外研版九年级上册英语全册教案(含单元知识点总结)


     1.学生自学生词,并记住单词拼写和拼读。 2.预习课本,找出重点短语和句式。 3.读、记后完成学案中自学导练作业。 Step 1 Greeting T:Welcome to our class. I believe we will have a good year. Step 2 情景导入 教师可以准备一些世界著名景观的图片或短片给学生展示,从视觉上吸引学生,为他们建立直观、 立体的印象,让他们兴趣盎然地参与各项学习活动。 T:Look at the pictures.Are they beautiful? S:Yes, they are. T:Do you know the name of the wonders? S:… Step 3完成教材Activities 1~3的任务 Match the names of the wonders with the pictures on the right and on the next page.(Activity 1) 1. 学生看图,全班核对答案,教师带领学生朗读景观名称。(答案:a)4b)2c)1d)3) 2.Look at the pictures and answer the questions. Use the words in the box to help you. Now listen and check. (Activity 2) (1)学生观察图片,对图片进行分类。 (2)教师点名,部分学生回答问题,全班核对答案。 (答案:1.The Giant\'s Causeway and Victoria Falls 2. The Terracotta Army and the Three Gorges Dam 3. The Terracotta Army 4.The Three Gorges Dam) 环节说明:本活动旨在培养学生听并获取相关信息的能力,并帮助学生在语境中进一步了解四大景观。 3.Listen and read.(Activity 3)(1)Ask students to listen to the recording and complete the table with the wonder that each person chooses. Play the recording twice if necessary. (2)Now check (√) the true sentences.(答案:2.√ 3.√) Step 4 小结训练 (B)1.—The Great Wall is one of the greatest _____ in the world. —I agree you. A.wonder, with B. wonders, with C.wonderful, with (C)2.____students _____the discussion yesterday. A.3 hundreds; joined B.3 hundreds of; join in C.Hundreds of; joined in D.Hundreds of; joined Step 5 问题探究 那栋楼房70米长,10米宽,30米高。 That building is 70 metres long,10 metres wide and 30 metres high. Step 6 家庭作业 完成学案中的相关练习。 本课时以师生问答的形式导入新课,引出本课时的主题wonders。借助图片充分调动学生的积极性,让学生都能参与到口头表达中来。培养学生听并获取相关信息的能力。并帮助学生在语境中进一步了解四大景观。 1.学生自学生词,并记住单词拼写和拼读。 2.预习课本,找出重点短语和句式。 3.读、记后完成学案中自学导练作业。课堂导学方案 Step 1 情景导入 T:Last period,we learned about two natural wonders and two manmade wonders.Today we will go on with the wonders.Who can tell us more information about them? S:… 环节说明:通过和学生互动导入新课,学生为了更多地了解四大奇观,会积极主动参与讨论。 Step 2 完成教材Activities 4,5的任务 1.Answer the questions. (Activity 4) (1)学生两人一组问答。 (答案:1.It’s on the eastern coast of Northern Ireland.2.Victoria Falls is about 1,700 metres wide.3.Betty thinks manmade wonders are more exciting.4.The Terracotta Army is more than 2,000 years old.) (2)教师点名,部分小组展示,全班反馈。 (3)教师进行课义难点讲解,让学生学会根据表达需要得体地使用不同时态的语句。 2.Complete the sentences with the words in the box.(Activity 5) (1)检查学生是否知道方框中所给单词的词义。 (2)学生观察所给单词,理解其含义,并根据语境完成句子。 (3)全班核对答案。(答案;1.opinion 2.huge 3.discussion 4.eastern 5.though) 环节说明:本活动考查学生根据语境运用已学词汇的能力。 Step 3 小结训练 用所给词的正确形式填空。 1.Would you like to join in our discussion (discuss)? 2.The Giant Causeway is a great wonder (wonderful). 3.Japan is in the eastern (east) part of Asia. Step 4 完成教材Activities 6,7的任务 1.Listen and mark the pauses. Now listen again and repeat. (Activity 6) (1)学生个体活动,反复朗读,在应停顿处标出相应的符号。 (2)听录音,核对答案,跟读模仿。 (3)教师点名,部分学生读句子,教师正音。 2.Work in pairs. Make a list of wonders of the world. Say which one you would like to visit and why. (Activity 7) (1)学生两人一组讨论,灵活使用活动3中的句式。 (2)教师点名,部分小组展示对活,全班反馈。 Step 5 小结训练 (B)1.—What____ you _____to do this weekend? —I’d like the Great Wall. A.do; like; visit B.would; like; to visit C.do; want; visiting D.would; like; visiting (C)2.He didn’t have breakfast _____ he got up late. A.so B.though C.because D.until Step 6 问题探究 (B)1.He is still working it is very late. A.because B.though C.before D.until 2.在我看来,自然景观更有趣。 In my opinion, natural wonders are more interesting. Step 7 家庭作业 完成学案中的相关练习。 通过听读句子,给学生输入地道的语音语调, 学生在朗读对话中也学习了一些日常用语,并能运用所学知识对景观进行细节描述。 1.学生自学生词,并记住单词拼写和拼读。 2.预习课本,找出重点短语和句式。 3.读、记后完成学案中自学导练作业。课堂导学方案 Step 1 情景导入 1.T:Do you remember the names of the natural wonders in Unit 1? Write the names on the board. (The Giant\'s Causeway and Victoria Falls) 2.Work in pairs. Talk about a great natural wonder you know. Use the words in the box to help you. (Activity 1) (1)学生两人一组,根据方框中词汇的提示谈论自己了解的自然景观。 (2)教师点名,部分学生利用投影仪或多媒体课件介绍他们所熟悉的某个自然景观,全班分享。 (3)也可采用头脑风暴的形式,学生围绕大峡谷这一景观,说出他们已知的信息,然后教师通过多媒体补充其它信息。 环节说明:本活动的目的在于激活学生已有的背景知识。教师可以在教学之前布置作业 ,让学生去网上或图书馆査找资料,收集信息,以作好准备。 Step 2 完成教材Activity 2的任务 Read the passage and complete the table. (Activity 2) 1.学生个体活动,根据表格要求,快速寻读文章中的相关语句,摘录信息。 2.教师引导学生在寻读过程中关注包含数据的语句,从而缩小阅读范围,提高阅读效率。 3.两分钟后,让学生关上课本,两人一组完成表格。 4.核对答案,教师放课文录音,让学生检查答案,并要求学生划出与答案相关的句子。 (答案:How deep: nearly one mile;How wide: about fifteen miles;How long: more than 200 miles) 5.学生阅读课文,尽量理解课文。同时找出短语及难于理解的词句。 6.教师在教室巡回走动以帮助学生扫除阅读中的障碍。 环节说明:本活动设计巧妙,通过练习强化了学生对deep,wide,long这三个描述景观的常用词的理解,并为后续写作和整个模块中心任务的实施奠定了良好的基础。 Step 3 小结训练 (B)1.The cat went ____the window into his room. A.across B.through C.past D.over (C)2.It\'s about 10 kilometers_____from the city. A.far B.long C.away D.near (C)3.A lot of buildings_____ in that earth-quake.Many people were missing. A.falls downB.falls off C.fell downD.fell off (B)4.The UFO____ and there was of _____it soon. A.is taking off; not sign B.took off; no sign C.is taking off; no sign D.took off;not sign Step 4 问题探究 (C)1.You must be careful when you walkthe busy streets. A.through B.cross C.across D.crossing (B)2.He lookedto the lake at the top of the mountain. A.up B. down C.over D.at 3.我们感觉到大地在向下倾斜。 We felt the ground falling away. 4.他没有回答我的问题。 He didn\'t reply to my question. Step 5 家庭作业 完成学案中的相关练习。 本课时主要训练了学生的阅读理解能力。学生能快速寻读文本中相关语句,摘录信息,掌握重点短语的用法。但需进一步提高学生的阅读理解能力,同时关注学生对介词through,across的正确使用。 1.学生自学生词,并记住单词拼写和拼读。 2.预习课本,找出重点短语和句式。 3.读、记后完成学案中自学导练作业。 Step 1 情景导入 出示科罗拉多大峡谷的照片。 T:Could you tell me about the natural wonder—the Grand Canyon ? If you can\'t, you can read the passage again. Step 2 完成教材Activities 3,4的任务 1.Choose the correct answer. (Activity 3) (1)学生个体活动,浏览问题及相应的选项,然后带着问题细读短文,完成选择。 (2)全班核对答案。然后试着引导他们归纳出每段的大意。 (答案:1.a,2.b,3.d,4.d) 2.Complete the passage with the words in the box. (Activity 4) (1)学生浏览方框中给出的词汇,阅读短文,理解大意,完成填空。 (2)教师点名,部分学生回答,全班核对答案。 环节说明:本活动旨在考查学生对短文细节的理解能力以及提高学生在语境中运用所学单词的能力。从而培养学生的分析、 判断能力。 Step 3 小结训练 根据首字母提示填词。 1.We must keep silent in class . Or the teacher will be angry. 2.The temperature is below 0℃ here . It\'s cold. 3.Only a few apples remain on the tree now for the farmers has picked the others. Step 4 完成教材Activities 5, 6的任务 1.学生个体活动,填写表格,完成Activity 5的任务,然后两人一组交流信息,尝试用句子表达。 2.完成 Activity 6的任务 (1)学生个体活动,根据提示逐一书写句子。教师巡视,提供帮助。(在写句子之前,学生要认真阅读本部分的提示和例句,特别要关注提示中的六方面内容:when you visited it, where it is, its size, interesting facts, what happened, how you felt ) (2)整理句子,写成短文。两人一组交流所写短文,并开展评价、修改。 (3)教师点名,部分学生展示短文,全班反馈。 Possible answer: 环节说明:本活动根据学生个人阅历选择一处景观,填写相关的细节信息,然后根据信息书写短文。此环节由浅入深地训练学生的写作能力。 Step 5 问题探究 (B)1.You should write your answers_____ the line with the pen.Your pen is _____ your chair. A.under; below B.below; under C.under; under D.below; below (C)2.Kunming is _____ its weather. It\'s neither too hot nor too cold. A.good for B.famous as C.famous for D.good at Step 6家庭作业 完成学案中的相关练习。 本节课通过阅读帮助学生获取科罗拉多大峡谷的详细信息,同时提高学生根据文字信息在头脑中呈现图像的能力。引导学生运用本节所学语言知识描述景观,在愉快的情景中训练学生的写作能力。 1.学生自学生词,并记住单词拼写和拼读。 2.预习课本,找出重点短语和句式。 3.读、记后完成学案中自学导练作业。课堂导学方案 Step 1 Revision Let a few students introduce the Grand Canyon. 环节说明:此活动的目的是巩固所学语言点,同时提高学生口头的语言表达能力。 Step 2 完成教材 Activities 1~9的任务 1.完成Activity 1的任务。 (1)学生个体活动,分析句子异同。 (2)两人一组讨论,然后全班核对答案。 (3)教师总结,给学生列表,以便学生对比识记。 2.完成 Activities 2,3的任务 环节说明:活动2,3考查学生在不同的时态和语境中,运用动词的正确形式进行填空的能力。 3.完成Activity 4的任务。 (1)学生列出希望讨论的景观名称,两人一组,口头交流,然后根据记录完成表格。 (2)部分小组展示,全班反馈。 4.完成 Activity 5的任务。 5.完成Activity 6的任务。 (答案:1.looking forward to 2.millions of 3.go through 4.more than 5.at the bottom of 6.agree with) 6.完成Activities 7,8的任务 (1)学生看图,建立感性认识。 (2)听录音,排序。全班核对答案。 (3)再听一遍,完成表格。 环节说明:活动7,8主要训练学生听并获取细节信息且记录下来的能力。 7.完成Activities 9~11的任务 环节说明:了解更多的世界奇观。通过海报,墙报、英语角等,展示所有的作品,从而帮助学生提高学习英语的积极性。 Step 3 小结训练 1.I was standing (stand)in the front of the classroom when the teacher came (come) in. 2.He looks forward to passing (pass) the exam. Step 4 家庭作业 完成学案中的相关练习。 本节课主要涉及的语法内容是复习和对比一般现在时、现在完成时以及一般过去时与过去进行时。通过练习加深学生对这些时态的认识,并能熟练运用。本节课主要突出区分时态的构成,即动词的不同形式。 1.学生自学生词,并记住单词拼写和拼读。 2.预习课本,找出重点短语和句式。 3.读、记后完成学案中自学导练作业。 Step 1 情景导入 T:Do you know when is China\'s National Day? S:On 1st October. T:What about Labour Day? S:On 1st May. T:What other festivals do you know? Tell me about them. S1:… S2:… 环节说明:本活动能够使学生明确本单元话题,并为后续听力活动的开展作铺垫。 Step 2 完成教材Activities 1,2的任务 1.Look at the picture and answer the questions. (Activity 1) (1)教师组织学生观察图片,挖掘图片包含的重要信息。 (2)教师引导学生表达个人观点。 (答案:1.People are celebrating Labour Day. 2.This holiday is on 1st May in China.) 2.Complete the sentences with the dates of the following holidays in China, the UK and the US. (Activity 2) (1)教师引导学生回忆12个月份的英文表达方式,确保活动顺利开展。 (2)学生根据已有的知识完成句子。 (3)学生听录音,核对答案。 (答案:1.1st May 2.the first Monday in May 3.the first Monday in September) 环节说明:本活动要求学生根据已有的知识填空,并从听力材料中获取细节信息。 Step 3 完成教材Activity 3的任务 1. Listen and read. Now complete the table. 方案1:教师先播放一遍录音。如果学生水平较高,教师可将本活动的第二步作为听力练习,要求学生明确任务后,听并记录与任务有关的信息,填表,然后两人一组核对答案,全班反馈。 方案2:教师先播放一遍录音。如果学生基础一般,教师可将本活动的第二步作为一个听与读结合的任务,要求学生听一遍,再读一遍对话后填写表格,然后两人一组核对答案,全班反馈。 环节说明:本活动目的在于让学生了解中外节假日的日期、庆祝方式和文化习俗。 2.The students read the dialogue and understand it. 3.The teacher solve the students' problems. Step 4 小结训练 1.We\'ll return to school until 1st September. 2.—What special food do you eat on the Mid-Autumn Day? —Moon cakes. 2. Thursday is the fourth day of a week. Step 5 问题探究 (B)1.We had a _____holiday this National Day. A.Seven day B.seven-day C.seven day's D.seven days (A)2.I'll go to see you_____ you come back. A.as soon as B.until C.since D.unless. (C)3.I_____ 3000 words since then. A.am learning B.learned C.have learned D .will learn Step 6 家庭作业 完成学案中的相关练习。 本节课通过图片及师生对话激发学生的兴趣。如果学生对劳动节不了解,有可能出现学生对这一话题不感兴趣的情况,教师要通过其他方式激发,可以从询问他们希望劳动节放几天假等感兴趣的话题入手,有些学生当堂不能记住全部知识点,课后加大练习。 1.学生自学生词,并记住单词拼写和拼读。 2.预习课本,找出重点短语和句式。 3.读、记后完成学案中自学导练作业。 Step 1情景导入 T:Who can tell all of China's traditional festivals? S:… T:When is it? S:… Step 2完成教材 Activity 4的任务 1.Complete the sentences with the correct form of the words in the box. (1)学生观察方框中所给的词汇,然后根据每句话的情景选择相应的词汇。 (2)个体活动,完成句子。然后全班核对答案。 (答案:1. vacation 2. flags 3. founded 4. activities) 环节说明:本活动旨在考査学生对本单元所学词汇运用能力。 2.精讲对话中的词汇、短语和语法知识。 (1)日期的表达方式,例如:the first of October = 1st October (2)重点词汇:since, off (day off),something interesting (3)语法知识:时间状语从句。这是本单元的重要知识点,教师讲解时注意在本课文中只简单讲解出现的时间状语从句的意思,不深入讲解,因为这个语法点是重难点,教师需在后面单元分一课时详细讲解。如“While we\'re staying with our friends, we\'re going to spend one day in Qingdao.”这句话,while表示“当……时候”,主句时态用的是 be going to表示的将来时,因此while从句也用将来时,这句话中主从句时态需一致。 (4)be going to和will表示将来时的区别。 Step 3 Revision (复习序数词和月份词汇) 1.Listen and repeat. (Activity 5) (1)教师组织学生观察序数词的构成,寻找规律。 (2)教师播放录音,学生跟读。 (3)教师说几个序数词,让学生快速反应并回答,检查学生对序数词的掌握情况。 2.Say the dates. Now work in pairs. Ask and answer questions about important dates. (Activity 6) (1)教师鼓励学生尝试朗读日期,小结朗读的方法。 (2)学生两人一组问答。 (3)教师点名,部分小组展示,全班反馈。 环节说明:本阶段着重训练学生正确地朗读序数词和日期。 Step 4小结训练 我的生日是12月12日。 My birthday is on the twelfth of December . Step 5 Work in groups. Ask and answer questions about a Chinese public holiday. Now present the Chinese public holiday to the whole class. (Activity 7) (1)将学生分成两人一组,每组就中国的一个传统节日为话题进行讨论,询问和回答该节日的相关信息。 (2)记录讨论的结果,并推选一人作代表在班内汇报展示。 (3)班级汇报展示,教师点评。 环节说明:活动的目的在于让学生运用所学语言,谈论中国的节假日,从而增加学生对中国节日文化的了解。本活动有较强的交际意义。 Step 6 问题探究 (B)1.You can\'t do your homework ______ you’re watching TV. A.as soon as B.while C.until D.before (A)2. This county was ______ in 1780. A.founded B.found C.finding D.finded (B)3.My cousin's birthday is on the _____ of October. A.three B.first C.the second D.one Step 7家庭作业 完成学案中的相关练习。 本节课活动的目的在于让学生运用所学语言谈论中国的节假日,训练学生正确地朗读序数词和日期。此节课的训练力度大,效果佳。 1.学生自学生词,并记住单词拼写和拼读。 2.预习课本,找出重点短语和句式。 3.读、记后完成学案中自学导练作业。 Step 1情景导入 The teacher shows the pictures of Thanksgiving and asks questions. T:Which festival is this? S:Thanksgiving. T:Great. When is it celebrated, do you know? S:On the fourth Thursday in November. T:Do you want to know how it is celebrated? S:Yes.T:Now let\'s look at the pictures and learn about it. 环节说明:此活动的目的是引起学生的学习兴趣。 Step 2完成教材 Activity 1的任务 Work in pairs. Talk about the picture. 教师可以展示一些与感恩节相关的图片或视频,以增加学生对感恩节的认识。 1. 学生两人一组,根据图片讨论感恩节的由来及庆祝方式。下列问题可以帮助他们。 What do you think? Do you agree? I'm not sure what they are celebrating. How about you? Can you see anything else? (Ask them to describe what they can see and speculate about what people are celebrating, what their relationship is, why they are happy and so on.) 教师点名,部分小组展示对话,全班反馈。 环节说明:本活动从形象直观的图片入手,为学生了解话题、讨论话题、阅读篇章作好铺塾。 Step 3 完成教材 Activity 2的任务 Read the passage and match the headings with the paragraphs. 1.教师带领学生浏览四个小标题,理解其含义。 2.个体活动,快速阅读课文的各个段落,明确主旨,进行匹配。 (答案:a-3,b-1,c-2,d-4) 3.教师点名,部分学生回答,并说明判断理由。 4.教师根据学生的理解情况,精讲文中语言点。(重点词、短语及难点句) 5.学生朗读课文5~10分钟。Step 4小结训练 (C)1.—When is Thanksgiving? —____ Thursday _____ November. A. In the forth; in B. In the fourth; on C. On the fourth; in D. On the forth; on (C)2.Thanksgiving is a time _____ a special dinner _____ family and friends. A. for; between B. with; among C. for; among D. with; between (B)3.People can communicate _____ e-mails. A.by sent B.by sending C.in sending D.with send Step 5问题探究 用所给单词的适当形式填空或根据汉语意思完成句子。 1.We should give thanks (thank)to the love from our mothers on Mother\'s Day. 2.We celebrate the Spring Festival once (one) a year.3.MidAutumn Day is China's traditional (tradition) festival. 4.We enjoy ourselves (us) very much on TV. 5.他们也和家人一起庆祝感恩节。 They come together with their family to celebrate Thanksgiving as well. Step 6 家庭作业 完成学案中的相关练习。 本节课活动的目的是让学生初步理解课文,掌握一些词汇及语句。从学生的互动中可知是否达到教学目标。 1.学生自学生词,并记住单词拼写和拼读。 2.预习课本,找出重点短语和句式。 3.读、记后完成学案中自学导练作业。 Step 1 情景导入 T:Last period, we read the passage about Thanksgiving. We learn about its facts. Can you tell me its date, meaning, history and celebration? S1:… S2:… T:You may forget some of the facts. You should read the passage again. Step 2 完成教材 Activities 3,4的任务 1.Complete the table. (Activity 3) (1)学生阅读活动3的表格,仔细读短文两遍。 (2)学生个体完成填空,教师可提示学生用关键词句归纳相关信息。 (3)两人一组核对答案。教师点名,部分学生汇报,全班核对答案。 (答案:1.the fourth Thursday in November 2.People give thanks 3.the first pioneers 4.grow corn; eating a dinner 5.a traditional dinner 6.Give thanks 7.the Macy\'s Thanksgiving Day Parade; the football games) 2.Complete the passage with the correct form of the words in the box. (Activity 4) (1)学生个体完成填空。 (2)两人一组交流,核对答案。 (答案:1.pioneers 2.corn 3.plenty 4.among 5.lay 6.dishes) 环节说明:本活动为词汇应用活动。课文中学过的词语在新语境中出现,使得活动考查的不仅仅是阅读能力,还有语言的综合运用能力,需要学生分析句子间的逻辑关系和语境。 Step 3 小结训练 1.第二年他跨过了大西洋。 He crossed the Atlantic the following year. (B)2.They have ______work to do during the day. A. plenty B. plenty of C. a lot D. a lots of Step 4完成教材 Activities 5, 6的任务 1.Think about an unforgettable festival you have enjoyed. Answer the questions. (Activity 5) (1)学生个体活动,用完整的语句回答问题。 (2)两人一组问答。 (3)教师点名,部分小组展示,教师给予评价。 2.Write a passage about the festival. Use your answers in Activity 5 to help you. (Activity 6) (1)学生个体活动,将自己的回答整理后,串写成文。 Possible answer: I had a great time on National Day last year. I\'ll remember it for a long time because it was Golden Week. I visited my grandparents in Shanghai with my parents. My grandmother made delicious dumplings and many other dishes, so I ate lots of really nice food! (2)两人一组互评,教师给出一定的评价标准。 (3)学生根据同伴的意见修改短文,完成第二稿。 (4)个体汇报,教师点评。教师课后批阅其余的作品。 环节说明:教师要注意指导学生,根据学习策略的提示,按照一定的顺序和层次开展语篇描述,并鼓励学生在语篇中尽量多地运用所学的时间状语从句。 Step 5问题探究开始时她摆放了大量的餐具。 At the beginning, she laid plenty of dishes. Step 6 家庭作业 完成学案中的相关练习。 本节课活动的目的是训练学生的写作能力,从学生汇报的答案可知大部分学生表现佳。 1.学生自学生词,并记住单词拼写和拼读。 2.预习课本,找出重点短语和句式。 3.读、记后完成学案中自学导练作业。 Step 1 情景导入 T:In this module, the main language aim is to understand adverbial clauses of time and to be able to make adverbial clauses with after, as soon as, before, since, until, when or while.Who can make sentences with since, until,as soon as, when or while? S1:… S2:… 2.让更多的学生造句,教师点评,纠正错误。 环节说明:此活动的目的是巩固所学语言点,同时提高学生口语的表达能力。引出本模块的语法知识。 Step 2完成教材 Activities 1~9的任务 1. Complete the sentences with the correct form of the words or expression in the box. There may be more than one answer.(Activity 1) (1)学生个体活动,浏览方框中给出的词,完成句子。 (2)两人一组核对答案,然后全班核对。 2. Complete the conversation with the clauses in the box.(Activity 2) (1)学生浏览方框内的语句及对话。 (2)学生补全对话,然后两人一组核对答案。 (3)全班核对答案。 3. Work in pairs. Ask and answer questions about yourself. (Activity 3) (1)学生个体活动,阅读问题并思考答案。 (2)两人一组,互问互答。 (3)3~5组学生展示,全班反馈。 4. Complete the passage with the words in the box. (Activity 4) (1)学生个体活动,浏览单词,通读语段,完成短文填空。 (2)全班核对答案。 5. Complete the passage with the expressions in the box. (Activity 5) (1)学生浏览方框中给出的短语,并理解短语的意思。 (2)学生个体活动,阅读短文,根据要求填空。 (3)部分学生回答问题,全班核对答案。 6. Complete the conversations with the sentences in the box. (Activity 6) (1)学生个体活动,补全对话。 (2)两人一组核对答案。 (3)部分小组展示,全班核对答案。 7. Listen and talk about holiday plans. (Activities 7,8) (1)学生先阅读问题,然后带着问题听录音,有针对性地寻找目标信息。 (2)小组活动,表达个人观点,陈述理由。 (3)部分学生汇报,全班反馈。 8.Complete the passage with the sentences in the box. (Activity 9) (1)学生个体活动,浏览方框中给出的语句,分析语篇行文的逻辑顺序,完成填空。 (2)两人一组核对答案。 (3)部分学生汇报,并陈述选择的理由。 环节说明:本环节通过听说读写等各种练习来巩固本模块的语言知识。同时训练学生听说读写能力。 Step 3 完成教材 Activities 10~13 的任务 Step 4 问题探究 1. 当你在看电视时,我在费时间做我最喜欢的事。 I'm spending time doing my favourite things while you are wacthing TV. 2. 你的健康取决于你是否吃健康的食物。 Your health depends on whether you eat healthily or not. Step 5 家庭作业 完成学案中的相关练习。 本节课活动的目的是让学生学会造含有状语从句的句子;能写有关节日的语句或短文。此节需加强训练。 1.学生自学生词,并记住单词拼写和拼读。 2.预习课本,找出重点短语和句式。 3.读、记后完成学案中自学导练作业。 Step 1 情景导入 T:Who is your hero? Can you tell us about him/her? S1:Yaoming .He is… S2:Deng Yaping… S3:… S4:… Step 2 完成教材 Activities 1~3的任务 1.Work in pairs. Look at the picture and say who the person is and why she is famous.(Activity 1) (1)教师呈现有关邓亚萍的图片或视频片段。 (2)学生两人一组活动,交流和补充信息。 (3)教师点名,个体回答,其他同学补充。 2.Listen and choose the correct answer.(Activity 2) (在开展听力活动之前,先带领学生阅读Learning to learn的内容,让学生学会通过who, where, what等方面问题预测听力内容。) (1)学生阅读每个问题及选项。 (2)听录音,完成选择。教师点名,个体回答,集体纠正答案。 3.Listen and read.Now complete the table.(Activity 3) (1)学生第一次听录音,教师布置获取大意信息的听力任务。例如:让学生回答下列问题。 ①Who are the speakers? ②Where are the speakers? ③What are they talking about? (2)学生第二次听录音,获取细节信息,完成表格。 (答案:1.started playing table tennis 2.stopped playing table tennis 3.study at Tsinghua University 4.completed her doctor's degree at Cambridge University) (3)教师点名,个体回答,全班核对答案。 (4)教师再次播放录音,学生跟读,读后找出与答案相关的句子。 (5)学生朗读对话,理解对话,教师对难点给出适当的点拨。 (6)处理日常用语:①在对话中找到这些表达,并理解其含义。②读这些表达。 环节说明:本活动有两个目的:一是培养学生听录音获取细节信息的能力;二是在对话中呈现原因、结果状语从句等语言知识。学生填写信息表时教师可根据学生的实际水平决定是听录音完成信息表还是读文本内容完成信息表。 Step 3 小结训练 (B)1.He will go on working hard. He will not _____ his dream. A.get up B.give up C.look up D.give out (D)2.I'm your teacher ____ your friend. A.too B.also C.as well D.as well as Step 4 问题探究 1. 无论你干什么,我都帮你。 2. Whatever you do, I will help you. 3. 他那么聪明,5岁时会谱曲。 He was so clever that he could write music at the age of five. Step 5 家庭作业 完成学案中的相关练习。 本节课活动的目的是通过听力理解,让学生学会通过信息联想到其他信息。在现阶段来说这对学生比较困难,所以有些学生很难做到,今后的教学中指导学生多进行听力练习,培养学生这方面的能力。 1.学生自学生词,并记住单词拼写和拼读。 2.预习课本,找出重点短语和句式。 3.读、记后完成学案中自学导练作业。 Step 1 情景导入 T:We have learned about Deng Yaping. Let's talk about her. We'll have a competition. The person who talks the most is the winner. 环节说明:此活动的目的是巩固所学语言点,同时提高学生口头的语言表达能力。 Step 2 完成教材 Activities 4,5的任务 1. Complete the sentences so that they are true for Deng Yaping. (Activity 4) (1)学生个体査读语句,完成句子。 (2)教师点名,个体汇报,全班核对答案。 (答案:1.cleverer than anyone else 2.strong will 3.make the Beijing Olympics a victory for world sport 4.never gives up) 2. Complete the passage with the correct form of the words in the box. (Activity 5) (1)教师带领学生朗读方框中给出的单词,并理解其含义。 (2)学生独立完成填空,注意使用正确的单词形式。 (3)教师点名,个体汇报,全班核对答案。 (答案:1.attended 2.abroad 3.cleverer 4.will 5.victory) 环节说明:本活动是一个词汇应用活动,旨在帮助学生复习、巩固对话中的重点词汇。 Step 3小结训练 (D)1. Do you think he is cleverer than_____. A. someone else B. else someone C. else anyone D. anyone else (B)2.You can't see him_____ he has gone_____. A.so; to abroad B. because; abroad C. because; to abroad D.unit; to abroad (D)3. If you have a strong_____, you will make a_____ . A. body; victory B. will; friend C. body; progress D. will; victory Step 4 完成教材 Activities 6,7的任务 1.Listen and mark the pauses. Now listen again and repeat. (Activity 6) (1)教师播放录音,全班跟读。 (2)学生个体活动,标记句子中停顿的位置。 (3)学生再次听录音,两人一组核对答案。 (4)教师点名,个体汇报,全班反馈。 2. Work in pairs. Talk about your heroes. Now talk about each other's heroes with the whole class. (Activity 7) (1)学生两人一组,进行问答练习。 (2)教师可以提供更多的对话示范。如: —What do you want to be? Why? —I want to be a film star because I like films. —Who is your hero? —Tom Hanks. He's a cool guy. He plays different roles in many films. I like his acting. (3)教师点学生向全班回答同伴心目中的英雄。 环节说明:本活动属于听后的语言输出活动,要求学生运用所学的状语从句谈论心目中的英雄。活动目的是检测学生掌握新知识的情况,培养学生的口头表达能力。 Step 5 问题探究 1. 最初他没戒烟的。 At first, he didn't give up smoking. 2.杨利伟是最伟大的英雄之一。 Yang Liwei is one of the greatest heroes. Step 6 家庭作业 完成学案中的相关练习。 本节课活动的目的是通过练习复习本单元的语言点及状语从句,通过听说写多方面的训练,让学生基本掌握本单元的重点知识。 1.学生自学生词,并记住单词拼写和拼读。 2.预习课本,找出重点短语和句式。 3.读、记后完成学案中自学导练作业。 Step 1 情景导入 1.T:We learned about some heroes last period. As we know Dr Norman Bethune was one of the most famous heroes in China. Who knows about Dr Norman Bethune?Do you know more? Let\'s look at the picture and talk about him.2.Work in pairs. Look at the picture in Activity 2 and discuss who the person is and what he did. Use the words in the box to help you. (Activity 1) (1)教师课前布置学生预习,搜集相关资料,学生两人一组开展活动,列举出白求恩医生的相关信息。例如: Norman Bethune came from Canada. He was a doctor. He helped and treated many wounded soldiers. (2)话题引入,结合Activity 1方框中的词汇讨论英雄白求恩,让学生两人一组讨论和归纳自己对白求恩的了解,将信息汇总。 (3)教师抽点小组向全班展示讨论结果。 ①让组内一名学生记录讨论结果,整理成报告的形式;②让小组以对话的形式展示。教师快速提问,学生快速回答。如:What\'s Bethune\'s job? /Where does he come from? 教师提问主要针对方框中的词,即学生回答问题时会用到的生词等。 环节说明:本活动要求学生根据自己的了解,列出白求恩医生的相关信息,激活已有的知识。活动还要求学生结合方框内给出的词汇进行讨论,从而为学生熟悉词汇、理解篇章、讨论话题作好铺垫。 Step 2 完成教材Activity 2的任务 Read the passage and check your answers to Activity 1. 1.学生个体活动,阅读文章。 2.阅读后,两人一组核实前一活动中所列举的事实性信息。 3.学生再次阅读,教师补充阅读理解问题,如: What made Dr Norman Bethune a hero in China? How did Norman Bethune die? When was Norman Bethune born? What did he do for Chinese people? 4.教师点名,部分学生回答问题,全班反馈。 5.教师针对学生在回答问题中出现的理解问题进行讲解。 环节说明:本活动要求学生阅读文章、掌握大意,并将课前所了解的信息和课文提供的信息作比较。教师也可以根据文章设计几个细节理解问题,从而培养学生査读信息的能力。 Step 3小结训练 (B)1. He smoked a lot, he ____ lung cancer. A. died for B. died of C. dead of D. dead for (A)2.We get up early _____we could catch the train. A.so that B.in order to C. since D. because of (C)3.The angry speaker left the classroom without _____ us a speech. A. gives B. gave C. giving D.to give Step 4问题探究 1.白求恩为中国人民而死。 Norman Bethune died for the Chinese people. 2.你不该独自外出。 You shouldn't go out on your own. 3.为了好好休息他不旅行了。 He won't have a trip so that he can have a good rest. Step 5 家庭作业 完成学案中的相关练习。 本节课活动的目的是通过师生互动来训练学生的阅读能力,通过学习短文,了解伟人白求恩。通过对课堂的精心设计,使大部分学生能理解课文,并能回答问题。 1.学生自学生词,并记住单词拼写和拼读。 2.预习课本,找出重点短语和句式。 3.读、记后完成学案中自学导练作业。 Step 1 情景导入 T: Who can retell the text? Can you talk about Norman Bethune? Should we learn from Norman Bethune? 环节说明:此活动的目的是巩固所学语言点,同时提高学生口头的语言表达能力,使课堂气氛活跃。 Step 2 完成教材 Activities 3,4的任务 1.Number the events about Norman Bethune in the order they happened. (Activity 3) (1)学生浏览信息,明确细节阅读任务。 (2)学生再次阅读文章,捕捉语篇中有关事件的时间信息,标号排列。 (3)个体活动,完成排序。 (4)两人一组核对答案,然后全班核对。 (答案:a-4;b-5;c-1;d-3;c-6;f-2) 环节说明:本活动为信息辨认活动,要求学生根据文章内容辨认细节信息,并将事件按时间顺序排列。 2. Complete the passage with the correct form of the words in the box. (Activity 4)( 1)教师带领学生浏览方框中给出的词汇,并理解其含义。 (2)学生个体活动,快读文段,选词填空。 (3)两人一组核对答案,然后全班核对。 (答案:1.Canadian 2.war 3.tools 4.inventions 5.continued 6.sick 7.himself 8.managed 9.wound) (4)学生朗读语篇,学习如何改写或复述课文。 Step 3小结训练 用所给词的正确形式填空。 1. Was Norman Bethune a Canadian (Canada)? 2. Edison had over 1000 inventions (invent). 3.That's a medical (medicine)tool. 4.He managed to make (make) his mother happy. 5.English is very useful (use) in business. Step 4 完成教材 Activity 5的任务 Look at the facts about Yuan Longping and write a passage about him. Use the passage in Activity 2 to help you. (1)学生个体活动,阅读时间轴信息及相关重大事件。 (2)根据提示,整理语句,组织材料。 (3)参照课文,串句成段,仿写语篇。 Possible answer: Yuan Longping was born in Beijing in 1930. When he was twenty years old, he studied at Southwest Agricultural College. He finished his studies after three years and became a teacher. In 1964, Yuan Longping made a special study of rice after natural disasters which caused great damage to China\'s rice harvest. He wanted to find a newer, stronger kind of rice. He developed his new kind of rice in 1974. In the 1980s, he travelled around the world and gave advice about growing rice to many people. In 2004,he won the World Food Prize for his work. Yuan Longping\'s new rice has helped many countries grow more rice than before. So he is called“the Father of Rice”. He has saved many people from hunger, and that is why he is a hero. (4)两人一组互相批阅,提出改进意见。 (5)根据同伴建议,修改短文,完成第二稿。 (6)教师点名,个体回答,展示部分优秀作文。 环节说明:本活动是要求学生参照课文仿写一篇介绍科学家袁降平生平的短文。 Step 5家庭作业 完成学案中的相关练习。 本节课活动的目的是巩固课本知识,并参照课文仿写一篇介绍科学家袁降平生平的短文,大部分同学完成得不错。 1.学生自学生词,并记住单词拼写和拼读。 2.预习课本,找出重点短语和句式。 3.读、记后完成学案中自学导练作业。 Step 1 情景导入 T: Let's play a game. Let's look for the sentences of adverbial clauses with because, so and so that.The person that finds the most and fastest will be the winner. Step 2完成教材Activities 1~7的任务 1.Complete the passage with because, so or so that. (Activity 1) (1)学生个体活动,通读语篇,分析句子关系,完成填空。 (2)全班核对答案。 (3)学生大声朗读语篇,注意because, so和so that引导的状语从句。 2.Join the sentences with because, so or so that. There may be more than one answer. (Activity 2) (1)学生个体活动,连接句子。 (2)两人一组核对答案,部分学生展示。 用适当的连词完成句子。 ①He put his glasses on so that he can see more clearly. ②I was tired because I studied late last night. 3.Work in pairs. Ask and answer. (Activity 3) 环节说明:此活动的目的是让学生进一步感知几个连词引导的状语从句的不同。 4.Complete the sentences with the correct form of the words in the box. (Activity 4) (1)学生浏览方框中的单词,明确其含义。 (2)逐句阅读,根据句子情境,选择相应的单词并调整词形,然后全班核对答案。 5.Complete the sentences with the correct form of the expressions in the box. (Activity 5) 教师带领学生浏览方框中给出的词组,明确其含义, 学生单独完成句子。 6.Listen and choose the correct answer. (Activity 6)浏览图片、相关问题及选项,推测听力内容。 学生听录音,获取细节信息,完成选择。 7.Read the passage and choose the best title. Now number the events in the order they happen. (Activity 7) 快速阅读,理解文章大意,选择文章标题,学生再次阅读,寻找细节信息,完成排序。 Step 3 小结训练 1.用方框内适当的连词或短语填空。 when because so as soon as so that (1)We all work hard so that we can pass the exam. (2)He called her as soon as he got home. (3)When I got home, Jane was cooking. (4)He didn’t attend the meeting yesterday, because he was ill. (5)He lost his mobile phone yesterday, so he bought a new one. 2.他没动身去海南是因为大雨。 He didn't set off for Hainan because of heavy rain. Step 4 完成教材 Activities 8~11的任务 本阶段的活动要求学生综合运用本模块所学知识, 描写一位心目中的英雄人物。 恰当地运用已学的各类状语从句,模仿课文语篇结构写。 Step 5 家庭作业 完成学案中的相关练习。 本节课活动的目的是归纳和巩固状语从句,复习本模块知识。从学生的写作来看谁完成得较好。 1.学生自学生词,并记住单词拼写和拼读。 2.预习课本,找出重点短语和句式。 3.读、记后完成学案中自学导练作业。 Step 1 情景导入 T:What can you see in the picture? S1:The parents are leaving. T: What else can you see? S2:They may bring their child with them. S3:… T:Work in pairs… Step 2 完成教材Activities 1~4的任务 1. Work in pairs. Talk about the picture. (Activity 1) (1)学生两人一组,谈论图片中的人物及其活动。 (2)可以以小组竞赛的方式开展图片描述,以激发学生参与讨论的积极性。 2. Listen and answer the questions. (Activity 2) (1)学生听录音,核实在谈论图片时所做的猜测和描述是否准确。 (2)教师点名,部分学生回答问题,全班核对答案。 (答案:1. They are at the station . 2.No, she isn't.) 3. Listen again and complete the sentences.(Activity 3) (1)学生快速浏览3个语句,明确要填写的细节信息。 (2)听录音速记,补全句子。全班核对答案。 (答案:1.on your own 2.miss 3.be proud of) 环节说明:本活动的目的是让学生通过谈论图片激活已有的背景知识,为后面听说活动的开展作好铺垫。 4.Listen and read. Now complete the sentences. There may be more than one answer. (Activity 4) (1)学生听录音,理解大意。 (2)学生个体活动,浏览5个语句,明确所要填写的信息。 (3)再次听录音,有目的地辨认并记录信息,然后补全句子。 (4)学生用完整的句子作答,并说出信息来源。 (答案:1.(a meeting in) Lhasa 2.be careful with the door/shut the door when she is in and lock it when she goes out. 3.look after herself/cook simple meals 4.wake her up in the morning 5.given Betty their address in Lhasa) (5)The students read the dialogue in order to understand it better. (6)Read “Everyday English”,the teacher help the students understand them. Step 3 小结训练 1.除了那位乘客我不认识任何其他人。 I don't know anybody else except the passenger. 2.水对我们来说很重要,保护它对我们来说不容易。 Water is important for us. Protecting it isn't easy for us. Step 4 问题探究 (A)1.The teacher asks us to______ our classroom. A.keep; clean B.keep; cleaning C.stay; clean D.stay; cleaning (B)2. —My little brother can play the piano well. —_____. A.So I can B.So can I C.Neither I can D.Neither can I Step 5 家庭作业 完成学案中的相关练习。 本节课活动的目的是培养学生的听力能力。学生表现不错。 1.学生自学生词,并记住单词拼写和拼读。 2.预习课本,找出重点短语和句式。 3.读、记后完成学案中自学导练作业。 Step 1 情景导入 T:I hope someone can perform the dialogue or tell me where they will go and how they will go there. What will Betty do?… 环节说明:本活动旨在帮助学生复习、巩固对话中的重点词汇及句型。 Step 2 完成教材 Activities 5~7的任务 1.Choose the correct answer.(Activity 5) (1)学生个体活动,浏览方框内的词汇,并明确其意思。 (2)仔细阅读每个语句,尤其注意理解上色部分的含义,然后根据语境作出选择。 (3)两人一组核对答案,然后全班核对。 (答案:1.where we are staying 2.travelling by train 3.makes a loud noise 4.on your phone 5.closed 6.keep people out 7.work) 环节说明:本活动为词汇运用活动,要求学生根据语境作出选择。 2.Listen and mark the words which the speaker links. Now listen again and repeat. (Activity 6) (1)学生听录音,找出每个单句中的连读部分,并标上连续符号。 (2)再次听录音,核实连读位置,反复朗读。 (3)两人一组活动,相互听读。 (4)教师点名,部分学生展示,全班反馈。 Pronunciation tip When a word ending in a vowel is in front of a word beginning with a vowel, we often add a /w/ or a /j/(like a “y”) to link the words more easily. 环节说明:本活动旨在帮助学生培养在语句中根据词组或意群进行连读的能力。 3.Work in pairs. Imagine you are staying at home by yourself. Ask and answer. (Activity 7) (1)教师设置情境,让学生结合生活经验,谈论自己独自在家时的状况。 (2)学生两人一组,互问互答。 (3)教师点名,部分小组展示,全班反馈。 环节说明:本活动属于听后的语言输出活动,主要让学生通过假设的情景思考目前所具备的独立生活能力。学生在谈论中要尽量运用本模块所学的语言知识,积极培养自己的口头表达能力。 Step 3 小结训练 根据首字母或汉语提示填词。 1.A couple of girls are crossing the road, one is in red, and the others are in green. 2.You can ask anybody (任何人) here to help you. 3.Do you have Alice's address? I want to send her a birthday gift. 4.I remember I had locked (锁门) the door when I was out,but why is it opened? 5.I didn't hear the clock ring,so I was late for school. Step 4 问题探究 (C)1. Bring it nearer ____ I may see it better. A.although B.even though C.so that D.since (D)2._____ born in Chicago,the author was famous for his stories about New York. A.Since B.Once C.When D.Though (D)3. He got into the room so quietly _____ no one knew he was there. A.which B.after C.as D.that Step 5家庭作业 完成学案中的相关练习。 本节课活动目的在于培养学生的连读技巧。学生表现不太好。因此,让学生积极主动地在课外去练习非常重要。 1.学生自学生词,并记住单词拼写和拼读。 2.预习课本,找出重点短语和句式。 3.读、记后完成学案中自学导练作业。 Step 1 情景导入 1.T: Can you look after yourselves if you stay at home alone ? S1:Yes, I can. T: What can you do? S1:I can cook. S2:I can clean my room. S3:… 2.Work in pairs. Talk about daily things you do alone and the things your parents do for you. (Activity 1) (1)学生两人一组,逐项讨论。 (2)教师点名,部分小组展示,全班反馈。 环节说明:本活动的目的是让学生熟悉本单元的话题,明确自己独处的时候需要掌握的几项生存技能。教师可以根据活动1所列举的条目组织学生进行讨论。 Step 2 完成教材Activity 2的任务 1.Read the passage and choose the best summary. (1)让学生读四个标题,理解其含义。 (2)学生个体活动,快速浏览文章,理解文意。 (3)审阅、对比四个选项,作出选择。 (4)教师点名,个体汇报,全班核对答案。 (5)再读课文,理解文意。 环节说明:本活动的目的是让学生通过略读课文来获取文章的主旨大意。教师需提醒学生注意对比四个选项,并且明确各个句子的意思。 2.教师通过提问的方式检查学生对课文的理解情况。例如: How did Zheng Chenyu feel when his parents managed everything for him? What was his wish? What did he do from school the first day after his parents went away? What happened to him the next morning? Was he good at cooking? How did he feel at home alone after some things happened? 3.教师可以根据学生的理解情况做些点拨。 Step 3 小结训练 1. In this empty room, I can find nothing. 2.I woke/waked up (醒来) from a nightmare in the last midnight. 3.OK,everybody hand in (上交) your homework. 4.Dear, turn off the TV and go to bed, it’s time to sleep. 5.Do you want to go to Beijing on business(出差). 6.Your Dad and Mom was so worried about you when you were at home alone. Step 4 问题探究 (A)1.His dream ______ at last. A. came true B. realized C. comes true D. realizes (C)2.The time of the trip _____ the weather. A. decides B. depended on C. depends on D. decided on (D)3.I come here_____ the first time, so I feel_____. A.at; alone B. for; alone C.at; lonely D. for; lonely (A)4._____you want to go home,please let me know. A.If B.Though C.Unless D.While Step 5家庭作业 完成学案中的相关练习 本节课活动的目的是培养学生在阅读理解能力。学生难以把握文意或段意的概括,在以后的教学中多加强此项训练。 1.学生自学生词,并记住单词拼写和拼读。 2.预习课本,找出重点短语和句式。 3.读、记后完成学案中自学导练作业。 Step 1 情景导入 T:Do you agree with Zheng Chenyu?Do you wish to stay at home alone?Why?How will you deal with your meals? Step 2 完成教材Activities 3,4的任务。 1.Complete the sentences. See how Zheng Chenyu's feelings changed. (Activity 3) (1)学生个体活动,浏览活动3的语句,明确需要填写的信息。 (2)精读课文,寻找细节信息,完成句子。 (3)两人一组核对答案。 (4)教师点名,部分学生汇报,全班核对答案。 (答案:1.unhappy 2.happy; have some fun at last 3.tired and sleepy 4.lonely 5.was not always perfect) 2.Complete the passage with the correct form of the words in the box. (Activity 4) (1)学生个体完成填空。 (2)两人一组交流,核对答案。 (答案:1.orders 2.simple 3.empty 4.burnt/burned 5.cup 6.tasks) (3)教师点名,部分学生反馈,并解释自己是怎么得到答案的。 环节说明: 本活动为词汇应用活动,旨在考査学生在新语境中运用所学词汇的能力。学生在填空时要注意分析句子间的逻辑关系。 Step 3小结训练 1.Teenagers(青少年)are compared to the flowers. 2.Your task (任务)is to tidy up(收拾)the classroom. 3.They can't look after themselves well(照顾好自己). Step 4 完成教材Activity 5的任务 Write a passage about what you can do and what you cannot do when your parents are away. ) 1.学生个体活动,快速査读文章,列举主人公郑晨宇独自在家生活时所做的事情。2.对比郑晨宇,列出自己能做的和不能做的事情。3.根据个人列出的信息,对自己的独立生活能力进行总结,并尽量运用although,but, so…that来组织小短文。 Possible answer: There are many things to do around the house when my parents are away. I can do some of them. For example, I can get up on time. That\'s very important, because I do not want to be late for school! I can also make my bed, although I often don\'t do it. I have a lot of homework every day, and I go to bed late. I am so tired that I cannot getup early enough to make my bed. I can … I am happy that I can look after myself and that my parents do not need to worry about me very much. Step 5 问题探究 (A)1.We also felt_____ our parents because they always _____ us orders. A.bored with; gave B.bored of ; gave C.boring about; give D.boring with; gave (C)2. Can robots do tasks like_____? A.cook and tidy up B.cooking and tidy up C.cooking and tidying up D.cook and tidying up (B)3. ______Mike, I'm better at English. A.Comparing B.Compared with C.Compare with D.Compared Step 6 家庭作业 完成学案中的相关练习。 本节课活动的目的是训练学生的写作能力。本单元的写作较容易,但要强调使用状语从句。 1.学生自学生词,并记住单词拼写和拼读。 2.预习课本,找出重点短语和句式。 3.读、记后完成学案中自学导练作业。 Step 1 完成教材 Activities 1~8的任务 1.Complete the sentences with the words in the box. There may be more than one answer. (Activity 1) (1)学生个体活动,浏览语句,根据句意进行填空。教师提醒学生注意答案并不唯一。 (2)全班核对答案。 (答案:1.that 2.although/but 3.that 4.Although 5.although) 2.Complete the sentences with your own ideas. (Activity 2) (1)学生个体活动,根据句意补全句子。两人一组交流互评。 (2)学生逐句进行多样的回答,教师提醒学生记录有意义的句子。 3.Complete the passage with the correct form of the words in brackets. (Activity 3) 学生个体活动,通读短文,注意观察短文时态,完成填空。 两人一组核对答案,全班核对答案。 (答案:1.said 2.travel 3.miss 4.was 5.knew 6.returned 7.was) 4.Complete the passage with the words and expressions in the box. (Activity 4) (1)学生个体活动,熟悉方框内的词汇,浏览短文。 (2)再次阅读短文,根据句意填空,先易后难,对号入座。教师点名,个体汇报,全班核对答案。 (答案:1.empty 2.shut 3.wake up 4.prepare 5.tidy up) 5.Complete the sentences with the words in the box.(Activity 5) (1)学生朗读方框内的不定代词,并理解其意思。 (2)个体活动,阅读单句,选词填空,全班核对答案。 (答案:1.anybody 2.nobody 3.everything 4.anything 5.something 6.somebody 7.nothing 8.everybody) 6.Complete the passage with the expressions in the box. (Activity 6) (1)学生个体活动,熟悉方框内的词组,浏览短文。 (2)再次阅读短文,根据句意填空。 (3)教师点名,个体汇报,全班核对答案。 (答案:1.be away 2.is worried about 3.look after 4.depend on) 7.Listen and match the people with their activities. (1)学生阅读7个选项,理解各选项的意思。 (2)听录音,进行辨认选择。核对答案。 8.Read the passage and complete the sentences. (1)学生个体阅读,找到相关信息,补全句子。 (2)教师点名,个体汇报,全班核对答案。 (答案:1.a boy who is accidentally left alone at home 2.fly to Paris for the holiday 3.all his family would go away 4.forget him by accident 5.is very happy 6.steal from Kevin\'s house 7.the police 8.Kevin is safe) (3)教师可以要求学生再次阅读语篇,圈出文中出现的各类状语从句,巩固模块所学的语法知识。 Step 2 Around the world 本栏目介绍了对孩子独自在家生活的一些建议。学生阅读后记住重点词语。 Step 3 完成教材 Activities 9~12的任务 1.Make a list about how to live alone. (Activity 9) 2.Work in pairs. Choose a topic from the list and make a leaflet for your topic. (Activity 10) 3.Present your leaflet to the class. (Activity 11) 4.Put all the leaflets together to make a class booklet. (Activity 12) Step 4 小结训练 那辆车意外出故障了,所以他那么匆忙。 The car went wrong by accident,so he was in such a hurry. Step 5家庭作业 完成学案中的相关练习。 本节课活动的目的是巩固本单元的所学知识,同时锻炼学生的听说读写能力。 1.学生自学生词,并记住单词拼写和拼读。 2.预习课本,找出重点短语和句式。 3.读、记后完成学案中自学导练作业。 Step 1情景导入 T:What can we see in public? S1:We can see many signs. T:What signs can we see in the hospitals? S1:No smoking.S2:Keep quiet. T:What about the parks? S3:Don’t pick flowers. S4:…T:What signs can we see in the museum? S5:No photos. S6:… T:There are some other signs. We will learn in this period. Step 2 完成教材 Activities 1~3的任务 1. Match the signs with the rules. Now work in pairs. Tell your partner the rules. (Activity 1) (1)教师领读祈使句。 (2)学生个体活动,完成搭配。 (3)教师点名,个体回答,教师可以根据需要补充其它常见的标识和指令。 (4)学生两人一组问答。 (5)教师点名,部分小组展示。 (答案:1-d; 2—c; 3—a; 4—b) 2. Listen and answer the questions. (Activity 2) (1)学生阅读问题,明确任务。 (2)听录音,获取细节信息。 (3)教师点名,个体汇报,全班核对答案。 3. Listen and read. Now check (√)the rules mentioned in the conversation. (Activity 3) (1)学生个体活动,听录音,明确对话大意,教师补充听力理解问题。如: What room do the children want to visit? Are there lots of people in the museum? (2)教师点名,部分学生回答问题,全班核对答案。 (3)学生再次听录音,选出对话中谈及的各类标识。 (4)全班核对答案。 (5)学生听录音,跟读,然后小组活动,分角色朗读对话。 (6)教师抽选小组进行朗读展示,全班反馈。 环节说明:本活动旨在让学生运用祈使句表达指令,同时培养学生听并获取细节信息的能力。 4. Everyday English (1)让学生在对话中找到这些日常用语。 (2)教师告诉学生这些用语的含义,让学生讨论它们在其它地方的使用。 (3)听读这些用语,提醒注意语音语调。 Step 3小结训练 1.不要叫喊。Don\'t shout/ No shouting. 2.难怪你不认识他。No wonder you don’ t know him. 3.我们处于困境。We are in trouble. Step 4问题探究 (D) 1. No_____. It\'s ____the rules. A. smoke; for B. smoking; at C. smoke; against D. smoking; against (B)2.I need some ______.I must go______. A. things; to downstairs B. information; downstairs C. informations ; to downstairs D. things; downstairs Step 5家庭作业 完成学案中的相关练习。 本节课活动的目的是训练学生的听力能力及理解能力。此对话较长,所以学生难听懂,在今后的教学中要加大听力训练的力度。此节课学生对表达指令的祈使句掌握较好。 1.学生自学生词,并记住单词拼写和拼读。 2.预习课本,找出重点短语和句式。 3.读、记后完成导学案中自学导练作业。 Step 1情景导入 T:Do you remember those signs that we learned yesterday? S1:Yes. T:Tell me the ones. S1:Don’t touch; No smoking; No shouting;No photos; Don’t cross the road… T:Great! Today we will understand the dialogue better and master more keywords, phrases and sentences. Step 2 完成教材 Activities 4,5的任务 1.Write down what you cannot do in the museum. (Activity 4) (1)学生个体活动,写句子。 (2)个体回答,互相补充,教师汇总表达规章的语句。 (答案:No shouting. No photos. No entry.) 环节说明:本活动要求学生根据所学对话总结博物馆的规章制度,并用祈使句写出博物馆中禁止做的事情。 2.Complete the passage with the words in the box. (Activity 5) (1)学生个体活动,朗读方框内的单词,浏览短文。 (2)结合所学对话,完成填空。 (3)教师点名,个体汇报,全班核对答案。 (答案:1.upstairs 2.exhibition 3.rules 4.rope 5.tail 6.missing 7.downstairs 8.punish) Step 3小结训练 根据句意及首字母提示或中文意思填空。 1. “No photos” means don’t take pictures here. 2. All the visitors to the exhibition can’t go against the rules. 3.Do you have any rules in your class? 4.John was punished by his mother, because he played computer games all day yesterday. 5.Oh, God! My pen is missing , I can’t find it anywhere. Step 4完成教材 Activities 6,7的任务 1.Listen and underline the words the speaker stresses. Now listen again and repeat. (Activity 6) (1)学生个体活动,听录音,用下划线标出需要重读的词语。 (2)再次听录音,核对答案,跟读语句。 (3)教师点名,个体朗读展示,大家点评。 (4)集体讨论语音规律,教师总结。 2.Work in pairs. Discuss the rules in your classroom. (Activity 7) (1)学生两人一组,根据本课所学知识以及自己的生活经历,谈论教室内的各项规定。 (2)教师点名,部分小组展示,全班反馈。 环节说明:本活动旨在训练学生说的能力。教师要鼓励学生尽量多运用本课所学语句, 尤其是运用各类祈使句进行问答。 Step 5问题探究 1.Hello, lady, you can’t get in from this door,it says “No entry”. 2.Jimmy got into trouble(陷于麻烦中),_______ so he can’t come tonight. (A)3.If you want to leave, me please. A.tell B.telling C.told D.have tell (C)4.You can’t take photos, lady, don’t you see the sign “ ______photos”? A. Don’t B.don’t C.No D. no Step 6 家庭作业 完成学案中的相关练习。 本节课活动的目的是巩固上课时所学的语言知识,让学生学会运用祈使句表达指令。同时也训练学生听说的能力。从学生的表现可知全掌握。 1.学生自学生词,并记住单词拼写和拼读。 2.预习课本,找出重点短语和句式。 3.读、记后完成学案中自学导练作业。 Step 1 情景导入 T:Have you travelled any museum? S1:Yes. T:How many kinds of museums are there? S2:I don’t know.T:What kind of museum do you know? S2:History museum, science museum, space museum… T:Good!Do you know the toilet museum? Ss:Toilet museum? How interesting! T:Different kinds of museums are different.Today we will learn science museum.Do you want to learn about it? Ss:Yes, of course. T:OK.Let’s look at the pictures… Step 2 完成教材 Activities 1,2的任务 1.Work in pairs. Look at the pictures and talk about the differences between the two museums.(Activity 1) (1)教师引导学生预习与图片相关的新词汇。 (2)让学生仔细看图片,提醒他们考虑看到的是哪种类型的博物馆。 (3)两人一组,讨论图片。 (教师提醒学生讨论时用一些语句,如:What do you think? Do you agree? I’m not sure. What about you?) (4)教师点名,个体汇报,全班反馈。 环节说明:本活动是课文学习前的热身活动,旨在通过图片铺垫基础词汇, 并让学生了解不同类型的博物馆所具有的不同的展示方式,为下一步的学习作好准备。 2.Read the passage and answer the question. (Activity 2) (1)学生个体活动,明确问题和阅读任务。 (2)阅读中圈划重要信息,回答问题。 (3)两人一组讨论答案。 (4)教师点名,个体汇报,全班反馈。 (答案:It is noisy, and you can touch things and do experiments there.) 环节说明:本活动要求学生带着问题阅读语篇。通过读课文,学生可以发现英国科学博物馆与其他博物馆之间的不同处,印证读前活动的讨论结果。 Step 3小结训练 (B)1.My parents always _____me _____the cleverest Children. A.look; with B.compare; with C.compare; as D.comparing; as (C)2.Let’s go out. The room ____of smoke. A.full B.fill C.is full D.is filled (D)3._______ the things when you are in the museum. A.No touch B.Not touch C.Don’t touching D.Don’t touch (A)4.Your mother is a teacher. My mother is a teacher______ A.as well B.as well as C.also D.either Step 4问题探究 (B)1.My uncle has travelled world. He has also run out of _____money. A.all; all his B.the whole; all his C.whole the; his all D.all the; the whole (A)2.In the library,there ____no _____and no noise. A.is; running B.are; running C.is; run D.are; run (C)3. Sports are good for people _______all ages. A.with B.to C.of D.at Step 5家庭作业 完成学案中的相关练习。 本节课活动的目的是训练学生的阅读理解能力,学生此方面的能力欠佳,同时学习一些与科技相关的词汇。课后强调学生记忆单词及短语,阅读一些课外英文文段。 1.学生自学生词,并记住单词拼写和拼读。 2.预习课本,找出重点短语和句式。 3.读、记后完成学案中自学导练作业。 Step 1 情景导入 T:Do you remember the differences between the Science Museum and other museums?Tell us. Some students answer the question. Step 2 完成教材 Activities 3,4的任务 1.Complete the Tony’s favourite museum column in the table. (Activity 3) (1)学生个体阅读,完成任务。 (2)教师点名,个体回答,全班反馈。 2.Answer the questions. Use the words in the box to help you. (Activity 4) (1)学生个体活动,査读课文,记录答案。 (2)两人一组问答,互相补充。 (3)部分小组展示,核对答案。 (答案:1.You can learn about communications and the environment as well as maths, physics and chemistry. 2.X—rays allow you to see inside your body. 3.You can do physics experiments and find out how people travel into space and back again in the Launchpad. 4.You can learn about medicine in the past on the fourth and fifth floors.) Step 3小结训练 1.你不许吵闹。You mustn’t make a noise. 2.如果我父母允许我做饭,我会尽量常做。 If my parents allow me to cook, I’ll cook as often as I can. Step 4 完成教材 Activities 5~7 的任务 1.Decide what the underlined words in the sentences refer to. (Activity 5) (1)学生个体活动,査读各个代词在相应语句中所代表的人或物。 (2)两人一组核对答案。 (3)教师点名。个体汇报,全班核对答案。 (答案:it=the Science Museum;they=people; here=in the Science Museum;there=in the Science Museum) 2.Complete the passage with it, they, and there. (Activity 6) (1)学生个体活动,浏览短文,注意前后句的关系,完成填空。 (2)教师点名,个体汇报,全班核对答案。 (答案:1.it2.There3.they4.it) 3.Write a passage about your favourite museum. Pay attention to the words it, they and there. (Activity 7) (1)学生个体活动,完成活动3表格右栏,积累写作材料(按照提示,丰富内容,完成语篇) (2)两人一组互评,注意检査代词及从句的运用情况。 (3)教师点名,个体展示,全班分享。 Possible answer: Step 5问题探究 点评上面的习作。 Step 6 家庭作业 完成学案中的相关练习。 本节课活动的目的是巩固本单元的语言知识及训练写作。学习效果比前一单元要欠缺些。 1.学生自学生词,并记住单词拼写和拼读。 2.预习课本,找出重点短语和句式。 3.读、记后完成学案中自学导练作业。 Step 1 完成教材 Activities 1~8 的任务 1.Match the signs with the rules. (Activity 1) (1)学生个体活动,浏览标志,进行匹配。全班核对答案。 (2)小结“No+名词/动词ing”的语言表达方式。 2.Look at the signs and write the rules.(Activity 2) (1)学生个体活动,以“No+名词/动词ing”的形式,写出警示语。 (2)两人一组检査拼写及语句,汇报及核对答案。 (答案:1.Do not touch2.No smoking3.No photos4.No entry) 3.Complete the sentences with the correct form of the words in brackets. (Activity 3) (1)活动开展前,教师要明确主句的要求(用祈使句)和从句动词时态的要求(用一般现在时)。 (2)学生独立完成句子,两人一组检查 。 汇报及 核对答案。 环节说明:本活动旨在帮助学生巩固if引导的条件状语从句。本活动采用了控制性的练习方式,主要让学生练习把握“if…do”结构。 4.Complete the sentences with your own ideas. (1)学生个体活动,充分思考,完成句子。 (2)教师鼓励学生主动作答,每句话都可以让5~6名学生展示汇报,语句合理即成立。 5.Work in pairs. Ask and answer questions about the museum. Now write some advice for visitors. Use If.(Activity 5) (1)学生个体活动,阅读博物馆参观指南。 (2)两人一组问答,部分小组展示,全班反馈。 6.Complete the sentences with the words or expression in the box.(Activity 6) (1)学生个体活动,浏览方框内的介词和词组,完成句子。 (2)全班核对答案。教师结合图形解析。 (答案:1.on2.next to3.at4.inside5.between6.into) 7.Complete the passage with the expressions in the box.(Activity 7) (1)学生个体活动,阅读方框内的词组,明确其意思。 (2)通读语篇,理解大意,完成填空。 (答案:1.as well as2.pay attention to3.make sure4.compare…with…5.as well6.looking forward to) 8.Listen and label the different parts of the museum.(Activity 8) (1)教师带领学生熟悉各展室名称,了解立体图结构和解题要领。 (2)个体活动,听录音,完成任务。 (3)根据学习情况,可再次播放录音,学生检查答案 。 Step 2 Around the world 环节说明:本栏目主要介绍了法国巴黎的卢浮宫。通过学习,学生可以增长见识、开阔视野。 Step 3 完成教材 Activities 9~11 的任务 1.Work in groups. Prepare a guide to a museum.(Activity 9) 2.Find or draw pictures for your guide, showing what you can see at the museum.(Activity 10) 3.Present your guide to the class. (Activity 11) 环节说明:本活动旨在锻炼学生的综合语言运用能力及绘画能力。将学生作品通过墙报进行展示。 Step 4 问题探究 1.请注意按时完成作业。Please pay attention to finishing your homework on time. 2.我盼望顺便拜访我的老师。I look forward to dropping in my teacher. Step 5 家庭作业 完成学案中的相关练习。 本单元有关禁止做某事的学习并不难,主要通过使用祈使句、情态动词的公共场所标志语来表达,因为比较贴近日常生活,学生对这一部分知识点接受度比较高。 1.学生自学生词,并记住单词拼写和拼读。 2.预习课本,找出重点短语和句式。 3.读、记后完成学案中自学导练作业。 Step 1情景导入 T:Do you have any problems in your life or in your study? S1:I always fail the exams. S2:I’m worried about my math. S3:My parents always stop me from playing football. S4:I spend too much time playing computer games. S5… T:Do you want to know Tony’s problems? Ss:Yes, we do. Step 2 完成教材 Activities 1,2 的任务 1.Listen and decide what Tony’s problem is. Use the words in the box to help you. (Activity 1) (1)学生个体活动,浏览方框内的词汇,阅读三个选项,预测对话内容。 (2)学生听录音,完成选择。 (3)教师点名,个体回答,全班核对答案。 2.Listen again and check (√) the true sentences. (Activity 2) (1)学生个体活动,浏览各个语句,明确任务。 (2)再次听录音,判断语句正误。 (3)圈划错误信息,尝试纠错。 (4)教师点名,个体回答,全班核对答案并改正错误的句子。 Step 3完成教材Activities 3的任务 1.Listen and read. Now work in groups. Discuss what the problem is between Tony and his father. Give your advice. (1)教师提出问题:托尼和爸爸之间的矛盾是什么? (2)学生带着问题听对话,获取主旨信息,并积极记录与问题有关的细节。 (3)小组活动,讨论问题。 (4)教师点名,部分学生回答问题,其他同学补充,并提供解决问题的建议。 (5)学生再次听录音,跟读对话。 2.Everyday English (1)让学生在对话中找到这些常用语,老师告诉学生这些表达的含义。 (2)熟读这些常用语。 3.读对话,记住重点词、短语及句子。 Step 4 小结训练 (C)1.We_____too much_____TV every day. A.spends; watch B.spend; watches C.spend; watching D.spending; watching (B)2.I will play basketball______ playing games. A.instead B.instead of C.rather D.than Step 5 问题探究 1.我和母亲达成协议,我将花时间学习而不是做饭。 I made a deal with my mother.I will study instead of cooking. 2.我在考虑一个重要的建议:我应该养成读书的习惯。 I’m considering an important suggestion,I should get into a habit of reading. Step 6 家庭作业 完成学案中的相关练习。 本节课活动的目的是训练学生的听力技能,同时让学生在听和读的过程中掌握生词、短语及if 引导的从句。本单元的短语较多,下课时要加强记忆。 1.学生自学生词,并记住单词拼写和拼读。 2.预习课本,找出重点短语和句式。 3.读、记后完成学案中自学导练作业。 Step 1 情景导入 T:Who can tell me Tony’s problems? S1:… T:What about yours? S1:I’m not interested in English. S2:I wouldn’t like to talk with my parents. S3:… T:Why? S2:Because they stop me from playing the violin… Step 2 完成教材 Activities 4,5的任务 1.Choose the correct answer. (Activity 4) (1)学生个体活动,阅读问题,作出选择。 (2)教师点名,个体汇报,全班核对答案。 (答案:1.a2.c3.c) 2.Complete the passage with the words in the box. (Activity 5) (1)学生个体活动,朗读方框内的词汇,浏览短文。 (2)结合所学对话,完成填空。 (3)教师点名,个体汇报,全班核对答案。 (答案:1.community 2.knowledge 3.shame 4.consider 5.habit 6.instead) Step 3小结训练 (C)1.I don’t have enough time ______ a film. A.see B.seeing C.to see D.saw (D)2. He sat in the sofa,reading a book and______to the music time. A.listening; in B.listen; at the same C.listen; on D.listening; at the same (A)3.Mary does _______in chemistry than Lucy. A.better B.well C.good D.best (D)4.Li Lei runs ______Wu Jun. A.as faster as B.as fastest as C.so fast as D.as fast as Step 4 完成教材 Activities 6, 7 的任务 1.Listen and mark the pauses. Now listen again and repeat. (Activity 6) (1)教师播放录音,全班跟读。 (2)学生个体活动,根据规则,标记句中停顿的位置。 (3)学生再听录音,两人一组核对标记位置。 (4)教师点名,部分学生朗读句子,其他学生听,并纠正错误。 (5)全班朗读句子。 2.Work in pairs. Talk about the problems you have with your schoolwork or your parents. Now talk about solutions. (Activity 7) (1)学生两人一组,谈论自己的问题。 (2)针对某一问题,教师组织大家思考解决问题的办法。 (3)教师点名,学生提供解决问题的方案,全班反馈。 环节说明:本活动主要是让学生运用所学的状语从句,谈论各自在学习和家庭生活中遇到的问题并提出建议或解决办法。本活动既能检测学生运用新知识的能力,又能培养学生的口头表达能力。 Step 5 问题探究 1.我没时间学一种乐器 I have no time to learn an instrument. 2.弹吉他像拉二胡一样有趣。 Playing the guitar is as interesting as playing the erhu. 3.昨天老师阻止我们回家。 The teacher stopped us going home yesterday. Step 6 家庭作业 完成学案中的相关练习。 本节课活动的目的是提高听力和阅读能力,教师在教学过程中自行把握两者的轻重,因本单元的材料是对话,有利于训练学生的听力。从学生的听力练习的反馈情况看,学生的听力训练要加强。 1.学生自学生词,并记住单词拼写和拼读。 2.预习课本,找出重点短语和句式。 3.读、记后完成学案中自学导练作业。 Step 1 情景导入 T:Are you an honest child? Do you tell the teacher and your parents the truth if you do something wrorg? S1:Sometimes I tell the truth. S2:I never tell them the truth because I’m afraid they will be angry. T:Then let’s guess, will Steve tell the truth? What’s the suggestion of the writer? Let’s read the passage about Steve’s problems. Step 2 完成教材 Activities 1,2的任务 1.Look at the letter and the reply in Activity 2. Decide where they come from. (Activity 1) (1)教师请一位学生读一封有关自己或他人烦恼的信,让全班帮忙想一想有什么可行的解决办法。 (2)全班讨论如果自己遇到烦恼时会通过什么方法或途径去解决,教师总结学生提供的方法, 然后引入本课话题:阅读Steve有什么烦恼,他是通过什么方式来解决的。 (3)快速略读来信及回复,进行判断。 (4)教师点名,个体回答,交流反馈。 环节说明:本环节旨在明确本单元学习主题,让学生快速进入学习状态和英语语言情境中。 2.Read the letter and the reply. Choose the best summary of Steve’s problem. (Activity 2) (1)学生个体活动,阅读文后给出的三个选项,理解其意思。 (2)快速略读,提炼课文主旨,进行选择。 (3)两人一组核对答案。 (4)教师点名,个体汇报,陈述排除其他选项的理由。 (5)学生阅读并总结Diana提供了哪些意见,然后两两讨论,相互补充信息,并思考以下问题: Diana提出的建议是否具有可行性?如果你是Diana,你还会给Steve提出哪些有用的建议? 环节说明:本活动要求学生浏览来信及概括语篇的主旨信息,选择与之匹配的课文摘要。教师可引导学生在阅读前认真分析三个选项,寻读语篇内容中与之相匹配的信息,然后开展略读,获取大意,进行选择。 Step 3小结训练 (C)1.The computer doesn’t work .You needn’t_____ . A.look it at B.try out it C.try it out D.try on it (B)2.Don’t shout at him. ______he is still a little child. A.At least B. After all C.At last D. By mistake. (C)3.I have problems with my math.But my teacher offers______ me. A.help B.helping C.to help D.not help (B)4.My father was very________me because I didn’t tell the truth to him. A.happy with B.angry with C.angry at D.angrily with Step 4 问题探究 1.但是,他没来拜访我的家。 However,he didn’t come around. 2.你犯了一个错误,现在好像一切都不正常。 You made a mistake. Everything seems to go wrong. 3.你弄坏了电脑,你必须付修理的钱。 You broke the computer, you must pay the bill to repair it. 4.我不知道文件有没有丢失。 I don’t know whether the documents are missing or not. Step 5 家庭作业 完成学案中的相关练习。 本节课活动的目的是训练学生的快速阅读能力、信息归纳能力以及自我判断能力。 1.学生自学生词,并记住单词拼写和拼读。 2.预习课本,找出重点短语和句式。 3.读、记后完成学案中自学导练作业。 Step 1 情景导入 T:Is Steve honest? What mistakes did he make?Why didn’t he tell the truth to his father?What suggestions did Diana give him? Step 2 完成教材 Activities 3,4的任务 1.Complete the advice to Steve. (Activity 3) (1)学生阅读回复部分,获取细节信息。 (2)个体活动,完成句子。 (3)教师点名,个体回答,全班核对答案。 (答案:1.play games on his father’s computer2.he is honest3.apologise to his father;the bill4.pocket money;he is really sorry) 2.Complete the passage with the words in the box.(Activity 4) (1)学生个体活动,熟悉方框内的词汇,明确其意思。 (2)通读语段,理解语句,完成选词填空。 (3)两人一组检査。教师点名,个体汇报,全班核对答案。 (答案:1.truth2.least3.honest4.repair5.bill6.reason) Step 3小结训练 1.他错误地拿出了100元。 He took out 100 yuan by mistake. 2.作为学生,你至少要担心你的考试成绩。 As a student,at least, you should be worried about your exam grade. Step 4 完成教材 Activities 5~7 的任务 1.Look at the letter by Steve in Activity 2. Find: (1)学生个体活动,根据要求寻找课文中的相关语句。 (2)圈划相关语句后,两人一组讨论并检査答案。 (3)教师点名,个体汇报,全班反馈。 2.Think of a problem. Write a short letter to Diana about the problem. Use the steps in Activity 5 to help you. (Activity 6) (1)学生结合生活实际,确定问题。 (2)模仿课文,根据写求助信的步骤进行描写。 (3)小组活动,组内互评。 (4)个体活动,根据同伴建议,改进作文。 Possible answer: 学生两人一组,互相阅读书信。 根据问题内容,以黛安娜的身份给同学回信,给出建议。 Step 5 问题探究 1.母亲警告我不要花了零花钱。 My mother warned me not to spend my pocket money. Step 6 家庭作业 完成学案中的相关练习。 本节课活动的目的是巩固第二单元的语言知识,同时通过读后的仿写活动训练学生的写作。从学生的作品看,学生对本单元的掌握较好。 1.学生自学生词,并记住单词拼写和拼读。 2.预习课本,找出重点短语和句式。 3.读、记后完成学案中自学导练作业。 Step 1 完成教材 Activities 1~7的任务 1.Rewrite the sentences with if.(Activity 1) (1)教师引导学生分析例句,并明确活动要求。 (2)学生个体活动,口头完成表达,随后笔头记录,核对答案。 2.Think of three problems you have in your schoolwork.Make notes about them in the Problem boxes.(Activity 2) (1)学生个体活动,描述并记录自己学习中的问题。 (2)两人一组讨论,就对方所提问题给予建议。 (3)学生汇报,使用if从句描述问题并给出建议。 3.Complete the sentences so that they are true for you.(Activity 3) (1)学生个体活动,结合自身实际,补全句子。 (2)小组活动,分享各自的语句,注意语言的准确性。 (3)教师逐句组织学生汇报,记录精彩的语句。 4.Complete the conversation with the correct form of the words and expression in the box.(Activity 4) (1)学生个体活动,朗读方框内的单词和短语,浏览对话。 (2)分析上下文,完成填空,全班核对答案。 5.Complete the passages with the correct form of the expressions in the box.(Activity 5) (1)学生个体活动,朗读方框内给出的短语,浏览书信及回复。 (2)分析上下文,选择词组,完成填空。 (3)全班核对答案。 6.Read the problems and give your advice.(Activity 6) (1)学生个体活动,阅读三个问题,思考对策。 (2)小组活动,交流各自的建议。 (3)教师逐个问题组织学生展开讨论,收集最佳解决方案。 7.Listen to the conversation and answer the questions.(Activity 7) (1)听录音,快速记录相关信息。 (2)教师点名,个体汇报,全班核对答案。 Step 2 小结训练 (C)1.He refuses _____more money for his family. A.save B.save up C.to save up D.saving up (D)2.We can’t be too_______our progress. A.pride of B.pride in C.proud in D.proud of Step 3 Around the world 帮助学生理解短文,鼓励学生在网上发表建议。 Step 4 完成教材 Activities 8~10的任务 建议:学生进行小组活动,了解各个小组提出的问题,并就问题发表自己的看法。 Step 5 问题探究 我为我说的话感到抱歉,但是我怎样才能让你同意我的观点? I feel sorry for what I said.But how can I get you to agree with me? Step 6 家庭作业 完成学案中的相关练习。 本节课活动的目的是复习模块的重点词汇、短语、状语从句及描述烦恼和提供建议的方式。学生基本上能用所学语言描述烦恼和提供建议。 1.学生自学生词,并记住单词拼写和拼读。 2.预习课本,找出重点短语和句式。 3.读、记后完成学案中自学导练作业。 Step 1 情景导入 T:There are many famous writers and thinkers in the world. How many do you know? S1:Lu Xun is a great writer. T:You\'re right. Who else? S1:Shakespeare is a great writer. T:Do you know Confucius? S2:Yes, I do. He was a teacher, a thinker. He was also a writer. T:Today, we will learn more about them. Step 2 完成教材 Activities 1,2的任务1.Work in pairs. Look at the pictures. Say who the people are and why they are famous. Now listen and check your answers. (Activity 1) (1)教师先提供一些词汇,供学生讨论使用。例如:great, influence, play, poem, respect, story, thinker, thought, wise, writer 等。 (2)两人一组讨论。 (3)教师点名,部分小组展示,全班反馈。 2.Listen again and complete the sentences. (Activity 2) (1)学生个体活动,听录音,完成句子。 (2)全班核对答案。 (3)如果学生程度较好的话,教师还可以让学生试着记录对话要点,并作口头反馈。例如: Confucius: a great thinker, 2,000 years ago, well—known. Shakespeare: an Englishman, plays and poems, 400 years ago. Mark Twain: an American, stories, set in the south of the US, 100 years ago. Step 3完成教材 Activity 3 的任务 1.Listen and read. Now match the people with the descriptions. (1)学生个体完成活动。 (2)核对答案。在核对答案时,教师应鼓励学生根据所获得的信息,尽量详细地对三个人物进行描述。 (答案:1-a,d,e;2-c;3-b) 环节说明:本活动由两部分构成:目的在于培养学生良好的语音语调和训练学生从听力材料中获取信息的能力。 2.Everyday English (1)让学生在对话中找到这些常用语,老师告诉学生这些语言的含义。 (2)熟读这些常用语。 3.读对话,记住重点词、短语及句子。 Step 4 小结训练 (D)1.We _________greatly by our teachers. A.influence B.Influenced C.are influencing D.are influenced (A)2.I think Lu Xun is _________Confucius and Shakespeare. A.as wellknown as B.as well know as C.more know than D.as more known as Step 5 问题探究 1.我母亲昨天列好了购物清单。 The shopping list was made by my mother yesterday. 2.与其说他是老师不如说他是作家。 He is more a writer than a teacher. Step 6 家庭作业 完成学案中的相关练习。 本节课活动的目的是培养学生良好的语音语调,听并获取细节信息的能力,并帮助学生进一步熟悉主要词汇。学生通过听获取细节信息的能力还可以。但是语音语调有待提高。 1.学生自学生词,并记住单词拼写和拼读。 2.预习课本,找出重点短语和句式。 3.读、记后完成学案中自学导练作业。 Step 1 情景导入 T:Who do you think is more well- known as a writer, Shakespeare or Confucius? S1:I think Shakespeare is more- known. Confucius was more a thinker than a writer. S2:I think Confucius is as well-known as Shakespeare. Step 2 完成教材 Activity 4的任务Complete the passage with the correct form of the words in the box. (Activity 4) (1)学生个体活动,完成填空。 (2)两人一组核对答案,检査单词拼写。 (答案:1.discussing 2.review 3.accepts 4.thinker 5.wise 6.influenced 7.sense) (3)全班核对答案,集体朗读短文。 环节说明:本活动旨在考査学生对所学词汇的掌握情况。对于这些词汇,学生应该达到准确朗读、理解并熟练运用的程度。 Step 3小结训练 1.That book influenced him much, Because he became more polite after reading it. 2.It is well-known to people all over/around the world (全世界). 3.The words of our English teacher makes sense(有意义/合情理) to all of us. 4.By the way (顺便提一下), you will be late for your plane if you don’t go now. 5.I suppose that he’ll come back tomorrow. Step 4 完成教材 Activities 5,6的任务1.Listen and underline the words the speaker stresses. Now listen again and repeat. (Activity 5) (1)学生个体活动,听录音,给重读单词加下划线。 (2)再次听录音,跟读并检査答案。 (3)教师点名,部分学生朗读句子,全班反馈。 2.Work in groups. Do you agree with the following opinions?Give your reasons. Now report the ideas of your group to the whole class. (Activity 6) (1)学生个体活动,阅读活动所给的三个观点,组织语言表达自己的看法。 (2)小组讨论,组内选出一名学生归纳并记录本小组的意见。 (3)每组推举一名学生向全班同学汇报。 Step 5 问题探究 (B)1.In the art show, a lot of enjoyment _________. A.is giving B.is given C. will give D. has given (B)2.Fan Bingbing is __________ an actress. A.known of B.known as C.known to D.famous for (C)3.How many hours ________to fly to New York from Paris? A.do you spend B. does it cost C. does it take D.do you take (D)4.Britain English is_______ American English. people are learning American English. A. same to; Million of B. similar to; 5 millions C. same as; 5 millions D. similar to; Millions of Step 6 家庭作业 完成学案中的相关练习。 本节课活动的目的是让学生初步接触被动语态,同时掌握本单元的词汇、短语及重点句子,进一步加强学生的听力训练,被动语态还需在后一单元进一步巩固。 1.学生自学生词,并记住单词拼写和拼读。 2.预习课本,找出重点短语和句式。 3.读、记后完成学案中自学导练作业。 Step 1 情景导入 T:There are many great books in the world. Can you tell me how many of them you have ? S1:I have 3 books.S2:I have only one. T:What is it? S2:It’s Jane Eyre. S3:I have read Harry Potter. T:Has anyone read The Adventure of Tom Sawyer? Ss:No, we haven’t. T:Would you like to know about it? Ss:Yes, of course. T:Good.We will learn about it this period. Step 2 完成教材 Activities 1,2的任务 1.Work in pairs. Read the first paragraph of the passage in Activity 2 quickly and try to answer the questions. Use the words and expression in the box to help you. (Activity 1) (1)学生浏览方框中给出的单词和词组,然后快速阅读文段,了解段落大意。 (2)两人一组问答。 (答案:1.It is an adventure story. 2.The story is set in the town of St Petersburg, Missouri, in the US, in the nineteenth century.) (3)教师点名,部分小组展示,全班反馈。 环节说明:本活动旨在培养学生快速浏览文段,获取段落大意的能力。 2.Read the passage and check your answers to Activity 1. (Activity 2) (1)学生个体活动,阅读全文,理解每段的大意并标出一些细节信息。 (2)重新回答活动1的问题,和自己初次得出的答案进行比较。 (3)全班核对答案。 (4)处理 Learning to learn. (5)学生再读短文,找出重点词和表达。可能有如下词汇及表达:exciting stories, gets into trouble, has more trouble, a bad man, escapes (from a cave), hide, suddenly appear, alive. (6)如果学生不理解这些词和表达,教师作适当的解析。 环节说明:本活动旨在培养学生获取文章细节信息的能力。阅读中,学生要重点了解小说的背景、主要故事情节、人物和主题,并且学习新的词汇、短语和句式。 Step 3小结训练 (B)1.—Who_______ The Adventures of Tom Sawyer? — Mark Twain. A.is ; Write by B.wrote; By C.is ; Written by D.wrote; With (B)2.The animals are_________ .We must pay our actions. A.die; to B.dying; for C.death; to D.died; for (B)3._________,I didn’t believe it was a true story. A.At last; set B.At first; set in C.At times; set D.At least; setting in Step 4问题探究 1.He is pleased (please) to read the great book. 2.That is a dead (die) dog.Take it away. 3.Is Mark Twain alive (live) or dead? 4.You must pay for your bad actions (act). 5.Mark Twain is thought (think) to be the greatest writer. Step 5 家庭作业 完成学案中的相关练习。 本节课活动的目的是记住文中词汇、短语,培养学生获取文章细节信息的能力。学生表现不错,下课时用活动3检查学生对文章的理解。 1.学生自学生词,并记住单词拼写和拼读。 2.预习课本,找出重点短语和句式。 3.读、记后完成学案中自学导练作业。 Step 1 情景导入 T:Do you like The Adventures of Tom Sawyer? Ss:Yes. T:Who can tell me its writer, place where the story is set, main characters, theme, features and reasons why it is great? If you can\'t do that, please read the passage again. Step 2 完成教材Activities 3,4的任务 1.Complete the table with the information about The Adventures of Tom Sawyer.(Activity 3) (1)学生个体活动,细读课文,完成活动。两人一组问答,核对答案。例如: A:Who is the writer of The Adventures of Tom Sawyer? B:Mark Twain. (2)教师点名,部分小组展示,全班核对答案。 2.Complete the passage with the correct form of the words in the box. (Activity 4) (1)学生个体活动,完成短文填空。 (2)全班核对答案,集体朗读短文。 (3)教师也可以让学生试着用方框中的单词造句,从而强化学生对这些词的理解。用几个例句帮助学生理解everyday和every day的用法。如: We all have the problems of everyday life. They see each other every day. Step 3 小结训练 1.The book is written in simple everyday(日常的) language. 2.Our life is full of (充满)happiness and difficulties. 3.He lives in the southern (南方的)part of China. Step 4 完成教材Activities 5~8的任务 1.Work in pairs. Ask and answer. Would you like to read The Adventures of Tom Sawyer? Why/Why not? (Activity 5) (1)学生两人一组,讨论是否喜欢阅读《汤姆·索耶历险记》,并说出原因。 (2)让学生谈论活动2短文介绍的内容。 2.Complete the Your favourite book column in the table in Activity 3. (Activity 6) (1)学生个体活动,选择一部自己喜欢的作品,填写活动3表格右栏。 (2)两人一组活动,交流读书收获。 3.Write a passage about your favourite book. Use the passage in Activity 2 and the information in Activity 6 to help you.(Activity 7) (1)学生小组活动,参照课文,讨论写作内容和结构等。 (2)个体活动,整理活动6中所填信息,并连句成段,完成短文。 Possible answer: 4.Work in pairs. Talk about your favourite book.(Activity 8) Step 5 问题探究 点评学生作文。. Step 6 家庭作业 完成学案中的相关练习。 本节课活动的目的是培养学生的阅读理解及写作能力。学生在写作上欠缺,有待加强训练。 1.学生自学生词,并记住单词拼写和拼读。 2.预习课本,找出重点短语和句式。 3.读、记后完成学案中自学导练作业。 Step 1 完成教材 Activities 1~7的任务 1.Work in pairs. Compare the sentences below with the sentences in the grammar box above. (Activity 1) (1)学生两人一组活动,观察例句,比较主动语态与被动语态的异同。 (2)个体活动,用所给单词的适当形式填空。 (3)核对答案,学生朗读句子,加深理解。 (答案:1.read;are read 2.influences;are;influenced 3.writes;is written 4.gives;are given) 2.Complete the passage with the correct form of the words and expression in brackets.(Activities 2) 学生个体活动,阅读短文,完成填空,核对答案。 (答案:1.is told 2.is watched 3.laughed at 4.is helped 5.are allowed) 3.Complete the conversation with the correct form of the words in brackets. (Activity 3) 学生个体活动,完成填空。两人一组核对答案,朗读对话。 (答案:1.are; made 2.are; known 3.are; changed 4.are; changed 5.is; changed) 4.Complete the conversation with the words in the box. (Activity 4) (1)学生个体浏览方框中的单词,理解其含义。 (2)学生通读对话,完成填空。 (3)两人一组核对答案,朗读对话。 (答案:1.discuss 2.dialogue 3.writers 4.wise 5.accept 6.influence 7.society 8.sense) 5.Complete the conversation with the correct form of the expressions in the box.(Activity 5)(1)学生个体阅读对话,根据语境,填写正确的短语。 (2)全班核对答案。学生大声朗读对话。 (答案:1.in the middle of2.grew up3.all over the world4.look for5.get into trouble6.runs away7.isn’t afraid of8.join in) 6.Listen and check (√) the books that Daming likes. (Activity 6) (1)学生个体浏览信息,看看都有哪些书,推测每本书大致的内容。 (2)听录音,选择大明喜欢的书。 (3)两人一组交流,尝试着复述所听到的内容,为活动7的开展作好铺垫。全班核对答案。 7.Work in pairs. Talk about the best stories to read. (Activity 7) (1)教师让学生说出他们喜爱的故事,并将故事名列在黑板上。 (2)找两位程度较好的学生示范对话,要求使用I think/don’t think…, I agree/don’t agree…等表达个人观点的句式。 (3)学生两人一组操练对话。 Step 2 小结训练 1.Tom made a mistake in class,but his classmates didn’t laught at (嘲笑) him. 2.What can we do in return (回报) for your kindness? 3.I used to live (过去住) here. 4.My son got lost (迷路了) in the street yesterday. Step 3 Around the world 环节说明:教师课前可以给学生布置预习任务,如查找柏拉图和与柏拉图同时代的其他著名哲学家及其主要思想和著作,在开展教学活动时,教师可以让学生展示这些信息,以达到扩大学生知识面和资源共享的目的。 Step 4完成教材 Activities 8~10的任务 1.Work in groups. Prepare a talk. (Activity 8) (1)学生小组活动,小组成员针对“电影比书籍对我们的影响大”这一观点展开讨论。(2)以具体的一部电影或小说为例,说明它如何影响了你。小组统一观点,记录大家讨论的内容。 2.Plan your talk. (Activity 9)教师引导学生作好发言计划,并列发言提纲。 3.Present your talk to the class. Use your notes to help you. (Activity 10) (1)每个小组选出一位代表,在全班阐述本组的观点。 (2)其他同学认真听,听完后全班交流、反馈,教师点评。 Step 5 家庭作业 完成学案中的相关练习。 本节课活动的目的是培养学生的综合能力,但学生在说的能力上欠缺。在后期教学上注意训练。 1.学生自学生词,并记住单词拼写和拼读。 2.预习课本,找出重点短语和句式。 3.读、记后完成学案中自学导练作业。 Step 1 情景导入 T:Do you like sports? S1:Yes,I do. T:What sports do you often do ? S1:I often play ping pong. T:Who is your favourite sports star? S1:Guo Yue.T:What kinds of games has she taken part in? S1:She has taken part in all kinds of games and won gold medals. T:Why do you like her? S1:… Step 2 完成教材Activities 1,2任务 1.Work in pairs. Look at the picture and describe it.(Activities 1) (1)做一个游戏竞赛,学生尽可能多地列出与运动有关的单词,列出最多的人为获胜者。如: Football-soccer, match, goal, score, kick, kick off,player, goalkeeper, referee, whistle, defence, attack, forward, pass, run, miss, champion, save Golf-club, course, ball, walk, flag, hole, golfer, putt, hit, holeinone (2)学生两人一组,看图说话,描述图片中的篮球比赛。 (3)教师点名,部分小组展示,全班反馈。 2.Listen and complete the sentences. (Activity 2) (1)学生个体活动,浏览句子,预测听力内容。 (2)听对话,完成填空。 (3)全班核对答案。 Step 3完成教材Activity 3的任务 1.Listen and read. Now complete the table. (1)学生个体活动,听录音,理解大意。 (2)浏览表格,然后带着问题再次听对话。 (3)根据所获取的信息,完成表格。 (4)两人一组问答,核对答案。 (答案:1.Teams-HAS against BIG 2.Score of last match-HAS 98: BIG 52 3.Time of next match-next Saturday at noon 4.Lingling’s favourite team to win-BIG) (5)全班核对答案。(在学生听对话时,教师应指导学生边听边作笔记,记录的内容可以是重点词、重点短语或者是部分语句,这样能帮助学生准确抓住对话中的细节信息,顺利完成听后活动。) 环节说明:本活动旨在训练学生从听力材料中获取有关比赛的信息,包括队别、分数和说话者对参赛队伍的态度和评价等。对话谈论的是学生非常熟悉的话题——校际篮球比赛以及对比赛的评论和预测,对话内容还涉及了本模块的重点语法项目——一般过去时的被动语态。 2.Everyday English (1)让学生在对话中找到这些常用语,老师告诉学生这些语言的含义。 (2)熟读这些常用语。 Step 4 小结训练 1.Do you know what GDP stands for (代表)? 2.Are you for or against my plan? 3.We’ll try our best to beat (取胜) them and win the match. Step 5 问题探究 你母亲会去为你加油的。 —不可能。 —Your mum will cheer for you. — No way. Step 6 家庭作业 完成学案中的相关练习。 本节课活动的目的是训练学生阅读理解及听力能力。课堂设计好,有利于提高听力能力。 1.学生自学生词,并记住单词拼写和拼读。 2.预习课本,找出重点短语和句式。 3.读、记后完成学案中自学导练作业。 Step 1 情景导入 T:Who wasn’t chosen for the team last time? S1:Daming. T:What does HAS stand for ? S2:Haidian All Stars. … Step 2 完成教材Activities 4,5的任务 1.Complete the sentences. (Activity 4) (1)根据学生的程度,可以直接答题,也可以让学生再次听录音后再答题。 (2)同桌互相检査。 (答案:1.he’s training for the big match next week2.it’ll be a difficult match3.win4.try harder to win) (3)全班核对答案,学生大声读出完整的句子。 2.Complete the passage with the words in the box. (Activity 5) (1)学生个体活动,浏览方框中的单词,并明确其含义。 (2)浏览短文,完成填空。 (3)全班核对答案。 (答案:1.memory 2.decision 3.noon 4.seats 5.kick 6.mad) (4)学生默读短文,仔细体会对话如何改写成短文的。 Step 3小结训练 (D)1.—Oh, if you get a chance ______ our teacher, tell him about it. A.seeing B.seen C.see D.to see (B)2.They did________ in the exam, so their teachers were very happy. A.very good B.very well C.very better D.very best (A)3.He will_______the match. A.try hard to win B.try hard to beat C.try winning D.try beating Step 4 完成教材Activities 6,7的任务 1.Listen and decide which words are weak and which words are strong. Now listen again and repeat. (Activity 6) (1)学生个体活动,听录音,划出重读单词。 (2)再次听录音,跟读,体会重读单词和轻读单词在句子中的使用。 (3)全班核对答案。 (4)如果时间允许,教师可以让学生跟读活动3的对话,指导学生注意停顿以及句子的轻、重读规律。 (Strong words in bold: 1.Yes, I’m training for the big match next week. 2.It’s next Saturday at noon, but if you want good seats, you should come by 11:30. 3.He’s so mad at us that he’ll try harder to win, just to show we’re wrong!) 2.Work in pairs. Talk about your favourite sports teams or sports stars. (Activity 7) (1)学生个体活动,简单列出提纲。 (2)两人一组,向对方描述自己喜欢的运动队或体育明星,并聆听别人的喜好,适当作笔记。如果与同伴意见不同,两人可以进行辩论。 环节说明:本活动有两个目的:一是让学生练习使用被动语态描述自己喜欢的运动队或体育明星,从而巩固本单元所学的词语;二是让学生进行交流互动,表达各自的观点, 以培养学生的口头表达能力。 Step 5 问题探究 1.We had better not (最好不)leave here before the teacher comes. 2.The student was left out of (被迫离开)our school last Friday. 3.I’m so mad (如此生气) because I am not allowed to (不被允许) watch TV. Step 6 家庭作业 完成学案中的相关练习。 本节课活动的目的是通过听、读、练习让学生准确理解对话,正确掌握词汇,语法。对学生的能力要求高,教师根据情况给学生布置课外作业以跟上步伐。 1.学生自学生词,并记住单词拼写和拼读。 2.预习课本,找出重点短语和句式。 3.读、记后完成学案中自学导练作业。 Step 1情景导入 T:Do you know Liu Xiang? S1:Yes,I do.He is a runner. T:What else do you know about him? S2:He won an Olympic gold medal. T:Where does he come from? If we want to know more about him and other players.Let’s search on the Internet. Step 2 完成教材Activities 1,2的任务 1.Look at the picture and the title of the passage in Activity 2. Say what you know about Liu Xiang and how he became a sports hero. (Activity 1) (1)学生谈论图片,教师可以提出以下问题: Who’s the man in the picture? When and where did he get his Olympic gold medal? How did he feel at that moment? (2)学生四五人分成一组,就他们了解或査阅到的信息讨论运动员刘翔,包括刘翔遇到的困难,赢得的奖励和获得的荣誉等,每个组派一个组员就讨论结果进行记录总结。 (3)教师抽点小组,向全班展示讨论结果,汇报信息。 (4)教师汇总所有小组的讨论结果,剔除重复信息,得到一份关于刘翔经历的详细清单。 2.Read the passage and choose the sentence which best expresses the main idea. (Activity 2) (1)学生个体活动,浏览3个选项,快速阅读短文并选择答案。 阅读前,教师应指导学生通过浏览文章的开头和结尾来理解文章大意的阅读方法。 (2)全班核对答案。 Step 3小结训练 根据句意及首字母提示或者中文提示填空。 1.Liu Xiang is one of the sportsmen of China. 2.It is so surprising that the sportswoman breaks her own record again. 3.To learn English well,you should find the best method of your own. 4.Japan is an island country which is located in the Pacific Ocean. 5.He sufferes from (遭受)a headache, because he has a cold. 6.I don’t have any courage to face the truth. Step 4 问题探究 (A)1.I _______study hard by my teacher. A.am encouraged to B.am encouraged C.encourage D.am encouraging to (C)2.I think that he has _________to hold the class meeting. A.able B.able to C.ability D.can (B)3.When _______our school ? A.did; set up B.was; set up C.is; cheered up D.was; setting up (B)4. that the scientist ________to the USA last week. A.From then on; return B.It’s a pity; returned C.In fact; returned D.It’s pity; went back Step 5 家庭作业 完成学案中的相关练习。 本节课活动的目的是让学生通过阅读短文,了解刘翔成为奥运跨栏冠军的经历,以及他作为奥运英雄的事迹。本阶段的学习能够让学生在获取信息的同时进一步理解一般过去时被动语态的意义和用法,并学习一些新的单词和短语。学生对本单元的生词没记住,下一课时将继续监督巩固词汇。 1.学生自学生词,并记住单词拼写和拼读。 2.预习课本,找出重点短语和句式。 3.读、记后完成学案中自学导练作业。 Step 1 情景导入 T:Last class, we read the passage about Liu Xiang.Can you tell me when he won the Olympic gold medal? S1:… T:You didn\'t understand the text completely,so we must read the passage again. 环节说明:本活动旨在考査学生对上课时所学内容的掌握情况。同时训练学生的口头表达能力。 Step 2 完成教材Activities 3,4的任务 1.Match the years with the notes to complete the timeline. (Activity 3) (1)学生细读课文,梳理出每个年份发生的事情,完成匹配。 (2)教师点名,部分学生汇报,全班核对答案。 (3)完成匹配后,教师可以要求学生按照时间顺序,用完整的句子说出有关刘翔的大事件。这也能为活动5的开展作好铺垫。 2.Complete the passage with the correct form of the words in the box. (Activity 4) (1)学生个体活动,浏览方框中给出的单词,通读短文,完成填空。 (2)全班核对答案 (答案:1.pride 2.ability 3.methods 4.races 5.Asian 6.courage) 环节说明:本阶段旨在让学生根据文章中的时间线索来梳理主要事件,考査学生对所学词汇的理解和运用能力。 Step 3小结训练 根据句意及首字母提示或者中文意思填空。 1.We take pride in (感到自豪) Liu Xiang, because he is a symbol of courage and success. 2.Anna doesn\'t have the ability of driving. 3.He chooses to stay at home instead of going shopping outside. 4.China,Japan and Korea are Asian countries. 5.He has taken part in a number of important races. Step 4完成教材Activities 5~7的任务 1.Write the notes in Activity 3 in full sentences. (Activity 5) (1)学生个体活动,根据要点写出完整的句子。 (2)同桌互相检査,交流补充。 (3)教师点名,部分学生朗读句子,全班核对答案。 2.Look at the verb forms in the two sentences. Now write sentences about table tennis player Zhang Yining. Use the correct verb form. (Activity 6) (1)教师引导学生分析例句。 (2)两人一组交流总结一般过去时被动语态的结构。 (3)教师点名,个体汇报,全班反馈,教师小结,以加深学生对此语法内容的理解。 (4)学生个体活动,将主动的句子改成被动语态。(1.Zhang Yining was noticed by Coach Wang Biling. 2.Zhang Yining was asked to go to Beijing Shichahai Sports School by Wang Biling. 3.…) (5)全班核对答案,学生大声朗读句子,进一步感知被动语态的结构和用法。 3.Write a passage about Zhang Yining.Use the sentences you have written in Activity 6 to help you. (Activity 7) (1)学生两人一组活动,思考、讨论并拟出写作提纲,教师可提醒学生参考活动4中介绍刘翔的短文来拟提纲。 (2)个体活动,根据所给信息和自己对张怡宁的了解,写一篇介绍张怡宁的短文。 Possible answer: Zhang Yining was noticed by Coach Wang Biling. She was asked by Wang Biling to go to Beijing Shichahai Sports School. A lot of Zhang Yining\'s time was taken up by her training programme, but Zhang Yining was advised by her mother to study as well as train hard. Step 5 问题探究 学生互相点评彼此的短文。 Step 6 家庭作业 完成学案中的相关练习。 本节课活动的目的是巩固本模块学过的词汇、短语及语法,培养学生根据时间线索和要点记录来组织篇章的能力。学生的反馈显现短语和语法掌握不牢,给学生布置课外作业加强巩固。 1.学生自学生词,并记住单词拼写和拼读。 2.预习课本,找出重点短语和句式。 3.读、记后完成学案中自学导练作业。 Step 1 完成教材Activities 1~8的任务 1.Complete the conversation with the correct form of the words in the box. You need to use some words more than once. (Activity 1) (1)学生个体活动,阅读对话,完成填空。全班核对答案。 (答案:1.were; held 2.were held 3.did; win 4.were won 5.did; win 6.was chosen) (2)教师引导学生小结被动语态在特殊疑问句中的用法。 2.Complete the passage with the correct form of the words in brackets. (Activity 2) (1)学生个体活动,通读短文,掌握大意。 (2)根据语境,用动词的正确时态和语态填空。全班核对答案。 (答案:1.watched 2.were trained 3.was recorded 4.compared 5.was used) 3.Look at the pictures and tell the story with the help of the words and expressions under the pictures.Now work in pairs and find out more about this true event at the Olympics in London ,1908.Use the words and expressions under each picture to help you. (1)教师可以提前布置作业,让学生査找与这个故事有关的信息。 (2)学生个体活动,看图,描述图片。 (3)两人一组,根据提示谈论图片。 (4)部分小组展示,全班反馈。 4.Complete the sentences with the correct form of the words in the box. (Activity 4) (1)学生朗读方框中给出的单词,并理解其含义。 (2)根据情景完成句子,全班核对答案。 (答案:1.methods 2.decision 3.seats; race 4.pride; neck 5.Asian 6.ability) 5.Choose the correct answer. (Activity 5) 6.Listen and check (√) the true sentences. (Activity 6) 学生个体活动,先看题,然后带着问题听录音,完成任务。 7.Listen again and choose the correct answer. (Activity 7) (1)学生个体活动,先浏览问题,再听录音,作出选择。全班核对答案。 8.Put the sentences in the correct order to make a conversation. (Activity 8) (1)学生个体活动,阅读材料,找出首句。 (2)分析句子间的逻辑关系,安排顺序,全班核对答案,并谈论排序的理由。 (3)学生大声朗读对话。(a)—6; b)—1; c)—3; d)—4; e)—7; f)—5;g)—2) 环节说明:1-8活动旨在巩固本模块的重点词汇、短语、句子及被动语态的运用。同时训练听说读写能力。 Step 2小结训练 1.My parents are preparing for (正在为…做准备) my party. 2.I have no chance of becoming (没机会成为) a reporter because I\'m not good at communicating. Step 3 Around the world 环节说明:本活动旨在让学生增加对残奥会的了解。 Step 4 完成教材Activities 9~11的任务 1.Work in groups. Write questions in the table to find out about the sports that your classmates like to watch and do. (Activity 9) 开展小组活动,设计所要问的问题,教师巡视指导。 2.Go around and ask as many students as you can. Write their answers in the table. (Activity 10) 学生采访同学,并认真记录同学的回答,整理答案。 3.Write up the results of your survey. Use words like and, although, but, etc. (Activity 11) (1)个人整理采访结果,完成调查报告。 (2)班级汇报、展示。 (3)也可以以小组为单位完成报告,并在班级里作汇报。 Possible answer: Although most of the people I spoke to like sports, only half of them do some kinds of sports. The most popular sport was basketball, but running and swimming were also chosen. Two people do sports four times a week but most people don\'t. One person does taekwondo, but she only trains with her club twice a week. Step 5 问题探究 评价报告。 Step 6 家庭作业 完成学案中的相关练习。 本节课活动的目的是培养学生的综合能力,但学生在口头表达的能力上欠缺。教师要多进行此项训练。 1.学生自学生词,并记住单词拼写和拼读。 2.预习课本,找出重点短语和句式。 3.读、记后完成学案中自学导练作业。 Step 1情景导入 T:In our daily life, we can see many inventions, such as radios, cars, bikes, telephones, computers and so on. They have changed our life.But which invention do you think is the most useful? Ss:Of course computer. T:Maybe you are right. Do you think computers will take the place of books? S1:Yes,I think so. S2:No,I disagree with you. T:We don\'t know what the life will be like in the future. 环节说明:本活动的目的在于激发学生的学习兴趣, 导入本课话题和相关词汇,为后面的学习作知识和语言上的铺垫。 Step 2完成教材Activities 1~3的任务 1.Work in pairs. Look at the pictures and answer the questions. (Activity 1) (1)学生集体活动,看图片,说出物品的英文名称。 (2)学生个体活动,读问题,思考答案。 (3)两人一组问答。 (4)教师点名,部分小组展示,全班反馈。 环节说明:本活动为导入活动,旨在引入话题,并使学生熟悉相关词汇。 2.Listen and complete the sentences. (Activity 2) (1)学生个体活动,听录音,完成填空。 (2)教师点名,个体汇报,全班核对答案。 环节说明:本活动旨在考査学生听录音获取细节信息的能力。 3.Listen and read. Now read the summary of the conversation. Underline the wrong information and correct it. (Activity 3) (1)教师给出听前问题,如:What does Tony want to do? What are the changes?并放录音,听后核对答案。 (2)教师再次播放录音,学生跟读。 (3) 学生个体活动,读摘要,理解大意。 (4)教师播放录音,学生边听边在摘要中标注出与对话不符的地方,然后修改,全班核对答案。 环节说明:本对话以借数码相机为校园网拍照引入话题,让学生了解新技术给人类生活带来的变化,并初步感知本模块的主要语法项目。对话的情景是学生比较熟悉的,因此可以直接进行听力活动。 Step 3小结训练 (B)1.The film posters will be ________on the wall. A.set up B.put up C.build up D.get up (C)2.I look forward to _______my parents.They write to me every month. A.hear of B.hearing about C.hearing from D.hear fromStep Step 4问题探究 1.He have borrowed thousands of (借了成千上万) yuan from me,I can\'t lend money to him again. 2.These new inventions will be used (发明将被使用) soon. Step 5 家庭作业 完成学案中的相关练习。 本节课活动的目的在于培养学生听录音获取主旨大意和细节信息的能力。在听读基础上掌握重点词语及一般将来时被动语态的用法。学生还没掌握新语法知识,下节课要注意弥补此缺。 1.学生自学生词,并记住单词拼写和拼读。 2.预习课本,找出重点短语和句式。 3.读、记后完成学案中自学导练作业。 Step 1 情景导入 T:How did we get information in the past? S1:From the huge books with thousands of pages. T:What about now? S2:On the Internet. T:We can also get it on mobile phone.Is it right? Ss:Yes. Step 2 完成教材Activities 4,5的任务 1.Find the sentences in the conversation which mean:(Activity 4) (1)学生个体活动,读懂题目中句子的意思。 (2)学生读对话,找到意思相同的语句,并在语境中体会句子含义。 (答案:Answers:1.Anyway, about the camera…? 2.OK. That can be fixed. I\'ve got an empty memory card. 3.Promise!) 2.Answer the questions. (Activity 5) (1)学生个体活动,朗读问题并回答。 (2)教师点名,个体汇报。 Step 3 小结训练 (A)1.He promised me __________me a call every day. A.to give B.give C.giving D.lend (B)2.Your memory card is _________,please use another one. A.fill B. full C.old D.filling (C)3.Do you _________ mail or mobile phone? A.send messages on B.send message with C.send messages by D.send information by Step 4 完成教材Activities 6,7的任务 1.Listen and mark the pauses. Now listen again and repeat. (Activity 6) (1)学生个体活动,听录音,注意意群之间的停顿。 (2)学生读句子,标出停顿。 (答案:1.They\'ll be put up on the school website. / And they can be seen on the Internet by other classes, / even people living in other countries.2.You must promise/that you\'ll take good care of it.) (3)教师点名,个体回答,全班核对答案。 (4)学生再次听录音,然后全体大声读句子。 2.Work in pairs. Talk about the advantages of these inventions. Now describe how these inventions have influenced your life. (Activity 7) (1)学生个体活动,朗读例句,体会例句的含义。 (2)学生两人一组问答。 (3)教师点名,部分小组展示,全班反馈。 环节说明:本活动的目的有两个:一是让学生谈论这些发明的优点和给人类生活带来的巨大便利,以激发学生进行发明创造的热情;二是让学生在口语中运用含有一般将来时的被动语态的句子。 Step 5 问题探究 (B)1.Maybe robots__________by everyone in the future. A.will use B.will be used C.will be using D.will useful (A)2.My father ____________ help my mother do housework once a week. A.promised to B.promised that C.not promise to D.didn\'t promise Step 6 家庭作业 完成学案中的相关练习。 本节课活动的目的是较全面地检测学生对对话的理解,同时训练其语言组织能力,但这样的方式对学生的能力要求比较高,学生很难完成概括对话的大意,如何提高学生语言组织能力是下一步要解决的问题。 1.学生自学生词,并记住单词拼写和拼读。 2.预习课本,找出重点短语和句式。 3.读、记后完成学案中自学导练作业。 Step 1 情景导入 T:Which do you prefer, books or the Internet? S1:I prefer the Internet. T:Why? S1:Because the Internet is more convenient. T:But some people like books better. Do you know the history of books? Ss:No. T:Maybe you can find the answer after you read the text on Page 74. 环节说明:本活动的目的在于激发学生的学习兴趣, 导入本课话题 。 Step 2 完成教材Activity 1,2的任务 1. Work in pairs. Read the title of the passage in Activity 2. Discuss and make a list of the advantages of books and the Internet. (Activity 1) 方式一:①教师将全班学生分为4至6个小组。学生小组活动,列举纸质书和互联网各自的优势。②小组展示,学生进行讨论,教师作好课堂监控,使每一个学生都能积极参与课堂讨论。 方式二:①将全班学生分成两个队,进行以“书籍会不会被网络所替代”为题的辩论赛。(此方式对学生的语言能力要求比方式一更高,同时耗时也要更长一些,教师酌情使用。)②教师对学生的讨论或辩论进行总结,引出今天学习的课文。 2.Read the passage and match the main ideas with the paragraphs. (Activity 2) (1)学生个体活动,快速阅读全文,完成活动2。 (2)教师核对答案,讲解难点。教师在核对答案时,可以提问学生是根据哪些词语判断出段落大意的,让学生说出每段的关键词。 (答案:a)-2 b)-3 c)-1 d)-4 e)-5) 环节说明:本活动有两个目的:一是培养学生运用检索阅读的方法,通过文章标题和段落首句寻找所需信息,培养学生概括段落大意的能力;二是让学生了解造纸术和印刷术的发明和互联网的应用对人类文明进程的作用。 Step 3 小结训练 根据句意及首字母提示或者中文意思填空。 1.Look through (快速浏览)the article quickly, and tell me what it talks about. 2.The invention of printing helped the diffusion of knowledge. 3.In our modern society, clothes become expensive if it is made by hand (靠手做). 4.The progress of mankind depends on the development of science and technology. 5.I love you so much. No one can replace you in my mind. Step 4 问题探究 (B)1.—Your scarf looks very nice.What’s it made_________? —Silk,and it is made Wuhan. A.from;in B.of;in C.from;on D.of;on (D)2.He was hungry. So he ate five pieces of bread __________. A.once B.a time C.at times D.at a time (A)3.The flu (流感)________ quickly.So we should keep away from the sick persons. A.spreads B.move C.is spread D.spread Step 5 家庭作业 完成学案中的相关练习。 a 本节课活动的目的是培养学生概括段落大意和口头表达的能力,同时也是对所学知识进行巩固。但学生的表现并不好,尤其是列举纸质书和互联网各自的优势并发表观点的这一环节,所以要监督学生记忆所学语句。 1.学生自学生词,并记住单词拼写和拼读。 2.预习课本,找出重点短语和句式。 3.读、记后完成学案中自学导练作业。 Step 1 情景导入 T:Who can tell me the advantages of the Internet? S1:… S2:… T:Will books be placed by computers? What will the future be like without books? 环节说明:本活动的目的在于复习上节课所学知识,唤起学生对知识的记忆。 Step 2完成教材Activities 3,4的任务 1.Complete the table. (Activity 3) (1)学生细读课文,并在文章中找出时间状语。 (2)个体活动,填写表格,然后与同桌交流。 (3)教师点名,个体汇报,全班核对答案。 (答案:1.About 2,000 years ago—paper created 2.During the Sui and Tang Dynasties—printing invented 3.Today—the Internet is growing fast, computers and the Internet are used in classrooms, newspapers and magazines are read online) 让成绩好的学生根据活动3的表格,简要复述课文。 2.Complete the passage with the words in the box. (Activity 4) (答案:1.developments 2.trade 3.spread 4.introduction 5.powerful 6.direction 7.replace) Step 3 小结训练 1.As a result (结果), people will be replaced (取代) by robots. 2.The introduction (引进) of the new invention has changed our life in a similar way (用一种类似的方式). Step 4 完成教材Activities 5~7的任务 1.Read the sentences and notice how we give reasons and results. Now work in pairs. Ask and answer the questions. Write full sentences with as a result, because or so. (Activity 5) (1)学生个体活动,默读句子,体会连词的用法。 (2)学生两人一组活动,模仿例句回答问题。全班反馈。 (3)学生个体活动,写下完整的句子。 (答案:1.It\'s hard to imagine a world without printing because we have so many printed things now, for example menus, comics and textbooks. 2.Few books were produced and, as a result, few people could read. 3.After printing technology developed, books were cheaper, so more people learnt to how to read. 4.Books might not be needed in the future because the Internet is growing quickly.) 2.Write full sentences with the notes in Activity 3. (Activity 6) 个人完成句子,两人一组交流信息,全班核对。 3.Write a passage about traditional printing and its future. Use the sentences you have written in Activities 5 and 6 to help you. (Activity 7) (1)学生结合活动5和6思考写作内容,安排前后顺序,明确逻辑关系。 (2)个体完成短文写作。(将活动5中的句子连贯起来就可成短文) (3)教师选择有代表性的作文进行讲评。 Step 5 问题探究 同伴交流,互评作文。尤其注意被动语态的使用是否正确。 Step 6 家庭作业 完成学案中的相关练习。 本节课活动目的是考査学生对所学词汇的理解和应用能力,培养学生的逻辑思维和有条理地安排文段的能力,练习使用被动语态和表原因或结果的连词。除了部分词汇及短语较生疏外,对其他知识掌握很好。课外加强习题训练。 1.学生自学生词,并记住单词拼写和拼读。 2.预习课本,找出重点短语和句式。 3.读、记后完成学案中自学导练作业。 Step 1 完成教材Activities 1~7的任务 1.Complete the sentences and conversations with the correct form of the words and expression in brackets.(Activitiy 1) (1)学生个体活动,完成填空。 (2)教师点名,个体汇报,全班核对答案。 2.Look at the pictures and describe the new classroom that will be built. Use the words in the box to help you. (Activity 2) (1)学生个体活动,描述图片。 (2)两人一组交流,全班反馈。 3.Work in pairs. Ask and answer questions about these great inventions. (Activity 3) 学生分组讨论,相互交流,也可以进行适当扩展。 4.Complete the sentences with the words in the box. (Activity 4) (1)个体活动,完成填空。 (2)两人一组核对答案,然后全班核对。 (答案:1.introduction 2.trade 3.spread 4.direction) 5.Listen and find out where the speaker is. (Activity 5) (1)学生听录音,判断说话者所在的地点。 (2)教师点学生回答,并说出判断的根据。 6.Listen again and answer the questions.(Activity 6) (1)学生浏览问题,听录音,记录有用信息。 (2)两人一组问答,互相补充。 (答案:1.Because they were written by hand.2.They are too valuable to be picked up and held in the hand.3.Old books were copied onto a computer a few years ago for people to be able to read them without touching them.) 7.Read the passage and choose the best title. Now complete the chart. (Activity 7) 学生个体活动,精读短文,寻找细节信息。完成图表,全班核对答案。 (答案:1960s—The Internet was invented for the army to use. 1970s—Scientists and businesspeople wanted to use the Internet to send and receive messages. 1991—The World Wide Web was invented. 1990s—More and more people started to use the Internet to send various types of files. Today—The Web has hundreds of millions of users. It has changed the way people live, work and play.) Step 2 小结训练 1.You should keep away from (远离) the crocodile. It is very dangerous. 2.In the 1950s (二十世纪五十年代),how did people receive and send (收发) messages? 3.In ancient times (在古代) it is hard to communicate with (和……交流) people far away. Step 3 Around the world 教师可以让学生自己阅读,然后请两三位学生用自己的语言简要地概括短文内容。 Step 4 完成教材Activities 8~10的任务 1. Work in groups. Prepare for your discussion. (Activities 8) 学生小组活动,査找相关资料,全班讨论。 Step 5 家庭作业 完成学案中的相关练习。 本节课活动的目的是检测学生对本模块已学词汇、语法的运用和掌握,考査学生获取细节信息的能力及学习写发言稿。学习效果好。 1.学生自学生词,并记住单词拼写和拼读。 2.预习课本,找出重点短语和句式。 3.读、记后完成学案中自学导练作业。 Step 1 情景导入 T:Do you like travelling? S1:Yes, I do. T:Where have you been? S1:I have been to Beijing, Shanghai,… T:Have you been to Australia? S2:Yes. T:Where have you visited in Australia? S2:Sydney Opera House,… T:Do you want to see Sydney Opera House? Ss:Of course.T:We will see it at once. 环节说明:本活动的目的在于激发学生的学习兴趣, 导入本课话题,调动学生学习的积极性。 Step 2 完成教材Activities 1,2的任务 1.Answer the questions. Use the pictures on the right and on the next page to help you. (Activity 1) (1)教师引导学生开展说的活动。例如,让学生根据图片介绍自己对这个国家的了解。 (2)教师播放录音,学生核对答案。 (3)教师总结并过渡到下一个活动。 环节说明:本活动是准备活动,采用回答问题并听录音的形式。虽然本活动与后面的对话都是听的活动,但两者目的不同,操作方式也应该有别。 2.Listen again and complete the sentences. (Activity 2) 学生个体完成,全班核对答案。教师也可以借助本活动进行延伸,为后面的教学作铺垫。例如,引导学生讨论自己所了解的澳大利亚。 环节说明:本活动是活动1的延伸,要求学生通过听录音捕捉听力材料中的细节信息,完成句子。 Step 3 小结训练 (C)1. ________ study, it\'s bad to stay at home and not to communicate with others. A.Across for B.Accord to C.According to D.As far as (B)2.Kunming_________ its weather. It\'s neither too hot nor too cold. A.is famous as B.is famous for C.is known by D.is known as (D)3.Where can we go to _________ the hot weather? A.keep off B.keep from C.run away D.keep away Step 4 完成教材Activity 3的任务 Listen and read. 1.教师带领学生集体讨论表格中所需的信息。 2.学生听对话,完成表格。 3.与同伴核对答案,然后全班核对答案。 (答案:Ayers Rock—central Australia—a special huge rock; Sydney Opera House—Sydney—like a huge sailing boat; Great Barrier Reef—off the northeast coast of Australia—over 2,600 kilometres long) Step 5 问题探究 (C)1.Mother asked me ________the beach because it\'s dangerous. A.not lie B.lie off C.not to lie off D.lie on (A)2.I like music__________ I can dance to. A.that B.who C.where D.What Step 6 家庭作业 完成学案中的相关练习。 本节课活动的目的是训练学生的细节理解能力和信息转述能力及听力。因学生对所学内容较熟悉,所以对本节课的知识掌握不错。 1.学生自学生词,并记住单词拼写和拼读。 2.预习课本,找出重点短语和句式。 3.读、记后完成学案中自学导练作业。 Step 1情景导入 T:What’s the height of Ayers Rock? S1:It’s 348 metres. T:What animals can you see everywhere in Australia? S2: Sheep. T:Why do the sheep farmers wear special hats? S3:Because the hats can keep away flies. T:What do the farmers use the scissors to do? S3:Cut the wool off sheep. T:What is the Sydney Opera House like? S4:It’s like a huge sailing boat. Step 2完成教材Activities 4,5的任务 1.Answer the questions. (Activity 4) 为了保证所有学生都能理解和掌握对话内容,教师可以采用下列步骤: (1)个体活动。(2)同伴或小组活动。 (答案:1.He’s going to write a letter about Australia. 2.Because they may help Tony. 3.They’re his Australian friends. 4.Because many Australians came from Britain. 5.The ants.) 2.Complete the passage with the correct form of the words and expression in the box. (Activity 5) (1)学生朗读方框中的单词,并理解其含义。 (2)根据情景完成短文,全班核对答案。 (答案:1.central 2.height 3.according to 4 .hats 5.scissors 6.diary 7.hates 8.ants 9.brush) Step 3小结训练 1.The height (high)of the tree surprised us. (B)2. Tell me the name of the medicine ________you bought. A.who B.that C.what D.whom (C)3.He went to a place________Jiu Zhaigou. A.call B.calls C.called D.calling (C)4.—Can you_________the wool__________sheep? —Yes,of course. A.cuted; off B.cut; down C.cut; off D.cuted; down Step 4完成教材Activities 6, 7的任务 1.Say the sentences aloud. Now listen and repeat. (Activities 6) (1)学生个体活动,听录音,注意意群之间的停顿。 (2)学生读句子,标出停顿。 2.Think of a place you have visited. Make notes about the best things you have seen there. Now work in pairs. Ask and answer questions about the place. Say:(Activity 7) (1)教师总结对话中询问信息和提供信息的表达方式。 (2)学生个体活动,按照提示整理相关信息并记录。 (3)学生两人一组开展对话,教师提醒学生注意询问信息和提供信息的表达方式。 (4)教师点名,部分小组问答。 环节说明:本活动的目的是训练学生使用功能性语言。活动要求学生谈论自己的经历,具有相当强的交际性。教师可以分析对话中询问信息和提供信息的方式,引导学生注意使用功能性语言。 Step 5 问题探究 1.Can you show the result to me (把结果给我看看)? 2.There is some mud on the hat, I will brush it off (刷下). Step 6 家庭作业 完成学案中的相关练习。 本节课活动的目的是通过听说读写四个方面的练习让学生掌握本单元的重点词汇、短语、句子及语法,也为了提高学生的听说能力,引导学生使用功能性语言。从学生作业反馈来看学生在掌握定语从句上有待提高。 1.学生自学生词,并记住单词拼写和拼读。 2.预习课本,找出重点短语和句式。 3.读、记后完成学案中自学导练作业。 Step 1情景导入 T:What is the place that you like best in Australia? S1:Ayers Rock. T:What is the food that people like best in Australia? S2:Ham and beef. T:What is the sport that people like best in Australia? S3:Football. T:What’s the meaning of Australians? S4:It’s people that live in Australia. Step 2完成教材Activities 1,2的任务 1.Look at the pictures and describe them. Now guess what Tony is going to say in his letter. (Activity 1) (1)教师利用多媒体设备或挂图展示图片,激发学生的想象力和学习兴趣,教师组织学生根据图片猜测托尼将在信件中谈论的内容。 (2)为了增加预测的目的性,教师可以就信件的话题给予一些提示。例如:The text we are going to read today is a letter that Tony wrote to his parents when he was travelling in Australia. With these pictures to help you, guess what he wrote in his letter. (3)学生分组进行讨论,组员记录讨论所猜测的Tony 在澳大利亚的经历。教师抽点小组进行全班展示,一组派一个代表概括小组讨论结果。 (4)教师就小组的表现进行评价以及纠正学生的口语错误或语法错误。 (5)让学生继续分组讨论澳大利亚具有代表性的事物,比如动物、植物或风俗等。小组可就-个话题进行讨论,教师抽点学生进行全班展示,方式同上一个环节。例如: —Do you think that monkey is the capital animal in Australia? —No, I don’t think that way. China has monkeys too. I believe kangaroos are their capital animals.—Yeah, maybe you’re right. But… 2.Read the letter and find out what the pictures show. (Activity 2) 学生个体完成阅读,全班反馈答案。 (答案:1.Ayers Rock and an Aborigine 2.a kangaroo 3.surfing 4.fields, hills and sheep) 环节说明:有了活动1的预测,教师可以引导学生快速阅读文章,找出图片展示的主要内容。训练学生的概括能力和语言表达能力。 Step 3 小结训练 (D)1.The school ________we visited last week was built in 1956. A./ B.where C.that D.both A and C (B)2.This is one of the best films _________I have ever seen. A.which B.that C.of which D.of that (C)3.I’ll solve my problem___________ way. A.with my own B.on myself C.in my own D.on my own Step 4问题探究 1. 我对他的话感到吃惊。 I’m surprised at his words. 2. 美国人和英国人有着亲密的关系。 Americans have a close relationship with British. Step 5家庭作业 完成学案中的相关练习。 本节课活动的目的是培养学生的阅读理解能力和预测能力,同时要注意文中的重点词、短语、句子及语法的使用。本课时重点在于理解,故下课时要加强基础知识的掌握。 1.学生自学生词,并记住单词拼写和拼读。 2.预习课本,找出重点短语和句式。 3.读、记后完成学案中自学导练作业。 Step 1情景导入 T:Let\'s play a game.Work in groups. Describe Australia, including its interesting places, animals, food, history, custom and so on. The group that does best is the winner. Step 2完成教材Activities 3~5的任务 1.Read the letter in Activity 2 again and find:(Activity 3) (1)学生再读课文,抓住主要信息。 (2)学生相互讨论,找出信息。 (答案:1.purple, red, dark blue, yellow, green 2.sheep, kangaroos, horses 3.ham, beef, salad, grapes 4.Australian football, swimming, surfing, horse riding) 2.Complete the table. (Activity 4) 可以采用学生个体活动的方式,在完成表格后,教师还可以要求学生根据表格中记录的信息介绍澳大利亚,训练学生的口头语言输出能力。 (答案:Ayers Rock—3.6 kilometres long and 348 metres high, a centre of local Aboriginal culture The Aborigines—have lived in Australia from the earliest times Australian way of life—ham and beef with lots of salad Australian football, going to the beach Weather—sunny Language—English, special expressions: G\'day! No worries.) 3.Complete the sentences with the correct form of the words in the box. (Activity 5) (1)学生朗读方框中的单词,并理解其含义。 (2)根据情景完成句子,全班核对答案。 (答案:1.grapes 2.Salad 3.Ham 4.relatives 5.spirits 6.period 7.lying 8.relationship)(3)如果时间允许,教师可以要求学生用所给词汇进行造句练习。 Step 3小结训练 (C)1.He often lies________the beach________ the sun in summer. A.in; in B.on; on C.on; in D.in; on (D)2.In fact, the Swede did not understand the three questions_______ were in French. A.where B.who C.in which D.that Step 4完成教材Activity 6的任务 Write a letter about a visit to a place in China. Now write a letter to a relative or a friend and tell them about your visit. Begin and end your letter like Tony\'s. (1)教师建议学生设想一个具体读者,如自己的同学或外国朋友等。 (2)学生依据活动中的要求进行描述,完成整篇文章。 Possible answer: Dear Mum and Dad, I am writing this letter to you from the mountains of Yunnan! It\'s a very beautiful and exciting place. There are many different types of people living here. They all have different ways of dressing, cooking and living. Today I saw some Yi people. They wear colourful clothes and they also drink a lot of tea. Some Yi people are different from others-it depends on whether they live in the mountains or in the lowlands. People that live in the mountains grow different foods.Yesterday the bus broke down in the middle of the country and we all had to wait quite a long time before it was fixed. I wasn\'t bored though. I looked at the interesting countryside view and made friends with some of the other travellers. Coming home tomorrow—see you both soon! Love, Lily Step 5问题探究 互评作文。 Step 6家庭作业 完成学案中的相关练习。 本节课活动的目的是用所学知识训练学生的口头及书面表达能力。学生书面能力胜过口头能力。 1.学生自学生词,并记住单词拼写和拼读。 2.预习课本,找出重点短语和句式。 3.读、记后完成学案中自学导练作业。 Step 1完成教材Activities 1~7的任务 1.Read the passage and underline all the sentences with that. Now work in pairs. Discuss the meaning of the sentences with that. (Activity 1) 学生个体活动或小组活动。本活动的目的是让学生通过阅读理解that引导的定语从句的用法。 (答案:1.Bondi Beach is the most beautiful beach that I have ever seen. 2.It is a huge, wide beach that is very popular for swimming and other water sports. 3.The hotel that we stayed in was right on the beach.) 2.Complete the conversations.Use that. (Activity 2) 本活动旨在帮助学生进一步理解定语从句的用法。采用同伴协作,当堂展示的方式。 (答案:1.that surprised me 2.that is the most popular/that most people like 3.that can jump4.that created the world5.that I have ever had/eaten) 3.Think of an animal and write some sentences about it, starting with This is an animal that…Now read your sentences to your partner.How quickly can your partner guess what it is? (Activity 3) (1)教师带领学生朗读例句,确保学生清楚活动要求。 (2)学生个体活动编写句子。教师提醒学生注意句子要层层递进。 (3)读句子,猜动物,以比赛的形式进行,提高学习兴趣。 4.Put the words into the correct column.(Activity 4) 采用全班活动或小组活动的方式。 5.Complete the conversation with the expressions in the box. (Activity 5) (1)教师带领学生复习方框中短语的含义。 (2)学生个体活动,完成对话。全班核对答案。 (3)学生两人一组朗读对话。 (答案:1.over there 2.all over 3 .brush; off 4.at the time) 6. Listen and number the pictures. (Activity 6) (1)教师引导学生描述图片。 (2)学生听录音,为图片排序。全班核对答案。 (答案:a-3 b-2c-4d-1) 7.Read the passage and check (√) the true sentences. (Activity 7) (答案:1.√3.√4.√5.√) Step 2 Around the world 环节说明:本活动的目的在于让学生了解不同的文化知识。 可以让学生课外收集与澳大利亚土著文化相关的知识,在课堂上分享。 Step 3完成教材Activities 8~10的任务 为了保证任务的完成质量,激发学生的参与热情,教师要对各小组的成品给予评价。教师也可以让学生参与评价,评价各小组任务的完成情况。 Step 4问题探究 1.I used to get lost (过去迷路), but I am used to carrying (习惯带着) a map. 2.I can\'t guess what life it will be (将是什么样的生活). Step 5家庭作业 完成学案中的相关练习。 本节课活动的目的是通过练习及活动的形式巩固本模块的知识,同时锻炼学生综合运用英语的能力,本课时圆满地完成了教学任务。 1.学生自学生词,并记住单词拼写和拼读。 2.预习课本,找出重点短语和句式。 3.读、记后完成学案中自学导练作业。 Step 1情景导入 The teacher act as a new teacher and ask questions. T:Who is the girl that sits beside the window? S1:She is Zhang Ming. T:Is the boy who is on her left Lei Wei? S2:No.The boy who sits in the first row is Lei Wei. T:Who are the students who are cleaning the classroom? S3:They are LiuJun and Fangfang. T:Whose book that lies on the desk? S3:It\'s the math teacher\'s… 环节说明:本活动的目的在于激发学生的学习兴趣, 导入本课话题,让学生全身心地参与到教学活动当中,巩固已学的定语从句并呈现新的定语从句。 Step 2完成教材Activities 1~3的任务 1.Work in pairs. Look at the picture and say what is happening. (Activity 1) (1)学生两两分组观察本单元的图片,讨论并描述图片中的信息,然后记录讨论结果。 (2)教师抽点学生归纳总结讨论结果,教师对其进行点评,注意学生对词汇和语法的运用是否准确。 (3)教师准备几张比较有意思的照片,让学生试着进行描述。 环节说明:本活动可以激活一定的背景知识,同时通过描述图片使学生了解相关词汇,建议采用个体活动和小组活动的方式。如果学生水平比较高的话,可以要求学生用句子表达,而不是用简单的单词。 2.Listen and complete the sentences. (Activity 2) 本活动是活动1的延伸,要求学生根据听力材料补全句子。 3.Listen and read. Now answer the questions. (Activity 3) 第一部分可以采用常规操作,第二部分建议采用个体活动的方式,确保每个学生都能回答出题。在反馈阶段,教师要注意让学生解释信息获取和推理的方式,也可以采用小组竞争的形式,正确回答问题最多的小组获胜。 (答案:1.He won the photo competition. 2.Home and Away. 3.Cambridge. 4.Take some photos of Beijing and add some photos of Cambridge taken recently. 5.It\'s a good idea.) 环节说明:本活动由两部分组成:第一部分的目的是让学生接触到本模块“摄影比赛”这一话题,从而初步了解学习内容;第二部分旨在通过问答形式帮助学生理解对话,有一定的难度。 Step 3小结训练 根据首字母提示填空。 1.Generally speaking,if you try, you will succeed. 2.I have a feeling that my dad will buy a bike for me on my birthday. 3.Look at this menu at first and order what you want to eat or drink, please. 4.The winner who gets the first prize will have a chance to travel abroad. Step 4问题探究 1.你认识那个正在拍照的人吗? Do you know the man who are taking photos? 2.她在赢得拍照比赛上遇到很多困难。 She has met many difficulties in winning the photo competition. 3.我们班真的击败了二班对吗?—的确。 Did our class really beat Class 2? —You bet. Step 5家庭作业 完成学案中的相关练习。 本节课活动的目的是通过听录音以问答形式帮助学生理解对话。学生在理解对话上有难度,教师在后期教学设计上要改变教法。 1.学生自学生词,并记住单词拼写和拼读。 2.预习课本,找出重点短语和句式。 3.读、记后完成学案中自学导练作业。 Step 1情景导入 1.The teacher shows a photo in class and tell the students to guess who took it. 2.Describe everyone\'s place. For example:The young man who sits in the middle of the first line is our math teacher. S1:… S2:… … 环节说明:本活动的目的在于复习上节课所学语法知识,训练学生口头表达能力。 Step 2完成教材Activity 4的任务 1.Find the words in the box in Activity 3.Now choose the correct answer. (Activity 4) (1)教师引导学生再次阅读对话,找出含有方框中单词的句子,理解其含义。 (2)学生个体活动,完成选择。 (答案:1.b2.a3.a) (3)教师一边检查学生做题情况,一边核对和讲解答案。 环节说明:本环节旨在检测学生对短文的理解及对本单元重要词汇进行复习, 让学生能够通过上下文意思对词汇进行最佳解释,加强学生用英义解释词汇的能力。 Step 3小结训练 (C) 1.I _______my parents we have dinner first and then watch the film. A.suggest B.suggested C.suggest to D.suggest with (B) 2. ________does Mary________ her new teacher? A.How; think of B.What; think of C.What; like D.How; think (A) 3—How did you ________ the wast paper? —I sold it . A.deal with B.Take away C.suggest to D.like Step 4完成教材Activities 5,6的任务 1.Listen and mark the words which the speaker links. Now listen again and repeat. (Activity 5) (1)教师播放录音,学生听录音并跟读,并标注连读词汇。 (2)学生两两一组进行讨论并朗读句子进行练习,教师抽点学生进行全班展示朗读,然后进行点评。 (3)教师多次播放录音让学生听并跟读模仿。 (4)可以采用跟读或游戏竞争的方式进行连读练习。 2.Work in pairs. Describe photos and guess. (Activity 6) (1)学生两人一组,描述图片并猜图,教师提醒学生使用定语从句描述。 (2)教师给学生展示更多图片,让学生用定语从句描述图片,再让其他学生猜。 Step 5 Summary 引导学生回忆本单元所学内容: 1.Tony和Daming关于摄影比赛的对话。 2.本单元重点词汇和短语。 3.语法知识:which和who引导的定语从句。 4.句子的连读练习。 Step 6问题探究 1.八年级学生的整体水平比七年级高。 The general standard of the students of Grade 8 is higher than that of Grade 7. 2.—你建议他应该做什么? —我建议他应该改正错误,面对困难。 —What do you suggest he should do? —I suggest that he should correct the mistakes and face difficulties. Step 7家庭作业 完成学案中的相关练习。 本节课活动的目的是训练学生的口语表达能力,巩固知识。部分学生在描述图片上欠流畅。 1.学生自学生词,并记住单词拼写和拼读。 2.预习课本,找出重点短语和句式。 3.读、记后完成学案中自学导练作业。 Step 1情景导入 T:Do you like taking photos? S1:I like it.But I can\'t take good photos. T:Then, what about your friends? S2:My friend Xiao Chao does it well. T:Do you like his photos? S2:Yes.but the photos which I like best are taken by my uncle. T:Has your uncle taken part in the photo competition? S2:Of course. The Green World which he took won the first prize last week. T:Congratulations to him. 环节说明:本活动的目的在于激发学生的学习兴趣,导入本课话题,让学生全身心地参与到教学活动当中。交流中呈现新的定语从句,以引起学生对语法知识的注意。 Step 2完成教材Activities 1,2的任务 1.Look at the picture and the subjects of the photo competition. Which subject does this photo belong to? (1)让学生就教材中的图片进行描述,思考它属于哪一种类型的照片。然后学习文中照片四大类型的相关词汇“City and People, Music, Home and Away, Nature”。 (2)教师可准备一些照片,让学生讨论区分它们又是属于什么类型的。(Answer:Nature) (3)如果学生水平比较高的话,可以采用小组活动的方式,让学生描述图片。 环节说明:本活动是读前活动,要求学生选择图片的主题。理解图片的分类,为正文学习做铺垫。 2.Read the passage and check your answer to Activity 1. Find out who took the photo. (Activity 2) (1)教师让学生快速阅读文章,找出获奖照片作者。 (2)两人一组核对答案。(Answer:Li Wei) (3)如果学生水平比较高的话,可以让学生用自己的话简单描述获奖照片,提高学生的语言表达能力。 Step 3小结训练 根据句意及首字母提示或者中文意思填空。 1.It\'s good for you to read out (朗读) the article in the morning. 2.Compared with (与……相比) the green one,I would like to take the blue one. 3.Do you know the singer who sings the song called “Let it go”? 4.We often say “congratulations” when we congratulate others. 5.Look at the man over there. He is the headmaster of our school. 6.If you are faced with any difficulties, please let me help you. Step 4问题探究 (D) 1.October 15th is my birthday, __________I will never forget. A.when B.that C.what D.which (A) 2. _________your help, we finished the work in time. A.Thanks to B.Thanks for C.Thank you D.Thanks (D) 3.________ he is young, __________ he is very experienced. A.Even though; but B.Though; but C.Even if; but D.Even though; / Step 5家庭作业 完成学案中的相关练习。 本节课活动的目的是让学生能通过快速阅读理解短文大意并学习些新词,通过描述图片提高学生的语言表达能力。大部分学生不能当堂描述图片,有待提高。 1.学生自学生词,并记住单词拼写和拼读。 2.预习课本,找出重点短语和句式。 3.读、记后完成学案中自学导练作业。 Step 1情景导入 T:Do you like the photo for subject nature? S1:Yes, I do. T:Do you remember its winner? S1:Of course, it\'s Li Wei. T:Who took the photo of a girl who wears a blouse and skirt rushing across the road? S1:Sorry, I don\'t remember. T:I think you must read the passage again and finish Activities 3,4. Step 2完成教材Activities 3,4的任务 1.complete the table. (Activity 3) (1)浏览表格,明白所要填的类型。 (2)阅读短文,找出不理解的词句。 (3)在教师的引导下由学生个体完成,或通过小组讨论的方式完成。 (答案:Zhao Min—City and People — a girl is rushing across the street on a windy evening who is wearing a blouse and skirt, and is protecting her books against the showers. He Zhong—Music — the singer Becky Wang and the band playing at a concert, how the group moves and sounds, the good time their fans are having. Tony Smith — Home and Away — Cambridge and Beijing, some of the experiences of a young visitor to China, some memories of his home.)2.Complete the passage with the correct form of the words in the box. (Activity 4) (1)教师引导学生阅读方框中的单词,理解其含义。 (2)学生个体活动,完成填空。 (3)全班核对答案。 (答案:1.presented 2.winners 3.tonight 4.blouse 5.windy) Step 3小结训练 根据句意及中文提示填空。 1.Don\'t rush across the road (冲过马路) in the busy street. 2.Who will present the prizes (将颁奖)to the winners (获胜者们)? 3.He is walking in the rain (在雨中). Step 4完成教材Activities 5~7的任务 1.Bring a photo and make a photo display. (Activity 5) 2.Choose a photo from the display. Answer the questions. (Activity 6) (1)学生个体活动,选择照片。 (2)学生两人一组活动,就选择的照片进行问答。 3.Write a passage about the photo. Use the answers in Activity 6 to help you. (Activity 7) (1)学生个体活动,利用上一个活动中的答案和信息描述照片,完成写作。 (2)学生向全班展示照片和习作,其他学生就照片信息进行提问。 Possible answer: This photo shows my family and me with some animals in Australia. It was taken when we went to Australia on holiday last year. My mum and dad are at the front, and that\'s me in the middle. You can see a little grey animal in the tree next to us. It looks like a bear. It is called koala. It looks very cute. There is also a baby kangaroo. You can see me patting him on the head. I like this photo because it reminds me of a pleasant holiday overseas with my parents. Step 5问题探究 互评作文。 Step 6家庭作业 完成学案中的相关练习。 本节课活动的目的是让学生用本单元所学知识描述照片。注意检查学生对who及which引导的定语从句的使用。 1.学生自学生词,并记住单词拼写和拼读。 2.预习课本,找出重点短语和句式。 3.读、记后完成学案中自学导练作业。 Step 1完成教材Activities 1~7的任务 1.Complete the poster for the photo competition. Use that, which or who.There may be more than one answer. (Activity 1) (1)教师引导学生感知定语从句中关系代词的用法,让学生产生感性认识。 (2)学生个体活动,完成句子。 (3)全班核对答案,朗读完整句子。 (4)教师引导学生回顾定语从句及其关系代词的用法。 (答案:that/which that/which that/which that/which that/which who/that whichwho/that) 2.Complete the sentences so that they are true for you. (Activity 2) (1)学生个体活动,完成句子。 (2)部分学生展示。 (答案:1.I like the writer who wrote Harry Potter. 2.I would like to visit a place that has lots of sunny beaches. 3.I go to a school which only accepts students who are good at English. 4.My favourite band is the one that we saw at the concert last week. 5.I have never seen a doctor who wears shorts in the operating theatre. 6.I want to take a photo which shows my pet cat playing in a cardboard box. 7.Our teacher is the man who is wearing a purple shirt.) 3.Work in pairs. Talk about the two photos. Then talk about the people in the photos. Now ask questions about the photos and write down your answers. (Activity 3) (1)教师鼓励学生发挥想象力,合理运用定语从句描述照片,表达自己的观点。 (2)全班以小组的形式展开对照片的描述。 4.Work in pairs. Look around the class and describe someone or something to your partner. Can your partner guess who or what you are describing? (Activity 4) 同伴活动或小组活动,描述并猜测。 5.Complete the conversation with the expressions in the box. (Activity 5) (1)全班朗读对话,预测各空白处应该填入的短语。 (2)学生个体活动,完成对话。全班核对答案。 6.Read the passage and complete the table. (Activity 6) 教师可以让学生在规定的时间内找到表格中问题的答案,锻炼学生快速获取信息的能力。 7.Listen and complete the sentences. (Activity 7) (1)浏览句子,听录音。 (2)两人一组核对答案,并复述所听短文的主要内容。 Step 2小结训练 1. 每天我花很多时间做日常工作。 It takes me a long time to do daily work every day. 2. 顺便问一下,如果我试一下这电脑你介意吗? By the way ,Do you mind if I try the computer out? Step 3 Around the world 教师可以组织学生收集一些照片、摄影作品,介绍与其相关的故事,欣赏不同国家不同历史时期的照片。 Step 4完成教材Activities 8~10的任务 课前,教师要求学生准备几张自己喜欢的照片。学生了解有关照片的情况,对其进行描述。 Step 5家庭作业 完成学案中的相关练习。 本节课活动的目的是以练习及活动的方式复习本模块的语言及语法知识。学生掌握较好但定语从句的灵活运用能力欠缺,在下课后加大练习。 1.学生自学生词,并记住单词拼写和拼读。 2.预习课本,找出重点短语和句式。 3.读、记后完成学案中自学导练作业。 Step 1情景导入 The teacher show a photo of polluted river. T:What can you see in the photo? S1:I can see polluted water. S2:I can see a dead river. There are no plants, no fish or living things. T:Pollution is very serious. Pollution is a danger to our health. We must do something to save our earth. S2:What can we do for it? T:We can collect waste paper or rubbish which can be recycled or used again. We can also turn off lights to save energy when we don\'t use them… Ss:That\'s easy. We will do them. Step 2完成教材Activities 1~3的任务 1.Work in pairs. Look at the pictures and talk about them. Use the words in the box to help you. (Activity 1) (1)处理生词。教师可以领读方框中的词,并让学生试着用这些单词描述图片。 (2)学生活动:学生利用已有词汇和方框中的单词描述图片,然后教师引导学生自由发挥,谈论有关污染的问题。教师可以通过提问引导学生用相关词汇问答问题 例如: What may cause pollution? How do many of the factories pollute the air and rivers? (3)教师请学生展示。 2.Listen and complete the sentences. (Activity 2) (1)学生个体活动,听录音,补全句子。 (2)全班核对答案。 (答案:1.pollution 2.rules 3.recycle; glass) 3.Listen and read.Now complete the notes. (Activity 3) (1)教师给出一两个简单的问题,例如: Why is Lingling worried about the future? Why is pollution a danger to our health? What do you think may cause pollution? (2)学生合上书,听录音。回答问题。 (3)学生再次听录音,要求学生能获取对话中的细节信息,完成活动3中的练习。 (4)学生两人一组或小组活动,核对答案。 (答案:1.farmers can\'t use the water for their crops 2.spreads over cities and villages 3.use so much oil and cause pollution 4.collects waste; recycled or used again; sells the waste; in poor areas 5.ways to save energy and recycle at home; less waste) (5)学生打开书,跟读或朗读对话。 环节说明:本活动呈现新的语言内容,训练学生听懂主旨大意和获取细节信息的能力。 Step 3小结训练 1.Polluted (被污染的) water is a danger (危险)to the living things. 2.We must save energy (节约能源) and cause less (引起少些) pollution. Step 4问题探究 如果每个人与污染做斗争,地球将被挽救。 If everyone fights pollution, the world will be saved. Step 5家庭作业 完成学案中的相关练习。 本节课活动的目的是通过图片的提示让学生听懂对话。训练学生听懂活动3中对话的主旨大意和获取细节信息的能力。 1.学生自学生词,并记住单词拼写和拼读。 2.预习课本,找出重点短语和句式。 3.读、记后完成学案中自学导练作业。 Step 1情景导入 T:Let\'s play a game. Four groups describe pollution and tell how to save the earth. S1:How many students may give the report in a group? T:One. But you may make a dialogue in a group,then two of you may complete the task. The group that does the best is the winner. Step 2完成教材Activity 4的任务 1.Complete the passage with the correct form of the words in the box.(Activity 4) (1)学生个体或两人一组活动,完成短文填写。 (2)全班核对答案。要求学生读出完整的句子。 (答案:1.enemy 2.factories 3.kill .pollute 5.spreads 6.causes 7.oil) (3)学生再次阅读短文,进一步感知污染给人们日常生活带来的危险,提高环境保护意识。 环节说明:本活动为词汇练习,以短文的形式让学生运用对话中出现的重点词汇。 2.Everyday English (1)让学生在会话中找到这些日常表达,学生考虑它们的另一种说法。 (2)学生两人一组,用那三个日常表达编一段对话。 (3)学生练习并表演对话。 Step 3小结训练 (B) 1.—Do you know how to__________ water? —Yes, it\'s easy. Turn off the tap after using it. A.waste B.save C.get D.Spend (A) 2.Don\'t throw rubbish everywhere. You may________ the environment. A.pollute B.pollution C.polluted D.polluting (A) 3.Burning rubbish_________ danger. A.causes even more B.causes even much C.keeps even more D.gets even much Step 4完成教材Activities 5,6的任务 1.Listen and mark the words which the speaker links. Now listen again and repeat.(Activity 5) (1)学生两人一组活动,学生分别朗读,互相听。 (2)学生听录音并跟读。 (3)讨论句子连读的规则,可以先请学生发言,然后教师进行总结。 在同一个意群(即短语或从句)中,如果相邻的两个词中前者以辅音音素结尾,后者以元音音素开头,就要自然地将辅音和元音相拼,构成一个音节,这就是连读。连读的音节一般不重读,只需顺其自然地一带而过,不可以加音也不可以读得太重。 2.Work in pairs. List the pollution problems in your place. Choose one problem and say what should be done about it. (Activity 6) (1)教师可以先在全班范围内让大家说说身边的环境污染问题。 (2)针对提到的问题,启发学生思考如何治理污染,保护环境。 (3)开展小组活动,先讨论,然后向全班汇报。 Step 5问题探究a 1. 我们应该阻止人们污染环境。 We should stop people from polluting our environment. 2. 污染是我们的敌人,它会让我们毙命的。 Pollution is our enemy. It will kill us. Step 6家庭作业 完成学案中的相关练习。 本节课活动的目是通过听力及阅读训练来掌握本单元的重点词汇、短语、常用表达。训练学生说的能力以及分析和解决问题的能力。 1.学生自学生词,并记住单词拼写和拼读。 2.预习课本,找出重点短语和句式。 3.读、记后完成学案中自学导练作业。 Step 1情景导入 T:Do you know “3r”? Ss:No, we don\'t. Can you tell me? T:Of course. “3r” means reduce, reuse and recycle. S1:What does “reuse” mean? T:It means that we use again the things that we have used. S2:What about “reduce”? T:It means that we try to use it less. Ss:Oh, we see. Are reducing, reusing and recycling good for the environment? T:You are right. You are clever. Do you know how green you are? Today you will know it after finishing Unit 2. Let\'s begin to study Unit 2. Step 2完成教材Activities 1~3的任务 1.Look at the pictures on the next page. Say which ways are good for the environment and why. (Activity 1) (1)开展两人活动或小组活动,谈论图片, 教师可以在适当的时候处理词汇。 (2)教师请学生发言。 (3)教师还可以提供其他相关图片或视频,让更多学生参与话题讨论。学生只要能够积极地表达自己的看法,就应该鼓励。 2.Look at the title of the passage. What suggestions do you think the passage will make? Use the words in the box to help you. (Activity 2) (1)可以让学生进行小组讨论。首先讨论文章的题目“How to be green?”的含义。 (2)让学生参照所给例句,并使用提供的词汇,猜测文中将会给出怎样的建议。 (3)全班展示。教师可以将学生的猜测写在黑板上,为后面的阅读作准备。 环节说明:本活动是活动1的延伸,学生根据文章题目,用所给单词猜测文章可能会给出哪些建议。本活动旨在培养学生根据提示预测文章大意的能力。 3.Read the passage and answer the questions in the first part. (Activity 3) (1)学生个体阅读,浏览问题。 (2)开展两人活动或小组活动,讨论答案 。 (3)可以让学生“晒晒”自己平日的做法,并说明这样做的原因。 环节说明:本阶段的活动旨在培养学生在阅读中获取大意和理解细节的能力以及提出问题和解决问题的能力。 Step 3小结训练 根据首字母或汉语提示填词或短语。 1.We can reuse (重复使用) some of the waste. 2.You can\'t be late.You must arrive there as early as possible. 3.We have taken steps to save the world. 4.Waste is harmful (有害的) to our health. 5.Please remember to turn off (关闭) the light when you leave. Step 4问题探究 1.—你怎么处理那废纸的? —What do you do with the waste paper? —我把它扔掉了。 —I have thrown it away. 2.母亲把瓶子分成四袋。 My mother divided the bottles into four bags. 3.每天重复这三个词:减少,再利用和再循环。 Repeat these three words daily:reduce,reuse and recycle. Step 5家庭作业 完成学案中的相关练习。 本节课活动的目的是培养学生在阅读中获取大意,理解细节信息,提出问题及解决问题的能力,并学习一些词语及表达。本课教学效果佳。 1.学生自学生词,并记住单词拼写和拼读。 2.预习课本,找出重点短语和句式。 3.读、记后完成学案中自学导练作业。 Step 1情景导入 T:Have you known how green you are? S1:Yes. T:What do you do to protect the environment? S1:I always turn off the lights when leaving, collect waste paper and take my own bag when going shopping. T:Good. You are greener. What about the others? S2:I don\'t throw away the old clothes and give them to the persons who need them. S3:I walk to school instead of taking a bus or car. … Step 2完成教材Activities 4~6的任务 1.Check (√) the suggestions that are mentioned in the passage. (Activity 4) (1)个体阅读,完成活动,全班核对。(1,2,3,5,6,(√)) (2)教师还可以鼓励学生试着给出这样做的原因,为活动5作铺垫。例如:Don\'t order more food than you can finish so that you won\'t waste things. 2.Find two things you should do and two things you should not do in the passage. Give reasons. Use your answers to write sentences. (Activity 5) (1)学生两人讨论或小组讨论,找出两件应该做的事和两件不应该做的事,并说出原因。 (2)教师可以在小组讨论的基础上组织全班展开讨论,教师也可以通过提问的方式引导学生完成该活动。 (3)学生个体活动,整理答案写出完整的句子。 3.Complete the passage with the correct form of the words in the box. (Activity 6) (1)学生朗读方框中的单词,并理解其含义。 (2)根据情景完成短文,全班核对答案。 (答案:1.tons 2.granddaughters 3.recycle 4.Repeat 5.step 6.divide 7.plastic 8.policy 9.rapid) Step 3小结训练 (B) 1.They collect old books to sell _________for the poor students. A.to rise money B.to raise money C.to give out money D.to give up money (D) 2.The school __________ a plan to change into a green school in a year. A.have drew up B.have drawn up C.has drew up D.has drawn up Step 4完成教材Activities 7, 8的任务 1.Work in pairs. Make a list of things you can do to make your school greener. (Activity 7) (1)两人一组活动,讨论如何将学校变成绿色。 (2)学生列出将学校变成绿色学校的做法清单。 2.Write a passage on how to make your school greener and give reasons. Use the list you have made in Activity 7 to help you. Use because, so and so that. (Activity 8) (1)学生参照活动7所列出的单子,个体活动,完成写作。 (2)教师要提醒学生恰当使用because、so和so that衔接语句,并适时给予指导。 (3)同伴交流,并提出修改建议。 (4)教师点名,学生在全班展示自己的作文。 环节说明:活动7和8主要培养学生就保护环境这一话题展开写作的能力。活动7是完成活动8 的基础,按照要求,先将可以节约能源的做法列出单子,然后借助because、so和so that,写成一篇短文。 Step 5问题探究 互评作文。 Step 6家庭作业 完成学案中的相关练习。 本节课活动的目的是复习本单元的重点词汇,训练学生的写作能力。学生在写作上有待提高,主要是学生对本单元语言点掌握不牢造成的。 1.学生自学生词,并记住单词拼写和拼读。 2.预习课本,找出重点短语和句式。 3.读、记后完成学案中自学导练作业。 Step 1完成教材Activities 1~9的任务 1.Make new words. Join the parts of words in Box A with the words in Box B. (Activity 1) (1)教师可以先让学生总结以前学过的单词中的前缀和后缀,并适时给予帮助。 (2)学生个体完成练习。全班核对答案。 (3)教师可以将学生分成若干组,利用多媒体课件开展猜词活动。 答案:1.careful 2.collectable 3.hopeful 4.hopeless 5.impossible 6.unusual 7.useless 8.reuse 9.unwanted 10.wasteful) 2.Complete the sentences with the words in the box. (Activity 2) (1)学生个体活动,完成填空。同伴核对。 (2)让学生写出更多的例词,并能够在句子中正确使用。例如:appear, disappear David watched her car until it disappeared from view.use,useful,useless The book is full of useful information. Don\'t throw things away unless they are completely useless. 3.Complete the table. (Activity 3) (1)学生个体完成,全班核对。 (2)学生自己总结规律,教师帮助归纳。 4.Complete the sentences with the correct form of the words in Activity 3. (Activity 4) 学生个体或两人一组完成。全班核对。 常规操作。(如果学生能力较强,教师可以给出一些合成词,让学生给出英文解释,进一步提高学生的英语表达能力。 6.Work in pairs. Look at the pictures and answer the questions. (Activity 6) 7.Complete the conversation with the correct form of the expressions in the box. (Activity 7) (1)学生个体活动,熟悉方框中的短语。 (2)学生阅读短文,根据上下文将短语填入语篇中,注意形式的变化。 (3)学生再次通读全篇,检查所填短语是否合适。 (4)同伴核对答案。然后全班核对答案。 (答案:1.worried about 2.throw away 3.turn off 4.are good for) 8.Listen and check (√) the true sentences. (Activity 8) (1)学生个体活动,试着判断句子的对错。 (2)学生听录音,检査答案。 9.Listen again and complete the table. (Activity 9) (1)学生再次听短文,获取细节信息并填空。 (2)全班核对答案,在核对答案的过程中,要求学生说明使用连词的理由。 Step 2小结训练 用所给单词的适当形式填空。 1.Polluted (pollute) air is not healthy. 2.It is impossible (possible) to see the famous star at once.He is very busy. 3.It\'s wasteful (waste) for you to throw the food. 4.Strong light does harm (harmful) to our eyes. 5.It\'s hopeful (hope) to build a green school if we try our best (well). Step 3 Around the world 阅读和欣赏短文。共享学生找到的环保类文章。 Step 4完成教材Activities 10~12的任务 (1)小组活动,确定选题。 (2)组内分工,利用各种资源査找所需信息,完成Activity 10。 (3)小组成员各自谈论对选定问题的看法和治理措施,完成Activity 11。 (4)组内整理讨论结果,向全班展示,完成Activity 12。 Step 5家庭作业 完成学案中的相关练习。 本节课活动的目的是复习模块的语言知识,培养学生综合运用英语的能力,教育学生要保护环境。收到良好的效果。 九年级上学期英语教学工作总结     紧张而又繁忙的一学期结束了。本学期,从各方面严格要求自己,勤勤恳恳,兢兢业业,使教学工作有计划,有组织,有步骤地进行。现在就本学期的教育教学工作做如下总结。     一、认真分析学生       本学期,学生对学习英语的气氛不是很浓,学习自觉性较差。整体而言比较差,多数学生存在基础不好,对英语学习已经失去信心,最基本的英语知识都没有掌握好。针对这些情况,我先从提高学生的兴趣入手,因为兴趣是最好的老师,如果学生对你不感兴趣,无论你怎样努力,也是没有多大效果的。因此,我经常和他们谈心,了解他们的心理动态,解决他们在学习上的困难。通过努力,他们在学习英语的态度发生了很大转变,学习兴趣也逐渐浓厚,学习成绩有所好转。     二、坚持认真备课           教学中,备课是一个必不可少而且十分重要的环节。备课充分,能调动学生的积极性,上课效果就好。因此,每天我都花费大量的时间在备课之上,认认真真钻研教材和教法。课上注重调动学生的学习积极性,激励他们自己去寻找问题,解决问题,同时也培养了他们良好的学习技能。另外,每次课后我都认真反思,本堂课还有哪些地方有待提高,改善。对每一课都做到“有备而来”,每堂课都在课前做好充分的准备,并制造各种利于吸引学生注意力的有趣的意境,课后及时对该课做出总结,写好教学反思。     三、增强上课技能,提高教学质量      在上课时,力求做到精讲多练;课后,我精心设计练习,对所学知识点进行巩固练习,使讲解清晰、准确、条理,做到线索清晰,层次分明,言简意赅,深入浅出。在课堂上,特别注意调动学生的积极性,加强师生交流,充分体现学生的主体作用,让学生有更多动口动手动脑的机会。同时,在每一堂课上都充分考虑每一个层次的学生学习需求和学习能力,让各个层次的学生都得到提高。     四、坚持用英语组织课堂教学     本学期,坚持在课堂上尽量使用英语进行教学。这样,不仅能够练习学生的听力,也能培养语感,提高他们的兴趣,让他们也坚持用英语回答问题,从而训练他们的口语。经过一段时间的训练,效果很好,在今后的教学中,我将继续。     五、认真批改作业     布置作业时,做到了有针对性、有层次性,对不同层次的学生布置不同的作业。对学生的作业,批改及时、认真,将他们在作业过程中出现的问题做出分类总结,并针对有关情况及时改进教学方法,做到有的放矢。     六、加强学习,努力提高自身素质和业务能力     俗话说“学高为师”。我深知要想给别人一杯水,自己不但应该有一桶水,而且应该有源源不断的活水,不断更新自己的观念、业务知识和能力。我明白只有不断努力的学习和思考,做到与时俱进,才会有创新,有发展。因此,我积极参加新课程培训,认真学习吉林省义务教育教学常规等,提高了自身素质和业务能力,为培养社会合格人才打下了坚实的基础。在实际工作中,我主动向老教师学习,虚心接受意见和建议,并经常主动地去听其他老师的课,从中汲取长处。随着社会的进步,新形势下的教育对教师有了更高的要求,要求教师要熟练掌握运用现代教育技术,于是,我认真制作相关课件上课,从而优化了课堂教学结构,提高了教学质量,使学生在轻松、愉快的氛围中学习,促进了学生的全面发展。     七、成绩与不足是我的工作动力     在教育教学工作中还有许多需要改进之处,如:我的课堂语言还不够丰富,导致课堂气氛太过平淡;学生学习积极性不高,对于学习基本处于被动局面等等。     常做常新、永无止境。教育工作,是一项常做常新、永无止境的工作。社会在发展,时代在前进,学生的特点和问题也在发生着不断的变化。作为有责任感的教育工作者,必须以高度的敏感性和自觉性,及时发现、研究和解决学生教育和管理工作中的新情况、新问题,掌握其特点、发现其规律,尽职尽责地做好工作。在今后的教学工作中和学生一起不断努力,不断进步,为打造我校快乐高效课堂而努力。 Module 1 Wonders of the world 一、知识点梳理 1. Which two are natural wonders? wonder /'wʌndə/n.奇观;奇迹 例:We all know the Great Wall is an ancient wonder. 众所周知,长城是古代奇观。 【考点】wonder n.奇迹;奇观 wonderful adj.令人惊奇的;奇妙的 wonderfully adv.令人惊奇地;很好地 【重难点】①(It's) no wonder 难怪;并不奇怪;当然 例:No wonder he is not hungry; he has been eating sweets all day. 难怪他不饿,他整天在吃糖果. ②wonder vi(常与at,that连用)觉得奇怪;惊奇 例:I wonder at his rudeness. 我对他的粗鲁感到奇怪. ③wonder vt纳闷;想知道 例:He wondered why people built ugly homes, when they could have beautiful ones. 他很奇怪为什么人们本可以造出漂亮的房屋,而偏偏建造出丑陋的房子来. I wonder why James is always late for school. 我想知道为什么詹姆斯上学总是迟到. 2. Let's call Wonders of the World and join in the discussion. discussion/dɪ'skʌʃn/n.讨论;商讨 例:I knew how to do it after the discussion. 讨论后我知道该怎么做了。 【考点】discussion的动词形式为discuss。 have a discussion with sb. 意为“和某人讨论”。 under discussion 意为“讨论中”。 【拓展】词义辨析: argue, quarrel, debate, dispute, discuss这些动词均含“辩论,争论,说理”之意. argue:指提出理由或证据为自己或自己一方的看法或立场辩护,着重说理、论证和企图说服. quarrel:指两人之间或两个团体之间不友好的、吵吵嚷嚷地大声争论某事,尤指“吵嘴、吵架”. debate:侧重指意见等对立的双方之间正式或公开的争辩. dispute:侧重对分歧进行激烈或热烈的争论或争辩,带一定感情色彩,常隐含“各持已见”或“争论不休”意味. discuss:最常用词,指就某一或某些问题表明观点、看法等,以便统一认识,解决问题. 3. I think natural wonders are more interesting than man-made ones. I think...我认为…… 例:I think you had better finish your homework on time. 我认为你最好按时完成作业。 【考点】I don't think...是否定前移的用法。即主句的谓语动词用否定形式,而从句的谓语动词用肯定形式。 例:I don't think I know you. 我想我并不认识你。 【重难点】否定前移的5个常用词:我认为(think)猜想(suppose)与想象(imagine)都不可相信(believe),我期待(expect)你的回答。 4. So I’m not sure I agree with you. agree with同意 例:I'm afraid I can't agree with you. 恐怕我不能同意你的观点。 【考点】agree with后面跟人作宾语,通常用于赞成某人的观点等,表示同某人意见一致。 (1)agree to意为“同意”,后接表示“计划、提议、办法、安排”等的词。 例:agree to my plan 同意我的计划 (2)agree to do sth.同意做某事 例:We agree to go swimming. 我们同意去游泳。 5. That sounds great, though I think Victoria Falls in Africa is even more fantastic. though/ðəʊ/ conj.虽然;尽管;然而;可是 例:Though it was raining, we went there. 虽然下着雨,我们还是去了那儿。 【考点】though“尽管”,引导让步状语从句。though=although/even though。 【重难点】but 不能和though,even though或although同时出现在一个句子中。 例:Though it was late,he still went on working. =It was late. He still went on working,though. =It was late,but he still went on working. 虽然天色已晚,但是他仍然继续工作。 6. It's about 1,700 metres wide and 100 metres high. 1,700 metres wide 1700米宽 例:Victoria Falls is about 1,700 metres wide. 维多利亚瀑布大约1700米宽。 【考点】数词+表示单位的名词+形容词(长/宽/高/深/重)在英语中表示长度、宽度、高度、深度、重量。 【重点】数词与表示单位的名词之间用连字符连接时,单位名词用单数形式。 例:two-day off 两天的休息 【难点】对长度等提问用:How +长/宽/高/深/重+be+sth.?提问多远用how far。 【拓展】兼有两种形式的副词 1. deep与deeply deep意思是“深“,表示空间深度;deeply时常表示感情上的深度,“深深地“ 例:He pushed the stick deep into the mud.   Even father was deeply moved by the film. 2. high与highly high表示空间高度;highly表示程度,相当于much 例:The plane was flying high.   I think highly of your opinion. 3. wide与widely wide表示空间宽度;widely意思是“广泛地“,“在许多地方“ 例:He opened the door wide.   English is widely used in the world. 7. You can hear the loud noise a few kilometres away. loud /laʊd/ adj.(声音)响亮的 例:I can't hear what you said. Please speak in a loud voice.【考点】作形容词,在句中作定语或表语。指音量比平常大得多,暗示过分强烈和突出。 例:I heard a loud shout outside. 我听见外面有人大叫一声。 【重难点】loud,loudly,aloud这三个词都可作副词,但用法却不同。 loud ①副词:与loudly同意; ②形容词:“响亮的”、“大声的”或“高声的” loudly 副词,“喧闹地”或“嘈杂地”;“响亮地”;含有“喧闹”的意味。 aloud 副词,①“出声地”,强调“出声”,即把话说出来,发出的声音能被听见,意思为“出声地”,而不是在心里默默地“说”,通常与动词 read, speak, think 等动词连用。如:read aloud 朗读 think aloud 自言自语地说 ② “大声地”,通常与动词 cry, laugh, shout, call 等动词连用 例:Facts speak louder than words. 事实胜于雄辩。 Read aloud so that we can all hear you. 大声读,以便我们大家都能听到。 Don't talk so loudly. 说话声音不要这么大。 8. But in my opinion, manmade wonders are more exciting than natural ones. in one's opinion 按某人的观点,据某人看来 例:Who, in your opinion, is the best football player in the world today? 在你看来,谁是当今世界上最好的足球运动员? 【考点】in one's opinion中的one's可以用不同的形容词性物主代词,也可以用名词的所有格代替,如:Jane's, Mum's, my teacher's等。 例:In Mary's opinion, Jim is a lazy boy. 在玛丽看来,吉姆是个懒男孩。 9. To some degree,Lingling agrees with Tony about the Giant's Causeway,though she thinks Victoria Falls is more fantastic. to some degree 在某种程度上 例:To some degree, English is easier than Chinese.从某种程度上说,英语比汉语更简单。 to some degree 也可写作to a certain degree,其同义短语为to some extent。 例:To some degree,I think he is right. 在某种程度上,我认为他是正确的。 10. I got out of the car, went through a gate and walked along a dark path. get out of 从……出来/离开 例:He got out of the taxi. 他下了出租车。 【考点】表示“上小汽车”用get into,“下小汽车”用get out of,而“上火车、公共汽车、飞机等”用get on,反义词组为get off。 11. After about a mile, a stranger appeared beside the path. beside /bɪ'saɪd/prep.在……旁边 例:The girl is reading a book beside the lake.这个女孩正在湖边读书。 【易错点】beside与besides的区分,besides 意为“除了……,还有……”,beside意为“在……的旁边”。 12.“Yes,” he replied. reply/rɪ'plaɪ/ v.回答 例:Have you replied to his letter? 你给他回信了吗? 【考点】reply还可作名词,意为“回答;答复”。 例:I have received no reply.我还没得到答复。 【重难点】辨析reply与answer reply 为正式用语,多指经过考虑的、有针对性的、详细的回答,常用作不及物动词,和介词to连用,其宾语常为名词或代词。 例:I didn't answer Tom but I replied to Mike. 我没有答复汤姆,但答复了迈克。 answer 既可作及物动词,又可作不及物动词,常指口头或书面的回答,是一般用语。answer可引申为“应答”之类的意义。 13. The sun rose behind me and shone on the rocks. rise /raɪz/ v.升起;(情感)增强 例:The sun rises in the east and sets in the west. 太阳从东方升起,在西方落下。 【考点】辨析rise与raise raise 及物动词,强调主语发出的动作是作用于其他事物的。 On Monday morning,we watched the children raise the national flag,and we saw it rise slowly in the wind.星期一早上,我们观看了孩子们升国旗,我们看到国旗在风中徐徐升起。 rise 不及物动词,表示由低到高的变化过程,强调主语自身移向较高位置。 14. Far below me, the ground fell away and down to a river. ①below /bɪ'ləʊ/ prep. 在……的下面 【考点】below 可表示“位置、职位在……之下”,也可表示“数量、年龄、程度等在……以下”。 例:The temperature today is 5 degrees below zero. 今天的气温是零下5度。 【重难点】辨析below与under below指位置低于某物或在某物的下方,但不一定在某物的正下方,反义词是above;而under指在正下方,反义词是over。 口诀巧记 above表示在上方,below恰好在下方;若表正上用over,under表示正下方。 ②fall away 突然向下倾斜 例:Beyond the hill,the land falls away towards the river. 山那边地面向河边倾斜而下。 【拓展】fall over 倒下;倒塌 15. I remained by the canyon for about half an hour. remain /rɪ'meɪn/v.逗留,留下;仍然是;剩下 例:It remained a secret.这仍然是个秘密。 【考点】remain用作连系动词,指某人或某事物仍保持某种状态,后面可接名词、形容词、介词短语等作表语。 例:remain modest 保持谦虚 【重难点】用作不及物动词,意为“遗留”,不能用于进行时态。 例:After the fire,very little of his house remained. 火灾之后,他的房子所剩无几。 16. Which direction was the writer facing while she was looking over the Grand Canyon? face /feɪs/ v.面对,面向;正视(现实);承认 例:She turned and faced him. 她转过身,面对着他。 【考点】关于face的常用短语: face to face面对面 make faces做鬼脸 17. It was probably a place to bury dead people or a place to study the stars and the sky at night. 18. There are dozens of stones, and they are different in height. dozens of 许多 【考点】dozen表示“打,十二个”的意思,而score表示“二十”的意思。 例:two dozen 二十四 two score四十 【重难点】①dozen与数词,many,several连用修饰名词复数时,都要用原形。 ②dozens与of连用时,表示不确切的数量,意为“许多……,很多……”。 Module 1 Wonders of the world 一、重点短语 1.wonders of the world世界奇观 2.natural wonders 自然奇观 3.join in = take part in参加;加入 (活动) 4. agree with sb. 同意某人的看法 5. agree to do sth. 同意做某事 6. in one’s opinion依某人看来;按某人的意见 7. more than = over 多于,超过 8. millions of 数百万的;数以百万计的 9. produce electricity 供电 10. would like to do sth. = want to do sth. 想做某事 11. get out of ...从....出来 12. become grey变成灰色 13. look across眺望, 向对面看 14. look down to 俯视;向下看 15. go down下去;下沉;坠落 16. look over 从(某物上面)看过去:仔细检查 17. go through 穿过,经历,经受,浏览 18. at the bottom of在.....的底部 19. on both sides在两边 20. in height高度;在高度上 21. do an interview with sb. 采访某人 22. draw a picture of 画一副......的图画 23. fall away突然向下倾斜 24. wait for 等候 25. dozens of 许多 26. be famous for以.......而闻名 二、固定结构 1. sb./sth agrees with sth. 某人/某物适应(食物、气候)/符合某物, I don’t think the food here agrees with me. 我觉得这里的食物不对我的胃口 His explanation agrees with the facts of the situation. 他的解释与实情相符。 2. I’m not sure. 我不确信 3. in +一段时间 在.....(多长时间)之后,常用于回答How soon 的提问 4.. be afraid of doing sth. / be afraid to do sth. 害怕做某事 5. because of+名词 因为。。。。。 6. without doing sth 没有做某事 7. look forward to doing sth 盼望做某事 8. one of +the +形容词最高级+可数名词复数 最......的.....之一 三.重点句型: 1. Let’s call Wonders of the world and join in the discussion.我们给《世间奇观》节目打电话,加入讨论吧。 2. And I think the Giant Causeway is the most fantastic natural wonder.我认为巨人之路是最神奇的自然景观。 3. In my opinion, man-made wonders are more exciting than natural ones. 依我看,人造奇观比自然奇观更激动人心。 4. I looked over rocks, but it was silent and there was no sign of it. 我朝那片岩石望过去,但是一片寂静,还是看不到它。 四.语法要点: 1.时态复习: 1).一般现在时:用来描述经常发生的事情或真理。注意:be动词的正确用法以及动词的三单式。 The sun rises in the east. Does the sun rise in the east? The sun doesn’t rise in the west. 2).一般过去时:用来描述过去的动作或状态。注意:不规则动词的过去式。 I visited the my Three Gorges Dam last year. Did you visit the Three Gorges Dam last year? I didn’t visit the Three Gorges Dam last year. 3).现在进行时:用来表述现在正在发生的事情或行为。现在进行时也可用于表示为将来安排好的活动或事件。 动词的基本结构:be + V.-ing 注意:动词的-ing的加法。 They are having meeting now. My uncle is coming tomorrow. 4).过去进行时:表示在过去某段时间内正在发生的事情或行为。动词的基本结构:was/were + V.-ing I was doing my homework when he came in. What were you doing at this time yesterday? 5).一般将来时:用于表述即将发生的事情或行为以及未来的状态。 动词的基本结构:will / shall + 动词原形 表示个人意愿或想法以及时间上的将来。 be going to + 动词原形 表示“计划、打算、预测”。 The train will arrive at 8:30. I will call you as soon as he arrives. They are going to go abroad. It is going to rain. 6).现在完成时:表示过去发生的动作影响到现在。 动词的基本结构:have / has + P.P. I have seen the film. They haven’t been to America. Mr. Li has gone to America. 注意:.have been to与have gone to的区别: 前者指去过某地(回来了,在说话现场),后者指到某地去了(没回来,不在在说话现场) .since+时间点 for+时间段 .already 用于肯定句,yet 用于疑问句和否定句 Module 2 Public holidays 1.知识点梳理 1. found /faʊnd/ v. 创立;创建 例:The business company was founded in 1994. 这家商业公司建立于1994年。 【考点一】found主要用作及物动词。其后可接学校、城堡、医院、公司、机构、组织、国家等名词或代词作宾语,也可用于被动结构。 【考点二】find和found辨析 单词 汉语意思 过去式 过去分词 find 发现,找到 found found found 创立,创建 founded founded 2. all kinds of 各种各样的 例: They sell all kinds of things.他们出售各种各样的东西。 【考点一】kind为可数名词,意为“种类”。 different kinds of 不同种类的 a kind of 一种 of a kind 同一种类的 【考点二】kind of 意为“有点”,其后常跟形容词。 例:I'm kind of hungry. Could you give me some food?我有点饿了。你能给我些食物吗? 3. take a vacation 去度假 例:They always take vacations in Europe.他们总是去欧洲度假。 【考点】vacation, holiday 与day off vacation指正式规定的假期。 holiday 表示可长可短的假期或纪念某件事的节假日。 day off 表示工作日时候的请假。 例:I'm going to Australia for a holiday. 我打算去澳大利亚度假。 I will have two days off. 我将请两天假。 4. somewhere nice 某个好地方 【考点】some构成的副词与形容词连用时,形容词需放在some构成的副词的后面。 例:He wants to go somewhere warm. 他想去某个暖和的地方。 somewhere 某个地方  anywhere任何地方  nowhere没有地方  everywhere到处 5. among /ə'mʌŋ/ prep.在……之中 例:I found him among the crowd.我在人群之中找到了他。 【考点】辨析among与between among 用于三个或三个以上的人或物之中,或笼统的一群人或一些物之中,表示“在……中间”,其宾语通常是一个表示笼统数量或具有复数/集体意义的名词或代词。 between 一般指“两者之间”,也可以用来指三个或三个以上的人或物中的每两个之间。 例:①The woman teacher is between two pots of flowers. 这位女老师在两盆花中间。 ②The woman teacher is among some flowers and cats. 这位女老师在一些花和猫之间。 6. in the seventeenth century在十七世纪 【考点】英语世纪和年代表达法 (1)世纪可以用定冠词加序数词加century表示。 eg:the eighteenth century 十八世纪 (2)世纪+年代是由定冠词和基数词表示的世纪加十位整数的复数形式构成。eg:in the nineteen thirties/1930's 在二十世纪三十年代 7. die /daɪ/ v.死;死亡 例:His father died five years ago.五年前他父亲去世了。 【考点】辨析die,dying和death dying dying 既是die的现在分词,也是一个形容词,意为“将要死的,濒临死亡的”。 The doctor is operating on a dying monkey. death 是名词,意为“死亡”。 It was a matter of life and death.这是生死攸关的事情。 8. following/'fɒləʊɪŋ/ adj.接着的;接下来的 例:the following day 第二天 【考点一】following为形容词,常用来作定语,其动词形式为follow,意为“跟上”。 例:Sorry, I can't follow you. Could you speak slowly?对不起,我没有听明白。你能说慢一点儿吗? 【考点二】区分following与next following和next前常加定冠词the,the following指紧随其后的,有一定的顺序性;the next指接下来的或下一个。 9.lay /leɪ/ v.摆放 【考点】辨析lie和lay lie 躺,平放 过去式是lay,过去分词是lain,现在分词是lying。 说谎 过去式和过去分词均为lied,现在分词是lying。 lay 放置,下蛋 过去式和过去分词均为laid,现在分词为laying。 巧记lie与lay 规则的撒谎,不规则的躺; 躺过的就下蛋,下蛋不规则。 lie→lied→lied→lying说谎 lie→lay→lain→lying躺;位于 lay→laid→laid→laying放置,下蛋 10. receive/rɪ'siːv/ v.收到;接到 例:I received a letter from my friend.我收到了朋友的一封来信。 【考点】辨析receive与accept receive 被动地“收到”或“接到” We haven't received his letter for a long time. 我们很久没有收到他的来信了。 accept 主动地“接受” She was very glad to accept the invitation.她非常愉快地接受了邀请。 11. for example 例如 例:I like fruit. For example, I often eat bananas in the evening.我喜欢水果,例如我经常在晚上吃香蕉。 【考点】such as,for example与like such as 一般用于列举同类人或事物中的几个作为例子,但必须少于前面所提及的总数,位置只能在列举名词之前。 for example 一般用于列举同类人或事物中的一个作为例子,位置灵活,可位于句首、句中或句末。 like 常用来举例,可与such as互换,但such as可以分开使用,此时不可与like互换。 12. apart from 除……之外 【考点】apart from 根据上下文含义的不同,既可以等同于besides,也可以等同于except 和except for。 例:Apart from them,I had no one to talk to.除了他们,我没有人可以说话。 13. I will invite you to come with me.我将邀请你跟我一起去。 invite为动词,意为“邀请”。 例:Did Jim invite you last night? 昨晚吉姆邀请你了吗? 【考点】invite sb.to do sth.邀请某人做某事 例:He invited Mary to have dinner. 他邀请玛丽吃晚餐。 【拓展】invite的名词形式为invitation“邀请函;请帖”,常与介词to连用。 例:Jane received an invitation to a party just now. 刚才简收到了一个聚会邀请函。 14. He has over ten years' teaching experience. 他有十多年的教学经验。 【考点】作为动词,experience意为“经历”。 例:He has experienced a lot of things in America.他在美国经历了许多的事情。 作为名词时,分为可数名词和不可数名词。 不可数名词 意为“经验” He has rich experience in teaching. 他在教学上有丰富的经验。 可数名词 意为“经历” My uncle has many unusual experiences. 我的叔叔有许多不寻常的经历。 15. Have you ever visited another country? another作为限定词时,表示“又一;再一 ”,而作为代词时,表示“另一个”。 例:Could you answer me another question?你能再回答我一个问题吗? 【考点】“ another+基数词+名词”表示“再……”, 等同于“基数词+more+名词”。 例:We wanted another three books. =We wanted three more books.我们想再要三本书 16. What are you up to? 【考点】be up to sth.表示“正在做某事,忙于某事” 例:I haven't seen you these days. What are you up to?这些天我都没有见到你。你在做什么呢? 【重点】be up to sb.由某人决定 例:Which one do you want? It is up to you. 你想要哪一个?你决定吧。 17. farther/'fɑːðə(r)/adj.&adv.更远 【辨析】farther与further ⑴farther表示距离或时间上“更远(的)”;可用于比较级句子中,与than连用。 例:I can't go any farther.我再也走不动了。 ⑵further可以表示距离或时间上“更远 (的)”,还可以表示抽象意义的“更多的,更进一步的”,而farther不能这样用。 例:I have nothing further to say. 我没有更多要说的了。 Module 2 Public holidays 一、重点短语 1. public holiday 公众假日 2. have a three-day holiday 有三天的假期 3. have one day off 有一天的休息时间 4. since then 从那以后 5. all kinds of 各种各样的 6. take a vacation 度假 7. have a picnic去野餐 8. fall asleep睡着 9. have fun doing sth. 高兴做某事 10. go somewhere interesting去有趣的地方 11. give thanks for 为某事/某物而感谢 12. play music演奏音乐 13. give thanks to sb. 向某人表示感谢 14. get together 聚会 15. grow corn种植玉米 16. lay the table摆设餐桌 17. tell a story / joke 讲故事/笑话 18. get back回来 19. wake sb. up叫醒某人 20. depend on依靠,依赖 ;取决于 21. depend on sb. to do sth. 指望某人做某事 二、固定结构 1. .have fun doing sth做某事很开心 2. make much progress取得很大的进步 3. make progress in (doing) sth.在(做)某事方面取得进步 4. in different ways以不同的方式 5.watch sb. do/doing sth观看某人做/正在做某事 6.teach sb. how to do sth教某人如何做某事 7. apart from除......以外(还有), 相当于besides。 8. plenty of大量的,充足的,跟可数名词复数或不可数名词 9. get out of bed 起床,相当于get up 10. make a plan for为......做计划 三.重点句型: 1.We only have one day off. 我们只有一天假。 2.Is there anything special on that day?那天会有什么特别的活动吗? 3.People make short speeches and give thanks for their food.人们作简短的致辞,为食物而感恩。 4. He is going to take a vacation to Beijing. = He is going to Beijing on / for vacation. 5. It’s better to do sth.最好做某事. 6.Don’t you ...?(否定疑问句)难道你.......吗? 7. I will call you as soon as I get there. 四.语法要点: 1.时间状语从句: 1).when 引导的时间状语从句: 既可以表示在某一时间点,又可以表示在某一时间段发生的事,主句与从句的动作可以同时发生,也可以先后发生。 When the weather is fine, we go out for a walk. 天气好时,我们出去散步。 When mom came back, I was watching TV. 妈妈回来时,我正在看电视。 2).while引导的时间状语从句: 表示主句的动作在从句动作进行过程中发生。while 只能引导持续性动词,且使用进行时态。 While they were crossing the Atlantic, many people died.他们中的很多人在横渡大西洋时丧生了。 3).as soon as…引导时间状语从句:强调动作紧密相连。如果主句是一般将来时态从句要用一般现在时态(即主将从现) I will call you as soon as I get there. We began to work as soon as I came here. 4). until引导的时间状语从句: 表示动作或状态一直持续到某一时刻,即“直到……” I will wait until you come back.我会等到你回来。 She waited until the meeting ended.她一直等到会议结束。2.复合不定代词/复合不定副词被形容词修饰时形容词必须后置:something important, somewhere new Module 3 Heroes 一、重点短语 1. choose to do sth. 选择做某事 2. tell sb. about sth. 告诉某人关于某事 3 stop doing sth. 停止正在做的事 4. stop to do sth. 停下去做另外一件事 5. in the world 在世界上 6. attend a meeting 参加一次会议 7. attend university abroad 出国留学 8. give up doing sth.放弃做某事 9. have a strong will 有坚强的意志 10. die of 死于…… 11.once again再一次 12. die for为……而死 13. at that time 那时候,在那时 14. on one’s own = by oneself独自;单独 15. take off (飞机等)起飞;脱下(衣服等) 16. manage to do sth. 设法做成某事 17.be proud of 为……感到自豪 18. learn from向......学习 19. save one’s life 挽救某人的生命 20. on one’s way home在某人回家的路上 21.try to do sth.努力干某事 22. both...and... .......和......两者都 二、固定结构 1.the + 形容词,表示某一类人(复数) the rich富人 2. be useful for (doing) sth. 某事/某物有用 3. without doing sth. 没有做某事(做伴随状语) 4.operate on +sb./某部位 The doctor is operating on a boy / his leg. 5. do an operation on sb. 给某人做手术 The doctor is doing an operation on a girl. 6. continue doing sth. 继续做原来的事 7.continue to do sth. 继续做另一件事 8. die from 由于…而死(外因)后跟wound, accident, over work, carelessness等。 9.set off for… 动身/出发去… They set off for home then. 三.重点句型: 1. Whatever she does, she never gives up!无论做什么,她都不放弃! 2. I think she is a good student as well as a good player.我认为她不仅是一个出色的运动员而且还是一个好学生. 3. At that time, there were few doctors, so he had to work very hard on his own.那时医生少,所以他不得不独自辛苦工作。(结果状语从句) 4.It’s useful for sb. to do sth. 做某事对某人有用 5.What do you think is the most important inventions?你认为最重要的发明是什么? 四.语法要点: 1. 原因状语从句:表示原因的状语从句,由because(因为),since(既然),as(既然),for(因为)等引导。    1.because引导的原因状语从句一般放于主句之后,because表示直接原因,语气最强,回答why引导的疑问句只能使用because   eg. I don`t like it because it`s boring.    ——Why didn`t you come to my party?    ——Because I had something important to do.    注意 “not……because” 结构中的not既可以否定主句又可否定because引导的整个从句,例如: He didn`t come because he was ill.(否定主句的come) He didn`t come to my house because he wanted to visit me.他来我家不是因为要看望我(还有其他主要目的)。(否定because引导的整个从句) 2.Since引导的原因状语从句一般位于主句之前,表示已知的、显然的理由。通常被翻译成“既然”,较为正式,语气比because弱。 Since everyone is here, let`s begin. 3.as引导原因状语从句时表示说明“双方已知的原因”,语气比since要弱,较正式,常位于主句之前。  As you have enough money, you`d better buy a new car.既然有钱,你最好买辆新车。 4. for引导的原因状语从句并不说明主句行为发生的直接原因,只是辅助性的补充说明,for引导的原因状语从句只能放在主句之后,并且要用逗号与主句隔开。    He can`t go out ,for his car is here.他不可能出去,因为他的车在这里.(车在其实并不能说明他不出去) 2. 目的状语从句:目的状语从句通常放在主句后面,常由so that, in order that 引导。目的状语从句中的谓语常有may (might),can (could),shall ,will 等情态动词。    如:He always gets up early so that/in order that he can catch the first bus to work.    3. 结果状语从句:常放在主句之后,由so, so that, so…that, such…that等引导.so…that与such…that句型在一定条件下可相互转换。 如:He is such an excellent student that everyone in our class likes him. = He is so excellent a student that everyone in our class likes him. 注意: so that 引导结果状语从句和目的状语从句的辨别    so that从句之前有个逗号的常为结果状语从句,表示某一行为带来的结果,从句中的时态常用过去式; so that从句中有情态动词may(might),can(could),should, will等通常是目的状语从句。    如:He spoke as aloud as possible, so that everyone heard clearly.他尽可能地说大声点,这样可以听清楚。(目的状语从句) He studied hard so that he could get good grades.他努力学习,以便可以取得好成绩。(目的状语从句)    He studied hard, so that he got good grades.他努力学习,这样他就取得了好成绩。 (结果状语从句)   由so 引导的结果状语从句,表示由于某个行为而导致的结果: At that time, there were few doctors, so he had to work very hard on his own.那时医生少,所以他不得不独自辛苦工作。 He worked too hard, so he fell ill again.他工作过于劳累,结果又病倒了。 Module 4 知识点 一:现在进行时表示将来: 当表示计划好或准备要做某事时,可用现在进行时表示将来 例:Jim is going boating this afternoon。 吉姆今天下午要去划船 Are they all coming tomorrow?他们明天都要来吗? 例:Dad ______the USA in two weeks . A, is leave for B, leaves for C, is leaving for D, left for 二 ,so 引导的倒装句 So+be动词/助动词/情态动词+主语:表示前面所说的情况也适用于另一个人或物 be动词/助动词/情态动词 ,要和前一句的谓语动词保持一致。 此处的so 和副词“这样,这么”及连词“因此,所以”不同,在这个句型中,so 常用来代替上文中的形容词,名词,或动名词,表示赞同。 例:She is an English teacher .So am I . He can swim ,and so can I. 例:Sandy likes English best .She reads the texts every day . A, So does Jim B, So Jim does C, So Jim is D, So is Jim 三:so +主语+谓语 和 so +谓语+主语 的区别: 当两个句子指的是两个人时,so 后句子用倒装 例:He is a student .So am I .他是一个学生。我也是。 当两个句子指的是同一个人时,so 后句子不倒装。 例:Lucy likes dark blue . So she does .路西喜欢深蓝色。确实如此。 例:______exciting news it is ! Disneyland in Shanghai has opened to the public! _______.We plan to go there this summer holiday. A, What an ; So is it . B, What ;So it is . C, How ;So it is . D, How; So is it . 四,as 和like 作介词的用法 As 用作介词,“作为,当作” 例:I found a job as a guide . Like 用作介词,like 前边一般要有be 动词,翻译为“像。。。” 例:The baby is like his mother .=The baby looks like his mother . 例:作为一名作家,他很有名。 _____a writer, he was _____. 汤姆的相貌像他父亲。 Tom _____ ______ his father in looks. 五:turn on/off 表示打开/关掉 收音机,电灯,水龙头等 六: 1,another “另外一个,再一。。。”,是泛指,而不是特指.指同类中的任何一个,常用来指至少三个中的一个,也可指在原有基础上再累加一个。 例:I don't like this room. Let’s ask for another . 2,The other “另一个”,是特指,指两个人或物中的另一个。 常用于one ….the other ….结构中 例:There are two apples on the table .One is big ,and the other is small.. 3,the others 是the other 的复数形式,指代其余的或剩下的人或事物,为代词。 例:There are five pencils on the table .Two are mine ,and the others are Dick’s. I went swimming while the others played tennis . 4,other “其他的,另外的,别的”,后面接名词复数,表示泛指 例:Did you see any other films ? 5, others 泛指其他的,另外的或别的人或事物,常用于some …others …结构中。 例:some people came by car ,and others came on foot . 例:Ann is here ,but ______girls are still in the playground. He finished his sandwich and asked for ______. Mr Wang and Miss Gao and three _______teachers were in the office . He always think of _______,but he never think of himself. He is the only person who has been to England in our class .None of _____have been there. 七:so …that …和such …that ….引导的结果状语从句:“如此。。。以至于。。。” So 后接形容词或副词,such 后所接内容中心词是名词,that 后面是一个完整的句子。 例:She is so beautiful that many people like her . It was such a fine day that nobody wanted to stay at home. 两种句型可以互相转换: 例:He is so young a boy that he can’t go to school . =He is such a young boy that he can’t go to school . So …that …与such …that …的肯定形式可用enough…to …改写,其否定形式可用too…to …改写 例:English is so useful that we must learn it well . =English is useful enough for us to learn well . I’m so tired that I can’t go any farther . =I’m too tired to go any farther . 例:Why didn’t you write down what the teacher said ? Because she spoke ____fast ____I couldn’t follow her . A, too ;to B, very :that C, enough; to D, so ; that 八:although 和though 引导的让步状语从句: 让步状语从句常由连词though ,although ,或even if 引导 Although 和though 都有“虽然,尽管”之意,在口语中though 较常使用,although 比though正式,二者都可与yet 或still 连用,但不能与but 连用 例:Though he has never been to the USA, he is interested in it . Though I believe it ,yet I must consider.虽然我相信这一点,但我必须考虑考虑。 Although /Though he was exhausted, he (still )kept on working . Although/Though he is very old ,(yet)he is quite strong. Although 引导的让步状语从句位于主句之前的情况较多 Though引导的让步状语从句可位于主句之前或主句之后 She passed the examination though she hadn’t studied very hard . 例:_____riding shared bikes is an environmentally friendly way to travel ,many of the bikes are thrown everywhere . A, Although B, As C, Unless D, Until Module 4 Home alone 一、重点短语 1.a couple of 两个, 几个 2. make sure确保 3. wake up醒;醒来 4.plenty of许多,大量 5. cook simple meals 做简单的饭菜 6. be/feel bored with sth.对某事感到厌烦 7. be about to do sth.打算做某事 8. be worried about= worry about担心 9. be busy doing sth./ be busy with sth. 忙于做某事 10. hand in上交 11. on business出差 12. come true实现 13. feel tired and sleepy 感到又累又困 14. hurry to do sth. 匆忙做某事 15. at last最后; 终于 16. ask sb. for sth.向某人要某物 17. plan to do sth. 计划/打算做某事 18. depend on依靠;依赖 ;取决于 19. tidy up收拾;整理 20. help sb. with sth. =help sb. (to) do sth. 帮助某人做某事 21. see sb. off送别某人 22. in a hurry 匆忙 23. by accident= by chance 意外地,偶然地 24. later on 以后,后来 25. take away 拿走,带走 26. in danger 处于危险中 27. all day long整天 28. point out 指出 29. call the police 报警 30. clean up 清理 31. fight with 与……打架 32. be unable to do sth.不能做某事 33. be /get ready for sth. 为某事准备好 二、固定结构 1. have to do sth.不得不做某事 2. be careful of小心 ,注意(强调对...认真,细心,小心, 比较褒义)Please be careful of your spelling.请注意拼写。(褒义) 3. be careful with 小心(强调对干什么要认真,谨慎)Be careful with the wet floor.小心潮湿的地板。(无褒义) 4. learn to do sth.学会做某事 5.have a good trip 旅途愉快 6. a few+可数名词复数 几个...... 三.重点句型: 1. So am I, but I can`t miss two weeks of school.我也是(很遗憾),但是我不能两周不上课。(so+be动词/助动词/情态动词+主语 结构 表示“........也是如此”) 2.Your train is about to leave.你的火车就要开了。 3. As a boy like all other boys, I wanted to be a man.作为男孩,就像其他所有男孩一样,我想做个男子汉。 4. Now was my chance.现在我的机会来了。 四.语法要点: 让步状语从句:让步状语从句表示“虽然,即使,尽管”。常用的引导词有:although,though,even though, even if均为“虽然,即使,尽管”之意,都不能跟but连用即主句中不能出现but,但可用yet.   although语气比though强且正式,用于书面语;even if强调假定性,而even though强调事实且语气更强。 eg: Although I had a busy holiday, I am happy yet.虽然我假日很忙,但我很快乐 。   The apples are very sweet though they are small.苹果虽小,但很甜。    Even though he has no money, I like him.尽管他没钱(是事实),我还是喜欢他。    Even if he has no money, I like him.即使他没钱(假设),我还是喜欢他。 though引导的让步状语从句还可以用于部分倒装句式:Strange though he seems, I still let him in. Module 5 知识点 一:Me too. 和So do I I’m 16 years old . Me too .=So am I . I usually walk to school . Me too .=So do I . Me too 表示的是和别人一样的意思,通常不含有动作的意思。 例:I would like a cup of coffee. Me too . So do I 。一般表示一个人说他做了什么,另外一个人表示自己也做了同样的动作,使用范围比Me too 小。 二:against 的用法:是介词,不是动词 1, 表示“反对”,反义词是“for”.表示强烈反对,用副词strongly修饰against 例:Are you for or against the plan? Public opinion is strongly against his visit to the country. 2,表示位置,“靠着,倚,碰,衬托” 例:The teacher’s desk is against the wall .这位老师的桌子靠墙放着 He stood leaning against the tree .他站着,倚靠在树上。 例:One of the opinions _____smoking is that it is harmful to people’s health. A, for B, against C, at D, in 三:why not …?=why don’t you …? Why not go to the park on foot ? It’s quite near . All right ! Why not ask Mr. Wu to help us ? Because he is busy now . 四:no wonder的用法: No wonder +(that)从句=It is no wonder +(that )从句:“难怪。。。” Tom has been eating sweets all day .No wonder he is very fat . 例;It is no wonder that the children love to visit the farm. _____ ________that the children love to visit the farm. 五:go ,lost ,missing ,的区别: Gone :“不复存在,用完了” ,含一去不复返的意思,作表语或宾补,不可以作定语。 Lost :“丢失的,迷路的”,含难以找回的意思,可作定语,表语或宾补。 Missing:“失踪的,丢失的”,强调某人或某物不在原处,可作定语,表语或宾补 例:My fever is gone ,but I still have a cough . The parents found the lost child at last . My dictionary is missing .who’s taken it away ? The police searched far and wide for the _____ ______. 六:compare 的用法: 1,compare A with B:“把。。。跟。。。比较”,一般用于两个同类事物之间,着重区别 How does your computer compare with mine ? 2, compare A to B “把。。。比作。。。” He compared the girl to the moon in the poem . 例:别老是拿我和别人作比较。 Do not always ______ me _______others ,please! 例:他们都开始把他比作雷锋。 They all started to _____him ______Lei Feng . 七:make sure 的用法: Make sure :“弄清,查明,核实”,常用于祈使句,后面常接从句或of 短语 Make sure +that 从句:“查明,确保” 例:I make sure (that )he will come . Make sure of +代词/名词:“弄明白,确保” Make sure of his coming before you set off . 八:all 和whole 的区别: 1,意思相近,位置不同:all 放在冠词,指示代词,物主代词之前 Whole 放在冠词,指示代词,物主代词之后 例:all the family =the whole family 全家 2, 在复数名词前一般用all,在单数可数名词前一般用whole 例:All my friends are poor. The whole building was burning . 3,在表地点的专有名词前,一般用all 而不用whole ,但可用the whole of 例:all China =the whole of China . All (the )day/week/month/year =the whole day All (the )spring =the whole spring 但在表示时间的名词hour和century之前,一般用whole ,不用all 例:I waited for her a/the whole hour. 例:一晚上他只说了两个字。 He spoke only two words______ ______ ________. 九:“if 从句+陈述句”与“祈使句+连词+陈述句”之间的转换 1, 祈使句+or+陈述句 例:Let’s move the stone ,or it may cause an accident. =If we don’t move the stone ,it may cause an accident. 2,祈使句+and/or+陈述句 例:Use your head, and then you’ll find a way. =If you use your head ,you’ll find a way . Module 5 Museum 一、重点短语 1. on the ground floor 在一楼 2. on the second floor 在二楼 3. punish sb. for (doing) sth. 因(做)某事而惩罚某人 4. take a photo/ picture拍张照片 5. be rude 粗鲁的 6. as well as 不仅……而且 7. fill …with… =be full of把…装满… 8. be against the rule 违反规定 9. drop in顺便拜访 10. drop in on sb. 顺便拜访某人 11. in trouble 处于困境 12. get into trouble陷入麻烦 13. be different from 与……不同 14. talk about sb. /sth. 谈论某人/某事 15. the answer to the question 问题的答案 16. the key to the door 门的钥匙 17. be free 免费的 18. look forward to (doing) sth. 盼望(做)某事 19. take a boat trip乘船旅行 20. find out 查明,找出 21. compare...with 把…和…相比较 22. people of all ages 各个年龄段的人 23. keep quiet保持安静 24. allow sb. to do sth. 允许某人做某事 25. allow doing sth. 允许做某事 26 break the rule破坏规则 27. pay attention to 注意 28. pay attention to (doing) sth. 注意(做)某事 29.have a high fever发高烧 30. send an email发送电子邮件 31.write down写下 二、固定结构 1. . No wonder. 难怪。 2. go upstairs/downstairs上楼/下楼 3. make a noise 发出噪音 4. have a wonderful time 玩得很开心 5. without doing sth.没有做某事 6.in the whole world在全世界 三.重点句型: 1. No entry. 禁止入内 2. No photos. 禁止拍照 3. No shouting and no running. 禁止喧哗和奔跑。 4. That’s no good. 那不好。 5. What’s the matter (with sb.)?(某人)怎么了? 6.What a/an+形容词+名词单数!多么......一个......! 7. If you compare the medicine of the past with the medicine of today, you will feel very lucky next time you visit a doctor. 如果你把过去的药和今天的药进行比较,下次你去看病的时候会感觉很幸运的. 四.语法要点: 1.条件状语从句 :表示条件的状语从句。本单元学习“if + 祈使句”结构,相当于汉语的“如果……,就……” If you want to go, please tell me.如果你想去的话,就告诉我一声。 If you ever go to London, make sure you visit the Science Museum.如果你去伦敦,一定要参观科学博物馆。 2.表示禁止做某事: 1). No+V-ing (动名词): No smoking.禁止吸烟。 2). No + 名词: No photos. 禁止拍照。 3). 祈使句: Don`t touch. 请勿触摸。 Module 6 知识点 一, too much 和 much too 的区别: too much 的中心词是much ,用法与much 相同,用来修饰不可数名词。 例: She spent too much money on clothes . Much too 的中心词是too ,用法与too 相同,用来修饰形容词原级,或副词原级 例:I’m afraid that this cap is much too big for me . 例:The new kind of car is _____dear. I don’t have _____money . A, too much; much too B, much too ;too much C, too much ;too much D, much too ;much too 二:否定转移: 当believe ,think ,suppose ,imagine ,expect,等动词后接的宾语从句为含有not 的否定句时,该否定应前移至主句,即否定主句的谓语动词 例:I don’t think it will rain tomorrow.我认为明天不会下雨 We don’t expect our football team will win the World Cup .我觉得我们的足球队不会赢得世界杯比赛。 涉及转移的只是not ,not 以外的其他否定词,如:no ,never ,hardly, few ,little ,seldom 等,不必转移 例:I believe my brother has never been late for school . We can imagine birds can hardly live without these woods. 反义疑问句,有两种构成: 1, 当主句的主语为第一人称时,附加疑问句的主语,谓语应与从句的主语,谓语,相一致。 例:I expect our English teacher will be back this weekend ,won’t he /she ? We suppose you have finished the project, haven’t you ? I don’t believe that he can translate this book ,can he ? We don’t imagine the twins have arrived, have they ? 回答:若双胞胎已经到了,则回答:“Yes,they have.” 若双胞胎尚未到达,则用:“No ,they haven’t.” 2,当主句的主语为第二,三人称时,附加疑问句的主语,谓语应与主句的主语,谓语相一致。 例:Your sister supposes she needs no help ,doesn’t she? You thought they could have completed the project ,didn’t you ? 三:instead 和instead of 的用法: 1,instead 是副词,“代替,而不是”,表示前面的事没做,而是做了后面的事 一般位于句首或句尾,不能位于句中,不能位于祈使句的前面。 例:If you cannot go ,let him go instead . 2, instead of :是介词短语,具有否定意义,后面所加的内容是没有做的事情,后接名词,代词,动名词短语等 例:I have to finish my work instead of going out . 四:consider, think ,believe 的区别: Consider, 可接名词,代词,动名词,疑问词+动词不定式,that/what/how 从句作宾语 例:Let me consider the matter well before deciding . Think , 可接名词,代词,疑问词+动词不定式,that/what/how 从句作宾语 例:I think you should take a bus there. Believe ,可接名词,代词,that /what 从句作宾语 例:We believe he is an excellent student. Why not _____visiting Beijing ?There are so many places of interest there. A, suggest B, wonder C, consider D ,regard 五:try out :“试用” 例:I’m trying out a new computer. Try out for sth :“参加。。。的选拔(或试演)” 例:She is trying out for the school play . Try on 和try out 的区别:这是两个由“try+副词”构成的词组: Try on :“试穿(衣服,鞋子),试戴(帽子)”,on 是副词,当宾语是代词时,宾语要放在on 之前;如果宾语是名词,该宾语放在on 之前或之后均可 例:I went to the tailor’s to try on my new suit .我去了裁缝店去试我的新西服。 Would you like to try it on ,Miss ? Try out :“试用某种机器,理论或方法;测试;试验” ,out 是副词,当宾语是代词时,宾语要放在out 之前;如果宾语是名词,该宾语放在out 之前或之后均可 例:It seems like a good idea .I will try it out . 例:I will ______ ______ ____ and see if it works . 六:be angry with /at 的区别: Be angry with :指对某人发脾气 例:I didn’t want him to be angry with me . Be angry at /about /over :指因某件事发脾气 例:I was angry at the way he had treated me . He is angry about the loss of his pen . Be angry 后可接that 从句: 例:She is angry that he hasn’t answered her letter . 七: apologise /apologize :是不及物动词,表示向某人道歉:用介词to 表示因为某原因而道歉,用介词for : 例:First ,I must apologise to you . He apologized for not being able to meet her . Apologize to sb. For sth :因某事向某人道歉 例:He apologized to the teacher for coming late . Apologize 是不及物动词,后不可接 that 从句: 八:no longer 的用法: 1,表示时间上的“不再”,用作副词, No longer =not ….any longer =not ….any more. 例:He knows that he is no longer young . We don’t live here any more /longer . 2, no longer 通常位于实意动词之前,be动词,助动词,情态动词之后 例:He no longer loves her . 3, not …any more 一般用于非延续性动词的句子中,说明在程度和数量上的不再 例:He can’t drink any more. 4, not …any longer 一般和延续性动词连用,表示时间,状态,距离不再延续,着重于现在和过去情况的对比 例;I can’t stay here any longer . 例:探访月球不再是怪诞的梦想。 A visit to the moon is _____ ________a fantastic dream. 九:if 引导的条件状语从句: If 引导的条件状语从句可放在主句之前,这时要用逗号把从句和主句隔开 当主句在前从句在后时,不需用逗号隔开 下列三种情况,if 引导的条件状语从句要用一般现在时表示将来: 1,主句中有:will ,shall , won’t 等 例:We won’t go shopping if it rains tomorrow . If he gets the news ,he will let me know . 2, 主句中有may ,can ,must 等情态动词 例:If you want to be a college student ,you must study hard . You can pass the exam if you study hard . 3, 主句是祈使句 例:Please come to see me if you have time . 例:If it _____sunny tomorrow ,I will go shopping with my friend in the supermarket . A, will be B, be C, is D, was 例:_____we keep our hearts open ,,we can experience the happiness friendship brings us . A, Since B ,If C, Unless D, Though 解析:since “自从;既然”引导时间或原因状语从句 If “如果”引导条件状语从句, Unless “除非,如果不”引导条件状语从句 Though“虽然”,引导让步状语从句 Module 6 Problems 一、重点短语 1. play the guitar 弹吉他 2. fail the exam 考试不及格 3. pass the exam 通过考试 4. play musical instruments 演奏乐器 5. make a deal with sb. 与某人达成协议 6. fail to do sth. 做某事没成功 7. do volunteer work 做义工 8. want sb. to do sth. 想要某人做某事 9. come home from school 放学回到家 10. consider doing sth. 考虑做某事 11. ask for one’s advice 征求某人的建议 12. tell sb. the truth= to be honest告诉某人真相/说实话 13. use sth. for (doing) sth. 把某物用于(做)某事 14. instead of (doing) sth. 代替/而不是做某事 15. at least 至少 16. at most 至多 17. pay the bill 付账单 18. offer to do sth. 主动提出做某事 19. warn sb. (not) to do sth. 警告某人(不要)做某事 20. hurry up 快点;赶快 21. go wrong 出毛病;出故障 22. decide to do sth. 决定做某事 23. try out 试用;试 24. take off 起飞;脱下;卸载 25. no longer = not ... any longer 26. no more = not …any more 不再 27. be angry with sb. 生某人的气 28. be angry at sth. 对某事生气 29. make mistakes 犯错 30. by mistake 错误地 31. pocket money 零花钱 32. refuse to do sth. 拒绝做某事 33.warn sb. of /about (doing) sth.警告某人关于(做)某事 34. save up a lot of money 攒了许多钱 35. feel sorry for 为……感到遗憾 36. apologize to sb. for (doing) 因某事向某人道歉 =make an apology to sb. for (doing) sth. 37. get back 找回;返回 38. get into the habit of doing sth 养成做某事的习惯 二、固定结构 1. finish doing sth 完成做某事 2. spend + time/money (in) doing sth花费时间/金钱做某事 3. stop sb./sth. (from) doing sth. 阻止某人做某事 4..get into trouble with sb.与某人关系紧张 5. too much + 不可数名词 太多的 6. as +形容词或副词的原形+as 和...一样.... 7. That’s / It’s a shame. 真可惜;真遗憾 8. No deal. 不行。 9. come round to sp. 拜访(某地) 三.重点句型: 1.I want you to get into the habit of doing your homework as soon as you come home from school.我想让你养成一放学回家就做作业的习惯。 2. That’s a shame.真遗憾。 3. That’s not the point. 那不是我说的(我想说的不是那个观点)。 4. No deal, Tony.托尼,这不行。 5.The reason is that he thinks something will go wrong if I play games.原因是他认为我要是在电脑上玩游戏的话,电脑就会出毛病。 5. It’s +adj.(形容词)+ (for sb)to do sth.(对某人来说)做某事是...的 7. You should +动词原形 你应该做.... 四.语法要点: 条件状语从句 :表示条件的状语从句,由连词if (如果),unless (如果不,除非)等引导。 条件状语从句遵循“主将从现”(主句是将来时从句用现在时)的原则,即便表示将来也要用一般现在时态. I won`t go unless you reply to my question.    If you don`t study hard ,you won`t pass the exam.   注意:if引导的宾语从句和状语从句的区别: 宾语从句中的if表示“是否”,可使用一般将来时态。eg: I don`t know if he will help you. Module 7知识点 一. What’s up?的用法: 1, 询问某人怎么样: 相当于:What’s wrong ?=What’s the matter ? 2, 询问某人近来过的怎么样: 相当于How ‘s it /everything going ? =How are you doing ? 回答:Nothing ./Nothing special . 二:accept 的用法: 1, 表示接受,既可作及物动词,也可作不及物动词 例:She offered him a lift and he accepted her offer . He asked her to marry him and she accepted . 2, receive 和accept 的区别: Receive 指被动地收到或接受,accept 指主动地接受 例:She received his present ,but she didn’t accept it . 3, accept 后可接名词或代词做宾语,但一般不接不定式, 表示“接受做某事”可用 agree to do sth 例:His idea was such a good one that we all agreed to use it . 例:I didn’t mean to trouble Curry yesterday .It was pouring with rain so I _____ his offer of a lift . A, refused B.,, received C, allowed D, accepted 三:What do you think of ……?的用法: 用来询问对方对某事的看法,相当于“How do you like …….?” 例:What do you think of the food here ? It’s very delicious . How do you like the life here ? It ‘s very comfortable . 四:suppose 的用法: 作及物动词“认为,猜想,料想,假设” 1, 后接that 引导的宾语从句,that 可以省略 例:I suppose we’ll go there next week . 2,suppose +sb/sth +不定式 例:I supposed her to have already left for home . 3, suppose 作插入语 You don’t mind my smoking ,I suppose . 4, be supposed to do sth :因该做某事 例:We are supposed to behave properly in public places . 五, see sb doing sth :“看见某人正在做某事” 类似的动词还有:feel ,hear ,watch ,notice 这类动词后的宾语补足语也可以是不带to 的动词不定式,表示已经完成的动作 例:I saw the suspect entering the building .我看见嫌疑人正进入大楼 I saw the suspect enter the building .我看见嫌疑人进入了大楼 例:I tried to make Alice ______her mind but I found it difficult . Well ,I saw you ____that when I went past . A, changed ;do B, changes ;doing C, change ;to do D, change ;doing 六, be surprised to 的用法:“对。。。感到吃惊” 例:They are surprised to learn of his death . 七:pay for 的用法: 1, pay 做及物动词,pay sb :“付款给某人” 例:He paid me five yuan . 2, pay for 中的pay 为不及物动词,其宾语多为物,即:“pay for sth ”:付款买某物 其宾语为人时,即:“pay for sb.”:替某人付款 例:Shall I pay for you ?我替你付款好吗? How much did you pay for all these things ? .3, pay (sb.) +钱+for +sth :“付钱(给某人)买某物” 例:I paid the shopkeeper 10 yuan for the book . 例:Do you know how much Mary _____ all these books ?They _____ only 200 yuan . A, spent; cost B, paid for ;spent C, paid for ;cost D, cost ;spent 八:die ,dead ,death ,dying 的区别: 1, die : 动词,强调死的瞬间动作,不能和表示一段时间的状语连用 例:All living things will die . 2, dead :“死的,无生命的”,形容词,作表语或定语 例:He has been dead for two years =He died two years ago . 3, death :“死”,名词,作主语或宾语 例:The death of her mother was very sudden.. 4, dying :“垂死的,临死的”,形容词,作定语 例:The doctor tried to save the dying boy . 例:Yangjiang, a famous female writer ,_____for about a month so far . A, died B, has been dead C, has been died 九:alive ,live ,living ,lively的区别 1, live 通常只做前置定语,一般用于修饰动物 alive 只能置于名词之后, living 可置于名词前,也可置于名词后 例:This is a live fish . This is a fish alive . This is a living fish . 2, alive 和living都可用作表语,而live 一般不用作表语 例:The fish is still alive .=The fish is still living . 3, alive 还可作宾语补足语,而living 无此用法 例:We found the snake alive . 4, living 前加the 可泛指“活着的人,生者”,作主语时被视为复数,live,alive无此用法 例:The living are more important to us than the dead . 5, lively :“生动的,活泼的”既可以指人,也可以指物,作定语和表语, 例:Young children are usually lively . 例:当我赶到医院的时候,她还活着 She was _____ _______when I reached the hospital . 十:被动语态:一般现在时的被动语态: 主语+am /is/are +及物动词的过去分词+(by +动作执行者) 例:The flowers in my garden are watered every day . 主动语态变被动语态:Many people speak Chinese . Chinese is spoken by many people Module 7 Great books 一、重点短语 1. have a discussion 进行讨论 2. more… than… 与其说…不如说… 3. make sense to sb. /sth. 对某人/某物有意义 4.live with sb.和某人一起生活 5. influence sb. / sth. 影响某人(某事) 6. have an influence on sb. /sth. 对…有影响 7. describe ...as...把....描绘成....,把......说成...... 8. not as/so… as... 不如 ....... 9. get into trouble遇上麻烦 10. in the middle of 在......中间/中部 11. escape from… 从…逃跑 12. run away逃跑,逃走 13. be surprised to do sth.对做某事感到惊讶 14. in surprise 吃惊地,惊奇地 15. to one’s surprise 令某人吃惊的是 16. be surprised at sth. 对某事感到惊奇 17. get lost迷路,丢失 18. in the form of以......的方式 / 形式 19.grow up成长,长大 20.all the time总是,一直 21. laugh at sb. 嘲笑某人 22. turn the situation round扭转局势 23. miss school缺课,逃学 24. be included in被包括在.......中 25. be supposed to do sth.应该做某事 26. pay for (sth.)为…付钱;为.....付出代价 二、固定结构 more than + 名词 不只是,不仅仅是 for a time 一度,一时,一小段时间 It is thought to be=People think that人们认为 by the way顺便问一下 in return作为回报 for free无偿,免费 more… than… 与其说是……不如说是…… It's a pity that+从句 遗憾的是…… 三.重点句型: 1. why don’t you do sth.? = Why not do sth.? 为什么不做某事呢? 2. What’s up? = What’s wrong?=What’s the matter? + with sb. /sth. 什么事?/ 怎么啦? 3. That does not make sense to me. 那对我没意义。 4. I don’t want to influence you. 我不想影响你。 5. He has a great influence on the government. 他对政府有很大影响。 6. I sent him a present in return for his help.我送给他一件礼物以回报他的帮助。 7. You will get a book for free. 你将免费获得一本书。 8. Paper is used for more than writing.纸不仅仅只是用来写字。 9. I want to stay here for a time.我想在这里呆一段时间。 10. It is thought to be one of the greatest American stories.人们认为这本书是美国最好的小说之一。 四.语法要点: 1. 被动语态:当我们需要强调某个动作的承受着时,就要使用被动语态。 被动语态1: 一般现在时的被动语态 A. 一般现在时的被动语态构成: 1). 肯定句:主语+ am / is / are + P.P.(及物动词的过去分词)(+by+动作的执行者)   Our classroom is cleaned everyday by us.   I am asked to study hard by my mother.   Knives are used for cutting things. 2). 否定句:主语+ am / is / are +not + P.P.(及物动词的过去分词)(+by+动作的执行者)   This TV set is not made in America. 这台电视机不是美国制造的。 3). 一般疑问句:Am /Is / Are +主语+ P.P.(及物动词的过去分词)(+by+动作的执行者)+? Is the film called Snow White? 这部电影叫《白雪公主》吗? 4).特殊疑问句:Wh- / How(特殊疑问词)+ am / is / are +主语 + P.P.(及物动词的过去分词)(+by+动作的执行者) Why are you scolded by him? 为什么你被他骂了? How many people are mentioned on TV. 电视中提到几个人? B. 怎样把主动语态改成被动语态? 把主动语态改为被动语态非常简单,应遵循以下几个步骤:    1). 将主动语态的宾语作被动语态的主语;    2). 谓语动词变为“be+及物动词的过去分词”,并通过be的变化来表达出不同的时态;    3). 主动语态的主语变为介词“by”的宾语, 组成介词短语放在被动结构中的谓语动词之后(有时“by”的短语可以省略). 例: Tim writes a letter every week. →A letter is written by Tim every week.    How much money do you spend every week? →How much money is spent by you every week? 2.提建议: Why don't you do sth? / Why not do sth? 你为什么不.....呢? Why don't you have a rest? = Why not have a rest? 你为什么不.....呢? Module 8 知识点 一, excuse 的用法 1, 作动词,“原谅,宽恕”,常指原谅一个人的轻微过失或疏忽,主语通常是人 例:Please excuse my bad handwriting . 2, 作名词,“理由”, 例:I won’t let him get away with that excuse .我不会让他用那种借口蒙混过去。 二, difference 的用法 可作可数名词,也可作不可数名词 例:I can make a difference in this world .世界因我而不同 It makes no difference to me whether you go or not . 三, hope和wish 的用法 1, hope to do sth I hope (that )to be your friend . 不能用hope sb to do sth 2, hope +that 从句 I hope (that) I can be a doctor like my father . 3, hope 可以和so 连用 I hope so . 4,wish 后可以接动词不定式,双宾语,复合宾语或that 从句等作宾语 I wish to see you . I wish you well and happy . I wish I were a bird . 四,1,be mad about /on sth /sb :对。。。着迷;对。。。如痴如狂 例:Both brothers are mad about tennis . 2, be mad with sb :对某人生气 例:She was mad with me for coming home late . 3, be mad at …..:对。。。非常恼火 例:He was mad at missing his train . 例:她为我丢了钥匙而生我的气 She _____ ______ _______me ______ _______my keys . 五encourage的用法:encourage sb. To do sth Encouragement : n, 鼓励 例:The teacher’s words were a great encouragement to him . 例:Our country encourages more students ____ football .Now many football clubs have been set up in schools . A, play B, playing C, to play D, will play 六,stop sb (from) doing sth :阻止某人做某事 Nobody can stop him doing that 七,be proud of 和take pride in Proud 是形容词 pride 是名词 例:I’m proud of my country . I take pride in my country . I’m proud of helping others when they are in trouble . I take pride in helping others when they are in trouble . 八,一般过去时的被动语态 构成:主语+was /were +动词的过去分词+(by +动作执行者) 例:The bridge was built in October last year . 否定形式:His computer was not stolen last night . 一般疑问句形式:Was your homework finished yesterday evening ? 特殊疑问句形式:Why was this problem not worked out ? 九:含有复合宾语的主动句变为被动句: 把含有复合宾语的主动句变为被动句时,要把其中的宾语变为被动语态的主语,原来的宾语补足语位置不变。 例:We call him Zhou Jian . He is called Zhou Jian (by us ) 在主动句中,一些表示感官或使役意义的动词,如:hear ,watch ,see ,feel ,listen ,look ,let , have ,help,make 等后面的宾语补足语是动词不定式时, 主动语态中要用不带to的动词不定式,但在变为被动语态时, 要带to 例;We often hear her sing in the room . She is often heard to sing in the room . 例:These rules are made ____the disabled . A, protect B, protected C, to protect D, protecting The waiter took away the plates after we finished eating .(改为被动语态) The plates ______ _______away by the waiter after we finished eating Module 8 Sports life 一、重点短语 1.stand for是.......的缩写;代表 2. train for 为……训练 3. play against和......比赛 4. beat sb.打败某人 5. have a good/bad memory 记忆力好/差 6. continue to do / doing sth.继续做某事 7. a symbol of… …的象征 8. no way决不;不可能 9. face the truth 面对事实 10. have no chance to do sth. 没机会做某事 11. remember to do sth. 记得做某事 12. be mad at sb. about sth. 因某事生某人的气/发火 13. the high jump 跳高 14. cheer for sb. 为某人加油 15. cheer sb. up 让某人开心 / 振作起来 16. encourage sb. to do sth. 鼓励某人做某事 17. have the ability to do sth. 有做某事的能力 18. have the ability in doing sth.有能力做某事 19. set up 建立,成立 20. take pride in...以.......为骄傲 21. at the same time 同时 22. break the record 打破纪录 23. use sth. to do sth. 使用某物去做某事 24.at the same time同时 25. in fact事实上,实际上 26. from now/then on 从现在/那时起 27. suffer from… 患(病),因……而受折磨 28. prepare for...为......做准备 29. stop sb. (from) doing sth. 阻止某人做某事 二、固定结构 if my memory is correct 如果我没记错的话 It's+形容词+to do sth.做某事是......的 It is a pity that... ......是个遗憾 had better do sth.最好做某事 first of all 首先,起初(强调次序) above all 首要的是,最重要的是(强调要引起特别注意) have a good/bad memory 记忆力好/差 nice work/good joy/well done做得好 三.重点句型: 1. What does HAS stand for? HAS代表什么? 2. USA stands for the United States of America. USA是United States of America的首字母缩写。 3.If my memory is correct, you lived here before. 如果我没记错的话,你以前在这里住过。 4. Liu Xing was encouraged at first to train for the high jump.起初,刘星被鼓励参加跳高训练。 5. He is still a symbol of courage and success, and we continue to take great pride in him.他仍然是勇气和成功的象征,我们依然为他感到十分。 6.That’s no excuse. 那不是借口。 四.语法要点: 被动语态2:一般过去时的被动语态 1. 基本结构: 主语+was/were+ P.P.(及物动词的过去分词)(+by+动作的执行者) Jane was criticized by her mom yesterday.简昨天受到妈妈的批评。 2. 含有动词不定式作宾语补足语的主动语态改被动语态的方法:把主动语态的宾语提到被动语态主语的位置,宾语补足语的则不变。注意:这种句子通常无需提到动作的执行者(即不必加上by sb./sth.).如: The school encouraged Liu Xing to train for the high jump.学校鼓励刘星参加跳高训练。 Liu Xing was encouraged(by school)to train for the high jump. 刘星被鼓励参加跳高训练。 Module 9 知识点 一. Put up 的用法:“公布;张贴;搭建” 是由动词+副词 构成的动词短语 例:How beautiful the mountain is ! I’d like to _____a tent there . You’d better not . A, put on B, put off C, put up 二, hear from sb =get /receive a letter from sb 收到某人的来信 三, It be +形容词+(for/of sb )+to do It 是形式主语,动词不定式to do 是真正的主语.因为有时作主语的不定式短语太长,所以放在后面 例:It’s good to help each other .=To help each other is good . It is important for us to learn English well . 四:borrow 和lend 的区别 Borrow sth from sb /someplace 例:You may borrow the book from the library . Lend sth to sb =lend sb. Sth 例:I have lent my bike to Jim . Borrow 和lend 都是非延续性动词,不能和表示一段时间的状语连用 如果要表示借多长时间,要用延续性动词keep 或have . 例:You may keep this book for one month . 五:look through 的用法 “透过。。。看去;浏览,快速查看” 例:Look through this window and you’ll see a beautiful garden . She spent the whole night looking through the students’ homework . 例:4G Internet makes it possible for us to ____the information easily and quickly . A, look like B, look after C, look around D, look through 六. As a result of 为介词短语,后接名词或名词性短语,表示原因相当于because of 例:He was late as a result of the snow . 因此,我们不得不给菜园浇水 _____ ______ _______,we have to water the vegetable garden . 七, 可以修饰比较级的词: Much ,still, even ,a lot ,a little ,a bit ,用来加强比较级的程度和语气,使意思更加明确 例:He is much stronger than his father . Why don’t you do it a little earlier ? 例:If more people give up driving cars ,the air will get much ____in a few days . A, clean B, cleaner C, the cleanest 八, at a time “每次,一次” 例:I can only talk to one at a time .我一次只能跟一个人谈话。 At one time “曾经,一度” 例:At one time I went skiing every winter .我曾经每个冬季都去滑雪 At times “有时” 例:Everyone may make mistakes at times . 例:Mike’s father went up the stairs two steps _____ _____ _______ 九:in the way :挡道,妨碍 例: Can I go along with you ? I won’t get in the way . In a way :在某种程度上,在某些方面 例:In a way it was one of our biggest mistakes . In no way :绝不 例:In fact ,he is in no way honest . On the way :在途中 例:One day I lost my way on the way to my uncle’s house . 从某方面来看,你的作文写得不错 Your composition is well written ____ _____ ______ 十, 被动语态:一般将来时的被动语态 构成:主语+will be done 例;We will be punished if we break the rules . The new film will be shown next Thursday . 否定式:主语+will not be done 例:The meeting won’t be held tomorrow . The exhibition won’t be put off till next week . 一般疑问句:Will +主语+be done 例:Will the work be finished at once ? Yes ,it will be . 特殊疑问句:特殊疑问词+will +主语+be done ? 例:When will these books be published ? Whom wil this book be written by ? 其他结构:1, be going to be done 例:The problem isn’t going to be discussed at the meeting tomorrow. Are these trees going to be cut down ? Yes ,they are . 2, be to be done The sports meet is to be held on April 10th . The machines are not to be repaired tonight .今晚这些机器将不会被修理 3, 在时间,条件状语从句中,常用一般现在时的被动语态代替一般将来时的被动语态 例:If I am given enough time ,I will go to Japan for my holiday . The 24th Winter Olympic Games _____in Beijing and Zhangjiakou in 2022 ,from February 4th to 20th A, is going to hold B, hold C, will be held D, was held Module 9 Great inventions 一、重点短语 1. put up挂;张贴;公布;举起;搭起 2. to some degree在某种程度上 3. on the school website在学校网站上 4. take good care of好好照顾;好好看管 5. wait for weeks 等好几个星期 6. hear from sb. 收到某人的信 7. send and receive emails 发送和接收相片和邮件 8. write (a letter)to sb. 结某人写信 9. in the future/ past在将来/过去 10. thousands of 数以千计的;成千上万的 11. electronic technology 电子技术 12. more powerful 更有效 13. anyway 不管怎样 14. in the near future 在不久的将来 15. instead of doing sth. 代替做某事 16. borrow sth. from sb. /sp. 从某人/某地借某物 17. lend sth. to sb. 把某物借给某人 18. as a result of 由于;因为 19. communicate with 与……联系(交流) 20. be replaced by被......取代 21. look through 快速阅读;浏览 22. go to sleep 入睡;睡着 23. in those days 在那个年代 24. at a time 每次;一次 25. by hand 用手(工);靠手做 26. as a result 结果;因此 27. promise sb. to do sth. 承诺某人做某事 28. keep away from 远离 29. in a way从某一点上看;在某种程度上 30. compare …to… 把…比作/看作 31. search for搜寻;搜查 32. all kinds of 各种各样的 33. wait and see 等等看;等着瞧 34. give/make a report 做报告 35. hundreds of millions of +复数名词 数亿的.... 36. do research 做调查 二、固定结构 make sb. /sth. + adj. 使某人/某物处于某种状态 not all… 并非所有的……都(部分否定) what’s more 而且,更重要的是 I wonder = I want to know 我想知道 an amount of + 不可数名词 大量的 an empty memory card 一张空白的存储卡 in the+序数词+century 在......世纪 三.重点句型: 1. It’s +形容词+to do sth.做某事是....的 It`s easy to study English well.学英语容易。 2. It seems + (that)从句 看起来好像...... It seems that you know it. 看起来好像你知道这事。 3. The bad news makes her sad. 4. Can books be replaced by computers? 书能被电脑代替吗? 5. Here it is. 给你。 6. Paper was first created about 2000 years ago, and has been made from silk cotton, bamboo, and, since the 19th century, from wood. 纸最早约2000年前被制造。它由丝、棉、竹子制造,自从19世纪开始,用木头制造。 7. Today information can be received online, downloaded from the Internet rather than found in books. 如今,信息可以从网上接收、从因特网下载,而不必到书中去寻找 四.语法要点: 1. 一般将来时的被动语态构成:will+ be + P.P.(及物动词的过去分词) Will books be needed in the future? 将来还需要书吗? 2. 现在完成时的被动语态构成:has / have + been + P.P.(及物动词的过去分词 )   This book has been translated into English.这本书被译成英语。   3. 含情态动词的被动语态结构:情态动词 + be + PP. The old should be taken good care of us. 老人应该被我们·细心照料。 Homework must be finished today. 作业必须今天完成。 Module 10 知识点 一, according to ,后接名词或代词,表示根据某学说,某书刊,某文件,某人所说的话 例:Everything went according to the plan. According to my watch, it’s five o’clock now. 不是什么事都能按照老规矩办 Not everything can be done ________ ______ the old ways. 二, 1, keep sb/sth away :使......离开 Would you keep that dog away, please? 2, keep away from 远离,避免接近 You have to keep away from all sweets. You must keep away from the dog. 他父亲给了他一些远离香烟的建议 His father gave him some advice on ______ ______from cigarettes. 三, cut sth off sth 例:She cut off a small piece of bread and gave it to me. He cut the branches off the trunk .他把树干上的树枝都剪掉了 四brush sth from sth :把某物从某物上刷掉 例:He brushed the dirt off his jacket .他拂去了他夹克上的灰尘 Brush off :“被刷掉” Don’t worry about that mark .It will brush off .不要为那块污渍担心,他会被刷掉的 The mud will brush off when it dries .泥巴干了会被刷掉 我怎样才能把墙上的颜色刷掉呢 How can I _____ ______ ______ ______the walls ? 五, at the time :当时 ,多用在开头或末尾,句子常用一般过去时 At that time 在那时,可用于一般过去时和一般将来时 At this time ,此时此刻,句子常用一般现在时 六, be surprised at :对。。。感到惊讶 例:I was surprised at what he said. Be surprised to do sth :对做某事感到惊讶 I am surprised to hear you say that. 七, in one’s own way :用某人自己的方式 He has the right to live in his own way .他有权按照自己的方式生活 我用自己的方法学习英语 I learn English _____ _____ ______ ______. 八, that 引导的定语从句 That 引导定语从句时,可以指物也可以指人,在定语从句中作主语或宾语,作宾语可省略 注意:that 前不能有介词,that 不能引导非限定性定语从句 1, that 指人,在定语从句中充当主语,可换为who 例:He is the kind man that often helps others. 2, that 指人,在定语从句中充当宾语,可换为who ,whom 也可省略 The man (that) my father talked with was my English teacher. 3,that 指物,在定语从句中充当主语,可换为which The building that is being built is our teaching building 4, that 指物,在定语从句中充当宾语,可换为which ,也可省略 5, 先行词是不定代词时,用that 引导,而不用which 例:Being blind is something _____most people can’t imagine. A, / B, what C, who D, which There are some films (that) I’d like to see. 例:I hate the dogs _____live in the next house .They make loud noises all night. A, who B, that C, what D, whom Module 10 Australia 一、重点短语 1. ask sb. to do sth. 要求某人(不)做某事 2. write a letter to sb. 给某人写信 3. in central Australia 在澳大利亚中部 4. according to 根据;按照 5. lie in /on /to位于 6. sheep farmers 牧羊人 7. a special and magical place一个特殊而神奇的地方 8. keep a diary 写日记 9. be surprised at sth. 对…感到惊奇 10. be proud to be 以是…而自豪 11. keep sb. /sth. away 使某人/某物不靠近 12. cut sth. off sth. 把某物从某物身上剪掉 13. get along 和睦相处 14 . on the hill 在小山上 15. in many ways 在许多方面 16. in the fields 在田野里 17. at the / that time 在那时 18. at the moment现在;此刻 19. used to do sth. 过去经常做某事 20.be /get used to doing sth. 习惯做某事 21. have a close relationship with … 与…关系密切 22. far behind 与......相差很远 23. grow grapes 种葡萄 二、固定结构 brush sth. off sth. 把某物从某物身上刷掉 here we go我们这就去看看,我们开始吧 lie in the sun 躺在阳光下 go horse riding 去骑马 one of +名词复数 ......之一 enjoy doing sth 喜欢做某事 That’s why… 那就是…的原因 That’s because… 那就是因为… during different periods of the day 在每天的不同时期 三.重点句型: 1. What are you up to?你在(要)干什么? 2. I'm writing this letter to you from the centre of Australia. 我现在正在从澳大利亚的中心给你们写这封信。 3. I’m looking for the photos that you took in Australia. 4. The camel that I rode had a bad temper. 我骑的那头骆驼脾气很坏。 5. I bet you do! 我打赌你(能赢)! 6. You can borrow it, but only once you've done your project on Australia. 你可以借,但是仅限于你做完有关澳大利亚的方案这一次。 7. There are lots of sheep in the fields and on the hills. 田野里和山上有许多绵羊。 8. Later this evening, we're taking the plane back to Sydney and coming home今天晚上稍晚些时候,我们将坐飞机回到悉尼并且将要回家。 9. What’s its height? 它的高度是多少? 10. The sun is very bright. 阳光明媚。 四.语法要点: 定语从句(一): 概念:修饰名词或代词的从句, 放在名词或代词的后面。 基本结构:先行词 + 关系词(包括关系代词和关系副词) + 句子(定语从句) 关系代词: that(指人、指物通用), which(指物), who(指人), whom, whose 关系副词: when, where, why that引导的定语从句 1.指人或指物均可: Do you know the girl that / who is standing against the door? ( that指人) This is the house that / which he bought last year. ( that指物) 2. 只能用 that 引导的定语从句: 1)先行词是不定代词 all, few, little, much, something, nothing, anything等, 如: All that we have to do is to practise more. There is nothing that I can do for you. 2)先行词被序数词或形容词最高级修饰时, 如: The first letter that I got from him is kept well. 3)先行词被all, any, every, each, few, little, no, some等修饰时,如: I have eaten up all the fruit that you gave me. 4) 以which作主语开头的特殊问句,为了避免重复,定语从句用that引导。如: Which is the bus that you will take? 你要乘的是哪一班车? 5)主句是以作主语的who开头的特殊问句,为了避免重复时。如: Who is the man that is talking with our headmaster? 和我们校长说话的那人是谁? 6) 关系代词在定语从句中作表语时。如: Jane has changed, she was not the man (that) he was 10 years ago. 简变了,她再也不是10年前的她了。 7)先行词同时包括人或物时,定语从句用that引导。 The woman and her dog that I always meet are standing by the gate. Module 11 Photos 一、重点短语 1. take photos拍照 2. be sorry to do sth.对做某事感到抱歉 3. far (away) from离......远,远离 4. the general standard 整体标准 5. a group of 一群;一组 6. have difficulty (in) doing sth. 做某事有困难 7. for the first time 第一次 8. have a chance to do / of doing sth. 9. be in with a chance to do sth. / of doing sth. 有机会做某事 10. welcome sb. to do sth. 欢迎某人做某事 11. read out 宣读 12. be pleased with 对......感到满意 13. compared with… 与…相比(作状语) 14. even though = even if 尽管(引导让步状语从句) 15. give prize to sb. 给某人颁奖 16. protect…against /from… 保护…免受… 17. present the prizes to sb. 给某人颁奖 18. congratulations to sb. 向某人祝贺 19. congratulations on sth. 为某事祝贺 20. congratulate sb. on sth. 为某事向某人祝贺 21. enter the competition 参加比赛 22. win the competition 赢得比赛 23. manage to do sth.设法做某事 二、固定结构 You bet. = sure = of course = certainly 当然。 It doesn’t matter. 没关系。 more than happy = very happy 非常开心 be used to doing sth.习惯于干某事 thanks to sb. 向某人表示感谢 thanks to = because of 幸亏;由于 I have a feeling that 我有种感觉 protect +宾语+against保护......; 使......不受 三.重点句型: 1. Why don’t you do...? 为什么不做 2. What about doing sth.? 做某事怎么样 3. Would /Do you mind sb. / one’s doing sth.? 你介意某人做某事吗? Would you mind me / my opening the window? 你介意我打开窗户吗? 4. The trouble is, I want to get some good photos, but I can't see over people's heads. 麻烦的是,我想得拍一些好照片,但是,我不能越过人们的头顶看见别人。 5. He's the photographer who won the photo competition last time! 他是上次赢得摄影比赛的摄影者。 6.The person who won the prize for the Most Beautiful Nature photography is fifteen-year-old Li Wei. 赢得“最美大自然”摄影奖的人是15岁的李伟。 7. Congratulations to our winners and thanks to everyone who entered the competition. 向我们的获胜者表示感谢,向参加比赛的每个人表示感谢。 四.语法要点: 定语从句(二) 1. who/whom引导的定语从句:当先行词指人的时候,通常用who(主格)/ whom(宾格)引导。如: Do you know the boy who is playing games? (who在定语从句中作主语,不可省略) I don`t know the girl (whom)you called just now. (whom在定语从句中作宾语,可省略,口语中也可以用who) 2. 只能用who 而不能用that 引导的定语从句: 1)先行词是one, ones或anyone时;先行词为those 或被those修饰,且指人时。如: One who does not work hard will never succeed. Anyone who breaks the law should be punished. He is the only one of the students who has been to America. Those who learn not only from books but also through practice will succeed. 2)当定语从句中又有定语从句,且先行词均为人时。如: I know the boy that got the first prize is the monitor who works hard. 3)在there be句型中,先行词为人时。There is a doctor outside who wants to see you 4)当指人的先行项被一些指物的名词修饰时。如: I don`t know the girl in yellow with a bag on her back who is standing under the tree 5)在非限制性定语从句中指人时。如: I met a student of mine in the cinema, who had just come from America 3. which引导的定语从句:当先行词指物的时候,通常用which引导。如: I really like the gift(which) you gave me on my birthday. (which在从句中作宾语,可省略) She told a story which moved me deeply.她讲了一个使我深受感动的故事。(which在从句中作主语,不能省略) 4. 只用which引导的定语从句: 1)当先行词本身就是that时:What is that which is lying on the road? 2)引导词位于介词后面时:This is the room in which he lived before. 3)关系代词后面有插入语时: This is the book which, as our teacher has told us, will help improve our Chinese. 4)引导非限制性定语从句(指物) The orange tree,which I planted 2 years ago,has not borne any fruit.这棵橘子树是我两年前栽的,还没有结过果实。 Module 12 Save our world 一、重点短语 1. be a danger to 对……有危险/伤害 2. spread over cities and villages 遍及城市和乡村 3. divide …into… 把…分成… 4. clean up 打扫,清理 5. collect waste 收集废品 6. nice / good idea 好主意 7. save energy 节约能源 8. cause pollution 引发污染 9. turn off the lights 关灯 10. ask for sb. 找某人,求见某人 11. ask for sth. 要某物 12. ask sb. for sth. 向某人要某物 13. throw away 扔掉 14. be harmful to sb. /sth. = do harm to sb. /sth. 对某人/某物有害 15. do harm for sb. to do sth. 对某人来说做某事有害 16. change...into = turn into把......变成...... 17. tons of 大量的,许多的 18. make a change 作出改变 19. hope for sth. 期待/盼望某事 20. take steps to do sth. 采取措施做某事 21. make a policy for 为……制政策 22. try one’s best to do sth. 尽某人最大努力做某事 23. protect the environment 保护环境 二、固定结构 so many + 可数名词复数 这么多的…… so much + 不可数名词 这么多的…… What …do with…? / How … deal with…? 怎样处理…? It’s no use doing sth. 做某事是没有用的 if possible = if it is possible 如果可能 such a short time 这么短的时间 It’s no use/good doing sth. 做某事是没用的 三.重点句型: 1. It's wasteful to throw away glass, paper and metal. 扔掉玻璃,纸张和金属是很浪费(行为)。 2. And raises money to help students in poor areas. 并且钱帮助贫困地区的学生。 3. We can protect the air and the oceans, and help save our world. 我们就可以保护空气和海洋,帮助拯救我们的世界。 4. If we don't, the future is hopeless.如果我们不这样做,未来就没有希望了。 5. How green are you? 你环保意识怎样? 6. Do you care about protecting the environment and saving energy? 你关心环保和节能吗? 7. In fact, even the simplest everyday activities can make a real difference to the environment. 事实上,即使是最简单的日常小事也能对环境产生很大影响。 四.语法要点: 构词法: 1.前缀法 a.表示否定意义的前缀 un- unfair unhappy, unfinished, undress dis- disagree , disbelieve dislike in- , il-(在字母l前),im- (在字母m,b,p前),ir- (在字母r前) : inaccurate, illegible, impolite imbalance, irregular mis- mistake misbehave mislead b.表示其他意义的前缀 en- “使……”encourage enrich enlarge inter- “相互” international intercontinental re- “再,又,重” recycle rethink retell tele- “远程的” telephone telescope telegraph auto- “自动的”automobile automatic micro- “极小的,微小的” microcomputer, microwave self- “自己,本身” self-centered , self-confident , self-control under- “在……下面,……下的,不足的” underground, underline, underestimate 2. 后缀法 a . 名词后缀 -er / or “表人或用具” farmer, baker, visitor, professor, cooker, container -ese “某国(人)的”Chinese, Japanese -ian “某国、某地人;精通……的人”musician, Asian, Russian, technician -ist “某种主义或职业者”physicist, scientist, communist,socialist -ess “表女性,雌性”hostess, actress, princess -ment “行为或其状态”government, movement, achievement -ness “性质,状态”illness, sadness, carelessness -tion “动作,过程,结果”invention, organization, translation -ance/ ence “抽象;行为、性质、状态”importance, appearance, absence, existence -th “性质、情况” depth, warmth, truth -ful “(满的)量”handful, spoonful, mouthful -(a)bility “抽象、性质、状态”possibility, disability, reliability -al “过程、状态”survival, arrival, approval -y “性质、情况”modesty, delivery, honesty -dom “处于……状态;性质”freedom, boredom -age “状态,行为,身份及其结果”courage, storage, marriage b. 动词后缀 -fy / ify “使得;变得” simplify, beautify, purify -en “使成为;变得” shorten, deepen, sadden -ize “使成为” apologize, realize, specialize c. 形容词后缀 -able “可……的,具有……的”acceptable, drinkable, knowledgeable , reasonable -al “与……有关的”physical, magical, political -an “属于某地方的人”American African -ern “方向”southern, northern, eastern -ful/ less “(没)有……的”helpful, useful, homeless, hopeless -ish “如……的;有……特征的”foolish childish selfish -ive “有……倾向的”active attractive expensive -en “由……制成的”golden wooden woolen -ous “有(性质)的”famous, dangerous, poisonous -ly “有……性质的”friendly yearly daily -y “构成形容词”noisy dusty cloudy d. 副词后缀 -ly “方式,程度” freely, truly, angrily -ward(s) “向……” towards, forward, upwards e. 数词后缀 -teen “十几” fifteen, eighteen, thirteen -ty “整十位数” forty, fifty, sixty -th “序数词” fifteenth, twentieth 3.合成法:由两个或者两个以上的词合成一个新词。 复合名词:fisherman :渔夫,classroom 复合代词:something, everyone 复合数词: fifty-five, sixty-one 复合动词: overcome 复合形容词:blackboard 复合副词:upstairs 本文档由香当网(https://www.xiangdang.net)用户上传

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