譯林五上英語(yǔ)教案5篇

一份優(yōu)秀的教案往往會(huì)給同學(xué)們留下深刻的印象，擁有一份詳細(xì)的教案是可以讓我們的課堂更加生動(dòng)的，以下是范文社小編精心為您推薦的譯林五上英語(yǔ)教案5篇，供大家參考。

譯林五上英語(yǔ)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..

討論一下哪些問(wèn)題是自然造成的，哪些又是人為因素。

⑴ nature

a. 自然，大自然（不可數(shù)名詞）

you can not go against nature. 你不能違背自然。

man can conquer nature.人定勝天。

b. by nature 天生地

she is by nature a happy person. 她天生樂(lè)觀。

⑵ man

a. 本句中的man譯為“人類”（總稱），多作單數(shù)，不加冠詞

man must make the earth support more people.

人類必須使地球養(yǎng)活更多的人。

man must change in a changing world.

在多變的世界里，人類必須隨之變化。

b. 人，男人（復(fù)數(shù)為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. 然后我們將展開(kāi)自由談?wù)摗?/p>

句中the floor為“發(fā)言權(quán)”

after they had each said a few words, professor white took the floor.

他們各自說(shuō)了幾句話后，懷特教授開(kāi)始發(fā)言。

the president then took the floor and answered the journalists’ questions.

總統(tǒng)隨后講話并回答了記者的提問(wèn)。

3. if you have any questions or comments, you can use this time to voice them.

如果大家有任何疑問(wèn)或評(píng)論，可以利用這個(gè)時(shí)間段來(lái)提出。

voice (v.) 表達(dá)，吐露

yesterday morning in the city in the usa, a crowd of dustmen went on strike to voice complaint about their low-pay.

昨天上午在美國(guó)一個(gè)城市，大批清潔工舉行罷工，以表達(dá)他們對(duì)工資的不滿。

i dared not voice my dissatisfaction. 我不敢表達(dá)我的不滿。

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撈船趕盡殺絕。

⑴ in addition 此外

in addition, there was a crop failure in many provinces. 此外，許多省份作物歉收。

in addition to 除了……之外（還有）

in addition to such subjects, the department also taught mathematics.

除了教授這些學(xué)科外，這個(gè)系還開(kāi)設(shè)數(shù)學(xué)課程。

⑵ wipe out 消滅，摧毀

the whole village was wiped out by the tsunami.

整個(gè)村子被海嘯吞噬了。

the earthquake wiped out the town.

小鎮(zhèn)毀于地震。

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，不要忘記把洗碗池擦干凈。

wipe off 擦掉，把……從……上面擦干??

wipe the drawing off the blackboard before the teacher sees it.

在老師看到之前，先把黑板上的圖畫(huà)擦干凈。

5． these boats catch large numbers of fish without giving them time to lay eggs.

這些捕撈船未等魚(yú)兒產(chǎn)卵就大量捕捉他們。

⑴ large numbers of 許多，大量，加復(fù)數(shù)名詞，相當(dāng)于a large number of , a great / good many

large numbers of whales have been killed by these japanese ships.

這些日本捕撈船已經(jīng)殺死了許多鯨魚(yú)。

numbers of people came to the meeting from all over the country.

全國(guó)各地許多人來(lái)參加這個(gè)會(huì)議。

⑵ a. lay eggs 下蛋，產(chǎn)卵

a turtle lays many eggs at a time.

烏龜一次下許多蛋。

to kill the goose that lays the golden eggs.

殺雞取卵；自絕財(cái)源。

b. 安裝，架設(shè)

i’m sorry to lay this on your shoulders.

很抱歉要把這放在你肩膀上。

they are laying a new oil pipe.

他們?cè)阡佋O(shè)一個(gè)新的輸油管道。

6. the world’s population has grown to more than six times what it was in 1800.

目前的世界人口與18相比已經(jīng)增長(zhǎng)到當(dāng)時(shí)的六倍多。

⑴ population 人口

the population of china is much larger than that of japan.

中國(guó)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.

整個(gè)村莊約30%的人口受到這種病的侵襲。

⑵ grow to “增加到”。類似表達(dá)法還有increase to, rise to, climb to

the number of students at the college has grown to over 5,000.

這所學(xué)院的學(xué)生數(shù)已經(jīng)增長(zhǎng)到 5,000人。

the price has increased to an unbelievable number.

價(jià)格攀升到令人難以置信的水平。

the plane climbed to 25,000 feet.

飛機(jī)爬升到25000英尺。

⑶ grow by“增加了，凈增了”，類似表達(dá) increase by, rise by等

sales of new cars in that country grew by 20 percent this year.

那個(gè)國(guó)家今年的新車銷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.

這座城市居民的收入在過(guò)去的兩年里增加了百分之六十，這讓人感到驚訝。

7. my suggestion is that we should try to cut back on production and reduce the amount of things we make and buy.

我的建議是，我們應(yīng)當(dāng)盡量削減生產(chǎn)，減少制造和購(gòu)買物品的數(shù)量。

⑴ 句中my suggestion is 后接有表語(yǔ)從句，表示“建議，要求，命令”等意義的名詞，如suggestion, advice, requirement, order, request等作主語(yǔ)時(shí)，其后表語(yǔ)從句中的謂語(yǔ)常由 “should + 動(dòng)詞原形”構(gòu)成，should可省略

the advice that the teacher gave was that the students (should) go to bed early during exam time.

老師提出的忠告是同學(xué)們?cè)诳荚嚻陂g應(yīng)該早點(diǎn)上床睡覺(jué)。

the orders are that we (should) stay here.

我們必須呆在這里，這是命令。

⑵ suggest, advise, require, order等動(dòng)詞后接的賓語(yǔ)從句中，也常用“should + 動(dòng)詞原形”作謂語(yǔ),should可省略

i suggested that john (should) phone home before he decided to stay late at the library.

我建議約翰在決定要在圖書(shū)館呆到很晚之前應(yīng)該先打個(gè)電話回家。

i advise that he (should) go at once. 我建議他馬上動(dòng)身。

⑶ cut back on“削減，縮減”，相當(dāng)于cut down on

try to cut back on foods containing too much fat and sugar.

要盡量少吃脂肪和糖份含量過(guò)高的食品。

after the big job was finished, the builder cut back on the number of men working for him.

這項(xiàng)大工程完成以后，建筑商削減了工人總數(shù)的三分之一。

與cut相關(guān)的詞組

cut across 走捷徑 cut away 切除，剪掉

cut in 插進(jìn)來(lái)說(shuō)，插嘴，干預(yù) cut off 切斷，停掉

cut down 削減，砍倒 cut up 切碎

8. it is obvious that you are very concerned about the present situation of our environment.

很顯然，你非常關(guān)心現(xiàn)階段的環(huán)境狀況。

concern (v.) 關(guān)系到，與……有關(guān)，關(guān)于；擔(dān)心，關(guān)心

詞組be concerned about / with / for / over

the news concerns your sister.

這條消息與你姐姐有關(guān)。

i am not concerned with the matter any longer.

我不再與此事有關(guān)了。

a good doctor should always concern himself with your health.

好醫(yī)生應(yīng)經(jīng)常關(guān)心他人的健康。

they are very seriously concerned about the problems involved.

他們非常關(guān)心相關(guān)困難。

everybody was deeply concerned at the news.

每個(gè)人都非常關(guān)心這條消息。

9. as an economist, i’m seen as being against the environment.

作為一名經(jīng)濟(jì)學(xué)家，我常常被人視為反對(duì)環(huán)保的。

see…as… “將……視為”

after his first novel was published, he was seen as one of the most outstanding new authors of his generation.

在他的第一部小說(shuō)出版后不久，他就被視為他這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.

但有一點(diǎn)我非常贊同：循環(huán)利用或許是對(duì)兩者都有利的解決辦法。

⑴ key“答案，解決辦法”,to (prep.) + n. / prop. / doing

in my opinion, the key to solving the problem is to cooperate rather than argue.

依我的觀點(diǎn)，解決這個(gè)問(wèn)題的辦法就是合作，而不是爭(zhēng)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現(xiàn)不端的癥結(jié)所在。

⑵ 下列詞組中to為介詞

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.

我征詢過(guò)周圍很多人的意見(jiàn)，發(fā)現(xiàn)他們當(dāng)中很多愿意花費(fèi)稍高一些的價(jià)錢來(lái)購(gòu)買環(huán)保產(chǎn)

品。

⑴ ask around 四處打聽(tīng)

i will ask around and see if anyone can help.

我要四處打聽(tīng)一下，看有沒(méi)有人能夠幫忙。

⑵ asking around為現(xiàn)在分詞短語(yǔ)作時(shí)間狀語(yǔ)，相當(dāng)于時(shí)間狀語(yǔ)從句 when i ask around

同樣

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…

記住要聽(tīng)了兩邊的發(fā)言后才可作出最后的評(píng)判。

⑴ keep / carry … in mind 記住

i have tried to keep this advice in mind when writing this book.

在寫(xiě)這本書(shū)的時(shí)候，我盡量將這條建議記住。

there is one thing you must always carry in mind.

有一件事你必須一直記住。

與mind相關(guān)詞組

make up one’s mind下決心 keep one’s mind on / upon專心注意，聚精會(huì)神

speak one’s mind說(shuō)真心話

make 搭配詞組

make a decision 做出決定 make a choice做出選擇

make a trip旅行 make a study 做研究

make a mistake犯錯(cuò)誤

13. my dad says he doesn’t mind a little bit of pollution, as long as it means people have jobs.

父親說(shuō)并不介意一點(diǎn)兒污染，只要人們有工作就行。

⑴ mind

a. 當(dāng)心，注意

good drivers are always careful to mind the speed limit. 好司機(jī)對(duì)限速總是很細(xì)心。

mind you don’t say anything to offend them. 當(dāng)心你不要說(shuō)什么話去得罪他們。

b. 介意，在乎

would you mind if i took one of these books

你是否介意我拿起這些書(shū)中的一本。

i wouldn’t mind having a try but i’ve got to be off now.

我并不介意嘗試一下，但現(xiàn)在我得離開(kāi)了。

would you mind my opening the windows to let out so much smoke?

你是否介意我開(kāi)窗排出一些煙霧？

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，只要她讓我和她兒子在一起。

as /so long as you’re happy, it doesn’t matter what you do.

只要你快樂(lè)，做什么并不重要。

試比較：

this rule is as long as that one. 這把尺與那把一樣長(zhǎng)。

see you tonight. so long. 今天晚上見(jiàn)。再見(jiàn)。

14. as a result, you impressed the audience. 結(jié)果，你給聽(tīng)眾留下了印象。

impress印上,給留有…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.

他的話給我留下了很深的印象。

i was very impressed by / at / with his performance.

他的表演給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.

隨著現(xiàn)代藝術(shù)博物館的開(kāi)館，好幾百人排隊(duì)，欲成為第一批看到現(xiàn)代作品的人。

line up排隊(duì)，排成一行

we lined up to buy tickets for the international football match.

我們排隊(duì)去買國(guó)際足球賽的球票。

the teacher lined up the boys in front of his desk.

老師叫男生們?cè)谡n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.

譯林五上英語(yǔ)教案篇2

教學(xué)重點(diǎn)

1.能夠聽(tīng)、說(shuō)、讀、寫(xiě)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內(nèi)容。

教學(xué)難點(diǎn)

掌握四會(huì)單詞和句子的正確書(shū)寫(xiě)。

課前準(zhǔn)備

1.教師準(zhǔn)備教學(xué)過(guò)程中所需要的圖片、聲音和課件。

2.教師準(zhǔn)備錄音機(jī)及錄音帶。

教學(xué)過(guò)程

warm—up(熱身)

⑴ 猜一猜

① 教師準(zhǔn)備出學(xué)生學(xué)過(guò)的表示家具陳設(shè)的單詞，學(xué)生看單詞朗讀。

② 教師快速出示單詞卡，學(xué)生猜出單詞是什么。

⑵ 教一教

① 教師還出示一些表示房間的單詞(配有圖)，如：bedroom, living room, kitchen和bathroom。

② 教師詢問(wèn)誰(shuí)能認(rèn)讀這些單詞，在確認(rèn)這些學(xué)生能正確朗讀單詞后，由他們教全班同學(xué)朗讀學(xué)習(xí)新單詞。

③ 學(xué)生看圖片朗讀單詞，而后教師只出示單詞，學(xué)生認(rèn)讀。

presentation(新課呈現(xiàn))

⑴ 讀一讀

① 教師打開(kāi)課件，課件展示的是read and write短文中的第一部分。學(xué)生閱讀短文。

② 教師提問(wèn)：“how many rooms are there in the rabbits flat? what are they?”，學(xué)生根據(jù)短文內(nèi)容，答出：“there are five room. they are two bedrooms, a kitchen, a bathroom and a living room.”。教師請(qǐng)若干名學(xué)生到臺(tái)前，學(xué)生邊說(shuō)邊操作課件，把表示房間的圖拖放到空白地方，其他同學(xué)判斷對(duì)錯(cuò)。

③ 課件回到第一頁(yè)，學(xué)生再次閱讀短文。點(diǎn)擊課件第二頁(yè)，教師請(qǐng)若干名學(xué)生操作課件把單詞拖放到相應(yīng)的圖上。

④ 教師說(shuō)：“讓我們看看小兔子的房間。”，點(diǎn)擊課件第三頁(yè)。學(xué)生閱讀短文中的第二部分。

⑤ 看課件第四頁(yè)，教師提問(wèn)：“what are in the baby rabbit’s room?”，學(xué)生邊回答邊把物品拖放到小兔子的房間里。

⑥ 圖中的物品是可供選擇的，如：綠色的窗簾，藍(lán)色的窗簾;大的衣櫥，小的衣櫥;新的舊的等等。其他學(xué)生根據(jù)臺(tái)上學(xué)生所選來(lái)判斷對(duì)錯(cuò)。

⑵ 寫(xiě)一寫(xiě)

① 學(xué)生打開(kāi)書(shū)p60，自己閱讀全文。

② 教師給學(xué)生三分鐘的時(shí)間完成句子(寫(xiě)在書(shū)上)

③ 請(qǐng)若干名學(xué)生朗讀句子，大家一齊核對(duì)答案。

④ 學(xué)生每人一句朗讀短文。

let’s play(趣味操練)

⑴ 玩一玩

教師利用let’s play中的圖版組織多項(xiàng)活動(dòng)。如：

① 學(xué)生四人一組，看圖說(shuō)話。如：in my room there is an air-conditioner, a telephone, a ….

比一比誰(shuí)說(shuō)的句子最長(zhǎng)。

② 做“”游戲，學(xué)生任選九張?jiān)~卡排列好，學(xué)生按教師的提示(如：there is a bed.)翻卡片。當(dāng)橫、豎、斜任意成一行的學(xué)生大喊“bingo!”。

⑵ good to know

① 學(xué)生看書(shū)p66，說(shuō)一說(shuō)每間房子有什么不同或是特點(diǎn)。

② 教師介紹相關(guān)知識(shí)，并領(lǐng)讀單詞：flat/apartment, cabin, hotel, house。

consolidation and extension(鞏固與擴(kuò)展)

talk about your room with your partner

學(xué)生畫(huà)出自己的房間，和同伴聊一聊房間里都有什么，為寫(xiě)作文做鋪墊。

板書(shū)

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.

譯林五上英語(yǔ)教案篇3

m3 u2 words:

1. be made up of = consist of , be composed of

consist of的意思是“由……構(gòu)成”，它與 make up of ， compose of 的區(qū)別在于：consist of不可用被動(dòng)語(yǔ)態(tài)，而make up of和 compose of 可以用被動(dòng)語(yǔ)態(tài)。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.占據(jù)、職業(yè)

1. occupy意為 “take up or fill (time, space, sb’s mind, etc)” “占據(jù)，充滿（時(shí)間，空間，某人的頭腦等）”。

e.g. the speech occupied three hours. 發(fā)言占去了三個(gè)小時(shí)。

a bed occupied the corner of the room. 一張床占去了房間的一角。

2. occupy意為 “take possession of and establish troops in (a country, position, etc)” “（軍事）占領(lǐng)（國(guó)家、陣地等）”。

e.g. the army occupied the enemy’s capital. 軍隊(duì)占領(lǐng)了敵國(guó)首都。

3. occupy意為 “l(fā)ive 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.

這家人在農(nóng)場(chǎng)已居住多年。

they occupy the house next door. 他們住在隔壁。

4. occupy oneself (in doing sth/with sth) “忙著（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，都如何打發(fā)日子呢？

n.

he is a bus driver by occupation_____________________________________

3.name after

she was named after her grandmother.

她是根據(jù)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...的名義;代表stop doing that, in the name of god! 看在上帝的分上,別干了

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的含義，又有except和except for的含義，要根據(jù)上下文來(lái)判別。如：

apart from english, he has a good command of russian and french. 除英語(yǔ)外，他還精通俄語(yǔ)和法語(yǔ)。（= besides)

he has no interests, apart from his work. 他除了自己的工作外，沒(méi)什么興趣愛(ài)好。（= except )

it’s a good paper, apart from a few spelling mistakes. 這是一篇好論文，只是有幾處拼寫(xiě)錯(cuò)誤。（= except for)

aside from 類似于apart from的用法。

1除…之外

everything was quiet, aside from the occasional sound of a car in the distance. 除了遠(yuǎn)處偶爾有汽車的聲響外, 四周一片寂靜。

aside from being fun and good exercise, swimming is a very useful skill.

除了有趣與運(yùn)動(dòng)外，游泳還是個(gè)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. 我沒(méi)接受這個(gè)工作, 因?yàn)楣べY既少, 又非常乏味。

5.contribution contribute

make a great contribution to

contribute to捐（款）；投（稿）；貢獻(xiàn)；有助于

contribute to a literary journal 向文學(xué)雜志投稿

contribute to the furtherance of. 對(duì)促進(jìn)……的發(fā)展起作用。

contribute to the red cross 捐助紅十字會(huì)

6.defeat beat

beat和defeat屬一組同義詞，它們的賓語(yǔ)必須是人或一個(gè)集體，如a team, a class, an school, an army。defeat尤指在戰(zhàn)場(chǎng)上打敗敵人；beat是游戲、比賽的專門用詞。二者?？蓳Q。 eg:

we beat their team by 10 points. 我們贏了他們隊(duì)十分。

in the end their army was defeat/beaten. 最后他們的部隊(duì)被擊（打）敗。

7.take control of

lose control of

beyond control 無(wú)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 對(duì)...加以控制

under the control of 受...的管理(或管轄),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.

這樣一種錯(cuò)誤可能導(dǎo)致災(zāi)難性的后果。

2. too much work and too little rest often lead to illness.

過(guò)量的工作和過(guò)少的休息會(huì)引起疾病。

9.replace vt. 取代 =take the place of 放回原處

nothing can replace a mother's love. 什么都無(wú)法取代母愛(ài)。

we've replaced the old adding machine with a computer

我們用電腦取代了老式的加法計(jì)算器

he replaced the book in the shelf

10. entire = whole

whole n.全部, 全體, 整體, 完全之體系

adj.所有的, 完整的, 完全的, 純粹的, 未損傷的, 未打破的

adv.完全, 整個(gè)

entire adj.全部的, 完整的, 整個(gè)

entire 與 whole 在許多情況下可以通用。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 常用來(lái)強(qiáng)調(diào)某事物的完整性，即沒(méi)有任何部分被忽略或舍去相當(dāng)于 every part. 在日常語(yǔ)言中，whole 遠(yuǎn)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，黑人在進(jìn)行和平進(jìn)軍的時(shí)候，警察使用了警棍，這個(gè)情景全國(guó)的電視上都看到了。

entire 可以修飾抽象名詞，whole 則不能。如：

this would destroy the entire peace of the middle east .

這將會(huì)破壞整個(gè)中東和平。

11.therefore

therefore有兩種用法，一在整句中，一在分句中。therefore是副詞，但有時(shí)具有連詞作用。

一、整句中時(shí)一般不放句末，句首后要有逗號(hào)，句中1、按一般副詞使用2、做插入語(yǔ)

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，即一個(gè)句子一部分表示原因一部分表示結(jié)果。

這時(shí)一般詞前要用分號(hào)，其后用不用逗號(hào)無(wú)所謂。若第二個(gè)分句前是逗號(hào)或無(wú)符號(hào)，則要注意therefore是副詞，和so不一樣，要保持句子完整，應(yīng)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. 差別,區(qū)別;特性,特征;卓著,榮譽(yù)

the chief distinction of chinese food

中國(guó)食品的主要特征

a writer of distinction

一位卓越的作家

academic distinctions

學(xué)術(shù)上的榮譽(yù)

there is no appreciable distinction between the twins.

在這對(duì)孿生子之間看不出有什么明顯的差別。

his distinction of sound is excellent.

他辨別聲音的能力很強(qiáng)。

distinguish v. 區(qū)分、辨別 distinguish...from... 辨別, 識(shí)別; 把...和...區(qū)別??

distinguish right from wrong

明辨是非

distinguish good from evil

分辨善惡

13. concern n. 關(guān)心、憂慮、vt.涉及、使擔(dān)憂 對(duì)。。。感興趣

andrew expressed his concern. 安德魯表示了他的關(guān)切。

be concerned about /for 關(guān)心，掛念；(沒(méi)什么太大區(qū)別 幾乎可以通用 但書(shū)面的正式用語(yǔ)多是be concerned about )

be concerned with 關(guān)系到，涉及 (指的是和某事或某人有聯(lián)系 不涉及內(nèi)心感受)

be concerned over sth. 為某事憂慮

be concerned in sth. 也是-- 和某事有牽連 有關(guān)聯(lián)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,進(jìn)入;接近的機(jī)會(huì),進(jìn)入的權(quán)利;使用[u][(+to)]

only a few people have access to the full facts of the case.

只有少數(shù)幾個(gè)人能看到有關(guān)該案全部事實(shí)的材料。

2. 通道,入口,門路[c][u][(+to)]

the only access to their house is along that narrow road.

ex: translate the sentence:

市民可以免費(fèi)使用這個(gè)圖書(shū)館。____________________________________

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.

美國(guó)國(guó)旗代表自由及公平

16.simplify v. simple adj. simplified adj.

the subject is immensely complex, and hard to simplify.

這個(gè)題目非常復(fù)雜,并且很難簡(jiǎn)化。

17.as a whole

as a whole our efforts did not prove to be futile.

總體說(shuō)來(lái)，我們的努力沒(méi)有白費(fèi)。

the population as a whole is/are in favour of the reform.

全體人民普遍擁護(hù)改革。

18.indicate vt. 顯示、表示、象征、暗示

the results indicate the need for more work.

結(jié)果表明，還有更多的工作需要做。

the light above the elevator indicated that the elevator was then at the fifteenth floor.

電梯上方的燈指示那時(shí)電梯在十五樓。

19. convenient adj. convenience inconvenient

convenient意為“方便的”，常用于it is convenient (for sb) to do ….或sth. is convenient to sb. 結(jié)構(gòu).不可以說(shuō): if you are convenient

will it be convenient for you to start work tomorrow? 明天就開(kāi)始工作你覺(jué)得方便嗎

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在這里是“如此這樣”的意思。就是說(shuō)：社會(huì)就是這樣的魚(yú)龍混雜（由各種各樣的人組成）。

he didn't work hard. thus he was fired.

譯林五上英語(yǔ)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(友誼地久天長(zhǎng))

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，從另一方面來(lái)說(shuō)

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，不顧

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. 根據(jù)中文補(bǔ)全句子。

1) 想找到一個(gè)最好的朋友是困難的。

it is difficult to find a best friend.

2) 我每天需要8小時(shí)睡眠。

i need to sleep for eight hours every day.

3) 我有一個(gè)重要的會(huì)議要參加

i have a very important meeting to attend.

4) 他的目的是使我開(kāi)心起來(lái)

his intention was to cheer me up.

5） 爸給我安排了一些游泳課以給我一個(gè)驚喜。

my dad arranged some swimming lessons to surprise me.

6） 讓我承諾每天寫(xiě)作。

he make me promise to write every day.

7） 最好打掃一下你的房間。

you had better tidy your bedroom.

8） 游泳池里有一只鞋。

there is a shoe in the swimming pool.

9） 我通過(guò)每天早上跑步來(lái)保健。

i keep fit by running every morning.

10) 我將永遠(yuǎn)不會(huì)忘記我贏得的第一枚金牌。

i will never forget winning my first gold medal.

11）我那樣說(shuō)不是故意想傷害你的。

i didn’t mean to hurt you by saying that.

12) 在中國(guó)搖手表示說(shuō)再見(jiàn)。

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 ＿＿＿h(yuǎn)eavily 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＿＿＿h(yuǎn)er 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

參考答案及簡(jiǎn)析

1.d。本題考查獨(dú)立主格結(jié)構(gòu),因?yàn)榍昂笾髡Z(yǔ)不一致,所以前面分詞的邏輯主語(yǔ)不可以省略。it being sunday相當(dāng)于as it is sunday。

2.b。獨(dú)立主格結(jié)構(gòu)在句中作伴隨狀語(yǔ), teeth 與set兩個(gè)詞之間含有邏輯上的被動(dòng)關(guān)系,所以用過(guò)去分詞；look這一動(dòng)作是eyes所發(fā)出,所以用looking。

3.a。獨(dú)立主格結(jié)構(gòu)在句中作狀語(yǔ),因?yàn)閠hings與consider之間含有被動(dòng)關(guān)系,所以用過(guò)去分詞。

4.b。分詞短語(yǔ)作狀語(yǔ),因?yàn)閍sk與句子的主語(yǔ)（she）之間有被動(dòng)關(guān)系,所以用過(guò)去分詞。5.c。本題考查“（only）＋不定式”與“-ing形式”作結(jié)果狀語(yǔ)的區(qū)別。“only＋不定式”表示該結(jié)果在主語(yǔ)的預(yù)料之外；接“-ing”形式表示由主句所產(chǎn)生的邏輯上的結(jié)果。

6.b。本題考查不定式作目的狀語(yǔ),本題極易誤選a。其實(shí) enjoy的賓語(yǔ)為fishing or watching tv。

7.b。因finish這一動(dòng)作發(fā)生在i had a drink and went out之前,所以必須用現(xiàn)在分詞的完成式。

8.d。介詞＋關(guān)系代詞＋不定式的結(jié)構(gòu)可以在句中用作定語(yǔ)，其作用相當(dāng)于一個(gè)定語(yǔ)從句。9.b。本題考查非謂語(yǔ)動(dòng)詞作定語(yǔ)。不定式作定語(yǔ)時(shí),表示將來(lái)的動(dòng)作；現(xiàn)在分詞作定語(yǔ),表示主動(dòng)、進(jìn)行；過(guò)去分詞作定語(yǔ),表示被動(dòng)、完成。因?yàn)閐ates是被標(biāo)在gold coin上,所以用過(guò)去分詞表示被動(dòng)。

10.a。不定式作目的狀語(yǔ)。

11.c。分詞在句中作主語(yǔ)補(bǔ)足語(yǔ)。因sweat這一動(dòng)作是he所發(fā)出,所以為主動(dòng)。

12.c。peter為邏輯主語(yǔ)，與sailing構(gòu)成復(fù)合結(jié)構(gòu)，作imagine的賓語(yǔ)。

13.a。can’t help but為固定短語(yǔ), but后面接不帶to的不定式；such being the case為獨(dú)立主格結(jié)構(gòu)，the case為邏輯主語(yǔ)。

14.b。

15.b。lock與其邏輯主語(yǔ)應(yīng)含有動(dòng)賓關(guān)系,即 “被鎖在書(shū)房里”。

16.c。單詞psychology被列在 “p”之下,有被動(dòng)關(guān)系。

17.c。but表示 “除了”,為介詞,當(dāng)其前面有動(dòng)詞do的各種形式時(shí),but后接不帶to的不定式。18.a。當(dāng)stop后面接不定式時(shí),表示“停下來(lái)去做某事”；如果接-ing形式,則表示“停止正在做的事”。

19.d。expect后面接不定式。由題意可知,doctor與call之間是被動(dòng)關(guān)系。

20.b。現(xiàn)在分詞在句中表示狀態(tài)。

21.b。with復(fù)合結(jié)構(gòu)在句中作狀語(yǔ),表示原因,意為“由于兒子很是令人失望。”

22.b。本題為強(qiáng)調(diào)句型，被強(qiáng)調(diào)的部分是句子的主語(yǔ)，所以采用-ing形式。

23.d。be lost in是固定短語(yǔ)，意為“陷入……之中”。變?yōu)榉衷~短語(yǔ)作狀語(yǔ)時(shí)，仍用過(guò)去分詞lost。

24.c。appreciate后直接接-ing形式作賓語(yǔ)。

25.a。本題考查forbid 的用法。當(dāng)forbid用作被動(dòng)形式時(shí),構(gòu)成be forbidden to do結(jié)構(gòu)。

26.b。

27.c。由題意“暴露在陽(yáng)光下太久,會(huì)傷害人的皮膚”可知應(yīng)采用-ing形式的被動(dòng)式作主語(yǔ)。28.b。start后可以接-ing形式或to do,但如果start后面的動(dòng)詞表示心理活動(dòng)的詞時(shí),必須用不定式。

29.a。回答why引導(dǎo)的問(wèn)句，一般用不定式；回答what問(wèn)句，一般用-ing形式。

30.b。bear意為“容忍”, 后面接-ing形式；make fun of與其邏輯主語(yǔ)有被動(dòng)關(guān)系,所以用being done形式。

31.b。expected there to be的形式相當(dāng)于expected there would be...。

32.c。mind意為“介意”, 后面接-ing形式； hate后可以接-ing形式或to do兩種形式。33.c。look forward to（to為介詞）后面接-ing形式；film與show之間含有被動(dòng)關(guān)系,所以用過(guò)去分詞作定語(yǔ)。

34.c?！疤厥庖蓡?wèn)詞＋不定式”結(jié)構(gòu)在句中作賓語(yǔ)；left與didn’t know并列。

35.a。be satisfied with“對(duì)……滿意”,即satisfy與with緊緊相連時(shí),必須用其過(guò)去分詞。

36.b。write所表示的動(dòng)作與其邏輯主語(yǔ)有被動(dòng)關(guān)系。being written為現(xiàn)在分詞進(jìn)行時(shí)的被動(dòng),表示該動(dòng)作正在進(jìn)行,與題意不符,所以選b。

37.c。不定式作目的狀語(yǔ), 意為“她制了一些蠟燭用來(lái)照明”。

38.c。參見(jiàn)注29。

39.c。can’t help表示“忍不住”后面接-ing形式；表示“不能幫助”時(shí),后面接不定式。40.b。fail這一動(dòng)作發(fā)生在主句謂語(yǔ)動(dòng)詞之前,所以用現(xiàn)在分詞的完成時(shí),并且為主動(dòng)概念。41.b。all over the hill and around the lake為地點(diǎn)狀語(yǔ)提前。wild flowers是長(zhǎng)在“山上及湖的周圍”的。

42.a。who為have的賓語(yǔ)。

43.d。根據(jù)句子意思可知該動(dòng)作正在進(jìn)行,所以用being done形式。

44.d。本題考查offer與help的用法, 即offer to do sth.與help sb.(to) do sth。45.c。本題考查have difficulty(in) doing sth.這一結(jié)構(gòu)。本句中 the woman had為定語(yǔ)從句,修飾difficulty。

46.a。be to＋have done結(jié)構(gòu),表示本應(yīng)該做某事,但事實(shí)上卻沒(méi)有做。

47.b。本題考查不定式作定語(yǔ)的用法。根據(jù)send的用法，send sth.to some place，故選擇答案b。

48.b。blow這一動(dòng)作是wind發(fā)出的,所以為主動(dòng),因此選擇blowing。

49.c。該題考查了動(dòng)詞不定式的省略現(xiàn)象。由題意可知是表示過(guò)去的一種打算或計(jì)劃，在“was going to”后省略了前面的內(nèi)容或動(dòng)作，故應(yīng)選c。

50.a。get the car starting意為“使汽車發(fā)動(dòng)起來(lái)”；try doing 意為“試著做某事”。

Ⅲ. homework

review what we have learnt in this unit.

高二牛津版（5）unit one getting along with others

高考鏈接：

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）

[考點(diǎn)] must + have done( p.p) 意思是：一定已經(jīng)做了某事，表示對(duì)過(guò)去發(fā)生的事情的肯定猜測(cè)。

[考例] ----the woman biologist stayed in africa studying wild animals for 13 years before she returned. （nmet 05， 江蘇）

-----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

[點(diǎn)撥] 根據(jù)題干中“studying wild animals for 13 years”可判斷出一定遇到了許多困難。故選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)

[考點(diǎn)] admit 表示承認(rèn),接納。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

[點(diǎn)撥] 根據(jù)上下文，表示“我不得不承認(rèn)那點(diǎn)-------他有…”故選a。

3. he seemed absent-minded and as a result of his careless playing, we lost the game.( p3 ,line38)

[考點(diǎn)] as a result of 表示由于,后常接名詞代詞，或動(dòng)名詞及其名詞從句，而as a result 表示結(jié)果，后常接表示結(jié)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

[點(diǎn)撥]after all 畢竟， any way 無(wú)論如何， otherwise否則。上句說(shuō)“馬丁患了奇怪的發(fā)燒，病得很厲害?！毕戮湔f(shuō)“他不能吃也不能睡?！币辉~連接詞應(yīng)意為“結(jié)果”。故選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)

[考點(diǎn)] stand vt.承受；經(jīng)受；承擔(dān)，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，但我一見(jiàn)他就受不了。

i can’t stand being treated like this.我受不了別人這樣對(duì)我。

[考例]modern plastics can ____ very high and very low temperatures. ( nmet 05, 山東)

a. stand b. hold c. carry d. support

[點(diǎn)撥] hold 持有，擁有，carry攜帶，傳送，support 支撐，支援，而stand 的意思是“經(jīng)受”。本句意思是：現(xiàn)代的塑料可以經(jīng)受非常高和低得溫度。

5. each player should play to their strengths. (p5, line 22) （nmet 05，天津）

[考點(diǎn)] strength 名詞，表示力量， 力氣， 實(shí)力。

[考例] bill was doing a lot of physical exercise to build up his________.

a. ability b. force c. strength d. mind

[點(diǎn)撥]這兒考名詞的搭配。ability 能力，force 武力，勢(shì)力， mind 頭腦，智力。build up one’s strength 表示“使自己強(qiáng)壯”，故選c。

6. don’t let a small disagreement ruin your friendship. do not delay. （p5, line27）

[考點(diǎn)] delay及物動(dòng)詞表示“耽擱， 拖延， 推遲”?？梢杂糜诒粍?dòng)語(yǔ)態(tài)。

[考例]john was late for the business meeting because his flight had been ____ by a heavy storm. ( nmet 04, 遼寧)

a. kept b. stopped c. slowed d. delayed

[點(diǎn)撥]這兒考動(dòng)詞delay的用法。 題干中be late for 意思是遲到，因此根據(jù)句意， 航班應(yīng)該是受到“耽擱， 延誤”， 故選d。

7. i have a very important meeting to attend. ( p8, line14)

[考點(diǎn)] 不定式做后置定語(yǔ)的用法。 通常我們有些特殊的句式。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

[點(diǎn)撥] 該句是不定式坐后置定語(yǔ)的一種用法。意思是：這位教授難以找到能夠有利于新理論的充足理由來(lái)支持他的觀點(diǎn)。故選d.

8. we had nothing to do but watch tv. (p8, line 39)

[考點(diǎn)] 非謂語(yǔ)的一種用法。 but其后要接帶to不定式，但有三個(gè)結(jié)構(gòu)例外。 do nothing but， can't but， can not help (choose) but， 它們后面要接不帶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

[點(diǎn)撥] do nothing but do sth. , nothing前有do，后面的to要省略,故選a。

9. i’m glad i persuaded you to talk to rachel. (p9, line 7)

[考點(diǎn)] persuade 是及物動(dòng)詞，表示說(shuō)服，勸說(shuō)，可用于被動(dòng)語(yǔ)態(tài)。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

[點(diǎn)撥] 根據(jù)句意應(yīng)該用被動(dòng)語(yǔ)態(tài)，排出a、b兩項(xiàng)。而且用if 引導(dǎo)的條件從句中用“一般現(xiàn)在時(shí)”表示將來(lái)的概念。故選d。

10. i’ve met some nice people here in london and i think we might become close friends.（p9,line10）

[考點(diǎn)] 情態(tài)動(dòng)詞might表示說(shuō)話者對(duì)所說(shuō)的事情不太肯定的推測(cè)，通常表示“不確定，拿不準(zhǔn)”。

[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

[點(diǎn)撥]can 通常表示肯定推測(cè)，查功能用于疑問(wèn)句或否定句中。本題由下句“i am not sure.”推知，發(fā)話人對(duì)此事拿不準(zhǔn)。故選a。

11. these things can make you feel anxious. （p12，line20）

[考點(diǎn)] anxious做形容詞使用，表示“焦急的，焦慮的，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

[點(diǎn)撥] ashamed 羞恥的， weak虛弱的，無(wú)力的， patient耐心的，忍耐的

anxious表示擔(dān)憂的。根據(jù)所提供的情景，“if we don’t arrive when we say we will” 可以判斷出 由于說(shuō)將要回來(lái)，但沒(méi)有回來(lái)，所以母親會(huì)感到擔(dān)憂。故選a。

12. do you feel sad and lonely? do you have no one to talk to? don’t suffer in silence.

（p13，line6）

[考點(diǎn)]suffer既可用作及物動(dòng)詞，表示遭受，經(jīng)歷，忍受。又可用作步及物動(dòng)詞，表示受痛苦，受損害。

[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

[點(diǎn)撥] 由already 一詞可知， 要用現(xiàn)代分詞的完成式。全句意思是：由于已經(jīng)受到如此嚴(yán)重的污染， 現(xiàn)在清理河道可能太晚了。故選a。

13. we will listen to your problems and offer you practical advice. (p13, line8)

[考點(diǎn)] 形容詞practical表示實(shí)用的，實(shí)際的。

[考例] when we plan our vacation, mother often offers ____suggestions. ( nmet 04, iii)

a. careful b. practical c. effective d. acceptable

[點(diǎn)撥] 據(jù)句意應(yīng)為“提供實(shí)用的建議“，而careful仔細(xì)的， effective有效的，acceptable可以接受的”。故選b。

14. our lines can get very busy but please keep trying and you will eventually

get through.( p13, line12)

[考點(diǎn)]get through 表示電話等接通，常用于動(dòng)詞搭配使用。

[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

[點(diǎn)撥] go by 依照， go round 四處走動(dòng)， get in 收獲， 而get through 指打通電話。根據(jù)所提供的情景“the line was busy.”可以判斷出“i”一直沒(méi)有打通電話。故選d。

15. i agree with you on/ that…..(p14,line 4)

[考點(diǎn)] 日常交際用語(yǔ)中考點(diǎn)之一，表態(tài)性用語(yǔ)，表示同意?；蛘哂梅穸ㄓ梅?，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.

[點(diǎn)撥] 此題考查交際用語(yǔ)，根據(jù)下文的回答可知，回答的人非常同意第一個(gè)提議的人的建議。其他選項(xiàng)部各題意。

i couldn’t agree more 表示“我非常同意?！惫蔬xa。

unit 1

Ⅰ.單詞拼寫(xiě)

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 _______( 發(fā)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 (解決) 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 ___________(假裝) to be rich and important.

26. many crimes went ___________________(未受懲罰的).

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 ____________(答復(fù)) to my letter with a phone call.

34. everyone should be ____________(忠誠(chéng)) 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.

對(duì)話填空。

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（公共衛(wèi)生設(shè)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．a(chǎn)bsence

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

譯林五上英語(yǔ)教案篇5

高一英語(yǔ)導(dǎo)學(xué)提綱(4)

m3u3 reading

第一課時(shí)

課前導(dǎo)學(xué)

一． 預(yù)習(xí)：

閱讀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

遷移創(chuàng)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.

質(zhì)疑討論

請(qǐng)?zhí)岢鲱A(yù)習(xí)中存在的問(wèn)題。

1. __________________________________________________________________________

2. __________________________________________________________________________

第二課時(shí)

課前導(dǎo)學(xué)

重要短語(yǔ)

1 失落的文明_______________ 2 贏得一席之地________________

3 奪?。唤庸躝_____________ 4 被活埋_________________

5 在下雨天____________ 6 變成；轉(zhuǎn)向；求助于___________

7 被…覆蓋______________ 8 去往某處_________________

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)

?點(diǎn)撥】

句中的to have won a place on this trip是不定式短語(yǔ)作狀語(yǔ)，表示________.

to have won是不定式的________式，表示不定式的動(dòng)作或狀態(tài)發(fā)生在謂語(yǔ)動(dòng)詞表示的動(dòng)作或狀態(tài)___________。

不定式的一般式to do表示的動(dòng)作或狀態(tài)發(fā)生在謂語(yǔ)動(dòng)詞表示的動(dòng)作或狀態(tài)___________。

bell is considered to ________________ the telephone.

貝爾被認(rèn)為發(fā)明了電話。

she seems _____________________.

她好像曾經(jīng)當(dāng)過(guò)護(hù)士.

he is said __________________ next year.

據(jù)說(shuō)他明年要出國(guó)。

2. near the city was a volcano called vesuvius.(l8)

?點(diǎn)撥】

本句是_____________.當(dāng)句首為表示地點(diǎn)的介詞短語(yǔ)，謂語(yǔ)動(dòng)詞是be, stand, sit, lie, come等動(dòng)詞時(shí)，為了保證句子平衡或使上下文銜接緊密，常使用______結(jié)構(gòu)。

at the foot of the mountain stands a temple.

山腳下有一座廟。

inside the bag ____ a cellphone.

包里是一部手機(jī)。

in front of the house _______ an old man.

一個(gè)老太太坐在房前。

?提醒】當(dāng)主語(yǔ)是代詞時(shí)不用_________.

away they went.

here he comes.

3. unfortunately, all the people were buried alive, and so was the city. (p.42)

?點(diǎn)撥1】

此句中的alive是作主語(yǔ)補(bǔ)足語(yǔ)，意思是“活著的”。

alive還可引申為“有活力的；有生氣的；活躍的”，常作表語(yǔ)、賓補(bǔ)、主補(bǔ)及后置定語(yǔ)。

is the fish dead or alive? 這魚(yú)是死的，還是活的？

there aren’t many pandas alive in the world today. 目前世界上活著的熊貓數(shù)量不多。

?點(diǎn)撥2】

so + 情態(tài)動(dòng)詞/助動(dòng)詞 + sb./sth 是一個(gè)倒裝句型結(jié)構(gòu)，表示上文中某人/物怎樣，下文中的某人/物也怎樣，其中情態(tài)動(dòng)詞、助動(dòng)詞和系動(dòng)詞在人稱、數(shù)上要與下文的主語(yǔ)保持一致，在時(shí)態(tài)上與上文相一致。表否定時(shí)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， 我也將去。

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. 你今天晚上不去看電影，我也不會(huì)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，陳述兩種(以上)的情況。

4. the city was forgotten for many years until the 18th century when a farmer found some stone with writing on it. (l15)

?點(diǎn)撥】

此句中的with writing on it是個(gè)with的復(fù)合結(jié)構(gòu)，

即“with + 賓語(yǔ)+ 賓語(yǔ)補(bǔ)足語(yǔ)”，這一結(jié)構(gòu)的賓語(yǔ)補(bǔ)足語(yǔ)常見(jiàn)的有__________________等。

with much work to do, i had to stay at home.

因?yàn)橛性S多工作要做，我得呆在家。

the thief was brought in with his hands tied behind.

小偷被帶進(jìn)來(lái)，雙手被綁在身后。

he left the small island with the fire burning.

他離開(kāi)了小島，火還燃燒著。

it’s impolite to talk with your mouth full.

滿嘴東西交談是不禮貌的。

the little boy ran along the street with nothing on.

小男孩順著街跑，身上什么也沒(méi)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)

?點(diǎn)撥】

本句使用了句型主語(yǔ)+be believed to do / to have done，?？梢赞D(zhuǎn)化為

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.

遷移創(chuàng)新：

單詞鞏固

1. things ____________(逐漸) 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 _________(爆發(fā)).

4.___________(不幸的是), we arrived too late to catch the place.

5. i work for a __________(商業(yè)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.

單項(xiàng)選擇

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

課前導(dǎo)學(xué)

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.

遷移創(chuàng)新

italy/lost civilizations/founded/took over/erupted/buried/stopping point/sand/ruins/treasures

重要短語(yǔ)

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 倒裝句/倒裝

is / sits / 倒裝

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

單詞鞏固

1 gradually

2 civilizations

3 erupted

4 unfortunately

5 commercial

6 lecture

7 buried

8 directors

9 destroyed

10 materials

cbcab/daccb