一份优秀的教案往往会给同学们留下深刻的印象，拥有一份详细的教案是可以让我们的课堂更加生动的，以下是范文社小编精心为您推荐的译林五上英语教案5篇，供大家参考。
译林五上英语教案篇1
by xu weiliang
teaching aims:
(1) make students pay attention to the environment problems and think what they can do to help protect the environment.
(2) improve the ss’ other basic abilities: the use of the words and expressions in reading
important points & difficult points:
(1) help the students learn how to keep the balance between economy and environment.
(2) enable the students to refer to dictionaries.
teaching methods:
(1)careful reading and solve the language problems in the text.
(2)learn how to use dictionaries.
teaching aids:
(1) a tape recorder
(2) a multimedia
(3) the blackboard
teaching procedure:
step 1: reading
we have learned the debate and know something about how to solve the environment problems. today we will read the text and find the difficult language points in it.
then ask students to put forward their difficulties in understanding the text.
then write them on the blackboard.
step 2 using dictionaries and reference books.
ask students to use their dictionaries and reference books and find answers for them.
let the students discuss them.
step 3 explain the language points.
1. …and discuss which problems are caused by nature and which ones are caused by man..
讨论一下哪些问题是自然造成的，哪些又是人为因素。
⑴ nature
a. 自然，大自然（不可数名词）
you can not go against nature. 你不能违背自然。
man can conquer nature.人定胜天。
b. by nature 天生地
she is by nature a happy person. 她天生乐观。
⑵ man
a. 本句中的man译为“人类”（总称），多作单数，不加冠词
man must make the earth support more people.
人类必须使地球养活更多的人。
man must change in a changing world.
在多变的世界里，人类必须随之变化。
b. 人，男人（复数为men）
i am not the man to break my word. 我不是食言之人。
man is taller than woman. 男子比女子高。
2. then we will open the floor for discussion. 然后我们将展开自由谈论。
句中the floor为“发言权”
after they had each said a few words, professor white took the floor.
他们各自说了几句话后，怀特教授开始发言。
the president then took the floor and answered the journalists’ questions.
总统随后讲话并回答了记者的提问。
3. if you have any questions or comments, you can use this time to voice them.
如果大家有任何疑问或评论，可以利用这个时间段来提出。
voice (v.) 表达，吐露
yesterday morning in the city in the usa, a crowd of dustmen went on strike to voice complaint about their low-pay.
昨天上午在美国一个城市，大批清洁工举行罢工，以表达他们对工资的不满。
i dared not voice my dissatisfaction. 我不敢表达我的不满。
4. in addition, many sea creatures are being wiped out by fishing boats.
另外，大量的海洋生物正被捕捞船赶尽杀绝。
⑴ in addition 此外
in addition, there was a crop failure in many provinces. 此外，许多省份作物歉收。
in addition to 除了……之外（还有）
in addition to such subjects, the department also taught mathematics.
除了教授这些学科外，这个系还开设数学课程。
⑵ wipe out 消灭，摧毁
the whole village was wiped out by the tsunami.
整个村子被海啸吞噬了。
the earthquake wiped out the town.
小镇毁于地震。
wipe out 擦掉，把……擦干??
don’t forget to wipe out the sink when you’ve finished the dishes.
洗完碗碟后，不要忘记把洗碗池擦干净。
wipe off 擦掉，把……从……上面擦干??
wipe the drawing off the blackboard before the teacher sees it.
在老师看到之前，先把黑板上的图画擦干净。
5． these boats catch large numbers of fish without giving them time to lay eggs.
这些捕捞船未等鱼儿产卵就大量捕捉他们。
⑴ large numbers of 许多，大量，加复数名词，相当于a large number of , a great / good many
large numbers of whales have been killed by these japanese ships.
这些日本捕捞船已经杀死了许多鲸鱼。
numbers of people came to the meeting from all over the country.
全国各地许多人来参加这个会议。
⑵ a. lay eggs 下蛋，产卵
a turtle lays many eggs at a time.
乌龟一次下许多蛋。
to kill the goose that lays the golden eggs.
杀鸡取卵；自绝财源。
b. 安装，架设
i’m sorry to lay this on your shoulders.
很抱歉要把这放在你肩膀上。
they are laying a new oil pipe.
他们在铺设一个新的输油管道。
6. the world’s population has grown to more than six times what it was in 1800.
目前的世界人口与18相比已经增长到当时的六倍多。
⑴ population 人口
the population of china is much larger than that of japan.
中国人口比日本人口多得多。
about 30 percent of the population in the village have been struck by the illness.
整个村庄约30%的人口受到这种病的侵袭。
⑵ grow to “增加到”。类似表达法还有increase to, rise to, climb to
the number of students at the college has grown to over 5,000.
这所学院的学生数已经增长到 5,000人。
the price has increased to an unbelievable number.
价格攀升到令人难以置信的水平。
the plane climbed to 25,000 feet.
飞机爬升到25000英尺。
⑶ grow by“增加了，净增了”，类似表达 increase by, rise by等
sales of new cars in that country grew by 20 percent this year.
那个国家今年的新车销售量增加了百分之二十。
it is quite amazing that the income of the people in the city has increased / risen by 60 percent in the last two years.
这座城市居民的收入在过去的两年里增加了百分之六十，这让人感到惊讶。
7. my suggestion is that we should try to cut back on production and reduce the amount of things we make and buy.
我的建议是，我们应当尽量削减生产，减少制造和购买物品的数量。
⑴ 句中my suggestion is 后接有表语从句，表示“建议，要求，命令”等意义的名词，如suggestion, advice, requirement, order, request等作主语时，其后表语从句中的谓语常由 “should + 动词原形”构成，should可省略
the advice that the teacher gave was that the students (should) go to bed early during exam time.
老师提出的忠告是同学们在考试期间应该早点上床睡觉。
the orders are that we (should) stay here.
我们必须呆在这里，这是命令。
⑵ suggest, advise, require, order等动词后接的宾语从句中，也常用“should + 动词原形”作谓语,should可省略
i suggested that john (should) phone home before he decided to stay late at the library.
我建议约翰在决定要在图书馆呆到很晚之前应该先打个电话回家。
i advise that he (should) go at once. 我建议他马上动身。
⑶ cut back on“削减，缩减”，相当于cut down on
try to cut back on foods containing too much fat and sugar.
要尽量少吃脂肪和糖份含量过高的食品。
after the big job was finished, the builder cut back on the number of men working for him.
这项大工程完成以后，建筑商削减了工人总数的三分之一。
与cut相关的词组
cut across 走捷径 cut away 切除，剪掉
cut in 插进来说，插嘴，干预 cut off 切断，停掉
cut down 削减，砍倒 cut up 切碎
8. it is obvious that you are very concerned about the present situation of our environment.
很显然，你非常关心现阶段的环境状况。
concern (v.) 关系到，与……有关，关于；担心，关心
词组be concerned about / with / for / over
the news concerns your sister.
这条消息与你姐姐有关。
i am not concerned with the matter any longer.
我不再与此事有关了。
a good doctor should always concern himself with your health.
好医生应经常关心他人的健康。
they are very seriously concerned about the problems involved.
他们非常关心相关困难。
everybody was deeply concerned at the news.
每个人都非常关心这条消息。
9. as an economist, i’m seen as being against the environment.
作为一名经济学家，我常常被人视为反对环保的。
see…as… “将……视为”
after his first novel was published, he was seen as one of the most outstanding new authors of his generation.
在他的第一部小说出版后不久，他就被视为他这一代最杰出的新秀作家之一。
10. but i do agree that recycling may be the key to helping both sides.
但有一点我非常赞同：循环利用或许是对两者都有利的解决办法。
⑴ key“答案，解决办法”,to (prep.) + n. / prop. / doing
in my opinion, the key to solving the problem is to cooperate rather than argue.
依我的观点，解决这个问题的办法就是合作，而不是争吵。
her very unhappy childhood is the key to the way she behaves now.
她的不幸的童年是目前表现不端的症结所在。
⑵ 下列词组中to为介词
listen to, refer to, pay attention to, look forward to, belong to, turn to, devote / give …to…
11. asking around, i find many people willing to pay slightly higher prices for things that are environmentally friendly.
我征询过周围很多人的意见，发现他们当中很多愿意花费稍高一些的价钱来购买环保产
品。
⑴ ask around 四处打听
i will ask around and see if anyone can help.
我要四处打听一下，看有没有人能够帮忙。
⑵ asking around为现在分词短语作时间状语，相当于时间状语从句 when i ask around
同样
take care while crossing the street. (while you cross the street)
wandering through the street, i saw a tailor’s shop. (while i was wandering through the
street)
12. just keep in mind that you should not make a final decision until you have read or listened to both sides…
记住要听了两边的发言后才可作出最后的评判。
⑴ keep / carry … in mind 记住
i have tried to keep this advice in mind when writing this book.
在写这本书的时候，我尽量将这条建议记住。
there is one thing you must always carry in mind.
有一件事你必须一直记住。
与mind相关词组
make up one’s mind下决心 keep one’s mind on / upon专心注意，聚精会神
speak one’s mind说真心话
make 搭配词组
make a decision 做出决定 make a choice做出选择
make a trip旅行 make a study 做研究
make a mistake犯错误
13. my dad says he doesn’t mind a little bit of pollution, as long as it means people have jobs.
父亲说并不介意一点儿污染，只要人们有工作就行。
⑴ mind
a. 当心，注意
good drivers are always careful to mind the speed limit. 好司机对限速总是很细心。
mind you don’t say anything to offend them. 当心你不要说什么话去得罪他们。
b. 介意，在乎
would you mind if i took one of these books
你是否介意我拿起这些书中的一本。
i wouldn’t mind having a try but i’ve got to be off now.
我并不介意尝试一下，但现在我得离开了。
would you mind my opening the windows to let out so much smoke?
你是否介意我开窗排出一些烟雾？
⑵ as / so long as 只要…（就）…
i don’t care, so long as she lets me be with her son.
我并不在意，只要她让我和她儿子在一起。
as /so long as you’re happy, it doesn’t matter what you do.
只要你快乐，做什么并不重要。
试比较：
this rule is as long as that one. 这把尺与那把一样长。
see you tonight. so long. 今天晚上见。再见。
14. as a result, you impressed the audience. 结果，你给听众留下了印象。
impress印上,给留有…印象
he impressed his seal in the pot.
他把私章印在罐上。
his words are strongly impressed on/upon my memory.
他的话给我留下了很深的印象。
i was very impressed by / at / with his performance.
他的表演给我留下了深刻的印象。
15. with the opening of the city’s modern art museum, hundreds of people lined up to be among the front to view modern masterpiece.
随着现代艺术博物馆的开馆，好几百人排队，欲成为第一批看到现代作品的人。
line up排队，排成一行
we lined up to buy tickets for the international football match.
我们排队去买国际足球赛的球票。
the teacher lined up the boys in front of his desk.
老师叫男生们在课桌前排成一列。
step 4 consolidation
ask the students to use the words and expression learned.
step 5 homework
(1) revise the use of the words and expressions.
(2) do the exercises in the workbook.
译林五上英语教案篇2
教学重点
1.能够听、说、读、写句子：there are two bedrooms, a kitchen, a bathroom and a living room. there is a mirror, a bed and a big closet.
2.了解good to know内容。
教学难点
掌握四会单词和句子的正确书写。
课前准备
1.教师准备教学过程中所需要的图片、声音和课件。
2.教师准备录音机及录音带。
教学过程
warm—up(热身)
⑴ 猜一猜
① 教师准备出学生学过的表示家具陈设的单词，学生看单词朗读。
② 教师快速出示单词卡，学生猜出单词是什么。
⑵ 教一教
① 教师还出示一些表示房间的单词(配有图)，如：bedroom, living room, kitchen和bathroom。
② 教师询问谁能认读这些单词，在确认这些学生能正确朗读单词后，由他们教全班同学朗读学习新单词。
③ 学生看图片朗读单词，而后教师只出示单词，学生认读。
presentation(新课呈现)
⑴ 读一读
① 教师打开课件，课件展示的是read and write短文中的第一部分。学生阅读短文。
② 教师提问：“how many rooms are there in the rabbits flat? what are they?”，学生根据短文内容，答出：“there are five room. they are two bedrooms, a kitchen, a bathroom and a living room.”。教师请若干名学生到台前，学生边说边操作课件，把表示房间的图拖放到空白地方，其他同学判断对错。
③ 课件回到第一页，学生再次阅读短文。点击课件第二页，教师请若干名学生操作课件把单词拖放到相应的图上。
④ 教师说：“让我们看看小兔子的房间。”，点击课件第三页。学生阅读短文中的第二部分。
⑤ 看课件第四页，教师提问：“what are in the baby rabbit’s room?”，学生边回答边把物品拖放到小兔子的房间里。
⑥ 图中的物品是可供选择的，如：绿色的窗帘，蓝色的窗帘;大的衣橱，小的衣橱;新的旧的等等。其他学生根据台上学生所选来判断对错。
⑵ 写一写
① 学生打开书p60，自己阅读全文。
② 教师给学生三分钟的时间完成句子(写在书上)
③ 请若干名学生朗读句子，大家一齐核对答案。
④ 学生每人一句朗读短文。
let’s play(趣味操练)
⑴ 玩一玩
教师利用let’s play中的图版组织多项活动。如：
① 学生四人一组，看图说话。如：in my room there is an air-conditioner, a telephone, a ….
比一比谁说的句子最长。
② 做“”游戏，学生任选九张词卡排列好，学生按教师的提示(如：there is a bed.)翻卡片。当横、竖、斜任意成一行的学生大喊“bingo!”。
⑵ good to know
① 学生看书p66，说一说每间房子有什么不同或是特点。
② 教师介绍相关知识，并领读单词：flat/apartment, cabin, hotel, house。
consolidation and extension(巩固与扩展)
talk about your room with your partner
学生画出自己的房间，和同伴聊一聊房间里都有什么，为写作文做铺垫。
板书
⑴ there are two bedrooms, a kitchen, a bathroom and a living room in the rabbits’ new flat.
⑵ what’s in the rabbit’s room?
there is a mirror, a bed and a big closet in his room. and there are two end tables.
译林五上英语教案篇3
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.
译林五上英语教案篇4
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
译林五上英语教案篇5
高一英语导学提纲(4)
m3u3 reading
第一课时
课前导学
一． 预习：
阅读p42-43的文章，完成c1,c2 and d1,d2,e
find out the facts and historical information about the two cities.
pompeii time event
in the 8th century
in 89 bc
on 24th aug. ad 79
in 1860
loulan years ago
from ad 200 to ad 500
100 years ago
迁移创新
both pompeii in ________and loulan in china became ____ ________ about 2000 years ago. pompeii was ________ in the 8th century bc and was _____ _______ by the romans in 89bc. on 24th aug.ad79, mount vesuvius _________ and the city were _______ __________. loulan was a _________ _________ on the silk road. it disappeared under the ________. there are just a few _________ left. some _________, such as coins and painted pots, was found.
质疑讨论
请提出预习中存在的问题。
1. __________________________________________________________________________
2. __________________________________________________________________________
第二课时
课前导学
重要短语
1 失落的文明_______________ 2 赢得一席之地________________
3 夺取；接管______________ 4 被活埋_________________
5 在下雨天____________ 6 变成；转向；求助于___________
7 被…覆盖______________ 8 去往某处_________________
9 和；加之_______________ 10 阻止某人做某事_____________
句型
1. i feel lucky to have won a place on this trip.(l1)
?点拨】
句中的to have won a place on this trip是不定式短语作状语，表示________.
to have won是不定式的________式，表示不定式的动作或状态发生在谓语动词表示的动作或状态___________。
不定式的一般式to do表示的动作或状态发生在谓语动词表示的动作或状态___________。
bell is considered to ________________ the telephone.
贝尔被认为发明了电话。
she seems _____________________.
她好像曾经当过护士.
he is said __________________ next year.
据说他明年要出国。
2. near the city was a volcano called vesuvius.(l8)
?点拨】
本句是_____________.当句首为表示地点的介词短语，谓语动词是be, stand, sit, lie, come等动词时，为了保证句子平衡或使上下文衔接紧密，常使用______结构。
at the foot of the mountain stands a temple.
山脚下有一座庙。
inside the bag ____ a cellphone.
包里是一部手机。
in front of the house _______ an old man.
一个老太太坐在房前。
?提醒】当主语是代词时不用_________.
away they went.
here he comes.
3. unfortunately, all the people were buried alive, and so was the city. (p.42)
?点拨1】
此句中的alive是作主语补足语，意思是“活着的”。
alive还可引申为“有活力的；有生气的；活跃的”，常作表语、宾补、主补及后置定语。
is the fish dead or alive? 这鱼是死的，还是活的？
there aren’t many pandas alive in the world today. 目前世界上活着的熊猫数量不多。
?点拨2】
so + 情态动词/助动词 + sb./sth 是一个倒装句型结构，表示上文中某人/物怎样，下文中的某人/物也怎样，其中情态动词、助动词和系动词在人称、数上要与下文的主语保持一致，在时态上与上文相一致。表否定时用neither或nor.
tom has been to beijing many times, and _________ my brother michael.
peter played basket yesterday afternoon, and ______ jack.
if you can do it, so ______ i. 如果你能做，我也能做。
if you go there, so ______ i. 如果你去， 我也将去。
tom has never been to beijing many times, _________ my brother michael.
peter didn’t play basket yesterday afternoon, _________ jack.
if you don’t go to the cinema tonight, nor shall i. 你今天晚上不去看电影，我也不会去。
?提醒】
so it is with … 和it is the same with … 既用于肯定句，也用于否定句，陈述两种(以上)的情况。
4. the city was forgotten for many years until the 18th century when a farmer found some stone with writing on it. (l15)
?点拨】
此句中的with writing on it是个with的复合结构，
即“with + 宾语+ 宾语补足语”，这一结构的宾语补足语常见的有__________________等。
with much work to do, i had to stay at home.
因为有许多工作要做，我得呆在家。
the thief was brought in with his hands tied behind.
小偷被带进来，双手被绑在身后。
he left the small island with the fire burning.
他离开了小岛，火还燃烧着。
it’s impolite to talk with your mouth full.
满嘴东西交谈是不礼貌的。
the little boy ran along the street with nothing on.
小男孩顺着街跑，身上什么也没穿。
mr smith came into the classroom with a book in his left hand.
5. it is believed by many people to have been gradually covered by sandstorms from ad200 to ad 500.(l34)
?点拨】
本句使用了句型主语+be believed to do / to have done，常可以转化为
it is believed that…
it is believed that the environment will become better and better.
= the environment is ___________________ better and better.
he is said to have lost his wife in the fire.
= ____________________ his wife in the fire.
迁移创新：
单词巩固
1. things ____________(逐渐) improved.
2. it’s good to get back to ________(文明) after living in a tent in the remote area for two weeks.
3. it’s many years since mount vesuvius last _________(爆发).
4.___________(不幸的是), we arrived too late to catch the place.
5. i work for a __________(商业的) radio station.
6. the policeman let me off with a l_________ about speeding.
7. he was very attentive with his head b_________ in a newspaper.
8. chen kaige is one of the famous d________ in china.
9. the terrible fire d_________ most of the buildings within 20 minutes.
10. building m_________ are more and more expensive nowadays.
单项选择
1 with a lot of difficult problems _______, the newly-elected president is having a hard time.
a. settle b. settling c. to settle d. being settled
2 i have already seen that interesting film.____.
a. so does he b. so has he c. so he does d. so he has
3 he has been able to tell us about active volcanoes than any man _______.
a. live b. lively c. alive d. living
4 who do you think will _____ the company if the manager retired?
a. take over b. take off c. take in d. take on
5 --- is she in yancheng now?
--- i’m afraid not. she is said _____ abroad for two years.
a. to be b. to have been c. has been d. being
6 we were all happy _____ 51 gold medals in all in the 29th olympic games.
a. to win b. won c. winning d. to have won
7 nobody can _____ us _____ getting married. which of the following is wrong?
a. protect; from b. prevent; from c. forbid; / d. keep; from
8 the lady ______ herself mary was the hostess of this party.
a. called b. who was called c. calling d. was called
9 i find the _____ of buildings _____ under the sand.
a. remaining; buried b. remainders, bury c. remains; buried d. remains, burying
10 the most important thing about ancient civilizations is _____ part that they played in ____history.
a. 不填；不填 b. the; 不填 c. the; the d. a; the
课前导学
time events
in the 8th century it was founded.
in 89 bc it was taken over by the romans.
on 24th aug. ad 79 volcano vesuvius erupted.
in the 18th century it was discovered.
in 1860 giuseppe fiorelli was made director of the pompeii dig.
loulan 2000 years ago it was founded
from ad 200 to ad 500 it was covered over by sandstorms.
100 years ago the swedish explorer sven hedin discovered the ruins of loulan.
迁移创新
italy/lost civilizations/founded/took over/erupted/buried/stopping point/sand/ruins/treasures
重要短语
1 lost civilizations
2 win a place
3 took over
4 be buried alive
5 on rainy days
6 turn to
7 be covered over
8 be off to
9 together with
10 prevent…from
句型
1 原因/完成/之前/之后
have invented / to have been a nurse / to go abroad
2 倒装句/倒装
is / sits / 倒装
3 so has / so did / will / will / neither/nor has / neither/nor did
4 to do/doing/ done/prep. phrase/adj./adv.
5 believed to become
it is said that he has lost
单词巩固
1 gradually
2 civilizations
3 erupted
4 unfortunately
5 commercial
6 lecture
7 buried
8 directors
9 destroyed
10 materials
cbcab/daccb
