教案的共享和交流可以促進教育界的合作和經驗分享，教師通過撰寫教案能夠更好地管理學生的學習體驗，提高教育質量，本站小編今天就爲您帶來了九上英語教案優秀8篇，相信一定會對你有所幫助。
九上英語教案篇1
課題：unit 8? time??? let’s learn??????????????????????????????????????? 第 1? 課時課型：n教學目標basic aim: to learn the new words: watch? clock? day? nightdeveloping aim:??????? make some sentences with the new words教 學 重點、難點、關 鍵?pronounce words properly課? 序教? 學? 過? 程? 設? 計設計意圖warming-upsong創設氣氛daily talkask and answer(t&p)1.????? what do you see?2.????? what do you want?3.????? what do you hear?4.????? what can you do?5.????? what do you like to do?鞏固舊句型並培養學生的聽說能力new learning1.????? to teach: watch(1). ask a pupil: have you a watch?(2). point to the watch and say:look! i have a watch. it’s on my wrist.(3). say after the teacher: watch(4). make some sentences with “watch”e.g.? i have a watch.???? this is my watch.由提問式引入引起學生注意並運用所學句型造句，使新詞消化鞏固。2.????? to teach : clock(1). show a clock and ask the pupilst: is this a watch?p: no, it isn’t.t: what’s this?(2). point to the clock and sayt: this isn’t a watch. it’s a clock.(3). say after the teacher: clock(4). make some sentences with “clock”.e.g.? listen to the clock.???? look at the clock.?? 由師生問答式幫助學生理解新詞含義並用舊句型將新詞活用。3.????? quick response(1). t: point to the clock and the watch.p: read out the quickly.(2). p1: read out the clock and the watch.p2: pick out their pictures quickly.?激發學生學習興趣，並對前面二個新詞加以鞏固。課? 序教? 學? 過? 程? 設? 計設計意圖?4.????? to teach: day(1). draw the sun and some white clouds on the board and say:it’s a fine day. the sun is shining. there are some white clouds in the sky. it is day. understand?(2). say after the teacher: day(3). ask and answer(t&p)t: do you like day?p: yes, i do. (no, i don’t.)通過圖畫敘述讓學生儘快理解新詞含義，並用問答式加以鞏固。5.????? to teacher: night(1). draw the moon and some stars on the board. ask the pupils:t: is it day?p: no, it isn’t.t: yes, it isn’t day. it’s night.(2). say after the teacher: night(3). free talke.g.?? i like day.????? i don’t like night.用對比教學法引出新詞，並讓學生說出自己的情感。6.????? guessing gamelook at the teacher’s mouth and let the pupils say out the word what the teacher said.吸引學生注意力。consolidation1.????? listen to the tape and say after it from watch to night.2.????? match the pictures to the words.糾正發音，進一步鞏固新詞。homeworklisten and read out the new words.?板書設計????教學具準備?word and picture cardstaperecordera watcha clock?課後小結??????????? 課題：unit 8 time?????? let’s learn???????????????????????????????????? 第 2? 課時課型：n教學目標basic aim: 1. review the words: watch? clock? day? night????????? 2. to learn the new words: breakfast? lunch? dinnerdeveloping aim: 1. to learn the word: supper????????????? 2. make some phrases.教 學 重點、難點、關 鍵?pronounce words properly課? 序教? 學? 過? 程? 設? 計設計意圖warming-uprhyme激活氣氛daily talkask and answer(t&p)1.????? do you like night?2.????? four spoons?3.????? who’s he/she?4.????? is it hot?5.????? can you skip?培養學生的聽說會話能力revisionwords: watch? clock? day? night1.????? look at the pictures and read out the words quickly.2.????? read the words and pick out the pictures quickly3.? match the pictures to the words.用不同的方法複習舊知避免枯燥乏味new learning1.????? to teacher: breakfast(1). show a clock. set it to 7 o’clock and do an action for eating. say: breakfast(2). say after the teacher: breakfast(3). show some bread and milk and do an action for eating. say: have breakfast(4). say after the teacher: have breakfast情景法使學生更容易理解所學材料，並將新詞結合詞組一起學習。2.????? to teacher: lunch(1). show a clock. set it to 12 o’clock and do an action for eating. say: lunch(2). say after the teacher: lunch(3). make a phrase: have lunch3.????? to teacher: dinner(1). show a clock. set it to 6 o’clock. point to the picture of “night” while doing the eating : dinner(2). say after the teacher: dinner(3). make a phrase: have dinner(4). t: “have dinner” we can also say “have supper”.讓學生在前面學習基礎上，自己說出詞組。補充supper一詞，注重課外輸入量。??consolidation1.????? listen to the tape and say after from breakfast to dinner.2.????? quick response(1). point to the pictures and say out the words quickly.通過動手操作，讓學生體會學習的樂趣，使他們在課? 序教? 學? 過? 程? 設? 計設計意圖?(2). say the words and pick out the pictures quickly.(3). match the pictures to words.?動中學，在學中樂中鞏固消化所學材料。letterto teacher: z z? zoo1.????? show a picture of a zoo and ask t: is this a park??? p: no.?? t: what’s this??? p:?? t: it’s a zoo.2.????? say several times.3.????? show the word card for “zoo” and say after the teacher.4.????? can you read out the first letter in this word?is it the capital letter or the small letter?5.????? compare the capital letter “z” with the small letter “z”.6.????? say after the teacher : zz↗↘ zoo↗↘ zz-/z/-zoo7.????? write out: zz?homeworklisten and read.?板書設計????教學具準備?word and picture cardssome foodtape recorder??課後小結?????????????課題：unit 8? time???? let’s act???????????????????????????????????? 第 3? 課時課型：n教學目標basic aim:1. using imperatives to give simple instructions????????? e.g.? may, get up!???????? education aim: educate the pupils to get up and go to bed early.教 學 重點、難點、關 鍵?to learn the phrases: get up, have lunch, go to bed課? 序教 ?學? 過? 程? 設? 計設計意圖warming -uprhyme營造氛圍daily talkask and answer(t&p)1.????? what’s your name?2.????? how old are you?3.????? where do you live?4.????? may i have a hot dog?5.????? do you like summer?通過問答調動學生記憶思維revision1. words: breakfast? lunch? dinner? suppershow the pictures and say out the phrases quickly.?? have breakfast?? have lunch?? have dinner?? have supper能用詞組正確表達圖片含義2. letters(1). song (2). recite the letters from aa to zz.(3). match the capital letters to the small letters.(4). quick response??? look at the letter cards and read out them quickly.對字母的音、形、 義能更準確的加以辨別new learning1.????? get up(1). show a clock. set it to 8 o’clock. pretend to yawn and stretch the arms to illustrate waking up. say several times: get up(2). say after the teacher: get up(3). say and do the action情景法便於學生感知思維2.????? have lunch(1). show a clock. set it to 12 o’clock and do an action for eating. say: have lunch(2). change the time and say:have breakfasthave lunchhave dinner/supper(3). show some pictures and say out theme.g.? have soup???? have some noodles???? have a hot dog(4). say and do the actions.通過不斷變化的時間，使學生區別這三個詞的含義，並讓學生髮散思維，使知識不斷提升??課? 序教? 學? 過? 程? 設? 計設計意圖?3.????? go to bed(1). set the clock to 7 o’clock and pretend to go to bed. point to the picture of “night”. say: go to bed(2). say after the teacher: go to bed(3) show some pictures and say out them.?? e.g.? go to school??????? go to shanghai讓學生對所學知識進行延伸和拓展consolidation1.????? listen to the tape and say after it.2.????? listen to the commands and do the actions.t&pgroup&groupp&p不同的對子活動法可以進一步調動學生的學習積極性homework1.????? listen and read.2.????? say and do the actions.?板書設計????教學具準備?a clocktaperecordersome picturesletter cards?課後小結?????????????課題：unit 8? time?????? let’s talk???????????????????????????????????? 第? 4 課時課型：n教學目標1.????? asking ‘wh-‘ questions to find out the timee.g.? what time is it?2.????? using formulaic expressions to express timee.g.? it’s three o’clock.教 學 重點、難點、關 鍵?ask and answer: what time is it?????????????? it’s _____o’clock.課? 序教? 學? 過? 程? 設? 計設計意圖warming-upsong培養情感daily talkask and answer(t&p)1.????? are you a pupil?2.????? what’s the weather like?3.????? what day is today?4.????? do you like summer?5.????? what colour is it?讓舊句型在不斷聽說中得到強化revisionlisten and actget up!have breakfast/lunch/dinner/supper!go to bed!1. t: say?????????????? p: do the actions.2. t: do the actions.? ????p: say.培養學生合作學習氛圍new learning1.????? review the numbers1-10(1). sing a song
英語牛津教材2b-unit8教案 來自本網。
九上英語教案篇2
教學目標：
1.能聽、說、讀、寫本課的核心詞彙：air, everywhere , alive, smoke,factory, smoke, dirty,clean, plant
2.能熟練掌握核心句型：it keeps them high in the sky.
3.讀懂描述空氣污染的對話。
重點難點：
1.能在語境中正確使用本單元的核心詞彙。
2.能用句型it keeps them high in the sky.描述空氣的作用。
教學用具：
錄音機、自制課件、照片等
教學過程：
stepⅠwarm up and revision(熱身與複習)
1. greetings.
2. guessing game.
step Ⅱpresentation and practice (自主探究)
1.生詞關
t: please write the meanings on your paper
air______ smoke ______ factory ________ dirty________ clean ______
alive _________ everywhere_______ important ______
2. learn the new words.
t: let’s listen and say the new words.
ss: read these words after teacher.
3. work in groups to read the new words. recite the new words, and thenrecite in groups。
4. watch the screen and learn to say the sentences.
5. ask pupils to talk about the famous cities of the world in groups .
sept Ⅲlearn the story (文本學習)
t: here’s a riddle. it’s very long one. please listen carefully and guesswhat it is. what is it?
ss: air.
t: yes, what do you think of air?
s1: air has no colour.
s2: air has no smell and taste.
s3: …
t: yes. we can’t see it,but we can feel it. air is important to
all living things.
t: can you talk about air? work in groups .
ss: talk each other.
tasks the pupils to answer the questions on page 69.
step Ⅳconsolidation(拓展延伸)
think and say:模仿課文，介紹一樣。
教學反思：
大部分學生能掌握本課的核心詞彙和核心句型，小組討論，談一談對空氣的認識，學生積極踊躍，大膽表達，教學效果較好。
九上英語教案篇3
【教學過程】
熱身：
1） 教師和學生用所學的日常用語打招呼hello！hi！nice to meet you。 what’s your name？
how old are you？ what is it？
2） 學生之間用日常用語打招呼。
導入新知識：
1） 教師呈現小鴨子圖的一部分（一隻小鴨子的頭），問：what’s this？多數學生可以答出：it’s a duck。
2） 呈現圖的整體 ：四隻鴨子， 教師自問自答： what are they？ they are ducks。教師帶讀“what are they？” 強調they的發音要咬舌頭。
3） 引導學生看圖用what are they？提問，教師回答：they are ducks。強調ducks中[s]的音。小組進行問答練習。
4） 教師將幾本書捲起來拿在手中引導學生用what are they？提問，然後找學生回答，教師要適時提醒book—books的演變。
5） 教師出示圖片：4 ducks、5 desks、3 bikes、3 clocks、 7 books。學生兩人一組用what are they？ they are…進行問答練習。
6） 請儘可能多的同學到前面作展示，教師要及時糾正學生對話中關於名詞複數變化的發音。
3、 會話教學
1） 教師出示learn to say部分的視頻課件， 學生觀看，瞭解對話情景。
2） 教師提問：are they ducks？ are they geese？ are they swans？學生回答：yes，they are。或no， they aren’t
3） 播放對話跟讀課件，學生逐句重複聽到的句子。教師適時強調are they…？讀升調。
4） 學生之間進行對話練習：一個人扮演兒子，一個人扮演爸爸。
5） 請幾組學生到前面展示。
4、趣味操練：
1）學生將課前準備的let’s practise部分的圖片排列在桌子上，問：what are they？教師說：they are … 學生迅速選出有關內容的圖片並舉起， 比比看， 誰的反應快。
2）小組進行以上活動。
請一位同學選擇任意一張圖片到前面，不讓其他同學看到圖片內容，提問：what are they？班內其他同學用they are…猜猜圖片內容。猜對的同學可以到前面來請班裏的同學猜自己的卡片。此活動也可以以小組爲單位進行。
【板書設計】
lesson 1
what are they？ they’re （let’s practise部分的圖片，下方標有相應的單詞， 複數變化）
duck + s = ducks cake + s = cakes
九上英語教案篇4
教材分析
本節課的教學內容是pep五年級上冊第二單元的第一課時，主要學習詞彙monday，tuesday，wednesday，thursday，friday和句子what day is it today ? what do we have on mondays ? ,,, 本節課的教學內容是星期和課程之間的聯繫，非常貼近學生的生活。學生在四年級下冊已經學過課程的單詞，本節課學習星期的單詞後可以讓學生開展看課程表互相問答的活動，這種活動能使學生在較真實的語境中鍛鍊語言交際能力，從而發展他們的語言思維能力，爲後面的學習做好鋪墊。
學情分析
1、 五年級學生對英語學習已有一定的基礎，對已經熟悉的英語知識有所感悟，具備語言學習和交流的慾望。
2、學生在四年級下冊已經學習過有關課程的單詞，也接觸過關於星期的單詞。
3、tuesday, wednesday, thursday等單詞拼寫難度較大，教師要採取靈活多樣的方式進行教學，以減輕學生學習的難度和保持學生學習的慾望和興趣。
教學目標
1、能夠聽、說、讀、寫單詞：monday , tuesday , wednesday , thursday , friday 。
2、能聽懂問句：what day is it today ? what do we have on mondays ?並能做出正確回答。
3、能夠結合句型替換關鍵詞。
教學重點和難點
重點：會聽、說、讀、寫星期一至星期五的單詞。
難點：掌握星期一至星期五的單詞，結合句型替換關鍵詞。
九上英語教案篇5
活動目標：
1.激發幼兒感受英語學習的樂趣，快樂學英語。
2.創設遊戲，使幼兒在多說多練中提高口語表達及應用能力。
3.新授：how are you？not bad/great/terrible
活動準備:
1.課件動畫片：熱身運動（warm up）
光盤、電腦、閃卡。
活動過程:
動畫片：熱身運動（warm up）
師幼一起做unit 1《how are you？》律動，教師邊跟音樂唱邊做，
幼兒感受！激發學習英語的興趣：
?how are you？》
hello！good morning！how are you？
hello！good morning！not bad，thank you！
hello！good morning！how are you？
hello！good morning！i’m great，thank you!
主題活動
1.教師出示not bad/great/terrible三個新單詞（詞組）的閃卡，正音；
請個別幼兒讀，教師糾正發音；逐個貼展版。
2.通過tpr教學，介紹這三種心情：一般情況；高興、很好；
很糟糕、很不好。通過舉例子讓幼兒明白。
3.句型活動：how are you？not bad/great/terrible。師幼對話，加強理解。
遊戲活動
1.《開火車》：請會說單詞的幼兒上臺與教師一起接火車，看誰反應快。
2.《心情問候》：請兩名幼兒上臺，說新對話：左轉三圈，右轉三圈，後退三步，拍手嚓嚓！
（剪子、包袱、錘）
輸的向贏的問候：how are you？
贏的幼兒根據心情回答not bad/great/terrible！
互換繼續遊戲！
總結叮嚀
1.回家讀英語書，教爸爸媽媽學新知識。
2.看vcd，聽錄音。
九上英語教案篇6
teaching plans of unit one--- getting along with others
period one welcome to the unit
teaching aims:
to deepen ss’ understanding of friendship
to practice ss’ oral english by getting them involved in the discussion of friends and friendship
to learn the way to describe the characteristics of a true friend
teaching procedures:
Ⅰ-in
1. listen to the song called auld lang syne(友誼地久天長)
2. show students some pictures about friends
3. brainstorming questions:
1) have you enjoyed the song? can someone name the song ?
2) can you guess the relationship between the ones in the pictures?
3) do you have any good friends? how many are they?
4) do you think it is important to have a good relationship with others? why?
5) do you know the concept of “friendship”? try to explain.
6) in your opinion, what does a real friendship consist of ?
Ⅱ. picture talking:
talk about the pictures and proverbs with your partner. try to discuss the following questions:
picture 1,
1) where are the two girls?
2) what are they doing ?
3) how long they spend speaking to each other?
4) do you think they enjoy each other’s company?
5) what do you think ‘friends are thieves of time.’ mean?
picture 2,
1) what do you use a mirror for?
2) what are the two girls doing?
3) do you think the girl on the right is a good friend? why?
4) do you have a good friend? does he/she often give you advice?
5) what do you think the proverb ‘the best mirror is an old friend’ mean?
picture 3,
1) what is the taller boy doing ?
2) why does he do so?
3) do you think it possible for a person to buy friendship?
4) in your opinion, what is the base of a good friendship?
picture 4,
1) do you think friends should be the same age and share the same hobbies and interests?
2) what does the proverb ‘true friends have hearts that beat as one.’
Ⅲ. story-telling
tell a story happened between you and your best friend.
Ⅳ. discussion
1) what a true friend should be like?
a friend is someone who
---you respect and who respects you
---shares your happiness and sorrow
---is trustworthy
---is honest, loving
---is devoted and loyal to you
---is selfless
2) try to think of more proverbs related to friendship.
for example,
a life without a friend is a life without a sun.
a man who has friends must show himself friendly.
Ⅴ. extending
more proverbs about friendship
Ⅵ. conclusion
what else can be our friends besides human beings?
there are many answers to this question. e. g. a dog, a cat, a dictionary, a computer, a toy car, a mobile phone, a tv set…
as long as we have love
Ⅷ. homework
1. smile to your friends.
2. finish the passage in part b.
3. on page 95 in workbook..
4. preview the reading part.
period two reading (one)
teaching aims:
to deepen ss’ insight into problems between friends
to practice ss’ reading comprehension skill
to identify feelings and emotions in a text
teaching procedures:
Ⅰ-in
1. show students a picture about a gang of friends.
it’s a picture of me. can you find me out and guess who are the others. (my friends)
2. brainstorming questions:
1) do you have a friend? how do you get along with your friends?
2) have you ever fallen out with a very good friend?
3) if you had a quarrel with a friend, how would you deal with it?
4) how would you mend a broken friendship?
3. before reading the letters about broken friendships, analyse the reasons that might lead to a broken friendship.
---having little in common
---lacking trust
---there being conflict of interest
---being jealous of each other
---being indifferent to each other
Ⅱ. fast-reading
ask the students to go through the two letters quickly and answer questions in part a
1. are the writers of the two letters feeling happy or sad?
2. what did sarah get for the surprise maths test?
3. is matthew usually a quiet boy?
Ⅲ. detailed-reading
1. ask the students to read the first letter carefully and answer the following questions and an analysis diagram .
1) why other children say we are no fun?
2) what did sarah think about the surprise maths test?
3) what did hannah sense?
4) what did sarah tell hannah in the girls’ toilets?
5) why did sarah tell hannah that they weren’t going to be friends any more?
6) the analysis diagram:
she felt betrayed because … she thought her best friend hannah didn’t keep her secret.
shamed she scored the lowest score in her class.
upset she found a piece of paper on her desk that said ‘stupid sarah got a d’
angry she thought sarah didn’t keep her word.
2. ask the students to read the second letter carefully and answer the following questions and fill in a table.
1) why did andrew shout at mathew after the match?
2) what did matthew think about losing the match?
3) how did andrew think of football?
4) what kind boy is matthew?
5) how is matthew recently?
6) fill in the table:
how andrew felt why she felt so?
he had a dilemma. his best friend matthew has stopped talking to him.
he felt really guilty. he said some really cruel things to matthew.
he was angry with matthew. they lost the game because of matthew’s carelessness.
Ⅳ. summarize the reading strategy according to the emotion analysis and tale above: read to understand emotion
Ⅴ. consolidation
complete two letters written by agony aunt back to the two students with the proper words.
Ⅵ. role play
divide the students into groups of three. each group is formed with agony aunt annie, sarah and hannah or agony aunt annie, andrew and matthew. just suppose they are having a face-to-face talk. students are expected to act it out after a few minutes’ preparation.
Ⅶ. discussion
what is a friendship?
read a poem--- the abc’s of friendship
Ⅷ. homework
1. retell the two letters.
2. write an article about the friendship in your mind.
period three reading (two)--- language points
teaching aims:
to deepen ss’ understanding of the two letters.
to help ss master the important words and phrases in the text.
to introduce a few sentence structures to ss.
teaching procedures:
Ⅰ-in
1. revision
retell the main idea of the two letters.
discussion: will they be good friends again?
Ⅱs
1. match the words with the correct definitions
academic make jokes and laugh at someone
deliberately a situation where one can’t decide what to do
tease shout or say loudly
dilemma feeling shamed of something done wrong
brilliant good at studying and getting high marks
yell be kind and like to meet new people
outgoing extremely good, clever and excellent
guilty done in a planed way, on purpose
2. complete the sentences with the words on the left
though he is a popular student, he is not very academic.
i don’t know what to do. actually i am in a dilemma .
after saying sorry to her, i didn’t feel guilty any longer.
he is quite outgoing and has lots of friends.
don’t get upset i was only teasing .
he is so brilliant that he can always think of new ideas.
it is impolite to yell at the old.
i don’t think the young boy run into the old woman deliberately.
Ⅲ. phrases
explain the underlined words and make a sentence according to the picture given.
1. i was determined to be cheerful…(line 14)
do something with a firm desire
eg. though she loved him, she was determined to leave him.
2.… , and told her we weren’t going to be friends any more because she couldn’t keep her word.(line 24)
do what one has promised
eg.
she is a good girl and can always keep her word.
3. … , and as a result of his careless playing, we lost the game.(line 38)
because of
eg. as a result of his careless study, he failed the maths test.
4. … i cannot help wondering if she wants peter to be his best friend instead of me.(line 53)
cannot take control of oneself and do…
eg. when thinking to the jokes, i can’t help laughing.
5 … i must have sounded very proud of myself after the test.(line 8)
must have done means guessing that something has happened because there seems to be no other possibility.
more sentences in the text:
… hannah must have deliberately told everyone about my mark...(line 21)
how they must have laughed behind my back!
she said that someone must have heard us in the toilets, but i don’t believe her.
must have snowed yesterday.
Ⅴ. sentences
what does the word mean in different sentences?
1. hannah sensed something was wrong. (line 14)
he doesn’t seem to have any sense of humor.
there is no sense in getting upset about it now.
one day he will come to his senses and see what a fool he has been.
this article does not make sense to me.
2. he kept on saying really mean things to hurt me. (line 44)
watch him. he can be really mean.
don’t be so mean about money.
this word means a kind of meat in english.
i didn’t mean to hurt you.
3. i feel really guilty because i said some really cruel things too, but i can’t stand seeing our team lose. (line 46)
all the audience stood and clapped.
he is too weak to stand.
stand the bedroom against the door.
there is a fruit stand in the street.
Ⅵctures
said it wasn’t his fault if he couldn’t play as well as me and that i shouldn’t yell at him.
if there are two object clauses in one sentence, that is used at the beginning of the second object clause and cannot be left out.
eg.
she said (that) she would fly to paris and that she would bring me a present.
e the mach, he hasn’t spoken to me even though we sit next to each other in class.
they decided to leave each other even though they loved each other.
3. various forms of a verb
… how i was sure to get a good mark. (line 9)
i was determined to be cheerful. (line 14) to infinitive
i made her promise not to tell anyone. (line 16)---- bare infinitive
i was so upset that i felt like crying. (line 20)
my best friend matthew has stopped talking to me. (line 34)
… as a result of his careless playing, we lost the game. (line 39) v-ing form as a noun
Ⅶ. homework
1. review the useful phrases and important words in this text.
2. review the two sentence structures learnt above.
3. finish parts a1 and a2 on page 90 in workbook.
period four word power
teaching aims:
to enlarge ss’s vocabulary about personality.
to help ss recognize positive and negative adjectives about personality.
to introduce synonyms and antonyms to ss.
teaching procedures:
Ⅰ-in
questions:
1. think of one of your friends and make a description.
2. what kind of person is easy to make friends with?
3. what kind of person is hard to make friends with?
write down the adjectives on the blackboard.
Ⅱ the dialogue
ask ss to pair work the dialogue and try to get the meaning of the adjectives.
go through the first table and figure out positive adjectives and negative adjectives to describe personality.
Ⅲ. competition
encourage ss to come up with more adjectives to describe personality.
divide the ss into two groups, the group which comes up with more groups will be the winner.
Ⅳ. synonyms and antonyms
introduce the definition of synonyms and antonyms to the ss.
go through the second table and do some more exercises.
Ⅴ. consolidation
1. figure out the adjectives according to the meaning on the left.
2. finish the exercises on page 7
Ⅵ. game --- describe and guess
one student is going to stand in front of the class and describe the personality of one of his/her friends, the others are going to guess out who the person is. the one who guess it out can have a chance to go to the front.
Ⅶ. have a thinking
have a summary of what we have learnt in this period of class.
ask ss to think about two questions:
do you want to be popular?
do you want to make true friends?
so we should build a positive personality.
Ⅷ. homework
finish the relevant exercises in the unit revision.
period five grammar (1)
teaching aims:
to recognize the basic forms of the to-infinitive and the bare infinitive.
to learn how to use to-infinitives and bare infinitives in different situations.
teaching procedures:
Ⅰ-in
look at some proverbs about friendship and pay attention to the words in red.
1) a faithful friend is hard to find.
2) the only way to have a friend is to be one.
3) it is better to be alone than in bad company.
Ⅱtions of to-infinitive
1) subject of a sentence
2) object
3) object complement
4) attribute
5) predicative
6) adverbial
Ⅲ. functions of bare infinitive
1) we use the bare infinitive after:
* let and make and sometimes have
* verbs of perception: feel, hear, see and watch
* would rather, had better and why not
2) when two infinitives are joined by and, or, expect, but, than, rather than, we normally use the bare infinitive for the second infinitive.
Ⅵ. consolidation
1. turn to page 9 and complete the letter.
2. retell the letter to your partner using your own language.
Ⅶ. homework
finish c1 on page 100 in workbook and relevant exercises in unit revision
some more exercises are prepared if time permits.
period six grammar (2)
teaching aims:
to recognize the basic form of the verb-ing.
to learn how to use the verb-ing form as a noun in different situations.
teaching procedures:
Ⅰ-in
show ss some proverbs and ask them to pay attention to the words in red.
saying is one thing and doing another.
seeing is believing.
constant dripping wears away a stone.
reading enriches the mind.
Ⅱ.1. functions of verb-ing
1) subject
2) predicative
3) object
4) after possessive pronouns
5) in compound nouns
2. we use a verb-ing form, not an infinitive after these verbs: admit, dislike, imagine, delay, consider, mind, understand, avoid, enjoy, practise, miss, finish, keep, suggest.
3. we can use a verb-ing form or an infinitive after the following verbs, with little difference in meaning: continue, prefer, begin, hate, like, start, love
4. some verbs can be followed by a verb-ing form or a to-infinitive , but with some different in meaning or usage: forget, regret, remember, mean, try, go on
forget + to-infinitive (an activity that has not been done)
forget + verb-ing form (an action that has been done)
5. some common phrases are used with verb-ing forms.
would you mind …
…cannot help…
…look forward to…
…feel like…
…cannot stand…
…it is no use/ good…
…put off…
…keep on…
Ⅲ. consolidation
complete the letter on page 11
Ⅵussion:
state your opinion on visiting internet chat rooms.
Ⅶ. more exercises
Ⅶ. homework
period seven task (1)
teaching aims:
to practice ss’ listening ability by taking notes.
to practice ss’ oral ability by express agreement and disagreement
teaching procedures:
1. lead-in
1) interview
one or two of our classmates has been abroad in this summer. now you have a chance to interview him/her. write down his/her answers.
give some hint about how to take notes.
2) watch a video about an interview, and try to take notes about the answers.
Ⅱls building1: writing down the answers
think about what questions to ask and write them down in advance.
write brief notes only, not whole sentences.
make meaningful notes.
use contractions and abbreviations whenever possible.
if you don’t hear or understand an answer, ask the other person to repeat it. you can use expressions such as:
could you say that again?
could you repeat that, please?
did you say… or…?
Ⅲen to the tape and answer the questions on page 12.
first read the instruction in the box and try to answer two easy questions
then listen to the tape and answer the questions.
Ⅵ1 calling teen talk for advice
read the leaflet about teen complete the notes.
listen to the tape and finish part b
Ⅶ. discussion
rview the classmates and fill in the chart.
rding to the result of the interview, try to discuss some statements on friendship with classmates.
essions of agreeing or disagreeing.
Ⅶ. homework
review what we have learnt today and write a letter to your friend about what his/her friendship means to you.
keep the ideas on page 17 in mind when you write.
your feelings about friendship
your feelings about best friends
the quantities of a good friend
what makes a good friendship last
period eight task (2)
teaching aims:
to practice ss’ listening ability by listening to others’ composition.
to practice ss’ proofreading ability by checking each other’s composition.
teaching procedures:
1. lead-in
review what we have learnt in skills building 1 and skills building 2
listen to the composition of one student and the others try to find out his mistakes.
Ⅱls building 3 : proofreading
what careless mistakes do we often make in our compositions
facts
grammar
handwriting
punctuation
vocabulary
spelling
style
tip: instruct students of how to make corrections.
Ⅲtice
proofread the article on page 16
Ⅵher practice
proofread a few sentences and one more piece of writing.
Ⅶolidation
proofread your composition by yourself.
exchange your composition with your deskmate, proofread his/her composition.
Ⅶ. presentation
present the article you have proofread to the class.
Ⅷ. homework
proofread the composition you have written recently.
finish the relevant exercises in unit revision.
period nine project (1)
teaching aims:
to practice ss’ reading ability by reading the article from the school magazine.
to get ss’ know the differences between teenage boys’ and girls’ friendship.
to instruct ss on how to design and conduct a survey.
teaching procedures:
1. lead-in
1. ask ss to finish a questionnaire on friendship.
2. analyze the result of the questionnaire and find out the difference between boys’ and girls’ friendship.
3. what’s your definition of friendship? (ask boys and girls to answer separately)
do you think boys and girls have different attitudes towards friendship?
Ⅱ. reading
read the school magazine article carefully and try to answer the following questions.
what puzzles robert?
what’s the difference between boys and girls in their attitudes towards friendship?
what are boys’ and girls’ friendships each based on?
Ⅲ. language points
1. they’re still sitting on the sofa, absorbed in conversation! (line, 6)
be lost in
2. what in the world do they have to talk about? (line, 6)
on earth, used to emphasize a statement
3. girls who have been asked can usually answer the question without hesitation. (line 18)
without pausing before doing something
4. on the other hand, a girl’s closest friend might be the first to tell her about something good or bad that has happened in her life. (line 24)
used when comparing different facts or ideas
在另一方面，從另一方面來說
5. regardless of what these friendships are based upon, shared feelings or activities, the important thing to remember is that both of them are friendships. (line 28)
without being affected by different situations, problems, etc. 不管，不顧
Ⅵ. assignment of the project
1. planning
form a group of 6
choose your topic
get the topic approved by your teacher
2. preparing
discuss the purpose and design of the survey
clear assignments
design the survey ______
conduct the survey ______
calculate the result ______
write the report ______
present the oral report ______
3. producing
make a questionnaire
give out and collect the questionnaires
record and analyze the statistics
write the report
4. presenting
present your findings to the class in an oral report
answer any questions raised by your classmates
Ⅶ. homework
finish the project
period ten project (2)
teaching aims:
to practice ss’ oral ability by anticipating in the oral report.
to improve ss’ team work spirit by finishing and presenting the project..
to improve ss’ emotional sense of friendship.
teaching procedures:
Ⅰ. lead-in
revision
retell the magazine article and summarize the difference between boys’ and girls’ attitude on friendship.
Ⅱ. presentation on how attitudes between boys and girls differ on a certain topic.
Ⅲ. presentation.
Ⅵ. summary
we should cherish our friendship
Ⅶ. homework
b1,b2 on page 91 in workbook
d1,d2on page 93 in workbook
relevant exercises in unit revision
period eleven self-assessment
teaching aims:
to check ss’ understanding of the two letters and the reading strategy of the two letters
to check ss’ master of the adjectives to describe personality.
to consulate ss’ understanding of the infinitives and verb-ings.
teaching procedures:
Ⅰsion
ask students to retell the two letters in the reading part. share what he/she has learnt with the others.
Ⅱ. exercises.
1. fill in the blanks with correct words
though he is a popular student, he is not very academic .
i don’t know what to do. actually i am in a dilemma .
after saying sorry to her, i didn’t feel guilty any longer.
he is quite outgoing and has lots of friends.
don’t get upset i was only teasing .
he is so brilliant that he can always think of new ideas.
it is impolite to yell at the old.
i don’t think the young boy run into the old woman deliberately .
i was determined to be cheerful, but hannah sensed something was wrong.
he kept on saying really mean things to hurt me.
i cannot help wondering if he wants peter to be his best friend instead of me.
but i can’t stand seeing out team lose.
when asked they usually hesitate before responding.
girls who have been asked can usually answer the question without hesitation .
friendships between girls are usually based on shared feelings and support
there are some things about amanda and her friends that puzzle robert.
2. write down the synonyms and antonyms.
synonyms
brave---courageous
loyal---faithful
passionate---enthusiastic
smart---clever
diligent---hardworking
antonyms
open-minded---narrow-minded
introvert---extrovert
selfish---selfless
generous---mean
talkative---quite
3. fill in he blanks with correct words, the first letter is given to you.
in china, most people think that the student who can get high marks in exams is a good student. however, will this kind of thought bring benefit to our chinese education? this mark-oriented education system even worrys some educators. they have a different attitude. it is true that a student should be absorbed in his studies. but besides in-class study, he has to develop in an all-round way. sport and after-school activities also play an important role in the development of a student. most teenagers are suffering from the pressure of exams.
in addition, a good adolescent should be honest and kind to others. in other words, he never betrays his friends, if he does something wrong, he admits his mistakes and apologize without hesitation.
to sum up, a student should be brilliant in his study and have a good personality.
4. 根據中文補全句子。
1) 想找到一個最好的朋友是困難的。
it is difficult to find a best friend.
2) 我每天需要8小時睡眠。
i need to sleep for eight hours every day.
3) 我有一個重要的會議要參加
i have a very important meeting to attend.
4) 他的目的是使我開心起來
his intention was to cheer me up.
5） 爸給我安排了一些游泳課以給我一個驚喜。
my dad arranged some swimming lessons to surprise me.
6） 讓我承諾每天寫作。
he make me promise to write every day.
7） 最好打掃一下你的房間。
you had better tidy your bedroom.
8） 游泳池裏有一隻鞋。
there is a shoe in the swimming pool.
9） 我通過每天早上跑步來保健。
i keep fit by running every morning.
10) 我將永遠不會忘記我贏得的第一枚金牌。
i will never forget winning my first gold medal.
11）我那樣說不是故意想傷害你的。
i didn’t mean to hurt you by saying that.
12) 在中國搖手錶示說再見。
in china waving hands means saying goodbye.
5. multiple choices
1.＿＿＿＿＿sunday, the students are at home.
g be is being
boy lay on his back, his teeth ＿＿and his glaring eyes ＿＿＿.
； looked ； looking
ing； looked ing； looking
the thing＿＿＿＿，his proposal is of greater value than yours.
idered idering consider ider
4.＿＿＿＿who she was, she said she was son’s friend.
ng d be asked asking
hurried to the station,＿＿＿the 9：30 train had already left.
find d to find finding
h do you enjoy ＿＿＿your weekends, fishing or watching tv?
ding spend g spent d
7.＿＿＿all my letters, i had a drink and went out.
shed ng finished shing finish
had no money ＿＿＿a birthday present for her children.
buy with ng ht which to buy
the dates＿＿＿on the gold coin, it is conformed that it was made five hundred years ago.
ing ed be marked ng been marked
10.＿＿＿＿time and labour, cartoonists generally draw the hands of their characters with only 3 fingers and a thumb.
save d ng ng saved
11.o’neal works is often seen ＿＿＿heavily before his teammates start.
ted be sweated ting g sweated
12.i can hardly imagine peter＿＿＿across the atlantic ocean in 15 days.
sail ing have sailed
＿＿＿the case, i couldn’t help but ＿＿＿＿＿ him.
g； support ； to support been； supporting ； supported
the way you thought of＿＿＿the water clean make any sense?
ng make to make ng made
order not to be disturbed, i spent three hours＿＿in my study.
ing ed lock g locked
will find the word “psychology” ＿＿＿＿under “p” in your dictionary.
listed ed ing
y could do nothing but ＿＿＿to his mother that he was wrong.
tting ts t admit
i caught him cheating me, i stopped ＿＿things in his shop.
ng buy ht
19.a doctor can expect＿＿＿at any hour of the day or night.
ing call g called be called
ly every great building in beijing was built＿ south.
face ng have faced g facing
his son＿＿＿, the old man felt unhappy.
be disappointed ppointing g disappointed disappoint
was＿＿＿＿computer games that cost the boy a lot of time that he ought to have spent on his lessons.
have played ing ed ng played
there, almost＿＿＿in the big chair, sat her little brother, who never had to be told to keep quiet.
ng lost ng be lost
i will be away for at least a year, i’d appreciate＿＿＿from you now and then＿＿me how everyone is getting along.
ing； tell hear； tell ing； telling hear； to tell
students are forbidden, unless they have special passes, ＿＿＿ after 11 pm.
stay out staying out ing out to stay out
26.i worked so late in the office last night that i hardly had time＿＿＿ the last bus.
hing catch ng caught have caught
27.＿＿to sunlight for too much time will do harm to one’s skin.
sed ng exposed g exposed r being exposed
didn’t start＿＿＿＿the importance of a foreign language till he graduated from school.
ing know have known
29.-- why was a special meeting called?
-- ＿＿＿a new chairman.
elect ting electing ted
30.-- why did bob weep?
-- he couldn’t bear＿＿＿like that before the whole class.
ng fun of g made fun of be laughed at g made fun
students expected there＿＿＿more reviewing classes before the final exams.
be g been
32.i don’t mind＿＿＿by bus, but i hate＿＿in queues.
eling； stand travel； to stand
eling； to stand eling； to standing
are looking forward to＿＿＿the film＿＿＿＿at the grand cinema.
ng； to show ； shown ng； shown ； to show
the shopping-centre,he didn’t know what＿＿and＿＿with an empty bag.
buy； leave be bought； left buy； left to buy； leave
policeman put down the phone, ＿＿＿with a smile on his face.
sfied sfying be satisfied ng satisfied
36.＿＿＿, your composition is full of mistakes.
ing carelessly ten carelessly
ng written carelessly
g written carelessly
made a candle＿＿＿us light.
give n
38.-- what do you suppose made her worried?
-- ＿＿＿a gold ring.
ng use of losing
39.i know it’s not important, but i can’t help ＿＿about it.
think think king g thought
40.＿＿several times, the young scientist still kept on making his experiments.
ng been failed ng failed gh failed use of failure
41.＿＿＿all over the hill and around the lake are wild flowers of different kinds.
grow ing n
42.--who are you going to have＿＿this letter for you?
-- my secretary.
d typed typing
food＿＿＿at the moment is for the dinner party.
ed be cooked being cooked g cooked
44.a kind old gentleman offered＿＿＿my bags to the taxi stand.
help carried ying to carry help me to carry
can hardly imagine the difficulty the woman had＿＿＿her children.
ght up bring up ging up have brought up
was＿＿＿today, but was asked to stay for＿＿＿week.
have returned； another rning； one more
rned； another return； other
47.-- where should i send my form?
-- the personnel office is the place＿＿＿.
sending it send it to send send it
48.i could feel the wind＿＿on my face from an open window.
blow ing be blowing n
49.-- lucy, why didn’t you come last sunday?
-- i＿＿＿, but my father was in hospital.
d going to
50.--what terrible weather! i simply can’t get the car＿＿＿.
- - why not try＿＿＿＿the engine with some hot water?
ting； filling t； filling ted; to fill start; fill
參考答案及簡析
1.d。本題考查獨立主格結構,因爲前後主語不一致,所以前面分詞的邏輯主語不可以省略。it being sunday相當於as it is sunday。
2.b。獨立主格結構在句中作伴隨狀語, teeth 與set兩個詞之間含有邏輯上的被動關係,所以用過去分詞；look這一動作是eyes所發出,所以用looking。
3.a。獨立主格結構在句中作狀語,因爲things與consider之間含有被動關係,所以用過去分詞。
4.b。分詞短語作狀語,因爲ask與句子的主語（she）之間有被動關係,所以用過去分詞。5.c。本題考查“（only）＋不定式”與“-ing形式”作結果狀語的區別。“only＋不定式”表示該結果在主語的預料之外；接“-ing”形式表示由主句所產生的邏輯上的結果。
6.b。本題考查不定式作目的狀語,本題極易誤選a。其實 enjoy的賓語爲fishing or watching tv。
7.b。因finish這一動作發生在i had a drink and went out之前,所以必須用現在分詞的完成式。
8.d。介詞＋關係代詞＋不定式的結構可以在句中用作定語，其作用相當於一個定語從句。9.b。本題考查非謂語動詞作定語。不定式作定語時,表示將來的動作；現在分詞作定語,表示主動、進行；過去分詞作定語,表示被動、完成。因爲dates是被標在gold coin上,所以用過去分詞表示被動。
10.a。不定式作目的狀語。
11.c。分詞在句中作主語補足語。因sweat這一動作是he所發出,所以爲主動。
12.c。peter爲邏輯主語，與sailing構成複合結構，作imagine的賓語。
13.a。can’t help but爲固定短語, but後面接不帶to的不定式；such being the case爲獨立主格結構，the case爲邏輯主語。
14.b。
15.b。lock與其邏輯主語應含有動賓關係,即 “被鎖在書房裏”。
16.c。單詞psychology被列在 “p”之下,有被動關係。
17.c。but表示 “除了”,爲介詞,當其前面有動詞do的各種形式時,but後接不帶to的不定式。18.a。當stop後面接不定式時,表示“停下來去做某事”；如果接-ing形式,則表示“停止正在做的事”。
19.d。expect後面接不定式。由題意可知,doctor與call之間是被動關係。
20.b。現在分詞在句中表示狀態。
21.b。with複合結構在句中作狀語,表示原因,意爲“由於兒子很是令人失望。”
22.b。本題爲強調句型，被強調的部分是句子的主語，所以採用-ing形式。
23.d。be lost in是固定短語，意爲“陷入……之中”。變爲分詞短語作狀語時，仍用過去分詞lost。
24.c。appreciate後直接接-ing形式作賓語。
25.a。本題考查forbid 的用法。當forbid用作被動形式時,構成be forbidden to do結構。
26.b。
27.c。由題意“暴露在陽光下太久,會傷害人的皮膚”可知應採用-ing形式的被動式作主語。28.b。start後可以接-ing形式或to do,但如果start後面的動詞表示心理活動的詞時,必須用不定式。
29.a。回答why引導的問句，一般用不定式；回答what問句，一般用-ing形式。
30.b。bear意爲“容忍”, 後面接-ing形式；make fun of與其邏輯主語有被動關係,所以用being done形式。
31.b。expected there to be的形式相當於expected there would be...。
32.c。mind意爲“介意”, 後面接-ing形式； hate後可以接-ing形式或to do兩種形式。33.c。look forward to（to爲介詞）後面接-ing形式；film與show之間含有被動關係,所以用過去分詞作定語。
34.c。“特殊疑問詞＋不定式”結構在句中作賓語；left與didn’t know並列。
35.a。be satisfied with“對……滿意”,即satisfy與with緊緊相連時,必須用其過去分詞。
36.b。write所表示的動作與其邏輯主語有被動關係。being written爲現在分詞進行時的被動,表示該動作正在進行,與題意不符,所以選b。
37.c。不定式作目的狀語, 意爲“她制了一些蠟燭用來照明”。
38.c。參見注29。
39.c。can’t help表示“忍不住”後面接-ing形式；表示“不能幫助”時,後面接不定式。40.b。fail這一動作發生在主句謂語動詞之前,所以用現在分詞的完成時,並且爲主動概念。41.b。all over the hill and around the lake爲地點狀語提前。wild flowers是長在“山上及湖的周圍”的。
42.a。who爲have的賓語。
43.d。根據句子意思可知該動作正在進行,所以用being done形式。
44.d。本題考查offer與help的用法, 即offer to do sth.與help sb.(to) do sth。45.c。本題考查have difficulty(in) doing sth.這一結構。本句中 the woman had爲定語從句,修飾difficulty。
46.a。be to＋have done結構,表示本應該做某事,但事實上卻沒有做。
47.b。本題考查不定式作定語的用法。根據send的用法，send some place，故選擇答案b。
48.b。blow這一動作是wind發出的,所以爲主動,因此選擇blowing。
49.c。該題考查了動詞不定式的省略現象。由題意可知是表示過去的一種打算或計劃，在“was going to”後省略了前面的內容或動作，故應選c。
50.a。get the car starting意爲“使汽車發動起來”；try doing 意爲“試着做某事”。
Ⅲ. homework
review what we have learnt in this unit.
高二牛津版（5）unit one getting along with others
大學聯考鏈接：
1. i must have sounded very proud of myself after the test, saying loudly how easy it was and how i was sure to get a good mark.（p2,line8）
[考點] must + have done( p.p) 意思是：一定已經做了某事，表示對過去發生的事情的肯定猜測。
[考例] ----the woman biologist stayed in africa studying wild animals for 13 years before she returned. （nmet 05， 江蘇）
-----oh, dear! she ______ a lot of difficulties!
a. may go through b. might go through
c. ought to have gone through d. must have gone through
[點撥] 根據題幹中“studying wild animals for 13 years”可判斷出一定遇到了許多困難。故選d。
2. we went to wash our hands in the girls’ toilets before lunch and i admitted how badly i had done…( p2, line 16)
[考點] admit 表示承認,接納。常用以下搭配：admit sb. into/ to sth. /admit doing sth./.
that- clause
[考例] they were clearly long-standing customers, and i suppose they must have stayed faithful to him because he had promised to sell good quality fruit. he had a way with them----i had to ____that. （nmet 05，江西完型填空第44空）
a. admit b. expect c. announce d. promise
[點撥] 根據上下文，表示“我不得不承認那點-------他有…”故選a。
3. he seemed absent-minded and as a result of his careless playing, we lost the game.( p3 ,line38)
[考點] as a result of 表示由於,後常接名詞代詞，或動名詞及其名詞從句，而as a result 表示結果，後常接表示結果的句子。
[考例] my friend martin was very sick with a strange fever; _____, he could neither eat nor sleep.(nmet 05, 江西)
a. as a result b. after all
c. any way d. otherwise
[點撥]after all 畢竟， any way 無論如何， otherwise否則。上句說“馬丁患了奇怪的發燒，病得很厲害。”下句說“他不能吃也不能睡。”一詞連接詞應意爲“結果”。故選a。
4. i feel really guilty because i said some really cruel things too, but i can’t stand seeing our team lose.( p3, line 46)
[考點] stand vt.承受；經受；承擔，常用以下搭配cant stand sth /doing sth 例如：
he wants to marry me but i cant stand the sight of him. 他要娶我，但我一見他就受不了。
i can’t stand being treated like this.我受不了別人這樣對我。
[考例]modern plastics can ____ very high and very low temperatures. ( nmet 05, 山東)
a. stand b. hold c. carry d. support
[點撥] hold 持有，擁有，carry攜帶，傳送，support 支撐，支援，而stand 的意思是“經受”。本句意思是：現代的塑料可以經受非常高和低得溫度。
5. each player should play to their strengths. (p5, line 22) （nmet 05，天津）
[考點] strength 名詞，表示力量， 力氣， 實力。
[考例] bill was doing a lot of physical exercise to build up his________.
a. ability b. force c. strength d. mind
[點撥]這兒考名詞的搭配。ability 能力，force 武力，勢力， mind 頭腦，智力。build up one’s strength 表示“使自己強壯”，故選c。
6. don’t let a small disagreement ruin your friendship. do not delay. （p5, line27）
[考點] delay及物動詞表示“耽擱， 拖延， 推遲”。可以用於被動語態。
[考例]john was late for the business meeting because his flight had been ____ by a heavy storm. ( nmet 04, 遼寧)
a. kept b. stopped c. slowed d. delayed
[點撥]這兒考動詞delay的用法。 題幹中be late for 意思是遲到，因此根據句意， 航班應該是受到“耽擱， 延誤”， 故選d。
7. i have a very important meeting to attend. ( p8, line14)
[考點] 不定式做後置定語的用法。 通常我們有些特殊的句式。例如 have something to do。
[考例] the professor could hardly find sufficient grounds _____ his arguments in favor of the new theory.(.6)
a. to be based on b. to base on c. which to base on d. on which to base
[點撥] 該句是不定式坐後置定語的一種用法。意思是：這位教授難以找到能夠有利於新理論的充足理由來支持他的觀點。故選d.
8. we had nothing to do but watch tv. (p8, line 39)
[考點] 非謂語的一種用法。 but其後要接帶to不定式，但有三個結構例外。 do nothing but， cant but， can not help (choose) but， 它們後面要接不帶to的不定式。
[考例] there was nothing they could do______.
a. but wait b. except waiting
c. only to wait d. unless they waited
[點撥] do nothing but do sth. , nothing前有do，後面的to要省略,故選a。
9. i’m glad i persuaded you to talk to rachel. (p9, line 7)
[考點] persuade 是及物動詞，表示說服，勸說，可用於被動語態。通常用以下搭配 persuade sb. to do sth/ into doing sth.
[考例]the number of deaths from heart disease will be reduced greatly if people ____ to eat more fruit and vegetables. ( nmet 04, 上海)
a. persuade b. will persuade c. be persuaded d. are persuaded
[點撥] 根據句意應該用被動語態，排出a、b兩項。而且用if 引導的條件從句中用“一般現在時”表示將來的概念。故選d。
10. i’ve met some nice people here in london and i think we might become close friends.（p9,line10）
[考點] 情態動詞might表示說話者對所說的事情不太肯定的推測，通常表示“不確定，拿不準”。
[考例] ---- excuse me. is this the right way to the summer palace? ( nmet 04, 湖北)
-----sorry, i am not sure. but it____.
a. might b. will c. must d. can
[點撥]can 通常表示肯定推測，查功能用於疑問句或否定句中。本題由下句“i am not sure.”推知，發話人對此事拿不準。故選a。
11. these things can make you feel anxious. （p12，line20）
[考點] anxious做形容詞使用，表示“焦急的，焦慮的，渴望的”。
[考例] my mother always gets a bit ___if we don’t arrive when we say we will. ( nmet 05, 浙江) a. anxious b. ashamed c weak d. patient
[點撥] ashamed 羞恥的， weak虛弱的，無力的， patient耐心的，忍耐的
anxious表示擔憂的。根據所提供的情景，“if we don’t arrive when we say we will” 可以判斷出 由於說將要回來，但沒有回來，所以母親會感到擔憂。故選a。
12. do you feel sad and lonely? do you have no one to talk to? don’t suffer in silence.
（p13，line6）
[考點]suffer既可用作及物動詞，表示遭受，經歷，忍受。又可用作步及物動詞，表示受痛苦，受損害。
[考例] _____ such heavy pollution already, it may now be too late to clean up the river.
(nmet 01)
a. having suffered b. suffering c. to suffer d. suffered
[點撥] 由already 一詞可知， 要用現代分詞的完成式。全句意思是：由於已經受到如此嚴重的污染， 現在清理河道可能太晚了。故選a。
13. we will listen to your problems and offer you practical advice. (p13, line8)
[考點] 形容詞practical表示實用的，實際的。
[考例] when we plan our vacation, mother often offers ____suggestions. ( nmet 04, iii)
a. careful b. practical c. effective d. acceptable
[點撥] 據句意應爲“提供實用的建議“，而careful仔細的， effective有效的，acceptable可以接受的”。故選b。
14. our lines can get very busy but please keep trying and you will eventually
get through.( p13, line12)
[考點]get through 表示電話等接通，常用於動詞搭配使用。
[考例]i couldn’t ____. the line was busy. (nmet 05 , 浙江)
a. go by b. go around c. get in d. get through
[點撥] go by 依照， go round 四處走動， get in 收穫， 而get through 指打通電話。根據所提供的情景“the line was busy.”可以判斷出“i”一直沒有打通電話。故選d。
15. i agree with you on/ that…..(p14,line 4)
[考點] 日常交際用語會考點之一，表態性用語，表示同意。或者用否定用法，不同意。
[考例]----go for a picnic this weekend, ok?
---- ______. i love getting close to nature. ( nmet 04, 福建)
a. i couldn’t agree more b.i afraid not.
c. i believe not d. i don’t think so.
[點撥] 此題考查交際用語，根據下文的回答可知，回答的人非常同意第一個提議的人的建議。其他選項部各題意。
i couldn’t agree more 表示“我非常同意。”故選a。
unit 1
Ⅰ.單詞拼寫
1. he a_______ to his teacher for not having finished his homework.
2. when asked what he wanted to be, he answered without h_____.
3. his mother said that if he couldn’t pass the exam, she would sell the computer as p______.
4. he was too s_______ to admit that he was wrong and refused to say sorry to his girl friend.
5. you have put me in a very a_______position and now i don’t know how to deal with the matter.
6. she said she was sorry, but her eyes b______ her secret delight.
7. tobby is always looking forward to being f______ by his parents after he does something wrong.
8. peter is popular with his classmates for we always find him w_____ to help others.
9. we are much c______ about the present situation and hope that the government will take effective measures to preserve the environment.
are already grown-ups; you are required to take r_______ for what you do.
11．in order to avoid the p______________ for the wrong that he had done, he went to a european country in 1981.
12．he was too s_______________ to admit that he was wrong and refused to say sorry to his girl friend.
13．i am sorry that i was a____________ just now and didn’t quite catch what you said.
14. although the b________ scientist has made his mark in the field of physics, he is sometimes
absent-minded in his daily life.
15. she _______( 發誓) that she hadn’t told anyone , but her friend still didn’t forgive her.
16. people are trying to make the once ____________ (污染) river clean again.
17. nearly all children are c about new fantastic things.
always b her by telling the same story.
19．the curtain m the wall well you like the color ?
20．in the a of the teacher , fang lan will be in charge .
do you think i should do to (解決) this problem?
（志願者）are needed to help in beijing olympic games.
23. i wrote a letter to the manager of that company and wanted to a___________ for the job.
24. he gets along well with his classmates because he is an______________（外向的）boy.
25. ordinary people could ___________(假裝) to be rich and important.
26. many crimes went ___________________(未受懲罰的).
27. at school she founded a close f___________ with several other girls.
28. i don’t d_______ he’ll come. i’m sure he will come.
29. your invention is ingenious, but not p__________.
30. the woman shows a very passive a__________ towards her work.
31. they p___________ about what to do next.
32. it’s ___________(荒唐) of you to suggest such a thing.
33. she ____________(答覆) to my letter with a phone call.
34. everyone should be ____________(忠誠) to their friends.
35. a m__________ person is someone who has moods that change quickly.
36. she is so t________ that she doesn’t dare to speak in public.
對話填空。
a: can you tell me something about the earth summit?
b: yes. it’s a meeting held by the un to discuss e (37) issues. a: when and where was the l (38 ) earth summit held?
b: in johnnesburg in .
a: what main subject of the summit was r (39)?
b: sustainable and s (40) development.
a: what did e (41) from all over the world discuss in johnnesburg?
b: they discussed the three biggest e (42)or killers in the world: polluted drinking water, poor sanitation（公共衛生設施）and air p (43)
a: what else did many speakers speak about at the meeting?
b: they also showed great c (44) about poverty, war and violence.
a: why are conferences like the earth summit of i (45)?
b: because they help us understand that there exist serious s (46) the earth faces and that only by changing the way we live can we save the earth.
answers :
1. apologized 2. hesitation 3. punishment 4. stubborn 5. awkward
6. betrayed 7. forgiven 8. willing 9. concerned 10. responsibility
11. punishment 12. stubborn 13. absent-minded 14. brilliant 15. swore
16. polluted ous s 19．matches 20．absence
21. solve 22. volunteers 23. apply 24. outgoing end
nished 27. friendship 28. doubt 29 . practical 30. attitude
led 32. absurd 33. replied 34. loyal 35. moody d
37. environmental 38. latest 39. raised 40. stable 41. experts /environmentalists 42. enemies 43. pollution 44. concern 45. importance 46. situations
unit 2 the environment
reading: the economy or the environment----must we choose?
reading 1
the general idea of this period
the main purpose of this lesson is to make ss fully understand the text and master the reading strategy.
teaching aims:
check and enhance students’ reading abilities.
n students to gain an overall understanding of the article and learn to read a debate.
teaching important points:
to make the students fully understand the text.
to get students to read a debate.
teaching aids: multimedia and a blackboard
procedures for teaching:
step 1 lead-in
students the title of the text and ask students which one to choose: the economy or the environment.
step 2 comprehension of the text
ask ss to skim the article and answer the following questions.
who are the three speakers?
what side does mr lin shuiqing and mr qian liwei each represent?
by how many times has the world’s population increased since 1800?
according to mr qian liwei,what should be done to factories that pollute the environment?ask ss to read lin shuiqing’s debate and answer the following questions.
what society does lin shuiqing belong to?
what does lin shuiqing start his speech by talking about?
what is happening to large amounts of fish?what does lin shuiqing think we should teach people about?
ask ss to read qian liwei’s debate and answer the following questions.
why does qian liwei think production should not be cut back?
what does qian liwei say we should produce more of?
what does qian liwei say we need more of?
what does qian liwei say many people are willing to do?
ask students to fill in a table on the screen according to the text.
ask students how to read a debate by asking them to answer the following questions.
what is the order of a debate?
what is the order of the debate?
what is important in a debate?
what should we pay attention to when we read or listen to a debate?
ste3 role play
three groups represent lin shuiqing and the other three groups represent qian of you speaks one or two can make some changes to the debate and add your opinions to the debate.
step 4 homework
the text.
2. preview the language points in the debate.
period 2 reading 2: language focus
the general idea of this period
the main purpose of this lesson is to make ss better understand the text and master some important language points.
teaching aims:
review the reading by filling in the form with the words in the the students to grasp the usage of some important words and expressions.
the students to practice mastering the language points.
teaching important points:
to make the students have a better comprehension of the text.
to help the students be familiar with the language points.
how to help ss apply these points into practice.
teaching aids: multimedia and a blackboard
procedures for teaching:
step one revision and lead-in
do the blank-filling .
step two language points
ask the students to read the debate and find the right words or phrases according to the meanings.
,express
thing that cannot be used any more and is thrown away
ible ,shocking
des
roy completely6.(birds,insects,fish,etc)produce eggs from their bodies
near to,get close to
less,reduce
helpful,useful,favourable to
involved in or be affected by11.a constant,steady economy
k freely
explain important language points to ss .
addition, many sea creatures are being wiped out by fishing boats.(line16)
e boats catch large numbers of fish without giving them time to lay eggs.(line16)
world’s population has grown to more than six times what it was in 1800.(line20)
suggestion is that we should try to cut back on production and reduce the amount of things we make and buy.(line22)
lin suggested we should cut back on the amount of things we produce in order to save the environment.
amount of rubbish we produce is turning into a big problem; we need to think more about recycling.
i do agree that recycling may be the key to helping both sides.(line45) is obvious that you are very concerned about the present situation of our environment.(line29)
step three practice for consolidation
ask students to fill in the blanks with the following words or phrases.
step four homework
sh a1 and a2 on page 90.
2. read the text.
module 5 unit 2 the environment
word power
teaching aims 1. enlarge ss’ vocabulary related to the environment.
2. help ss use the words about the environment as possible.
teaching important points how to learn the new words effectively.
2. how to use the new words freely.
teaching difficult points
1. how to make ss describe environmental problem briefly.
how to solve the environmental problems rapidly.
teaching methods
ents-centered. (discussion to make every student work in class.)
her & students’ interaction. (talking to improve the students’ speaking ability.)
imedia way. ( practice to get the students to master what they’ve learnt.)
teaching aids the multimedia.
2. the blackboard.
teaching procedures:
step 1 lead-in
tell ss that they will go traveling in shangri la. what would they like to do?
let ss make a discussion.
questions:
what are we interested in?
what type of hotel will we stay in?
what kind of energy does the hotel ecoville use?
how does the hotel wash the sheets?
what other characteristics does the environmentally hotel have? 3. ask several ss to report their idea to the class.
step2 vocabulary learning
read this brochure about a new, environmentally friendly hotel which is opening. (help ss to learn the new words.)
doing exercise.(help ss to consolidate them.)
ask ss to label the pictures in part b and try to describe them in a few simple words if possible. (help ss improve their speaking abilities)
step 3 vocabulary extension
ask ss to focus on part c on page 27. (help ss strengthen understand the new words. )
ask ss several questions. (check ss’ understanding of the passage. )
who thought of the idea to build in environmentally friendly hotel?
where did he get his inspiration (idea) ?
what are the differences between ecoville and other hotels?
ask ss to work in groups & have a competition on words that include the prefix ‘eco-’. use dictionary if necessary.
ask ss to first complete the note in part a on page 104 in wb, and then to complete the article in part c on the same age.
step 4 homework
1. try to write an article on some environmental pollution and how to solve the problems.
2. write a guide on how to be an ecotourist.
task:
ge weimei, no. 66 high school , nanjing
teaching plan:
teaching aim and demands : 1 help the students to listen and draw conclusions
2 train the students’ listening
3 help the students to read for information
4 help the students to read a scientific article
5 help the students to present your point of view
6 design a poster
teaching procedures
sep1 skills building 1 :
in this part , students will learn how to draw conclusions from listening to something ain to students that in order to draw conclusions , they need to think about the situation and the information they have and then try to decide what it means .
1 ask the students to read the guidelines and the dialogues in skills building on page 32 , ask them to draw conclusions from what is said in the dialogues and you can create more dialogues and ask students to draw some conclusions.
2 ask students to read the instructions in part a . then play the recording once and ask students to draw a conclusion about what kind of natural disaster occurred in each situation . ask them why they have drawn this conclusion . then play the recording once more and check the answers as a class .
3 tell the students to listen to the tape and complete part b . ask them to choose which of the conclusions are logical and to state their reasons .
step 1 : listening to a lecture
1. ask students to listen to the tape
2. encourage the students to fully participate in the situation and express their opinions freely .
3. play the tape once .
4. ask several students to read one answer each .
5. ask students to finish part b . ask them to consider what conclusions can be drawn from the statements .
skills building 2 :reading for information
1 ask students to read the guidelines on page 34 .
2 organize students into groups of six and tell them to discuss the reasons why they might want to read the materials mentioned in part a .
ask students to read the newspaper article in part b and answer the four questions listed below it .
step 2 : reading a scientific article
1 help students to review what they have learnt about desertification in step 1 on page 33 . encourage them to list the things they know about desertification.
2 ask students to read the scientific article about desertification . make sure that they understand the article .
3 organize students into groups of four and tell them to study the scientific article together.
4 ask students to list their solutions on page 35.
skills building 3 : presenting your point of view
1 ask students to read the guidelines in this part . make sure that they understand each point.
2 ask students to read the instructions for pat a on page 36 and help them give explanation for their decisions. ask several groups to explain their decisions to the class.
step 3 : designing a poster
1 organize students into small groups , and ask them to read the viewpoints from some experts on desertification in part a on page 37 . they need to discuss which viewpoint they agree with and which one they will focus on.
2. ask different groups to consider the questions in part b and ask them to present their answers to the class.
3. tell students that a good poster includes good content and a good layout . ask students to read the instructions on part c on page 37 .
4. ask each group to create their own poster . remind them to refer back to step1 and 2 .
homework: ask students to read the article in part a on page 105 in workbook. then let them do part b on the same page .
-9-12
module 5 unit 2 the environment
project
teaching aims ss learn and use english by doing a project.
2. encourage ss to use they have learnt to complete a project.
teaching important points help ss how to plan and do research for the report.
teaching difficult points
help ss how to cooperate each part of work together.
teaching methods
ents-centered.
her & students’ interaction.
imedia way.
teaching aids 1. the multimedia.
2. the blackboard.
teaching procedures:
step 1 lead-in
show some pictures of the yangtze river and tell ss the purpose of the class.
step 2 learning the text
1) divide ss into groups and ask them to read their assigned paragraph and report the main idea of the if to the class.
p1 the environmental problems of the yangtze river have raised concern.
p2 many people have recognized the importance of protecting the yangtze river and many environmental organizations and projects have been set up.
p3 two special government projects are under way to protect the river. one is the water and soil preservation project.
p4 the second project is a nature reserve for white-flag dolphins.
p5 the environmental situation of the yangtze river is improving.
2) encourage ss in other groups to raise as many questions as possible.
3) ask ss to read the report carefully and answer the questions.
4) ask ss to form into groups and discuss the following questions.
have the environmental problems of the yangtze river raised concern both nationally and internationally?
does the green river organization do?
problems do the two government projects focus on?
did farmers have to do under the water and soil preservation project?
e. what does the second project concern?
extension questions:
f. do you think the environmental situation of the yangtze river is getting better? why?
g. what else can we do to protect the yangtze river?
5) ask ss to read the article again and analyse the structure of it.
6) ask ss to do close test.
7) have ss do part b1 & b2, d1 & d2.
step 3 writing a report
planning
● work in small groups. discuss what you read on the previous page, briefly discuss the questions below and then decide on a topic for your report. have it approved by your teacher.
what do you think are the biggest environmental problems in china?
the topic for your report will be ___________________________.
● discuss the tasks listed below and decide which group members will be responsible for each task. write the names beside the work each member is going to do. (remember, two or three people can work on the same task!)
research __________________________________________________
write the outline ____________________________________________
write the report ____________________________________________
preparing
● members responsible for doing research need to find information from various sources on the topic you have chosen. the group should discuss the information found, and decide what to increase include in the report and what to leave out.
● those responsible for writing the outline should organize the information the group has decided to use and write an outline for the report using that information. the outline should be approved by the whole group.
producing
● group members who are writing the report will have to write it based on the outline.
● all group members should edit the report before it is passed on to another group for editing. your group will be editing another group’s report at the same time.
● while editing, you should read the report closely and look for the following:
sentence structure organization punctuation
vocabulary grammar spelling
● during the editing stage, correct any mistakes you find and offer suggestions to the group on how they can improve their report. ask for comments on your report as well.
presenting
● the report should be written and checked once more for mistakes.
● present your report to the class.
● put your rep
九上英語教案篇7
教學內容：
1.詞彙
(1)複習關於職業的詞彙：doctor, teacher, nurse, cook, fireman, driver, policeman, pilot, singer.
(2)學習生詞：astronaut, coach, actor (actress)， writer.
2.功能句型
(1)複習詢問他人職業及回答：what does he/she do? he/she is a/an …。
(2)學習詢問對方將來想要從事的工作及回答：what do you want to be when you grow up?
i want to be a/an …。
教學目標：
1.知識目標
(1)能掌握和職業相關的一些詞彙，並能在相應的功能句型中熟練運用;
(2)能在恰當的情景下熟練運用關於詢問他人的職業及回答的交際用語;
(3)能在相應的情景下熟練地運用關於詢問對方將來想要從事的工作及回答的交際用語。
2.能力目標
(1)通過學習和操練，使學生能掌握本課所學關於職業的詞彙，能熟練詢問他人的職業及對將來工作的理想，並做出相應的回答;
(2)在學習過程中培養學生髮現問題和解決問題的能力，提高自學能力;
3.策略目標
(1)幫助學生學會與人合作，共同完成學習任務;
(2)幫助學生學會觀察生活中標的英語，學會藉助詞典來學習。
4.其他目標
(1)在學習職業名稱的過程中瞭解“感動中國的20xx年度人物”，潛移默化地爲學生樹立榜樣;
(2)在小組學習和幫助他人學習的同時，培養學生樂於助人，熱愛集體的良好品質;
(3)通過多種形式的遊戲和活動，激發學生英語學習興趣。
教學重點：
1.重點詞彙：astronaut, coach, actor (actress)， writer.
2.重點句型：what do you want to be? i want to be a/an …。
教學難點：
1.正確朗讀和運用關於職業的詞彙。
2.正確理解、詢問對方對將來工作的理想，並能做出正確的回答。
教具準備：
1.教師準備：多媒體課件，圖片，單詞卡片，獎勵卡片;
2.學生準備：課本，筆。
教學過程：
課前介紹評價方式
step 1: warm up and lead in
1. oral english
2. sing a song: the wheels on the bus.
3. (課件)： look, she is the driver of the bus. her job is driving the bus. do you know “job”? 板書jobs，並介紹課題。
step 2: review some words
1. free talk: what jobs do you know? (can you act as a …?)
2. games:
(1) show some word cards, read and act.
(2) act, ask and guess---what does he/she do?
step 3: presentation:
1. talk about the great people in 20xx.
(1) watch the screen and think: who are they? what are their jobs? (通過課件呈現“感動中國”的人物。)
(2) t: they are called the great people in 20xx. 他們是被評爲“感動中國的20xx年度人物中的幾個。do you know their names?
(介紹6個人物的姓名。學生活動：介紹人物姓名，擺放相應人物的復讀機、圖片和文字介紹材料。教師示範第一個。)
(3) watch and listen.
t: what are their jobs? let’s listen. (課件錄音完整介紹6個人物的工作和業績。)
2. learn the new word by the students themselves.
(1)示範pair work: listen, look, match and read. (示範過程中學習生詞：coach---c-oa-ch---coach)
(2)學生自學單詞，合作完成練習。
t: ok. boys and girls take out your paper and practice with your partner, please. if there are some new words for you, you can use your dictionary(出示字典)， go to listen to the tape or teach each other.
(學生活動：自學不會的單詞，合作完成練習。)
(3)學生組內練習介紹一個人物。(學生活動：選擇一至兩個人物在組內練習介紹。)
3. introduce them in the front.
t: who wants to come here and introduce one of them to us? please listen carefully and check your answers.(學生活動：自願前來介紹一個人物。)
要求：介紹以後要板書圖片;離人物介紹大圖較近的學生可以引導用大圖片。
4. 相應單詞的練習
astronaut:
(1) pronunciation: astronaut---an astronaut.
(2) practice (pass the picture and ask) what does he do? he is an astronaut.
writer:
(1) t: can you act as a writer? 引導學生練習： writer---writer
(2) t: what other writers do you know?
actor:
(1) t: who’s your favorite actor? (根據學生的回答介紹：actress)
(2) t: do you want to be an actor or actress? why?
5. learn the sentence patterns.
(1) t: they are all the great people in china. we will always remember them. do you want to be one of them? what do you want to be when you grow up? you can say: i want to be …。 (出示句卡，帶讀，板書)
(2) t: what about my daughter? can you ask her?
(出示句卡，學習問句，板書) want---want to be---what do you want to be---grow up---when you grow up---what do you want to be when you grow up?
(3) 課件：播放錄音---妞妞的回答
(4) practice: pair work; show in the front.
step 4: reinforcement --- talk about the most popular job.
t: excellent! you have so many wonderful dreams for your future job. what is the most popular job in our class? let’s finish a questionnaire.
(1) model;
(2) 小組調查;
(3) 各小組填寫結果;
(4) 彙總全班調查結果
t: the most popular job in our class is ________. why do you want to be a/an …?
step 5: summary
t: how can you make your dream to be true? what can you do for your dream?
please remember: where there is a will, there is a way. (課件呈現)
step 6: homework
talk about your dream job with your parents.
九上英語教案篇8
活動設計背景
我設計的這個活動是小班上學期的英語活動，對於小班年齡段的幼兒來說，英語是個新鮮事物，他們對此有着濃厚的興趣，他們喜歡英語單詞、律動、兒歌……認識新的英語單詞是他們值得驕傲的事情之一。
活動目標
1、瞭解幾種常見水果名稱，願意模仿和學說單詞“apple”、“banana”、“pear”、“orange”。
2、初步理解句子“i like apples”。
教學重點、難點
重點：認讀單詞“apple”、“banana”、“pear”、“orange”。
難點： 理解句型i like…
活動準備
材料準備：掛圖、大小單詞卡、點讀筆;水果(蘋果、香蕉、梨、橘子)、布袋。
環境準備：將裝有4種水果的小單詞卡分別放在幼兒椅子下。
活動過程：
一、warming-up(熱身活動)
教師和幼兒一起表演歌曲hello，並相互問好。
二、presentation(內容呈現)
1、教師拿出裝有水果的布袋，讓幼兒伸手到布袋裏摸一摸，再聞一聞，猜猜口袋裏裝的是什麼。
2、請幼兒將水果從布袋裏拿出來，教師用英語逐一介紹“apple，apple，it’s an apple.”其他水果方法同上。
3、教師出示掛圖，用點讀筆點讀掛圖上的單詞，引導幼兒跟讀。
三、practice(活動操練)
遊戲：大聲小聲
1. 教師分別出示“apple”“banana”的大單詞字卡，教師小聲讀，幼兒大聲跟讀; 教師大聲讀，幼兒則小聲讀。
2. 教師出示“pear”、“orange”的大單詞字卡，教師從下往上舉，教讀聲音由小到大，幼兒跟讀聲音也由小到大，反之，教師從上到下舉時，聲音由大到小，最後到沒聲。
四、production(創造鞏固)
1、遊戲：教師出示“banana”大單詞字卡，說出句型“i like banana”，請拿到“banana”小單詞卡的幼兒把字卡舉起，並將其放入貼有”banana”小單詞卡的籃子內。
“apple”、“pear”、“orange”的方法同上。
2、師幼道別
師幼同唱《goodbye song 》。
五、活動結束
