牛津树教案5篇

编写教案是教师规划教学活动的关键步骤，能够帮助教师有条不紊地组织课堂，教案的准备能够帮助教师更好地理解和掌握教学内容，确保教学的准确性和深度，以下是52心得网小编精心为您推荐的牛津树教案5篇，供大家参考。

牛津树教案篇1

check ，

e.g picture 1 a： do you play baseball?

b： yes ，i do .

picture 2 a： do you play basketball?

b： no ，i don’t .

a： what do you play?

b： i play volleyball .

…

look ，read and write .

read the letters after the t.

write the letters .

字母uu，vv，ww的大小写均为一笔写成，注意大写u与小写u的区别。

教师在四线格中边范写边指导。

学生练习。

step3 have a rest .

sing a song： a b c song (只能唱到w，多唱的同学必须表演节目)

step 4 good bye .

the fourth period

teaching contents：

d fun house ：workbook .

teaching aims：

继续练习本单元所学的日常交际用语和单词，使学生能熟练掌握，灵活运用。

指导学生完成书后的练习和练习册中的题目。

teaching steps：

step1 warm up

greetings.

sing a song： we study and play .

listen and do ： let’s fly .let’s jump.let’s read and write .let’s have a drink .

step 2 presentation .

draw and guess ：

a .教师在黑板上画出乐器类和球类物品的简笔画，学生猜出相应的单词。

b. 学生几人一组，一人画，其余人猜。

2.read the words four times .

3.listen and number .

听录音前可以让学生将图片看一遍，用句型look ，__can play __练习说话。

4.do a survey .

step 3 do the workbook .

1. listen and judge .

练习前先组织学生复习相关的对话。

2.listen and check .

3.listen ，find and match .

先放录音内容，使学生对各人的情况有一个初步的了解，然后再让学生看图，听录音连线。

4.listen and draw .

step 4 ending

牛津英语初一上册教案

牛津树教案篇2

教学内容：《牛津小学英语》6bunit 6 d listen and write

教学目标：

1、能在具体情境中熟练运用所学句型what are you going to do…?及其回答i am / we’re going to…

2、熟练完成本单元d部分内容。

教学重点：熟练完成本单元d部分内容。

教学难点：

能在具体情境中熟练运用所学句型what are you going to do…?及其回答i am / we’re going to…

教具准备：录音机、磁带、课件或投影片或小黑板、图片等。

教学过程：

step1 warm up

1. sing a song

2. greetings

3. everyday english

step2 revision

1. look, read and learn和look and say.

①guessing game.

groups work.

教师课前准备一些关于周末活动的图片（可使用5b unit3 hobbies的b及本单元b部分的图片），小组内一学生选择自己最喜欢的一件，其它同学用what are you going to do…?猜他（她）将要做什么。猜对最多的同学即为优胜者，可分别加5、4、3颗星。

action.

②have a match

用what are you going to do…?及we’re going to…造句，看哪组说得最多，获胜的小组每位组员加2颗星。

2. listen, read and say.

①group work.分角色朗读并表演课文。

②action.

③look, read and complete.

it is eight thirty on ________ morning. the children ___________ have school today. gao shan and his father are going to ______ a beijing ________ ________ this afternoon. david is going to ________ the ________ tomorrow. nancy is going to _________ ________ ________ at the concert tomorrow. gao shan will come with________, _______ and_______.gao shan and david will meet at one ________ in front of the______ ________.

学生独立完成练习，集体订正，全班齐读。

step3 presentation

1. 指导学生观察图片，简要介绍对话背景，让学生了解对话主题。

2. 学生根据介绍的对话背景，了解对话主题，预测可能听到的内容，做好听的心理准备。

3. 播放全文录音，使学生养成整体接受语言材料的习惯。

4. 指导学生完成填空练习。

①在完成练习的过程中，教师要在学习方法上及时给予指导：如根据对话内容，针对所填词语设计一些问题，请学生听完后口头回答；又如指导学生做好听写记录，记下关键词……，帮助学生理解对话。

②对练习中出现的非四会单词，教师可给出单词让学生有选择地填写。

5. 教师与学生共同讨论练习答案，分析错误原因，找到解决方法。

6. 学习短语。

①学生自由画出d部分中出现的短语。

②师生共同讨论并课件或小黑板出示短语：see his parents，in new york，buy some presents，with his friends，buy some kites，at the shopping centre，near their school，watch a race，进行英汉互译练习。

7. 学习语法知识。

①介词的用法，例如in new york，with his friends，at the shopping centre，near their school中的in, with, at, near的用法。

②名词复数的用法。例如some presents，some kites，要注意some后加名词的复数；又如with his friends liu tao and wang bing，因为后面跟了liu tao和wang bing两个人，所以friend必须用复数friends。又如see his parents是父母两人，而不是父亲或母亲的parent，要讲清词义区别。

8. 全班齐读。

9. 小组内自由练读，并试着背诵。

10. 教师抽查学生的朗读和背诵情况，全班评议。

step4 consolidation

1. a task

学生就d部分的练习，重新设计填空练习，把自己认为易错的地方用红笔标注出来。

2. groups work

学生就自己设计的练习在小组内进行讨论交流，整合出一份小组的填空练习。

3. action

就小组设计的填空练习在全班范围内讨论交流。

step5 homework.

1、熟读并背诵d listen and write。

2、预习e read and number。

3、默写unit 6 的四会单词和四会句型1遍，并将错误订正。

板书内容：

is going to, parents, buy, friends, kites, shopping centre, school, dad, race

板书设计：

lesson plan

school: no1. primary school, huangpu district

name: ni hongxing

book: oxford english (shanghai edition)2b unit 1

topic: farm animals

aims: 1. structures: what do you hear? i hear?

2. words: sheep, pig

3. function: asking ?wh-? questions to find out specific information

language focus: using present tense to express the thing people hear

aids: computer, pictures

procedurescontentsmethodspurposeⅰ.pre-taskpreparation1. warming-up( a picture)t: ask pupils to say a rhyme.ps: say the rhyme.通过儿歌帮助学生回忆所学内容，为以后的学习做准备。2. questions and answers:what do you see? ( a picture)t: ask pupils to tell what they see in the picture and try to describe it.pn: answer.ⅱ.while-task procedurecontent 1:i hear?o:p>1. introduction:(computer)t: introduce the new sentence to pupils.通过媒体，让学生先听声音，后出示画面，使学生立即理解所学语言的含义。运用生动的画面调动学生学习的积极性。2. imitation:i hear?o:p>1)t: ask pupils to follow. t-ps2)t: ask pupils to change their voices and say the sentence.3. substitution:(computer)t: let pupils listen and say the sentences.ps: say the sentences.4. guessing game:how many 卍o you hear?t: ask several pupils to act as different animals and make sounds. let one pupil listen and guess how many animals he/she hears.pa-ps1.让学生通过听音猜出动物的数量这一游戏，操练i hear?的复数表达方式，有趣的游戏，能提高学生的兴趣。2.利用情景进行教学。丰富的背景声音，让学生体验农场的热闹氛围，而随着答案的揭示，各种动物出现在画面上，让学生仿佛置身于农场之中。5. conclusion:the usage of the new sentence.(computer)t: let pupils listen and answer what they hear on the farm.pncontent 2:sheep1. introduction:(computer)t: introduce the new word to pupils.通过儿歌即操练所学单词，又帮助学生掌握sheep这个单词特殊的复数形式。2. imitation: sheep1)t: ask pupils to follow. t-ps2)t: ask pupils to act as sheep and say.3. saying a rhyme:(computer)t: ask pupils say the rhyme after the teacher.ps: follow the teacher.4. guessing game: where is the sheep?(computer)t: let pupils listen and guess where the sheep is.pn: answer.content 3:pig1. introduction:(computer)t: introduce the new word to pupils.让学生通过听猪儿的不同的声音，猜猜它们在干什么。激发他们的想象能力，提高他们的语言表达。2. imitation: pig1)t: ask pupils to follow. t-ps2)t: ask pupils to act as pigs and say.3. guessing game:(computer)t: ask pupils to listen to the different sounds and let them discuss in groups what the pig is doing.pn: answer.content 4:what do you hear?1.introduction:t: introduce the new sentence to pupils.让学生通过自由的交流，巩固所学语言，提高操练的效益。2. imitation:what do you hear?1) t: ask pupils to follow. t-ps2)t : ask pupils to change their voices and say the sentence.3. saying a rhyme:1)t: ask pupils to say the rhyme after the teacher.ps: follow the teacher.2)t: ask pupils to work in groups and make new rhymes.pg: say rhymes.4. activity: what do you hear?t: ask pupils to walk around the classroom , make different animals sounds and ask their classmates what they hear.ⅲ. post-task activitymaking dialogues:t: ask pupils to make a short dialogue in pairs.pa-pb充分培养学生语言的重组能力，使新旧语言得到融会贯通。以学生为本，对于不同学习能力的学生提出不同的要求。ⅳ.assignment1. copy the words.2. let them say what they hear on the way home.让学生通过书面进一步巩固语言。

教案设计说明：

这堂课的教学内容比上一堂课多了一个单词。这是因为学生在学会了what do you see? i see?这组句子的基础上再学习 what do you hear? i hear?时已无太大的困难，所以安排了比前一堂课较多的学习内容。

在设计这篇教案时，我创设了丰富的情景，让学生在有声有色的环境中学习目标语言。在教学单词 ?句型？what do you hear? i hear厰时，我通过多媒体创设了农场热闹的情景，到处是动物，到处充满了动物的叫声。喧嚣的景象，让学生仿佛置身于现实。使语言的学习变得更为自然。

在操练语言时，我通过儿歌、谜语结合小组，两两及全班的活动形式，以求扩大学生的操练范围和练习密度。其中，让学生通过听小猪的不同的叫声，让他们发挥想象力，猜猜小猪们在干什么。极大调动了学生的学习热情。而当小猪可爱的画面出现在屏幕上时，他们更是兴奋不已。

在最后的巩固操练中，我创设情景，给学生自由组合的权力，让他们施展各自的能力，结合旧知进行综合操练。对于不同学习能力的学生，我提出了不同的要求，以学生发展为本，让每位学生都得到不同程度的提高。

2b unit1 period 4（上海版牛津英语教案） 来自。

一．教学说明

1．今天是小朋友进入小学的第一节英语课，所有的学生都表现出对英语

的极大的好奇。作为一名英语教师，要通过充满知识和乐趣的课堂将孩子们的好奇转换成对英语学习持久的兴趣和热情。

2．班级中的孩子来自不同的环境，有着完全不同的知识基础和认知能

力。教师应主动地去了解学生，这对今后的教学工作十分重要。

二．教学内容

1．认知内容：能听懂会说goodmorning.–howdoyoudo?–how

areyou?-fine,thankyou.–hello!等问候语。

2．能力要求：学会用-goodmorning.–howdoyoudo?–howare

you?-fine,thankyou.–hello!来问候和交流。

3．情感态度：通过学生对本课问候句子的学习，培养学生讲文明的良好

习惯。并鼓励学生用这些问候语与新同学交朋友，增进新生之间的了解和友谊。

三、教学提示

媒体准备：

玩偶、响板、歌曲磁带

2．教学关注点：

本课中的句子例如：howareyou?fine,thankyou.对于一些从

来没有接触过英语的小朋友来说比较困难，为了解决这一问题，可从以下方面做努力。

1）注重学习的过程，为学生的学习铺好台阶；

2）在小朋友们喜欢的游戏、歌曲等活动中巩固句子；3）多创设学生间的合作交流的机会，以缓解因差异造成的成效不一。3．资源分享：

九年义务教学课本3a有配套的歌曲：如

4.设计思路：

1）这个单元中的歌曲对于一年级的小朋友而言学起来比较困难。而少量多次是分解难题的有效方法，因此可将这首歌的学习安排在本单元中的各课时中，让小朋友在几节课中，从感知到熟悉和学唱一步步的学习，这样学起来既轻松又有成效。

3）由于let‘stalk的内容适合刚入学的一年级新生，所以将这部分

内容提前到第一课时来上。

5．教学反思：

1)句型最好板书出示，加以认读。加强音和形的联系。

2)对于一些英语课堂用语可以进行提前感知，为下节课的学习做伏笔。

thesecondperiod

lesson plan

school: penglai no.2 primary school

name: zhang yingying

book: oxford english (shanghai edition)2b unit 1

topic: farm animal

aims: 1. structures: draw the duck on the ground.

2.words: duck, chick

3. function: using "draw ?on the ?.

language focus: using imperatives to give simple instructions.

aids: computer, radio, pictures

procedurescontentsmethodspurposei. pre-taskpreparation1. warming-upps: say a chant about animals.1. 通过学生喜爱的节奏小诗，调动学生学习的积极性，并对多种动物进行复习。2.让学生通过记忆来描述他们所看到的动物， 以起到巩固复习作用，同时，也能起到培养学生的观察能力的作用。2. questions and answerswhat do you see?(computer)t: show some animals and ask students to remember what they see.pn: i see a cow. (etc.)3. quick responset: put the animals on the paper.pn: draw the ?on the paper.ii. while-task procedurecontent 1: ground1. introduction:t: put the cat on the ground. draw the cat on the ground.1. 学生通过机械的朗读及拼读，对所学单词基本掌握。2. 通过ground 与playground的区别及联系，以拓展学生的知识面。2. imitation: ground playground1) t: ask pupils to follow.t-ps1) t: spell the word.pa-pb-pn3. activity: making sentences.t: ask pupils to say what they can do on the ground?pa-pb-pn4. rhyme:draw, draw, draw on the ground. play, play, play on the ground. clean, clean, clean the ground, we are on the ground.(from the previous exercise)t: say a rhyme about what we can do on the ground.ps-pa-pbt: make a new rhyme like the first one.pg:the pupils make a new rhyme in groups .pn: say the rhymes. 在能熟练运用句型的基础上，让学生拓展思维，考虑在地面上还能做些什么，并以此编成小诗，以加深学生的记忆。content 2: duck1. introduction:(radio)t: let the pupils listen to the sound. what抯 it?2. imitation: duck1) t: ask pupils to follow. t-ps2) t: change their voices to mime the sound of ducks.pn: duck, duck, quack, quack.3) t: spell the word. pa-pb-pn学生通过机械性的朗读及拼读，对所学单词基本掌握。3. activity: show the growth of the duck. (computer)t: draw the egg.ps: draw the egg and say about it.t: draw the duckling.ps: draw the duckling and say about it.ps: the pupils work in pairs to say the growth of the duck and draw them.让学生初步认识鸭子的成长，将自然课的知识与英语课结合起来，来拓展学生的知识面，并对句型进行进一步的巩固。content 3: chick1. introduction:(computer)t: show the body of the animal. is it a duck?利用多媒体，让学生猜猜是什么动物，增加教学的趣味性。2. imitation: chick1) t: ask pupils to follow. t-ps2) t: spell the word.3. activity: show the family of chicks.chick, hen, cockpg: the pupils work in groups. choose the characters and act out the family of chicks. tell the class what they can do.让学生来扮演小鸡的一家，为他们的自主学习提供空间，并对他们的口头表达提出一定的要求。iii. post-task activity:1.quick response.t: have the students make sentences in succession.ps: write abc on the book, etc.1. 培养学生自己组织句型的能力。2. 通过学生之间合作的方式，美化图片，既能复习句型，又能将新知进行活用，同时也能注意培养学生的审美观。2. decorate sam抯 picture. ( hand out different pictures)group work.t: ask pupils to add something on sam抯 picture.ps: draw some pictures and describe it.pa-pb: make a report.iv. assignmentcopy the words.

2b unit1 period 2（上海版牛津英语教案） 来自。

lesson plan

school: shanghai shi yan primary school

name: li jun

book: oxford english (shanghai edition) 2b unit 1

topic: farm animals

aims: letters: nn , nose , oo , orange

language focus: learn the names and sounds of the letters “nn, oo”。

aids: letter cards, multi-media, word cards, wall-chart ...etc .

procedurescontentsmethodspurposei. pre-task preparation:1. warming-up:1. sing songs and read rhymes.2. revision for the alphabets:1. (multi-media) ps: recite the alphabets.2. (letter cards)ps: read the letter cards in rising tone and falling tone. when they read the capital letters, they stand up. when they read the small letters, they sit down.以“读大写，起立：读小写，坐下”的形式，使学生机械性朗读的过程变得有趣，学生在辨别字母大小写形式的同时，快速反应能力也得到了锻炼。ii. while-task procedure:content 1:letter: nn1. (multi-media)t: introduce the letter “nn”。1.以多媒体动画使“n,n”走进学生的视野，从而引出新授内容。2. ps: imitate the pronunciation .t: check.3. pa+pb: ask and answer in pairs.e.g. what letter is it?it's n.it's big n.(it's small n).4. t: show some word cards, such as ‘nurse’, ‘nice’, ‘nose’, ‘night’ and so on.t : ask individuals to think of more words which contain n /n/.e.g.: new … etc.2.通过限时抢答的形式开展这个活动，尽可能地调动学生的知识库存，活跃他们的思维。content 2:letter: oo1. (multi-media)t: introduce the letter “oo”2. ps: imitate the pronunciation.t: check.3. pa->pb->pc : ask and answer in succession .e.g. it is o?yes, it is. it's big o.is it o?yes, it is. it's small o.4. (multi-media)ps: listen to the teacher's pronunciation and figure out the words with the same pronunciation /εu/.

cakebeegooldkitecatnoopeno

t: conclude that o is pronounced as /εu/.ps->p1 : look at the screen and read the words again.e.g. oo /εu/ nose…etc.学生通过听音辨别，将单词与字母连线，自己归纳出字母o不同与其他元音字母的发音。这一活动为学生们提供了主动探究、自主学习的空间。iii. post-task activity:1. do a quick response.ps: read the letter cards with music.2. build up the four letters “nn, oo” with body language.ps: practice in pairs or individually to show a letter.e.g. p1: look at me. i am np2+3: look at us. we're o.“用自己的身体搭出字母”，使学生得以展开想象的翅膀，尽情展示自己的表演才能，同时以自己感性的体验，巩固了新知识。iv. assignment:1.read the letter cards at home.2.listen to the text .

教案设计说明：

本课的教学内容主要是字母“nn, oo”本身的发音及单词nose, orange中o的发音。二年级的学生年龄尚小，注意力不容易集中，纯机械化的字母教学很容易使他们感到枯燥乏味，从而渐渐失去对英语学习的兴趣。所以，在教学中，我采用各种形式的操练活动，使学生“动起来”，在“动中学”，“学中用”，避免字母学习的过程枯燥化，机械化。我主要就以下几方面进行了实践，

在复习的环节里，学生以“读大写，起立；读小写，坐下。”的形式朗读字母卡片，在辨别字母大小写形式的同时，快速反应能力也得到了锻炼。这样的机械性朗读的过程无疑是很有趣的，学生们在念的过程中还时不时地笑出声来，看得出他们非常喜爱这样的学习方式。

在新授字母“nn, oo”的教学中，我先是使用多媒体特效引出新授字母，使字母活蹦乱跳地“走”进学生的视野。学生们对生动形象的字母感到既好奇又十分有趣，从而产生了学习的积极性。其次，学生不是等待灌满的“空罐子”，而是语言和思维的积极探索者，他们具备一定的观察能力和归纳能力。在本课中教授字母组合“oo”在单词中的发音时，我尽可能地放手让学生自己观察，总结出发音规律。学生通过听音辨别，总结出字母o在单词中的发音为/εu/。这一活动为学生们提供了主动探究、自主学习的空间。让他们积极参与并自己探索语言的意义和答案。

在复习巩固字母“nn, oo”的环节中，我请学生们“用自己的身体搭出字母”。使学生得以展开想象的翅膀，尽情展示自己的表演才能，同时以自己感性的体验，巩固了新知识。

字母教学是学生学习英语的过程中最重要的环节，为了使学生掌握好字母的字形和发音，从而为他们今后单词和语音的学习打好基础，教师应当尽可能地调动学生学习的积极性，活跃他们的思维，增强他们的学习能力。

2b unit1 period 7（上海版牛津英语教案） 来自。

一、教学内容

part a，b，c，e2，e3

二、教学目标

1．学会唱字母歌。

2．能在熟练掌握本单元所学单词、句型基础上，巩固复习3a中文具类，动物类，交通工具类，食品类单词。

3．能将本单元句型熟练地运用到日常交际中。

4．能在教学活动中，感受到成功和快乐，增加学习英语的兴趣和自信。

三、教学重点

1．能将本单元句型熟练运用到交际中。

四、教学过程

step 1. greeting.

learn to sing the song ”a b c” together.

step 2. revision

1) have a dictation

可以适当增加听音填字母的项目，促使学生尽快熟悉简单的读音规律，为记忆单词打下基础。

2)小组竞赛，说出文具类词语。

3) game. 模仿教材e2中形式进行。句型可以略作调整。what’s this in my school bag? it’s a …

规则：

1. 四人小组进行游戏。

2．摸物品，每人2次机会，答对的同学可以将物品放在自己的位置上。

3．最后物品最多的同学即是赢家。

4．若有同学用中文，失去一次猜谜机会。

step 3. consolidation and practice

1. t: you did a good job. i’d like to buy a toy for my nephew. would you like to go with me? guess, what can you see in the toy shop?

复习动物类，交通工具类，家具类词汇。

2. 情境一，示范对话，并让学生跟读。

a: hello, … how are you?

b: fine, thank you. and you?

a: i’m fine , too. let’s go to the toy shop by bus.

b: ok, let’s go.

a: here we are.

b: look, what’s that on the door?

a: it’s a …

b: oh, i see. come here, … what’s this on the desk?

a: it’s a …

b: how nice!

a: a …, please.

c: ok, here you are.

…

3. 小组合作，看图编对话。

4．情境二，买完玩具，一起去kfc吃了点东西。正巧遇到了一位外国人，相互自我介绍后，又相互请教了食品名称。

示范：（根据本班实际情况，选择是否继续示范）

a: hi, my name is … what’s your name?

b: my name is …i’m an english … i’m from …

nice to meet you.

a: nice to meet you, too. excuse me, what’s this in english?

b: it’s a packet of chips. what’s this in chinese?

a: han bao.

b: oh, i see. thank you.

5. 同桌模仿例子，编新对话。（师将提供的食品图片贴在黑板上）

step 4. homework

1. 跟磁带，大声朗读本单元课文五遍。

2. 提供图片及句子，请学生给句子排序，变成对话。

注意点：

1. 要在充分复习后，给学生创设表达的机会。

2. 情境创设要简洁，大情境中设置若干个小情境。

3. 运用前有示范。若学生情况好，可以逐渐放手。

以上就是一秘为大家整理的10篇《《牛津小学英语》教案》，能够帮助到您，是一秘最开心的事情。

牛津树教案篇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

牛津树教案篇4

by xu weiliang

teaching aims:

1. learn how to design a poster.

2. cultivate the students’ abilities of listening, reading and speaking..

difficult & important points:

1. listen and draw conclusions

2. read for information

3. present your point of view

teaching methods:

task-based teaching,

practice

teaching aids:

a projector.

a computer.

procedure:

step 1 lead in

environment protection is very important, so we should do our best to protect it.

then ask students what we can do.

we can design a post to educate people.

how do we design a poster.

step 2 skills building 1

listening and drawing conclusions

when you draw conclusions, you think about a situation and the information you have, and try to decide what it means. sometimes all the information you need about a subject is not included in the source you are listening to. this is when you must draw a conclusion. for example:

if you hear’ yet another skyscraper has been built in shanghai.’

what can you conclude?

there are already some skyscrapers in shanghai.

if you hear the following dialogue

man: the train is going to be late today.

woman: i’m not surprised.

what can you conclude?

the train is often late.

practice

a .listen to these short descriptions from news reports and draw a conclusion about what kind of natural disaster occurred in each situation.

b. listen to the news report and decide if each conclusion below is logical. if it is, tick(√) the box

1. the fires have been burning for quite some time.

2. many people have lost their homes.

3. the police suspect citizens of los angeles helped start the fires.

4. the reporter thinks it is very sad that old trees will be burnt.

5. the fire department has given up hope of stopping the fires.

step 1: listening to a lecture

a. your science teacher has asked your group to make a poster about desertification for a nationwide contest. before you can begin your poster, you must learn about desertification. listen to your teacher’s lecture and collect information about your topic.

1.what is desertification?_________________________________

_______________________________________________________

_______________________________________________________

2.where does it happen?_________________________________

_______________________________________________________

_______________________________________________________

3.how are people affected by it?___________________________

_______________________________________________________

_______________________________________________________

4.why does it happen?___________________________________

_______________________________________________________

_______________________________________________________

5.who should be concerned?______________________________

_______________________________________________________

_______________________________________________________

b. check your understanding of what you have just heard. read the following statements and match them with the conclusions that can be made from them.

1. your teacher wants you to help educate people about desertification.

2. a desert is an area of dry land. desertification is what we call it when land turns into desert.

3. people plant things without giving the land a chance to rest.

4. the wind carries sand from the deserts to the cities, causing air pollution.

a. the ending –ification means a process.

b. one way to stop desertification is to allow the land a chance to rest between plantings.

c. some people become ill after breathing this air.

d. many people around the world do not know about desertification.

step 3 skill building 2

reading for information

when we read for information, we look for specific information that we need. we read different sources to find different types of information. we often scan the text while looking for the specific information that we require.

practice

a. in pairs, think of reasons why you might want to read the following.

1. a newspaper

a_________________

b_________________

2. a plane ticket

a_________________

b_________________

3. a magazine

a_________________

b_________________

4. a website

a_________________

b_________________

5. a bus timetable

a_________________

b_________________

6. an advertisement

a_________________

b_________________

b. read the following from a newspaper and underline the information which answers the questions that follow.

step 2: listening to a lecture

a. you found this article about desertification during your research.. read it and underline all of solutions to desertification it mentions.

b.your teacher has asked you to include a list of three things students can do to help stop desertification in your poster. work in groups and write your answers in the space below.

1. _____________________________________________________

2. _____________________________________________________

3. _____________________________________________________

step 4 skills building 3

presenting your point of view

when you present your point of view, you usually want people to accept your ideas. there are certain things you can do to make what you say more polite so that people will be more likely to agree with you.

you can use these words to help you introduce your point of view:

i think / believe that…

from my point of view it seems that…

it seems to me that…

personally i agree / disagree because

use these words to explain your point of view:

because… as a result of…

due to… on account of…

practice

a. match the beginning of each sentence in the left-hand column with an appropriate ending in the right-hand column. write the correct letters in the blanks.

1. i believe that things

cost more in cities.

2. as a result of last year’s poor

test scores,

3. this winter has been very cold;

4. personally, i agree with wei li

5. i disagree with that score because

6. it seems to me that due to his mistake

a.students are being given more homework.

b. because i think she has the right idea.

c. because of the higher wages people make.

d.therefore i have worn my down coat every day.

e. we will all get in trouble.

f. the result i got was much higher.

b. discuss this list of things people can do to help the environment. rank them in the order from most important (1) to least important (8).

turn off the tap when you are cleaning your teeth.

recycle paper and glass.

use unleaded petrol in cars.

walk or cycle everywhere.

turn off the lights when you are not in a room.

take a bag with you when you go shopping.

get something repaired rather than buy a new one.

use both sides of a sheet of paper.

step 3: designing a poster

a. you interviewed several experts on desertification, read their viewpoints and discuss which one you agree with and which one your group plans to focus its poster on.

b. you have decided to focus on the following areas in your poster. discuss the questions below with your group.

1. how can desertification be prevented?

2. can areas of desert be turned back into farmland and forests?

3. is desertification a global problem?

4. why is it important to fight desertification?

5. what progress has been made to fight desertification so far?

6. can young people do anything to help fight this problem?

c. discuss the content and layout of your poster with your group. use the space below to help with your planning.

heading________________________________

_______________________________________

content______________________________________

_________________________________

pictures / layout_________________________

_______________________________________

step 5 homework

design a poster with your group.

牛津树教案篇5

英语牛津教材2b-unit5教案课 题：? unit 5 wash with water第 1教时课 型：新授教学目标1.????? using imperatives to give simple instructions e.g. turn on the tap, may.教 学 重点、难 点、关 键to teach the phrases: turn on? turn off课 序教?? 学?? 过?? 程?? 设?? 计设计意图step-onewarming up:活跃课堂气氛。?sing a songstep-tworevision??????? 1、listen and act为新课作准备。?1)???? wash your face.2)???? open your books.3)???? close your books.4)???? eat a cake….step-threepresentation??????? 1、turn on the tap让学生看动作理解意思，培养用英语思维的习惯。?1)???? mime the action of turning on a tap and sayturn on the tap.2)???? repeat several times3)???? say it after me: tap----turn on the tap.4)???? t: we also can say’ turn on the light.’?????? 2、wash your towel.?????????? ??????????????? 1)???? show the class a towel.t: this is a towel.2)???? say it after me: towel3)???? pretend to wash the towel and ask:what can i do?elicit: you can wash your towel.4) say it after me: wash your towel.先学习单词，再让学生说出句子，发挥学生的主动性。????? 3turn off the tap.?课 序教?? 学?? 过?? 程?? 设?? 计设计意图?1)???? mime the action of turning off the tap and sayturn off the tap.2)???? say it after me: turn off the tap.3)???? mime the action of turning off the light and askwhat can i do?elicit: turn off the light.?step-fouractivities??? 1.open the books. point to the correct picture when the teacher call out the instructions randomly.熟悉课本? 2.pair work扩大操练面?one students give the instruction while the other does the action.?????? 3、look at the actions ad have the students call out the correct instructions.?4、play the game: ‘simon says’提高学习兴趣，巩固所学内容。?turn on/off the tap/light/tv…wash your towel/hands/face…step-fivehomework assignment?1、?listen to the tape and read the sentences.?板书设计?? turn on the tap.? wash your towel.? turn off the tap.教学具准备1、??????????? cassette 2b and a cassette player.课后小结?????????????课 题： unit 5 wash with water第 2教时课 型：新授教学目标1.????? using the simple present tense to describe habitual actionse.g. i brush my teeth with water.2.????? use prepositional phrases to describe of watere.g. i wash my hands with water.教 学 重点、难 点、关 键i _______ with water.课 序教?? 学?? 过?? 程?? 设?? 计设计意图step-onewarming up:活跃课堂气氛?sing a songstep-tworevision??????? 1、daily talk:培养听说能力?1)???? how are you?2)???? what do you like to do?3)???? how do you go to school?4)???? do you like…? …?????? 2、listen and act??turn on the tap.? …step-threepresentation??????? 1、i wash my hands with water.?先学习单词，再学习句子，并能对所学句子进行替换。?1)???? show a dirty hand and say the word: dirty2)???? say it after me: dirty3)???? say some sentences about dirtye.g. the towel is dirty.4)???? t: my hands are dirty. i wash my hands with water.5)???? say it after me6)???? t: my towel/face/socks is/are dirty.elicit: i wash my towel/face/socks with water.?????? 2、i wash my teeth with water.??1)???? mime the action for’ brush my teeth’ and saybrush my teeth?课 序教?? 学?? 过?? 程?? 设?? 计设计意图?2)???? say it after me: brush my teeth3)???? t: my teeth are dirty. elicit: i brush my teeth with water.先学词组后学句子3、open the books. listen to the tape and repeat.培养正确语音语调?????? 4、look at the pictures and say the sentences.?5、read the sentences.强化句子的认读?1)???? i wash my hands with water.2)???? i brush my teeth with water.3)???? i wash spotty with water.?step-fouractivities????????? 1do a match提高兴趣，使学生在竞赛中巩固知识?say some sentences: i …… with water.who says more, who will be win.step-fivehomework assignment?1、?listen to the tape and read.?板书设计??????????????????????????????? ?? i wash my hands ?? i brush my teeth??? with water.?? i wash spotty 教学具准备1、??????????? cassette 2b and a cassette player.课后小结???????????????课 题： unit 5 wash with water第 3教时课 型：新授教学目标1.????? to teach the new words: water dirty wash towel soap toothbrush toothpaste2.????? to teach the names and sounds of the letters: vv ww教 学 重点、难 点、关 键pronounce the words and letters correctly.课 序教?? 学?? 过?? 程?? 设?? 计设计意图step-onewarming up:活跃课堂气氛?sing a songstep-tworevision????? 1、daily talk:培养听说能力?1)???? good morning!2)???? what’s this?3)???? what colour is it?…???? 2、listen and act??1)???? stand up, please.2)???? wave your hands.3)???? touch your toes.4)???? wash your face. …3、look and say the sentences?i… with water.?step-threepresentation???? 1、soap? toothbrush? toothpaste 先突破单词，为后面教学作准备?1)???? bring a soap to show the class and say: soap2)???? say it after me3)???? say some sentences about soap4)???? to teach toothbrush, toothpaste like this.?????? 2、look and say?课 序教?? 学?? 过?? 程?? 设?? 计设计意图?put up the picture cards for water, dirty, wash, towel, toothbrush, toothpaste and invite students to say the words.进一步操练单词3、say the sentence以单词带出句子，培养学生的说话能力?put the three picture cards in a line and say one sentence.e.g. my face is dirty. i wash my face with water.????? 4、read the words在看图说单词的基础上，让学生能认读单词?1)???? put the word card “water” below the pictureread: water2)???? read after me3)???? read other words like this.5、open the books. listen to the tape and repeat the words.?6.letters: vv? ww??1)???? show the word card for ‘van’ and say:van begins with the sound ‘v’.2)???? say it after me: v…van3)???? show the alphabet cards ‘v’ and ‘v’ and read after me4)???? do the same with ‘ww’以旧单词引出字母vstep-fouractivities??play games1)???? match the pictures and words2)???? quick response提高兴趣，巩固知识step-fivehomework assignment?1、listen to the tape and read the words.?教学具准备1、??????????? cassette 2b and a cassette player.2、??????????? picture cards and word cards.课后小结???????????????课 题： unit 5 wash with water第 4教时课 型：新授教学目标1、??????????? using imperatives to give simple instructionse.g. wash your face.教 学 重点、难 点、关 键using imperatives correctly课 序教?? 学?? 过?? 程?? 设?? 计设计意图step-onewarming up:调整学习状态。?sing a songstep-tworevision??????? 1、daily talk:培养听说能力。?1)???? how are you?2)???? what can you see?3)???? how do you go to the park?…?????? 2、read the words: water dirty…对单词强调复习。3、read the letters: aa----wwstep-threepresentation??????? 1、hold up the picture and say: there is a command for the picture. who can say?elicit: wash your face.过渡到新授。发挥学生主动性。?????? 2、hold up the phrase card and read it out.wash your face.强调句子认读。?????? 3.to teach the other pictures like this.??????? 4point to each picture and ask the students to mime the action.??????? 5open the books. play the cassette. listen, look and point to the correct picture.模仿正确的语音语调。?????? 6listen again and repeat.??????? 7select a student to mime an action. let the class guess the command and call out the words.?课 序教?? 学?? 过?? 程?? 设?? 计设计意图?? 8practice in pairs.??have one student pick up a card and mime the action illustrated on it and the other guess the command. then change their roles.扩大操练面。step-fouractivities采用游戏形式，既提高了兴趣又巩固所学内容。?put the picture cards on the board so the class can see them. write a number next to each picture. ask the students to remember what the number of each picture is. then turn the pictures so they face down. get the students to call a number out and the rest of the class, from memory, say the command and do the action of the corresponding picture.step-fivehomework assignment?1、?listen to the tape and repeat.?板书设计?wash your face.?????? drink some water.open your mouth.????? turn off the tap.brush your teeth.eat some cake.教学具准备1、??????????? cassette 2b and a cassette player.2、??????????? some pictures and some phrase cards.课后小结????????????????课 题：unit 5 wash with water 第5教时课 型：新授教学目标1.????? using simple present tense to express simple truthe.g. this is the way i wash my face.2. to teach the song教 学 重点、难 点、关 键sing the new song课 序教? ?学?? 过?? 程?? 设?? 计设计意图step-onewarming up:调整学习状态。?sing a songstep-tworevision??????? 1、daily talk:培养听说能力。?1)???? how old are you?2)???? what can you see?3)???? how do you go to shanghai?…?????? 2、listen and act???wash your face.brush your teeth.drink some water. …3、match the pictures and words.step-threepresentation??????? 1、show the pictures and say the phrases引出新授内容。?e.g. wash face?? brush teeth?????? 2、write: this is the way i wash my face.this is the way i brush my teeth.match the pictures and the sentences.熟悉句子，突破难点。?????? 3read the sentences after the teacher.??????? 4play the cassette tape, listen and follow.熟悉曲调。?????? 5repeat several times?????? 6get the class to sing along.?课 序教?? 学?? 过?? 程?? 设?? 计设计意图?? 7encourage the students to do the actions while singing.提高兴趣，帮助理解意思。step-fouractivity??ask students to think of a third verse to the songe.g. ‘this is the way i wash my hands…’sing the song again and include the additional verse after practicing it a few times.发挥学生的创造思维，并能巩固单词。step-fivehomework assignment??sing the song for your parents.?板书设计?? this is the way i wash my face.? this is the way i brush my teeth.教学具准备1、??????????? cassette 2b and a cassette player.课后小结