functions of verb-ing
1) subject
2) predicative
3) object
4) after possessive pronouns
5) in compound nouns
2. we use a verb-ing form, not an infinitive after these verbs: admit, dislike, imagine, delay, consider, mind, understand, avoid, enjoy, practise, miss, finish, keep, suggest.
3. we can use a verb-ing form or an infinitive after the following verbs, with little difference in meaning: continue, prefer, begin, hate, like, start, love
4. some verbs can be followed by a verb-ing form or a to-infinitive , but with some different in meaning or usage: forget, regret, remember, mean, try, go on
forget + to-infinitive (an activity that has not been done)
forget + verb-ing form (an action that has been done)
5. some common phrases are used with verb-ing forms.
would you mind …
…cannot help…
…look forward to…
…feel like…
…cannot stand…
…it is no use/ good…
…put off…
…keep on…
Ⅲ. consolidation
complete the letter on page 11
Ⅵ.discussion:
state your opinion on visiting internet chat rooms.
Ⅶ. more exercises
Ⅶ. homework
period seven task (1)
teaching aims:
to practice ss’ listening ability by taking notes.
to practice ss’ oral ability by express agreement and disagreement
teaching procedures:
1. lead-in
1) interview
one or two of our classmates has been abroad in this summer. now you have a chance to interview him/her. write down his/her answers.
give some hint about how to take notes.
2) watch a video about an interview, and try to take notes about the answers.
Ⅱ.skills building1: writing down the answers
think about what questions to ask and write them down in advance.
write brief notes only, not whole sentences.
make meaningful notes.
use contractions and abbreviations whenever possible.
if you don’t hear or understand an answer, ask the other person to repeat it. you can use expressions such as:
could you say that again?
could you repeat that, please?
did you say… or…?
Ⅲ.listen to the tape and answer the questions on page 12.
first read the instruction in the box and try to answer two easy questions
then listen to the tape and answer the questions.
Ⅵ.step1 calling teen talk for advice
read the leaflet about teen talk.then complete the notes.
listen to the tape and finish part b
Ⅶ. discussion
1.interview the classmates and fill in the chart.
2.according to the result of the interview, try to discuss some statements on friendship with classmates.
3.expressions of agreeing or disagreeing.
Ⅶ. homework
review what we have learnt today and write a letter to your friend about what his/her friendship means to you.
keep the ideas on page 17 in mind when you write.
your feelings about friendship
your feelings about best friends
the quantities of a good friend
what makes a good friendship last
period eight task (2)
teaching aims:
to practice ss’ listening ability by listening to others’ composition.
to practice ss’ proofreading ability by checking each other’s composition.
teaching procedures:
1. lead-in
review what we have learnt in skills building 1 and skills building 2
listen to the composition of one student and the others try to find out his mistakes.
Ⅱ.skills building 3 : proofreading
what careless mistakes do we often make in our compositions
facts
grammar
handwriting
punctuation
vocabulary
spelling
style
tip: instruct students of how to make corrections.
Ⅲ.practice
proofread the article on page 16
Ⅵ.further practice
proofread a few sentences and one more piece of writing.
Ⅶ.consolidation
proofread your composition by yourself.
exchange your composition with your deskmate, proofread his/her composition.
Ⅶ. presentation
present the article you have proofread to the class.
Ⅷ. homework
proofread the composition you have written recently.
finish the relevant exercises in unit revision.
period nine project (1)
teaching aims:
to practice ss’ reading ability by reading the article from the school magazine.
to get ss’ know the differences between teenage boys’ and girls’ friendship.
to instruct ss on how to design and conduct a survey.
teaching procedures:
1. lead-in
1. ask ss to finish a questionnaire on friendship.
2. analyze the result of the questionnaire and find out the difference between boys’ and girls’ friendship.
3. what’s your definition of friendship? (ask boys and girls to answer separately)
do you think boys and girls have different attitudes towards friendship?
Ⅱ. reading
read the school magazine article carefully and try to answer the following questions.
what puzzles robert?
what’s the difference between boys and girls in their attitudes towards friendship?
what are boys’ and girls’ friendships each based on?
Ⅲ. language points
1. they’re still sitting on the sofa, absorbed in conversation! (line, 6)
be lost in
2. what in the world do they have to talk about? (line, 6)
on earth, used to emphasize a statement
3. girls who have been asked can usually answer the question without hesitation. (line 18)
without pausing before doing something
4. on the other hand, a girl’s closest friend might be the first to tell her about something good or bad that has happened in her life. (line 24)
used when comparing different facts or ideas
在另一方面，从另一方面来说
5. regardless of what these friendships are based upon, shared feelings or activities, the important thing to remember is that both of them are friendships. (line 28)
without being affected by different situations, problems, etc. 不管，不顾
Ⅵ. assignment of the project
1. planning
form a group of 6
choose your topic
get the topic approved by your teacher
2. preparing
discuss the purpose and design of the survey
clear assignments
design the survey ______
conduct the survey ______
calculate the result ______
write the report ______
present the oral report ______
3. producing
make a questionnaire
give out and collect the questionnaires
record and analyze the statistics
write the report
4. presenting
present your findings to the class in an oral report
answer any questions raised by your classmates
Ⅶ. homework
finish the project
period ten project (2)
teaching aims:
to practice ss’ oral ability by anticipating in the oral report.
to improve ss’ team work spirit by finishing and presenting the project..
to improve ss’ emotional sense of friendship.
teaching procedures:
Ⅰ. lead-in
revision
retell the magazine article and summarize the difference between boys’ and girls’ attitude on friendship.
Ⅱ. presentation on how attitudes between boys and girls differ on a certain topic.
Ⅲ. presentation.
Ⅵ. summary
we should cherish our friendship
Ⅶ. homework
b1,b2 on page 91 in workbook
d1,d2on page 93 in workbook
relevant exercises in unit revision
period eleven self-assessment
teaching aims:
to check ss’ understanding of the two letters and the reading strategy of the two letters
to check ss’ master of the adjectives to describe personality.
to consulate ss’ understanding of the infinitives and verb-ings.
teaching procedures:
Ⅰ.revision
ask students to retell the two letters in the reading part. share what he/she has learnt with the others.
Ⅱ. exercises.
1. fill in the blanks with correct words
though he is a popular student, he is not very academic .
i don’t know what to do. actually i am in a dilemma .
after saying sorry to her, i didn’t feel guilty any longer.
he is quite outgoing and has lots of friends.
don’t get upset i was only teasing .
he is so brilliant that he can always think of new ideas.
it is impolite to yell at the old.
i don’t think the young boy run into the old woman deliberately .
i was determined to be cheerful, but hannah sensed something was wrong.
he kept on saying really mean things to hurt me.
i cannot help wondering if he wants peter to be his best friend instead of me.
but i can’t stand seeing out team lose.
when asked they usually hesitate before responding.
girls who have been asked can usually answer the question without hesitation .
friendships between girls are usually based on shared feelings and support
there are some things about amanda and her friends that puzzle robert.
2. write down the synonyms and antonyms.
synonyms
brave---courageous
loyal---faithful
passionate---enthusiastic
smart---clever
diligent---hardworking
antonyms
open-minded---narrow-minded
introvert---extrovert
selfish---selfless
generous---mean
talkative---quite
3. fill in he blanks with correct words, the first letter is given to you.
in china, most people think that the student who can get high marks in exams is a good student. however, will this kind of thought bring benefit to our chinese education? this mark-oriented education system even worrys some educators. they have a different attitude. it is true that a student should be absorbed in his studies. but besides in-class study, he has to develop in an all-round way. sport and after-school activities also play an important role in the development of a student. most teenagers are suffering from the pressure of exams.
in addition, a good adolescent should be honest and kind to others. in other words, he never betrays his friends, if he does something wrong, he admits his mistakes and apologize without hesitation.
to sum up, a student should be brilliant in his study and have a good personality.
4. 根据中文补全句子。
1) 想找到一个最好的朋友是困难的。
it is difficult to find a best friend.
2) 我每天需要8小时睡眠。
i need to sleep for eight hours every day.
3) 我有一个重要的会议要参加
i have a very important meeting to attend.
4) 他的目的是使我开心起来
his intention was to cheer me up.
5） 爸给我安排了一些游泳课以给我一个惊喜。
my dad arranged some swimming lessons to surprise me.
6） 让我承诺每天写作。
he make me promise to write every day.
7） 最好打扫一下你的房间。
you had better tidy your bedroom.
8） 游泳池里有一只鞋。
there is a shoe in the swimming pool.
9） 我通过每天早上跑步来保健。
i keep fit by running every morning.
10) 我将永远不会忘记我赢得的第一枚金牌。
i will never forget winning my first gold medal.
11）我那样说不是故意想伤害你的。
i didn’t mean to hurt you by saying that.
12) 在中国摇手表示说再见。
in china waving hands means saying goodbye.
5. multiple choices
1.＿＿＿＿＿sunday, the students are at home.
a.being b.to be c.it is d.it being
2.the boy lay on his back, his teeth ＿＿and his glaring eyes ＿＿＿.
a.set； looked b.set； looking
c.setting； looked d.setting； looking
3.all the thing＿＿＿＿，his proposal is of greater value than yours.
a.considered b.considering c.to consider d.consider
4.＿＿＿＿who she was, she said she was mr.johnson’s friend.
a.asking b.asked c.to be asked d.when asking
5.he hurried to the station,＿＿＿the 9：30 train had already left.
a.to find b.found c.only to find d.only finding
6.which do you enjoy ＿＿＿your weekends, fishing or watching tv?
a.spending b.to spend c.being spent d.spend
7.＿＿＿all my letters, i had a drink and went out.
a.finished b.having finished c.finishing d.to finish
8.she had no money ＿＿＿a birthday present for her children.
a.to buy with b.buying c.bought d.with which to buy
9.from the dates＿＿＿on the gold coin, it is conformed that it was made five hundred years ago.
a.marking b.marked c.to be marked d.having been marked
10.＿＿＿＿time and labour, cartoonists generally draw the hands of their characters with only 3 fingers and a thumb.
a.to save b.saved c.saving d.having saved
11.o’neal works hard.he is often seen ＿＿＿heavily before his teammates start.
a.sweated b.to be sweated c.sweating d.being sweated
12.i can hardly imagine peter＿＿＿across the atlantic ocean in 15 days.
a.sail b.to sail c.sailing d.to have sailed
13.such＿＿＿the case, i couldn’t help but ＿＿＿＿＿ him.
a.being； support b.is； to support c.has been； supporting d.be； supported
14.does the way you thought of＿＿＿the water clean make any sense?
a.making b.to make c.how to make d.having made
15.in order not to be disturbed, i spent three hours＿＿in my study.
a.locking b.locked c.to lock d.being locked
16.you will find the word “psychology” ＿＿＿＿under “p” in your dictionary.
a.have listed b.list c.listed d.listing
17.sandy could do nothing but ＿＿＿to his mother that he was wrong.
a.admitting b.admits c.admit d.to admit
18.when i caught him cheating me, i stopped ＿＿things in his shop.
a.buying b.buy c.to buy d.bought
19.a doctor can expect＿＿＿at any hour of the day or night.
a.calling b.to call c.being called d.to be called
20.nearly every great building in beijing was built＿ south.
a.to face b.facing c.to have faced d.being facing
21.with his son＿＿＿, the old man felt unhappy.
a.to be disappointed b.disappointing c.being disappointed d.to disappoint
22.it was＿＿＿＿computer games that cost the boy a lot of time that he ought to have spent on his lessons.
a.to have played b.playing c.played d.having played
23.and there, almost＿＿＿in the big chair, sat her little brother, who never had to be told to keep quiet.
a.having lost b.losing c.to be lost d.lost
24.as i will be away for at least a year, i’d appreciate＿＿＿from you now and then＿＿me how everyone is getting along.
a.hearing； tell b.to hear； tell c.hearing； telling d.to hear； to tell
25.the students are forbidden, unless they have special passes, ＿＿＿ after 11 pm.
a.to stay out b.from staying out c.staying out d.not to stay out
26.i worked so late in the office last night that i hardly had time＿＿＿ the last bus.
a.catching b.to catch c.having caught d.to have caught
27.＿＿to sunlight for too much time will do harm to one’s skin.
a.exposed b.having exposed c.being exposed d.after being exposed
28.mike didn’t start＿＿＿＿the importance of a foreign language till he graduated from school.
a.knowing b.to know c.know d.to have known
29.-- why was a special meeting called?
-- ＿＿＿a new chairman.
a.to elect b.electing c.our electing d.elected
30.-- why did bob weep?
-- he couldn’t bear＿＿＿like that before the whole class.
a.making fun of b.being made fun of c.to be laughed at d.being made fun
31.the students expected there＿＿＿more reviewing classes before the final exams.
a.is b.to be c.being d.have been
32.i don’t mind＿＿＿by bus, but i hate＿＿in queues.
a.traveling； stand b.to travel； to stand
c.traveling； to stand d.traveling； to standing
33.we are looking forward to＿＿＿the film＿＿＿＿at the grand cinema.
a.seeing； to show b.see； shown c.seeing； shown d.see； to show
34.at the shopping-centre,he didn’t know what＿＿and＿＿with an empty bag.
a.to buy； leave b.to be bought； left c.to buy； left d.was to buy； leave
35.the policeman put down the phone, ＿＿＿with a smile on his face.
a.satisfied b.satisfying c.to be satisfied d.having satisfied
36.＿＿＿, your composition is full of mistakes.
a.writing carelessly b.written carelessly
c.having written carelessly
d.being written carelessly
37.she made a candle＿＿＿us light.
a.give b.gave c.to give d.given
38.-- what do you suppose made her worried?
-- ＿＿＿a gold ring.
a.lose b.lost c.losing d.because of losing
39.i know it’s not important, but i can’t help ＿＿about it.
a.to think b.and think c.thinking d.being thought
40.＿＿several times, the young scientist still kept on making his experiments.
a.having been failed b.having failed c.though failed d.because of failure
41.＿＿＿all over the hill and around the lake are wild flowers of different kinds.
a.to grow b.growing c.grown d.grow
42.--who are you going to have＿＿this letter for you?
-- my secretary.
a.type b.typed c.been typed d.been typing
43.the food＿＿＿at the moment is for the dinner party.
a.cooked b.to be cooked c.is being cooked d.being cooked
44.a kind old gentleman offered＿＿＿my bags to the taxi stand.
a.his help carried b.carrying c.me to carry d.to help me to carry
45.you can hardly imagine the difficulty the woman had＿＿＿her children.
a.brought up b.to bring up c.bringing up d.to have brought up
46.he was＿＿＿today, but was asked to stay for＿＿＿week.
a.to have returned； another b.returning； one more
c.returned； another d.to return； other
47.-- where should i send my form?
-- the personnel office is the place＿＿＿.
a.for sending it b.to send it to c.to send d.to send it
48.i could feel the wind＿＿on my face from an open window.
a.to blow b.blowing c.to be blowing d.blown
49.-- lucy, why didn’t you come last sunday?
-- i＿＿＿, but my father was in hospital.
a.would b.had c.was going to d.did
50.--what terrible weather! i simply can’t get the car＿＿＿.
- - why not try＿＿＿＿the engine with some hot water?
a.starting； filling b.start； filling c.started; to fill d.to start; fill
参考答案及简析
1.d。本题考查独立主格结构,因为前后主语不一致,所以前面分词的逻辑主语不可以省略。it being sunday相当于as it is sunday。
2.b。独立主格结构在句中作伴随状语, teeth 与set两个词之间含有逻辑上的被动关系,所以用过去分词；look这一动作是eyes所发出,所以用looking。
3.a。独立主格结构在句中作状语,因为things与consider之间含有被动关系,所以用过去分词。
4.b。分词短语作状语,因为ask与句子的主语（she）之间有被动关系,所以用过去分词。5.c。本题考查“（only）＋不定式”与“-ing形式”作结果状语的区别。“only＋不定式”表示该结果在主语的预料之外；接“-ing”形式表示由主句所产生的逻辑上的结果。
6.b。本题考查不定式作目的状语,本题极易误选a。其实 enjoy的宾语为fishing or watching tv。
7.b。因finish这一动作发生在i had a drink and went out之前,所以必须用现在分词的完成式。
8.d。介词＋关系代词＋不定式的结构可以在句中用作定语，其作用相当于一个定语从句。9.b。本题考查非谓语动词作定语。不定式作定语时,表示将来的动作；现在分词作定语,表示主动、进行；过去分词作定语,表示被动、完成。因为dates是被标在gold coin上,所以用过去分词表示被动。
10.a。不定式作目的状语。
11.c。分词在句中作主语补足语。因sweat这一动作是he所发出,所以为主动。
12.c。peter为逻辑主语，与sailing构成复合结构，作imagine的宾语。
13.a。can’t help but为固定短语, but后面接不带to的不定式；such being the case为独立主格结构，the case为逻辑主语。
14.b。
15.b。lock与其逻辑主语应含有动宾关系,即 “被锁在书房里”。
16.c。单词psychology被列在 “p”之下,有被动关系。
17.c。but表示 “除了”,为介词,当其前面有动词do的各种形式时,but后接不带to的不定式。18.a。当stop后面接不定式时,表示“停下来去做某事”；如果接-ing形式,则表示“停止正在做的事”。
19.d。expect后面接不定式。由题意可知,doctor与call之间是被动关系。
20.b。现在分词在句中表示状态。
21.b。with复合结构在句中作状语,表示原因,意为“由于儿子很是令人失望。”
22.b。本题为强调句型，被强调的部分是句子的主语，所以采用-ing形式。
23.d。be lost in是固定短语，意为“陷入……之中”。变为分词短语作状语时，仍用过去分词lost。
24.c。appreciate后直接接-ing形式作宾语。
25.a。本题考查forbid 的用法。当forbid用作被动形式时,构成be forbidden to do结构。
26.b。
27.c。由题意“暴露在阳光下太久,会伤害人的皮肤”可知应采用-ing形式的被动式作主语。28.b。start后可以接-ing形式或to do,但如果start后面的动词表示心理活动的词时,必须用不定式。
29.a。回答why引导的问句，一般用不定式；回答what问句，一般用-ing形式。
30.b。bear意为“容忍”, 后面接-ing形式；make fun of与其逻辑主语有被动关系,所以用being done形式。
31.b。expected there to be的形式相当于expected there would be...。
32.c。mind意为“介意”, 后面接-ing形式； hate后可以接-ing形式或to do两种形式。33.c。look forward to（to为介词）后面接-ing形式；film与show之间含有被动关系,所以用过去分词作定语。
34.c。“特殊疑问词＋不定式”结构在句中作宾语；left与didn’t know并列。
35.a。be satisfied with“对……满意”,即satisfy与with紧紧相连时,必须用其过去分词。
36.b。write所表示的动作与其逻辑主语有被动关系。being written为现在分词进行时的被动,表示该动作正在进行,与题意不符,所以选b。
37.c。不定式作目的状语, 意为“她制了一些蜡烛用来照明”。
38.c。参见注29。
39.c。can’t help表示“忍不住”后面接-ing形式；表示“不能帮助”时,后面接不定式。40.b。fail这一动作发生在主句谓语动词之前,所以用现在分词的完成时,并且为主动概念。41.b。all over the hill and around the lake为地点状语提前。wild flowers是长在“山上及湖的周围”的。
42.a。who为have的宾语。
43.d。根据句子意思可知该动作正在进行,所以用being done形式。
44.d。本题考查offer与help的用法, 即offer to do sth.与help sb.(to) do sth。45.c。本题考查have difficulty(in) doing sth.这一结构。本句中 the woman had为定语从句,修饰difficulty。
46.a。be to＋have done结构,表示本应该做某事,但事实上却没有做。
47.b。本题考查不定式作定语的用法。根据send的用法，send sth.to some place，故选择答案b。
48.b。blow这一动作是wind发出的,所以为主动,因此选择blowing。
49.c。该题考查了动词不定式的省略现象。由题意可知是表示过去的一种打算或计划，在“was going to”后省略了前面的内容或动作，故应选c。
50.a。get the car starting意为“使汽车发动起来”；try doing 意为“试着做某事”。
Ⅲ. homework
review what we have learnt in this unit.
高二牛津版（5）unit one getting along with others
高考链接：
1. i must have sounded very proud of myself after the test, saying loudly how easy it was and how i was sure to get a good mark.（p2,line8）
[考点] must + have done( p.p) 意思是：一定已经做了某事，表示对过去发生的事情的肯定猜测。
[考例] ----the woman biologist stayed in africa studying wild animals for 13 years before she returned. （nmet 05， 江苏）
-----oh, dear! she ______ a lot of difficulties!
a. may go through b. might go through
c. ought to have gone through d. must have gone through
[点拨] 根据题干中“studying wild animals for 13 years”可判断出一定遇到了许多困难。故选d。
2. we went to wash our hands in the girls’ toilets before lunch and i admitted how badly i had done…( p2, line 16)
[考点] admit 表示承认,接纳。常用以下搭配：admit sb. into/ to sth. /admit doing sth./.
that- clause
[考例] they were clearly long-standing customers, and i suppose they must have stayed faithful to him because he had promised to sell good quality fruit. he had a way with them----i had to ____that. （nmet 05，江西完型填空第44空）
a. admit b. expect c. announce d. promise
[点拨] 根据上下文，表示“我不得不承认那点-------他有…”故选a。
3. he seemed absent-minded and as a result of his careless playing, we lost the game.( p3 ,line38)
[考点] as a result of 表示由于,后常接名词代词，或动名词及其名词从句，而as a result 表示结果，后常接表示结果的句子。
[考例] my friend martin was very sick with a strange fever; _____, he could neither eat nor sleep.(nmet 05, 江西)
a. as a result b. after all
c. any way d. otherwise
[点拨]after all 毕竟， any way 无论如何， otherwise否则。上句说“马丁患了奇怪的发烧，病得很厉害。”下句说“他不能吃也不能睡。”一词连接词应意为“结果”。故选a。
4. i feel really guilty because i said some really cruel things too, but i can’t stand seeing our team lose.( p3, line 46)
[考点] stand vt.承受；经受；承担，常用以下搭配can't stand sth /doing sth 例如：
he wants to marry me but i can't stand the sight of him. 他要娶我，但我一见他就受不了。
i can’t stand being treated like this.我受不了别人这样对我。
[考例]modern plastics can ____ very high and very low temperatures. ( nmet 05, 山东)
a. stand b. hold c. carry d. support
[点拨] hold 持有，拥有，carry携带，传送，support 支撑，支援，而stand 的意思是“经受”。本句意思是：现代的塑料可以经受非常高和低得温度。
5. each player should play to their strengths. (p5, line 22) （nmet 05，天津）
[考点] strength 名词，表示力量， 力气， 实力。
[考例] bill was doing a lot of physical exercise to build up his________.
a. ability b. force c. strength d. mind
[点拨]这儿考名词的搭配。ability 能力，force 武力，势力， mind 头脑，智力。build up one’s strength 表示“使自己强壮”，故选c。
6. don’t let a small disagreement ruin your friendship. do not delay. （p5, line27）
[考点] delay及物动词表示“耽搁， 拖延， 推迟”。可以用于被动语态。
[考例]john was late for the business meeting because his flight had been ____ by a heavy storm. ( nmet 04, 辽宁)
a. kept b. stopped c. slowed d. delayed
[点拨]这儿考动词delay的用法。 题干中be late for 意思是迟到，因此根据句意， 航班应该是受到“耽搁， 延误”， 故选d。
7. i have a very important meeting to attend. ( p8, line14)
[考点] 不定式做后置定语的用法。 通常我们有些特殊的句式。例如 have something to do。
[考例] the professor could hardly find sufficient grounds _____ his arguments in favor of the new theory.(.6)
a. to be based on b. to base on c. which to base on d. on which to base
[点拨] 该句是不定式坐后置定语的一种用法。意思是：这位教授难以找到能够有利于新理论的充足理由来支持他的观点。故选d.
8. we had nothing to do but watch tv. (p8, line 39)
[考点] 非谓语的一种用法。 but其后要接带to不定式，但有三个结构例外。 do nothing but， can't but， can not help (choose) but， 它们后面要接不带to的不定式。
[考例] there was nothing they could do______.
a. but wait b. except waiting
c. only to wait d. unless they waited
[点拨] do nothing but do sth. , nothing前有do，后面的to要省略,故选a。
9. i’m glad i persuaded you to talk to rachel. (p9, line 7)
[考点] persuade 是及物动词，表示说服，劝说，可用于被动语态。通常用以下搭配 persuade sb. to do sth/ into doing sth.
[考例]the number of deaths from heart disease will be reduced greatly if people ____ to eat more fruit and vegetables. ( nmet 04, 上海)
a. persuade b. will persuade c. be persuaded d. are persuaded
[点拨] 根据句意应该用被动语态，排出a、b两项。而且用if 引导的条件从句中用“一般现在时”表示将来的概念。故选d。
10. i’ve met some nice people here in london and i think we might become close friends.（p9,line10）
[考点] 情态动词might表示说话者对所说的事情不太肯定的推测，通常表示“不确定，拿不准”。
[考例] ---- excuse me. is this the right way to the summer palace? ( nmet 04, 湖北)
-----sorry, i am not sure. but it____.
a. might b. will c. must d. can
[点拨]can 通常表示肯定推测，查功能用于疑问句或否定句中。本题由下句“i am not sure.”推知，发话人对此事拿不准。故选a。
11. these things can make you feel anxious. （p12，line20）
[考点] anxious做形容词使用，表示“焦急的，焦虑的，渴望的”。
[考例] my mother always gets a bit ___if we don’t arrive when we say we will. ( nmet 05, 浙江) a. anxious b. ashamed c weak d. patient
[点拨] ashamed 羞耻的， weak虚弱的，无力的， patient耐心的，忍耐的
anxious表示担忧的。根据所提供的情景，“if we don’t arrive when we say we will” 可以判断出 由于说将要回来，但没有回来，所以母亲会感到担忧。故选a。
12. do you feel sad and lonely? do you have no one to talk to? don’t suffer in silence.
（p13，line6）
[考点]suffer既可用作及物动词，表示遭受，经历，忍受。又可用作步及物动词，表示受痛苦，受损害。
[考例] _____ such heavy pollution already, it may now be too late to clean up the river.
(nmet 01)
a. having suffered b. suffering c. to suffer d. suffered
[点拨] 由already 一词可知， 要用现代分词的完成式。全句意思是：由于已经受到如此严重的污染， 现在清理河道可能太晚了。故选a。
13. we will listen to your problems and offer you practical advice. (p13, line8)
[考点] 形容词practical表示实用的，实际的。
[考例] when we plan our vacation, mother often offers ____suggestions. ( nmet 04, iii)
a. careful b. practical c. effective d. acceptable
[点拨] 据句意应为“提供实用的建议“，而careful仔细的， effective有效的，acceptable可以接受的”。故选b。
14. our lines can get very busy but please keep trying and you will eventually
get through.( p13, line12)
[考点]get through 表示电话等接通，常用于动词搭配使用。
[考例]i couldn’t ____. the line was busy. (nmet 05 , 浙江)
a. go by b. go around c. get in d. get through
[点拨] go by 依照， go round 四处走动， get in 收获， 而get through 指打通电话。根据所提供的情景“the line was busy.”可以判断出“i”一直没有打通电话。故选d。
15. i agree with you on/ that…..(p14,line 4)
[考点] 日常交际用语中考点之一，表态性用语，表示同意。或者用否定用法，不同意。
[考例]----go for a picnic this weekend, ok?
---- ______. i love getting close to nature. ( nmet 04, 福建)
a. i couldn’t agree more b.i afraid not.
c. i believe not d. i don’t think so.
[点拨] 此题考查交际用语，根据下文的回答可知，回答的人非常同意第一个提议的人的建议。其他选项部各题意。
i couldn’t agree more 表示“我非常同意。”故选a。
unit 1
Ⅰ.单词拼写
1. he a_______ to his teacher for not having finished his homework.
2. when asked what he wanted to be, he answered without h_____.
3. his mother said that if he couldn’t pass the exam, she would sell the computer as p______.
4. he was too s_______ to admit that he was wrong and refused to say sorry to his girl friend.
5. you have put me in a very a_______position and now i don’t know how to deal with the matter.
6. she said she was sorry, but her eyes b______ her secret delight.
7. tobby is always looking forward to being f______ by his parents after he does something wrong.
8. peter is popular with his classmates for we always find him w_____ to help others.
9. we are much c______ about the present situation and hope that the government will take effective measures to preserve the environment.
10.you are already grown-ups; you are required to take r_______ for what you do.
11．in order to avoid the p______________ for the wrong that he had done, he went to a european country in 1981.
12．he was too s_______________ to admit that he was wrong and refused to say sorry to his girl friend.
13．i am sorry that i was a____________ just now and didn’t quite catch what you said.
14. although the b________ scientist has made his mark in the field of physics, he is sometimes
absent-minded in his daily life.
15. she _______( 发誓) that she hadn’t told anyone , but her friend still didn’t forgive her.
16. people are trying to make the once ____________ (污染) river clean again.
17. nearly all children are c about new fantastic things.
18.he always b her by telling the same story.
19．the curtain m the wall well .do you like the color ?
20．in the a of the teacher , fang lan will be in charge .
21.what do you think i should do to (解决) this problem?
22.many （志愿者）are needed to help in beijing olympic games.
23. i wrote a letter to the manager of that company and wanted to a___________ for the job.
24. he gets along well with his classmates because he is an______________（外向的）boy.
25. ordinary people could ___________(假装) to be rich and important.
26. many crimes went ___________________(未受惩罚的).
27. at school she founded a close f___________ with several other girls.
28. i don’t d_______ he’ll come. i’m sure he will come.
29. your invention is ingenious, but not p__________.
30. the woman shows a very passive a__________ towards her work.
31. they p___________ about what to do next.
32. it’s ___________(荒唐) of you to suggest such a thing.
33. she ____________(答复) to my letter with a phone call.
34. everyone should be ____________(忠诚) to their friends.
35. a m__________ person is someone who has moods that change quickly.
36. she is so t________ that she doesn’t dare to speak in public.
对话填空。
a: can you tell me something about the earth summit?
b: yes. it’s a meeting held by the un to discuss e (37) issues. a: when and where was the l (38 ) earth summit held?
b: in johnnesburg in .
a: what main subject of the summit was r (39)?
b: sustainable and s (40) development.
a: what did e (41) from all over the world discuss in johnnesburg?
b: they discussed the three biggest e (42)or killers in the world: polluted drinking water, poor sanitation（公共卫生设施）and air p (43)
a: what else did many speakers speak about at the meeting?
b: they also showed great c (44) about poverty, war and violence.
a: why are conferences like the earth summit of i (45)?
b: because they help us understand that there exist serious s (46) the earth faces and that only by changing the way we live can we save the earth.
answers :
1. apologized 2. hesitation 3. punishment 4. stubborn 5. awkward
6. betrayed 7. forgiven 8. willing 9. concerned 10. responsibility
11. punishment 12. stubborn 13. absent-minded 14. brilliant 15. swore
16. polluted 17.curious 18.bores 19．matches 20．absence
21. solve 22. volunteers 23. apply 24. outgoing 25.pretend
26.unpunished 27. friendship 28. doubt 29 . practical 30. attitude
31.puzzled 32. absurd 33. replied 34. loyal 35. moody 36.timid
37. environmental 38. latest 39. raised 40. stable 41. experts /environmentalists 42. enemies 43. pollution 44. concern 45. importance 46. situations
unit 2 the environment
reading: the economy or the environment----must we choose?
reading 1
the general idea of this period
the main purpose of this lesson is to make ss fully understand the text and master the reading strategy.
teaching aims:
check and enhance students’ reading abilities.
2.train students to gain an overall understanding of the article and learn to read a debate.
teaching important points:
1.how to make the students fully understand the text.
2.how to get students to read a debate.
teaching aids: multimedia and a blackboard
procedures for teaching:
step 1 lead-in
1.ask students the title of the text and ask students which one to choose: the economy or the environment.
step 2 comprehension of the text
ask ss to skim the article and answer the following questions.
who are the three speakers?
what side does mr lin shuiqing and mr qian liwei each represent?
by how many times has the world’s population increased since 1800?
according to mr qian liwei,what should be done to factories that pollute the environment?ask ss to read lin shuiqing’s debate and answer the following questions.
what society does lin shuiqing belong to?
what does lin shuiqing start his speech by talking about?
what is happening to large amounts of fish?what does lin shuiqing think we should teach people about?
ask ss to read qian liwei’s debate and answer the following questions.
why does qian liwei think production should not be cut back?
what does qian liwei say we should produce more of?
what does qian liwei say we need more of?
what does qian liwei say many people are willing to do?
ask students to fill in a table on the screen according to the text.
ask students how to read a debate by asking them to answer the following questions.
what is the order of a debate?
what is the order of the debate?
what is important in a debate?
what should we pay attention to when we read or listen to a debate?
ste3 role play
three groups represent lin shuiqing and the other three groups represent qian liwei.each of you speaks one or two points.you can make some changes to the debate and add your opinions to the debate.
step 4 homework
1.read the text.
2. preview the language points in the debate.
period 2 reading 2: language focus
the general idea of this period
the main purpose of this lesson is to make ss better understand the text and master some important language points.
teaching aims:
review the reading by filling in the form with the words in the reading..2.get the students to grasp the usage of some important words and expressions.
3.get the students to practice mastering the language points.
teaching important points:
1.how to make the students have a better comprehension of the text.
2.how to help the students be familiar with the language points.
how to help ss apply these points into practice.
teaching aids: multimedia and a blackboard
procedures for teaching:
step one revision and lead-in
do the blank-filling .
step two language points
ask the students to read the debate and find the right words or phrases according to the meanings.
1.tell,express
2.something that cannot be used any more and is thrown away
3.terrible ,shocking
4.besides
5.destroy completely6.(birds,insects,fish,etc)produce eggs from their bodies
7.come near to,get close to
8.make less,reduce
9.be helpful,useful,favourable to
10.be involved in or be affected by11.a constant,steady economy
12.speak freely
explain important language points to ss .
1.in addition, many sea creatures are being wiped out by fishing boats.(line16)
2.these boats catch large numbers of fish without giving them time to lay eggs.(line16)
3.the world’s population has grown to more than six times what it was in 1800.(line20)
4.my suggestion is that we should try to cut back on production and reduce the amount of things we make and buy.(line22)
5.mr lin suggested we should cut back on the amount of things we produce in order to save the environment.
6.the amount of rubbish we produce is turning into a big problem; we need to think more about recycling.
7.but i do agree that recycling may be the key to helping both sides.(line45)8.it is obvious that you are very concerned about the present situation of our environment.(line29)
step three practice for consolidation
ask students to fill in the blanks with the following words or phrases.
step four homework
1.finish a1 and a2 on page 90.
2. read the text.
module 5 unit 2 the environment
word power
teaching aims 1. enlarge ss’ vocabulary related to the environment.
2. help ss use the words about the environment as possible.
teaching important points how to learn the new words effectively.
2. how to use the new words freely.
teaching difficult points
1. how to make ss describe environmental problem briefly.
how to solve the environmental problems rapidly.
teaching methods
1.students-centered. (discussion to make every student work in class.)
2.teacher & students’ interaction. (talking to improve the students’ speaking ability.)
3.multimedia way. ( practice to get the students to master what they’ve learnt.)
teaching aids the multimedia.
2. the blackboard.
teaching procedures:
step 1 lead-in
tell ss that they will go traveling in shangri la. what would they like to do?
let ss make a discussion.
questions:
what are we interested in?
what type of hotel will we stay in?
what kind of energy does the hotel ecoville use?
how does the hotel wash the sheets?
what other characteristics does the environmentally hotel have? 3. ask several ss to report their idea to the class.
step2 vocabulary learning
read this brochure about a new, environmentally friendly hotel which is opening. (help ss to learn the new words.)
doing exercise.(help ss to consolidate them.)
ask ss to label the pictures in part b and try to describe them in a few simple words if possible. (help ss improve their speaking abilities)
step 3 vocabulary extension
ask ss to focus on part c on page 27. (help ss strengthen understand the new words. )
ask ss several questions. (check ss’ understanding of the passage. )
who thought of the idea to build in environmentally friendly hotel?
where did he get his inspiration (idea) ?
what are the differences between ecoville and other hotels?
ask ss to work in groups & have a competition on words that include the prefix ‘eco-’. use dictionary if necessary.
ask ss to first complete the note in part a on page 104 in wb, and then to complete the article in part c on the same age.
step 4 homework
1. try to write an article on some environmental pollution and how to solve the problems.
2. write a guide on how to be an ecotourist.
task:
ge weimei, no. 66 high school , nanjing
teaching plan:
teaching aim and demands : 1 help the students to listen and draw conclusions
2 train the students’ listening
3 help the students to read for information
4 help the students to read a scientific article
5 help the students to present your point of view
6 design a poster
teaching procedures
sep1 skills building 1 :
in this part , students will learn how to draw conclusions from listening to something .explain to students that in order to draw conclusions , they need to think about the situation and the information they have and then try to decide what it means .
1 ask the students to read the guidelines and the dialogues in skills building on page 32 , ask them to draw conclusions from what is said in the dialogues and you can create more dialogues and ask students to draw some conclusions.
2 ask students to read the instructions in part a . then play the recording once and ask students to draw a conclusion about what kind of natural disaster occurred in each situation . ask them why they have drawn this conclusion . then play the recording once more and check the answers as a class .
3 tell the students to listen to the tape and complete part b . ask them to choose which of the conclusions are logical and to state their reasons .
step 1 : listening to a lecture
1. ask students to listen to the tape
2. encourage the students to fully participate in the situation and express their opinions freely .
3. play the tape once .
4. ask several students to read one answer each .
5. ask students to finish part b . ask them to consider what conclusions can be drawn from the statements .
skills building 2 :reading for information
1 ask students to read the guidelines on page 34 .
2 organize students into groups of six and tell them to discuss the reasons why they might want to read the materials mentioned in part a .
ask students to read the newspaper article in part b and answer the four questions listed below it .
step 2 : reading a scientific article
1 help students to review what they have learnt about desertification in step 1 on page 33 . encourage them to list the things they know about desertification.
2 ask students to read the scientific article about desertification . make sure that they understand the article .
3 organize students into groups of four and tell them to study the scientific article together.
4 ask students to list their solutions on page 35.
skills building 3 : presenting your point of view
1 ask students to read the guidelines in this part . make sure that they understand each point.
2 ask students to read the instructions for pat a on page 36 and help them give explanation for their decisions. ask several groups to explain their decisions to the class.
step 3 : designing a poster
1 organize students into small groups , and ask them to read the viewpoints from some experts on desertification in part a on page 37 . they need to discuss which viewpoint they agree with and which one they will focus on.
2. ask different groups to consider the questions in part b and ask them to present their answers to the class.
3. tell students that a good poster includes good content and a good layout . ask students to read the instructions on part c on page 37 .
4. ask each group to create their own poster . remind them to refer back to step1 and 2 .
homework: ask students to read the article in part a on page 105 in workbook. then let them do part b on the same page .
-9-12
module 5 unit 2 the environment
project
teaching aims 1.help ss learn and use english by doing a project.
2. encourage ss to use they have learnt to complete a project.
teaching important points help ss how to plan and do research for the report.
teaching difficult points
help ss how to cooperate each part of work together.
teaching methods
1.students-centered.
2.teacher & students’ interaction.
3.multimedia way.
teaching aids 1. the multimedia.
2. the blackboard.
teaching procedures:
step 1 lead-in
show some pictures of the yangtze river and tell ss the purpose of the class.
step 2 learning the text
1) divide ss into groups and ask them to read their assigned paragraph and report the main idea of the if to the class.
p1 the environmental problems of the yangtze river have raised concern.
p2 many people have recognized the importance of protecting the yangtze river and many environmental organizations and projects have been set up.
p3 two special government projects are under way to protect the river. one is the water and soil preservation project.
p4 the second project is a nature reserve for white-flag dolphins.
p5 the environmental situation of the yangtze river is improving.
2) encourage ss in other groups to raise as many questions as possible.
3) ask ss to read the report carefully and answer the questions.
4) ask ss to form into groups and discuss the following questions.
a.why have the environmental problems of the yangtze river raised concern both nationally and internationally?
b.what does the green river organization do?
c.what problems do the two government projects focus on?
d.what did farmers have to do under the water and soil preservation project?
e. what does the second project concern?
extension questions:
f. do you think the environmental situation of the yangtze river is getting better? why?
g. what else can we do to protect the yangtze river?
5) ask ss to read the article again and analyse the structure of it.
6) ask ss to do close test.
7) have ss do part b1 & b2, d1 & d2.
step 3 writing a report
planning
● work in small groups. discuss what you read on the previous page, briefly discuss the questions below and then decide on a topic for your report. have it approved by your teacher.
what do you think are the biggest environmental problems in china?
the topic for your report will be ___________________________.
● discuss the tasks listed below and decide which group members will be responsible for each task. write the names beside the work each member is going to do. (remember, two or three people can work on the same task!)
research __________________________________________________
write the outline ____________________________________________
write the report ____________________________________________
preparing
● members responsible for doing research need to find information from various sources on the topic you have chosen. the group should discuss the information found, and decide what to increase include in the report and what to leave out.
● those responsible for writing the outline should organize the information the group has decided to use and write an outline for the report using that information. the outline should be approved by the whole group.
producing
● group members who are writing the report will have to write it based on the outline.
● all group members should edit the report before it is passed on to another group for editing. your group will be editing another group’s report at the same time.
● while editing, you should read the report closely and look for the following:
sentence structure organization punctuation
vocabulary grammar spelling
● during the editing stage, correct any mistakes you find and offer suggestions to the group on how they can improve their report. ask for comments on your report as well.
presenting
● the report should be written and checked once more for mistakes.
● present your report to the class.
● put your rep
牛津英语教案篇4
1. 与某人友好相处 get along well with sb.
2. 一次突然的数学考试 a surprise math test
3. 对……感到惭愧 be / feel ashamed of …
4. 下定决心去做某事 be determined to do sth.
5. 信守诺言 keep one’s word
6. 对着某人大叫 yell at sb.
7. 不能忍受（去做）某事 can’t stand (doing) sth.
8. 向某人道歉 apologize to sb. / make an apology to sb.
9. 一次难以忘怀的经历 an unforgettable experience
10．完全有权利做某事 have every right to do sth.
11．嫉妒某人/某事 feel jealous of …
12．当众使某人尴尬 embarrass sb. in public
13．首先（强调顺序） first of all
14．熬夜 stay up at night / stay late into the night
15．使某人提起精神 cheer sb. up
16．参加学校羽毛球队 join the school badminton team
17．等不及去做某事 can’t wait to do sth.
18．在网上聊天 chat on the internet / chat online
19．阻止某人去做某事 discourage sb. from doing sth.
20．提及，说起 speak of
21．提前 in advance
22．打通……的电话 get through to …
23．除了……之外 apart from
24．替某人保守秘密 keep sb’s secret / keep the secret for sb.
25．责备某人（做了）某事 blame sb. for (doing) sth.
26．将……归咎/归罪于某人 blame sb. for sth. / blame sth. on sb.
lay / put the blame on sb. for …
27．因……而应受谴责/应负责任 (sb.) be to blame for … (不用被动语态)
28．全神贯注于…… be absorbed in …
29．到底，究竟 in the world
30．对……有不同的态度 have / take different attitudes towards …
31．迟豫于去做某事 hesitate to do sth.
32．毫不犹豫地 without hesitation
33．毫无疑问 without doubt
34．以……为基础/依据 be based on / upon …
35．彼此，互相 one another / each other
36．另一方面 on the other hand
37．不管，不顾 regardless of (prep.)
38．搜寻，寻找 search for / look for
39．加入到救援行动中 be involved in the rescue mission
40．日出/日落时分 at sunrise / at sunset
41．首要的是，最重要的是 above all
42．平静/镇定下来 calm down (vi.)
43．使某人/某人自己平静下来 calm sb. / oneself down (vt.)
44．承认（做过）某事 admit sth. / doing sth. / that …
45．准许某人进入公园/准许入学 admit sb. to the park / the school
46．对准焦距；集中（注意/关心）于…… focus … on …
47．结果 as a result
48．由于，因为 as a result of / because of
49．导致，造成 lead to / result in / contribute to
50．由……所引起 result from
51．对某人刻薄 be mean to sb.
52．对某人残忍 be cruel to sb.
53．某人不太可能做某事 (sb.) be unlikely to do sth.
54．推迟做某事 delay / put off doing sth.
55．渴望去做某事 be anxious to do sth.
56．为……焦急 be anxious about …
57．遭受严重的污染 suffer from serious pollution
58．与……一致 be consistent with …
59．由于某种原因 for one reason or another
60．肯定 for sure
牛津英语教案篇5
教学内容：《牛津小学英语》6b unit 6 f play a game g listen and repeat h sing a song.
教学目标：
1、了解字母组合ow在单词中的读音。
2、能唱歌曲will you join me?
3、熟练掌握本单元所学内容。
教学重点：熟练掌握本单元所学内容。
教学难点：了解字母组合ow在单词中的读音。
教具准备：录音机、磁带、小黑板、骰子、棋子等。
教学过程：
step1 warm up
1. greetings
2. free talk
就本单元所学的内容进行自由交谈，可采用师生间、生生间、小组间等形式进行。
step2 revision
1. 齐读e read and number。
2. 学生小组内准备朗读并表演对话。
3. 教师抽查，全班评议。
step3 presentation and consolidation
1. play a game
①教师事先布置学生根据图例，了解有关游戏规则和方法，准备好游戏工具，包括骰子和棋子。
②指导学生可在小组内开展游戏活动。
③教师抽查学生开展游戏的情况。
④教师可鼓励学生自己自创新的玩法，在游戏中进一步巩固所学知识。
2. listen and repeat
①教师让学生自己朗读单词，边读边体会字母组合ow在单词的读音。
②指导学生听录音跟读单词和句子，教师可利用图片或多媒体课件帮助学生理解句意。
③教师可指导学生朗读，也可在学生中开展朗读比赛。
④学生自己归纳整理其他例词，编写绕口令或其他句子并练习朗读。
⑤汇报结果，教师相机板书。
snowmen
snowball
row rowing
show know
snow
blow low
snowy
snowman
lower slow
slower
3. sing a song
①讲解歌词大意。
②读歌词。
③听录音。
④听录音跟唱。
step4 homework
1、全面复习本单元所学内容。
2、背诵g listen and repeat并试着归纳其它例词。
3、预习《补充习题》unit 6。
板书内容
snowball
snowmen
snowman
snowy
snow
row rowing show
blow know low
lower slow slower
板书设计：
牛津英语教案篇6
教学目标：
1. 能掌握节日单词 children’s day、christmas、mid-autumn festival、dragon boat festival和spring festival。
2. 能通过课前的信息搜集，课上的团队合作以及课后的自学，掌握以下节日
new year’s day、halloween、 may day、 national day 。
3. 能掌握四会句型
when’s…?it’s in…what do people usually do at/on…?they…
4. 学生能运用本单元的四会句型和日常交际用语谈论节日中人们的活动以及自己曾做过的事。
重点难点：
1.能掌握所学节日的正确读音。
2.能熟练掌握四会句型，并能灵活进行替换训练，从而进一步来巩固一般过去时的知识。
教具准备：
多媒体课件 实物
教学过程：
step1: warming-up
1.greetings.
2.free talk.
what day is it ? what date is it today?
what do you usually do at the weekends?
(设计意图： 在上课开始，与学生亲切自然地相互问候，使学生快速进入英语学习的氛围，同时为下一步教学做铺垫。)
step2: presentation:
1. t：(教师手拿日历)what date is it?
s: it’s the first of october.
t: what holiday is on the first of october.
s: it’s national day.
t：你们还记得其他的节日吗?
ss：children’s day, teacher’s day, christmas, national day, halloween---
揭示主题： holidays
magic eyes
快速闪现学生知道的单词，学生根据图片说出相应的节日。
2. 教学 spring festival
(1)。(look at the screen)there is a duck, a cake and some fruit. oh, they are very delicious.(扮演出正在吃美味食物的样子)here“delicious”means“nice”。 (teach:delicious ←de-li-cious)
t: we can eat delicious food at spring festival.
teach: spring festival 春节
(2)。let’s read
it is a popular holiday in china. it is in january or february. people eat a lot of delicious food. they usually visit their relatives and friends.
relative means your parents,uncle,aunt,cousin,grandparents and so on.
it means…?
ss:(引导学生说出答案)it means亲戚!
t：(teach: relative ←re-la-tive)
(3)。 教学what do people usually do at spring festival?
t: what do people usually do at spring festival?
read: people 人，人们
practice: what do people usually do at spring festival?
they usually---
did you --- last spring festival?
yes, i did. no, i didn’t.
3. 教学 mid-autumn festival & dragon boat festival.
and there are some chinese traditional(传统的) festivals in china,too. we have spring festival, mid-autumn festival and dragon boat festival.
t:(show the picture of mid-autumn festival)
can you guess what fesitval it is from this picture?
ss:中秋节。
t：yes,it’s mid-autumn festival.(teach: mid-autumn festival.)
when’s spring festival?
s:it’s on the 15th of august.
t:no,it’s in september or october. (日历展示)
what do people usually do at mid-autumn festival?if you can’t say in english,you can say it in chinese.(在用英语无法表达时，允许学生用中文来补充。)
s: 吃月饼，赏月。
t：yes. they usually eat moon cake and watch the moon.
t: did you eat moon cake and watch the moon last mid-autumn festival?
ss: yes,i do.
t: i think you should say:yes,i did.
( dragon boat festival教法同上。)
4. 教学christmas
(1)guessing game
问： what holiday is it ?
(2) 教师让学生说他们所知道的关于圣诞节的知识，如圣诞老人，圣诞礼物，圣诞食 品及圣诞活动，不限定学生全部用英语表达。
t: christmas is coming. do you know anything about christmas ,e.g. presents and food?
(设计意图： 用提问的方式引出即将学习的活动，并通过讨论让学生了解有关圣诞节的文化意识。)
(3) 教师用课件创设情景： christmas tree, santa claus, new clothes, stars, give presents to each other, play with friends..
the christmas is coming. please look at these pictures and talk about the following questions.
when’s christmas?
do you like christmas? why?
what do you usually do at christmas?
(4) 学生4人一组看图片，并根据问题讨论圣诞节。
(5) 小组汇报他们讨论的情况，并通过投影呈现： 例如christmas is on the 25th of december. we like christmas because it’s interesting. there are many christmas trees and we can see them everywhere. we can also buy new clothes and give presents to each other.
(设计意图：这个活动对学生来说具有一定的挑战性，但六年级学生已基本能把老师提供的信息组合成一句话，甚至能连成一段话。通过这样的活动可以让学生把所学的知识运用于实际，使不同程度的学生都有成就感，增强自信心。)
5. the usage of “at” and “on”
t: look at the phrases carefully and find the rule by yourselves.
小组讨论 “on” 和“at”的区别
at halloween at spring festival at dragon boat festival
on new year’s day on may day on children’s day
s: we use “on” before “day”。
t：well done!
step4.practice
1.(show two pictures about part c)
t:can you use the sentences on the blackboard to make up dialogues in pairs?
t：when’s spring festival?
s:it’s in january or february.
t: what do people usually do at spring festival?
s:they eat lots of delicious food.
t:did you eat lots of delicious food last spring festival?
s:yes,i did.(picture1 t-s;picture2 s-s)
2.show time:
___________is on ______________.
children usually______________________.
did you ____________last______________?
step5: homework
1. 仿照partc编写含有以下节日的句型：new year’s day、may day、
national day
2. introduce the foreign festivals to your parents.
板书设计：
unit6 holidays
a: when’s --- ?
b: it’s in ---.
a: what do people usually do at spring festival?
b: they usually---
a: did you --- last spring festival?
b: yes, i did. no, i didn’t.
牛津英语教案篇7
一、教材分析：
１、教材的地位及作用：
这是牛津英语9a第二模块（teenagelife青少年生活）的第四单元第四课时—
词汇教学（不同的电视节目）。本单元围绕做“电视节目tvprograms”这个题材开展多种教学活动，它与前三单元有一定的联系，是从青少年的另一个方面来拓展话题的。
２、教学目标：（德育目标、知识目标、能力目标）
德育目标：让学生尽一步的明确青少年的生活应该是丰富多彩的，不能因为暂时的生活的压力而消极颓废。应该让自己成为一个有活力有志向有理想懂生活的青年人。
知识目标：
(１)学习、掌握六个不同的电视节目（卡通、喜剧、聊天类、游戏类、连续剧和文献片）
(２)学习单词cartoon,documentary,chatshow,comedy,dramaseriesandsoon)
能力目标：提高学生听、说、读、写及知识运用的综合能力。
确立教学目标的依据：
1.根据英语教学大纲规定，通过听、说、读、写的训练，使学生获得英语基础知识和为交际初步运用英语的能力，激发学生的学习兴趣，为进一步学习打好初步的基矗
2根据我国国情和外语教学大纲的要求，现阶段外语教学的素质教育主要包括思想素质教育、目的语素质教育、潜在外语能力的培养、非智力因素的培养等四方面。
３、重点与难点：
重点：学习了解不同节目的特点。
难点：学会用英语表达喜欢或者不喜欢的理由（相关词汇的准确表达方法）
确立重点与难点的依据：
根据教学大纲的要求，及本课在教材中所处的地位和作用。
二、教材处理：
根据以上对教材的分析，同时针对实验班学生学习外语能力的实际情况。首先与学生进行心灵的沟通。同时能够进一步对学生目前的情况表示深深的理解和支持。通过自由谈话激发学生学习兴趣，使学生在参与谈话交流中掌握语言知识。最后通过让学生用所学英语知识进行训练，从而达到巩固知识的目的。
三、教学方法：
通过任务型语言教学法，由浅入深，由易到难，由已知到未知，循序渐进地深化教学内容。展开以教师为主导，以学生为主体的师生双边活动。
四、教学手段：
主要以现代化电教手段——多媒体辅助教学，贯穿整个教学过程。增加了直观性和趣味性，加大了课堂密度，提高了教学效果。
五、教学程序：
１、新课导入
为了激发学生的学习兴趣，引起注意，拉近师生距离，首先问学生这段时间以来感觉心情如何？学生的可能的答案是（累、困、有压力等等）。此时，问他们如果有压力的时候，你们知道如何去放松自己吗？用一个句式icanfeelrelaxedbydoingsomething.其中肯定有学生说想通过看电视来放松自己？这时，就是我切入主题的时候了！---谈论电视节目。你喜欢看电视吗？每天花多长时间看电视？你最喜欢看的
电视节目是什么？谁是你最喜欢的电视节目主持人？
２、新课的讲解
本课利用多媒体教学手段展示了一幅幅色彩逼真、形象生动的画面，栩栩如生。通过不同节目的展示让学生来接触了解不同的电视节目。其中多媒体展示的图画更具特色，充分地调动了学生的积极性，吸引了全体学生的注意力，达到了教育教学目的，培养学生英语语言综合素质有很好的指导作用。３、反复操练和巩固应用
为了调动学生的积极性，利用workinpairs,ingroup,及boysask,girlsanswer等多种不同方式操练巩固。使学生处于积极思维的状态之中，全方位、多角度培养学生运用英语的`能力。同时注意让学生在练个别词汇的时候注意词不离句。
４、反馈练习
让学生在用所学的语言知识，表达自己所喜欢的电视节目。并提供给学生的一定的句子结构。给学生一定的启示。
５、归纳总结
本课除了板书所呈现的重点内容外，又开展积极的讨论，让学生学会思考。开始进行青春的思考。进一步明确青春应该是美好的。虽然没有时间看电视，但是每个人都在为自己的美丽人生编织梦想。过程是艰苦的，前途是美好的。不同的电视节目，体现不同的特色。我们每个人的爱好不一样。本身没有好坏。
６、展示板书
unit4tvprogramsperiod4vocabulary
cartooncomedychatshowgameshowdocumentarydramaseries
ilike____because_________
iprefer_____to______because_______.
本课以素质教育为目的，结合教材重点、难点及英语学科特点，利用多媒体辅助教学，从视、听、说等方面使学生得到锻炼，在愉快、轻松的氛围中温故而知新，达到初步运用英语交际的能力。由于缺少经验，在教学过程中难免会出现不足，敬请各位老师不吝赐教。
lesson plan
school: shanghai shi yan primary school
name: ji junling
book: oxford english (shanghai edition)2b unit 1
topic: on the farm story(1) let’s enjoy
aims: 1.structure: i’ve got…it goes…
2.function: using formulaic expressions to indicate what noises.
language focus: using formulaic expressions to indicate possessions.
aids: pictures, toys, cassette player.
procedurescontentsmethodspurposei.pre-task preparation:1.warmer(pictures&tape)ps: listen, try to remember what they hear on the plays the cassette. students hear the sound and speak out.e.g.: i hear a pig. 通过看、听等感官的运用，刺激学生的各种感官，引起学生对学习内容的兴趣。同时也加深学生对已学知识理解。为新授打好基础。2. questions & answerswhat do you see on the farm? what do you hear on the farm? ask and answer:show the picture of the farm animals.pa:ask the partner to answer the question.pb: answer. e.g.p1:what can you hear on the farm?p2:i can hear a cow.3. spellinghen, chick, duck, cow, sheep, pig(words)ps: spell the words.t-pa-pb-pcii.while-task procedure:1.introduction:(pictures and the noises)ps: take out the pictures and talk their own : this is a pig. it is big and fat. it has two big ears and a fat body. i like it.借助图片介绍自己喜爱的农场动物，同时通过模仿动物的声音，让学生在表演中感知英语，从而熟悉了新句型的基本结构和表达方式。2.imitation:listen to the tape. read after the tape of the picture 1& picture2.ask students to imitate the animals’ sounds and actions. hold up a toy animal and say, ‘i’ve got a … it goes…’3.quick response: (listen and act)t:show the picture of a farm animal and say the sentence.ps: act this animal.e.g.: t: this is a pig.ps: it goes oink oink.4. a game: a guessing gamethe pupils work in pairs. one of the pair sees the picture, he/she mime the sound of this animal, the other one should guess what animal it is.iii. post-task activity:1. try to sing a song:old macdonald’s has a farm为学生提供自主学习的空间，尝试使用所学语言进行口头表达。游戏活动也增进了学生学习英语的热情。2.a game:find your friends.moo, moo, i have got a cow. what have you got?take one of the farm animals. the student may go around the classroom and mime the sounds. stay together as friends if they have the same pictures.v. assignment:talk about the farm animals.student may introduce the animals to their family. even play the games with them.巩固课堂学习内容，更完整地介绍动物。
教案设计说明：
1.教学中让学生的每一个感官都开动起来，通过各种感官同时作用，使学生记忆得更牢。这种多元化的学习能使学生的语言学习变得更加的轻松，同时也提高了单位时间外语学习的效率，在整个教学过程中，学生在听动物的叫声，模仿动物的叫声，听听说说中把单词与动物的叫声紧紧地连在一起。
2.教学中创设真实的语言环境中，情景能使抽象的语言具体化、形象化。学习故事的同时，学生犹如去农场参观了一番，使学生爱学、乐学。
3.在模仿农场动物的过程中，使教学环节更具情趣化。学生是模仿的天才，通过对动物的声音和动作的模仿，发展了学生的表演能力，同时对农场动物的认识也更加地深刻。
4.在各种游戏活动中培养学生学习英语的兴趣，发展情感，在不知不觉中提高了学生的英语能力。同时学生的交往能力和他们的英语思维能力也在各种游戏中提高，布置的家庭作业也让学生把课堂延伸至课外，增进与父母间的交流。
