人教版高三Unit 6 vocabulary

时间:2021-04-21 17:02       来源: 未知
人教版高三Unit 6 vocabulary

Unit 6

1.perseverance坚持不懈, 不屈不挠

persevere vi. He persevered with his work.

perseverence n. Our study needs perseverance

2.Failure happens when you quit.

quit vt. (quitted/quit, quitted/quit, quitting)

(1)从…离去,离开; 停止;辞职 (to eave; to 人教版高三Unit 6 vocabularygive up; to stop) +

I’ve quit my job. 我辞职了.

Quit smoking in this room, please.

Quit fooling around! 别胡闹了!

(2)to rid oneself of by paying 偿清

quit a debt

(3)举止;以一种特定的方式表现(自己)

Quit yourself like adults.

(4) be quit of 摆脱某人/某物

I was glad to be quit of the troublesome job.

3. Apply the following statements to yourself.

(1)请求;申请vi

I want to apply for the job.

(2)apply… to… 涂,敷,抹; 适用;把…应用于…vt, to put to or adapt for a special use:

Apply some medicine to his wound. 给他的伤口敷药。

What I have said does not apply to you.

You can’t apply this rule to every case.

New technology __is being applied to almost every industrial process.

(3)apply oneself to 专心致力于---, apply one’s mind to专心从事于 ;

to devote (oneself or one's efforts) to something:

Students should apply themselves to their study.

He applied his mind to the job.

Exercises:

Windows _____to isolate different physical environments while allowing light to pass.

A. are applied B. applying C. applied A

Eco-agriculture _____to more Chinese farmland

A. applied B. is to apply C. will be applied C

4.add v. 增加;添加;相加;继续说

(1)to combine (a column of figures, for example) to form a sum. 把…加起来:把(如一串数字)加起来求得总数

add up加起来

Add up all these figures. Please add the figures up / together.

He wrote down the weight of each stone and then added up all the weights.

他把每一块石头的重量记下来,然后把所有的重量加在一起。

Three _______to one is four. A. Adding B. added C. adds C

add up to 总计达;总起来意味着

These figures add up to fifty.

All he said added up to his disagreement.

add to 增添,增加

The music added to our enjoyment.

The green belts add to the beauty of the school.

add sth to sth 往。。。里加。。。

add fuel to the fire 火上加油;使事情更糟

(2). to say or write further. 进一步说,进一步写

I should like to add that we are pleased with the test result.

我还要补充说一下,我们对测试结果表示满意。

Would you like to add anything to what I've said, John?

5.circumstance(通常用复数)环境;情况

In the present ~s

Circumstances allowing, I’ll go abroad to study.

under/ in the ~s 在此情况下,既然这样

I had to give up my attempt in the circumstances.

Under the circumstance of market economy,在市场经济条件下

under / in no ~s 无论如何不,绝不

I will under no ~s let my daughter marry such a person.(放在句首句子要部分倒装)

->Under no circumstances will I let my daughter marry such a person .

Under no circumstance will China be the first to use nuclear weapons.

任何情况下中国都不会首先使用核武器。

6。more than

A. “ More than +名词” (=not only)

表示“多于 …… ”、不仅仅是,“非但 …… 尤其是”如:

1) He’s more than a teacher. He’s our best friend.

2) The museum is more than a museum. It’s a school.

B. “ More than +数词” (=over)含“以上”或“不止”之意,如:

3) I have known David for more than 20 years.

4) The museum is more than 10 kilometres from here

5) More than one house was burnt down in the fire.

C. “ More than +形容词” (extremely)等于“很”或“非常”的意思,如:

6) In doing scientific experiments, one must be more than careful with the instruments.

7) Her performance was more than good; it was perfect.

D. 在“ More...than... ”中,肯定“ more ”后面的而否定“ than ”后面的,约等于“是 …… 而不

8) This book seems to be more a manual than a text.

9) Catherine is more diligent勤奋 than intelligent.聪明

10) Hearing the loud noise, the boy was more surprised than frightened.

E. “ More than ”或“ More...than... ”+含“ can ”的分句时表示“否定意”,如: 11) That's more than I can do.

12) Don't bite off more than you can chew.

13) In delivering发表 his lecture, Jason makes sure not to include more things than the students can understand.

F. “ No more...than... ”表示“不 …… ;不如 …… ”,如:

14) I can no more do that than anyone else.

15) A learner can no more obtain knowledge without reading than a farmer can get good harvest without ploughing. ”

比较

1) He is not more diligent than John.前者不如后者

2) He is no more diligent than John . 一样不

3) He is not more than 40. 不超过(不强调少)

4) He is no more than 40. (=only,强调少,有感情色彩)

5) He is no less active than he used to be.不少于,不亚于 ,和……一样

6) He is more brave than wise.有勇无谋

7) The film is more in name than in reality.名不符实

8) The book seems to be more a dictionary than a grammar.与其说是语法书倒不如说是本词典

7. I don’t lose heart when I fail to do something.

lost heart=discourage=dishearten=lost hope=be discouraged=be disheartened

The central meaning shared by these verbs is “to make less hopeful or enthusiastic”:

这些动词的中心意思都是:“使泄气,使失去热情,失掉信心,丧失勇气”:

Don’t lose heart when you come across difficulties.

比较He lost his heart to the famous actress.

lose one’s heart to 爱上/倾心于=give one’s heart to sb.=love

heart 作“决心,毅力”解,为抽象名词,没有复数形式, 一般前面不加修饰语。

联想: by heart默记地

break one’s heart伤心

have one’s heart in one’s mouth忐忑不安

heart and soul全心全意地;热心地

with all one’s heart全心全意

Keep on trying . Never _________. I'm sure you'll succeed sooner or later.

A. Lose heart B. lose one’s heart C. lose hearts A

lose heart 失去勇气

lose one’s heart to 爱上。。。

lose contact with 与。。。失去联系

lose control of 对。。。失去控制

lose face 丢面子

lose hold of 松手,放开

lose interest in 对。。。失去兴趣

lose no time in doing sth 不失时机(抓紧时间)作。。。

lose sight of 忘记,忽视

8. You will do better if you take it easy. (p47)

Take it / things easy 别紧张,放松点 

Take it easy, there is nothing serious.

[比较]Take your time , there is still 15 minutes to go.

take one’s time  慢慢来,别急

“You don’t have to answer quickly. Please take your time.”

a)________________, there is nothing serious.

b)______________________, there is still 15 minutes to go.

c)----Can I look about the rooms before I decide which room I’d like to stay in ?

-----Of course.________, madam.

A. That’s all right B. Take your time

C. Enjoy yourself D. Take it easy.

Take it from me 相信我的话,我敢担保

Take .. for granted 认为。。。是当然的

Take over 接任;接管;接收

Take up 开始做。。。;专注于;占用;接下去

Take back 撤销

Take for 当作;误认为

Take in 收容;囊括;包含;缩减尺寸;领悟;蒙骗

Take off 脱掉衣服;飞机起飞

Take on 雇佣;聘用; 开始显现; 承担;(工作,责任)

Take /things seriously 尊敬某人;重视; 认真对待, 当真

9. keep up 维持;保持;坚持;继续;

1) They lead an active life to keep up their body temperature.

2) Many people keep up this old tradition.

3) Will the weather keep up?

Keep up with 不落在---后面, 赶上

She likes to keep up with the latest fashion

He walked so fast that she couldn’t keep up with him.

10.common sense 常识,情理=general knowledge

A sense of humour/beauty/shame幽默感/美感/羞耻心

a man of sense通情达理的人,有理智的人

in common 共同,共有

share a common interest 有共同利益

share a common tongue 讲同一种语言

out of the common 与众不同,奇特

be common to 是。。。所共有

too common to mention 司空见惯,不值一提

11.survive 生还,残存;比---长寿

Vi 幸存;活下来

We survived, although others died in the accident.

Vt. ….之后还活着

Only one baby survived the terrible car crash.

We survived the accident.

survival n. 生存, 幸存, 残存, 幸存者, 残存物

The man's survival was surprising, as the doctors thought he would die.

这个人能活下来真是出人意外,因为医生们认为他必死无疑。

survival kit 紧急求生用品箱

survivor 生还者,残存物

13. nail 指甲;钉子

1). fingernail toenail

You must stop biting your nails.

2). He drove/ hammered a two-inch nail into the wall.

3). The two girls are fighting tooth and nail(=fiercely)竭尽全力,拼命地

14。All alone, and with very few tools, he managed to survive on the island for more tham 27 years.

All alone 在句中作伴随状语

He did it all alone. 这事是他一个人干的。

形容词作伴随或结果状语,表状态

[误]He went to bed, coldly and hungrily.

[正]He went to bed, cold and hungry.

[析]形容词作伴随状语,说明他上床时所处的状态,并非说明他上床的方式。

He was sitting in a corner, silently.

silently→silent。副词误用。本题中应用形容词作伴随状语。

15.This account of the wonderful land beyond the Rocky Mountains gave

him the idea to move there.

beyond 作介词时,主要用法有:

(1) (表示位置) 在……的那边;在…… 之外。如:

My uncle lives beyond the river. 我叔叔住在河的对岸。

The airport is 40 miles beyond the town. 机场在离城40英里以外的地方。

(2) (表示时间) 过了,比……晚。如:

My father arrived beyond eight o’clock. 我父亲过了八点钟才到。

He came home beyond the usual time. 他比平时回家晚。

(3) (表示范围、限度) 超出;为……所不及。如:

If the work is beyond Tom, it is certainly beyond me.

如果汤姆干不了这项工作,我也干不了。

They live beyond their income. 他们的生活入不敷出。

This problem is far beyond me / my comprehension.

The TV is beyond repair.

(4) (常用于含疑问或否定意义的结构中) 除……之外。如:

I didn’t notice anything beyond his rather strange accent.

除了他那颇为古怪的口音以外,我没有注意到别的。

I know nothing of it beyond what he told me.

I cannot say anything beyond that.

I’m sorry it’s ____ my power to make a final decision on the project.

(上海 2004春)

A. over B. above

C. off D. beyond

Beyond all praise 赞美不尽

Beyond belief 难以置信

Beyond compare 无与伦比,不可及的

Beyond description 无法形容

Beyond hope 没希望的,绝望的

Beyond sb’s grasp ; beyond my power/reach. beyond my control 为。。。所不及的

Beyond words 无法用语言表达

16. Leave behind 忘带;留下

I’ve left behind my hat on the chair.

The lights of the city were soon left behind.

He left a great fame / a large fortune behind (him).

Leave alone 让。。。独自呆着

Leave…at the mercy of 任由。。。摆布

Leave off 停止

Leave out 遗漏,漏掉

17。In the spring we continued our journey westward. 春天,我们继续向西旅行。

westward ad.向西 a.西方的

go in a westward direction 向西走 march westward 向西行军

n.西方,西部 lie to the westward 位于西部

westwards adv.

They traveled westwards.

18.The journey through the mountains and desert in the central part of the continent was the most trying part.

通过大陆中央的山脉和沙漠的旅程是最艰难的。

trying a.难受的;难堪的;费劲的;恼人的

a trying situation尴尬的局面;难处的境况

19. Ox- oxen  cattle cow bull buffalo bison

John Bull 约翰牛(指英国或英国人)

20. ... and the long walk through the sand was hard on the oxen.

此处be hard on意为“够…受,使…难以忍受”。另外,它还可意为“磨得厉害;对…过于严厉,苛刻;紧跟等”。如:

These rough roads are hard on your shoes. 这些崎岖的道路把鞋磨得厉害。

Don’t be too hard on your little son. 不要对你的儿子过于苛刻。

When I arrived there, I found that he was hard on me.  

我到那儿时,发现他紧跟在我的后面。

Work hard at 竭尽全力

She is working hard at her term paper. 她正在用心撰写学期论文。

Take a hard look at 冷眼看待

We need to take a long hard look at the whole system of welfare payments

我们需要长期冷静的审视整套福利支付制度。

21. burden

She bore the burden of caring for her sick mother.

The boy was a burden to / on his family.

Senior middle school students were heavily burdened with all kinds of homework

22. The animals dragged their legs, too weak to pull their burden, and their tongues hung out in desperate need of water.这些动物拖着他们的腿,太虚弱了而不能拉动负担,他们的舌头由于极度缺少水而在外搭了着。

hand out挂出; desperate极度渴望的

desperate adj.1>令人绝望的,危急的 in a desperate state 在绝境中

The situation was so desperate.

2>(因绝望而)孤注一掷,拼死的 make a desperate effort 拼命的努力

The ~ thief shot at the policeman.

3>极度渴望的be desperate for――极度想要――

He was desperate for fame.

in desperate need of很渴望的

He is desperate to pass the entrance exam.

4>极端的;(气候)险要的a desperate fool大傻瓜

desperately adv.拼命地, 绝望地

23. For many weeks we had been accustomed to seeing horses and oxen, suffering from heat, thirst, and starvation.许多个星期,我们习惯于看到马、牛受热、渴和饥饿之苦。

be accustomed to (+n.或V-ing形式)习惯于(比be used to 正式)。

be / get / become accustomed to=be/get/become used to

You will soon get accustomed to the job.你将会很快习惯这个工作的。

I am accustomed to cold weather/ walking long distances.

You’ll soon get accustomed to cold weather.

suffer from(v.+prep.=vt.)受――之苦;患――

She often suffers from headaches.她常头痛。

suffer from floods遭受洪水

24. thirst

After walking for three hours, I really had a thirst.

She has the thirst for fame.

25. starve, starvation

Die of ~

~ cure断食疗法

26. anxiety about/ for

I felt anxiety about / for his safety when I heard the news of the train accident.

with great anxiety非常担忧, 十分焦急地

When we saw the valley with fat cattle and horses, we thought we had reached the promised land.当我们看到牛肥马壮的山谷时,我们知道我们到了一个有指望的土地。

promise有希望,有――可能. This year promises a good harvest.今年有丰收的希望。

promised过去分词作定语,有希望的。

27. come to an end 结束, 告终

The meeting came to an end at midnight.

bring …to an end结束, 完成, 终止

25. anniversary周年纪念(日)

Tomorrow is the anniversary of the first day we dated.

A wedding anniversary

They celebrated their 10th wedding anniversary.

26. relief

n. 1. 解脱的感觉

I felt great relief when I heard I had passed the examination.

听说我已经通过了考试,感到轻松多了。

give a patient relief from pain使病人减轻痛苦

2. Aid in time of danger. 援助

to send relief to flood victims

将救济物资运送给遭受水灾的灾民

provide relief for refugees 救济难民

A relief fund 救济基金

Vt.

1. 减少;减轻

This will relieve pressure on the trains to some extent.

这将会在一定程度上减轻对火车的压力。

relieved all his symptoms 减轻了他的所有症状;

relieved the tension.缓和紧张局面

a drug that relieves headaches 缓解头痛的药

2. 免除;解除(与of连用)

Let me relieve you of that heavy parcel.

让我把你的重包裹解下来吧。

relieve sb. from anxiety消除某人的忧虑

relieve the people in flood-stricken area 救济水灾区的人们

27. deliver

1.递送 ~ sth. (to sb.)

The mailman delivers the mail twice a day in this area.

Would you deliver my message to your mother?

2.发言He delivered a long speech.

3.接生The doctor managed to deliver the triplets safely.

delivery n.

28.Tough强壮的;坚强的;吃苦耐劳的 ;坚韧的;困难的;费力的;难切难吃的; 残暴的;严酷的;苛刻的:

a tough winter( severe; harsh)

This steak is too tough咬不动

He looked ( to be) the toughest of all the challengers.

Tough policies强硬的政策

a tough guy[美]无赖

a tough job棘手的工作

a tough customer难伺候的客人

have a tough time of it日子不好过

29. tie up

You should tie up the parcel with a strong string.

30. stake

Be at stake 在危险中=in danger

His life was at stake.

31. go for为…去;努力获取;追求, 想获得 ; 喜欢;被吸引

She’s gone for a book. Go for a walk

to go for a job求职

She doesn't go for men of this type.她不喜欢他这种类型的男人。

Unit 6 Going west

Reading

1 When did we decide to move to another place?

2 How long did the journey last?

3 What is our first destination?

4 Is the journey hard? Can you make some examples about it?

Post-reading

True or False

( )1 We traveled alone.

( )2 We traveled day and night.

( )3 During walking through the desert, we couldn’t ride the wagons.

( )4 For many weeks we had suffered from heat, thirst and starvation.

( )5 During the long journey, we could help each other.

( )6 When a young man in our group suggested that I stay behind with the children and wait for help, I agreed.

( )7 When the animals smelt the water, they all ran.

Choose the best answers

1.The reason why my father wanted to go to California is that .

A. California was in desert B. California was far away

C. California was a wonderful land described in a book

D. California was the largest state in the USA

2.People moving to the west would meet in .

A. Kansas B. California C. Salt Lake Valley D. Salt Lake Desert

3.On which day did the author enter the Salt Lake Desert?

A. April 12. B. November 4. C. October 15. D. December 25.

4.Why did the travelers call their ninety-mile drive through the Salt Lake Desert the “Long Drive”?

A Because the landscape was dry and barren.

B. Because water was salty and not drinkable.

C. Because their water supply was so low.

D. All of the above.

5.After the travelers burnt their wagons, they had to go on their feet with another miles to go.

A.2 500 B.500 C.90 D.45

6. What does the author mean by saying “No, I won’t give up.I knew that giving up meant a shallow grave in the sand.” ?

A. He was determined to go on with the journey ,for he was sure to die through Salt Lake Desert unless he struggled against the hardship.

B. He was sure to continue the journey, for he would die because of the sand.

C. He intended to go on with the journey , for death would wait for him unless he paused in the desert.

D. He was going on with the journey ,for nobody would escape from the desert if he gave in to the bad fate .

7.The animals almost ran when the travelers reached the edge of the desert, why?

A. Because they were tired and weak.

B. Because they had no burden.

C. Because they must have smelt the water.

D. Because they went back to their home.

8.How long did the author spend finishing the journey?

A. More than 40 months. B. About 2 months.

C. About a year. D. About a year and a month.

9.Which of the following description can indicate that the wagons were not the most suitable means of transport?

A. The cattle became tired and weak. The animals dragged their legs, too weak to pull their burden.

B. As the animals could no longer pull the wagons, we burnt them and packed the oxen with our supplies.

C. The journey through the mountains and deserts in the central part of the continent was the most trying part.sometimes the wagons had to be lifted and pulled up when there were no roads.

D. For miles both sides of the road were lined with dead animals and starvation.

10.From the text, we can infer .

A. the author and the travelers had to go all day and all night long

B. there was no oxen left when the travelers reached California

C. many travelers died when their days of hardship came to an end

D .it’s a long way to travel from the author’s hometown to California

11.The best title of the text is .

A.A Journey To California B. Long Drive

C. The Salt Lake Desert D. Enjoy Your Life

12.what can we learn from the ending of the story “Going West”?

A. People shouldn’t set foot on a wild land because of hardship.

B. Travelers should travel light

C. Travelers should arrange for their journey before setting off for their destination.

D. Perseverance can go hand in hand with survival or success in time of danger or difficulty.

Unit 6 Going west

Comprehend the text

Pre-reading

As we all know, there are many people who are from other places in our city. They come here for different reasons, some because of the war, some because of the poor soil and some because of the bad weather in their places. There are many difficulties for them going from one place to another. Can you imagine what difficulties did they go through? At that time, there are no cars and trains. And the transport is not so convenient.

Now, read the test in your books, you will learn about something about the settlers from other places.

Reading

Read the text then answer some questions.

1 When did we decide to move to another place?

1845,10

2 How long did the journey last?

About a year

3 What is our first destination?

India Greek in Kansas

4 Is the journey hard? Can you make some examples about it?

Yes, it is hard. You can make many examples.

Post-reading

True or False

(F )1 We traveled alone.

with many other families

(F )2 We traveled day and night.

by day

(T )3 During walking through the desert, we couldn’t ride the wagons.

(T )4 For many weeks we had suffered from heat, thirst and starvation.

(F )5 During the long journey, we could help each other.

The situation was so desperate that, in most cases, no one could help another. Each had all he could do to save himself and his animals.

(F )6 When a young man in our group suggested that I stay behind with the children and wait for help, I agreed.

I didn’t agree.

(T )7 When the animals smelt the water, they all ran.

Exercise 2

Choose the best answers

1.The reason why my father wanted to go to California is that . 答案:C

A. California was in desert B. California was far away

C. California was a wonderful land described in a book

D. California was the largest state in the USA

2.People moving to the west would meet in . 答案:A

A. Kansas B. California C. Salt Lake Valley D. Salt Lake Desert

3.On which day did the author enter the Salt Lake Desert? 答案:B

A. April 12. B. November 4. C. October 15. D. December 25.

4.Why did the travelers call their ninety-mile drive through the Salt Lake Desert the “Long Drive”? 答案:D

A Because the landscape was dry and barren.

B. Because water was salty and not drinkable.

C. Because their water supply was so low.

D. All of the above.

5.After the travelers burnt their wagons, they had to go on their feet with another miles to go. B

A.2 500 B.500 C.90 D.45

6. What does the author mean by saying “No, I won’t give up.I knew that giving up meant a shallow grave in the sand.” ? A

A. He was determined to go on with the journey ,for he was sure to die through Salt Lake Desert unless he struggled against the hardship.

B. He was sure to continue the journey, for he would die because of the sand.

C. He intended to go on with the journey , for death would wait for him unless he paused in the desert.

D. He was going on with the journey ,for nobody would escape from the desert if he gave in to the bad fate .

7.The animals almost ran when the travelers reached the edge of the desert, why? 答案:C

A. Because they were tired and weak.

B. Because they had no burden.

C. Because they must have smelt the water.

D. Because they went back to their home.

8.How long did the author spend finishing the journey? 答案:C

A. More than 40 months. B. About 2 months.

C. About a year. D. About a year and a month.

9.Which of the following description can indicate that the wagons were not the most suitable means of transport? C

A. The cattle became tired and weak. The animals dragged their legs, too weak to pull their burden.

B. As the animals could no longer pull the wagons, we burnt them and packed the oxen with our supplies.

C. The journey through the mountains and deserts in the central part of the continent was the most trying part.sometimes the wagons had to be lifted and pulled up when there were no roads.

D. For miles both sides of the road were lined with dead animals and starvation.

10.From the text, we can infer . 答案:D

A. the author and the travelers had to go all day and all night long

B. there was no oxen left when the travelers reached California

C. many travelers died when their days of hardship came to an end

D .it’s a long way to travel from the author’s hometown to California

11.The best title of the text is . 答案:B

A.A Journey To California B. Long Drive

C. The Salt Lake Desert D. Enjoy Your Life

12.what can we learn from the ending of the story “Going West”? D

A. People shouldn’t set foot on a wild land because of hardship.

B. Travelers should travel light

C. Travelers should arrange for their journey before setting off for their destination.

D. Perseverance can go hand in hand with survival or success in time of danger or difficulty.

青岛教育信息网版权所有

学科:英语 年级:初一 辅导教师:张丹梅 期数:127

[学习目标]

1. 语音

(1)本单元要求进而掌握和巩固辨认元音字母e在重读开音节和重读闭音节中的读音及其相应的拼读规则.

(2)要求听读辨认辅音字母k,g,s的相应读音[k][g][s]及[z]四个辅音音素.

2.掌握所列的日常交际用语

(1) Where is Lucy’s coat/ bag/ pencils…?露西的外套/书包/铅笔……在哪儿?

It’s/ They’re on/ in/ mear/ behind…,在…

(2) What can you see in the picture?你在图片里能看到什么?

I can see a clock/ some books…我能看到钟表/书……。

(3) Can you see a bag/ on orange…?你能看到书包/桔子……吗?

No, I can’ Yes, I can.不,我不能 是的,我能.

(4) I can’t find the broom.我找不到扫帚了.

(5) Look at the picture.看图片.

(6) There is a map on the wall in the classroom.在教室的墙上有一张地图.

3.语法

(1) 掌握冠词a, an和the的用法:表示泛指a pen, a free, an orange;表示特指the door, the teacher, the twins.

(2) 掌握介词in, on, under, behind, near, at, of的简单用法.

[重点、难点及词句分析]

1.介词at, in, on, under, behind, near

介词又称为前置词,它不能单独担任句子的成分,必须与名词,代词或相当于名词的其它词类,短语构成介词短语才能做句子或成分.

at, in, under, behind及near均为方位介词,表示地点或位置.首先,at和in在表示地点时,一般的是at表示较少的,比较具体的地点.in表示较大的地点,试比较:

at home在家 at school在学校 in Beijing在北京 in American在美国.不过,英语中表示“在…学校”时则既可用at也可用in.

另外,in, on, under, behind, near均可以表示静态位置,例如:

in表示“在…中/内”,in our class在我们班里.in my bag在我的书包里.in the car在汽车里.

on表示“在…上”.on the desk在书桌上.on the wall在墙上.on the blackboard在黑板上.

under表示“在…下面”.under the chair在椅子下.under her bed在她的床下.under the tree在树下.

behind表示“在…后面”.behind the door在门后.behind the box在盒子后面.behind you/ Jack在你/杰克后面.

Near表示“在…附近”.near the door在门附近.near the window在窗户附近.near Hong Kong在香港附近.

2.This is a picture of a classroom.这是一张关于教室的图片.

Of为从属介词,表示“……”.在英语中若表示无生命的东西的名词所有格,一般可以用of构成短语来表示所属关系.例如:

a map of China一张中国地图;the door of our classroom我们教室的门;the desks and the chairs of our class我们班的课桌椅.

3.look at与see “看”与“看见”

look强调“看”的动作,为及物动词,表示看某样东西时必须与介词at连用.see强调能力结果,表示“看见,看到”,为及物动词.例如:

Look at the blackboard, please.请看黑板.

I can see a cat in the picture.我能看到图片中有只猫.

4.“Can you see a bag?” “Yes, I can.”你能看见书包吗?我能看见.

can是情态动词,与动词原形连用,表示能力,可能性.没有人称和数的变化.其一般疑问句是将can放在主语之前.例句中是肯定回答,否定回答为No, I can’t. can’t是can not的缩略形式,读音为[kaint].否定句是直接将can改为can’t.例如:

I can see a cat under the desk.我能看见桌子底下有一只猫.

Can you see a cat under the desk?你能看见桌子底下有一只猫吗?

Yes, I No, I can’t.是的,我能不,我不能.

5.What can you see in the picture? 在这张图片里你能看见什么?

这是一个特殊疑问句,回答是“I can see”,应为一个完整的句子,不能用“Yes”或“No”来回答.另名词前用了定冠词“the”,表示特指, the picture指的是对话的双方都能看到或所知道的那副画.再如:

What can you see in the box?在箱子里你能看见什么?

I can see some old coats.我能看到一些旧外套.

6.Let’s look at the map.让我们看地图.

此句是祈使句的另一种表达形式,所以无主语.其句式为Let sb. do sth. Let’s=Let us,表示“让我们”,一般情况下用缩略形式,表示征求对方的意见.这种句式中的sb必须用人称代词的宾格形式,后面的动词用原式.例如:

Let’s go to school.咱们一起去上学吧.

回答这种祈使句时,一般可有 All Let’ Sorry, I…等诸如此类的话.另这种祈使句的否定形式应用时加以注意.

7.Thee is a map on the wall in the classroom.在教室的墙上有一张地图.

英语中表示“有”的含义的表达有两个:一个have/ has,一个是there be句式.have表示的是“拥有,归谁所有”,而there be句式表示的是“存在”,即“某地或某处存在有某物”,这是两个完全不同的概念.试比较:

I have a nice new book.我有一辆漂亮的新自行车.

There is a nice picture on the wall.墙上有一张漂亮的图片.

8.中国地名的英语表示法

中国的地名同人名一样均用汉语拼音.中国人的姓名以姓和名两个由大写字母开头的单词出现,而地名却只以一个由大写字母开头的单词的形式出现,且不管这个地名有多长.如Shanghai(上海), Wuhan(武汉), Guilin(桂林),Taiyuan(太原), Shijiazhuang(石家庄), Qiqihaer(齐齐哈尔), Hebei(河北), Heilongjiang(黑龙江).

历史上曾形成的地名有:Peking(北京), Nanking(南京), Gaot(广州),但现在英,美人接受了Beijing, Nanjing, Gaozhou这些拼写形式.

有些地名为了避免误解,采取了特殊的处理方式.如山西为Shanxi, 陕西为Shanxi.再如:西安若写成Xian,可能会使人把它读成“先”等,所以为了让人知道Xian是两个汉字的音,便借助了省略号,把它写成了Xi’an.类似的地点还有:Yan’an(延安), Tai’an(泰安), Xin’an(新安).有些少数民族自治区的地名仍采用沿袭形式.如Hohhot(呼和浩特), Urumchi(乌鲁木齐), Lhasa(拉萨).有些特殊地区目前也仍袭用旧名.如Hong Kong(香港), Macao (澳门).

9.冠词a, an和the的用法

英语中冠词分为定冠词和不定冠词两种.a或an为不定冠词,仅用在单数可数名词前面,表示“一”的意思,但不强调数的概念,表示泛指.the为定冠词,有this, that, these或those的含义,既可用在可数名词的单复数前,也可用在不可数名词的前面(关于不可数名词的概念将在初一学年的第二学期中学习应用),为特指,即指说话的双方都知道的人或事物,也可以表示上下文中提到过的人或事物.定冠词的书写只有一种形式,但读音却为两种,在辅音音素(不是辅音字母)开头的词前读[ ],在元音音素(不是元音字母)开头的词前读[ i:]或[ i].例如:

I have a bird. The[ ]bird is white.

我有一只鸟,它是白色的.

Where are the [ i:]/ [ i] oranges?

桔子在哪儿?

[单词拼写]

1.____(原谅)me, are you Mr. Green?

2. ____(欢迎)to our home.

3.That’s ____(对的)?

4.What’s you ____(地址)?

5.It’s a ____(鹦鹉).

6.Can we ____(放) our bags ____(这里)?

7.My brother, and ____(我) ____(喜爱) it very much.

8. ____(让我们).

9.What’s you ____(身份证) number?

10.My ____(教师) name is Gao Hui.

11.Their ____(尺子)are over there.

12.I’m ____(英国) and he is ____(日本).

13.Lucy and Lily are ____(双胞胎) ____(姐妹).

14. ____(她) mother is a doctor.

15.This pencil ____(卷笔刀) is very nice.

16.Are we ____(都) here today?

17.This is ____(我们)school. It’s No.26 Middle School.

18.Are those ____(铅笔) yours?

19.She ____(教)Chinese in our school.

20.They have six ____(猫).

21.Are those ____(计算机) or TV sets?

22.Are those your ____(盒子)?

参考答案

1.Excuse 2.Welcome 3.right 4.address 5.parrot 6.put here 7.I like

8.Let’s 9.identity 10.teacher’s 11.rulers 12.English Japanese 13.twin sisters

14.Her 15.sharpener 16.all 17.our 18.pencils 19.teaches 20.cats

21.computers 22.boxes

青岛教育信息网版权所有

学科:英语 年级:初一 辅导教师:张丹梅 期数:128

Unit 11 What’s in the teacher’s room?

学习目标:

1.语音

(1)本单元要求进而掌握巩固辨认元音字母i在重读开音节和重读闭音节中的读音及其相应的拼读规则.

(2)要求听读辩认辅音字母l,m,n和字母组合ng的相应读音[l],[m],[n]及[η]四个辅音音素.

2.掌握所列的日常交际用语

(1)What’s in the teacher’s room?老师的办公室里有什么?

There are many things.有许多东西

There is a desk in the teacher’s room.老师的办公室里有一张桌子.

There are some books on the desk.桌子上有一些书.

(2)There’s some money in my purse.我的钱夹里有些钱.

(3)We must open the door and get the ball.我们应该把门打开把球取出来.

(4)Let me help you find it.让我帮你找它吧.

(5)Let me see.让我想想.

(6)Let’s go and have a look.让我们去看看.

3.语法

(1)there be句型:表示“某地某处存在有某物”

(2)介词短语的应用:on the wall, under the bed, behind the door, in the pencil-box, near the desk……

重点,难点及词句分析

1. We must open the door and get the ball.我们应该把门找开把球取出来.

must是情态动词,表示“应该,必须”的意思,和情态动词can一样,后面一定要跟动词原形.若将can, must提到句首就可以变成一般疑问句.例如:

Can you see the bird?你能看见那只鸟吗?

Must I go home now?我现在一定要回家吗?

2. Let me see.让我想想.

这是一个祈使句,在本单元中是“让我想想”的意思.再如:

Where is class one?一班在哪儿?

Let me see. Oh, it’s over there.让我想想.噢,在那边.

当然,Let me see.也可以表示为“让我看看”.例如:

Is this you watch?这是你的手表吗?

Let me see, please. Oh, it’s mine. Thanks.请让我看一看.噢,谢谢,是我的.

3. May I speak to Mr. Wu?我可以找吴先生讲话吗?

此句为打电话时的常用语,句中的may意为“可以”,和前面所提到的can, must一样,为情态动词.

另speak“说,讲话”,既可以做及物动词,也可以作不及物动词.如说某种语言,要当及物动词用,直接跟宾语.而当想和谁说话时,则为不及物动词,要加上介词to后才能跟其说话的对象.例如:

Can you speak English?你能说英语吗?

I want to speak to Zhang Li.我想找张丽说话.

4. What color is your purse?你的钱夹是什么颜色的?

color在此为名词,表示“颜色”,“What color + in(are) + 主语?”是就颜色进行提问的特殊疑问句句型.其答语为“It’s + 颜色”或“They are + 颜色”.

5. The man at the door is my father.在门口的那个人是我的父亲.

介词短语at the door在句中作the man的宾语,意为“在门口的那个人”.类似的用法还有:

the girl behind the tree在树后的那个女孩, the boy on the bike骑自行车的那个男孩, the woman in the car在小汽车中的那个女人等.

6. There be句型:

英语中表示“在某地某处存在有某物(或某人)”这样一个概念时常用there be句型来表示.在这种句子结构中,there是一个引导词,本身无词义; to be是谓语动词,be后面的名词即为主语.there后是用is还是用are, 决定于后面的名词,名词是单数或不可数名词时用is,名词是复数时则用are.“某一地点(或时间)”常用介词短语来表示.例如:

There is a desk in he teacher’s room.在老师的办公室中有一张桌子.(a desk一张桌子,所以谓语动词用的是is)

There is some money in my purse.在我的钱夹中有一些钞票.(money为不可数名词,虽然前面加了some,但谓语动词也须用is)

There are some books on the desk.在桌子上有些书.(some books一些书,不是一本,为复数,故谓语动词用are)

There are sixty minutes in an hour.一个小时有60分钟.

当There be后有两个以上主语时,动词be应与其最近的名词为准,即不管后面还有多少物品,若紧接着的名词是单数时,谓语动词就用is, 反之,则须有are.例如:

There is an eraser and two rulers on your desk.在你的课桌上有一块橡皮和两把尺子.

There are some pencils and a pen in the pencil-box.在铅笔盒中有几支铅笔和一支钢笔.

7. I don’t think so.我认为不是这样.

so是代词,意为“这样,如此”,在句中作宾语,用来代替上文所提到的内容.在不同意对方的说法时,则可以说:I don’t think so.例如:

Is everyone here? Yes, I think so.大家都来齐了吗?是的,我想都来了.

“Jim’s bedroom is very nice.” “No, I don’t think so.”汤姆的房间非常漂亮.不,我认为不好.

8. Draw a picture on a piece of paper.在纸上画一幅图画.

在英语中,名词分为可数名词和不可数名词.凡是可以计数的名词叫可数名词,反之,凡是表示不可计数的名词叫不可数名词.绝大部分的表示物质的名词均为不可数名词.如paper, money, water, tea等.不可数名词一般只是一种形式,其前不能用基数词表示数量,也不能用不定冠词a/ an, 但可用定冠词the表特指,也可以用some等来修饰.若要表达不可数名词的数量时,可以用一个量词短语放在其前,使之所表示的事物具有个体性.如:a piece of paper一张纸, two wads of money两沓钞票; three glasses of water三杯水; four bags of tea四包茶叶.

9. There be句型与have的区别:

There be和have都可译为中文的“有”,但它们的含义是不相同的,there be表示“客观存在”,即“某地某处存在有某物”,而have(第三人称单数形式是has)在英语里表示“拥有,占有,所有”.例如:

I have a watch.我有一块手表.

A house has four legs.马有四条腿.

There is watch on the desk.书桌上有一块手表.

练习:

句型转换

1. My ruler is at home.

____ is ____ ruler?

2. The boy on duty is my classmate.

____ ____ ____ your classmate?

3. Is Bill in?(同义句)

____ Bill ____ ____?

4. There are apples?(单数)

____ ____ ____ ____.

5. Are these computers? Are these TV sets?(选择疑问句)

____ ____ computers ____ TV sets?

6. I am a student at No. 26 Middle School.

____ ____ a student at No. 26 Middle School.

7. They are nice coats.(一般疑问句)

____ ____ nice coats?

8. That’s a new bike.(复数)

____ ____ ____ ____.

9. We’re in Class 4, Grade 1.

____ ____ are you ____?

10.Lucy and Lily look the same(同义句).

Lucy ____ ____ Lily.

参考答案

1.Where, your 2.Which boy is 3.Is at home 4.This is an apple. 5.Are these or 6.Who is 7.Are they 8.Those are new bikes 9.What class is 10.looks like

青岛教育信息网版权所有

学科:英语 年级:初一 辅导教师:张丹梅 期数:131

[学习目标]

1.语音:

本单元要求学习辩认五个元音音素[ ],[au],[ :],[ :],[ ]及辅音音素[ ],并掌握其相应的拼读规则.

2.掌握所列的日常交际用语:

(1)Whose hat is this/ that?这/那是谁的帽子?

Is it yours?是你的帽?

Let me have a look.让我看一看.

No, it’s not mine.不,这不是我的.

(2)Whose are those shoes?这双鞋是谁的?

I think its his/ hers…….我想是他的/她的/……吧.

(3)Put it/ them on.请拿上/戴上.

(4)They’re ours.它们是我们的.

(5)What about theirs?他们的怎样呢?

(6)Please take them to the classroom.请把它们拿到教室去.

(7)I want to find a pen-friend.我想找一个笔友.

(8)It’s a lovely day.这是一条可爱的狗.

3.语法:

(1)掌握由whose引导的特殊疑问句:

Whose hat is that?

Whose are these shoes?

(2)掌握名词性的物主代词的用法,并配合复习形容词性的物主代词:

his/ his

my/ mine her/ hers our-ours

your/ yours it s/ its your-yours their-theirs

[重点,难点及词句分析]

1. 元音音素[ ],[au],[ :],[ :]的读音规则.

(1)字母组合ar及元音字线a在ss或sk前读[ ]音.例如:car, are, class, ask

(2)字母组合ow及oa在单词中读[au]音.例如:how, now, brown, blouse, trousers

(3)字母组合er及ir在单词中常读[ ]音.例如:her, hers, girl, shirt, skirt

(4)字母组合er在非重读音节中读[ ].例如:sister, teacher, under

2. 关于clothes, trousers及shoes的用法.

clothes为复数名词,没有单数形式,统指衣服(裤子,外套,衬衫等),但不能指某一件衣服.可以说his clothes, these clothes, those clothes, green clothes,但不能说three clothes, four clothes等.

同样,trousers在英语中也总是以复数形式出现.因为裤子有两条腿,所以不能有单数.不可以说a trousers, two trousers等.

一条裤子是a pair of trousers. 两条裤子two pairs of trousers.

须注意的是,在句子中即使含义指的是一条裤子,由于trousers是复数名词,所以其代词或动词也要使用复数形式.例如:

What colour are Jim’s trousers?吉姆裤子是什么颜色的?

They are dark blue.是藏蓝色的.

当然,若是用pair来具体表示的话则可以说:This is a air of trousers.这是一条裤子.

另,shoe“鞋”,在日常生活中虽也常以复数形式shoes出现,但有时也可以单独指一双鞋中的一只.例如:

There is only one shoe under the bed. Where the other one?床下只有一只鞋,另一只在哪呢?

当强调一双鞋时,英语的表达为a pair a shoes.

3. Whose shirt is this?这是谁的衬衫?

Whose are these sweaters?这些毛衣是谁的?

以whose开头提问的特殊疑问句表示的“……是谁的?”所提问的对象是物主,它既可以充当形容词性的物主代词,也可以充当名词性的物主代词.

Whose作为形容词性的物主代词,可以对my, your, his, her, our, their, Jim’s, Kate’s等形容词性的物主代词或名词所有格提问.例如:

These are their sweaters.这些是他们的运动衫.(就their划线提问)→whose sweater are these?这些是谁的运动衫?

whose作为名词性的物主代词,可以对mine, yours, his, hers, ours, theirs, Jim’s, Kate’s等名词性的物主代词或名词所有格提问.例如:

This skirt is hers.这件短裙是她的.(就her划线提问)→whose is this skirt?这件短裙是谁的?

以上两种用法的句子意思上基本相同,都是用来询问某物属于谁的,只是从句子结构上看有些区别.第一句提问的是表语的定语,第二句提问的是表语.

在回答对表语提问的疑问句时,一般只有一种形式的回答.如

Whose is that cup?→It’s mine. It’s not his.

而回答对表语的定语提问的疑问句时,则可以有两种表语形式的回答.如:

Whose bike is that?→It’s mine. 或It’s my bike.

4. Put it on, please.请把它穿上.

Put on有“穿上……衣服,戴上……帽子”之意,强调“穿,戴”为动作.put为及物动词,on前面或后面,但如果它的宾语是代词,如:it, them, this, that, these, those等,则这些代词只能放在on的前面,而不可置于之后.例如:

穿上衣服吧.既可以用Put you clothes on.也可以用Put on your clothes.把它们穿上吧.正确的:Put them on. 错误的:Put on them.

Put on的反义词组是take off,将在第十五单元出现,其用法是一致的.

5. Please take them to the classroom.请把它们拿到教室去.

take…to…, “把…带(拿)到…”,这里to是介词,表示方向.例如:

Can you take the chair to the room?你能把椅子拿到屋里去吗?

6. I want to find a pen friend.我想交一个笔友.

want to do……,“想(要)干”,这里to是动词不定式符号,在英语中,一个句子中若出现两个动词的话,一般地来说后边的一个动词要用动词不定式相结,不定式即:“to + 动词原形”.

例:We want to play football.我们想踢足球.

7. 物主代词:

英语中有两种物主代词,一种是形容词性的物主代词:my, your, his, her, its, our, your, their;另一种是名词性的物主代词:mine, yours, his, hers, its, ours, yours, theirs.

形容词性的物主代词起形容词作用,用以修饰名词作定语,也就是说形容词性的物主代词后面一定要跟上一个名词.例如:

That is your blouse.那是你的衬衫.

He is my brothers.他是我兄弟.

而名词性的和扩代词起名词的作用,相当于形容词性的物主代词加上一个名词的意义,也就是说名词性的物主代词后面不能再加名词了.例如:

He can’t find his shoes. Can you find yours?

他找不到他的鞋.你能找到你的鞋吗?

这里的yours相当your shoes.

[练习]

完成句子

1. 我在一年级二班.

I _____ in _____ _____, _____ _____.

2. 那是我的鹦鹉.它的名字叫波拉.

That’s my _____. _____ name’s Polly.

3. 他们的包在那边.

_____ bags _____ over there.

4. 这是什么?是辆旧吉普车.

_____ this? It’s _____ _____ jeep.

5. 金先生的两个孩子都在14中.

Mr. King’s _____ are _____ in No. 14 Middle School.

答案:

1. I’m class 2, Grade 1 2. parrot, Its 3. Their, are

4. What’s, an old 5. children, both

青岛教育信息网版权所有

学科:英语 年级:初一 辅导教师:张丹梅 期数:120

[一日一成语]

apple of one’s eye

几乎在世界上任何一个地方,苹果都是深受人们喜爱的一种水果,一则是因为它营养丰富,二则是因为它外观可爱。英美人对苹果也十分偏爱,因而英语中有些成语和苹果有关,如:

An apple a day keeps the doctor away.

一日一苹果,医生远离我。

Upset the apple cart 乱了如意算盘。

Apple-polisher 爱拍马屁的人。

今天要讲的这个成语也是和苹果有关的。也许因为苹果是从从钟爱之物,因而某人眼中的苹果便被引申来指他所钟爱的人或物了。要注意也是这个成语中的eye表示的是抽象的意义,因而用单数,不用复数:

Ever since he entered this school, he has always been the apple of the teacher’s eye.

自从他进这所学校以来,他一直是老师的宠儿。

Don’t expect to borrow the new bike from him. It is the apple of his eye and he will never lef anyone else touch it.

别想借用他的新自行车,那是他的宝贝,他绝不会让别人碰一下的。

[学习目标]

1. 语音:

辨认和掌握元音字母a在重读开音节和重读闭音节中的读音及其相应的拼读规则。

2. 听、说、读、写掌握下列日常交际用语

1)I’m 11. Are you 11, too? No, I’m not. I am 12.

我11岁。你也11岁吗? 不,我不是。我12岁。

2)How old are you? 你多大了?

3)What class (grade, row) are you in? 你在哪一班(年级、排)?

I’m in Class (Grade, Row) 2. 我在二班(年级、排)。

4)What’s your number? I’m Number 3.

你是几号? 我是3号。

5)Let’s go to class now. Ok. Let’s go.

现在让我们上课去吧。 好吧,我们走吧。

6)What’s 1 plus 3? 1加3是多少?

It’s 4. 是4。

7)What’s 3 minus 2? 3减2是多少?

It’s 1 . 是1。

3. 语法

理解系动词be(am, is, are)的完全形式、缩略形式、问答及答语,并注意其在疑问句中的语序。

[重难点及词句分析]

1. 元音字母a的读音:

(1) 元音字母之后有一个辅音字母(r除外),而后面又跟上一个不发音的字母e的音节叫相对开音节。元音字母之后没有辅音字母的音节叫绝对开音节。

在重读开音节中,元音字母a一般读字母本身的音[ei]。如:name, grade, game等。

(2) 元音字母之后有一个或几个辅音字母(r)除外,这样的音节叫闭音节。

在重读闭音节中,元音字母a发[]音,如:

bag, map, thank等。

但在class词中则读[a:]音,在what词中读[ ]音。

2. I’m in Row 1. I’m Number 2. 我在第一排。我是第二号。

在第几排需用介词in,而第几号则不加in。表示第几排、第几号时,Row和Number的节一个字母均要大写,另Number还可以缩写为No.,而在特殊疑问句中却不需要大写,如:

What row are you in ? 你在第几排?

What’s you number? 你是第几号?

英语中,表达几排几号的用法除了例句外,还有如:I’m Number2, Row 1.或I’m Number 2 in Row 1. 均意为“我在一排二号”。

3. What class are you on in? 你在哪个班?

I’m in class 3, Grade 1. 我在一年级三班。

What class are you in?”中的class应小写,而答语“I’m Class 3, Grade 1.”中的Class,Grade的第一个字母则必须大写。另应注意的是,在英语中表达几年级几班的方法正好同中文的顺序相反,要先说小,后说大,班级和年级之间要用逗号,表示某年级或某班的数词要放在英语单词class或Grade之后。如:

Class 6, Grade 3. 三年级六班

Class1, Grade2. 二年级一班

4. What’s one plus two? 一加二等于几?

减、乘、除的得数提问常用what,也可以用How much,等号用is表示,句中plus是“加”的意思,也可以用and代替,如:

What’s three and four? 三加四等于多少?

另minus为“减”,如:What’s five minus three? 五减三等于多少?

用句式It’s+数字表示。如:It’s two. 是二。当然,也可以说One plus two is three.一加二等于三。Five minus three is two. 五减三等二。

5. How old are you ? 你几岁了?

人年龄时可用How old.简单回答I’m eleven.我11岁。完整的回答为I’m eleven years old.

6. Ah, it’s a secret. 啊,这是一个秘密。

啊),是一个感叹词,用来表示惊讶、喜悦、赞叹等感情。在西方国家里,人们不喜欢别人询问他们的年龄、婚姻、工作及工资收入等问题。因为他们认为这些属于自己的隐私,不愿让别人知道。尤其是妇女和年长者,更不愿意别人询问他们的年龄,因为他们总希望把自己打扮得年轻漂亮些。如果别人问起的话,他们会巧妙地避而不答。因此当Meimei问May Hyole的年龄时,她委婉的回答Ah, it’s a secret.这与中国人的习俗极不相同。他们见面时常喜欢问对方的健康状况“How are you?”或谈论天气“It’s a lovely ady, isn't it?”

7. 系动词be的表现形式及用法:

系动词be是am, is, are的原形。am, is, are是动词be在一般现在时中的三种表示形式,其缩略形式分别为’m, ’s, ’re.如:

I’m HanMei. 我叫韩梅。但This is a book. 中的This is 是不能缩略的,不能写成That’s a book,把am, is , are移到句首,就构成了一般疑问句。一般疑问句有肯定回答和否定回答两种情况。例如:

---Are you Kate Green?

---Yes, I I’m not.

---你是凯特格林吗?-----是的我是。/不,我不是。

“Am I in Row 4?” “Yes, you you aren't.”

“我是在第四排吗?” “是的,你是。/不,你不是。”

注意:在作肯定回答中,Yes后面的简短陈述不能缩略。如:

Yes, it is . 不能写成Yes, it’s.

Yes, you are 不能写成 Yes,you’re.

Yes, I am 不能写成 Yes, I’m.

在am, is, are后面加上not就变成了否定句。如:

I’m not Li Tao. I’m Li Tong. 我不是李涛,我是李铜。

You are not Number 5. You are Number 7.

你不是5号,你是7号。

This is not a pen. It’s a pencil.

这不是钢笔,这是铅笔。

在否定句中,are not可缩写为aren’t,is not 可缩写为isn’t,但am not不能缩略,只能用I’m not 形式表示。

[交际小广场]

补全对话,从所提供的7个选项中选出5个适合的选项完成对话。

Woman:Good afternoon. 1

Boy: Yes, please. 2

Woman: 3

Boy:Three Kilos (公斤),please.

Woman:Here you are. 4

Boy: Yes, thank you. 5

Woman:Nine yuan. Bye-bye!

Boy: Thanks. Goodbye!

A.What do you want?

B.I want to buy some apples.

C.Is that all?

D.That’s all right.

E.Can I help you?

F.How many apple would you like to buy?

G.How much are they?

答案:1.E 2.B 3.F 4.C 5.G

根据情景选择最佳答案

1. 当你第一次见到新朋友,你想先向其问好,你应说:

A How are you? B Nice to meet you C You are good.

2. 当你想问别人某事或请他人帮助做某事时,你应说:

A Hello! B How are you? C Excuse me!

3. 当你的言行给别人带来不便,想赔个礼时,你应说:

A I’m sorry. B I’m not good. C Excuse me!

4. 当你想向对方介绍李磊进,你应说:

A He’s Li Lei B It’s LiLei C This is LiLei

5. 当别人向你告别,说声“See you later!”时,你应回答:

A Hello! B See you! C Sorry!

答案:1.B 2.C 3.A 4.C 5.B

青岛教育信息网版权所有

学科:英语 年级:初一 辅导教师:张丹梅 期数:121

[一日一成语]

in the long run

run是个人人都知道的极为普通的动词,但越是普通的词,用得越多,用法也越多,意义上的变化也越多。在in the long run 这个成语里,run显然不是个动词,而是个名词了。它在这里的确切意义很难说,但整个成语的意义却十分明确,即“最终”,用产表示一系列事件或活动最后导致的结果:

You only have to spend 10 minutes every morning doing this set of exercises, but in the long run it will do you a lot of good.

你每天早晨只要在十分钟做这套体操,但从长远来看,这对你大有好处。

You may score good marks by burning the midnight oil before the exams, but in the long run you have to study hard every day be really successful.

靠考试前开夜车你能得几个好分数,但从长远计,你要靠平时用功才能真正学好功课。

A private tutor could be very helpful, but in the long run you have to learn to study all by yourself.

私人教师固然有所帮助,但最终你还是要学会靠自己去学。

[目标]

1. 语言:辨认和掌握之音字母I在重读开音节和重读闭音节中的读音及其相应的拼读规则。

2. 四会掌握以下的日常交际用语:

1) What’s this in the English? 这个用英语怎么说?

It’s a pencil-box. 叫a pencil-box(一个文具盒)

2) What’s this? 这是什么?

It’s a clock. 是一个钟表。

3) What’s that? 那是什么?

It’s an eraser. 是一块橡皮。

4) Is this a computer? 这是计算机吗?

Yes, it is. 是的,它是。

5) Is that an apple? 那是苹果吗?

No, it isn’t. 不,它不是。

6) Stand up, please. 请起立。

7) Thanks. 谢谢。

That’s OK. 不用谢。

3. 语法:

1) 掌握代记号this, that和it的运用方法。

2) 掌握一般疑问句及特殊疑问句形式以及相应的基语。

3) 掌握不定冠词a 、an的用法。

[重点、难点及词句分析]

1. 元音字母I的读音

1) 元音字母I在重读开音节中一般读字母本身的音[ai]。如:

bike, fine, nine, nice

2) 元音字母I在重读团音节中读[i]音。如:this, it, six.

2. What’s this? 这是什么?

What’s that? 那是什么?

在英语中,这两句是“以物”的最基本的表达方法,其句型称为特殊疑问句。回答这种问句时要用完整的句子来回答。为了避免重复this或that,常用代词it来答,即It’s a /an……,它是一个……。this that在英语中称为指示代词。this常指较近的人或物,that常指较远的人或物。it的作用很广泛,主要意思是“它”,指事物(有时也表示人物),或者代替前面提到的事物等,翻译时,一般不用译出本身的词义。

What’s that? 那是什么?

It’s jeep. 是辆吉普车。

3. What’s this in English? 这是用英语怎么说?

这是一个特殊疑问句,其结构是特殊疑问词what加上一般疑问句的语序,朗读时用降调。in English译为“用英语”,in是介词,在这里表示“用某种手段”,在语言前面加上介词in即表示用某种语言表达。再如:

in Chinese 用中文

in Japanese 用日语

4. 单词English, Chinese和Japanese:

这三个词均可用作名词,也可用作形容词。例如:

1)He is English. (adj. 形容词)他是英国人(指国籍)。

He is an English boy. (adj. 形容词)他是个英国男孩。

2)I’m Chinese. (adj. 形容词)我是中国人(指国籍)。

I’m a Chinese boy. (adj. 形容词)我是个中国男孩。

I’m a Chinese. (n. 名词) 我是中国人。

3)He’s Japanese. (adj. 形容词)他是日本人(指国籍)

He’s a Japanese. (n. 名词) 他是日本人。

English作名词时,意为“英语”,作形容词时,意为“英国的,英国国籍的人”。若要表达“他是个英国人。”可说He is an English man.

5. Is this a pen? 这是一支钢笔吗?

Is that a ruler? 那是一把尺子吗?

这两句称为一般疑问句,朗读时用升调,其语序与汉语是有区别的。对一般疑问句的回答要用Yes或No来进行简略回答就可以了。例如对上面两句的答语说Yes, it is. 是的,它是。或(No, it isn’t不,它不是。)

应注意的是,若第一次指人或物时用的是指示代词this或that,当第二次才是到时一般应改用代词it。如:

This is a book. It’s an English book. 这是一本书,它是一本英语书。

6. 不定冠词a和an。

a和an这两个词在英语中称为不定冠词,用于可数名词单数的前面,修饰和限定名词,常用于泛指,表示某类人或事物中的“一个、一只、一件、一辆”等。

a和an的用法有一定规律:

a有在辅音音素开头的单词前。

如:a book, a cake, a desk, a banana等。

an用在元音音素开头的单词前(注意指的是音素,而不是字母)。

如:an apple, an egg, an orange, an English car, an hour 等。

值得注意的是,在汉语中我们可以说“这是笔。”“那是地图”。“他是学生。”等,但在英语中,这些名词前面必须有一个不定冠词。表达式如下:

This is a pen.

That’s map.

He’s a student.

[练习]

一、 指出下列每组对话在一般情况下应用的语调。

1) Are you Number 4? Yes, I am.

A.降,降 B.升,升 C.升,降 D.降,升

2) What’s even plus five? It’s twelve.

A.降,升 B.升,降 C.升,升 D.降,降

3) Are you Mr Read? No, I’m not. Sorry.

A.降,升,降 B.升,降,降 C.升,降,升 D.降,升,升

二、 找出划线部分读音与其他三个不同的单词。

( )1. A.map B.thank C.class D.apple

( )2. A.can B.what C.that D.and

( )3. A.bike B.fine C.nice D.this

( )4. A.spell B.secret C.seven D.desk

( )5. A.old B.clock C.box D.orange

( )6. A.no B. do C.hello D.zero

( )7. A.up B. cup C.number D.excuse

( )8. A.look B. book C.too D.good

三、 句型转换,每空一词

1) That’s an old English car.(改为一般疑问句)

____ _______ an old English car?

2) Is this a Chinese book?(作否定回答)

_____,it ______.

3) I’m twelve. (就划线部分提问)

____ _____ are you?

4) This is a Japanese book. (就划线部分提问)

________ this?

5) I’m in Grade 2. (就划线部分提问)

_____ ______ are you _____?

6) Liu Ying is in Class 3, Grade 1.(改为一般疑问句)

______ Liu Ying ______ Class 3, Grade 1?

7) That is an orange in English. (就划线部分提问)

______ _________ in English?

8) I’m fine to day. (就划线部分提问)

_____ ______ you today?

四、 找出下列各句中的错误,并写出正确答案。

( )1.Jim Green is in row 2.

A B C D

( )2.Is LiLei and Jim in Class 3?

A B C D

( )3.”What eleven minces four?” “Seven”

A B C D

( )4.Is Miss Gao you Chinese teacher?

A B C D

( )5.This is my an English book.

A B C D

[答案]

一、1)C 2) D 3)B

二、1)C 2) B 3)D 4)B 5)A 6)B 7)D 8)C

三、1)Is, that 2)No, isn’t 3)How, old 4)What’s

5)What, grade 6)Is, in 7)What’s that 8)How, are

四、1)D Row 2)A Are 3)A What’s 4)C your 5)C my/an

青岛教育信息网版权所有

学科:英语 年级:初一 辅导教师:张丹梅 期数:122

1. 语言

辨认和掌握元音字母e在重读开音节和重读闭音节中的读音及其相应的拼读规则。

2. 掌握所列的日常交际用语

1) Who’s this/that? 这/那是谁?

This /That is …… 这/那是……

2) How old is he/she? 他/她几岁了?

He/She is …… 他/她……

3) This is a bird. Its name is Polly. 这是一只鸟,它的名字叫波利。

4) I think he’s very old. 我认为他年级很大了。

5) Who’s this is Picture 1? 第一幅画中的这个人是谁?

6) What’s his/her/its name? 他的/她的/它的名字叫什么?

His/her/its name is …… 他的/她的/它的名字叫……

7)Is he/she/it a ……? 他/她/它是……?

Yes, he/she/it is. No, he/she/it isn’t

是的,他/她/它是。 不,他/她/它不是。

8)Is she at school? 她在学校吗?

9)Where is he/she? 他/她在哪儿?

He/She is (not) at home. 他/她(不)在象。

10)I don’t know. 我不知道。

11)Who’s my friend? 谁是我的朋友?

12)Is your friend a boy or a girl? 你的朋友是男孩还是女孩?

13)Yes, that’s right. No, that’s wrong.

是的,对了。 不对,错了。

14)Please say hello to her. 请向她问好。

3. 语法

(1) 掌握人称代词he,she和it 的运用方法。

(2) 掌握物主代词my, your, his, her 和its的用法。

(3) 系动词be的单数人称的一般疑问句的构成及相应的答语。

[重点、难点及词句分析]

1. 元音字母e的读音:

1) 元音字母e在重读开音节中读字母本身的音[i:]

例如:he she chinese

2) 元音字母e在重读闭音节中读[e]音。

例如:pen desk spell

另字母组合ee在单词中读[i:]音。

例如:three jeep meet

2. Who’s this? 这是谁?

这是询问眼前的某人人是谁时的专门用语,若想知道较远处的某个人是谁时则用Who’s that?“那是谁?”回答时仍用This is ……或That is ……。如果当时知道所问的对象的性别时也可以用He is ……或She is……。

例如:Who’s this? This is Li Tao.

这位是谁? 这位是李涛。

Who’s this? He is Li Tao.

这位是谁? 他是了涛。

Who’s that? She is Liu Xiaomei.

那位是谁? 她是刘晓梅。

3. I think he is very old. 我想他年级很大了。

英美人在发表自己的观点或判断时,常用I think,意为“我想,我认为”,然后加上一个宾语从句。如例句中的he is very old.就是I think的宾语。这种由I think引起的句子其语气比较委婉。再如:

I think she’s twelve. 我想她十二岁了。

I think he’s Mr Zhnag. 我认为他是张先生。

I think he is right. 我想他是对的。

4. I don’t know his name. 我不知道他的名字。

句子的know为“知道”的意思,是实义动词一,亦称行为动词。do是助动词,本身没有意义,它和not构成否定形式,用来否定一个实义动词,don’t是do not的缩略形式。若将助动词do放在主语前面则可用来对一个实义动词提出疑问。

例如:Do you know his name? 你知道他的名字吗?

这和连系动词be(am, is , are)的否定和疑问不一样,连系动词的否定是在其后直接加not,疑问时则把连系动词直接放在主词的前面。

5. Is everyone here today? 今天大家都到齐了吗?

在英语中,every要看作为单数,动词用is,指的是每个人。如果全体都到齐了,可以回答“Yes, everyone is here.”如果有人缺席,则回答“No, ……isn’t here.”或“No, ……and……aren’t here.”表示同类问题的说法还有“Are we (you) all here today?”回答为“Yes, we are all here.”都到齐了。

6. Is she at school today? 她今天在学校吗?

at school 是一个固定词组,意思是“在学校上学”注意介词用at。

例如:Li Lei is at school today. 李磊今天在校上学。

7. I think she’s at home. 我认为她在家。

at home意思“在家”,也是一个固定词组,home在此作名词用,注意介词应用at。

例如:Jim isn’t at school. He’s at home.

吉姆没有在学校上课。 他在家里。

8. Is Bill in? 比尔在家吗?

这里be in等于be at home,都译为“在家”。in是副词。英语中,home也常作为地点副词用,前面不加任何其它的词。

例如:go home. 回家

9. Is your friend a boy r a girl? 你的朋友是男孩还是女孩?

这是一个选择疑问句。在英语中,提出两种或两种以上的问题,要求对方选择其中一种回答,这种问句叫做选择疑问句。选择疑问句由“一般疑问句+or(不能用and)+另一个选择部分?”构成,回答时常根据所提示的选择成分作出选择,而不能用Yes或No来回答。朗读时一般的情况下是前一种选择用升调,后一种选择用降调。

例如:Is Luey at home or at school. 露西是在家还是在学校呢?

She is at school. 她在学校。

Are you in Grade one or in Grade Two? 你是在一年级还是在二年级?

I’m in Grade Two. 我在二年级。

Is Polly a cat or a bird? 波利是一只猫还是一只鸟呢?

It’s a bird. 是一只鸟。

10.That’s right 和 That’s wrong.

对了 错了

对某一判断,观点或回答作出评判时,如果认为对方是对的,常说That’s right/You’re right.或很简单地说Right。如果认为对方是错的,常说That’s wrong或You’re wrong。但一般不说或很少说Wrong。

11.Who’s that in Picture 1? 第一幅画中的那个人是谁?

1) Picture 1 这是个名词在前,数词在后的词组,名词的第一个字母要大写。

如:Row 6, Class 3.

2) In在这里是介词“在……里”。

12.语法

1) 本单元出现的he(他),she(她),it(它)是第三人称单数的人称代词,在句中作主语,称为人称代语主格。它们与系动词be连用时的表示形式为He is …,She is…,It is…。同时可以缩略为He’s…,She’s…,It’s…。

如:She’s a girl. 她是个女孩。

I think he’s at school. 我认为他在学校里。

It’s bird. 它是一只鸟。

2) my, your, his, its称为形容词性的物主代词,起形容词的作用,所以,它们的后面一定要加名词构成词组。

如:my bike 我的自行车

your English book 你的英语书

its name 它的名字

13.英语如何打电话

英语中打电话时的用语与中国人的习惯方式是不同的。英美车家的人当听到电话铃响时,拿起话筒和对方讲话一般的要先报自己的电话电码,然后再说内容。中国人则不是这样,另外电话时问“你是谁呀?”英语不能译成“Who are you?”即应是“Who’s that?”若问对方是不是某人时,应说“Is that…?”回答说“Yes, it is.或No, it isn’t.”“我是比尔”应说“This is bill.”或“This is Bill speaking.”不能说“I’m Bill.”

[练习]

一、 找出划线部分的读音与其他三个不同的单词。

( )1.A she B ten C egg D spell

( )2.A jeep B meet C three D clesk

( )3.A am B cake C hat D man

( )4.A right B five C think D bike

( )5.A not B home C box D clock

( )6.A my B you C your D yes

二、 根据句意填入所缺的单词。

1. This is a boy. _____ name is Sam. _____ is eleven.

2. That is a girl. _____ name is Li Fen. _____ is ten.

3. Look, this is a bird. What’s _____ name? _____ I don’t know.

4. _____ name is Liu Hong. _____ am twenty-four.

5. “_____ her name?”” _____ name is Su Weifang.”

6. “_____ that?”” It _____ Miss Gao speaking.”

7. “_____ is Li Lei?”” ______ is here.”

8. “______ everyone here?” ” No, Aun _____ here.”

三、 选择正确的交际用语。

1.当你早上在学校看见刘老师时应说( )

A Hello, Mr Liu! B Good morning, Mr Liu! C Nice to meet you, Mr Liu!

2.当别人问你“How are you?”时,你应回答( )

A Good, thank you B Fine, thank you. And you? C I’m fine, too.

3.当初次相识某人时应说( )

A How are you? B What’s your name, please? C Nice to meet you.

4. 当你需要打扰、麻烦别人时应说( )

A Excuse me B I’m sorry. C How do you do?

5. 当你把朋友Bill介绍给别人时应说( )

A He is my friend, Bill B It’s my friend, Bill C This is my friend, Bill

四、 选择填空

( )1.Everyone _____ in the classroom now.

A am B is C are D be

( )2.”I think she is in Class 1.””Yes, that’s _____ .”

A ok B good C right D wrong

( )3.Is that a Chinese jeep _______ a Japanese jeep?

A or B and C or is D and is

( )4.Tom isn’t _____ Chinese. He is ______ English boy.

A an, an B an, a C /, an D a, /

( )5.”Is Jim ____ , Bill?””Sorry, he’s not _____ home.”

A at, at B in, at C in ,in D at, in

( )6.That woman is ____ old, I think.

A a B an C good D very

( )7.” _____ that?” “That’s our teacher, Miss Gao.”

A what’s B who’s C what is D where is

( )8.______ bike is not here. ______ over there.

A Her, Is B She’s, It’s C Her; It’s D Her, it’s

( )9.”Can you spell his name please?” “Sorry, I ____ his name.”

A not know B know not C am not know D don’t know

( )10.”Is Mr Liu your English teacher?” “______”

A Yes, he is B He’s a Chinese teacher C No, it isn’t D Yes, she is.

五、 根据所给的中文完成下列名句。

1. 这个用日语怎么说?

What’s this _____ _____?

2. 你的朋友几岁了?

_____ _____ _____ your friend?

3. 四加五等于几?等于九。

“_____ four _____ five?” “It’s _____.”

4. 魏华在哪儿?她在学校呢。

“_____ Wei Hua?” “She is _____ _____.”

5. 请问你的朋友的名字叫什么?她叫刘晓梅。

“_____ _____ friend’s name,please?” “_____ name _____ Liu Xiaomei.”

六、 补全对话(每空一词,缩络词算一词)

Liu Ying:______!62768591

Miss Gao:Hello, Liu Fang?

Liu Ying:No, _____ is liu Ying.

Miss Gao:Hi, Liu Ying, This ______ Gao Hui, How are you?

Liu Ying:_______ , thanks, Miss Gao.

Miss Gao:Is Liu Fang ______?

Liu Ying:________, she is not at home.

Miss Gao:Where _____ she?

Liu Ying:I ____ she is ______ school.

Miss Gao:OK, Thank you. Goodbye.

Liu Ying:______ Miss Gao.

七、 阅读理解:

Zhang Jie is a Chinese girl. She is in Class 1, Grade 1. She is in Row 4. She is Number 3. Her Chinese teacher is Mr Li. Mrs Green is her English teacher. Jane Brown is an English girl. She is fourteen. She is in Zhang Jie’s class. She is in Row 3. She is Number 2 Zhang Jie and Jane Brown are good friends.

根据短文内容判断下列句子的正误:

( )1.Zhang Jie is Number Three in Row Four.

( )2.Jane Brown is Zhang Jie’s good friend.

( )3.Mr Li is Zhang Jie and Jane Brown’s English teacher.

( )4.Jane Brown is in Class 1, Grade 1, too.

( )5.Jane Brown is Number Three in Row Five.

参考答案

一、1.A 2.D 3.B 4.C 5.B 6.A

二、1.His, He 2.Her, She 3.Its, Sorry 4.My, I 5.What’s , Her 6.Who’s, is 7.Where, He 8.Is, isn’t

三、1.B 2.B 3.C 4.A 5.C

四、1.B 2.C 3.A 4.C 5.B 6.D 7.B 8.C 9.D 10.A

五、1.in Japanese 2.How old is 3.What’s, and, nine 4.Where’s, at school 5.What’s your, Her, is

六、1.Holle 2.This 3.is 4.Fine 5.in 6.No 7.is 8.think 9.at 10.Goodbye

七、1.√2.√3.×4.√5.×

青岛教育信息网版权所有

学科:英语 年级:初一 辅导教师:张丹梅 期数:123

[谚语]

You cannot have it both ways

不能两面讨好

本句还含有“两者不可兼得”之意。有关此类意义的谚语很多,如“You cannot have your cake and eat it”(你不能既吃蛋糕同时又拥有它)。“You cannot sell the cow and drink the milk”(你不能卖牛又要喝奶)。

Uint 6 Is this your pencil-box?

1. 语音

(1) 辩认和掌握元音字母o在重读开音节和重读闭音节中的读音及其相应的拼读规则。

(2) 学习和掌握名词复数词尾加---s或---es的读音规则。

2. 掌握所列的日常交际用语

(1) Is this your /my/his/her pencil-box?这是你的/我的/他的/她的铅笔盒吗?

Yes, it is. / No, it isn’t. 是的,它是。/ 不,它不是。

(2) Here you are. 给你

(3) Where’s my cup? 我的茶杯在哪儿?

(4) What are these/those? 这些/那些是什么?

They’re boats, hills, trees, etc. 它们是船、小山、树,等等。

(5) Are these/those/they English books? 这些/那些/它们是英语书吗?

Yes, they are. / No, they aren’t. 是的,它们是。 / 不,它们不是。

(6) They’re their books. 它们是他们的书。

(7) Thank you very much. 非常感谢你。

That’s all right. 不必谢。

3. 语法

(1) 掌握物主代词my, your, his, her和its的运用方法。

(2) 熟练拼写数词1到12,并初步掌握可数名词复数的变化方式。

(3) 掌握指示代词these, those和人称代词they的运用。

[重点、难点及词句分析]

1. 元音字母O的读音:

(1) 元音字母O在重读开音节中读字线本身的音[ u]

例如:no, home, those

(2) 元音字母O在重读闭音节中读[ ]音

例如:not, box, dock

(3) 在单词do, to 和 who中,元音字母O读[u:]音

2. 指示代词these, those 和人称代词they:

(1)指示代词these以及this和that都是指示代词,these是this的复数形式,those是that的复数形式。these和this指身边或距离较近的人或事物。those和that指离说话人较远的人或事物。

例如:This is an apple and that is a banana. 这是一个苹果,那是一只香蕉。

(变复数为)These are apples and those are bananas. 这些是苹果,那些是香蕉。

需注意的是,当these或those作主语时,后面的系动词be要用are,动词后面的名词也要用复数形式,以保持数的一致。

(2)在回答主语是these或those的一般疑问句或特殊疑问句时,通常用they来代替these或those,以避免重复。

例如:Are these English ears? 这些是英国汽车吗?

Yes, they are. 是的,它们是。

Are those your Chinese books? 那些是你们的语文书吗?

No, they aren’t. 不,它们不是。

What are these/those? 这些/那些是什么?

They are oranges. 他们是桔子。

注意在简略的肯定回答中,位于句尾的连系动词be不能和前面人称代词缩写,即Yes, they are 不能写成Yes, they’re.

3. Here you are! 给你!

这是英语中的习惯句型,意思是“这是你所要的东西”它是当你用东西去满足别人的要求或用东西去帮助别人时随口说的一句礼貌用语。

例如:Can I use your pen? 我能用一下你的钢笔吗?

Yes, here you are! 可以,给你!

I’d like to buy 3 tickets. 我想买3张票。

OK, here you are. 可以,请拿好。

类似的表达形式还有:Here it is.和Here they are.其意思是“在这儿”。当你看到别人寻找某物时,你可以用其中的一句回答他的问题或给他指出此物的位置所在。前句用于单数名词,后句用于复数名词。

例如:Where is my book? 我的书在哪儿?

Here it is. 在这儿。

Where are my glasses? 我眼镜在哪儿?

Here they are. 在这儿。

4. Yes?什么事呀?

Yes意为“是的”,用于对一件事表示同意或对一般疑问句表示肯定回答时。而本单元出现的“Yes?”则表示一种疑问,用于回答别人用“Excuse me!”来询问一件事情,请教某个问题或提出一个请求时,意思是“什么事呀?”注意朗读时要用升调。

5. Look at the picture and listen to the tape. 看图,听录音。

此句中look at和listen to均是动词和介词搭配的词组,后面所跟的名词the picture, the tape都为介词的宾语,特别注意的是此处若跟人称代词的话一定要用其宾格形式。

例如:Look at me and listen to me, please. 请看着我,听我说。

6. What number is Jim’s bus? 吉姆(所需乘)的公共汽车是几路?

在英语中,有些名词(特别是表示有生命的东西的名词)可以用’s来表示所有关系,称为名词所有格,表示某人的。

例如:Sam’s book 萨姆的书 my friend’s bag 我朋友的书包

the teacher’s desk 老师的书桌

若词尾已是s的,则在s后加’。

例如:her friends’ names 她朋友们的名字

the students’ English books 学生们的英语书

the boys’ bedroom 男孩子们的卧室

7. That’s all right. That’s right 与All right.在使用时的区别:

(1) That’s all right. 没关系;不必谢。

这是回答别人的歉意“I’m sorry.”或谢意“Thanks”“Thank you”“Thanks/ Thank you very much”时常说的一句话,意思是“没什么”。“不用谢”或“别客气”。此外,在回答别人的歉意时还可以说“Not at all”在回答别人的谢意时也可以用“That’s OK”“Not at all”“You’re welcome!”“It’s a pleasure”等来表示,其中“That’s OK”是最随便的一种表达方式。

例如:Jim! Is this your eraser? 吉姆,这是你的橡皮吗?

Yes, it is. Thanks. 是的,谢谢。

That’s OK. 不客气

(2) That’s right 对的,对了。

这是肯定对方答案时常用的语言。

例如:How old is Su Huifang? 苏慧芳多大年龄了?

I think she is fifteen. 我想她十五岁了。

Yes, that’s right. 是的,对了。

(3) All right 好了,可以,行。 常用于表示赞同对方,肯定对方的意思。

例如:Can you spell that cat’s name? 你能拼出这猫的名字吗?

Yes,M-I-A-O---M-I-A-O可以,M-I-A-O-M-I-A--O

All right. 好。

综上所述,我们应根据具体的情况来注意使用这三个短句。

8. 名词的复数

英语中的名词可分为可数名词和不可数名词。可数名词在应用时有单数和复数两种形式。表示一个的概念用单数,表示两个以上则用复数。名词复数的构成形式分为规则变化和不规则变化。

(1) 一般情况下在名词词尾加---s

例如:book---books desk---desks boy---boys orange---oranges

photo--photos

(2) 以s, x, ch, sh结尾的名词在其后加---es

例如:bus---buses class---classes box-boxes watch---watches

brush---brushes

(3) 以辅音字母+y结尾的名词要改y为I,再加---es

例如:baby-babies family-families factory---factories

以元音字母+y结尾的名词复数直接加s

例如:boy-boys way---ways key---keys

(4) 在tomato(西红柿),potato(土豆), hero(英雄)及Negro(黑人)四人名词后加---es.

例如:tomato-tomatoes potato---potatoes hero---heroes

(5) 以f或fe结尾的名词要把f和fe变为v,再加es.

例如:knife---knives life---lives half---halves

不规则变化的名词复数则需认真记忆。

例如:1)元音交替:man-men woman-women foot-feet

2)词后加ren:child-children

3)词中ous改ic:mouse---mice louse-lice(虱子)

4)形式不变:fish sheep deer people Chinese Japanese

[练习]

用所给单词的适当形式填空:

1.I am ______ friend. (she)

2.______ pencil is here. (he)

3.What’s ______ name? (it)

4. These are ______ (apple)

5. Look at ______(I)

6. ______ are ten bikes (that)

7. What’s your _____ name?(teacher)

8. Are those _____ English books?(you)

9. This ____ your boat(be)

10.Welcome to ______ !(Chinese)

参考答案:

1. Her 2.His 3.its 4.apples 5.me 6.those 7.teacher’s

8.your 9.is 10.China

青岛教育信息网版权所有

学科:英语 年级:初一 辅导教师:张丹梅 期数:124

[谚语]

full of beans

别以为这个成语full of beans是用以指装满豆子的口袋之类,其实这是个用以指人的成语。自然,这里的beans不解作“豆子”了,而解作“精力、活力”,full of beans既可表示“精力充沛”,也可表示“情绪高昂”。这是个用于非正式文体的成语:

Every player of the team is full of beans and determined to win.

队员们个个情绪高昂,决心赢球。

Grandfather likes to talk about the days when he started the business and was a young man.

full of beans

外公喜欢谈自己开办商行的日子,那时他是个精力充沛的小伙子。

The kids were full of beans, helping their parents to get things ready for the picnic, but the rainy weather let them down.

小家伙们兴高采烈地帮爸爸妈妈准备野餐的东西,但天却下起雨来,使他们很失望。

Unit 7 The new students.

学习目标

1.语音

辨认和掌握元音字母u在重读开音节和重读闭音节中的读音及其相应的拼读规则。

2.掌握所列的日常交际用语

⑴Who's on duty today? 今天谁值日?

⑵Are we all here? 都到齐了吗?

⑶Who isn't at school today? 今天谁没到校?

⑷I don't know. They aren't here. 我不知道,他们没在这儿。

⑸Today we have two new students. 今天我们多了两个新同学。

⑹Please look after them. 请照顾她们。

⑺This way, please. 请走这边儿。

⑻Put them here. 放在这儿吧。

⑼Let's go. 让我们去吧。

3.语法

⑴掌握系动词be的复数形式are及有关的句型。

⑵掌握形容词性的物主代词的复数形式our,your,their的含义及其用法。

重点、难点及词句分析。

1.元音字母u的读音:

⑴元音字母u本身的发音为[jü],由于[j]为辅音音素,故u在重读开音节中有两种读音,一般的情况下读[jü:],在j,l,r之后读音[u:]。例如:

[ju:]excuse, student, computer;

[u:]Lucy, june, blue, ruler。

⑵元音字母u在重读闭音节中读[Λ]。例如:

but, bus, cup;(但在put一词中则读[u])

2.Are we all here? 全体同学都到齐了吗?

这句话的含义与Is everyone here? 意思相近,为老师在讲课前向值日生了解班上出勤情况时的常用语,也可以作为在其他场合下询问是否到齐了或有无缺席情况时的用语。肯定回答可以用Yes, we are all here.或Yes, we are.如果否定回答的话要说No, ××is no there.或 ××and ×× are not here.

注意“all”这个词必须用在三人或三人以上的场合,与动词连用时,要位于助动词be之后、行为动词之前。例如:

We are all middle school students. 我们都是中学生。

They all love their English teacher. 他们都喜爱他们的英语老师。

3.Who isn't at school today? 今天谁没有到校?

Who 作为疑问代词,可以引导一个特殊疑问句。它的表达式如下:

⑴“Who+be+名(代)词?”这里Who所担当的成份是表语,而其中的名词或代词是句子的主语。在一般现在时里,如果这个名词或代词是复数形式,则系动词be的形式用are,如果这个名词或代词是单数形式,系动词be的形式除了I用am, you用are外,其余作一律应用is。例如:

Who are you? 你/你们是谁?

Who are these boys? 这些男孩是谁?

Who is he? 他是谁?

介词短语

⑵“Who+be+ 副词(in,out,away等) ”这里who所担当的是主语,按英语习

形容词

惯,它后面须用单数形式表示,即系动词be的形式应用is,尽管有时在事实上who可能并不止一个人。例如:

“Who is at home?”“Tom.”谁在家呢?汤姆

“Who is in Row 1?”“Tom and Kate.”谁在第一排?汤姆和凯特。

“Who in Team 3?”“He and I.”谁在第三组?我和他。

4.You look the same.你们看上去一样。

look在这里是系动词,是“看上去,看起来”的意思,后面可接表示怎样的词语,特别是形容词。例如:

You look new.他看起来是新来的。

They look old.他们看上去年纪大了。

The boys and girls all look fine.所有的孩子们看上去气色都很好。

另句中的the same意思是“相同的,一样的”,same前一定要加定冠词the,例如:

Lucy and Lily look the same, They're twins.露西和莉莉看上去很像,她们是双胞胎。

The twins are in the same class.这对双胞胎在同一个班里。

5.“Are you English?”“No, we are American.”你们是英国人吗?不,我们是美国人。

English, American, Chinese, Japanese等形容词修饰名词时,表示国籍、产地或语言。例如:

Mary is an English girl. 玛丽是个英国女孩。

This is an American car. 这是一辆美国轿车。

Those are my Japanese books. 那些是我的日语书。

这些具有国家词义的形容词作表语时,表示主语是哪个国家的人。这些词(除了English以外)还可以作名词,同样用以表示为是什么国籍的人。其中Chinese和Japanese的单复数是一样的,American的复数是Americans, English的名词是English man和English woman, 其复数分别是English men和English women例如:

He's (a)Chinese and his father's(a) Japanese.他是个中国人,而他的父亲是个日本人。

Two Japanese and three Americans are in our school. 我们学校里有两个日本人和三个美国人。

She's English and I'm Chinese=She's an English woman and I'm a Chinese.她是个英国人,我是个中国人。

6.Han Mei, please look after the twins today. 韩梅,今天请你照顾一下这对双胞胎。

look after/表示“照看,保管”等意思,这是一个动词和介词搭配的词组,后面跟的人或物作介词的宾语。须注意的是其宾语不能放在介词的前面。如果宾语是人称代词,则要用人称代词的宾格形式。例如:

They are new students. Please look after them. 他们是新同学,请照看他们。

7.“Can we put our coats here?”“Oh, yes, put them here.”我们可以把外套放在这儿吗?噢,可以,放在这儿吧。

put是及物动词,表示“放”,后面必须带一个宾语,表示放什么,句尾还得带一个表示地点的副词或介语短语作状语,表示把东西放在哪儿。其句型是“put+宾词+地点状语”。例句中的them是they的宾格,在句中作宾语,代替前面提到的our coats,以避免重复,若是单数用,例如:

Can I put my coat here?我可以把我的外套放在这儿吗?

Oh, yes, put it here, please.噢,可以,放在这儿吧。

8.This way, please.请走这边儿。

这是一句给别人引路时常用的礼貌用语,为一个省略的祈使句,全句为Come this way, please!或Take this way, please!习惯上常用This way表示“这边走”,That way表示“往那边走”。例如:

Excuse me! Where's the school, please? 请问,学校在哪儿?

The school? Oh, it is over there. This way, please. 学校?噢,在那边,请这边走。

Please go that way. The washroom is over there.请往那边走,洗手间在那边。

9.形容词性物主代词our,your,their的用法:

our,your,their和my,your,his,her,its一样,称为形容词性物主代词,是其复数形式,后面必须接名词,构成词组,它们只能在句中作定语,不能单独使用,也不能加任何冠词。但在物主代词和名词之间可以加上形容词,并同时修饰名词。例如:

our good teacher我们的好老师,their new English books他们的新英语书。

10.及物动词与不及物动词:

在实义动词中,英语有及物动词和不及物动词之分。

在句中能用作谓语,但后面必须带有直接宾语后意义才能完整的动词称为及物动词。如:Put the coat here, please. 请把外套放在这儿吧。

在句中能用作谓语,可单独使用,但不能直接带宾语,只有通过介词带宾语的动词称为不及物动词。如已学过的:look at, listen to, look after等。

单元综合测试

1.按要求转换下列词形

⑴we(形容词性物主代词)

⑵twin(复数)

⑶their(同音词)

⑷right(反义词)

⑸that(复数)

⑹her(主格)

⑺are not(缩略词)

⑻buses(单数)

2.指出下列各句中的错误,并将其正确答案写在横线上。

( ) ⑴We are in a same class.

A B C D

( ) ⑵The woman is my an English teacher.

A B C D

( ) ⑶Their book are over there.

A B C D

( ) ⑷We Chinese teacher is Miss Yang.

A B C D

答案

1.

⑴our

⑵twins

⑶there

⑷wrong

⑸those

⑹she

⑺aren't

⑻bus

2.

⑴ C the same

⑵ C my

⑶ B books

⑷ A our

青岛教育信息网版权所有

学科:英语 年级:初一 辅导教师:张丹梅 期数:125

Unit 8 Mainly revision

学习目标

1.语音

复习巩固五个元音字母a,e,I,o,u在重读开音节和重读闭音节中的读音及其相应的拼读规则。

2.复习巩固所学句型及日常交际用语,并理解下列句型

(1)What’s your fax/Id/home phone number?你的传真/身份证/住宅电话号码是多少?

(2)Can I see your licence?我可以看一下你的执照吗?

(3)I go to work on my bike.我骑车上班。

3.复习巩固所学的语法项目,达到掌握并熟练运用

(1)人称代词的主格:I,You,he,she,it,we,they;

( 2 ) 形容词性的物主代词:my,your,his,her,its,our,their;

( 3 ) 指示代词:this,that,these,those及有关句型

(4)系动词be的句型:I am, you are, He is, She is, It is, We are, They are…(缩略式为: I’m, You’re, He’s, She’s, It’s, We’re, They’re…)

疑问式:Am I, Are you, Is he, Is she, Is it, Are we, Are they?

( 5 ) 疑问词:what, how, where, who及所引导的特殊疑问句。

重点、难点及词句分析

1.英语中的年龄表示法。

在英语中,可以用old和age来表示年龄,但由于二者的词性不同,故用法也就不同。若要询问对方“多大年龄”,可用How old are you?或What’s your age? 说某人“…岁”,用“be+基数词(years age)”。说某人年老、年轻用“somebody + be +old/young”, 而不能说“one’s age is old/young”. 例如:

How old are you?你多大了?

I’m fifteen (years old).我十五岁了。

What’s his age?他多大年龄了?

He’s twenty-eight.他二十八岁。

Mr Smith is (very) old. 史密斯先生年纪(非常)老了。

3.Can I see your licence?我可以看一下你的行车执照吗?

这是一般疑问句,Can I …? 是一个常用句型,一般用于征求对方的意见或要求给予许可。其中can是情态动词,意思为“能,可以“, 后面一定要跟动词原形。其常用的答语有:

肯定回答:

you can.

否定回答:

No, you can’ you can’t.

3. I’m an English teacher at No 4 Mddle School. 我在第四中学教英语。

No 4是Number 4 的缩略形式。当No. +数词来修饰名词时,朗读No.时一定要加定冠词the。 No.4应读作the Number four。学校全称应分别大写各单词的第一个字母。4.I go to work on my bike.我骑车上班。

On one’s bike 表示骑车,也可以说on a bike, 若主语是复数的话,bike 也要用复数表示。例如:

Sometimes they come on their bikes.他们有时骑车来。

类似的用法还有in a car, in his car, on the bus, in the boat等。

5.Count like this 像这样数数

Count是动词,是“数数”的意思。Like在这里是介词,意思是“像,同…一样”。例如:

You look like your father.你看上去像你的父亲。

Like还可以作动词,意思是“喜欢”。例如:

We like English very much. 我们非常喜欢(学习)英语。

另,此句在英语中叫作祈使句。这种句子是向对方提出请求,命令或劝告,一般读降调。它的句型为:“动词原形+其他成分”,句末用感叹号或句号。这种句型的主语常常是第二人称you, 除个别时候,它往往被省略。例如:

Sit down, please.请坐

Be careful.请小心点

Look ar the picture , and listen to the tape.看图听录音。

祈使句的否定形式为:在句首加do not,一般情况下缩略为don’t 。

例如:

Don't talk in class! 上课别讲话

Don't be afraid.别害怕

Don’t be late again. 别再迟到了

6.特殊疑问句

以特殊疑问词所引导的疑问句称做特殊疑问句,其特殊疑问词为疑问代词或疑问副词。如:疑问代词what什么,who谁;疑问副词where在哪里,how如何,怎样,等。特殊疑问句在朗读时句末用降调。回答特殊疑问句时不能用Yes或No, 必须对句中提出的疑问做具体的说明。例如:

What’s your name?你叫什么名字?

My name is Gao Feng.我的名字叫高风

Who’s that in Picture 2?第二幅画中的那个人是谁?

That’s Lei Feng.那是雷锋

Where’s Lucy’s pencil?露西的铅笔在哪儿?

It’s here.在这儿。

How is your father?你父亲身体好吗?

He’s fine. Thank you.谢谢你,他身体很好。

初一英语测试 笔试试题

一. 单词辨音 从 A.B.C.D 中找出其划线部分的读音与众不同的单词 (5 分)

( ) 1. A. hello B. wrong C. clock D. on

( ) 2. A. this B. those C. three D. they

( ) 3. A. where B. what C. who D. which

( ) 4. A. name B. apple C. Kate D. game

( ) 5. A. fine B. hi C. Chinese D. in

( ) 6. A. seven B. next C. let D. these

( ) 7. A. tree B. very C. teacher D. Chinese

( ) 8. A. number B. come C. mother D. father

( ) 9. A. pens B. maps C. desks D. boats

( )10.A. look B. book C. room D. good

二. 字母辨音 从A.B.C.D中找出与所给字母含有同一元音的选项 (5 分)

( ) 1. E A. J B. K C. G D. W

( ) 2. A A. F B. H C. I D. L

( ) 3. Q A. S B. M C. W D. C

( ) 4. V A. L B. A C. P D. I

( ) 5. S A. Y B. J C. Z D. G

三. 翻译词语 (10分)

1.十二个小孩 2. 一位老人

3. 他的卷笔刀 4 .在二排五号

5 .他们的橡皮 6. 在第五幅画中

7 在上学 8我的橡皮

9 一年级四班 10劳驾

四. 填入所缺字母并译成汉语 (10 分)

( )1. sh_ _pener _________ A. er B. ar C. ur D. a

( )2. keyb_ _ _ d _________ A. ore B. oer C. oar D. aor

( )3. er_ _er _________ A. sa B. as C. za D. az

( )4. m_ n_s _________ A. a,u B. i, u C. i,a D. i,o

( )5. s_cr_t _________ A. e,e B. i,a C. e,i D. i, e

五. 选择填空 (15 分)

( ) 1.He is _______ English teacher.

A. a B. an C. the D. /

( ) 2. There is _____ “n” letter in the word “fine”.

A. a B. an C. the D. /

( ) 3. He is our teacher. _____ name is Mr Smith.

A. He B. He’s C. His D. his

( ) 4. What are these? ______ are red apples.

A. These B. It C. Those D. They

( ) 5. _____ everyone here today?

A. Are B. Is C. are D. is

( ) 6. Those are _____________.

A. banana trees B. banana tree

C. bananas trees D. bananas trees

( ) 7. The ______ are on the teacher’s desk.

A. Boxes B. box C. boxs D. boxes

( ) 8. How are you? _______.

A. How do you do? B. I am fine. C. How are you? D. And you?

( ) 9. Is your father in? No, he isn’t _____ home.

A. in B. on C. at D. for

( )10. Who is that in ______?

A. one picture B. picture one

C. One Picture D. Picture One

( )11. I am in ________.

A. Class one, Grade one B. Grade One, Class one

C. Grade one, class one D. Class One, Grade One

( )12. Is she _____?

A. in Row Two, Number Four B. Number4, Row 2

C. Row Two, Number Four D. in Number Four Row Two

( )13. What’s seven plus six?

A. twelve B. thirteen C. one D. threeteen

( )14. What is this ____ English?

A. in B. at C. on D. for

( )15. Is this your ruler? Yes, it is. ______.

A. Please give me. B. Here you are.

C. Here are you. D. You are here.

六、 句型转换 (10 分)

1. Those are their English friends.(一般疑问句)

______ those their English friends?

2. They are orange trees. (单数形式)

______ ________ orange _________.

3. The woman under the tree is her mother. (划线提问)

_________ ________ is her mother?

4. I think he is wrong. (否定句)

I ________ think he _______ wrong.

5. Is his teacher a man ? Is his teacher a woman? (选择疑问句)

______ his teacher a man ________ a woman?

6. He is fine today. (划线提问)

_______ ________ he today?

7. Is that your pencil-box? (肯定回答)

_______, _________ is.

8. Five plus eight is thirteen. (划线提问)

_______ _______ five plus eight?

9. I am a teacher. (划线提问)

________ ________ a teacher?

10. He’s in Class Six, Grade One. (划线提问)

________ _________ is he in?

七、 完成下列句子 (10 分)

1. 这东西用英语怎么说? 它是钟表。

______ this in English? _______ a clock.

2. 那是一辆英国轿车

That is ______ ______ jeep.

3. 我的尺子在哪?在这。

_______ are my ________ ? Here they are.

4. 你会拼写你的名字吗?

_______ you _______ your name, please?

5. 我想他很老了。

I think ________ very ________.

八、 完成对话 (10 分)

David: Hello! 2865424.

Sam: Hello! May I speak to Bill, please?

David: Sorry, he’s not at home now. 1 .

Sam: 2 . Bill’s English is in my bag. 3 .

David: Yes, 4 . 5 , Sam?

Sam: I’m fine, too. Thank you. I will tell (将告诉) Bill. His book is in your bag.

David: Thank you . Goodbye!

Sam: Bye!

A. Who are you? B. How are you?

C. This is Sam. D. Are you David?

E. This is David. F. Who’s that?

G. How do you do ?

九. 阅读理解 (5 分)

My name is Alice. I’m an English girl. I am thirteen. I’m a student in a middle school. I’m in Class 4 Grade 1. Hong is my good friend. She is a Chinese girl. She is one year older than I (比我大一岁). And she is in Class 4, Grade 2. I like her very much. And this is my bird, Qiaoqiao. It’s three. It’s my good friend, too.

( ) 1. I am a __________. A. English girl B. Chinese girl C. student

( ) 2. Hong is _________. A. old B. a boy C. Chinese

( ) 3. Hong is _________. A. 12 B. 13 C. 14

( ) 4. My bird’s name is __________. A. Qiaoqiao B. three C. friend

( ) 5. I have ____________.

A. one good friend B. two good friends C. three good friends

青岛教育信息网版权所有

学科:英语 年级:初一 辅导教师:张丹梅 期数:126

Unit 9 Come and meet the family

学习目标

1.语音

⑴本单元要求进而掌握和巩固辨认元音字母a在重读开音节和重读闭音节中的读音及与其相应的拼读规则。

⑵要求听读辨认辅音字母p、b、t、d的相应读音[p]、[b]、[t]、[d]四个辅音音素。

2.掌握所列的日常交际用语

⑴Come and meet the family.到家里来做客吧!

⑵What's your brother's name?你兄弟的名字叫什么?

⑶What are they?他们是干什么的?

⑷This is a picture of Ann's family.这是一张安的家庭照片。

⑸Go and see.去看一看。

⑹Glad to meet/see you.见到你很高兴。

⑺Please come in.请进来。

⑻Please have a seat.请坐。

⑼Can you guess?你能猜出来吗?

⑽Hello, Mimi! You look like Lucy's hat.咪咪,你看起来像露西的帽子。

⑾Jim and Kate are brother and sister.吉姆和凯特是兄妹。

3.语法

⑴理解掌握名词所有格的表达方式。例如:

Jim's sister, Kate's cat, my father's brother, my mother's sister等。

⑵掌握祈使句的结构及应用。例如:

肯定式:Go and see. Please come in. Come and meet the family.

否定式:Don't do that.

重点、难点及词句分析

1.family与home的区别

family家庭、家人(尤其指父母和子女组成的家庭),是集体名词。如果作为家庭主体来讲,后面的动词应用第三人称单数形式。若指家庭里的每个成员,则后面的动词须用复数形式。例如:

Jim's family is very big.吉姆的家庭很大。(作为整体看待)

My family are all at home now.我们一家人都在家呢。

home指家或人们生活、居住的地方,不指家庭成员。例如:

His home is in Hong Kong.他的家在香港。

I go home at five o'clock every day.我每天五点钟回家。

2.family tree家庭关系图

tree的意思是树。树是由树根、树干、粗枝、细枝、树叶及果实等部分组合而成的。由于家庭或家族就像一棵树一样,枝枝岔岔,所以家谱在英语里便是family tree。此外,人们家中使用的普通衣架由于它也像一棵树的模样,故“衣架”的英语表达便是clothes tree。如今计算机已走入了越来越多的普通家庭,其文件管理器中菜单也为“树”式结构。

3.Glad to meet you.和Glad to see you.见到你很高兴。

Glad to meet you.与Nice to meet you.同意,是两个人初次见面,或经过第三者介绍初次认识时常说的一种较正式的客套话。所不同的是Glad to meet you.的完全表达式应为I'm glad to meet you.而Nice to meet you.则应是It's nice to meet you. Glad to see you.是熟人或朋友之间相见时的常用表达式,也可以说Nice to see you. 对方回答也往往说Glad to see you, too.或Nice to see you, too.

4.father, mother与dad, mum的区别

father“父亲”,mother“母亲”,均为书面及公众场合语言,一般不带有亲热色彩。dad的“爸爸”的意思,mum是“妈妈”,这二个词用于非正式场合的口语中,尤其是儿童少年称呼父亲、母亲的用语,带有亲热的感情色彩。另,二词还可以用daddy; mummy代替。

在英语中,人们相互交往时既有较随意的非正式会话语体,又有较郑重的正式会话语体,需要在学习应用中加以充分注意。再如本单元中李辰与吉姆及他的妹妹凯特见面时使用的是非正式体,招呼语为Hi! Hello! How are you?等。而李辰与吉姆的父母会面时则使用的是正式体,招呼语为Good afternoon. How do you do. Glad to meet you.等。

5.What are they?他们是干什么的?

此句是以What所引导的特殊疑问句,当他与人一起进行提问时其含义是不能按字面直译的,这里表示的是提问职业。例如:

What's you aunt?你姑姑是干什么的?

She is a teacher.她是一名老师。

6.She has a cat, too.她也有一只猫。

has(有)是动词have在一般现在时中的单数第三人称的表达形式。即在一般现在时中,若主语为第三人称单数形式时,动词要发生相应的变化。再如:动词go的单数形式为goes。

试比较:

I go to work on my bike.我骑车上班。

She goes to work on her bike.她骑车上班。

7.come and meet my family!来见见我的家里人!

这是一个祈使句。前面已经讲过,表示命令、请求或建议的句子称为祈使句,常用降调朗读。祈使句的主语通常是第二人称you,一般省略,句末多用句号,若语气较强则用感叹号。为使语气较委婉、客气,可在句首或句尾加上please。祈使句的否定形式通常是在谓语动词之前加don't。

本单元出现的祈使句有:

Go and see.去看看。

Please come in.请进。

This way, please.请这边走。

Please have a seat.请坐。

Have a cup of tea with me.请和我一块喝杯茶吧。

8.Sit down and have a cup of tea with me!坐下来和我喝杯茶吧!

英语中have除了作“有”解释外,还有“吃、喝”等意思。再如下:

Please have an apple.请吃个苹果。

tea为不可数名词,意为“茶、茶叶、茶水”。with是介词,后面的人称代词要用宾格,所以,“和我一起”英语要说with me,而不能说with I。

9.名词所有格

英语名词可以加's来表示所有关系,带这种词尾的名词形式称为该名词的所有格。其构成规则如:

⑴一般情况是在词尾直接加's。例如:

John's schoolbag约翰的书包,Kate's family凯特的家庭;

⑵以s,es结尾的复数名词的所有格直接加'。例如:

the students' books学生用书,Teachers' Day教师节;

⑶不是以s,es结尾的复数名词的所有格仍是在词尾加's。例如:

Women's Day妇女节,the men's coat男式外套;

⑷表示两者共同所有的关系时,用A and B's形式。例如:

Tom and Mike's sister汤姆和迈克的姐姐(是他们两个人的姐姐),Jack and Jim's room杰克和吉姆的房间(这个房间是两人共有的);

⑸表示两者各自所有的关系时,用A's and B's形式。例如:

Lucy's and Lily's bags.露西的书包和莉莉的书包(一人一个),Tom's and Mike's rooms汤姆的房间和迈克的房间(各自拥有)。

单词拼写

1.I have a (好) friend at school.

2.Nine and three is (十二).

3.It's No.5 (中等) School.

4.Those (妇女) are our teachers.

5.What's this? It's an (旧) jeep.

6.Look at (我).

7. (他) pencils are in the box.

8.Mr King's (孩子) are both at school.

9.What are these? They are (日本公共汽车).

10.What's (它) name? Do you know?

11.What's this in (图片) One? It's a (小山).

12.Jeff Green (去) to work on his (自行车).

13.What's ten (加) two?

14.I'm _______ (好),thank you.

15.Nice to _______(见面) you.

16.He is in _______(年级) 2.

17.What's that in ______ (英国)? It's a banana.

18._______(是) these your cups?

19._______(在哪) is your father? _______is at ______(家).

20.The (双胞胎) are American.

答 案

1.good 2.twelve

3.Middle 4.women

5.old 6.me

7.His 8.children

9.Japanese buses 10.its

11.Picture hill 12.goes bike

13.plus /and 14.fine

15.meet 16.Grade

17.English 18.Are

19.Where He home 20.twins

Unit15 What’s the time, please?

[学习目标]

1. 语音

本单元要求学习辩认元音音素[i ],[ ],[u]及辅音音素[t ],[d ],并掌握其相应的拼读规则.

2. 掌握所列的日常交际用语.

(1)That’s nice.好漂亮啊.

(2)Give it ot Mr. Hu.把它交给胡老师

(3)What’s the time?/ What time is it, please?请问几点了?

It’s about eight o’clock.大约八点钟

It’s eight five/ five past eight.八点五分.

It’s eight fifteen/ a quarter past eight.八点一刻.

It’s half past eight.八点半

It’s five to nine.八点五十五分.

(4)I don’t have a watch.我没有手表.

(5)I must go.我得走了.

(6)It’s time to go home.该回家了.

It’s time for break.该休息了.

(7)I go to school at about half past six.我六点半钟上学.

3. 语法

(1)学习掌握基数词one to hundred;

(2)掌握时间的表达法:

“What’s the time, please?”

“It’s a quarter to eleven.”

[重点,难点及词句分析]

1. 元音音素[i ],[ ],[u]的读音规则.

字母组合air, ear和eir在单词中多读[ ]音.例如:chair, where, pear, here, air, their等.但在here, hear, dear, near等单词中,ere, ear则读[i ].

字母组合oo在单词中读[u:]音.例如:too, room, broom, afternoon等.但在book, look, good, classroom等单词中则读[u]音.同时应予注意的是oo后面加r的字母组合的读音应为[ :]音.如:door, floor等.

为了能形象地掌握字母组合oo在单词中的读音实质,可记住下面的口决,以牢记读[u]音的单词,即:“羊绒书好看,木头脚做饭”.列出来的单词便是:wood, book, good, look, wood, food, cook.

2. What’s the time/ What time is it, please?请问,几点了?

这两句均是询问时间的最基本的句式.句中的it代表时间,回答时应用“It’s +具体时间”表示.如果不知道具体的时间或没带手表,可以回答说: Sorry, I don’t know.或Sorry, I don’t have a watch等.

3. 时间表达法

表示时间通常用基数词表示,尤其是在口语中通常用直读法,先说“几点”,再说“几分”

例如6:40(six forty), 8:15(eight fifteen).此外,习惯的用法还有:

(1)整点钟:用o’clock表示

6:00(six o’clock) 12:00(twelve o’clock)

o’clock为of the clock的缩略形式.

(2)几点过几分:有past表示:(但分数不能超过半小时)

7:10(ten past seven) 10:25(twenty-five past ten)

(3)几点差几分:用to表示;(当分数超过半小时以后)

6:55(five to seven) 8:46(fourteen to nine)

(4)半点钟:用half past表示

7:30(half past seven) 12:30(half past twelve)

(5)一刻钟:用past或to表示

8:15(a quarter past eight) 10:45(a quarter to eleven)

另,表示“在……时间”要用介词at, 例如:

I go to school at about half past six am.我早上六点半钟上学.

4. Give it Mr. Hu.请把它交给胡老师.

这是一个祈使句,表示说话人请求或命令的口气.英语中要求“把某物给某人”时,可以用下面两种方法:give sth. to sb.或give sb. sth.上句中的it代替课文中提到过的名词watch, 如果句子仍有watch这个词表示,则可以说:“Give the watch to Mr. Hu.或Give Mr. Hu the watch.”若所给的物品用代词it或them来代替,则只能用第一种表示形式.即give it/ them to sb.而不能说give sb. it/ them.

5. I don’t have a watch.我没有表

这里have的意思是“有”,它构成否定句时,是在动词前借助动词do加上not(即don’t).另,have还有第三人称单数形式,即当主语是第三人称单数he, she或it时,have要变成has.例如:

He has a new watch.他有一块新手表.

He doesn’t have a new watch.他没有新手表.

6. I must go home.我得回家了.

go为不及物动词,后面可以接表示地点的名词,也可以接表示地点的副词.如果是名词,则需加to,若是副词则不加to.此句中的home是副词,所以go home之间不带介词to.若go的的面是动词,则有go to do, go and do或go doing.例如:

go to the classroom(名词)去教室, go to the zoo(名词)去动物园.(这种类型中的名词前要加定冠词the)

go to school(名词)去上学,go to bed(名词)去睡觉, (此种有特殊解释的类型中的名词前不能加定冠词the)

go home(副词)回家, go there(副词)去那儿

go and play games(动词)去做游戏, 或go to play games, go shopping(动词)去买东西等.

7.

青岛教育信息网版权所有

学科:英语 年级:初一 辅导教师:张丹梅 期数:133

Unit 16 Mainly revision

学习目标

1. 复习并掌握本学期所学到的四十一个国际音标以及相应的拼读规则.

2. 复习各单元所列出的主要句型和日常交际用语.

3. 语法

复习否定句、疑问句、祈使句、时间表达法、介词、人称代词、物主代词、名词所有格、冠词、基数词(1--100)以及情态动词can的用法等项目.

重点、难点及词句分析

1. 英语语音:

英语共有48个音素,其中元音20个,辅音28个,为了与字母相区别,英语的音标放在[ ]中,中国境内目前所应用的主要是国际音标.

本学期共学习了41个国际音标,其中元音音素18个,辅音音素23个.内容如下:

(1) 单元音(12个)

[i:],[i],[e],[ ],[u:],[u],[ :],[ ],[a:],[∧],[ :],[ ]

(2) 双元音(6个)

[ei],[ai],[ u],[au],[i ],[ ]

(3) 辅音(23个)

[p],[b],[t],[d],[k],[g],[f],[v],[m],[n],[η],[s],[z],

[θ],[ ],[l],[r],[h],[w],[j],[∫],[t∫],[d ]

2. It’s an old photo of my family.这是一张(有关)我家的旧照片.

old为形容词,有两种含义,“老的”或“旧的”,作“老的”讲时,它的反义词young,当“旧的”讲时,反义词是new.

另,前面曾讲过,of短语可以表示无生命的所有关系.如:the colour of the car小汽车的颜色,the door of the room房间的门,等.但严格地说,当of前面的部分是其后部分的一个组成部分时,这个短语才表示所属关系.而an old photo of my family中的of并不表示“(属于)……的”,它的真正含义应是“(关于)……的.”再如:

a teacher of English一位英语老师(即一位教英语的老师),a map of China一幅(关于)中国的地图.

3. They look young.他们看上去很年轻.

这里的look为系动词,young在句中作表语.

系动词后可接形容词作表语,以构成合成谓语,用来表示状态的存在或状态的变化.例如:

They look very happy.他们看起来很高兴.

The man look very old.这个人看上去年纪很大了.

所学过的词组还有look the same, look like.

look也可以做不及物动词(vi.),意思是“瞧,看,望”等.例如:

Look! That’s a car.那是一辆小汽车.

look后还可以接介词以构成短语,并在句中用来带宾语.学过的短语有:look at, look after.例如:

Look at the bird.看那只鸟.

We must look after all the young trees in our school我们必须爱护学校里所有的小树.

另,Let me have a look.中的have a look为固定词组,look为名词,不可数,不能说two looks, three looks.

4. One son is from England.…The other son is from America.一个儿子是从英国来的, …另一个儿子是从美国来的.

在英语中,当表示两个中的另一个,或表示一定范围内的其余的时,应使用“one… the other …”或“one… the others…”的句式.

例如:

One of the twins is Lucy , the other one is Lily.孪生姐妹中的一个叫露西,另一个叫莉莉.

Eight apples are on the table. One is green and small, and the others are all red and big.桌子上有八个苹果,一个是又绿又小的,其余的全是又红又大的.

5. 否定句:

由于动词的类别不同,所以它们在构成句子的否定式时具有各自不同的特征.

(1)谓语动词为系动词be(是)时,在其(am, is, are)后加not构成.例如:

This ruler is mine.这把尺子是我的.

This ruler isn’t mine.这把尺子不是我的.

(2)谓语由“情态动词(can, may, must) + 动词原形”构成时,在情态动词后加not构成.例如

I can find my pen.我能找到我的钢笔.

I can’t find my pen.我找不到我的钢笔了.

(3)实义动词作谓语时,在其前加上don’t构成,若主语为第三人称单数时,则应用doesn’t.例如:

I have a map of American.我有一张美国地图.

I don’t have a map of American.我没有美国地图.

He doesn’t have a map of American.他没有美国地图.

6. 疑问句

所学过的疑问句有一般疑问句,特殊疑问句和选择疑问句.

(1)一般疑问句:

用Yes或No来回答的疑问句叫做一般疑问句,应用时用升调.例如:

Is your father at home?你父亲在家吗?

Yes, he No, he isn’t.是的,他在家 不, 他不在家.

Can you see the map on the wall?你能看见墙上的地图吗?

Yes, I No, I can’t.是的,我能看 不,我看不见.

Do they go to school at seven?他们七点钟上学吗?

Yes, they do. /No, they don’t.是的,七点钟上学 不,不是七点钟上学.

(2)特殊疑问句:

由What, Who, Whose, Which, Where, How等疑问词引导的疑问句称做特殊疑问句,应用时用降调,回答时不能用Yes或No, 要做出具体应答.例如:

What’s your name?你叫什么名字?

My name is Jim Green.我叫吉姆格林.

Whose coat is this这是谁的外衣?

It’s mine.是我的.

(3)选择疑问句:

从所给的若干个选项中选择一个作回答的疑问句称为选择疑问句,它的构成方法是“一般疑问句+ or +另一个选择成分?”,应用时or的前面部分用升调,其后的部分用降调,回答时要依据选项作出选择,不能用Yes或No.例如:

Is your friend a boy or a girl?你的朋友是男孩还是女孩?

She is a He is a boy.她是个女孩 他是个男孩.

青岛教育信息网版权所有

学科:英语 年级:初一 辅导教师:张丹梅 期数:134

专项训练

一、根据汉语完成下列句子

1. 到起床的时间了.

It’s time ____ ____ ____.

2. 他们在同一所学校.

They’re in ____ ____ school.

3. 李雷喜欢和他们在树房上玩.

Li Lei ____ ____ ____ ____ them in the tree house.

4. 树上没有鸟.

There ____ ____ birds in the tree.

5. 在餐桌上有一些面包吗?

____ there ____ bread on the ____?

6. 兰色的裤子是谁的?

____ ____ the blue trousers?

7. 骑黑色自行车的男的是谁?

Who is the boy ____ ____ ____ ____?

8. 你必须照看你的东西.

You must ____ ____ your things.

9. 你的是什么颜色?

What colour is ____?

10.我想要一件像这样的毛衣.

I want a sweater ____ ____.

11.让我看看你的新手表.

Let me ____ a ____ ____ your watch.

12.在铅笔盒里有一支钢笔和二支铅笔.

____ ____ a pen and two pencils in the pencil-box.

13.这是我朋友的一张相片.

This is a photo ____ ____ ____.

14.盒子里面有什么?

____ ____ in the box?

15.他和比尔一起在树上.

He is up there ____ the tree ____ Bill.

16.警察们的妻子是老师.

The ____ ____ are teachers.

17.他的地址在哪?

____ his address?

18.到上学的时间了.

It’s time ____ ____.

19.现在是5:45了.

It’s a ____ to ____.

20.请把它穿上.

Please ____ it ____.

参考答案:

1. to get up 2.the same 3.likes to play with 4.are no 5.Is any table

6.Whose are 7.on the black bike 8.look after 9.yours 10.like this

11.have look at 12.There is 13.of my friend 14.What is 15.in with

16.policemen’s wives 17.What’s 18.for school 19.quarter six

20.put on

二、同义句:

1. What does your father do? ____ your father?

2. What his age? ____ ____ is he?

3. What’s two minus tow? ____ ____ ____ two minus two?

4. Is Emma in? ____ Emma ____ ____?

5. They’re not in the same grade. They’re in ____ ____.

6. We are all here. ____ ____ here.

7. What’s your address? ____ is you ____?

8. Here you are. Here ____ ____.

参考答案:

1. What’s 2.How old 3.How much is 4.Is at home 5.different grades

6.Everyone is 7.Where home 8.it is

三、变一般疑问句:

1.I want a white sweater like that. ____ ____ ____ a white sweater like that?

2.There is some water in the bowl. ____ ____ ____ water in the bowl?

3.There are many Japanese over there. ____ ____ ____ Japanese over there?

4.The two sisters look the same. ____ the two sisters look the same?

5.We must go home now. ____ ____ go home now?

6.He can look after his little brother. ____ ____ look after his little brother?

7.These green sweaters are theirs. ____ these green sweaters theirs?

8.They have a good Chinese teacher. ____ they have a good Chinese teacher?

参考答案:

1. Do you want 2.Is there any 3.Are there many 4.Do 5.Must you

6.Can he 7.Are 8.Do

四、作肯定回答或否定回答:

1.Is there much money in your purse? No, _____ _____.

2.Can you see the Grey grousers on the line? No, _____ _____.

3.Must I spell them? Yes, _____ _____.

4.Do you want purple gloves? No, _____ _____.

5.Does he look like his father? Yes, _____ _____.

参考答案:

1. there isn’t 2.I can’t 3.you must 4.I don’t 5.he does

五、变否定句:

1. Are there any pears on those trees? _____ _____ _____ pears on those trees.

2. Count from one to one hundred. _____ _____ from one to one hundred.

3. There is a shirt on the bed. _____ _____ a shirt on the bed.

4. We can see some birds in the tree. We _____ see _____ birds in the tree.

5. The cat looks like Kate’s hat. The cant _____ _____ _____ Kate’s hat.

6. I want a big grown schoolbag. I _____ _____ a big brown schoolbag.

7. Is he in Class One or in class Two? He _____ in Class One _____ in Class Two.

8. They have a big classroom. They _____ _____ a big classroom.

9. Sally has a funny doll. Sally _____ _____ a funny doll.

参考答案:

1. There aren’t any 2.Don’t count 3.There isn’t 4.can’t any

5.doesn’t look like 6.don’t want 7.isn’t 8.don’t have 9.doesn’t have

六、组成句子:

1. is, and, many, over, much, there, there, water, sheep

2.in, Bill, up, he, tree, with, the is, there

3.two, purple, purse, a there, picture, is, in

4.grade, grade, they, or, in are, one, two, in

5.in, rooms, there, many, their, how, are, house

参考答案:

1.There are many sheep and there is much water.

2.He is up thee in the tree with Bill.

3.There is a purple purse in Picture two.

4.Are they in Grade One or in Grade Two?

5.How many rooms are there in their house?

七、变陈述句或肯定句

1.Are there any brown trousers on the bed? ____ ____ ____ brown trousers on the bed.

2.Can’t he see the clothes on the line? ____ ____ see the clothes on the line.

3.Is there any water in the glass? ____ ____ ____ water in the glass.

4.Is this skirt hers? ____ ____ ____ ____.

5.Aren’t they in the playroom? ____ ____ in the playroom.

6.Does she look like her mother? ____ ____ ____ her mother.

7.Is an orange? ____ ____ ____ orange.

参考答案:

1. There are some 2.He can’t 3.There is some 4.This skirt is hers

5.They aren’t 6.She looks like 7.An orange is

Handout: May 10th, 2002

Teaching Plan on English Writing

CLASS: Class __, Junior III, No.14 Middle School Hangzhou

DATE: May 10th, 2002

TOPIC: On English Writing

TEACHING PROPERTIES: a set of multi-media system, a recorder

TEACHING GOAL: Deal with different styles of the written work and get to know a little more about the writing skills.

LESSON TYPE: Review

TEACHING PROCEDURES:

Lead-in

1. Greeting

2. Guess: show the tide and ask “Where am I from?”

3. Talk about Hangzhou and Haining.

Hangzhou is a beautiful city. What’s it famous for?

( Ss: the West Lake, Longjing Tea etc.)

A lot of people like to visit Hangzhou. What’s the best time to visit it?

What’s the best time to visit Haining? (Play VCD)

Poem about Haining Tide: 八月十八潮,壮观天下无(Su was good at writing)

4. On English writing:

Do you like English writing?

Are you good at writing?

Is English writing important or not? Why?

5. A good way to improve English quickly: to take part in an English Summer Camp.

Have you ever taken part in an English Summer Camp?

22 American teachers gave lessons in the camp.

Would you like to take part in a English Summer Camp?

If you know the camp life, maybe you’ll like it.

6. Suppose you are at Hongda School in Haining and having a holiday.

Task l Write a notice

1. The headmaster wants to see how we are getting on with our English, so he asks our class to finish a notice.

Contents: 通知全体外教及学员于7月18日上午8:30分在校门口集合,坐车去盐官(Yanguan)野餐并观潮(tide-seeing)。发布人:校长室。通知发布时间:7月17日。

3. Discuss: How to write a notice in English. (Put the random parts in the right order)

4. Write and then report to the class. (Show the headmaster’s affirmation)

Task 2 A telephone message

1. One of the classmates called Claus hurt himself when he was playing basketball with “Jordan”.(Date: July 20th )

2. See a doctor and then ring up the foreign teacher: Tiffany. (7:50 a.m. , July 21)

3. Tiffany isn’t in and Allan leaves a message on her desk. (Claus, Allan, Tiffany)

Telephone Message

From ____________________ To: ___________________

Date:_____________________ Time: __________________

Message: __________________________________________________________________________

__________________________________________________________________________

_____________________

Task 3 A note asking for a sick leave

1. Claus hurt his right hand. After he rang up Miss Tiffany, he wants to write a note to her, so he needs help to write it. Can you help him?

2. Discuss how to arrange a note asking for a sick leave. Show the frame of a note.

3. Ask and answer what happened to Claus.

4. Write it in the name of Claus and report. (Useful language: play basketball, hurt one’s hand, in bed, have lessons, get well soon)

July 21st

Dear Tiffany,

__________________________________________________________________________

__________________________________________________________________________

Claus

Task 4 Look, think and write

1. Claus likes playing basketball, what about you?

Do you like playing basketball?

What do know about NBA or CBA?

Who is your favourite basketball player? Why?

Why do you like playing basketball?

2. Ask your friend something about basketball and report to the class.

3. On August 2nd, the Chinese teachers play basketball against the American teachers.

What do the teachers have a basketball match for?

What do you think of the players? (Chinese/ American)

4. Discussion: Which team will win?

5. Report.

6. Open the envelop and find out the result. Why is it a draw?

7. Deal with the key words.

8. Change the key words into sentences and make them better.

9. Join the sentences together, change some words and add an end.

10. Proof reading.

Task 5 A diary

1. Change it into a diary.

2. Consolidation:

Make sure what you have to write. (Learn the information from the picture). Pay special attention to the writing style, person, tense, and what, when, where and how the thing has happened.

Write out key words or phrases of the picture.

Change the words and phrases into sentences.

Join the sentences into an article, making sure the agreement of subject and predicate, tense and logical cohesion.

Proof reading.

Task 6 Views on English Summer Camp(make a survey) Homework

1. Make a survey: Views on English Summer Camp. (Group work: 3-4 Ss a group)

Have you ever taken part in an English Summer Camp?

Would you like to take part in an English Summer Camp? Why or why not?

What can you learn from an English Summer Camp?

2. Report: both in diagram and written work. (Send them to me)

罗敏江 (John)

Zhejiang Hongda School

attached to Shanghai International Studies University

Haining, Zhejiang 314400, China

Welcome to my Homepage:

Welcome to my BBS:

E-mail: luominjiang@mail.jxptt.zj.cn

English Writing

1. A notice:

_____________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

_____________________

__________________________

2. A telephone message:

Telephone Message

From ____________________ To: ___________________

Date:_____________________ Time: __________________

Message: __________________________________________________________________________

__________________________________________________________________________

_____________________

3. A note asking for a sick leave:

________________

____________________

__________________________________________________________________________

__________________________________________________________________________

_________________

4. Look at the picture and write:

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Homework: (Make a survey about English Summer Camp)

Names Have you ever…? Would you like …? What can you learn…?

Discuss in groups of three to six and report in different ways:

Diagram:

an example

Yours:

Written work: (Write an e-mail to John: luominjiang@mail.jxptt.zj.cn )

_____________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

教学内容

本单元是新目标英语教材的第一个预备单元,学生通过学习本单元内容,从而进入一个崭新的英语世界.学习、巩固与应用英文字母A到H,可以使学生在日常生活中发现英语,提高他们的学习兴趣。同时,又培养学生养成认真观察生活的良好习惯。礼貌问候用语的学习可以帮助他们树立“以礼待人”的良好行为意识,帮助他们建立正确的道德观。

教学目标

1) 知识目标:A.学习和使用字母A到H;

B.学习使用基本的礼貌问候用语;

C.学习相关的缩略词。

2) 能力目标:A.掌握元音字母A、E的发音规律,提高学生的辨音能力;

B.学会向别人有礼貌地问候;

C.培养学生观察生活、捕捉信息的能力。

3) 情感目标:A.通过本单元的学习,使学生从小养成礼貌待人的良好行为习惯;

B.通过学生对英语的初步学习,激发他们的学习兴趣和求知欲。

教学重点、难点

重点: A. 熟练掌握字母A至H;

B. 掌握基本的问候用语。

难点:A.掌握元音字母A和E在单词中的发音;

B.学会如何用简单的日常用语向别人问候。

课时安排

教师根据部分学生是英语零起点的实际情况,对教材进行了顺序调整,把有关字母内容整合在一起,从字母教学入手,逐步过渡到日常用语学习。具体安排如下:

第一课时 Section A 2a-3; Section B3a-3b

第二课时 Section B4; Self-check 4

第三课时 Section A 1a-1b, 4b;Section B 1-2b

Period One

课前准备

老师:准备上课所需图片及实物。

学生:准备一些卡片以便上课时使用。

教学设计

Step One: Present the letters.(用字母卡片向学生展示,会让学生有更为直观的视觉效果。)

1. the letters.

Teacher: English is one of the most important languages in the world. It is widely used all over the world. It is so useful that we must try our best to learn it well. Thus, we can talk with foreigners casually. If we want to learn English, first we should learn the letters. Today we’ll try to learn the letters A to H. (Textbook Starter P2 2d)

2.Read the letters.

(students can follow the teacher to read the words aloud. They can read them using the two different intonations----a rising intonation and a falling intonation.)

3.Write the letters.(规范学生的书写,养成良好的学习习惯。)

Teacher:English letters have two forms.They are capital letters and small letters.They are both important. You can write them after the models.(Textbook Starter P2 2d)

Step Two: Practice.

1. Listen to the tape and number the letters you hear.

The students listen to the tape and give the right answers.

2. Listen and draw lines between the letters you hear.(绘图游戏会吸引学生的注意力,调动他

们的积极性和主动性。)

Teacher: The English letters can be made into a beautiful picture. Can you guess? Let’s listen and guess what it is.(Textbook Starter P5 3a)

3. Help the balloons find their homes.

Teacher: Look at the picture. The balloons come out of the houses. Can you help them find their houses? (Textbook Starter P5 3b)

Step Three: The abbreviations.

1. Show the pictures.(使用生活中常见的物品及图片激发学生认真观察生活、体验生活的

热情。)

Teacher: The English letters are not only used in the words, but also in different places in our daily life. Look at these things. Can you tell me what they mean? (Textbook Starter P2 3)

2. Have a discussion about the abbreviations.(展开小组讨论,发扬合作精神。)

Teacher: The words like these can be found easily in our life. Can you tell me something else? Now let’s have a discussion about them.

(Students are divided in groups to have a discussion.)

3. Report the result to the class.

Step Four: Make letter cards.

Encourage students to make letter cards in different groups.

Homework(鼓励学生自已动手制作字母卡片,培养每个学生的参与意识和动手能力。)

1. Write the letters A-H.

2. Thinkl about the pronunciation of the letters in the English words.

Period Two

课前准备

教师:准备练习时所需单词表格及录音机等。

教学设计

Step One: Present the rules.

1. Play a reading game.(通过拼写字母引出新课,能起到承上启下的作用。)

Teacher: Yesterday we learned the English letters A to H. Now let’s play a game. I’ll show some words on the blackboard. Please try to spell the words as quickly as possible. Let’s see which group will be the first.

A Dale Grace Frank Thanks

E B C D E G evening F Helen

(The student in different groups spell the words one by one as quickly as they can. The group,which finishes spelling,will be the winner of the games.)

2. Listen to the tape and repeat the words.(让学生通过听和观察来发现规律、总结规律。)

Teacher: thank you for your good job.According to the form we can find different letters can be made into different words. Do you want to know how to read them? Now let’s listen to the tape and repeat.

3. Find out the rules of the pronunciation.

Teacher: According to the tape, we can find the letters A and E play an important part in the pronunciation. They are called vowels. Now look at their forms, can you find out some rules about them?

A: We can find “A” has two pronunciations. One is the sound of the letter“A”. The other is the sound like that in the word “apple”.

B:“E” also has two pronunciations. One is [i:], and the other is [e].

T:Yes, that’s right.

Step Two: Practice.

1. Read the words.(通过发音练习加强学生的辨音能力。)

Teacher: Since you know the rules about the pronunciation,can you read the words below? Now you can read the words to your partners.

(Students can read the words according to the rules.)

2. Help them find their friends.(游戏简单有趣,既可以使学生适当放松,又可以进一步总

规律,为学生掌握字母组合发音作铺垫。)

Teacher: Here are some apples and mangoes.They can’t find their friends. Can you help them?

Students: Yes.

Aa Ee

face,age,cake,game,bake Had, dad, cat,

bag,fat He, Chinese,

eve Bed, egg, get, desk,

hell

Homework

Can you think out other rules about pronunciations?

Period Three

课前准备

教师:准备歌曲磁带及情景图片。

学生:准备表演时所需道具等。

教学设计

Step One: Present the useful expressions.

1. Introduce the cxpression.(通过问答的形式引出简单的日常问候语。)

Teacher: As we know,English is used widely all over the word.But do you know what’s its most important function?

S1: It can help us to know more about other countries.

T: Yes, it is. But communication is the most important to all the English learners. Before you begin a talk with others,first you must learn how to greet each other.When you meet a friend in the morning, what do you say?

S2:Good morning.

T:What about in the afternoon?

S3:Good afternoon.

T:What about in the evening?

S4:Good evening.

T:But if they want to use another way to greet others,they can say,“How are you ?” How do you answer it?

S5:I’m fine,thanks.

S6:I’m OK/all right.

2. Listen to the tape and repeat.

Step Two: Practice

1. Act the dialogues.(利用学生手中道具进行情景表演,更加真实化、生活化。)

Teacher:Greetings are very important. But different situations different greetings.Imagine you are in such a situation, how do you greet your friend?(Textbook Starter P3 4b)

(The students practice in groups. Then some of them will be chosen to act them out.)

2. Listen and sing the song on page 5.

Step Three: English names.

1. Choose an English name.(通过选择英文名字进一步巩固字母A-H及日常问候语。)

Teacher: English is a very interesting subject. But only knowing how to greet each other is not enough, we can use it to do something else, for example, English names. Do you want an English name? Now you can choose one.

(Textbook Starter P4 a)

2. Put the names in the correct alphabetical order.

3. Use the English name and greet each other.

Homework

Try to greet your family members in English.

教学方法

(一)主题任务(Core tasks)

根据本单元的中心话题,建议设计以下三个主题任务,供教师参考,并根据实际情况选用。

任务一:设立吉尼斯班级纪录

活动时间:在学完“热身”、“听力”、“口语”、“读前”、“阅读”和“读后”之后

语言知识要求:

1.词汇:edition,length,conclude,confirm,com- minttee,skilful,energetic,certificate,register,apply for, in the first place

2.句型:运用本单元所学的表示量度和比较的句型

语言技能要求:听、说、写

活动形式:

1.小组活动:小组讨论班级里的各项之最,比如说,同学中最高的,跑得最快的,唱歌最好的,体重最大的、最小的,英语口语最好的等等。做好纪录,力求准确,并尽可能包含各个方面。

2.班级活动:先由小组长汇报各小组的内容,再汇总,去掉相同的纪录,在得到全班同学的确认后用英语纪录在小册子里。

3.个人活动:在以后的学习、生活中,争取提高那些有意义的纪录,不断取得进步。

任务目的:

1.加深同学之间的了解,使学生热爱生活,培养集体荣誉感和积极向上、永不满足的进取精神。

2.在活动中学习使用目标语言,以便真正掌握,学以致用。

任务二:介绍一项吉尼斯世界纪录

活动时间:在学完综合技能之后

语言知识要求:学生已学词汇与句型

语言技能要求:听、说、读、写

活动形式:

1.小组活动:利用学校图书馆、因特网查询一项吉尼斯世界纪录。最好该纪录主题积极向上,有生动的幕后故事和社会现实意义。

2.个人活动:由小组长负责分配任务,各组员每人都承担一部分内容,用英语组织好语言,并向全班介绍。

3.班级活动:全体同学参与,各小组介绍自己

选择的一项世界纪录,师生共同评价,选出介绍得最好的小组。并把所有的材料整理装订成册。

评价工具:

任务目的:

1.加深对吉尼斯世界纪录文化内涵的理解;

2.培养学生的合作学习和团队精神;

3.增加语言的输出和输入量,提高学生的语言表达能力。

任务三:介绍你喜欢的一项极限运动

活动时问:在学完本单元之后

语言知识要求:

1.词汇:X Games,X-factor,skating ramp, schoolmates,capture,concentrate(on),helmet,delighted, cautious,fascinate,recently,familiar,outgoing,skate- boarder

2.句型:学生已学的有关句型

语言技能要求:听、说、读、写

活动形式:

1.个人活动:每位同学选择一项自己喜爱和有所了解的极限运动。阅读相关资料,做介绍前的各项准备工作,包括提供图片、录像等材料。

2.小组活动:在小组中比较各自的准备工作,交流经验。

3.班级活动:在适当的时候全体同学参加,由各位同学依次来介绍他们选择的极限运动,师生共同评价选出介绍得最好的同学。并推荐有利于学生身心健康的极限运动,鼓励他们在课外活动中尝试。

任务目的:

1.培养学生在活动中用英语做事的能力;

2.拓展视野,丰富课外文化和英语知识;

3.鼓励创新和有限度的冒险。

(二)热身(Warming up)

这一部分的目的是引起学生对吉尼斯世界纪录

的好奇和兴趣。建议从班级里的情况开始起谈到全国和全世界,再引入到课文中的图片。具体步骤如下:

T:Who is the tallest student in our class?

Ss:...

T:Is Yao Ming the tallest person in China?

Ss:...

T:Do you know how tall the tallest person in the world is?

Ss:...

T:Now let's come to the pictures.See what they are about.

与学生的对话还可以涉及其他级别的各项之最,教师逐步激活学生脑中有关吉尼斯世界纪录的知识,让学生的注意力集中到这一话题上来。然后可以分小组进行有关吉尼斯世界纪录的小测试。看哪组在六个小题中得到最高分。最后由教师来公布答案。如果学生要了解更多的有关知识,可以让他们访问下面的网站:

http://

(三)听力(Listening)

该部分提供了两段有关同一主题、不同内容的听力材料和相应的问题,侧重训练听表示量度和进行比较的一些表达法和句子。另外,两段短文都包含有很多数字,所以另一重点就是听取数字。可以设计一些热身和拓展活动,具体建议如下:

1.完成课文提供的“听前”问题。其中第二个问题可以组织学生先分组讨论,然后由学生回答,教师不提供固定的答案。

2.训练学生熟练地听取数字。教师说出一些两位或三位数,学生用英语写出来,看他们是否能写正确。

3.提一些与听力内容相关的问题,如:

How heavy is the world’s heaviest living person?

What is the fastest land animal?

What is the fastest sea animal?

What is the fastest bird?

What is the fastest man-made flying object?

What is the heaviest land animal?

可以教授“热身”中提到的生词并板书在黑板上。

(四)口语(Speaking)

本单元口语任务是让学生根据课文所提供的角色卡上的情境,分别以“校报记者”和以高空走钢丝闻名的阿迪力的身份来进行一段访谈。访谈的内容是阿迪力所创造的各项纪录。目标语言是长、宽、高等的表达方式和进行比较。在学生开展对话活动前,建议教师能创设情境与一到两位口语较好的学生进行访谈试的对话作为例子。例如:

T:In our class,who sings best?

Ss:Li Fang.

T:Li Fang.May I ask you some questions?

L:Certainly.

T:When did you begin to sing songs?

L:…

T:Did you get a music teacher to help you?

L:…

T:What’s your favourite song?

L:…

T:Have you ever taken part in any singing competition?

L:…

T:Have you ever won any prizes for singing?

L:

T:Why do you enjoy singing?

L:…

T:Thank you.

然后学生以两人一组展开口语活动,在他们基本完成对话的设计和操练熟练后叫几组同学上讲台表演。师生共同评选出最佳的对话。如果时间允许,在此活动结束后还可以让学生任意选择班级里他们想采访的同学,展开即时的、一对一的对话,也可以是教师先推荐一些有特长的学生来作为被采访的对象。

(五)读前(Pre-reading)

教材中的问题大都难以让学生即时作出回答,因此建议教师在结束“口语”活动后布置预习任务,学生通过阅读课文和查找相关资料才能获得答案。在条件差的班级里,讨论需要教师的指导和帮助。在条件好的班级里,学生在完成讨论和回答后教师可以适当地拓展话题,比如:

T:What else do you know about Sir Hugh Beaver and the Guinness Book of World Records?

T:Do you know of any Chinese records in the book?

(六)阅读(Reading)

阅读材料是一篇介绍《吉尼斯世界纪录》的说明文。主要讲述了这本书诞生的背景、书的主要内容、书中有关中国的纪录、体育方面的吉尼斯世界纪录、为什么人们喜爱这样I本书和申报吉尼斯世界纪录的程序等方面的情况。建议教师作以下处理:

1.作为说明文,应该让学生着重理解作者介绍的条理和方法。理解文章的大意和有关重要细节。教师可以通过让学生找主题句和归纳段落大意来使他们了解文章的脉络。

段落大意:

1)The birth of the book.

2)New records are sent into the book each year and they are put into different categories.

3)Some Chinese records in the book.

4)Many of the records come from the world of sports;

some have moving life stories behind them.

5)Why people are so interested in world records.

6)The procedures to apply for a Guinness world record.

2.文章的深层次理解。高三的学生具备了基本的阅读能力,教师还应有计划地引导他们对文章作深层次的理解,如作者为何要写这篇文章、其态度如何、文章为什么要运用这样一个句子以及文章的影响等,以此来启发学生,培养他们的推断和综合预测能力。

本篇文章还可以引导学生作以下几点的思考和挖掘:

1) Why did Sir Hugh Beaver want to create such abook?

2) Why do you think the book has been a bestseller for so many years?

3) What does the phrase “keep track of them” mean?

4) Do you think the book will remain popular? How will it change?

3.要求学生找出文章中他们觉得难懂的句子和他们喜欢的表达方式和句子,全班师生来共同讨论和欣赏。

(七)读后(Post-reading)

1.练习1有五个问题。前三个问题,教师可以提供一些图片和相关资料,以帮助学生更好地了解 Sir Hugh Beaver和《吉尼斯世界纪录》这本书以及环法自行车赛冠军阿姆斯特朗。后两个问题没有固定的答案,教师可以引导学生展开探讨。

2.对于练习3教师可以让学生再细读文章的最后一段,然后先小组协作完成,再在全班核对答案。

3.建议完成主题任务一(具体参见主题任务一)。

(八)语言学习(Language study)

1.词汇(Word study):本部分的重点是培养学生运用英语来释义的能力,教师可以在完成两部分的练习后增加以下活动:

1)要求学生用英语来解释文章中其他生词。

2)试着要求学生用英语来解释练习2关于“北京申奥”这篇文章中的一些生词。如:

enthusiastic: with a strong feeling of interest

         and admiration

decade:    ten years

committee: a group of people chosen to do a

particular job or for special duties

fascinate: be very interesting to

2.语法(Grammar):本单元的语法项目是复习主语,重点是让学生识别不同种类的主语。建议教师在完成语法部分练习的基础上补充下列例旬,并对于教材中未提及的主语种类予以强调。

Examples

His being looked down upon made him unhappy.

Holding the note in his hand,he stood there dumbfounded.

When and where to hold the meeting hasn't been decided.

What you should do is to finish the task soon.

0ver 60% of the earth is covered with water.

New Year's day is coming.

“Where there is a will,there is a way” is a proverb.

The rich and the poor are equal in front of the law.

It is no use crying over spilt milk.

The teacher,together with two students,went to visit the injured student.

(九)综合技能(Integrating skills)

该部分的阅读材料可作为泛读要求。作为高三年级的学生,这类泛读的文章,应有速度的要求。学生要运用他们已有的阅读技能来略读文章,归纳中心大意,然后找出支持主题的句子和细节。针对读后练习2,可以开展以下活动:

1.教师示范:教师在黑板上写上一个大大的“井”字,字中间写上一个学生的名字,要求同学来填满其它的空格对他作出积极方面的评价。如:

2.小组活动:各小组运用以上相同方法对每位组员作出描述。

3.班级活动:教师随机抽取几组,向全班报告。

对于教材的写作要求,建议结合主题任务三

来进行,教师要求学生独立完成申报表的填写,提供评价标准,任务结束后师生共同选出优秀的申报表。

评价工具:

一、教学内容分析

本单元的中心话题是“探索世界”,内容涉及人类如何超越极限、海上航行、郑和下西洋、人类攀登珠穆朗玛峰等,帮助学生了解人类在探索世界的过程中如何顽强地克服困难甚至超越极限。语言技能和语言知识都是围绕这个主题设计的。

“热身”(Warming up)部分由四幅图片和四个问题组成。要讨论这四个问题学生必须了解郑和、克里斯托弗哥伦布、詹姆斯库克和艾贝尔塔斯曼这四个人物的事迹,他们都为“人类探索世界”做出过巨大的贡献。

在了解人物主要事迹的基础上,学生可以总结出四位人物的共同特点:他们都是探索世界的航海家,从而回答第一个问题。对于高三的学生来说,回答第二个问题应该很容易,可以复习七大洲的名字。对于第三、四个问题,学生在讨论的基础上也可以提供部分的答案。这两个问题的讨论有助于接下来

做听力练习。

“听力”部分是一个记者和一个教授之间关于人类过去和现在探索未知世界所可能遇到的困难与挑战的对话。在听之前让学生讨论练习1的三个问题有助于学生对对话内容的预测,熟悉对话中出现的词汇和表达方法,从而降低听的难度。练习2让学生比较过去和现在在交际和交通上的重要差异,可以让学生了解过去探索世界的巨大困难。在录音内容中可以直接得到有关这两方面的情况。练习3中所设计的几个问题也是围绕人类过去和现在探索未知世界所可能遇到的困难与挑战的主题所设计的,主要训练学生把握文段细节的能力。

“口语”(Speaking)部分要求学生对形势作出分析判断,然后提出相应的对策和作出决定。在这一部分,学生阅读相关材料并提出他们自己的观点。在这一过程中学生可以了解我们该如何探索世界,以及如何对待我们探索世界时候所发现的地方、空间、文物等,对于培养他们探索未知世界的热情和克服困难的决心有促进作用。

“读前”(Pre-reading)部分的第一个问题让学生了解“丝绸之路”的有关情况,为第二个问题做好铺垫,那就是在中国陆路已经和其他洲建立联系的情况下,为何还要开辟更长的水路联系?这有何重要意义?从而为我国历史上的那些航海家探索“海上丝绸之路”找到依据。第三个问题要求学生说出他们对郑和和甘英的了解,直接导入并揭示了课文内容。

“阅读”(Reading)部分主要讲述促进人类从海上探索世界的因素和历史上中国与世界的联系。文章的最后部分讲述郑和七下西洋的壮举和成就。通过学习文章不仅可以让学生了解航海历史,激发他们探索未知世界的兴趣,还可以大大增进他们的民族自豪感,更加热爱自己的祖国。

“读后”(Post-reading)部分的练习都是围绕阅读材料设计的。练习1关于古代人为何去探索未知世界;练习2要求学生找出指示方向的词以及这些词的运用对揭示文章主题的作用。练习3和4有助于学生对文章细节的理解,练习5要求学生解释文章中的短语和句子,以帮助他们理解课文。练习6有助于学生更加深入理解文章的内容,加深对探索世界的认识。

“语言学习”(Language study)部分由词汇和语法两部分组成。词汇部分复习构词法,并训练学生

了解名词和动词在句子中的作用。练习1要求学生进行词类转换(名词和动词之间的转换)练习;练习2中要求学生用练习1中词的适当形式填空,这样学生不但r解r词的各种形式,还可以知道各种类别的词的用法。练习3要求学生用课文中出现过的单词和词组填空,这样有助于学生掌握并运用这些词汇。语法部分复习谓语动词的各种形式,学生应该回忆各种时态的谓语动词的基本构成,并注意含有情态动词的谓语动词形式和被动语态的构成。

“综合技能”(Integrating skills)部分有一篇阅读材料,讲述人类征服珠穆朗玛峰的过程,要求学生在阅读后能理解材料,并就材料的内容回答问题并解释部分短语的含义。写作部分要求写一篇议论文比较两种观点,并支持其中一种观点。

“学习建议”(Tips)部分讲的是在英语阅读中要重视阅读技巧。对于不同的阅读材料和阅读目的,应采用不同的阅读方法,以提高阅读效率。

“复习要点”(Checkpoint)部分复习谓语动词的各种形式,让学生明白在使用谓语动词的时候,要考虑谓语动词的人称和数、时态和语态。

二、教学方法建议

(一)主题任务(Core tasks)

根据本单元的中心话题,建议设计以F主题任务。

任务一:图片展览

活动时间:在学习本单元的“热身”部分之后

活动形式:个人活动、小组活动、全班活动

语言知识要求:用学过的词汇与句型,以及在现代探索外部空间中常用到的科技词汇和专有名词

语言技能要求:听、说、读、写

活动过程:

1.由个人或小组合作通过图书馆、因特网搜集有关世界航海和探险以及人类探索宇宙奥秘的图片和文字资料,鼓励学生更多地了解世界,激发他们探索世界和学习科学的热情。

2.然后就某一个主题进行组合,并给图片配上英语的文字说明,在小组内讨论和修改。

3.把个人或小组的图片集中然后统一展出。

任务二:角色扮演

活动时间:在学习本单元之后

活动形式:个人活动、两人小组活动、小组活动、全班活动

语言知识要求:本单元词汇与句型

语言技能要求:听、说、读、写

活动过程:

1.寻找资料。在学习本单元之前找到有关郑和、克里斯托弗-哥伦布、詹姆斯库克和艾贝尔塔斯曼探索世界过程中所发生的故事,可以个人,也可以两人一组或小组活动。让学生分组,分别扮演郑和、克里斯托弗哥伦布、詹姆斯库克和艾贝尔塔斯曼,叙述他们各自的探险途中的所见所闻。

2.小组推荐一个代表讲述准备的故事。

3.由老师和剩余的部分同学就故事的内容,讲述的流利程度,讲述过程中个人的形体风度等方面打分,选出优胜者。

任务三:设计一次探险活动

活动时间:在学完本单元之后

活动形式:个人活动、小组活动、全班活动

语言知识要求:本单元词汇与句型,以及在现代探索外部空间中常用到的科技词汇和专有名词

语言技能要求:听、说、读、写

活动过程:

1.把全班分成几个小组,每个小组确定一个探险的主题,可以是“航海”,“太空探险”,“海底探险”等,各小组成员分配任务。

2.由某些成员通过图书馆、因特网搜集有关世界航海、探险,以及现在我国和其它国家探索外部空间的各种信息。

3.由熟练掌握电脑的成员制作成多媒体课件,小组成员应该出谋划策。

4.选择一到两名成员在课堂上展示课件,在播放课件的同时进行现场解说。叙述探险活动中应注意的事项,并努力吸引广大“探险爱好者”参加这一设计活动。

5.由老师和部分同学就课件制作的精美程度、主题是否明确、语音语调和仪态等方面打分,选出优胜的小组,颁发优秀设计或创作奖。

(二)热身(Warming up)

进行该部分教学时我们不妨从谈论人类探索世界的历史入手。

Everybody knows that the world is round.In the fifteenth century,however,most people believed the world was flat.They thought that monsters waited for anybody who sailed over the edge of the earth.People laughed at or jailed others who dared think that the world was in the shape of a globe.

However,human beings never stop the paces of exploring the unknown world.In history,many people made great contributions in exploring the unknown world

然后请学生讨论这一部分的问题。

(三)听力(Listening)

在“热身”的基础上,教师通过总结学生的讨论结果导入听力部分的教学。

1.导入。首先,教师介绍听力任务:In the past, explorers had to face many dangers and challenges without modem equipment.We are going to listen to an interview between a reporter and a professor about exploring in the past and at present.然后让学生完成练习1。练习1是听录音前的热身活动。学生两人一组,通过回答问题,讨论、全班交流,充分预测听力内容。学生在讨论时,教师注意收集比较好的答案,准备全班交流,并在此基础上引入听力材料。

2.先让学生先熟悉练习2的内容,再听一到两遍录音材料,完成练习2。第一遍静听,在听的过程中,要求学生把握细节内容,写出要点、做好记录。听后要求学生进行讨论。听完第一遍后,教师可以提问,了解学生的理解情况,通过问题给他们一些提示。这样,学生听起来就会顺利多了。教师播放录音两遍,学生理解了听力内容,就能顺利完成第一个练习。

3.学生听第三遍录音材料,完成练习3。建议在听录音前,组织学生先简要地讨论练习3中的问题。通过这一活动可以让学生听前心中有谱,提高听力效果。在做完听力后,教师应当对听力内容做一个小结。

(四)口语(Speaking)

该部分可以根据三个话题,设计以下三个教学内容:

1.英国人发现澳大利亚后,就把那块大陆占为己有。我们能否以同样的方式瓜分南极洲和月球?

Can we divide the moon or Antarctica between the countries that have successfully reached and have set up their scientific research stations there? Why or why not?

What problems may arise if we do so?

What should we do then to solve the problem of exploring and developing some special areas?

What can we do to protect the moon,Antarctica and other special areas?

2.如何处理好考古和文物古迹保护之间的关系?又如何在考古过程中避免冒犯他人的宗教信仰?

Digging up the old graves may help people to know more about the origins and the history of certain people.But can we find a balanced point between archaeological work and protection of cultural relics? Are there any other ways of doing archaeological work without doing any damage to cultural relics or violating religious beliefs?

3.太空探险充满风险,费用又昂贵。我们能否找到既能减少风险有能降低成本的探险手段?

Sending human beings into space is both dangerous and costly.Can we find some new ways of exploring space,in which cost may be reduced and astronauts do not risk as much danger as now?

(五)读前(Pre-reading)

这部分通过学生讨论丝绸之路,探索海上航线的原因和中国古代的一些探险家,从而引入有关古代经贸中常用词和物品名称。建议在学生讨论时教师有意识地引入ambassador, embassy, china,silk,tea, ivory,spice,rhinoceros,horn,treasure,empire,emperor, command,set sail等与课文有关的词汇。

然后呈现课文的标题,让学生猜测文章主要涉及的内容,可以让他们写几个小标题。

(六)阅读(Reading)

这篇文章主要介绍中国是怎样和世界建立海上联系的,内容包括促进人类从海上探索世界和未知文明的因素,历史上中国与世界的联系,文章的最后部分讲述郑和七下西洋的壮举和成就。教师应该让学生了解文章的主要内容和各个时期的代表人物。因此建议阅读过程分为:

  1.小组活动:请学生接着“读前”推测文章中将会涉及的主要方面,确认文章的主要内容。以下为文章主要内容的概括:

the foundation of mankind’s greatest endeavour

the Arabic contacts with the African coast

the contacts between China and Africa

some important figures in history

Zheng He's voyages(time,purposes,routes,exchanged goods,significance/effects)

在阅读过程中,学生应该发现文章中的疑难点(包括部分生词),并通过小组合作解决疑难点。

2.个人活动:根据各个文章要点,列出关键词,并试着用自己的语言概述各部分主要内容,学生可以适当补充相关材料。

3.小组活动:学生可以在小组范围内交流概述;每个成员确定其中某一点准备较详细流利的描述。

(七)读后(Post-reading)

教材中的练习1主要涉及古代人们了解远方文明存在的方式和促进他们探索这些文明的因素,要求举例说明。这是议论文写作的重要方式,得出某个结论然后举例说明。通过问题的回答和例子的寻找帮助学生了解如何运用这一写作手法。练习2主要让学生找出指示方向的形容词,并理解这些词的运用对文章主题的揭示作用。而练习3则通过完成表格让学生了解各个时期不同人物探索世界的路线和主要交易的物品。练习4是关于亚非交流中的有关动物的动物产品。做这两个练习有助于学生对阅读文章细节的了解,可以通过小组活动完成。练习5要求学生用自己的话解释课文中的句子和短语。通过做这个练习,学生可以对文章的某些部分做精确的理解,可以要求学生各自独立完成,然后集体校对。练习6不仅需要学生通过课文的上下文理解 a symbolic meaning,还要求学生通过对生活的观察,用实例来说明具有重要象征意义的某一行为。这是读和说的结合,要求学生运用所学知识解决实际问题,有利于他们能力的培养。建议学生在小组范围内交流,然后推荐代表在全班叙述他们认为可以佐证的事例。

一、教学内容分析

本单元的中心话题是“澳大利亚”,具体涉及澳大利亚的地理概况、自然历史、风土人情等。语言技能和语言知识都围绕“澳大利亚”这一中心话题设计展开。

“热身”(Warming up)部分让学生依照地图描述澳大利亚与其临近海域的地理位置关系,澳大利亚各州和各地区的分布情况,以及一些著名城市(如Sydney, Melbourne,Canberra等)的地理位置。同时让学生列出三件让他们感兴趣的澳大利亚事物,并自由讲述他们自己想去澳大利亚游玩的地方及其旅游活动内容。这部分旨在让学生在头脑中形成一幅清晰的澳大利亚地图,对澳大利亚的地理概况、自然风景及风土人情有个初步的认识与了解,并激起学生探索,学习澳洲的热情。

“听力”(Listening)部分共分两部分内容:澳洲的野外活动--远足、自行车和冲浪(bushwalking,cycling,surfing);野外旅游的安全警告和注意事项。根据听力内容设计了三个练习:

1.找出可能在录音中听到的词。该练习训练学生捕捉信息的能力,同时为下文的听力活动起了热身的作用;

2.听录音,填写表格,并注意澳大利亚的口音,判断与英国英语的最大不同之处。该练习主要训练学生捕捉具体信息并概括要点的能力;

3.先预测旅游的一些注意事项以及安全知识,然后听录音填写表格。该练习既训练了学生的预测能力,又使学生对听力材料能整体把握,训练学生获取和处理信息的能力。

“口语”(Speaking)部分是听力部分的延续。要求学生在听力活动中所获取的信息基础上,以小组活动和角色扮演的形式,展开多位旅行者与-位导游之间进行有关澳大利亚旅游安全问题的对话活动。这个活动设计既帮助学生巩固从听力材料所获取的信息内容,又达到一个有效的信息输出目的,训练学生在交际过程中的口头表达能力与知识运用能力。

“读前”(Pre-reading)活动由两部分内容组成。第一部分在告知学生文章的主旨后,要求学生积极预测文章内容,在阅读之前判断文章可能会回答的问题。第二部分则要求学生在完成第一部分的基础上,将自己预测的文章内容按照文章的脉络从导入、主体到结论(Introduction→Body→Conclusion)的顺序进行编排。这种设计旨在要求学生能根据文章主题来判断文章可能阐述的内容,帮助学生理解文章的描述必须围绕主题进行。同时有助于培养学生丰动阅读的良好习惯,并有助于学生写作能力的培养与提高。

“阅读”(Reading)部分是一篇介绍澳大利亚地理概貌、历史发展及语言文化等方面的说明文体裁的文章。文章整体脉络清晰明了,共有五部分:1.澳洲的概况。介绍了澳大利亚的组成、地理位置、首都、著名城市以及澳大利证的国旗。2.最早的澳洲人(The first Australians)。3.囚犯之国,(A nation of prisoners?)。17世纪,欧洲人开始踏上澳洲的土地。接着,美国独立战争爆发,英国无法再将囚犯发送美国,因此大量的英国囚犯被遣送澳大利亚,使得澳洲土著人的生活方式被改变、上地被剥夺,一个由囚徒组成的国家诞生。4.另外一个新世界:一个国家的诞生(Another new world:the birth of a nation)。澳洲与18世纪的美国相似,1902年澳大利亚联邦成立。5.说澳大利亚语吗?没问题!(Speak Australian? No worries!)。介绍了澳大利亚英语与英国英语和美国英语的不同之处,列举九午多澳洲英语词汇。通过对此文的阅读,学生对澳大利亚的方方面面会有更深刻的认识与了解。

“读后”(Post-reading)郜分设计了三个练习。第一个练习是对读前活动的检测,根据文章划出能回答读前部分问题的句子。第二个练习针对文章内容细节设计了七个问题,让学生读后再回答问题,帮助学生更深层次地理解文章内涵。第三个练习涉及到说明文写作技巧的问题,要求学生从文章出发,对从文中选出的六个句子进行判断,哪句是运用了说明文中摆事实(Fact)的写作手法,哪句是运用了下定义(Definition)的写作手法,哪句是运用了举例子(Example)的写作手法。这有利于学生模仿并学会运用各种写作方法增添文章色彩,从而提高写作水平。

“语言学习”(Language study)部分分词汇学习(Word study)与语法(Grammar)两部分。词汇学习设计了两个练习。第一个练习要求学生学会用简单的英语来解释生词,并学会用英文字典来查单词,这有助于提高学生自主学习能力,养成用英语直接思维的良好习惯;第二个练习要求学生用所给词汇的正确形式进行填空,帮助学生巩固所学词汇,并能在特定语境中准确运用所学语言知识。语法部分是复习系表结构中表语的用法。共设计了两个练习,第一个练习要求学生选词填空,判断哪些词(性)可以用来充当句子的表语(可充当系表结构巾的表语有:名词/代词/数词/形容词/副词/过去分词/-ing形式/介词短语/不定式/从句等);第二个练习要求学生能运用系动词的正确形式填空,帮助学生复习巩固系表结构中系动词与表语的用法。

“综合技能”(Integrating skills)部分包括阅读和写作。阅读部分介绍了澳大利亚的地理、自然环境、工农业、气候特征及风情民俗等,让学生进一步熟悉了解澳大利亚的方方面面,并设计了四个问题,帮助学生了解和检测阅读内容。写作部分要求写一篇描述一种澳大利亚稀有动物的文章。要求学生根据教材所提供的动物资料(包括该动物的外形特征、生活习性等)写一篇描述性说明文体裁的文章。这有助于学生学会收集并合理利用相关信息资料,将所学语言用于实践,提高学生描写事物的写作技能。

“学习建议”(Tips)部分建议学生学刊自己感兴趣的外国语言与文化。通过图书馆、上网、交友等各种途径搜集相关信息资料,了解外国的语言文化,提高学习语言的积极性,陶冶情操。

“复习要点”(Checkpoint)部分帮助学生复习表语,并设计了一些基本的练习供学生操练巩固。同时要求学生复习与本单元中心话题“澳大利亚”相关的重要词汇和习惯用语,达到巩固所学语言知识与技能的目的。

二、教学方法建议

(一)主题任务(Core tasks)

根据本单元中心话题“澳大利亚”,设计以下四个丰题任务供教师参考,并根据交际情况运用任务展开活动。

任务一:制作澳大利亚旅游指南

活动时间:此任务可作为本单元的中心任务,贯穿整个单元学习时间;也可以在学完“热身”,“听力”与“口语”后进行。

语言知识要求:与本单元相关的语言(有关澳大利亚地貌、语言、文化、自然等词汇)

 语言技能要求:读、说、写

  活动形式:

1.小组活动:讨论澳大利亚旅游指南的各个事项(如地图/图片、旅游路线、景点介绍、天气、交通、安全事项等);任务分工,组内成员可根据自己的爱好特长进行分工,确定任务(如文字、美工、设计、编辑、资料图片收集等);

2.个人活动:各成员根据所分配的任务从不同途径广泛收集所需资料信息,并做好摘录、归类与整合,为旅游指南的制做好充分的准备工作;

3.小组活动:小组交流,信息资料汇总并整合,各组成员分工合作,制作旅游指南;

4.班级活动:以小组为单位在班级展示澳大利亚旅游指南,师生共同评价,评选出最佳澳大利亚旅游指南;并把选出的最佳澳大利亚旅游指南展示存班级宣传栏里。

任务目的:

1.激发学生了解澳大利亚的热情;

2.培养学生的合作学习精神,

3.培养学生学用结合,将所学语言用J:实践,提高学生自主学习的能力。

任务二:评选澳大利亚导游

活动时间:学完“阅读”与“综合技能”后

语言知识要求:本单元所学的语言

语言技能要求:说,听

活动形式:

1.小组活动:各组成员在组内进行比赛,以导游的身份向大家介绍澳大利亚的方方面面(包括澳大利亚的地理位置、自然风景、旅游胜地、气候特征、文化风俗等),然后各组推选1-2位优秀导游;

2班级活动:每组被推选上来的优秀导游在班级进行比赛,师生共同评选最佳澳大利亚导游。

评价工具:

(Note:5-Excellent;4-Good;3-Not good/Not bad;2-Bad;1-Terrible) 

任务目的:

1.培养学生在做中学的学习习惯,在实际活动中运用所学语言,并创造性地使用相关语言。

2.丰富学生的学习活动,增加学习乐趣,提高学习积极性。

任务三:举办澳大利亚稀有动物派对

活动时间:学完“综合技能”写作部分后

语言知识要求:

1.与澳大利亚稀有动物相关的语言知识,如: kangaroo,koala,red-bellied,black snake.tiger snake, platypus,wombat,dingo,brash turkey,emu,fairy penguin,Tasmanian devil,dugong,bandicoot,kookaburra, wallaby,cuscus,cockatoo,etc

2.描述动物的相关词汇,如:fur,skin,pointed, claw,clawed,hairy,tail,wild,medium,bushy,howl, bark,habitat,etc

语言技能要求:读、写、说、听

活动形式:

1.个人活动:搜集自己感兴趣的一种澳大利亚稀有动物的相关信息资料(见下图),并用所学的语言知识对其进行简要的描述(以第一人称进行描述);同时制作一张该动物的面具;

Draw a picture of an animal

Investigation Data Name of animal:

Description:

Habitat:

Diet:

Interesting fact:

2.班级活动:在班级里举办一次澳大利亚稀有动物派对,每位学生戴上自己制作的动物面具进行“自我介绍”,师生共同学习了解澳大利亚各种稀有动物的相关知识。

任务目的:

1.激发学生学习热情与创新欲望,培养学生语言综合运用能力;

2.鼓励学生运用所学知识描述一种动物,并能拓展灵活运用语言;

3.丰富学生知识,开阔眼界,增加学生学习乐趣。

任务四:澳大利亚英语特色词汇集锦

活动时间:学完“阅读”后或学完本单元后

语言知识要求:澳大利亚英语特色词汇,如: G’day mate,Sheila,mate,outback,to go walkabout, billabong,uni,no worries,toilet/ dunny,do one's lolly, catch you later,soccer等,可参考背景知识第一部分。

语言技能要求:读、说、听、写

活动形式:

1.个人活动:通过各种途径(如图书馆、报纸、

杂志、网络等)广泛搜集澳大利亚英语特色词汇,并了解其含义用法,做好记录;

2.班级活动:汇总澳大利亚英语特色词汇,编成澳大利亚英语特色词汇集锦,师生共同学习欣赏。

任务目的:

1.开拓学生知识面,丰富英语语言知识及词汇量,帮助学生了解澳大利亚语言文化;

2.培养学生自主学习能力;

3.培养学生在学习中运用资料策略,学会资源共享。

(二)热身(Warming up)

这部分的重点是激活学生头脑中对澳大利亚的知识。通过热身活动让学生对澳大利亚概况有感性认识,激发学生学习本单元有关澳大利亚知识的兴趣。建议展开以下教学活动:

1.看图说话

教师向学生展示一张世界地图,让学生熟悉世界七大洲四大洋的名称;然后引导学生集中描述澳大利亚的地理位置,同时引出表方位的词汇,如:to/ in the east/south/north/west of...,be located/situated in, lie in/on/to/off;be surrounded by等。如:

T:Here is a map of the world.Do you know the names of the oceans? What about the continents? Where is Australia? Can you describe it?

(Note:four oceans on the earth-Arctic Ocean, Atlantic Ocean,Indian Ocean,and Pacific Ocean;seven continents on the earth-Africa,Antarctica,Asia、 Oceania,Europe,North America,and South America)

2.师生讨论

引导学生讨论澳大利亚的各个组成部分及其分布情况。并熟悉澳大利亚一些著名城市(如 Melbourne,Sydney,Canberra,Brisbane等)的地理位置。并引导学生讨论澳大利亚的动物。如:

T:What do you know about animals in Australia?

Ss:There are a variety of animals in Australia.

T:Can you name some and draw them?

(group work or pair work)

3.生生讨论

首先学生以小组形式讨论自己想要去澳大利亚游玩的地方并给出原因,同时讲述自己旅游活动项目与内容。教师可帮助学生引出相关词汇。如: backpacking,cycling,bushwalking,surfing,sailing, adventure,water rafting,sailboard,surfboard,diving,

diving suit.diving mask,diving boot等。然后以班级活动的形式要求学生进行讨论并汇报结果。

(三)听力(Listening)

听力部分是关于澳大利亚旅游安全常识。建议开展如下活动内容:

1.导入。这部分活动内容刚好与“热身”活动内容衔接。教师可以在热身活动之后引出“澳大利亚旅游安全常识”这个话题。例如:So you like travelling. You can experience adventure activities in Australia,such as cycling,bushwalking,and surfing.But what should we take into consideration since they are adventurous and risky? The tape will tell you紧接着让学生对听力材料内容进行预测,激发学生听的兴趣,也起到听前热身的作用。听前,让学生先阅读课本提供的练习,以便带着目的去听。

2.学生听第一部分录音材料,完成练习2。同时在听的过程中提醒学生注意澳大利亚英语的口音,做好记录。听后要求学生进行讨论:Which sounds are very different from British English?

3.学生听第二郜分录音材料,完成练习3。建议在听录音前,组织学生进行简要的讨论:What should you bring when travelling and how can you stay safe while travelling? Is there anything we should pay attention to? Why? 通过这一活动可以让学生听前心中有谱,提高听力效果。

(四)口语(Speaking)

口语活动实际上是继听力输入活动后的输出部分,要求学生以角色扮演的形式进行VI语交际活动。这一活动的目的是巩固学生从听力材料中获取的信息内容,再将所学的知识运用到交际活动中去,活学活用,提高学生知识运用与交际能力。教师在处理这部分内容时可要求学生以小组为单位,分角色扮演(tourists & a tour guide),各小组各角色做好充分的准备工作,然后在班内进行表演。建议进行以下活动:

1.学生分别选好角色:导游或旅客,并做好准备。如导游可以准备旅游注意事项、旅游会存在的危险性;游客可以计划旅游目的地。准备工作可以通过上网搜寻、卜图书馆或采访地理教师等形式完成。

2.小组活动。小组成员可以是三个游客和两个导游,也町以是其他形式,讨论有关旅游目的地和注意事项。

3.班级活动。教师根据各组的讨论情况,请三

至四组同学卜台做表演。

口语活动也可以参照主题任务一。

(五)读前(Speaking)

这部分是“阅读”的热身。鼓励学生积极地进行预测、想象文章会涉及哪些内容,并要求学生在预测基础上尝试给文章列提纲,安排文章内容。

建议活动:

1.个人活动:可以课前完成。

2.两人小组活动:同桌讨论。

3.全班活动:教师组织全班同学讨论。

(六)阅读(Reading)

本单元阅读课的目标是:

I.使学生能够利用各种阅读方法与技巧(如 skimming,scanning,inference等)获取信息,提高阅读能力,并学习使用介绍性文字。

2.使学生了解澳大利亚国家的地理、历史、语言、文化等背景知识,培养跨文化意识,提高跨文化交际能力。

针对以上目标,建议阅读课开展以下教学活动:

1.略读(Skimming)。快速浏览文章,归纳段落主题。然后对照“读前”部分的预测内容与提纠进行比较与验证。由于本篇阅读结构脉络清晰,。学生通过快速阅读可以了解各部分主题内容。

Part 1:Geography & flag

Part 2:People

Part 3:History (during the 17th C and 19th C)

Part 4:History (in the 20th C)

Part 5:Language

2.寻读(Scanning)。通过略读学生初步掌握文章整体脉络后,学生再进行寻读,捕捉具体信息细节,加深对文章的理解。教师可通过问答的师生互动形式完成下面一张表格,帮助学生了解文章各部分的细节内容。在课堂教学过程中教师可以通过形象生动的方式如画图、呈现图片或呈现重要关键词汇等进行板书,帮助学生更有效地理解文章细节。

Australia

Item Details

Geography

Flag

People

History

Language r

3.欣赏领会全文。在学生对文章有整体与细节上的全面理解之后,让学生再回到课文,听录音,欣赏原文,学习理解并体会文章优美、内涵丰富的词句,同时也使文章的整个脉络与重要细节再次呈现于学生的头脑中,达到全面深刻领会文章的目的。

(七)读后(Post.reading)

读后部分设计了三个练习。第一个练习要求学生根据文章内容划出能回答读前所设计问题的句子;第二个练习设计了七个紧扣课文内容的问题。这两个练习都是从文章内容细节出发的,教师在处理这一部分时可考虑将这两个练习穿插到阅读活动中去完成。第三个练习是有关引导学生说明文写作技巧的练习。在写作过程中我们会运用一些写作技巧,如摆事实、举例子、下定义等各种方式使文章脉络清晰,有事实、有定义、有例子,为文章增添色彩。此练习要求学生从原文出发,根据上下文来判断各句在文中运用了哪种写作方法。在完成练习之后,教师可以给学生提供另外相应的辅助练习,如:可结合任务二,也可以让学生模仿课文介绍我们的祖国,帮助学生巩固运用。

(八)语言学习(Language study)

1.词汇学习(Word study)

词汇学习部分主要是考查学生对阅读文章中出现的一些重要词汇的理解程度与运用能力,共设计了两个练习。第一个练习要求学生给阅读文章中出现过的八个生词下定义,教师可以先让学生根据课文内容,用英语解释词义,鼓励学生用所学的语言给生词下定义;然后再鼓励学生学会用英文词典查单词,检查答案,帮助学生养成平时勤查字典的良好习惯。第一个练习要求在特定语境内用所给词汇的正确形式填空,训练学生词汇运用能力。

2.语法(Grammar)

本单元的语法项目是复习系表结构中表语(Predicative)的用法。教材提供了两个练习供学生练习巩固这一语法点。由于学生平时都在使用系表结构,对这一结构的用法比较熟悉,教师可以先让学生通过大量的练习熟练掌握这一用法,再引导学生归纳总结充当表语的各种形式(名词/代词,数词/形容词/副词/过去分词/-ing形式/介词短语,不定式/从句等),并要求学生列出系表结构中常用的一些系动词(1ink verbs),如be,keep,rest,remain,stay, lie,stand(表示持续的状态);seem,appear,look(表象);feel,smell,sound,taste(感官);become,grow,turn,fall,get,go,come,run(表示变化);及表示终止的系动词prove,turn out等。

(九)综合技能(Integrating skills)

综合技能部分包括阅读(Reading)与写作(Writing)两部分。

1.阅读部分其实是前面阅读活动材料的继续,主要目标是要求学生在阅读中获取信息,进一步全面了解澳大利亚。教学活动建议如下:

1)导入。从复习前面阅读课的内容开始导入。如:

 T:What did we learn about Australia in Reading?

  What else do you want to know about it?

Ss:Animals/Climate/Culture/Customs

2)段落主题归纳。要求学生快速阅读课文,找出并归纳段落主题。

Paragraph.1:Old Australia & its animals;Para. graph 2:Area;Paragraph 3 & 4:Resources & agriculture;Paragraph 5:Climate & customs

3)疏通课文,捕捉细节。

通过师生互动一问一答的形式了解各个段落主题下的细节内容。教师可呈现学生回答中的关键词汇。

2.写作部分要求学生根据教材所提供的信息练习写作。教材提供了澳大利亚三种稀有动物(袋熊 wombat,树袋熊/无尾熊/考拉koala bear,野犬dingo)的相关信息资料。写作活动步骤建议如下:

1)个人活动。学生写作前,教师可以让学生在课外利用各种途径广泛搜集一种澳大利亚稀有动物的相关信息(可以是以上二种稀有动物巾的一种),并合理利用信息资料,学写一篇描述性文章。(参照任务三的活动)

2)生生互动。写作结束后要求学生根据写作评价标准互改习作。

3)师生互动。交流点评习作,评出优秀习作。

评价工具

二、教学方法建议

(一)主题任务(Core task)

根据本单元的中心话题,建议设计以下三个任务供教师参考,并根据实际情况运用任务。

任务一:收集植物

活动时间:完成热身、听力及口语之后

语言知识要求:与本单元有关的词汇

语言技能要求:听、说

活动形式:

1.个人活动:搜索有关植物的知识,记录整理:

What is the name?

What is it like?

What is it used for?

What is its family?

2.小组活动:四至五人一组,小组同学互相介绍自己搜集的植物,然后推选一至两人到班上展示。

3.班级活动:各组学生代表用表格、图片或课件等形式向同学介绍该植物。其他同学做记录,尽可能多地了解植物。

任务目的:

1.熟悉、认识更多的植物;

2.更多地了解植物的特性、象征意义等;

3.在实践中运用所学语言及知识,解决生活中的问题。

任务二:小小花卉展(小小生物角)

活动时间:贯穿整个单元

语言知识要求:与本单元相关的词汇

语言技能要求:听、说,读、写

活动形式:

1.班级活动:本单元一开始,教师布置每个同学(或两人一组)准备一种或一种以上花盆植物,可以是家里现成的,也可以是自己去山上采挖、然后种植于花盆的。

2.个人或两人小组活动:同学分头准备花盆植物,并用英语记录花卉名称、产地、用途、花卉形状、象征涵义等。

3.个人或两人小组活动:记录、观察花卉的生长过程,做观察日记:如土壤要求、气候要求、用水要求、成长变化等。

4.分组活动:6-8人一组,同学之间互相介绍自己所准备的植物,用英语描述、介绍该植物的特性等;然后贴上标签,注明植物名称、标明植物特性,挂上自己做的观察日记。小组同学互相提出修改意见。

5.班级活动:植物展览,同学互相学习,评出最佳花卉、最佳植物描述、最佳观察日记等。

任务目的:

1.培养、激发学生对大自然的热爱;

2.尽可能多熟悉、解植物特别是花卉的有关知识;

3.培养学生仔细观察、认真记录的习惯,并注意准确记录;

4.将所学语言和知识用于实践,学以致用;

5.美化、爱护环境。

任务三:生物科学家论坛

活动时间:学完“读前”、“阅读”、“读后”、“综合技能”之后

语言知识要求:本单元有关词汇

语言技能要求:读、写、说、听

活动形式:

1小组活动:以4-6人为一小组,讨论确定将要介绍的生物科学家。

2.个人活动:分工搜索、重组材料(有条件的学校可以要求学生利用网络搜寻资料并将材料根据需要以Powerpoint形式或网络形式制成课件)。要求学生在语言运用上突出重点,充分利用本单元的语言。

3.小组活动:小组成员之间介绍、交流自己搜寻的材料,整合所有有用信息。

4.班级活动:小组同学以论坛形式向全班同学演示、介绍该生物科学家,班级将各组的资料做成墙报进行展示(也可以在网上共享),并评出最佳作品。

任务目的:

1.加强学生的探究意识,提高学生有目的地搜索信息和加工信息的能力;

2.了解、熟悉更多的生物科学家,学习他们的科学精神;

3.运用、巩固有关语言知识,提高学生的思辩能力。

评价工具(选票)

Group1 Group2 Group3 Group4

They cooperated well.

They used what they had learnt recently.

Their introduction was meaningful and informative.

They used proper aids in their presentation.

They wrote the introduction by themselves and the language is good.

(二)热身(Warming up)

本单元的话题是“绿色世界”,主要谈论的是植物学这一学科。学生对这一话题并不陌生,但是也不会懂得很多。建议教学活动如下:

1.T:What is the green world? What can we see in the green World?

Ss:We can see a lot of trees,plants,flowers, vegetables and etc.

2.How many trees do you know? 教师向学生展示有关树的图片。

How many flowers do you know? Can you name some?(Ss can name the flowers in Chinese if they don’t know the English for the flowers.)教师向学生展示有关花的图片,并逐个讨论。

如:

What is the name of the flower?

Where does it usually grow?

What is it used for?

Does it have any special meaning? What is it?

Can you describe it?

What is your favourite flower? Why?

教师和学生一起讨论有关花卉知识,并呈现有关花卉的词汇。然后完成课本练习。

(注意:下列材料仅供参考:)

Flowers come in many different colours,shapes and sizes.Flowers like tulips and roses are big and showy,but grass and oak tree flowers are tiny and often difficult to see.Flowers grow on garden plants,on shrubs,on trees and even on grasses.They contain the parts that make seeds.The seeds will grow into new plants.So flowers help to make more plants of the same kind.

Blossoms Many trees have attractive colourful flowers,or blossoms.The blossoms of fruit trees,such as cherry,apple and pear, develop into fruits,which contain the trees’seeds.

Colour and scent Some flowers,like poppies,are brightly coloured. Hyacinths and roses are colourful and have a sweet smell,Flowers which bloom early in the year, such as snowdrops and daffodils,are mostly white or yellow.Sunflowers are always yellow in colour, but other flowers,like chrysanthemums,can be yellow. orange,blue,red,and many other colours,too.

Hidden flowers The flowers of grass and sedge plants can be difficult to see.They are often the same colour as the plants,leaves and steins Some trees,such as willow and poplar trees,grow plain-looking flowers called catkins They hang down from the tree in small clusters

(三)听力(Listening)

热身活动之后,相信学生对花卉有了初步的了解。听力的内容是有关“水果”的话题,因此,教学活动可以紧接着进行。建议教学开展“听前”、“听录音”和“听后”活动。

1.听前活动:师生讨论

T:Now you have some knowledge of flowers The green world includes flowers,vegetables and fruits.Do you like fruits? What do you know about them? What kinds of fruit do you know? (教师可以出示各种水果图片,学生讨论水果有关知识)

学生小组讨论:

1)names of the fruits;

2)kinds of the fruits;

3)ways to put different kinds of fruit into groups;

4) why people need to eat fruit.

班级讨论:小组向全班同学展示刚才讨论内容。

2.听录音,完成第4、5练习。

3.听后活动:学生根据听前讨论内容和录音材料,谈谈水果方面的有关内容,也可以作为课后书面作业,写在作业本上。

(四)口语(Speaking)

口语活动的教学目标可以从以下三个方面考虑:1.语言目标--学会如何叙述做事步骤。如: First(ly).second(ly),After that,At last等。2.知识目标--会谈论如何种植花草、蔬菜等绿色植物。3.技能目标--学会种植一种绿色植物,培养自己动手、策划和探究能力。

建议教学开展以下活动:

1.师生讨论:

T:Do you have pots of plants in your home?

What is it?

Who usually looks after it?

Have you ever planted or grown any flowers or vegetables? Do you know how?

教师也可以事先准备一棵植物,与学生一起讨论:

T:Do you know what it is? Do you know how to plant (look after) it?

2.生生讨论:2-3人一组,其中一个记录。如:

S1:What have you grown?/What would you like to grow?

How would you take care of it?

I water it regularly…

S2:I have a pot of flowers in my home.It is called chrysanthemum.I planted it last spring.I know how to grow it.Firstly,…

S3:I have planted a pot of cymbidium.First….

3.班级活动:全班同学讨论、讲述如何种植花卉或蔬菜体会,例如:It is a good idea to… Firstly, we…Secondly,we…学生在叙述做事步骤时,再一次运用firstly,secondly,thirdly,then等词进行描述。然后完成课本练习2和练习3。

也可以参照任务二。

(五)读前(Pre-reading)

为了更好地理解课文,教师可以在读前做一些适当的铺垫。如教师可以呈现植物、水果图片或实物,引导学生进入植物的世界。

T:What's this? (What are these?)

What are they used for?

Where are they from?

Can you classify them into groups?

What do we call the persons doing the research on the plants? (botanists)

Do you know any botanists?

How do scientists classify them now? How did they classify them in the past?

How was the science of botany born?

然后自然过渡到阅读课文。

(六)阅读(Reading)

本阅读篇章的目标为:

1.使学生了解植物学这一学科的形成,并了解一个学科的形成需要经过漫长的时间及几代科学家的努力和奋斗。

2.使学生了解科学家为科学事业所作的努力及其奋斗精神。

3.培养学生捕捉细节、分析主题最终提高阅读的能力。

针对这些教学目标,建议进行如下教学活动:

1.解读标题The Birth of a Science。由于有了读前的过渡、铺垫,学生容易理解本文标题。

2.疏通课文,捕捉细节。

Scientists Achievements and contributions

Carl Linnaeus He developed the system how to classify plants into groups His system conquered the world.

Daniel Solander

Linnaeus’student, travelled to England to promote the new system and travelled on the Endeavor with Joseph Banks.

Joseph Banks

rich.but made his career in science,He made his first journey to study wild plants in 1766. His second expedition was the great voyage with James Cook to the Oceania.He supplied about 10,000 pounds.His three-year voyage achieved a lot on botany He not only studied and described the new plants he found but also looked out for new economic species After his return.he helped develop the royal gardens at Kew into one of the great botanical gardens in the world and made it a center of scientific and economic research.

(有关这三位科学家的参考资料见补充参考资料)

3.深层理解、归纳课文。

Do you think it is easy to have a science born?

What is the main idea of the text?

4.升华主题。

What is important in their scientific work?

What can we learn from these scientists?

(七)读后(Post-reading)

读后练习的目的是加深对阅读的理解,其中问题2、3、4可在阅读过程中处理。然后组织学生讨论:How was the science of botany born? Was it easy?也可以结合任务三,引导学生更多地了解植物学家,进一步激发学生对生命科学的热爱和探索热情。

(八)语言学习(Language study)

1.词汇学习(Word study)

词汇学习的第一个练习让学生根据句子意义,在方框中找出与句子划线部分意义相似的词或短语;第二个练习运用本单元所出现的词汇完成短文填空。建议做练习前,教师在复习课文的同时对本单元出现的词汇以听写、造句,编故事等形式先做一一复习、归纳,然后让学生自己完成这两个练习。

2.语法(Grammar)

语法部分复习宾语从句。鼓励学生进行探素性学习,自己进行分析归纳。

(九)综合技能(Integrating skills)

综合技能的阅读部分主要介绍了达尔文及另外两位科学家格雷戈门德尔,约特杜尔松关于物种的研究和他们的成粜。达尔文参加“小猎犬号”船队远征,完成了科学巨著《物种起源》。在加拉帕戈斯群岛,他发现了几百种不被世人知晓的新植物,并发现植物与动物物种一样起源于不同的居住地和不同的食物源,同时还找到了解释不同物种之间差异的答案;19世纪40-50年代,门德尔酷爱大自然,做了大量的花草实验,发现植物的特性代代相传,并不受环境影响,他的研究使植物遗传学诞生;1922年,杜尔松找到证据,表明由于各地的气候条件、土壤状况不同,同一物种的植物也会产生差异。三位科学家的研究表明遗传和环境对植物有着极其重要的影响。

教师可以让学生细读课文,完成下列表格。

Names of the scientists

When and where

Achievements

写作部分可以让学生结合所学课文,通过仔细观察,以及根据课文提供的写作提要完成作文。可采用生生互动及师生互动参与评价。

评价工具:

三、教学评价建议

(一)非测试评价根据自己的实际情况回答下列向题,并存入个人学习档案:

The things I can do Evaluation

I have learned more about green world. 5 4 3 2 1

I can describe the green world now. 5 4 3 2 1

I can observe the world around us carefully now. 5 4 3 2 1

I can take a right attitude while learning and working. 5 4 3 2 l

I can talk about things in a proper procedure. 5 4 3 2 1

I can use object correctly. 5 4 3 2 1

I can write all essay by observing. 5 4 3 2 1

(二)测试性评价

1.Fill in the blanks with the following words,using their proper forms.

1.The Labour’s Day is coming,we will celebrate it on a large __________.

2.The books in the library are __________ according to subject.

3.The strike __________ many unemployed people.

4. He worked hard and was __________ to manager in the company

5.It is __________ that you attend the meeting.as you are supposed to make a speech there.

6.She __________ to be sent to prison

7. He hired a plane.regardless of __________.

8. The __________ of money.knowledge and experience is important in our career.

9.One can not __________ happiness and wealth.

10.A $ 100 __________ has been offered for the return of the stolen painting.

2.Fill in the blanks with proper prepositions.

1.He is eager to learn.Namely, he shows an appetite __________ knowledge.

2.She is called Rose,which is named __________ a flower.

3.Comrade Deng Xiaoping passed __________ in 1997.

4.Joseph Banks was involved __________ enterprises such as the exploration of Africa and the settle ment of Australia.

5.They fell in love __________ first sight.

答案:

1

1 scale 2 classified 3 involved

4 promoted 5 essential 6 deserved

7 expense 8 accumulation

9 identify 10 reward

2

1 for 2 after 3 away 4 in 5 at

二、教学方法教案

(一)主题任务(Core tasks)

本单元的练习中已经有不少的综合性的主题任务型教学活动,例如听力部分第4题、读后练习第2题、综合技能的阅读部分第5题、综合技能的写作训练题等等。教师可以根据教学的具体情况有重点地开展活动。

根据本单元的中心主题,还可以设计以下主题任务。

任务一:广告语(Slogan)设计比赛

活动时间:学完本单元之后

活动形式:个人活动,小组活动、全班活动

语言知识要求:不限

语言技能要求:说、写

活动步骤:

1.布置任务:教师选定一个宣传目标(如:学校、书、文具、商业大楼、公司、衣服、日用品、电脑、汽车、手机等),最好是每个同学都很熟悉的主题,要求每个人为这个宣传目标设计英语广告语,具体要求是:1)It should be catchy;2)It should convey a positive message or idea of the target.

2.小组活动:学生分小组活动,可以是每一个小组成员提出自己的设计方案,在小组范围内讨论并选出小组最佳作品,也可以是小组全体成员合作设计出一个方案。

3.班级活动:各小组展示自己的设计方案,由老师和学生代表组成评委会,选出全班最佳作品。

任务二:国外品牌的翻译

活动时间:学完本单元之后

活动形式:个人活动、两人小组活动、全班活动

语言知识要求:本单元中有关词汇和句型

语言技能要求:听、说、读、写、译

活动步骤:

1.布置任务:要求每个学生收集2-3个国外产品的品牌名称以及中文翻译,如:Coca Cola(可口可乐)。

2.两人小组活动:学生先把产品品牌的原名展示给同伴,让对方试着给出中文翻译,再比较同伴的翻译和广告中所采用的翻泽。鼓励学生运用本单元中学到的广告语言运用技巧分析这些中文翻译的含义。

3.全班活动:将同学们收集到的品牌翻译集中在一起,按产品分类编成黑板报或手抄报的形式。

任务三:主题广告专栏的编写

活动时间:学完本单元之后

活动形式:小组活动、全班活动

语言知识要求:本单元中有关词汇和句型

语言技能要求:听、说、读、写

活动步骤:

1.布置任务:把全班按兴趣分成几个小组,每个小组选择一个广告主题进行研究,可以由小组自定,也可由教师指定,如:汽车组、手机组、食品组、化妆品组、运动健身组、IT组等。每个组根据主题搜集相关的信息编写一个广告专栏,内容可包括:广告画、广告语、广告人物、广告对产品的推广作用、广告效果分析等。

2.小组活动:小组的每个成员围绕小组的广告主题,搜集并整理有关信息。在小组范围内交流有关内容,相互间提出修改意见并做适当修改。

3.班级活动:各小组在墙报上展示自己的成果,由老师和学生代表组成评委会,选出全班最佳主题广告专栏。

任务四:“广告代言人”模仿秀

活动时间:学完“阅读”之后

活动形式:个人活动、小组活动、全班活动

语言知识要求:本单元中有关词汇和句型

语言技能要求:听、说

活动步骤:

1.布置任务:教师可以引导学生在各媒体(电视、广播、报纸、杂志、网络)上搜集自己喜欢的英语广告语,并设想自己就是该广告的代言人,用肢体语言和口头语言演绎出自己对该广告语的理解。

2.小组活动:每个成员在小组范围内表演,小组中推选2-3名选手参加全班的模仿秀比赛。

3.班级活动:在全班范围内开展“广告代言人”模仿秀的表演,可设一、二、三等奖,也可设立各项单奖,如最佳表演奖、最佳声音奖、最受欢迎奖、最佳创意奖等等,由老师和学生代表组成评委会,评选出各个奖项的得主。

任务五:“广告评论”征文比赛

活动时间:学完本单元之后

活动形式:个人活动、小组活动、全班活动

语言知识要求:本单元中有关词汇和句型

语言技能要求:听、说、读、写

活动步骤:

1.布置任务:教师播放“世界获奖广告精选”的音像资料,选取其中10个左右的广告,要求学生从中选定自己最喜欢的一则广告,将选择相同广告的学生分在一组。

2.小组活动:每个成员在小组范围内讨论分析该广告在设计、意境、语言等各方面的特点,并写成一篇广告评论文章。

3.班级活动:在全班范围内开展“广告评论”的作文比赛,可设、二、二等奖,由老师和学生代表组成评委会,对参赛作品进行评分。如果条件允许,也可以不以作文的形式,而以口头汇报的形式。学生一边主持放映广告短片,一边对广告进行评论。

(二)热身(Warming up)

“广告”在生活中随处可见,学生对这一话题并不陌生,所以在处理“热身”部分的问题时,不需要讲解很多背景知识。教师可以直接从第1个问题入手向全班提问,前一个问题比较简单,直接从广告的画面就可得知,而后一个问题其实是阅读部分在此的一个伏笔,学生可以不受束缚地畅所欲言,如果学生不知道如何作答,教师可以通过几个问题引导学生:

Do you think the pictures are effective? Why?(Clear,impressive,beautiful…)

What are the people in the pictures doing?

What words are used to describe the products?

甚至可以让学生想象,如果把洗发水和计算机的位置互换,或者在第三则广告中将饮料替换成计算机,广告的效果会有什么不同?通过这些讨论,学生认识到广告的效果其实很大程度上取决于语言的运用和概念的联想,如:计算机→智慧、高速;洗发香波→美好、干净;运动饮料→力量、竞争。

然后教师可以将全班分为三大组,每一大组分为两人小组讨论其中一则广告,并回答第2-4题。教师可以抽查学生的讨论结果。第5题和第6题,教师可以和学生一起讨论、总结。“热身”练习后,学生不仅初步了解了本单元的内容基调,而且也集中认识了有关广告的重点词汇。

(三)听力(Listening)

首先,教师介绍听力任务--假设你妈妈想买

一台手提电脑,但不知道买什么牌子的好,她让你听几则广告,给她提参考意见。在听之前,引导学生根据听力目的预测广告内容,表格中的词汇和短语其实就是理解录音内容的关键词。第一部分的听力没有很多生词,句子也大都小长,难点是信息量比较大,而且三则广告的风格各不相同。对于听力比较困难的学生,教师可以用一个更详细的表格突出听力要点,并适当给予帮助:

Ad 1 Ad 2 Ad 3

Product Name FX435 Star 5000 E-Brain

Target customer ordinary people Successful businessmen,

modern leaders teenagers

Price 4000 yuan (reasonable) affordable

Screen 14.1 inches

Colour as you wish

Features

for basic work and play

for big meetings basic software for homework; brand new music system

Words used to describe it

incredible,new,reasonable, best deal,best choice perfect,right choice

new.an expression of who

you are;affordable,latest,

in style

听完之后可以引导学生讨论为什么三则广告同是关于手提电脑,但文字内容和表达风格却大不相同。

第二部分的听力有些难度,不仅信息量大,而且长句也比较多。教师在播放录音之前可以结合学生的预测讨论,在黑板上列出购买手提电脑时要考虑的要点,有了这些线索,学生可以更容易地抓住录音里的细节。如果有必要,可以播放录音两三遍。在做完听力后,教师应当对内容做一个小结。

在做第4题之前,可以先让学生进行两人小组活动, 一个扮演妈妈,一个扮演孩子。通过问答的形式,妈妈说出自己的购买意向,孩子一边听一边提建议。讨论之后,两人合作写一封短信,写完后再相互检查修改,这个练习可以安排在课后进行。

(四)口语(Speaking)

这个口语练习要求学生各自选取角色,分小组讨论生活中需不需要广告以及面对广告带来的种种问题应该如何解决。每个学生都持有各自不同的意见,而且要给出支持其观点的理由。

教师将学生分成5人一组,如果班上人数不能被5除尽,则可以安排一些4人组,去掉其中一个读者的角色。先向学生解释小组讨论的任务--表达不满和表达不同意见,让学生选取角色,并为自己所持的观点补充理由。如果有必要,教师可先示范几个角色。小组讨论后,让每个组的“编辑”向全班汇报小组讨论的结果。

在小组讨论之前,教师可以在黑板列出对话中可能用到的表达法(参看本单元的“教学要求”):

1.抱怨和投诉(Making complaints)

2.表达情感(Expressing emotions)

3.表达和评价不同观点(Expressing and evaluating different views)

教师在检查时.除了要帮助小组讨论顺利进行,还要注意提醒学生的交际意识,比如个人发言时间不能太长,别人发言时要耐心倾听、善意提醒等。

(五)读前(Pro-reading)

在前面的“热身”部分里,提到了广告的用途主要是推销产品。在“听力”部分里,学生听到几则广告信息,并通过比较不同广告选择合意的产品,学生体会到广告的积极作用。在“口语”郜分里,学生分角色扮演对广告不满的读者,讨论了广告带来的各种各样的问题,学生体会到广告也有消极影响。有了前面各部分练习的铺垫,学生做第一题时不会觉得太困难。为了达到更好的教学效果,教师可以举一个大家都很熟悉的广告实例进行分析。教师可以把学生关于广告利弊的讨论结果写在黑板上,等学生阅读课文后,再看看哪几点文章中提到了,哪几点文章中没有提到。

(六)阅读(Reading)

本文的目标是:

1. 了解广告的发展现状和人们对广告的态度,如:Where can ads be found? How do people react to ads?

2.了解广告设计的基本原理,如:What is the basic principle of advertising? How do you make a good ad?

3分析广告的利与弊,如:How important are ads in today’s society? How do ads help companies and customers? What ale good ads? What are bad ads? Why should we keep an eye out for “hidden information” in ads?

4.培养对广告的批判性态度,如:How can we make use of good ads? How can we protect ourselves from false ads? How can we develop a critical attitude towards ads?

针对这些教学目标,可以进行如下教学活动:

1.快速阅读,归纳每段的丰要内容

Paragraph I:Advertising is a highly developed industry.

Paragraph 2:People react to ads in different ways.

Paragraph 3:What is the basic principle of advertising?

  Paragraph 4-6:Ads are helpful in many ways.

 Paragraph 7:How can we spot bad ads?

  Paragraph 8:We should take a critical attitude towards ads.

2.逐段分析,归纳演绎

根据各个部分,教师引导学生逐段归纳或演绎。

Paragraph 1:要学生评论本段关于广告的观点是否正确?广告是否在生活中无处不在?还有哪些地方可以发现广告的踪迹?

Paragraph 2:列出两种不同观点,要学生思考自

己持何种观点,并补充说明理由。

Paragraph 3:要学生用自己的语言总结出制作广告的基本要领,如:using a good brand name;appealing to customers’emotions等等,并举例说明。

Paragraph 4-6:要学生列出广告的积极作用,并指出文章是如何证明观点的。再讨论证据是否充分,是否经得起推敲。

Paragraph 7:要学生总结出虚伪广告的惯用伎俩,如:hidden information,bait-and-switch等,并分别举例说明。

Paragraph 8:要学生用自己的话总结出对待广告的辩证态度,并讨论文章的观点是否准确,学生有没有异议,能不能提出自己的观点。

3.文章中的生词处理

要求学生在第一遍快速阅读时,划出不认识的单词。可以给一点时间,安排两人小组活动,先让学生互相帮助,以减少生词的数量。然后,教师尽量利用语境提供解释或举例说明,让学生猜测生词的意思。

4.关注文章的语言

本单元的重点语法是宾语补足语,提示学生在阅读过程中找出含有宾补的句子,注意动词的用法,并分类归纳。

(七)读后(Post-reading)

第1题是根据文章内容回答问题,这些问题的答案都能在文章中直接找到,教师可以针对全班提问,也可安排两人小组活动,让学生一问一答。教学重点是第2题,学生组成两人小组展开研究讨论,人研究“运动鞋”广告,一人研究“补脑营养品”广告。教师可以提示他们用第3段和第7段中提到的广告技巧进行分析。

(八)语言学习(Language study)

1.词汇学习部分第1题的词语均来自阅读课文,所给的8句情境也与课文主题有关,学生在理解了课文的基础上,完成该项练习应该没有太大的困难。第2题中有些可能是生词,教师可以先介绍生词的意思,再让学生回答对应的词,教师还可以提示学生想一想还有没有其它类似的对应词,如: son-daughter,spokesman-spokeswoman,steward-stew-ardess,schoolboy-schoolgirl,businessman-business woman;prince-princess等等。第3题也是帮助学生复习本单元所学词汇,学习在具体情景中正确使用生词和短语。

2.语法部分复习宾语补足语的用法。第1题先让学生用右边方框中的单词或短语完成句子,然后让学生将这些短语分类:形容词、副词、分词、动词不定式和-ing形式等。第2题用动词的适当形式填空这一任务比较容易,但找出短文中的宾补就相对要难一些,教师可以提示学生,找出宾补的关键在于抓住动词。学生找出宾补后,按类型归纳(参见本单元的“教学要求”)。

(九)综合技能(Integrating skills)

该部分的“阅读”与阅读课文第3段相呼应,讨论了语言在广告巾所起的作用。第l-4段讨论的是广告语言的运用技巧和策略。一个产品若要获得消费者的青睐,首先要有一个好的品牌名--既要容易记忆,又要使人产生积极联想,其次,还要有一个朗朗上口的宣传口号,而且其宣传方式要容易深入人心。教师可以举更多成功产品的例子,让学生运用文中提到的技巧分析语言所起的作用。第5-7段讨论的是语言在广告中可能引起的问题,一是品牌名称的翻译问题;二是广告促销中常见的语言陷阱。教师可以举一些国产品牌的例子,要学生给出一个对应的英文翻译,或者举一些国外品牌的例子,要学生给出一个对应的中文翻译。在讨论语言陷阱时,教师可以让学生说出生活中常见的一些中文表达,如:跳楼价、免费赠送、买二送一、买200返80、全场二折起等,讨论其广告效果并分析原因。

“写作”部分教学可以要求学生以小组为单位:

1.确定促销的产品类型;

2.为该产品设计品牌名,宣传广告以及宣传口号;

3.制作广告图;

4.在班上展示各组设计的广告,确定购买意向;

5.评选出最有创意广告奖、最佳广告词奖等。

三、教学评价建议

(一)非测试性评价

根据自己的实际情况回答下列问题,并存入个人学习档案:

         The things I can do Evaluation

T can talk about advertising and advertisements. 5 4 3 2 1

I understand how advertising works. 5 4 3 2 1

I can tell good ads from bad or false ones. 5 4 3 2 1

I can design an ad with the help of my classmates. 5 4 3 2 1

T can make complaints with some facts to support my idea. 5 4 3 2 1

I can express my emotions(anger,worries,surprise,satisfaction,etc) in English 5 4 3 2 1

I can express different views in a proper way 5 4 3 2 1

I can remember the new words and expressions and use them in new situations 5 5

4 3 2 1

(二)测试性评价

1.根据释义写单词:

2.选用所给动词完成句子:

 

Suppose you are a computer salesman.How would you (1) ______ if people didn't want to listen to you and even(2) ______ you of trying to mislead them? Don't get(3) ______ if this happens and don’t be too quick to (4) ______ yourself for not doing a good job.People often make their choices after seeing or hearing ads that ate(5) ______ on TV or over the radio.(6) ______ products are preferred, not because they are better.but because they are better known.If you want to influence the choices people make,first you have to (7) ______ your product with what they need The best chance to make them stop and listen to you is to (8) ______ to their emotions.Sometimes,people are more willing to buy the positive concepts,such as love,health,happiness and success,that have been(9) ______ to the product.If they accept the information you are trying to(10) ______ ,you have a better chance to get them as your customers.

3. 翻译下列句子:

  1.每天喝杯KELE,能使你工作好,休息好,玩得好。(饮料)

2.让PANT来关心你的发型,还有你的头发。(头发定型液)

3.肥皂使我感觉像戴了面县,又紧又绷。当我开始使用DOFE以后,我的脸不再干燥,

我感觉自己好像年轻了20岁。(香皂)

4.KONCA胶卷使彩色摄影更上一层楼。(胶卷)

5.如果人们一直劝你戒烟,不要听--他们也许是想骗你活得久一点。(戒烟)

答案:

1

1 advertiser 2 brand 3 appeal

4 salesman 5 spokesman 6 campaign

7 target 8 discount 9 bonus

10 profit

2

1 react 2 accused 3 annoyed

4 blame 5 broadcast 6 Advertised

7 associate 8 appeal 9 agaehed

10 convey

3

1 A cup of KELE a day helps you work,rest and play well.

2 Let PANT take care of your style and your hair.

3 Soap made me feel like I had a mask on.tight and pulling.When I started using DOFE,my face wasn’t dry anymore.I feel 20 years younger.

4 KONCA film takes color photography to new heights.

5 If people keep telling you to quit smoking, don’t listen…they are probably trying to trick you into living.

Review of Units 1-5(1-5单元复习)

归纳总结

一. 语法

1. 动名词的用法:

(1)动名词兼有动词和名词的特征,由动词加 –ing 构成。

(2)用法

A. 作主语

She said that memorizing the words of pop songs also helped a lot.

B. 作宾语

Now, I am enjoying learning English.

Thanks for sending me the E-mail.

C. 作定语

I think that doing a lot of listening practice is one of the secrets……

2. used to 的用法

“主语+used to+动词原形+其它”这个句型结构表示过去的习惯,暗示现在已无此习惯。

其否定形式是主语+didn’t use to +动原

问句形式为:Did+主语+use to+…?

反意疑问句:主语+used to+…,did+主语?

和used to 相关的其它句型:

get / be used to doing 习惯于做…

be used for doing被用来

3. 简单的被动语态

当主语是动作的承受者时,应用被动语态。

一般现在时被动语态:主语+is/am/are+过去分词

一般过去时被动语态:主语+was/were+过去分词

一般将来时被动语态:主语+will be+过去分词

含有情态动词的被动语态:主语+情态动词+be+过去分词

4. allow句型

(1)allow sb to do sth 允许某人做某事

We do not allow people to smoke in the hall.

(2)allow doing允许做某事

(3)be allowed to do 被允许做某事

(4)should be allowed to do 应该被允许做某事

5. 虚拟语气

构成:

主句:主语+would+动原

从句:if+主语+过去式(be动词一律用were)+其它

用法:

A. 表示与事实相反的假设

B. 表示不可能实现的事情

C. 用于提建议

6. 提建议句型总结

(1)I think you should / could do.

(2)You had better do.

(3)If I were you, I would do.

(4)What about / How about doing?

(5)Why not do …? / Why don’t you do …?

7. 表示推断的情态动词

(1)can’t(0%)(2)might / could (20%-80%)(3)must 90%

这几个表示推测的情态动词后面可接:

A. +名词

He must be a boy.

B. +物主代词

It must be Mary’s / mine.

It must be Mary’s book.

C. +形容词

She must be very sad.

D. +be +doing

She must be doing his homework.

二. 话题:

(1)学会怎样学习

(2)谈论过去的习惯及描述人物特征

(3)谈论规章、制度及同意或不同意

(4)谈论虚拟的情景

(5)对可能的情况进行推断

三. 主要词组

Unit 1

(1)make flashcards做闪视卡片

(2)study for a test为考试用功

(3)make vocabulary lists做单词表

(4)ask…for help求助于…

(5)practice conversations with friends和朋友一起练习对话

(6)read aloud to practice pronunciation 大声朗读来练习发音

(7)improve the speaking skills提高口语能力

(8)too …to… 太…而以致于不能做

(9)memorize the words of pop songs记忆流行歌曲的歌词

(10)feel differently感觉不同

(11)join the English club加入英语俱乐部

(12)end up (with…) 以……结束

(13)do a survey做调查

(14)watch English-language TV 看英语电视

(15)make mistakes in grammar 出语法错误

(16)get the pronunciation right 把读音弄准

(17)first of all 首先,第一

(18)to begin with 首先

(19)later on 过后

(20)be afraid to do … 害怕做

(21)make complete sentences做完整的句子

(22)take a lot of grammar notes记大量的语法笔记

(23)enjoy learning English喜欢学英语

(24)have trouble doing sth. 做某事有麻烦

(25)look up the words in a dictionary 查字(词)典

(26)this kind of paper这种纸

(27)speak English as a second language 把英语当做第二语言来说

(28)be ashamed of … 对……感到羞愧

(29)behind the times 过时

(30)become an expert at … 成为……的专家

(31)spend …on … 在……上花费(时间、金钱)

(32)give up 放弃

(33)in the future 在将来

Unit 2

(1)used to 过去常常

(2)be afraid of … 害怕……

(3)play the piano 弹钢琴

(4)be interested in … 对……感兴趣

(5)speak in front of a group 在人群面前讲话

(6)be terrified of … (极为)害怕……

(7)sleep with the light on 开着灯睡觉

(8)all the time 一直

(9)chew gum吃口香糖

(10)chat with sb. 和某人聊天

(11)in the last few years 在过去的几年里

(12)send messages 发信息

(13)be able to 能够

(14)be made up of … 由……组成的

(15)sound like … 听起来像

(16)stand for … 代表……

(17)can’t stop doing sth. 禁不住做某事

(18)instead of … 代替……

Unit 3

(1)should be allowed to … 应该被允许……

(2)have part-time jobs 做兼职工作

(3)get the ears pierced 扎耳眼

(4)stop wearing that silly earring 停止戴那种傻的耳坠

(5)choose my own clothes 挑选我自己的衣服

(6)clean up 收拾干净

(7)fail a test 测验不及格

(8)pass the test 通过测试

(9)be strict in sth. 对某事严格

(10)be strict with sb. 对某人严格要求

(11)the other day 有一天

(12)get to doing sth. 着手做……

(13)concentrate on … 集中精力于……

(14)learn a lot from each other 相互学到很多知识

(15)at present 近来

(16)have an opportunity to do sth. 有做某事的机会

(17)at least至少

(18)take time to do sth. 花时间做某事

(19)feel sleepy感到困倦

(20)have a day off 休一天假

(21)chat online with friends网上和朋友聊天

(22)in fact 事实上

(23)as well as … 而且……,也……

(24)realize the dream through great effort通过艰苦的努力实现梦想

(25)be proud of … 以……为骄傲(自豪)

Unit 4

(1)give …to charities 把……给慈善机构

(2)buy snacks 买零食

(3)won the lottery 彩票中奖

(4)medical research 医疗研究

(5)be nervous 紧张

(6)what if … 即使……又会怎么样呢?

(7)get pimples 起鸡皮疙瘩

(8)let me have one 让我有一个

(9)speak in public 在公共场合讲话

(10)without permission 未经允许

(11)introduce oneself 自我介绍

(12)not …in the slightest 一点也不

(13)plenty of 许多……,足够的……

(14)be easy to get along with 容易相处

(15)would rather … than … 宁愿……也不愿……

(16)English speech contest 英语演讲比赛

(17)let sb. down 使某人失望

(18)millions of people 数百万人

(19)get hurt 受伤

(20)stop …from doing 阻止……做某事

Unit 5

(1)belong to … 属于……

(2)call the police 报警

(3)find something strange 找到奇怪的东西

(4)escape from… 从……逃走

(5)an ocean of … 无尽的,用不完的

(6)be careful of … 当心……

(7)use up … 用完

四. 主要句型

Unit 1

(1)How do you study for a test? I study by listening to cassettes.

(2)How do you learn English? I learn by studying with a group.

(3)Do you learn English by reading aloud? Yes, I do.

Unit 2

(1)I used to be afraid of the dark.

(2)Mario used to be short.

(3)You used to have long hair, didn’t you?

(4)Did you used to have straight hair? Yes, I did.

(5)Did you use to play the piano? No, I didn’t.

Unit 3

(1)I think students should be allowed to do homework with friends.

I disagree. They talk instead of doing homework.

(2)Sixteen-year-olds should be allowed to drive.

I disagree. They aren’t serious enough at that age.

(3)Do you think sixteen-year-olds should be allowed to work at night?

No, I don’t.

Unit 4

(1)What would you do if you won a lottery?

I’d give it to charities.

(2)If I were you, I’d wear a shirt and tie.

(3)If I were you, I’d take an umbrella.

Unit 5

(1)Whose notebook is this?

It might Ning’s. It has her name on it.

(2)Whose French book is this?

It could be Ali’s. She studies French.

(3)Whose guitar is this?

It might belong to Alice. She plays the guitar.

(4)Whose T-shirt is this?

It can’t be John’s. It’s much too small for him.

【模拟试题】

I. 单项填空(15%)

1. The most important thing I can _______ you is using English often.

A. speak B. tell C. talk D. say

2. Do you know if he ________ back in two hours?

A. will be come B. comes C. has been D. will be

3. What are you like? _________.

A. I like funny and energetic things

B. I’m funny and energetic

C. I look like my funny and energetic father

D. I feel energetic

4. Another thing that he _________ very difficult was English grammar.

A. finds B. knows C. found D. learned

5. It ________ me a lot of time _________ an English composition last time.

A. takes, to write B. spends, to write

C. spent, writing D. took, to write

6. He ________ in the library for he called me from there a few minutes ago.

A. should be B. must be C. would be D. might be

7. I can hardly hear the radio. Would you please ________?

A. turn it on B. turn it down C. turn it up D. turn it off

8. They don’t think it is good to have conversations with friends, because they always end up the speaking in Chinese when they get something _______.

A. is exciting B. with exciting C. excited D. exciting

9. You should keep the window _________ because the room is so hot and damp.

A. open B. closed C. opened D. close

10. The old woman has two sons, but ________ of them lives with her.

A. both B. either C. neither D. none

11. She often goes to bed with her bedroom _______.

A. light on B. on light C. on lighting D. lighted on

12. It is not a good habit _________ in public places.

A. chewing gum B. to chew gum

C. to chew gums D. chew gums

13. Lily, Don’t forget _____ your sister at the airport. The plane will ________ in an hour.

A. meet, arrive B. to meet, arrive

C. meeting, get D. meeting, reach

14. Would you mind ________ smoking? _______, I’ll do it in a few days.

A. to give up, Not at all B. giving up, Of course

C. giving up, It’s pleasure D. giving up, Not at all

15. Peter is never late for school, ______ he? ________. He always comes on time.

A. is, Yes B. isn’t, No C. is, No D. isn’t, Yes

II. 用下列方框中的单词和短语的适当形式填空(10%)

1. We should learn how to _________ the English words correctly from our teachers.

2. He know a little English, but few people can understand him if he uses ______ English.

3. She finds ______ English language movies frustrating because the people speak too fast.

4. There ________ a bus-stop at the corner of the street five years ago.

5. Most of the boys in our class _________ playing soccer, aren’t they?

6. There are lots of skirts on the chair. They can’t ________ the boy students.

7. Don’t worry. I’m _____ well with my new classmates here.

8. Mom often wakes Kate who __________ to be asleep.

9. He who is running down the street could be running for ________.

10. Li Hong is a confident boy. He always ______ good solutions to his friends’ problem.

III. 完形填空(15%)

A.

Greenland is the largest island in the world. It is in the 1 of Europe. Near Greenland is another island. It is small. Its name is Iceland. Do you think that Greenland is green and warm? Do you think that Iceland is white with ice? If you do, you are 2 . Not many people live on the big island of Greenland. There are more people in your hometown than in all of Greenland. That is because Greenland is not green. Greenland is 3 . Most of the island is covered with lots of ice. The ice covering Greenland is 4 than the world’s tallest building.

What 5 Iceland? Is it colder than Greenland? No, it is not. Iceland has ice, but not so much ice 6 Greenland. Iceland has a lot of hot springs. They give out hot water and steam. The climate is not 7 cold as Greenland. And there are a lot 8 people who live in Iceland.

1. A. east B. west C. south D. north

2. A. right B. wrong C. clever D. bright

3. A. green B. blue C. white D. yellow

4. A. higher B. highest C. more high D. much high

5. A. are B. about C. of D. on

6. A. like B. than C. as D. that

7. A. such B. so C. too D. much

8. A. many B. much C. more D. most

B.

There are many kinds of sports. They are team sports and individual sports. Team sports are such sports 1 baseball, basketball, and volleyball. Team sports need two separate teams. The teams play 2 each other. They compete to get best score. For example, in a football game, if team A gets 7 points and team B gets 3 points, team A 3 the game. Team sports are sometimes called competitive sports.

Besides team sports, there is 4 main type, or kind, of sporting activity. The second type is individual sports. In individual sports there are 5 teams. There isn’t any competition. People play individual sports in order to get exercise. They 6 play individual sports for the competition. Generally speaking, they want to get some exercise, not to 7 others. Individual sports include swimming, skiing and running.

1. A. like B. as C. for D. with

2. A. with B. to C. against D. between

3. A. wins B. beats C. gets D. loses

4. A. other B. another C. one D. the other

5. A. few B. not C. no D. none

6. A. can’t B. not C. aren’t D. don’t

7. A. against B. beat C. win D. strike

Ⅳ.阅读理解

Reading Comprehension

A

Mother’s Day is a holiday for mothers. It is celebrated in the United States, England, Sweden, India, Mexico and some other countries. Little by little, it becomes widely celebrated. Mother’s Day falls on the second Sunday in May. On that day, many people send gifts of love to their mothers. Those whose mothers are still living often wear a pink or red rose or carnation (康乃馨), while those whose mothers are dead wear a white one.

The idea of a day for mothers was first given by Miss Anna Jarvis of Philadelphia (费城). As a result of her hard work, the celebration of the first American Mother’s Day was held in Philadelphia on May 10, 1908. Soon the holiday became popular throughout the country and around the world.

In China, people do the same on this special day for mothers. And, in some cities, people sometimes ask a song to be broadcast for his or her mother only. This might cost a small sum of money for some of them, but, as it is said, “Love is invaluable. ”

Choose the right answers according to the passage. (根据短文内容选择正确答案。)(5 %)

1. How many countries are mentioned to celebrate Mother’s Day?

A. many B. five C. seven D. all over the world

2. When is Mother’s Day?

A. On Sunday B. On the second in May

C. On May 10 D. On the second Sunday in May.

3. A red rose is worn by _______.

A. persons who have healthy mothers

B. healthy mothers

C. persons whose mothers are dead

D. all the mothers

B

Do you like to eat out? Do you like to eat quickly? Do you like inexpensive food? Some people go to fast-food restaurants for these reasons. In fact, many people in the states still go to diners today for the same reasons.

A man named Walter Scott had the first “diner”in 1872. It wasn’t a real diner. It was only a food cart. People on the street walked up to the cart to buy food. These cart served latenight workers who wanted a cup of coffee and a latenight meal. The meal was a sandwich or boiled eggs. In 1887, Samuel Jones built the first diner big enough to allow the customers to come inside. However, they did not sit down. Later, people built diners with counters and stools, and people sat down while they ate.

Before long, many diners stayed open around the clock. In other words, people were able to eat in a diner at any time. Diners changed in other ways, too. The original menu of sandwiches and coffee became bigger. It included soup, favorite dishes, and a breakfast menu. In addition, diners soon became permanent buildings. They were no longer carts on wheels.

Diners today look similar to the diners of the early 1900s. They are usually buildings with large windows. Inside, the diners have shining counters with stools, booths, and tables and chairs. People can eat all three meals in a modern diner.

Today, many people eat in fast-food restaurants such as McDonald’s and Burger King. However, the diner remains an America tradition, and thousands of people still enjoy eating there. It was popular a century ago, and it is still popular today.

Choose the right answers according to the passage. (根据短文内容选择正确答案。)(5 %)

1. A man named Walter Scott had the first “diner”in 1872. Why is diner in quotation marks(引号)?

A. Because it is spelled differently from “diner”

B. Because the first diner was not a real diner.

C. Because diner was a new word.

D. Because it is a special kind of restaurant.

2. What meals did the first diners serve?

A. Only breakfast.

B. Only lunch

C. Only night-meals.

D. All of the above.

3. Which of the following is NOT true according to the passage?

A. Diners existed before fast-food restaurants.

B. The menu included more food than sandwich and coffee.

C. Burger King is a fast-food restaurant.

D. Sandwiches became bigger.

4. The main idea of the passage is _______.

A. the diner is a traditional, popular place to eat in the United States

B. Samuel Jones built the first diner big enough to allow the customers to come inside

C. American diners serve many types of food 24 hours a day to their customers

D. diners are different from fast-food restaurants in many ways

C

Laptop (便携式)computers are popular all over the world. People use them on trains and airplanes, in airports and hotels. These laptops connect people to their workplace. In the United States today, laptops also connect students to their classrooms.

Westlake College in Virginia will start a laptop computer program that allows students to do schoolwork anywhere they want. Within five years, each of the 1500 students at the college will receive a laptop. The laptops are parts of a 10 million computer program at Westlake, a 110-year-old college. The students with laptops will also have ways to the Internet. In addition, they will be able to use e-mail to “speak”with their teachers, their classmates, and their families. However, the most important part of the laptop program is that students will be able to use computers without going to computer labs. They can work with it at home, in a fast-food restaurant or under the trees-anywhere at all!

Because of many changes in computer technology, laptop use in higher education, such as colleges and universities are workable. In addition, the portable computers can connect students to not only the Internet, but also libraries and other resources. State officials are testing laptop programs at other universities, too. At Westlake College, more than 60 percent of the staff use computers. The laptops will allow all teachers to use computers in their lessons. As one Westlake teacher said, “Here we are in the middle of Virginia and we’re giving students a window on the world. They can see everything and do everything. ”

Choose the right answers according to the passage.(根据短文内容选择正确答案。)(10 %)

1. The main purpose of the laptop program is to give each student a laptop to ________.

A. use for their schoolwork

B. have ways to the Internet

C. work at home

D. connect then to libraries

2. Why is the word “speak”in the second paragraph in quotation marks (引号)?

A. They don’t really talk.

B. They use the computer language.

C. Laptops have speakers.

D. None of the above reasons is correct.

3. “A window on the world”in the last paragraph means that students can ________.

A. attend lectures on information technology

B. travel around the world

C. get information from around the world

D. have free laptops

4. Which of the following is true about Westlake College?

A. All teachers use computers.

B. 1500 students have laptops.

C. It is an old college in America.

D. Students there can do everything.

D

Students can benefit from homework in many ways. To begin with, students have to revise what they have learned in class in order to do their homework. This gives them the chance to see if they have understand everything the teacher has said and practice what they have learned. Another advantage is that students have to work on their own when they do their homework and do not depend on teachers and classmates for help.

However, there are also disadvantages to homework. Firstly, homework needs a lot of time and effort, so students have no time for their favorite hobbies and activities. What is more, many students complain that homework is boring because they have to do the same things again and again.

Fill in the table below according to the passage. (根据短文内容填写下表。)(10 %)

Advantages Disadvantages

1. revise ___________ 5. need ___________

2. ______ everything that the teachers said 6. ______ for hobbies and activities

3. _______ what they have been taught 7. complain that they ________

4. have to work ________ 8. repeat _________

Ⅴ.综合语言运用

Comprehensive Language Practice

I. 刘东和赵芳来看你,正好你爸爸在家。请向你爸爸介绍你的两位同学的性格和爱好,包括以前和现在的变化。(可参考下列表格,*表示喜欢的项目。)(10 %)

Liu Dong Liu Dong Zhao Fang Zhao Fang

then now then now

Ball games *   *

Listen to music * * *

Watch English movies * *

Read novels *  

II. 罗伯特随父母在澳大利亚住了两年,现在他的听说能力是全班最好的。假如你有出国的机会,你会怎样提高自己的听说能力呢?(10 %)

III. 根据实际情况,使用下列表格中的短语写出至少五条你们家的家规。(最好用不同句型。)(10 %)

get up be late for school

clean one’s room wear our own clothes

have one’s hair cut get one’s ears pierced

have breakfast at home come back home in time after school

not to watch TV too long study with friends

finish homework take shower before going to bed

borrow money from others not to try to drive a car

【试题答案】

基础知识运用

I. 1. B 2. D 3. B 4. C 5. D

6. B 7. C 8. D 9. A 10. C

11. A 12. A 13. B 14. D 15. A

II. 1. pronounce 2. spoken 3. watching 4. used to be

5. are fond of 6. belong to 7. getting along 8. is pretending

9. exercise 10. comes up with

III. A. 1. D 2. B 3. C 4. A

5. B 6. C 7. B 8. C

B. 1. B 2. C 3. A 4. B 5. C 6. D 7. B

Ⅳ.阅读理解:

A. 1. B 2. D 3. A

B. 1. B 2. C 3. D 4. A

C. 1. A 2. A 3. C 4. C

D. 1. what they have learned

2. understand 3. practice

4. on their own 5. a lot of time and effort

6. have no time 7. are bored 8. the same thing

Ⅴ.综合语言运用

I. Hi, Dad. This is my good friend Liu Dong. His English is on the top of our class, because he likes watching English movies. He can understand what the actors say in the movies. He also enjoys reading novels. He reads them a lot and he can tell us many funny stories. He is calm and talented now. He has changed a lot. In the old days he was energetic and hardly ever tired. He used to like ball games, and he often spent much time playing ball games with us. I remember that he used to listen to music very much, but now he said it was boring. Well, this is Zhao fang, the best friend of mine. She is always outgoing and confident. She used to like listening to music and watching English movies. But now her favorite activity is playing basketball. Of course she still likes music and often listens to them. I have the same interest as she. No wonder we are good friends.

II. I have learned English for several years. But I have never been abroad. If I were in an English-language country, I would watch English TV every day. And if I had enough money, I would watch many English movies. I would watch the actors say the words and follow them. I would listen to the pop music and read English newspapers and magazines so as to improve my listening and speaking ability. If I lived with the native speakers, I would like to talk with them and learn from them. I want to be as good at listening and speaking as Robert.

III.

1. We must get up at six ten every morning.

2. Everyone has to clean his room by himself twice a week.

3. We are not allowed to watch TV on school nights.

4. Nobody should be allowed to try to drive a car except father.

5. All the members of our family aren’t allowed to borrow money from others.

Period 3 Reading

Learning Aims:

1. To get students to know the historical development of English over the past fifty years, developing from a widely spoken national language to a universally spoken world language.

2. To get students to realize the importance of English and to do more practice.

Learning Procedures:

Step I Revision

1. Act out the dialogue

2. Check the exercises on p7 and p9

Step II Pre-reading

There are about 200 countries and regions in the world? But do you know , “How many languages are there in the world? “( More than 5000.) What kinds of languages do you know? Where are they spoken?

English (England, America, Canada, Australia, New Zealand, Ireland, South Africa)

Chinese (China) Japanese (Japan) French (France)

German (Germany) Italian (Italy) Russian (Russia)

Spanish (Spain).

China has an area of 9,600,000 square kilometers with a population of 1.2 billion. Of all the languages, which language has the largest number of native speakers? (Chinese) .Do you think which language is the most widely used all over the world? (English)

Ok, let’s turn to our reading text: English around the world. Open your books at P10

Step III Reading

Listen to the tape and try to find out:

1. How many people speak English as a mother tongue?

(More than 375 million people)

2. How many people speak English as a second language?

(More than 375 million people)

3. In which countries can we find native speakers of English?

The United Kingdom, the United States of America, Canada, Australia, South Africa, Ireland, New Zealand

4. From the text we know, in countries such as India, Pakistan, Nigeria, and the Philippines, English is used in a different way. How is English is used there? Please describe the situations in such countries.

1. How many people use English as a foreign language? Can you give me an example country.

2. But in Hong Kong, the situation there is quite different . How is English used in Hong Kong?

7. Why is it becoming more and more important to have a good knowledge of English?

(English has developed into the language most widely spoken and used in the world . With more and more people using English around the world in trade/ business, travel/ tourism or international organisations, we need to be able to communicate using the English language.)

8. From what we have learned, we know English is a kind of language spoken all over the world.

Bb design:

Number of speakers Example countries

The native language More than 375 million The United Kingdom, the United States of America, Canada, Australia, South Africa, Ireland, New Zealand

The second language More than 375 million India, Pakistan, Nigeria, the Philippines

Theforeign language More than 750 million China….

The working language of international organization, international trade and tourism.

Step IV Post reading

1. We live in China and Chinese is our mother tongue. But we have studied English for more than three years and we can use English every day in different situations. So in what situations do you use(read, listen, write, speak) the languages in your daily life?

Listening to and singing pop songs,

Playing computer games,

Reading web pages,

Watching foreign films, VCD/ DVDs and TV programmes,

Talking to travelers coming to China,

Using the Internet,

Reading advertisements

2. If you are allowed to choose to learn or not to learn English, what is your choice? And why? Discuss with your partner, give as many reasons as possible. Then invite one of your members to state your views.

Step V Language points.

1. English is really a language spoken all around the all over the world

E-mail sent by the company arrived just now.

The questions asked by him are difficult to answer.

He stayed on a deserted island where there were no people at all.

2. There are more than 42 countries where the majority of the people speak English.

The / A majority: most.

There are 62 students in our class. The majority of them are boys.

Most of the students are boys.

Most students are boys.

______ the people seem to prefer TV to radio. (D)

A. The most B. Most C. A most of D. A majority of

The majority ______ in favour of the suggestion made by him.

3. In total, for more than 375 million people English is their mother native language

In total: in all, altogether

Total: n. vt. adj.

Yesterday I bought three books, but I kept it a secret because the books are very expensive and they cost me 500 yuan in total. / The total cost reached a total of 500 The cost totalled 500 yuan.(add up to) My husband is in total darkness.

He has to work day and night because he has debts ______ more than 20,000 yuan. A. total B. in a total C. totalling D. a total

4. An equal number of people learn English as a second language.

Be equal to: the same in size, amount, value, number, degree, status, etc.

In Women’s Liberation Movement, women thought they were equal to men , so they should demand equal pay for equal work.

Bill is good at English. I think Mary is quite equal to him in Brains, so she can also learn English well.

Be equal to sth. / doing sth.: have the ability to do sth.

I am a teacher. I think I am equal to my job.

No one else in the restaurant equals his service.

They are of ______ height but I think Mary ______ the job.

A. equally, is equal B. equal, is equal to C. equal, equals D. equally, is equaled

Women are equal to men.=Women are equals of men.

5. In only fifty years, English has developed into the language most widely spoken and used in the world.

I have read many books on how to learn English, but this is the most useful book. He also said that this book was a most useful one.

I have never seen such a good film. / This is the best film I have ever seen.

Thank you very much indeed for your help. It’s _____ of you.

A. most kind B. the kinder C. the more kind D. the most kind

4. With so many people communicating in English every day, we can see that it will be more and more important to have a knowledge of English.

I had to stay home with so much homework to do.

I like sleeping with lights burning/ turned on/ on

With all these dishes ______, I can’t go and listen to the speech by the famous professor. A. to wash B. to be washed C. washed D. washing

5. knowledge [u.]

a knowledge of history [n.]

Everybody knows that knowledge is power, so a little knowledge is dangerous.

He has a wide knowledge of English.

6. except but besides except for except that

Your composition is good except for its spellings.

Your composition is good except that there are some spelling mistakes in it.

We have classes every day except/but on Sunday.

What else did you buy besides some books?

7. In Chinese, a bathroom means a place where we can have a bath.

8. mother tongue: native language

9. such as

10. the number of / a number of

11. To our great joy, he is developing into a good student.

14. Listen to English songs on the radio

15. communicate with sb. through the Internet

16.▲ for the first time

Joe is an American who has come to Britain for the first time.

Joe has come to Britain for the first time.

It is the first time that Joe has come to Britain.

For the first time in life he was defeated in his game.

Just then I noticed, for the first time, that our master wore his fine green coat and his black silk tie.

▲the first time

The first time I met him, he was helping his friends with their chemistry.

▲This/ It/ That is the first/ second/ third/ last/ best …time that sb. has done….

This is the third time you’ve asked me the same question

▲ He failed his driving test five times.

17. direct: without interrupting a journey; using straight route

with no one in between

Tom told me that a student was ill in the classroom. I ran direct from the office to the classroom only to find nobody there. Tom looked directly at me, feeling surprised. Maybe they played a trick on me and Tom.

The train goes there direct.

I prefer to deal with him direct.

directly : in a direct line or manner

He looked directly at us.

He speaks very directly to people.

18. all the way

Her brother was badly ill in bed. Mrs. Nancy came all the way from the United States specially to see him.

by the way

get in one’s way

make one’s way

on one’s way to

lose one’s way

TEACHING GOALS

1. ABILITY GOALS

a. Enable students to practice the reading skills acquired from the reading part of the textbook.

b. Emphasize Students’ ability of transferring information acquired from reading to be used in writing.

2. LEARNING ABILITY GOALS

a. Learn the background and the event of Captain Cook’s expeditions to explore the southern land.

b. Learn to organize a logical passage by processing the acquired information.

TEACHING IMPORTANT POINTS

Enable students to transfer reading information into writing materials.

TEACHING DIFFICULT POINTS

Guide students to organize paragraphs by using discussion and mind-map strategy.

TEACHING METHODS

a. Task-based learning.

b. Explorative learning.

c. Mind map to collect ideas.

TEACHING AIDS

TEACHING PROCEDURES & WAYS

STEP I REVISION

STEP II LEAD-IN

STEP III WHILE-READING GOING HIGH: THE PIONEERS OF THE THIRD POLE 登高--第三极的开路先锋 ①②③④⑤⑥⑦

By the middle of the 1920s the farthest corners of the earth already been explored; the continents and the oceans had been mapped, the north and South Poles had been reached, and the origins①of the world’s major rivers had been discovered. All that was left to be conquered was the “third pole”, the highest mountain on earth, Mount Qomolangma. Some suggested it could not be accomplished②. At that time going to Qomolangma was like going to moon. 20世纪20年代中期,连地球最远的角落都已经有人探索过了:大陆和海洋都已经绘制了地图,南极和北极都已经有人到过了,世界主要河流的源头也都已经被发现。留下来有待征服的地方是“第三极”,这就是地球上的最高峰--珠穆朗玛峰。有人曾经说过这是不可能完成的。在那个时候,去珠穆朗玛峰就像登月一样难。

① the origins of the world’s major rivers世界上主要河流的源头

“We cannot escape our origins, however hard we try" (James Baldwin)“无论如何努力,我们也改变不了我们的出身”(詹姆斯鲍德温)

Many Americans are African by origin.许多美国人是非洲血统。

② accomplish / complete / finish / achieve

accomplish通常接task, aim, journey, voyage等名词,指成功完成预期目标;

complete可接建筑、工程、书籍等名词,指按预期目标把未完成的工作经过进一步的努力使之完成;

finish在许多情况下多与complete换用,但不及complete正式,指完成应做的事,强调事情的了结、终止;

achieve指完成计划、大业等,多指完成伟大功业。

Climbing at such high altitudes①requires great skill and is not without risk②. Apart from③ the cold, thin air and low oxygen levels can cause mountain sickness④, which can kill. Some people can never go above 4,000 metres because their body is unable to adjust to these extreme conditions⑤. Above about 5,200 metres, in the "death zone", humans can only survive for a couple of days⑥, even with extra oxygen. 爬上这样的高度需要极大的技能,而且不是没有危险的。除了天气寒冷之外,空气稀薄和含氧量低都可能诱发致人死亡的高山病。有些人从来不能登上4,000米的高度,因为他们的身体不能适应这些极端的条件。在5,200米的高度以上就是“死亡地带”了,即使带了额外的氧气,人们也只能存活一、两天。

① at such high altitudes 在如此高的海拔高度

② be not without risk 不无风险

③ apart from除……之外(aside from)

All the children like music apart from Bobby. 除了博比外所有的孩子都喜欢音乐。

The writer lives apart from his family.作家不与家人同住。

Apart from being too large, the trousers don't suit me.这条裤子不但太大,而且我穿着也不合适。

Apart from a few words, I do not know any French at all.除了很少的几句外,我对法语一无所知。

apart adv. 相隔;相距;除去;分开地

Alice and her husband now live apart.

New York and Tokyo are thousands of miles apart.

They planted the trees three meters apart.

She lives apart from her family.

A few little things apart, the party was a great success.

④ cause mountain sickness引发高原反应

⑤ adjust to these extreme conditions适应极端的环境

⑥ a couple of days 几天

The Tibetans have lived in the Himalayas for centuries and have adjusted to the conditions at such a great height①. To them, the mountain were sacred②, and they would not climb them for that reason. When Westerners came to climb Mount Qomolangma, the Sherpas, who live in Tibet, northern India and Nepal, acted as guides③. From the first British Qomolangma expedition in1921, Sherpa strength, skill, honesty and dedication④have made them ideal⑤ companion⑥ son the mountains. Every Qomolangma expedition since then has relied on Sherpa support. 西藏人几个世纪来一直住在喜玛拉雅山上,对那样的高山条件已经适应了。对他们来说,山是神圣的,他们不会因为想征服高山而爬山。当西方人来爬珠穆朗玛峰的时候,住在西藏、印度北部和尼泊尔的夏尔巴人就来当向导。从1921年第一支英国探险队攀登珠穆朗玛峰起,夏尔巴人的力量、技能、诚实和奉献精神使他们成为山上理想的好伙伴。从那以后,每一支珠穆朗玛峰的探险队都要依赖夏尔巴人的支持和帮助。

① at such a great height 在这么高的地方

② sacred adj.

神圣的;与神有关的

Temples, mosques, churches and synagogues are all sacred buildings. 寺庙、清真寺、基督教堂及犹太教堂都是奉献给神的建筑物。

宗教的,与宗教有关的

sacred writings宗教经典

The Koran is the sacred book of the Muslims. 可兰经是伊斯兰教徒的圣书。

(常与to连用)神圣不可侵犯的

He considered it a sacred duty to fulfill his dead father's wishes. 他认为实现父亲的遗愿是神圣的义务。

严肃的;郑重的;庄严的: a sacred promise郑重的诺言

习惯用法

be sacred from免除, 不受

hold sacred尊重, 保护

③ act as guides充当向导

act as 扮演;担当;充当。后面所接的名词常可不加冠词。

A trained dog can act as a guide to a blind man.

He acts as manager.

One of his friends acted as go-between.

④ honesty and dedication诚实和奉献精神

⑤ ideal adj.

理想的;完美的

This dictionary is ideal - it's exactly what I needed这本词典很理想,正是我所需要的。

空想的;想象中的: ideal plans for making money赚钱的空想计划

n.

理想;理想的东西;最终目的: to realize one's ideal实现最终目的

⑥ make them ideal companions使他们成为理想的伴侣

One of the first foreign expeditions to climb Mount Qomolangrna arrived in Tibet in 1921. They had no idea what they were up against①. British expeditions returned in 1922 and 1924, but failed to reach the top. The local Tibetans and Sherpas laughed at the strange bottles containing what they referred to as②"English air". In 1924 two British men were lost. When their oxygen ran out③, they had no chance of surviving. After World War II, technological advances④in clothing and equipment had been made, and more was known about the mountain itself, which by now had been flown over several times by aircraft. The New Zealander Edmund Hillary and the Sherpa Tenzing Norgay, as members of a British team, were the first to make it⑤to the summit of Mount Qomolangma. They reached the top on May 29, 1953. 最先来攀登珠穆朗玛峰的探险队中,有一支是1921年到达西藏的。他们对将要面临的情况毫无所知。两个英国探险队1922年和1924年返回重新登山,但都没能登上顶峰。当地的西藏人和夏尔巴人对着那些奇形怪状的瓶子发笑,瓶子里装的是他们所说的“英国空气”。1924年两名英国人失踪了。当他们的氧气用完后,他们就无法生存了。第二次世界大战后,服装和装备都在技术上取得了进步,人们对高山本身也有了更多的了解。到现在为止,飞机已经多次飞越了山峰。新西兰人艾德蒙希拉里和夏尔巴人登舍诺吉作为英国登山队的成员,是第一批登上珠穆朗玛最高峰的人。他们是1953年5月29日到达顶峰的。

① be up against面对,对抗

up against difficulties面临困难

up against it面临极大的困难(多指经济困难)

② refer to sth/sb as认为某人某物…

refer vt., vi. (-rr-)(常与to 连用)

涉及;提到

Keats is referring to epic poetry when he mentions Homer's 'proud demesne'. 当济慈提到荷马的'骄傲的领域'时,他指的是史诗。"

查资料;参考

针对;有关: The new law does not refer to farm land. 新法律与耕地无关。

提交;交付: The shop referred the complaint to the manufacturers.商店把投诉转交给制造商。

习惯用语

refer oneself to依赖, 求助于

refer to提到, 谈到, 涉及 参考, 查阅 向...打听[查询] 认为与...有关, 认为...起源于...

refer to sb. [sth.] as称某人[物]为

③ run out用尽,用完(=become used up)其主语通常为时间、食物以及金钱等名词。

His money soon ran out.

拓展

run out of用完了,表示主动含义,主语一般是人。

He is always running out of money before pay day.

[注意]run out of还有“从…中流出”之义;run out也表示“流出”,但其后不接宾语。

④ make technological advances in…作出技术的进步

⑤ make it做成功,达成; make it to +地点 到达某地

In later years the question arose① who was the first to reach the top. Whenever he was asked, Sherpa Tenzing Norgay's answer was, "We climbed as a team, period.'' Like winning in the Olympic Games, climbing a mountain such as Mount Qomolangma is a great personal achievement. Climbing the mountain is still one of man's greatest challenges. Since 1953 several hundred people have succeeded in climbing the mountain, some to be the first woman, some to be the first woman, some to be the first of their nation and many in attempts①to climb the mountain over different slopes. 在随后的岁月里,问题就产生了:谁是第一个登上顶峰的?每当人们问到夏尔巴人登舍诺吉的时候,他总是回答说,“我们是作为一个集体登山的。”就像在奥林匹克运动会上取得胜利一样,攀登像珠穆朗玛峰这样高的山是个人的一项巨大成就。登珠峰现在仍然是对人类的最大挑战。从1953年以来,已经有好几百人成功地登上了这座山,有的是第一个登上峰顶的妇女,有的是自己国家的第一人,还有许多人试图从不同的山坡爬上去。

① arise vi. (arose, arisen) 出现,呈现;发生

arise from / out of由…引起(产生)

Some unexpected difficulties / opportunities have arisen.出现了一些意外的困难(机会)。

② in attempts to climb the mountain over different slopes尝试从不同的山坡登山

in one’s attempt to do 尝试做某事

attempt n. vt. 尝试,企图;企图杀害

The prisoner attempted an escape but failed.

They attempted a surprise attack.

They attempted to climb Mt Everest.

He attempted breaking the world record.

He failed in his attempt to win first prize.

They made an attempt on the life of the President.

attempted adj. 未遂的,意图的

The Chinese made their first successful attempt in 1960. On May 25 of that year, Gongbu, Wang Fuzhou and Qu Yinhua reached the summit of Qomolangma in darkness, so they were unable to take photos①of evidence. They left behind an iron container with the national flag and a portrait②of Chairman Mao was the youngest ever to have reached the summit. On their return③, they were praised as④national heroes.

① take photos照相

② a portrait of Chairman Mao Zedong毛主席头像

③ on one’s return返回

介词on / upon后常接动词性的名词或动名词,表示“刚…就…;一…就”。

On his arrival at the airport, he was arrested by the police.

On his arrival in Beijing, I called him up on the phone.

Upon hearing from you, I shall let her know.

归纳拓展

一…就…

(1) as soon as (so soon as仅用于否定句)

He wrote his family a letter as soon as he found a job.

(2) the moment…

The moment he reached the classroom, he began to study.

(3) immediately

I recognized her immediately I saw her.

Immediately he opened the door, the telephone rang.

(4) the instant / minute / second…

He came the instant I called his name.

(5) no sooner…than…

His head had no sooner touché the pillow than he fell asleep.他一上床就睡着了。

No sooner had the medical workers arrived than they began treating the injured.

(6) hardly…when / before…

Hardly had we started when it began to rain.

④ be praised as national heroes被誉为民族英雄

On May 27, 1975, anther Chinese team climbed Qomolangma from its northern side. Scientific surveys basted on the climbs showed the summit is 8,848.13 metres. Over the past 40 years, 29 other Chinese people have climbed Qomolangma successfully. 中国人首次成功的尝试是在1960年。当年的5月25日,贡布、王富洲和屈银华登上了珠穆朗玛峰的顶峰。因为天黑,他们无法拍下照片,证明他们已登上顶峰。所以他们留下一个铁桶,里面放着一面国旗和毛泽东主席的像片。屈银华当年只有25岁,是爬上山顶的最年轻的人。他们返回后被誉为民族英雄。1975年5月27日,另一支中国登山队从北面攀登珠穆朗玛峰。在过去的40年里,还有另外的29位中国人成功地登上了珠穆朗玛峰。

Step II Writing

T: Now please write a passage following the pattern on page 160. If time is limited, you may finish it after class.

Students write the essay according to the information they have collected above.

One possible version:

In the first century AD a Greek map maker had thought there existed an unknown continent in the south. In the Middle Ages western people rejected the theory, for in their mind the world was flat and no people existed beyond the ocean. But it was not true because we know the world is round. According to my recent research, the possibility of existence of the southern continent is great because there should be such a continent to balance the continents in the north. Recent explorers reported frequent discoveries of the continent, though it was not like the one as the Greeks had described. From all there facts we can be sure there is such a continent in the south.

As the adviser of our government, I strongly suggest we should explore the unknown continent. Firstly, we can take possession of it in the name of the Queen as we are the first arrivals. It would be great to make it the base of resources. Secondly, the discovery of the continent would add greater fame of our nation in Europe. Therefore, we should send a team of expedition for the exploration of the continent. The expedition should sail as far south as possible.

Step III Homework

POST-READING

1 How did ancient people hear about far-away civilisations, and what made them decide to go and! Ok for them?

2 Which adjectives are used in the text to indicate direction? What conclusion about the topic of the text can you draw based on their usage?

3 Find information in the text about contacts between China and Africa, and write in the chart below the periods when these contacts were made, the names of Chinese explorers, the way by which they travelled, and the goods which they brought home.

Period Name Way of travel Goods

4 Which of the animals and animal products that were presented to the Ming court could only be found in Africa? Which could be found in both Africa and Asia? Write your answers in the chart below.

Goods Africa Africa and Asia

5 Explain the following phrase and sentences from the text in English.

The Africans were reaching out to China. ________________________________

The time was ripe: ________________________________

the mouth of the Red Sea ________________________________

For a short time, China had ruled the seas. ____________________________

6 According to the author, the exchange of goods between the Ming court and the African kings had a symbolic meaning, which was more important than the value of the gifts. What was the symbolic meaning? Can you think of other acts in which the symbolic meaning is more important than the act itself?

LANGUAGE STUDY

Word study

1 Write another form of the words given .

discover (n.) original (n.)

equipment (v.) correct (n.)

inspect (n.) evaluate (n.)

possess (n.) contribute (n.)

ignore (n ) competition ( v. )

existence (v.) wealthy (n.)

accurate (n.) royal (n.)

2 Choose some from Exercise 1 and use their proper from to complete the following sentences.

(1) Starting this year, an even greater number of volunteers will to making the 2008 Olympic Games in Beijing a success.

(2)Madame Curie's of radium is considered a great contribution to the world of science.

(3)Whether to continue the project will depend on the by a group of experts.

(4)The boss of company had creative suggestions, which led to his business failure.

(5)No accurate map of Africa ___________at that time.

(6)The modern ___________of the studio cost the band a large sum of money.

(7)That lovely cottage by the seaside has been in the _________of their family for more than eighty years.

(8)Are you certain one of the top officials will the construction site of Three Gorges Dam?

3 Fill in the blanks with the words or phrases from the box, using their proper forms.

set sail in return treasure command royal ambassador

Born in 1371 in Yunnan province and brought up in a family originally from Central Asia, Zheng He heard many stories of travel through foreign lands in his youth. In 1385, the 14-year-old Zheng He was made a servant at the (1)______ palace of the man who later became the Emperor Yongle. Emperor Yongle ordered him tosail to “the countries the horizon" to demonstrate the power of the Ming count and collect all kinds of (2) __From foreign countries. Between 1405 and 1433, the treasure fleet (3) .across the Indian Ocean seven times. In all, at least 317 ships and 27,000 men were under his (4)_________.Zheng He's first stop was in what is a part of Vietnam today. He was surprised to find many Chinese living there. The ruler willingly offered presents to the Chinese emperor.(5)__________,Zheng He presented the ruler with many gifts .Things did not always go so well. The King of Ceylon showed no respect for the (6)______from China, so Zheng H e left the island quickly . Zheng He made several voyages during his lifetime and contributed greatly to the science of navigation in China.

Grammar

Review the Predicate

1Underling the predicate in each of the following sentences and explain what type of Predicate it is. (1)A team of scientists discovers an important ancient grave near the village of native people.

(2) I was reading a book about Marco Polo when you called.

(3)We can send robots equipped with cameras and other tools to do observations for us.

① equip…with… be equipped with…

My office is equipped with air-conditioning.

First, five factories that manufacture our products are equipped with dozens of computer-controlled robots that create high-quality products with incredible accuracy and efficiency.

I am well equipped for the job.

(4)After two years of hard work, the couple paid off their debt.

(5)The world map was a great puzzle to people of early civilizations.

(6) In the year 751, the Chinese traveller, Du Huan, was taken prisoner by the Arabic army

(7)A small bronze statue of a lion has been found in the Swahili town of Shanga. (8)He hopes to become a archaeologist. (9)You had better go now, or you will be late for the interview . .

(10) He is expected to be back from Shanghai next Monday.

2 Complete the passage with the proper form of the verbs in brackets.

For hundreds of years the Silk Road was the most important Central Asian trade route from the east to the west. The Tang Dynasty was probably the period when the routs was at its busiest. One important centre on the road (1)________(be) the city of Chang'an, where today's Xi’ an (2)____________(stand). Chang’an was the capital city during the Tang Dynasty and by about 750 AD it (3)___________(become) one of the largest cities in the city with a population of about two million people. Because of the good opportunities for trade, a large number of foreigners from countries near China (4)________(live) in the city.

The markets at that time in Chang’an were perhaps the most exciting markets anywhere in the world. They(5)_____________(sell) good from India, Africa, Japan,Korea, Turkey, Iran and other countries and many items on the markets(6)_________ never ___________(see)before. However, despite the desire to trade, which (7)___________(draw)people together, China was still a mysterious country to the outside world and the process of making silk(8)_________(remain) a secret.

1 Look at the title and read the first two paragraphs. Then answer the following questions.

(1)What is meant by the "third pole" in the text?

(2)Why does the writer call it the third pole?

(3)Which other mountains would be the third pole, and who are the pioneers of the third pole?

2 Explain the following phrases and sentences from the text in English.

(1)Going to Qomolangma was like going to the moon,_______________________

(2) the death zone _________________________________________________

(3)They had no idea what they were up against. ____________________________

(4) English air _____________________________________________________

3 Why does the author think climbing Mount Qomolangma remains one of man's greatest challenges, while it has already been climbed in 1953?

4 What evidence does the Chinese team have to prove that they really reached the summit of Mount Qomolangma?

Writing

What great sports have in commom with exploration is that they explore human possibilities. In both cases, the challenge lies in going past limits into new areas of achievement. Mountain climbing is a human activity that combines the characteristics of sports and exploring.When British explorers attempted to climb Moutain Qomolangma in he 1920s, they discussed whether taking oxygen should be allowed or not. Some thought climbing without oxygen would be impossible. Others argued that the use of oxygen make man’s struggle a mountain a scientific achievement, which had nothing to do with sports .They preferred to rely on the natural process of getting used to high altitude.

① rely on依靠,依赖,指望

The man is not to be relied on.

We must rely on our own efforts.

They rely heavily on us for help.

归纳拓展

rely on sb to do sth指望某人做某事,相信某人会做某事

rely on one’s doing sth指望某人做某事,相信某人会做某事

rely on it that…相信…, 指望….

You can rely on Peter to do what he promises.

I rely on her to pay back the money.

Don’t rely on my seeing you off.

We can’t rely on his coming in time.

You may rely it that he will come to meet you.你放心好了,他会来接你的。

Write an essay in which you compare the two viewpoints. Does the use of equipment spoil or lawyer the value of human achievement in sports and exploration? Find other example and arguments to persuade the reader of your point of view.

TIPS

Different reading styles

When reading English texts, you don't need to read every piece in the same way. Some texts can be skimmed only, for example newspaper articles, before deciding whether you want to read them or not. Novels are read for fun, so you want to read on without looking up aft words in a dictionary. But attention to grammar and all difficult words. article that contain many facts and a lot of information should be read carefully. You need to go deep into them and pay.

Unit 4

5 &6 period:Grammar

-.教学目标:

l.To understand the purpose of using connectives of reason

2.To use “because” to give a reason for something

3.To use “because of ” to give a reason for something

4.To show results with “so”

5.To use “hope” and “wish” correctly

二.教学重难点:

words:

ground

Phrases:

Sentences:

1. Ricky helped with the charity show because he wanted to raise money for Project Green Hope.

2.Ricky was nervous because of the TV cameras.

3.There was a lot of work so I was very busy.

4.I hope (that) you will like the show.

5.I hope to see the charity show.

6.I wish (that) I would be the host of the next show.

7.I wish (that) the pop stars would invite me to lunch.

8. I wish (that) I could fly.

9. I wish (that) I were Richy.

10. I wish you a happy holiday.

11. We wish you good luck.

三.教学方法:

Listening and speaking.

四.教学手段-tape-recorder and multi-media

五.教学过程:

Step 1:Lead-in

1. introduce myself

I’m Zhang Ping, you can call me Miss Zhang. I’ll teach you till your teacher, Miss Cai, come back from the USA. This is my first time to teach fun with English , so you need your help, if there is any trouble. I didn’t teach for about half a year because I had a son last winter. I love my son because板书he is very lovely. I wish板书 I could stay at home板书for more time, but your English teacher has gone to the board, so板书I have to come back to teach you. I hope板书 we can get well on with.

2. free talk

T: I like F4 because they’re very handsome. Who is your favourite sports star/music star?

S: …is my favourite pop star.

T: Why do you like him/her best?

S: Because …

I like him/ her because he/she…板书

3. ask some more questions like this

Step 2 :pre-task.

l. Turn to page 60. Let’s think of Ricky.

Q1: Why did Ricky help with the charity show? (Because he wanted to raise money for Project Hope).

Q2: Why couldn’t Ricky sleep the night before the show? ( Because he was too excited).

Step 3 :While-task

Task1

1. T: When we ask for reasons, we use ‘why’. When we give reasons, we can use ‘because’. T: underline the sentences that contain the word ‘because’.

2. Ask two students to read out one example each from the grammar table at the top of page 64.

4. Explain the context of the exercise. Daniel is asking Sandy about the charity show. The words on the pieces of paper are reasons from Sandy’s notes.

Ask students to work on their own to write answers to Daniel’s notes. Remind them that each sentence must contain the word ‘because’.

Read out each of Daniel’s questions. Ask volunteers to answer the questions using ‘because’. Repeat the answers clearly and ask students to check their own work.

Task2

1. T: Look at the Bb, we say:

Ricky helped with the charity show because he wanted to raise money for Project Hope.板书

We also can say→Ricky helped with the charity show because of the money.

I’m fatter than before because I had a baby five months ago. 板书

We also can say→ I’m fatter than before because of my baby/him.

T: We can also use ‘because of’ to give a reason for something. When we use ‘because of’, it is followed by a noun or pronoun.

T: Look at the grammar table at the top of page 65. Show students that we can use ‘because of’ to answer questions with ‘why’, e.g.

Why did Ricky have to speak loudly? ( Because of the noise.)

Why was Ricky nervous? (Because of the TV cameras.)

T: Read the words above the speech bubbles in part B1, the first part says what happened, and the second part is the reason. Please use ‘because of’ to make sentences.

Ask three volunteers to read out their answers

T: part B2 Amy and Shirley are looking at pictures of a flood. Amy is answering Shirley’s questions about it. Please write answers to Shirley’s questions using ‘because of’ or ‘because’.

Select two students to play the roles of Shirley and Amy.

Task3

T: I like F4 because they’re handsome. F4 are very handsome, so I like them.

I like him/ her because he/she…板书

→He/She is …,so I like him/her.

1. Tell students that we can use ‘so’ to introduce a result. Read out the two examples and explain that the first part ( ‘There was a lot of work’/’ I wanted to help the poor’) is a fact, and the second part(‘I was very busy’/I ‘donated some money.’) is a result of that fact.

2. Explain that like ‘because’, ‘so’ can be used to give a reason for something, but the order is different from a sentence with ‘because’. In other words, we can give the information in the example sentences using ‘because’ as follows:

I was very busy because there was a lot of work.

I donated some money because I wanted to help the poor.

3. Ask students to rearrange the words in Part C1 to make sentences. Remind them that the first part of the sentence should be a fact and the second part should be a result.

4. Once students have finished, ask three students to read out one sentence each. Correct errors and mispronunciations.

5. Ask students to read through Kitty’s letter in part C2 for overall meaning first. Then ask them to fill in the blanks using ‘because’ ‘because of’ ‘so’.

6. Ask students to read out one paragraph each. Clarify any misunderstandings if necessary.

7. Ask students to complete ‘ Work out the rule!’ on their own. Ask one student to read out the rule and check the answer as a class.

8. In a compound sentence, we cannot use because and so at the same time.

(F) Because I got up late, so I’m late for school.

(T) I got up late, so I’m late for school.

(T) Because I got p late, I late for school.

Task4

T: I wish板书 I could stay at home for more time, but your English teacher has gone to the board, so板书I have to come back to teach you. I hope板书 I can get well on with you.

1. Tell Ss that we use ‘hope’ and ‘wish’ to talk about things or situations that we want to happen.

2. To hope is to want something to happen and think that it is possible. We usually use ‘hope’ to talk about the present or the future.

To wish is to want what is not happening or what did not happen. We usually use ‘wish’ to talk about the past or the present.

3. usage of ‘hope’:

v hope + to do

hope + clause

n. hope → hopes

e.g. I hope (wish) to come.

e.g. I hope she won’t come tonight.

e.g. You’re my last hope.

4. usage of ‘wish’:

v.

wish + to do

wish + sb. to do

wish + clause 虚拟。表示不可能实现。

I I wish sb. …

n. wish →wishes

e.g. We wish Zhou Jie Lun to have a concert next year.

e.g. I wish that I were Yao Ming. (impossible)

e.g. I wish that I could fly. (impossible).

e.g. I wish you merry Christmas.

e.g. I sent a post card with my best wishes for my dear friend.

I want (wish) you to come. (T)

I hope you to come. (F)

5. Explain the context of the exercise. The students are having a meeting to talk about their charity show. However, everyone is talking or thinking about different things.

6. Ask Ss to complete the exercise using the correct forms of ‘hope’ and ‘wish’.

7. Ask volunteers to read out their answers. Tell Ss to check their own work.

Step 4 :post-task

Do WB P73 Ex Ⅰ,Ⅱ,Ⅲ,Ⅳ,

Do WB Ex Ⅱ,Ⅲ,Ⅳ

Step 5 :Homework

Period 1 :Speaking & warming -up

Step 1 warming up

Activity 1 talking about some signs used everyday

T: Most of you have been to many places whether big or small , far or near , and I’m sure you must have seen many signs . Now I’d like you to see some signs used everyday , and tell me what they represent , ok ?

Ss: Ok .

(show the signs on the screen)

T: What does Sign1 mean ?

Ss: Be quiet

T:Where do you usually see it ?

Ss: bus / railway station

T: what about sign 2 (sign2/3/4…the same as above)

Activity 2 : talking about the pictures on Page 15

T: turn to page 15 and have a look at the pictures ,I’ll give you two minutes to discuss with your partner and see whether they are doing wrong and write your answers on the line .there is already an example in picture 1, the man is driving too fast , he should drive at the speed of 30 km an hour , but he is driving at 60 km per hour .

(2 minutes later)

T: S5, is she doing anything wrong in picture 2?

S5: Yes

T: What’s that ?

S5: She is littering

T: Why?

S5: Because there is a sign in the tree saying Don’t litter/No littering.

(picture 3 and 4 the same as above)

T : Very good , Whenever you go on a trip , we shouldn’t do what we aren’t allowed to do , is that clear ?

Ss : Yes

step 2 an open discussion

T: How do you usually go to school? Or what kind of means of transportation do you take to go to school ?

( Bb : means of transportation : a means of carrying people or goods from one place to another)

Ss: By bus / by bike

T: Why ?

Ss: Because it’s not far.

( Bb : by bus –not far - distance)

T: Does anybody of you live in Dongtou Island?

Ss: No

T: Then suppose you live in Dongtou Island , and now it’s the weekend , how are you going home ?

Ss: By ship

T : why ?

Ss : because there is a lot of water around it .

( Bb : by ship-water - location)

T: suddenly the typhoon comes , how are you going home ?

Ss: By bus

T: So the weather is very important . Ok , what you said is reasonable

T: so from the above we can have a conclusion : before we decide which means of transportation we have to consider many things , now comes the question : what have we to consider ? ( an open question)

Ss: weather , time , distance, location …

( Bb : consider : think about , follow by sth sth /wh-to do sth /clause)

( show the map of PRC)

T : look at the third part of warming up , there are 4 situations and now discuss how you’d like to go to the places , by train , by boat , by air or others , and give reasons , the map can help you , please work in group of 4.

T: how would you go from shanghai to London( pointing to the map)what about from Beijing to Guangzhou / chongqing to chengdu / dalian to qingdao

Ss: By plane / train or bus / ship

Step 3 Speaking

Activity1 pre-speaking :ask and answer

T : do you know which actor I like best in Hongkong ?

Ss: …

T: I like him best , he plays an important part in this series (show the picture of Looking back into the Tang Dynasty on the screen)

T: What does this series talk about ?

S8:

( show on the screen “ a modern man traveled into the past ”)

T: what will you travel by if you want to go to the past or the future ? I have a machine which can take you to wherever you like and whichever year. (show the picture of the machine) I’m quite generous , if you want to borrow it from me , I’m glad to lend it to you.now I’ll give you 2 minutes to the place you’d like to visit best , the years when you would go and the reasons

( 2 minutes later)

T :Ok, who’d like to borrow it from me ?

( several students respond)

T: Ok, S9,which year would you like to go to ?

S9 :

T: where would you go ?

S9:

T: why ?

S9:Because…

T: Good , now take my machine , I wish you a good journey

T: OK ,S10, what about you ? Now S9 has come back , she said my machine was wonderful , which year would you like to go to ? ( S10/11 the same as above)

(the answers to each student are written on the blackboard)

Activity 2 making dialogues

T: Just now , I have made three examples for you . now please look at the examples in your books . it’s a dialogue between 2 students . They are talking about traveling to the future , read the dialogue by yourself first and two of you are to make a new dialogue using the information on the screen

(show the questions on the screen :Which year would you like to go to? Where would you go ? Why ? )

and make as many sentences as possible . I’ll give you 4 minutes to prepare and then I’ll ask 2 pairs of you to act out your dialogue , any questions ?

Ss: No.

( 4 minutes later )

T: who’d like to have a try ? S11 and your partner ,please ( 2 pairs)

Step4 debate

T : each of you wants to go somewhere else to have a trip , but not all the local people like you to go there , some thinks tourism is good for them ,others think it bad , now suppose you live in a village , some of you want to develop the lake and turn it into a tourist resort (胜地) while some not .

( show the two parties on the screen :)

A :You think tourism will be good for your village because

1.

2.

3.

B :You think tourism will be bad for your village because

1.

2.

3.

T: now group 1and 2 are A , and groups 3 and 4 are B , you can think out as many reasons as possible , then we’ll have a debate to which party will win I’ll give you 3 minutes to prepare

Step 5 summary and homework

Activity 1 : summary

Today we’ve done some speaking and know how to choose means of transportation , also we’ve used my machine and traveled to many places to the future and the past , besides we’ve learned some new words

Activity 2 : homework

Preview the reading text on page 17 and underline the new words and expressions

Do the exercises on page 101

Period 2 : Reading

Step 1 greetings

Greet the whole class as usual

Step 2 pre- reading

Activity 1 : pre-reading : questions

T : In the last period we’ve learned something about traveling , do you like traveling

Ss : Yes

T :why ?

Ss: because

T: where would you most like to go ? S1

S1: …

T: Why ?

S1 : because

( 2 students )

T : Do you want to experience something different ?

T : now turn to page 17 , look at the picture , what are they doing ?

Ss : they are walking

T : yes , and what are they carrying ?

Ss : Large bags

T : yes , or we can say it’s backpack . in front of them ,there is a high mountain , they are to climb them .

T: One of my friends went to Qingzang Plateau in the summer holiday .And he told me that he was making an adventure travel , do you think so ?

Ss : Yes

T : Then in your opinion , what’s an adventure travel ?

( S2 answers the question , 2 or 3 others add the answers)

T: Yes ,quite right . what are the two popular activities ?

Ss : hiking and rafting ( since some of them may have previewed the lesson , so they may know the answer )

Activity 2 : main idea

T : is it right ? now listen to the tape to find out whether hiking and rafting are the two popular activities , and to find out the main idea of the text , are you clear ?

( show the questions on the screen to make sure they won’t forget the questions)

( play the tape)

T : now all together , it’s right or not ?

Ss: Right

T : who ‘d like to tell us the main idea of the text . Ok , S3

S3 :

( generalize his answer and show the answer on the screen)

T : Very good . ok , we watch TV a lot , and from the TV , what other kinds of adventure travels do you see ?

Ss : ( climbing , diving , mountain biking , sailing , downhill snowboarding ,camping ,bungeeing)

Step 3 While reading

Activity 1 extensive reading

T: ok , now let’s turn to the text , This time , let’s read the text quickly and do the true or false questions on the screen .

T : first read through the questions

( 1minute later)

T : You can start reading now I’ll give you 3 minutes to do the job . if it’s false , correct it , ok?

( 3 minutes later )

T : ok , now , No. 1 …

( check the answers )

1.Hiking and rafting are both very dangerous.

2.When you are hiking , you should wear a life jacket .

3.People make adventure travels because they are looking for unusual experiences

4. The name “ whitewater” comes from the fact that the water is white Activity 2 intensive reading

T: turn back to page 17 . read the first paragraph carefully and find out the main idea of the paragraph , or what’s it about ? and find out the reasons of traveling , understand ?

( 1’ later)

T : ok , all together , what’s the main idea of the text

Ss: Why do many people travel ? ( shown on the screen )

T : yes , good . well , what are the reasons ?

Ss :see other countries , visit places …( shown on the screen)

T : yes , people travel for many different reasons , what do you travel for ? S4

S4:

T : what about you S5 ?( S 6 /7 the same as above)

S5/6/7 :

T : any problems about paragraph 1 , if not let’s go on

T : turn to page 18 , here is a chart , now you are wanted to read the following two paragraphs carefully and do the chart , finding out the similarities and differences between hiking and rafting , remember if the item is not mentioned in the text , just escape it , ok ? I’ll give you 3 minutes to do it.

( 3’ later ) ( ask one of the students who does the work more quickly to write the answers on the blackboard)

( then check the answer in accordance to the screen)

`Activity 3 : talking

T : can you go rafting in wenzhou?

Ss: Yes ,

T : where can you go rafting ?

Ss : nanxi river

T : who has ever been to nanxi river ?

Ss :

T : What can you do in nanxi river ?

S1 :

T : ok , now look at the pictures on the screen, can you tell me which picture is more likely to be the rafting in the nanxi river ?

Ss : the left one .

T :Do you think going rafting in nanxi river is the same as the rafting in the picture ?

Ss: No

T : what is the difference ?

Ss:more dangerous….

( the differences between normal rafting and whitewater rafting )

Step 4 post reading

T: now you have known a lot about the text , turn to page 18, there are 5 multiple choices here, after you have read them choose one of them , ok ?

Ss ; ok

T : I’ ll give you1.5 minutes to do it .

( 1.5’ later)

T : No1, adventure travelers want to ________

( check the answers just in the book)

Step 4 summary and homework

Activity 1 : summary

In this class , we’ve read a passage about adventure travel. And we’ve learned something about hiking and rafting . I hope you’ll go hiking and rafting if there’s a chance .What’s more ,in your spare time , read some passages about other adventure travels to know something about them .

Activity 2 : homework

Preview the integrating skills part

Workbook : do the related exercises (the reading parts)

( time permitting , options :check the exercises of reading on page 101

discuss the tips of other adventure travels)

Period 3 : Reading Integrating skills and writing

Step 1 revision [reading ( useful expressions) ]

T :yesterday , we have got the general idea of the reading part , who can tell us what it is mainly about ?

S1: It’s mainly about the adventure travel , rafting and hiking .

T : Yes , very good . now let’s have a quick look at the text and explain some language points of the text .

( teacher retells some main sentences of the text which have language points and the language points will be shown on the screen )

T : Are you clear now ?

Ss :Yes .

T ; Very good . look at the blackboard , there are several multiple choices , you are to do the exercises to make sure that you all know them .

Step 2 integrating skills

Activity 1 reading

T : When people travel , what kind of travel do they usually make ?

S1 : hiking .

T : And what kind of travel is hiking ?

S1 : adventure travel

T : Yes , besides adventure travel , what is the other kind of travel ? you just go to Beijing to see the Great Wall , what’s it ?

S1: normal travel .

T : Good , have you ever heard of another kind of travel-eco-travel ?

Ss : No .

T : In yesterday ‘s debate , B said that tourism was bad for the ecology , for people had to cut trees to develop the lake . ( ecology )so in your opinion , does eco-travel have sth to do with ecology ?

Ss : Yes

T : look at the two words , do they have something in common ?

( write the words on the Bb)

Ss : the beginning 3 letters of the 2 words are the same .

T : Yes , the prefix eco – usually means “ o f ecology ” “ 生态的 ”

T : Now guess what an eco-travel is ? what do people make an eco-travel for ?

Ss :

T : Good , now turn to page 20 and read out the words above the table loudly ,try to find out the meaning of eco-travel and the differences between normal travel and eco-travel . I’ll give you 2 minutes .

( 2 minutes later)

T : Ok , S1 have you found out what eco-travel is ? ok , what’s it ?

S1 : Eco-travel is a form of travel that combines normal tourism with learning.

T : S2, can you tell us the differences ?

S2: normal tourism is bad for the environment and eco-travel can make the environment better , or at least understand it better .

Activity 2 talking about the eco-travel

T :Yesterday I surfed the Internet and noticed 2 places , they are very suitable for us to make an eco-travel , do you want to see what they are ?

( show the pictures on the screen )

T : How are they ? Are they good ?

Ss : yes .

T : One is the red river village in Viet nam , the other is snow mountain , it is longgu mountain

T : S2 , which one do you like better ?

S2 : Red river village .

T : suppose now you are making an eco-travel in the red river village , what can you do ? What can you learn ? What can you help do ?

( 3 students are required to do it .)

T : Good , now discuss in group of four , you can choose one of the 2 places and finish the red box , then send us a representative t o make a report to us , ok ?

You can do as _______

I think we should go to ________ , because we can __________and we can learn about _______

If we visit Red river village ,we can help __________

Step3 writing

T :Above all , wherever you go , you must make a schedule everyday . In that case , you will make good use of time and have a good time . Naturally , you will not waste money . I like traveling very much and have been to many places , last night I went to Japan and I had a good time so I wrote a letter to you , ( in my dream) , have you received it ?

( show a letter on the screen )

Qs : How many time points have I told you in the letter ?

What did I do yesterday ?

What am I doing today ?

What will I do tomorrow ?

( 4 Ss are to answer it )

T : Good , in writing a letter , you should use the past tense to indicate the things happend in the past , ( so does the present and future tense ) and pay attention to the form of the letter

T : Now look at my letter carefully and see whether there is anything wrong with it ?

S3 : the date , comma

T : Yes ,very good , thank you very much , so next time when you write a letter , pay attention not to make mistakes

Step 5 homework

T : Now comes your homework , please write a letter to your friend or teacher about the schedule of your trip like mine .before you start writing , you need to think about what you are going to write , list good ideas and make notes , you should pay attention to the form of a letter ( shown on the screen )

( option : do the exercises on useful expression and the tenses)

1.The girls _________(下班) work at five p.m.

2.______(当心)that you don’t get into trouble .

3.Clothing can _______(保护)us _____cold .

4.I __________(进行锻炼)every morning on the playground .

5.He ______(细心)with his homework .

6.He has _____________(徒步旅游)

7.He is tired , let me go _____(代替)

8.He is tired , let me go ________(代替) him .

9.Don’t _________(靠近) the tiger , it’s dangerous .

Period 4 :Listening

Step 1 greeting

T : Good morning , boys and girls

S: Good morning ,Miss Huang

Step 2 pre-listening

Activity 1 : listening to a song

(play a piece o f song 2 or 3 minutes before the bell rings )

T : Is it a lovely song ?

Ss: Yes .

T: what’s the beautiful place in the song

Ss: California hotel

T: California is a lovely place for us to travel . If you want to go there , how can you make it ,by plane or by train ?

Ss: By plane

Activity 2 : talking about boarding calls

T : ok, now listen to me carefully , and tell me where you usually hear it ?

“ Ladies and gentlemen , attention please , Flight BA 432 from Shanghai to Wenzhou is boarding at Gate A2 in 20 minutes , please get ready .”

T : Have you heard of it before ?

Ss : Yes

T : Where do you usually hear about it ?

S1 : In the airport

T : When does it usually happen ?

S2 : Before people get on the plane .

T : Yes , very good . we can also say “ board the plane=get on the plane”

T : Now listen to me again and try to find out how many messages there are in my broadcast

( the same as the above)

T : now can you see how many messages ?

Ss : 3

T : yes , very good , what are they ?

S3 : the flight number , the destination , gate number

T : yes, ok now look at the screen , do you know what it is

Ss: Boarding pass

T : yes , now let’s go through the pass and find out the flight number , the destination , and the gate

T : ok , now altogether

Ss :

Step 3 : listening

Activity 1 : listening to the tape and doing the exercises on P15 -1

T : now turn to page 15 , there are 3 boarding calls , you will listen to them once and write down the destination , the flight number and the gate of each call , and pay attention to some details , make notes while listening

( play the tape once )

T: Have you got it ?now , all together .

( if necessary , play it again )

T : Good , you have done a wonderful job , among the 3 calls , which one isn’t changed ? What is the origin of each flight ? What happens to No.3 flight ?

( play again for the details)

Activity 2 : arrange the order of the pictures on page 97

T : We can see that things always change without expectation , so when you want to go somewhere by plane , please arrive at the airport earlier . you can wait in the waiting hall , when you hear the boarding calls , you can begin boarding the plane , now comes the question , when you hear the boarding calls what other things will you have to do before you get on the plane ?

S1:

T : Ok, turn to page 97 , what are they doing ?

Ss:

T : yes , very good , arrange the pictures first by yourself before listening

T : S5 , what’s your result ?

S5 :

T : Ok , now let’s listen to the tape to see whether it’s right or not

( play the tape )

T : arrange the right order

Activity 3 : listening to the tape and doing the exercises on P16-2

T : Do you know how to board a plane now ?

Ss : yes

T : Good , since you know how to board a plane , so going abroad becomes much easier , if you have a lot of money , where would you most like to go , at home or abroad ?

S6/7/8 :

T : Ok , you have many choices and we can’t say which is better , which is worse . I have been to many places , I think I could be a good guide for you , now look at my suggestions to see whether you like it or not.

( show pictures and describe the pictures : the Forbidden city , tian anmen, mona lisa , Eiffel Tower – how can we go up to the top of the tower , penguine , polar bear , yangliwei )

T : 5 world travelers like them very much , they take my suggestions and they wrote 5 postcards for us about their trip , now turn to page 16 , listen to the tape and find out the answers to the table

( listen to each card after talking about each picture on the screen )

( play the tape again if necessary)

( listen to it again one by one and discuss some other information)

NO.2 What’s the color of the flag?

Do you know where the painting is kept ?

What’s France called in the postcard ?

NO3 . How long is the plane ride ?

NO 4 . How high can we jump ?

NO5 : How long have we had to swim to get here ?

Is there enough air below ?

Step 5 : homework

do the exercises on page 18 : word study

Page 99-100 practising

Period 5 :Language study

Step1 word study

T : ok , now open your book ,turn to page 19 , match the words and phrases . Yesterday I have asked you to finish it , have you done your homework ?

Ss : Yes .

T :Good , now let’s have a check .

Step 2 grammar

Activity 1 do some exercises to review the tenses

T :We have learnt a few tenses before ,such as the present tense , the past tense , the past perfect tense and so on . Now look at the screen , we’ll do an exercises to review them . I think 2 minutes is enough for you .

( 2 minutes later , check the answers )

T : Ok , are you ready ? let’s have a check .

( explain the tenses and list the table of 12 tenses on the screen )

1.Unless he ________(promise ) to help us , we shall lose the games .

2.It is five years since my dear aunt _____(leave) here .

3.I don’t know when he _________(come) , but when he _____(come), I’ll speak to him.

4.She___(be) poor in French , but she _______(do) her best to improve it .

5.I’m sorry I ______( forget) to tell him to come here for the meeting .

6.I ________(have) the bad cold for a week ,still I can’t get rid of it.

7.Tom told me that he _______(meet ) John and ______(give) him he message already .

8.She __always _______(work) when I go to see her .

9.He ________(do)his lessons from seven to nine last night .

10.He said he _______( be) free the next week

Activity 2 : talking about the changes of life in different time , using 3 different tenses

T : Look at me carefully , am I different today ?

Ss : yes

T : Ok , now what are the changes ?

Ss : Hair style

T :yes , things are always changing . times change and so does the way we live , many things we often do become easier and faster ,such as writing , reading , shopping and so on , do you know the ways of doing things in the past ? can you imagine the ways in the future .

T :ok , now look at the red chart on page 19 , for example , in the past we traveled by horse , today we travel by car/plane , in the future, we will perhaps travel by spaceship . try to fill in the blanks and read out yours answers as the examples in part three . are you clear ?

Ss: yes.

(teacher copies the chart on the Bb ,4 students are required to do it ,T write down the answers on the blackboard)

T : look at part 3 ,When you make the report , follow this :

In the past people…

Today people…

In the future , people will …

Activity 3 the future tense

T : so we can say , to express the future tense , we can use “ will do ”, what else ways can we use to express the future tense ?

Ss : be going to , be to do

T : Yes , quite right , now we’re going to learn another kind of expression about the future tense .

( Bb : will do, be going to , be to do ; while explaining the grammar , use Chinese properly)

T : turn to page 19, Jane and Betty are going on separate holidays in a few days’ time , ok, S1 and your partner , can you read out the dialogue for us

( S1 and his partner read the dialogue)

T : thank you , sit down please

There are quite a number of expressions to express the future tense , now please underline the verbs that express future , I’ll give you 2 minutes to do the job

(2’later)

T : S2 , please .

Ss : are off, be getting to …

( when S2 is speaking , write down the answers in the blackboard and explain some important phrases)

T : Very good , the verbs used are 移动性动词, can you think out other移动性动词 like go

Ss : arrive , reach.. come, stay , return, leave , start …

T : yes , usually , when present continuous tense is used as the future tense , it aims to function as

1) 表示即将发生的或预定中计划好的活动。

   Are you staying with us this weekend? 这周和我们一起度周末吗?

   We are leaving soon.  我们马上就走。

2) 渐变动词如:get, run, grow, turn  become, begin及die。

   Eg :He is dying.

移动性动词:go,come,return,arrive,get,reach,leave,meet,see off,take off,start,fly,stay等

3)与always, constantly, forever 等词连用,表示反复发生的动作或持续存在的状态,往往带有说话人的主观色彩。

   You are always changing your mind

( shown on the screen)

Step 3 expressions for good wishes

T : If it’s my birthday today , what will say to me ?

SS : Happy birthday

T : In our everyday life , we often have to wish others

now read the dialogue again ,try to find out some expressions for good wishes .

( 30 seconds later)

T : Are you ready ?

T : What are they ?

Ss : Have a nice time in Guangzhou & have a good trip .

T : How should we respond ?

Ss : Thanks & the same to you .

( when Ss finish answering , show the answers on the screen )

T : and we have a lot of other expressions . How can we say“ 祝你好运 ”“新年快乐”, “圣诞快乐”,“ 国庆节快乐”…

( shown on the screen )

Step 4 homework

Finish the exercises on page 99-101(完成课后99-101练习)

Finish workbook(完成同步练习)

Step 5 consolidation ( option)

T : Now we’ll do an exercise to consolidate the tense reviewed and learnt today .

( shown on the screen )

1.There ___ an English evening next Saturday.

A will have B is to have

C is going to do D is going to be

2.You’d better set about doing your homework now , or it __ too late .

A is B was C has been D will be

3.The boy is ill , he ___ absent from school for at least a week .

A has to B is to C will have to D will have to be4. They don’t buy any new clothes because they ____money to buy a big house

A save B are saving

C is saving D were saving

5.How ___ you ___ on with your work recently ?

A do ;get B have ;got

C are ; getting D were ;getting

6. He __ out when it began to rain .

A is going B was going

C was about to go D went

Unit 6 Good Manners

Teaching Plan

I. Teaching Goals:

1. Talk about good table manners

2. Learn to make apologies.

3. Learn to express your gratitude

4. Understand the Restrictive Attributive Clause and non-Restrictive Attributive Clause

5. Write a thank-you letter

6. Be a student with good manners

II. Teaching Time: five periods

Warming-up &Listening

--Period One

I. Teaching Aims and Demands.

1) Knowledge: grasp the expressions for making apologies

2) Abilities: ①learn to apologize and response properly to others’ apologies;

②learn to focus on key words and important sentences while listening

3) Moral: Be a student with good manners

II. Key and Difficult points

1) Master the ways of making apologies by speaking and listening

2) Use the expressions to make apologies freely

III. Teaching Methods

1) Pair work to practice speaking

2) Listen-answering activity to train the Ss’ listening ability

IV. Teaching Aids

A computer and a courseware with a record of listening material

V. Teaching procedures

I) Lead-in (3 min)

With the beginning of quoting the proverb “courtesy costs nothing”, students are introduced the meaning of “good manners”.

T: Good morning, class!

T: Do you like any proverbs?

T: OK, today, I’d like to teach you one proverb, “Courtesy costs nothing” Have you ever heard of that?

T: It means “it is always right to have good manners.” In this unit, we are going to learn sth. all about good manners.

II) Judgment (8 min)

Before they learn anything about good manners in this unit, students are guided to join in an activity in which they judge the people’s behaviors based on their possessed experience: good manners or bad manners. There are six pictures which they have to judge from. For the first one, the teacher gives it as am example, and the last one, which shows a host urging his guest to drink more, can be expected to have two opposite answers. With this conflict of the opinions, the teacher tells students that in different countries, there are different ways to behave. So, “good manners” has different standards, too.

T: Now I would show some pictures. You should judge the behaviors in them whether it is good manners to do that. Do you understand?

T: What’s in picture 1 is it good manners or bad manners to do so?

T: Let me show you an example. “He is a boy with good manners who gives his seat to others.” Ok, what about picture two?

(Ask one student to answer)

T: Good! Thank you. But please pay attention to the sentence structure (attributive clause). Then, the next one?

(Another student answers)

T: Ok, through this group of practice, we are now clearer about what are good manners. Do you think making apologies is also a behavior of good manners?

III) Warming-up (15 min)

This part can be done in the following five steps:

(1) The pictures in the Ss’ book are also showed on ppt., and some tips are added to them.

(2) Look at the expressions in the middle column in this part, and tell Ss that they are all used to express one’s apologies or response to the apologies. Then learn the new words “interrupt(打扰,打断); I'm terribly sorry (I’m very sorry) ”

(4) Give Ss some more minutes to practice the dialogues with their partners.

(5) Then, two pairs of Ss are asked to act them out.

T: In the warming up, we will do the further exercise about making apologies and response to them. Turn to page 36 and guess what’s happened to them in the pictures, please!

(Show the tips for them to answer)

(Introduce all the four pictures)

T: Do you know these expressions in the middle column? What situations are they used in?

S: When we do sth. wrong.

T: Yes. (Show “interrupt” and “I'm terribly sorry” on blackboard.) Here “interrupt” means in Chinese “打扰,打断”, and “I'm terribly sorry” is equal to “I’m very sorry”.

T: Well, would you like to fill in the blanks with these expressions according to the pictures?

(Let them complete it)

T: Who can tell me the answers?

(Ask Ss to answer and correct them)

T: Practice the dialogues with your partner. Then I’ll ask some of you to act.

(Four minutes later)

T: Who want to act it out for us? You two, would you please?

IV) Listening (17 min)

Now it is time for Ss do the listening practice. The steps are:

(1) Leading in. Asks students questions about their own experiences, for example, whether they have some experiences that their things have been lost by others without asking, or that they have lost things borrowed from others.

(2) Listening and answering. Give Ss two questions on ppt., and begin to play the radio.

(Ss are told to listen with the questions only, and they don’t begin to write anything on the book.)

After playing the radio, I check the answers to the questions.

(3) Listening and filling in. For the second time, they should begin to do the blank-filling exercise on their books. The teacher reminds the Ss to learn to listen and catch the necessary information.

(4) Listening and checking. Now, during the third time, the teacher checks the answers with the radio playing paragraph by paragraph. Show them on ppt. and repeat the difficult sentences.

(5) Listening and over-going. If there are still any difficulties in this part, anther time is needed.

T: So do you think it good manners to apologize in a polite way?

T: Would you like to listen to another dialogue about apologizing?

T: Well, let’s do listening practice.

(Show two questions on ppt.)

① How many times does Bill apologize to Cliff?

② What are the problems between Bill &Cliff?

T: with these two questions, you listen to the radio, OK?

(Play the radio in courseware)

T: Have you got it?

(Ask some to tell and show the answers)

①Twice.

②Bill took Cliff’s bike without asking and lost it.

T: Now, let’s come to the practice on your book. I’ll play it again and you should complete the questions with the right sentences you hear in the material.

(Play it again)

T: Finished the questions? We shall check them with the radio playing paragraph by paragraph, Ok?

(The third time playing)

T: Now, are you all clear about this dialogue and the story? Any difficulties? Would you like to listen again?

Ss: Yes.

(Play it the forth time if necessary)

V) Consolidation

Review the expressions used for making apologies. Show a table of the expressions.

T: This period, we’ve learned how to make apologies and what we can say to apologize. Do you remember what the expressions are?

T: Ok, look at the form on ppt., and remember them.

(Show that on ppt.)

VI) Homework

1. Preview the text of Reading part.

2. Do exercise 4, P117 in your exercise book.

3. Think of the ways in which Chinese table manners is different from that of Western countries.

VII) Design of the Blackboard

Courtesy I’m terribly sorry

Good manners apologiz(s)e

manner forgive

interrupt fault

Reading

--Period Two

I. Teaching Aims and Demands.

1) Knowledge:

①To get to know the Western table manners

②To compare Chinese table manners with Western table manners

③To learn some useful words and expressions about table manners.

④To know how to lay the table in Western dinner party

1I) Ability

①Improve the reading ability of the students, especially the skills of summarizing and scanning.

②Train the ability of manual operation (to lay the table with cards)

II. Key and Difficult points

1) Sentences in passage with complex structure

2) What are the Western table manners

III. Teaching Methods

1) Scanning for important information and careful reading

2) Group work

IV. Teaching Aids

1) A computer and a courseware

2) Eight groups of tableware-shaped cards

V. Teaching Procedures

I) Revision

Review the ways to make apologies learned last period. Teacher shows a form of expressions for making apologies.

T: What have we learned last period? Do you remember?

S:

T: Yes, we’ve learned the way to apologize to others, and here we can use these expressions to express that.

(Show the form of making apologies and receiving them)

II) Pre-reading

(1) The teacher refers the picture showed in last period in which a host urges his guest to drink, and ask whether it is good table manners. He told them that different countries have different table manners.

(2) With this picture, the teacher focuses his topic on the different manners between cultures. Thus, he then shows a form about “Rules for being polite in Chinese culture” and another about that in Western culture. These two forms are compared under three standards: at a dinner party, greeting your teacher and receiving a birthday present.

T: Last period, we have seen this picture, right? What’s it about?

S:

T: Yes. A host urges his guest to drink as much as possible. Is it good manners to do so?

S:

T; In fact, people in china have different answers from that in the Western countries. Today, we’ll learn good manners in western culture. Are you interested in that?

S:

T: Let’s first compare the differences between them about “Rules for being polite”.

(Show two forms and explain them)

III) Reading

i) Fast reading.

Give students two questions to answer while they are reading fast:

1. What are the two spoons used for?

2. Do table manners change over time?

(Minutes later check the answers.)

ii) Learning new words.

Before they come to read the passage carefully, the teachers show some new words with two groups of pictures: food and tableware. Through these pictures, students may get to know these words soon and well.

iii) Careful reading.

(1) This is a key task of this period. During this, students are firstly given two questions, with which they read the passage carefully, and find out the answers. They are:

1. How is the table laid?

2. What is the order of the dishes served at a Western dinner party?

There is a chart of the dinner table with pieces of tableware on ppt., and they are going to find out how to lay the table.

(2) There are about five minutes for the students to read. During that, the teacher gives out the eight groups of table-shaped cards to the students. And then they can put these cards as tableware on a big card, which will show their understanding of the text about how to lay the table.

(3) After reading, the teacher calls some groups to show their works on the blackboard, compares them, and at last, decides the winners.

(4) In order to examine their grasp of the knowledge, there is now a quiz to take. Following the students’ answers to the questions, the right ones are showed in the pictures on ppt..

i) Fast reading

T: Now, we come to Reading passage. Do you know what it is about by seeing the two pictures on this page?

S:

T: Yes, here we are going to learn sth. about table manners. From the title we see it’s about table manners at a dinner party. Well, would you like to read it and get known what’s this passage tells you?

S:

T: Here are two questions on ppt. Read quickly and find out the answer.

(Three minutes later)

T: Have you finished?

S:

T: Thanks. You’ve done a good job.

ii) Learning new words

T: Before we read more carefully, I want to show you two groups of new words in the passage: Food and Tableware. You can recognize and memorize them through the pictures. What do the first two pictures refer to?

Ss:

T: It refers to “toast”.

(This job can be finished quickly)

iii) Careful reading

T: So now, we can understand the passage more easily. There’re two questions here, you would read the passage carefully, and find answers to them, will you?

S:

T: You can search the information of laying the table according to the pictures of tableware on ppt.. After reading, I’ll give out sheets of cards to lay them. Are you clear?

S:

(Five minutes later)

T: Now, there’re eight groups of cards, here. Classmates of every three desks can share one group. Lay cards on the big board according to you understanding of the passage. Do that quickly!

(For a while )

T: Have you finished your job?

S:

T: Who’d like to show your work?

S:

(Show some of their works on blackboard)

T: OK, let’s see whose work is all right.

(Find out the mistakes in them and who wins)

T: Are you clear now about how to lay the table?

S:

T: We’ll have a quiz to examine that. The question on ppt: Is the fork on the left bigger than the one on the right? What about the two knives?

S:

T: Ok, just look at the pictures!

(Show the pictures of explaining the right position)

IV) Post-reading

(1) Paragraph 1. Analyze the first paragraph and summarize the main idea. Pay attention to the difficult sentences.

(2) Paragraph 2-5. Summarize the main idea, and check the second question: the order of the dishes. In order to let students further understand these paragraphs, the teacher list several questions about the details of this part. Then, through systematic analysis, they will get the answers.

(3) Paragraph 6. The ending paragraph tells the changing of the custom and table manners.

The teacher will point out some difficult words, like, fashion, advice, formal, etc..

T: Let’s come back to the textbook. What does the first paragraph tell us?

S:

T: Here are difficult sentences to learn.

(Analyze them)

T: Which paragraphs can be formed into one group?

S: Paragraph 2-5

T: Pretty good. Well, can we check the answer to question two? “.Find out the right order of dishes and number them. (Exercise 2 on p39)”

S:

T: And what about the main idea of the last paragraph. Any volunteers?

S:

T: Good job. It tells us that “the order of dishes and good table manners during these courses”.

(Focus on some difficult words in the paragraph)

V) Homework

1. Word Study 2 on P40

2. Vocabulary 1 on P116.

3. Vocabulary 1 on P116.

VI) Design of the Blackboard

Lay the table Don’t bite more than you can chew

Para 1 drink to

Para 2-5 follow the fashion

Para 6 Behave

Reading (II) & Language Study

--Period Three

I. Teaching Aims and Demands.

(1) Study expressions and sentences with special structure such as the Restrictive Attributive Clauses and Non-Restrictive Clauses in the passage

(2) Learn the way words are changed into its opposite by adding prefixes

II. Key and Difficult points

1) Several long sentences which students may feel hard to understand

2) Grasp the four kinds of prefixes

III. Teaching Methods

Learning-practicing activity

IV. Teaching Aids

A computer and a ppt. courseware

V. Teaching Procedures

I) Reading.

The teacher explains some of the difficult or special expressions and sentences in the passage.

T: Last period, we’ve learned this passage, and we know how to behave with good manners at table, the order of the dishes in Western dinner party, the differences in toasting between Chinese and Western culture, etc.. Do you remember?

T: We now will continue to study this passage. Look at the sentences on ppt..

Show them on ppt.:

1. Knowing them will help you make a good impression.

leave impression on sb.

2.Having good table manners means knowing ,for example, how to use knives and forks ,when …to behave at the table.

Having good table manners 动名词短语做主语.

3. The knife and fork that are closest to your plate …the ones beside them.

4. In China, you sometimes get a hot, damp …, which, however, is not the custom in Western counties.

5. Dinner starts with a small dishes, which is often called a starter.

6. When drinking to someone’s health …

7. Table manners change over time. They follow the fashion of the day.

(Below is the explanation of these six sentences)

T: (1)In the first sentence, we have a verb with -ing form (gerund) as its subject. We should pay much attention to this structure. And here “make a good impression” means in Chinese “给人留下美好的印象”. And we can also say “leave impression on sb”. Remember that between the impression and sb., there is a preparation “on”.

T: (2) In this sentence, due to the gerund subject, we have the predictive in the single and third person form. Then, who can tell me what dose this long sentence mean?

S:

T: It means in Chinese that: 在餐桌上,懂礼节意味着你知道如何使用刀叉,如何助酒以及如何在用餐时举止得当。

T: (3) This sentence is one with Restrictive Clause. In this kind of sentence, we cannot leave out the Restrictive Attributive Clause. The clause “that are closest to your plate” modifies the antecedent “the knife and fork”. “Behave oneself” means in Chinese “行为表现”. Well, who can translate the whole sentence into Chinese?

S:

T: It means: 离你的盘子最近的刀叉比他们旁边其他的大一些。

T: (4) Here is a Non-Restrictive Attributive Clause. The clause after “which” is a supplementary part to the main clause, and the latter can also form a sentence without the former. Besides, “however” in the sentence cannot be replaced by “but”, though they both refer to the transition relation. Because “however” can be put ahead, within or at the end of a sentence, while “but” cannot; the former shows a stronger emphasis than the latter do. For example,

(1)I’d like to go with you, but my hands are full.

(2) I’d like to go with you. However, my hands are full.

T: (5) Here again is a Non-Restrictive Attributive clause. What do you think the relative pronoun “which” refers to?

S:

T: “Which” refers to “a small dish”

The expression “start with” means in Chinese “以---开始”, and we can find one phrase opposite to it: “end up with”.

T: (6) “When drinking to someone’s health”. Here we say “drink to sth” means “wish sb. sth. When toasting”. In Chinese, we say “为某人---干杯”. Who can make a sentence with the phrase “drank to”?

S:

T: Good job! Here I have a sentence for example, “On their wedding ceremony, we all drank to the bride and groom’s happiness. 在她们的婚礼上,我们都为新郎新娘祝酒。

T: (7) Pay attention to the preposition “over”. We say “over time” rather than “with the time”. The phrase “follow the fashion of the day” means in Chinese “随着时尚而改变”. Besides, with the word “fashion”, there are phrases like “be in the fashion”, and “be out of the fashion” meaning “流行” and “过时”.

II) Practice.

i) Make a list of things on a Western dinner table and what is found on a Chinese one.

T: We have learned some differences between Chinese and Western culture in the “Rules for being polite” in several situations. OK, what about learning some sth. more about the differences of the tableware on the dinner table?

S:

T: Good. Please look at the form on ppt.. On the left, there is a column of tableware on a Western dinner table, which we’ve learned yesterday; and the right column, there are some pieces of tableware on a Chinese dinner table. Please compare them. What are the differences?

S:

A Western dinner table A Chinese dinner table

a small plate;

a large plate;

a napkin;

a glass for red wine;

a glass for white wine;

a glass for water;

two pairs of forks and knives of different sizes;

a soup spoon;

a dessert spoon a bowl,

a Chinese spoon;

a small plate;

a pair of chopsticks;

a small china shelf to rest the chopsticks on;

a small tray with a damp cloth;

a small china cup for spirits;

a glass for beer or soft drinks

ii) Do the exercise3 in post-reading part: decide which of the following are polite or impolite at a Western dinner party. The teacher can read the questions and let the students find out what’s the fact according to the passage.

1. Use the knife with your right hand.

2. Put your napkin on your lap.

3. Start eating as soon as your food is served in front of you.

4. Ask for a second bowl of soup.

5. Use your finger when eating chicken.

6. Finish eating everything on your plate.

7. Talk loudly while eating.

8. Make other people drink more spirits than they can take.

Check the answers according to the passage. (P P I I P P I I)

iii) Turn to page 40, and finish the exercise 2: read the following text about table manners in China and fill in the blanks.

T: First read the text quickly and fill in the blanks with the words in the top column.

(Minutes later, check them and explain the language points if necessary)

The language points are: be mixed with: 与---混合在一起; spirit: 烈性酒 …

III) Word Study.

In this part, students are going to learn the words with negative prefixes. They are required to know which part of a word are the prefixes, and that the meaning of a word with such a prefix changes to its opposite, and also, what words match what prefixes, etc..

1. First, the teacher shows two words with negative prefixes learned in this unit, and asks questions about prefixes.

2. Then, every prefix would be explained with some examples.

3. Next, the class comes to the practice in word study.

4. Finally, it’s time to have an immediate exercise in workbook.

T: What’s in common of these two words? Unfold and impolite.

T: Yes, they are the words added with two letters and forming the new words. Then what’s the meaning of former words and the new ones? What’s their relation?

T: They are opposite to each other. Ok, what’s the two letters are? “-un” and “-im”. They are called negative prefixes, and there are other ones like “-in” and “-non”. In fact, many words can be added with this kind of structure. Let me show some examples.

(Show a form of the prefix “-in” and its examples)

T: Here we have a word “correct” meaning “right, not wrong”, which can be changed into “incorrect” meaning “wrong”. And it is the same with the word like “formal”, “active”, “dependent”. These words can all match the prefix “-in”.

(With the following forms, examples of “-im”, “-in” and “-non”)

T: Now, are you clear about what the prefixes are and how should them added to a root word? OK, would you like to do an immediate exercise? Turn to page 116. Look at exercise one in the vocabulary part. Have you finished this one, which is your homework of last period? Let’s check it.

(Check the answers)

T: Would you like to go on with the exercise two? Good, do it together! The blank in the first question should be filled with…? Yes, unknown will do. Then, number two.

(Finish all the ten questions)

IV) Homework

Do exercise 3, P117 in your workbook.

V) Design of the Blackboard

限制性定语从句 wing

非限制性定语从句 spirits

fashion: 时尚潮流 unfold

入乡随俗 informal

mix 否定词缀

Grammar

--Period Four

I. Teaching Aims and Demands.

(1) Know how to distinguish the Restrictive Attributive Clause and Non-Restrictive Attributive Clause and how to use a proper relative pronoun.

(2) Good manners around the world

II. Key and Difficult points

Grasp the two distinctions between the Restrictive Attributive Clause and Non-restrictive Attributive Clause

III. Teaching Methods

(1) Learning-practicing method

(2) Reading-acting method

IV. Teaching Aids

Multi-media courseware

V. Teaching Procedures

I) Checking exercise (translation)

In the first task, the teacher will check the homework of last period, i.e., exercise3 on P117, the translation exercise from Chinese to English. The answer will be provided on ppt.

T: first, we are to have our homework checked. Ok?

S:

T: who can tell me the sentence in English of question one.

S:

T: Excellent! And this sentence can be also translated in such a way:

“1 It was my fault that your new cell phone was stolen.” Then, the next one?

(Finish within seven minutes)

The answers for reference:

2 The old temple made a deep impression on me.

3 She has been fond of reading since childhood.

4 She had been an excellent gymnast before the accident, which disabled her.

5 More and more Westerners are becoming interested in Chinese culture.

II) Revision of the grammar in the past units (the Attributive Clause)

1) The teacher shows a sentence with Attributive Clause and also what the Attributive Clause, the antecedent, the relative pronoun and relative adverb are. Then he list out the relative pronouns and summarize when to use them.

2) List the relative adverbs and make sentences with them

3) We can change these relative adverbs into the prepositon+relative pronoun structure. Review the standards which are used to decide which preposition should be used here.

T: During the past weeks, we’ve learned the Attributive Clause, right?

S:

T: Here is an example. The city that he visited is very far away.

Which part of it is the Attributive Clause?

S:

T: And the Antecedent(先行词)? Where?

S:

T: The Relative Pronoun(关系代词)?

S:

T:How many kinds of Relative Pronoun have we learned? What are they?

Ss:

T: Yes. They are that, which, who, whom, whose.

S:

(Show another sentence)

T: In this sentence, we have a Relative Adverb in it, right?

S:

T: Here, in fact, we can replace the Relative Adverb with the phrase of “preposition + Relative Pronoun” Remember that?

S:

III) Restrictive & Non-restrictive Attributive Clause

1) it is the main task of this period. The teacher starts with asking students to find Attributive Clauses in the passage in Reading part.

2) Having found all the four sentences of this kind and analyzed the structure, then students are asked to compare the first two sentences and find out the differences between them in the sentence structure. With these differences, the teacher draws the conclusion to the two kinds of Attributive Clause.

3) The teacher now is going to show systematic the differences of them with a pair of sample sentences.

4) Give out notices for using the relative pronouns:

T: Today we are going to study mainly the Restrictive and Non-restrictive Attributive Clause. First, we shall find out all the Attributive Clauses in the Reading passage, will you?

S:

(Do the job with all the class)

T: You can look at ppt. can find out any differences between the first one and the latter four?

S:

T: We can compare first two only. So, any differences?

S:

T: Yes, we can find no commas in sentence one and a comma in sentence two. Besides, they have another difference. The Attributive Clause in sentence one cannot be left out and that in sentence two can. Have you noticed that?

S:

T: Good. For the sentence one, we call it a Restrictive Attributive Clause; while sentence two, a Non-restrictive Attributive Clause. We can see their differences from the form on ppt. the differences can be drawn in the four ways: sentence structures, meanings, ways of translation and the use of relatives. Look at this pair of sentences:

①The man who came here yesterday has come again.

②He lives in the down town, which is only about an hour’s ride from here.

(expound it with them)

T: Besides, we should also pay attention to the notices:

1.引导非限制性定语从句的关系代词不可用that,指人时用who(主), whom(宾语), 指物时须用which.

2.先行词是all,much,little,something,anything,nothing等不定代词时,关系代词一般用that.

3.先行词是序数词、形容词最高级或the only,the very修饰时,关系代词常用that.

IV) Practicing

1) Having learned the two kinds of Attributive Clause, it is time to consolidate the students’ understanding. Thus, the teacher guides them to do the exercise on P40 in the book. Due to the limitation of time, some of the questions may be put away first. This exercise demands students to add some information to the new clause after the relatives. The teacher should encourage students to make sentences freely.

2) In order to make it clear that the clauses are distinguished with the two standards: the existence of the comma between main clause and Attributive Clause; the independence of the meaning of the main clause, then, do a further exercise. A group of four sentences for the students to judge it is a restrictive or non-restrictive one:

3) Turn to P118, and do the exercise two. This exercise examines the students’ grasp of the use of relative pronoun in non-restrictive Attributive Clauses. After checking each answer, the sentences should be also translated into Chinese by students.

T: Shall we do some exercise to consolidate it?

S:

T: Turn to page 40, add some information to make the following sentences longer, using who, whose, which, where, or where.

1 I finished reading the book which my father gave me for my birthday.

2 The car, which had been parked in front of our house for more than a week, was stolen.

3 Paula, whose husband lives in London, lives alone on the fourth floor.

4 My sister Ellen, whom you saw yesterday at the party, is a nurse.

(if time’s limited, four sentences only)

T: So, clear about the Restrictive and Non-restrictive Attributive Clause?

S:

T: Can you judge them: Restrictive or Non-restrictive one?

(The sentences are :)

1. The teacher told me that Tom was the only person that I could depend on.

2. His mother, who loves him very much, is strict with him.

3. China is a country which has a long history.

4. China, which was founded in 1949, is becoming more and more powerful.

T: Now, if you’re still not sure about the use of Relative Pronoun, turn to page 118 to practice more.

T: Complete the sentences with who, whom or which. Look at sentences, which relative pronoun can we fill in the blank?

S:

T: Good, we can fill in it with “whom”.

(Finish it one by one)

V) Integrating Skills (reading)

Here is another task: doing the Reading part in Integrating Skills in workbook on P118-119. This is a text talking about good manners all around the world. The teacher can quit the exercises in the book and create a method of efficient teaching to train the students’ ability. The following is one solution.

1) Fast reading and answering. Let them first have a fast reading with some given questions about the content of the passage, which can be easily answered. Then minutes later, check them. The questions are:

1 What are good manners about?

2 What is probably the worst thing during Chinese dinner?

3 Is it good for you to say something nice about your Arab friend’s pet dog? Why?

2) After this practice, students are more familiar with the context. Now they are asked to scan the passage to get the information about what do people in different countries and areas do in some given situations.

They should first find out the answers, and then some of them will be called to come to the blackboard and act the people’s actions in these situations. They can understand and have a deep impression on the text and related knowledge through the actions.

T: Well, we’ll go on with Integrating Skills. First, read quickly and answer:

1 What are good manners about?

2 What is probably the worst thing during Chinese dinner?

3 Is it good for you to say something nice about your Arab friend’s pet dog? Why?

(three minutes later)

T: Are you Ok? What are the answers. What are good manners about?

(ask one student to answer)

T: Just right! We can find the answer in the last sentence, paragraph one. Have you found that?

S:

(Continue to find out answers to the nest two)

T: Now, shall we do sth. interesting with information of this passage?

S:

T: Scan the passage to get the information about what do people in different countries do in the given situations:

1. When meeting people

2 When talking to people

3 In public, many north Europeans

4 When smoking, Indians

T: I’ll call some to act out the good manners in some place of the world.

(Two minutes)

T: Who knows “when meeting people, what will the Westerners do? And Americans?

S:

T: Right, would you come here to act it out for us?

(Through this activity, Ss have chances to act and remember them)

VI) Homework

1. Do exercise 1, P118 in exercise book.

2. Question 5-8, p41,

VII) Design of the blackboard

Childhood 非限制性定语从句

When=at which 人(主) who

Where=in which 人(宾) whom

Why=for which 物 which

That ( x)

Leave out

Say sth. nice

Speaking & Integrating Skills

--Period Five

I. Teaching Aims and Demands.

(1) Learn to apologize and express thanks and response to them using related expressions

(2) Train students’ imagination and creativity in situation performances

(3) Improve the ability to debate (especially when supporting the opinion against one’s own interests )

(4) Learn to write a thank-you letter

II. Key and Difficult points

(1) Use given expressions to express apologies properly (formal or informal) in a certain situation

(2) Grasp the format of a thank-you letter, especially the content of each paragraph

III. Teaching Methods

(1) Group work

(2) Role-playing

(3) Read and write

IV. Teaching Aids

A ppt. courseware

V. Teaching Procedures

I) Speaking

In this part, there are three situations for making dialogues. In each of them, someone has done sth. wrong, and should apologies to others.

(1) Let students go over the texts of these three situations and imagine themselves are in it.

(2) After reading, the teacher told them in Chinese what the matter is in the situations. Explain some phrases if necessary.

(3) Then learn the expressions used for making apologies. The teacher should explain every one in the form at the bottom of the page and told them in what situations these can be used, especially whether they can be used in a formal or informal one.

(4) They can choose one of the situations to practicing dialogues. If they still wonder how to carry it out, show them a model dialogue on ppt.. Let students have a discussion with their partners and prepare to act out the dialogues.

(5) Ask pairs to act out them.

T: In the first period of this unit, we have learned how to apologize, if we do sth. Wrong. Do you still remember?

S:

T: Today, we are going to have some talking practices about this knowledge point. First, go over the situations in Speaking part by yourself and imagine you are in it.

(Two minutes)

T: Do you understand what these texts say? Let me tell you.

(Explain the language points of this part)

T: Look at the expressions used for making apologies at the bottom of the page. You should use them carefully. Notice that some of them can be only use in formal occasions, and some informal. For example, “Forgive me. I’m very sorry.” and “I apologize for” are formal ones; while “oops. Sorry about that” is informal one. Well, next, I will show you how to carry out the dialogues.

(Show a dialogue of situation one on ppt)

T: So, who would like to have a try?

(One or two pair of Ss to act out the dialogues)

II) Talking

This part is on P116 in workbook. The teacher can choose only one situation.

(1)The teacher first explains the situation in Chinese what the topic is.

(2)Then let them have a discussion first to prepare for the Talking for about some minutes.

(3)The teacher divided the class into two parties (every two groups make one), and give the tow opposite opinions to them. They should argue for the opinion of their own party.

(4)Carry out the discussion

① The teacher asks one member of one party to present their opinion.

② With this opinion, the teacher asks the other party whether they agree. So, some in the party must defend themselves.

③ In this way, the tong war begins.

(The time should be controlled allowing the tasks of the period to be finished.)

T: Turn to page 116, and look at the first text in Talking part. We are going to have a debate with this topic. It is about whether women should “go first”, be offered helps, and taken care of, and whether that does good to women. Now discuss with your partner with the topic. Ok?

(Three minutes)

T: The two groups on this side support the opinion of “women should go first”, and the two on that side are against this opinion. Each of you should argue for your party. Understand?

(Have a debate)

III) Integrating skills (writing)

This task is aiming at teaching students to write thank-you letters and to train their reading ability (especially the ability to make summary to paragraphs).

i) To know the thank-you letter

(1) Read fast and answer the questions on ppt.. The answers can be found directly from the passage.

(2) Asks some students to give their main ideas of the paragraphs and show the right answers on ppt..

(3) Using the main idea, the teacher tells the students the format of the thank-you letter: every paragraph has its own purpose to write about. The format of the sample letter:

Paragraph 1: Give thanks to the people for what they did for us.

Paragraph 2: Tell the people something about ourselves and the things we’re doing now.

Paragraph 3: Ask the people for some details about themselves and what they are doing now.

Paragraph 4: Close the letter by repeating our thanks

This is the format for them to follow when writing a thank-letter.

ii) Learn another letter whose topic is chosen from the book: Thank a teacher for his/her help.

In this step, the teacher asks one student to read the first paragraph of this letter. And then, ask them to tell the main idea of every paragraph.

At last, the teacher repeats the format and steps of a thank-you letter, and is going to give them the writing work.

T: Let’s come to the last part of this unit: Integrating Skills. First, read it fast and answer the questions on ppt..

1 For what does Amy express her gratitude to Sam and Jenny ?

2 What is Amy sending them with this letter?

3 How is Amy getting along with her studies now?

4 What does Amy ask for in the third paragraph?

(four minutes later)

T: Have you finished? Who can tell me answer to question one?

S:

(Check them one by one)

T: Well, are you clearer with this thank-you letter? Could tell me the main idea of each paragraph? In fact, writing a thank-you letter should always follow this format:

1 Give thanks to the people for what they did for us.

2 Tell the people something about ourselves and what we’re doing now.

3 Ask the people for some details about them and what they’re doing now.

4 Close the letter by repeating our thanks

T: Ok, let me show you another thank-you letter. Who would like to read the first paragraph?

S:

T: Good. Thank you! Then, have you found that this letter is written in the form of the one on your book? So keep it in your mind what each paragraph of a thank-you letter talks about!

IV) Tips

The teacher guides the students going over the part Tips of this unit. Let them pay attention to these tips which are the supplement of this unit’s knowledge.

T: We’ll move to the Tips of this unit. Look at the phrase “keep in mind”, it means in Chinese“记住”. And “stare at”-- 盯着…看;“make jokes about sb.”-“拿某人当笑柄,取笑”.

(Then, the teacher goes over the tips with the class)

V) Homework

1 Choose one topic in exercise 2,p42, and write a Thank-you letter.

2 Summary(总结) what you’ve learned in this Unit.

VI) Design of the blackboard

introduce sb. to wish sb. all the best

Forgive me. I’m very sorry. keep in mind

I apologize for… formal stare at:

oops. Sorry about that informal make jokes about sb

Teaching Plan

( Warming up + Speaking in Using Language + Talking and Speaking Task in Workbook +Discovering useful words and expressions 4, “play a game in group of four”)

Hour课时:1 period

Type 课型:Speaking

Teaching goals教学目标

1. Target Language目标语言

a. important words and expressions

misunderstand, similar, facial, expression, agreement, yawn, chest, gesture, adult, punish

b. important sentences and structures

Act out the following meanings, please.

Please show the actions, using body language.

Please guess what I meant.

Now it is your turn to show the action/gesture.

Please use either spoken words or body language to express your ideas.

Please use both spoken words and body language to express your ideas.

2. Ability goals能力目标

a. Enable the students to understand what a certain gesture of the body language means in a given situation.

b. Enable the students to act out some meanings, requirements, requests or situations given in the target language.

c. Enable the students to express with the target language the meanings given in body language.

3. Learning ability goals学能目标

a. Help the students learn how to express themselves in body language when needed.

b. Help the students understand others when body language is being used.

Teaching important points教学重点

1. Teach the students how to understand body language used in different countries or cultures as well as in different occasions.

2. Teach the students how to use body language in the most appropriate occasions.

Teaching difficult points教学难点

1. Enable the students to realize the importance of body language in communication so that little or no misunderstanding may occur.

2. Let the students know that there is both positive body language and negative body language.

Teaching methods教学方法

1. Individual work, pair work and group work.

2. Acting out by imitation, mime or with gestures and body movement.

Teaching aids教具准备

A computer, a projector and some pictures.

Teaching procedures & ways教学过程和方式

Step1. Lead-in

After greeting, the teacher gives some instructions by body language, ( eg. call the roll, ask a student to close the curtain, etc.)

T: Just now, I didn’t say anything, but you understood what I wanted you to do. Why?

S: We know it from your body language.

T: Yes, body language plays a very important part in our daily life, so we should pay more attention to learning language.

Step2. Introduction

T: Now let’s do some TPR( Total Physical Response) activities together, I hope you will enjoy them and have as well.

Touch your head/face/eyes/nose/mouth/ears/cheeks/forehead/shoulders/stomach/legs/ feet/toes…

Shake your head/arm/hand…

Wave your arm/hand…

Open your eyes/mouth…

Close your eyes/mouth…

Twist your wrist/wais.

Cross your arms/fingers.

Nod your head. Bow your head.

Make a face to each other.

Bend/cry/shout/scream/smile/laugh…

T: All right. Now let’s do them a little bit difficult. Let’s play a game together. Those who fail to follow the rule of the game will be dropped out. The game is: “Simon says”. For example, if I say “Simon says, touch your head”, then you touch your head. If not, you shouldn’t touch your head but remain still.

(Three or five minutes for the game.)

T: Ok. It’s time to take up the lesson. Please look at the screen. Let’s take a look at the following gestures:

Gesture Action Meaning

A half-closed hand with a thumb up.

Good! Well done!

A half-closed hand with a thumb

down.

Bad!

I will have to refuse you.

palm up and wave the fingers to

oneself continously

Come here!

Hold up the forefinger and the middle finger and across them

Good luck!

Point to oneself with doubting facial expression

Me?

Shrug the shoulder with the

hands out

I don’t know.

T: What are actions of the above gestures? What do they mean?

Ask the students to talk about it. Try to inspired every student to speak.

T: You have all done a good job. So you see that there are many cases or situations in which body language can convey meanings as well as spoken or written languages. If you want to know more about it, let’s come to Unit 4 Body Language.

Step3. Practice (Warming up + Talking)

T: Here is a list. On the left side are feelings or ideas. You are asked to add three of your own. Make notes on the right side of the chart and then act them out to see how you would make someone understand these feelings and ideas without speaking. Do it with your partner first. And then some of you will be asked to the front of the classroom to act them out.

Meaning Action

1. You are welcome. A smile and a handshake.

2. I am worried. A frowned or upset look.

3. I ate too much. Putting a hand on the stomach, patting or rubbing

4. I am sorry that I did something wrong. Drooping or hanging the head.

5. I’m so happy. A loud laughter with a shinning face or smiling with arms open and head back.

6. You did a good job. A thumb up.

7. You are angry. Turning your back to someone on purpose.

8. Stop here.

Putting the left palm on the forefinger of the right hand.

… …

Demonstration:

The students can be allowed to act out the feelings or ideas without following the order in the chart so that it may be more challenging as well as more interesting.

Step4. Time for Fun

(Discovering useful words and expressions 4, “play a game in group of four”)

T: Now let’s play a game in groups of four. One thinks of a situation and asks the others to show some actions using body language. When the one choose the action that is most likely, it is his or her turn to think of some other situation for the others to show the actions so that the game may go on for a few rounds. Try to make the situations as interesting and enjoyable as you can. And show the situation as lively as possible. Besides, make sure that everyone has a turn.

Example:

S1: What are you likely to do if it rains?

(Actions) S2: puts on a raincoat;

S3: puts on a raincoat;

S4: cleans the house.

S1: Ok. I think S3 seems the most likely, so it’s his turn.

S3: What are you likely to do if the river floods?

Step5. Talking (Speaking in Using Language)

Get the students work in pairs. The situation is that you are worried about Lin Pei, who is not friendly any more, and does not want to talk to you or her other friends. She seems to be sad. She stays alone. She is not doing her homework and the teacher is not pleased with her. She doesn’t seem to care about how she looks and behaves.

T: Now class, work in pair. Discuss Lin Pei’s behavior. Think about the problems she might have. Describe her “body language” or the behavior that shows how she feels. Three minutes for you.

Ask the students to describe or act out Lin Pei’s behavior.

Step 6. Role Play (Speaking Task in Workbook)

T: Now, let’s come to Speaking Task on Page67. We’re given two situations. For each situation, prepare a role-play with your partner. Use both spoken words and body language to express your ideas. Then explain to the class what the differences are in Western and Chinese languages, and what they mean.

Work in pairs or in group of three:

1. You fall and hurt your foot while you are hiking on a lonely path. You need help, and see someone in the distance,.

2. You are visiting a strange city and need to buy some tea and oranges. You only know a little English and want to know where you can get them and how much they cost.

Step7. Homework

1. Team work: Discuss the importance of body language.

2. Go over the Reading;

1) Communication: No problem?

2) Showing our feeling.

TEACHING GOALS

1. TARGET LANGUAGE

a. key words and phrases: curious, wealthy, in exchange for, central position, ambassador, existence, accurate, exist, ripe, command, renew, expedition

b. key sentences:

Trade and curiosity have often formed the foundation for mankind’s greatest endeavor. (p12)

Over the next few hundred years, the Swahili kingdoms and the islands off the African coast developed into the world’s trading centre for ivory, spices, rhinoceros horns, shells, animal skins and sugar. (p12)

The Arabic contacts to the African coast led to the next meeting between black people and a Chinese. (p12)

In the eleventh century, the Africans made several voyages to the court of the Song Dynasty. (p12)

2. ABILITY GOALS

a. Enable the students to know Chinese contribution to world exploration in the 15th century.

b. Develop students’ ability of basic reading strategies of bottom-up and top-down.

3. Learning ability goals

a. Students will understand the great contribution Zheng He had done to the world, thus they may take these national heroes as example and follow them.

b. By using the strategies of bottom-up and top-down, students will learn to generalize and collect information.

TEACHING IMPORTANT POINTS

The explorers’ great contribution to world trade and economy.

TEACHING DIFFICULT POINTS

Guide the students to pick out the main clue of the passage and the development method of the text.

TEACHING METHODS

Team work learning.

Task-based learning

TEACHING AIDS

TEACHING PROCEDURES & WAYS

STEP I REVISION

Check words and expressions

1. Trade and curiosity (好奇) have often formed the foundation for mankind’s greatest endeavor.

2. Marco Polo’s stories inspired Christopher Columbus and other European explorers to search for sea route to the distant, wealthy (富有的) Asian lands.

3. Silk from China found its way over land along the Silk Road to India, the middle east and Rome, in exchange for (来交换) spices and glass.

4. Ceylon, with its central position (中央位置), was the place where Chinese merchants met with Arab merchants and heard about the westernmost lands.

5. Gan Ying, a Chinese ambassador (大使) went to the east Roman Empire over land.

6. The contacts between China and Africa over the centuries had led to the awareness of each other’s existence (存在).

7. Still no accurate (精确的) maps of the countries around Indian Ocean existed (存在) before Zheng He.

8. By the beginning of 15th century the time was ripe (成熟).

9. Under the command (统帅) of Zheng He, the fleets set sail from the south China Sea across the Indian Ocean to the mouth of the Red Sea.

10. Zheng He renewed (重建) relations with the kingdoms of the East African coast.

11. The fleets made several expeditions (远征) before the exploration (探险) was stopped.

STEP II LEAD-IN

STEP III PRE-READING

Thesis sentence Many great explorers made expeditions across the Indian Ocean long before Columbus, among whom Zheng He was the most prominent.

Main idea (before Zheng He) P2

China had contacts with countries along the Indian Ocean from the early time, and during ancient time explorers had begun to contact with each other.

Main idea (before Zheng He) P3

Between the Han and the early Tang Dynasty, Swahili kingdoms and the islands off the African coast developed into the world trade centre and attracted merchants from the world.

Main idea (before Zheng He) P4

During the Tang Dynasty, Du Huan, who traveled to many lands, wrote the book Record of My Travels.

Main idea P5

In the eleventh century, the Africans made several voyages to the court of the Song Dynasty.

Main idea (after Zheng He) P6

By the beginning of the fifteenth century the time was ripe for a grand meeting.

Main idea P7

In the years between 1405 and 1433, under the command of Zheng He, seven large treasure fleets sailed westwards on voyages of trade and exploration.

Main idea (after Zheng He) P8

Zheng He renewed relations with the kingdoms of the East African coast.

Main idea P9

The fleet made several expeditions before the exploration was stopped.

STEP IV WHILE-READING -- REACHING OUT ACROSS THE OCEAN跨越大洋

① Reach

归纳拓展

reach (out) for伸出手/脚去够…

as far as the eyes can reach就眼力所能及; 极目

within one’s reach=within the reach of sb够得着

reach out拓展,伸出

Please reach me that book.

Not a single word reached my ears.

He reached out his hand for the knife, but it was too far away.

We must reach out to those in need.

Jim reached for a gun but he was stopped.

Trade and curiosity have often formed① the foundation for mankind’s greatest endeavor②. To people of early civilizations, the world map was a great puzzle③. Marco Polo's stories inspired④ Christopher Columbus and other European explorers to search⑤ for sea routes⑥ to the distant, wealth Asian Land. However, long before⑦ that brave merchants were the real explorers of the Western Ocean. 贸易和好奇常常构成人类巨大努力的基础。对于早期文明的人们来说,世界地图是一个极大的困惑。马可波罗的故事激励了克里斯托弗哥伦布和其他的欧洲探险家去探索能到达遥远、富饶的亚洲大陆的海上航线。然而,远在这之前,勇敢的商人是真正的西部海洋的探险者。

① form the foundation for mankind’s greatest endeavor 形成人们努力(探索世界)的基础

② endeavor--formal to try very hard

They endeavored to change society.

He endeavored to climb the mountain.

You must endeavor to do it better.

Please make every endeavor to be early.

③ puzzle vt.

归纳拓展

sb + be puzzled感到疑惑

sth + be puzzling 令人疑惑

sth + puzzle + sb使…疑惑

1. 使迷惑;使为难,使窘困

What puzzles me is why they didn't show up.令我百思不解的是他们为什么没有出现。

He looked a little puzzled.他看上去有点困惑。

His recent behavior puzzles me.他最近的行为使我迷惑不解。

2. 苦思而得出[(+out)]

I could not puzzle out her intentions.我猜不出她的意图。

We finally puzzled out the meaning of the poem.我们苦苦思索终于理解这首诗的意思。

vi.

1. 感到迷惑[(+at)]

I have been puzzling about this question for weeks now.我对这个问题已冥思苦想了好几个星期。

2. 苦思,冥思苦想[(+about/over/as to)]

n.

1. (游戏的)猜谜,智力竞赛[C]

2. 难题,谜,难以理解之事[S1]

Her decision was a puzzle to him.她的决定对他来说是个谜。

3. 困惑,迷惑[S]

I'm in a puzzle as to how to cope with the new situation.我不知道该如何应付这新局面。

④ inspire sb to do鼓舞某人做某事

⑤ search

归纳拓展

search spl / sb for sth在…寻找…

search for sth寻找某物

in search of 寻找;寻求

in (one’s / the) search for…寻找…

search sb搜查某人的身体

The police searched the prisoner to see if he had a gun.

I searched shop after shop for my sister’s birthday present.

The parents searched for their lost boy here and there, but they didn’t find him.

I will make a search for your book.

I looked everywhere in search of my glasses.

⑥ routes--a way from one place to another

What's the best route to Cambridge?

a bus route

If you don't enjoy driving on the main highways, try some of the rural routes.

⑦ long before, before long(=soon )

归纳拓展

long before和状语,与完成时态连用

long before + n. /从句 早在…之前

It be (not) long before 很久之后才/不久就….

before long不久以后,与将来时或过去时连用

There was a lively market long before.

Before long you will understand what I

said is good for you.

I had waited him long before he came.

It won’t be long before you see him again.

It was long before they escaped from the cruel prison.

It is well known that① Africa had contacts with② India and the Red Sea civilizations from the earliest times. Silk from China found its way③ over land along the Silk Road to India, the Middle East and Rome, in exchange④ for spices⑤ and glass, which was not known to China. Silk was also traded along the coasts of the India Ocean. Ceylon, with⑥ its central position, was the place where Chinese merchants met with Arab merchants and heard about the westernmost lands. Thus, people of the Han Dynasty knew about Africa and had books with description of the kingdoms on the African coast and the Red Sea. In 97 AD, Gan Ying, a Chinese ambassador went to the East Roman Empire over land and returned to Luoyang with a present from an African king-- rhinoceros horns. 众所周知,很早很早以前,非洲就与印度和红海文明有联系。中国的丝绸沿丝绸之路运往印度、中东和罗马去交换香料和玻璃--这些是在中国根本没人知道的东西。沿印度洋海岸也有丝绸贸易。锡兰,凭借其中心位置,成为中国商人会见阿拉伯商人和了解最西方国家的地方。因此,汉朝人了解非洲并且有书籍描述了红海和非洲沿岸国家的情况。公元97年,甘英,一位中国大使,从陆路到了东罗马并且把一位非洲国王所赠的礼物一犀牛角带回到洛阳。

① It is well known that …众所周知。这是固定句型。此句可换成:As is well known, …

It is well known that he works hard.=As is well known, he works hard.

② have contacts with与某人有联系

③ find one’s way 设法到达

归纳拓展

feel one’s way摸索着走; 谨慎行事 make one’s way

fight one’s way打出道路 push one’s way 挤出一条路

lose one’s way迷路 all the way

by the way by way of

in a way in no way

in the way

I hope you can find the way home.

She couldn’t find the way out of the building.

The soldiers fought their way through the fierce enemies.

④ exchange

exchange…for in exchange for

I’d like to exchange five apples for five eggs.

Mary exchanged her seat with Ann.

He is giving her French lessons in exchange for his English lessons

She is giving him English lessons in exchange for his teaching her Chinese.她教他英语,他教她汉语。

I gave him a book in exchange for his MP3 player.

I’ve offered to paint the kitchen in exchange for a week’s accommodation.(膳宿)

⑤ spices---a type of powder or seed, taken from plants, that you put into food you are cooking to give it a special taste

Pepper 胡椒,cinnamon桂皮,clover三叶草and ginger姜粉 are spices.

Add some spices to the mixture.

His arrival added spice to the party.

interest or excitement that is added to something

Travel adds spice to your life.

⑥ with + n. + prep.构成with结构:

归纳拓展

with + n. / pron. + adj.

with + n. / pron. + adv.

with + n. / pron. + doing

with + n. / pron. + done

with + n. / pron. + to do

He sat there with his eyes closed.

He left the room, with the candle burning on the table.

With a lot of work to do, I can’t go out with you.

Over the next few hundred years, the Swahili kingdoms and the islands off① the African coast developed② into the world’s trading centre for ivory, spices, rhinoceros horns, shells, animal skins and sugar. They were traded to merchants from the Arabic countries, Egypt, Greece, Rom, India, Ceylon and China. 在以后的几百年间,索马里王国以及非洲沿海的岛屿发展成为了世界贸易中心,主要经营象牙、香料、犀牛角;贝壳、动物皮毛和糖。这些物品远销到阿拉伯国家、埃及、希腊,罗马、印度、锡兰和中国的商人手中。

① off

Keep off the grassland !

cut a piece off the loaf

The ship was brown off its course.

② develop into the world’s trading centre 发展成为世界贸易中心

The Arabic contacts to the American coast led to the next meeting between black people and Chinese. In the year 751, the Chinese traveler, Du Huan, was taken prisoner① by the Arabic army. He escaped, and after a long journey wandering② through Arabic countries. 这些阿拉伯人与非洲海岸的接触为后来一位中国人和黑人的会谈准备了条件。公元751年,中国的旅行家--杜环被阿拉伯军队所俘虏。他逃跑了,在经历了阿拉伯国家的长途跋涉之后,于公元762年乘小船回到祖国。回国后,他写了《经行记》,讲述了中亚、阿拉伯以及非洲国家的情况。

① be taken prisoner被抓: someone who is kept in a prison as a legal punishment for a crime or while they are waiting for their trial

Our pilot was taken prisoner .

② wander ( 常与about /in/ through连用)

The children wandered in the woods.

The river wanders through beautiful country.

They wandered up and down the road aimlessly.

His mind wandered back to his college life.

In the eleventh century, the Africans made several voyages to the court of the Song Dynasty. It was a major development that the Americans were reaching out to China. The earliest Asian cultural relic found in Africa also dates from this period. A small bronze statue of a lion has been found in the Swahili town of Shanga. Nothing similar has ever been found in East Africa. 在十一世纪,非洲人曾几次通过海路到达宋朝王宫。这是非洲人开始了解中国的一次大发展。在非洲发现的最早的亚洲文化遗产也是从这一时期开始的。一个小青铜狮子塑像已经在尚加的索马里城发现了,还没有类似的东西在东非被发现。

The contacts between China and Africa over the countries had led to the awareness of each other’s existence①, but still no accurate② maps of the countries around the Indian Ocean existed. By the beginning of the fifteenth century the time was ripe for a grand meeting③. In East Africa the coastal towns were reaching the height of④ their power. In the east, China prospered under a new dynasty. The Ming government had a large navy and the will to use it. 中国和非洲几个世纪的接触让双方知道了彼此的存在,但当时还没有精确的地图描述印度洋周围的国家。到了15世纪初,召开一次大型会议的时机已经成熟。东非沿岸城市正进入鼎盛时期。而在东方,中国在一个新的朝代的统治下也繁荣起来了。明朝政府拥有一支强大的海军并且也有发挥这支海军作用的想法。

① the awareness of each other’s existence意识到彼此的存在

② accurate, correct, exact辨析(inaccurate adj. 不准确的)

均含“正确的”意思。

accurate 表示“准确的”,精确的”,指“通过努力, 使事情达到正确”, 如:

She gave an accurate account of the accident. 她对事故做了准确的描述。

correct 为一般用语, 指“正确的”, 如:

He gave correct answers to the questions. 他对这些问题提出了正确的答案。

exact 表示“确切的”,“精确无误的”,指“与事实完全相符”, 如:

His answer is quite exact. 他的回答完全正确。

③ reach the height of power到达了繁盛时期

④ The time was ripe for a grand meeting. 正式往来的时机成熟了。

In the years between 1405 and 1433, seven large treasure fleets① sailed westwards on voyages of trade and exploration②. Under the command③ of Zheng He, the fleets set sail④ from the South China Sea across the Indian Ocean to the mouth of the Read Sea, and then traveled further south, discovering the eastern coast of Africa. 从1405年到1433年,七艘大型的珠宝商船到西方进行贸易和探险航行。在郑和的带领下,这支船队从中国南海出发,跨越印度洋到达红海口,然后继续向南航行,发现了非洲东海岸。

① treasure fleets 商船队

② sail westwards on voyages of exploration下西洋从事探险

③ command vt., vi.(常与to, that连用)命令;指挥;统率

The officer commanded his men to fire.

He commanded silence. 他命令大家肃静。

He commanded that everyone make the best of the chance of senior three.

博得;赢得

Einstein was really a great man who is able to command everyone's respect. 爱因斯坦确是位伟大的人物,他能博得人人的尊敬。

掌握;控制;对…有支配权to command oneself控制自己

This island country commands immense natural resources. 这个岛国有极其丰富的自然资源。

俯视;俯临 That fort commands the whole valley. 那个碉堡俯视着整个山谷。

n. 命令

command internal(计算机的)内部命令

控制;统率The army is under the king's command. 军队由国王直接统率。

under the command of …在……的领导之下

The army is under the command of General Washington.

Bill is in command of the fleet.

司令部;指挥部;司令官 a high command高级司令官(空军)大队

运用能力;掌握 She has a good command of the French language. 她精通法语。

④ set sail (to / from / for) 起航

Zheng He renewed relations①with the kingdoms of the East African coast. The African king sent the Ming emperor a royal present②; two giraffes. The wonderful gift and the contact with the black court so excited China’s curiosity about Africa that Zhang He sent a message③ to the king and to other African states, inviting them to send ambassadors, and open embassies④ in the new Ming capital, Beijing. The response of the African rulers was very generous; They sent the emperor zebras, giraffes, shells, elephant ivory and rhinoceros-horn medicine. In return⑤, the Ming court sent gold, spices, silk, and various other presents. The exchange of goods had a symbolic meaning⑥ far more important than the value of the goods themselves. By trading with the fleet the African kings were showing their friendship to the emperor of China. 郑和恢复了和非洲东海岸国家的联系。非洲国王送给明朝皇帝一个皇室的礼物:两只长颈鹿。这个精美的礼物和与非洲国家的接触使中国人对非洲如此好奇,以至于郑和给那个国王和别的非洲国家送信,邀请他们派大使并在明朝首都--北京开办大使馆。这些非洲国家的领导者很慷慨,他们给明朝皇帝送来了斑马、长颈鹿、贝壳、大象象牙和犀牛角药品。作为往来,明朝皇帝给他们送去了黄金、香料、丝绸和各种别的礼物。这种礼物的交换的象征意义远远重于这些物品本身的价值。通过和这支船队的贸易,非洲国王开始表示对中国皇帝的友谊。

① renew relations重新确立关系

② send sb. a royal present送某人贵重礼物

③ He sent a message to…, inviting them to send….他发信给…, 邀请他们派…。

指点迷津

当表示打电话、写信、发电报告诉某人做某事时,常用-ing形式表示伴随。

send a message to sb. 送信

④ open embassies设立使馆

⑤ in return作为回报

⑥ a symbolic meaning 象征意义

The fleet made several expeditions before the exploration was stopped, probably for economic reasons. For a short time, China had ruled the seas. After 1433, the Ming court realised its greatest challenges and opportunities to be at home. 这支船队在结束探险之前或许是为了经济原因进行了几次远征。短期内,中国成为海上霸主。1433年以后,明朝意识到国内存在着巨大的机遇和挑战。

STEP V POST READING

STEP VI LANGUAGE STUDY

2 Choose some from Exercise 1 and use their proper from to complete the following sentences.

1 Starting this year, an even greater number of volunteers① will continue to making the 2008 Olympic Games in Beijing a success.

① volunteer n.[C]1. 自愿参加者,志愿者[(+for)][(+to-v)]

The volunteers for community service are doing a good job.社区服务的志愿者做得很出色。

2. 志愿兵,义勇兵

Many Australians fought as volunteers on the Allied side. 许多澳大利亚人作为志愿兵与盟军一起战斗。

vt.

1. 自愿(做)[(+to-v)]

They volunteered to repair the house for the old lady. 他们主动提出替老太太修缮房子。

2. 自愿提供,自愿给予

She volunteered the information. 她自动提供了这一消息。

vi.

1. 自愿;自愿服务[(+for)]

He volunteered for the hard and unprofitable job. 他自愿做这苦差使。

2. 自愿当兵[(+for)]

When the war broke out, he volunteered for the Marine Corps. 战争爆发时,他自愿参加了海军陆战队。

Unit 11 Scientific Achievement

Wang Lihua

Analysis about unit 11:

The topic of this unit is scientific achievement. It mainly talks about Zhongguancun, which is called China’s Silicon valley, and great achievements in science and technology in China, including exploring space, solving the mysteries of life, e-volution and fighting cancer. At the same time, let the students understand the importance of scientific achievements, arouse their patriotism and encourage them learn more knowledge to contribute to our country.

Goals:

a. Talk about science and scientific achievements

b. Practise expressing intentions and wishes

c. Learn about Word Formation (1)

d. Write a persuasion essay

Period 1 Warming up, listening & speaking

Goals:

1. Know about the significance of great scientific achievement.

2. Discuss the achievements and practise expressing intentions and wishes

Step 1.Warming Up

1. Show the pictures about several inventions. And let the students discuss the following questions in pairs with the limited minutes..

1) When do you think the inventions in the pictures above were made?

2) Which one do you think is the most significant?

3) Do these achievements have anything in common? If so, what?

4) Give some other important scientific achievements you know.

Alexander Bell the First telephone

Thomas Edison the electric Lamp

the Wright Brothers‘ the First Plane

Madame Curie Radium

Franklin electricity

Steven Hawking black holes in Universe

Elbert Einstein the Theory of Relativity

Isaac Newton Theory of Gravity

2. Check the answers and look at the list of achievements. Ask the students to try their best to make it clear that how they improve our daily life.

3. Introduce some important words and phrases that the students will encounter in the unit, such as man, achieve, likely, arrange, failure, organ, base, breakthrough, evolution, rejuvenate, institute, announce, in store, economic zone, rely on, put forward, have an effect on, aim at, come to life, set foot in and so on.

Step 2. Listening

1. Listen to the tape and complete Exercise 1 and 2 with the limited time.

2. Discussion:

What would you say if you were … ?

Step 3. Speaking

1. Ask the students to practise the intentions and wishes by discussing who will get the money to complete his or her project and why.

2. Useful expressions:

a. I want/ wish/ hope/ intend/plan to…

b. My plan/ hope/wish/intention is to …

c. I hope that…

d. I’d like to do sth.,

I feel like doing sth.

e. If…, I would …

f. I’m thinking of/ considering doing sth.

Period 2 Reading

Goals:

1. Know something about Zhongguancun

2. Arouse the students’ patriotic feeling and make a contribution to our country.

Step 1.Pre-reading

Work in pairs and answer the following questions.

1) Do you know what Lenovo stands for?

2) Do you know where Lenovo is located?

3) What do you know about Zhongguancun?

Step 2.Scanning

1.Where is Zhongguancun?

2. What can you find in Zhongguancun?

Step 3. Read the article to find the main idea of each paragraph

Para 1. Brief introduction of Zhongguancun.

Para 2. The development of Zhongguancun.

Para 3-6. Zhongguancun is home to a growing number of overseas Chinese.

Para 7. Zhongguancun has had a positive effect on business.

Para 8. The spirit and creativity are more important than money.

Step 4. Careful reading

1.When and how did Zhongguancun get started?

2. What role does Zhongguancun play in China’s hi-tech industry?

3.Why did Xiang Yufang return to China after studying and working abroad?

4.How does Zhongguancun affect business?

5.How do you think about “ Relying on science, technology and knowledge to increase economic power”

6.What do you think of “ Encouraging pioneering work and accepting failure”?

Step 5 Post-reading

Zhongguancun is sometimes called “ China’s silicon valley”. Find out some information

about Silicon Valley in the US and then compare the two areas. In which ways they are similar or different ?

Step 6 Homework

Surf on the internet and find more about Chen Chunxian and Zhongguancun.

Period 3 Language study

Goals:

1.The ways of forming a word.

2.Let the students guess the meaning of a new word and enlarge students’ vocabulary.

Step 1. Ask students to observe the given words carefully and find out how words are formed.

international=inter-+national telephone=tele-+phone

mankind=man+kind broadband=broad+band

extremely=extreme+-ly manned=man+ -ed

hi-tech=high+technology email=electronic mail

IT=information technology CSA=Chinese Space Agency

Step 2

ab (away) abstain, absent, absolve

ad (to) adverb, advertisement, advance, adjoin

in /il-/im-/ir- (not) incapable, indecisive, intolerable , illegal, impossible, irrugular

dis/un/non (not) dishonest, disorderly, unknown, unfair, non-stop, nonsense

inter (between, among) international, interaction interdependent, interprovincial

pre (before) prerecorded, preface prefer

post (after) postpone, postscript, postwar

sub (under, not quite) subsoil, subscription, suspect ,subway, subnormal

trans (across, to a changed state) transfer, transit, translate, transport ,transform

super superpower, supermarket; co- cooperate, oaction

mini miniskirt, minibus ; micro microsope, microphone

anti antiwar ; en enable, enlarge ; re rebuild, repeat

bio biography, biology ; kilo kilometer, kilogram

Step 3. Practise

Let the students complete Exercises. 2,3,4 on page 6.

Period 4 Integrating Skills

Goals:

1.Learn about scientific achievements in different fields made by Chinese.

2.Realize that scientific achievements rely on science and education and knowledge will

help them to achieve their goals.

Step 1. Ask the students to answer the following questons.

What inventions do you know in China’s history?

( Powder, compass, printing, making paper and so on)

Step 2. Scanning.

1.What fields that China has made great achievement are mentioned in the passage ?

2. What plan did the Chinese government put forward in 1995?

3. What does CSA stand for?

Step 3. Use what you have learnt from the text to complete the chart.

Field Achievement Importance

Exploring the space

Solving the mysteries of life

E-volution

Fighting cancer

Step 4 Homework Finish writing your essay.

Period 5 Language points

1.in store

1) about to happen;waitinge.g. We don't know what is in store for us.

I have a surprise in store for you.

There are better days in store for you2) saved for future use

e.g. There are many other energy sources in store.

We'd better keep some of these in store for next year

2. home作“所在地”,“大本营”,“根据地”,“发源地”等

含义时,在句中使用,可不带冠词。

e.g. The company’s home is in Atlanta.

The pilot was heading for home.

.3. BA=Bachelor of Arts文学学士

MA=Master of Arts文学硕士

BSc=Bachelor of Science理科学士

MSc=Master of Science理科硕士

PhD=Doctor of Philosophy博士学位

4 set foot in / on arrive at;step into

e.g. He said he would never set foot in that house again.

Armstrong was the first man to set foot on the moon, in July 1969.

5.have an effect (on sb / sth)

e.g. His parents have a great effect on him.

The medicine has a good effect on the disease6.rely on=depend on

e.g. Don’t rely on luck.7.deal withe.g. It was a difficult situation, but she dealt with iteffectively.

This book deals with the troubles in America.

I’ve dealt with this company for 20 years.

8.come to life To become animated; grow excited

e.g. When mentioned our plans for a trip, the kids came to life at once.

9. arrange to do sth.

arrange for to do sth.

e.g.1)He arranged to meet us at the hotel at 10 o’clock.

2) They have arranged for another man to take his place.

3) I’ll arrange for a car to pick you up at the airport.

I10.whatever 无论什么,不管什么

e.g.1)Whatever happens, don’t lose your heart.

2) I’ll believe you whatever/no matter what you say.

3) I promise to buy whatever you want.

11. likely adj. 可能的,预期的

1) is likely to do sth.

e.g. He is likely to win.

An accident is likely to happen if you are not careful enough.

2) It is likely that…

e.g. It is likely that he will arrive so late.

3) adv. 大概,或许 通常与most,very,quite连用

e.g. He will very likely pass the exam.

Most likely his attempt will fail.

ChenChunxian the First Pioneer for China’s Silicon Valley

Unit 1 There must be a record!

TEACHING AIMS:

1. Review the Subject.

2. Learn some useful words and expressions.

3. Improve the students’ reading ability.

4. Learn to fill in a form.

TEACHING IMPORTANT POINTS:

1. Learn the following useful expressions: be familiar to, centre on, concentrate on

2. Improve the students’ reading and writing abilities.

TEACHING DIFFICULT POINTS:

1. How to help the students understand the passage better.

2. How to help the students finish the writing task.

TEACHING METHODS:

1. Practice to revise the Subject.

2. Reading and understanding to improve the students’ reading ability.

3. Writing practice to improve the students’ writing ability.

4. Individual, pair or group work to make every student work in class.

TEACHING AIDS

TEACHING PROCEDURES:

STEP I GREETINGS

STEP II REVISION

STEP III LEAD-IN

STEP IV READING - INTERATING SKILLS – Are you experienced? 你有过极限体验吗?

“Hey man,try that 360 again!” It is Saturday afternoon and a group of teenagers are trying new tricks on the park’s skating ramp.Every weekend, after finishing their homework! Li Yong and about a dozen① of his friends grab their wheels and head② down to the park to hang ten.“喂,再试一下转身360度!”星期六下午一群少年正在试着用新的技巧在公园滑板斜坡弯道上滑着。每逢周末,在做完作业后林勇和他的十几个伙伴都会抄起滑板前往公园玩。

① a dozen of 一打, 十二个

a dozen (of) eggs 但 a dozen of those apples a dozen of them

two dozen (of) 二十四 three dozen (of) 三十六

I’ve bought a dozen of pencils for my son.

I want four dozen (of) eggs.

dozens of 许多 several / a few / some dozens of

by the dozen 按打,以打计算 in dozens 成打地

② head 前往;朝向。更常用 head for

When I saw the car heading for me, I stepped aside.

Clouds are gathering. I think we’d better head for the hotel in case it starts to rain.

Lin Yong is seventeen and a skillful① skateboarder.He and his friends decided to build the ramp three years ago after watching a skateboarding competition on TV.Together with② two of his classmates, LiYong went to the local park and told the park administration about their plans. 林勇十七岁,是一个滑板高手。三年前他和他的伙伴们在看了电视上一场滑板比赛后决定要搞个滑板斜坡弯道。林勇和他的两个同学去了当地的公园,把他们的计划告诉了公园主管部门。

① skillful adj. 灵巧的, 熟练的

归纳拓展

skilled adj. 熟练的, 有技能的

be skillful at / in …=be skilled in / at

② together with引导的短语在句中可以做状语,也可与名词或代词搭配做主语。当用于主语之后时,要注意谓语动词要与其前的主语保持一致。类似的短语还有:with…, as well as…, but…, except…。

The girl student, together with boy students is working hard at their lessons.

Two weeks after the manager had give them his permission①, the ramp was read and the friends held a grand opening.“All of our schoolmates were here,as well as many parents and other kids from the neighborhood. There were even some grandparents who came to see what it was all about.”The ramp soon became popular and the teenagers have started a skateboarding club called Fun On Wheels.在经理同意他们的请求两周后,斜坡弯道搞好了,伙伴们举行了一个隆重的开幕式。“我们学校的同学们都到了,还有家长和邻近的其他小朋友。还有一些爷爷奶奶们也来看是怎么回事。”这斜坡弯道很快变得名声很大,并且少年们已创立了名叫“轮子上的快乐”的滑板俱乐部。

① permission n. 允许

归纳拓展

permit vt. 允许; n. 证件,执照

permit sb to do sth 允许某人做某事 permit doing允许做…

with one’s permission在…的允许下 without permission 未经许可

Skateboarding have been around since 1970s,but they have recently become popular again.Many teenagers have discovered the skateboard as a result① of TV shows, films, and competitions such as the X Games. The X Games are like the Olympic Games for sports that are less familiar② to us than sports like football and basketball.A new generation of sports is capturing③ the hearts and minds of people who are willing to try some thing new.These new sports are called “extreme sports” and all centre④ on the “X-factor”-- the pure, joy of doing some thing that you did not think you could do and over coming your fears. 滑板自二十世纪七十年代就一直存在,但最近才又变得流行了。许多少年是通过电视、电影和如极限赛一样的比赛发现了滑板。极限比赛就像奥运比赛一样是体育运动,我们对它的了解要比对足球和篮球的了解少一些,新一代的运动是抓住那些愿意尝试新生事物的人的心灵,这类新型运动被称为“极限运动”。这种运动一切都围绕极限因素--做你原以为你不能做的、需要战胜你内心的恐惧的活动,从中获得乐趣。

① as a result of

归纳拓展

表达原因的短语还有:

because of… on account of owing to… due to…

② familiar adj.(常与to连用)熟悉的;常见的;普通的

be familiar to sb 为…所熟知(be familiar with…熟悉…)

This song sounds familiar. 这首歌听起来很熟悉。

a familiar theme常见的主题

(常与with连用)熟悉…的;通晓…的:

Are you familiar with this type of car? 你熟悉这种型号的汽车吗?

He is familiar with English. 他通晓英语。=He knows English well.

I am familiar with these words.

=I know these words well.

=These words are familiar to me.

=These words are known to me. 我熟悉这些单词。

非正式的;通俗的: He wrote in a familiar style. 他以通俗的风格写作。

随便的;放肆的: His manner is too familiar. 他的态度太放肆了。

a familiar conversation 随便的交谈

亲近的: a familiar friend熟不拘礼的朋友

be on familiar term with 与…亲密,与…交情很好

n. 挚友;常客

③ capture vt. -tured, -turing捕获

The criminal was captured when trying to escape from the city. 罪犯在企图逃离这座城市时被捕获。

俘获;赢得

记录;以影片、文字等保存原状:

The state visit by the premier captured the headlines of all newspapers. 总理的国事访问各报都用大标题登出。

In his traveling report, he tried to capture the beauty of the Great Waterfalls. 他努力在他的这篇游记中记录下大瀑布的美。

n. 被捕获的人;缴获品

④ center on集中于; 把某人/物当作重点

The topic of the meeting centered on the development of China’s football in the following ten years.这次会议的中心议题是关于中国足球未来十年的发展。

Extreme sports are different from regular sports.Instead of simply trying① to defeat the other team or set a new record,many extreme sports aye about beauty,harmony and thrills.In fact,some extreme sports are not really “sports”at all,because they do not have clear rules about winning or losing.The goal of a“competition”may simply be to have fun and enjoy the excitement of trying something new.极限运动与平常的运动不同,它不是单纯地击败对手,创,个新记录,许多极限运动是有关“美、协调和动感”的。事实上有些极限运动根本不是真的运动,因为他们没有清楚的输赢规则,竞争的目的也许仅仅为了开心和感受尝试新事物的激动。

① try 后接名词,意为“试用,试验”。

Would you like to try some raw fish?

Try that door.

I think we should try her for the job. 我认为我们应该让她试试这个工作。

try to do=make great efforts to do努力干,尽力干

try doing sth=do sth as an experience试着干

Try phoning his home number. 给他家里打个电话试试。

try on试穿,试戴: Try the shoes before you buy them.买鞋要先穿上试试再买。

try out 试用,测试,试验:These doctors tried out these drugs on mice.

try for 力图获得或赢得某物:The athlete tried for an Olympic medal but failed.

Lin Yong loves the feeling he gets when he is getting ready for a ride.It's excited and my heart beats faster.Then my mind become clear and I concentrate① on the way② my body moves in the air.” 林勇就喜欢当他准备去玩滑板时他所有的感觉。“很难描述这种感觉。我很激动,心跳加快,然后我的大脑变得很清晰,我全神贯注于我身体在空中的动作。”

① concentrate vt., vi . -trated, -trating

集中(注意力、思想等): Concentrate on your work. 集中精神工作。

集中于某处;使集中于一点: concentrate rays of light into a focus把光线集中在焦点上

Industrial development is being concentrated in the west of the country. 这个国家的西部正集中发展工业。

When walking on a high wire, you should concentrate on the way your body moves in the air.走钢丝时,你要集中精力于身体在空中的移动方式。

浓缩

归纳拓展

concentrate on / upon=fix one’s mind on / upon…专心致志于…

② “…的方法”,可用于以下结构:

the way of doing sth

the way to do sth

the way

We all like the way that he teaches.

We all like the way he thought of to teach children.

Watching Li Yong and his friends fly you wonder whether the sport is not dangerous. “No.” Wang Wei, a six-year-old skater says,“All the riders wear helmets and their equipment to protect themselves. We don’t let anyone try a dangerous trick unless we know that they are skilled enough to perform it safely.”One thing is clear:these enthusiastic teenage skateboarders ale enjoying every minute.Everyone smiles after a good ride and there is a strong feeling of friendship among the riders.As Lin Yong says,“Once you are Xpefienced,your life will truly change!” 观看林勇和他的伙伴们从空中飞过,会使你纳闷运动是不是并不太危险。“是的,不太危险”,一个十六岁的滑板者王伟说:“所有的滑板者都戴了头盔和其他设备来保护自己。除非我们知道他们有足够的技术来安全表演危险的技巧,否则我们不会让任何人做这种尝试。有一件事是清清楚楚的:这些热情的少年滑板者每分钟都玩得很开心,在滑了完美的一程后每个人都笑了,滑板者之间有种牢固的友谊感。正如林勇所说:“一旦你体验了极限运动,你的生活会真正改变。”

STEP V WRITING

You have an idea for a new Guinness world record. You want to fill in a form to register①the attempt. On the form, you have to give a detailed description of the record attempt. Make sure that your description answers the following questions on the next page.

① register n.记录;名单a register of births and deaths出生和死亡记录

登记簿 (人与乐器的)声域,音区

vt., vi.记录;登记: He registered the birth of his child. 他登记了孩子的出生日。

(机器)显示,记录: The machine registered how fast we were going. 这台机器指示出我们进行得有多快。

现出,露出(表情): Her face registered anxiety. 她脸上现出焦虑的表情。

用挂号方式邮寄

Making a study plan

You can learn more and faster if you plan your studies.Before you do your homework or go to class,take a few minutes to arrange your learning . Skim①through the material you are studying. Ask yourself what you already know about the topic or lesson and make a list of things you still need to learn. Use the list to make a simple study plan: what do you need to learn, how can you lean it and how much time do you need? The goals in each unit will help you focus on the most important things.Finally,use your list and goals to check what you have learnt.

① skim vt., vi. -mm-

撇去液体上的油质或固体物质或漂浮物to skim off the grease撇去油脂

草草阅读;浏览

(从表面)轻轻掠过,轻擦而过The swallows were skimming over the water. 燕子掠过水面。

n.

撇,撇渣 浏览 轻轻掠过,轻擦而过

Step VI Word spelling:

1. The teacher kept a record of the names of the children.

2. He was cautious when he was riding the bike.

3. To his delight, he passed the exam.

4. The man on the motorcycle wore a helmet.

5. His manner is a factor in his success.

p148 Translation

1. When walking on a high wire, you should concentrate on the way your body moves in the air.

2. Set down all the suggestions and write to the Beijing Olympic.ruiwen.committee.

3. The latest edition of the Guinness Brewery has been a best seller three weeks in a row.

4. The performances of the skateboarders were wonderful and the audience couldn’t help bursting into cheers.

5. The topic of the meeting centered on the development of China’s football in the following ten years.

6. I don’t know why my grandparents were against my having extreme sports in the first place.

人教版高三Unit 6 vocabulary

文章来源: http://www.corpsbj.com

原文地址:http://www.corpsbj.com/jhgs/7686.html

« 上一篇:交往与空间读后感
» 下一篇:没有了

相关推荐