九上英语教案优秀8篇

教案的共享和交流可以促进教育界的合作和经验分享，教师通过撰写教案能够更好地管理学生的学习体验，提高教育质量，本站小编今天就为您带来了九上英语教案优秀8篇，相信一定会对你有所帮助。

九上英语教案篇1

课题：unit 8? time??? let’s learn??????????????????????????????????????? 第 1? 课时课型：n教学目标basic aim: to learn the new words: watch? clock? day? nightdeveloping aim:??????? make some sentences with the new words教 学 重点、难点、关 键?pronounce words properly课? 序教? 学? 过? 程? 设? 计设计意图warming-upsong创设气氛daily talkask and answer(t&p)1.????? what do you see?2.????? what do you want?3.????? what do you hear?4.????? what can you do?5.????? what do you like to do?巩固旧句型并培养学生的听说能力new learning1.????? to teach: watch(1). ask a pupil: have you a watch?(2). point to the watch and say:look! i have a watch. it’s on my wrist.(3). say after the teacher: watch(4). make some sentences with “watch”e.g.? i have a watch.???? this is my watch.由提问式引入引起学生注意并运用所学句型造句，使新词消化巩固。2.????? to teach : clock(1). show a clock and ask the pupilst: is this a watch?p: no, it isn’t.t: what’s this?(2). point to the clock and sayt: this isn’t a watch. it’s a clock.(3). say after the teacher: clock(4). make some sentences with “clock”.e.g.? listen to the clock.???? look at the clock.?? 由师生问答式帮助学生理解新词含义并用旧句型将新词活用。3.????? quick response(1). t: point to the clock and the watch.p: read out the quickly.(2). p1: read out the clock and the watch.p2: pick out their pictures quickly.?激发学生学习兴趣，并对前面二个新词加以巩固。课? 序教? 学? 过? 程? 设? 计设计意图?4.????? to teach: day(1). draw the sun and some white clouds on the board and say:it’s a fine day. the sun is shining. there are some white clouds in the sky. it is day. understand?(2). say after the teacher: day(3). ask and answer(t&p)t: do you like day?p: yes, i do. (no, i don’t.)通过图画叙述让学生尽快理解新词含义，并用问答式加以巩固。5.????? to teacher: night(1). draw the moon and some stars on the board. ask the pupils:t: is it day?p: no, it isn’t.t: yes, it isn’t day. it’s night.(2). say after the teacher: night(3). free talke.g.?? i like day.????? i don’t like night.用对比教学法引出新词，并让学生说出自己的情感。6.????? guessing gamelook at the teacher’s mouth and let the pupils say out the word what the teacher said.吸引学生注意力。consolidation1.????? listen to the tape and say after it from watch to night.2.????? match the pictures to the words.纠正发音，进一步巩固新词。homeworklisten and read out the new words.?板书设计????教学具准备?word and picture cardstaperecordera watcha clock?课后小结??????????? 课题：unit 8 time?????? let’s learn???????????????????????????????????? 第 2? 课时课型：n教学目标basic aim: 1. review the words: watch? clock? day? night????????? 2. to learn the new words: breakfast? lunch? dinnerdeveloping aim: 1. to learn the word: supper????????????? 2. make some phrases.教 学 重点、难点、关 键?pronounce words properly课? 序教? 学? 过? 程? 设? 计设计意图warming-uprhyme激活气氛daily talkask and answer(t&p)1.????? do you like night?2.????? four spoons?3.????? who’s he/she?4.????? is it hot?5.????? can you skip?培养学生的听说会话能力revisionwords: watch? clock? day? night1.????? look at the pictures and read out the words quickly.2.????? read the words and pick out the pictures quickly3.? match the pictures to the words.用不同的方法复习旧知避免枯燥乏味new learning1.????? to teacher: breakfast(1). show a clock. set it to 7 o’clock and do an action for eating. say: breakfast(2). say after the teacher: breakfast(3). show some bread and milk and do an action for eating. say: have breakfast(4). say after the teacher: have breakfast情景法使学生更容易理解所学材料，并将新词结合词组一起学习。2.????? to teacher: lunch(1). show a clock. set it to 12 o’clock and do an action for eating. say: lunch(2). say after the teacher: lunch(3). make a phrase: have lunch3.????? to teacher: dinner(1). show a clock. set it to 6 o’clock. point to the picture of “night” while doing the eating : dinner(2). say after the teacher: dinner(3). make a phrase: have dinner(4). t: “have dinner” we can also say “have supper”.让学生在前面学习基础上，自己说出词组。补充supper一词，注重课外输入量。??consolidation1.????? listen to the tape and say after from breakfast to dinner.2.????? quick response(1). point to the pictures and say out the words quickly.通过动手操作，让学生体会学习的乐趣，使他们在课? 序教? 学? 过? 程? 设? 计设计意图?(2). say the words and pick out the pictures quickly.(3). match the pictures to words.?动中学，在学中乐中巩固消化所学材料。letterto teacher: z z? zoo1.????? show a picture of a zoo and ask t: is this a park??? p: no.?? t: what’s this??? p:?? t: it’s a zoo.2.????? say several times.3.????? show the word card for “zoo” and say after the teacher.4.????? can you read out the first letter in this word?is it the capital letter or the small letter?5.????? compare the capital letter “z” with the small letter “z”.6.????? say after the teacher : zz↗↘ zoo↗↘ zz-/z/-zoo7.????? write out: zz?homeworklisten and read.?板书设计????教学具准备?word and picture cardssome foodtape recorder??课后小结?????????????课题：unit 8? time???? let’s act???????????????????????????????????? 第 3? 课时课型：n教学目标basic aim:1. using imperatives to give simple instructions????????? e.g.? may, get up!???????? education aim: educate the pupils to get up and go to bed early.教 学 重点、难点、关 键?to learn the phrases: get up, have lunch, go to bed课? 序教 ?学? 过? 程? 设? 计设计意图warming -uprhyme营造氛围daily talkask and answer(t&p)1.????? what’s your name?2.????? how old are you?3.????? where do you live?4.????? may i have a hot dog?5.????? do you like summer?通过问答调动学生记忆思维revision1. words: breakfast? lunch? dinner? suppershow the pictures and say out the phrases quickly.?? have breakfast?? have lunch?? have dinner?? have supper能用词组正确表达图片含义2. letters(1). song (2). recite the letters from aa to zz.(3). match the capital letters to the small letters.(4). quick response??? look at the letter cards and read out them quickly.对字母的音、形、 义能更准确的加以辨别new learning1.????? get up(1). show a clock. set it to 8 o’clock. pretend to yawn and stretch the arms to illustrate waking up. say several times: get up(2). say after the teacher: get up(3). say and do the action情景法便于学生感知思维2.????? have lunch(1). show a clock. set it to 12 o’clock and do an action for eating. say: have lunch(2). change the time and say:have breakfasthave lunchhave dinner/supper(3). show some pictures and say out theme.g.? have soup???? have some noodles???? have a hot dog(4). say and do the actions.通过不断变化的时间，使学生区别这三个词的含义，并让学生发散思维，使知识不断提升??课? 序教? 学? 过? 程? 设? 计设计意图?3.????? go to bed(1). set the clock to 7 o’clock and pretend to go to bed. point to the picture of “night”. say: go to bed(2). say after the teacher: go to bed(3) show some pictures and say out them.?? e.g.? go to school??????? go to shanghai让学生对所学知识进行延伸和拓展consolidation1.????? listen to the tape and say after it.2.????? listen to the commands and do the actions.t&pgroup&groupp&p不同的对子活动法可以进一步调动学生的学习积极性homework1.????? listen and read.2.????? say and do the actions.?板书设计????教学具准备?a clocktaperecordersome picturesletter cards?课后小结?????????????课题：unit 8? time?????? let’s talk???????????????????????????????????? 第? 4 课时课型：n教学目标1.????? asking ‘wh-‘ questions to find out the timee.g.? what time is it?2.????? using formulaic expressions to express timee.g.? it’s three o’clock.教 学 重点、难点、关 键?ask and answer: what time is it?????????????? it’s _____o’clock.课? 序教? 学? 过? 程? 设? 计设计意图warming-upsong培养情感daily talkask and answer(t&p)1.????? are you a pupil?2.????? what’s the weather like?3.????? what day is today?4.????? do you like summer?5.????? what colour is it?让旧句型在不断听说中得到强化revisionlisten and actget up!have breakfast/lunch/dinner/supper!go to bed!1. t: say?????????????? p: do the actions.2. t: do the actions.? ????p: say.培养学生合作学习氛围new learning1.????? review the numbers1-10(1). sing a song

英语牛津教材2b-unit8教案 来自本网。

九上英语教案篇2

教学目标：

1.能听、说、读、写本课的核心词汇：air, everywhere , alive, smoke,factory, smoke, dirty,clean, plant

2.能熟练掌握核心句型：it keeps them high in the sky.

3.读懂描述空气污染的对话。

重点难点：

1.能在语境中正确使用本单元的核心词汇。

2.能用句型it keeps them high in the sky.描述空气的作用。

教学用具：

录音机、自制课件、照片等

教学过程：

stepⅠwarm up and revision(热身与复习)

1. greetings.

2. guessing game.

step Ⅱpresentation and practice (自主探究)

1.生词关

t: please write the meanings on your paper

air______ smoke ______ factory ________ dirty________ clean ______

alive _________ everywhere_______ important ______

2. learn the new words.

t: let’s listen and say the new words.

ss: read these words after teacher.

3. work in groups to read the new words. recite the new words, and thenrecite in groups。

4. watch the screen and learn to say the sentences.

5. ask pupils to talk about the famous cities of the world in groups .

sept Ⅲlearn the story (文本学习)

t: here’s a riddle. it’s very long one. please listen carefully and guesswhat it is. what is it?

ss: air.

t: yes, what do you think of air?

s1: air has no colour.

s2: air has no smell and taste.

s3: …

t: yes. we can’t see it,but we can feel it. air is important to

all living things.

t: can you talk about air? work in groups .

ss: talk each other.

tasks the pupils to answer the questions on page 69.

step Ⅳconsolidation(拓展延伸)

think and say:模仿课文，介绍一样。

教学反思：

大部分学生能掌握本课的核心词汇和核心句型，小组讨论，谈一谈对空气的认识，学生积极踊跃，大胆表达，教学效果较好。

九上英语教案篇3

【教学过程】

热身：

1） 教师和学生用所学的日常用语打招呼hello！hi！nice to meet you。 what’s your name？

how old are you？ what is it？

2） 学生之间用日常用语打招呼。

导入新知识：

1） 教师呈现小鸭子图的一部分（一只小鸭子的头），问：what’s this？多数学生可以答出：it’s a duck。

2） 呈现图的整体 ：四只鸭子， 教师自问自答： what are they？ they are ducks。教师带读“what are they？” 强调they的发音要咬舌头。

3） 引导学生看图用what are they？提问，教师回答：they are ducks。强调ducks中[s]的音。小组进行问答练习。

4） 教师将几本书卷起来拿在手中引导学生用what are they？提问，然后找学生回答，教师要适时提醒book—books的演变。

5） 教师出示图片：4 ducks、5 desks、3 bikes、3 clocks、 7 books。学生两人一组用what are they？ they are…进行问答练习。

6） 请尽可能多的同学到前面作展示，教师要及时纠正学生对话中关于名词复数变化的发音。

3、 会话教学

1） 教师出示learn to say部分的视频课件， 学生观看，了解对话情景。

2） 教师提问：are they ducks？ are they geese？ are they swans？学生回答：yes，they are。或no， they aren’t

3） 播放对话跟读课件，学生逐句重复听到的句子。教师适时强调are they…？读升调。

4） 学生之间进行对话练习：一个人扮演儿子，一个人扮演爸爸。

5） 请几组学生到前面展示。

4、趣味操练：

1）学生将课前准备的let’s practise部分的图片排列在桌子上，问：what are they？教师说：they are … 学生迅速选出有关内容的图片并举起， 比比看， 谁的反应快。

2）小组进行以上活动。

请一位同学选择任意一张图片到前面，不让其他同学看到图片内容，提问：what are they？班内其他同学用they are…猜猜图片内容。猜对的同学可以到前面来请班里的同学猜自己的卡片。此活动也可以以小组为单位进行。

【板书设计】

lesson 1

what are they？ they’re （let’s practise部分的图片，下方标有相应的单词， 复数变化）

duck + s = ducks cake + s = cakes

九上英语教案篇4

教材分析

本节课的教学内容是pep五年级上册第二单元的第一课时，主要学习词汇monday，tuesday，wednesday，thursday，friday和句子what day is it today ? what do we have on mondays ? ,,, 本节课的教学内容是星期和课程之间的联系，非常贴近学生的生活。学生在四年级下册已经学过课程的单词，本节课学习星期的单词后可以让学生开展看课程表互相问答的活动，这种活动能使学生在较真实的语境中锻炼语言交际能力，从而发展他们的语言思维能力，为后面的学习做好铺垫。

学情分析

1、 五年级学生对英语学习已有一定的基础，对已经熟悉的英语知识有所感悟，具备语言学习和交流的欲望。

2、学生在四年级下册已经学习过有关课程的单词，也接触过关于星期的单词。

3、tuesday, wednesday, thursday等单词拼写难度较大，教师要采取灵活多样的方式进行教学，以减轻学生学习的难度和保持学生学习的欲望和兴趣。

教学目标

1、能够听、说、读、写单词：monday , tuesday , wednesday , thursday , friday 。

2、能听懂问句：what day is it today ? what do we have on mondays ?并能做出正确回答。

3、能够结合句型替换关键词。

教学重点和难点

重点：会听、说、读、写星期一至星期五的单词。

难点：掌握星期一至星期五的单词，结合句型替换关键词。

九上英语教案篇5

活动目标：

1.激发幼儿感受英语学习的乐趣，快乐学英语。

2.创设游戏，使幼儿在多说多练中提高口语表达及应用能力。

3.新授：how are you？not bad/great/terrible

活动准备:

1.课件动画片：热身运动（warm up）

光盘、电脑、闪卡。

活动过程:

动画片：热身运动（warm up）

师幼一起做unit 1《how are you？》律动，教师边跟音乐唱边做，

幼儿感受！激发学习英语的兴趣：

?how are you？》

hello！good morning！how are you？

hello！good morning！not bad，thank you！

hello！good morning！how are you？

hello！good morning！i’m great，thank you!

主题活动

1.教师出示not bad/great/terrible三个新单词（词组）的闪卡，正音；

请个别幼儿读，教师纠正发音；逐个贴展版。

2.通过tpr教学，介绍这三种心情：一般情况；高兴、很好；

很糟糕、很不好。通过举例子让幼儿明白。

3.句型活动：how are you？not bad/great/terrible。师幼对话，加强理解。

游戏活动

1.《开火车》：请会说单词的幼儿上台与教师一起接火车，看谁反应快。

2.《心情问候》：请两名幼儿上台，说新对话：左转三圈，右转三圈，后退三步，拍手嚓嚓！

（剪子、包袱、锤）

输的向赢的问候：how are you？

赢的幼儿根据心情回答not bad/great/terrible！

互换继续游戏！

总结叮咛

1.回家读英语书，教爸爸妈妈学新知识。

2.看vcd，听录音。

九上英语教案篇6

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-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-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-in

1. revision

retell the main idea of the two letters.

discussion: will they be good friends again?

Ⅱs

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.

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.

Ⅵctures

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.

e 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-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 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-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.

Ⅱtions 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-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

Ⅵussion:

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.

Ⅱls 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…?

Ⅲen 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.

Ⅵ1 calling teen talk for advice

read the leaflet about teen complete the notes.

listen to the tape and finish part b

Ⅶ. discussion

rview the classmates and fill in the chart.

rding to the result of the interview, try to discuss some statements on friendship with classmates.

essions 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.

Ⅱls 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.

Ⅲtice

proofread the article on page 16

Ⅵher practice

proofread a few sentences and one more piece of writing.

Ⅶolidation

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:

Ⅰsion

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.

g be is being

boy lay on his back, his teeth ＿＿and his glaring eyes ＿＿＿.

； looked ； looking

ing； looked ing； looking

the thing＿＿＿＿，his proposal is of greater value than yours.

idered idering consider ider

4.＿＿＿＿who she was, she said she was son’s friend.

ng d be asked asking

hurried to the station,＿＿＿the 9：30 train had already left.

find d to find finding

h do you enjoy ＿＿＿your weekends, fishing or watching tv?

ding spend g spent d

7.＿＿＿all my letters, i had a drink and went out.

shed ng finished shing finish

had no money ＿＿＿a birthday present for her children.

buy with ng ht which to buy

the dates＿＿＿on the gold coin, it is conformed that it was made five hundred years ago.

ing ed be marked ng been marked

10.＿＿＿＿time and labour, cartoonists generally draw the hands of their characters with only 3 fingers and a thumb.

save d ng ng saved

11.o’neal works is often seen ＿＿＿heavily before his teammates start.

ted be sweated ting g sweated

12.i can hardly imagine peter＿＿＿across the atlantic ocean in 15 days.

sail ing have sailed

＿＿＿the case, i couldn’t help but ＿＿＿＿＿ him.

g； support ； to support been； supporting ； supported

the way you thought of＿＿＿the water clean make any sense?

ng make to make ng made

order not to be disturbed, i spent three hours＿＿in my study.

ing ed lock g locked

will find the word “psychology” ＿＿＿＿under “p” in your dictionary.

listed ed ing

y could do nothing but ＿＿＿to his mother that he was wrong.

tting ts t admit

i caught him cheating me, i stopped ＿＿things in his shop.

ng buy ht

19.a doctor can expect＿＿＿at any hour of the day or night.

ing call g called be called

ly every great building in beijing was built＿ south.

face ng have faced g facing

his son＿＿＿, the old man felt unhappy.

be disappointed ppointing g disappointed disappoint

was＿＿＿＿computer games that cost the boy a lot of time that he ought to have spent on his lessons.

have played ing ed ng played

there, almost＿＿＿in the big chair, sat her little brother, who never had to be told to keep quiet.

ng lost ng be lost

i will be away for at least a year, i’d appreciate＿＿＿from you now and then＿＿me how everyone is getting along.

ing； tell hear； tell ing； telling hear； to tell

students are forbidden, unless they have special passes, ＿＿＿ after 11 pm.

stay out staying out ing out to stay out

26.i worked so late in the office last night that i hardly had time＿＿＿ the last bus.

hing catch ng caught have caught

27.＿＿to sunlight for too much time will do harm to one’s skin.

sed ng exposed g exposed r being exposed

didn’t start＿＿＿＿the importance of a foreign language till he graduated from school.

ing know have known

29.-- why was a special meeting called?

-- ＿＿＿a new chairman.

elect ting electing ted

30.-- why did bob weep?

-- he couldn’t bear＿＿＿like that before the whole class.

ng fun of g made fun of be laughed at g made fun

students expected there＿＿＿more reviewing classes before the final exams.

be g been

32.i don’t mind＿＿＿by bus, but i hate＿＿in queues.

eling； stand travel； to stand

eling； to stand eling； to standing

are looking forward to＿＿＿the film＿＿＿＿at the grand cinema.

ng； to show ； shown ng； shown ； to show

the shopping-centre,he didn’t know what＿＿and＿＿with an empty bag.

buy； leave be bought； left buy； left to buy； leave

policeman put down the phone, ＿＿＿with a smile on his face.

sfied sfying be satisfied ng satisfied

36.＿＿＿, your composition is full of mistakes.

ing carelessly ten carelessly

ng written carelessly

g written carelessly

made a candle＿＿＿us light.

give n

38.-- what do you suppose made her worried?

-- ＿＿＿a gold ring.

ng use of losing

39.i know it’s not important, but i can’t help ＿＿about it.

think think king g thought

40.＿＿several times, the young scientist still kept on making his experiments.

ng been failed ng failed gh failed use of failure

41.＿＿＿all over the hill and around the lake are wild flowers of different kinds.

grow ing n

42.--who are you going to have＿＿this letter for you?

-- my secretary.

d typed typing

food＿＿＿at the moment is for the dinner party.

ed be cooked being cooked g cooked

44.a kind old gentleman offered＿＿＿my bags to the taxi stand.

help carried ying to carry help me to carry

can hardly imagine the difficulty the woman had＿＿＿her children.

ght up bring up ging up have brought up

was＿＿＿today, but was asked to stay for＿＿＿week.

have returned； another rning； one more

rned； another return； other

47.-- where should i send my form?

-- the personnel office is the place＿＿＿.

sending it send it to send send it

48.i could feel the wind＿＿on my face from an open window.

blow ing be blowing n

49.-- lucy, why didn’t you come last sunday?

-- i＿＿＿, but my father was in hospital.

d going to

50.--what terrible weather! i simply can’t get the car＿＿＿.

- - why not try＿＿＿＿the engine with some hot water?

ting； filling t； filling ted; to fill 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 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cant stand sth /doing sth 例如：

he wants to marry me but i cant 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， cant 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.

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.

always b her by telling the same story.

19．the curtain m the wall well you like the color ?

20．in the a of the teacher , fang lan will be in charge .

do you think i should do to (解决) this problem?

（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 ous s 19．matches 20．absence

21. solve 22. volunteers 23. apply 24. outgoing end

nished 27. friendship 28. doubt 29 . practical 30. attitude

led 32. absurd 33. replied 34. loyal 35. moody d

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.

n students to gain an overall understanding of the article and learn to read a debate.

teaching important points:

to make the students fully understand the text.

to get students to read a debate.

teaching aids: multimedia and a blackboard

procedures for teaching:

step 1 lead-in

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 of you speaks one or two can make some changes to the debate and add your opinions to the debate.

step 4 homework

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 the students to grasp the usage of some important words and expressions.

the students to practice mastering the language points.

teaching important points:

to make the students have a better comprehension of the text.

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.

,express

thing that cannot be used any more and is thrown away

ible ,shocking

des

roy completely6.(birds,insects,fish,etc)produce eggs from their bodies

near to,get close to

less,reduce

helpful,useful,favourable to

involved in or be affected by11.a constant,steady economy

k freely

explain important language points to ss .

addition, many sea creatures are being wiped out by fishing boats.(line16)

e boats catch large numbers of fish without giving them time to lay eggs.(line16)

world’s population has grown to more than six times what it was in 1800.(line20)

suggestion is that we should try to cut back on production and reduce the amount of things we make and buy.(line22)

lin suggested we should cut back on the amount of things we produce in order to save the environment.

amount of rubbish we produce is turning into a big problem; we need to think more about recycling.

i do agree that recycling may be the key to helping both sides.(line45) 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

sh 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

ents-centered. (discussion to make every student work in class.)

her & students’ interaction. (talking to improve the students’ speaking ability.)

imedia 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 ain 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 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

ents-centered.

her & students’ interaction.

imedia 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.

have the environmental problems of the yangtze river raised concern both nationally and internationally?

does the green river organization do?

problems do the two government projects focus on?

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

九上英语教案篇7

教学内容：

1.词汇

(1)复习关于职业的词汇：doctor, teacher, nurse, cook, fireman, driver, policeman, pilot, singer.

(2)学习生词：astronaut, coach, actor (actress)， writer.

2.功能句型

(1)复习询问他人职业及回答：what does he/she do? he/she is a/an …。

(2)学习询问对方将来想要从事的工作及回答：what do you want to be when you grow up?

i want to be a/an …。

教学目标：

1.知识目标

(1)能掌握和职业相关的一些词汇，并能在相应的功能句型中熟练运用;

(2)能在恰当的情景下熟练运用关于询问他人的职业及回答的交际用语;

(3)能在相应的情景下熟练地运用关于询问对方将来想要从事的工作及回答的交际用语。

2.能力目标

(1)通过学习和操练，使学生能掌握本课所学关于职业的词汇，能熟练询问他人的职业及对将来工作的理想，并做出相应的回答;

(2)在学习过程中培养学生发现问题和解决问题的能力，提高自学能力;

3.策略目标

(1)帮助学生学会与人合作，共同完成学习任务;

(2)帮助学生学会观察生活中标的英语，学会借助词典来学习。

4.其他目标

(1)在学习职业名称的过程中了解“感动中国的20xx年度人物”，潜移默化地为学生树立榜样;

(2)在小组学习和帮助他人学习的同时，培养学生乐于助人，热爱集体的良好品质;

(3)通过多种形式的游戏和活动，激发学生英语学习兴趣。

教学重点：

1.重点词汇：astronaut, coach, actor (actress)， writer.

2.重点句型：what do you want to be? i want to be a/an …。

教学难点：

1.正确朗读和运用关于职业的词汇。

2.正确理解、询问对方对将来工作的理想，并能做出正确的回答。

教具准备：

1.教师准备：多媒体课件，图片，单词卡片，奖励卡片;

2.学生准备：课本，笔。

教学过程：

课前介绍评价方式

step 1: warm up and lead in

1. oral english

2. sing a song: the wheels on the bus.

3. (课件)： look, she is the driver of the bus. her job is driving the bus. do you know “job”? 板书jobs，并介绍课题。

step 2: review some words

1. free talk: what jobs do you know? (can you act as a …?)

2. games:

(1) show some word cards, read and act.

(2) act, ask and guess---what does he/she do?

step 3: presentation:

1. talk about the great people in 20xx.

(1) watch the screen and think: who are they? what are their jobs? (通过课件呈现“感动中国”的人物。)

(2) t: they are called the great people in 20xx. 他们是被评为“感动中国的20xx年度人物中的几个。do you know their names?

(介绍6个人物的姓名。学生活动：介绍人物姓名，摆放相应人物的复读机、图片和文字介绍材料。教师示范第一个。)

(3) watch and listen.

t: what are their jobs? let’s listen. (课件录音完整介绍6个人物的工作和业绩。)

2. learn the new word by the students themselves.

(1)示范pair work: listen, look, match and read. (示范过程中学习生词：coach---c-oa-ch---coach)

(2)学生自学单词，合作完成练习。

t: ok. boys and girls take out your paper and practice with your partner, please. if there are some new words for you, you can use your dictionary(出示字典)， go to listen to the tape or teach each other.

(学生活动：自学不会的单词，合作完成练习。)

(3)学生组内练习介绍一个人物。(学生活动：选择一至两个人物在组内练习介绍。)

3. introduce them in the front.

t: who wants to come here and introduce one of them to us? please listen carefully and check your answers.(学生活动：自愿前来介绍一个人物。)

要求：介绍以后要板书图片;离人物介绍大图较近的学生可以引导用大图片。

4. 相应单词的练习

astronaut:

(1) pronunciation: astronaut---an astronaut.

(2) practice (pass the picture and ask) what does he do? he is an astronaut.

writer:

(1) t: can you act as a writer? 引导学生练习： writer---writer

(2) t: what other writers do you know?

actor:

(1) t: who’s your favorite actor? (根据学生的回答介绍：actress)

(2) t: do you want to be an actor or actress? why?

5. learn the sentence patterns.

(1) t: they are all the great people in china. we will always remember them. do you want to be one of them? what do you want to be when you grow up? you can say: i want to be …。 (出示句卡，带读，板书)

(2) t: what about my daughter? can you ask her?

(出示句卡，学习问句，板书) want---want to be---what do you want to be---grow up---when you grow up---what do you want to be when you grow up?

(3) 课件：播放录音---妞妞的回答

(4) practice: pair work; show in the front.

step 4: reinforcement --- talk about the most popular job.

t: excellent! you have so many wonderful dreams for your future job. what is the most popular job in our class? let’s finish a questionnaire.

(1) model;

(2) 小组调查;

(3) 各小组填写结果;

(4) 汇总全班调查结果

t: the most popular job in our class is ________. why do you want to be a/an …?

step 5: summary

t: how can you make your dream to be true? what can you do for your dream?

please remember: where there is a will, there is a way. (课件呈现)

step 6: homework

talk about your dream job with your parents.

九上英语教案篇8

活动设计背景

我设计的这个活动是小班上学期的英语活动，对于小班年龄段的幼儿来说，英语是个新鲜事物，他们对此有着浓厚的兴趣，他们喜欢英语单词、律动、儿歌……认识新的英语单词是他们值得骄傲的事情之一。

活动目标

1、了解几种常见水果名称，愿意模仿和学说单词“apple”、“banana”、“pear”、“orange”。

2、初步理解句子“i like apples”。

教学重点、难点

重点：认读单词“apple”、“banana”、“pear”、“orange”。

难点： 理解句型i like…

活动准备

材料准备：挂图、大小单词卡、点读笔;水果(苹果、香蕉、梨、橘子)、布袋。

环境准备：将装有4种水果的小单词卡分别放在幼儿椅子下。

活动过程：

一、warming-up(热身活动)

教师和幼儿一起表演歌曲hello，并相互问好。

二、presentation(内容呈现)

1、教师拿出装有水果的布袋，让幼儿伸手到布袋里摸一摸，再闻一闻，猜猜口袋里装的是什么。

2、请幼儿将水果从布袋里拿出来，教师用英语逐一介绍“apple，apple，it’s an apple.”其他水果方法同上。

3、教师出示挂图，用点读笔点读挂图上的单词，引导幼儿跟读。

三、practice(活动操练)

游戏：大声小声

1. 教师分别出示“apple”“banana”的大单词字卡，教师小声读，幼儿大声跟读; 教师大声读，幼儿则小声读。

2. 教师出示“pear”、“orange”的大单词字卡，教师从下往上举，教读声音由小到大，幼儿跟读声音也由小到大，反之，教师从上到下举时，声音由大到小，最后到没声。

四、production(创造巩固)

1、游戏：教师出示“banana”大单词字卡，说出句型“i like banana”，请拿到“banana”小单词卡的幼儿把字卡举起，并将其放入贴有”banana”小单词卡的篮子内。

“apple”、“pear”、“orange”的方法同上。

2、师幼道别

师幼同唱《goodbye song 》。

五、活动结束