初二比较级用法(人教版八年级英语教案教学设计)

“老猫师傅”通过精心收集，向本站投稿了18篇初二比较级用法(人教版八年级英语教案教学设计)，下面是小编帮大家整理后的初二比较级用法(人教版八年级英语教案教学设计)，希望对大家有所帮助。

篇1：高三英语词汇双解及用法(人教版高三英语教案教学设计)

Unit 1 That must be a record

Words and expressions

beard n. the hair which grows on a man's face (下巴上的)胡须；络腮胡子

Sailors often grow beards. 船员常爱留胡子。

cheetah n. 猎豹；印度豹

sailfish n. 旗鱼

voyager n. 航行者；航海者；航天者；旅客

tight adj. firm so that you can not untie or undo it easily 紧的；牢固的

These shoes are too tight----I need a bigger pair. 这鞋太紧--我需要一双大一点的。

tightrope n.[c] 拉紧的绳索/钢索

a tightrope walker 走绳索 (表演) 者

gorge a deep, narrow passage with steep rocky sides; a ravine 峡谷

the Three Gorges 三峡

edition n.[c] form in which a book is published 版本；版次

The first edition of Robinson Crusoe was printed in 1719.

《鲁滨逊漂流记》第一版是在17出版的。

moustache n.[c] 髭(蓄在上唇之须)；小胡子=(美)mustache

have [wear] a mustache [a pair of mustaches] 留着小胡子 [留着八字胡]

Urumqi [uXrumqi] n. 乌鲁木齐(即迪化,中国新疆自治区首府省会)

brewery n. an establishment for the manufacture of malt liquors, such as beer and ale

啤酒厂 pl. breweries

conclude vt. to bring or come to an end 结束

The meeting was concluded yesterday. 会议昨天结束了。

vt. come to an idea after thinking 推断出；断定

We concluded that the animal was dead as it did not move.

我们断定这只野兽是死的，因为它一动也不动。

hire vt. pay to use something, or to use someone's help 租；雇佣

He hired a car with a driver. 他租了一辆带司机的汽车。

send in send to the proper person or authority; hand in 递送；呈送；提交

Have you sent in your application? 你的申请书送上去了吗？

set down to write down; copy; record in writing or printing 写下；抄下；记下

You had better set your idea down before you forget it.

你最好在未忘记以前把你的想法写下来。

feat n. an act of skill, endurance, imagination, or strength; an achievement 技艺；本领

feats of horsemanship 马术

a notable act or deed, especially an act of courage; an exploit 功绩

a feat of arms 战功

length n.[u] the distance from one end to the other 长；长度

What is the length of the car? 这辆汽车有多长？

hectare n. a metric unit of area equal to 100 ares (2.471 acres) 公顷 [等于100公亩(2.471英亩）]（合十五市亩）

athletic adj. of, relating to, or befitting athletics or athletes 运动（员）的

athletic sports 体育运动

adj. physically strong; muscular体格健壮的

an athletic girl 身强力壮的女孩

fade vi. to lose strength, colour, freshness, etc. 凋谢；褪色

Flowers fade when they come to an end. 花儿开过就凋谢了。

vt. cause to lose colour 使褪色

The sunlight has faded my tie. 阳光晒得我的领带褪了颜色。

in a row 一个接一个地；连续不断地

sit in a row 坐成一排

in the first place adv. 首先；第一

account n. saying or writing about what happened 叙述；描写；报道

He has given me an account of what happened. 他对我讲了事情的经过。

n. a record of money owned or owed in a bank, hotel, etc. 账目；账户

A shop keeper must keep accounts. 店主必须记账。

attempt vt. to try 尝试；试图；努力

They attempted to finish the work within a month. 他们试图在一个月内完成这项工作。

n. the act of trying 企图；试图

He made an attempt to pass the exam, but it was too difficult.他试图通过考试，但考试太难了。

suitable adj. right for a person, happening, place, etc合适的；恰当的

Thick clothes are not suitable for hot weather. 厚衣服不适于热天穿。

apply for ask for 申请; 请求

He applies to the consul for a visa. 他向领事申请签证。

inspect vt. look at something carefully 检查；细看

Ted inspected the car before he bought it. 特德仔细看了那辆车之后才买。

vt. visit people or places to see that work is done well 视察；参观

Several years later, they heard that Napoleon himself was coming to inspect them.

几年以后，听说拿破仑本人要来视察他们。

confirm vt. make certain 证实；确认

The statement is confirmed by testimony. 这个说法由证据所证实了。

certificate n. piece of paper with writing that tells something about someone 证书；证明

I received this certificate when I passed the exam. 我考试及格以后领到了这份证书。

gradual adj. happening slowly and step by step; not sudden 逐渐的；逐步的

It didn't happen suddenly; the change was gradual. 这事情不是突然发生的，是逐渐变化的。

blank adj. empty; with no writing on it 空白的

Give me a blank sheet of paper, please. 请给我一张空白的纸。

n. a space left empty or to be filled in 空白处

Fill in the blank with prepositions. 用介词填空。

enthusiastic adj. with enthusiasm 热情的；热心的

The imperialists are enthusiastic about the war. 帝国主义者热衷于战争。

bid n.[c] the amount offered or proposed; an offer or proposal of a price投标；出价

Bids were invited for building the bridge. 为新桥的建造而进行招标。

vi. to make an offer to pay or accept a specified price 投标 (bid; bid)

Several companies will bid for/on the contract. 数家公司要投标争取合约。

decade n.[c] a period of 10 years十年

Prices have risen steadily during the past decade. 过去十年中价格已稳步地上涨。

committee n. small group of people chosen by others to plan and organize委员会

The bill has passed through the committee. 该提案已在委员会通过。

fascinate vt. to attact; to charm 使入迷；吸引

The monkeys in the zoo fascinated me. 动物园里的猴子使我着了迷。

burst vi. to break because of the force inside 炸破；胀破

The bag was so full that it burst open. 袋子那么满，都胀裂了。

vi. explode 爆炸

I had an accident when a tyre burst. 车胎爆了，我出了事故。

burst into begin suddenly or violently 突然开始；爆发出

They were so moved that they burst into tears. 他们都感动得哭了起来。

underline vt. draw a line under a word, sentence, etc.在（词、句子等）下面划线

Underline all the sentences you do not know. 在你不懂的句子下面划一条线。

globe n. anything round like a ball 球状物；地球；地球仪

I'm interested in studying the globe in my spare time. 闲暇时我对研究地球仪很感兴趣。

bush n.[c] plant like a short tree, with many branches灌木

My coat caught in a bush. 我的衣服被矮树丛钩往了。

n.[u] wild country with small trees 灌林地带；荒野

There is much bush in Australia and Africa. 在澳洲和非洲有许多未开发的丛林。

spaceman n. 宇航员；太空人

ramp n. an inclined surface or roadway connecting different levels. 斜面；斜坡

a place where a sharp change in level or direction occurs 弯道

skilful adj. experienced 熟练的；有技巧的；灵巧的

The child has become skillful in reading and writing. 那个小孩变得善于读写。

He is skillful with his fingers. 他的手指灵巧。

skateboard n. long piece of wood or plastic on wheels on which one stands while it runs quickly over the ground 滑板

skateboarder R n. 玩滑板的人

administration n. management, especially of business affairs; the activity of a sovereign state in the exercise of its powers or duties 经营；管理；行政

permission n.[u] allowing someone to do something允许；许可；同意

May I have permission to leave early? 可以让我早点走吗？

schoolmate n. a companion or an associate in one's school 同学；校友

They are my schoolmates. 他们是我的同学。

grandparent n. a parent of one's mother or father; a grandmother or grandfather (外）祖父（母）

recently adv. lately; not long ago 最近地；近来地

This book was published recently. 这本书是最近出版的。

familiar adj. usual, that you often see, hear, etc. 熟悉的；常见的

I am familiar with this idea. 我晓得这个意见。

The singer is familiar to every one of us. 这位歌唱家是我们大家熟悉的。

capture v. catch and hold someone or something 捕获；占领

Our army captured 1,000 of the enemy. 我军俘虏敌军一千人。

to attract and hold 吸引

tales of adventure that capture the imagination 引起想象的探险故事

centre on/upon 将某人/谋事当作中心/重点

factor n. any of the things that cause or bring about a certain result因素；要素

Time is an important factor to consider in cooking. 烹调过程中掌握时间是很重要的。

concentrate vt. bring together into one place 集中

We concentrated our forces against the enemy's position. 我们集中兵力攻击敌人的阵地。

vi. meet in a common centre 集中

He's tired and can't concentrate. 他累了，注意力不能集中。

concentrate on fix one's efforts and attention on把…集中在…上；全神贯注于

We are concentrating our efforts on socialist construction. 我们正集中力量建设社会主义。

helmet n. a head covering of hard material to protect the head头盔；钢盔；防护帽

The man on the motorcycle wore a helmet. 骑摩托车的人戴了一顶头盔。

teenage adj. of, relating to, or applicable to those aged 13 through 19 十几岁的；

青少年的

a teenage girl 一个十几岁的女孩

truly adv. really; sincerely; genuinely 真正地；真诚地；真心地

Are you truly happy in your work? 你真的对你的工作满意吗？

We are truly sorry for the inconvenience. 我们真心为不便感到抱歉

delight vt. make someone very pleased, happy, etc.给人快乐；使欣喜

Her dancing delighted everyone. 她的舞蹈使人人高兴。

n.[u] great pleasure or happiness 快乐；欣喜

She read the book with delight. 她读了这本书感到非常满意。

delighted adj. very pleased; happy高兴的；快乐的

I am delighted to see you. 见到你很高兴。

energetic adj. 精力旺盛/充沛的；充满活力的

an energetic person 精力充沛的人

an energetic performance 充满活力的演出

cautious adj. careful 小心的；谨慎的

The students should be cautious not to make any mistakes in spelling.

学生们拼写时应非常小心，以避免发生错误。

outgoing adj. eager to mix socially with others; friendly好交际的；外向的

an outgoing personality 开朗的性格

register v. to enroll officially or formally, especially in order to vote or attend classes; to set down in writing; record 登记；注册；记录

He registered the birth of his child. 他登记了孩子的出生日。

skim v. to read or glance through (a book, for example) quickly or superficially浏览；略读

The book is worth skimming through. 这本书值得浏览一下。

the Tour de France 环法自行车赛

Unit 2 Crossing limits

Words and expressions

evaluate vt. to examine and judge carefully; appraise; to ascertain or fix the value or worth of 评价；估计

The research project has only been under way for three months, so it's too early to evaluate its success. 这个研究项目进行了不过三个月,所以要对它的成绩作出评价为时尚早。

various adj. of different kinds各种各样的；不同种类的

There are various ways of cooking rice. 做米饭有各种不同的方法。

in the name of acting for 以…的名义；代表…

We're very glad to greet you in the name of the Chinese people.

我们非常高兴以中国人的名义向你们致意。

key adj. of crucial importance; significant 关键的；极重要的

key decisions 意义重大的结论 the key element of the thesis 论文的中心成分

origin n. beginning; start of anything 起源；来源

What was the origin of Man? 人类的起源是什么？

n. parentage, birth, or ancestors 出身；来历

He is a researcher of working class origin. 他是工人出身的研究员。

equip vt. put in a place, or give someone, all the tools, instruments, etc. that are needed 装备；配备

Our factory is equipped with modern machines. 我厂是用现代化机械装备的。

endeavor n. an earnest attempt 努力；尽力

We make every endeavor to satisfy our customers. 我们尽全力使顾客满意。

v. to attempt by employment of effort 努力；尽力

We must always endeavour to improve our work. 我们总要努力改进自己的工作。

puzzle n. problem; something that is difficult to understand; game where you must find an answer 难题；谜

It is a puzzle to me how he could come here. 我不知他是怎么到这里来的。

vt. make you think a lot because you do not understand it 使困惑；使糊涂

I am puzzled by the difficult question. 我被难题难住了。

wealthy adj. having much wealth富有的；富裕的

Wealthy men are not always happy. 有钱人未必总是幸福的。

Asian adj. native of Asia 亚洲(人)的

What's the difference between the Asian elephants and African elephants?

亚洲象和非洲象有什么不同

n. a native or inhabitant of Asia 亚洲人

in exchange for in the place of something that you have given to someone 交换；互换

I'll give you three sweets in exchange for an apple. 我拿三块糖换你一个苹果。

spice n. things like ginger, pepper, cinnamon, cloves, etc. that are put into food 香料；调味品（如姜、胡椒等）

Pepper is a spice. 胡椒是一种调味品。

Arab n. a native of Arabia 阿拉伯人

adj. of the Arabs or Arabia; Arabian 阿拉伯(人)的

westernmost adj. 最西 (端) 的

African n. a native or inhabitant of Africa 非洲人

adj. of or relating to Africa or its peoples, languages, or cultures 非洲(人)的

ambassador n. a diplomatic official appointed a as representative by one government to another 大使；使节

He was appointed ambassador to Japan. 他奉派为驻日大使。

Roman adj. of or relating to ancient or modern Rome or its people or culture

罗马(人)的

n. a native, inhabitant, or citizen of ancient or mod

ern Rome 罗马人

empire n. a group of countries under one ruler, usually an emperor 帝国

the Roman Empire 罗马帝国

rhinoceros n. 犀牛

horn n. a hard, pointed thing which grows on the head of some animals（羊、牛、鹿等动物的）角

Horns are usually in pairs, one on each side of the head.

角一般都是成对的，在头部两侧一边长一个。

n. an instrument for making loud warning noises 喇叭

The taxi driver blew his horn to tell us that he had arrived.

出租汽车司机按喇叭告诉我们他到了。

wander vi. to go from place to place with no special purpose 漫游；闲逛

The boys wandered around the town with nothing to do.

那些男孩无所事事，在镇上到处闲逛。

motherland n. one's native land 祖国

awareness n.[u] 觉察；意识；知道

awareness of one's ignorance 意识到自己的无知

existence n.[u] being 存在；生存

The tree owes its existence to soil. 树木依赖泥土生存。

accurate adj. conforming exactly to fact; errorless 准确的

deviating only slightly or within acceptable limits from a standard 精确的

Is this watch accurate? 这只表准吗?

navy n. all the warships of a country, with officers and men 海军

the army, navy and air force 陆、海、空军三军

treasure n. store of gold, silver, jewels, money, or other valuable things 财宝；财富

They were looking for buried treasure. 他们在寻找埋在地下的财宝。

fleet n. big groups of ships; a number of ships, airplanes, automobiles etc. moving together 舰队；船队；机群；汽车队

The Sixth Fleet of the United States Navy was ordered to the South Sea.

美国海军第六舰队受命驶向南海。

command n. an order; the act of commanding 命令；指挥

The policeman gave the command to stop. 警察下令停下。

n. ability to control; mastery 控制；精通

He has a good command of English. 他英语掌握得很好。

vt. order; control 命令；指挥；控制

The policeman commanded the car to stop. 警察命令汽车停下。

set sail (from/to/for) on a voyage 启航；扬帆

The liner set sail for New York at 8:30. 轮船在八时半启航开往纽约。

royal adj. of or relating to a monarch. 王室的；皇家的

a royal family/palace 王室/宫 a royal house 皇家

embassy n.[c] place where embassy people live and work 大使馆

To go to the United States, you must get a visa at the U.S. embassy.

你必须从美国大使馆得到签证才能去美国。

zebra n.[c] an African mammal related to the horse and having dark stripes on a light body 斑马

The zebra is a kind of horse that lives in Africa. 斑马是生活在非洲的一种马。

in return in exchange 作为回报

She presented me a dictionary in return. 她送给我一本词典作为答谢。

symbolic adj. of, relating to, or expressed by means of symbols or a symbol象征的；

符号的

The dove is symbolic of peace. 鸽子象征和平。

symbolic language 符号语言

volunteer n. someone who volunteers to do a job or to join the army 自愿者

That man is a volunteer fireman in this town. 那个人是这个镇里的志愿消防队员。

v. offer to do a job that is unpleasant, difficult, or dangerous 自愿从事

Two men volunteered to search for the missing climber.

两个人自告奋勇去寻找那位失踪的登山运动员。

radium n. a chemical element that gives off rays 镭

Radioactivity is a special quality of radium. 放射性是镭的一种特性。

sum n. an amount obtained as a result of adding numbers 总数；和

Eleven is the sum of six and five. 十一是六加五的和。

n. amount of money一笔（金额）

He paid a large sum for the house. 他出一笔巨款买了这所房子。

dam n.[c] a barrier constructed across a waterway to control the flow or raise the level of water 水坝；堤

There are several dams across the Huai River. 淮河上有几座水闸。

bring up look after and educate children, etc 教养；培养

I was brought up by my aunt. 我是我姑姑抚养成人的。

introduce to notice or consideration, mention 提出

Why don't you bring this up at the meeting? 你何不在会上提出这个问题？

horizon n. line where the earth or sea seems to meet the sky 地平线

The sun sank below the horizon. 太阳落到地平线以下了。

navigation n. the act of navigating; the passage of ships, etc. over the sea, etc. 航行；航海；航空

aerial navigation 空中航行；航空 ocean navigation 远洋航行

Korea n. peninsula in east Asia, extending south from northeast China 朝鲜；韩国

suggest vt. give someone an idea; say that something will be possible 建议；提议 I suggested that we (should) hold a meeting tonight. 我提议我们今晚开个会。

vt. bring to mind 使人想起；暗示

Smoke suggests fire. 有烟就有火。

accomplish vt. finish something; complete; carry out 完成；实现

You have accomplished a purpose. 你达到了目的。

apart from prep. with the exception of; besides 除…外；除…外还

Apart from the cost, it will take a lot of time. 除了费钱以外，还要花很多时间。

sickness n.[u] the condition of being sick; illness 疾病

Viruses and germs cause most sicknesses. 病毒与细菌引起大部分的疾病。

n.[u] be overcome by a feeling of sickness 恶心

unable adj. not able to do something不能的；不会的；无能为力的

He was unable to walk. 他不能走。

the Himalayas n. 喜马拉雅山脉

sacred adj. of god or religion; holy神圣的

A church is a sacred building. 教堂是一个神圣的处所。

Sherpa n. 夏尔巴人(西藏的一种族)

Tibet n. 西藏

honesty n. the condition or quality of being honest; freedom from deceit or cheating

诚实

(prov.) Honesty is the best policy. （谚）诚实为上策。

dedication n.[u] the act of dedicating奉献

His dedication to teaching gained the respect of his students.

他对教学的奉献得到了学生们尊敬。

n.[c] words used in dedicating a book or other work 题献；献词

The book's dedication reads “To Mother”. 本书献词写道：“献给母亲”。

ideal adj. very best, exactly right 完美的；理想的

This place is ideal for a picnic. 这个地方野餐最理想。

refer vi. speak about something 谈到；涉及；所指

This is not the dictionary which I referred to. 这不是我所指的那本词典。

vt. hand over to (someone) for a decision; send or direct to (someone or something) for help or action 呈交；提交

We refer the question to them. 我们把这个问题提交他们处理。

refer to 提到

Don't refer to that problem again, please. 请不要再提那个问题了。

run out become exhausted or used up; come to the end of a supply, etc. 被用完；耗完

The aircraft will run out of fuel in another hour. 飞机再过一小时燃料就将用完。

technological adj. 技术的

technological development 科学技术的发展

aircraft n. machine that flies; aeroplane; helicopter 飞行器；飞机

arise vi. happen; start发生；产生 (arose; arisen)

How did the quarrel arise? 争吵是怎样发生的？

vi. move upward; ascend 向上；上升

When I started off, the sun was arising. 我出发时太阳正在升起。

evidence n.[u] proof; something that shows what has happened and why it has happened 证据；证明

There is no evidence that he is guilty. 没有证据证明他有罪。

chairman n. the person who is in charge of meeting 主席；董事长

chairman of the meeting 会议主席 a bank board chairman 银行董事长

praise vt. say that something or someone is good表扬；称赞

The teacher praised Tom for his homework. 教员表扬汤姆的家庭作业做得好。

n. the act of saying that a person or a thing is good, words expressing admiration, applause

赞美；称赞 He had a lot of praise for Tom's work. 他十分称赞汤姆的工作。

Christopher Columbus [XkristRfR kRXlVmbRs] 克里斯托佛哥伦布(西班牙航海家)

Marco Polo [XmQkRu XpRulRu] 马可波罗(意大利旅行家)

Ceylon n. 锡兰(现称斯里兰卡)

Unit 3 The land down under

Words and expressions

Canberra n. 堪培拉(澳大利亚首都)

outback n. [the ～] (澳大利亚)内地 adj. 内地的

territory n. land that belongs to one government 领土；领域

This island is our territory. 这个岛是我国领土。

Queensland [‘kwI:nzlEnd] n. 昆士兰 (澳大利亚州名)

Victoria n. 维多利亚(澳大利亚州名)

Tasmania [tAz’meniE] n. 塔斯马尼亚(岛)（澳大利亚地名）

Aborigines n. (尤指澳大利亚的)土著居民

strait n. a narrow piece of water connecting two larger bodies of water 海峡

The strait is narrow. 这个海峡很窄。

Torres [‘tRrEs]Strait 托雷斯海峡

islander n. an inhabitant of an island 岛上居民

fellow adj. being of the same kind, group, occupation, society; having in common certain characteristics or interests 同事的，同类的

fellow workers 同事

n. people of the same sort, friends; a man 同类；伙伴；家伙

We are fellows at school. 我们是同学。

What a nice fellow he is! 他是个多么好的人啊！

Portuguese adj. 葡萄牙（人）的；葡萄牙语的 n. 葡萄牙人；葡萄牙语

Dutch adj. 荷兰(人)的；荷兰(语)的 n. [the ～] 荷兰人；荷兰语

claim vt. say that you should have something 要求

He can fairly claim to have more. 他可以正当地要求多给些。

vt. to say that something belongs to you 认领

I lost my umbrella, but claimed it at the lost property office.

我把伞丢了，后来在失物招领处认领回来了。

vt. state as a fact, despite objections; assert; maintain 声称

He claims to have written the article in two days. 他声称只用两天就把文章写成了。

n. a demand for something to which one has a real or supposed right 要求

They made a claim for higher pay. 他提出更高报酬的要求。

criminal n. a person who has done something seriously against law 罪犯；犯人

The judge imposes a punishment on the criminal. 法庭处罚这个罪犯。

adj. law breaking 犯罪的

Criminal parents could corrupt any child. 犯罪的父母可使孩子变坏。

govern v. to make laws for a country, to rule统治；治理

Who governs this country? 谁治理这个国家？

governor n. someone who rules a state or province 州长；省长；总督

Who is the Governor of Hong Kong? 香港总督是谁？

newcomer n. one who has only recently arrived 新来的人；新手

a newcomer to the big city 刚来到大都市的人

a newcomer to politics 政界的新人

as a consequence (of) in consequence 作为/由于……的结果；因而

She worked hard at her lessons and as a consequence got high marks.

她努力学习功课，因而得了很高的分数。

resemble vt. to exhibit similarity or likeness to 像；类似

She resembles her mother in the way she moves her hands when she talks.

她说话时打手势的动作像她妈妈。

commonwealth n. 共和国；联邦；共同体

the Commonwealth of Australia 澳大利亚联邦

diverse adj. differing one from another; different 不同的；多种多样的

have diverse interests 有多种兴趣

transform vt. change the shape of someone or something; make something look different 改变；转变

Heat can transform water into steam. 热能使水变为蒸汽。

immigration n.[u] the act of coming into a country; the place where you enter a country移民

After the Customs, you must show your passport to the office at Immigration.

通过海关之后，你必须在移民局出示你的护照。

strengthen vt. to make strong or increase the strength of 加强

The fence was strengthened with wire. 这堵围栏用金属丝加固了。

vi. to become strong or stronger 变强

Our enemy has greatly strengthened during the truce talks. 和谈期间，敌人力量已大为增强。

differ vi. not to be the same 不同；相异

I must differ from you. 我不能同意你的意见。

pronunciation n. how you say a word or words 发音

His pronunciation is very bad. 他的发音很糟。

vocabulary n.[c] all the words in a language 词汇

He has a vocabulary of only a few hundred words. 他掌握的词汇只有几百个字。

n.[c] list of words in a lesson or book 词汇表

There is an English Chinese vocabulary at the end of the book. 书末附有英汉词汇表。

n.[c] all the words that one person knows 词汇量

A young child has a small vocabulary. 小孩子的词汇量小。

mate n.[c] friend; someone who works or learns, etc. with you 伙伴；同事

His mates waited for him by the gate. 他的同事在门口等他。

n.[c] husband or wife 配偶

She has been a faithful mate to him. 她一直都是他忠实的妻子。

v. to join closely; pair. (使)密切结合；(使)配对

sheila [5Fi:lE] n. ( Australian) a girl or young woman 少女；少妇

female n.[c] woman or girl; animal that can have baby animals; plant that has fruit 女子；雌性植物

A daughter is a female child. 女儿是女性孩子。

adj. of, relating to, or denoting the sex that produces ova or bears young. 女的；女性的

wilderness n. an unsettled, uncultivated region left in its natural condition荒野；荒地

billabong n. a dead-end channel extending from the main stream of a river死河；

干河道

aboriginal adj. of or relating to aborigines 土著的

aboriginal races 原始种族

concept n. a thought; an idea; a general notion 概念；观念

A small baby has no conc ept of right and wrong. 小孩不懂什么是正确和错误。

break out start suddenly 爆发；突然发生

A fire broke out near here yesterday. 昨天此地附近发生了一场火灾。

chew vt. to bite and grind with the teeth; masticate 咀嚼

You must chew your food well before you swallow it. 你吞下食物以前必须要好好咀嚼。

vt. to meditate on; ponder 深思

The judge chewed the matter over before making a decision. 法官在判决前仔细考虑过此事。

chairwoman n. a woman presiding officer of an assembly, meeting, committee, or board 女主席；女董事长

feed ... on to serve as food for 喂养；饲养

We feed the sheep on grass. 我们给羊吃草。

koala n. 树袋熊；考拉(澳洲产无尾熊，即koala bear)

entire adj. complete; whole; without anything left out 完全的；整个的；全部的

The ship sank with the entire crew. 轮船及全体船员都沉没了。

Alaska n. 阿拉斯加(美国州名)

mine n.[c] big hole in the ground that people make when they are looking for coal,

metal, diamonds, etc. 矿井

There are many coal mines in the north. 北方有许多煤矿。

n.[c] a bomb placed in the ground or water for destroying enemy soldiers or ships 地雷

The lorry was destroyed by a land mine. 这辆卡车被一个地雷炸毁了。

v. dig for coal, gold, etc. in the ground 采矿

Gold is mined from deep under ground. 黄金是在很深的地下采的。

fence n.[c] a barrier round a garden or field 篱笆；围栏

We built a fence around the yard to keep the dog in.

为了不让狗出去我们在院子四周筑起一道篱笆。

dingo n. 澳洲野犬

round up to bring together; to collect in one place 赶拢；使集拢

They try to round up a scattered herd of cattle. 他们试图把分散的牲口赶在一起。

outdoors adv. in the open air, outside 在野外；在户外

They often worked outdoors. 他们常常在户外工作。

birthplace n. the place where someone is born or where something originates

出生地；发源地

outing n.[c] short journey to enjoy yourself 出外游玩；短途旅行

The children had plenty of outings during the summer. 孩子们夏天常外出游玩。

lemonade n. a drink made of lemon juice, water, and sugar 柠檬水

barbecue a social gathering, usually held outdoors, at which food is cooked over an open flame 户外烤肉餐；烧烤

vt. to roast or grill (meat or seafood) over live coals or an open fire 烧烤

roast vt. to cook with dry heat, as in an oven or near hot coals 烘烤

The meat is roasting. 肉正烤着。

adj. roasted 烘烤过的

roast duck. 烤鸭

steak n. a thick slice of meat or fish cut for frying, grilling, etc 肉排；鱼排 (尤指)牛排 =beefsteak

barrier n.[c] a divider between two things障碍

The police put a barrier across the road. 警察设了路障。

the Great Barrier Reef 大堡礁

logical adj. reasoning; reasonable 合逻辑的；合乎情理的

His argument seems logical. 他的论据似乎有道理 [合逻辑] 。

wombat n. 袋熊

pointed adj. with a sharp end尖的

That is a pointed stick. 那是一根尖棍。

adj. sharp; clear and direct 直截了当的；率直的

His pointed remarks about the party were not polite. 他对聚会直率的议论显得很不礼貌。

claw n. one of the pointed nails on the feet of some animals and birds; hand on a crab, etc. （禽兽）爪；脚爪；（蟹等）钳；螯

Cats have very sharp claws. 猫有着锋利的脚爪。

A crab has two claws. 螃蟹有两个钳。

v. to scratch, dig, tear, or pull with or as if with claws 搔；挠；抓

The cat clawed the chair. 猫用爪子抓椅子。

hairy covered with hair or hairlike projections 多毛的；(似)毛发的

a hairy caterpillar 一条毛茸茸的毛虫

medium adj. middle, not big and not small 中等的

He is a man of medium height. 他是一个中等身材的男人。

bushy adj. covered with bushes 灌木丛生的

Unit 4 Green world

Words and expressions

procedure n. a manner of proceeding; a way of performing 程序；手续

This is the correct procedure for obtaining a visa. 这是取得签证的正确程序/手续。

a series of steps taken to accomplish an end 步骤

a long therapeutic procedure 长期治疗过程

tulip n. 郁金香

rose n.[c] a beautiful flower, which is red, white or yellow 玫瑰(花)；蔷薇(花)

Father planted roses along one side of the garden. 父亲沿着花园的一边种了玫瑰。

You lie upon roses when young, you'll lie upon thorns when old. 少壮不努力，老大徒伤悲。

peony n.[c] 牡丹；芍药

She blushed like a peony. 她脸红得像一朵牡丹花。

strawberry n.[c] small, soft, red fruit 草莓

Her favourite fruit is strawberry. 她最喜欢的水果是草莓。

lemon n. 柠檬

a slice of lemon 一片柠檬

bunch n. a number of things of the same kind fastened or growing together 串；束

a bunch of flowers 一束花 a bunch of grapes/keys 一串葡萄/钥匙

merely adv. only仅仅；只不过

I didn't stop to speak to him--I merely smiled. 我没有停下来和他说话--我只是微微一笑。

herb n. 草药；草本植物；香草

classify vt. to arrange or organize according to class or category 分类

We usually classify types of character as good or bad.

我们通常把 (人的) 性格之类型分为善与恶。

identification n. the state of being identified 鉴别；验明

the identification of high yielding seeds 高产量种子的鉴别

n. proof or evidence of identity 身份证明(缩写 ID)

His only means of identification was his passport. 他唯一证明身份的证件就是他的护照。

male adj. of the sex that does not give birth to young ones 男（性）的；雄性的

A cock is a male bird. 公鸡是雄性家禽。

n. man or boy; animal that cannot have baby animals; plant that does not have fruit 男人；雄性动物/植物

A bull, a cock and a he goat are males. 公牛，公鸡，公羊都是雄性动物。

promote vt. to contribute to the progress or growth of 促进；推进

Kindness promotes peace. 亲切的行为可以促进和睦。

vt. to raise to a more important or responsible job or rank 提升

Our teacher has been promoted to headmaster. 我们的老师已被提升为校长了。

botanical adj. of or relating to plants or plant life; of or relating to the science of botany 植物的；植物学 (上) 的

the botanical garden(s) 植物园

privilege n. a special advantage, permission, right, or benefit granted to or enjoyed by an individual, a class 特权；优惠

Our members have the privilege of using the lending service of the library.

我们的会员有享受图书馆借书服务的特权。

cozy adj. comfortable; easy 舒适的；安逸的

I felt cozy watching the hearth fire. 看着炉火我感到温暖而舒适。

appetite n. a desire for food 食欲；胃口

Exercises give one a good appetite. 运动增进食欲。

n. a strong wish or liking 爱好；欲望

He has an appetite for writing. 他好从事写书。

wealth n.[u] (lots of) money; valuable things 财富；财产

Some were owners of great wealth and property. 有些人拥有万贯家财。

Oceania n. the Pacific Islands 大洋洲

appointed vt. to select or designate to fill an office or position 任命；委派

We must appoint a new teacher at once to the mountain school.

我们必须立即委派一名新教师到那山村小学去。

vt. to fix or set by authority or by mutual agreement 约定；指定

They appointed a place to exchange stamps. 他们约定一个地方交换邮票。

Venus n. the second planet from the sun 金星

n. (Roman Mythology) the goddess of sexual love and physical beauty

维纳斯(罗马神话中爱与美的女神)

the V of Milo 米罗的维纳斯雕像

calculate vt. find an answer by working with numbers 计算

Let me calculate the cost of the journey. 让我计算一下旅途的用费。

astronomy n. the scientific study of matter in outer space 天文学

expense n. the act of spending money; cost; money used or needed for sth.花费；

支出；代价；费用

The expense of running a car has risen recent years.近几年来使用汽车的费用增加了。

look our for to be careful of 当心；注意；警惕

Look out (for the car)! 留神(汽车)！

on a large scale 大规模地；大范围地

cocoa n. brown powder from the beans of a tree, made into chocolate 可可粉

n. drink that you make with cocoa powder and milk 可可茶

hemp n. 大麻

involve vt. to contain as a part; include 包括；涉及

All the children were involved in the school play. 所有的孩子都参加了学校排练的剧。

vt. to engage as a participant 使牵涉；使卷入；使参与

Don't involve other people in your trouble. 别把别人牵涉进你的麻烦中去。

enterprise ] n. an undertaking, especially one of some scope, complication, and risk; a business organization 事业；企业

government enterprise 公/国营企业 private enterprise 私/民营企业

small-to-medium-sized enterprises 中小企业

settlement n. group of homes in a place where no people have lived before 拓居地；定居点

The first settlements were on the east coast of America. 最初的殖民地是在美洲的东海岸。

n. agreeing about something after discussing it 解决（方案）

After long talks about pay, the managers and workers reached a settlement.

就工资进行长期谈判后，劳资双方达成一项解决办法。

Kew [kju:] n. 克佑(伦敦之西郊,为皇家植物园之所在地)

accumulate vt&i. to gather or pile up; amass; to mount up; increase

积累；聚集

He accumulated a fortune by hard work. 他靠努力工作积蓄了一笔财富。

Snow accumulated to a depth of 10 feet. 雪已积到十尺深。

abandon vt. leave someone or something; give up; desert 离弃；放弃；抛弃

The driver abandoned his car in the snow. 司机把汽车抛在雪地里。

straw n. dry, cut stalks of wheat, etc. 稻草；麦秆

Everyone of us had a straw hat on. 我们人人都戴草帽。

n. thin tube of paper or plastic for drinking a cold drink 麦管；吸管

He sucked Coke through a straw. 他用吸管吸可口可乐。

pineapple n. 凤梨；波萝

year after year adv. 年年；一年又一年(= year in year out)

We have visited this island year in year out and we never get bored.

我们在这个岛上参观很长时间，但我们没有厌烦。

classification n. the act or result of classifying; a category or class分类；类别

pass away die 去世

He passed away during the night. 他在晚间逝世。

Oxford n. 牛津[英国牛津郡 (Oxford shire) 的首府, 为牛津大学 (Oxford又作Oxford University) 所在地]

tone n. a sound; the quality of a sound; the voice, as expressing feeling音调；语调

She spoke in an angry tone. 她用恼怒的口气说话。

reward n. present or money that you give to thank someone for something 报酬；报答

He was given a reward for passing the examination. 他因考试及格而得到奖品。

He worked hard all his life but without much reward. 他辛勤一生，但得到的报酬却很少。

vt. give something in return for 酬谢；奖赏

He was well rewarded by the kind things people said about him.

人们表扬了他，这就是对他很好的奖励。

name… after 给……取名；命名

technician n. expert who works with machines, instruments or tools技术员；技师

Charles Darwin 查理士达尔文(英国自然科学家) beagle n. 小猎犬

nowhere adv. at, in, or to no place; not anywhere 任何地方都不；什么地方也没有

He was nowhere to be found. 什么地方也找不到他。

n. an unknown place 不知道的地方：

a cabin in the middle of nowhere 不知在什么中心的小屋

altogether adv. on the whole; all things considered 总共；总而言之

There were five of us altogether. 我们共有五人。

Altogether, the book is quite interesting. 总的说来，这本书相当有趣。

adv. totally; completely 完全；全部地

Some of what you say is true, but I don't altogether agree.

你说的有些是真的，但我不能全都同意。

finch n．雀科鸣禽

beak n. 鸟嘴

appearance n. what someone or something looks like 外貌；外表

Do not judge by appearances. 别从外貌判断事物。

n. being seen; coming 显露；出现

At the sight of his appearance on the stage, the hall rang with thunderous applause.

他一出场，礼堂里就掌声雷动。

output n.[u] amount of things that you have made 产量；产品

We must increase our output to meet people's needs. 我们必须增加产量来满足人们的需要。

dandelion n. 蒲公英

latter adj. 后者

Of the two, the former is better than the latter. 两者之中前者较后者为佳。

distinguish vt.& vi. show the difference in; show the difference; make a distinction 区别；辨别

He could not distinguish cotton from wool. 他不能辨认是棉花还是羊毛。

You are confusing things, let me distinguish. 你把事情越弄越糟，让我来把它区分出来。

in detail with all the facts 详细地

The teacher explained the text in detail. 老师详细地解释了课文。

millimeter [`milimitE] n. 毫米

Carl Linnaeus [`kB:l li`nI:Es] 卡尔林尼厄斯(瑞典植物学家)

Daniel Solander [ sE`lAdE] 丹尼尔索兰德(瑞典植物学家)

Tahiti n. 塔希提岛(位于南太平洋)

Galapagos [gE`lApEgEs] n. 加拉帕戈斯(群岛)

Gregor Mendel [`gregE `mendl] 格雷戈门德尔(奥地利遗传学家)

Gote Turesson [`ge:tE tE`ri:sn] 约特杜尔松(瑞典植物学家)

Unit 5 Getting the message

Words and expressions

convey vt. carry; take from one place to another; transport 传送；运载

A bus conveys passengers from the train to the boat. 一辆公共汽车把旅客从车站送到码头。

vt. serve as a means of carrying; conduct; transmit 转达；表达

Please convey my thanks to your wife. 请向你的妻子转达我的谢意。

advertise vt. to make public announcement of, especially to proclaim the qualities or advantages of (a product or business) so as to increase sales 做广告

It has been advertised in the magazine. 已在杂志上刊登了广告。

vi. to call the attention of the public to a product or business做广告

The company advertised for a new secretary. 公司登广告招聘一名新秘书。

advertiser n. 广告商；登广告者

The report gives advertisers a new picture of women today.

这份报告使广告商对今日妇女有了新的认识。

brand n.[c] a trademark or distinctive name identifying a product or a manufacturer商标；牌子

What brand of soap do you like? 你喜欢什么牌子的肥皂？

consideration n.[u] thinking about something 考虑

After much consideration, I accepted the offer. 经过仔细考虑我接受了这个提议。

n.[u] being thoughtful and careful about people's feeling 体谅；关心

We should have consideration for the rights of others. 我们应当为别人的权利着想。

take …into consideration 考虑……

charge n. words that a policeman says when he catches someone who has done wrong 指控；控告

The man went to court on a charge of stealing. 这人被指控盗窃，进了法院。

n. payment asked for something 收费；要价

These books are free of charge. 这些书是免费的。

n. responsibility; trust 责任；委托

I put the children in your charge. 我将孩子委托你照顾。

in charge of 负责

I am in charge of this department. 我负责这一部门。

loss n. losing 丧失；丢失

He told the police about the loss of his car. 他告诉警察他的小汽车丢了。

n. something that is lost; waste 损失；浪费

His death is a great loss to the country. 他的逝世对国家是一个巨大的损失。

blame vt. to say that a person did something wrong 责怪

The driver was not to blame for the traffic accident. 那次交通事故不应该责怪司机。

n. the state of being responsible for a fault or an error; culpability 责备；谴责

The car driver took the blame for the accident. 汽车的司机承担了事故的责任。

mislead to lead into error of thought or action, especially by intentionally deceiving 使误解；使误入歧途

Don't let his friendly manner mislead you into trusting him.

不要让他那种友好的态度使你误信他。

misleading adj. tending to mislead 使人误解的；欺骗的

Your words were rather misleading. 你所说的话颇容易引起误解。

broadcast vt. to send out or communicate, especially by radio or television播放；播出 (broadcast, broadcasted; broadcast, broadcasted)

The agency broadcast an urgent appeal for medical supplies.

代理商通过电台紧急呼吁要求药品供应。

vi. to transmit a radio or television program for public or general use; to be on the air播放(节目)

The station begins broadcasting at 6 a.m. 电台早晨 6:00开始播音

post vt. fasten (a notice) up in a place where it can easily be seen 张贴

The names of the members of the team will be posted up today.今天将贴出这个队成员的名单。

hand in hand holding each other's hands; together 手拉手；共同地

They walked away hand in hand. 他们手拉手地离去了。

react vi. to act in response to or under the influence of a stimulus or prompting:反应；作出反应

Our eyes react to light. 我们的眼睛对光起反应。

vi. 反对；反抗[against]

The people soon reacted against the cruel system. 人们不久便起来反抗暴政。

annoy vt. to cause slight irritation to (another) by troublesome, often repeated acts

使生气；使烦恼

These flies are annoying me. 这些苍蝇真让人讨厌。

vi. to be annoying 招人讨厌；惹人烦恼

A fly keeps annoying. 一只苍蝇总在烦我。

annoying adj. causing vexation or irritation; troublesome 讨厌的；恼人的

an annoying cough 一声恼人的咳嗽

critic n.[c] a person who is critic by profession 批评家，评论家

These critics have agreed to his arguments. 这些评论家已同意他的论点。

accuse vt. charge with doing something wrong or having broken the law 控告；告发

She accused him of theft. 她控告他行窃。

associate vt. to connect or join together; combine联合；结合；联系

They are associated with him in business. 他们在工作上与他有关系。

vi. to connect in the mind or imagination 联想

What do you associate with such a heavy snow? 这样一场大雪你有什么联想?

get across (a viewpoint, etc.) become clear or understandable; make(a viewpoint,etc.)clear or understandable 被人理解；传播

He got his meaning across. 他把意思讲清楚了。

appeal vi. to make an earnest or urgent request, as for help恳求；呼吁

The government is appealing to everyone to save water. 政府呼吁每个人节约用水。

vi to make or apply for an appeal 上诉，申诉

The victims' families of the murder have appealed to the Supreme Court.

谋杀案的被害家属已经上诉最高法院。

vi. to be attractive or interesting 有感染力；有吸引力

Does the idea of working for a venture company appeal to you?

你有没有兴趣到合资企业去工作?

n. an earnest or urgent request, entreaty, or supplication 呼吁；恳求

n. a resort or application to a higher authority, as for sanction, corroboration, or a decision

呼吁；上诉

a court of appeal 上诉法庭 a direct appeal 直接上诉

n. the power of attracting or of arousing interest 吸引力；感染力

a city with appeal for tourists 对游客有吸引力的城市

appeal to v. 呼吁；上诉；有吸引力

He appealed to us for support. 他恳求我们的支持。

This poem makes an appeal to the emotions. 这首诗有动人情感的力量 [有感染力] 。

frequent adj. common, habitual, repeated many times 常常发生的；频繁的

Snows are frequent in this area during December. 这个地区十二月下雪是常事。

figure n.[c] a written sign for a number 数字

The figures are not accurate. 这些数字不精确。

n.[c] how much money something costs 价格

We bought the house for a high figure. 我们高价买了这栋房子。

n.[c] a shape or drawing 图形；画像

That is a geometrical figure. 那是个几何图形。

n.[c] shape of a person or animal in stone, metal, or wood 塑像，雕像

This is the figure of Lu Xun in marble. 这是鲁迅的大理石雕像。

n.[c] a person, a character, 人物

He was one of the great figures in history. 他是历史上的伟大人物之一。

salesman n. someone whose job is to sell goods售货员；推销员

The salesman showed her nearly all the hats in the shop.

该店员几乎将店中所有帽子都拿给她看了。

saleswoman n.女售货员；女推销员

profit n. the return received on a business undertaking after all operating expenses have been met盈利；利润

Newspapers make a profit from [out of] the advertisements they carry.

报纸由其所刊登的广告获取利益。

v. 有利/益于

A wise person profits by [from] his mistakes. 智者由自己的过失中得到教益。

It will not profit you to do so. 那样做对你不会有益处的。

campaign n. a battle战役

a campaign to take the enemy city 攻克敌人城市的战役

n. a movement with a political or business purpose （政治或商业上的）运动；活动

a campaign to stop people drinking when they drive 禁止人们在开车时饮酒的运动

an advertising campaign 广告活动

vi. take part or serve in a campaign 从事活动；参加运动

They campaigned for human rights. 他们参加了人权运动。

policy n.[c] the general plan of a government, business, company, etc. 方针；政策

What is the government policy on education? 政府的教育政策是什么？

n. a course of conduct; a plan of action 计策

Honesty is the best policy. 诚实是上策。

spokesman n. a man who speaks on behalf of another or others发言人；代言人

spokeswoman n. a woman who speaks on behalf of another or others

女发言人；女代言人

illegal adj. wrong, not allowed by law 不合法的；犯法的

It is illegal to drive when you are drunk.. 喝醉了酒开车是违法的。

keep an eye out for 当心；警惕

bait n. 诱饵；鱼饵

target n. what you are trying to hit when you shoot a bullet or arrow 靶子；目标

The hunter's target was a wild animal. 这个猎人的目标是一只野兽。

n. something we aim to do or get 目标；指标

This book will be the target of bitter criticism. 这书会成为严格批评的对象。

bullet n.[c] a shot fired from a gun 子弹；枪弹

Every bullet has its billet. 每颗子弹都有归宿。

sneaker n. a sports shoe usually made of canvas and having soft rubber soles运动鞋

nutritional l adj. 营养(品)的

nowadays [`nauEdeiz] adv. during the present time; now 现在；当今

Nowadays, advertisements can be found everywhere in any big city.

现在,在任何一个大城市里,到处都可以看到广告。

nephew n. son of your brother or sister 侄子；外甥

He was a nephew of my friend. 他是我朋友的侄子。

waitress n.[c] a woman or girl who serves food in a restaurant女服务员

The waitress is bringing the soup. 女服务员正把汤端来。

hostess n. a female host; the wife of the host女主人

The hostess brought us out a pot full of steaming coffee.

女主人给我们拿出一满壶热气腾腾的咖啡。

bridegroom n. a man who is about to be married or has recently been married新郎

heroine n. most important woman in a story, play, etc. 女主角；女主人公

n. very brave woman or girl女英雄

goddess n. female god 女神

Venus was a goddess worshipped by the Romans. 维纳斯是罗马人信奉的女神。

promotion n. the act of promoting or the fact of being promoted促进；促销

the promotion of learning 学术的促进

n. advancement in rank or responsibility 晋升

Our teacher has got a promotion. 我们的老师被提升了。

attach vt. to fasten, secure, or join系；附；粘[to, on]

The clerk attached a price tag to each article. 店员给每一件商品系上标价签。

vt to adhere, belong, or relate.附属 [to]

This hospital is attached to our medical department. 这所医院附属于我们医学系。

vt. to ascribe or assign 认为有（重要性等）

attached no significance to the threat 不重视这种威肋

legend n. an unverified story handed down from earlier times, especially one popularly believed to be historical 传奇；传说

There is a legend that… 有一个传说,说是…。

slogan n. a phrase expressing the aims or nature of an enterprise, an organization, or a candidate; a motto标语；口号

a phrase used repeatedly, as in advertising or promotion 广告语

catchy adj. attractive or appealing 吸引人的

a catchy idea for a new television series 为一部新电视系列剧出的吸引人的主意

adj. tricky; deceptive 有圈套的；欺骗的：

a catchy question on an exam 考试中设有陷阱的题目

point out tell about or show something 指出

He pointed out the importance of the work. 他指出这一工作的重要性。

discount vt. to sell or offer for sale at a reduced price 打折

n. a reduction from the full or standard amount of a price or debt 折扣

n. attributive. often used to modify another noun（定语名词）

a discount market; discount merchandise 打折商场；打折商品

make sense have a meaning that you can understand 有意义；讲得通

I can't follow these instructions----they don't make sense.

我不理解这些指示--根本讲不通嘛。

bonus n. something given or paid in addition to what is usual or expected 额外给予的东西

n. a sum of money or the equivalent given to an employee in addition to the employee's usual compensation 奖金

n. a sum of money in addition to salary that is given to a professional athlete for signing up with a team 津贴

Those who put in many hours of overtime will receive a percentage of their salary as a bonus.

那些付出许多加班时间的人将得到相当于其工资的一部分作为奖金。

context n.[c] the parts directly before or after a word or sentence上下文

We can often tell the meaning of a word from its context.

由上下文，我们可以知道一个字的意思。

Tetsuya Komuro [`testjB: `kRmurEu] 小室哲哉

Unit 6 Going west

Words and expressions

perseverance n. steady persistence in adhering to a course of action, a belief, or a purpose; steadfastness 毅力；坚持

Great works are performed, not by strength, but perseverance.

伟大的作品不是靠力量而是靠毅力来完成的。

quit vt. to give up; abandon 放弃

He has not quit smoking, but is holding down to three cigarettes a day.

他并没有戒烟,但是已减到每天只抽三支烟了。

vt. to depart from; leave 离开

You and I are on the point of quitting the theater of our exploits.

你我正在离开我们辉煌业绩的舞台。

vt. to cease or discontinue 停止；中断：

The teacher asked them to quit talking. 老师要求他们不要说话。

apply (…) to … use; put into practice 应用；运用

We should apply theory to practice. 我们应当把理论运用到实践中去。

add up find the total of 总计；加起来

Add up 6,7 and 8 and you'll get 21. 把六、七、八相加，总数是二十一。

circumstance n. a condition or fact attending an event and having some bearing on it 环境；情况(常用复数形式)

It depends on [upon] circumstances. 这要视情况而定。

lose heart become discouraged 沮丧；灰心

Don't lose heart at any failure, but try again. 失败时不要灰心，要再接再厉。

assessment n. the act of assessing; appraisal 评估；估价

environmental assessment 环境影响评估

take it easy 放松些；别紧张

When the teacher found some of his students get nervous at the examination, he told them to take it easy. 老师发现一些学生考虑时焦急不安，就叫他们不要紧张。

keep up retain(one's spirits, strength, etc); (one's spirits, strength, etc.)not decline 维持；保持

The mountaineers' spirits kept up against heavy odds.

在非常不利的条件下，登山运动员们仍然情绪高涨。

Robinson Crusoe n. 鲁滨逊克鲁索

common sense natural good thinking 常识；情理

Although she's not very clever she's got lots of common sense. 她虽然不很聪明，但很有见识。

survival n. the act of surviving; continuance of life 幸存；存活

He stayed eight days in an open boat with no food, and he was still alive; his survival was a miracle. 他在无遮档的小船上呆了八天，又无食物，还活下来了，这真是个奇迹。

biscuit n. a small cake of shortened bread leavened with baking powder or soda饼干；小点心

alcohol n. a colorless, volatile, flammable liquid; intoxicating liquor containing alcohol 酒精；含酒精的饮料

goat n. a sort of hollow-horned, bearded ruminant mammals of mountainous regions山羊

On the ground lay an old sick goat. 地上躺着一只生病的老山羊。

flour n.[u] a powder made from wheat and used to make bread and cakes 面粉（或其他谷物磨成的粉）

Flour is used in making breads and cakes. 面粉用来做面包或糕饼。

axe n. 斧子

nail n. the hard substance at the end of a finger or toe 指甲；趾甲

Our fingernails need cutting now and again. 我们的手指甲有时需要剪一剪。

n. small piece of metal with one pointed end, which you hit into wood to fasten things together 钉子

The nail went right through the wall. 钉子直接穿过墙壁。

razor n. a sharp-edged cutting instrument used especially for shaving the face or removing other body hair 剃刀；刮胡刀

bedding n. bedclothes 寝具；床上用品

beyond prep. on the further or other side of 在较远的一边；在另一边

The post office is beyond the bridge. 邮局在桥的那一头。

prep. (of time)later than; more advanced than（时间）晚于；超过

Some shops keep open beyond midnight. 有些商店营业到半夜以后。

prep. out of the reach of; outside one's understanding 为…不能及；超出…理解力之外

He was beyond the help of the teacher. 他使老师束手无策。

prep. (negative and interrogative) except 除…之外

I know nothing beyond this. 除这之外，我什么也不知道。

adv. farther away 在远处

look beyond 向远处看

the Rocky Mountains 落基山脉

wagon n.[c] cart on four wheels, which a horse or an ox pulls; an open railway freight car 四轮马车（牛车）；无篷铁路货车

The wagon was full of vegetables. 这辆运货马车装满了蔬菜。

leave behind cause to remain behind; forget to take or bring along; abandon in a retreat 留下；忘带

She left her bag behind in the train. 她把提包丢在列车上了。

ox n. (pl. oxen) bull used for farm work公牛；耕牛

He is as strong as an ox. 他像牛一样强壮。

Kansas n. 堪萨斯州(美国洲名)

frontier n.[c] the border, the line between two countries国境；边境

We must show our passports at the frontier. 在边境我们必须出示护照。

lose one’s way become lost 迷路；迷失

Lily lost her way in the woods. 莉莉在森林里迷了路。

barren adj. lacking vegetation, especially useful vegetation 不毛的；贫瘠的

The desert is barren land. 沙漠是贫瘠的土地。

salty adj. tasting of salt; containing salt 盐的；咸的；含盐的

Sea water is salty. 海水是咸的。

pond n. a body of still water smaller than a lake池塘

There is a flock of waterfowls on the pond. 池塘上有一群水鸟。

patch n. small piece of ground 小块地

They grow their own vegetables on a small patch of ground. 他们在一小块土地上自种蔬菜。

n. pieces of cloth that you put over a hole in clothing, sheets, etc. 补钉

I sewed a patch over the hole in my jeans. 我给我工装裤上的洞打了个补钉。

burden n. something that you carry; a heavy load 负担；包袱

It is a burden to the people. 这对人民是一种负担。

n. a duty which is hard to do well 责任

The burden fell on me. 责任落在我身上。

desperate adj. having no hope and ready to do any wild or dangerous thing 绝望的；不顾一切的

The prisoners became desperate in their attempts to escape. 那些囚犯拼命企图逃亡。

adj. very serious 极严重的；危急的

The country is in a desperate state and we must work hard.

国家处于危急关头，我们应当努力工作。

beast n. an animal （四足）兽；牲畜

The tiger is a beast of prey. 老虎是食肉兽。

accustomed adj. being in the habit of习惯[于…]的[to]

I am not accustomed to walking long distances. 我不习惯于长距离的步行。

thirst n.[u] wanting to drink something; a strong desire 渴；渴望

I drank a cup of tea to relieve my thirst. 我喝了一杯茶止渴。

The artist thirsted for fame. 艺术家想出名。

starvation n. suffering or death caused by extreme hunger 挨饿；饿死

The cat died of starvation. 那只猫饿死了。

anxiety n.[c] worry and fear 忧虑；担心；焦急

We waited with anxiety for our examination results. 我们焦急地等待考试结果。

n.[c] something that makes you worried and afraid 担心的事；焦虑

He has been relieved of his anxieties. 他已消除了忧虑。

shallow adj. not deep; with not much water 浅的

The river is shallow here; we can walk across. 这里河水很浅，我们可以趟过去。

came to an end stop结束；终止

All good things must come to an end. 一切好事迟早都会结束。（天下没有不散的宴席。）

legendary adj. based on, or of the nature of a legend 传奇的；传说的

tax n. money that the government takes from your pay or from the sale of some goods 税

There is a large tax on cigarettes. 香烟的税很重。

anniversary n. the annually recurring date of a past event, especially one of historical, national, or personal importance 周年纪念；周年纪念日

Anchorage n. 安克雷奇（美国港市）

Nome [nEum] n. 诺姆（美国城市）

front-page [.frQnt `peidV] adj. worthy of coverage on the front page of a newspaper 头版的

front-page news 头版新闻

granddaughter n.[c] the daughter of your child孙女；外孙女

flu n. influenza 流行性感冒

He caught the flu. 他患了流行性感冒。

throat n. the front part of the neck 喉咙；咽喉

I have something stuck in my throat. 我有什么东西刺入了我的喉内。

diphtheria n.［医］白喉［症］

vaccine n. 痘苗；疫苗

catastrophe n. terrible thing that happens suddenly 大灾难；大祸

The forest fire was a catastrophe. 那场森林火灾是场大灾难。

relief n. the removal or ease of worry, pain ,etc. 解除；减轻

The medicine brought me relief. 这药减轻了我的痛苦。

n. help given to people in poverty of trouble 救济

They are in need of relief. 他们需要救济。

deliver vt. take something to the place where it must go 投递；送交

Every day the milkman delivers milk to our house. 每天送牛奶的人都把牛奶送到我家。

vt. give forth in words 发言

He delivered a speech at the meeting. 他在会上讲了话。

vt. to help in the birth of 接生

she delivered the child. 她接生了这孩子。

Nenana [ni`nB:nB:] n. 美国城市

Arctic adj. of the north polar regions 北极的

n. the regions round the north pole 北极；北极圈；北极地方

the Arctic Ocean 北冰洋 the Arctic Regions 北极地区

tough adj. able to withstand great strain without tearing or breaking; strong and resilient 坚韧的 demanding or troubling; difficult 困难的 physically hardy; rugged 强壮的

(tougher; toughest)

wrap vt. to cover completely with 包裹；缠绕

I wrapped the present in red paper. 我把礼物用红纸包了起来。

n.[c] an article of dress to be folded round a person 披在身上的衣物

Don't forget your wra

篇2：八年级下册英语教案教学设计

教学目标：

1、能够理解并会朗读Let＇s read部分，能够完成选词填空练习。

2、能够完成Task time的任务。

3、能写简单的路线说明并了解写信的基本格式。

教学重点难点：

重点和难点：能够听、说、认读句子：Start from the bus stop……Look for me near the door.

教学准备：

录音机和录音带，本课时的教学挂图。

教学过程：

一、热身

师生共唱歌曲“Ten Little Candles Dance”。

二、预习

师生进行日常会话。

三、新课导入

Let＇s read。

（1）教师课前安排一名学生站在教室外面充当邮递员，引出句子：This letter is from Sarah。

（2）教师出示教学挂图说：Look！It＇s Sarah＇s old is she？Where is her home？How can we get to her home？Let＇s read again.让学生带着问题阅读对话，提出不懂的单词或句子，教师答疑。

（3）教师指导学生完成选择填空。

（4）指导学生朗读。

（5）拿出事先准备好的指示路径的六个句子，随意打乱顺序。让学生来排序。

四、巩固和延伸

完成作业本中的作业。

篇3：人教版八年级英语比较级和最高级讲解及练习教案教学设计(人教版英语八年级)

形容词比较级和最高级

绝大多数形容词有三种形式,原级,比较级和最高级, 以表示形容词说明的性质在程度上的不同。

形容词的原级: 形容词的原级形式就是词典中出现的形容词的原形。 例如: poor tall great glad bad

形容词的比较级和最高级: 形容词的比较级和最高级形式是在形容词的原级形式的基础上变化的。 分为规则变化和不规则变化。

规则变化如下:

1) 单音节形容词的比较级和最高级形式是在词尾加 -er 和 -est 构成。

2) 以 -e 结尾的单音节形容词的比较级和最高级是在词尾加 -r 和 -st 构成。

3)少数以-y, -er, -ow, -ble结尾的双音节形容词的比较级和最高级是在词尾加-er 和-est 构成。

4) 以 -y 结尾,但 -y 前是辅音字母的形容词的比较级和最高级是把 -y 去掉,加上 -ier 和-est 构成.

5) 以一个辅音字母结尾其前面的元音字母发短元音的形容词的比较级和最高级是双写该辅音字母然后再加-er和-est。

6) 双音节和多音节形容词的比较级和最高级需用more 和 most 加在形容词前面来构成。

常用的不规则变化的形容词的比较级和最高级:

原级------比较级------最高级 原级------比较级------最高级

good------better------best many------more------most much------more------most bad------worse------worst far------farther, further------farthest, furthest

形容词前如加 less 和 least 则表示“较不”和“最不”

important 重要 less important 较不重要 least important 最不重要

形容词比较级的用法:

形容词的比较级用于两个人或事物的比较,其结构形式如下:

主语+谓语(系动词)+ 形容词比较级+than+ 对比成分。 也就是, 含有形容词比较级的主句+than+从句。注意从句常常省去意义上和主句相同的部分, 而只剩下对比的成分。

Our teacher is we are. 我们老师的个子比我们的高。 It is today than it was yesterday. 今天的天气比昨天暖和。 This picture is than that one. 这张照片比那张照片漂亮。This meeting is than that one. 这次会议不如那次会议重要。 The sun isthan the moon. 太阳比月亮大得多。形容词最高级的用法: 形容词最高级用于两个以上的人和物进行比较, 其结构形式为: 主语+谓语(系动词)+the+形容词最高级+名词+表示范围短语或从句。 She is student her class. 她是班上最好的学生。 Shanghai is one of cities China. 上海是中国最大城市之一

This is apple I have ever met. 这是我见到的最大的苹果。

Tom isboy in his basketball team. 汤姆是他们篮球队中个子最高的

初二英语语法形容词比较级专项练习

一、写出下列形容词与副词的比较级与最高级形式：

long _________ ______wide _______ _____ thin _________ _______

heavy ________ _____slow _______ _______few___________ _______

short ________ ______ badly ______ _______far __________ _______

quickly ______ ______happy ______ _______careful ______ _______

二、用所给词的正确形式填空：

1. She will be much ______ (happy) in her new class.

2. The short one is _______ (useful) of the five.

3. His sister is two years _______ (young) than him.

4. This ruler is twice as ______ (long) as that.

5. The _____ (cheap) bags are usually the best ones.

6. Gold(黄金) is much ______ (expensive)than iron(铁).

7. The boy is not so ______ (interesting) as his brother.

8. Jack sings _____ (well), he sings ______(well) than Tom, but Mary sings______(well) in her class.

9. Of the three girls, I find Lucy is _______ (clever).

10. John’s parents have four daughters, and she is _____ (young) child.

三、选择填空：

1.It is _____ today than yesterday.

A. hot B. more hot C. hotter D. much hot

2. This line is ____ than that one.

A. not longer B. more longer

C. much more longerD. many more longer

3. Of the five toys, the child chose_____.

A. the expensive oneB. one most expensive

C. a least expensiveD. the most expensive one

4. Which do you like _____, coffee, tea or milk?

A. the best B. better C. the better D. best

5. They bet to see who could run _____ in the sports meeting.

A. the fastest B. the faster C. fastest D. faster

6. This book is ____ of all.

A. thinner B. the thinner C. more thinner D. the thinnest

7. She looks _____ than she really is.

A. the more youngerB. much younger

C. very younger D. more younger

8. Our country is becoming ______.

A. more beautiful and more B. more beautiful and beautiful

C. more and more beautiful D. more beautiful and beautifuler

9. The earth is _____ the moon.

A. 49 times as big as B. 49 times as bigger as

C. as 49 times big as D. as big as 49 times

10. This kind of drink is different ______.

A. and it is also better B. and better than the other

C. but also than others D. from the other, and better

四、翻译句子：

1、他比我大两岁。

He is _____ ______ ______ than I.

2、今天比昨天冷得多。

It is _____ ______ today______ it was yesterday.

3、这个故事不如那个有趣。

This story is _____ _____ _____ as that one.

4、她的身体一天天好起来。

He is getting _____ ______ ______ every day.

5、他对英语越来越感兴趣。

He is becoming ______ ______ _______ ______ ______ English.

6、他吃的越多，就越胖。

The ______ he eats, the _______ he is.

1. This box is___ that one. A. heavy than B. so heavy than C. heavier as D. as heavy as 2. When we speak to people, we should be ' . A. as polite as possible B. as polite as possibly C. as politely as possible D. as politely as possibly 3. This book is____ that one, but____ than that one.

A. as difficult as; expensive B. as more difficult as; more expensive C. as difficult as; more expensive D. more difficult as; as expensive 4. I think the story is not so ___ as that one.A. interesting B. interested

C. more interestingD. most interesting

5. His father began to work____ he was seven years old. A. as old as B. as early as C. since D. while

2

( )1. I think science is _ than Japanese. A. much important B. important

C. much more important D. more much important( ) 2 This pencil is___ than that one.

A. longest B. longC. longer D. as long ( ) 3 My mother is no ___ young.

A. shorter B. longer C. little D. few ( ) 4 These children are ____ this year than they were last year.

A. more tall B. more taller C. very taller D. much taller( ) 5 It was very hot yesterday, but it is___ today.

A. even hotter B. more hotter C. much more hot D. much hot 6. Mrs Black has got____ instead of getting any better.

A more bad B. a little worse C. much badly D. a lot of worse

3

When we arrived, we found the meeting room crowded with___ students. A. quite a few B. only a few C. few D. a few quite 2. The house is small for a family of six.A. much too B. too much C. very much D.so 3. Through the window we can see nothing but ____ buildings. A. tall very many B. very many tall

C. very tall many D. many very tall 4. -What's your brother like? -He is___. A. a driver B. very tall C. my friend D. at school 5. The jacket was so___ that he decided to buy it.

A. much B. little C. expensive D. cheapl 6. Our classroom is____ larger than theirs.

A. more B. quite C. very D. much

4( ) 1. The earth is about____ as the moon.A. as fifty time big B. fifty times as big

C. as big fifty times D. fifty as times big( ) 2. Your room is mine.A. twice as large than B. twice the size of

C. bigger twice than D. as twice large as( ) 3. Your room is ___ than mine.

three time big B. three times big

C. three times bigger D. bigger three times( ) 4. His father is____than his mother. ;

older four years B. as four years older

C. four years older D. bigger four years

5( ) 1. Maths is more popular than____.

any other subject B. all the subjects

C. any subject D. other subject( ) 2. China is larger than ____ in Africa.

any other country B. other countries

C. the other country J 1% D. any country( ) 3. Tom is stronger than ___ in his class.

A. any other boy B. any boys C. any boy D. other boy

6( ) 1. When spring comes, it gets____. A. warm and warm B. colder and colder

C. warmer and warmer D. shorter and shorter( ) 2. By and by, ____ students in our class came to like English.

A. more and moreB. much and much

C. many and many D. less and least( ) 3. At last he began to cry ___. A. hard and hardB. more hard and more hard

C. harder and harder D. less hard and less harder( ) 4. When spring comes the days get ____ and nights ____.

A. short; long B. long; short C. longer; shorter D. shorter; longer

71. ___ I look at the picture, ____ I like it.

The best; the more B. The more; the less

C. The more; less D. More; the more

2. ___ he read the book, ____ he got in it.

A. The more; the more interesting B. The less; the more interesting

C. The more; the more interested D. More; more interested

3. ___ you come back, _____ it will be.

A, The quicker; the best B. The sooner; the better

C. Faster; the better D. The sooner; better

8( )1. I like___ one of the two books.

A. the older B. oldest C. the oldest D. older( )2. Which is___country, China or Japan?

A. the large B. the larger C. larger D. largest ( ) 3. Of the two cups, he bought .

A. the smaller B. the smallest C. small D: smaller

9( ) 1. Which do you like ___, tea or coffee?

A. well B. better C. best D. most ( ) 2. This work is ____ for me than for you.

A. difficult B. most difficult

C. much difficult D. more difficult ( ) 3. Which do you think tastes ____, the chicken or the fish?

A. goodB. better C. best D. well ( ) 4. The Great Pyramid is about 137 metres high today, but it was once

A. higher B. highest C. high too D. more high ( ) 5. Don't you think it ______ not to write the letter?

A. well , B. better C. bestD. good

初中英语形容词比较级和最高级讲解与练习答案：

1 . 1-5 D A C A B 2. 1-6 C C B D A B 3. 1-6 A A D B D D 4. 1-4 B B C C 5. 1-3 A D A 6. 1-4 D A C C 7. 1-3 B C B8. 1-3 A B A 9 .1-5 B D B A B

参考答案：

一、写出下列形容词与副词的比较级与最高级形式：

longer, longest; wider, widest; thinner, thinnest; heavier, heaviest;slower, slowest; fewer, fewest; shorter, shortest; worse, worst;

farther, farthest; more quickly, most quickly; happier, happiest;

more careful, most careful

二、用所给词的正确形式填空：

1. happier 2. the most useful 3. younger 4. long 5. cheapest

6. more expensive 7. interesting 8. well, better, best 9. the cleverest

10. the youngest

三、选择填空：

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

四、翻译句子：

1. two years older 2. much colder, than

3. not so interesting 4. better and better

5. more and more interesting in 6. more, fatter

篇4：3B Unit19(人教版高三英语教案教学设计)

Aims and demands:

通过本单元教学，学生应能熟练地运用表示“提意见和建议”的常用语；复习宾语；了解毛利人的历史和新西兰的历史、地理及风士人情。

Importance and difficulty:

1. words and expressions:

hand down, sign an agreement with, take a degree, share, times, live, go doing

2. sentences:

A. The language which the Maori speak is related to the languages of Tahiti and Hawaii.

B. This is how they keep their way of life alive.

C. In size it is bigger than Guangdong Province, yet has a much smaller population.

D. Apart from their milk, the wool from their coats is used in expensive clothing.

3. Grammar:

A. The search party found the missing child.

B. I enjoy swimming in summer.

C. I’d like to invite you to my birthday party.

D. I’ll get the letter mailed first.

4. Useful expressions:

A. You’d better ( not )……

B. You should / ought to ……

C. I suggest you ……

D. Shall we……

E. How / what about…….

Lesson 73 The Maori of New Zealand

Aims and demands:

Develop the Ss’ reading and speaking ability.

Importance and difficulty:

Have a good and deeper understanding of the text.

Teaching aid; a tape recorder and some slides

Teaching methods: reading

Teaching procedure:

Step 1. Presentation

Find out how much the Ss know about New Zealand by asking a few rapid questions around the class.

T: Where is New Zealand?

----- East of Australia.

T: How many islands is New Zealand made up of ?

----- Two large ones.

T: What is the capital?

----- Wellington.

T: What money is used in New Zealand?

----- NZ dollar.

T: Name one sailor who landed on New Zealand several centuries ago.

----- Captain Cook.

T: What are the earliest people of New Zealand called? ( first settlers )

----- Maori .

T: Where did they come from?

----- Polynesia.

T: Where did the first settlers in the USA come from?

… in Australia

Step 2. Fast reading

Read the text fast and find the answers to the questions.

1. From which countries have the people of New Zealand come?

Polynesia / Oceania and Europe , mainly Britain.

2. What parts of Maori life are mentioned in the text?

Kindergartens, customs, way of life, the marae, the meeting house, family life, special days ---- huis, weddings, conferences, deaths and burials.

Step 3. Careful reading

1. Read it and do the reference

( Which words and phrases do the words in bold in the text refer to?)

2. Note making

Step 4. comprehension

1. paper comprehension

Comprehension for Unit 19 Lesson 73(3B) CDDCB BBDCC BD

1. The passage is mainly about ___.

A. why the Maori chose to settle in New Zealand

B. what the European settlers had done to the Maori

C. the history, life-style, languages and customs of the Maori

D. the rare animals and plants in New Zealand

2. The population is mainly made up of ___.

A. the Maori and Europeans

B. the Maori and Kooris

C. the Maori and Pacific Island

D. the Maori, Europeans and Pacific Islanders

3. When the Maori came to settle in New Zealand, they did NOT take ___ with them.

A. the way of life

B. dogs and rats

C. plants like the sweet potato

D. written records of their history

4. In the 19th century the Maori population dropped as a result of ___.

A. their improper way of life

B. the bad weather in the island

C. many fierce battles and diseases

D. lack of money and medicine

5. Which is WRONG about the languages spoken in New Zealand?

A. English is widely used as the official language.

B. The children in New Zealand are greatly encouraged to use the Maori language.

C. At least three kinds of languages are spoken in the country.

D. Maori children can learn to speak English at school.

6. It can be figured out that the population of New Zealand is about ____.

A. 435,000 B. 3,346,100 C. 5,5655,000 D. 170,000

7. We can learn what the text is about from ___.

A. the first paragraph B. the title

C. the last paragraph D. the whole passage

8. What did the Maori not take to New Zealand ?

A. Plants like the sweet potato B. Dogs

C. Rats D. Potatoes

9. How many kinds of languages are spoken in New Zealand according to the text?

A. one B. two C. three D. four

10. The difference between the Maori’s life and the Europeans’ life is in their ___.

A. dining habit B. clothing

C. family size D. living condition

11. What is written in details in the text?

A. Wedding B. Burial

C. Conference D. None of the above.

12. The Maori’s burial service is different from the European’s because ___.

A. they give speeches at the funeral

B. they go to see the dead

C. they share their memories of the dead

D. there’s always someone staying with the dead

2. work book

Bb:

Maori ----- Polynesia

wars

New Zealander European (British )----- Europe / Britain

Pacific Islanders----- Oceanis

Homework

Lesson 74 New Zealand

Aims and demands:

1. Get the Ss to read a text very fast in order to find out what the different sections about .

2. Train the Ss to obtain information from a diagram.

3. Develop the Ss’ reading ability.

Importance and difficulty:

1. Have a deeper understanding of the text.

2. Finish the comprehension exercise

Teaching methods: reading and understanding

Teaching aids : tape recorder and some slides

Teaching procedure:

Step 1. Revision

Answer the questions:

1. What’s the other name for New Zealand? ----- Aotearoa

2. When did the first traveler reach New Zealand, 950, 1050 or 1150? -----950

3. What did early travelers bring with them?

---- Dogs, rats and plants like the sweet potato.

4. Which is warmer, North Island or South Island? Why?

---- North Island is warmer because it is closer to the equator.

5. What is the name of the earliest New Zealand people? ------Maori.

6. Where did they come from? ----- Polynesia

7. Why did settlers and the Maori fight? ----- Over land rights

Rearrange the following sentences:

1. Following his discoveries many islanders travelled 3,500 kilometres by sea in their narrow boats to this new country between 1100 and 1350.

2. As a result of these wars and diseases, the Maori population fell from 100,000 to 4,200.

3. In Maori history, the first traveler to reach New Zealand in the year 950 was a man called Kupe.

4. By 1840 about 2,000 Europeans, mainly British, had come to settle in New Zealand and the Maori signed and agreement with these settlers.

5. However, in later years there were fierce arguments over land rights and many battles were fought between the settlers and the Maori.

6. He named the country “ Ao-tea-roa”, which means “the land of the long, white cloud”.

7. They took with them dogs, rats and plants like the sweet potato, and settled mainly in North Island where the weather was warmer.

8. Their population has now increased to 435,000 , and today they make up about 13% of the population.

3-6-1-7-4-5-2-8

Step 2. Reading for general understanding ( 3 minutes )

The purpose of this task is to get the Ss to read a text very fast in order to find out what the different sections are about. It is a speed-reading exercise.

Give the Ss a time limit of 3 minutes for this exercise.

Answers: Politics – Agriculture – Sports and free time – Natural beauty – Wildlife

Step 3. Careful reading

1. Read it carefully and finish the paper comprehension exercises.

Reading comprehension for Unit 19 Lesson 74 (3B) ACBCA CABDB BD

1. Which is correct about New Zealand?

A. Before 1893 women couldn’t enjoy the same voting rights just as men.

B. There are about 50 million sheep in the country, more than 14 times the population.

C. People over a certain age can all receive a weekly “old-age pension” nowadays.

D. The government is quite successful in controlling the unemployment rate.

2. Which is not the reason for the question “Why New Zealand is thought to be an important agricultural country”?

A. Animal farming is well developed.

B. There are more sheep than people.

C. Deer are kept for their meat and fur.

D. The main exports are agricultural products.

3. According to the passage, which is most likely to happen in New Zealand?

A. The country imports wood pulp(纸浆).

B. Earthquakes will shake the country.

C. Winter vacation starts from December.

D. Farmers begin to keep deer instead of cattle.

4. There are flightless birds in New Zealand because___.

A. these birds are kept in cages for a long time and lose the ability to fly

B. they caught the strange diseases which settlers took with them

C. they had no natural enemies until the arrival of humans

D. as in Australia, the climate there is quite suitable for birds to live on the land

5. After reading the text you cannot have a picture of ___.

A. the history of New Zealand

B. the climate in New Zealand

C. the agriculture in New Zealand

D. the strange animals in New Zealand

6. What is not true about New Zealand?

A. New Zealand is the first the allow women to vote in the world.

B. New Zealand exports mainly agricultural products.

C. All the people can receive the :old-age pension”.

D. All the people above a certain age can receive the “old-age pension”.

7. What is not included in the exported agricultural products?

A. Pork B. Lamb C. Beef D. Butter

8. What fruit is implied (暗指) in the text?

A. Apple B. Grape C. Pear D. Banana

9. In New Zealand only the kiwi is ___.

A. ancient B. flightless

C. voiceless D. the national bird

10. Who made the birds flightless?

A. The birds themselves. B. Nature.

C. Some biologists. D. Natural enemies.

11. The main school holidays in New Zealand are about ____ month(s).

A. one B. one and a half

C. two D. two and a half.

12. It can be inferred that New Zealand is not an ideal place for ___.

A. having sports B. going sight-seeing

C. keeping cattle and goats

D. developing heavy industry

2. True or False statements.

a. New Zealand is an important agricultural country with a small population. In size it is bigger than Guangdong Province, yet has a much smaller population.

b. In 1893, many countries, including New Zealand, allowed women to vote.

c. In recent times the “ old-age pension” has only been paid to the poorest people because these people are usually very old.

d. The main school holidays are from mid-December till early February because the weather is usually very cold.

e. Tourists from all over the world come to New Zealand because they are attracted by the natural beauty of the country.

f. The Kiwi, New Zealand’s national bird is flight-less because this kind of bird is very huge and it cannot fly.

Answers: T F F F T F

Step 4. Practice Workbook Ex 2

Step 5. Diagram Page 40

Homework

Lesson 73~ 74

Aims and demands: Review the text and deal with the language points.

Importance and difficulty: Get the Ss know the usage of the language points.

Teaching aid: some slides.

Teaching methods: practicing and comparison

Teaching procedure:

Step 1. Revision

Say as quickly as possible and tell if the following statements are True or False.

1. All the people of New Zealand came from the Islands of Polynesia in the Pacific.

2. The Maori had no written language.

3. By 1840 about 2,000 British had come to settle in New Zealand.

4. Now the Maori makes up about 13% of the population.

5. They have a population of 4, 200.

6. The Maori have given up their own customs and ways of life.

7. New Zealand is an important industrial country with a small population

8. New Zealand was the first nation in modern times to allow women to vote.

9. North Island is famous for its hot springs.

10. New Zealanders like to go swimming, sailing , horse-riding during the months of December-February.

F T F T F F F T T T

Step 2. Useful expressions

Fill in the blanks ( Lesson 73~ 74)

1. Ireland lies to the west of Great Britain. They are separated from each other by the Irish sea.

2. I have bought a dictionary for you and I’ll send it to you by mail as soon as possible.

3. The two tables are of the same size, but they are different in colour.

4. They have made much money out of keeping fish.

5. Apart from the garden, I’m quite satisfied with the house.

6. Their customs were handed down/on from generation to generation.

7. Their population has now increased to 420,000 . That makes up about 13% of the whole population.

8. I insist on him changing his learning methods, but he sticks to it.

9. Can you explain the sentences to me which are marked with red lines?

10. Would you like to stay with us for a few more days?

Step 3. Language points:

Fill in the blanks ( Lesson 73~74)

1. They took with them dogs, rats and plants like the sweet potato and settled mainly in North Island.

要下雨了，请带把雨伞。

我没有带钱，请你借我10 元好吗？

2. The language which the Maori speak is related to the languages of Tahiti and Hawaii.

relate vt. 把 … 联系起来

be related to 和 … 有联系

3. Maori family enjoy sharing what they own and looking after one another.

enjoy doing consider , dislike , finish , go ,mink , practise , risk , suggest , avoid , appreciate, feel like , give up …

4. This is how they keep their way of life alive.

alive

live

living

5. The fish is still alive .

6. This is a live fish .

7. All living things need sunlight , water and air.

8. Although he is sixty, he is still alive.

9. Many people will sleep and eat on the marae during these three days and share their memories of the dead person.

10. She is always happy and never shares his parents’ worries ( 从不分担父母的忧愁 )

我们应该共甘同苦。

We should share joys and sorrows.

11. New Zealand is an important agriculture country with a small population.

中国是一个人口众多的发展中的国家。

China is a developing country with a large population.

12. It is bigger than Guangdong province in size.

13. The two countries are of the same size, but they are different in population.

14. The main exports of the country are wool, lamb, beef butter, forest products, fruit and vegetables ( 水果和蔬菜 ).

15. Some farmers have turned tokeeping deer (养鹿).

16. Whenever he had difficulty, he turned to the teacher for help( 他就去向老师求助 ).

turn to

turn on

turn off

turn down

turn into

turn out

turn over

17. New Zealand wine is of high quality and is sold all over the world.

be of high quality =high-qualified

be of great help =helpful

be of importance =important

be of great value =valuable

18. Apart from their milk, the wool from their coats is used in expensive clothing.

19．Apart from English , he is good at French. ( Besides )

20. There were ten people at the meeting apart from me. (besides)

21. The composition is good apart from a few spelling mistakes. ( except for)

22. North Island is famous for an area of hot spring, some of which throw hot water high into the air.

23. Hongzhou is famous for its West Lake.

24. Helen Keller was famous as an American writer.

Step 4. Correct the mistakes:

1. All things are related with all other things.

(to)

2. Mary and I will share with a room. /

3. Besides from the cost, it will take a lot of time. ( Apart ) from /

4. We have reported the matter to the master but he considers it of no important. (importance )

5. In this factory the workers are paid by hour. ( by the hour ) (by hours)

6. The rice is sold by the weight. /

7. When time went on, Einstein’s theory was proved to be correct. ( As )

8. After he left school he became a teacher , but later he turned to drive. ( driving )

Homework

篇5：3B Unit17(人教版高三英语教案教学设计)

Aims and demands:

通过本单元教学，学生能熟练地运用表示“请求允许”的常用语；复习表语，连习动词的用法；了解海伦 凯勒自强和她的老师的敬业精神。

Importance and difficulty;

Words : born, bring…into touch with, look back , get back, pity

Important sentences:

1. A born teacher, she thought she could turn a deaf-blind person into a useful human being.

2. What a difficult case I must have been to this young teacher!

3. One of the first things Annie did was to teach me how to play.

4. It took great imagination as well as patience for Annie to teach me to speak.

Grammar:

1. Fish goes bad easily in Summer.

2. The news sounds exciting.

3. The shop stays open until 10 p.m.

4. The tree grows taller day by day.

5. The theory proved true.

Useful expressions:

1. May / Can / Could I …?

2. I wonder if I could ……?

3. Do you mind if I…?

4. Sure.

5. Go ahead.

6. I’m sorry, but…

Lesson 65 My teacher

Aims and demands:

Develop the Ss’ reading ability.

Importance and difficulty:

Have a good understanding of the text.

Teaching method: reading

Teaching aids: Tape recorder and some slides.

Teaching procedure:

Step 1. Warming up

Questions:

T: If a person cannot see anything at all, that person is said to be blind.

If he can’t hear anything at all, he is said to be deaf.

Do you know any people who cannot see well or can’t hear well? (Beethoven)

(later) People who are blind can learn to read books that are printed in a special way.

What is the name of this writing system?

------ Braille.

How do people read Braille books?

------ By touching raised dots on the paper with their fingers.

Talk about the picture in the text book.

Step 2. Fast reading

Read it quickly and find the answers to the questions.

1. What was the writer’s problem?

------She was deaf and blind and couldn’t speak.

2. What did the writer learn during this period of her life?

----- She learned the meaning of words, she learnt to play and to laugh.

Step 3. Comprehension

Read it carefully and do the comprehension exercises.

Comprehension exercises for Unit 17 (Lesson 65) 3B CCCBB ABBC

1. Helen Keller seemed simple-minded ___.

A. after Annie came to stay in her house

B. so she was often made fun of by others

C. because she struggled in a silent, dark world

D. just because she couldn’t hear anything

2. Helen Keller came to understand the meaning of the word “water” ____.

A. in the kitchen B. in a river

C. at the well D. in her own house

3. According to Paragraph 3 , the following mistakes EXCEPT “ ____” can be found in the picture at the top the page.

A. Helen was holding a cup, not a jar

B. Helen and her teacher seemed to be indoors, not at the well

C. Helen was smiling, not being moved to tears

D. Annie was holding Helen’s hands, not pumping

4. Annie put the writer’s hand on her face so that Helen could ___.

A. know what she looked like

B. connect the movement of her laughing with its meaning

C. laugh in the same way as she did

D. feel how happy she was when teaching Helen

5. What impressed Helen Keller most was Annie’s __.

A. patience B.wisdom C.imagination D.character

6. Annie Sullivan came to Helen’s house ___.

A. in March, 1887

B. in April, 1887

C. in May, 1887

D. when Helen was 19 months old

7. Which words in Paragraph 4 show that the writer was eager to learn more?

A. reach out B. beg for C. joy D. touch

8. As the writer learned more and more, ___.

A. she could speak

B. she enjoyed learning

C. she could “heard” sounds

D. She became a teacher, too

9. Which happened last?

A. The girl learned how to jump

B. The girl “heard” the sound that one hears on a farm

C. The girl learned words like soil, wood and silk

D. The girl met her teacher, Annie Sullivan

Correct the mistakes in the article if necessary:

Helen Keller was born a healthy normal child in 1880.

However,an illness strikes her when was only 19 months, 1.___

thus leaving her deaf, blind and unable to speak. For little 2.___

Helen, the world suddenly became a dark, frightened place. 3.___

Several years late, Annie Sullivan,a strong-minded and loving 4.___

people, became Helen’s teacher.Miss Sullivan’s teaching 5.___

changed a wild child into useful human being. 6.___

By her help, Helen Keller learned to talk with those 7.___

around her.As she was grew older, she became a writer. 8.___

People benefited her works and her courage.Helen 9.___

Keller died in 1968,and her spirit lives on. 10.___

1. paper comprehension

2. Listen to the tape and explain the phrases .

Step 4. Practice

1. Word study

2. Workbook

Homework: Workbook

Lesson 66 My teacher (2)

Aims and demands:

Develop the Ss’ reading ability.

Importance and difficulty:

Have a good understanding of the text.

Teaching method: reading

Teaching aids: Tape recorder and some slides.

Teaching procedure:

Step 1. Warming up

What do you think of Helen’s teacher?

Step 2. Reading for general understanding

1. Where did the writer’s teacher Annie grow up?

------ In a children’s home and an institution for the blind.

2. What did Annie help the writer to do?

------ to understand words, to get information from books that were not printed in Braille, and to speak.

Step 3. Comprehension

1. Workbook

2. paper comprehension

Reading comprehension for Unit 17 Lesson 66 ( 3A ) CCCDC DBABD D

1. Annie entered an institution to learn Braille ___.

A. in 1866 B. in 1876 C. in 1880 D. in 1872

2. Which of the following is TRUE about Braille?

A. It was Annie who invented Braille.

B. It is special writing system for both the blind and the deaf.

C. Blind people can read by touching raised points on paper.

D. Annie helped to develop the writing system.

3. Why did Annie decide to go to stay with Helen?

A. Because she needed a highly paid job.

B. Because she was deaf-blind herself and sympathized (同情) with Helen.

C. Because it was the very job she had expected.

D. Because she was deeply moved by the letter from Helen’s dad.

4. Annie did NOT help Helen Keller to ___.

A. understand words

B. read books printed in Braille

C. learn how to speak

D. develop the writing system of Braille

5. Which is TRUE about the period when Annie worked as Helen’s teacher?

A. The disabled were all well educated

B. A god many books were printed in Braille.

C. Few people realized the hidden strength in blind people

D. Many deaf-blind children had the chance of being taught to speak like normal people

6. Annie would praise Helen when she ____.

A. decided to go to college

B. had a very difficult time

C. understood the meaning of words

D. did things as well as a normal person

7. Braille is a ____.

A. book for blind people

B. kind of printing for blind people to read

C. copy of reading for the deaf and the blind

D. book for the teacher of the blind people

8. Annie learned Braille because ___.

A. she had been sent to study in an institution for the blind

B. she wanted to teach the blind people

C. she wanted to be the writer’s teacher

D. she loved the blind people

9. How did Annie treat the girl?

A. She always pitied and praised her.

B. She treated her with much care, great patience and encouragement.

C. She treated her just like normal child.

D. She treated her with imagination.

10. How did Annie teach the girl?

A. She spelled words into the girl’s hand.

B. She put the girl’s hands in her face and let the girl feel the movements of her lips and throat.

C. She let the girl hear her voice.

D. Both A land B.

11. What words that Annie said helped the girl to be successful all through her life?

A. Never fail.

B. Never be disappointed.

C. Never forget to read Braille.

D. Keep on beginning.

Step 4. Note making

1. What did Annie learn to do?

----To read/ learn Braille, teach deaf-blind children (and spell out words by hand.)

2. What did Annie teach the writer?

Skills: Understand words, read Braille; speak

Ideas: blind people should be treated like normal human beings; keep on trying until you succeed.

Step 5. Writing

Story telling------ write a passage according to these pictures. You may begin like this:

Ann Sullivan was born in 1866 and became an orphan when she was young. She spent her childhood in a children’s home. Then she went to an institution for the blind. There she learnt…Braille and studied the teaching of deaf-blind children. One day the head of the institution for the blind handed over a letter to Ann. The letter came from Helen Keller’s parents. They wanted to invite a teacher for Helen. Ann was glad to accept the invitation. Ann taught Helen by asking her to touch the teacher’s face, throat and lips so as to know the meaning of the words and to form speech. Later, Helen could say “mother” , which made her parents very happy. In the school, Ann sat beside Helen in every class during her school years. She spelled out for her the things that the teachers taught, because most books were not printed in Braille at that time.

Lesson 65~66 My teacher

I. Describe the life of Annie Sullivan using information from the text.

1. Date of birth

2. Her childhood

3. Her education

4. How she became the writer’s teacher

II. Describe how Annie Sullivan taught the little girl .

1. How did the little girl learn her first word?

2. What had Annie done in order to teach the little girl some water?

3. How did Annie teach the little girl to laugh, to jump and so on?

4. What did Annie encourage the little girl to do and how did Annie help her?

I. suggested answers

1. Annie was born on April 4th, 1866.

2. Her family was very poor. When she was eight years old, her mother died and her father disappeared two years later. Annie, together with her brother, was sent to a children’s home. But unfortunately, her brother died there later.

3.When she was fourteen, she left the children’s home and entered an institution for the blind. There, she learnt Braille, which is a kind of printing that blind people can read by touching groups of raised points that are printed on paper.

4. One day the school where Annie was received a letter. The letter asked for a teacher for a seven-year-old girl who at the age of 19 months had become deaf and blind. Annie considered this was just the kind of demanding job she wanted.

II. suggested answers

1. It happened that one day the little girl was holding a jar while Annie pumped water. As the water flowed onto the little girl’s hand, Annie kept spelling w-a-t-e-r onto the girl’s other hand with her fingers. Suddenly the little girl understood!

2. Many times Annie had tried to spell words into the little girl’s small hands in order to teach her some words.

3. One day Annie came into the girl’s room laughing happily. Then she put the girl’s little hand on her face and spelled l-a-u-g-h. Then Annie touched the girl lightly on her arm and made her burst into laughter. Next Annie took the girl by the hand and taught her how to jump. She then immediately spelled the word j-u-m-p for the girl.

4. Annie encouraged her when the little girl made up her mind to go to college. At school, Annie sat beside her in every class. She spelled out for the little girl the things that the teachers taught. Annie herself read the books to her by spelling into her hand what was written in the books.

Lesson 65~66 My teacher ( Language points )

Aims and demands:

Grasp the important language points

Importance and difficulty: let the Ss know the usage of them

Teaching aids: some slides

Teaching procedure:

Step 1. Language points:

Fill in the blanks:(Lesson 65~66)

1. Some people thought the writer was simple-minded because she was deaf and blind.

2. Being a born teacher she could turn a deaf-blind person into a useful human being.

3. I understood what the teacher was doing. That mean: The teacher reached my understanding.

4. I reached out to Annie’s hand to beg for new words.

5. She touched me lightly on the arm and made me burst into laughter.

6. My teacher took me by the hand and taught me how to jump.

7. She also brought me into/in touch with everything that could be felt---- soil, wood, silk.

8. As I look back upon these years, I am struck by Annie’s wisdom.

9. Later, an operation helped her to get back part of her sight, but she remained at the institution for six years more.

10. Annie considered this was just the kind of demanding job she wanted.

11. Annie was among the first to realize that blind people never know their hidden strength until they are treated liked normal human beings.

Never …until 只有… 之后才 ，比 not … until 的否定意味更强

12. I owe thanks to Annie for this priceless gift of speech.

13. My teacher’s gifted instruction lived on after her death.

14. Annie often said, no matter what happens, keep on beginning.

Step 2. Language points ( on the Bb )

1. simple-minded 头脑简单的

absent-minded 心不在焉的

noble-minded 思想高尚的

small-minded 气量小的

2. a born teacher 一位天生的老师

3. reach one’s understanding 达到、触及

reach out ( one’s hand ) for sth. 伸手去够、、、

4. burst into laughter

burst out laughing

5. take sb. by the hand

touch sb. on the arm

hit sb. on the head

hit sb. in the face

v. +sb. on/ in / by + the + part of a body

6. bring…… into / in touch with 使、、、触摸， 使、、、接触

7. look back upon / on

8. strike –struck – struck 给、、、印象

strike –struck –stricken

9. get back return to a former condition 恢复

come back 回来

move backwards or away 后退

regain 收回

10. for six years more

for six more years

for another six years

11. a demanding job 要付出努力的工作

12. not …….until 直到、、、才

never ……until 只有、、、之后才

13. owe……to sb 欠某人某物（钱，债）

owe thanks to sb. for sth. 归功于、、、对、、、感激

14. live on 继续存在， 流传下去

live on sth. 以、、、为食

15. no matter ……

16. keep on doing 不可接表示静止状态的-ing形式

keep doing

(It’s not allowed to say keep on waiting / sleeping/ sitting)

Step 3.Practice ----- Exercises

Fill in the blanks with a proper word ( Lesson 65~ 66)

1. Beethoven was gifted in music, so he was thought to be a born musician.

2. He reached out and took down a dictionary from the shelf.

3. The boy reached out his hand for an apple.

4. At last they reached a decision. ( an agreement )

5. When she arrived home, she began to do cooking.

6. She touched the baby lightly on the arm in order to make her burst into laughter.

7. The stone hit him on the head, and he was sent to hospital at once.

8. This can bring me into / in touch with many workers.

9. Her love of music brought her into touch with the pop. Star.

10. As we looked back upon the school years we spent together , we were very excited./we were filled with excitement.

11. He looked back upon / on his childhood with mixed feelings.

12. All of us were struck by the professor’s speech.

13. The performance of the singers struck the audience greatly.

14. She has got her strength back after her illness.

15. I will get back at 7 o’clock this evening.

16. I decided to get back the dictionary.

17. I need five minutes more to finish the job.

I need five more minutes to finish the job.

I need another five minutes.

18. Although this was a demanding job which others were unwilling to do, she didn’t refuse it.

19. Don’t get off the bus until it stops. 停车之前不要下车。

Never get off the bus until it stops. 停车之前千万不要下车。

20. ----How much did you owe to the American couple? Shall I pay it for you?

---- Thank you. I can manage it myself.

21. We all owe our happy life to the Party.

22. This custom will live on for centuries.

23. LeiFeng is dead, but he will live on in the hears of the people forever.

24. No matter what you do, do it well.

25. Don’t give up , keep on trying.

26. The teacher kept on asking the students questions until the bell rang.

27. He caught such a bad cold that he kept coughing all morning.

Homework :Do the workbook exercises

篇6：3B Unit18(人教版高三英语教案教学设计)

Aims and demands:

通过本单元教学，学生能熟练地运用“打电话”的常用语；复习第13~17单元的语法项目；了解办公设备现代化和有关放火安全的知识。

Importance and difficulty:

1. words and expressions:

rush sb. off his feet, change, action, repair, work on, fix up

2. important sentences:

A. It is better to ask for help at the beginning rather than to wait until a busy period when everyone is rushed off their feet.

B. What is more, this “information line” operates 24 hours a day.

C. It did not take the firefighters long to pot out the fire, and they at once started to look for causes of the fire.

D. They had to work inside the ship, cutting away old metal, fixing new metal plate, drilling holes, laying electrical and phone wires and fixing new pipes for water and steam.

3. Grammar: review –ing form, to do form and predicative

4. Useful expressions:

A. May I speak to …?

B. Hello. Who’s that speaking?

C. I called to tell you…..

D. Hold on, please.

E. Wait a moment.

F. Can I take ( leave ) a message?

Lesson 69 The office

Aims and demands:

Develop the Ss’ reading ability

Importance and difficulty: Have a deeper understanding of the text.

Teaching aid: tape recorder and some slides

Teaching methods: reading, speaking

Teaching procedure:

Step 1. Riddle

I can store and recall as much information as possible, and I can work at a very high speed. In modern times, you can’t work without me. What am I? ( computer )

Step 2. Warming up

T: Where can you find computer?

S: They are mostly found in offices……

T: What else may you expect find in a large modern office?

( write these words on the blackboard and read after the teacher)

the office

fax machine

photocopier

word processor

answering machine

choose the right title for each section

Step 3. Deal with the text

T: What is the fax machine? How does it work?

S: When you place a sheet of paper in a fax machine, the machine “reads” the writing on the page and changes the shapes of letters into electronic signals. It then sends these signals down an ordinary telephone line to another fax machine, which changes the signals back into the shapes of letters.

T: What are the advantages of sending a fax?

Ss: Speed. You can send texts, pictures, diagrams, designs maps and so on .

T: What are the disadvantages of sending a fax?

Ss: It is expensive and not private. ( it can be read by anyone)

T: What is the photocopier? How does it work?

Ss: It can copy a long report and sort the copies and pin them together.

T: What can modern photocopying machines do?

Ss: Modern machines can make the copy bigger or smaller , lighter or darker and copy onto both sides of the paper.

T: What is the word processor? How many parts is the word processor made up of?

Ss: It is made up of three parts . ( a typewriter keyboard, a printer and a computer )

T: What are the advantages of a word processor?

Ss: You can make changes easily and can print a report very quickly.

T: What is the answering machine?

Ss: It is a telephone with a tape recorder.

T: What are the advantage of an answering machine?

Ss: It can receive messages when no one is in the office and can give information.

Step 4. Listening for general understanding

Listen to the tape and write down the headings above the right sections of the text.

Step 5. Comprehension

1. Work book on Page 93

2. Paper comprehension

Homework

Comprehension exercise for Unit 18 Lesson 69 (3B)

I. Main facts: DBAC

Read fast to get a general idea of the passage and fill in the following blanks with one of the four choices below.

A. The word processor

B. The fax machine

C. The answering machine

D. The photocopier

1. ____ is a type of machine used to make copies from newspapers, books or reports.

2. ____ is used to send messages including words , pictures, designs and maps.

3. ____ is a kind of machine used to type materials, save them for future use and make changes if necessary.

4. ____ is used to record telephone messages when the receiver is absent.

II. Further comprehension CCADC DBBD

1. Which is WRRONG about learning to use office equipment?

A. It can make the work in offices go smoothly .

B. It is necessary for beginners in offices.

C. It should be learnt during a busy period.

D. It may help you to get a promotion (普升机会).

2. Which is correct about sending a fax?

A. It can be done only during working hours.

B. Sometimes it might take a week or so.

C. It isn’t a good choice to send top-secret information by fax machine.

D. Reports in English cannot be faxed.

3. A word processor ____.

A. can type a long report and make changes

B. can produce colour copies when necessary

C. can send information both at home and abroad

D. includes a keyboard, a photocopier and a computer

4. ____ can be used to answer a phone call automatically (自动地) when you are out.

A. The photocopier B. The fax machine

C. The word processor D. The answering machine

5. What is one disadvantage of sending a fax?

A. We can send a fax only in the office hours.

B. Message sent by a fax are hard to read.

C. We cannot send secret information through a fax machine.

D. Foreigners cannot understand Chinese letters sent by a fax.

6. What can’t a word processor do?

A. Typing a letter.

B. Printing documents.

C. Coping a on report.

D. Sending picture.

7. What does “be rushed off one’s feet” mean in paragraph 1?

A. be on business B. be busy and tired

C. be tired out D. run out of the office

8. The writer says “The fax has greatly changed office work, especially in China.” Because ____.

A. it can send information quickly

B. it is much easier to change Chinese characters into electronic signals

C. it can do a lot of work for the Chinese people such as making copies, posting letters

D. it makes office work easy to do

9.“The fax has greatly changed office work,especially in China.” The underlined word means ____.

A. properly B. immediately

C. slightly D. particularly

Lesson 70 What causes the fire

Aims and demands:

Aims and demands:

Develop the Ss’ reading ability

Importance and difficulty: Have a deeper understanding of the text.

Teaching aid: tape recorder and some slides

Teaching methods: reading, speaking

Teaching procedure:

Step 1. Presentation

Talk about the picture

T: What may cause a fire?

---- smoking, playing with fire ……

T: What is often used to put out the fire?

---- Water, CO……

T: What kind of gas do we breathe?

( Name some of the gases in the air we breathe. )

---- Oxygen, hydrogen……

People may be in danger if there is not enough oxygen. But too much oxygen may cause danger to people , too.

Step 2. Reading for general understanding

Read the text and find out :

1. Where did the fire happen?

----- In a ship which was in a port in Scotland for repairs.

2. What started the fire?

----- A worker fixed the air-line to a supply of oxygen instead of compressed air.

Step 3. Problem solving

See which pair of Ss can find out the correct answer before the others.

---- The man actually connected the air-line to the oxygen supply line.

Step 4. Comprehension

1. put these events in the correct order

9-12-6-13-1-4-11-8-3-10-14-7-5-2

2. workbook Ex I

3.reading comprehension

Comprehension for Unit 18 Lesson 70 (3B) BDBCD ACAB

1. An extra team of men were sent to repair the ship because ___.

A. this ship was a huge ship

B. this ship needed to be repaired quickly

C. they were skilled workers

D. there was a lot of work to do

2. The man took a long time to connect the rubber pipe to the air supply pipe because ___.

A. he smoked a cigarette during the working hours

B. he had to drill holes and lay electrical wires first

C. he found something strange in the air and stopped to have a check

D. the fittings did not match

3. There was a strange smell when one man lit a cigarette because ___.

A. the cigarette had the smell itself

B. the smell was caused by the oxygen

C. there was something wrong with the man’s nose

D. the ship was beginning to burn

4. Which of the following is true?

A. The fire caused great damage to the ship.

B. There was an explosion happened inside the ship.

C. No damage was done to the deck at the end of the ship.

D. The fuel on ship caused the fire.

5. What measures were taken to prevent a fire accident?

A. Talks on safety were given to new workers.

B. Smoking was not allowed in the workplace.

C. All the supply lines and taps were marked with signs and warnings.

D. Both A and C.

6. In the ship the “air-line” provides ____.

A. compressed air B. water and steam

C. fuel and gas D. fresh air

7. When the fire broke out, ____.

A. some men sounded the fire alarm

B. all the men jumped into the sea

C. most of the men managed to escape

D. they fought against the fire

8. The men’s cigarettes burned strangely and tasted bad because ____ .

A. there was too much oxygen inside

B. something was wrong with the cigarettes

C. oxygen had a strong smell

D. lots of compressed air was inside

9. What was the real cause of the fire?

A. The third person struck a match for a cigarette.

B. The air-line was fixed to a supply line of oxygen instead of compressed air.

C. Too many workers smoked in the ship.

D. The fittings the workers had used to repair the ship didn’t match.

4. slides

Rearrange the following events ( Lesson 70 )

a. It took him some time to connect the long rubber pipe to the air supply pipe that ran round the port, but at last it was done and as a result work was able to progress much faster.

b. Half an hour later, another man struck a match for a cigarette and this time the whole of the inside of the ship caught fire.

c. They had to work inside the ship.

d. A navy ship was in a port in Scotland for repairs.

e. It was important to carry out the work quickly, so an extra team of men were asked to work on the repairs one evening.

f. Another man lit a cigarette but it burnt strangely and so he too put it out.

g. One man was told to fix up an “air-line” to provide compressed air for the machines they were using.

h. After three hours, the men stopped for a meal break. When work continued, one man lit a cigarette as he was working, but, finding it had a strange taste, he put it out.

d-e-c-g-a-h-f-b

Step 5. practice ----- Ex 2

Homework

Lesson 69~70

Translate the following sentences (Lesson 69~70)

1． 一旦他作出决定就不会改变。

Once she made the decision, she wouldn’t change her mind.

2． 我到过那儿一次。

I have been there once.

3． 这是她父亲曾经工作过的地方。

This is the place where her father once worked.

4． 该去的是約翰而不是杰克。

John should go rather than Jack.

5． 这些鞋子穿起来很舒服，但并不漂亮。

These shoes are comfortable rather than pretty.

I love swimming rather than skating.

I decided to write rather than ( to ) telephone.

We ought to check up, rather than just accept what he says / accepting what he says.

6． 与其让这些蔬菜烂掉，他宁愿以一半的价格把他们卖掉。

Rather than allow the vegetables to go bad, he sold them at half price.

Would / had rather do sth than do…

Would / had rather sb. did…

I would rather you knew that now than afterwards.

7． 他们播种忙得个不可开交。( rush sb. off one’s feet )

They are rushed off their feet with the sowing.

8． 没有必要对这个计划作出修改。

It is not necessary to make any changes in the plan.

9． 我觉得是我该采取行动的时候了。

I felt it ( was ) time for me to take ( an ) action.

10． 我没有去看望王先生，因为那天下大雨. 再说，我身边也没有他的地址。

I didn’t go to see Mr. Smith , because it was raining hard. What’s more, I didn’t have his address.

11． 中国有许多人正在从事一项“希望工程”，帮助穷苦孩子们上学。

Many people in China are working on a “Project Hope” , helping poor children to go to school.

12． 他在致力于发明一种办公用的新式机器。

He is working on inventing a new type of machine for office work.

13． 他不得不工作到六十多岁。

He has to work on until he was sixty.

14． 政府给无家可归的人提供食宿。

The government provided food and shelter for those who were homeless / the homeless.

The government supplied (provide ) the homeless with food and shelter.

15． 他们在忙着安装电灯。

They are busy fixing up the lights.

Translate:

A. He fixed up the broken chair. 修理

B. I can easily fix you up for the night. 给…... 安排住处

C. We have fixed up a date for the picnic. 确定

D. I’ve fixed up a visit to the theater for next Friday. 安排

E. Do I have to fix up to go to the party. 打扮

16． 花了我一整天的时间修理这台彩电。

It took me a whole day to fix up the colour TV set.

17． 你应该争取尽快赶到那儿。

You should try to get there as soon as you can.

You should try to get there as soon as possible.

18． 许多人逃出大火着火了。

Many people escaped from the big fire, with their clothes on fire.

19． 老师走进教室，手里拿着一本书。

The teacher came into the classroom, with a book in his hand.

( book in hand )

20． 她似乎（已经）听到了这件事。

She appeared / seemed to have heard about it already.

It seemed / appeared that she had already heard about it.

21． 房子烧了，准是有什么原因。

The house was burned down. There must have been some cause.

22． 这婴孩昨夜哭个不停，他准是得了病。

The baby kept crying last night . He must have been ill.

篇7：写作常用句型(人教版高三英语教案教学设计)

1.there be

There is a tall tree in front of our teaching building.

There are some students playing football on the playground.

2. think/find it + adj for sb to do sth

(1).I find it necessary to take down notes while listening.

(2).I feel it important to have some working experience.

(3).I found it impossible for me to work out all the problems in such a short time.

3. not…until

(1).I didn’t know the truth until she told me what happened.

(2).Yesterday I didn’t go to sleep until midnight.

4. Some…others

(1).Everyone is busy in classroom. Some are reading, others are writing.

(2).There are many foreign students in our class. Some of them are from Europe, others come from America.

5. not only…but also

(1).In just three years, she had not only finished all the lessons, but also received her doctor’s degree.

(2).Forests can not only fresh the air but also reduce noises.

6. such…that / so…that

(1).He is such a good student that everyone likes him.

(2).We were so deeply moved that we could not fall asleep that night.

7.too…to…

(1).They were too angry to say a word that day.

(2).He is too young to go to school.

8. in order to

(1).He worked very hard in order to realize his dream.

(2).In order to get there on time,we set off early in the morning.

9.be about to do sth when…/be doing sth when…

(1).I was about to go out when the telephone rang.

(2).I was walking in the street when I heard a lady cry “Help,help”.

10.used to

(1).He used to live in Shanghai.

(2).There used to be a tree in front of my house.

11.see/hear/watch/find sb do sth/doing sth

(1).I heard someone laughing.

(2).I saw him put the key in the lock,turn it and open the door.

12. have some difficulty in doing sth/with sth

Do you have any difficulty in understanding spoken English?

13.be busy doing sth/with sth

He was busy getting ready for his journey.

练习一：根据上下文关系用连接词把下列各句连接起来，组成一个单句、并列句或复合句。

1.a) Go to see the doctor at once.

b) Your cold may get worse.

Go to see the doctor at once, or your cold may get worse.

2. a) Alice was the first to complete her paper.

b) Alice made quite a few mistakes in her paper.

Alice was the first to complete her paper, but she made quite a few mistakes in it.

3. a) We were about to start off last night.

b) The phone in the living room began to ring.

We were about to start off last night when the phone in the living room began to ring.

4. a) Unfortunately, John’s car broke down on the way home.

b) John had to stop a car for a lift.

Unfortunately, John’s car broke down on the way home, so he had to stop a car for a lift.

5). a) He has made great progress in his studies.

b) All the teachers praise him.

He has made such great progress in his studies that all the teachers praise him.

6. a) Some people waste food.

b) Other people haven’t enough food.

Some people waste food, while others haven’t enough food.

7. a) It’s too late to go to the cinema now.

b) I have an important meeting to attend after lunch.

It’s too late to go the cinema now. Besides, I have an important meeting to attend after lunch.

8. a) Your aunt has no other thought but what is best for you.

b) I have no other thought, either.

Neither your aunt nor I have any other thought but what is best for you.

练习二：1、用but,then,instead,the next moment,when填空：

The accident happened at 7:15 on the morning of February 8, 2000. I was walking along Park Road towards the east when an elderly man came out of the park on the opposite side of the street. Then I saw a yellow car drive up Third Street and make a sudden right turn into Park Road. The next moment the car hit the old man. He fell down with a cry. But the car didn’t stop to save the old man. Instead，it drove off at great speed.

2、用at last,then,so,up to now,that,when填空：

Don’t Lose Your Courage

Never shall I forget the first English lesson given by Miss Liu. On that day, when she entered the classroom, we found that she was a young and beautiful lady with a big smile on her face. Then she introduced herself saying that we should call her Miss Liu instead of Teacher Liu, a moment later, she let all of us go to the blackboard and say something about ourselves in English in turn. When it was my turn, I felt so shy and fearful that I didn’t dare to say a word before the class. She came up to me and said kindly, “Don’t be afraid. I believe you can do it. Come and have a try.” My face turned red when I heard that. At last, I went to the blackboard and was able to do it quite well. She praised for what I had done. Up to now, I can still remember her words in the first English lesson: “Practice makes perfect. Don’t lose your courage when you meet with difficulties. Try on and on until you succeed.”

篇8：Listening for workbook(人教版高三英语教案教学设计)

Part 1

Before a record is accepted by the Guinness Book of World Records, it must pass the following tests. First of all, there must be at least two witnesses. The witnesses must be known to the public, so they can’t be simply friends or members of your family. In fact, relatives are not allowed to act as witnesses to a Guinness world record. The best witnesses are usually people who work for the city or government, such as policemen, judges, or leaders. The witnesses must read the Guinness rules before the attempt is made, and then write and sign their statements. Second, you must be able to prove that you broke the record in some other way, usually by sending in an article about the attempt from the local newspaper. It’s also important to take pictures of the record attempt and film it if possible. If you want to break a record, the most important thing to remember is to ask for the rules before you do anything. The Guinness Book of World Records has rules for all sorts of attempts, and you will need to know exactly what you should and shouldn’t do. The editors at Guinness can also help you by giving you the latest information about a certain record. If you are trying to break an existing record, you need to know if the record has already been broken. If you are trying to set a new type of record, you need to find out if the editors will accept it. If the record is dangerous, you must know about strict safety rules and follow them. There are many strange records in the Guinness Book of World Records, but the editors will not allow any records that are very dangerous.

Part 2

Even if you do set a new record, it isn’t sure that your record will be included in the book. There are a few basic rules for Guinness records. First, officials must be able to measure the record. Second, as mentioned before, independent witnesses must observe the record and send in a statement. Third, a record must be objective. That means that a record such as “most beautiful girl” or “best friend” won’t be accepted. A record should also be interesting to as many people as possible. Records that have to do with things that happen only once, such as “the first…,” won’t end up in the book. It is also important that the editors can make rules so that anyone who wants to try to break the record will have a fair chance. If these basic rules are met, the record will be accepted as a Guinness world record. However, a record won’t appear in the book unless it is chosen by the editors. The editors of the Guinness Book of World Records have to make many difficult decisions. People are very creative and send in all kinds of exciting records. It isn’t always easy to choose the right ones for the book. The book is read by people all over the world, and the editors must select records that represent the spirit of the Guinness Book of World Records-that is, amazing feats and achievements that show just how wonderful the world of world records is!

Unit2

LISTENING TEXT

H: Henry M: Mike, an elephant hunter

H: Mike, what was it that you heard about my brother’s journey?

M: I heard that he went looking for Solomon’s Mines.

H: Solomon’s Mines? Where are they?

M: I don’t know. I know where they’re said to be.

H: Tell me, please!

M: Well, South African elephant hunters usually don’t care much for the life and culture of native blacks. But sometimes you meet a man who takes the trouble to listen to them, and understand the history of this dark land. It was such a man who first told me the story of Solomon’s Mines, now thirty years ago. His name was Brown. I listened carefully to him, for I was young at the time, and this story of an ancient civilisation and its treasures took a great hold upon my imagination. He asked me whether I’d ever heard of the Suliman Mountains up in the northwest of the country. He said that that’s where Solomon really had his mines, his diamond mines. I asked him how he knew that. He answered that an old witch had told him all about it. She said that there were great wizards among the people who lived across those mountains. The wizards had learnt what they knew from white men a long time ago. They also had the secret of a wonderful mine of “bright stones”.

H: So did you go and look for that place?

M: No, I didn’t. I laughed at this story at the time, but I didn’t forget it. Twenty years later I heard something more about it from a man passing through. When he left he said that if we would ever meet again he would be the richest man in the world. One evening, while sitting in front of my tent, I saw a figure, apparently that of a European, for it wore a coat, coming out of the desert. The figure crept along on its hands and knees, then it got up and walked a few yards on its legs, only to fall and crawl again. Who do you suppose it turned out to be?

H: That man, of course.

M: Yes, or rather his skeleton and a little skin.

“Water! please, water!”he begged.

I gave him water with a little milk in it, and then he fell asleep. He had a fever and in his dreams he talked about Suliman’s Mountains, the diamonds, and the desert. “There it is!”he cried, pointing with his long, thin arm, “But I shall never reach it, never. No one will ever reach it!”

Unit 3

Listening text

Part 1

(Woman, Australian accent)

Bush fire

An Australian woman is talking on a radio programme about her escape from the bushfires near Sydney in 1994.

The first thing I did when I woke up in the morning was to watch the TV news. I could see that the situation was bad, and they showed a map where the fires were. Outside in the garden I couldn’t see the sun, as the sky was full of smoke.

I decided I’d better prepare to leave. My daughters were staying in town and my husband was abroad, so it was up to me to decide what to do. I packed a suitcase of clothes and another case of useful things. It’s difficult in this kind of situation to know what to take with you. So, I took my passport and my bankbook and all the money I had. I took also my diary, my address book and my camera. Finally I took our wedding photographs, as I didn’t want to lose those.

Out in the garden the sky was getting blacker, and the wind which had been blowing hard for two days was getting stronger. I could now hear the sound of the fire which was only a mile or two away. I was expecting the police to drive by and warn people. Suddenly I noticed little pieces of burning wood falling out of the sky. They landed on the ground and started to burn the grass. I didn’t wait a moment longer. I got into my car and drove down the road. The smoke was thick and at times it was difficult to see the road. Animals were running across the road, trying to escape the fire. There were dogs, a few horses, and lots of kangaroos. Five miles down the road I came to a long bridge over the river. Once on the other side, I knew I was safe.

Part 2

(A = Radio announcer; male or female, Australian accent)

A: Good morning, listeners. Still hot and dry today and we would like to remind you that people in the following areas may need to leave their homes: Green Hill, Jonestown, and Wesley. The fire is still burning and we advise you to stay tuned for more information. You may have to leave the area if the winds change, so please take the following actions:

If you have a car, check that it is working properly and park it where you can easily get to it. Close all doors, roll up the windows, and leave the keys in the car. Put emergency supplies in the car. You will need water, some food, a first-aid kit, a radio and a flashlight. Put important documents, such as your bankbooks and passports, in a plastic bag.

Make sure that you are wearing good clothes. Put on heavy shoes, long pants, a long-sleeved shirt and gloves. Bring a towel that you can use to protect your face.

Call a friend or relative who lives in a safe area and ask if you can stay with them.

Close all windows and doors in your house and remove the curtains.

Turn off the gas.

Fill buckets, bathtubs, and other containers with water.

If you are asked to leave the house, you must do so immediately. Bring only what you need and tell someone when you leave and where you are going. Try to stay calm and listen to the radio for instructions. Choose a road that looks safe and keep an eye on the fire and the wind.

Unit 4

Listening text

G = Guide V = Visitor

V: Excuse me, can you tell us something about the history of Kew Gardens?

G: Botanical gardens have a long history in the UK, beginning with the foundation of the Oxford Botanical Garden in 1621. Kew Gardens was developed (built) in the 16th century. International importance came under the guidance of Sir Joseph Banks. He changed Kew from a royal collection of strange plants to a serious scientific research centre.

V: So what is the purpose of Kew Gardens today?

G: The motto forming the inspiration for Kew Gardens is simple but clear: “All life depends on plants.” The main purpose of Kew is to come to a better management of the earth’s environment. We try to do that by increasing knowledge and understanding of plants. After all, they form the basis of life on earth.

V: How can Kew Gardens reach this goal?

G: Kew wants to achieve this by:

developing a global collection of plants and show it to the public;

undertaking worldwide research into botany;

supporting the conservation of plants in the UK and overseas;

and informing and educating the wider public about Kew Gardens and their work.

V: If I may ask, what is there to see at Kew Gardens?

G: Kew has many plants in glasshouses and more than 20 different specialized gardens, such as the Rock Garden, Rose Garden, Woodland Garden and the Winter Garden.

V: I hear that they also have a Grass Garden. What can be interesting about that?

G: The Grass Garden shows a great number of different grasses. In economic sense, (Economically speaking) the grass family is one of the most important plant families. It provides most of our food, feeds our cattle and provides building materials such as bamboo and straw. Only three different bamboos are shown in the Grass Garden. More can be found in the Bamboo Garden. Over 120 species of bamboo planted there come from all over the world.

V: Well, I’m afraid that’s a bit boring for me. I think I’d have a look at the Rose Garden.

G: Of course, the Rose Garden attracts most visitors. It has 54 rose beds, each containing a different variety of rose. The roses are all arranged by the colour of their flowers. Shades of red are closest to the Palm House, while the lighter-coloured roses, such as the white and yellow ones, are planted near the edge of the garden.

Unit 5

Listening text

Part 1

Harry, Jenny, and Brian are discussing their advertisement plans for a new product.

H = Harry; J = Jenny; B = Brian

H: So, how much money have we got to spend?

B: Seven hundred and fifty thousand pounds. Jenny, what do you suggest?

J: I suggest that we use mainly TV, cinema, and print.

B: I see, magazines and newspapers. Can you give us your reasons?

J: Sure. First, our product looks good. So it would be a waste of money to use radio. Second, our product moves well, and it moves fast. So I want people to see it on the roads in our ads, going through the hills, that kind of thing.

B: What about advertising boards?

J: No. I prefer magazines and newspapers, and we haven’t got the money to do all three. So people will see the ad on TV and in the cinema. Then they’ll be able to read about it when they’re sitting down, reading their newspapers and magazines.

H: I get the idea. Then customers can read the detailed product information and check the prices.

J: Exactly.

H: So no advertising boards. When do you want the advertising to start, Brian?

B: May the 1st. That gives us three months to run to August 1st when most people like to buy their new cars.

J: I see. So we’re talking about three months. And have you thought of a headline?

H: What about this one: “The new Century 505 - the car you always promised yourself”?

Part 2

Four people in an advertising firm are discussing a future advertising programme.

B= Bob

A: OK. Our plan is to produce an advertisement for this computer which is made by one of China’s biggest computer producers, FFQ Computer Corporation. Any ideas?

B: I think it would be a good idea to have comments from people who are already using it. They can express their satisfaction with the product.

C: Well, maybe that’s not such a good idea. Do you think managers want to read what users think about a new piece of office equipment?

D: I agree with Bob. I think we should have a picture of the computer and give a description of the product.

B: I’m afraid I can’t agree with you. That’s a good way of giving information, but it’s not a good way of persuading people. For one thing, it’s boring, and people aren’t going to read an ad that looks boring. For another thing, one computer looks very like another. People aren’t going to remember the name of the product.

A: So what exactly are you suggesting?

B: I suggest that we ask users of this machine what they think about it. We can photograph them using it too. Then we can put their comments at the top of the advertisement in big print. We can bring in some humour too. People enjoy reading humorous ads.

D: The disadvantage with carrying out interviews is that it may take a long time. No problem, we can do some telephone and email interviews with our users.

C: How can we find out who are using these computers?

A: Easy. I’ll ask the company for a list of recent customers.

Unit 6

LISTENING TEXT

R = Reporter O = Mrs Ouyang

Mrs Ouyang runs a little restaurant in southern Yunnan. Five years ago she lost everything in an earthquake. Listen to her experiences and how the restaurant was rebuilt.

R: Mrs Ouyang, five years ago a heavy earthquake struck this area and destroyed almost all buildings in this village. The earthquake also hit your house badly. Can you tell us what happened?

O: In two weeks’ time it will be exactly five years ago that the earthquake destroyed our village. My husband and I had been running a restaurant for several years. Before that, he had worked as a taxi driver. All his savings had gone into the restaurant, and on that terrible day everything was destroyed. My husband was killed in the second shake. He shouldn’t have gone back into the restaurant. It was a stupid thing to do, but he thought he would have enough time to save a few important things.

R: What happened in the weeks after the quake and how did you get over it?

O: I moved to a nearby village with my sister. The death of my husband was of course the worst thing. I cried for many days. I wished I had died in his place. I lost all hope of a happy life.

R: What made you decide to reopen the restaurant?

O: There were two reasons. First of all, I had to make a living. But more important, I did it to honour my husband. The restaurant had been his great achievement. I felt there was no better way to remember him than by reopening the restaurant and continuing the business.

R: Was it easy to reopen the restaurant?

O: No, it wasn’t. My friends and relatives put some money together, a total of about 30,000 yuan. I received 8,000 yuan of financial aid from the local government and 25,000 from a foreign disaster relief organisation. I was also able to take out a loan of 50,000 from the bank. With the money and all the help I got, I opened the restaurant on the same location where our old one had been.

R: Do you often think about the disaster?

O: Yes, I do. I thought the earthquake was the day my life ended, even though I had not lost my life. But look here, I managed. I did not know I had the strength to pull through.

Unit 7

LISTENING TEXT

S = Cook O = Oliver B = Mr Bumble

Nine-year-old Oliver lives in a workhouse where the boys are given three meals of thin porridge a day, with an onion twice a week, and half a roll on Sundays. The workhouse is run by Mr Bumble, the headmaster. The room in which the boys are fed, is a large stone hall. The cook, assisted by one or two women, uses a big spoon to pour the porridge into the bowls. One spoonful, and no more -- except on holidays, when two spoonfuls and a piece of bread are given.

The bowls never need to be washed. The boys clean them with their spoons till they shine again, and when they have performed this operation, which never takes very long, the spoons being almost as large as the bowls, they sit staring at the cook. Boys usually have good appetites. Oliver Twist and his companions suffered this slow starvation for three months. At last they got so wild with hunger, that one boy, who was tall for his age, said to his companions, that unless he had another bowl of porridge per day, he was afraid he might some night eat the boy sleeping next to him. He had a wild, hungry eye; and they all believed him. The boys hold a meeting, casting lots who should walk up to the cook after supper that evening, and ask for more. The lot falls to Oliver Twist.

The evening arrived; the boys took their seats. The cook served the porridge, and the boys prayed. The porridge was eaten, and the boys whisper to each other, and nod at Oliver, while his next neighbours push him. Child as he is, he is desperate with hunger, and feels miserable. He rises from the table and advancing to the cook, bowl and spoon in hand, he says:

O: Please, sir, I want some more.

C: What!

O: Please, sir, I want some more.

The cook was a fat, healthy man; but he turned very pale. Amazed, he stares at Oliver before aiming a blow at his head with the large spoon and screaming for the headmaster.

C: Mr. Bumble, I beg your pardon, sir! Oliver Twist has asked for more!

B: For MORE! Calm down, sir, and answer me clearly. Do I understand that he asked for more, after he had eaten his supper?

C: He did, sir.

B: That boy will be hung. I know that boy will be hung. I was never more convinced of anything in my life, than that that boy will come to be hung.

Unit 8

Listening text

1 Part 1

(Female; since this is supposed to be a Chinese student, I suggest that we use a Chinese person who speaks English well.)

A: I am an International Business major at a Finance and Economics University. My major courses focus on international trade and finance, but English is also very important. Many of the textbooks we use are in English and some of our courses are taught in English, either by Chinese professors or visiting foreign teachers. At first, it was very difficult to understand what the teachers were saying. We take most of our courses here in China, but we also have the opportunity to study abroad for one year. Our university cooperates with universities in Europe, New Zealand, and the USA. I would like to study in Europe, perhaps in Germany or France, because I believe that the European Union will be an important business partner for China in the future. If I study in Germany or France, I can also learn a third language, which would be very useful.

The most difficult thing, in my opinion, is to understand all the technical terms. I was pretty good at English in middle school, but we only learned everyday English. Now I have to read long articles and textbook chapters that deal with difficult issues. Some of the words are only used in business, so most dictionaries don’t explain what they mean. I sometimes fell as if I had two majors-English and business. First I have to understand what the terms mean in Chinese, then learn the English words for them. Still, I like my major and I think that it will help me find a good job. My dream is to work in a Chinese import and export company and travel around the world.

2 Part 2

(Male; since this is supposed to be a Chinese student, I suggest that we use a Chinese person who speaks English well.)

B: Before I went to college, I thought that university life would be fun and easy. My friends told me that we would have lots of fun once we passed the entrance exam. If anyone ever says that to me again, I will let them know how wrong they are! Sure, it’s fun to be a university student, but it is also hard work. We have a lot of homework, and we have to write many papers and essays. I’m an English major, so most of my courses are about English. The first two years, the courses were similar to studying in middle school. We learnt more grammar and vocabulary, but we also had spoken English classes. In my junior year, I began studying other courses. I chose Linguistics because I am interested in languages, and I also took a few non-major courses. I like English best, but I know that I also need to learn more about other subjects.

Studying a language in college is different from studying other subjects. It is difficult to improve, so you have to spend a lot of time on reading, writing, and speaking. You almost have to “live in English,” that is, you have to use English all the time, not just in class. Our university offers a lot of help: there are many books, DVDs, and tapes that we can borrow, and there are different activities that help us practice our English, such as debate competitions, the university radio station, and conferences and meetings. I decided to become a teaching assistant for one of my foreign teachers. As a teaching assistant, I meet with a small group of freshman students every week. The meeting is their homework for their speaking class, and my job is to lead the discussion and help the students with their English. It is a wonderful way to practice my English-you learn a lot when you have to help others-and I enjoy making friends with students from other majors.

Unit 9

Listening text

Part 1

In 2004, the World Health Organisation, WHO, warned of a possible outbreak of another serious disease which may be even more deadly than SARS. The WHO believes that it is likely that bird flu will spread to human beings in the next few years. If it does, up to seven million (see note 1)people could die from the disease.

Diseases like bird flu are caused by viruses, that is, tiny things which change and become more dangerous over time. When a new type of a common virus changes, it may be able to get past the body’s immune system. If that happens, humans are in great danger until a cure or treatment becomes available.

There have always been viruses and people have always gotten sick, of course, but as we saw with (???What’s your question? As explained in the next sentence, SARS spread very quickly etc.) SARS, the situation is more difficult today. People travel more than ever before, which means that the diseases can spread quickly and across large areas - in fact the whole world.

Scientists are already working on drugs that will prevent or limit the effect of a new virus, but the process takes time. It is just as important to make sure that countries, especially poor countries, are prepared to deal with the disease. New diseases usually affect poor areas the most, so we must help develop health care in all countries.

One reason for the WHO warning is that big new diseases tend to happen regularly, usually every 20 to 30 years. In the 20th century, there have been three large outbreaks: the Spanish flu in 1918-19, which killed between 20 and 40 million people(note 2); the Asian flu of 1957, killing one million (note 4) people; and the 1968 Hong Kong flu, which killed about 750,000 people (note 3). It has been 36 years since the Hong Kong flu, so scientists and doctors think that the next deadly challenge is just around the corner.

Part 2

There are three kinds of viruses that cause flu: A, B, and C. Type A is the virus that causes bird flu. As the name suggests, the virus is usually found in birds. It can also infect humans, pigs, horses and other animals. There are several different kinds of the Type A virus. (Only Type A has several kinds? Yes. Only type A has “subtypes,” but both B and C are “groups” of viruses. If you think it is confusing, or unnecessary, you can delete the stc. Influenza Type B Unlike influenza A viruses, these viruses are not classified according to subtype. Influenza Type C These viruses are not classified according to subtype.) Type B viruses are usually found only in human beings. They have been responsible for some flu outbreaks, but they are not considered as dangerous as Type A viruses. Type C viruses are not considered very serious. They are found in humans, but do not cause serious illnesses.

The most dangerous thing about the flu viruses is that they change. When humans are infected with a virus, the body develops a defense for it. If viruses didn’t change, we would not have the worry about the viruses we know. Unfortunately, every new generation of virus is slightly different from the older ones. That means that our body doesn’t recognise the virus and can’t protect itself from it. This kind of change is not very fast and doctors and scientists can change the medicines we use to help prevent the virus from causing serious illness.

The other kind of change, however, happens very quickly and is more serious. If a virus changes in this way and becomes a new type of virus, the body is defenceless. The virus can spread easily from one person to another and reach far across the world. Fortunately, this kind of change doesn’t happen very often.

The WHO now believes that a new, dangerous virus will appear soon and that we must prepare the best we can. We must improve health care in all countries and cooperate with each other so that we can discover and prevent new viruses.

Unit 10

Listening text

G: Welcome to the Mark Twain House and Museum. Mark Twain is America’s most famous writer. Do you know any books written by Twain?

S1: Ehm, The Adventures of Tom Sawyer and eh, the Adventures of Huckleberry Finn.

G: Yes, very good. Twain wrote these books while he lived in this house. He loved the house because it reminded him of his youth, and from the window he could hear the sounds of his own children and their friends playing on the banks of the river.

M: Is the house still the way it was when Twain lived here?

G: Yes. The house has been restored to the way it was when Twain lived here, between 1881 and 1891.

M: How long will the tour take?

G: The tour takes about two hours, and the group must stay together. Please, don’t touch anything.

M: Oh, can you make it a bit shorter? I don’t think the kids will stay quiet for such a long time.

G: Fine. Entering the house from the south, we are now in the hall. Immediately on the right is the drawing room, a rather formal room, where Twain received guests. The door on the left leads to the guest bedroom. The two doors in front lead to the rooms on the north side of the house: the dining room through the door on the right, and the library through the door on the left. Let’s first take a look in the library.

S2: I think I don’t want to see the library.

M: Shut up, Dave.

G: As you can see, the room called the library does not very much look like a library as we know it. The library is one of the nicest rooms in the house. Here, Twain recited poetry or read aloud stories to his family and friends.

S1: Look, they’ve got greenhouse.

G: Yes. The small room on the west side, off the library was filled with large, green plants. Twain’s daughters called it The Jungle. From the library, we can pass on to the dining room. Twain and his family had most of their meals here. The kitchen is located off the dining room, to the north.

M: Can we have a look at the kitchen, please?

G: I’m afraid the kitchen is closed to the public until the summer of next year.

M: Oh, what a pity.

G: Let’s go and have a look upstairs.

M: I think the children are getting tired. What is there to be seen upstairs?

G: The second floor has three bedrooms, another guest room and the schoolroom. The third floor has a servants’ room, a guest room and the largest of the rooms, where Twain wrote his books.

M: Shall we go upstairs?

S1: I want to go to the bathroom.

G: You can have a look at the bathroom on the second floor.

S1: Can we use it?

G: I’m afraid not.

M: Shall, we just go and have a look at the school room then?

S2: No, thanks. I want to go home.

M: Well, OK then. Let’s visit the museum shop. Then you can go to the toilet, and we can eat an ice-cream before we go home.

Unit 11

LISTENING TEXT

Dialogue 1

T: Teacher J: Jeff

T: Take a seat, Jeff. What can I do for you?

J: Well, I’d like to have another talk with you about my career choices.

T: If I’m remembering well (not wrong), you are going to be a sales assistant, right?

J: Yeah, well. I’ve changed my mind again. I want to become a vet. I really like working with animals.

T: Oh, but that’s quite a big change from what we talked about last time. Are you sure about this?

J: Yes. I think working as a vet I can earn much better wages.

T: But Jeff, look here. You aren’t that good at maths, and last time you said going to college was not for you. How will you be able to do that? (The purple parts seem to be not closely related to becoming a vet?)

J: I will work very hard.

T: Listen, Jeff. This may be a disappointment, but I think this is not a good idea. I know it sounds good, but it requires many years of study to become a vet. I’m not sure whether you can manage that. Think it over, will you?

Dialogue 2

L: Lizzy M: Ma Lin

L: Hi, Helen. How are you doing? It’s only a few more months.

M: A few more months? What do you mean, Lizzy?

L: The exams, of course! Aren’t you getting nervous?

M: Nervous, why?

L: Well, don’t you think it’s all (they’re) important?

M: It’s ( They’re) important, but why should I worry? I think I’ve always been quite a good student, so I think (delete this?) I have nothing to fear.

L: Quite good is not good enough, you know. If you want to go to Peking University, you’ve got to come out first.

M: I don’t want to go to Peking University. I want to go to a local university, here in our own province.

L: How can you say that? You’ve got to try your best.

M: I will, but I’ve already made up my mind. I don’t want to live in a big city far from home. Even if I get a top score, I will stay here. You know, studying at a local university you’ll have less competition and better chances of graduating as the No 1. (more opportunities)

Unit 12

Listening text

Part 1

Conversation at a private education institute between Julian (J) and a female teacher (T)

J: Good morning, I saw your advertisement in the paper for Chinese courses and I dropped by to get some more information.

T: Great, which course are you interested in -General Chinese or Business Chinese?

J: Well, I’m not sure, what’s the difference between them?

T: The General Chinese course is for beginners. It covers everyday situations – you know, shopping, booking tickets, ordering food in a restaurant, things like that. It’s very popular with people intending to visit China for a holiday.

J: I see, so is it mainly Chinese conversation, or does it include learning to read and write as well?

T: It mainly deals with spoken Chinese for beginners, but students do learn to recognise about 300 characters – enough to read simple passages.

J: Mmm, and the Business Chinese course?

T: That’s a more intense course for people who need to use Chinese for business situations (delete “situations”?). Most of the students work for corporations who have projects in China. It teaches a specialised vocabulary that’s used in meetings, reports, letters and so on. There’s a lot of speaking practice in this course too, but it places more stress on developing reading and writing skills than the General Chinese course.

J: Is it suitable for beginners?

T: Well, some beginners do choose this course, but they find the workload quite tough. I suggest you take the General Chinese course first because most students find it helps them to have a basic knowledge of the language.

J: I see. And what about the cost? . . . [fade out]

Part 2

Professor Smith is giving an informal presentation to a group of students aged about 17 or 18.

Hello everyone, thanks for coming. Well, we all know that exams are stressful and cause anxiety. Today, I’m going to explain what happens to your body when you feel anxious, and then give you some advice that might be helpful to you.

To start with, it’s important to understand that anxiety is a normal, natural response to stress or fear, and in fact it’s quite useful. Anxiety causes physical changes which prepare your body and mind to face challenges. So feeling anxious about an exam is okay and actually helps you to perform well.

Anxiety becomes a problem, however, if you experience it too frequently or over a long period of time. In this situation, it becomes difficult to concentrate and you may find you get upset easily or lose confidence. It’s also common to suffer from extreme tiredness and to have difficulty sleeping.

Now, I recommend a 3-step approach to beat anxiety: Firstly, use breathing exercises to reduce your body’s physical stress. Secondly, use positive thinking methods to calm your mind and improve your concentration, and thirdly, plan your study schedule using the “Eating an Elephant” approach.

[titters and ‘eating an elephant?’ from audience]

What do I mean? Well, if I asked you to eat an elephant, you’d probably feel you couldn’t do it. You’d start to worry, feel stressed and experience anxiety. But if I gave you an elephant steak – say, about this size – could you eat it?

[murmers of agreement and ‘yes’ from audience]

Yes, so eating an elephant is easy if you cut it into smaller pieces and just eat one piece at a time. And when you study you should “cut up” your workload into small pieces and concentrate on one piece at a time, rather than the “whole elephant”.

Ok, let’s look at each of the 3 steps in more detail . . .[fade out]

Unit 13

Listening text

Dialogue 1 Two teenage girls

J: Julie L: Lucy

L: Hi Julie, Oh no! Aren’t you ready yet? You know, Colin will be offended if we’re not on time.

J: Sorry, but I can’t make up my mind what to wear. What do you think – this or the dress?

L: Well, the blue skirt and pink blouse are very pretty, but I think your red dress is better for a party, it’s more elegant.

J: Right, the red dress it is, have a seat, I’ll only be 5 minutes.(Can we say so?) Its quite common in informal speech

L: Ok, but be quick . . .Oh what a lovely necklace!

J: Thanks, my grandmother gave it to me, and before that it belonged to her mother. It’s over a hundred years old.

L: Really? But the way it shines it looks like new!

J: That’s because it’s a real diamond, don’t you know that diamonds last for ever, they never look old!

L: I didn’t know that th (???) … Look lets go, and you can tell me about it on the way, it’ll be embarrassing if we’re the last to arrive.

Dialogue 2 Two teenage boys

D: Hello Alan, what’s that you’re reading?

A: It’s called The Woman in White.

D: Oh, that’s a novel by Wilkie Collins isn’t it; we’ve been reading about the Moonstone in class. Is the Woman in White a detective story too?

A: Well sort of, but in this story the person who investigates is not a policeman like Sergeant Cuff, he’s an art teacher.

D: What is it about?

A: Well, I haven’t finished yet, but at the beginning of the book the art teacher meets a mysterious woman dressed in white while he is out walking one night. It turns out that the Woman in White looks very similar to his student – Laura - so he tries to find out more about her. He discovers that the man Laura has just married knows the Woman in White and is responsible for some terrible things that happened to her. It seems that Laura’s husband is a very wicked man.

D: Sounds exciting!

A: Yes, I hope the art teacher finds out the truth before Laura’s husband does anything bad to her.

D: Mmm, can I borrow it after you finish it?

A: Sure, it may take me a while though, because it is in English and I have to read slowly.

Unit 14

Listening text

Part 1

A bee-keeper talks about collecting honey from bees.

Once upon a time, bee-keepers killed their bees every autumn. Why? You may ask. Well, the answer is this. To get some honey, bee-keepers and farmers used to put out small wooden boxes in a corner of the farmyard. Bees would come and fill the box with honeycomb. However, there was no way of getting the honey out without killing the bees. So they used to burn a chemical close to the box in order to kill the bees and then take the honey.

Now, bee-keepers use beehives to collect honey. In the beehive there are a number of wooden squares with spaces between them which can be lifted out. In late summer, the squares, which are now full of honeycomb, are lifted out. The squares are put in a special machine and turned round and round very fast for several minutes. Turning the squares round and round like this forces out the honey. The honey is then collected and poured into jars. After that, the empty squares are returned to the hive for the bees to fill with honey the following year.

Bees need food to live through the winter. That’s why they make honey. Bee-keepers can do one of two things. Either they can leave some of the honey in the hive for the bees to eat during the winter. Or else they can remove all the honey and provide the bees with a mixture of sugar and water for the bees to eat instead.

Part 2

J : James, a birdwatcher, R: Reporter

(Forrest sounds and birdsong in the background)

R: Welcome to Poyang Lake in northeastern Jiangxi. We are here with a group of people who have come to look at the famous white cranes that nest here every year. Before we talk more about the cranes, we will ask James, one of the birdwatchers, to tell us about his hobby. Hello, James.

J: Hello. It’s a beautiful morning, isn’t it?

R: Yes, it is. James, you have been a birdwatcher for many years. What made you choose this hobby?

J: Well, I’ve always loved the outdoors. When I was a child, my mother would always tell me about the birds we saw. I wanted to learn about the birds, too. This hobby is a great way to combine travel, learning, and exercise.

R: Why are you here in Jiangxi today?

J: As you know, Poyang Lake is the largest freshwater lake in China. There are some 116 species of birds that coming Poyang Lake in winter. After spending the winter here, they return home. It’s a paradise for birdwatchers!

R: Why do the birds choose this place?

J: Well, it’s warm here, and there’s lots of water and food.

R: So this must be a very important place for the birds?

J: Yes, it is. The government has made laws to protect the birds and to make sure that this remains a

safe place for birds in winter.

R: Many of us know that the famous white crane comes to Poyang Lake in winter. What can you tell us about the white crane?

J: It’s one of the fifteen species of crane in the world. China is home to eight or nine of the species, including some rare and very beautiful cranes like the white crane. It is one of the most endangered crane species, and we must do what we can to protect it. The white crane divides its time between Russia and China, and Poyang Lake is one of the most important places for them.

R: Thank you. Now let’s go look at the birds!

Unit 15

Listening text

X: Xiaoyi – young adult female radio presenter *

J: Jiawei – young adult male radio presenter *

C: Chen Yu – a male middle school student*

L: Liu Yue – a female middle school student*

Part 1

J: Hi, it’s Sunday, 20 past four and it’s time for 16:20, the weekly youth culture programme for young adults presented by young adults. I’m Jiawei . . .

X: And I’m Xiaoyi. Welcome to 16:20.

J: We hope you are having a good weekend. We’ve got a great programme for you today, so sit back for the next two hours and enjoy!

X: Yes, indeed. We’ll be reporting on spring fashions, including all the latest trends that appeared in the Shanghai Fashion Week. And then it’s Jiawei’s regular “Sports Round Up” when he’ll be bringing you all the news from the world of sport.

J: Yup, and this week I’ll be taking a special look at winter sports and talking to Wang Lei, China’s top snowboarder.

X: All right! You know, I really want to try snowboarding sometimes. Now, don’t forget that at 5:50 it’s “Sounding Off’, when you can phone in and tell us what you think about a current issue. Today we’ll be discussing the Internet and young people. There’s been a lot of talk recently about kids spending too much time on-line, and even becoming addicted to some games. We want to hear your views, so give us a call on 5628 3131.

J: Yeah, how can we solve this problem? Let’s hear your suggestions - the phone lines are open. That’s 5628 3131. But right now, let’s have some music. It’s time for “Listener’s Choice”.

Part 2

J: Listener’s Choice is your chance to hear the music you wanna listen to. So send us your requests.

X: First up is a request from two students at No 3 Middle School in Nanchang: Chen Yu and Liu Yue wrote to us saying . . .[reading] “ Please play something by the 12 Girls Band. We think the girls are great, and we really like the way they are mixing traditional sounds with pop music.” Thanks for your email guys, we totally agree with you.

J: We certainly do. For anyone listening who doesn’t know, the 12 Girls Band is a group of 12 young - and very beautiful - women who are using traditional musical instruments in a new way. Their music is a mixture of old and modern styles.

X: Isn’t it great that this is a type of music that all the family can enjoy together, from the very young to the elderly!

J: In fact Xiaoyi, it’s a type of music that people all over the world are enjoying together. The 12 Girls Band is so popular in Japan that all the tickets for 32 concerts were sold in just 10 minutes!

X: Wow, so what have you got for us to listen to?

J: Well, I’ve been listening to their album “Eastern Energy”. It’s a fantastic CD, with so many great tracks, but I finally decided on the 12 Girls Band’s cover version of a hit song by the British group “Coldplay”. It’s called “ Clocks”.

X: OK then. For Chen Yu and Liu Yue and everyone at No 3 Middle school in Nanchang. Here is “Clocks” from the 12 Girls Band’s album “Eastern Energy” . . .

[Musical extract from the start of track “Clocks”, Eastern Energy album, 12 Girls Band]

Unit 16

Listening text

Extracts from a presentation given by a female careers advisor.

Part 1

So, you’ve seen a job you want. You sent in your application and now you have been invited for an interview. What should you do and say to make your interview a success?

Well, first of all, consider the way you present yourself. When we meet someone for the first time, we get an instant impression about what type of person he / she is. This happens in the first five minutes, and once we have decided, we don’t usually change our opinion. So when an employer meets an applicant for a job, those first five minutes are vital.

To make a good impression, you need to pay attention to two things: the way you look and your body language.

Appearance is very important, so think carefully about what to wear. This will depend on the type of job you are applying for, but as a general rule, I’d recommend that men should wear a tie. I think it’s best to avoid jeans and casual trousers; they might make some employers think you also have a “casual” attitude towards work. Women, please don’t wear short skirts or anything too tight, and don’t choose anything that is too decorated – keep it simple.

Decide what you are going to wear a few days before the interview. This will give you time to check your clothes and make sure there are no stains on them or buttons missing.

Remember the “look” you are aiming for is neat, clean and tidy. And if you look good, you will feel confident.

Part 2

Now a few tips on body language.

Two very important things that will happen in the first five minutes of your interview are the handshake and eye contact. Both of these are important if you are to make a good impression.

You should look the employer straight in the eye as soon as you enter the room, give him or her a friendly smile and shake hands firmly. (Some people think a weak handshake shows a weak personality, so do give a nice firm grasp.)

Don’t sit down until invited, and then sit up straight and look interested. Leaning forward slightly when the interviewer is speaking is a good way of showing you are listening carefully, and don’t forget to keep as much eye contact as possible throughout the interview.

You will probably feel quite nervous about your interview – don’t worry, that’s completely natural. However, nervous tension can affect your body language. Please watch out for this. It is quite common that you move about in your chair and gesture with your hands a lot, so sit fairly still and hold your hands gently together in your lap if necessary.

One last hint: Our body language always shows when we aren’t telling the truth – our eyes and body move in different ways – and some interviewers are quite skilled in spotting this. A lot of us have a tendency to, er, expand the truth a bit when we want to get that great job, but believe me honesty really is the best policy!

篇9：八年级英语教案上册Unit 5 教学设计

人教版八年级英语教案上册Unit 5 教学设计

Unit 5教学设计

一、教学设计思路

为学生设置情境，帮助学生在不同情况下做出正确的选择和回答，使学生在应用中掌握知识。

二、教学目标

(一)知识

1. 掌握如何礼貌地发出、接受、拒绝邀请：Canyou come to my party? Yes, I’d love to. / Sorry, I can’t. today,tomorrow, the day after tomorrow, next week, lesson,invitation

2. 掌握如何谈论自己或别人必须做的事情：Ihave to ...

(二)能力

能够根据日程表中的计划安排自己的活动。

(三)情感

礼貌地发出、接受、拒绝邀请，礼貌地与人交流。

三、教学重点

礼貌地发出、接受、拒绝邀请。Can youcome to my party? Yes, I’d love to. / Sorry, I can’t. today,tomorrow, the day after tomorrow, next week, lesson,invitation

四、教学难点

根据日程表中的计划安排自己的活动并对邀请做出适当回答。

五、教学媒体

电脑、投影仪、邀请卡片

六、教学过程

1.动画导入，激发学生的学习兴趣：

教师可先播放一段有关“聚会”的动画，激发学生的学习兴趣并导入新知。

2.完成任务，合作学习：

教师可以给学生布置以下任务，让学生在完成任务的过程中掌握所学的知识。

任务一：Planning abirthday party.

让学生以小组为单位为某位同学筹备一个集体生日聚会，讨论在生日聚会上大家可以做哪些活动并列出清单。

任务二：Writing aninvitation card.

学生以小组为单位展开活动，制作邀请卡向其他组的同学发出邀请，请他们来参加本组的集体生日聚会。注意邀请卡的用词和基本格式。

任务三：统计聚会人数。

学生以小组为单位开展活动。假设班上要组织一次野餐活动，一个学生为组织者，询问组员并统计本组参加的人数及不参加的原因，并做好记录。

group member

Yes / No

reasons

完成任务可能要用到的语言结构：

We are going to have apicnic. Can you come?

When is it going tostart?

I’m sorry. I haveto....

3. 拓展学习：

学生设计假期某一周的日程安排。在设计的过程中，要尽可能合理安排好学习、休闲娱乐等各项活动，并留出一些空余时间。要注意有自己的.特色，能联系拓展所学的知识。

七、评价方法

可从以下三个方面来考查学生的学习情况，并将学生学习的评价融入到教学过程中。

①课堂参与情况：积极主动，声音响亮，较流畅地用英语表达自己要说的话。

②合作学习情况：与小组成员共同努力，很好地完成学习任务。

③知识掌握情况：是否已经掌握了所学的知识，并能很好地运用。

八、板书设计

九、达标测试

一、选词填空

1.根据句意，用方框内的词的正确形式填空

have a rest play there bebe busy practice be free listen to

1. Can they __________the music in the classroom?

2. I’m sorry. TomorrowI’m __________ soccer and having a math lesson.

3. He has got a badheadache. Let him______________.

4.__________ a lot ofinteresting books in the library.

5. We’ll have a pianolesson on Friday. The teacher asked us ________ the piano everyday.

6. Paul and Eliza___________ both ________ on Sunday. They can watch the footballmatch.

7. I’m sorry,I___________ really ___________ this week. I can’t go to seeyou.

二、句子搭配

选择适当的答语填入括号内

( ) 1. Would you like acold drink?

( ) 2. Would you like togo to the cinema on Friday?

( ) 3. Would you like ahamburger?

( ) 4. Would you likethat cassette for your birthday?

( ) 5. Would you likehelp with your homework?

a. No thanks, I don’tlike that kind of music.

b. No thanks, I don’t eatmeat.

c. Yes please, I feelvery thirsty.

d. Yes please, I can’tunderstand it at all.

e. No thanks, I don’tlike cinemas.

答案与解析：

一、

1. 应为listento根据题中music，引出词组listen to the music

2. 应为playing，与句尾having amath lesson 呼应。

3. 应为have a rest，注意词组letsb. do sth.

4. 应为There are，因为后面的a lotof interesting books是复数。

5. 应为to practice，注意词组asksb. to do sth.

6.应为are…free，注意句意“他们能看足球比赛”。

7.应为am…busy，注意句意“我不能去看你”。

篇10：《苏州园林》教学设计(人教版八年级上册)

新沂市特殊教育中心  高媛媛

教学内容：新沂市特教中心语文校本教材九年级下册   第二课

教学理念：

1、以“课前积累-情境导入-自主感悟-合作理解-探究拓展”为主要环节，大力倡导自主、合作、探究的学习方式。

2、运用多元智能理论对残疾学生进行感官统合训练，有针对性地进行缺陷补偿，有目的的进行美感的培养。

教学目标：

1、感知文章从整体到局部的说明顺序和说明方法，体会结构美；

2、学习生动、准确、简洁的语言，通过反复吟诵，体会语言美；

3、挖掘课文所蕴涵的环境资源因素，体味人文景观的深厚博大；

4、加强口语和语文的交际功能训练，拓展聋校语文内涵，实现多元化发展。

教学重点：

1、如何突出苏州园林的特征；

2、严谨的结构，简洁、生动、准确的语言。

教学难点：感知苏州园林的意境美。

教学准备：多媒体课件、有关园林的知识

教学步骤：

【课前积累】

利用书籍或网络等课程资源，了解苏州园林概况，增强感性认识，同时预习生字词，根据《中国手语》自学手语。

一、  情境导入

1、多媒体课件播放江南风景。

2、谈话：欣赏了如此美丽的风景，你能说说你对江南的初步印象吗？

3、俗话说：“上有天堂，下有苏杭”，今天我们将要游览的是 “小桥流水人家”的苏州，请问你了解哪些关于苏州的诗词或文章？

4、过渡：苏州的拙政园、留园、狮子林和环秀山庄被联合国教科文组织列为世界文化遗产，这是我们中国人民的骄傲！现在，就让我们一起步入有深厚园林情结的《苏州园林》，感受林园艺术那博大精深的美。

二、自主感悟

作者及写作背景：叶圣陶，1894年生，我国现代作家、著名语文教育家，有“优秀的语言教育家”之称。原籍苏州，对园林有深厚的感情和深入的研究。本文是叶老病愈后为摄影集《苏州园林》写的序言。即：The  Classical  Gardens  of  Suzhou (苏州古典园林)。

1、指导学生阅读说明文：明确说明文的对象、对象的特征、说明的顺序和方法等。

2、快速默读课文要求：

体会文章生动、准确、有趣的语言。

划出你认为精彩的文字，向同学介绍，并养成好词好句积累习惯。

找出概括苏州园林共同特征的句子：务必使游览者无论站在哪个点上，眼前总是一幅完美的图画。

3、小组讨论：苏州园林集历代江南园林艺术之大成，那么叶老先生从欣赏者的角度对苏州园林总体的印象是什么？

明确：苏州园林是我国各地园林的标本，各地园林都或多或少地受了苏州园林的影响。分析“标本”：用比较的方法说明苏州园林是各地园林的样本。

三、合作探究

1、课文先后多次提到“图画”，细读课文，用圈点法找出这些句子，与课文插图结合，体会苏州园林所蕴涵的美。

谈话：这一幅幅生动的图画告诉了我们苏州园林色彩的美，结构的美和布局的美，体现出园艺家们的独具匠心。分小组进行讨论，哪几句是写整体的，哪几句是写局部的，哪几句是写细部的？

根据学生回答进行板书：整体--局部--细部，并概括说明顺序：从整体到局部，从总到分，从大处到小处的逻辑顺序。

2、苏州园林是美的，可美是怎样体现出来的呢？播放视频，请学生当做小记者，带领大家欣赏：亭台轩榭的布局，假山池沼的配合究花草树木的映衬，近景远景的层次。再请学生选择自己喜欢的阅读方式对这些句段进行品读。

3、作者在这里总说了苏州园林的共同点，特别是“图画”两个字，贯穿全篇，文章从图画开始，又到图画终止，是介绍苏州园林的线索，课文中四个“讲究”，也是对以下章节的概括。

具体讲解：

A、讲究亭台轩榭的布局。

思考：用什么方法突出本节中心的？--以古代宫殿特点与苏州园林比较，突出苏州园林不讲究对称。

B、讲究假山池沼的配合。

思考：文中哪一部分与这一句话相对应？章后半部分介绍池沼，是分几层写的？--指生回答，突出一个“活”字，引导学生感受自然之趣。

C、讲究花草树木的映衬。

学生自学，本节是紧扣哪几个字来描述的，从哪几个字可以看出苏州园林的自然美，本节你觉得还有哪些需要学习的知识点，例如举例子说明方法的应用？

D、讲究近景远景的层次。

学生自学，用自己的话叙述层次的远近。

过渡：苏州园林的设计们在追求“务必使游览者无论站在哪个点上，眼前总是一幅完美的图画”时，不但从大处着眼“讲究……讲究……讲究……讲究……”，而且也注意细小处，哪些细小处？引导：建筑、门和窗的雕刻、建筑的颜色。

自读课文，找出7、8、9节的中心句，及介绍的中心。

小组讨论：本文是规范的说明文，你能根据《中国石拱桥》和《桥之美》中所介绍的说明方法，说说文中用什么方法介绍苏州园林的色彩特点吗？

引导学生说出说明方法，并举出例子。

4、指导朗读：朗读全文，在脑海中感受苏州园林的层次之美，自然之趣，用语言表达对苏州园林的美的感叹，对园林设计者智慧的感叹。

5、引申：用我觉得“苏州园林”真美，美在                               句式练习说话。

思想教育：苏州园林是劳动人民智慧的结晶，是每一个中国人引以为豪的艺术杰作，虽然你们有耳听不见，有口不能说，但是同样有对美的感受，同样可以创造出让人震撼的艺术作品，比如陈聪艳的美术、周亚伟的书法，只要用心，持之以恒，你们也一定可以成功！

四、课堂练习，拓展延伸（发放练习纸）

1．在文中①②③处依次填入的最恰当的一组词是（  ）

A．修建 一直 期望 B．修建 一致 唯愿

C．修建 一致 为使 D．修建 一直 唯愿

2．在文中a、b、c、d处依次填进的一组词应是（  ）

A．布局 映衬 层次 配合

B．布局 映衬 配合 层次

C．布局 配合 层次 映衬

D．布局 配合 映衬 层次

3．这段文字在课文中是总括性说明，其作用是（  ）

A．概括苏州园林的概貌

B．概括苏州园林的修建情况

C．概括苏州园林的分布情况

D．概括苏州园林的总特点

4．这段文字运用的说明方法是（  ）

A．下定义 B．分类别 C．打比方 D．作比较

5．文中概括苏州园林总特征的一句是（ ）

A．设计者和匠师们因地制宜，自出心裁，修建成功的园林各各不同。

B．务必使游览者无论站在哪个点上，眼前总是一幅完美的图画。

C．唯愿游览者得到“如在画图中”的实感。

D．设计中“决不容许有欠美伤美的败笔”。

6．根据下面的释意，在括号中填入恰当的词语。

（1）花木的掩映衬托。（ ）

（2）出于自心的创新和裁断。（ ）

（3）绘画中画得不好的部分。（ ）

（4）根据不同地区的具体情况规定适宜的办法。（ ）

7．文中“布局”的含义是指________。“层次”的含义是指___________。

8．这段文字几次用到“图画”一词，其表达作用是_______________。

教师根据学生完成情况进行评价。

五、课外练习

苏州园林美吗？不仅是园林的建筑美，叙述者的语言也美，用《苏州园林》观察的顺序和方法，介绍一下你的校园。

六、课终总结

苏州园林是我国的艺术瑰宝，值得每一个中国人骄傲，彰显着古代劳动人们的智慧，希望大家既能引以为豪，也要引以为鉴，将这种精神运用到自己的学习中去，克服残疾障碍，你们的人生也定会有所成就！

【板书设计】

苏州园林

叶圣陶

务必使游览者无论站在哪个点上，眼前总是一幅完美的图画。

讲究……讲究……讲究……讲究……

惜缘

[《苏州园林》教学设计(人教版八年级上册)]

篇11：《行路难》教学设计(人教版八年级下册)

瓯北五中 谷雪雅

教学目标：

1.知识和能力：准确流畅地朗读诗歌，准确认读多音字塞、行，理解羞、直、歧路、济等词义，初步理解诗意。

2.过程和方法：品读诗歌，了解李白在失意和迷惘中仍不失洒脱乐观的形象。

吟诵诗歌，入情入境地感受李白的浪漫主义诗风。

3.情感态度和价值观：感受诗仙悲愤中不乏豪迈的气概，学习失意中仍怀希望的人生态度。

教学重点：入情入境，品读诗歌，理解诗人曲折有致的心路历程。

教学难点：体贴入微，感受诗人抉择的艰难和可贵。

教学过程：

一、     导入

出示：

斗酒诗百篇，长安市上酒家眠。天子呼来不上船，自称臣是酒中仙。

填空，并说说你从诗中读到了一个怎样的诗人形象。

学生思考：好酒，有才，狂放，傲岸

这是李白在我们心目中的形象，也是他在他的超级粉丝杜甫眼中的形象。此时，李白正接受了玄宗皇帝的邀请，来到长安任翰林学士，文章风采，名震天下。

可是，不过短短两年之后，李白竟写下了一首诗歌，题为《行路难》（生读题目）。看到这个题目，我们不禁会猜想--

学生回答：李白在仕途上遇到了困难？李白的心情很郁闷？

生再读题目，读出感觉。

二、     初读诗歌，感受诗意

1.  自由放声朗读全诗，要求：读准字音，找出诗中能印证我们猜想的诗句。

2.  学生朗读。个别展示，注意正音（塞、斗、箸、行等）；齐读。

3.  诗中哪些语句证实了我们刚才的猜想？李白怎么了？

PPT插引写作背景：李白怀着治国安邦的理想来到长安，却发现玄宗皇帝早已年老昏聩，不理政事，他不过想借李白的诗才粉饰太平而已；李白不肯摧眉折腰事权贵的傲岸更是同当时的官场格格不入--

于是，谗言纷纷而至；

于是，皇帝旨意又下：赐金放还！

三、     品读诗歌，走进李白内心，感受李白形象

1.  吟读这些诗句，你能从中感受到李白此时怎样的心情？

2.  学生品读，发言。

预设：

“金樽清酒斗十千------拔剑四顾心茫然”

“金樽清酒”“玉盘珍馐”，以宴席之精美来侧面烘托诗人内心的茫然，并与下句“停”“投”“拔”“顾”形成对比。

（“拔剑”这一动作，是否显得特别突兀？）

“欲渡黄河冰塞川，将登太行雪满山”

“欲渡黄河”“将登太行”比喻诗人即将迈向自己的理想；“冰塞川”“雪满

山”比喻理想受阻。

（李白真有渡河登山的行程吗？）

“行路难------今安在”

反复、疑问的修辞，感叹号的强调，短句的紧张急促，表现内心极度的迷惘与失落。

（“多歧路”，李白到底有哪些路可以选择？如果这时再给李白一个选择的机会，他会怎样选择？）

（品读中，要注意关注学生的发言，抓住其闪光点加以肯定，然后一定要品与读结合，以品促读。）

3.  师朗读，小结过渡：食不知味，酒难入喉，长吁短叹，彷徨四顾，这，还是我们印象中那个洒脱的诗仙吗？难道他真的被打倒了吗？

引入“闲来济沧海”两句。

品读，说说你在这两句中读出了一个怎样的李白。

“闲来垂钓碧溪上，忽复乘舟梦日边”

用典：吕尚八十终遇文王，伊尹奴隶竟成国相（年老位卑，仍成大业）

本意解读：垂钓碧溪，泛舟日边，感觉悠闲自由，温暖清新。

(隐逸与进取，矛盾的选择纠结于同一句。读时注意语气略轻松，带期盼)

“长风破浪会有时，直挂云帆济沧海”

“会”：会当凌绝顶，一览众山小（自信）

“济”：同舟共济/ 穷则独善其身，达则兼济天下（词的多义解读，坚定的理想，自我的勉励）

（品读时，应注意前句隐隐的希望与后句坚定的自信这种感情的区别，朗读处理时应努力表现情感上的层次。）

这，才是我们心目中真正的诗仙，在痛苦的深渊中仍能将自己打捞，在俗世的尘埃里也能开出青色莲花。

仰望诗仙，有情诵读。

4.  引入录音范读，听后选择自己最有感觉的一句来试读。（先同桌互读，再推

荐班中展示，最后再次齐读。）

四、     结合情境，诗意拓展：

1.多年以后，我们可能不再会背诵这首诗，但我们绝不会忘记这一句：--

你会在什么时候想起这句诗？你会把他送给谁呢？

当我陷入困境时，我在心底轻轻地勉励自己：--

当朋友遭遇挫折时，我会深情地鼓励他：--

当整个世界都背对着我时，我也一定要面朝大海，大声地喊出--

2.李白是这样说的，也是这样做的：

辗转流浪，倏忽十二载--

756年，安史之乱，受聘入永王李璘军中

757年，获罪，流放夜郎

759年，遇赦

761年，欲投李光弼军，因病未果

762年，病殁（mò）于安徽当涂

他，是凄凄长夜中最孤独的行者--

一壶浊酒，“歌遍山河八万里”；一叶轻舟，“惟见长江天际流”。

他的生命，就是歌唱，就是行走，因为他坚信--

行路难，难路，行！

五、     作业设计

1.有感情地诵读此诗,并默写。

2.课外研读《登宣州谢眺楼饯别校书叔云》。

六、   板书设计

行路难

李白

教学反思：

《行路难》描述的是诗人被“赐金放还”之后，京城好友为其设宴饯行时的场景。廿年颠沛，赢得天下诗名，终于得近天颜；理想近在咫尺时，却因不甘献媚于权贵而黯然被逐，其间的心理落差何啻天渊！面对着“金樽清酒”、“玉盘珍馐”，诗人食不甘味，酒难入喉，这是他此时忧闷茫然的心理直接在生理上的表现。理想破碎的痛苦幻灭和内心深处的孤傲自许纠结、挣扎，刹那间心灵的丝丝颤动，体贴入微的捕捉和解读，正是走近诗人的不二捷径。

教学过程中，故设疑问、巧妙追问、还原解读，各种方法的巧妙运用使学生不知不觉地捕捉诗人刹那间的心灵颤动，一步步贴近诗人的内心世界，真切地感受到诗人茫然中仍藏希望，绝望中依旧昂扬的浪漫主义形象。还原本真，从字里行间寻求诗人的心灵颤动，解读诗人的心灵密码，这，才是读诗的正道啊。

“诗缘情”、“情动而辞发”。如何去轻叩诗歌们，让诗人汹涌澎湃的情感激流汩汩地流淌进读者的心灵呢？其秘诀就是朗读，在反复的浅斟低唱中进入了诗歌的氛围与美好的意境。

在本课的教学中，朗读的设计和展示是学生理解诗人情感的最有效渠道之一。朗读的指导亦是随机应变，巧妙多样。或通过学生自评理解，或通过朗读展示直观体会，或通过字词赏析细细落实，或通过聆听教师范读揣摩模仿，不同的指导却都是以学生的学习体验为出发点的，注重引导学生以自己的心灵来了解体会诗人的情感变化，以自己的声音来表达自己的感受。

所以，诵读不是让学生在别人的作品里机械地抒情，而是要让诗歌成为引发学生内心真实情感的源泉， “使它沉浸到自己的心胸与筋肉里”（朱光潜语）。

李洪波

[《行路难》教学设计(人教版八年级下册)]

篇12：《背影》教学设计 (人教版八年级上册)

教学目标

知识与技能：有感情地朗读课文，体味洋溢在字里行间的父子深情。

过程与方法：通过比较阅读，学习传神的细节描写。

3.情感态度与价值观：珍爱亲情，增进与父母的沟通和交流，培养中华民族传统美德。

教学重点：有感情诵读课文，把握重点语句，体味洋溢在字里行间的父子深情。

教学难点：通过比较阅读，学习传神的细节描写。

课时：两课时

教学流程：

一、创设情境，导入新课。

播放音乐《时间都去哪儿了》，渲染气氛。在音乐的背景中，

教师：父母亲是伴，当我们逐渐成长，有了自己的思想与主张，能力与阅历，忙于去建造属于我们的一片天地时，往往忽略了一直支持着、鼓励着、伴随着我们的父母却已不再年轻。在文坛上，表现父母为子女付出一切的题材数不胜数，却以母爱居多。古人云：人生内无贤父兄，外无严师友，而能有成者少矣。（ppt1）今天，我们就来学习一篇文质兼美的纪实散文，刻画了一位疼爱儿子的父亲--朱自清先生的《背影》。

[设计意图：以歌曲《父亲》为引子，让学生初步感受到父爱的伟大，带领学生进入学习情境，激发学生阅读的欲望，从而引发学生深入地思考，让学生体会到父爱的真谛，收到蓄情的效果。]

二、反馈预习，知人赏文。

1、学生完成预习单。

2、教师反馈预习单中“知人赏文”板块。

（详见预学案）

[设计意图：给学生创造这样一个交流的机会，一方面让学生对本文作者有一个全面的了解，另一方面激发学生阅读朱自清先生这篇散文的兴趣，为下面的学习奠定较好的心理基础。]

三、整体感知，感受亲情。【我眼中的父亲】

过渡：提到朱自清先生的散文，就不得不提到他的《背影》。他成功地描述了“父爱”这个主题。现在，请你谈谈读完这篇文章后，最想说的一句话是什么。

生自由发言，教师总结：是啊，《背影》是一支爱之曲，情之歌。她曾使多少人魂牵梦绕，又曾使多少人潸然泪下。文中处处都凝聚着爱，一种细致入微、无处不在的深沉而热烈的爱。

1、速读课文，并作圈画，重点批注。

思考主题：

我看见的父亲，重点关注父亲的一言一行，体会父亲对儿子的(细致入微)爱。

（学生结合课文内容发言，教师点拨归纳：

父亲劝我

嘱咐茶房

亲自送我

忙讲价钱

拣定座位

嘱托茶房

为子买橘

远行回头

惦记儿子  ）

并根据学生的发言归纳人物描写的方法并板书：

如：语言、动作、神态、肖像。

[设计意图：在实践中发现若采用传统的教学方式：四个背影，四次眼泪的模式来教这篇文章，学生不仅不能全面把握文章，连字里行间真挚的情感都不能很好的代入并感同身受。因此，设计了一个主题讨论：讨论父亲在我眼中的形象。“从父亲言行的角度出发，体会父亲对儿子细致入微的爱。”是这一环节的教学目的，希望能够促使学生自己去思考，去探究，从而引导学生在读中求得对课文的整体把握。这样的阅读由学生自主完成，企图能够强化并帮助他们梳理阅读经历。]

过渡：父亲的一个眼神，一个细微动作，一句质朴的话语，一个孤立的背影，一处离别时的回眸，都深深地打动了作者。在这些细致入微的一言一行中，最令你感动的一处是什么，为什么？

“为子买橘”

品读比较父爱情深

（1）请男生朗读课文第六节。

（2）出示删改后的语段，请女生朗读删改后语段比较读，问：你认为文中哪一个细节特别打动你，为什么？请再用你的朗读感染其他同学，让他们和你产生共鸣。

原文                             删改后的语段

父亲是一个胖子,走过去要费事些。我要去，他不肯，只好让他去。我看见他戴着帽子，穿着褂子和棉袍，走到铁道边，探身下去，尚不大难。可是他穿过铁道，要爬上月台，就不容易了。他用手攀着上面，脚向上缩；他身子微倾，显出努力的样子。这时我看见他的背影，我的泪流下来了。

父亲是一个胖子,走过去自然要费事些。我本来要去的，他不肯，只好让他去。我看见他戴着黑布小帽，穿着黑布大马褂，深青布棉袍，蹒跚地走到铁道边，慢慢探身下去，尚不大难。可是他穿过铁道，要爬上那边月台，就不容易了。他用两手攀着上面，两脚再向上缩；他肥胖的身子向左微倾，显出努力的样子。这时我看见他的背影，我的泪很快地流下来了。

（3）同桌相互交流，说一说最打动你的细节。

（4）学生自由读，为个别读蓄情。

（5）配乐个别读，在音乐声中让全班同学得到熏陶。（轻音乐：《月光》）

（6）配乐齐读，体会文中的细节描写。

（师总结：在那个祸不单行的日子里，年老体衰的父亲，吃力地爬月台为儿子买橘子的形象，定格在我们的心中。这归功于父爱的细腻、作者传神的描写。于是，这一陌生而又熟悉的，清晰而又模糊的“背影”所表现的父爱，打动了作者，打动了同学，也打动了我。作者流泪了，我们也是。）

[设计意图：《语文课程标准》中要求：“能推敲、把握重要词语、关键语句在语境中的意义和作用。”有些词语句子在文本中看起来很普通、平实，但如果仔细思考揣摩就会发现深刻的内涵，文章的主旨往往在我们理解了关键的一词一句后，才会步入柳暗花明的境地。本设计通过比较阅读，把精彩的细节删掉，换成无感情的叙事文字，从而引导学生理解作者在平实的语言、传神的细节描写中所渗透出的真挚的感情。本设计摒弃了烦琐的基础知识与词典意义的词语解释等形式，着眼于对文本的人文内涵与思想精髓的整体挖掘。]

（预设：第一课时结束以上内容）

四、赏读课文，体会父亲在我心中。

对于父亲的一言一行，儿子有着怎样的感受？请在文中作圈点勾画。

这样的感受是否有变化？从哪些相关字词句中我们可以捕捉到这种变化？

教师总结：儿子对父亲由先前的不理解，到理解再到最后深深地自责，真切的感受，细微的变化让我们感悟到作者对父亲真挚的爱。

相信通过这些分析，我们不仅了解在朱自清先生心中对于父亲这一角色的情感变化，也能够对大家产生一些共鸣，让我们带着这样的情感体验一齐朗读文章的最后一段。

[设计意图：这一设计是从“我”的角度提出来的，目的是让学生走进文本，研讨作者对父亲态度的变化，通过变化来寻找作者感情变化的细微之处，体会作者对父亲的爱并能够借助文本照映自己，产生情感共鸣，激发正要进入青春叛逆期的少年少女对于父亲的爱的抒情动机。同时完全理解了“父亲爱儿子，儿子爱父亲”这一主题]

过渡：   泪眼婆娑中，一切都变得模糊，唯有那幅沉重而又艰难的背影凝固在眼前。“背影”成了父亲最好的诠释，于是《背影》也成了最动人的篇章。看到这篇文章，我们不由想起了自己的父亲。你也一定被父亲深深地打动过，也许是一次送别，也许是一次谈话，也许是一个眼神，也许是一份特别的礼物。

五、体验落实，技能拓展。

请同学们敞开心扉，写一写你自己关于父亲的印象，谈一谈你对父爱的理解。（当堂练笔）

[设计意图：在教学环节三中学生能够通过把握关键字词，强化并明确自己的阅读过程以获得一定阅读体验和情感基础，在教学环节四中通过重点分析儿子内心对于父亲的情感变化，将前一步的阅读体验作为基础引发更强烈的内心共鸣，唤起学生内在的对于父亲角色的抒情冲动。同事在写作过程中，轻声播放萨克斯音乐《奇迹》，创设情境，让学生模仿作者的手法，在和谐的气氛中练笔，达到以读促写的目的。]

结语：

同学们，我们不应该是“语言的巨人，行动的矮子”，从现在起，我们应该以自己的实际行动，用自己优异的成绩去安慰父母那颗“可怜”的心，因为面对父母的养育和爱护，一切豪言壮语都显得如此的苍白与无力。

[设计意图：总结部分是教师对学生表述的概括和总结，目的是让学生明白，父母对子女是无所求的，但是，作为子女应该明白自己对父母的责任和义务，从而达到深化主题的作用。]

侯晓旭

[《背影》教学设计 (人教版八年级上册)]

篇13：《陋室铭》教学设计 (人教版八年级上册)

【教学思想】

《新课程标准》对中学阶段文言文学习提出了明确要求：“阅读浅易文言文，能借助注释和工具书理解基本内容，学会运用多种阅读方法。能初步理解、鉴赏文学作品，受到高尚情操与趣味的熏陶。”又指出：“欣赏文学作品，能有自己的情感体验，初步领悟作品的内涵，从中获得对自然、社会、人生的有益启示。”《陋室铭》是唐代文学家刘禹锡所写的一篇散文。“千般教法读为本”，文言文的学习要把握以下几点：一是读准，即读准字音，读准节奏，读出抑扬顿挫。二是读懂，即读懂大意，也就是疏通文意，理清思路，把握文章内容。三是在读准、读懂的基础上学习其结构、语言及写法，体会文中作者所表达的情感。

【教学分析】

《陋室铭》是人教版八年级上册第五单元的一篇教读课文。本单元集中学习文言文和古代诗词，目的是让学生在过去学习古代诗文的基础上掌握鉴赏古代诗文的基本方法，背诵名篇佳作，积累语言材料，提高鉴赏能力和审美情趣。养成自觉诵读的习惯，熟悉一定数量的常用文言词语和文言句式，初步培养文言文的语感；让学生自主地学习，用探究的方式由表及里地理解文言文。《陋室铭》是我国古代散文中的精品。全文采用托物言志的写法，借“陋室”抒发作者的情怀，以“惟吾德馨”的立意贯穿全篇，极力抒写“陋室”不陋，表达了一种高洁傲岸的节操和安贫乐道的情趣。全文寥寥81字，短小精美，给人以隽永畅达，丰姿绰约的气韵。本课教学，既要积累重要文言词汇，理解内容，又要解读“铭”的特点，掌握托物言志的写法，从而更好的感悟作者高洁傲岸的节操和安贫乐道的情趣。

【学习目标】

1、积累文言词句，熟读成诵。

2、了解“铭”的特点；学习托物言志的写法。

3、诵读品味，理解文章内容及写法。

4、感悟作者高洁傲岸的节操和安贫乐道的情趣。

【重点难点】

教学重点：积累文言词句，熟读成诵。

教学难点：学习托物言志的写法；体会作者的节操情趣。

【教学方法】

教法：点拨引导法、朗读品味法；

学法：探究归纳法。

【教学准备】ppt课件。

【课时安排】1课时。

【教学过程】

一、情境导入

教师描述陋室情景导入新课。

（设计理念：每一个文本的导入都有一定的艺术性，创设情境导入新课的学习，有利于学生快速进入文本之中，为更深入的学习打下基础。）

二、初读文本，感知陋室：

1、一读：把课文读通、读顺。

朱熹曾说：凡读书，须要读得字字响亮，不可误一字，不可少一字，不可多一字，不可倒一字。（穿插生字读音）按照朱熹的要求：①自由练读课文两遍；②指名一生朗读，师评价；③全班齐读课文。

2、二读：读出节奏

出示划分节奏的文本，指导学生朗读，注意停顿。

3、三读：读出韵味

解读“铭”的特点，引导学生找到韵脚，根据骈文特点指导读出语气。

（设计理念：“书读百遍其义自见”，文言文的教学尤其要重视朗读，通过反复有层次的朗读，让学生获得自己对文本的独特情感体验。）

三、赏读文本，走进陋室：

1、由题目，问：文中直接出现“陋室”“陋”的地方有哪两处？

斯是陋室    何陋之有？

2、引导学生思考辨析：这是陋室，可使人却说不简陋，这是为什么呢？

结合具体诗句理解诗人眼中的陋室。

（1）苔痕上阶绿，草色入帘青

（2）谈笑有鸿儒，往来无白丁

（3）可以调素琴，阅金经，无丝竹之乱耳，无案牍之劳形

3、归纳：陋室不陋的原因是：惟吾德馨，概括出作者安贫乐道的生活情趣。

（设计理念：学生是学习的主人，教师是学习活动的组织者和引导者，这是新课标新理念对师生关系的重新定位。而阅读是学生个性化的行为，不应以教师的架空分析来代替学生的阅读实践。因此，应在教师的引领下让学生去阅读去品味。）

四、品读文本，走进作者：

1、结合以下几句体会作者的高洁：

山不在高，有仙则名；水不在深，有龙则灵。

引导学生明确作者以“仙”、“龙”自喻，表达高洁的追求。

2、结合以下几句体会作者的傲岸：

南阳诸葛庐，西蜀子云亭。孔子云：何陋之有？

引导学生理解作者以“诸葛庐“子云亭””自比“陋室”，表达自己傲岸的节操。

3、出示作者背景，了解作者高洁傲岸的节操。

4、总结归纳托物言志的写法。（课中微课）

（设计理念：《语文新课程标准》指出：语文课程丰富的人文内涵对学生精神领域的影响是深广的，通过对刘禹锡背景资料的导入，既有助于加深学生对文本内容的理解，又有助于学生更好的完成个人的独特情感体验。）

五、总结评价，背诵文本。

刘禹锡一生安贫乐道，保持着高洁傲岸的节操，不与世俗同流合污，其精神令世人敬仰。让我们带着敬仰之心齐诵课文。

【板书设计】

陋室铭

刘禹锡

惟  吾  德  馨

安             高

贫     陋？    洁

乐    不陋！   傲

道             岸

潘德超

[《陋室铭》教学设计 (人教版八年级上册)]

篇14：八年级英语unit10教学设计 (人教版英语八年级)

Teaching Procedures

Pre-task

A. Greetings

Hello, everyone. I’m an English teacher from No. 4 Middle School. My name is Han Guili. You can call me Miss Han. Today I’m going to be your English teacher. We are going to learn Unit 10 Section B together. Now let’s begin our class. Stand up, please. Good morning, class. How are you today? I’m OK. Thank you. Sit down, please.

B. Explain “resolution” by listening to a song.

We all know New Year is coming. Today I have a gift for all of you.Do you like music? Great. Let’s enjoy it together. If you can sing it, you can follow it.(在听歌时教师板书课题Unit 10 I’m going to be a basketball player. Section B )

Do you like the gift ? I’m happy to hear that . I’m going to learn it next year and then I’m going to sing it for you. Do you like listening to me? This is my New Year’s resolution. “resolution” Are you clear? Follow me ,please. “resolution” From group 1to 6. “New Year’s Resolutions” From group 1to 6.(同时板书resolution New Year’s Resolutions)

（设计意图：通过新年礼物--周杰伦的歌曲“稻香”引出主题。歌曲具有时代气息，内容激励学生心存梦想并努力去实现它。）

Now let’s look at some New Year’s Resolutions. What are the meanings of the resolutions.

Discuss in groups. First translate and then read them. The others follow him or her.Go! Are you ready? Volunteer. （叫几名学生回答，学生领读时教师写板书instrument最后教师领读生词instrument）Now we have known the meanings of the resolutions. Please match the pictures with the resolutions. Answer it together. Let’s check the answer.

（设计意图：通过讨论翻译短语并由学生领读。这一环节可以培养学生们的自学能力和小组探究能力。同时也能提高学生的自信心。通过图片与短语的搭配有助于学生对短语的理解和记忆。）

C. Now let’s guess some famous people’s resolutions. Look! Who is it? What’s his resolution? Guess.（几名学生回答）Are they right? Let’s check the answer. Yes, they are right. Who can right it on the blackboard. Volunteer. (学生写板书时教师问)What is he going to do ? Answer it together.（这一步骤共五幅图片采用相同的方式训练学生）

（设计意图：这一环节趣味性强，对学生有吸引力。通过对名人决心的猜测，一方面增强了学生的好奇心和求知欲；另一方面也巩固了所学知识。同时也练习了对第三人称一般将来时的提问与回答。）

While-task

A. Now let’s use the resolutions to make conversations in pairs. For example, (Ask one student)What are you going to be when you grow up? What are you going to do next year ? Sounds interesting. I’m going to learn a foreign language.Are you clear? Go! Are you ready? The more pairs the better in a group. Volunteer. The last pair. Which group has the most pairs?（给获胜组贴一个笑脸） Come on boys and girls . Let’s learn from them.

（设计意图：通过这一对话练习，使学生能更熟练的掌握一般将来时的问与答，而且对话内容贴近实际生活。给获胜组贴一个笑脸，既鼓励了获胜组又激励了其他组。）

B. Let’s use the resolutions to make up a play. Look at some festivals here. Please choose one of them and then make up a play in groups.The group leader should say your choice. Go! Ready? Volunter. Which group is the best? I think you are all great.（给每一组贴一个笑脸）

（设计意图：小组合作编剧并表演出来。给每个学生展示的机会，使学生真正成为课堂的主体。给每组一个笑脸，既是对他们积极参与的表扬，又是对他们成绩的肯定。）

Let’s do some listening practice.Activity 2a. Let’s answer it together.Are you right? Let’s check the answer. Yes, you are great. Activity 2b. How are they going to do it ? Who can answer it? （叫几名学生回答）Are they right? Let’s check the answer. Yes, they are right. Who is right? Put up your hands. OK. Put down your hands. If you are not good at listening, please practice it after class.

（设计意图：通过听力练习可以考察学生对所学短语和句型的理解。2a听力部分较简单，适合总体检查。2b听力部分较难，可对学生答案进行抽查，再总体核对并进一步说明。）

Post-task

A. Now let’s have a PK in groups .Ask and answer one by one like this .(Ask one student )What are you going to do next year? This student answer it and ask the next one and go on .The fastest group is the winner. Go! Ready?Which group wants to be the first one? （用记时器为每一组记时）Which group is the fastest ?（给获胜组一个笑脸）Let’s learn from them.

（设计意图：这一活动可以锻炼学生的口语表达能力和提高说的流利程度，并增强集体合作意识和荣誉感。有竞争有趣味，学生都乐于参与。）

B. Discuss in groups. How to improve your English in the new year? The group leaders write down your answers and then report it for us.Go!Ready? Volunteer.（每组组长到前面来报告）

Great! I hope your resolutions can come true in the new year. A good plan is a good start to success. And where there is a will , there is a way. Let’s work hard togther, and get good grades. Come on , boys and girls.

（设计意图：通过对怎样提高英语的讨论，同学们之间都了解了各自的决心，并为之而努力。最后教师用恰当的谚语来鼓励学生并对学生进行情感教育。）

C. Sum up . What have you learned today?（先由学生总结最后教师总结）

（设计意图：锻炼学生的总结能力。）

D. Homework :Clean and Green

Imagine you work for your city . It’s your-job to make it cleaner. What are you going to do ? Think of a six-point plan.

（设计意图：使学生会运用所学知识。）

Unit 10 I’m going to be a basketball player.

Ⅰ.Teaching aims and demands:

Students learn to talk about future intentions.

Ⅱ.Teaching key and difficult points:

A.Vocabulary

1.computer programmer, professional, engineer, pilot

2.computer science, dream job, grow up, move to, fashion show, retire, save

3.resolution, get good grades, get a part-time job, make more friends

B.Target language

1. What are you going to be when you grow up?

I’m going to be a computer programmer.

2. How are you going to do that?

I’m going to study computer science.

C.Structures

Future with going to

Want to be

What, Where, When, How questions

D.Grammar

The simple future tense.

Ⅲ.Teaching aids :

A tape recorder

Ⅳ.Teaching methods:

Audio-lingual method; Communicative Approach; PPP

Ⅴ.This unit is divided into five periods.

Period 1 Listen and speak

Ⅰ.Teaching aims and demands:

Students learn to talk about future intentions.

Ⅱ.Key and difficult points:

A. Vocabulary

1.professional, acting, take lessons, every day

2.computer programmer, engineer, baseball player, pilot, actor, actress, artist

B. Target language

1.What are you going to be when you grow up?

I’m going to be a computer programmer.

2.How are you going to do that?

I’m going to study computer science.

C.Structures

Future with going to

Want to be

What, How questions

D.Grammar

The simple future tense.

Ⅲ.Teaching aids :

A tape recorder

Ⅳ.Teaching methods:

Audio-lingual method; Communicative Approach; PPP

Ⅴ.Teaching procedures:

Step 1 Warming up

Task 1 Ask students to think about ways they already know to talk about future events. For example:

☆Where are you going next week?

I’m going to my grandmother’s house next week.

☆How long are you staying?

I’m staying for a week.

☆What are you doing on Saturday?

I’m playing tennis all day.

Task 2 Circle the –ing in each sentence. Say, We use ing words to talk about things that are going to happen in future. We are sure these things will happen.

Step 2 Key vocabulary

Task 1 Read each words to the class. Ask the students to point to the jobs that appear in the picture.

Task 2 Read the instructions and say, put a 1 after the most interesting job, put a 2 after the second most interesting job, and so on.

Task 3 Check to say which things are the most interesting in the class. Ask students to write the six jobs on the blackboard. Ask: How many students made engineer number 1?

Step 3 Target language

Task 1 Read the instructions.

Learn the target language:

What are you going to be when you grow up?

I’m going to be a computer programmer.

How are you going to do that?

I’m going to study computer science.

Task 2 Play the recording the first time. Students only listen.

Task 3 Play again. Ask students to draw lines connecting the jobs and the activities.

Task 4 Check the answers.

Step 4 Pair work

Task 1 Ask students to look at the pictures in activity 1a. Then ask students to read the sample conversations in activity 1c.

Task 2 Ask students to work in pairs and make their own conversations.

Task 4 Ask some pairs to present one or more of their conversations to the class.

Ⅵ Homework

1.Remember the vocabulary and the target language.

2.Review the simple future tense.

Period 2 Listen , speak and Grammar Focus

Ⅰ.Teaching aims and demands:

1. Revise the target language, and complete the listening practice;

2. Learn Grammar Focus.

Ⅱ.Key and difficult points:

A. Vocabulary

take acting lessons, move

B. Target language

1.What are you going to be when you grow up?

I'm going to be an actor.

2.How are you going to do that?

I'm going to take acting lessons.

C.Structures

Future with going to

What, Where, When, How questions

D.Grammar

The simple future tense.

Ⅲ.Teaching aids :

A tape recorder

Ⅳ.Teaching methods:

Audio-lingual method; Communicative Approach; PPP

Ⅴ.Teaching procedures:

Step 1 Revision

Task 1 Ask questions beginning with “What are you going to be when…” “How are you going to do…

Task 2 Practice the conversations using the target language students have already studied.

Step 2 Listening

Task 1 Read the instructions.

Task 2 Ask some students to say what they say.

Task 3 Play the recording the first time. Students only listen.

Task 4 Play again. Ask students to check the pictures of the things Cheng Han is going to do.

Task 5 Check the answers.

Step 3 Listening

Task 1 Read the instructions and point out the sample answer.

Task 2 Ask a student to read the sample questions and sample answers to the class.

Task 3 Play again. Ask students to fill the chart.

Task 4 Check the answers.

Step 4 Pair work

Task 1 Read the instructions for the activity.

Task 2 Ask students to read the dialogue to the class.

Task 3 Ask students to work in pairs, ask and answer,

Task 4 Check the answers by asking different pairs to do one question and answer each.

Step 5 Grammar Focus

Task 1 Read Grammar Focus

Task 2.Explain the two different ways of saying the same things.

I'm going to take acting lessons.

﹦ I'm taking acting lessons.

Ⅵ Homework

1.Revise the target language.

2.Finish off the exercises on work book.

Period 3 Read and speak

Ⅰ.Teaching aims and demands:

1 Revise the target language, and complete the reading practice;

2 Go on learning the simple future tense: be going to

Ⅱ.Key and difficult points:

A. Vocabulary

Somewhere, Paris, sound like, fashion show, part-time, save, at the same time, hold, rich, retire, yet

B. Target language

1. What are you going to be when you grow up?

I’m going to be an actor.

2. How are you going to do that?

I’m going to take acting lessons.

3.Where are you going to work?

C.Structures

Future with going to

Want to be

What, Where, When, How questions

D.Grammar

The simple future tense: be going to

Ⅲ.Teaching aids :

A tape recorder

Ⅳ.Teaching methods:

Audio-lingual method; Communicative Approach; Control reading

Ⅴ.Teaching procedures:

Step 1 Revision

Review the simple future tense: be going to.

Step 2 Reading

Task 1 Read the instructions.

Task 2 Ask students to read the diary on their own, and circle the words and phrases they don’t understand.

Task 3 Ask students to read the words and phrases they don’t understand, ask other students to explain.

Task 4 Ask students to underline the things that Tian Tian is going to do.

Task 5 Correct the answers.

Step 3 Writing and speaking

Task 1 Read the instructions.

Task 2 Have students write down answers about themselves, and tell their plans to their partner.

Task 3 Ask students to answer these questions. Have them work in pairs to ask and answer, then change the roles.

What …? Where…?How…?

Task 4 Ask some students to say their dialogues to the class .

Step 4 Group work

Task 1 Read the instructions and point to the picture. Write the year 2008 on the blackboard. Ask the class why that is an important date for Beijing and China.

Task 2 Write going to on the board. Ask :What are you going to do to help make the Olympics a success?

Task 3 Divide the class into groups of four or five students. Ask them to make their own conversations.

Task 4Ask each group to present its conversation to the class .

Ⅵ Homework

1 Revise the target language.

2 Revise the simple future tense: be going to.

3 Finish off the exercises on work book.

Period 4 Section B

Ⅰ.Teaching aims and demands:

Learn some new language, and complete the listening practice;

Ⅱ.Key and difficult points:

A. New language

fax, few, food, resolution, grade, healthier, instrument, part-time job, harder, learn, letter, lots of, resolutions, money, New Year, next year, make the soccer team

B. Structures

Future with going to

Want to be

What, Where, When, How questions

C. Grammar

The simple future tense: be going to

Ⅲ.Teaching aids :

A tape recorder

Ⅳ.Teaching methods:

Audio-lingual method; Communicative Approach; PPP

Ⅴ.Teaching procedures:

Step 1 Discussion

Get the students discussion the New Year’s resolutions in group of four by asking the questions like the following:

What are you going to do next year?

Why are you going to do so?... ..

Step 2 New words

Task 1 Ask students to tell when New Year’s Day is. Ask students what they do on New Year’s Eve.

Task 2 Ask students to explain the resolutions in their own words.

Task 3 Ask students to match the phrases and pictures on their own.

Step 3 Pair work

Task 1 Read the instructions and read the conversations to the class.

Task 2 Ask students to work in pairs to discuss what things they are going to do.

Task 3 Ask several pairs to present their conversations to the class.

Step 4 Listening

Task 1 Read the instructions and the phrases in activity 1a.

Task 2 Play the recording the first time. Students only listen.

Task 3 Play again. Ask students to circle the resolutions in activity 1a that they hear.

Task 5 Check the answers.

Step 5 Listening

Task 1 Read the instructions.

Task 2 Play again. Ask students to fill the chart.

Task 4 Check the answers.

Step 6 Group work

Task 1 Read the instructions for the activity. And read the sample conversations.

Task 2 Ask students to work in pairs.

Task 4 Ask some students to present their dialogues to the class.

Ⅵ Homework

1 Revise the target language.

2 Finish off the exercises on work book.

Period 5 Self check

Ⅰ.Teaching aims and demands:

Revise the content taught and complete the writing practice;

Ⅱ.Key and difficult points:

Future with going to

Want to be

What, Where, When, How questions

Writing practice

Ⅲ.Teaching aids :

A tape recorder

Ⅳ.Teaching methods:

Communicative Approach; Control reading and writing

Ⅴ.Teaching procedures:

Step 1 Revision

Review the simple future: be going to.

Step 2 Reading

Task 1 Read the magazine article to the class.

Task 2 Read the instructions to the class.

Task 3 Ask students to finish the activity on their own.

Task 4 Ask students to make a list of the New Year’s resolutions that the article mentions.

Step 3 Reading and Writing

Task 1 Read the instructions to the class.

Task 2 Have students writing a magazine article.

Task 3 Ask students to read their articles to the class.

Step 4 Writing

Task 1 Ask students to make a list of their resolutions.

Task 2 Ask students to write about their resolutions using the language learned in this unit.

Task 3 Ask some students to read their resolutions.

Step 5 Group work: Clean and Green

Task 1 Ask a student to read the instructions and the example answer for the class.

Task 2 Ask Ss to work in groups and write the group plans.

Step 6 Self check

Task 1 Fill in the blanks.

Task 2 Write a list about your plans what the American exchange students and you are going to do.

Task 3 Just for fun: read and act out.

Ⅵ Homework

1.Finish the writing practice.

2.Revise the words and target language of this unit.

篇15：八年级政治上册教学设计人教版

教学目标

1.阅读课本P43，找到并说出政府的含义和具体要求，能够在合作探究和选择题中做出正确判断，准确率达90%。

2.阅读课本P43-44，找到并记住政府依法行政的原因，能够通过合作探究理解依法行政的意义。

3.阅读课本P44，找到并说出政府权力行使的环节及科学、民主、依法决策的要求和防止决策失误的措施，能在合作探究和选择题中做出准确判断，准确率达90%。

4.通过演讲，能够培养自身的法治和责任意识，感悟政府的依法行政，自己也能为其贡献一份力量。

教学重难点

1.政府的含义和具体要求。

2.政府依法行政的原因，依法行政的意义。

教学过程

1.自主回答预习检查问题：

⑴依法行政的含义——针对学习目标1

⑵依法行政的具体要求——针对学习目标1

⑶权力行使的环节——针对学习目标3

2.情境导入：

观看《投其所好》的反腐题材的小品，感悟出国家及其工作人员的权力不能滥用，应该依法行使!

3.问题探究一——针对学习目标2

⑴探究问题：暴力执法泛滥下去，会有什么危害呢?

⑵学生活动：1.自主思考2.小组合作探究3.小组代表探究展示

⑶展示内容：

小组1展示：暴力执法泛滥下去，损害了公民的合法权益，如人权。

小组3展示：暴力执法泛滥下去，损害了政府在人民心中的形象，不利于树立政府的威信。

小组5展示：暴力执法泛滥在全社会造成不好的影响，不利于推动全社会尊法重法守法。

⑷师点拨：各组展示地都很有道理，我们可以从三个角度来分析：公民、政府、法制建设。

4.问题探究二——针对学习目标1

⑴探究问题：分析三组镜头分别体现了依法行政的哪个具体要求?

⑵学生活动：1.自主思考2.小组合作探究3.小组代表探究展示

⑶展示内容：

小组2展示：第一组镜头体现了合法行政。

小组3展示：第二组镜头体现了程序正当。

小组6展示：第三组镜头体现了权责统一。

5.问题探究三——针对学习目标3

⑴探究问题——材料中政府是如何决策的?

⑵学生活动：1.自主思考2.小组合作探究3.小组代表探究展示

⑶展示内容：

小组4展示：“通过网络调查、走访社区等形式了解人民群众的意愿”体现了民主决策;

小组6展示：“聘请专家对技术性较强的重大事项进行分析”体现了科学决策;

小组8展示：“政府法制部门要负责对决策内容进行合法评判”体现了依法决策。

6.检测反馈——针对学习目标1.3

学生活动：5分钟完成【课堂探究学案】中的【当堂检测】5道选择题，做完自对答案，学生自主讲解错题，教师点拨。

7.演讲展示——针对学习目标4

演讲主题：《我的中国梦》

学生活动：卜令剑、王杰、韩祥行三位同学向大家展示了自己的中国梦。

8.总结反思

学生活动：根据屏幕上的【总结反思】自主整理笔记，完善体系。

课后习题

【问题探究一】“暴力执法”泛滥下去，会有什么危害呢?

【问题探究二】分析三组镜头分别体现了依法行政的哪个具体要求?

镜头一 3月5日李克强总理的《政府工作报告》指出：“各级政府及其工作人员都要依法全面履行职责，所有行政行为都要于法有据，任何政府部门都不得法外设权。” ( )

镜头二某市政府在广泛公开宣传的基础上，召开了一次政府采购竞标大会，以实惠的价格采购到了全市党政机关、财政拨款的事业位所需的一宗办公用品，既节省了财政开支，又解决了各部门办公设备紧缺的问题。 ( )

镜头三： 203月5日李克强总理的《政府工作报告》指出：“全面落实行政执法责任制，政府一切违法违规的行为都要追究。 ( )

【问题探究三】政府是如何决策的?

为规范小商贩合法经营，石家庄市政府通过网络调查、走访社区等形式了解人民群众的意愿，制定初步方案;聘请专家对技术性较强的重大事项进行分析论证;举办听证会对决策部门初步拟定的方案存在的问题进行修正和合完善;政府法制部门要负责对决策内容进行合法评判，合严格把好合法性审查关;再次修改好的方案要通过多种方式进行社会公示，增强公民的参与度;最后提交市政府常务会议进行集体讨论确定，要求各区政府具体落实实施。

【检测反馈】

1.某市城管执法人员从环境保护角度对露天烧烤摊主讲明道理，劝其离开。对那些劝说不听屡教不改者则依据有关规定给予行政处罚。这一做法坚持了

A.合法行政 B.权责统一

C.廉洁高效 D.高效便民

2.《工业和信息化部行政许可实施办法》明确规定，工业和信息化部及受其委托的行政许可实施机关，应当遵守法定权限、范围、条件和程序，遵循公开、公平、公正、便民和高效的原则。如果你就这一原则拟一主题，最合适的是()

A.依法行政 B.科学执政

C.高效便民 D.民主决策

3.下列做法体现科学民主决策的是()

①不断完善决策信息和智力支持系统，提高决策的科学性

②增强决策透明度和公众参与度

③让公民成为直接决策者

④坚持决策内容符合法律的规定和要求，决策过程符合法定程序。

A.①② B.③④

C.①③ D.②④

4.5月，广东省河源市公布第一批行政权力清单，今后，市民可通过上网点击了解某项行政权力的依据、运行等相关情况。市民、企业等在接受处罚时，能查询到处罚机关是否拥有这项行政处罚权，“该不该罚”变得有章可循。上述措施()

①有利于广大人民群众直接行使行政管理权 ②有利于促使政府及其工作人员依法行政 ③能够消除社会矛盾，维护社会稳定 ④可以有效保障人民群众的知情权与监督权

A.①② B.①④ C.②④ D.③④

5.仔细观察漫画《放心肉》(见下图)。该图所反映的社会问题存在的原因是( )

①部分经营者缺乏市场规则意识 ②部分经营者缺乏良好的形象 ③政府相关职能部门行政执法效能差 ④某些政府部门履行加强社会建设职能不到位

A.①②B.①③ C.②③ D.③④

篇16：人教版八年级上册美术教学设计

画作品中的形式美

教学目标：

1.通过本单元的学习，让学生了解什么是形式美以及掌握形式美的基本法则。

2.通过对绘画作品的赏析，能够正确地运用形式美的相关知识评析绘画作品。

3.通过本课的学习，让学生体验与感受绘画作品的形式美的同时，培养学生的审美素养，促进学生审美观的发展。

教学重点：

绘画作品中形式美规律的认识与运用。

教学难点：

运用艺术美与形式美的相关知识，对美术作品进行描述与分析。

教学过程：

教学环节 教师活动 学生活动 说明

一、导入 说明辩论的主题以及辩论的方法。 分好辩论组，推举主辩同学。 在课堂学习过程中可根据需要加入适当的音频与视频，帮助学生更好地解决教学中的难、重点，并可更好地达到调动学生积极性的作用。

二、新授 出示作品，提出问题。

针对所出示的作品，引导学生展开辩论。

根据学生辩论的结果得出结论，引出形式美的法则。 学生以组为单位讨论。

正反方发言。

三、总结 对课堂辩论中各组的发言及学习的成果进行总结。

课后反思

篇17：人教版八年级上册美术教学设计

术可以再现生活的真实

教学目标：

1.知识与能力：了解再现性美术作品的造型要素、表现手段及艺术效果上所体现的主要特征，认识再现性美术作品来源于生活而高于生活的特征。

2.方法与过程：(l)通过分析、评述，从不同画种欣赏再现性美术作品，把握美术作品形象与现实生活形象的区别和联系。(2)通过师生互相讨论研究，认识再现性美术作品与表现性美术作品的区别和联系。

3.情感、态度与价值观：通过活动，提高对再现性美术作品的欣赏能力，引发学生对美术的兴趣，学会从平淡的生活中发现美和创造美。

教学重点：

了解再现性美术作品的造型要素、表现方法及艺术效果上所体现的主要特征。

教学难点：

再现性美术作品与现实生活的区别和联系，再现性美术作品与表现性美术作品的区别和联系。

教学过程：

教学环节 教师活动 学生活动 说明

一、组织教学 稳定学生情绪，集中注意力。

二、导入新课 1.教师向学生讲述本课的目的是为了欣赏和了解再现性美术作品。

2.老师通过课件，向学生展示不同画种的再现性美术作品并出示课题。

3.请学生谈谈感受。 欣赏再现性美术作品，并发表意见。

三、知识要点讲解 1.再现性美术作品来源于生活而高于生活。美术形象并不等同于世界存在的一切自然物象，它是经过艺术家对现实生活的选择、提炼、概括、改造等艺术加工。

2.优秀的再现性美术作品要形神兼备。再现性美术作品不仅要真实生动地表现外部特征，还要表现对象的精神、性格和气质。

3.再现性美术作品强调“情”的感受和“美”的体现。任何艺术作品都要以情动人，再现性美术作品也是如此。

4.老师讲述并板书：1.来源于生活高于生活2.形神兼备3.“情”的感受“美”的体现 欣赏并谈感受，使学生主动了解再现性美术作品的表现方法和特征，并在一开始就通过讨论营造出一种氛围。

四、分析和讨论再现性美术作品的表现特征及艺术效果 1.老师引导学生重点分析蒋兆和的《流民图》和董希文的《开国大典》。《流民图》是中国画，是以线条、墨色来再现形体、质感，达到“形神兼备”、“气韵生动”的效果。该作品创作于1942年到1943年，当时日本侵略者已经践踏了我国的半壁河山，中国人民正处于水深火热之中，民族的苦难激发了画家创作这幅中国画长卷。《开国大典》是油画，以丰富的色彩层次，绘声绘色地表现人物形象。作品是一幅深为群众欢迎的革命历史画。它表现了新中国开国大典的宏伟壮阔的场面，再现了“中国人民从此站起来了”这一划时代的一刻。

2.通过课件展示中国花鸟画和油画静物，让学生来谈体会。 学生可以就课件上的作品发表自己的观点，与老师共同探讨再现性美术作品的表现方法及艺术效果上所体现的特征。 引导学生观察、比较、分析，从而获得新知识。

五、学生讨论研究 要求学生把握再现性美术作品和表现性美术作品的区别和联系及再现性美术作品和现实生活的区别和联系。 通过重点分析讲解使学生加深对再现性美术作品来源于生活而高于生活的理解。

六、小结 通过本课的学习和讨论，同学们了解再现性美术作品来源于生活而高于生活，是艺术家通过对生活素材进行艺术的提炼加工并融入艺术家对事物的认识和评价、思想感情和时代的审美理想创造而成。

说一说自己的观点。

谈一谈优秀的再现性美术作品应具备哪些要素。 自主探索再现性美术作品与现实生活之间关系，再现性美术作品与表现性美术作品之间的关系。

七、课后拓展 请同学们搜集美术作品图片，注意区别哪些属于再现性的美术作品，并与同学交流和评述，在教室里开辟作品专栏进行展示。 学生通过小组合作的形式讨论研究再现性美术作品与现实生活的联系和区别及再现性美术作品与表现性美术作品的区别 这一活动的目的是通过欣赏、理解和讨论提高学生对再现性美术作品的审美能力

篇18：人教版八年级上册美术教学设计

静物写生

教学目标：

1.知识与能力：

学生初步了解静物写生的基础知识，掌握色彩的明暗、冷暖的表现方法，提高欣赏和分析再现性美术作品的能力。

2.方法与过程：

(l)通过讲授、欣赏使学生了解色彩静物写生的步骤和技法。

(2)运用色彩造型的基本知识，尝试进行静物色彩写生。

3.情感、态度与价值观：

通过活动，培养学生的观察能力、实践能力并加深对再现性美术作品的理解。

教学重点：

写生色彩的一般规律，单件物体的明暗、冷暖色彩的表现方法，静物画中的色调。

教学难点：

色彩写生中环境色、光源色和固有色的认识。

教学过程：

教学环节 教师活动 学生活动 说明

一、组织教学 准备教学用具和检查学生的学习用具。

二、导入新课 向学生讲述本课的目的是为了进行静物色彩写生练习。

三、讲述色彩知识 1.色彩的三原色和三间色以及它们之间的关系。

2.色彩的三要素:

色相——指色彩的相貌。

明度——指色彩的明暗程度或深浅程度。

纯度——指色彩的鲜艳程度，也就是色彩的含灰程度或饱和程度。

3.色彩的对比：明度对比、纯度对比、色相对比、补色对比、同类色对比、面积对比等。(见课件中图)

4.色彩写生中影响色彩关系的几个因素：固有色、环境色、光源色。 通过课件图片展示，学生可以提出问题，在师生讨论中加深对色彩知识的理解。 通过提问思考，增强学生的认知能力。

四、教师展示写生步骤或演示写生步骤 (见课件图)分五步进行：

1.用铅笔画出大形体，注意构图和空间关系。

2.用较薄的单色画出大的明暗关系。

3.从画面暗部入手，把握整个色调，这一步使画面色彩冷暖、明暗及前后关系更加明确。

4.进一步用较饱和的颜色把上述关系表现得更准确些，注意边缘线的虚实变化。

5.最后刻画亮灰面，点上物体高光，勾出梨的果蒂，调整色彩整体关系。 学生观看教师演示 通过色彩写生练习，进一步加深对色彩的理解和运用。同时体会到再现性美术作品不仅需要熟练地掌握绘画技能，还要有敏锐的观察力。

五、课堂练习请同学们观看课件中的作品并根据老师摆设的静物,进行写生练习。写生要求如下：

1.构图完整 2.造型准确 3.色调和谐统一 学生各自准备好工具，进行色彩写生练习。

六、学生优秀作品展示 学生欣赏优秀作品，并分组讨论，谈谈认识和体会。

七、小结 通过本课的学习和实践，我们能更加深刻地体会到，要再现现实生活中生动、自然的形象，不仅要掌握一定的绘画技巧，还要善于观察和把握表现对象的形象特征。

八、课后拓展 请同学们尝试用写实的手法进行美术创作，作品要融入自己对生活的感受和审美情趣。(主题自拟)

知识资料：

色相：也是产生色与色之间关系的主要因素，正是有了各种不同的色彩相貌特征，我们的世界才那么五彩缤纷，在诸多色相中，红、橙、黄、绿、蓝、紫是最基本的色相，以它们为基础依圆周等色相差环列，可得高纯度的色相环，在此基础上增加过渡可得十二色、二十四色等。

明度：色彩的层次感、空间感都是依靠明度来表现的。明度在三要素中具有较强的独立性，它可以不带任何色相特征，仅通过黑、白、灰的关系表现出来。任何色彩都可以还原为明度关系来思考。无彩色中，白色明度，黑色明度最低。

色彩明度的表现(见课件中图)

(1) 黑、白、灰无彩色。

(2) 同一色相加白产生由深到浅的不同明度的差别。如：蓝、浅蓝、白。

(3) 同一色相加黑产生由浅到深的明度变化。如：绿、深绿、黑。

(4) 不同色相由于反射光线的强弱产生明度的差别。如：黄、橙、红、紫、蓝、绿等依次从高到低变化。

纯度：色彩的色相感越明确，其纯度也越高。黑、白、灰没有色相倾向的无彩色的纯度为零。不同彩色所能达到的纯度是不同的，其中红色纯度，绿色纯度最低，其余色相居中。(见课件中纯度的表现图)

(1) 固有色——物体本身的颜色。(展示静物白色花瓶、红色玫瑰等)

(2) 环境色——不同环境影响下呈现的色彩。(如白色衬布对静物固有色彩的影响)

(3) 光源色——不同的光源照射对物体固有色的影响。

课后反思：

★ 人教版八年级音乐教学设计

★ 人教版八年级浮力教学设计

★ 八年级美术人教版教学设计

★ 人教版八年级细菌教学设计

★ 中学历史人教版八年级教学设计

★ 八年级英语教案

★ Whos that英语教案教学设计

★ 人教版初二下英语教案Lesson 60(网友来稿)

★ 八年级下册语文人教版教学设计

★ 《陋室铭》教学设计 (人教版八年级上册)

初二比较级用法(人教版八年级英语教案教学设计)（锦集18篇）

欢迎下载DOC格式的初二比较级用法(人教版八年级英语教案教学设计)，但愿能给您带来参考作用！

推荐度：

点击下载文档 文档为doc格式