以下是小编精心整理的Unit 10 教案，本文共18篇，供大家阅读参考。
篇1：3B Unit10教案
3B Unit10教案
牛津小学英语3B Unit 10 Do you play教案 一,教学内容: 1,单词:football.basketball.volleyball.baseball; 2,句型:Do you play … No,I dont.What do you play I play.. 二,教学目标和要求: 1,认知目标: (1),听懂说读写四个表示球类运动的单词:football.basketball.volleyball.baseball; (2),能听懂会说:Do you play … No,I dont.What do you play I play.. Lets go and play …Great!lets go. 2,能力目标: (1)能听说,读并且能拼写四个运动类的单词:football.basketball.volleyball.baseball;,并且能说出四个不同的球的表达. (2)能听懂会说:Do you play … No,I dont.What do you play I play.. 并且能运用Do you play … No,I dont.What do you play I play.. Lets go and play …Great!lets go.和已经学过的相关内容灵活地进行交际,表达自己喜欢玩的球的运动. 3,情感目标: (1)激发和培养学生学习英语的积极性,树立学生学习英语的自信心,形成良好的英语学习情感; (2)激励学生从球星身上学习他们的拼搏精神. 三,教学重点和难点: 能听懂会说并且能运用Do you play … No,I dont.What do you play I play.. Lets go and play …Great!lets go.灵活地进行交际,自由编对话; 四,教学准备: CAI,四种球,单词卡片 五,教学过程: Step I:Greeting and free talk 1.Greenting: T:good afternoon,boys and girls.Ss:Good afternoon,Miss Hang. T;How are you Ss:Fine,thank you.And you T:Im fine,too.Thank you. 2.Free talk: T:Hi,Im Hang Qingmei.Whats your name S1:Hi,Im ***.T:Nice to meet you. S1:Nice to meet you,too. T:Hello,Im Hang qingmei.S2:Hello,Im***T;Good afternoon,***.S2:Good afternoon,Miss Hang. T:Nice to meet you.S3;Nice to meet you,too. T;How are you S4;Fine,thank you.And you T:Im fine,too. 3.(揭示并且贴课题)Today,well learn Unit 10 《Do you play…》 Step II:lead to learn words(渗透句型教学) 1,学习basketball T:(老师手指讲台上的球,边指边说)Look at here,there are some balls,some balls on the desk.(拿篮球问) Whats this in English Do you know S5:basketball T:How clever you are! Its a basketball.(然后老师做拍状,边拍边描述)I play basketball.Do you play basketball Ss:Yes. T:((边说边贴板书)Do you play basketball (读两遍后拿出篮球单词卡片)Look,he can play Ss:basketball T:Show me your fingers,please spell the word.b-a-s-k-e-t-b-a-l-l T:Follow me, basketball,basketball,I play basketball. What do you play I play basketball.(边说边贴:What do you play ) 2,学习volleyball T:(老师拿排球介绍)look,this is a volleyball.(然后一边打排球一边说)I play volleyball.(引出并且贴板书I play volleyball). 注意强调读音的准确. T:Now,lets spell it.v-o-l-l-e-y-b-a-l-l. volleyball,volleyball. 3,学习baseball(课件出示画面) T:Look at the big screen now.Look, He can play basketball. She can play S6: volleyball. T:Go on.What can he play He can play S7: baseball T: baseball. baseball Lets go and play baseballOK Ss:OK. T:(并且贴板书,和学生Chant) baseball. baseball Lets go and play baseball Ss: baseball. baseball Lets go and play baseball T:Now,lets spell it: b-a-s-e-b-a-l-l 4,学习football(课件出示画面) T:Boys and girls,please look at the big screen:What do they play They play S8:football. T:follow me: football. football. Ss: football. football. T:Lets spell itr together:f-o-o-t-b-a-l-l. 5,T:Now lets read together.(巩固已学过的四个单词) Ss: T:Now,please look carefully.(老师快速任意指让学生快速反应并且读出该单词) T:Look,I have some ball cards.Whats this in English (老师再拿出球的卡片任意抽取让学生说出其名称再贴在黑板上.) T:Now,please look:what can I play I play (老师做各种球的动作,让孩子们接在老师后面补充,然后就把相应的球发给答对的.孩子的这一组.) 6,Boys and girls,I like to sing.Do you like to sing Ss:Yes. T:OK,stand up,please.Lets sing a song We study and we play.Please follow me. Ss follow the teacher. Step III,Learn dialogue. 1,T:(边拍篮球边说)Deear class.I play basketball everyday.Do you play basketball Ss:Yes. (课件出示David and Helen对话的画面) T;How about David and Helen Do they play basketball What do they play Please look carefully. T:(学生听完后问)Do they play basketball Ss:No,they dont. T: Do you play basketball. S9:No,I dont. T(学生回答后贴板书并且领读)No,I dont. T:What do they play They play 引导学生回答后贴板书volleyball.同时引出并且贴板书:Great!lets go. T:OK,follow me,please.( 老师和学生把板书读一遍) (课件出示画面) T:Now,lets repeat after the tape.(老师点击一个句子,学生就跟着读一个句子.) (然后老师和学生扮演不同的角色朗读对话.再让学生同桌练习朗读.最后让学生表演对话) Step IV:Practise T:(课件出示画面)Please choose,look and say.You can choose anyone letter and practice with your deskmate.Can you try Dont be afraid. 学生根据课件出示的画面选择一幅图进行填空对话练习Step V:Production 1.T:(老师描述)Boys and girls,after school,I always play volleyball.How about you I want to know.(老师就顺势指着一个孩子桌上的球并与这个学生展开整体的示范对话):Hi,Im Hang ingmei.Whats your name S12;Hi,Im ***. T;Good afternoon. S12; Good afternoon. T:How are you S12:Fine,thank you.And you T:Im fine,too. Do you play volleyball S12:No,I dont. T;What do you play S12:I play basketball. T:Lets go and play basketball now.S12:Great!Lets go. 2,T:after class,I always play volleyball.You always play basketball.,But how about the others Please use the ball on your desk to make dialogue.Look,please use the sentences and the ball on your desk to make dialogue.(边说边点电脑出示学生编对话时可能用到的句子,然后老师下位指导.) 3.Ss make dialogue. Step VI:Homework 1,Make ball cards. 2,Use the ball cards to make dialogue with your good friend. 板书设计 Unit 10 Do you play… A:Do you play basketball 篮球图片 basketball B:No,I dont. 排球图片 volleyball A:What do you play 棒球图片 baseball B:I play volleyball. 足球图片 football A;Lets go and play volleyball now. B:Great!Lets go.篇2：高一英语Unit10教案
高一英语Unit10教案
Unit10SchlEducatin
一、单元分析（UnitAnalsis）
（一）单元地位（UnitPsitin）
1．本课在对教育方式描述时，谈及了不同时代对教育的要求以及当前的时代对教育的要求。教师可围绕“当前时代对人才的要求”这一主题，设计活动让学生参与口语讨论，加强对当今学校教育情况的`了解以及对自己在今后学习中的要求。
2．本单元结束时，充分利用本课“学校教育”这一主题，让学生围绕“对学校教育的调查”探讨探讨当今社会对人才的需求以及在当前教育模式下如何调整自己更加适应社会的发展。
3．本课中复习了情态动词+被动的语法。
（二）单元目标（UnitTarget）
1复习情态动词+被动结构的语法现象。
2能对教育方式发展进行简单描述。
3能对学校教育的调查作出简要的书面报告。
4能用英语写简单的感谢信。
（三）单元重点（UnitPints）
1关键词：
语言知识类
purpse,devte…t,dinate,besuppsedtd,paattentint;sufferfr,initiative,stiulate,plaavitalrle,trut,taeintaccunt,eettheneedsf…
交际功能类
gainn
I’venidea,I’afraid.
I’dratherntans5
篇3：Unit10 At the shop
一、教学目标与要求
通过学习本单元取材于马克吐温的《百万英镑》并改编成短剧形式的课文，学生能初步了解马克吐温的写作风格以及对资本主文社会中丑恶现象的无情揭露。学生应能在教师的指导下，排演这个短剧，并在排练和表演中，加深对原作品深刻含义的理解；通过对话课的学习与操练，学生接触表示坚持个人意见的常用语句，并要求学生运用到模拟交际的会话中；学习并初步掌握as if和no matter引导让步状语从句的用法；正确完成练习册安排的练习。
二、教学重点与难点
1．重点词汇fault；insist；depend；choice；trust；apologize；excited；perfect；treat；e－qual； shop assistant； or else； be after； change…
for…； depend on…； take place； get off； do somebody a favor； make… to one’s own measure； put down； drop in； once upon a time； keep back
2．重要句型 1） I know that gentlemen like you carry only large notes． 2） My friend，you shouldn’t judge strangers always by the clothes they wear． 3） She did up the buttons insuch a way that one at the bottom was not done up．4）He judged that， because she was a woman， she did not understand about the wine．
3．语法 as if和no matter引导的让步状语从句（The use of as if and no matter） 1）It looks as if it hasn’t been washed following the instructions． 2） No matter what he is wear－ing， you must serve him． 3） It looks as if it is pure gold． 4） No matter how much I have to pay， I will take it．
4．日常交际用语 坚持个人意见（Insistence）1）That may be true，but you sold me a blouse that I can’t wear any more． 2） What do you think I should do then？3）I insist that you give me my money back． 4） I would like you to change this blouse， or else give me my money back．
三、课型
（一）对话课
Ⅰ．教具 录音机、投影仪、一件女裙。
Ⅱ．课堂教学设计
1．教师通过向学生提出下列问题导入本课： Do you often do shopping？ What do you of-ten buy if you do shopping often？ If there is something wrong with the thing you have bought， what will you do？
由学生讨论以上问题，引出本单元对话内容。
2．准备放对话录音。借助授影片打出以下听前提问： Where did the conversation take place？放录音一遍，请学生回答上述问题，教师予以必要订正。
Key：The conversation took place at a shop．
再次放对话录音，学生跟读。根据本课对话内容，教师再提出一些问题，检查学生的理解程度。
1）What did the customer buy last week？2）What happened to the blouse she bought？3） And what did she want to do with the blouse？ 4） According to the shop assistant， whose fault was it？ 5） Why couldn’t the shop assistant give her money back？ 6） What did the cus－tomer decide to do at last？
Key： 1）She bought a blouse from the shop last week． 2）When she washed the blouse，the colours ran． 3）She wanted to change the blouse， or she would like her money back．4）It was the fault of the company that made the blouse according to the shop assistant． 5）The shop assistant couldn’t give her money back because the manager was not there． 6） The cus－tomer decided to change it．
3．将学生分为两人一组练习对话。数分钟后，请两三组同学到前面借助教师准备好的女裙表演。
教师指导学生归纳本课中有关坚持个人意见（Insistence）的常用语句（见日常交际用语部分）。
组织学生练习书上Practice中的相关语句。
4．要求学生将本课对话改写为一篇短文，以顾客作为第一人称，描述这次购物经历。
教师可给予必要的提示。
提示语（用投影仪打出）： 1） buy a blouse last week 2） something wrong with it 3）ei－ther change it or get money back 4） can’t get the money back 5） persuade me to change it for another one
将首句给出： Last week I bought a blouse from a shop．
要求学生根据对话，参照老师所给提示及首句编写短文，当堂要求学生完成。数分钟后，请几位同学朗读自己的短文，教师予以讲评。
Model：
Last week I bought a blouse from a shop．But there was something wrong with it． After I washed the blouse， the colours ran． So I went to the shop again and asked the shop assis－tant either to change it or get my money back．
The shop assistant asked me if I followed the instructions when washing the blouse．Then she said that it was the fault of the company that made the blouse． But she said she couldn’t give me the money， because the manager was not there． Finally she persuaded me to change it for another one， and I agreed．
5．为学生提供几个情景，启发同学在对话中运用所学语言编出新的对话。
Situation 1： You have just bought a pair of shoes from a shoe shop． But later you find that the shoes are not of the same size． So you go to the shop again． Make a dialogue be-tween the shop assistant and you．
Situation 2： You have just bought a tape－recorder． But it does not work as soon as you get home． So you go back to the shop and ask for a new one．
学生可任选其中之一的情景编小对话，也可自己设计其他情景。数分钟后，请同学表演对话，教师给予讲评。
6．布置作业1 ）预习第38课；2）完成练习册中安排的练习。
（二）阅读理解课（Ⅰ）
Ⅰ．教具 录音机、投影仪。
Ⅱ．课堂教学设计
1．检查生词及短语。
2．教师通过以下提问导入正课： 1） Do you know the famous American writer Mark Twain？2）Have you ever read anything written by Mark Twain before？3）Can you tell me some of the works he wrote？（The Adventure of Tom Sawyer ；The Prince and the Pauper ；The Adventure of Huckleberry Finn；Run for Governor，etc．）
3．准备阅读课文。教师给出读前提问：1）Why did the shop assistant show the customer the cheapest clothes？ 2） What made the manager very excited？
教师给学生数分钟，要求学生快速阅读课文，之后请同学回答上述问题。
Key：1）Because he thought the customer was very poor since he was poorly dressed and the customer could not afford to buy expensive clothes．2） He thought the customer was a millionaire and this made him very excited．
4．反复放课文录音，学生跟读数遍。教师要求学生认真模仿磁带录音的语音语调。
5．要求学生在本课对话中，找出能刻画服装店老板人物特征和心理变化的相关语句。（以下供教师参考）
（The first time he saw the customer）
There’s a customer， Tod．Will you serve him？
No matter what he is wearing， Tod， just show him the cheapest．
Come，come．Get him his change，Tod．
When the manager first saw the customer， he thought he was only a poor fellow and could not afford to buy expensive clothes． So he just asked his assistant to serve the cus－tomer and told him to show the customer the cheapest clothes．
（When he realized that the customer was a millionaire） Goodness me！ Six zeros！ I’ve never seen anything like this before．To sell such a suit as that to a millionaire！Tod’s a fool．Please get those things off， sir， and throw them into the fire． Do me the favor to put on this shirt， and this suit…
I can wait all my life， sir． Tod， you will send these things to the gentleman’s address．Put down the gentleman’s address…
Have a discussion with your students about why the manager changed his attitude to－wards the customer and tell them a word： snob．
6．将学生分为三人一组，反复练习。适当准备一些道具排演短剧。
7．布置作业 1）排演短剧；2）完成练习册中所安排的练习。
阅读理解课（Ⅱ）
Ⅰ．教具 录音机。
Ⅱ．课堂教学设计
1．上演短剧。
2．准都阅读第39课，教师给出读前提问：1）What is the passage mainly about？2）What were included in the newspaper report？
教师给学生两分钟，要求学生快速阅读课文，之后请同学回答上述问题。
Key：1） The passage is mainly about a journalist’s report on wine shops． 2）The names of the wine shops she had visited were included in the newspaper report．
放课文录音，学生跟读一至两遍。
3．教师就课文内容再提出问题，检查学生的理解程度：
1） Why did the London journalist want to do some research about wine shops？ 2） What did she think before she did the research？ 3） How did the journalist dress？ Why was she dressed in such a way？ 4） Why did she explain to the shop assistant what food she was plan－ning to cook？ 5） Why did she say that she did not mind how much she spent？ 6） How many wine shops did she go to and how was she treated at the different shops？
Key： 1） Because she wanted to see which shops offered the best advice and service． 2）Before the research she thought that the shop assistants in the best wine shops might judge their customers by their clothes． 3） The journalist put on a long raincoat and did up the but－tons in such a way that one button at the bottom was not done up． She was dressed like this because she wanted to test what she had thought before the research． 4） Because she wanted to know if the shop assistant would offer the best advice．5） She said this in order to show that she could afford to buy expensive wines．But what she wanted was only good，ordinary wine． So in this way she was testing the shop assistants whether they would offer the best advice． 6） She went to at least six wine shops． Not all the shops treated her kindly and well．
4．组织学生根据本课内容，编出这位伦敦记者与几家酒店服务员的对话。数分钟后，请几组在班上交流，教师予以讲评。
5．布置作业1）复述课文；2）完成练习册中所安排的练习。
（三）语言训练课
Ⅰ．教具 投影仪。
Ⅱ．课堂教学设计
1．教师检查课文复述。
2．教师从本单元词语中选择部分常用词语，配以例句介绍给学生。要求学生反复练习这些例句，并请同学造句，教师予以讲评、订正。
1）insist
She insisted on getting her money back．
She insisted on the shop assistant giving back her money．
She insisted that the shop assistant（should）give back her money．
She insisted on her money being given back．
She insisted on the shop assistant’s apology．
2）or else
You must go there quickly or else you will not be back in time．
The book must be here，or else you’ve lost it．
3）trust
You may trust me that I am speaking the truth．
I don’t have/put/place much trust in his promises．
4）apology/apologize
I have to come to apologize to you．
Please accept my apologies．
5）excited
What are you excited about？
Everybody was excited by the news of the victory．
6）be after
The police were after him．
When he explained to me what he was after，I knew what he had expected was too much．
7）put down
Here is my address；put it down before you forget it．
The bus stopped to put down passengers．
8）drop in
He usually drops in at my place on his way home．
9）depend on
Health depends on good food，fresh air and enough sleep．
Whether he can go or not depends on his parents’wishes．
10）treat
They treated me as one of their family．
Why not send her off to some big hospital where she can be treated？
3．书面表达练习
中文提示（用投影片打出）：1）杰克在百货公司上班的第一天，遇到一位奇怪的顾客；2）她要买鞋，但给她拿了多双，都不喜欢；3）杰克礼貌待人，她最后还是要了最初的那双；4）她告之杰克，她是经理助手，前来考察。
英文提示（用投影片打出）：customer；be after；treat；assistant；manager；play the part of；serve；apologize
将首句及结束语给出：Jack found a job at a department store．The very first day when he was at work，…However，she apologized that she had been too hard on him．
七八分钟后，请几位同学朗读自己的短文，教师予以讲评。
One possible version：
Jack found a job at a department store．The very first day when he was at work，he met with a very strange customer，who would like to buy a pair of shoes．Jack showed her many pairs．But she said she liked none of them．When Jack asked her what shoes she really liked，she picked up the first pair that Jack had showed her and said that pair was the kind she was after．Though Jack was not pleased，he treated her politely．Later the customer told Jack that she was the assistant of the manager．She had played the part of the customer only to see how well Jack would serve the customers．However，she apologized that she had been too hard on him．
4．课堂活动
（A）Suppose you are Tod，the shop assistant．Tell the story to others about what hap－pened at the tailor’s shop in your own words．You may begin like this：
This morning when I was busy doing my usual work at my shop，a man came in．You could see he was poor from the clothes he was wearing．And I was wondering why he had come to our shop，for I didn’t think he had any money with him．I came up to him and showed him the cheapest suit we had…
（B）Suppose you are the manager．Tell the story to others about what happened at the tailor’s shop in your own words．You may begin like this：
This morning，when I was sitting at my desk as usual，I heard Tod shouting，“Good-ness me！”I knew he was serving a customer，so I asked what was the matter．Tod told me he could not get the customer his change．I couldn’t understand．But when Tod passed me the bill’I was taken aback．Six zeros！I had never seen anything like that before．I realized that the customer must be a millionaire…
5．布置作业 1）预习第11单元；2）完成练习册中安排的练习。
四、难句分析
1．I’m not that foolish．我还不至于愚蠢到那种地步。
“that”为副词，意为“那样（so），达到那样地步（to such a degree）”。例如：
Do you think the problem of pollution is that serious？你认为污染问题有那么严重吗？
After that she never came back that late．打那以后，她再也不回来得那样晚了。
Can hard work change a person that much？难道劳累能使人变化那么大吗？
另外，“this”也有同样的用法。如：
Why did you ask for this much？你为什么要得这么多？
2．It looks as if it hasn’t been washed following the instructions．看来好像没按说明来洗涤。
It looks as if…意为：看来似乎……，看来好像……。例如：
It looks as if they have to walk home．看来他们得走回家了。
It looks as if she is not so healthy as she used to be．看来她好像没有以前那么健康。
It looks as if they haven’t finished the work yet．看来他们似乎还没完成工作。
following the instructions在句中作方式状语，相当于according to the instructions的意思。例如：
You should do things following the rules．你应当依照规章办事。
3．I insist that you give me my money back．我坚持你把钱退还给我。
insist后跟that从句，从句中谓语动词用should+动词原形，是虚拟语气的一种用法。其中，should可以省略，意为：“坚决要求”。例如：
I insist that we（should）write to her immediately．我坚持认为我们该立刻给她写信。
They insisted that Miss Li（should）report this to the manager himself．他们坚持要李小姐把这事报告给经理本人。
insist还可跟on/upon，接名词或-ing形式。意为“坚持要求某事或做某事”。例如：
They insisted on visiting the hospital the next day．他们一定要第二天参观医院。
Why did you insist upon a reply from them？为什么你一定要他们答复？
4．I just didn’t want to put you to the trouble of changing a large note．只不过我不想麻烦你破开一张大票子罢了。
put sb．to the trouble意为：给某人添麻烦。例如：
I hope we haven’t put you to any trouble．希望我们没有给你添麻烦。
I’m sorry for putting you to so much trouble．给你添了许多麻烦，真是过意不去。
He didn’t want to put me to the trouble of meeting him at the station．他不想麻烦我去车站接他。
5．To sell such a suit as that to a millionaire！竟然把这样一套衣服卖给一位百万富翁！
这是不定式的一种特殊用法，相当于一个感叹句，常常用来表示惊异、气愤、祝愿等情绪。例如：
To think he knew about it all the time！没想到他一直知道这件事！
Oh！To be youny again．啊，要能再年轻就好了。（本句可以理解为：How wonderful it is to be young again！）
To ask such silly questions！竟然提出了这样的傻问题！（本句可以理解为：How silly you are to ask such questions！）
6．She did up the buttons in such a way that one at the bottom was not done up．她这样扣钮扣，最底下的那个不扣上。
do up意为：扣、系、包等。例如：
Do up your shoes，please．把鞋带系好。
Why didn’t you do all the bottons up？你为什么不把扣子都扣上？
You’ve done up your bottons the wrong way．你把钮扣扣错了。
do up还可解释为：收拾、整理、修理、打扮。
She did herself up before going to the party．去晚会前她打扮了一下。
Why is he always doing up his hair？他干吗总是整理头发？
* 建议在课前或课后组织学生观看《百万英镑》
篇4：Unit10 The Trick
单元目标
1．能将各种句式的直接引语转变成间接引语．
①如果直接引语是陈述句，则转变成由that引导的宾语从句．
eg．He said，“I am a middle school student．”
He said that he was a middle school student．
②如果直接引语是一般疑问句，则转变成由whether或if引导的宾语从句．
eg．The boy asked his mother，“ Can I go to play basketball?”
The boy asked his mother whether he could play basketball．
③如果直接引语是特殊疑问句，则转变成由连接代词或连接副词引导的宾语从句．
eg．He asked me，“Where did you get these books ?”
He asked me where I had got those books．
④如果直接引语是选择疑问句，则转变成由whether．．．or．．引导的宾语从句．
eg．Mary asked me，“Will you go with me or stay at home?”
Mary asked me whether I would go with her or stay at home．
⑤如果直接引语是反意疑问句，则转变成由whether或if引导的宾语从句．
eg．She asked，“You have passed the exams，haven’t you?”
She asked us if we had passed the exams．
⑥如果直接引语是祈使句，则转变成ask，tell，order等动词+宾语+不定式的句式．
eg．“Tom，don’t read in bed”，said the teacher．The teacher told Tom not to read in bed．
⑦如果直接引语是感叹句，则转变成由what，how或that引导的宾语从句．
eg．“How beautiful the flowers are!”he said．He said how beautiful the flowers were．或He said that the flowers were beautiful．
2．能理解和运用“情态动词+不定式的完成体形式”．
①must+have+done表示讲话人的把握性最大，一般译为“想必已经”“一定已经”．
用于肯定的陈述句中．其否定形式用“can’t+have+done”．
eg．The ground is wet．It must have rained yesterday．
地面是湿的．昨晚一定下过雨了．
I didn’t hear the phone．I must have been asleep．
eg．There is only five minutes’walk．We needn’t have taken a taxi．
只有五分钟的路程，我们本来不必乘出租车．
3．能根据故事情节复述课文．
表解重点
直接引语变间接引语的一般规则
1．时态变化
直接引语
间接引语；
一般现在时
一般过去时
现在进行时
过去进行时
现在完成时
过去完成时
一般将来时
过去将来时
一般过去时
当从句中无明确时间状语时为过去完成时；
当从句中有明确时间状语时为一般过去时．
2．时态变化时应注意的问题
①如直接引语表述的是客观真理，变为间接引语时，时态不变．
eg：He said，“The earth moves around the sun．”
He said that the earth moves around the sun．
②如直接引语所表述的事在目前和在当时说话时同样有效，变间接引语时，时态可不变．
eg：She said，“I am a little girl．”
She said that she is a little girl．
③如直接引语是过去完成时，变间接引语时，时态不变．
eg：He said to his father，“I had finished my homework before supper．”
He said to his father that he had finished his homework before supper．
④直接引语变间接引语时，虚拟语气部分的时态不变．
eg：The boy said，“I wish I didn’t recite every text．”
The boy said that he wished he didn’t recite every text．
3．人称的变化
要根据说话人、听话人或第三者的相互关系，作出相应的变化．
eg：She said to me，“I will go to see your mother tomorrow．”
She told me that she would go to see my mother the next day．
4．其他变化
包括指示代词，表示时间、地点的词以及表示方向的动词的变化．
详见下表．
直接引语
间接引语
指示代词
this
these
that
those
表示时间的词
now
today，tonight
tomorrow
this week
yesterday
last week
the day before yesterday
the day after tomorrow
three days ago
next week
then
that day，that night
the next(following)day
that week
the day before
the week before
two days before
in two days’time
three days before
the next(following)week
表示地
点的词
here
there
动词
come
go
讨论难点
1．词语辨析：loud，aloud，loudly
loud既是形容词，也是副词，译为“大声的”或“大声地”．
eg：speak out loud
cry out loud(副词)
in a loud voice(形容词)
aloud是副词，译为“出声地”，常用于词组read aloud“朗读中”
loudly也是副词，译为“大声喧哗地”或“吵闹地”．
eg：Don’t speak loudly，please．
It’s bad manners to knock at the door loudly．
2．Lesson 40 Part II Writing
这是一个写作练习．要求学生用所给的词语，以米克的口气来写课文中所学过的故事．
注意两点：一是要写清楚故事发展的整个过程；二要注意语句简练．
下面这篇短文供作参考：
One Thursday at midday，I was working in my office，when I had a sudden phone call from Bill．His voice sounded very anxious，and he told me that some men were following him．He was afraid that they might steal his case．He told me to go to Pyramid Hotel at once ．Immediately after my arrival，I would ring his room，listen and not speak anything over the phone at all，so that nobody at the entrance hall would hear the conversation．When I arrived at the hotel，l rang Bill and he told me to go to Room 511．When I got to Room 511，I knocked at the door and Bill gave me a box with the computer program in it and put it in my case．I took the lift to the ground floor and took a taxi to the airport．Nobody recognized me，and nobody knew that I was working with Bill．I caught a plane to Japan and delivered the computer program to our customer．
核心知识
1．掌握表示推测的交际用语
①表示对某事有100％的把握时，可用I’m sure．．．．或I think／guess……．
eg．I’m sure he will help me．我确信他会帮助我的．
②表示对某事没有把握而不能肯定时，可用It looks as if．．．或It seemsthat．．．．．
eg．It looks as ifit’s going to rain．看来天好像要下雨了．
It seems that he has known the secret．他似乎知道了这个秘密．
③表示对某事有95％的把握时，用情态动词must+be动词或must+be+现在分词，表示对现在情况的猜测，可翻译为“想必／一定……”．其否定形式为can’t+be动词或can’t+be+现在分词．对过去情况的猜测见单元目标2．
eg．He must be from an English-speaking country，for he speaks English thatwell．
他一定是来自讲英语的国家，因为他英语讲得这么好．
She can’tbe in the office，for the light is out．灯灭了，她一定不在办公室．
It’s too late．Your mother must be waiting for you．
太晚了，你妈妈一定在等你．
④表示对某事有60％的把握时，用情态动词may／might／could+be动词或may／might／could+be+现在分词，表示对现在情况的推测，其否定形式为may／might／could not+be动词原形或may／might／could not+be+现在分词．
eg．He may be at home．他可能在家．
He couldn’t be doing his homework，because there is a wonderful football match now．他不可能在做家庭作业，因为现在有场精彩的足球比赛．
2．词组和句型学习
①Three students are searching the room of Linda Bell who has disappeared．
三个学生在搜查失踪的琳达贝尔的房间．
search vt．搜查．search somebody：搜(某人的)身；search some place：搜查某地
例如：The policemen are searching the thief．警察在搜小偷的身．
search与介词for搭配(search for)则译为“寻找”“搜寻”．
例如：They searched the forest for the missing boy yesterday．
他们昨天搜查了森林找这个丢失的男孩．
②I’m sure she’ll just turn up．我肯定她会露面的．
句中的“turn up”译为“出现”“露面”“被找到”．
eg．The book you’ve lost will turn up someday．
你丢失的那本书总有一天会找到的．
turn up还有“将(水，煤气，音量等)开大”之义．
eg．Would you please rum up the radio a little?I’m interested in the music．
你能将收音机声音旋大一点好吗？我对这音乐感兴趣．
③Once again he paused in front of a shop window as though he was admiring something，then glanced over his shoulder before continuing down the street．
他再次在一家商店的橱窗前停了下来，好像是在观赏什么东西，然后他回头望了望，就又沿街走去．
句中的as though引起的从句中一般用虚拟语气．动词be常用were．但在非正式文体或口语中也可用was代替were．
eg．The teacher treats me so well as if I were her own daughter．
老师对我如此好，好像我是她的亲生女儿．
句中的glance译为“匆匆一看”“一瞥”，常同介词at，over，through等连用．
eg．He glanced over his shoulder to see if he was being followed．
他回头瞥了一眼，看看是不是被人跟踪了．
He glanced through the letter and tore it into pieces．
他把信粗略地看了一眼，就把它撕成了碎片．
④On his arrival，he went straight to the counter and spoke to the clerk in u-niform behind it．
一到饭店，他就直朝服务台走去，同坐在柜台后面身着制服的工作人员说话．
介词短语on his arrival相当于表示时间的状语从句(as soon as he arrived)．介词on／upon后跟名词或动名词表示“在……之时”或“一……就．．．．．．”．．．．．
eg．On hearing the news，she couldn’t help crying．
一听到这个消息，她禁不住哭了．
On the entrance of the teacher，they stopped talking．
一看到老师进来，他们就停止了讲话．
⑤Outside the entrance stood two police officers with guns．
在入口处的外边站着两个带枪的警察．
这是一个完全倒装句，谓语动词stood完全置于主语two police officers之前了．当地点状语置于句首时，句子一般要主语谓语倒装．
eg．In front of the room were sitting two old men．门前坐着两个老人．
⑥He was sure to make a lot of money．他肯定能赚一大笔钱了．
句中“be sure to do something”译为“相信”“一定能……”．
eg．He is sure to pass the physical exam．他一定能通过物理考试．
⑦They found themselves next to a bathroom at the bottom of a flight of twelve stairs．
他们发现自己是在一个洗澡间的旁边，在一节十二级台阶的楼梯的下端．
“find oneself”‘后跟形容词、介词短语、现在分词短语或过去分词短语，意思是“意外地发现自己(处于某地或某种状态)”．
eg．He finally found himself at the edge of the lake．
他最后发现自己在湖边了．
She found herself walking in the direction of the park．
她发现自己正朝公园的方向走去．
⑧They turned around and stood in the middle of the room，completely astonished．他们转过身来，站在房间中央，完全惊呆了．
“completely astonished”是形容词短语，作状语，表示主语当时所处的一种状态，相当于and they were completely astonished．例如：
He stood there，unable to believe it was true．
他站在那里，不能相信这是真的．
He jumped at the news，greatly pleased．
听到这个消息，他高兴地跳起来了．
典型例题
剖示考点
NMET 完形填空第40小题
The _______ of a’body clock，should not be too surprising since the lives of most fiving things are controlled by the-hour cycle．
A．invention B．opinion C．story D．idea
正确答案是D．这道困难的是在idea和opinion之间选择．idea和opin-ion是同义词．idea是一个动态的名词，其含义是处置某件事的计划，判断，理解及对其实现之可能性的评测．而opinion是状态名词，其含义是对某件事或某个人的看法或舆论．试卷中的“The idea of a’body clock，should not be too surprising…”的意思是有关生物钟的假设不应使人太过惊讶．所以应选D．
NMET 25
-Alice，you feed the bird today，_____?
-But I fed it yesterday．
A．do you B．will you C．didn’t you D．don’t you
该题考查的是祈使句的反意疑问句，而非 般陈述句的反意疑问句，故答案是B．能否看出此题是祈使句，成为答题的关键．我们对不带主语的(或省略第二人称you)的祈使句很熟悉，但对祈使句也可以带主语(you不省略)这一点知之很少．下面这些都是属于带主语的祈使句．
1．当说话人必须指明不同的事要求不同的人去做时．
eg：You go over there and sit next to Tom，while he and I stay here．
你到那里坐在汤姆旁边，我和他留在这里．
2．当说话强调上级对下级、长者对年青人或小孩讲话时．
eg：You listen to me．你听我说．
3．当祈使句以don’t开头又要加重语气时．
eg：Don’t you dare to cause any more trouble．你敢再捣乱．
4．当祈使句的主语是someone，somebody，everyone，everybody等泛指第三人称时．
eg：Everyone be here al 7：30．大家7：30到这里．
5．当说话人有急噪或厌烦情绪时．
eg：You do it right away．你立刻做这件事．
6．当祈使句谓语部分有副词up，down，out，off等，且这些副词被置于句首时．
eg：In you jump．你跳进去吧．
【关于“Unit10 The Trick”的常见问题】
常见问题1: 高三英语 Unit 10 The Trick
问题：
The meeting，_____tomorrow is about how to deal with such kind of problem．
A．held B．to be held C．holding D．to be holding
解答:
这种题可以用“增元法”解，使内容变得丰满，反差加大，从而有利于解题．所谓“增元法”是将题干中隐去的部分或省略的成分补齐，在各种成分齐全的条件下，对选项进行判断的方法．如：
选项B=the meeting，which is to be held tomorrow，is about how to deal with such kind of problem．这样答案就很明确了．答案是B．
篇5：Unit10 Do you play…?教案
Unit10 Do you play…?教案
一、教学内容 《小学牛津英语3B》Unit 10 Do you play…? 二、教学目标 1、能听懂、会说球类单词：basketball、football、volleyball 2、能听懂、会说日常交际用语：Do you play…？Yes, I do. /No, I don’t. What do you play？ I play… Let’s go and play…now. Great！Let’s go.并能熟练运用。 3、激发学生学习英语的兴趣，培养学生良好的英语学习习惯。 4、提高学生运用语言的能力，把所学句型与生活实际紧密结合，学以致用。 三、教学重点和难点 使学生熟练掌握词汇：basketball、football、volleyball。能听懂会说并且能运用“Do you play…？Yes, I do. /No, I don’t. What do you play？ I play… Let’s go and play…now. Great！Let’s go.”灵活的进行交际。 四、教学准备 姚明图片、单词卡片、三种球、磁带、录音机 五、教学过程 Step1：Warming up 1、Sing a song：Hello！How are you？ 2、Say some numbers （设计意图：由英语歌曲导入，既让学生放松了心情，又使学生很快进入学习英语的氛围。通过游戏，使学生在愉悦的心情中把以前数字巩固了一遍，渐渐地以英语的思维展开了活动。） Step2：Learning 1、T：Who is she？ S1：She is… T：Who is he？ S1：He is… T：（出示姚明的图片）Who is he？ Ss：He’s Yao Ming. T：Yes. He is a basketball player. Ss：Read after the teacher“basketball”.（出示单词卡片） （设计意图：“兴趣是最好的老师”，在语言教学中，教师要根据语言学习者以及他们的认知、年龄和情感特点，设计出符合他们的教学方法。针对英语这一学科以及三年级孩子的特点，利用小朋友喜爱的姚明来引出新课，充分调动了课堂气氛，也调动了学生的积极性。） 2、T：Look，I play basketball.（边拍排球边说） “play basketball” Ss：Read it. （领读，个别读，小组读，边做边读） （设计意图：出示单词卡片，教读，加入动作教读，学生边读边做，让学生动起来，活跃了课堂气氛。） 3、同法教学“football、volleyball”两个单词。 4、Say a rhyme(边说边做动作) Basketball, basketball，play basketball Football， football， play football Volleyball, volleyball， play volleyball （设计意图：我让学生边说歌谣，边做动作，学生不仅得到放松，而且学得扎实，记得牢固。） 5、Play a guessing game.（一生在前面做动作，其余学生猜刚学的单词。） （设计意图：通过这个看动作猜单词的游戏，让学生练得有趣、有劲，很好地发挥了学生的主观能动性，学生眉开眼笑，兴奋不已，学生在不知不觉中再次巩固了单词。） 6、学习句型：Do you play…？Yes, I do. / No, I don’t. T:（做动作）Do you play basketball? S1:（引导）Yes, I do./No, I don’t. 7、教读句型 8、Ask and answer T：Do you play basketball？（老师拿篮球走到一个学生前问） S1：Yes, I do. T：Let’s ask her.（老师拿足球走到一个学生旁对全班学生说） Ss：Do you play football？（全班学生凑到一生旁） S2：No, I don’t. T：OK. Go and ask your friends.（让学生全部走出座位问自己的好朋友） （设计意图：鼓励学生大胆的走出座位，走进学生的中间进行表演，很好的激发了学生的学习兴趣和主动性，训练了学生的口语能力，巩固了所学句型，而且活跃了课堂气氛。） 9、Chant Basketball，basketball, do you play basketball？Yes, yes，yes, I do. Football，football, do you play football？ No, no，no, I don’t. Volleyball，volleyball，do you play volleyball？Yes, yes，yes, I do. （设计意图：小学生能够保持注意力的时间不长，作为一名教师，就必须采用各种各样的教学方法来吸引学生，延长学生的注意力。因此，我就通过脍炙人口的Chant，来刺激学生，吸引学生，使他们加深了记忆，单词和句型的学习更生动对提高课堂教学效果十分有利。） 10、Learn: What do you play? I play… （1）Presentation： T: I play basketball. What do you play?（边拍球边说） I play…(引导学生说) S1：I play football. （2）教读句型 （3）Ask and answer 11、T：I play basketball. Do you play basketball？ S1：No, I don’t. T：What do you play？ S1：I play football. T： Let’s go and play football now.（引出已学过的日常用语） S2：Great！Let’s go.（老师邀请一位学生在前面踢足球） Step3：Practice T：Do you play volleyball？ S1：Yes, I do. T：Let’s go and play volleyball now.（拿着排球做出邀请的动作） S1：Great！Let’s go！（学生非常兴奋地回答） T}S1：在讲台前踢足球。 T：Great！Please invite your friends to play with you. （设计意图：小学生天真活泼，爱表现自己。根据小学生这一心理特征，我设计了这个活动，通过学生间相互问答，让学生在课堂上动起来，使他们完全融入到课堂情境中，既集中了学生的注意力，又很有效地练习了句型，提高课堂教学的效率。） Step4：Follow-up activity T：Group one，two, three, four，who wants to invite your friends？ Ss：Me.（ 学生们争着举手回答） T：OK. You can invite your friends.（四位学生用以上所学的句型，邀请别的同学一起玩球。） T：Boys and girls, let’s count， how many students want to play basketball？ Ss： Ten. T：how many students want to play football？ Ss： Twenty. T：how many students want to play volleyball？ Ss： Fifteen. T：OK. Class is over. Let’s go and play ball games now. Ss：Great！Let’s go.（下课后，师生一起出去玩球） （设计意图：紧紧围绕本课的学习内容，全班同学一起动口，动手，走出自己的座位，和老师一起交流，让学生感受语言的真实交际作用，学会交际，同时教师的示范使得自己以伙伴的身份参与学生的活动，使教师极具有亲和力，营造了融洽的学习氛围，使学生学习充满乐趣。） 教学反思： 在本课的'教学中，我更多的关注全体学生的共同发展，注重学生的兴趣激发。如我用小朋友喜爱的姚明来导入新课，这是小朋友们喜爱又熟知的人物，利用他一下子就把学生的兴趣充分调动起来。在单词的教学过程中我采用边说边做的形式，这样不仅课堂气氛活跃起来，还有利于学生记忆单词。教完单词我用Chant 的形式来巩固单词，使原本单一、枯燥的单词朗读变得生动形象了。在句型的巩固中，我采用小组合作的形式，这需要每个人的配合与参加，让那些平时上课不爱发言的学生得到了锻炼；同时教师的示范使得自己以伙伴的身份参与学生的活动，使教师极具有亲和力，营造了融洽的学习氛围，使学习充满了乐趣。篇6：新目标七年级英语下期Unit10教案
新目标七年级英语下期Unit10教案
Unit10 Where did you go on vacation ?
The first lesson of unit 10
Step1,Language goal :Talk about past events
Step2,learn some new words
Vacation, mountain, museum, summer camp, exam
Step3,Match the activities with the pictures .
1,e 2,b 3,d 4,c 5,a 6,f 7,g
step4,Listen .Number the people in the picture[1-5]
1, Tina 2,Brad 3,Sally 4,Xiang Hua 5,Tom
step5,Pairwork
Where did the people in activity 1a go on vacation ?Make conversations
A: Where did Tina go on vacation ?
B: She went to the mountains.
The teacher ask students to make some conversation. let them speak this conversation loudly .
Step6,Listen .Where did Nancy, Kevin, and Julie go on vacation ?Match the person with the place.
Answers:1,c 2, a 3,b
Revise these phrases: go on the beach, stay at home , go on
Step7,Listen again. For each question check(√)
Did you …
Yes ,I did
No ,I didn’t
go to
Central park
√
Kevin
Play volleyball?
Swim?
Julie
Go to the movies?
Study for exams?
Step8,Groupwork
Role play conversations between
A:
B:I went to
A: Oh ,really ?Did you go to
Central Park?
B: Yes ,I did.
Homework
Revision some words and phrases.
Revision some sentences.
The second lesson of Unit 10
Step1,Revision
1,revise some words
Vacation, mountain, museum, summer camp, exam
2,revise some phrases
go on vacation , go to
Central Park, go to the beach ,play volleyball, go to the movies, study for exam
3,revise some sentences
Where did you go on vacation ?
I went to
Step2,Fill in the blanks in the conversation. Use “was”or “were”.
Answers:1,was 2, was 3, were 4, were 5,was 6,was 7,were 8,were
Step3,Pairwork
What did these people think of their vacations ? Make conversations like the one above.
Step4, vacation album
Make a photo album of vacations you enjoyed .show the album to your classmates and talk about your vacations.
Where did you go ? I went to …
Step5,ask and answer
Ask some questions in some sentences of this unit ,and let the students answer your questions .In order to master these sentences.
Homework
Revise some sentences of this Unit.
The third lesson
Step1, revision
1, Translate these sentences in English
1，你去哪里度假了？ 我到东京去了。
2，你的叔叔去哪里度假了？他到海边去了。
3，他们到哪里度假了？他们和同学去了夏令营。
2，Revise these phrases
go to Central Park , go to the summer camp, go to the beacher, play volleyball, go to the movies , study for exams ,go on vacation, stay at home ,
step2,learn some new words
delicious , expensive , not crowded, inexpensive, awful , crowded
step3,Match the words with the pictures.
1, f 2,a 3,d 4,e 5,b 6,c
step4,Write smile words on the left. Write angry words on the right.
Smile words: delicious, inexpensive, not crowded
Angry words: awful, expensive, crowed
Step5,Listen to Vera talking about her vacation .Answer these questions.
1, where did Vera go on vacation ? She went to
2,Did Vera like her vacation? Yes , she did.
Step6,Listen again and fill in the chart.
What does Vera think about:
Her vacation great the people friendly
The museums interesting ,crowed the food delicious
The stores expensive
Step7, PAIRWORK
Role play. Student A,you are Vera’s friend .Student B, you are Vera. Talk about Vera’s vacation .Use the information in the chart above .Student A, begin your questions with these words:
Where did …? What did..? Did you …? How was …? How were …?
Homework
Revise this passage on page 64.
The fourth lesson
Step1, Revision
1,revise these words
Vacation, mountain, museum, summer camp, exam, stay at home ,visited, delicious ,awful , expensive ,inexpensive , crowded
2,Make some sentences
1, 你在哪里度假？ 我去了夏令营。
2，他们在哪里度假？ 他们去山上。
3，她在哪里度假？ 她在家里。
Step2,Read Kim’s travel diary . Circle the good things about his vacation ,Underline the bad things.
Answers:
good things: the weather , the beach ,playing in the water, helping the little boy find his father ,playing tennis ,eating
bad things: shops were too crowded ,museum, no money for taxi/walking back to hotel.
Step3, Imagine you are an American student on vacation in Beijing
Step4,GROUPWORK
Imagine you are all foreigners on vacation in China
Step5,Key words.
Step6, Write five new words in your Vocab-Builder.
Step7, Complete a questionnaire and make a survey.
Homework
Do some exercises.
篇7：一年级下册Unit10《Family》Lesson2教案
一年级下册Unit10《Family》Lesson2教案
教学内容：
复习家庭成员名称巩固句型
教学目标：
1.进一步复习巩固家庭成员名称。
2. 认读所学单词复习句型。
教学重点：
认读单词复习句型
教学难点：
认读单词
教具准备：
多媒体课件，单词卡片
教学过程：
一、Warm-up
1. 请生拿出上节课画的画。
2. 教师说mother学生们举起画，指他们的母亲。
3.重复以上步骤依次复习father, brother, sister, friend. 培养学生的.识图能力
4. 将一个同学的画贴在黑板上，请一个同学指图中的人物，教师拍 手，没拍一次，让生说一次这个单词。
5. 在说的过程中变化拍手的频率。
6. 用以上步骤依次复习其他家庭成员的单词。 培养学生兴趣和反应能力
二、Touch and say
1. Please open your books at page 27.
2. 请生说一说下面五幅图的人物名称，并认读图下的单词。
3.利用单词卡片请生认读单词。培养学生认读单词能力
4.先全体学生一起认读，再提问个别同学。
5.放录音，学生边听边指相应的图。
6.不听录音，一起读单词。
7.让生看照片，两人轮流指照片说单词，教师先与一个学生做示范， 学生指一张照片，教师说出单词。
8. 请生看本页书上的五幅照片。
9. 让学生看小女孩和她母亲的照片，请生指着对话框默读，教师说： ”This is my …。”学生听，然后说：”mother.”
10. 用同样的步骤练习其他照片。 培养说话能力
三、Read and draw
1. Please turn to page 32.
2. 请生看方框下面的句子，读一读。
3. 教师带生一起读句子，提问单个同学。
4. 告诉生要根据方框下面的提示画画，最后两幅由学生自己决定要 画什么。
5.画完后互相展示。 培养认读能力
四、Homework
完成32页图画。
课后小结
篇8：Unit10 American literature 教案示例（1）
Unit10 American literature 教案示例（1）
Warming up, listening and speaking
(一)主题任务(Core tasks)
根据本单元的中心主题，建议设计以下主题任务。
美国文学手册
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：本单元词汇和日常交际用语
语言技能要求：听、说、读、写
活动过程：
1．选择内容。所要编写的手册为“美国文学”专辑。活动步骤如下：
1)把全班分成几个小组，每个小组选择一个方面的内容进行研究；
2)小组的每个成员围绕小组的中心内容，自己选择表现形式，搜集并整理有关信息；
3)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。
2．选择栏目。例如：
1)文学主题：American Indians，Slavery，Pioneers，the American Civil War等；
2)原著节选：诗歌、小说、戏剧等；
3)电影欣赏：Gone with the Wind, The old Man and the Sea等；
4)著名作家：Dudley Randall，Jack London， Mark Twain，Ernest Hemingway等。
3．编辑制作：
1)每组选择一个代表向全班通报该组的进展情况，汇报内容包括：搜集到的主要内容(提纲或题目)、采取的主要形式等；
2)通过交流和讨论，把各组内容在全班范围内分类整合。根据形式与内容，决定所出手册的辑数。每辑都必须内容丰富，形式多样。
3)参与同一辑的同学为一组，讨论版式、标题，并进行分工，其中有一人担任主编，一人担任美编，所有同学都要参与抄写或打印；
4)在全班进行美国文学手册评比。
(二)热身(Warming up)
该部分教学要注意以下几个方面：
1．诵读。要求学生反复朗诵该诗，甚至可以要求学生背诵。熟话说得好，“书读三遍，其义自现”。要求学生诵读时注意节奏，体会韵味。
2．理解关键词。诗中的the Old Country，kings
and queens，common people，pigs等指的是什么?诗人为何不用take，而用steal，妙在何处?
3．体会心情。该诗表达了诗人什么样的心情?是自豪，愤怒，还是悲伤?要求学生细细品味，说明理由。
4．展开联想。要求学生讲述童话中的国王或王子的故事。理解诗人在最后一节所用的比喻的含义和意境。
5．丰富阅读。教师可以提供，也可以让有条件的学生利用图书或网络资源，阅读更多的达德利兰德尔的诗。例如：
BALLAD OF BIRMINGHAM
In the Ballad of Birmingham，Randall conjures one of the most vivid and vicious chapters from the civil rights movement：the bombing of a church in 1963 that wounded 21 and killed four girls．The poem begins with a dialogue between a mother and her daughter during which，ironically，the mother forbids the daughter to march for freedom，fearing that street violence will erupt．Instead，she gives permission for the daughter to sing in the children’s choir at their church．How could the mother know，of course，that the streets，that day， might have offered some relative safety? The tragedy，a central feature of many ballads，becomes especially clear and sad at the end，when the mother searches for her missing daughter．The poem can speak for itself：
“Mother dear．may I go downtown
instead of out to play，
and march the streets of Birmingham
in a Freedom March today?”
“No，baby，no，you may not go，
for the dogs are fierce and wild，
and clubs and hoses，guns and jails
ain’t good for a little child．”
“But，mother，I won’t be alone．
Other children will go with me，
and march the streets of Birmingham
to make our country free．”
“No，baby，no，you may not go，
for I fear those guns will fire．
But you may go to church instead
and sing in the children's choir．”
She has combed and brushed her night dark hair，
and bathed rose petal sweet，
and drawn white gloves on her small brown hands，
and white shoes on her feet．
The mother smiled to know her child
was in the sacred place，
but that smile was the last smile
to come upon her face．
For when she heard the explosion，
her eyes grew wet and wild．
She raced through the streets of Birmingham
calling for her child．
She clawed through bits of glass and brick，
then lifted out a shoe．
“O，here’s the shoe my baby wore．
but，baby，where are you?”
(三)听力(Listening)
该部分教学注意做好以下几个方面的铺垫：
1．从学生提高英语口语能力的方法入手，交流各自的做法和心得，讨论这些方法的优势和不足；
2．设想英语阅读俱乐部的活动内容，与学生曾经采用过的方法进行比较；
3．讨论文学作品的形式，以及他们在英语学习中的作用；
4．列举实例帮助学生理解short stories，detective stories，adapted novels和classical literature；
5．介绍杰克伦敦和马克吐温。
(四)口语(Speaking)
该部分教学可以由学生讨论What is a good story开始：
1．故事的结构。好的故事首先应该是完整的。故事要有开头、中间和结尾。教师可以这样介绍：
All good stories have a beginning，a middle and an end．Some stories even end up in the same place they started．For example，in The Adventures of Tom Sawyer， the story begins with Tom at home．During the course of the story, Tom travels from one place to another，and has all kinds of adventures，and ends up back at home．So， before you begin to tell a story. sit and think for a little while about the beginning，middle and the end of your story．
2．人物。故事中的人物可以是人、动物或事物。教师可以提供以下问题供学生参考：
Who is your main character?
What does he，she or it like and dislike?
What does your character look like?
What is your character’s personality?
人物要鲜活就必须要有个性。下面的网状图有助于学生把握人物的个性特征：
3．背景。教师可以提供以下问题，启发学生确定故事发生的时间、地点等：
Where does the story take place，in New York，in a back yard，or some place completely from your imagination?
When does the story take place，in the past，in the present or in the future?
Has the setting helped develop the main character’s personality?
How does the setting impact your main character’s problem?
4．矛盾。教师可以提供以下问题：
What is your main character’s problem?
Is the problem big enough SO that it will take a whole story to solve it?
Does the setting influence the problem?
What steps does your hero take to solve the problem?
5．结尾。好的故事必须要有一个好的结尾。下面的方法有助于学生学会结束故事。
The best ending is when the hero i s about to give up but solves the problem at the 1ast minute．
Hint 1：It’s best if the story’s hero solves the problem on his or her own．
Him 2：Look back at your character web to see if one of your hero’s characteristics can help solve the problem．It’s great if one of the hero’s faults turns out to be a strength that leads to the resolution of the story．
教师可以提供以下问题：
How does your main character finally solve the problem?
What helps him／her solve the problem?
What can he／she do if he／she cannot solve the problem alone?
有了以上讨论的基础，学生便可按照口语部分的要求，选择一幅图讨论自己爱读哪一类故事。
Unit10 American literature 教案示例（2）
Reading and Integrated skills
(五)读前(Pre-reading)
阅读课文改编自欧亨利(O Henry)的一个短篇故事，在阅读之前，教师可以向学生介绍作者的有关情况。“语言学习”部分有两篇文章介绍欧亨利，以下信息可以成为该练习的补充。
●He was born on September 11, 1862 in North Carolina，where he spent his childhood．
● An highly praised master of short stories and tales．
● Starting in 1895 he wrote a column for the Houston Daily Post．
● In early 1896 he was charged with embezzling funds．
● O Henry wrote with realistic detail based on his first-hand experiences both in Texas and in New York City．
● In 1907．he published many of his Texas stories in The Heart of the West．
●He moved to New York City．where over the next ten years before his death in 1910，he published over 300 stories and gained worldwide praise as America's favorite short story writer．
●He died on June 5,1910 in New York City at the age of forty seven．An alcoholic，he died virtually penniless．
(六)阅读(Reading)
阅读课文改编自欧亨利的《麦琪的礼物》(The gift of the Magi)。
教师可以从以下几个方面设计问题，帮助学生理解前半部分的故事情节，后半部分参阅“综合技能”中的“阅读”部分。
Main Character - Who is your story about?
Della and Jim，a poor couple
Setting - When does the story take place?
The day before Christmas．
The Problem - What is the challenge your character must face and overcome?
Della wants to buy Jim a Christmas gift，and Jim wants to buy Della a gift．
Resolution - How does the main character finally solve the problem?
Delia sells her long，beautiful hair for twenty dollars，with which she buys a gold watch chain for Jim．Jim sells his gold watch and buys a set of combs for Della’s long hair．
(七)读后(Post-reading)
本作品的写作手法独特，语言生动并富有寓意。教师可以设计以下练习帮助学生欣赏作者的写作方法和丰富的语言。
1．故事中的主人翁遇到的主要困难是没有钱买圣诞礼物。作者没有直接用very poor来说明女主人．公的处境，而是把这一信息渗透在字里行间，教师可以让学生找出描述Della一贫如洗的词语和句子，品味作者的写作手法。
2．心理描写增添了文学作品的可读性。阅读下面的句子并回答其后的问题，理解Della的心理活动：
1)She stood by the window and looked out at a grey cat walking along a grey fence in a grey backyard，
What does the color “grey” tell you?
2)Suddenly Della walked to the mirror．Her eyes were shining．
What does the word “shining” tell you?
3)And then she quickly did it up again．She hesitated for a minute and stood still while a tear or two fell on the worn red carpet．
Why did Della do her hair up? What do the words “hesitate” and “still” tell you?
4)She… ran Out the door and down the stairs to the street．Della ran up one flight of stairs…“Give it to me quick，”said Della．
Why did she run? What does the word “quick” tell you?
5)The next two hours she was searching the stores for Jim’s present…．she had turned all of them inside out．
How do you understand the word “search” and the phrase “inside out”?
6)…she hurried home with the 87 cents．
Why did she hurry?
7)She looked at herself in the mirror for a long time．
What w as she probably thinking about when she was looking at herself in the mirror?
这是一组欣赏题，也是一组开放题。对于文学作品的理解，仁者见仁，智者见智，教师应该鼓励学生提出自己的看法。
(八)语言学习(Language study)
词汇学习部分的教学中，教师要提醒学生注意两个方面：
1．充分理解上下文；
2．注意所给词语的形式变化。
Unit10 American literature 教案示例（3）
Grammar
语法部分复习动词时态的用法。
本套教材要求学生掌握八个时态，即一般现在时、一般过去时、一般将来时、现在进行时、过去进行时、过去将来时、现在完成时、过去完成时，并理解现在完成进行时，《普通高中英语课程标准》提出“高中阶段的语法教学，应从语言运用的角度出发，把语言的形式、意义和用法有机地结合起来。要引导学生在语境中了解和掌握语法的表意功能。”
英语的时态对于中国学生来讲有一定的难度，教学中要注意以下几个方面：
1．时态和时间不能简单地一一对应。
不同的时态可以表示同一个时间。例如，除一般将来时外，下列各种时态和表达方式也可以表达将来时间：
时态 条件 时间／意义 例句
一
般
现
在
时 表示“出发”、“开始”、“来
往”的动词，如go，come，start，leave，return，arrive，sail等，并常和表示将来时间的副词连用 表达根据时刻表或计划的将来事件
John gets back from the south tonight．
The play begins at 7：30。
The Bonds start on their trip tomorrow．
在时间或条件状语从句中 代替一般将来时 He will be happy when he hears the good news．
If it rains tomorrow，1 will stay at home．
动词hope后面的宾语从句中 可以代替一般将来时 I hope everything is／will be OK．
be about to + do
=be on the point of + doing 表达很近的将来
She is about to start on a journey．
be going to + do 表达计划或推断 I am going to write Jane this evening．
It’s going to rain．
表
达
式
be to + do 表达计划或说
话人的意志 John and Mary are to meet us at the airport．
You are to bring my baggage．
may，can，must，need，dare，
should，ought to，would rather，had better等情态动词
含有情态意义 She may come to my office this afternoon．
You must hand in your report the day after tomorrow．
现在
完成
时 在时间或条件状语从句中
表达将来完成
He will return the book as soon as he has finished reading it．
现在
进行
时
表示“来往”的动词等 表达现在的安排或计划未来要做的事 We are leaving here tomorrow．
Are you staying here till next week?
2．区别时态和虚拟语气。
有时，虚拟语气采用了和时态相同的表达方式，但表达的时间和含义都不一样。例如：
If it had not rained so hard yesterday，we would have played tennis．
该句中的had rained形式上是过去完成时，但表达的时间不是过去时间之前的行为，而是过去时间的行为。该句表达一个与事实相反的假设。
3．下面的时态容易混淆。
1)一般过去时与现在完成时
He bought a house ten years ago．
该句只告诉我们，他十年前买了栋房子，现在是否还拥有那栋房子就说不定了。
He has bought a house．
该句告诉我们，他已经买了栋房子，而且现在仍然拥有那栋房子。
2)表达将来时间的时态
He leaves tomorrow．
该句表达客观安排。
He will leave tomorrow．
该句表达将来时间一定发生的事。
He is leaving tomorrow．=He will be leaving tomorrow．
该句表达主语的主观安排。
注：表示不确定的将来，常用将来进行时。例如：
1 will be meeting my uncle(some day)next month．
3)现在完成时与现在完成进行时
I have waited for two hours．
该句着重时间。
I have been waiting for two hours．
该句着重动作的持续性。
(九)综合技能(Integrating skills)
该部分的“阅读”可以和阅读课文一起教，因为，这两部分讲的是一个故事。
“写作”部分教学注意以下几个方面：
1．讨论：What is a summary?
It is a fairly brief restatement - IN YOUR OWN WORDS - of the contents of a text．
2．介绍写好“摘要”步骤。
1)通读全文，摘录以下信息：
故事背景(Setting)
故事人物(Character)
故事情节(Plot)
2)写草稿。第一句话可以包含作者、题目、故事梗概等；最后可以发表一点评论。
3)修改。看内容是否忠实于原文，语法和拼写是否正确。
4)润色。看语言是否地道，上下文是否流畅。必要时添加适当的过渡词语。
篇9：-高考复习教案 Unit10 Book1A
2005-度高考复习教案 Unit10 Book1A
Unit 10 The world around us
Teaching Aims and Demands:
1． Key words:valuable, reduce, respond, amount, harmful
2． Important phrases: in danger, die out, as a result of, lead to, take measures, adpapt to, devote… to, throw away, make a difference, at present
3． Classic Patterns: without短语相当于条件状语从句 / It won’t be …. Before…./ It will be … before….
4． Differences between words and phrases:
1） Common /usual / ordinary / normal
2)no longer/ not… any longer/ no more / not … any more
5. Grammar: direct and indirect speech
6. Communicative phrases:
Reasons and results
Teaching Steps:
Step 1 Have a dictation of the words and expressions.
Step 2 Translate the following sentences with the words and expressions in the text.
Step 3. language points.
1. valuable adj, 。 value 同义词：expensive, priceless(无价的) 反义词：valueless( 不值钱的)
cf. agreeable(使人愉快的)，lovable(可爱的)， suitable(适当的)
2。Reduce vt/vi vt为减少；缩减 reduce air pollution vi为lose weight I’m trying to reduce.
同义词：decrease 反义词：increase
3.respond ( to ) vi 回答， 对。。。。。。做出反应； n. response respond to a question 答复问题
He responded to my suggestion with a smile.他对我的建议报以微笑。
She responded quickly to the medicine.他吃完药后病情很快有所好转。
解题警示
respond为不及物动词，常接介词to，表示“对……回应”。
表示‘‘以……(方式)回答；响应”，要用介词with和by
make no response不回答。
4．amount n．& vi
(1)n．数量，数额；总数，总额
(2)vi (与介词to连用)总计；等于
the amount of+n．[u]……的量
a large amount of [u]大量的
large amounts of
the number of+n (pl．)……的数目
a large number of +n (pl．)大量的
numbers of +n(pl.)
What is the amount of this? 这总共是多少?
Large amounts of money was wasted．大量的金钱被浪费掉了。
Their traveling expenses amount to seven hundred dollars．他们的旅行花费总共是700美元。
解题警示
large amounts of或a large amount of常与不可数名词连用。
5．harmful adj有害的。harmful是harm的形容词。be harmful to sb．／sth．表示“对……有害”。
Smoking is harmful to health．吸烟对健康有害。
Freezing winter is harmful to orange trees．冰冷的冬天对橘子树是有害的。
解题警示:
同义词：hurtful adj有害的
反义词：beneficial，harmless adj有益的；无害的
二、重点短语
6． in danger在危险中；垂危
danger n．危险
dangerous血彤危险的
in danger(of．．．)处于危险之中；out of danger脱离危险
The man suddenly realized that he was in danger．
这个男子突然意识到自己处于危险之中。
His life was in danger．他生命垂危。
解题警示:
in danger和dangerous
in danger指某人(物)处于危险状态下；dangerous指某人(物／事)是“危险的”，即可能给他人(物)造成或带来危险
7. die out绝种，灭绝；熄灭；(风俗、习惯等)逐渐消失
die off(家族、种族等)相继死亡；(草木)先后枯死
die away(声音、光线、风等)渐弱，渐息，平息
die down(火、光线、兴奋、暴风雨等)渐弱，渐息；(声音)静下来
die of指死于疾病、衰老、饥饿、悲伤等
die from指由于外伤、外界原因、粗心、不注意、劳累过度等前死
Scientists said that those plants died out a century ago．
科学家们说那些植物一个世纪前就绝种了。
Many old customs are dying out．许多古老的风俗正逐渐消失。
解题警示: ，
die的现在分词形式为dying．die out不用于被动语态。
8 . as a(the)result of…由于……的原因
as a result结果，因此
result(vi) from因……而引起
result(vi) in(=cause)导致；致使
He ate some bad fish．As a result，he fell i11．他吃了一些变质的鱼，结果生病了。
His failure resulted from his carelessness．他的失败是粗心造成的。
解题警示:
as a result后接结果，as a (the) result of接原因。
9．1ead to／lead…to
1ead to sth．导致；造成(=cause)
lead to doing sth．导致做……
lead sb．to+名词引某人到……
Too much work and too little rest often leads to illness．
工作时间太长而休息不好容易生病。
What led you to the conclusion?是什么使你得出这个结论的?
解题警示:
lead to中的to为介词，后接名词或动名词作宾语。
10．take measures采取措施
【拓展】measure有以下常见用法：
measure n．& v．
(1)[c]计量单位，措施；[u]尺寸 ‘
(2)执测量，计量；有……的尺寸；斟酌，权衡，仔细考虑
与measure构成的短语：
make clothes to one's own measure量体裁衣
take measures(to do sth．)采取措施(做……)
take measures against sth．采取措施反对／制止……
解题警示:
measure作“措施，手段”讲时常用复数形式。
【考题】(天津完形)I realized strength and courage aren't always______in medals and victories，but in the struggles we overcome．
A．measured B．praised C. tested D．increased
A从下文判断此处为作者认识到参赛的真正意义和评价选手的标准，“力量和勇气不是通过金牌和胜利来衡量的”。
11.adapt to(使)适应；(使)适合
adapt to sth．／sb．适应某物／某人
adapt sth．／sb．to sth．／sb．使某物／某人适应某物／某人
adapt oneself to…使自己适应某事
adapt from…根据……改写／改编
【考题】(20朝阳区统考)The foreigners from Canada adapted themselves_______the hot weather．
A．to B．into C．on D．about
A adapt…to．．．“使……适应…””，固定结构。
When he moved to Canada。the children adapted to the change very well
他移居加拿大后孩子们能很好地适应变化。 ’
This novel has been adapted for radio from the Russian original
这部小说已由俄文原著改编成无线电广播节目。
解题警示:
adapt与adopt(采纳)很容易混淆。
12．devote vt(与to连用)献身；专心于
oneself
time
devote one's life to (prep) sth 把……用在；把……献给
money doing sth．把……用在；把……献给
energy
sb．be devoted to专心致志于；忠于；很喜欢
He is devoted to the study of the language．他专心致志地学习语言。
解题警示：
look forward to．be／get used to，stick to，get down to(开始着手做某事)，。bject to(反对)以上短语中的to都是介词，后面只能接n．／doing
【考题】(年济南模拟)It is sleeping late in the morning that_______ being late for work．
A．devotes to B．sticks to C．refers to D．1eads to
Key:D devote oneself to(=be devoted to)献身于，；stick to坚持；referto提及；参考；它们都不合句意。lead to中的to为介词，该句为强调句型，即Sleeping late in the morning leads to being late for work的强调形式。
【考题】(上海)Her son，to whom she was so________ went abroad ten years ago．
A．1oved B．cared C．devoted D．affected
C 本题考查动词搭配及介词+关系代词引导定语从句的用法。be devoted to…意为“专心致志于，献身于，热爱”，其中to是介词。判定C选项的关键是前面to whom中的“to”。句意为：她儿子十年前出国了，她非常爱她的儿子。
13．throw at向……扔去
throw up吐出(食物)，呕吐
throw away扔掉，抛弃；错过；不利用；浪费掉，白费
Every day．people throw away a l。t。f waste things．每天人们都会扔掉很多垃圾。
解题警示：
许多考生把“呕吐’’错译成“throw out(扔掉；拒绝接收)”。
14．at present=now／at the present time
for the present暂时；眼前
up to／until the present直到现在
三、经典句型
15．without短语without air，water and sunlight相当于：If there were no air，water and sunlight这个虚拟条件从句。
当虚拟语气表示与现在事实相反时，从句的谓语动词用“过去式(be的过去式用were)”，主句的谓语动词用“would／could／should+动词原形”构成。 ．．
we human beings could not survive without all the plants and animals around us。
如果我们周围没有植物和动物，人类就不能生存。
This kind of animal can live many days without food or water
这种动物没有食物和水也能生存许多天。
We can't live without food and water．我们离开了食物和水不能生存。
解题警示：
在肯定句中，当介词without后有两个以上宾语时，宾语间的连词用or；在否定句中，则用and．
16. It won't be…before．．．用不了(多长时间)就会……
It will be…before…得过(多长时间)才……
It wasn't…before…没过(多长时间)就……
It was．．．before…过了(多长时间)才……
It won't be long before we meet again．要不了多久我们会再见面的。
It will be three months before I see him one more time．
得过三个月，我才能再看见他一次。
The house had fallen down before he had time to rush in to save the boy
没等他有时间冲进房子救那个孩子，房子就倒了。
解题警示:
从属连词before最基本的意思是“在……之前”。但在具体的句子中，译法多种多样，可译为“……才……”；“……就……”；“还没有……就……”；“没等……就……”。before引导的状语从句中不能使用表示将来的will。
四、词馁辨析
17．common／usual／ordinary／normal
这四个词(特别是前三个)有时有通用的情况，但各自还是有各自的侧重点：
common意为“普遍的、常见的、共有的”，具有时常发生、出现频率高、范围广的含义； ’
usual意为“通常的、一贯的、平常的”，指在某一地方、某一时间或某人身上平时常见的；
ordinary意为“普遍的，平凡的”，主要指人平凡或事物合乎常规，并不特殊，没有什么突出特点；
normal意为“正常的，常规的”，指在正常范围之内。
解题警示
common强调“普遍性”和“范围”，usual强调“常规性”，表达“时间”方面的概念。
18．no longer／not．．．any longer／no more／not…any more
no longer=not…any longer不再(现在与以前不同)
no more=not…any more二者都有“不再”的含义
解题警示:
在表示“(时间上、动作或状态持续上)不再”时，常用no longer，较少使用no more
在表示“(数量上、动作反复上)不再”时，常用no more．
五、语法要点
19．直接引语和间接引语(复习)(略)(见第1讲和第2讲)
六、交际用语
20．原因和结果(Causes and effects)：
Why…? Because／As／Since…．
Because of．．．，I…． If…，then…．
As a result of．… It follows that…．
It will use…． It will lead to…． ’
一Why didn't you call me last night?你昨天晚上为什么没给我打电话?
一Because 1 went out．因为我出去了。
If we don't stop killing the bird．then it will die out soon．
假如我们不停止猎杀这种鸟，那么不久它就会绝种。
篇10：英语unit10课件
一、教学目标：
1. 语言知识目标：
1) 能掌握以下单词：
noodles, mutton, beef, cabbage, potato, special, would, would like, order, bowl, size, tofu
能掌握以下句型：
① —What would you like?
② —I'm not sure yet. Are there any vegetables in the beef noodles? ③ May I take your order?
④ —Can we have two bowls of beef soup then?
—Sure. What size would you like?
—Medium, please.
2) 能了解以下语法：情态动词would的用法;
3)能掌握订餐或叫外卖等的用语。
2. 情感态度价值观目标：
体会学习英语的`乐趣，做到“在用中学”“在学中用”。养成一个良好的饮食习惯。
二、教学重难点
1. 教学重点：
1) 学习掌握本课时的重点词组及表达方式。
2) 引导学生们做听、说的训练。
2. 教学难点：
通过role-play的方式掌握如何订餐等用语。
三、教学过程
Ⅰ. Warming-up and lead in
1. Watch a video program about food and vegetables.
2. Ask and answer: What's your favorite food/drink/vegetables?
Ⅱ. Presentation
1. (show some pictures of food on the big screen)
Present some new words and expressions to the Ss.
2. Ss learn the new words and expressions by themselves and try to remember them.
3. Work on 1a:
Read the words on the left and look at the pictures on the right. Write the letters of
the food on the line. Then check the answers.
Ⅲ. Game (Guess the food.)
(Show some pictures of food on the big screen)
Let Ss guess what food it is.
Ss try to guess the food and learn the words.
Ⅳ. Listening
T: In the following conversation, one man is ordering some food. Now, let’s listen to the tape, find out the right noodles the person orders.
Play the recording for the Ss to listen and check the answers.
Ⅴ. Pair work
1. Present the conversation in 1b on the big screen and ask Ss to practice it.
2. Make their own conversations using the noodles in the picture.
3. Let some pairs act out their conversations.
Ⅵ. Listening
1. Work on 2a;
T: Now, look at the pictures on the right, listen to the conversations and check the names of the foods you hear.
(Play the recording for the first time, students only listen carefully.
Then, listen to the recording again, and check the names of the foods.
Check the answers. )
2. Work on 2b:
(Play the recording for the Ss to listen and complete the sentences.)
Play the recording twice. The first time Ss just listen. And the second time, Ss
listen and write down the words.
(If necessary, use the pause button to help Ss)
3. Check the answers.
Ⅶ. Pair work
1. Ask and answer questions with your partner. Use the information in 2a.
2. Show the conversations of 2a on the big screen to the Ss.
3. Make a model for the Ss.
T: What kind of noodles would you like?
S1: I'd like beef noodles, please.
…
3. Ss work in pairs and practice the conversations.
Ⅷ. Role-play
1. Ask Ss to read the conversation in 2d and find the answer to this question： What would they like?
(They would like one large bowl of beef soup, one gongbao chicken, and one
mapo tofu with rice.)
2. Check the answers with the Ss.
3. Ss work with their partners and role-play the conversation.
VIII. Language points
IX. Exercises
Homework
1. Review the words and expressions in this period.
2. Role-play the conversation in 2d.
3. Write a short conversation to order some noodles you like in a restaurant.
篇11：英语unit10课件
教学目标：
1. 学习掌握本单元重要词汇：spring roll, soya milk, would rather (not) do sth.
2. 理解课文文本并熟读
3. 能正确运用核心句型去提出建议并给出相应回答及理由:
Shall we have some _____? / Let’s have some _____.
Yes, that’s a good idea because… Let’s have some _____.
No, I don’t like _____ very much because… I’d rather have some _____.
4. 感知亲友间关心的重要性，鼓励学生对朋友家人表达关爱
教学重点：
1. 理解课文，熟读模仿
2. 运用句型：Shall we have some _____? / Let’s have some _____.
Yes, that’s a good idea because… Let’s have some _____.
No, I don’t like _____ very much. I’d rather have some _____ because…
学习难点：
1. 根据不同情境活用句型
教学流程：
Steps Learning activities Teaching purposes
Lead-in 1. Enjoy some pictures and a song.
2. Answer two question:
1) What food or drink did you see?
2) What’s your favourite food and drink? 激发学生兴趣，词汇铺垫
Input 1. Teach the new phrases.
2. Teach and practice the sentence patterns.
3. Listen to the recording and complete the table.
4. Read the text and have a role play.
5. Complete the dialogues 根据文本内容训练学生的听说能力，帮助学生理解课文并适当扩展，并通过练习、角色扮演巨型操练等巩固
Output 1. Add a sentence pattern of giving the suggestion.
2. Group work: make a dialogue and buy some presents for Ben. 通过更换情境来检测学生对句型的掌握，突破食物和饮料的局限,使句型进一步应用在生活中
Proverb：
1. Answer a question: What can we learn from the shopping?
2. Show some pictures and say something about these pictures. (care more about your friends and family members.) 情感教育：关注朋友，更要关爱家人，为回家作业铺垫
Assignment:
1. Listen to the recording of the text twice and read after the tape twice.
2. Group work: choose a present for our mothers. 让学生通过听、说、读进一步巩固本节听说课所学知识
教学活动
【导入】pre-task preparation
Have a free talk
When is your birthday?
Did you have a birthday party in the past?
Are you going to have a birthday party next year?
Who are you going to invite?
【讲授】while-task procedure
1. Learn different common ways of opening and responding a telephone conversation
(1) Listen to the tape
(2) Answer the question What are they doing?
(3) Find out the common ways of opening and responding a telephone conversation
2. Learn the new word and phrase
free, be free
4. Learn how to politely accept or decline an invitation
5. Practise politely accepting or refusing an invitation with the partner
6. Talk about the possible activities at Ben’s birthday party
7. Learn the new words and phrases
karaoke, sound, chess, forward, look forward to
8. Listen to the tape
9. Listen to the tape and repeat
10. Read the dialogue in roles
11. Answer some questions about the dialogue
(1) what does“What a pity”mean in Chinese?
(2) what does“see you then”mean in Chinese?
(3)Why does Kitty invite the friends instead of Ben?
【活动】post-task activity
12. Conclude this lesson
13. Plan a birthday party for your best friend and make a phone call to invite the other friends to the party
【作业】homework
1. Complete the learning sheet
2. Answer some questions about the dialogue
(1) What are they talking about?
(2)When and where will the party start?
(3) What are they going to do at the party?
(4) Who is going to come to the party? Why?
(5)What does Peter think of Kitty’s plan?_
(6)Why isn’t Jill going to the party?_
(7)What does Jill ask Kitty to do?_
(8) what does“What a pity”mean in Chinese?_
(9) what does“see you then”mean in Chinese?
(10)Why does Kitty invite the friends instead of Ben?
3. Plan a birthday party for another friend , make a phone call to invite your classmates to the party and write down your dialogue.
篇12：新目标英语七年级下Unit10教案及讲解
新目标英语七年级下Unit10教案及讲解
Unit 10 Where did you go on vacation? 一、教学目标 1． 知识目标 1). 词汇 were, stayed, visited, felt, expensive, inexpensive, crowded, delicious 2). 句型 Where did you go on vacation? We went to New York. Did you go to Central Park? Yes, I did. How was the weather? It was humid. 2． 能力目标 1） 学习谈论过去发生的事件 2） 学会谈论节假日的.活动 3） 学会以日记的形式记录一天的活动并表达感想 3． 策略目标 1） 利用情景对话 2） 角色扮演 4． 情感目标 学会合作 二、重、难点 1． 重点 1） 词汇 stayed, visited, went, did, were, was mountains, summer camp, museum, expensive, inexpensive, crowed, delicious, not bad, pretty good, terrible, great, fun, beautiful, unfriendly, interesting 2) 句型: Where 引导的特殊疑问句 惯用语 How were the beaches? They were fantastic. 3) 语法: be 动词一般过去时 2． 难点 all morning, pretty good, be lost, decide to do sth. We had great fun doing sth. I found a small boy crying in the corner. That made me feel very happy. I didn’t have any money for a taxi. We had Sichuan food for dinner. The best place for a vacation A report on students’ vacation 三、难点注释 1)all morning整个上午 all 着重“整体”，指各个个体或各个部分组成的“全部的、所有的整体”。可 修饰可数名词复数形式和不可数名词。位于定冠词、指示代词、物主代词、基数词的前面。 常用短语有： all day, all night, all day long, all the morning. all his friends, all the five girls, all the work 英国人在all day, all night 中常不用the。在其他情况下，美国人常用the。 2)be lost迷路，丢失 lost 为动词lose的过去分词，在此作形容词“丢了的，迷路的”。 3)decide to do决定做…… 4)pretty good 相当好 5)have great fun doing sth.做某事很有乐趣 此处的fun 为不可数名词“乐趣”。great 可以换成其他的词，如：have much /some fun doing sth. 6)find sb. doing sth. 发现某人在做某事 I. A C D C B II. 1. got/lost 2.study/for 3.Did/have 4.did/go 5.was 更多精彩；英语教师网 英语教师网论坛篇13：牛津小学英语第十课Unit10《Whatcolour》教案
牛津小学英语第十课Unit10《Whatcolour》教案
课 题：Unit 10 What colour? 第一课时
教案内容：
教学目标：
1、能听说、认读yellow、red、green、blue、brown这些表示颜色的单词,发音正确。
2、能听懂特殊疑问句What colour?并能根据情况用It’s…回答，语音语调正确。
3、通过开展同伴学、小组学等向学生进行学习方法的渗透，同时培养学生合作精神。
4、运用评价手段，鼓励学生大胆运用所学的英语，激发学生学英语、用英语的兴趣。
教学重难点：
重点：能听、说、认读五个颜色单词。
难点：鼓励学生在生活中大胆运用所学英语。
教学准备：
1、教师准备红、黄、绿、蓝、棕五色彩笔及相应的单词卡片、磁带、放音机、彩虹图一份、无色彩虹图每组一份。
2、学生准备红、黄、绿、蓝、棕五色彩笔及文具。
教学过程：
一．Warm up / Revision
1、TPR.（Show me your pen/pencil/English book/crayon…）
2、Enjoy an English song“Who is wearing yellow today？”，让学生尝试跟唱，用中文解释“Who is wearing yellow today？”。
二、Presentation
（一）教学yellow
1、卡片出示，学生跟读，将卡片贴在黑板上。
T: Ok,now please look here. What colour?
Ss: Yellow!
T: Yes, it’s yellow.Please read after me. Yellow.
Ss: Yellow.
T: Who is wearing yellow today？Stand up，please. 带领学生指着说yellow。
（二）教学red
T: Who is wearing red today？Oh，I’m wearing red today. 带领学生指着说red.
Ss: Red!（开火车读）
T:(卡片出示，学生跟读，将卡片贴在黑板上。)Please read after me,red.
T: Who can show me something red？（中文解释）
Ss:……
（三）教学green
T:(师出示英语书) This is my English book. What colour is it?
(卡片出示，学生跟读，将卡片贴在黑板.)
T: Read one by one，纠正发音。
（四）教学blue
T: Ok, now please look at the sky. What colour?
Ss: Blue.
T: Read one by one.
（四）教学brown
T: Who is wearing brown today？Oh，I’m wearing brown today. 带领学生指着说brown.
Ss: Brown!（开火车读）
T:(卡片出示，学生跟读，将卡片贴在黑板上。)Please read after me,brown.
T: Who can show me something brown？（中文解释）
Ss:……
二、Practice
三、综合拓展
四、Homework
☆教学调整☆
课 题：Unit 10 What colour? 第二课时
教案内容：
设计思想简介：
小学生的特点是以无意注意为主，兴趣是他们重要的学习动力。本模式围绕“趣”字作文章，强调语音、听说，并通过听听说说、涂涂画画、唱唱玩玩等活动激发学生学习英语的兴趣，培养其能力。本模式在导入时创设各种有趣的情境，引起学生的注意，激起兴趣，轻松地引入新课。在课堂里，以“保护”学生的兴趣为重，安排学生所喜闻乐见的活动进行练习，进一步巩固，使他们获得一些英语的感性知识，打下较好的语音基础。
教学目标：
1.熟练掌握“ blue, green, yellow, red, brown ”五个表示颜色的.单词。
2.会用句式“What colour ? ”提问并回答。
3.培养学生对英语的兴趣。
教学重难点：
掌握5个表示颜色的单词。
课前准备：
教师：颜色卡片。
学生：水彩笔，彩色风车，铅笔等。
教学过程：
(一).Class begins.
(二). Sing together.
T: The first, let’s sing a song. OK?
Ss: OK!
Sing follow the tape.
(三). Play cards.
1.Talk with some students.
T: Hello!
S: Hi!
T: ( Take out a card ) What colour is it ?
S: Red./ Yellow./ Blue./ Green./brown .
T: Good!
2.Let’s change.
T: Hi!
S: Hello! (Take out a card ) What colour is it?
T: Red./ Yellow./ Blue./ Green./ brown.
S: Thank you!
(四). Practise.
1. A game.
Take out the windmill, and say to each other .
2.Learn to say.
a.Talk with some students.
NO1:
T: I have a new pen.
S: What colour ?
T: (Take out a pen ) red.
S: Oh. How nice!
NO2:
T: I have a new pen ./ pencil./….
S: What colour ?
T: Guess!
S: Red and black./ Yellow and white./…?
T: (Take out a pen) .No. Green and White!
S: OH. How nice!
b.Read follow the teacher.
c.Say to each other.
d. Act.
(五). Learn to say. (This is … …)
1. ( 图片 ) Show a picture with a white cat.
T: What’s this in English?
S: A cat.
T: This is a cat.
Teach this sentence: This is a cat
Read and read.
T: What colour is it?
S: White.
T: Good! This is a white cat.
Teach this sentence: This is a white cat.
Read and read.
2. ( 图片 ) Show a picture with a red peach.
T: What’s this in English?
Ss: A peach.
T: What colour is it ?
Ss: Red.
T: Follow me. This is a red peach.
3.( 图片 ) Show a picture with a yellow banana.
T: (Enlighten the students) This is a ….
Ss: This is a yellow banana.
4.( 图片 ) Practise.
Show a picture with a banana: This is a Yellow banana.
… … a pencil : This is a black pencil.
… … a ruler : This is a blue ruler.
… … … … …
(六). Draw and colour.
1.Draw.
T: Every one . Take out a white piece of paper. Let’s draw, OK?
Ss:OK!
NO.1. Draw an apple. NO.2. Draw a pear. NO.3. Draw a pen.
NO.4 Draw a banana. NO.5. Draw an eraser. NO.6. Draw a mouse.
Praise the best one.
2.Colour.
T: Every one is very good. Now , let’s colour them,OK?
Colour the apple yellow. Colour the pear green. Colour the banana
yellow.
Colour the eraser blue. Colour the pen black. Colour the mouse
red.
Praise some students.
3.Say to each other.
For exemplar: This is a yellow apple./ This is a red mouse./ … …
（七）、Introduce the colour of skin. (介绍肤色)
（八）、Learn to sing: Colour song.
1.Read the verses of the song.(读歌词)
2.Sing follow the intrument .(跟琴唱)
（九）、Class over.
☆教学调整☆
课 题：Unit 10 What colour? 第三课时
教案内容：
教学目标 ：
1、能听懂会说本课单词、对话。要求发音准确，理解词义，语调自然。
2、能用What colour ？并用It’s…进行对话交流。
3、会说歌谣A cat and a dog.
教学内容：
1、对话
2、词汇：Yellow Red Blue Green Brown
教具：一个五彩魔术盒，彩色绳，花瓣似的色片。
教学过程：
Step1：师生互致问候。
T: Hello, Good morning, boys and girls!
Ss: Hello, Good morning, Miss Wu.
Step2: 句型“What colour? It’s…”操练。
T: First, Let’s play a game, Ok?
1）玩捉迷藏游戏引入句型，教师蒙住眼睛，走进学生中问：What colour？请学生回答 It’s… （三次以上）
2）T: Next, Let’s talk。
示范：双人活动。
Step3: 复习单词
T: Let’s stop! Now well, look, I have red coat. How nice! again.
Do you like red? What colour? Again.
1） 复习yellow red blue green brown
依次出示彩色花片（组成一朵花）学习单词。分全班—男孩—女孩—小组读。
T: well, Now, Let’s play an other game, Ok?
2）教师指色片，学生读单词。
Step4: 复习巩固。
T: Well, This game with colours.
Guess what am I holding?
It’s a Magicbox.
1）出示彩盒。
T: Open the box, It’s a Magicrope.
Guess first what colour?
2）请学生猜颜色说对单词，即拉出同色的绳子。
猜对了就欢呼“Yes”，猜错了，就说“No, sorry”。
T: At last, Now look.
3）将绳子系在椅子两边，走钢丝。
教师示范，走到什么颜色上，学生齐读单词。
请一名学生来走，剩下的学生读。
Step5: 学习歌谣。
Step6: Homework
☆教学调整☆
篇14：NSEFC-II Unit10 Frightening nature
Unit 10 Frightening nature
I. Brief Statements Based on the Unit
Have you experienced a terrible nature disaster? Certainly few of us have. Do you want to know something about it? Certainly many of us do. After you have learned this unit, Unit 10. Frightening nature, you are sure to obtain some useful information about that. The unit will be taught in four periods. In the first period, we'll deal with Warming up, Listening and Speaking. At the beginning, four pictures are shown to the students. They are asked to talk about them and then write down what is observed. The pictures are about geology, meteorology, astronomy and biology, including typhoon, cobra and cells. The pictures and the questions after them can greatly stimulate the students' interest in science. Listening is about weather
forecast in the USA. The exercises of listening can test how the students grasp the detailed information in it. Speaking provides all types of topics for the students to talk about. When they finish their talking, a lot of useful expressions on how to express emotion, anxiety and fear are mastered by them. In the second period, we'll deal with Prereading, Reading and Post-reading. In the beginning, the students will see and talk about three pictures about a famous volcano vesuvius, which once erupted about two thousand years ago, and destroyed two small towns. Then the
whole text gives us a vivid picture at that time. It describes how the writer’s uncle died. His uncle, attracted by the scene of volcano eruption, wanted to observe and record more about that. So he decided to go and see it from closer. He went there and rescued his friend's wife. Then he went to see another friend of his, who lived very near to the erupting volcano. He even encouraged the scared people to calm down. But unfortunately, he died at last. He only thought about learning more about volcano and wasn't afraid at all. He valued scientific knowledge more than his life. In the third period, we deal with Word study and a grammar item--Ellipsis. Plenty of exercises are arranged for it. The students will master it through practice. Integrating skills are delt with in the fourth period. The text is about a ship, controlled by the captain and his crew, fighting against a terrible typhoon. The story without end asks the students to use their imagination and write how it will end. We are sure that when the unit is finished, the students will not only improve their ability to listen, speak, read and write, but also learn and master plenty of useful words and expressions.
II. Teaching Goals
1. Talk about natural disasters volcanoes, hurricanes and typhoons.
2. Express emotion, anxiety and fear.
3. Learn about Ellipsis.
4. Practise creative writing.
III. Teaching Time: Four periods
IV. Background Information
1. Volcanoes
There are thousands of volcanoes all over the world. What makes volcanoes?
What happens?
The inside of the earth is very hot. Because it is very, very hot, the rock has melted like ice. It has become liquid, like water, his always boiling, like water in a kettle. If you have seen a kettle boiling, you know that the steam and boiling water try to get out. The very hot melted rock inside the earth also tries to get out. Usually it cannot because the outside of the earth is too thick and strong.
But in some places the outside of the earth is thin and weak. Sometimes a crack (a small opening) appears. The hot melted rock, which we call “lava”. pushes up
through the crack and bursts through. Steam and gas shoot up into the air and the hot melted lava pours out. Big pieces of rock may be thrown high into the air.
After a while the volcano becomes quiet again. The melted lava becomes hard. Later the same thing happens again and again. Each time more hot lava pours out on top of the cold lava and then becomes hard. In this way a kind of mountain is built up, with a hole down the middle. Perhaps the volcano will then be quiet and no more lava will burst out. Perhaps it will start again hundreds of years later.
Although there are thousands of volcanoes in the world, most of them are dead. Only about 500 sometimes start to throw out lava again. A famous volcano which is now dead is Mount Fujiyama in Japan. It is covered with snow in winter.
Vesuvius is the name of a very famous volcano in Italy. It first came to life many, many years ago. It was quiet for hundreds of years. Then in the year 79 it suddenly burst. A great cloud of smoke shot up into the sky with great burning rocks, which fell all around. Hot lava poured down its sides. About 3 000 people were killed.
This has happened again many times since that year. Sometimes no damage was
caused, or only little damage. But there was serious damage in the years 472,
1631, 1794, 1861, 1872 and 1906. You can see that a volcano can stay alive for many years. In 1906 part of the top of the mountain fell off. There was also serious damage in 1914 but there has not been any since that year.
2. What Is a Tornado?
What exactly is a tornado? The general picture is familiar enough. The phenomenon usually occurs on a hot. sticky day with south winds and an ominous sky. From the base of a thunderhead, a funnel-shaped cloud extends a violently twisting spout toward the earth. As it sucks in matter in its path, the twister may turn black, brown, or occasionally (over snow) even white. The moving cloud shows an almost continuous display of sheet lightning. It lurches along in a meandering path,
usually northeastward, at 25 to 40 miles per hour. Sometimes it picks up its finger from the earth for a short distance and then plants it down again. The funnel is very slender: its wake of violence averages about 400 yards wide. As the tornado approaches, it is heralded by a roar as of hundreds of jet planes or thousands of railroad cars. Its path is a path of total destruction. Buildings literally explode as they are sucked in by the tornado's low-pressure vortex (where the pressure drop
is as much as 10 percent) and by its powerful whirling winds (estimated at up to 500 miles per hour). The tornado's lifetime is as brief as it is violent. Within a few tens of miles (average: about 16 miles), it spends its force and suddenly disappears.
3. Earthquakes
Earthquake is a sudden, violent shaking of the earth's surface. It's a kind of crustal movement form of expression.
Earthquake is regarded as one of the most damaging forces known to man: since records began to be written down, it has been estimated that earthquake-related fatalities have been numbered in the millions, and that earthquake-related destruction has been beyond count.
The great majority of all earthquakes occur in two specific geographic areas. One such area surrounds the Pacific Ocean and its contiguous land masses. The other extends from the East India to the Atlas Mountains, including the Himalayas, Iran, Turkey, and the Alpine regions. It is in these two great belts or zones that ninety percent of all earthquakes take place. The text refers to two of the strongest quakes in San Francisco. As to our country, a large number of earthquakes happened in North China and Northwest China. The powerful earthquake of Tang Shan happened in the city of Tang Shan, Hebei Province on July 28th, 1976, which caused more than 240 000 deaths and the whole city was destroyed.
Nowadays scientists know a little about earthquakes and they still cannot stop these disasters from happening. However, they can warn people who live in these areas by pre diction, in advance to take precautions against such disasters. A worldwide earthquake warning network is already in operation at present and is expected to make earthquake prediction several years ahead of time.
The First Period
Teaching Aims:
1. Learn the new words of this period and master their usages.
2. Listen to a passage about weather forecast,
3. Talk about natural disasters.
Teaching Important Points:
1. How to improve the students' listening ability.
2. How to improve the students' speaking ability.
Teaching Difficult Point:
How to use what the students have learned to describe a nature disaster.
Teaching Methods:
1. Listening to improve the students' ability to listen.
2. Discussion and free talk to get every student to speak.
3. Talking the interesting topics to raise the students' interest in science.
Teaching Aids:
1. a computer
2. a projector
3. a tape recorder
Teaching Procedures
Step I Greetings and Revision
Greet the whole class as usual.
T: Have you finished your homework?
(Ss: Yes )Please put your exercise books on your desks. I'll check your homework.… (After teacher checks the students’ homework, teacher says the following. )
T: Open your books at Page 113. Let's learn the new words of this period first. SA, read the new words, please.
SA:…
(Teacher corrects the students' mistakes in pronunciation and gives the brief explanations of some words when necessary.)
Step II Warming up
T: Please open your books at Page 73.Look at the four pictures. What can you see in the pictures? Have a discussion with your partner and do the exercises. Some minutes later, I'll ask some of you to give the answers.
(Teacher goes among the class and join in the students' discussion. Some minutes later, teacher says the following. )
T: Have you finished?
Ss: Yes.
T: Let's do Ex. 1. Who will talk about the first picture?
S: Perhaps the first picture is a geomorphologic map.
T: Please go on !
SB: In the second picture we can see a scene in which some tall trees are blown down. Perhaps a typhoon has just happened. What a sad scene! If we want to get more information, we can see pictures taken by the satellite on the Internet.
Sc: In the third picture. I saw a comet. It has a very bright head and a long less
bright tail and is moving through the sky to the ground. If we want to see it
more clearly, we can see it through a telescope.
T: How do you know when it will happen?
SD: The TV programme will tell us in advance. It will tell us its detailed timetable and the other information about it.
SE: In the last picture we can see a cell, but it is enlarged many times. We often see cells in our biology classes. As long as you have a microscope, you can see them clearly.
T: Do you often hear about these things in newspapers or on TV?
SF: Both. In summer we often hear about typhoons on the Pacific. There are about seven typhoons in the southeast of our country. If there are fewer, drought will take place.
SG: Some years ago, we learned from the newspaper and TV that a comet would pass through the dark sky in our country. Our geography teacher organized us to watch it through a microscope.
T: Now answer the third question, please. How does nature form a danger to people in the world and how can science help reduce that threat?
SH: Typhoons are harmful to us. They can pull up the tall tree, blow down the wire poles and even destroy people's houses. Sometimes it can cause severe flood.
SI: Earthquake can bring great damage to people's life. It can cut off electricity
and water supply and destroy houses. Even it often causes deaths. In 1976 a terrible earthquake in Tang Shan killed thousands of people.
SJ: If the typhoon and earthquake can be forecast, damages will greatly be reduced. Scientists in our country can forecast typhoons exactly and some of the earthquakes have been forecast before. I’m sure they will control the natural disaster and reduce the losses to the lowest degree.
T: In which ways are the fields of science important to our everyday life?
SK: Geograph is important. If we do well in it, we can find more coal, gas and oil, as well as all kinds of metal.
SL: Meteorology is important. If we master it, we can tell our farmers much information about farming. If so, they will increase their productivity and
avoid losses.
SM: In our geograph lessons, our teacher told us that the stars and planets in
the universe have effects on the earth, especially the weather on the earth. So we should learn astronomy well and know as much about it as possible so
that we can forecast their effect.
SN: Biology is an important subject. It affects our everyday life directly. If we
develop better medicine, some diseases will be got rid of. SARS,for example,
broke out in our country last year. We needed a lot of effective medicine
then. If it had not been for the success our scientists achieved, we would have
had much more losses.
T: OK. Let's stop here. Knowledge is power. Let's work hard at our subjects and lay a solid foundation for the future. I wish all of you a bright future.
Step III Listening
T: Now let's do listening. Please turn to Page 73 and 7L Read the information about the exercises. (After a few minutes.)
T: Do you understand what we should do?
Ss: Yes.
T: OK. Let's listen to the tape. I'll play the tape three times. When I play it for
the first time, try to get as much information as possible and write it down on a piece of paper. When 1 play it for a second time, check your answers to be sure they are correct. Then check your answers with your partner and have a discussion with them. At last, I'll play it for the third time and answer all the questions you are not sure about. Are you clear about that?
Ss: Yes.
T: OK. Let's begin.
……
Step IV Speaking
T: Let's go on to do speaking. Please open your books at Page 74. Read the dialogue first and then talk about typhoon with your partner. A few minutes later, let’s act it out.
Sample dialogue
(A: Student a; B: Student b)
A: Are there any typhoons in the area where you live?
B: No, there aren't.
A: Have you heard about it?
B: Yes, I have. I saw a VCD about typhoon last year, and I learned something from it.
A: What is it like?
B: Very terrible! When it happens, trees are pulled up and some old houses are
destroyed.
A: Is that so? I wish there were no typhoons in the world.
B: That's impossible. But when it comes, there will be rain with it.
A: How about hurricane and tornado?
B: There are many words for a violent tropical circular wind. A cyclone may be very large, bringing rain and great destruction. When it happens in the western Atlantic Ocean, it is called a hurricane, and the same tiling happening in tile western Pacific or China sea is a typhoon. When shaped like a pipe and passing in a narrow path, it is a tornado if it goes over land and a waterspout if it goes over water.
A: I see. Thank you very much for telling me so much.
B: Not at all.
T: (Show the screen.) Have you met with one of such situations above? Are you
frightened? Have you heard anyone meet with that? Describe how they behaved then. Have a discussion with your partner and make up a dialogue. The useful expressions on the blackboard may be a help to you.
(Teacher writes the useful expressions on Page 75 on the blackboard.)
Sample dialogue:
(A: Students c ; B: Student d)
A: Have you been in a situation that frightens you?
B: Yes. It was last summer. I spent my summer vacation in my hometown, a small village in a mountainous district. One day, I went hiking with my cousin. On our way home, we met a cobra.
A: Were you frightened when you saw it?
B: Very! It made my hair stand on end. My cousin was too frightened to move at that time, too. Because we both saw on TV that the poison of a cobra can kill a person easily.
A: What happened next?
B: Fortunately it didn't see us. We acted just as the TV programme told us. At
last, it went by. The distance between the cobra and us was only three metres or so.
A: How terrible !
Step V Summary and Homework
T: In this period, we've talked about some topics about geology, meteorology, astronomy and biology, and listened to a passage about weather information.
Also we've had a discussion about some frightening situations. After class, go on with the discussion according to the pictures on Page 25 using the useful expressions on the blackboard. (Teacher reads the expressions.) And do the fifth part of Warming up. That's all for today. Class is over.
Step VI The Design of the Writing on the Blackboard
Unit 10 Frightening nature
The First Period
Useful expressions :
How terrible!
It makes me feel uneasy when…
I think it's very unpleasant…
It makes me feel very worried.
I get very upset.
It's a frightening thing…
I dare not …
I'm really frightened to…
What's really scary…
I'm afraid of…
I'm frightened to death by…
She's scared to death.
He gets into a total panic when…
It makes my hair stand on end.
What terrifies me…
Step VII Record after Teaching
The Second Period
Teaching Aims:
1. Learn the useful words and expressions: draw one's attention, at hand, call for,
urge, upon arrival, calm down, light up, in a panic, more than
2. Learn the text “Under the Volcano” and master the detailed information in it
Teaching Important Points:
1. How to improve the students' reading ability.
2. Try to master the usages of the new words and expressions of this period.
Teaching Difficult Point:
The usaGes of some words and expressions
Teaching Methods:
1. Fast-reading to get the students to grasp the main idea of the text.
2. Reading carefully to get the students to master the detailed information.
3. Pair work or group work to make the students be active in class.
Teaching Aids:
1. a computer
2. a tape recorder
3. a projector
Teaching Procedures:
Step I Greetings and Revision
Greet the whole class as usual.
T: In last period, two students described a frightening situation. Do you remember?
Ss: Yes.
T: What is it about?
Ss: It's about a cobra. It is frightening.
T: Who will give us another example?
SA and SB We will try.
(A: Student a; B: Student b)
A: Are you afraid of lightening?
B: Not very. What about you?
A: When lightening appears, I'm not frightened if I'm at home or at school. But if I am in the open air, it is a different matter.
B: Please tell us your experience, will you?
A: Yes. That was when I was seven. We lived in the countryside then, you know. One afternoon, when I was in the field with my mother, there was an increase in the winds. We hurried home but that was too late. On our way home, the clouds gathered and the winds increased to a storm. It became darker and darker. Suddenly there was thunder and lightening.
B: What was it like?
A: First came the terrible lightening. It was very bright. Everything around me and I myself appeared to be white. Then came the thunder. Crack! It seemed that something exploded. That's the terrible sound I've ever heard. I was frightened to death and threw myself into my mother's arms. She got into a total panic. Carrying me on her back, she ran as fast as she could. Later, we heard that the lightening struck a tall tree and some of the branches burnt.
B: That's terrible. I'm frightened to hear that.
Step II Pre-reading
T: Please open your books at Page 75, Pre-reading. Read the information in Part 1 and have a discussion with your partner. Then we'll ask some students to talk about it.
(After a few minutes' discussion.)
T: Who can tell us something about the pictures?
Sc: This terrible story happened in Italy in the year 79 AD. The volcano's name is Vesuvius. It was quiet for hundreds of years and then it suddenly erupted. The second picture is the volcano Vesuvius. In the picture it was erupting.
SD: I think the first picture shows us a terrible scene after the volcano erupted. It is said that the whole city was buried under the metres of hot ash and mud, and 3000 people were killed. But since 1914, there has not been any damage.
SE: In the third picture, we can see the relics of that city. If was excavated a
long time ago and now it is a natural cultural relics. People can go to see
the relics of the towns. Pompeii and Herculaneum, and even go to the top of the volcano to visit it.
T: Do you know which country has the most volcanoes?
SF: Perhaps Japan.
T: Do you know what makes volcano?
Who can tell us something about it?
SG: I'll try. As we know, the inside of the earth is very, very hot. There, the rock
has become liquid, and it is always boiling. The hot melted rock always tries to get out, like the boiling water and the steam. In some places the hard shell of the earth is weak and thin. It will burst through. Some volcanoes can be quiet for some years, even hundreds of years.
Step III Reading
T: Quite right. Some of the students know quite a lot. We should learn from them. Now read the text fast and find the answers to the questions on the screen. Write your answers on a piece of paper and I'll collect the first five pieces.
(Teacher shows the following on the screen.)
Scan the text and answer the following questions.
1. What is described in the following passage?
What happened?
2. When and where did it happen?
3. Who is the writer of the letter
T: (A few minutes later.) Have you finished? Those who have finished, hand in your answer pieces, please. (Teacher collects the first five pieces.) Who will answer the questions? Volunteers?
Sa: I'11 answer Question 1. In the passage, the writer describes how his uncle died. When the volcano was erupting.
Sb: Question 2. It happened near the Mount Veruvins on the 24th of August in 79 AD.
Sc: Question 3. The writer of the letter is Pliny's nephew.
T: (Show the screen.) Very good. Please read the text again and discuss the questions on the screen with your partner. A few minutes later, I'll ask some students to give us their answers.
Answer the following questions:
1. For what reason did the writer write the letter?
2. Why did the writer's uncle go to see the sight?
3. What did he do in order to help the other calm down?
4. What did they do in order to be against the shower of rock?
5. Why did they carry torches?
Suggested answers:
1. Because Tacitus was writing a history book and he needed something about his uncle's death. So he asked the writer to tell him something about his uncle.
2. Because he wanted to see it from closer at hand. Later, he received a letter from
his friend's wife, asking him to rescue her, so he wanted to rescue her.
3. In order to make his friend calm down, he asked to be taken to the baths.
4. They tied pillows on top of their heads as protection against the shower of
rock.
5. Because it was daylight else where in the world, there the darkness was darker and thicker than any right, so they arrived torches to give light when they
went out.
T: Now look at the screen, please. (Show tile screen.) There are some useful words and expressions in the text. Read them and pay attention to their usages.
Useful words and expressions:
1. draw one's attention: He is very quiet and doesn't draw much attention to himself.
2. at hand: I haven't my book at hand, but I'll show it to you later. He lives close at hand.
3. call for: Success in school calls for much hard work.
4. urge: He urged me to join their company.
5. upon arrival: He telephoned his mother on/upon his arrival.
6. calm down: He told Tom to calm down.
7. in (a) panic: The crowd in a panic fled in all directions.
8. more…than…He is more mad than stupid.
Step IV Listening and Reading Aloud
T: Let's listen to the tape. When I play it for the first time, just listen to it.
When I play it for the second time, you can follow it in a low voice. Then read
the text aloud by yourselves. Is that clear?
Ss: Yes.
(Teacher plays it {or tile students to listen. Then the students read the text. While they are reading, the teacher goes among the students to correct their mistakes in pronunciation and intonation if there are any. )
Step V Post-reading
T: let's go oil to do Post-reading 1,2 and 4. Read the requirements carefully and
have a discussion with your partner. Some minutes later, we'll check the answers.
T: (After a few minutes.) Are you ready? Now explain what the words in bold refer to.
S1:“it”in the second paragraph refers to “a cloud of unusual size and shape rising from a mountain”.
S2: “the one” in the fifth paragraph refers to “the wind”.
S3: In the fifth paragraph, “the other” refers to my uncle's friend Pompy.
S4: In the fifth paragraph “their” refers to “broad sheets of flame” and in the
next line, “they” refers to “scared people”.
T: Now the fourth. Who can give us three examples that show he had no fear? One student, one example.
S5: I'll try. The first is that during his trip to his friend's home, which was at the foot of Vesuvius, he wrote a report about all he observed on the way.
S6:The second is that after rescuing Rectina, he still wanted to rescue his friend Pompy. When he saw his friend Pompy, he asked to be taken to the baths in order to help his friend clam down.
S7: I'll give the third example. After baths and dinner, he said he wanted to
sleep. When broad sheets of flame were lighting up many parts of Vesuvius, people scared, but he told them that the flames came from the homes of farmers who had left in a panic with the kitchen fires still on.
T: Are they right?
Ss: Yes.
Step VI Summary and Homework
T: In this class, we've learned the text “Under the Volcano”. You have done
the good work. After class, read the text again, and try to use the useful
words and expressions in your communication. Do you still remember them? Let's recall them together. The first one is: draw one's attention…
(Teacher writes them on the black board.)
Then do Part 2 and 3 in Post-reading That's all for today. Class is over.
Step VII The Design of the Writing on the Blackboard
Unit 10 Frightening nature
The Second Period
Useful words and expressions:
draw one's attention, at hand, call for, urge, upon/on arrival, calm down, in a panic, more… than…
Step VIII Record after Teaching
The Third Period
Teaching Aims:
1. Get the students to complete a passage according to the information given.
2. Get the students to review the usage of the present participle and the past participle.
3. Get the students to learn and master
Grammar: Ellipsis.
Teaching Important Points:
1. Enable students to learn how to choose the present participle or the past participle.
2. Learn about Ellipsis of different types.
Teaching Difficult Point:
How to use Elliipsis to make a sentence brief and clear.
Teaching Methods:
1. Practise to make the students master what they've learned.
2. Inductive method to give the students a clear picture of they should master.
3. Pair work or group work to make every student be active in class.
Teaching Aids:
1. a computer
2. a projector
Teaching Procedures:
Step I Greetings and Revision
Greet the whole class as usual.
(Teacher and students learn the new words of this period together. )
T: Have you finished your homework?
Ss: Yes.
T: Who will read his word webs to us?
(Teacher asks some students to read. At last teacher shows the following on
the screen. )
Step II Word Study
T: (Show the screen.) Now let's do an exercise. Read the news on the screen
and fill in the blanks with the words we've learned. Pair work or group work.
Complete the news:
The active v on Montserrat caused more than US $ 323 000 damage to crops and the island's water system, the government said Thursday.
The island was covered with d and a_________ as deep as four inched. Fruit trees and crops were severely damaged, but none of the people were reported injured, officials said. Some wildlife habitats were damaged.
The volcano on Montserrat sprang to life in 1995. More than half of the
population f______ and never returned a . An eruption in killed 19
people and buried the capital of Plymouth.
Although there was a feeling of p_________, people told reporters that they would not leave their island.
Officials said costs for cleaning up could reach US $188 000. The UN has u________ other countries to help. Britain already gave 2 million pounds last aid Tuesdays.
Suggested answers :
olcano, ust, sh, led, gain, anic, rged
T: Look at the two sentences on the blackboard.
This is a moving story.
The boy is deeply moved by the story.
Can you tell me the difference between “moving” and “moved”, Li Hua?
Li Hua: Yes. The present participle “moving” expresses an action that happens around the same time as the main verb with an active meaning while the past
participle “moved” expresses an action that is completed with an passive meaning. Am I right?
T: Yes, quite right! Please open your books at Page 78. Look at Ex. 2. Read
the sentences and fill in tile blanks with the proper forms of the words in
brackets. And then check your answers with your partner.
Suggested answers:
1. frightening; frightened
2. upsetting; upset
3. terrified
4. scaring; seared
Step III Grammar
T: (Teacher writes the two sentences on the blackboard. )
1. Upon arrival, my uncle hugged Pompy and (?) tried to give him courage.
2. Then came a smell of sulphur, and then (?) flames.
Look at the two sentences on the blackboard. They are both from the text. Read them and decide which words were left out at each place of the question marks. Pair work or group work.
(A few seconds later.)
SA: I think in the first sentence the subject “he or my uncle” was left out.
SB: In the second sentence I think “came”should be at the place of the question
mark.
(Teacher writes the completed sentences on the blackboard.)
T: You are right. In modern English there is a tendency to omit or leave out some
words in a sentence for the sake of conciseness. This omission is called ellipsis, and a sentence containing such an omission is called an elliptical sentence, A word or words in a sentence can be omitted only on condition that the omission would not cause the sentence to be understood in more than one way or to be of unclear meaning or wrong. We must keep in mind that we should not omit words necessary for clearness. Are you clear about that?
Ss: Yes.
Step IV Practice
T: (Teacher shows the screen.) Here are ten sentences on the screen and they
are all correct. Work with your partner and decide which words have been left
out.
Decide which words have been left out.
Example: (I) Beg your pardon.
1. Haven't seen you for ages.
2. Some more tea?
3. Sounds like a good idea.
4. Doesn't matter.
5. Sorry to hear that.
6. Pity you couldn't come.
7. This way, please.
8. Terrible weather!
9. Joining us for a drink?
10. Going to the supermarket?
T: (After a while.) Have you finished? Who will give us the answers? One student, one sentence. Volunteers?
Suggested answers:
1. I haven't seen you for ages.
2. Would you like some more tea?
3. It sounds like a good idea.
4. It doesn't matter.
5. I'm sorry to hear that.
6. It's a pity you couldn't come.
7. You come this way, please.
8. What terrible weather it is!
9. Do you enjoy joining us for a drink?
or: Do you feel like joining us for a drink?
10. Are you going to the supermarket?
Step V Discussion
T: (Teacher shows the screen.) Let's do another exercise. Look at the screen.
Some of the words in the sentences on the screen are unnecessary. Cross these
words out.
Do the following after the example:
Example: It didn't take my uncle long to decide whether to go to save his friends
or not to go to save his friends.
1. She can hold her breath longer than I can hold nay breath.
2. They discussed whether they should stay in the house or they should try the open air.
3. They had a meal, they went out for a walk and they came back to sleep.
4. Don't bathe if you don't want to bathe.
5. I don't visit my parents as much as I ought to visit my parents
(After a while.)
Sa: I think in the first sentence “hold my breath” can be omitted.
Sb: The word “can” can be omitted, too.
T: Who is right?
Ss: Sb.
Sc: In the second sentence, we can leave out the words “they should”. Am I right?
Ss : Yes.
Sd: In the third sentence the second and the third subject “they” can he omitted.
Se: The fourth sentence can he changed like this: Don't bathe if you don't want to.
T: Can the word “to” be omitted?
Ss: No, it can't be omitted.
St: In the fifth sentence, the last few words “visit my parents” can be left
out, can't they?
Ss: Yes.
T: You've grasped the spirit of it. Now open your books on Page 78. Let's do
Ex. 4. Read the requirement and have a discussion with your partner.
Suggested answers:
M: Well, you don't look at all like a sea captain, sir.
C: I'm afraid you don't like very much like a governess. You turn around, please!
M: What do you mean?
or: For what do you ask me to turn around?
C: You turn! You take your hat off! It's the dress. You have to put on another
one before you meet the children.
M: But I don't have another one. I would have made myself a new dress, but
there wasn't time.
C: Well, I'll see that you get some material today, if possible. 1 don't know how
much the mother has told you.
M: The mother has not told me much.
C: You're the twelfth in a long line of governesses, who have come to look after my children since their mother died. I believe that you will do better than last one. She stayed only two hours.
M: What's wrong with the children, sir?
C: There was nothing wrong with the children, only the governess. …
Step VI Summary and Homework
T: In this period we've done some exercises about Word study. And we've learned a new grammar item: Ellipsis. In doing this, we must remember that…(Pointing to the sentences on the Bb.) After class, do more exercises about it. And then do Ex.5 on Page 77. Next class I'll ask some students to tell the story in their own words. That's all for today. Class is over.
Step VII The Design of the Writing on the Blackboard
Unit 10 Frightening nature
The Third Period
This is a moving story.
The boy is deeply moved by the story.
Grammar: Ellipsis
1. Upon arrival, my uncle hugged Pompy and (?) tried to give him courage.
2. Then came a smell of sulphur, and then (?) flames.
*1. Upon arrival, my Uncle hugged Pompy and (he/my uncle) tried to give him courage, *2. Then came a smell of sulphur, and then (came) flames.
Step VIII Record after Teaching
The Fourth Period
Teaching Aims:
1. Learn and master the new words and expressions of this period.
2. Read a passage about typhoon.
3. Write a passage about how the story will end.
Teaching Important Points:
1. Learn the useful words and expressions:
steady, unbelievable, on board, knock about, all of a sudden, live through, as
though, all at once.
2. Learn to write about terrible weather.
Teaching Difficult Points:
1. Master the expressions and sentences such as dirty weather. She has done for…
2. Improve the students' integrating skills reading skill and writing skill.
Teaching Methods:
1. Fast-reading and reading to get the students to grasp the detailed information.
2. Writing practice to get the students to learn how to describe something terrible.
3. Pair work or group work to get the students to be active in class.
Teaching Aids:
1. a computer
2. a projector
3. a tape recorder
Teaching Procedures:
Step I Greetings and Revision
Greet the whole class as usual.
(Teacher and students learn the new words of this period together.)
T: In last period, you were asked to do Ex. 5 on Page 77. Have you finished it?
(Ss: Yes.)OK. Put your exercise-books on your desks. Let's check the chart first.
(Teacher shows the screen and has the students check their answers.)
Fill in the chart below:
Date: The 24th of August in 79 AD, between two and three in the afternoon. What happened: The writer's uncle died because of the eruption of the volcano Vesuvius.
First: His uncle saw a cloud rising from mountain and decided to go and see it from closer at hand.
Next: His uncle received a letter from his friend's wife asking him for help. He hurried to the place at the foot of Vesuvius to rescue her.
Then: Having rescued Rectina, his uncle decided to rescue his friend Pompy on
the other side of the bay. During his trip, he wrote a report about all he observed, When he saw his friend, he tried to give him courage and let him calm down. In the meantime, he tried to make the scared people calm down.
Finally: His uncle died. Two days later, his body was found. His face suggested that he was not afraid at all.
T: Now who will retell the story? Please retell it briefly.
SA: I'II try. On the 24th of August in 79 AD, between two and three in the afternoon, my mother saw a cloud of unusual size and shape. She called my uncle and me to see it. We knew it was rising from a mountain, but we didn't know exactly where it came from. So my uncle decided to go to a nearer place and see it. He was about to start when he received a letter from his friend's wife, asking him to rescue her because she lived near the volcano Vesuvius and there was no way out except by boat. After rescuing her, my uncle wanted to see the volcano again
because he wanted to know more about it. On his way, he wrote all he observed. It was dangerous, but my uncle was not afraid. He decided to rescue his friend Pompy. When he saw his friend, he tried to calm him and he even took a bath, had dinner and slept. He tried to make the scared people calm down too. Finally, they realized that it was too dangerous to stay there and decided to go outside. But it was too late. My uncle immediately fell down, dead. Two days later, his body was found. His expression suggested that he was not afraid at all even at the last time.
Step II Reading
T: (Teacher shows the screen.) Now we'll learn a new passage about typhoon. Open your books at Page 79. Read the passage fast and answer the questions on the screen. Write your answers on a piece of paper and I'll collect the first five pieces.
Answer the following questions:
1. Where did the ship meet bad weather?
2. What should they do in such terrible weather?
(Students read the text. Then teacher collects the first five pieces of answers,
has a look at them and gives them back to the students. )
T: Who will give us the answers?
SA: I'II answer the first question. When the ship Nanshan was on her way from south to Fuzhou, with Chinese workers returning to their home village, it met bad weather.
SB: The second question: In such terrible weather, they could only move the ship over the high sea and into the very eye of the wind.
T: (Teacher shows the screen.) Very good. Now read the text again and have a discussion with your partner about the questions on the screen. A few minutes later, we'll check the answers.
Find the answers to the following questions:
1. How was the weather in the morning?
2. Why did the captain say that it looked as if a typhoon was coming on?
3. Where were they when the full force of the hurricane struck the ship?
4. What does the sentence “Another one like this, and that's the last of her.”
mean?
5. Why did the captain strike a match?
What did he see?
Suggested answers :
1. In the morning, the weather was fine, for there was no wind.
2. Because he observed the barometer fell steadily and he knew that a terrible
storm would come soon.
3. When the hurricane struck the ship with full force, they were all on the bridge. It was a higher position on the ship.
4. It means that if another white tower of foam(a very big wave)struck the ship,
it would sink.
5. Because the captain wanted to see the barometre, but there was no light. He
saw the barometre stood very low, and the figure on it was the lowest one he
had ever seen in his life. He knew that the worst was to come yet.
Step III Discussion
Sc: Some sentences in the text are hard to understand for me. Can you help me,
Teacher ?
T: I'll be glad to do that. Which sentence?
Sc: The sentence “The heat was close.”
T: Who will explain that to him?
SD: My dictionary says that the word “close” here means “lacking fresh or
freely moving air”.
T: Are there any sentences that you don't understand?
(Teacher collects the sentences and then discusses them with the students.) At
last, teacher writes explanations to some parts of the sentences on the blackboard.)
Bb: Explanations to some parts of the sentences:
1. There's some dirty weather knowing about.
dirty: (of the weather)rough and unpleasant.
2. What's up?
What's up? =What's up with you? = What's the matter with you?
3. She's done for.
done for: finished or worn out or very tired or about to die etc.
4. It was the lowest reading he had ever seen.
reading: a figure shown by a measuring instrument.
T: (Teacher shows the screen.)Look at the screen. There are some useful words and expressions in the text. Read the sentences on the screen, paying attention to them and learn them by heart.
Useful words and expressions:
1. steady: The table isn't steady.
He is making steady progress in his work.
2. unbelievable: Her good luck is unbelievable.
3. on board: The ship had 500 passengers on board.
4. knock about: A storm was knocking about.
5. all of a sudden: ( = suddenly) All of a sudden the ship struck a rock. 6. live through: He has lived through two wars. 7. as though(=as if):
I remember the whole thing as if it happened yesterday.
8. all at once: All at once we heard a shot and the man fell to the ground. You don't do two things all at once.
Step IV Listening and Reading Aloud
T: Now I'll play the tape. When I play it, pay attention to your pronunciation
and intonation, especially in the dialogue. Then read the text aloud. Are you clear about that?
Ss: Yes.
(Teacher plays the tape for students to listen. When students read the text,
teacher goes among the students and corrects their mistakes in pronunciation and intonation. )
Step V Writing
T: As we know, at the end of the reading passage above, Captain Macwhirr has
to sail his ship through a second storm. He expects it to be much worse
than what they have just gone through. Have a discussion in groups and discuss what will happen next.
(Students discuss the end of the story. Teacher goes among the students and
joins in their discussion. Some minutes later, teacher says the following. )
T: You've done very well. After class, write a passage about how the story will end. You can use your imagination and describe how the captain and his men succeed in passing through the hurricane.
Sample writing:
Before the captain could finish his words, a mountain of wave rushed to the ship.
How big it was! It was just like a wall of water. It's hard to see its top! The captain and the engineer were so frightened that they both closed their eyes. It came so violently with a crash. After that, they were all wet. The captain could not find
his cap and the engineer couldn't find his glasses. The Nanshan was full of water
and began to sink. “Pumps! All at pumps!” The captain cried out. All the passengers joined in them. They used all that could be used to get rid of the water.
Some minutes later, there suddenly came the engineer's voice, “The barometre!”
The captain hurried to the bridge. There, they saw clearly that the barometre rose
steadily, “My God !” The captain hugged the engineer, crying with tears dropping
from their eyes!
Step VI Summary and Homework
T: In this period, we’ve learned a passage about typhoon. It's terrible, isn’t it? In the text, we've learned some useful words and expressions. Do you remember them? They are “ steady…”
(Teacher writes them on the blackboard.) After class, besides writing an end for the story, find as many useful words and expressions as possible and make sentences with them. That's all for today. Class is over.
Step VII The Design of the Writing on the Blackboard
Unit 10 Frightening nature
The Fourth Period
There is some dirty weather knowing about.
What's up?
She's done for.
It was the lowest reading he had ever seen.
Useful words and expressions:
Steady, unbelievable, on board, knock about, all of a sudden, live through, as
though , all at once
Step VIII Record after Teaching
能力提升
1.1 单项填空
1．Over a third of the population was believed to have no to the health care.
A. access B. aid C. basis D. belief
解析have access to是固定短语，意为“享有……权力。”
答案A
2．It’s always difficult being in a forging country, if you don’t speak the language.
A. especially B. specially C. extremely D. obviously
解析 题意是“在国外生活常遇到很多困难，特别是如果你不会说那个国家的语言时”。
答案A
3．The annual death rate in the United States is 11 per thousand, that of Latin America is 23 per thousand.
A. when B. while C. however D. though
【解析】while 是连词， 此处意为“而；但……却”，表示上下文具有转折对比关系。
【答案】B
4．As is well known to us, a force of attraction between two objects.
A. it always exists
B. there always exists
C. it always exists to be
D. there always exists to be
解析there exists相当于there is，表示存在。
答案B
5． That a car causes so much pollution, I would never have bought one.
A. I had known B. If I knew
C. Had I known D. If I would know
解析 此句是虚拟语气，省略了if，句子使用倒装语序。
答案C
6．She traveled a great deal, did most of her friends.
A. which B. what C. it D. as
解析 as作“像……一样”解时，句子常使用倒装语序。
答案D
7．They have been trying to arrive at a practical solution the problem.
A. in B. to C. on D. with
解析solution常与介词to连用，意为“解决……的方法”。
答案B
8．There are over 100 right clubs in the city, but you don’t often see that is empty.
A. one B. the one C. it D. that
解析 题意是“这个城市里有100多家夜总人，但很少看到有一家没有人”。One此处代指a night club。
答案A
9．The key the earth is to change the way we live.
A. to save;/ B. to saving;/
C. to save; how D. to saving; how
解析key“关键；答案”，常与介词to 连用后接名词或动名词；way后面的定语从句常用in which或that引导， 且引导词可省略。
答案B
10．The doctor advised that I a month or so before going back to work.
A. relaxed B. was relaxing
C. would relax D. relax
解析advise后接that从句，从句中的谓语动词用 “should +v”形式，should可省略。
答案D
11．If proper medical care is given, a good chance that the sick boy will get well soon.
A. it might be B. there might be
C. it’s D. there’s
解析there is a chance that…是固定句式，意为“可能……”。
答案D
12．She never went again, to apologize.
A. or she ever wrote B. nor did she write
C. nor she ever wrote D. or did she write
解析 否定副词nor或neither放在句首，句子要部分倒装。
答案B
13．If balance of nature is disturbed, bad results will take place.
A .the; the B. /; / C. the; / D. /; the
解析“自然界的平衡”要说the balance of nature; nature作“自然界”讲时，前面一般一加冠词。
答案C
14．It’s bad manners to say “Get out!” or rude remarks
A. such some B. some such
C. such any D. any such
解析 题意是“说‘滚出去！’或诸如此顺的话是粗野的”。Such前面可加some, any no, a few, many等到来修饰。
答案B
15．-Why didn’t you answer when I spoke to you this morning?
-I but you didn’t hear me.
A. did B. had C. should D. could
解析 由题意可知第二说话人想说：我答应了但你没有听见。I did是I did answer的省略。
答案 A
1.2 完形填空
Trees are useful to man in three very important ways. They provide him with wood and other 1 ; they give him shade; they help to prevent drought(干旱)and 2 .
Unfortunately, in many 3 of the world, man has not realized that the third of these services is 4 important.
Two thousand years ago a rich and powerful country cut down its trees to 5 warships, with which to gain itself an empire. It gained the empire, but, 6 its trees, its soil became hard and 7 . When the empire fell to 8 ,the home country hound itself faced by floods and starvation.
Even where a government realizes the importance of a plentiful supply of trees, it is difficult for 9 to persuade the villager to see this. The villager wants wood to cook his food 10 ; and he can earn money 11 making charcoal or selling wood to the townsman. He is usually too lazy or too careless to plant and look 12 new trees. So, unless the government has a good system of control, or can 13 the people, the forests will slowly disappear.
This does not only 14 that the villagers’ sons and grandsons have 15 trees. The results are even more serious; for where 16 are trees, their roots break the soil up-allowing the rain to sink in-and also bind(结合)the soil, thus preventing its 17 washed away easily, but where there are no 18 ,the rain falls on hard ground and carrying 19 with it the rich top soil, in which crops 20 so well. Well all the topsoil is gone, nothing remains but worthless desert.
1．A. uses B. products C. production D. result
解析 树木给人类提供木材和其他的产品（products），而production具有抽象的含义，指生产过程。
答案 B
2．A. floods B. soil C. air D .sunlight
解析 与干旱相对，即涝灾（flood），也可以后文得到证实。
答案A
3．A. corner B. part C. place D. parts
解析 若用place，需用复数形式。
答案D
4．A. the most B. the more C. most D. much
解析 三者以上最高级，the 不可以省略。
答案A
5．A. set B. build C. put D. organize
解析 造战船，要用build或set up.
答案B
6．A. with B. by C. on D. without
解析 without its trees没有了树。
答案D
7．A. poor B. fine C. beautiful D. pretty
解析 根据常识，没有了树，土壤会变得贫瘠（poor）。
答案A
8．A. break B. unite C. bits D. pieces
解后fall to pieces是习语，意为“四分五裂”。
答案D
9．A. it B. them C. he D. they
解析 it代指前句所指的government。
答案A
10．A. with B. by C. on D. 不填
解析with, 介词，表示“用……”，此处其宾语wood已提前。
答案A
11．A. with B. of C. by D. to
解析 by表示抽象地通过某种方式或手段。
答案C
12．A. after B. for C. at D. out
解析 look after照看，照料
答案A
13．A. ask B. educate C. want D. remove
解析educate教育（人民）。
答案B
14．A. mean B .refer C .know D. realize
答案A
15．A. a few B. fewer C. a little D. little
解析 有比较含义，较少，用fewer。
答案B
16．A. they B. we C. here D. there
解析 there he句型，表示“有”。
答案D
17．A. been B. being C. is D. was
解析 有在prevent后，动名词being可表被动，其逻辑主语为its.
答案B
18．A. water B. trees C. soil D. air
答案B
19．A. away B. off C. with D. by
解析carry away带走，习惯用语。
答案A
20．A. come B. grow C. get D. turn
解析 grow此处为不及物动词，“生长”。
答案B
1.3 阅读理解
A
Our surroundings are being polluted faster than nature and man’s present efforts cannot prevent it. Time is bringing us more people, and more people will bring us more industry, more cars, larger cities, and the growing use of man made materials.
What can explain and solve this problem? The fact is that pollution is caused by man-by his desire(欲望)for a modern way of life. We make “increasing industrialization(工业化)”our chief aim. So we are often ready to offer everything; clean air, pure water, good food, our health and the future of our children. There is a constant flow of people from the countryside into the cities, eager for the benefits of our modern society. But as our technological achievements have grown in the last twenty years pollution has become a serious problem.
Isn’t it time we stopped to ask ourselves where we are going-and why? It makes one think of the story about the airline pilot who told his passengers over the loudspeaker. “I’ve some good news and some bad news. The good news is that we’re making rapid progress at 530 miles per hour. The bad news s that we’re lost and don’t know where we’re going.” The sad fact is that this becomes a true story when spoken of our modern society.
1．Man cannot prevent the world from being polluted because .
A. they want very much to find well-paid jobs
B. they are anxious to enjoy the achievements
C. they have become tired of their homeland
D. they have a strong wish to become industrial workers.
答案B
3．According to the passage, what does man value most among the following?
A. Industry B. Health
C. Clean air D. The future of the children
解析 此题考查推理判断能力。由文章得知，人类以“工业化进程”作为追求目标，故人类最器重的莫过于工业了。
答案A
4．The story about the airline pilot tells us that .
A. man know where the society is going
B. people do not welcome the rapid development of modern society
C. man can do little about the problem of pollution
D. the writer is worried about the future of our society
解析 此题考查综合分析能力。作者讲述飞行员故事的目的在于：环境污染将严重影响交通，这表明了作者对未来环境的担忧。
答案D
5．What does the writer really want to say in this passage?
A. With the development of technology pollution has become a serious problem.
B. Lower the speed of development to stop pollution.
C. It’s time we did something to reduce pollution.
D. As industry is growing fast, pollution is the natural result.
解析 此题考查中心归纳。作者通过剖析环境污染产生的原因，及预测它对人类生活的危害，从而展示了此问题的严重性。因此，最后呼吁人们降低环境污染。
答案C
D
In many countries today, laws protect wild life. In India ,the need for such protection was realized centuries ago.
About 300 B.C. an Indian writer described forests that were somewhat like national parks today. The killing of tame beasts was carefully supervised(监督). Some animals were fully protected. Within the forest, nobody was allowed to cut trees, burn wood for charcoal, or catch animals for their furs. Animals that became dangerous to human visitors were caught or killed outside the park, so that other animals would not become uneasy.
The need for wildlife protection is greater now than ever before. About a thousand species(物种)of animals are in danger of extinction(dying out), and the rate at which they are being destroyed has increased. With mammals(哺乳动物)，for instance, the rate of extinction is now about one species every year: from 1 A.D. to 1800, the rate was about one species every fifty years. Everywhere, men are trying to solve the problem of protection wildlife while caring for the world’s growing population.
1．The example of man’s connection with wildlife protection can date back to .
A. the 3rd century B. over years ago
C. 1 A.D. D. 1800 A.D.
解析 此题考查推理判断能力。由文章第二段得知，一位印度作家是在公元前3左右写了一篇关于保护野生生物的文章。故推断此文应追溯到前。
答案B
2．In forests of ancient India .
A. people were permitted to hunt for fur
B. only tigers could be killed
C. the killing of tame beasts was strictly limited
D. no killing of beasts was allowed
解析 此题考查细节事实。由文章第二段可知，在狩猎活动中对野兽的捕杀受到了严格限制。
答案C
3．Dangerous animals were caught or killed outside the park .
A. so as to keep human visitors sage
B. in order not to frighten other animals
C. both A and B
D. none of the above
答案B
4．From the passage we can infer that .
A. the growth of the world’s population means greater danger to wildlife.
B. about a thousand species are in danger of extinction
C. the rate of extinction of mammals is lower now than it was from 1 A.D. to 1800
D. hunting animals is forbidden everywhere
解析 此题考查综合分析、判断能力。纵观全文，大约有1000种动物濒临灭亡边缘；哺乳动物的灭绝率急剧上升；狩猎虽未完全被禁止，但也不了严格的限制，用排除方法，可知世界人口的增长增大了对野生生物的威胁。
答案A
C
In the past, man did not have to think about the protection of his environment. There were few people on the earth, and natural resources seemed to be unlimited.
Today, things are different. The world has become too crowded. We are using up our natural resources too quickly, and at the same time we ware polluting our environment with dangerous chemicals. If we continue to do this, human life on earth will not survive.
Everyone realized today that if too many fish are taken from the sea, there will soon be none left. Yet, with modern fishing methods, more and more fish are caught. We know that if too many trees are cut down, forests will disappear and nothing will grow on the land. Yet, we continue to use bigger and more powerful machines to cut down more and more trees.
We realize that if rivers are polluted with waste products from factories, we will die. How ever, in most countries waste products ate still put into rivers or into the sea, and there are few laws to stop this.
We know, too, that if the population of the would continues to rise at the present rate, in a few years, there will not be enough food.
If we eat more vegetables and less meat, there will be more food available for everyone. Land that is used to grow crops feeds five times more people than land where animals are kept.
Our natural resources will last longer if we learn to recycle them.
The world population will not rise so quickly if people use modern methods of birth control.
Finally, if we educate people to think about the problems we shall have a better and cleaner planet in the future.
1．Today, we have o think about the problem of our environment, because .
A. things are getting worse and worse
B. the limited natural resources are being used up too quickly
C. the environment is continuing to be polluted by too much waste and poison.
D. if we care nothing about the protection of the environment no human beings will exist on earth
解析 该题考查段落大意，由前二段得知，环境的恶化问题已严重影响人类的生存，由此可知答案。
答案D
2．If we .the natural resources can be used longer.
A. use them as little as possible
B. use them properly and pay attention to the recycle
C. make full use of them
D. learn to recycle them
答案B
3．Which of the following statements in Not true?
A. If we eat more vegetables, more food can be saved.
B. In the past, there was no need for us to think about the environmental protection.
C. If we keep on cutting down trees, forests will disappear, and nothing will grow on land.
D. We should not take more and more fish out of the sea, or there will some be no fish left.
解析 该题考查综合判断分析能力。由文章内容得知，随着人类文明的发展，环境保护变得日益重要；如果不停地伐树，森林就会消失；如不停止大量捕鱼，鱼类就会灭绝；我们应多吃蔬菜而少吃肉，由此可知答案。
答案A
4．In order to slow the increase of the world population, .
A. we should encourage the young people to marry later.
B. we should encourage the married to use modern methods of birth control
C. we should let the people have more education
D. both A and B
答案D
5．According to the passage, the most important thing we must understand is that .
A. we should deep our environment from being polluted
B. we must make enough laws to protect our natural resources
C. man will destroy himself if he doesn’t solve the problems mentioned in the passage
D. we will have no enough food if the population of the world countries rises at the present rate.
解析 该题考查主旨大意，纵观全文，作者的写作目的在于呼吁人类重视环境，由此有知答案。
答案C
D
Save the Animals
Animals are natural resources(资源)that people have wasted all through our history.
Animals have been killed for their for and feathers(羽毛), for food, for sport, and simply because they were in the way. Thousands of kinds of animals have disappeared from the earth forever. Hundreds more are on the danger list today. A
篇15：人教版九年级英语unit10
词汇精讲
1. bow(1) bow作名词，意为“弓，弓形物”。例如： He raised his bow slowly and let the arrow fly. 他慢慢地举起弓，让箭飞出去。 The boy made a deep bow to the teacher and ran away. 那个孩子向老师深深地鞠了一个躬然后跑掉了。(2) bow作动词，意为“鞠躬，低下头”。例如： He bowed his head in shame. 他惭愧地低下头来。 She bowed her thanks. 她鞠躬致谢。 Age had bowed his once straight back. 他年事已高,过去挺直的腰板弯了。
2. relaxrelax是动词，可以作不及物动词或及物动词，作及物动词时，宾语是人，表示“使某人放松;使某人休息;使某人轻松”。例如：
Now I want to rest and relax. (作不及物动词) 现在我得休息一下，放松放松。
I need a cup of tea to relax myself. (作及物动词) 我需要喝杯茶使自己轻松一下。【拓展】relaxed;relaxing
(1) relaxed是形容词，意为“某人感到轻松、放松、不受拘束的”。指某人“感到”轻松。通常用来形容人。有类似用法的词有interested\excited\surprised\bored\tired。例如： He is feeling relaxed.= He is relaxed. 他感到很轻松。
The song can make me relaxed. 这首歌让我感到轻松。
(2) relaxing是形容词，意为“某事情令人轻松的”，指某事或者某物“令人”轻松。通常用来修饰物或事。有类似用法的词有interesting\exciting\surprising\boring\tiring。例如： The song is relaxing. 这首歌真使人轻松。
You can listen to relaxing music inthe bath!
你可以边洗澡边听(令人)轻松的音乐。
3. effort(1) effort作名词，基本含意为“力气;努力”，作此解时只用作单数形式;effort还可以引申表示“努力;奋斗”，作此解时是可数名词;effort还可表示“作品;成就”，为可数名词。例如： It doesn’t need much effort. 那不需要太多的努力。
A great deal of effort has gone into this exhibition. 为了这次展览投入了很大力量。
His efforts were wasted. 他的努力都白费了。
Finishing the work in one day was a very good effort. 在一天内完成这项工作是努力的结果。(2)effort 常用于以下短语make efforts/ make aneffort/ make every effort中，意为“做出努力”，后面常接动词不定式，表示“努力做某事”。例如： The workers are making efforts to fulfill this year’s plan. 工人们正在努力完成今年的生产计划。
The prisoner made an effort to escape, but he couldn’t climb the prison wall. 囚犯企图越狱，但是爬不上监狱的墙。
I will make every effort to arrive on time. 我将尽一切努力准时到达。
4. knock(1)knock作动词，意为“敲，击打”。其后通常跟介词on或at，然后接宾语。例如： Someone is knocking at/ on the door. 有人敲门。 She knocked at / on the window. 她敲了敲窗户。(2)knock作名词，意为“敲击声，敲击”。例如： I heard a knock at the door. 我听到了敲门声。
5. take off(1)takeoff可作“脱下”讲，反义词组为put on，意为“穿上”。例如： Put on your clothes. Don’t take them off. 把衣服穿上，别脱下。(2)take off可作“起飞”讲，反义词为land，意为“着陆”。例如： When will the plane take off? 飞机什么时候起飞?【拓展】常见的含有take的词组： take turns轮流 take away拿走 take out拿出，取出 take over接手，接管 take notes 做笔记 take care当心，注意 take care of 照顾 take photos 照相 take it easy别紧张
6. manner(1)作名词，表示“做事的方法, 事情发生的方式”。例如： Why are you talking in such astrange manner? 你为什么用这种奇怪的方式谈话?(2)作名词，表示“态度, 举止”。例如： His manner was slightly rude, but you mustn’t mind. 他的态度有点粗鲁，但是你千万别介意。(3)作名词，表示“礼貌, 礼节”，常用复数形式。例如： It’s bad manners to talk with a full mouth. 嘴里吃着东西说话是不礼貌的。 You should have good manners all the time. 任何时候都应该有礼貌。(4)作名词，表示“风俗,习俗”，常用复数形式。例如： It is interesting to learn the manners and customs of other countries. 了解其他国家的风俗习惯是很有趣的。
7. exchange(1)作动词，意为“交换”，引申可表示“交流”经验、思想等。例如： The two girls always exchanged Christmas gifts. 两个女孩经常交换圣诞礼物。 The two armies exchanged prisoners. 作战双方交换战俘。 We shall have opportunity to exchange views tomorrow. 我们明天有机会交换看法。 They exchanged experiences at the meeting. 他们在会上交流经验。(2)exchange作及物动词时，其宾语后常接介词for，表示“以……换取”;接介词with表示“与某人交换(某物)/与某人交流(想法等)”。例如： I’d like to exchange awatch for a camera. 我想用表换相机。 Would you like to exchange places with me? 你愿意跟我换一下地方吗? He likes to exchange ideas with others. 他喜欢与别人交流思想。【拓展】(1)exchange作名词，意为“交换”。例如： There have been numerous exchanges of views between the two governments. 两国政府间曾多次交换意见。(2)exchange作名词，意为“兑换，兑换率”。例如： I’d like to know the exchange rate for German marks. 我想知道德国马克的兑换率。(3)exchange作名词，意为“交易所”。例如： She works at the Stock Exchange. 她在证券交易所工作。
8. behave(1)作动词，意为“表现，行为举止”。例如： The young lady behaved courageously in the face of danger. 那位年轻女士面对危险表现得十分勇敢。 She behaves (towards me) more like a friend than a mother. 她像朋友一样(待我), 而不像是我的母亲. It’s hard to train children to behave well at the table. 培养儿童用餐时举止得体是很困难的。(2)作动词，意为“(机器等)开动，运转”。例如： How is the new machine behaving? 新机器运行地怎么样?【拓展】(1)behavior作名词，意为“行为，举止;态度”。例如： He was on his best behavior. 他表现极好。(2)behavior作名词，意为“(机器等的)运转状态，性能”。例如： The aircraft’s behavior was satisfactory on its first test flight. 那架飞机在第一次试飞时运转情况令人满意。
9. exceptexcept作介词，意为“除……之外”，其后跟名词、代词、介词短语、that从句或what从句。例如： I go to school every day except Saturday and Sunday. 除了周六和周日，我每天都上学。【拓展】except;except for和but的辨析：这三个短语都有“除……之外”的意思，但具体用法不同例如： We are all here except/but Tom. 除了Tom外，我们都到齐了。(不包括Tom) She could do nothing but cry. 除了哭，她没有别的办法。 He is a good man except for hot temper. 他是个好人，除了脾气暴躁。
10. suggestion (1)suggestion作可数名词，表示“建议;提议”。例如： He has given me a helpful suggestion. 他给我提了一项有益的建议(2)suggestion 作不可数名词，表示“联想;暗示”。例如： The power of suggestion is very strong. 暗示的力量是无比强大的。
【拓展】suggestion的动词形式是suggest ，意为“建议”，有以下用法：(1)可接名词做宾语。例如： We suggested a visit to the museum the next day. 我们建议明天去参观博物馆。(2)可接动名词做宾语。例如： I suggested putting off the sports meet. 我建议将运动会延期。 They suggested waiting until the proper time. 他们建议(我们)等到恰当的时机才行动。(3)可接that宾语从句，that从句用should+动词原形，should可以省略。例如： She suggested that theclass meeting (should) not be held on Saturday. 她建议班会不要在星期六举行。 We suggested that he(should) go and make an apology to his teacher. 我们建议他去向老师道歉。
篇16：人教版九年级英语unit10
句式精讲
1. You are supposed to shake hands.(1)动词suppose意为“猜想、假设”，suppose后接that从句，that可以省略。例如： I suppose he is not yet twenty.我猜想他不到二十岁。(2)be supposed to后面用动词原形，表示“被期望做某事、应该做某事”，相当于情态动词should。例如： You are supposed to say hello to the foreigners. 你应该跟这些外宾打招呼。【拓展】(1)当句子的主语是人的时候，be supposed to表示“应该做某事、被期望做某事”，经常用来表示劝告、建议、义务和责任等。这里be supposed to相当于情态动词should。例如： You are supposed to ask our teacher if you want to leave the classroom. 如果你要离开教室，应该先问一问我们的老师。(2)当句子的主语是物的时候，be supposed to表示“本应该”的意思，经常用来表示某事物本应该发生而没有发生。 The meeting was supposed to take place on Tuesday, but we have to put it off. 这个会议本应该在星期二举行，但我们不得不把他推迟了。(3)短语be supposed to do sth.的否定形式是be not supposed to do sth，表示“命令和禁止”，意为“不应该做某事”。 You are not supposed to talk loudly in class. 你不应该在课堂上大声交谈。(4)be supposed to的后面接have+过去分词，表示“本应该做完的事情而没有做完”。 My mother is supposed to have arrived an hour ago. 我的妈妈应该一个小时前就到了。
2. If you’re even 15 minuteslate, your friend may get mad.这是含有if引导的条件状语从句的复合句，if译为“如果”。条件状语从句要用一般现在时表示将来，要注意if条件句的时态搭配：(1)if从句用一般现在时，主句用一般将来时。例如：
The cat will scratch you if you pull her tail. 如果你拉猫的尾巴，它就会抓你。 If the rain doesn’t stop, we will stay here. 如果这场雨不停的话，我们就呆在这儿。(2)if从句用一般现在时，主句用情态动词。例如： If you want to lose weight, you should eat less bread. 如果想减肥，你应该少吃面包.(3)if从句用一般现在时，主句用祈使句。例如： If you want to get there on time, hurry up! 如果你想准时到达那里，要快一点。
3. We value the time we spend with our family …(1)value 作动词，表示“看重，重视”。例如： If they value these data, let them pay for them. 他们要是看重这些数据，就让他们出钱买。 If you value your health then you’ll start being a little kinder to yourself. 如果你重视自己的健康，你就要开始对自己好一点。(2)value 作及物动词，表示“评价，估价”。后接名词或代词作宾语，当宾语后接具体价格时，常用介词at。例如： I valued the bike at 200 yuan. 我估计这辆自行车值200元。 The used carhas recently been valued at 3750 pounds. 这辆二手车作价为3750英镑。【拓展】(1)value 用作名词，基本意思是“价值，价格”，引申还可表示“用处，益处，重要性”。例如： Because of continual price increases, the value of the pound has fallen in recent years.近年来由于物价不断上涨，英镑贬值了。 The value of this work experience should not be under estimated. 这种工作经验的重要性不应该被低估。(2)value常用于of value to sb. 结构，表示“对某人有……价值”。例如： Good books are of great value to students. 好书对学生非常有用。
4. As you can imagine, thingsare very different from the way they are at home.imagine是动词，意为“想象，推测”，后面可接名词、代词、宾语从句、复合宾语，常用于结构：imagine doing sth. 想象做某事。例如： We can’t imagine what China will be like in the future. 我们无法想象将来中国是什么样子。 I can’t imagine leaving all my friends. 我无法想象离开我所有的朋友。 No one can imagine what would happen next. 没有人能想象出下一步会发生什么。
5. …,but I’m gradually getting used to it.动词短语get used to表示“渐渐习惯……”，后接名词、代词作宾语。与同义短语“be used to”略有不同。get used to强调的是由“不习惯”到“习惯”的这个过程，而“be used to”所强调的只是“习惯了”这个状态。例如： The food here is not so tasty but you will get used tothat. 这里的伙食不怎么样，但你会慢慢习惯的。 The food here is not so tasty but he is used to that. 这里的伙食不怎么样，但是他已经习惯了。 He is used to getting up early. 他习惯了早起。
6. I find it difficult to remember everything, but…当不定式用作宾语且其后跟有宾语补足语时，通常会在宾语补足语前使用形式宾语it，而将真正的宾语移至句末，其基本结构为“动词+it+宾语补足语+不定式短语”。例如： I find it difficult to do the job well. 我发现做好这个工作不容易。 I find it easy to get on with her. 我发现她很容易相处。【拓展】当不定式、动名词、从句等用作主语时，为避免头重脚轻，通常在句首使用形式主语it，而把真正的主语放在句子末尾。例如： It’s a pity to refuse. 拒绝是令人遗憾的。 It’s no use saying any more about it. 再谈这事没有用。 It’s not known where she went. 她到哪里去了没人知道。【注意】Itis said / reported / believed / understood that… 这类结构中的it 也是形式主语。 It’s reported that two people were injured in the accident. 据报道这次事故中有两人受伤。
篇17：高二英语学案Unit10
一、目的和要求
语言知识 (Knowledge objectives)
单词：掌握、理解、运用以下生词 frightening, hurricane, astronomy, uneasy, unpleasant, upset, terrify, erupt, ash, mud, spot
词组：be scared to death, get into panic, stand on end, use…for… draw one’s attention, at the foot of , no way out, call for, turn back, upon arrival, give impression of, light up, with the kitchen fire still on, more… than…, pick out, spring to life, clean up, leave out, turn round, on board, come on, knock about, all of a sudden, do, done for, all at once, hold out
语法：复习巩固省略句，并能理解情景对话中的省略句。
二、单词和习惯用语的用法
1. frighten vt.惊吓,使害怕 frightened a.害怕的,惊恐的
frightening a.可怕的,让人害怕的
①尖叫声使她受到惊吓。____________________________
②什么使他如此惊恐? _______________________________
③那是一次可怕的经历。__________________________________
拓展: terrifying/terrified (可怕的/感到害怕的)
exciting/excited （令人激动的/激动的）surprising/surprised（令人吃惊的/吃惊的）
moving/moved （使人感动的/感动的）touching/touched（使人感动的/感动的）
puzzling/puzzled （使人迷惑的/迷惑的）
2. threat
u/n. 威胁，恐吓 c/n. 构成威胁的人或事
eg. He was forced to carry out their orders
under ~ of death
threaten
v. 1) 威胁 ~ to do sth 威胁要干… He ~ed to kill me.
~ sb. with sth 用…威胁 ~ me with a gun
2) 预示着,有..危险 The dark clouds ~ed a big storm.
3.meanwhile adv. 与此同时
母亲购物去了，在这期间，我打扫了房间。
____________________________________________
4.rise vi. 升起；上升（rose, risen)
raise vt. 升起；举起（raised, raised)
①太阳升起来了。___________________________________
②他把温度升高到了80度。_____________________________
5.at hand ①在手边，在跟前；在附近
读书时，我经常把字典放在手边。_____________________________
2) 即将来临: on the way eg. The final examination is at hand
拓展: hand in hand out hand down hand over
on (the) one hand, on the other hand shake hands with sb.
hand in hand second hand by hand
6. urge 催促，强烈要求
urge sb. to do sth. urge sb. on/upon sth. urge + that +(should)+ do
①他们怂恿我吃那些奇怪的食物。____________________________
②他力劝我们忍耐是必要的。_________________________________
③他主张我向她道歉。__________________________________
7.immediately 立即，马上（at once）
一听到好消息，她立刻就来了。_____________________________________
“一……就….”表达法：
immediately/ instantly…
the moment, instant, minute, second…
hardly/scarcely (no sooner)…when (than)…
他一从美国回来就开始准备开公司。____________________________________
1.--- Did you remember to give Mary the money you owed her?
--- Yes, I give it to her_______ I saw her.
A. while B. the moment C. suddenly D. once
2. ___got into the room ____ the telephone rang.
A. He had not; than B. Hardly had he; when
C. He hardly had; then D. Not had he; when
8.be on board go /come/get on board on the board
1)无论如何我要设法上去。______________________________
2)她是某大公司董事会成员之一。___________________________
9. knock about knock down knock against knock at/on
knock into sb. knock off knock over knock up
①The car knocked the old man ______.
②The running boy knocked ______ me.
③I can’t knock ______ until 4：30？
④Tell him to knock me ______.
⑤When I received my money I found that 500 had been knocked _____ for expenses.
⑥Knock ______the door before entering please.
10. live through eg: The patient will not live through the night.
go through eg: She has gone through a lot since her beloved husband was killed.
see sb through eg: I planned to tell her a lie, but my mother saw it through so easily.
look through eg: Before the meeting I looked through the reports.
pass through eg: The river passes through our land.
11. swear （swore；sworn）发誓，起誓；咒骂
①我发誓不把你的秘密告诉任何人。____________________________________
②他气愤得骂了他弟弟。__________________________________________
12. sight
①[U]视力，视觉，视野，看见
eg.有些药物能影响视力 _______________________________
②[C]景象，情景，奇观；(pl)名胜，风景
eg. Come and see the ~s of London.
in/ out of sight 在视野之内/外 at the sight of…看见
at first sight 第一眼 catch sight of…突然看见
lose one’s sight 失明 Out of sight; out of mind. 眼不见，心不念
三、语法
1. 简单句中的省略
1) 省略主语 祈使句中主语通常省略；其它省略主语多限于少数现成的说法。
(1) (I) Thank you for your help. (2) (I) See you tomorrow.
(3) (It) Doesn’t matter. (4) (I) Beg your pardon.
2) 省略主谓或主谓语的一部分
(1) (There is) No smoking . (2) (Is there) Anything wrong ?
(3) (Will you) Have a smoke ? (4) What/How (do you think) about a cup of tea ?
(5) Why (do you) not say hello to him ?
3) 省略作宾语的不定式短语，只保留to，但如果该宾语是动词be或完成时态，则须在之后加上be或have:
(1) –Are you going there? --Yes, I’d like to (go there).
(2) He didn’t give me the chance, though he had promised to (give me the chance).
(3) –Are you an engineer? --No, but I want to be.
(4) –He hasn’t finished the task yet. --Well, he ought to have.
4) 省略表语
(1) –Are you thirsty? --Yes, I am (thirsty).
(2) His brother isn’t lazy, nor is his sister (lazy).
5) 同时省略几个成分
(1) Let’s meet at the same place as (we met) yesterday.
(2) –-Have you finished your work ? ---(I have) Not (finished my work) yet.
2. 主从复合句中的省略
1) 主句中有一些乘法被省略
(1) ( I’m ) Sorry to hear you are ill.
(2) ( It’s a ) Pity that he missed such a good chance.
2) 主句中有一些乘法被省略
(1) –Is he coming back tonight? --I think so.
(2) –She must be busy now? --If so, she can’t go with us.
(3) –Is she feeling better today? --I’m afraid not.
(4) –Do you think he will attend the meeting? --I guess not.
这种用法常见的有：How so? Why so? Is that so? I hope so. He said so.及I suppose/believe/hope not.
3. 并列句中的省略
两个并列句中，后一个分句常省略与前一分句中相同的部分。
(1) My father is a doctor and my mother (is) a nurse.
(2) I study at college and my sister (studies) at high school.
(3) When summer comes, the day is getting longer and longer, and the night (is getting) shorter and shorter.
4.其他省略
1) 连词的that省略
(1) 宾语从句中常省略连词that，但也有不能省略的情况。
(2) 在定语从句中，that在从句中作宾语时可省略.另外，凡是进行时态和被动语态的定语从句都可省略关系代词和be 动词。
2) 在某些状语从句中，从句的主语与主句的主语一致时，可省去“主语+be”部分
(1) When (he was) still a boy of 10, he had to work day and night.
(2) She tried her best though (she was) rather poor in health.
(3) If (you are) asked you may come in.
(4) If (it is) necessary I’ll explain to you again.
3) 不定式符号to的省略
(1) 并列的不定式可省去后面的 to.
I told him to sit down and wait for a moment.
(2) help 当“帮助”讲时，后面的宾语或宾补的不定式符号to可带可不带.
I will help (to) do it for you.
I will help you (to) do it.
（3）介词but前若有动词do,后面的不定式不带 to.
The boy did nothing but play.
(4) 某些使役动词（let, make, have）及感官动词（see, watch, hear, notice, observe, feel, look at, listen to等）后面作宾语补足语的不定式一定要省去 to, 但在被动语态中须将to 复原。
I saw the boy fall from the tree. The boy was seen to fall from the tree.
The boss made us work 12 hours a day. We were made to work 12 hours a day.
(5) 主语从句中有动词do,后面作表语的不定式的 to可带可不带。
All we can do now is (to) wait.
(6) find 当“发现”讲时，后面作宾语补足语的不定式符号to可带可不带。
We found him (to) work very hard at the experiment.
但如果是不定式 to be，则不能省略。
She found him to be dishonest.
4) 连词if在部分虚拟条件句中可省略，但后面的语序有变化。
(1) Had they time, they would certainly come and help us.
(2) Were I you, I would do the work better.
(3) Should there be a flood, what should we do?
5) 主句和从句各有一些成分省略。
The sooner (you do it), the better (it will be).
Practice:
1.If_____,we’ll continue our experiment after office hours.
A. being necessary B. be necessary C. is necessary D. necessary
2.Raining hard,____?
A. doesn’t it B. dose it C. is it D. isn’t it
3.Have you been here long?
A. No, not very B. Not much C. Yes, only little D. No, only yesterday
4.------Does your brother intend to study German?
------Yes, he intends______.
A/ B. to C. so D. that
6. Generally speaking, ________according to directions, the drug has no side effect.
A. when taking B. when taken C. when to take D. when to be taken
7. Though ________ money, his parents managed to send him to university.
A. lacked B. lacking of C. lacking D. lacked in
8. When ________, the museum will be open to the public next year.
A. completed B. completing C. being completed D. to be completed
9. The research is so designed that once ______ nothing can be done to change it.
A. begins B. having begun C. beginning D. begun
10. If ________ the same treatment again, he's sure to get well.
A. Giving B. give C. given D. being given
11. While building a tunnel through the mountain, ________.
A. an underground lake was discovered
B. there was an underground lake discovered
C. a lake was discovered underground
D. the workers discovered an underground lake
12. --- You should have thanked her before you left.
--- I meant ________, but when I was leaving I couldn't find her anywhere.
A. to do B. to C. doing D. doing it
13. The boy wanted to ride his bicycle in the street, but his mother told him ________.
A. not to B. not to do C. not do it D. do not to
14. --- I'll be away on a business trip. Would you mind looking after my cat?
---Not at all. ________.
A. I've no time B. I'd rather not C. I'd like it D. I'd be happy to
15.What would have happened ________, as far as the river bank?
A. Bob had walked farther B. if Bob should walk farther
C. had Bob walked farther D. if Bob walked farther
16 --- Do you think it's going to rain over the weekend?
--- ________.
A. I don't believe B. I don't believe it C. I believe not so D. I believe not
17. ---What do you think made Mary so upset?
---________her new bicycle.
A. As she lost B. Lost C. Losing D. Because of losing
18. One of the sides of the board should be painted yellow, and________.
A. the other is white B. another white C. the other white D. another is white
19. --- Would you like some wine?
--- Yes, just ________.
A. little B. very little C. a little D. a few
四、练习
I. Phrases
1.科学帮助减小威胁 _________________________
2.飓风袭击海岸 ____________________________
3.被吓死 _______________________________
4.它使我毛发倒竖 __________________________
5.吸引我叔叔的注意力 _________________________
6.到近处去看个究竟 _______________________
7.请求他救她 _______________________
8.需要勇气 ___________________________
9.从…逃走 _____________________________
10.直奔危险地带 _____________________________
11.我叔叔一到，就拥抱了庞皮 ______________________________
12.与其说他看起来死了，不如说睡着了________________________________
13.复活 _________________________
14.坏天气就要来临 _________________________
15.突如其来 ________________________
16.强劲的飓风 ____________________________
17.风暴中心 _____________________________________
18.白色的泡沫水柱 __________________________________
19.没有风，纹丝不动 __________________________________
20.国内外的天气 ________________________________________
II. Multiple Choices
1. All of a _____ he felt something dangerous.
A. sudden B. suddenly C. quick D. fast
2. You know the mid-term examinations are _____.
A. at hand B. at the hand C. by hand D. by the hand
3. The latest news, which we heard from Tim, made us all ____ very _____.
A. fell, exciting B. feel, excited C. feel, excited D. felt, excited
4. I am _____ afraid _____ into the swimming pool, as I am not good at swimming.
A. very, of falling B. much, of falling C. very, to fall D. much, to fall
5. Such a program ______ a lot of money and workforce. Please think twice before you act.
A. calls up B. calls on C. calls off D. calls for
6. _____ his arrival at the airport he was greeted by many teenagers holding flowers in their hands.
A. Upon B. Within C. Above D. Beyond
7. We called the First-Aid Centre _____ the accident happened.
A. shortly B. immediately C. shortly before D. short after
8. The driver kept _____ about the accident _____ lose his job.
A. still, in order to not B. quiet, not so as to
C. silent, so as not to D. calm, in order not to
9. The prize will be given to _____ has done the best in the contest.
A. who B. no matter who C. whomever D. whoever
10. -You look so upset, Jane, _____? -My pet dog is lost.
A. What’s up B. What’s for C. What are you doing D. So what
11. A cook will be immediately fired if he is found _____ in the kitchen.
A. smoke B. smoking C. to smoke D. smoked
12. I know nothing about the young lady _____ she is from Beijing.
A. except B. except for C. except that D. besides
13. Luckily, we’d brought a road map without _____ we would have lost our way.
A. it B. that C. this D. which
14. With a lot of difficult problems _____, the newly-elected president is having a hard time.
A. settled B. settling C. to settle D. being settled
15. _____ time, he’ll make a first-class tennis player.
A. Having given B. To give C. Giving D. Given
16. - Does your brother intend to study German? - Yes, he intends _____.
A. / B. to C. so D. that
17. - Susan, go on. Your sister is cleaning the yard.
- Why _____? John is sitting there doing nothing.
A. him B. he C. I D. me
18. The old gentleman was speaking to that poor little girl kindly, _____ to his own granddaughter.
A. like B. so as C. as if D. in order
19. If _____, we will continue our experiment after office hours.
A. being necessary B. be necessary C. is necessary D. necessary
20. A beam of light will not bend round corners unless _____ to do so with the help of a reflecting device.
A. to be made D. being made C. made D. having made
III. Reading comprehension
A
In Duan Lixin's bank account, there is 1,400 yuan, payment of her writings during the past seven years. The money is likely to grow to 4,000 yuan before long, as her first collection of fairy，cartoons ”Planting the Sun“ was published.
She has many ideas about how to use the money. For instance, she wants to do something for the ”One Plus One project“ --an educational fund(基金);she also wants to buy ”'The Complete Works of Lu Xun“. And the idea to own a computer has been in mind for so many days and nights.
In fact, Duan is in greater need of money than anyone else. Seven years ago, she was found with lupus erythematodes（红斑狼疮），and ever since her life has been threatened by death.
In the past seven years, she has been treated in hospitals across the country. Her family was put into heavy debts. Besides all this, Duan kept on fighting against the disease and comforting her parents.
One day Duan drew a picture titled” Bitter Medicine, but Good for Hearth“，she mailed it to the magazine ”Children's Cartoons“. Thus came her fist work. At that time, she was only ten years old.
So far, Duan has had 36 fairy tales, 15 articles, and 31 cartoons published in children's publications. She has won quite a few prizes in the local or nationwide competitions.
For her, the fairy tales mean not only pretty princess（公主）but also hope and courage in the fight against the disease.
On September 1st last year, she was admitted into the Fine Arts Department of Baogang Normal University. So her years' dream of being a teacher has nearly come true.
66. The payment the little cartoonist got from the man who published her ”Planting the Sun“ s about______ yuan.
A. 1,400 B.2,600 C.4,000 D.5,400
67. Duan Lixin has many ideas about how to use her money except to _____
A. cure her lupus erythematodes. B. buy a computer
C. set up an educational fund D. buy ”The Complete Works of Lu Xun"
69. The best title of this article should be
A. Little Cartoonist Overcomes Disease B. Brave and firm Little Cartoonist
C. Little Girl with Many Ideas D. Little University Student
B
Fifty people died, over 11 ,000 were injured, and 100,000 houses were heavily damaged or destroyed in an earthquake that struck Shangyi and Zhangbei counties in North China's Hebei Province.
The quake ,measuring 6. 2 on the Richter scale（里氏6.2级），hit the area 220km northwest of Beijing at 11 ; 50 a.m. on January 10,
Ceng Qingguo, a researcher with the State Seuismological Bureau (SSB国家地震局) Earthquake Data and Information Center, made a report of the recent quake in November1993. Ceng said that the area of northwestern Beijing, the joint of Shanxi and Hebei Provinces and the Inner Mongolia Autonomous Region（内蒙古自治区）are most easily attacked by earthquakes measuring 6 to a bit over 7 on the Richter scale.
However, scientists did not see the recent earthquake earlier. Clouds covered a large area in the northern part of North China before the earthquake. SSB experts say that this prevented satellites from correctly watching the temperature at the correct altitude（纬度）．
SSB experts say that China may face a major earthquake from now through early next century. In the last ten years, about 305 earthquakes have occurred in China with 9 measuring over 7 on the Richter scale, 60 measuring over 6, and 296 measuring over 5. Tens of thousands of people died or were injured. Losses valued at over10 billion yuan have resulted.
70. This news report is mainly about ______
A. a heavy damage to people B. a number of earthquakes
C. an earthquake striking North China D. earthquake measuring on the Richter scale
71. When the earthquake attacked the area, the majority of people there were unlikely to ______
A. sleep in bed B. work in the fields C. walk in the streets D. stay at home
72. It can be inferred from the report that the damage caused by the earthquake could be less heavier if ____
A. all the people stayed outside B. the earthquake happened at midnight
C. the people had been warned earlier
D. the earthquake scale was lower than 6.2 only
篇18：九年级英语unit10课件
九年级英语unit10课件
一、教材分析
本课重点学习一些常见国家的英文表达，以及该国在初次见面时的行为与语言, 该话题能激起学生的好奇心，调动学生学习英语的积极性。其中有听力练习也有口语练习。内容相对来说较简单，重点帮助学生练习“be supposed to do” 的用法，在不断的练习中达到掌握以及熟练运用的目的.。
二、教学目标和要求
知识目标：
1、能够使用be supposed to do谈论不同国家人们初次见面时的礼仪
2、掌握关键词：shake hands , bow , kiss ,custom
3、句型: A: What are you supposedto do when you meet someone for the first time?
B: We are supposed to shake hands/bow/kiss.
4、句型“should have + done”
能力目标：正确运用短语：be supposed to, should do something ,
情感目标：本单元以谈论“习俗”为话题，了解各地不同的文化知识，从而让学生知道哪些是应该做的，哪些是不应该做的，要学会尊重不同的文化，养成良好的行为习惯，培养学生的学习兴趣。
三、教学重点
1. Thecustoms of some countries.
2. Tellwhat you are supposed to do in different situations.
四、教学难点
Can use“be supposed to” correctly.
五、教学策略
本课主要是一节听说课，根据《英语课程标准》及《英语教学大纲》的要求，在本节课的教学过程中，采用“小组合作“以及“任务型”的教学途径，借助多媒体，增强趣味性和直观性，增大课堂容量，提高课堂效率，面向全体同学，在听说过程中帮助学生掌握知识、发展能力、形成正确的价值观。
六、教学准备
录音机 课本 课件 多媒体设备。
七、教学环节
1、课堂导入
.Lead-in
How manycontinents are there in the world? And what are they? As we all know, the sevencontinents are made up of many countries. Who can list some countries inEnglish? Every country has its own flag. If you see a flag, can you tell mewhich country it stands for? Show them some flags of the countries. And enjoythe beautiful scenery of some countries. Ask the students to try their best tolove the world and protect the environment to make the world more beautiful.
2、课堂讲授
Differentcountries have different customs. We are from China. When you meet someone forthe first time, what should you do? Roleplay your conversation with your partner. We use language to express ourselves.But sometimes we also use body language to help express ourselves. In Chinawhen we meet some for the first time, we shake hands with them.
Do youknow the customs of some other countries. Finish 1a according your understanding.
Listento the tape to check your answers to 1a.
3、课堂练习
Doexercises to check if the students master the knowledge they have learned inthis class.
4、课堂活动
Let’shave a pairwork according to 2aand 2b.
A: Howwas the dinner at Paul’s house last night?
B: Well,it was Ok, but I made some mistakes. I was supposed to arrive at 7:00, but Iarrived at 8:00.
Thengive students some other situations, for example, “greet teachers”, “dohomework”, “visit someone” ask them make conversations using “what are yousupposed to do when you ...?”
5、课堂小结
(1.) Be (not) supposed to do
(2.) Customs of some countries
6、作业布置
(1.) Write at least 5 sentences using “besupposed to do”
(2.) Find other differences of customs betweenChina and other countries
八、板书设计
You aresupposed to shake hands when you meet for the first time.
Besupposed to
九、教学反思
在本节课的教学过程中，我采用了“任务型”的教学途径，通过小组合作的方式，并借助多媒体，增加趣味性和直观性，增大课堂容量，提高课堂效率，各个环节由易到难，环环相扣，面向全体学生，争取让每一个学生都能参与到教学活动中来，得到练习的机会，教学目标圆满完成，大部分学生在这节课后能准确流利的使用所学句型以及单词进行自由会话。但这堂课基本用全英语授课，导致基础不是太好的学生在理解上有些困难，从而不能很好的听懂老师的要求，课堂气氛有时不够活跃，总体上来说，学生对每个环节都比较感兴趣，能够在轻松快乐的氛围中学习和使用英语，体验学习英语的乐趣。
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