【导语】“橘橘梅梅”通过精心收集，向本站投稿了18篇7B Unit 2 备课笔记(译林牛津版七年级英语下册教案教学设计)，下面小编给大家整理后的7B Unit 2 备课笔记(译林牛津版七年级英语下册教案教学设计)，欢迎阅读与借鉴!
- 目录
- 第1篇：7B Unit 2 备课笔记(译林牛津版七年级英语下册教案教学设计)第2篇：7b unit 1 Dream homes(译林牛津版七年级英语下册教案教学设计)第3篇：牛津7B Unit 3 Finding your way(译林牛津版七年级英语下册教案教学设计)第4篇：7B第五单元学案 (译林牛津版英语七年级)第5篇：Unit 2 Travelling教案 (译林牛津版英语八年级)第6篇：7A Unit 2 Checkout 学案设计(译林牛津版英语七年级)第7篇：Module 9 Unit 2 Project (译林牛津版高三英语下册教案教学设计)第8篇：9B Unit 2动词词组(译林牛津版九年级英语下册教案教学设计)第9篇：M8 Unit 2 集体备课教案(译林牛津版高二英语选修八教案教学设计)第10篇：牛津7AUnit6(译林牛津版七年级英语上册教案教学设计)第11篇：江苏省淮北中学英语学科教案7B Unit5 Abilities(译林牛津版七年级英语下册教案教学设计)第12篇：Phrases in Unit 2 (译林牛津版高一英语必修二教案教学设计)第13篇：一模块unit 2 period1教案(译林牛津版高一英语必修一教案教学设计)第14篇：牛津英语 m8 Unit 2 教案(译林牛津版高二英语选修八教案教学设计)第15篇：Unit 2 The EnvironmentTask(译林牛津版高二英语必修五教案教学设计)第16篇：Unit 2 The EnvironmentWelcome to the Unit(译林牛津版高二英语必修五教案教学设计)第17篇：Unit 2 The EnvironmentReading (译林牛津版高二英语必修五教案教学设计)第18篇：Unit 2 The EnvironmentReading (译林牛津版高二英语必修五教案教学设计)
篇1：7B Unit 2 备课笔记(译林牛津版七年级英语下册教案教学设计)
一、词组或短语
1 点一些食物 order some food
2 犯了一个错误 make a mistake
3 用钱买… buy…with money
4 比…少 less…than…
5 告诉某人关于某事 tell sb．about sth．
6 京剧 Beijing Opera
7 这样的一幢高楼 such a tall building＝so tall a building
8 去散步 go walking＝go for a walk
9 我们中的人多数 most of us
10 与…靠近be close to
11 乘地铁 by underground（介词短语）
take an underground（动词短语）
12 空气污染 air pollution
13 玩得开心 have a good/great/nice time＝enjoy oneself
=have（lots of) fun
14 国画 Chinese paintings
15 某人在作业方面需要帮助want/need help with one's homework
16 体育运动中心 sports centre
青少年活动中心 youth centre
17 举行一场晚会 hold a party＝have a party
18 一组…；一群… a group of
19 给某人发一封电子邮件 send an e-mail to sb．
20 英国学生中的一个 one of the British/English students
21 艺术品 works of art
22 制定计划 make a plan
23 骑自行车 ride a bike（动词短语）
on a/the/one's bike＝by bike（介词短语）
24 穿好色T恤衫的男孩 the boy in a red T-shirt
25 进行球类运动 play ball games
26 没关系；不要紧。 Never mind．＝It doesn’t matter.＝That's OK.
=That’s all right.
27 别的什么 what else＝what other things
28 让我猜猜 let me guess
29 向某人道谢 say thank you to sb．
向某人问好 say hello to sb．
30 乐一整天／享受一整天 enjoy a full day
31 世界上最好的游戏 the best game in the world
32 带某人参观某地 show sb．around sw.
33 到达最近的城镇 get to the nearest town
34 带某人去某地 take sb. to sw.
35 想起、考虑 think of
36 许多要做的事 lots of things to do
37 住在像这样的地方 live in places like this
38 不必 don’t have to＝needn’t
39 直到晚十点 until ten o’clock at night
40 在北京市中心 in the centre of Beijing
41 （来）对了地方 (be）in the right place
42 选择任何你喜欢的食物 choose any food you like
43 许多西方的餐馆 lots of western restaurants
44 教某人某事 teach sb．sth．
教某人做某事 teach sb．to do sth．
45 当地剧院 local theatre
46 一个给人们看戏或表演的地方 a place for people to watch plays and shows
47 将A与B匹配 match A with B
48 说普通话 speak Putonghua
49 种蔬菜和花 grow vegetables and flowers
二、重点句子及句型
1. There's no dog food. =There isn't any dog food.. 没有狗食了。
2. How many tins of dog food can we buy with that?我们可以用它来买多少罐狗食呢？
3. Maybe we can order a pizza. 也许我们可以去订个比萨饼。
4. Let's take them to the sports center. 让我们把他们带到运动中心去吧。
5. There’s less air pollution in Sunshine Town than in other areas of Beijing.
6. Most of us live in places like this.＝Most of us live in such a place.
7. You can shop until 10 o'clock at night. 你可以购物到晚上＋点。
8. If so, you are in the right place! 如果这样的话，你就来对地方啦！
9. You can choose any food you like in Sunshine Town.
10. That is because you think football is the best game in the world！
11. Don't miss the great exhibitions.可别错过这些精彩的展览。
12. Would you like to go to the Palace Museum tomorrow?你想明天去故宫吗？
13. What time shall we meet in the morning？我们上午什么时候见面？
14. We shall be there at 9 a.m.to enjoy a full day there．
15. I'm going to show you around my hometown.我将带你四处看看我的家乡。
16. It takes about twenty minutes to get to the nearest town．
17. I'm going into town on my bicycle.我将骑自行车进城。
18. I think it is a wonderful place to live(in).我认为它是个很好的居住的地方。
19. The party was really great, wasn't it?这次晚会真的很棒，不是吗？
20. I really like the boy in the red T-shirt. 我真的喜欢那个穿红色T恤衫的男孩。
21. I'm afraid to be late.我怕迟到。
22. I sometimes go swimming in summer when it's warm and sunny.
23. How much does a bottle of orange juice cost? 一瓶橘子汁多少钱啊？
24. Let's take the exchange students to the Congqing restaurant instead!
25. I sent an e-mail to Mr Wu to say thank you because he helped us a lot.
26. That sounds great.
27. Why don't you go visit our local theatre with us?
= Why not go visit our local theatre with us?
= What about going our local theatre with us?
28. There are lots of fun and interesting things to see and to do.
29. I think thirtv of each will be enough.
30. There is nothing (=not anything) on the table now.
三、语法。
1）熟练掌握how much与how many的区别及用法
2) 熟练掌握no和none的用法与区别
3）进一步理解与掌握可数与不可数名词
4) 掌握冠词a, an，the及零冠词的用法。
5）对反意疑问句有初步了解。
7B Unit 2 Welcome to Sunshine Town
Comic Strip
1. Teaching aims and demands:
2. Make suggestions about visiting places and doing activities
e.g. Let's go swimming.
3. Use “How much” and “How many”, “no” and “none” to express quantities .
Warm-up activities
1. Ask students to read Comic Strip. And answer my question “How much money does Eddie have?”
2. Read the dialogue again , then ask them to act it out .
3. Language points
(1).There is no dog food, Eddie!
No=not any
e.g. I have no coats like this .=I don' t have any coats like these.
(2).How many tins of dog food can we buy with that?
我们能用它买多少听狗食？一听也买不了，埃迪。
【辨析】no one, none都表示否定，用法有所不同。
1) none可用来表示人或物，表示“（三个以上）一个也没有”，none常接of，当它做主语时，谓语动词既可用单数也可用复数。当它后接不可数名词的时候，谓语动词只能用单数。
None of us have／has been to the Great Wall. 我们中没有一个人到过长城。
None of the money is Mary's but her twin sister's.
这些钱都不是玛丽的而是她双胞胎姐姐的。
none单独使用时，是用来代替文中提到的特定的人和物，no one和nothing并不指文中提到的人和物。
All of the exchange students were invited，but none（＝not any girl) arrived.
宴请了所有的交流学生，但一个也没来。（如果用no one则意思是不仅交流学生没有来，连其他的人也没有来）
I would like to have some milk. But there is none left in the fridge.
我想喝点牛奶，可是冰箱里一点也没有了。（如果用nothing意思是冰箱里不仅没有牛奶，连其他东西也没有。）
2) no one一般指的是：“没有人”＝nobody.一般不接of短语，做主语时候，谓语动词用单数。
No one knows what will happen tomorrow.没有人知道明天会发生什么事情。
用what, who提问的句子要分别用nothing, on one (nobody)来回答。
用how many, how much提问的句子用none来回答。
一What's in your schoolbag, Millie?一Nothing.
米莉，你的书包里有什么吗？什么都没有。
一Who’s in the classroom? There is still a light lighting in it．
一Nobody. Maybe the student on duty forgot to turn it off．
谁在教室里？还有一盏灯在亮着。没有人，也许是值日的同学忘记关了。
e.g. We write with pens.
(3).Maybe we can order a pizza.（P20）
【辨析】maybe和may be一分一合，但含义和用法却截然不同。
1) maybe是副词，意思是“也许、可能”，在句中做状语，相当于perhaps,常位于句首。
2)在may be中may是情态动词，be是动词原形，两者构成完整的谓语形式。意思是：“也许是，可能是”。
Why doesn’t the little girl like to go to the zoo? Maybe she is afraid of animals．
Why doesn’t the little girl like to go to the zoo？She may be afraid of animals．
这个小女孩为什么不喜欢去动物园？也许她害怕动物。
Where is Mr. Brown? Maybe he is in the office．
Where is Mr. Brown? He may be in the office．
布朗先生在哪里？他可能在办公室。
Welcome to the unit
Teaching aims and demands:
New words: badminton
Teaching aims:
1. To revise vocabulary about activities and places in new situations
2. To make suggestions about visiting different places
Teaching procedures:
1. Ask students to do Part A and B on their own using the information provided in the pictures prompts
2. Ask students about what they can do in their local areas. Then ask them to write four sentences about what they like and could do in their areas.
教后记：
Unit 2 Welcome to Sunshine Town
Reading
Teaching aims and demands:
New words: underground, air, pollution, area, country, lake, building, such, place, like, close, far, hey, until, souvenir, so, western, local, theatre, teach, dirty, take, less
Teaching methods: task-based approach
Teaching task:
1. To read and learn about something about Sunshine Town.
2. To grasp the main idea of each paragraph..
3. Ask students to write an article to introduce their own home town, using the context as a model.
Teaching aids: tape recorder, pictures
Teaching procedures:
1. Ask some students some questions “Are there any tall buildings in your home town?” “What can you do in your town?” , etc…
2. Presentation
(1). Use the pictures to teach the new words.
underground air pollution lake building theatre
(2) Now let's listen to the tape and say “T” or “F” according to the text.
Check the answers with the whole class.
① It takes 40 minutes to walk to the center of Beijing from Sunshine Town.
② There is less air pollution in Sunshine Town.
③ Many students live in tall buildings.
④ There are only two shopping malls in Sunshine Town.
⑤ You can eat Beijing Duck in Sunshine Town.
⑥ You can enjoy Beijing Opera at the theatre.
(3) Ask students to read the text after the tape.
(4)Language points:
① It is only 40 minutes from the center of Beijing by underground.
= It takes 40 minutes to go to Sunshine Town from the center of Beijing by underground.
② There is less air pollution in Sunshine Town than in other areas of Beijing.
阳光城没有北京其他地区污染严重。
less是little的比较级，表示“更少的”意思，用来修饰不可数名词(air pollution)。
比较级十than的句型
Less ... than--→more ... than...
e.g. An elephant is heavier than a horse.大象比马重。
There is less water in this glass than in that one.
I have more books than he.
③ Here is such a tall building. such+a/an+adj.+n.(single)
Look，here is such a tall building.＝here is so tall a building.（P22）
［辨析] so，such都可表示程度，意思是“如此、这样”。
1) so是副词，用来修饰形容词和副词。
He is so excited that he can't say a word.他兴奋得说不出话来。
such是形容词，用来修饰名词。
I have never seen such an interesting book before.我从没有看过如此有趣的书。
2) 在用于单数名词前是，such，so位置不同。
such + a/an +形容词＋单数名词； so十形容词十a/an＋单数名词。
e.g. such a beautiful garden； such an interesting story
It is such an amazing thing＝It is so amazing a thing
3)如果修饰的是不可数名词或名词的复数形式，只可用such,不可用so。
It was such bad weather．天气这么糟糕。
I don't know such things.我不晓得这样的事情。
4）如果不可数名词被much, little,复数名词被many, few等表示量的形容词修饰，只用so,不用such。
He has so many books, his bookshelves are full.他有这么多的书，书架都满了。
5）这是以here开头的一个倒装句，也可以用there。here是一个副词，是不能做主语的。因此，后面的名词或代词才是真正的主语。动词的变化是随着主语的人称和数而决定的。
a: 如果主语是名词，动词在名词前。Here comes the bus.公共汽车来了。
b: 如果主语是代词，则动词放在代词的后面。There he goes.他走了。
④ be close to =be near→ be far from
⑤ We do not have to go far if we want help with our homework
If...... +clause...…，…clause… 如果……，……
［辨析】have to，must都是情态动词，表示“必须”。
have to强调是客观因素要求“不得不，只好”去做，可以用于多种时态（一般不用于进行时），而且有人称和数的变化。用do，does，did等助动词构成疑问和否定式。
一般现在时 一般现在时（三单） 一般过去时 一般将来时
have to has to had to will have to
My mother was ill last Saturday，so I stayed at home and looked after her.
上个星期六妈妈病了，我得留在家里照顾她。
must表示说话人主观认为“应该，必须”，无人称，数和时态的变化。
We must study hard because the future of China belongs to us.
我们必须努力学习因为中国的未来属于我们。
注意：must开头的疑问句，它的否定回答不用mustn't，而用needn't.
Must we finish writing the composition this week? No，you needn't.
我们必须在本周写完这篇作文吗？不必了。
must还可表示猜测，意思是“一定，肯定是”。
He must be in the classroom，I saw him clean the blackboard just now.
他一定在教室里，刚才我看到他在擦黑板。
⑥ You can shop until ten o'clock at night in Star Shopping Mall.（P23）
［辨析】until，till既是介词又是连词。
1）一般情况下可换用，在句首时，只能用until，不能用till。
Until the last minute of the match we tried our best.
直到比赛的最后一分钟，我们都在尽力。
2 ）not…until直到……才……
I didn't go to bed until/till I finished my homework yesterday．
昨天直到做完作业我才上床睡觉。
注意：till(until)只用来引导时间，不能用于指距离。
试译：我们走到树林的尽头。
误：We walked till/until the end of the forest．
正：We walked to the end of the forest.
⑦ We can take you to other shopping malls.（P23）
[辨析] another，the other，others，the others
another泛指三个或三个以上中的另一个。
I don't want this coat. Please show me another.
我不想要这件上衣．请另给我一件。
the other①特指两个中的另一个
He has two sons. One is a worker, the other is a doctor.
他有两个儿子，一个是名工人，另一个是名医生。
②修饰名词，特指另一个、另一些
Tom likes swimming，and the other boys in his class like swimming，too．
汤姆喜欢游泳，他班上的其他男生也喜欢。
others泛指其他的人或物。
He often helps others．他经常帮助他人。
Some are playing basketball, others are playing football.
一些正在打篮球，另外一些在踢足球。
the others特指确定范围内剩下的全部人或物。
There are fifty students in our class．Twenty of them are girls，the others are boys.
我们班有50名学生,20名是女生，其余是男生。
⑧ You can choose any food you like in Sunshine Town.
Any: 任何 you like修饰前面的food
⑨ If so，you are in the right place.
so这样，指前面一句的意思
If so=If you would like to eat Chinese food.
e.g. Tom is a good boy. Do you think so?
⑩ Why don't you visit our local theater with us?
Why don't you do=Why not do
e.g. Why don't you go swimming?
Why not come with me?
○11 Everyone in Sunshine town speaks Putonghua.（P24）
［辨析] every one, everyone虽然词形相同，但词性和意义不尽相同。
everyone是不定代词，当表示“每一个，人人”时，等于everybody，当它们做主语时，谓语动词用单数形式。
every one表示“每一个，人人”时，等同于everyone,,
every one还可以表示“每一个（东西，事情）”,one是代词。
注意：我们可以说every one of them,不可以说everyone of them,
I know every one of them well.我非常了解他们中的每一个人。
He was very hungry，he ate every one of the cakes.他太饿了，把蛋糕都吃光了。
【辨析] every，each都有“每个”的意思。
every十单数名词，表示“每一个”，强调共性、整体，只作定语，形式上为单数，不与of连用。
Every child likes playing games．每个孩子都喜欢玩游戏。
each表示“每一个”，强调个性，作定语主语、宾语和同位语，常与of连用。
Each student was asked to try again．每一个学生都被要求再试一次。
Each of them has a nice skirt.他们每个人都有件漂亮的裙子。
(5) Sum-up
Go through the new words and language points.
Homework
Finish the Ex of Page 24 and 25.
教后记：
Unit 2 Welcome to Sunshine Town
Vocabulary & Grammar
Teaching aims and demands:
New words: waiter, shopper, cashier, sick, hospital, ham, clip, beef, fork, plate, each, loaf, packet, carton, Coke, either, right, thirsty, finger, hold, week, group, exchange
Teaching methods: task-based approach
Teaching task:
1. To develop an understanding of names of occupations and names of related places
2. To use names of places to describe their functions
3. To use “How much” and “How many” to talk about quantities.
4. To use “no” and “none” in the context of quantity.
5. To recognize and use the definite article.
Teaching aids: tape recorder
Teaching procedures:
I . Warm-up
Ask the students to talk about what their parents/uncles...... do
II . Vocabulary
1. Revise the names of occupations and names of related places.
2. Learn new vocabulary and spelling
waiter cook teacher student doctor nurse shopper cashier
restaurant school hospital supermarket
III. Grammar
1. Revise the key vocabulary about food items
Ask students to identify countable and uncountable nouns of food.
2 . Complete the sentences
How many +countable nouns(pl.)
How much + uncountable nouns
e.g. How many apples do you need?
How many eggs do you have?
How much Coke do you need?
3. What else do we need?（P28）
［辨析】else，other都表示“别的、其他的”
else做形容词用在疑问代词who, what和不定代词something, anything, nothing, nobody, anybody后做定语，else做副词用在疑问副词when, where后面做状语。
I love this park very much. When else shall we come again?
我太喜欢这个公园了。我们什么时候再来呢？
other做形容词常用在名词或代词one，,one s的前面做定语。
I can't answer your question. You'd better ask some other people.
我不能回答你的问题，你最好问问别的什么人吧。
I prefer this film to the other one.两部电影相比较我更喜欢这部。
4. Complete the conversation with “no” or “none”
(1) no =not any no +noun.
e.g. She has no friends.
No ones knows.
There is no water in the glass at all.
(2) none prep.没有人或没有东西
e.g. None of them are listening to you.
Is there any time left? No, none at all.
5. The article “a” , “an” , “the”
（1）表示某人（事物）某一种类
My father is a driver.
Do you like an apple or a pear?
（2）表示某一事物中的任何一个
An elephant is bigger than a horse
A monkey can climb trees.
（3）表示某人某物，但不具体说明何人何物
A student from Class Two runs fastest.
A man is calling now.
（4）表示数量有”一”的含义
There is a book on the desk.
A panda has a mouth，a nose and two eggs．
（5）用于固定词组
half an hour, a lot of, have a rest, a moment ago
（6）上文提过，下文重复
I have a new pen. The pen is a present from my dad.
（7）世界上独一无二的事物 the sun，the moon
（8）序数词前，表示方位的名词前，形容词最高级前the first, in the south, the best
（9）乐器名词前 play the piano
（10）在复数姓氏前
The Browns(=the Brown family) are going to Shanghai for a holiday.
（11）一些形容词前表示一类人the rich，the old
（12）专有名词不和习惯用语中
the Great Wall, by the way, in the morning
（13）不用冠词的情况
附：不用冠词情况的口诀。
下列情况不用冠，名词前面代词限。复数名词表泛指，球类学科和三餐。
专有名词不可数，星期月份季节前。交通手段和节日，国名称谓和头衔。
①节日，星期．月份，季节，年，学科前 in summer, in August, on Sunday
②一些专有名词，不可数名词，称呼和头衔前
China, Grade Two，Mr. Li, Dr. Liu
③表示颜色，语种和国家前in purple, Japanese, England
④一些短语中
have breakfast, play football
Language Points:
C2 : The party was really great，wasn't it?（P31）
反意疑问句构成：若叙述部分为肯定句，则疑问部分用否定形式；若叙述部分为否定句，则疑问句部分用其肯定结构。回答要么都是肯定要么都是否定。
一The twins won’t go to the Summer Palace the day after tomorrow，will they？
一Yes，they will.一No，they won't．
构成反意疑问句的前一部分的陈述句要同后一部分的简短疑问句的主谓语在时、体、人称和数上都要保持一致。The film is very exciting，isn’t it．
关于反意疑问句的构成，有以下几点值得注意：
1.如果陈述部分包含有否定形容词no, little, few,否定副词no, seldom, never,否定代词few, little，none，no one，nobody，nothing时，疑问部分用其肯定形式。
My grandpa has never been abroad，has he？
Few people know the accident，do they？
2.当陈述部分是there一存在句时，附加疑问部分的主语也用there。例如：
There is no meat in the fridge，is there？
3.当陈述部分的主句是I think，I believe等结构时，附加疑问部分则与that一分句中的主语和谓语动词保持对应关系，但要注意否定的转移。
I think Tom runs fastest of all，doesn’t he？
I don't think John is a good student，is he?
4.祈使句的反意疑问句往往在陈述部分之后加will you:
Don’t shout at others，will you?
以let开头，其后跟us时有两种拼写方式，其反意疑问句也不同：
Let's go home now, shall we?我们现在回家吧，好吗？
Let us go home now, will you?让我们回家，行吗？
IV. Discussion (task)
Have a discussion and find out the use of the article.
V. Homework
1. Review the contents of this lesson.
2. Do the Ex of the workbook.
教后记：
Unit 2 Welcome To Sunshine Town
Integrated skills and Study skills:
Integrated skills:
Teaching aims and demands:
1. To listen for detail and abstract information about making arrangements.
2. To order information from a tour guide's introduction.
Teaching procedures:
I . Bring some pictures about famous local places to class. Ask a few very general questions. “Do you like the place?” “Have you visited there?” .
II . Go through some key vocabulary items in Part A 1 &A2: exhibitions, golden, thrones, pottery
III. Tell students to fill in the table in Part A2 carefully, then check the answers.
IV. Notes
Baohe Palace---works of art
这里的works作可数名词，是“作品”，“著作”的意思，而work作为不可数名词是“工作”之意，
e.g. I like reading the works of Shakespeare.
At last I found work in the city.
V. Explain to students that they will listen to a tour guide's introduction.
Listen to the recording. Ask them to do the task on their own first., then check answers.
VI. Ask students to read Simon's notes in Part A4. Play the recording again and ask students to complete Part A4. Check answers as a class.
Part B
I. Read after the tape.
II. Two students in a pair and role-play the conversation
III. Ask students to make a new dialogue. Using the dialogue in Part B as a model.
IV. Talk to students about making arrangements.
e.g. visiting friends, going to cinema, going to a restaurant.
Pronunciation
I .Teaching aims
To recognize the number of syllables in a word from listening and reading.
II. Teaching the new material
1. Talk to students about the sound and intonation of English.
2. Say a few simple words which students know well. Ask students how many beats they can hear.
girl, boy, dog, home
tea.cher, bro.ther, sis.ter, stu.dent,
to.mor.row, yes.ter.day, cin.e.ma
3. Go through the examples in Part A
4. Listen to the tape and write the number of syllables they hear for the words in Part B.
5. Check answers.
6. Ask students to do the puzzle in Part C.
7. Play the recording for Part D. After checking the answers, ask more able students to write the number of syllables they hear
教后记：
Unit 2 Welcome To Sunshine Town
Main task & Checkout
Teaching aims and demands:
Teaching methods: task-based approach
Teaching task:
1. To become familiar with a new text-script.
2. To organize language and descriptions to achieve interest.
3. To read a video script to the class.
4. To assess recognition of things we can find in a town.
Teaching procedures:
I . Warm-up
Ask the student to have a free talk.
II . Main task (Part A)
1. Talk to students about the purpose of writing a video script. It is important to engage students' interest at this stage as free writing takes a lot of courage.
2. Encourage them to bring in pictures, and make sketches and drawings to go with their texts.
3. Tell students that they need to organize pictures and text. They can use the planning notes on Page 35 as a guide.
4. Go through the notes under “Town” and ask students to choose 2 or 3 items.
5. Ask students to describe some items on the “things to do” list, e.g.
where they can do things and how they feel about it.
6. Ask students to write about their home town. Ask students to focus on writing for a specific audience, the British exchange students.
7. Then ask students to work on their own to number the items in the order of how much they like each item. Next, ask them to write down on the right side of the paper some reasons.
III. Main task (Part B)
1. Ask students to work in pairs. Have them read John' s video script in Part B 1 and discuss his home town. Then invite comments, e.g. Do you and your partner like John's home town? Why?/Why not? Would you and your partner like to visit it? Why?/Why not?
2. Ask students to plan their own video script using the questions in Part B2 as a reference.
3. students rewrite their video scripts on a separate sheet of paper and add illustrations.
Language Points:
B1: I hope you can come and visit soon.（P36）
【辨析】 hope，wish
hope“希望”，表示实现可能性很大的希望，后面可接动词不定式或从句。
He hopes to be a doctor.我希望成为医生。
I hope she will be well again．我希望她会痊愈。
注意：“希望某人做某事”，英语习惯上不说hope sb. to do sth.
试译：我希望你早点回来。
误：I hope you to come back early. 正：I hope you will come back early
wish意为“希望”，“愿望，’，后面接不定式或“代词（名词）＋不定式”结构，所表示的希望大体是可以实现的。
We wish you to be happy.我们希望你幸福。
注意：wish也接从句，表示的希望不太可能实现，从句中谓语动词用虚拟语气。
I wish I could fly to the moon in a spaceship one day.
但愿有一天我能乘宇宙飞船飞向月球。
wish还可接双宾语，表示“祝愿”，hope则没有这种用法。
Let's wish you a long life．祝你长寿。
IV: Checkout (Part A)
1. Ask students to write down the key language items they learned in this unit. Ask some of them to write on the blackboard.
2. Ask students to read the gapped conversation first before completing the sentences. It's important for them to have a general understanding of text and the context.
3. Set a time limit. To encourage students to read the conversation before writing.
4. Check the answers.
V. Checkout (Part B)
1. Tell students about word-search puzzles if they are unfamiliar with them.
2. Set a time limit of 5-10 minutes.
3. Ask more able students to make a word snake of their own.
教后记：
篇2：7b unit 1 Dream homes(译林牛津版七年级英语下册教案教学设计)
Welcome to the unit
教学目标:
New words: dream, palace, capital
教学方法: task-based approach
教学任务: 1. To talk about cities and countries.
2. Have a discussion in groups, and talk about their dream homes.
3. Write articles about students’ dream homes.
教学过程:
Step 1. Warm-up (presentation)
1. Ask if any students have lived in another country. Elicit from students ideas about an ideal place to live.
2.Do a mini-survey. Ask students which is their favourite place to live.
Step 2. Listening
Listen to the tape, answer my question, Which is Eddie’s favourite place to live? Help the Ss to answer.
Listen again, Ss read after the tape recorder, then act it out.
Language points:
1.I’d like to live next to a restaurant.
① would like sth.= want sth
would like to do sth = want to do sth
e.g. Would you like some water?= Do you want some water?
Would you like to go with us? Yes, I’d love/ like to.=Do you want to go with us? Yes, I do.
② next to =beside
e.g. Tom’s house is next to mine.
Jack wants to sit next to me.
2. Learn about homes in different countries.
① learn about
I want to learn more about the world.
② learn from
We should help each other and learn from each other.
③ different → same
in different classes in the same class
Step 3. Countries and capitals
1.Ask students to study the pictures on page 3.
2.Say: The capital of China is Beijing . The Capital is the most
important city in a country. Ask students to do Part B. Ask them to check with others.
Step 4. Discussion (task)
Have a discussion in groups of four to talk about their dream homes.
Each group will choose a student to tell us about his / her dream home.
Why?
Language points:
The capital of the USA is Washington D.C.
the capital of ……
e.g. Nanjing is the capital of Jiangsu Province.
The capital of China is Beijing.
Step 5.Sum-up
Go through the new words and the language points learnt during this lesson.
Step 6. Homework
1.Review the contents of this lesson.
2. Write articles about students’ dream homes.
Reading
教学目标:
New words: balcony, cushion, beach, sea, bunk beds, town, wooden, over,
climb, ladder , quiet, rain, while, sitting room, street, share, friendly,
above, dining room, grow, most, lie
教学方法: task-based approach
教学任务: 1. To read and learn about different types of homes and lifestyles..
2. To obtain details about homes in different countries.
3. To respond to the text by making statements about the foreign students’ activities.
4.Write an article to introduce their own homes, using the four home pages as a model.
教学步骤:
Step 1. Warm-up
Ask some students to report their homework about dream homes.
Step 2. Presentation
1.Use the pictures to teach the new words.
balcony cushions ladder kitchen bunk beds sitting room
2. Complete the following sentences using the new words.
⑴ Two beds , one above the other, are .
⑵ In most homes, people cook meals in the .
⑶ We usually put the sofa in the .
⑷ is a good place to chat with friends.
⑸ Sitting on the big is very comfortable.
⑹ We can climb the tall tree with a .
Step 3.Listening
Now, let’s listen to the home pages of four foreign students, after you
listen to them, please do some “T” or “F” exercises. Check the answers
with the whole class.
1.Stephen lives near the sea.
2.There are more than ten rooms in Stephen’s house.
3.Maddee lives in a wooden house in the hills.
4.Maddee has a small family.
5.Neil has a TV in the kitchen.
6.Neil’s dog sleeps in the sitting room.
7.Anna’s flat is on a busy street.
8.Anna shares a bedroom with her brother.
9.Stephen’s favourite place is the balcony.
10.Anna lives in a large flat.
Step 4. Reading
Ss read the articles by yourselves. Then check their reading.
Language points:
1.We sit on the big floor cushions and look out at the beach and the sea.
look out (of) …
e.g. Don’t look out of the window in class.
look at / look around / look for / look like / look forward to / look after / look up
2. I live with my family in a wooden house.= I live with my family in a house made of wood.
wooden(adj.) → wood (n.)
e.g. We need some wooden chairs.
This house is made of wood.
3. I climb a ladder to get into my house. =I get into my house with a ladder.
①e.g. I often go to her house to see Uncle Li.
Daniel often goes to the shopping mall to play computer games.
② get into → get out of
get into the car get out of the car
4. I do not have my own bedroom.
own(adj./v.) → owner (n.)
e.g. I see with my own eyes.
Who’s the owner of this pen?= Who owns this pen?
5. My family and I often sit in the kitchen while my mother makes dinner.
e.g. I am reading books while my brother is watching TV.
She called while you were out.
6. I share a bedroom with my sister.
share sth with sb
e.g. The boy shared his toy with other children
share in sth
e.g. We should share in our sorrows as well as joys.
7. Our neighbours are friendly and we are happy here.
e.g. I’m friendly with her.
be friendly to sb
e.g. People are usually friendly to foreign friends.
8.Simon wrote down the meaning of some of the words.
①write + n. +down=write down +n. write it /them down
e.g. Can you write down the words on your book ?
= Can you write the words on your book?
OK, I’ll write them down.
②meaning (n.) → mean(v.)
e.g. What’s the meaning of “quick?= What does “quick” mean?
9.A garden is the best place to grow flowers.
e.g. It’s really a good place to go.
I’m hungry. Do you have anything to eat?
10.Stephen is lying on his bunk beds.
lie → lying tie → tying die → dying tell a lie
e.g. Don’t tell a lie any more . It’s not good for you.
Step 5.Discussion (task)
Divide the class into groups of six. Ask students to draw picture of their homes.
Students look at their pictures and talk about their homes.
Step 6.Sum-up
Go through the new words and the language points learnt during this lesson.
Step 7. Homework
1. Review the contents of this lesson.
2. Write an article to introduce their own homes, using the four home pages as a model.
Vocabulary ﹠ Grammar
教学目标:
New words: cupboard, bookshelf, shower, lamp, wardrobe, sink, bath, basin,
in front of , opposite, chalk, air conditioner, below, printer, shelf,
top, tidy, sixteen, nineteen, seventy, ninety, thousand, million, arrive,
seventh, sixth, come, exam, second, third, fourth, fifth, ninth, eleventh,
twelfth, twentieth, sound
教学难点: prepositions of place
cardinal numbers & ordinal numbers
教学方法: task-based approach
教学任务:
1.To use prepositions of place to identify specific locations of things.
2.To revise and use cardinal numbers in everyday situations , including phone numbers and amounts of money.
3.To understand the purpose of ordinal numbers in terms of ordering things and events.
4.To use ordinal and cardinal numbers to talk about schedules, dates, scores and results.
教学过程:
Step 1. Warm-up
Ask the student on duty to give a free talk.
Step 2. Vocabulary
Ask the students how many words they already know about furniture.
Then teach furniture. Use pictures to teach other words. e.g. chair,
cupboard, lamp, sofa, table, wardrobe…Ask the students to write the names under the pictures(Page 75).
Step 3.Grammar
1.Prepostitions of place
We use prepositions of place to say where things are. Prepositions of place: above, at, behind, below, beside, between, in, in front of , inside, next to, on , opposite, over, under.
e.g. Millie sits in front of me.
Amy sits between Millie and Simon.
Kitty sits next to Sandy.
Sandy sits between Kitty and me.
Simon sits in front of Kitty.
The window is opposite the door.
The chalk is on the teacher’s desk.
Language points:
⑴above, over, on
above →(反) below表示位置高于某物在其上方，并不表示正上方。over
→(反)under表示正方，指垂直上方上。on指两个事物表面接触，一个在另一个上面。
e.g. There’s a bridge over the river.
The plane flew above us.
There’s a book on the teacher’s desk.
⑵between, among
between一般指两者之间，among指三个或三个以上之间。
e.g. I am sitting between my parents.
I saw him among the students.
⑶in front of , in the front of
in front of →(反)behind 表示“在……前面”in the front of →(反) at the back
of表示“在……前部”，指某一结构本体的前部。
e.g. There is a garden in front of the house.
The desk for the teacher is in the front of the classroom.
⑷beside = next to
e.g. David sits next to/beside me.
Finish off the exercise on page 9.
2. Cardinal numbers
We use cardinal numbers almost every day. We use them for lots of
different things.
1.基数词的读法：
⑴“几十几”十位和个位之间用“-”。e.g. 32 thirty-two
⑵101-999 百位和十位间加“and”.e.g. 928 nine hundred and twenty-eight
⑶1000以上的数，从后往前每三位一段，倒数第一个数读thousand，倒数第二个数读million，依次类推。e.g. 8,542,601
eight million, five hundred and forty-three thousand, six hundred and one
2 .基数词的运用：
hundred, thousand, million, billion等一般用单数，但以下情况用复数：
⑴表示不定数目：e.g. hundreds of millions of
⑵表示“几十”的数词，其复数形式可以表示年龄或年代。
e.g. in his twenties in the thirties
0 zero 10 ten 20 twenty 100
1 one 11 eleven 30 thirty one hundred
2 two 12 twelve 40 forty 1,000
3 three 13 thirteen 50 fifty one thousand
4 four 14 fourteen 60 sixty 10,000
5 five 15 fifteen 70 seventy ten thousand
6 six 16 sixteen 80 eighty 100,000
7 seven 17 seventeen 90 ninety one hundred thousand
8 eight 18 eighteen 1,000,000
9 nine 19 nineteen one million
3. Ordinal numbers
We can use ordinal numbers to to order things and events. We use them to talk about dates, floors, results, etc.
e.g. Uncle Jim will arrive on the seventh of June.
The restaurant is on the sixth floor.
Millie came first in the English exam.
Cardinal numbers Cardinal numbers Ordinal numbers Ordinal numbers
1=one 10=ten 1st=first 10th=tenth
2=two 11=eleven 2nd=second 11th=eleventh
3=three 12=twelve 3rd=third 12th=twelfth
4=four 13=thirteen 4th=fourth 13th=thirteen
5=five 20=twenty 5th=fifth 20th=twentieth
6=six 21=twenty-first 6th=sixth 21st=twenty-first
7=seven 22=twenty-second 7th=seventh 22nd=twenty-second
8=eight 23=twenty-three 8th=eighth 23rd=twenty-third
9=nine 30=thirty 9th=ninth 30th=thirtieth
Language points:
1. 序数词的运用：
⑴表示日期：e.g. 6月1日 on the first of June/ on June (the) first
⑵表示编号：e.g. lesson 5 the fifth lesson
⑶起副词作用，前无“the” e.g. Simon came first in the English exam.
⑷序数词前有限定词修饰时，不加“the”. e.g. This is my first lesson.
2 .I’ll arrive in Beijing on Sunday.
arrive (vi.) arrive in(大地点)/at (小地点）= get to = reach
e.g. The train arrived an hour ago.
He arrives at school on time every day.=He gets to school on time every
day.= He reaches school on time every day.
arrive there/ here/home =get there/ here/ home= reach there/ here/ home
3.I can’t wait to see you.
can’t wait to do sth
e.g. The boy can’t wait to turn on T V when he gets home..
4.That sounds great.
sound (taste/ smell/ look/ feel/get/ turn/ become)+ adj.
5.Where else are we going?=What other places are we going?
where/what/who…+else something/anything/nothing/someone…+else
e.g. Do you want anything else?
We must find somebody else to do this job.
Step 4. Discussion (task)
Have a discussion and find out the differences between cardinal
numbers and ordinal numbers.
Step 5.Homework
1. Review the contents of this lesson.
2. Do the Exx of the workbook.
Integrated skills and Study skills
教学目标:
New words: bathroom, mirror , afraid , still, message
Key points: be different from May I speak to…, please?
Who’s calling? Can I take a message?
教学方法: task-based approach
教学任务:
1.To recognize words about homes, to identify items related to homes, to
under
-stand the location of rooms and furniture, to identify specific
information about furniture items and to show understanding of relevant
information by completing an e-mail
2.To develop grammar learning strategies and to use a recording system to
help memorize grammatical structures.
教学步骤:
Step 1. Warm-up
Ask the student on duty to give a free talk.
Integrated skills
Step 2.At home in Britain
Ask the Ss to study the pictures in Part 1carefully. Encourage them to ask questions about the pictures. e.g. Where do Neil and his family watch TV? Where do you think the house is? Listen to the tape, and ask the Ss to order the pictures. Check the answers with the whole class.
Listen to the recording again. Do the “T” or “F” exercises.
1. Neil and his family don’t sit in the kitchen.
2. There is a garden behind the kitchen.
3. There is a large table in the dining room.
4. Neil’s family watches TV in the dinging room.
5. The bathroom is new.
6. There is a lamp and some posters in Neil’s bedroom.
Ask students to read the words in the box in Part A2 and use them to label the things in the pictures in Part A1.
In pair, students check their answers. Ask them to label as many of the other things as they can in the pictures.
Ask students to read Amy’s e-mail in PartA3 to obtain general understanding. Check their choice of words. Students take turns to read the completed e-mail to the class.
Step 3. Speak up
Listen to the tape recording and read after it.
Ask the Ss to work in pairs to make up new conversation for leaving a message with Neil’s mother using the conversation in Part B as a model.
Ask a few pairs to present their conversations to the class.
Step 7. Study skills ( Making a grammar pattern book)
Take students through the two patterns at the top of the page.
Ask students toe Part A using the two grammar patterns. Encourage them to
use a different colour for each part of speech .
Ask students to write the two patterns on separate pages in a notebook.
Language points:
1.It’s really different from the flats in Beijing.
be different from
e.g. Your pen is different from mine.
City life is very different from Country life.
different(adj.) → difference(n.)
the difference between…and…
e.g. There are many differences between English and Chinese Names.
2. Who’s calling/speaking/that? （打电话用语）请问你是谁？
我是用This is… e.g. This is Jack speaking.
3. Can I take a message?
take a message (for sb)
4. I’ll ask him to call you back.
Step 8. Sum-up
Go through the new words and the language points learnt during this
lesson.
Step 9. Homework
1. Review the contents of this lesson.
2. Do the Exx of the workbook.
Main task ＆ Checkout
教学目标:
New words: at least, ground floor, swimming pool, football pitch
教学方法: task-based approach
教学任务:
1.Get the Ss to write an article about their dream home using Simon’s article as model.
2.To use prepositions of place to describe where things are
3. To use cardinal and ordinal numbers to talk about where people live.
教学步骤:
Step 1. Warm-up
Ask the student on duty to give a free talk.
Step 2. Main task
Ask the Ss to read the questionnaires , then complete it with students’ own information.
Listen to Simon’s dream home. Then students read it after the recording.
Ask them some specific questions to check comprehension.
⑴ Would you like a large room?
⑵ How many rooms are there in your dream home?
⑶ Are 25 rooms too many?
⑷ What other things does Simon want to have in his dream home?
⑸ Simon doesn’t want a garden . What about you?
⑹ Simon’s wishes are quite unusual. What does he want instead of a garden?
Give students 5-10minutes to discuss Simon’s dream home in pairs.
Encourage students to say what they like and what they do not like in his
home.
Step 3. Writing (task)
Ask students to write about their own dream home . Ask them to write down everything that they can think of associated with their dream home. Ask some able students to read their drafts in front of the class.
Step 4. Checkout
Get the Ss to do Part A & B on their own. Divide the class into pairs.
Students correct each other’s work and write the score in the “paw.”
Checkout: Helping people in a shopping mall
Language points:
1. There are at least 25 rooms.
at least → at most
e.g. It will cost at least five dollars.
The little girl is two at least.
2.This means that lots of people can stay with me.
e.g. The red lights mean “stop.”
His work means everything to him.
3.There is a swimming pool which is 50 metres long.
4.I have a room with twelve showers and four baths.
with(prep.) → without(prep.)
I have a foreign friend with brown hair.
His father often goes to work without (having ) breakfast.
Step 5. Sum-up
Go through the new words and the language points learnt during this lesson.
Step 6. Homework
1. Review the contents of this lesson.
2. Do the Exx of the workbook.
篇3：牛津7B Unit 3 Finding your way(译林牛津版七年级英语下册教案教学设计)
Welcome to the unit
Teaching aims and demands:
New words: follow, north, north-west, south-west
Teaching methods: task-based approach
Teaching task: 1. To introduce the topic of places and transport.
2. To talk about visits and means of transport using model sentences.
Teaching aids: tape recorder
Teaching procedures:
Ⅰ. Warm-up (presentation)
Ask the students on duty to give us a short report about the Sunshine Town.
Ⅱ. Listening
Listen to the tape, answer my question, “Did Hobo, in fact, know the way?” Help the Ss to answer.
Listen again, Ss read after the tape recorder, then do some True or False exercises. Check the answers with the whole class.
Language points:
1. follow me
2. go up and down
e.g. Let’s go down the hill together.
3. Don’t be afraid.
e.g. (1) Don’t be late for school.
(2) Don’t play in the street. It’s too dangerous.
be afraid to do. be afraid of sth.. I’m afraid that+从句
e.g. (1) The little girl is afraid to go out in the evening.
(2) Little Tom is afraid of dogs.
(3) I’m afraid that I can’t go with you. I have a lot of work to do.
Ⅲ. Main task
Introduce the topic of place and transport.
Ⅳ. Discussion (task)
Talk about visits and means of transport using the model sentence ‘---Let’s go to the zoo
.---OK. We can go by bus.
Language points:
1. The zoo is north of Beijing Sunshine Secondary School.
north of
south, west, north-west, south-west
e.g. The library is south of the classroom.
The playground is west of the classroom.
2. ---How do we get there?
---We can go by bus.
by air/bus/car/bike/underground
Ⅴ.Sum-up
Go through the new words and the language points during this lesson.
Ⅵ. Homework
.Review the contents of this lesson.
教后记：
7B Unit3 Finding your way
Reading
Teaching aims and demands:
New words: call, robber, drive, quickly, at once, police, uniform, just, push, van, away, fail, use, knife, work, police station, route, along, right, another, stop, traffic, light, jump, later, suddenly, surprised, catch, in the end, crossroads
Teaching methods: task-based approach
Teaching task: 1. Prepositions of movement..
2. Simple future tense with “shall” “will”
Teaching aids: tape recorder, tapes, slide projector, slides
Teaching procedures:
Ⅰ. Warm-up
Ask the Ss to give a free talk. .
Ⅱ.Listening
Now, listen to the text, please answer the question “Did the robbers run away finally?”
Listen again, Ss read after the tape, and do some exercises.
Ⅲ. Reading
Ss read the articles by yourselves. Do the Exx on Page41and 42. Check the answers with the whole class.
Language points:
1.nearby=not far away
e.g. I live nearby in the building.
2. robber(n.) rob(v.)
e.g. The two robbers ran away from the back quickly.
3. quickly=fast (adj.) quick (adj.)
e.g. She walked quickly away.
4. fail失败
e.g. Tom failed in his math examination.
5. work起作用
e.g. Something is wrong with my watch. It doesn’t work..
6. route路线take different route
e.g. There’s another route you can take to get to the cinema.
7. suddenly突然地.
e.g. Suddenly I found a big tiger standing in front of me.
8.surprised adj. 惊讶地
e.g. We are surprised to hear him sing.
9.in the end =at last
e.g. He passed the exam in the end.
10.turn right/left into 7th Street
e.g. Don’t tell a lie any more . It’s not good for you.
Ⅴ.Discussion (task)
Have a discussion about the story.
Ⅵ.Sum-up
Go through the new words and the language points learnt during this lesson.
Ⅶ. Homework
Review the contents of this lesson.
教后记：
Unit3 Finding your way
Vocabulary ﹠ Grammar
Teaching aims and demands:
New words: straight, zebra crossing, entrance, correct, corner, road, hotel, cross, across, round, off, onto, train, tunnel, stair, railway, south, step, side, bridge, join, win, cloudy, paper, campfire
Teaching difficulties: 1.prepositions of movement
2. simple future tense with “will” and “shall”
Teaching methods: task-based approach
Teaching task: 1.To learn and know about the directions
2.To prepositions of movement to give directions
3.To recognize the use of “will” and “shall” and be going to talk about the future
Teaching aids: tape recorder
Teaching procedures:
Ⅰ. Warm-up
Help the Ss retell the story “A lucky escape”.
Ⅱ. Vocabulary
1.Ask the students what road signs they know, and list the names of the signs: e.g. turn left, traffic light, turn right, straight on ,crossroads.
2. Ask the students to write the names under the pictures.
3. Ask them how to read a map and circle the letters of the correct maps.
Language points:
turn right/left, cross the road, go straight along the road.
Ⅲ.Grammar
1.Prepostitions of movement
We use prepositions of movement to express movements. Prepositions of movement: across, along, down, from, into, off, onto, out of, over, round, through, to, up
e.g. The bus goes to the airport.
Simon is swimming across the pool.
A train is going through a tunnel.
Millie is walking along the road.
Kitty is climbing up the hill.
Hobo is walking round the table.
Work out the rule: We use prepositions of movement after the verbs.
Finish off the exercise on Page45.
2. Simple future tense with “will” and “shall”
We use “will” or “shall” when we talk about: things that will happen, plans that we are making now.
e.g. She will be late for the party.
We will take the dog to the park tomorrow.
We make negative sentences like this:
I/We will not/shall not go
He/She/It/You/They will not go
We ask questions using the simple future tense like:
Will/shall I/We like go?
Will He/She/It/You/They like go?
We answer questions like this:
Yes, I/we will/shall. Yes, he/she/it/you/they will.
No, I/we will not/shall not. No, he/she/it/you/they will not.
We can use “be going to” when we talk about:
Fixed plans for a certain time in near future.
e.g. I’m going to take another route.
Things that will probably happen.
e.g. It’s so cloudy. I think it is going to rain.
We ask and answer questions with “be going to” like this.
Am I
Are you/we/they going to see the doctor tomorrow?
Is he/she/it
I am. I am not.
Yes, you/we/they are. No, you/we/they are not.
he/she/it is. he/she/it is not.
Ⅳ. Discussion (task)
Have a discussion and find out the differences between the simple future tense and simple present tense.
Ⅴ.Homework
1. Review the contents of this lesson.
2. Do the Exx of the workbook.
教后记：
Unit3 Finding your way
Integrated skills and Study skills
Teaching aims and demands:
Key points: Cross the bridge and turn right
Take the second turning on the right.
Cross the road at the traffic light.
Walk past the police station.
Teaching methods: task-based approach
Teaching task: 1.To recognize key expressions about directions.
2.To use key information given instruction and undentify the specific order of them from listening.
3. To produce formulatic responses to specific instruction.
Teaching aids: tape recorder, tapes, slide projector, slides
Teaching procedures:
Ⅰ. Warm-up
Ask the student on duty to give a short talk.
Integrated skills
Ⅱ.Finding treasure
1.Ask the Ss to study the pictures in Part 1 carefully. Put a tick in the correct boxes. Check the answers and explain.
2.Listen to the tape and tell the Ss to do the Exx on Page48and 49. Listen again if necessary. Check the answers with the whole class.
Ⅲ. Speak up
1.Listen to the tape recording and read after it.
2.Ask the Ss to work in pairs to make up a new conversation for giving direction using the conversation in Part B as a model. Ask a few pairs to present their conversations to the whole class.
Ⅶ. Study skills ( Making a grammar pattern book)
Take the Ss through the text of this page. Have a discussion about the Internet. What does WWW stands for? Do you know any common browser name, some search engines. Talk about other key aspects about the Internet.
Language points:
1.Cross the bridge and turn right
2.Take the second turning on the right.
3.Walk along a path.
Ⅷ. Sum-up
Go through the new words and the language points learnt during this lesson.
Ⅸ. Homework
1. Review the contents of this lesson.
2. Do the Exx of the workbook.
教后记：
Unit3 Finding your way
Main task ＆ Checkout
Teaching aims and demands:
New words: farewell, barbecue, picnic, invite, exit, everybody, complete, note, page, yours faithfully, monitor, signature, postcard, footbridge
Teaching methods: task-based approach
Teaching task: 1. To express direction and information in the contest of writing a letter of invitation.
2.To check the use of prepositions of movement, the use of “will” and “be going to” to talk about the future giving of direction.
Teaching aids: tape recorder, tapes, slide projector, slides
Teaching procedures:
Ⅰ. Warm-up
Ask the student on duty to give a free talk.
Ⅱ. Main task
Ask the Ss to read the questionnaire, then complete it with students’ own information.
Ask the Ss to read the letter on their own and complete it with information from the questionnaire results on Page51.
Ask the Ss some questions to check them.
Ⅲ. Writing (task)
Ask the students to write an invitation letter for your class’s farewell party at your school. Draw a map and send it with your letter with the help of B2.
Ⅳ. Checkout: Sending postcards
Ask the Ss to fill in the blanks with the correct forms of verbs and prepositions. Check the prepositions of movement and simple future tense.
Ⅴ. Words
Ask the Ss to look at the picture and write the correct words to describe each picture.
Language points:
1. be + adj. + to do
e.g. He is sad to fail in the exam.
2.invite sb. to do sth.
e.g. invite us to her home
Lily invited us to have dinner at her home yesterday.
3. yours faithfully
4. send the postcard to my parents.
Ⅷ. Sum-up
Go through the new words and the language points learnt during this lesson.
Ⅸ. Homework
1. Review the contents of this lesson.
2. Do the Exx of the workbook.
教后记：
篇4：7B第五单元学案 (译林牛津版英语七年级)
聚智堂名师教育辅导教案
学员姓名： 杨振宏 年 级： 初一 课 时 数：3
辅导科目：英 语 学科教师： 张慧
授课主题 7B 第五单元
授课日期及时段 5月28日（周三）
教学内容
1. mine pron. 我的
mine 是名词性物主代词，用在句子中代替名词。而my是形容性物主代词，只能在句子中表示“某人的”。
例句：This book is mine, that one is yours . 这本书是我的，那一本书是你的。
根据句意及汉语提示，写出单词的正确形式。
Lily’s parents are both doctors while _____ (我的) are both teachers.
答案:mine
批注：学生成绩较差的孩子也可以把下面的物主代词重新复习一下：
类型 我的 你的 他（她、它）的 我们的 你们的 他们的
形容词性物主代词 my your his(her, its) our yours their
名词性物主代词 mine yours his(hers, its) ours yours theirs
2. nothing pron.. 没有什么
nothing 是不定代词，用在句子中代替物体，意为“没有什么”，具有否定意义，相当于not anything。
例：We know nothing about the history of Sunshine Town. 我们对阳光城的历史一无所知。
I think _____ can make Andy change his mind. He is such a person who never gives up easily.
A. somethingB. anything C. nothing D. everything
答案: C
批注：本题考察句子理解和词义辨析。分析句子意思和四个选项，
填入nothing”没有什么“符合题意：“我觉得没有什么能使安迪改变主意，
他是一个不会轻易放弃的人”。
拓展：
当所指代的对象不确定时，就叫做不定代词。
如：something, anything, everyone, somebody.等等
它们在句首作主语时，谓语用单数，修饰语放在代词后面。
比如something important, someone unlucky
3. quiet adj. 安静的，寂静的
quiet 用作形容词，修饰人等有生命物体时表示“安静的”之意，修饰地方、时间、海洋大地时表示“寂静”之意。
常用be quiet “安静”；keep quiet “保持安静”；a quiet sea “平静的海洋”等。后加ly 构成副词形式。
例：I am walking in the quiet street.我行走在宁静的街道上。
-You are so ______ ,Helen, what’s wrong?
-Oh ,I just feel a little tired and don’t want to say anything.
A. polite B. busy C. quiet D. excited
答案: C
4. fresh adj. 新鲜的
fresh 用作形容词，意思是“新鲜的”。常指空气、水、水果、蔬菜、鱼、肉等“新鲜的”，也可以指人的思维、人的言行是“新鲜的”、不同凡响。
例：The vegetable on the table are all fresh.
Black tea was invented in China as to keep tea _______ (新鲜的) when it was transported long distances.
答案: fresh
批注：本题考察句子理解和单词辨析，句子意思是“为了保持长途运输中茶叶新鲜，红茶在中国被发明出来了”。“新鲜的”需要用fresh 的原形填入空白处。
fresh也可以作“精神饱满的,生气勃勃的”解时,是表语形容词,指人不觉得累、积极的、精神饱满的,也可指老年人像年轻人一样生气勃勃。
5. jogging n. 慢跑锻炼
jogging 是由动词jog 双写g加上ing 变成的动名词，表示“慢跑锻炼”之意。常用go jogging “去慢跑锻炼”；
do some jogging “慢跑锻炼”等。
例：Jogging is important for some old people.对于一些老年人来说，慢跑锻炼很重要。
My father has a habit of__________(jog) along the river in the morning .
答案: jogging
批注：本题考查句意理解和单词拼写。of 是介词，后接表示行为的动词jog时，
这个动词要用动名词形式jogging。句子意思是“我爸爸有早晨沿着河慢跑锻炼的习惯”。
6. famous adj. 出名的，著名的
famous 用作形容词，表示“出名的，著名的”，可以用作表语、定语、宾语补足语等句子成分。
可以构成be famous for “因…….（某事）而出名/著名”。
be famous as “因…….（身份）而出名/著名”。
例：Su Yang is famous because of swimming . 孙杨因为游泳而出名了。
The girl became _______ (出名) after she sang the English songs in our school.
答案: famous
批注：相似的词组be well-known for “因…….（某事）而出名/著名” be well-known as “因…….（身份）而出名/著名”。
7. miss vt. 错过，失去
miss用作及物动词，表示“错过,失去”之意，后面可以跟名词、代词作宾语，后接动词时，要用v+ing 形式。
例：It’s easy to miss way in the forests. 在森林中很容易迷路。
-Are you going to take part in the speech competition?
-That’s for sure. It’s too good a chance to __________.
A. haveB. take C. change D. miss
答案: D
批注：
losing adj. 损失的,输的
n. 失败,损失
例 Losing the match make quite a dent in his ego.
lost adj. 失去的,遗失的,迷惑的
v. 遗失,损失,失败
例 She looked out of the window, sighing for her lost youth.
1. postcard n 明信片.
(1) postcard用作名词，表示“明信片”之意，可数，其复数形式是postcards.
例：I ask him to send a postcard to the exchange student. 我请他寄一张明信片给那位交流生。
根据句子意思和汉语提示，写出句子中所缺的单词。
It is a polite way to send a ______ (明信片) to your friend before Christmas Day..
答案: postcard
批注: 老师在讲解这个单词的时候可以拓展一下合成词构成法：
合成指由两个或多个单词合成一个新词。
如：afternoon, birthday, blackboard, bathroom, newspaper, airplane, classmate, grandfather 等类似的单词。
2. key n 钥匙，答案，键，关键
key用作名词，意为“钥匙；答案；关键”，其复数形式是keys。
（1） key表示“钥匙”之意时，常用a key to the door “这个门的钥匙”固定搭配。
例：I don’t have the key to the front door.我没有前门的钥匙。
（2） key表示“答案”之意时，常用the key to the question “这个问题答案”固定搭配。
例：I know the key to the first question.我知道第一个问题的答案。
（3） key表示“键”之意时，是指电脑、打字机、钢琴等“键盘上”的“键”。
例:There are six rows of keys on the keyboard.这个键盘上有六排键。
（4） key 也可以用作名词，表示“关键”性的人或人事。
例：The man may the key of the school.那个人可能是这个学校的关键人物。
The _______ (键) on the keyboard is broken. I don’t know what to do with it .
答案:key
批注：本题考查句意理解和单词拼写。句意为“键盘上的这个键坏了，我不知道怎么处理”，句子中的动词用的是单数形式is，“键”要用单数形式key.
当key作“答案”讲，固定搭配是the key to the question，其近义词是the answer to the question.
3.ring n 环，圈；戒指
（1）ring用作名词，表示“环；圈；戒指”，是可数名词，其复数形式是rings。
例：The ring on the table is not mine. 桌子上的指环不是我的。
（2）ring用作名词，也可以表示“打电话”之意，常用give sb. a ring “给某人打电话”固定搭配。
例：He often give me a ring on Sunday. 他经常星期天给我打电话。
---Wish you a pleasure journey!
---Thanks! I’ll give you a ________ as soon as I arrive in Paris.
A .ring B .hand C .ride D. present
答案: A
批注：本题考查句子意思理解和词义辨析，对话上句意为“祝你旅途愉快！”答语 “谢谢！我一到巴黎就给你…….”比较四个选项和对话意思，只有“打电话”符合题意。
4. all over 到处，遍及
（1） all over 表示“到处”之意时，与副词everywhere 意义接近。
例：The child are wet all over.孩子们全身都湿透了。
（2） all over 表示“遍及”之意时，相当于介词throughout ,后面要接名词、代词等作宾语：
all over the world “全世界”.
例：Great changes have taken place all over China. 全中国已经发生了巨大的变化。
汉译英
全世界的儿童都喜欢看电视。（all over）
________________________________________________
答案:The children all over the world enjoy watching TV .
批注：本题考查运用所给的单词或短语翻译句子。
用all over the world 表示“全世界”;enjoy /like watching TV。
5. raise vt 饲养，使升高
（1） raise ，及物动词，表示“饲养”，后接“饲养”的动物名称。
例： My mother raises lots of pigs. 妈妈养了很多猪。
（2） raise ，及物动词，也可表示“使升高”，后接“使升高”的人、物等。
例：He raises his voices at last。 最后他提高了声音。
---As the curtain_______，the famous singer came out.
---The fans _____and screamed.
A .was raised; rose B .had been raised ;were raised
C .rose; were raised D. had risen; raised
答案: A
批注：[辨析] rise, raise
rise（rose, risen）vi. 上升，升起, 升高；上涨；站起来。说明主语自身移向较高位置，常用于日、月、云、雾、烟、蒸汽、河水、温度、物价以及人的职位等，无被动语态。 如：
The moon has risen above the hills. 月亮已经从山上升起。
The river has risen by several meters. 河水上涨了好几米。
raise vt. 举起，提起；抬高；筹集。说明主语发出的动作是要作用于其它事物的，往往有使物体达到其应有的高度的含义。可用于被动语态。如：
Heavy rain raised the river stage. 暴雨使河水水位升高。
The boss promised to raise her salary.老板答应要给她加薪水。
典例讲解：
I. 用上述动词的正确形式完成下列句子。
1. He ______ and walked to the window.
2. He ______ his hat to me as a sign of respect.
3. The birds also attack crops when the opportunity ______.
4. The people’s living standard has greatly been ______.
5. Her temperature is still ______.
Key:
I. 1. arose / rose 2. raised3. Arises 4. raised 5. rising
6.drive vt & vi 驾车送(人)，驾驶
drive用作及物动词，意为“驾车送(人),驾驶”，后接人时,表示“驾车送”，后接车时,表示“驾驶”。
例1 I’ll drive you to the cinema now. 我现在就驾车送你们到学校去。
例2 My father drives me school every day.我爸爸每天驾车送我去学校。
The old man began learn to ______ a car at the age of sixty. Now he is a driver..
A .buy B .take C .get D. drive
答案: D
批注：成绩比较好的学生老师在讲课的时候可以拓展到下面的一些有关drive的短语。
drive off 驱散, 击退, 赶走 drive at 意指, 打算 drive out 逐出, 乘车出去, drive away (把车)开走, 赶走
drive home 开车送回家, 传达
7.smell vt. 嗅，闻到 n. 气味
（1）smell用作及物动词，表示“嗅，闻到”之意。后面直接跟被闻到的人或物。
例 The man smells the fish on the table.
（3） smell 用作名词，表示“气味”，指物体的气味时，不可数；表示各种各样的气味的时候，是可数名词。
例1 Some flowers have strong smells.
例2 The smell from the meat is very bad.
根据句子意思和汉语提示，写出下列句子中所缺的单词。
The _____________(气味) of the flower is inviting to bees.
答案: smell
批注：本题句子意思是“花香正吸引蜜蜂飞来”，某物的气味气味应该使用单数。
一、根据句意和汉语注释或音标，在空格内写出各单词的正确形式： （10分）
1. There ______ (be) lots of things to do and places to go in Shanghai.. are
2. does your brother enjoy ______ (shop) in Sunshine Town . shopping
3. Liu Xiang is a _______ (著名的) player famous
4. I ‘m looking forwards to ________ (meet ) with my friends . meeting .
5. Why not let them ______ (play ) football in the street. Play
二、根据句意及汉语或首字母提示，写出句中所缺单词。(10分)
1. I can buy some (明信片)for you on my way back.
2. Nick doesn’t know the（答案）to the question .网]
3. Miss Lee’s (戒指) is nice, She buy it from the supermarket.
4. My (笔袋) is old, I want to buy anew one .
5. Your bike is not here. You can use (我的) .
答案: 1. postcards 2.key 3. ring 4. pencil case 5. mine
1. A friend of mine is coming to visit me, Hobo. 霍波，我的一个朋友将要来拜访我。
(1) a friend of mine“我的一个朋友”，mine 是名词性物主代词，a friend of 与后面的名词是“部分关系”，因此后面的名词用复数形式my friends.
例：Millie is a friend of mine.米莉是我的一个朋友。
（2）is coming 用的是现在进行时形式，表示将来将要发生的动作，意思是“将要来”。可以用现在进行时态表示将来动作的有come, leave, stay, arrive, go 等表示位移的动词。
例：I’m leaving for Shanghai tomorrow.我明天就要动身去上海了。
---Who is the girl sitting in the front of the classroom?
---She is a friend of ______.
A. mine B. me C.I D. my
答案: A
批注：本题考察对话理解和词义辨析。根据对话意思和介词of的要求，所填的词必须用宾格形式，如果填写me，“a friend of me “不含部分关系，因此只能填“mine”。
2. ---Shall we take them to the cinema? 我们带他们去看电影，好吗？。
----Sure, We can watch some wonderful films together。当然可以，我们可以一起看一些精彩的影片。
（1） Shall we do sth ?征求意见的句子，同Let’s do sth, shall we?/ why not do sth ?/ what about doing sth? 以及How about doing sth ?
其肯定应答句常用 It sounds great! /That’s a good ideal./ Of course 等；其否定应答句常用Sorry/No +否定理由。
(2) take sb to some place.意为“把某人带到某地去”。
例：I will take you to New York tomorrow. 明天我将带你去纽约。
---Tom, can you ______ these books _______ the school library?
---OK, Mr Green.
A. bring, to B. take, to C. carry, to D. put, to
答案: B
批注：本题考查句意理解和词义辨析。
根据句意得知，表示“把某物带到……”，要用固定搭配 take sth .to ……。
3. There are lots of things to do in Sunshine Town.在阳光城有好多事情可以做。
句中to do 是动词不定式，用作后置定语（动词不定式用作定语必须后置），修饰前面的名词，表示要做的事。
例： Eddie has no food to eat。埃迪没有吃的了。
Many students say they have no time ___________TV in the evening because of too much homework.
A. watch B. watches C. to watch D. watching
答案:C
批注：本题考察句意理解和动词不定式做定语的用法。分析句子结构，句子中缺少动词不定式to watch 坐定语，修饰time,“许多学生说因为太多的家庭作业他们晚上没有观看电视的时间”。
4. Sunshine Town is not far from the centre of Beijing . 阳光城离北京市中心不远。
far away from ….表示“离…远”；可以与连系动词连用，也可以与行为动词连用。
例：Mr Green lives far away from our school.格林小姐居住得离学校远。
汉译英
长城离山东不是很远。（far from…..）
____________________________________________
答案:The Great Wall is not far from Shangdong.
批注：本题考查句子翻译。句子表示的是客观事实，用一般现在时态；句子的主干是 far from ….。因此本题应该译成The Great Wall is not far from Shangdong.
5. It takes only 40 minutes by underground .乘地铁只需要40分钟。
本句是由it take sb some time to do sth 演变而来，这是一个常用的重要句型。意为“（某人）花多少时间（做某事）”或（做某事）花费（某人）多少时间”，it 是句子的形式主语，真正主语是后面的动词不定式。这种句型与“sb spends some time on sth.” 或”sb spends some time (in) doing sth.” 意义相同。如：
It take me an hour to do my homework..
= I spend an hour doing my homework. 我花一个小时做我的家庭作业。
It _______ us about an hour to get to the Yangzhou-Taizhou airport from Yangzhou by bus.
A. spends B. pays C. takes D. gets
答案: C
批注：本题考察句意理解和固定句型。分析句子结构，本句所用的是It takes sb some time to do sth..
6. We are looking forward to meeting you soon。我们期盼着尽快与你相见。
Look forward to 是一个固定短语，意为“期盼，盼望”。to 是介词，后接名词、代词和v+-ing形式，不能跟动词原形。
例：I’m looking forward to seeing you.我在盼望着与你见面。
I haven’t seen my grandma for a long time. I’m looking forward to _____ (visit ) her soon.
答案: visiting
批注：本题考察句意理解和固定句型。分析句子结构，本句所用的是look forward to doing sth 因此，句中的visit 要变为visiting ..
1. I would like to take the boys to our school’s football field. 我想要把这些男孩带到我们学校的足球场去。
take sb to sp . 意为“带某人到某地去”。动词take 表示“引领，带领”之意。
例： I’ll take you to the playground , 我将要带你去运动场。
完成句子，根据所给汉语句子完成英语句子。
米莉会把你带到学校图书馆去的，你不要担心
________________________________________________________
答案: Millie will take you to the school library ,Don’t worry.
批注：本题考察根据固定搭配完成句子。句子中的 “把你带到图书馆去”用的是take sb to sp 固定搭配。
可以拓展有关take的短语如：
take care 照顾 take away 带走 take off 起飞;脱下 take a holiday 度假
2. Neil’s mother is calling him from the UK.尼尔的母亲正在从英国给他打电话。
call 用作动词，与telephone 用法一样表示“打电话给某人”。常用call sb from sp “从某地打电话给某人“。
例 ：I will call you from my new flat this afternoon.今天下午我将从我的新公寓打电话给你。
How often do you write a letter to your father?
I seldom or never do that now. I ____________or email him almost everyday.
A. speak B. cry C. shoutD. call
答案: D
批注：考察句意理解和词义辨析，上句“你多久写一次信给你的爸爸？，答语“现在我很少或从不写信了，几乎是每天。。。。。。。或给他发电子邮件。”比较四个选项，D选项比较符合题意。
3. You can learn all about old China at the museum.你在这个博物馆里可以了解有关旧中国的一切。
learn sth about sth or sb 了解有关某物或某人的事情。
例: We learn much about the Great Wall. 我们了解到有关长城的许多情况
I am looking forwards to ___________ more about your school life.
A. learningB. listening C. hearing from D. looking at
答案: A
批注：本题考察句意理解和词义辨析。句意是“我正期盼这更多地…….你的学校生活。分析四个， B选项“了解”最合适。
4. I’m going to show you around my hometown.
show sb around 意为“带领某人参观”
例：I don’t know who will show me around 我不知道谁将会带领我参观。
汉译英
带领来访者参观我们的城市是我的职责
______________________________________________
答案:It is my job to show the visitor around our city .
批注：本题考查句意理解和句子翻译。本句所用句型是It is one’s job to do sth ,所用重要短语是show sb around sp
成绩较好的学生还可以拓展一些有关于show的词组：
show off 卖弄, 炫耀 陈列; 使显眼 show oneself 出现, 露面
show up 到席, 露面; 显眼; 暴露; 揭发; 嘲笑; 使人难堪
5. People here know each other.
each other意为“互相”。常用短语有help each other“互相帮助”；know each other“互相了解”；learn from each other“互相学习”；talk with each other “互相交谈”等。
例 Li Lei and Wang Hong know each other.
汉译英
我们应该互相学习互相帮助
______________________________________________
答案:We should learn from each other and help each other.
在A、B、C、D四个选项中，选出可以填入空白处的正确选项： （20分）
( ) 1.How many bags of food can we buy with the money ?.
A. No one B. EverythingC. Nobody D. None
( ) 2.I enjoy watching football matches on TV..
A. Me too B. You are welcome C. Why not? D. That’s all right
( ) 3.How much money do you have?
A. No one B. Nothing C. Only one yuan D. Not any
( ) 4.--______________________？
--We can buy a pizza with it.
A. How much money do you have B. What can we buy with the money?
C. How many kilos of food can we buy D. What shall we do next
( ) 5.This is ____ quiet girl and ______ girl is famous for singing..
A. a; theB. the ; a C. a ;a D. the; the
( ) 6.why ______ our local theatre with us tonight?
A. visit B. you visit C. not visit D. you don’t visit
( ) 7.A theatre is a nice place ______ if you like Beijing Opera.
A. go B. to go C. going D. to going
( ) 8. Miss Wang is teaching ________ English in the classroom.
A. they B .their C. them D. theirs
( ) 9.We have lots of things _______ on Sunday。
A. to buyB. buyC. buying D. to buying
( )10.We don’t have to go to too far if we need help ______our homework.
A. for B. withC. about D. without
答案: 1-5 DACBA 6-10 CBBAB
完成对话(10分)
A: Mike, _______1__________?
B: Eleven. There are eleven good friends coming to my party.
A: How much will they cost, do you know?
B: Thirty-three dollars.2.__________________
A: Oh, I see. Look! There is a red purse on the floor.3.____________
B: No, it is not mine. Mine is in my hand.
A: Whose it is, then?4.____________________
B: Let me see. I’m sorry I don’t know. Maybe it is hers.
A: 5.__________________
B: All right. Let’s go.
答案: 1. C 2. D 3. A 4. B 5. E
句子翻译。(10分)
1.怀特先生会把你带到邮局的。
_____________________________________________
2.我们愿意在我们学校的足球场踢足球。
_____________________________________________
3.爸爸每周六下午从上海给我打电话。
_____________________________________________
4.我带你到公园去见一见我的一位老朋友。
_____________________________________________
5.你在这整个地区都可以看到这种树。
_____________________________________
答案：1. Mr. White can take you to the post office.
2. We’d like to play football on our school’s football field.
3. My father calls me from Shanghai every Saturday afternoon.
4. I’ll take you to the park to see an old friend of mine.
5. You can see this kind of trees all over the place.
你认为本次课最难的知识点是哪一个？
三、完形填空：（20分）
What do you know about the sea? Everybody knows that the sea 1 beautiful when the sun is shining 2 it. But it becomes very terrible when there is a strong wind. If you study the map of the world, you’ll 3 that about three quarters of the world is the sea.
Have you ever been at sea? The sea is very deep. In some places the sea is much deeper. The 4 mountain in the world is about 9 kilometers high 5 the deepest place of the sea is 6 11 kilometers’ deep.
The sea can be very cold. At the top of the sea the water may be 7 . But if you go down it becomes colder and colder. In most places of the sea, there are lots of 8 and plants. Some live near the top of the sea. Others live deep down.
You know the sea water is salty. The water of the Dead sea is very salty. It’s so salty that fish 9 live in it. 10 a strange sea!
1.A.looks B. sees C. watchesD. looks at
2.A.inB. on C. into D.to
3.A.guess B .learn C. know of D. feel
4.A.high B. tall C. higherD. highest
5.A.but B. becauseC. while D. highest
6.A.near B. almost C. nearby D. near by
7.A.cold B. warm C. things D. colder
8.A.fishes B. beasts C. things D. colder
9.A.don’t B. can’tC. wouldn’t D. may not
10.A.How B. How is C. WhatD. What is
Key: 1.A 2.B 3.B 4.D 5.C 6.B 7.B 8.A 9.B 10.C
阅读理解(20分)
The Farmer, His Horse, and His son
Once there was an old farmer, with a horse which was almost as old as himself. He set out one morning with his son to sell the horse before it died. Father and son walked, because the farmer did not want the horse to be too tired. They met two men on the road who said, ”Why are you walking, farmer? You have a horse, It's a long way to market(市场). “The farmer know that this was true, so he rode on the horse, while his son walked. Then they met two old women, ”What are you doing up there, farmer? Can't you see how tired boy is?“ So the farmer got down, and his son rode instead. Next, three old men stopped them, one said, ”Why are you walking, farmer? Get up, It's too hot for an old man like you to walk today,“ So the farmer got up behind his son, and they rode on. Some time later, a young woman passed them, ”Why aren't you walking?“ she asked, ”It isn't far to the market. Give your poor horse a rest.“ So the farmer, and his son, got down once again. It is a fact that you cannot please all the people all the time.
1. The farmer wanted to sell the horse ____.
A. before it was dead B. before it become too tired
C. before it market was over D. before it was as old as he was
2. The two men on the road ____.
A. asked how far it was to the market
B. said they thought the horse looked very tired
C. asked why the farmer was not riding on his horse
D. told the farmer's son to get off the horse and walk
3. The two old women said it was wrong for ____.
A. the farmer to ride such a tired horse
B. the farmer to ride while his young son walked
C. the boy to ride instead of his father
D. only one person to ride such a long way
4. The farmer got up behind his son because ____.
A. the old man said it was too hot for him to walk
B. the three old men stopped them on the road
C. he did not know why he was walking
D. his son could not ride the horse by himself
答案： A C D A
篇5：Unit 2 Travelling教案 (译林牛津版英语八年级)
Unit 2 Travelling
Comic ＆Welcome to the unit
By Wu Zhiqin (Jiangzhuang Secondary School)
Teaching goals
● To introduce well-known attractions in foreign cities and popular places of interest
● To activate general knowledge about the world and identify activities which people do on holiday
● To start students thinking about different places in the world
Difficulties
To introduce well-known foreign cities and popular tourist attractions
Teaching procedures
Step 1 Lead-in
Lead-in topic using some pictures
Step 2 Presenting
1. Activity1: Talk about the pictures .Try to answer the three questions:
1)What’s the name of it?
2) Which country and which city is it in?
3) If you go there , what do you want to do there?
Activity 2 : Match the pictures with their names.
2. Work in pairs to talk about each of the photos.
Use the conversation between Daniel and Millie’s on page 25 as a model. You may expand the model conversation to include things you know and want to do yourselves.
3. Doing exercise1:
Step3 Presenting
1. Listen and answer:
Where is Eddie going?
Does Hobo want to go too?
What does Hobo want to bring?
Will Eddie have a happy? Why or why not ?
2. Read the dialogues (completion between)
3. Act out the dialogues
4. Doing exercises2
Step4 Production
Try to be a guide using the pictures
Step5 Homework
1. Finish excise1 and exercise 3 on Wb
2. Write down your words as the guide
Exercises
一．Match the places of interest on the left with the country on the right
( ) 1. the Great Wall ( ) A. Japan
( ) 2.the Leaning Tower of Pisa ( ) B .the USA
( ) 3.the Little Mermaid ( ) C. the UK
( ) 4.the Statue of Liberty ( ) D China
( ) 5.the Tower Bridge ( ) E. Italy
( ) 6.the Eiffel Tower ( ) F Denmark
( ) 7.the Opera House ( ) G .Australia
( ) 8. Mount Fuji ( ) H. France
二．Complete the following sentences
这本书肯定有趣。
This book ______________________.
让我带你出去吃晚饭。
Let me________________.
儿童节对你来说不是假期了。
Children’s Day________________.
富士山是日本的象征。
Mount Fuji is________________________________.
我去旅行时喜欢拍许多照片。
I like _____________________________when I __________________________.
篇6：7A Unit 2 Checkout 学案设计(译林牛津版英语七年级)
新沂市第六中学备课设计 课时总编号54
备课组别 English 上课
日期 第 10 课时 课型 New 主备人 Lu Guomei
课 题： 7A Unit 2 Checkout
教学
目标 1、To rvise the new words and useful expressions about this unit .
2、To practice using the personal pronouns of subject form and object form .
3、To talk about your school life and love your colourful school life .
重点 Grasp the new words and useful expressions .
难点 Practise using the grammar points .
教法Teaching and practice .
教具 Pictures and small test papers
教学基本环节 教学过程内容及组织过程 用案人自我创新
指导自学 Step Ⅰ Guidance to self-study
Activity 1 Lead--in
Have a free talk with the students .
Do you love your school life ?
Do you have lots of friends ?
Do you have hobbies ?
What’s your favourite activity/hobby ?
How many hours do you spend on it every day ?
… …
To encourage more students to talk about their school
life freely .
Show the teaching aims to the students .
指导自学 Activity 2 Checking homework.
Get group leaders to check the homework carefully and
give suitable marks to each group .
Praise the best group and the most careful students .
交流展示 Step ⅡDiscussion&presentation
Activity 3 Presentation
Get the students to practice reading the new words
and useful expressions .Then prepare for dictating
the important language points .
Activity 4 Dictation
Get No.1students to dictate the language points
on the blackboard .Others dictate in exercises books .
sleep just fun funny after-school
homework supper because best
chat first spend library
practiceswimmer kind mail
send usetwice week
newspaper letter together busy
information trip price ready
… …
Help the students to revise the important phrases .
wake up
be going to do something
how to have fun
spend (some time ) doing something
交流展示 be busy
a trip to the zoo
thank sb for sth
look forward doing … …
What do you think of … …?
拓展提高
Step Ⅲ Extension
Activity5 Practise
1) Help the students revise the personal pronouns .
Subject forms :I you he/she/it you you we they
Object forms : me you him/her/it you you us them
2) Practise doing the exercises on Page 37 of Part A .
Check the answers together :
(1) I (2) you (3) me (4) it (5) It
(6) He (7) we (8) him (9)He
3) To show some pictures about sports ,lead the students to say:
watch TV write letters read newspapers play football
make model planes … ….
Then get the students to talk about their shool life and
their favourite activities .Make them love their colourful
school life .
Step IV Checkout
Activity 6 Choose the best answer .
1、-How long do you spend _______your homework
every day ?
A do B to do C doing D are doing
2、Look at those books ._______ are new .My aunt gave
______ to me as a birthday gift .
A They ; them B They ; their C Their ;them D Their ;they
3、Mr Wang is my neighbour ._______ often talk with
________on Sundays .
A I ; him B me ;him C He ; I D He ; me
4、Mr Ye is a good teacher .He teaches ______ music .We
all like him .
A we B us C me D him
5、Come on ,Sally .It’s time _______class now .
A to B to C for D with
Unit 2 Checkout
Subject forms : I he /she/it you they we you
Object forms : me him/her/it you them us you
篇7：Module 9 Unit 2 Project (译林牛津版高三英语下册教案教学设计)
班级 姓名 学号 等第
Module 9 Unit 2 Project
Learning aims:
1. Help students use what they have learnt to finish a project by working together
2. Write a proposal for saving a building.
Important points & difficult points:
1. Read the article and learn something about the Imperial tombs of China.
2. Think of some ways to protect the ancient buildings.
Procedure:
自主探究
1.Read the text quickly and answer the following questions.
1).Why are the Ming Tombs called Shisanling?
It is home to thirteen Ming emperors.
2).Apart from Shisanling, which is the most famous Ming Tomb?
Xiaoling
3).How many Qing emperors were buried in Hebei Province?
Nine
2.Read the passage again and take note of the historic sites.
1）. Most of the Ming Tombs are located in Shisanling, north –west of Beijing.
2).The Sacred Way, which is called the Avenue of Animals, leads to the thirteen tombs.
3). Changling is the largest and best preserved.
4).The Ling’en Palace is known for its simple and painted celling.
5).Xiaoling is located in the suburbs of Nanjing and contains the tomb of the first Ming emperor
6).The Qing Tombs are similar to the Ming Tombs in terms of architecture and their choice of sites
7).Dongling ,located in Hebei Province, contains the first imperial tombs of the Manchu rulers.
8).Xiling, located in Hebei Province is smaller than Dongling.
9).Xiling contains the tombs of four Qing emperors.
10). Xiling has three broad stone gates.
语言点学习
1【原句回放】 The Ming and Qing Imperial Tombs are among the most impressive cultural remains to be found anywhere
【句型解读】 …be among…表示“…… 是……之一”。又如：
Hawaiian volcanoes are among the most thoroughly studied and systematically monitored active volcanoes in the world.
威夷火山是世界上研究的最透彻并且受到系统化监视的活火山之一。
Harvard is among the first American universities to accept Chinese.
佛是最早接受中国留学生的美国大学之一。
【巩固练习】汉译英
1).阅读和看电影也是我的娱乐活动。
Reading and seeing movies are among my amusements.
2).他们是亚洲最好的运动员但在世界上并不出色。
They area among the best athletes in Asia but not excellent in the world.
3).这座山是世界上最高的山之一。
This mountain is among the highest of the world.
2.原句回放】It is the focal point of Shisanling, with the other toms placed on either side of it.
【句型解读】句中包含一个with复合结构。With复合结构的构成有
1). With+宾语+现在分词。此时宾语是分词动作的执行者。如：
With the crowd cheering, they drove to the palace.
2).with+宾语+ 过去分词. 。此时宾语是分词动作的承受者。如：
I sat in my room for a few minutes with my eyes fixed on the ceiling..
3) .宾语+ 形容词。如：
I like to sleep with the windows open.
4).with+宾语+介词短语。如：
With the children at school, we can’t take our vacation when we want to.
5).with+宾语+副词。如：
He fell asleep with the light on.
6).with+宾语+动词不定式。此时，不定式和前面的宾语是逻辑上的动宾关系，表示“要做”。如：
With no one to talk to , John felt miserable.
【巩固练习】( ACCC)
1). With everything ______________, she made her way home.
A.done B. being done C. to do D. doing
2). With Mr Frank ____________ help us, I’m sure we will succeed.
A.help B. helped C.to help D. helps
3). With everything she needed ____________, she hurried home.
A.to buy B. buying C. bought D. buy
4). She was left alone, with ____________ to look after her.
A. someone B. anyone C. on one D. many people
3. 【原句回放】The Sacred Way, which is sometimes called the Avenue of Animals, leads to the thirteen tombs and is in good condition.
通向陵寝的神道有时被称为石像神道，保存良好。
in good condition
condition 状态，情形,健康状态
The hospital say her condition (= state of health) is improving slowly.
医生说她的身体状况改善很慢。
He's in no condition (= He is too ill or too drunk) to drive home.
他没法把车开回家。
【复习巩固】conditions pl (周围的)状况,情况，形势
weather conditions 天气状况 working conditions 工作情况
Under what conditions do plants grow best?
植物在什么状况下生长的最佳？
out of condition 健康不佳, 情况欠佳
on (the) condition that 在…条件下
I'll come to the party on the condition that you don't wear those ridiculous trousers!
只要你不穿那条可笑的裤子我就去参加晚会。
4.【原句回放】Most of the trees that were originally planted there were cut down at the beginning of the Qing Dynasty, but some continue to grow today. 大部分原先栽种此处的树木在清初别砍掉了，但有一些至今仍留存于世。
【复习巩固】cut常用词组：
cut sth down 砍倒, 砍伐
cut back/down 缩减(生产), 削减(支出)
cut in 插嘴 插入，插队
cut off 切断，砍掉，切断(电力，煤气，自来水),停止…供应
5．【原句回放】Changling is considered by many as the best preserved of the thirteen tombs. 许多人都认为长陵是十三座陵寝中保存最完好的。
Consider 考虑到…, 顾及… consider+n/that-clause/doing 考虑做…
Don't make any decisions before you've considered the matter.
在你考虑那件事情之前别做任何决定
Have you considered what you'll do if you don't get the job?
你有没有考虑过做什么，如果你不接受那份工作？
【复习巩固】consider+ sth+ (to be) + n / adj 将…视为, 认为，以为
He is currently considered (to be) the best British athlete.
他目前被认为是英国最好的运动员
consideration n [C or U] 考虑,深思
take… into consideration 把 …… 考虑在内
considering prep, conj, adv 就…而论
Considering the weather, we got here quite quickly.
就天气而论，我们到这来的蛮快的。
识记词组：
1.be equal to与…相等，相当于… 2.be located in坐落于
3.be home to= be native to ... 原产于 4. historic sites历史遗址
5.high-quality=of high quality 6.in terms of就…而言/来说
7.in good condition处于良好的状态 8.do sth as insurance for做某事以确保
9.take up从事…（活动/工作）；占用（时间/空间）；拿起
10. mark the entrance to the tombs标志着陵寝的入口
11.in recent decades近几十年来 12.be well preserved保存完好
13.deliberate destruction故意的破坏 14.under the protection of在…的保护之下
15.invest money in doing投入资金… 16. meet the deadline for如期完成…
17.with the other tombs placed on either side其它陵寝分列两边
18. in terms of architecture在建筑方面
19.suffer damage from centuries of exposure遭受到几个世纪风吹日晒的破坏
21.be given serious attention受到很大的关注
22.bring needed attention to protecting ...引起必要的的关注来保护...
23. lead to increased tourism促进了旅游业的发展 24. over a length of 247 years历时247年
25.take up / cover 78 square kilometres占地78平方公里
随堂训练：
根据文章内容，用方框中所给词的正确形式填空：
The Ming and Qing Imperial Tombs are among the most impressive cultural 1 to be found anywhere, These world-famous sites are equal to the pyramids in 2 both in their complex 3 and the great wealth buried in them as insurance for the afterlife. Any 4 to China should try to include the Ming and Qing Tombs as part of his or her tour. The most popular sites of the Imperial Tombs of China are the Ming Tombs, most of which can be found 50 kilometers north-west of Beijing in a place called Shisanling. The Qing Tombs are 5 influenced by the Ming Tombs, especially in 6 of architecture and their 7 of site among the mountains and 8 .Preservation of the Ming and Qing Tombs has been given serious attention in 9 decades, the 10 has begun the enterprise of protection these historic sites.
l. remains 2.Egypt 3. planning 4. visitor 5.obviously
6. terms 7. choice 8.valleys 9. recent 10. government
篇8：9B Unit 2动词词组(译林牛津版九年级英语下册教案教学设计)
Unit 2.
73.complain to …… about …… 向 ……抱怨……
74.post sth. for sb. 替某人寄某物
75.cook/make dinner 做晚饭
76.do the laundry 做洗衣服的活
77.make the bed 整理床铺
78.iron the shirts 熨烫衬衫
79.sweep the floor 扫地
80.explore dangerous places 探测危险的地方
81.own a robot 拥有机器人
82.change one's life a lot 改变某人的生活许多
83.buy … from … 从…… 买……
84.sell … to … 把……卖给……
85.do housework 做家务活
86.do homework 做家庭作业
87.stay in bed 呆在床上
88.return home from work /school 下班回家/ 放学回家
89.be happy / pleased / satisfied with 对……满意
90.be ready for sth. 为……做好了准备
91.be ready to do sth. 为做某事做好了准备
92.get ready for sth. 为……做准备
93.get ready to do sth. 为做某事做准备
94.go wrong 出毛病， 走错路
95.catch a virus 染上病毒
96.cause a lot of problems 引起许多麻烦
97.wake sb. up 叫醒某人
98.wake up 醒来
99.knock sth. over 碰翻
100.knock on /at sth. 敲（门……）
101.do with（what） 处理 ，对付
102.deal with （how） 处理，对付
103.return sth. to sb. = give back sth. to sb .把……还给……
104.return to sp.=go / come back to sp. 回到某地
105.fall to the ground 掉到地上
106.eat sth. for sb. 替某人吃某物
107.make a mess 搞成一团糟
108.throw sth. into sp.along with sth. 把……和……一道扔进……里
109.use sth. to do sth. 用……做某事
110.keep my flat as clean as new 保持我的公寓和新的一样干净
111.pay for 支付
112.That sounds good. 那听起来很好。
113.get tired = be tired 疲惫
114.last for= go on for 持续 ……
115.sth. needs doing/ to be done 某事需要被做
116.expect to do sth. 期盼做某事
117.expect sb. to do sth. 期盼某人做某事
118.expect that 从句 期盼……
119.get sth. back = have sth. back 取回，拿回
120.You are welcome to do sth. 欢迎你做某事
121.reply to 回复，答复
122.look forward to doing sth. 盼望做某事
123.hear from sb. =get a letter from sb.
=receive a letter from sb. 收到某人来信
124.clear up sth. 清理 , 整理
篇9：M8 Unit 2 集体备课教案(译林牛津版高二英语选修八教案教学设计)
Module 8 unit 2 The universal language
Period One Welcome to the unit
Teaching aim
Let the students get familiar with the topic of music. Encourage the students to practice their spoken English by talking about their favourite kind of music and discussing the pictures.
Teaching important and difficult points
1. Relate the information given in the book to the students’ own experiences and let them get familiar with different kinds of music.
2. Let them talk about music fully and freely.
Teaching aids
A computer and a projector.
Teaching procedures:
Step I. Lead-in (Discussion)
Do you like music? Why or why not?
How many kinds of music do you know? Can you list some types of music?
What are the common topics of music
Step II. Ask the students to look at the pictures one by one on P17. Then ask some questions about each picture.
Step III. Enjoy some music and ask the students to tell what kind of music they are.
Step IV. Make up a dialogue.
Ask you partner what kind of music he/she likes best and why he/she likes about it.
Step V. Ask the students to tell a story about a famous musician. If there is no, introduce one to the students.
Step VI. Discussion.
Chinese opera is a kind of music with a long history. But some young Chinese don’t like it at all. Some even think that it is noisy. So what do you think about Chinese opera? How can we make more people interested in Chinese opera?
Step VII. Summary.
Step VIII. Homework.
Preview the reading part.
Period Two &Three Reading
Teaching Aims:
1. Learn and master the following words and expressions:
Cast; fall in love; feature; unconditional; be drunk with; exercise control over; break one’s promise; terrify; conduct
2. Train the students’ reading ability.
3. Get the students to learn about the Turandot..
Teaching Important Points:
1. Learn to use the following useful phrases:
Cast; fall in love; feature; unconditional; be drunk with; exercise control over; break one’s promise; terrify; conduct
2. Train the students’ reading ability.
Teaching Methods:
1. Fast reading to get a general idea of the text.
2. Careful reading to get the detailed information.
3. Pair or group work to make every student work in class.
Teaching Aids:
The multimedia
Teaching Procedure
Step 1 Greetings
Step 2 Lead-in
To start the lesson by asking the students some questions
Ask the students to talk freely in order to create an easy atmosphere to encourage the students to practise their spoken language. Ask the students to prepare some information in advance. Get the student to have a general idea of the opera.
Step 3 Reading Strategy
Explain the definition of a review to the students since different types of article have various ways of reading.
1. What’s the definition of a review?
A review is a report or an essay giving some information as well as some opinion or ideas about a book, performance, a painting or something similar.
2. What should we pay attention to while reading a review of an opera?
a. A review of opera usually starts with some background information.
b. The review can five some important such as the actor’s names and finally an evaluation.
c. The review may include lots of very descriptive words that reflect feelings.
Step 4 Fast reading
Ask the student to scan the text to finish the exercises in Part A
Step 5 Listening and comprehension
Listen to the recording and ask the students to finish the exercises on P 20 Part C1
Answers:
1. Because she felt that she could almost feel the history.
2. She is cold-hearted.
3. He was killed.
4. She does not have to marry him.
5. He promised to allow Turandot to choose her own husband.
6. Eight.
7. Turandot was played by Sharon Sweet from the USA, Liu was played by Barbara Hendricks from the USA and Calaf was sung by Kristian Johannsson form Iceland.
8. The bringing together of the group of people from many countries, the music and the setting.
Step 6 Post-reading
In order to have an accurate understanding of the text, ask the students to finish Part D on P20. And explain some more language points to the students.
1. witness n.
e.g. According to (eye) witnesses, the robbery was carried out by two teenage boys.
witness vt
witness doing sth
e.g. He arrived home just in time to witness his brother being taken away by the police.
2.star vt (e.g. The studio would like to star her in a sequel to last year’s hit.)
cast vt (e.g. The doctor decided not to cast his new film with big-name actors.)
3. setting n.
e.g. The play has its setting in a wartime prison.
be set in … (e.g. The story was set in Britain of the nineteenth century.)
4. take on
a. to accept a particular job or responsibility:
e.g. She took too much on and made herself ill.
b. to employ someone:
e.g. She was taken on as a laboratory assistant.
c. to compete against or fight someone:
e.g. The Government took on the unions and won.
d. to begin to have a particular quality:
e.g. Her voice took on a troubled tone.
5. exercise vt (to use one’s right, power or influence)
e.g. The young employer simply does not know how to exercise his power over his employees.
Since you’re a citizen of our country, you should exercise your right to vote.
6. be desperate to do sth./be desperate for sth.
( to be eager or in great need to do/for sth.)
e.g. The old man was desperate to see his son, Who had left home to study abroad.
The boy is desperate for a new pair of football shoes.
7. leave vt 常用“leave＋宾语＋宾补”结构
(to let sb. do sth. or be in a state/to let sth. be in a state )
e.g. My grandma is over 80 years old, so do not want to leave her alone at home.
The poor farmer died, leaving his wife and three children in poor conditions.
When the couple went on holiday, they left their pet dog in the care of a friend.
8. transform vt (to make a complete change of the appearance or character of)
e.g. Plenty of rain might transform the area from a desert into a place full of plants.
It is said that the old railway station built about 100 years ago will soon be transformed into a railway museum.
Step 7 Homework
Period Four Word power
Teaching Aims:
1. Learn to read a passage of something about an orchestra and instruments used in an orchestra.
2. Enlarge the students’ vocabulary.
Teaching Important Points:
1. Understand the meanings of words and expressions related to an orchestra.
2. Master the words in this part and use them freely.
Teaching Difficult Points:
1. Knowing the main idea of the passage.
2. Remember some new words about an orchestra.
Teaching procedures:
Step 1 Greetings
1. Greet the whole class as usual.
2. Check their homework if any.
Step 2 Brainstorming
1. What is an orchestra like?
2. What kind of music is performed by an orchestra? (classical music/opera)
3. Do you know any famous orchestras in China or in other countries around the world?
Step 3 Vocabulary learning
1. Read the web page in Part A carefully, and then complete the following chart written on the blackboard.
Complete Part B individually and then check answers with a partner to see if they have got the answers.
Suggested answers:
strings: harp, violas, double basses
brass: saxophones, trombones, tubas
woodwind: oboes, bassoons, piccolos
percussion: timpani, xylophones, gongs
2. Read the report and complete Part C individually referring to Parts A and B.
Suggested answers:
(1) orchestra (2) chamber (3) symphony
(4) strings (5) brass (6) violins
(7) cellos (8) brass (9) trumpets
(10) Flutes (11) woodwind (12) bass drums
Step 4 Vocabulary extension
Please focus on Part D and complete it individually.
Answers to D:
the instruments in red: strings
the instruments in blue: woodwind
the instruments in green: brass
the instruments in yellow: percussion
Step 5 Homework
Period Five& Six Grammar and Usage
Teaching Aim:
Introduce the ellipsis.
Teaching Important Point:
The basic usage of the ellipsis and learn to use it in different situations.
Teaching Difficult Point:
How to help the students learn when to use ellipsis and how to use it correctly.
Teaching Methods:
Teaching and practicing.
Individual or pair work.
Teaching Aid:
Multimedia.
Teaching procedures:
Step1: Introduction to ellipsis
Ellipsis means leaving out words of a sentence when the meaning can still be understood. Ellipsis is used when you do not want to repeat words or phrases that are obvious. You’re to learn when to use ellipsis and how to use it correctly.
Step 2: Presentation
Sentences on the blackboard
- How is your cousin today? ---(She is )Much better.
(You) Open the the window, please!
(It) Sounds fine to me.
(It is a ) Pity our teacher couldn’t come.
(Is there) Anything wrong?
(Have you) Found your pencil?
Read these sentences and point put the words that have been left out in each sentence.
Step 3: Instructions
1. Go over Part 1& Part 2
Ellipsis is often used in imperative sentences, in short responses, in infinitive phrases and in informal English. Ellipsis is also used after hence, some prepositions or than. You should pay attention to the case in which ellipsis is used when two clauses with the same pattern and the same verb are used in a sentence.
Read the examples in Point 2 and get to know that in some special styles, words are left out just to save space and time. When it comes to signs and labels, newspaper headlines, instructions, postcards, diaries and notes, ellipsis is often used.
2. More examples
Step 4: Practices
1. Read Part A carefully and find out the words that can be left out.
Answers:
Singer: It was a real privilege for me to be cast. It had always been one of my strongest desires to have a part in Turandot.
Jane: How were you hired for the job?
Singer: Well, I’m a musical performer,………One day, saw a poster that the production company’s Personnel Department had put up saying that they were looking for singers. I applied for the job, and they sent me an invitation to try out for a part in the chorus.
Jane: Was it difficult to try out?
Singer: Yes, it was difficult……
……
Singer: The best part was visiting Beijing because the performance was staged in the Forbidden City.
……
Singer: Yes, I would like to visit Beijing again.
Jane: Well, it’s been fun talking to you. I thank you for your time.
2.Read the instructions in Part B and finish the part individually.
Answers:
1 b 2 c 3 a 4 d 5 e
1 Bob James, the pop star dies of drug abusing.
2 This is the door to the stage.
3 The performance last night was not as good as usual.
4 Please handle this with care.
5 Turandot is really a wonderful performance, and the setting is fantastic too.
3. Do Part C1 and C2 on page110 of the Workbook. After doing the two exercises, they will know more clearly how to use ellipsis correctly.
Step 5: Exercises
1. - Are there any English story books for us students in the library?
- There are only a few, ___________.
A. if any B. if there C. if some D. if has
2. - Would you like to go with us?
- Yes, _____________.
A. I'd B. I'd like C. I'd like to D. I'd like to do
3. - Would you like to have a try once again?
- ________________.
A. Yes, I like B. No, I don’t like it
C. Yes, I want very much D. Yes, I’d like to
4. - What do you think made Mary so upset?
- ___________ her bicycle.
A. As she lost B. Lost C. Losing D. Because of losing
5. - When did they get down to the job?
- _______________.
A. Until they left B. Till they arrived
C. Since they finished it D. Not until they turned to me
6. - Are you angry?
- Yes. He should at least answer when _____________.
A. speaking B. spoken to C. spoken D. speaking to
7. Be careful while _________ the street.
A. to cross B. crossing C. he crosses D. being cross
8. _______ us for a dinner, don’t you?
A. Don’t you join B. Join C. Have to join D. Let’s join
9. I promise we’ll be there at 6, _________.
A. rainy or shine B. rains or shining
C. rain or shine D. rain or shining
10. In the car accident the child was hurt, but ___________.
A. the mother is killed B. the mother killed
C. the mother being killed D. the mother has killed
11. __________ I don’t remember where I met him.
A. Fact is which B. what the fact is that
C. The fact is what D. Fact is
12. He raised his hand __________ silence.
A. as if to command B. as though he going to command
C. as though to command D. as of he commanding
13. Francis Preston Blair, Jr., _________ born in Kentucky, lived and practiced law in Missouri.
A. was B. he was C. although D. who he was
14. We are to install this instrument ____________.
A. as originally planned B. as it originally planned
C. as was originally planned D. as it being originally planned
15. __________, people and objects are presented in a flat, often angular, abstract manner in Jacob
Lawrence’s paintings.
A. Always able to recognize B. The ability to recognize always
C. While always recognizable D. Always can be recognized
Answers:
1-5 ACDCD 6-10 BBBCB 11-15 DCCAC
Period Seven& Eight
Task Writing a website negative emotional language
Teaching Aims:
1. To train the students’ ability of listening and writing.
2. To master the skills in the writing of the life story of a composer
3. To practise writing the life story of a composer
Teaching procedure:
Step 1 Review the last period of the unit
Skills building 1: listening for facts about people
When we are listening for facts about people, there are certain things we need to listen for. These includes:
1. date when they were born and died
e.g. He/She was born/died on 26 May 1962.
2. places where they were born or died. These might be or countries.
e.g. He/She was born in London, England.
3. specific things that they did in their life. This will include dates and places such as when and where they got married or had a child, etc.
e.g. He married Jane in Paris in 1999.
4. information about why they did something and who or what influenced them.
e.g. He wrote this opera because he liked East Asia.
Step 2 Listening
While listening to the recording, ask the students to apply listening skills in practical use, such as note taking. The teacher should be responsible for the speed of the recording and make sure the student can finally understand the text as a whole. After the teacher can check the answers with the students.
Step 3 Table fill-in
In this section, the students first are required to go through three passages on p 27. Since during the listening we have just finished part of the exercise, the teacher can design a skimming and scanning practice here, asking the students to find the relevant information of the table provided on P 26. And later ask the students to check their answers by presentation.
Skills building 2: finding out about people’s lives
Sometimes you need to find out about people’s lives. You can start by asking the following questions.
Which city/country was he/she born in?
When was he/she born?
What instruments did he/she play?
When was …written?
When did he/she die?
Where did he/she die?
Did he/she have brothers/sisters? What were their names?
When did he/she get married?
Who did he/she marry?
Can you tell me any other information about him/her?
Is there anything else you can tell me about him/her?
Step 2 asking for further information
In this section, the students are supposed to work in pair to practice the skills in skills buildings 2. The teacher can encourage the students to pracise their spoken language during this part, and later the teacher can also provide the sample answers to the students.
Skills building 3: writing someone’s life story
When writing someone’s life story on an exhibition board, you need to:
1. Start with his/her name as a little with the dates of his/her birth and death underneath.
2. Perhaps use a timeline to illustrate what the person did in his/her life.
3. Write the information in the order that it happened.
4. Include pictures to make it attractive.
Step 3: writing the life story of a composer
In this section, the students should apply their learned skills to practical use. First they have to collect some facts about the composers, find out about people’s lives and then write someone’s life story. The teacher first of all should remind the students of these steps and then give some instructions to the students. If it is needed, the teacher can also give the students a sample writing to show how they are supposed to phrase their article.
Step 4 Homework
Prepare for next period.
Period Nine& Ten Project The universal language
Teaching aim
Help students use what they have learnt to finish a project by working together.
Teaching important and difficult points
1. Help the students understand the text to collect as much information as they can.
2. Ask the students to have a discussion about which singer or band they will focus on, what they will include in the project and how they can organize their webpage.
Teaching aids
A computer and a projector.
Teaching procedures:
Step 1 Dictation.
Step 2 Lead-in
In this unit, we have discussed different kinds of music. So today let’s have a closer look at the history and development of pop music.
Step 3 First reading
Ask the students to read the article “From jazz to pop” and then answer the questions.
What is this text mainly about?
It is about the history and development of pop music.
How many periods can pop music be divided into according to the writer?
Five periods. Early jazz, swing music, R&B, rock and roll, and 1960s pop music.
Step 4 Second reading
Read different parts of the text on by one.
Early jazz
1. What was the most important instruments used in jazz?
The trumpet is one of the most important instrument used in jazz
2. Who is considered as one of the founding fathers of jazz?
Louis Armstrong
From wing music to rock and roll
1. What is the difference between swing music and traditional jazz?
Swing music is faster than traditional jazz and have a sort of swinging feel to the music.
2. What are included in “big bands”?
Big bands included a pianist a violinist and a bassist, as well as others.
3. Who is considered as one of the pioneers of rock and roll?
Big Joe Turner.
1960s pop music
1. Which band was the most successful rock and roll band of the 1960s?
The Beatles.
2. What is “Beatlemania”?
The phenomenon that masses of fans of the Beatles welcome this band at the airport.
Step 5 Finish exercises B1 and B2 on the page 109
Step 6 Discussion.
Work in groups to discuss how to research and what to research about a singer or a band and then answer the questions in part B.
Step 7 Homework
Each group should choose a singer or a band to research and then divide the work among group members. Each group member will be responsible for searching for some information. Use the information collected to make a webpage after class and present them to the class on the display wall.
篇10：牛津7AUnit6(译林牛津版七年级英语上册教案教学设计)
Teaching content：Comic strip and welcome to the unit
Teaching aims：1.复习掌握已学过的衣服的名称。
2.复习掌握已学过的颜色单词。
3.掌握并会使用服装的制作材料。
4.掌握并灵活运用课文中的对话。
5.教育学生养成乐于助人的品质。
Teaching focus ：1.衣服的名称及其制作材料。
2.会描述人物的穿着打扮。
Teaching aids：教学挂图，多媒体。
Teaching procedure：
Warming up:
Let the students see some pictures of the fashion show on the screen.
Pre - task:
1. Use the pictures to review the names of the clothes.
2. Review the colours. Ask the Ss to say the colours of the clothes.
3. Describe yourself what you are wearing today. Then ask some students to describe what they are wearing.
While- task:
1. Eddie is going to a fashion show. Will you please help him to dress up?
2. See some pictures of different kinds of dogs in clothes on the screen.
3. Use the pictures on the screen to present some new words: the material of the clothes. (silk, cotton, leather, wool,)
eg. Look at this lovely dog. Its scarf is white, and its made of silk.
4.Practise
Now Eddie is on the fashion show. He looks smart. He is doing a good job. He raises a lot of money for Project Hope. Use the following words to describe what Eddie is wearing.
names shoes hat scarf coat
colours black red white Yellow
materials leather wool silk cotton
5．Learn ”comic strip“.
A. Present the comic strip. Help the Ss understand the meaning.
eg. Eddie is going to a fashion show. But he doesn't know what to wear. So he asks Hobo. Hobo tells him not to wear any clothes because dogs don't wear clothes.
B. Repeat the dialogue
C. Read the dialogue after the teacher.
D. Ask some students to act it out.
Post- task:
1.Welcome to the unit
A. Looking good and raising money.
The students are giving a fashion show to raise money for Project Hope. Look at the two students below and put the following words in the correct boxes.
B. Clothes and materials
Millie wants to join the fashion show. She wants to know the names of the names of the different materials. Help her write the correct words under the pictures.
2. Give a fashion show
Ask several students to give a fashion show.
The Second Teaching Plan Of Unit 6
Teaching Aims: (1) 认知目标：学习本课阅读内容。To learn the main diea of the reading.
(2) 技能目标：通过学生的活动，口头表达某人的衣着。初步完成本单元任务活动。
（3）情感目标：师生双边活动，增强亲合力，共同感受时装魅力。
Teaching contents: To learn the reading part of this unit, to grasp the main idea of this unit
Teaching Language Points: raise money; Project Hope, in /from 1980s;look colorful, / smart/modern /cool; a pair of blue jeans, fashion show.
Teaching procedures:
1. Lead-in (1)Select some Ss, Say something about their clothes. Pay attention to size, colour, and ues some suitable adjective words. Such as : smart, modern, cool, …
eg: 1. What colour is his coat?
2. What size is it ?
3. Does he look cool? …
(2) Ask the some Ss to describe my clothes. (to express one’s fashion with the words appeared in the reading. )
2. Warming up exercises: Present the new materials by picture.
(1) To distinguish the fashions in different times.(through pictures prepared.)
(2) Sum up. To describe a person in a short passage. (according to the pictures.)
Just like: “Deniel looked smart and modern. He wore blue and yellow sports clothes. He also wore a pair of colourful trainers. ”
3. Present the new materials; (1) Listening to the tape recorder and try to finish the form below.
Simon Clothes(1980s) Looked colourful Trousers were _____.His shirt was __ ____His tie was _______
Daniel ------ Looked ____ & ____. He wore ________.He also ______ trainers
Millie Give a talk on “_______” Young people ______ in 1990s. The trainers are _______.
Amy Young people like to wear ___________ Looked cool . She wore a yellow ‘silk blouse with ______ and a pair of blue jeans _____.
Sandy (I) Clothes(1990s) I wore ___, ____ and ______. I also wore my hair _____.
(2)Ask the Ss to sum up the impression on each student.(axxording to the form above)
(3) Try to retell the main ideas of the story.
4.Ask Ss to draw some pictures about Simon, Daniel, Millie, Amy and I.
This course is for the purpose of main task
5.Ss’ activities. Say something about the pictures drawn on the Bb.
6. Listen and read after the tape. (Pay attention to the intonation and pronunciation.) and try to translate some important sentences into Chinese.
7. Homework for today. Draw a picture of oneself in fashion for the Fashion Wall.
The Third Period of Unit 6
Teaching Contents: Reading A B
Teaching Topic: The Fashion Show
Teaching Aims: 1、进一步理解课文的主题
2、学习有关服装的名称、面料、色彩的运用
3、能够描述某个人的着装特色，增强个人的审美意识
Teaching LanguagePoints: 用新闻报道的形式写关于时装秀的一篇短文
Ⅰ.Greeting
Ⅱ.Warming up
1. Read the names of clothes with the picture on P87 (A)
T : He / She looks beautiful ( smart modern cool)
What is it?
S: Jacket tie shirt / blouse skirt
T : What are they?
S: Shoes trousers / boots
2. Ask the students about his (her) real life.
T: What are you wearing ?
S: A shirt.
T: What’s it made of?
S: It’s made of silk (wool leather cotton).
T: What colour is it?
S: It’s red .(yellow black white blue green purple)
Ⅲ. Reading (1)
1. Read the new words.
T: Last Friday ,Sandy’s class gave a fashion show.
Can you read the new words.
a fashion show Project Hope style scarf
time times trainer trainers century
smart modern colorful comfortable cool
2. Read the text
3. Qs and As
T: (1) Who wore white shoes?
(2) What did Simon wear?
(3) Who wore a blouse?
(4) What did Amy wear?
(5) Who wore sport clothes?
(6) Who wore a black skirt?
(7) Was Amy’s blouse silk? Was Amy’s scarf wool?
4. Fill in the blanks.
Name Clothes
Simon
Daniel
Sandy
Amy
Ⅳ.Reading (2)
T: Now let’s look at P90 (B) “Style and fashion”
Finish Kitty’s notes.
1. Simon wore a pair of white_____________
2. Millie talked about sports shoes called _____________
3.Young people like to wear trainers because they are ____________
4.Sandy wore a red____________
5. Simon’s _________ was yellow and red.
6.Amy wore a yellow __________ blouse and a pair of blue jeans.
Ⅴ.Post-task activity
(1) T: Now , I’ll ask you to say something about your friend’s fashionable clothes. And let’s guess who he is / she is .
S: He /She is wearing ….
(2) T: OK. Please come to the front and say something about yourself.
S: I’m wearing…
Ⅵ. Reading (3)
The students read the text again.
Ⅶ. Homework.
T: Please write an article about your friend’s fashionable clothes.
( about the fashion show)
The Fourth Period Of Unit 6 Fashion
Topic: Reading C, D
Aims:
1. Identify clothes and learn the names appeared in the reading part.
2. Arouse students’ enthusiasm for contacting others by interviewing.
3. Developing the ability of useing
I. Greetings
T: Hello, everyboy. Nice to see you again .Oh, Student A, your shirt is very beautiful, who bought it for you?
A: My father did.
T: Oh, I see. Student B, you look colourful. I think you can give a fashion show.
B: Thank you.
T: Do you still remember the fashion show?
Ss: Yes, we do.
II. Fashionable Clothes (C1)
1.T: Ok, let’s look at the pictures. Please tell us what these are.
(Teacher show them the pictures on the blackboard, ask students to tell the names.)
Picture One
C: scarf
T: Yes, scarf, a blue silk scarf. Read after me, please.
(Students read after teacher. Repeat the steps to go over the left pictures. Shirt, a black shirt;
boot, a pair of long red boots; tie, a yelllow and red tie; trousers, a pair of white trousers; trainers, a pair of colourful trainers.)
T: Good. Who wore these colthes at the fashion show? Who can answer this question? Please read the passage ‘ The fashion show’’, then answer the question.
(Students read it quickly.)
T: Who wore the scarf? Student E , please.
E: Amy wore the blue silk scarf at the fashion show.
(Ask students do the rest questions, write the names on the lines.)
2. Ask students to do the exercises in pairs like this:
A: What is this?
B: It’s a …..
A: Who wore it/them at the fashion show?
B: ….. did.
III. Fashionable Clothes (C2 )
T: Let’s come to the next part. Kitty wants to check her notes before she writes the article. Help her read her notes below. Write a T if the sentence is true. Write an F if it is false. Go ahead.
(Students read and check. Ask them to give the answers. If the sentence is false, ask them why, then correct it. Students read the true sentences.)
IV. A television interview
1.T: Kitty interviewed Simon and Sandy after the fashion show. Here are six sentences said by them. Read the sentences, then listern to the tape, try to find out who said what then write the correct numbers in the blanks.
(After the students finish reading the sentences, play the tape for them to listen to then ask them to write the numbers.)
2.T: Kitty interviewed Simon and Sandy after the fashion show. Do you know how Kitty interviewed them? Next please work in pairs or groups to act out the interview. Please use the sentences given in our textbook.
(Student prepair and act out the interview.)
V. Homework.Suggest some of our classmates just came from a fashion show. Do you want to know something about the fashion show? Do you want to know something about him?
The Fifth Period of Unit 6
TeachingContents: Vocabulary
TeachingTopics: Fashion Clothes
Teaching Aims :①To recognize adjectives that describe clothing
②To use adjectives to express opininons about how things look
Ⅰ:Warming up
T:Good morning
S:Good morning
T:What are you wearing ?
S:A silk shirt
T:Very beautiful
S:Thank you
Ⅱ: Part (A)
1,Show the six pictures and let the students guess who they are
S: Picture 1:Sandy
2:Amy
3;sandy
4:simon
5:Daniel
6:Daniel
2,Ask stronger classes to describe what their classmates are wearing. They can also describe their favourite clothes they wear at weekends.
e.g..Amy is wearing a yellow silk blouse
Sandy is wearing a pair of long red boots
3,Read the new words
boots blouse skirt tie trainers T-shirt
Ⅲ:Part (B)
1: help students describe the appearance of clothes with a wider range of adjectives. Introduce the idea of opposites. Brainstorm some common words:
big-small
old-new
short-long
slim-fat
young-old
2 :Ask students to do Part B on their own . For weaker classes, you may need to pre-teach or check the meaning of some words.
3:Have students compare answers with a partner’s. You could ask S1 to say the numbered words, one at a time ,and S2to say the word with the opposite meaning.
Ⅳ:Do a game
students work in pairs to describe a boy’s(girl’s) appearance and clothes,guess who he (she) is.
Game: He is wearing a yellow blouse and his clothes is heavy.
Q: Who is he ?
Extension activity
Do a survey. Write the table below on the board. Divide the class into groups of four.Have students interview each other using these questions.
What is your favourite clothing item? What materal is it made from? What colour is it?
Name of classmate Favourite clothes Material Colour
1
2
3
4
Ask students to present their fingings. Write some model sentences on the board to help students talk about their findings.
`they all like…’
‘One student like …and two students like…’
Ⅴ.Homework
1:Read the text after class
2:Preview grammar
The 6th and 7th Period Grammar
A Simple past tense
Task-based Teaching Aims:
1. Cognitive Development
Make sure students can recognize the tense freely.
2. Proficiency Level
To develop their integrated skills through listening, reading, speaking and writing. They can use the tense to make up sentences and dialogues freely after learning. They can also recognize and use adverbs to order events.
3. Affective Learning
To develop their enjoyments of life and things around them, especially the success of learning, through interactive teaching and student-oriented teaching.
4. Cultural Understanding
Make them feel the cultural differences between Eastern and Western Countries.
Step 1 Revise the purpose and use of the simple past tense by using a timeline. Draw a timeline on the board to show how the simple past tense is expressed in English. Give students some common time expressions: yesterday, last night, a month ago, yesterday afternoon, last week, ten years ago and make sure they can use the simple past tense to talk about things in the past.
e.g. 1. Eddie met Millie 3 years ago.
2. Eddie was ill yesterday.
Step 2 Teach them how to form the simple past tense before practicing them.
We form the simple past tense by adding ‘-ed’ to regular verbs.
Most verbs + ed walk →consonant walked
Verbs ending in e + d live → lived
Verbs ending in a consonant + y - y + ied try → tried
Short verbs ending in double the
a vowel + a consonant consonant + ed stop → stopped
We form the simple past tense of irregular verbs differently. We do not add ‘ –ed’.
No change cost → cost
Change the vowel come → came
Change the consonant make → made
Change the vowel (s) and the consonant (s) buy → bought
Writing about the past
A1. Write about the simple past tense forms of the verbs below.
1. start → started 2. dress → dressed 3. play → played
4. help → helped 5. use → used 6. like → liked
7. look → looked 8. study → studied 9. plan → planned
Step 3 Talk to students about what you did last weekend and ask some questions as you go along, e.g. I had a really good weekend.
Did you have a good weekend?
I played tennis for two hours.
What did you do?
I watched a film on Saturday evening. It finished at 11 p.m.
What did you do last Saturday?
On Sunday, I took a bus from Wangfujing.
There were a lot of people.
What did you do on Sunday?
Step 4 Teach them how to use the simple past tense to make positive and negative sentences, ask and answer questions. Have them complete the conversation. Check answers and clarify any misunderstandings.
Mrs Wang: Did Millie ask Grandma about the dress on Monday?
Andy: No, she didn’t. She went to the Reading Club. Did she help you with the shopping on Tuesday?
Mrs Wang: Yes, she did. Did she play volleyball on Wednesday?
Andy: Yes, she did. But she cleaned her bedroom.
Mrs Wang: I know! Did she do her Maths project?
Andy: No, she didn’t. But she did some work for the fashion show.
Step 5 Teach them how to use the simple past tense to form positive and negative sentences, ask and answer questions with the verb ‘ to be’. Have them complete the conversation. Check answers and clarify any misunderstandings.
Millie: Were you at home on Saturday morning?
Sandy: Yes, I was.
Millie: Was your cousin at the football match?
Sandy: No, he wasn’t. He was at the shopping mall with Mum.
Millie: Were you and your parents at the cinema on Saturday evening?
Sandy: Yes, we were.
Millie: Were your grandparents at the fashion show on Friday?
Sandy: No, they weren’t.
Millie: Were we at school last Monday?
Sandy: No, we weren’t. Last Monday was a holiday.
B Sequencing events
Step 1 To recognize and use adverbs to order events. Tell them to pay attention to the simple past tense. We use these adverbs to show the order in which things happen. We put the adverbs at the beginning of a sentence as they connect the sentences. We often use them to clarify a process or a particular sequence of events.
( first, then, next, afterward, finally)
Step 2 Ask students to do a presentation about their own day using the adverbs they have learned. Encourage them to include more information. Help them choose a title. Remind them to use the simple past tense.
B1 Briefly review the adverbs, using the picturesfor support.
Ask students to write the letters in the boxes in Ppart B1 individually. Students check each other’s sequence of sentences. Monitor the class as you walk around.
B2 Set the context by reminding students about the fashion show described earlier in the unit before asking students to do B2. Link Simon’s experience to any other events your students may have been involved in. introduce the idea of woriting a picture story as a narrative using adverbs and the simple past tense to order events.
Step 3 Review key vocabualry and explain unfamiliar words: ‘ catwalk.’
Ask questions about each picture.
1) What did Simon do first?
2) What did Simon wear?
3) What did he do next?
4) Who did Simon talk to?
5) Where did he go afterwards?
Ask students to write sentences about Simon’s day using the simple past tense. Check the answers as a class activity.
The Eighth Period of Unit 6 Fashion (Part 7)
Integrated Skills
Task-based Teaching Aims:
(1) Cognitive Development:
Through reading and listening to “The life of a trainer” , the Ss can learn and use relevant expressions freely.
(2) Proficiency Level:
To develop the Ss’ integrated skills through listening ,speaking, reading and writing .
(3) Affective Learning:
To develop the Ss’ enjoyments of life and things around them , especially the success of learning , through interactive teaching and student-oriented teaching .
(4) Cultural Understanding :
Make the Ss feel the cultural differences between Eastern and Western Countries.
Procedures:
Step One : Present a trainer and teach the different parts of it . Then listen and do part A1.
T: Is it a trainer ?
S: …
T: Do you like wearing trainers?
S: …
T: Do you know what the names of these parts are ?
S: …
T: OK. We call it “shoelace / sole / stripe / tongue”.
Step Two : Present the procedures of making a trainer .Then guide the Ss through the new words and let them speak out in English .
T: Now , boys and girls , I know that most of you like wearing trainers. Do you know how to make one ?
S: …
T: OK. First let’s have a look on the screen . Then please tell me about it .
S: …
T: OK. I know it’s very difficult for you to say . But it doesn’t matter . Now please discuss in your groups and later we’ll share your ideas together .
S: …(Discuss in groups )
T: (After listening to the Ss’ description , the teacher describes the general contents in Part A2 . Then let the Ss say after me twice . Finally listen and put the sentences in the correct order .)
Step Three : Present Part Two of the story . Then let the Ss get the general idea of it and pay much attention to the verbs past tense forms .
T: Now , we know how to make a trainer . Do you want to know how the trainer is getting along ? OK . Let’s listen carefully and complete the sentences in Part A4.
S: …
T: (After listening for three times , ask a student to present her answer , then check it . Teach the students to read the verbs and complete Part A3.)
T: Then guide the Ss to sum up the pronunciation principles of verbs past tense forms by reading themselves , such as:
清后[t], 元浊[d], [t][d]之后读[id].
eg: /t/ /d/ /id/
danced played acted
helped lived needed
talked answered visited
shopped carried shouted
Step Four :Present a fashion show and practise the sentences “What is / are … made of ? It’s/ They’re made of …”.
T: (First make a conversation with a student as a model in Part B. Then let the Ss work in groups of three to talk about the materials of their own clothes . Five or six minutes later , let them act out in the front and give the best a warm applause .)
Step Five :Written work
T: Now , we’ve learned the different parts of a trainer and how to make one . And we also see a fashion show and have learned different materials for making clothes . And would you please design some clothes and make a poster to give information about the styles , colours and materials of the clothes ? You can do it like this :
My Fashion ShowIntroduction Clothes A person wearing the clothes Introduction
T:OK. That’s all for today’s class . Thank you .
The Ninth Period of Unit 6 Fashion
Main task
Objectives
1 To describe different materials and items of clothing.
2 To make a brochure about clothes and fashion.
3 To present a brochure to the class.
Background information
Students will have opportunities to describe clothes and accessories. This section focuses on a fashion brochure for girls, which makes it necessary to bring in magazine pictures of boys’ fashions for mixed classes.
Bring in authentic brochures to show students the style of this kind of writing. Talk to students about the purpose of writing a brochure. Elicit from students as much information as possible about
1 Who are the readers?
2 What do the readers want to know?
3 How do you make your brochure look interesting to the reader?
Teaching procedures
1 Before doing the task, ask students who the audience is and emphasize the context in the Student’s Book of creating a ‘Fashion Wall’.
2 Tell students to read keywords below . Students identify any words they don’t know. Check and clarify the meaning of those words with the class.
Adjectives Clothing items MaterialsChecked hat silkSleeveless skirt cottonPatterned shirt denimLoose blouse leatherSpotted sweatshirt polyester Striped jacket viscoseFlowered sweater furTight socks linenComfortable tie Long shoesUncomfortable beltShort bootsBright suitFashionable dressModern CasualPolo-neckFormal
3 Enable students to describe themselves or their classmates by using the keywords above.
4 Ask students to read the model article on page 102. And tell them to use the model article and complete the sentences with word from Part A on page 101.
5 Check the answers and encourage students to express their opinions about the model article.
6 Tell students to choose one fashion item and make them aware of what kind of things . Their readers might like to read about . And tell students to create their own words to write a rough draft using the given model.
7 Let students read, check and correct their partner’s drafts in pairs and give them suggestions about the improvements in the use of words, spelling and structures and provide help while monitoring .
8 Make students rewrite their articles on a separate sheet of paper and add illustrations, particularly pictures of popular fashion items. Ask them to stick their work on the noticeboard and encourage them to read each other’s poster.
Sample writing
Teenagers like clothes that are fashionable and look good. My brochure is about casual, comfortable style.
First, I designed a cotton T-shirt. It is bright red and has a V-neck. It goes well with a pair of jeans. The jeans have wide legs. There are lots of big pockets at the front and back. I also designed a cotton shirt with long sleeves and buttons in the front.
Then I designed a pair of trainers to go with the jeans and T-shirt. They are very comfortable and made of white leather. They do not have laces, so they are easy to put on. The jacket I designed is blue with white sleeves.
All the clothes are comfortable to wear at weekends.
篇11：江苏省淮北中学英语学科教案7B Unit5 Abilities(译林牛津版七年级英语下册教案教学设计)
初一年级教案活页纸 主备人：陈小军 审核人：初一英语组全体老师
总 课 题 7B Unit5 Abilities 总课时 10 第 1 课时
课 题 comic and welcome to the unit 课型 New
教学目标 知识目标 1. To learn some new words such as: ability , Super dog , fly , careful , collect elderly
2. To revise vocabulary about helping people in the community.
3. To generate ideas about ways to care for and help others
能力目标 To generate ideas about ways to care for and help others.
情感目标 To educate the students to be polite and helpful to others.
教学重点 How to stimulate the students how to care about others and help.
教学难点 Talking about what people can do.
课前预习1.Preview the new words.
2.Listen to the tape and read the dialogue.
教学方法 情景交际法、任务型教学法
教学过程
教学环节 教 师 活 动 学 生 活 动 备课札记
Step1. Greetings ＆Warming up
.
Step 2 Presentation
Step 3 Comic strip
Step 4 Learning “Helping Hands Club”.
Step 5 Make a survey
Step Five: Consolidation---an investigation
Step6:Assignment:
1.Play a game called: I can …
Talk to students about Superman. Guide students to understand the meanings of “can” and “can’t”.
Watch a video about “Superman”.
Talk about the things what Superman can do in groups and report .
Talk about dogs can do and can’t do.
First get some information from the pictures and then ask questions:
1.What does Eddie want to do?
2.Can dogs fly?
3.What happened to Eddie?
4. What do you think of Eddie?
Listen to the tape and guess the meaning of “Superdog, hurt, be careful
Ask students to think about the consequences of their daily actions Guide students to understand what they can do and can’t do.
Read and act.
Free talk: How to be a helpful person?
Present pictures about Daniel and his friends.
Ask questions about the pictures:
1.What is Daniel doing ?Do you often help the old or the blind cross the road?
2.What is Sandy doing? Why should we plant more trees?
3.Where are Daniel and the woman with a baby? What is happening? Have you ever given seats to others?
4.Which place is it? What are the children doing now? Have you ever done something good like this?
5.What are the students doing from the pictures? How much did you donate to the Project Hope this term? Is it better to give than to receive? Why?
6. Where are Daniel and his friends? What are they doing? Do you often leave rubbish everywhere? Is it our duty to protect our environment?
Read and understand the sentences.
Fill in the table about what you have done in your daily life at school to see if you are a polite and helpful boy/girl? If not ,What should you do next?
1.Can you Say hello to teachers when you meet them?
2.Can you clean the classroom carefully when you are on duty?
3.Can you pick up the rubbish in the classroom or around the campus?
4.Can you help your classmate with their homework?
5.Can you help stand in line at dinner time?
6.Can you give the thing back to the person who lost it?
7.Can you do something good to your teachers?
8.Can you look after the things in our classroom?
9.Can you take care of your classmate who is ill?
10.Can you keep our classroom clean and tidy?
To see how many are good enough and how many should improve their behavior.
Group work: What can /can’ you do in public? then ask the group leader to have a report.
1.Recite the dialogue and remember the sentences on Page 73.
2.Writing: “How to be a helpful person ? Ss listen and ask and answer.
Ss listen and try to answer.
Play the tape and ask Ss to repeat
Ss have a discussion
Ss do it by themselves.
Ss practise the dialogue.
板书设计 7A Unit5 Comic strip& welcome
ability , Superdog , fly ,
careful , collect elderly
教学反思
江苏省淮北中学英语学科教案
初一年级教案活页纸 主备人：陈小军 审核人：初一英语组全体老师
总 课 题 7B Unit5 Abilities 总课时 10 第 2 课时
课 题 Reading I 课型 New
教学目标 知识目标 1.To introduce and expand vocabulary to describe dangerous situations.
2.To guess context from the text type, the title and the picture.
能力目标 4.To identify the name of specific places and actions.
情感目标 To know what to do in danger.
教学重点 Award for Bravery
教学难点 Use “can” or “can’t” to talk about abilities
课前预习1Preview the new words.
2Listen to the tape and read the text
教学方法 情景教学法、归纳法
教学过程
教学环节 教 师 活 动 学 生 活 动 备课札记
Step 1.Revision
Step2 Reading
Step3 Practice
Step 4 Homework
Revise what the children learned in the last period.
1.be careful
2.Helping Hands Club
3.give seat to someone on the bus
4. collect things for Project Hope
5.Clean up the park/playground
6.visit a home for the elderly
7. plant trees
8.a superdog
1. warming up:
Talk about danger and potential danger at home. Ask if any students have ever had an accident at home. Talk about what to do in case of danger.
2.Watch a set of pictures about a fire to present the new words:
neighbor, smoke, fire, rush, dangerous, burn, hurt, pour, rush, save, blanket, put out the fire
3.Read the story and try to get some information. Then say T or F according to the text.
1). Zhang Hua helped his classmate out of a fire.
2). Wei Hua’s neighbour is 79 years old.
3). Mrs Sun couldn’t get out because he hurt his arm.
4). Zhang Hua was afraid when he saw a lot of smoke.
5). Zhang Hua put out the fire with a blanket and helped Mrs Sun out.
6). The fire burned Zhang Hua’s neck and leg.
7). Zhang Hua was in hospital for two months.
8). Zhang Hua said he was glad to help others and fire was not dangerous.
Listen and read after the text and ask questions.
1). How old is the brave boy?
2). When did he help his neighbour out of a fire?
3). How old is Mrs Sun?
4). Where was Mrs Sun when there was a fire?
5). Why couldn’t Mrs Sun get out of his house?
6). How did Zhang Hua put out the fire?
7). Did Zhang Hua hurt himself?
8). How long was Zhang Hua in hospital?
5. Discuss any problems about the text.
6. Game :
Write the definitions fromPartB1 on the cards. Mix up the cards and let each group guess the word and read out the word. One who gets the most cards is the winner.
7. Have an interview.
First fill in the blanks and read the conversation. Then have an interview in groups. One is Zhang Hua, the others are the reporters.
8. Discuss in groups. What does the writer think of Zhang Hua? What do you think about him? Why do you think so? What do you do when you meet the accident like this?
Step3Assignment
1. Recite the new words and read the text.
2. Finish the exercises in the workbook.
3. Prepare the interview for the brave b.
Ss answer the questions
Ss listen and try to answer
Ss do it by themselves.
通过问题引导学生思考故事的种类，为进入下一环节打下伏笔
板书设计 Unit 4 Reading 1
love story 1.What did Millie and Amy hear in the park when they sat under the tree?
funny story 2.What made the noise?
exciting story 3.At last, who found the ghost? And in fact, what was it?
ghost story
教学反思
江苏省淮北中学英语学科教案
初一年级教案活页纸 主备人：陈小军 审核人：初一英语组全体老师
总 课 题 7B Unit5 Abilities 总课时 10 第 3 课时
课 题 ReadingⅡ 课型 New
教学目标 知识目标 1. Further understanding the text.
2. Introduce the use of the prefix un- and suffix –less to form opposites.
能力目标 2. Learn more about fire safety.
情感目标 To use different suitable adjectives to describe people’s behavior and character.
教学重点 the use of the prefix un- and suffix –less to form opposites
教学难点 prefix un- and suffix –less
课前预习1.Listen to the tape and read the text
2.To summarize key points of a story by sequencing statements
教学方法 讲授法 练习法
教学过程
教学环节 教 师 活 动 学 生 活 动 备课札记
Step 1 Revision
Step Two: Presentation:
Step3 An interview
Visit Zhang Hua in hospital
Step4.Fire safety
Step5.Homework： Review the text through the questions:
Revise the vocabulary in the text by giving the definitions.
Ask students to read the text after the tape again.
Let students ask and answer questions about the story.
Revise the key words phrases and sentences .
1.help sb out of a fire help with /(to)do sth.
2.alone/lonely eg:I often stay home alone on Sundays but I don’t feel lonely.
3. hear sb do /doing sth; see do/ doing
I often hear the girl next door play the piano in the morning.
Last night when I was doing my homework, suddenly I heard someone shouting ”help! Help!”.
4 a 79-year-old Mrs Sun ,an 8-day holiday two-hour homework
5.hurt The boy fell off the bicycle and hurt his leg. hurt by fire
6.pour… over
7.put out the fire put on/ up/down/ into/away
8. be in hospital/be in the hospital Grandpa is ill badly today. Now he is hospital. His fater works in the hospital.
9.It is important to be careful with fire. Be care with sth Children must be careful with matches.
10.keep one’s life from danger keep … from I should keep my father from smoking.
11.Thank you for joining us this evening.
First read the task to understand it.
Read the dialogue to find out and correct the mistakes.
Read the conversation in pairs.
Act it out.
Do it in groups. In each group one student can be Zhang Hua, the others can be reporters to interview her. Then choose some groups to perform .
Read the sentences and match the right pictures.
Read out the sentences.
Notes: leave …on , keep away from
Ask students to think of other ways about fire safety. Eg: Don’t run on the stairs. Don’t play on the road. Don’t lean out the window.
1.Revise what we learned from P78 and remember the new words.
2. Do some exercises.
Answer the questions
板书设计 Unit5 Reading 2
1. help sb out of a fire help with /(to)do sth.
2. alone/lonely eg:I often stay home alone on Sundays but I don’t feel lonely.
3. hear sb do /doing sth; see do/ doing
4 a 79-year-old Mrs Sun an 8-day holiday two-hour homework
5.hurt The boy fell off the bicycle and hurt his leg. hurt by fire
6.pour… over
7. put out the fire put on/ up/down/ into/away
教学反思
江苏省淮北中学英语学科教案
初一年级教案活页纸 主备人:陈小军 审核人：初一英语组全体老师
总 课 题 7B Unit5 Abilities 总课时 10 第 4 课时
课 题 Vocabulary 课型 New
教学目标 知识目标 To develop an understanding of the use of adj. in different contests
能力目标 To use suitable adj. to describe people’s behavior and character
情感目标 To describe a good friend.
教学重点 To present factual information in writing
教学难点 To present an article about an animal
课前预习1.Preview the new words.
2.Listen to the tape and read after the tape
教学方法 情景教学法、归纳法
教学过程
教学环节 教 师 活 动 学 生 活 动 备课札记
step 1 greetings
Step2.Presentation.
Step3. Practice
Step 4.Homework
Make sure that students understand the concept of opposite
Give some similar examples. e.g. hot /cold , fast / slow ,
big / small
3.Explain the concept of prefixes and suffixes .Tell students that when we add the prefix un-in front of some adjectives, it usually means ‘ not’. Give some examples
eg. friendly / unfriendly , healthy / unhealthy, lucky /unlucky ,usual /unusual .
When w e add the suffix –ful to the end of some adjectives , it means ‘ full of ……’ i.e. the person or Teaching procedures:
3.Ask students to look at the words in the left column of Part A and do the task on their own
4. Have one student read out a word from the left.
5.Explain the context of Part B .You may want to remind students about prizes that can be won at your school and activate students’ knowledge about recommendation letters .
Ask students to read two reports on their own first.
Ask them to try to make sense of what is being said in the reports.
Then students read the first report again
and use the mixed-up letters to help them make a suitable adjective .
Follow the same procedure for the second report. Ask students to read out the report one sentence at a time. Write the missing words on the board.
Ask students to write a report about
one of the classmates using one of
the reports in part B on page 77as a
model. Encourage them to use as
many adjectives as possible.
.
完成同步导学第4课时
Ss listen and take notes.
.
Ss read
and answer
do the exercises
板书设计 7B unit 5 Vocabulary
helpful slow
brave ungrateful
kind rude
careful afraid
polite unhelpful
grateful unkind
quick careless
happy unhappy
教学反思
江苏省淮北中学英语学科教案
初一年级教案活页纸 主备人：陈小军 审核人：初一英语组全体老师
总 课 题 7B Unit5 Abilities 总课时 10 第5课时
课 题 Grammar A 课型 New
教学目标 知识目标 To recognize and understand how to use: can and could to express
Ability in the present and past
能力目标 Ability in the present and past
情感目标 To recognize and understand how to use “can” and “could” to express ability in the present and past.
教学重点 How to recognize and understand the use of “can and could”
教学难点 the use of “can and could”
课前预习Preview the new words.
Look up the words in the dictionary to find out the differences
教学方法 情景教学法、归纳法
教学过程
教学环节 教 师 活 动 学 生 活 动 备课札记
Step 1. Revision
Step 2.Warm-up
Step3:. Presentation:
Step4.:Practise
Step5.
Consolidation
Step 6: Homework Revise the last lesson.
Ask the student on duty to give a free talk.
1．Revise the key vocabulary about leisure activities and introduce “row a boat/ride a bike /fly a kite “Talk to students about summer camps in general and the type of activities offered /. Elicit as much real information from students as possible .
2．Students have already learned the use
of “can” and “may” in making requests
(Book7A unit2) therefore ,you need to introduce the idea that here,
the word “can” is used to express ability
1.Ask students to identify activities that
they can do well .Write students’
statements on the board .First write “I
can “on the board
2.Ask students to say the things they
can do ,and sort them into categories :
sports/leisure/school subjects
3. Go through the tables at the top of page 78 and explain the use of “can/could” and their negative forms. We use “can” to say that we are able to do something .We use “could” to say that we were able to do something in the past .
4. Ask students to work out the rule on
their own .Then they check with a
partner and confirm that their answer is
correct with the whole class .
5. Ask students to check the information
table in Part1 about the Beijing Sunshine Secondary School students’ abilities.
1.Reinforce the use of “could/ could not” for the past and “can/can not” for the
present .Then they complete the sentences
on their own .
2. Students do Part A2 first on their own and hen check their completed sentences with a partner ,Then ask students to read the conversation in pairs .
3. Check answers as a class, remind them to write the pattern into their grammar pattern books together with their
own examples.
完成<<1+1>>相关内容。 Revision
Free talk
Talk about what they can do
Go through the new words
Learn and practice
板书设计 7B Unit5 Grammar A
can can’t could couldn’t
She couldn’t swim last year.
She can swim now.
I could swim across the river when I was young
But I can’t do it now.
教学反思
江苏省淮北中学英语学科教案
初一年级教案活页纸 主备人：陈小军 审核人：初一英语组全体老师
总 课 题 7B Unit5 Abilities 总课时 10 第 6 课时
课 题 Grammar B and C 课型 New
教学目标 知识目标 1. To recognize and understand how to use “can ”and “could”
2. To recognize and understand how to use can and could to talk about Possibility in the present and past.
3. To recognize and understand how to use “how” and “what”.
能力目标 Use “can” and “could” to talk about possibility.
情感目标 To educate the students to help each other.
教学重点 To recognize and understand how to use “can” and “could” to talk about Possibility in the present and past.
教学难点 Talking about possibility .The differences between “may” and “might”.
课前预习1.Preview the new words.
2.Listen to the tape and read the dialogue.
教学方法 情景交际法、任务型教学法
教学过程
教学环节 教 师 活 动 学 生 活 动 备课札记
Step 1. Guessing a riddle.
Step 2. Revision.
Step3.Presentation.
Step 4. Practice:
Step 5 Step 5. Presentation.
Step 6.Practice.
Step 7. Homework
It can live in water. It can breathe under water. It can swim. It can live in a glass bowl. People can feed and watch them every day. What is it?
(A goldfish)
Make different kinds of sentences with “can” and “could”.
1)read English story books.(last year)
2)mend computers.(two years ago)
3)help Mother do housework.(at the age of seven)
1.Say:
①Zhang Hua works hard. It is possible for him to pass the exam.
(He can pass the exam)
②Nick didn’t bring a football to school.
It is not possible for us to play football after class.
(We can’t play football after class.)
③It was sunny last Sunday. It was possible for the children to go to the park.(The children could go to the park)
④Millie had no money yesterday. It was not possible for her to buy that coat.
(She couldn’t buy that coat.)
2.Show the sentences above on the screen and explain them to the students:
We use “can” / “could” to say that something is / was possible to happen.
3. Get the students to explain with “possible”.
①Fire can be dangerous if we are not careful.
②Mr. Sun can’t beat home because I saw him at school just now.
③I didn’t lose my key so I could get in.
④Mr. Sun could not get out because he hurt his leg.
1.Fill in the blanks.
2. Work in pairs to talk about something that can / could / can’t / couldn’t happen.
3. Report to the class.
4. Explain:
If we think something is sure to happen, We’d better use “must”.
eg.I saw Mr Yang in the library a moment ago. He must(一定) be in the school now.(Get the students to give more examples)
How cool!
How cool Eddie is!
What a cool dog!
What a cool dog Eddie is
Fill in the blanks with: How/What
( ) beautiful the flowers are!
( ) a brave young man!
( ) fast he runs!
good students they are!
“Grammar” in <<1+1>>.
Preview new words.
Ss listen and guess.
Ss listen and try to answer.
Ss do it by themselves.
Ss practise the dialogue.
Ss do the exercises by themselves.
板书设计 7A Unit5 grammar B& C
can Fire can be very dangerous.
could Anything could happen to her at that moment.
How cool!
What a brave young man!
How cool the young man is!
教学反思
江苏省淮北中学英语学科教案
初一年级教案活页纸 主备人：陈小军 审核人：初一英语组全体老师
总 课 题 7B Unit5 Abilities 总课时 10 第 7 课时
课 题 Integrated skills 课型 New
教学目标 知识目标 1.To identify and note specific details and guess meaning from text .
2.To identify specific information presented in written and spoken form and make notes
能力目标 To develop the students’ abilities of listening ,speaking,reading and writing.
情感目标 To know how to describe someone.
教学重点 Language focus: do one’s best, be weak at, haveget good gradesesults in, no problem.
教学难点 Use “can” or “can’t” to talk about abilities and possibility.
课前预习1Preview the new words.
2Listen to the tape and read the text
教学方法 情景教学法、归纳法
教学过程
教学环节 教 师 活 动 学 生 活 动 备课札记
Step 1.Warming up:
Step2 Speak up
Step3 Practice
Step4Homework
1 Revise the key vocabulary about leisure activities and introduce “row a boat/ride a bike/fly a kite” and “ Talk to students about summer camps in general and the type of activities offered n/. Elicit as much real information from students as possible.
2. Students have already learned the use of “can” and“may”in making requests(Book7A , unit2) therefore , you need to introduce the idea that here, the word “can” is used to express ability .
3.Ask students to identify activities that they can do well .Write students’ statements on the board. First write “I can “on the board.
4.Ask students to say the things they can do , and sort them into categories : sports/ leisure/school subjects
5.Go through the tables at the top of page 78 and explain the use of “can/could” and their negative forms.We use “can” to say that we are able to do something.We use “could” to say that we were able to do something in the past .
1. Talk to students about situations when they might talk about their own abilities, then read the conversation to the class. Present the conversation line by line, focusing on intonation and linking of words. Ask students to repeat untill they do not sound mechanical.
2.Ask students to replace the underlined words with their own infornation. Emphasize that use the sentences automatically and fluently outside the classmates.
3. Ask some more able pairs to present their own conversation to the class. Encourage other students to comment on whether they could understand each conversation clearly.
Do some exercises
1.通读全文，找出文中重点短语。
2.完成《同步1+1》上相关练习。
Ss listen and ask answer.
Ss listen and try to answer.
板书设计 Unit 5 Integrated skills
row a boat ride a bike
fly a kite can could
教学反思
江苏省淮北中学英语学科教案
初一年级教案活页纸 主备人：陈小军 审核人：初一英语组全体老师
总 课 题 7B Unit5 Abilities 总课时 10 第 8 课时
课 题 Study Skills 课型 New
教学目标 知识目标 To develop students’ awareness about what they are learning
能力目标 To develop the ability to work independently of the teacher
情感目标 To develop a systematic recording system of progress.
教学重点 To develop the ability to work independently of the teacher
教学难点 To develop a systematic recording system of progress.
课前预习1. read the text first.
2 .learn the new words.
教学方法 讲授法 练习法
教学过程
教学环节 教 师 活 动 学 生 活 动 备课札记
Step 1 Revision
Step2 Presentation:
Step 3
practice
Step 4:
Tell students that they are now able to talk about their present and past abilities using “can/ could”.Introduce the idea that we also use“can/could” to express possibilities .
1.Ask students to study the tables at the top of the page to clarify the use of “can/could” and their negative forms.
2.Explain to students the concept of possibility.We use “can” to say that something is possible . We use “could” to something was possible. However, we are not talking about thechances that something will happen.Provide examples using students’ own experience :School finishes at 4 p.m. The bus leaves at 4:10p.m. we can take the bus home .It will be warm tomorrow so we can wear short sleeves .
1.Ask them to do PartB1 in pairs , For less able students ,allow them refer to the table on the top of page 80 .
2. Check the answer as a class. Pay special attention to any common mistakes and clarify them. choose five students to read aloud .
1.Do the exercises after class.
2.Prepare the text.
Talk freely
Ss listen carefully.
Ss do the exercises by them selves.
板书设计 Unit5 study skills
date What I learnt Can I do it comments
教学反思
江苏省淮北中学英语学科教案
初一年级教案活页纸 主备人:陈小军 审核人：初一英语组全体老师
总 课 题 7B Unit5 Abilities 总课时 10 第 9 课时
课 题 Main task 课型 New
教学目标 知识目标 To adapt language to write descriptions for a specific purpose and audience
能力目标 To practice writing formal letters
情感目标 To use persuasive language
To discuss suitable date and time for a farewell party.
教学重点 To adapt language for a specific purpose and audience
教学难点 To practice writing formal letters
To use persuasive language
课前预习1.Preview the new words.
2.Listen to the tape and read after the tape
教学方法 情景教学法、归纳法
教学过程
教学环节 教 师 活 动 学 生 活 动 备课札记
Step 1.
Revision
Step2.
Warming-up
Step3. presentation
Step 4. Sum-up
Step5:Practice
Step6. Homework
Revise some phrases the students learned last lesson.
1.Introduce the idea that we also use “may” and “might” to express possibilities . Students probably know how to use “may” for making polite requests but possibly will not know the meaning of “might”.Tell them that “might” is the past tense form of “may” .
However , we also use “might” to talk about possibility. Explain the context by talking to students about the Class 1 Grade 7students’ summer Camp and what the students may / may not or might / might not de there .Talk students through some examples using questions about everyday events at your school .
1.Ask students to study the tables at the top of the page, and explain to them the difference between the uses of “may” and “might”.
2.Have more able students provide other sentences to illustrate “may” and “might” .Encourage them to think of their own examples to express degrees of possibilities .
3.Explain the context of Part C . Ask students to read what each person is saying and underline the keywords in each speech bubble. ”maybe” , “only a small chance”, “I’m sure” and “highly possible”. These words will determine the use of specific modal verbs .
Then ask students to complete sentences 1-4 at the bottom of the page . Check the answer as a class activity . Clarify any possible problems
Finish<<1+1>>
Ss listen, ask and answer.
Have a discussion.
Ss listen and answer.
板书设计 7B unit 5 Main task
Date name of sender subject title of sender
address of sender signature of sender closing date
address of receiver
教学反思
江苏省淮北中学英语学科教案
初一年级教案活页纸 主备人：陈小军 审核人：初一英语组全体老师
总 课 题 7B Unit5 Abilities 总课时 10 第10课时
课 题 Check out 课型 New
教学目标 知识目标 1.To adapt language for a specific purpose and audience
能力目标 2. To practice writing formal letters
情感目标 .To use persuasive language
教学重点 How to recognize and understand the use of “can and could”“how and what”
教学难点 the use of “can and could” “how and what”
课前预习Preview the new words.
Look up the words in the dictionary to find out the differences
教学方法 情景教学法、归纳法
教学过程
教学环节 教 师 活 动 学 生 活 动 备课札记
Step1. Revision
Step 2.Warm-up
Step3:
Presentation:
Step 4. Sum-up
Step4.:Practise
Step6: Homework
Revision
Remind students of the newspaper article in the reading section about a brave young person .Ensure that students are interested in the topic before dealing with the technical aspects of writing a letter .
Help students brainstorm as many ideas as possible for choosing a person they wish to write about .
Ensure that Ss understand the instructions.
Ask the Ss to look at the picture and write the correct words to describe each picture.
yours faithfully
send the postcard to my parents.
1.Go through the new words and the language points learnt during this lesson.
2.Ask them to do PartB1 in pairs , For less
able students , allow them refer to the
table on the top of page 80 .
3. Check the answer as a class .Pay special
attention to any common mistakes and clarify them choose five students to read aloud .
1. Review the contents of this lesson.
2. Do the Exx of the workbook.
Revision
Free talk
Fill in the blanks
write in their answers
Look at the picture and write the correct words
板书设计 7BUnit5 Check out
can can’t could couldn’t
She couldn’t swim last year.
She can swim now.
教学反思
（小周）
篇12：Phrases in Unit 2 (译林牛津版高一英语必修二教案教学设计)
Phrases in Unit 2
Welcome to the Unit1 to Reading
on Australia’s famous beaches 在澳大利亚著名的海滩上
explore the amazing Brazilian rainforest 探索令人惊异的巴西雨林
3. in detail详细地
4. go travelling 去旅游
5. challenge yourself 调整自我
6. think of想到, 考虑;
7. so long很长时间
8. be busy doing sth忙于做…
9. go to university上大学
10.through the Sahara 穿越撒哈拉沙漠
11. in case 万一
12. take six days 花费六天时间
13. in advance 提前，预先
14. my supplies of food and water 水和食物的供给
15. even though 即使
16. up close 靠近
17. make sure that 确保
18. can’t wait to do sth. 等不及做某事
19. of one’s own 某人自己的
20. look forward to 期盼某事
Word power
21. it is worth doing 值得做某事
22. take extra clothes 带上额外的衣服
23. remind sb. of sth.提醒某人某事
24. make a fire 生一堆火
25. lose one’s way 迷路
26. in the open air 在野外
Grammer and usage
27. remember to boil the water 记得去烧开水
28. be in progress 在进步中
29. places of interest 名胜古迹
30. arrange to do sth. 安排做某事
31. set off出发; 使爆炸; 动身
32. than usual 相比以前
Task
33. in total silence 沉默
34. three pieces of information 三条信息
35. be filled with the wonders of nature 充满了大自然的奇迹
36. at the foot of the mountain 在山脚
37. a little bit 有一点儿
38. up to 达到
39. first name 名字（非姓）
Project
40. on a business trip 出公差
41. be tired of 厌倦
42. be covered with 被覆盖着
43. at a loss 茫然，不知所措
44. be home to … … 的所在地
45. in perfect harmony with协调一致; 相配
46. make use of 利用
Phrases in the Unit
Welcome to the Unit1 to Reading
1. on Australia’s famous beaches
_________________________________
2. explore the amazing Brazilian rainforest
_________________________________
3. in detail _________________________
4. go travelling _____________________
5. challenge yourself _____________________
6. think of _____________________
7. so long _____________________
8. be busy doing sth____________________
9. go to university _____________________
10.through the Sahara _____________________
11. in case_____________________
12. take six days _____________________
13. in advance_____________________
14. my supplies of food and water
_____________________
15. even though _____________________
16. up close _____________________
17. make sure that_____________________
18. can’t wait to do sth.
_____________________
19. of one’s own _____________________
20. look forward to _____________________
Word power
21. it is worth doing _____________________
22. take extra clothes _____________________
23. remind sb. of sth. _____________________
24. make a fire _____________________
25. lose one’s way _____________________
26. in the open air _____________________
Grammer and usage
27. remember to boil the water _____________________
28. be in progress _____________________
29. places of interest _____________________
30. arrange to do sth. _____________________
31. set off_____________________
32. than usual _____________________
Task
33. in total silence _____________________
34. three pieces of information _____________________
35. be filled with the wonders of nature _____________________
36. at the foot of the mountain _____________________
37. a little bit _____________________
38. up to _____________________
39. first name _____________________
Project
40. on a business trip _____________________
41. be tired of _____________________
42. be covered with _____________________
43. at a loss _____________________
44. be home to … …_____________________
45. in perfect harmony with_____________________
46. make use of _____________________
篇13：一模块unit 2 period1教案(译林牛津版高一英语必修一教案教学设计)
Period 1 Welcome to this unit
Teaching objectives:
u To introduce and develop the theme of growing pains.
u To develop speaking ability by talking about families and problems that happen between teenagers and parents.
u To know more about classmates and their families.
Important and difficult points:
u Get students to understand what growing pains means.
u Make students know the relationship between parents and their teenage children in the USA.
u Help students to form a positive attitude towards relationships between their parents and them.
Teaching procedures:
Step 1 lead-in
Present family albums:
In this part, Ss are encouraged to say something about their families by showing the class pictures with their parents.
Who may have growing pains?
What are Growing pains?
When do they probably have growing pains?
How do you solve this problem?
Growing pains aren't a disease. You probably won't have to go to the doctor for them. But they can hurt. Usually they happen when kids are between the ages of 3 and 5 or 8 and 12. Growing pains stop when kids stop growing. By the teen years, most kids don't get growing pains anymore.
Growing pains also mean the troubles and difficulties that teenagers meet when they grow up.
Step 2 Brainstorming
Do you love your parents?
Do you always show respect to your parents?
Have you ever quarreled with your parents?
What is your quarrel about?
Step 3 Picture discussion
Ask Ss to look at the pictures and discuss each picture in groups of four.
Picture 1
What does the boy do?
What is the mother doing? How is she probably feeling?
What feelings may the boy have?
Picture 2
What happens to the girl with a bag?
What did her parents ask her to do?
Can you guess what might have happened to her?
What will she do?
Picture 3
Why are the boys and girls around the pretty lady?
What does the boy want to do? Is he allowed to do so? Why or why not?
What feelings may the boy have?
Picture 4
What is the boy probably doing?
Did the boy do well in his exams?
How does his mother feel about the score?
What feelings may the boy have?
Step 4 Picture discription
Imagine the situations and try to describe each picture as fully as possible with their own words. Make sure that Ss have “when”, “where”, “who”, “what” in your descriptions.
Invite some Ss to report back their descriptions.
Sharing opinions (group work)
In this part, Ss discuss the following questions in groups of four. Each group chooses two of the four questions. Have Ss to report their opinions in class.
Step 4 Further Discussion
Discuss the following questions in groups of four.
What do you do when you have family arguments with your parents?
Do you think there is a generation gap between you and your parents? If so, what is the best way to solve the problem?
Homework
1 Preview the Reading part.
2 Describe an unpleasant experience with your friends/teachers.
篇14：牛津英语 m8 Unit 2 教案(译林牛津版高二英语选修八教案教学设计)
Unit Two (The Universal language)
Period 1
Welcome to the Unit
Teaching aims:
(1).Make students talk about the opera Turandot and read about the history of music from jazz to pop
(2).By talking and discussing, students’ spoken English can be practised.
Important points & difficult points:
(1). Students are expected to express their own opinions by talking and discussing.
(2). Encourage students to speak freely.
Teaching aids:
Backboard
Teaching procedures:
Step 1: Lead-in
Music plays an important role in our daily life. Have you ever had the experience of listening to a piece of music and feeling that it is written just for you? Music can be used to express many feelings, such as love, sorrow, friendship and peace. Although people from different areas of the world have different styles of music, we can still understand each other’s music. Without music, what would our lives be like?
How much do you know about music? Now let’s try to say some words about music:
● Music: classical music, pop music, folk music, swing music, blues, jazz, rock and roll, rap, opera…
● People related to music: musician, singer, composer, pianist, violinist…
● Musical instruments: guitar, piano, violin, drum…
Step 2: Sharing information
1. Work in groups of four and discuss the four pictures on page 17.
Picture of a jazz band
What are the people doing in this picture? What do you know about jazz?
(Jazz is a musical art form. At the end of the 19th century, jazz music was the most popular type of music. Jazz was started in New Orleans in the USA and most jazz musicians at that time were black. It has been called the first original art form to develop in the USA. Early jazz musicians made money by playing in small bands. Often, jazz musicians made up the music as they were playing. Early jazz came from folk music and later developed into something else of its own.)
Do you know any famous jazz musicians?
(Louis Armstrong, one of the most famous jazz musicians, was born in New Orleans. He created wonderful jazz music with his trumpet. In addition to playing trumpet, he also sang and danced. He performed on Broadway, in films and recorded music.)
What does jazz music sound like to you?
Picture of Chinese opera
What are the people doing in this picture? What is Chinese opera?
(Chinese opera is a traditional form of drama in China. It started in the Tang Dynasty when Emperor Xuanzong founded the ‘Pear Garden’. A Chinese opera performance includes elements such as dance, song, dialogue, swordplay and acrobatics. The features of Chinese opera which can distinguish a character’s age, gender and personality are the makeup, movements, props and the colour of costumes.)
What does Chinese opera sound like?
(To some young people nowadays, the music accompanied by gongs, cymbals, drums and stringed instruments sounds a bit ‘shrill’ and ‘noisy’. However, the stories and the melodies are unique.)
Do you know any famous Chinese opera performers?
Picture of a girl playing the violin
What is the girl doing in this picture? What do you know about the violin?
(The violin belongs to the string family of instruments. It is made of wood and uses steel strings. A violinist uses a bow pulled across the strings to create beautiful music.)
Do you know any famous violinists?
(In the past, the great violinists played the violin as well as writing music for the instrument. After the 19th century, composers and violinists started to be two different roles. The most famous violin composers and players are Corelli, Vivaldi, Locatelli and later Paganini, Sarasate, Wieniawski, Vieuxtemps, Ysave, Kreisler and Enesco.
Picture of a girl playing the piano
What is the girl doing in this picture? What do you know about the piano?
(The piano belongs to the percussion family of instruments. It consists of a keyboard attached to a wooden box, inside of which are metal strings. A piano is played by pressing the keys. Each of the keys is attached to a hammer that strikes one of the strings inside the box.)
Do you know any famous pianists?
(Among the most famous pianists are Beethoven from Germany, Franz Liszt from Hungary and Frederick Chopin from Poland. Beethoven is known for his sonatas, Liszt for the Hungarian Rhapsody and Chopin for Revolution Etude.)
2. Work in pairs and have a discussion about the three questions below the pictures.
Sample answers
1 My favourite kind of music is classical music. Classical music uses orchestras and many instruments cooperating to create music together. I like listening to music played by orchestras. You can hear things played on instruments from all of the different families--woodwind, string, percussion and brass. Also, classical music tends to be slower, so it makes me feel calm when I listen to it.
2 The musician I like very much is Jay Chou. Many people may think that he is just a pop singer, but I consider him to be a pop musician. He sings about broken heart, urban stress and young dreams. He expresses his experiences, feeling and personality into his music, which attracts young people who have similar thoughts. That is why many teenagers in China like him so much.
3 Yes. I watched Chinese operas with my grandfather when I was young. A Chinese opera performance includes elements like dance, dialogue, swordplay and acrobatics. The music instruments used for Chinese opera include gongs, cymbals, drums and stringed instruments. A character’s age, gender and personality are shown through the makeup, movements, props and colour costumes. In comparison, Western opera puts greater emphasis on music and design, conveying a story through singing and dancing. Dialogue is expressed through songs. Both Chinese and Western opera use music to express themes like love, betrayal and hope.
Step 3: Discussion
Many of us believe that music can have a very great effect on us. This is especially true of classical music, which some people believe can make us calmer or even smarter. There is a theory, called the ‘Mozart Effect’, that playing classical music for a child can help his or her brain develop. As a result, a lot of parents play classical music for their children, some even beginning before the child is born, in the hope that their children will be smarter. What do you think of the ‘Mozart Effect’ theory? Do you think it is true? Why or why not?
Do you think adults can become smarter or calmer by listening to classical music? Why or why not?
Step 4: Homework
1. Collect more information about music.
2. Prepare the Reading part.
Period 2
Reading
Teaching aims:
1. To help the students know some background knowledge about opera Turandot and the history of music
2. To master the skills of reading a review of an opera
Teaching aids:
Recorder, blackboard
Teaching procedures:
Step 1: Lead-in
Boys and girls, I’m glad to tell you that today we’ll have a chance to enjoy a section of performance of Giacomo Puccini’s world-famous opera, Turandot.
OK. It is performed in the Forbidden City in Beijing. Can you guess who directed it? (Zhang Yimou.)
Have you seen any of Zhang Yimou’s films?
Do you like them? Why or why not?
What else has Zhang Yimou directed besides films? ( They are the ‘Bid for the 29th Olympic Games in Beijing’, which was shown in Moscow, a performance at the closing ceremony at Athens Olympic Games, an outdoor performance of Third Sister Liu in Guilin and Turandot in Beijing).
Have you seen or have you ever heard of the opera Turandot?
If you have seen or heard of it, Can you tell us what it is about?
Step 2: Fast reading for general ideas
A review is a report or an essay giving some information as well as some opinions or ideas about a book, a performance, a painting or something similar.
In our lesson today, we will read a review of an opera. What do you think the review will tell us? (It will give us some background information about Turandot, tell us about the plot of the opera and give other information, such as the actors’ names, as well as an evaluation of the performance as a whole.)
Go through the passage as quickly as possible and try to find answers to the three questions. Just focus on and identify the information needed to answer these questions.
1. What is Turandot?
2. Who wrote Turandot?
3. Was the performance indoors or outdoors?
Answers
1 Turandot is an opera that tells the story of a cold-hearted Chinese princess, named Turandot, who lives in the Forbidden City. To avoid marriage, she says that any potential husband must answer three riddles correctly or die.
2 Giacomo Puccini wrote the opera. The final scene was completed by Franco Alfano, one of his students, based on Puccini’s notes after he died.
3 It was performed outdoors.
Step 3: Detailed reading for important information
1. Let’s read the passage a second time and find out the background information of the opera. Then complete the table:
Main characters of the story Turandot-a Chinese princess；Calaf-a prince；Liu-Calaf’s father’s young slave
Setting Beijing’s Forbidden City
Plot
The story takes on the classic love triangle of the three main characters Turandot, Calaf and Liu. Liu loves Calaf, but Calaf has fallen in love with Turandot. Because Turandot does not want to get married, she declares that anyone who wants to marry her must answer her three questions. If the one cannot answer these questions, he will be killed.
Director Zhang Yimou
Conductor Zubin Mehta, an internationally famous conductor born inIndia
Actors and actresses Sharon Sweet-Turandot; Barbara Hendricks-Liu; Kristjan Johannsson-Calaf; other singers and musicians from abroad and China
2. Retell the story of Turandot, using what has been written in the table.
Step4: Read the text again and choose the best answers according to the text.
A⑴ How many performances of Turandot were performed in the Forbidden City in Beijing?
A. eight B. seven
C. one D. the text doesn’t mention it
A⑵ Who wrote Turandot and when was it written?
A. Giacomo Puccini, in 1924
B. Giacomo Puccini’s former student, in 1924
C. Zubin Mehta, in the 1990s
D. Sharon Sweet, in the 1990s
C⑶ When was Turandot staged in Beijing?
A. in 1924
B. in the twenty first century
C. in the 1990s
D. in 1998
D⑷ How does the writer think of the opera?
A. terrible B. moving C. boring D. amazing
Step5: words and expressions
Vocabulary Words witness, star, cast, avoid, dare, disturbing, recite, threaten, aloud, marry, breathless, guard, key, combine, heartbreaking, fluent, condemn
Useful expressions the end of, be set in, instead of, for the first time, fall in love, take on, be drunk with, exercise, control over, break one’s promise, be upset by, by surprise, be condemned to death, be shocked by, win one’s affection, at the end of, bring together
Sentence patterns 1. In order to avoid marriage, she says that any potential husband must answer three riddles correctly or die.
2. There could not be a better setting.
3. Although he would like to, he cannot break his promise.
4. Calaf says his own name aloud, leaving his future in Turandot’s hands.
5. The opera finishes with a beautifully-sung final duet, which was so moving that the audience fell silent.
Step6: Pair work
Talk about a Western or a Chinese opera that you are all familiar with. Introduce the main characters, the setting and the plot.
Chinese Opera
The Chinese opera is a traditional form of stage entertainment, weaving together elements of mime, dance, song, dialogue, swordplay, and acrobatics into one fluid continuous flow. Gestures, movements and expressions incorporated within each performer's script come together to bring forth an impressive performance. In contrast to Western stage entertainment, which is subdivided into different categories such as opera, drama and sketches, Chinese opera has remained faithful to its original format over the centuries.
By doing away with three-dimensional stage props and complicated backdrops found in Western opera, Chinese opera conveys the idea of time and space to the audience through the acting of performers. This simple and flexible technique is called “imagined time and space” in Chinese operatic terminology. The acting, however, is not mere imitation of movements in daily life. Instead, it has been perfected to bring out just their essentials, making them highly-stylize and rhythmic dancing movements. Such acting is described in Chinese stage language as ”stylized formula“. In addition, Chinese opera has specific costumes, facial make-ups, musical motifs and recitations to represent each character in the series of characters known as Xingtous. All this, plus imagined time and space and stylized acting, has enabled the story to rise above real life and create a strong dramatic atmosphere with distinct operatic effects.
Western ears do not readily appreciate this art, for Chinese opera often seems shrilly and 'noisy'. Shrill voices pierce the air, accompanied by loud gongs, crashing cymbals, pounding drums and droning stringed instruments. The music is not intended to be melodic, as in the West, but rather used as punctuation to the performance. Chinese opera is an art of the people-enjoyed and appreciated by all across the social spectrum. In a real sense it is a folk art, comparable in many ways with the Chinese Circus. Although the music of Chinese opera may seem very alien, the stories told are very familiar to those accustomed to Western opera: heroes battle overwhelmingly powerful foes, good versus evil, and lovers seek escape from domineering and disapproving parents.
A distinct feature of Chinese opera is the makeup, movements, props, and colorful costumes. These features identify a character's age, sex, and personality the moment he or she enters the story. Face painting leans heavily on earlier forms of mask and make up. Facial patterns rely on exaggeration and the symbolism of color to suggest a character's attributes and personality. The painted faces become what the Chinese call ‘a mirror of the soul’. Well-versed members of the audience will be able to tell instantly the personality of characters on the stage by their painted faces. Although colors sometime represent a physical attribute of a character, they are predominantly used as indicators of a character’s personality. Apart from the exquisitely embroidered traditional costumes, head-dresses are a requisite in Chinese opera. The more elaborate the head-dress, the more significant the character. Costumes are extravagant in style in order to achieve as great a theatrical effect as possible. Like the face makeup, the color codes of these costumes identify the various ranks, status, and personality of the characters.
Although sharing a common ancestry, Chinese opera boasts over 300 various distinct forms-taking their names from their places of origin. These forms are generally discernible by their use of local dialects and distinct ‘melodies’. Beijing opera is considered by most to be the most refined. Also widespread are Pingju Opera, Kunqu Opera, Shaoxing Opera, Henan Opera, Sichuan Opera, Shanxi Opera, Huangmei Opera, Huagu Opera and Yangko Opera. Some Chinese ethnic minority groups have some local form of operas. Many modern instrumental music pieces incorporate traditional instruments while adapting a more modern style. However, instrumental music is still very traditional. Many works of traditional music are still played by small quartets and large orchestras. Chinese melodies are quite unique and incorporate into many modern compositions. Chinese instrumental music has changed because it is no longer restricted to the traditional format. Even non-traditional instruments such as the piano are used in creating modern works.
Western Opera
Opera is a form of theatre in which the drama is conveyed wholly or predominantly through music and singing. Opera emerged in Italy around the year 1600 and is generally associated with the Western classical music tradition. Opera uses many of the elements of spoken theatre such as scenery, costumes, and acting. Generally, however, opera is distinguished from other dramatic forms by the importance of song and conventions of vocal technique. The singers are accompanied by a musical ensemble ranging from a small instrumental ensemble to a full symphonic orchestra. Opera may also incorporate dance; this was especially true of French opera for much of its history.
Comparable art forms from various other parts of the world, many of them ancient in origin, exist and are also sometimes called “opera” by analogy, usually prefaced with an adjective indicating the region (for example, Chinese opera). These independent traditions are not derivative of Western opera, but are rather distinct forms of musical theatre. Opera is also not the only type of Western musical theatre: in the ancient world, Greek drama featured singing and instrumental accompaniment; and in modern times, other forms such as the musical have appeared.
The word opera means “works” in Italian (from the plural of Latin opus meaning “work” or “labour”) suggesting that it combines the arts of solo and choral singing, declamation, acting and dancing in a staged spectacle. Dafne by Jacopo Peri was the earliest composition considered opera, as understood today. It was written around 1597, largely under the inspiration of an elite circle of literate Florentine humanists who gathered as the ”Camerata“. Significantly, Dafne was an attempt to revive the classical Greek drama, part of the wider revival of antiquity characteristic of the Renaissance. The members of the Camerata considered that the ”chorus“ parts of Greek dramas were originally sung, and possibly even the entire text of all roles; opera was thus conceived as a way of “restoring” this situation. Dafne is unfortunately lost. A later work by Peri, Euridice, dating from 1600, is the first opera score to have survived to the present day. The honour of being the first opera still to be regularly performed, however, goes to Claudio Monteverdi’s Orfeo, composed for the court of Mantua in 1607.
Step 7: Homework
1. Read the text again and again. Try to memorize the language points.
2. Parts A1 and A2 on page108 of the Workbook.
Period 3
Word Power
Teaching aims:
1. Learn and master the new words related to computers.
2. Enlarge the knowledge about the internet.
Important points & difficult points:
Master the expressions about the internet.
Teaching aids:
Recorder, blackboard
Teaching procedures:
Step1. Lead-in
At the beginning of today’s class, let’s play a guessing game. Here are several cards, in each of which is written an instrument. I’d like one of you to give a brief description of them and other students to guess what they are.
For reference
1. piano: a large musical instrument with a row of black and white keys which are pressed to play notes.
2. violin: a wooden musical instrument with four strings which is held against the neck and played by moving a bow across the strings.
3. guitar: a musical instrument with six strings and a long neck which is usually made of wood, and which is played by pulling or hitting the strings with the fingers.
4. cello: a wooden musical instrument with four strings, that is held vertically between the legs and is played by moving a bow across the strings.
5. trumpet: a brass musical instrument consisting of a metal tube with one narrow end, into which the player blows, and one wide end. Three buttons are pressed in order to change notes.
6. horn: a curved musical instrument made of metal, which is narrow at the end you blow down to make a sound, and wider towards the other end.
7. flute: a tube-shaped musical instrument with a hole that you blow across at one end while holding the tube out horizontally to one side of you.
8. clarinet: a tube-shaped musical instrument which is played by blowing through a single reed and pressing the metal keys to produce different notes.
9. cymbal: a flat round musical instrument made of brass, which makes a loud noise when hit with a stick or against another cymbal.
10. bass drum: a large drum that produces a low sound
Step2: Questions
1. Do you know how to play the piano/violin/guitar?
2. Have you ever seen a live orchestra performance or seen any orchestras playing on TV? What was it like?
3. What is an orchestra like?
4. What kind of music is performed by an orchestra?
5. Do you know any famous orchestras in China or in other places around the world?
For reference
Usually there are two types of orchestra. A chamber orchestra is a small group, and a symphony or philharmonic orchestra is a larger group which includes all of the instrument families.
The music that an orchestra plays is usually classical.
The members of an orchestra are musicians, including the conductor, the pianist, the violinist, the flutist and so on.
There are different types of musical instruments in an orchestra. The percussion family includes the piano, the timpani, the xylophone, the triangle, the snare drum, the bass drum, the woodblocks and the gongs. The brass family are the trumpet, the horn, the trombone and the tuba. The woodwind family members are the flute, the clarinet, the oboe and the bassoon. Sometimes the saxophone also joins the orchestra. The string section has four kinds of stringed instruments in the orchestra-the violins, the violas, the cellos and the double basses.
Step 3: Vocabulary learning
Small: a ________orchestra (chamber)
An orchestra large: a ________ orchestra (symphony/philharmonic)
________ (strings)
________ (woodwind)
Four groups of musical instruments ________ (brass)
________ (percussion)
________ classical music (Western)
________ (opera)
Music of an orchestra popular music
Music from different ________(countries)
Step 3: Homework
Finish the exercise P22-23
Period 4
Grammar and usage (Ellipsis)
Teaching aims:
1. To sum the usage of ellipsis and learn the usages of them.
2. To focus on the special styles .
Teaching important and difficult points :
1. To conclude the usages of them and do some practice .
2. How to use ellipsis correctly in a concrete sentence .
Teaching procedures :
Step 1: General introduction
The grammar item in this unit focuses on ellipsis. You will learn when to use ellipsis and how to use it correctly. You are expected to apply what you have learnt to practical use by finishing the two exercises in this section.
Step 2: Explanation and practice
Read the instructions on page 24. We use ellipsis when we do not want to repeat words or phrases that are obvious.
Ellipsis
省略句是英语的一种习惯用法。按照语法的分析，句子应该具备的成分，有时出于修辞上的需要，在句中并不出现，这种句子叫做省略句（elliptical sentences），这种语法现象称为“省略”（ellipsis or leaving words out）。其特点是：虽然省去句子语法构造所需要的组成部分，但仍能表达其完整的意义。
省略形式多样，从单词、短语到分句，都可以省略，而且各有一定的衔接关系，不容臆断。“省略”不但是一种“以无为有”的最简便的表达方法，而且也是一种简便至极，“虽无胜有”的修辞手段。如果弄不清一句中哪些部分省略了，就可以产生误解或歧义。
省略在英语运用中，尤其是在交际对话中普遍存在，因为它可以避免重复，突出关键词语，能做到言简意赅，并使上下文紧密连接。在历年的高考题中也屡见不鲜。省略有词法上的省略，也有句法上的省略，有的学者把某些替代也看作一种省略。
一、词法上的省略
1. 名词所有格后修饰的名词在以下情况可以省略
1）如果名词所有格修饰的名词在前文已出现，则可以省略。如：
These are John's books and those are Mary's (books). 这些是约翰的书，那些是玛丽的书。
2）名词所有格后修饰的名词如果是指商店、住宅等地点时，这些名词也常常省略。如：
at the doctor's 在诊所
at Mr Green's 在格林先生家
to my uncle's 到我叔叔家
at the barber's 在理发店
2. 冠词的省略
1）为了避免重复
The lightning flashed and thunder crashed. 电闪雷鸣。（thunder前省略了定冠词the）2）在the next day (morning, week, year...)等短语中，有时为了使语气紧凑定冠词the 常可以省略。如：We went to the farm to help the farmers with the harvest (the) next day. 第二天，我们去农场帮助农民收庄稼。
3）在副词的最高级前面的定冠词常可以省略。如：
She sings best in the class. 她在班上唱歌唱得最好。
4）在某些独立主格结构中。如：
Our teacher came in, book in hand. (=Our teacher came in, with a book in his hand.) 我们的老师手里拿着一本书进来了。
5）在as引导的让步状语从句中，当作表语的单数名词提前时，不定冠词要省略。如：
Child as he is, he knows a lot. 虽然他还是一个孩子，却懂得很多。
3. 介词的省略
1）both 后常跟of短语，其后可以接名词复数形式，也可以接代词宾格复数形式。接复数名词时，介词of可以省略，但接代词宾格时，of不能省略。如：
Both (of) the films were interesting. 这两部电影都很有趣。
She invited both of us to her birthday party. 她邀请我们俩去参加她的生日派对。
2）在现在完成时表持续和重复的句型中，一段时间前的介词for可以省略。如：
These shoes are worn out. They have lasted (for) a long time.
这双鞋穿破了，已经穿了很长一段时间了。
3）被动结构中，如果没有必要强调动作的执行者，则可以省略介词by短语。如：
The letter was posted (by me) yesterday. 这封信是昨天寄出去的。
4）和一些动词搭配构成的短语中的介词，如：consider... (as)..., prevent / stop... (from) doing..., have trouble / difficulty... (in) doing..., spend... (in / on) doing... 等中的介词可以省略。如：
Trees can prevent the earth (from) being washed away. 树能阻止泥土被冲走。
Can you stop him (from) going swimming in the river? 你能阻止他下河洗澡吗？
I have some difficulty (in) answering the question. 回答这个问题我有点困难。
4. 动词不定式中的省略
1）有些动词，如：believe, find, think, feel, consider, imagine, prove等后作宾补的结构to be + n. / adj. 中的to be可以省略。如：
I consider him (to be) lazy. 我认为他懒。
His mother found him (to be) a clever boy.
他母亲发觉他是一个很聪明的孩子。
2） 感官动词see, hear, feel, watch, notice 等以及使役动词let, make, have后作宾补的动词不定式中的不定式符号to要省略，但变为被动结构时，to必须保留。如：
They made the boy go to bed early. 他们强迫这个男孩早睡。
The boy was made to go to bed early. 这个男孩被迫早睡。
注：help后作宾补的动词不定式中的to可以省略也可以保留。
3）在can not but, can not choose but, can not help but之后的动词不定式一般不带to； but之前有实义动词do的某个形式do, does, did, done 时，也不带to, 否则要带to。如：
We have nothing to do now but wait. 我们现在除了等没有别的事可做。
I can not but admire his courage. 我不能不钦佩他的勇敢。
He has no choice but to accept the fact. 除了接受这个事实他别无选择。
4）在并列结构中为了避免重复。如：
I'm really puzzled what to think or say. 我真不知道该怎么想，怎么说才好。
但两个不定式有对照或对比的意义时，则后一个to不能省略。如：
I came not to scold but to praise you. 我来不是责备你，而是赞美你。
5）在why, why not 引导的特殊问句中后跟省略to的动词不定式。如：
Why talk so much about it? 为什么大谈这个事呢？
Why not try it again? 为什么不再试一试呢？
6） 主语部分有实意动词do 的任何形式，is /was后是不定式做的表语解释do 的内容，通常省略to.
The only thing you have to do is (to) press the button.
7） 动词不定式中动词原形部分是否省略，主要看句子前面是否已出现过同
样的动词。如果句子前面出现过同样的动词，为了避免重复，句子后面的不定式常省略动词原形，而保留不定式符号to。如：
They may go if they wish to (go). 如果他们想去，他们就可以去。
Don't go till I tell you to.直到我告诉你去，你才可以去。
在一些动词afford, agree, expect, forget, mean, pretend, remember, want, refuse, hope, wish, would like (love), try等后跟动词不定式作宾语，不定式中的to可以承前（后）省略。如:
-Will you go to the cinema with me? 你愿和我一起去看电影吗？
-Well, I'd like to (go with you). 我愿意。
I would do it for you, but I don't know how to (do it for you).
我想为你做这事，但我又不知如何做。
在某些形容词，如：afraid, glad, willing, happy, eager等后承前省略动词原形，只保留不定式符号to。如：
-Will you join us in the game? 你愿和我们一起做这个游戏吗？
-Sure, I'll be glad to (join you in the game). 当然，我愿意。
有些动词，如：tell, ask, allow, expect, force, invite, permit, persuade, order, warn, wish, would like, forbid等后跟动词不定式作宾语补足语、主语补足语时，不定式承前省略动词原形， 保留动词不定式符号to。如： He didn't come, though we had invited him to (come). 尽管我们邀请他来，他却没来。
注：承前省略的动词不定式如果有助动词have或be，则要保留be或have。如：
-Are you a teacher? 你是老师吗？
-No, but I used to be (a teacher). 不，我以前是。
二、句法中的省略
在一些简单句、并列句和复合句中，可以省略主语、谓语、宾语、表语等某一个句子成分，也可以省略多个句子成分。
1．简单句中的省略
1) 感叹句中常省略主语和谓语。如：
What a hot day (it is)! 多热的天啊！ How wonderful! 多妙啊！
2) 在一些口语中可以省略某些句子成分。如：
-(Will you) Have a smoke? 你抽烟吗？ -No. Thanks. 不，谢谢了。
(Is there) Anything else to say? 还有别的要说吗？
2．并列句中的省略
1) 如果主语不同，而谓语动词中的一部分相同，则省略谓语动词中相同的那部分。如：
John must have been playing football and Mary (must have been) doing her homework. 约翰一定在踢球，而玛丽一定在做作业。
2) 主语相同，谓语动词也相同，则二者都可以省略。如：
His suggestions made John happy, but (his suggestions made) Mary angry.
他的建议使约翰高兴，却使玛丽很生气。
3) 主语相同，而谓语不同，则可以省略主语。如：
Old McDonald gave up smoking for a while, but (he) soon returned to his old ways. 老麦克唐纳戒了一阵子烟，可很快又抽上了。
4) 在并列复合句中，如果that从句从属于第二个并列句且它的谓语动词和宾语等其它一些成分与第一个并列句相同时，这个that从句通常可以省略这些相同的部分。如：
Jack will sing at the party, but I know John won't (sing at the party).
杰克将在晚会上唱歌，但我知道约翰不会在晚会上唱歌。
3. 复合句中的省略
1) 名词性从句中的省略
(1) 作宾语的what从句中的谓语动词与主句的相同，则what从句可以省略谓语，甚至主语。如：Someone has used my bike, but I don't know who (has used it).
有人用了我的自行车，但我不知道是谁。
He has gone, but no one knows where (he has gone).
他走了，但没人知道他去哪儿了。
(2) 有时候也可以根据说话的情景来省略主句中的一些成分。如：
(I'm) Sorry I've kept you waiting so long. 对不起，让你久等了。
(3) 在某些表虚拟语气的主语从句、宾语从句、表语从句和同位语从句中，从句谓语动词中的助动词should可以省略。如：It's important that we (should) speak to the old politely. 我们对老人说话要有礼貌，这很重要。
2) 定语从句中的省略
(1) 在限制性定语从句中，作宾语的关系代词that, which, who (whom)常可以省略。如：
The man (who / whom) I saw is called Smith. 我见到的那个人名叫史密斯。
Where is the book (which) I bought this morning?
今天上午我买的那本书在哪儿？
(2) 关系副词when, where, why以及that在the time (day, morning, afternoon, evening, night, week, month, year等) when, the place (desk, table, room, spot, house, town, country, school等)where, the reason why, the way that结构中引导限制性定语从句时，在非正式场合下，可以省略关系副词when, where, why, that。如：
I shall never forget the day (when) we first met.
我永远也不会忘记我们第一次见面的那一天。
The reason (why) he came so early is his own affair.
他来这么早是他自己的事。
The way (that) you answered the questions was admirable.
你回答这些问题的方式令人钦佩。
3）状语从句中的省略
当状语从句中的主语和主句的主语一致，或状语从句中的主语是it，并且又含有be动词时，常可以省略从句中的主语和be动词。
(1) 在as, before, till, once, when, while等引导的时间状语从句中。如：
While (I was) waiting, I was reading some magazines. 我一边看杂志，一边等。
(2) 在though, although,等引导的让步状语从句中。如：
Though (they were) tired, they went on working.
虽然他们累了，但他们仍继续工作。
(3) 在if, unless(=if... not)等引导的条件状语从句中。如：
You shouldn't come to his party unless (you were) invited.
除非你被邀请，否则你不应该来参加他的宴会。
(4) 在as, as if, as though引导的让步状语从句中。如：
He did as (he had been) told. 他按照被告知的那样去做了。
He paused as if (he was) expecting her to speak.
他停下来，好像是在期待她说话。
(5) 在as (so)... as..., than引导的比较状语从句中。如：
I know you can do better than he (can do). 我知道你能比他做得更好。
This car doesn't run as fast as that one (does). 这辆小车不及那辆跑得快。
三、替代性省略
在一些交际用语中的某些动词，如：think, suppose, expect, believe，guess等后常常和so， not等连用，以替代上文出现的内容。如：
-Do you suppose he is going to attend the meeting?
你认为他会来参加这个会议吗？
-I suppose not. 我认为不会。
Step3: Practise
1. The boy wanted to ride his bicycle in the street, but his mother told him_________.
A. not to B. not to do C. not do it D. do not to
2. It’s a fine day. Let’s go fishing, ________?
A. won’t we B. will we C. don’t we D. shall we
3. Be sure to write to us, _______?
A. will you B. aren’t you C. can you D. mustn’t you
4. How about the two of us ________a walk down the garden?
A. to take B. take C. taking D. to be taking
5.-I usually go there by train.
-Why not _______by boat for a change?
A. to try going B. trying to go C. to try and go D. try going
6.-Alice, why didn’t you come yesterday?
-I ______, but I had an unexpected visitor.
A. had B. would C. was going to D. did
7. -Could I borrow your dictionary?
-Yes, of course you ________. (1992MET)
A. might B. will C. can D. should
8. -Don’t forget to come to my birthday party tomorrow.
-__________. (1994 NMET)
A. I don’t B. I won’t C. I can’t D. I haven’t
Keys: 1-5 ADACD 6-8 CCB
Step 4: Consolidation
I. Multiple choice
1. ＿＿＿＿＿ for your brother, I would not have gone to see Mr. Wang.
A. If it is not B. Were it not C. Had it not been D. If they were not
2. - I’d like to have a piece of bread and two eggs.
- Anything ＿＿＿＿＿?
A. following B. follows C. to follow D. to be followed
3. He suggested that the work ＿＿＿＿＿ at once.
A. be done B. should do C. could do D. does
4. It’s a fine day. Let’s go swimming, ＿＿＿＿＿?
A. won’t we B. will you C. don’t we D. shall we
5. Be sure to be here early tomorrow, ＿＿＿＿＿?
A. will you B. aren’t you C. can you D. could you
6. Father advised me not to say anything until＿＿＿＿＿ at the meeting.
A. asking B. to ask C. asked D. ask
7. We will have a meeting next week, but we don’t know ＿＿＿＿＿.
A. who B. where C. as D. which
8. Though the little boy is often made ＿＿＿by his brother, he made his brother ＿＿＿yesterday.
A. cry; to cry B. crying; crying C. cry; cry D. to cry; cry
9. - I’ll go to Korea to watch the 14th Asian Games. Would you mind looking after my dog?
- Not all. ＿＿＿＿＿.
A. I can’t B. Please don’t C. I’d like it D. I’d be happy to
10. - Do you think Jack is going to watch a football match this weekend?
- ＿＿＿＿＿.
A. I believe not B. I believe not so C. I don’t believe it D. I don’t believe
11. - What do you think made the girl so glad?
- ＿＿＿＿＿ a beautiful necklace.
A. As she received B. Receiving C. Received D. Because of receiving
12. - Aren’t you be chairman?
- No, and I ＿＿＿＿＿.
A. don’t want to B. don’t want C. don’t want to be D. don’t want be
13. You’re＿＿＿＿＿your time trying to persuade him. He’ll never join us.
A. spending B. wasting C. losing D. missing
14. - He promised to come to see you.
- But he ＿＿＿＿＿. I’ve been all alone.
A. didn’t B. wouldn’t C. hasn’t D. won’t
15. -- How about the number of students playing on the playground?
-- ＿＿＿＿＿.
A. Small B. Many C. Little D. Most
16. All substances, ＿＿＿＿＿ solids, liquids, or gases, are made up of entirely atoms.
A. whether they B. whether C. whether are they D. whether are
17. - Have you watered the flowers?
- No, but ＿＿＿＿＿.
A. I am B. I’m going C. I’m just going to D. I will go
18. If you go to Xi’an, you will find the palaces there more magnificent than commonly＿＿＿.
A. supposing B. supposed C. to suppose D. suppose
19. If ＿＿＿＿＿ the same treatment again, he is sure to get well. A. giving B. give C. given D. being given
20. He broke his legs while ＿＿＿＿＿.
A. riding B. ride C. was riding D. rode
II. Translation
1. 我伯父的身体比我上次给你去信时好些了。
2. 这种物质称为水，其重要性仅次于氧。
3. 上海即使不是世界上最大的城市也堪称世界最大的城市之一。
4. 我的兄弟有时抽烟，而我不抽烟。
5. 一旦出版, 这部小说将成为今年的畅销书之一。
Keys :
I. 1-5 CCADA 6-10 CBDDA 11-15 BCBCA 16-20 BCBCA
II.
1. My uncle is better than when I wrote to.
2. This substance we call water, and come next only to oxygen．
3. Shanghai is one of the largest cities in the world, if not the largest (city).
4. My brother smokes, but I don’t (smoke).
5. When published, the novel will become one of the best sellers of the year.
Period 5
Task ( Making an exhibition board about a composer)
Teaching aims:
1. to improve the students’ listening ,speaking and writing skills.
2. to collect facts and figure out opinions.
Teaching procedures:
Skills building 1: listening for facts about people
Every one of you must have a good friend in your class. Would you like to give your best friend a brief introduction? Or would you like to talk about a famous person that you admire most?
What information do you want to know when we talk about people?
● dates (born/died)
● places (born/died)
● specific things done in their life
● detailed information (why they did so; who or what influenced them)
Step 1: taking notes on famous composers P26
Skills building 2: finding about people’s lives
1. To obtain more detailed information, what are we supposed to do when we already know a little about a topic? (Asking questions.)
2. If you already know some general information about a famous composer, but you want to get more detailed information about him or her, what should you do? What information would you like to know about the famous composer’s life? One of the good ways to learn about people’s lives is to ask some questions.
3. Read the guidelines and the eleven questions on page 28 and compare them with your own questions. Then decide which questions can help you get more detailed information.
Step 2: asking for further information
Now, let’s use the skills we just learned to get further information. Suppose you interview a member of the school music club.
1. Work individually to think up and write down as many questions as you can to find more detailed information. You can consult your notes on page 26.
2. Work in pairs, one asks questions and the other answers these questions using the prompts. After that, I’d like you to present the questions and answers in front of the classroom.
Skills building 3: writing someone’s life story
1. Discussion:
When you write a person’s life story on an exhibition board, what should be included in it?
Should the date and place of his or her birth and death, timeline of the things he or she did and people’s opinions on him or her be included? How will this information be organized?
How can you find the facts or get the timeline?
Do you think it necessary to add a picture of the person you choose to write about?
2. Read the guidelines in this part to find out the main things you should pay attention to when writing a life story.
Step 3: writing the life story of a composer
Now, let’s try to write a life story about a famous composer based on the information you have collected in Step 1 and 2.
1. Work in pairs: review the information you have listened to, the article you read about Mozart on page 27 and the other information you read on page 28. Discuss the following questions:
When and where was Mozart born?
What style of music did he compose？
When did he write his first piece of music?
What famous works did he write?
When and where did he die?
2. Let’s use the information that you gathered in Steps 1 and 2 to write the life story of a composer, referring to the questions in Skills building 3. Read the instructions in this part. Before writing, you should think about what you should write in your articles.
Possible example
The life of a famous composer Wolfgang Amadeus Mozart
(1756-1791)
Early years
Born on 27 January 1756, in Salzburg, Austria, Mozart showed remarkable talent in music. His father was a successful composer and served as his first musical tutor. At the age of five, Mozart started writing classical music. He composed classical music and had his first piece of music published in 1764. He composed his first opera at the age of twelve in 1768.
Achievements
Some of the famous music that he wrote included:
The Marriage of Figaro, which he wrote for the Vienna Opera, one of the world’s best-known opera houses.
Don Giovanni, another successful opera he wrote in 1787.
The Magic Flute, written in 1791, just before he died later the same year.
Family
In 1782, Mozart married Constanze Weber, a young woman from Germany.
Period 6
Project (Making a web page)
Teaching aims:
Improve the students’ ability of practice.
Important points & difficult points:
Read the passage about the history of music from jazz to pop
Language points in the text
Teaching Procedures:
Step 1: lead-in
The project in this unit is designed to help you practise and use English by completing a project. You are first asked to read a magazine article about the development of pop music over the last one hundred years. You are expected to take this article as your sample and do some research on a singer or a band to make a web page. The purpose of this section is to help you use what you have learnt to finish a project by working together. During the course of the project, you will discuss which singer or band you will focus on, what you will include in the project and how you can organize your web page. In order to finish the project, you are expected to know how to cooperate and work together to complete each part.
Step2: Fsat Reading
Have you heard of the Eagles? It’s a world-famous rock & roll band. Let’s first enjoy their classic “hotel California”.
Like most Americans, and most bands formed in California, the Eagles came from eslewhere. Their brand of rock'n'roll was nurtured in the heartland, not on the fringes. Early songs from “Take it easy” to “Desperado” were dubbed “country rock”. But, as the Seventies rolled on, the Eagles soared higher and wider. “Best of my love” and “Lyin'eyes” were rock and pop and country and the fans took them as their own.. The distance between the country and the city, the redneck and the hippie, narrowed. In the Nineties, that gap would be forever closed by another generation of country rockers.
Well, are you interested in pop music? Would you like to know more about rock music? Let’s read the passage and you’ll get more information.
Step3: Detailed reading
Read the article and find out as much information as possible about Western Pop music. Organize the outline of the article as follows:
Early jazz
● Jazz began in the USA.
● After World War I, jazz was the most popular type of music.
● It came from the folk songs of American black slaves.
● The trumpet was and still is one of the most important instruments used in jazz.
● Louis Armstrong is seen as one of the founding fathers of jazz.
● Solo performance became an essential part of every jazz song.
From swing music to rock and roll
● Swing music is a kind of jazz for dancing.
● It is faster than traditional jazz music.
● Swing music was usually played in dance halls by ‘big bands’, including a pianist, a violinist and a bassist, as well as others.
● R﹠B is a kind of mixture of jazz and swing.
● R﹠B included both guitar and saxophone solos.
● R﹠B developed into what we know as rock and roll.
● Big Jon Turner, a black American singer, is thought to be one of the pioneers of rock and roll.
● Sam Philips, a music promoter from Memphis, Tennessee, found that a white man named Elvis Presley could sing like a black man.
1960s pop music
● The Beatles were the most popular rock and roll band of the 1960s.
● The Beatles helped make Western pop music popular around the world.
● Wherever the Beatles went, large numbers of fans would welcome them.
Step4: Task
Read the article again. Underline the key words, phrases or sentences about the development of pop music.
Step5: Discussion
1. Work in groups to discuss how to research and what to research about a singer or a band.
2. Work in pairs to discuss the questions in Part B.
Step6: Homework
Read Part A on page 115 of the Workbook.
篇15：Unit 2 The EnvironmentTask(译林牛津版高二英语必修五教案教学设计)
By Xu Weiliang
Teaching aims:
1. Learn how to design a poster.
2. Cultivate the students’ abilities of listening, reading and speaking..
Difficult & Important points:
1. Listen and draw conclusions
2. Read for information
3. Present your point of view
Teaching methods:
Task-based teaching,
Practice
Teaching aids:
A projector.
A computer.
Procedure:
Step 1 Lead in
Environment protection is very important, so we should do our best to protect it.
Then ask students what we can do.
We can design a post to educate people.
How do we design a poster.
Step 2 Skills building 1
Listening and drawing conclusions
When you draw conclusions, you think about a situation and the information you have, and try to decide what it means. Sometimes all the information you need about a subject is not included in the source you are listening to. This is when you must draw a conclusion. For example:
If you hear’ Yet another skyscraper has been built in Shanghai.’
What can you conclude?
There are already some skyscrapers in Shanghai.
If you hear the following dialogue
Man: The train is going to be late today.
Woman: I’m not surprised.
What can you conclude?
The train is often late.
Practice
A .Listen to these short descriptions from news reports and draw a conclusion about what kind of natural disaster occurred in each situation.
B. Listen to the news report and decide if each conclusion below is logical. If it is, tick(√) the box
1. The fires have been burning for quite some time.
2. Many people have lost their homes.
3. The police suspect citizens of Los Angeles helped start the fires.
4. The reporter thinks it is very sad that old trees will be burnt.
5. The fire department has given up hope of stopping the fires.
Step 1: listening to a lecture
A. Your Science teacher has asked your group to make a poster about desertification for a nationwide contest. Before you can begin your poster, you must learn about desertification. Listen to your teacher’s lecture and collect information about your topic.
1.What is desertification?_________________________________
_______________________________________________________
_______________________________________________________
2.Where does it happen?_________________________________
_______________________________________________________
_______________________________________________________
3.How are people affected by it?___________________________
_______________________________________________________
_______________________________________________________
4.Why does it happen?___________________________________
_______________________________________________________
_______________________________________________________
5.Who should be concerned?______________________________
_______________________________________________________
_______________________________________________________
B. Check your understanding of what you have just heard. Read the following statements and match them with the conclusions that can be made from them.
1. Your teacher wants you to help educate people about desertification.
2. A desert is an area of dry land. Desertification is what we call it when land turns into desert.
3. People plant things without giving the land a chance to rest.
4. The wind carries sand from the deserts to the cities, causing air pollution.
a. The ending –ification means a process.
b. One way to stop desertification is to allow the land a chance to rest between plantings.
c. Some people become ill after breathing this air.
d. Many people around the world do not know about desertification.
Step 3 skill building 2
Reading for information
When we read for information, we look for specific information that we need. We read different sources to find different types of information. We often scan the text while looking for the specific information that we require.
Practice
A. In pairs, think of reasons why you might want to read the following.
1. a newspaper
a_________________
b_________________
2. a plane ticket
a_________________
b_________________
3. a magazine
a_________________
b_________________
4. a website
a_________________
b_________________
5. a bus timetable
a_________________
b_________________
6. an advertisement
a_________________
b_________________
B. Read the following from a newspaper and underline the information which answers the questions that follow.
Step 2: listening to a lecture
A. You found this article about desertification during your research.. Read it and underline all of solutions to desertification it mentions.
B.Your teacher has asked you to include a list of three things students can do to help stop desertification in your poster. Work in groups and write your answers in the space below.
1. _____________________________________________________
2. _____________________________________________________
3. _____________________________________________________
Step 4 Skills building 3
Presenting your point of view
When you present your point of view, you usually want people to accept your ideas. There are certain things you can do to make what you say more polite so that people will be more likely to agree with you.
You can use these words to help you introduce your point of view:
I think / believe that…
From my point of view it seems that…
It seems to me that…
Personally I agree / disagree because
Use these words to explain your point of view:
because… as a result of…
due to… on account of…
Practice
A. Match the beginning of each sentence in the left-hand column with an appropriate ending in the right-hand column. Write the correct letters in the blanks.
1. I believe that things
cost more in cities.
2. As a result of last year’s poor
test scores,
3. This winter has been very cold;
4. Personally, I agree with Wei Li
5. I disagree with that score because
6. It seems to me that due to his mistake
a.students are being given more homework.
b. because I think she has the right idea.
c. because of the higher wages people make.
d.therefore I have worn my down coat every day.
e. we will all get in trouble.
f. the result I got was much higher.
B. Discuss this list of things people can do to help the environment. Rank them in the order from most important (1) to least important (8).
Turn off the tap when you are cleaning your teeth.
Recycle paper and glass.
Use unleaded petrol in cars.
Walk or cycle everywhere.
Turn off the lights when you are not in a room.
Take a bag with you when you go shopping.
Get something repaired rather than buy a new one.
Use both sides of a sheet of paper.
Step 3: designing a poster
A. You interviewed several experts on desertification, Read their viewpoints and discuss which one you agree with and which one your group plans to focus its poster on.
B. You have decided to focus on the following areas in your poster. Discuss the questions below with your group.
1. How can desertification be prevented?
2. Can areas of desert be turned back into farmland and forests?
3. Is desertification a global problem?
4. Why is it important to fight desertification?
5. What progress has been made to fight desertification so far?
6. Can young people do anything to help fight this problem?
C. Discuss the content and layout of your poster with your group. Use the space below to help with your planning.
Heading________________________________
_______________________________________
Content______________________________________
_________________________________
Pictures / layout_________________________
_______________________________________
Step 5 Homework
Design a poster with your group.
篇16：Unit 2 The EnvironmentWelcome to the Unit(译林牛津版高二英语必修五教案教学设计)
By Xu Weiliang
Teaching aims:
(1) Make students pay attention to the environment around them and do their best to protect the environment.
(2) Get the Ss to improve oral English by talking.
Important points & difficult points:
(1) Students are expected to express their own opinions on protecting the environment.
(2) Encourage students to speak freely.
Teaching methods
(1) Discussion
(2) Ask and answer
Teaching aids
1) A tape recorder
2) A computer
Procedure:
Step 1 Lead-in
Today, we’ll learn something about the environment. First, let’s enjoy a song called Earth song by Michael Jackson.
Do you like the music?
Do you think the environment in the earth is important for us?
What is your picture of earth in your mind ?
(Then show the students a picture ) Look at the picture and answer my question .
Why is the earth crying ?
(The earth is facing serious problems)
What are the problems?
Step 2 Discussion
Then ask students to look at the pictures in the book.
Now let’s discuss the pictures then answer some questions.
Look at the picture above and discuss which ones are caused by nature and which ones are caused by man?
Then show some pictures of the city of Pompei. Ask the students some questions.
What city is in the picture?
What caused the destroy of the city of Pompeii?
(Mount Vesuvius erupted and lava, ash and rocks poured out of it onto the surrounding countryside. All the people in Pompeii were buried alive, and so was the city.)
Can you think of other natural disasters that damage the environment?
Step 3 Talk about natural disaster
Ok. Please look at the screen.
The picture is about some kinds of natural disasters. Then let’s talk about these disasters one by one.
Reference (Something about Tang Shan earthquake:
On July 28th, 1976, at 3:42 a.m. local time, a powerful earthquake recording M8.2 took place in northeastern China about 95 miles east of Beijing near Tang Shan, an industrial city of about 1 million people. Many eye witnesses said they saw a bright flashed across the sky which was followed by a deafening roar just before the shaking began.)
Then show some pictures of the city of Loulan. Ask the students some questions.
What city is in the picture?
What caused the city of loulan to disappear ?
(It was gradually covered over by sandstorms from AD 200 to AD 500.)
What caused the sandstorms ?
Can you think of other ways in which people damage the environment?
Step 4 Talk about problems of the earth
Besides natural disasters. the earth is now facing other problems .Lets try to find some of them and the effects, the causes and the solutions to them.
Water pollution
Effects
Many people don’t have enough clean drinking water. Make people get sick.
Causes
Factories pour waste into rivers/lakes/seas. People throw rubbish into rivers/lakes.
Solutions
Use new technology to make sure that factories are green and clean. Clean the water in the rivers/lakes. Save water in our daily life.
Air pollution
Effects
Make people get sick or even die. Make the environment dirty.
Cause acid rain(酸雨).
Causes Factories, power stations, cars, air conditioners give off waste gas. Burn coal and oil.
Solutions
The harmful smoke should be made harmless before it goes into the air. Ride bikes more. Limit the number of cars./Make cars that don’t pollute the air.
Rubbish/waste pollution
Effects
Make the environment ugly, dirty and even dangerous. Cause diseases.
Causes
Throw rubbish in the streets or in nature. Buy products that use too much packaging.
Solutions
Throw waste in rubbish bins.
Buy products that use less packaging. Recycle as much as possible.
Deforestation Desertification
Effects
Cause bad weather (sandstorm).
Lands or mountains turn into desert. Cause starvation.
Causes Cut too much wood. Rich surface soil will be blown away by wind or washed by rain down to hills and into rivers.
Solutions
Use less wood . Plant more new trees. Try to make desert areas become green land.
starvation
Effects
Cause society problems: violence, crime…
Many people die.
Causes
Wars
Uneven distributions of wealth
Lack of education
Solutions
No wars; Rich countries should help people who can’t get enough food or education.
Step 5.Competition
As a student, what can you do to reduce waste pollution and protect our environment? Discuss with your partners and write down the things you can do.
Divide the class into two groups. The group which has more ideas will be the winner.
GROUP A:
GROUP B:
Step 6 Summary and Homework
Today we have talked about the environment of the earth and the ways to solve the earth’s problems. After class, please think more ways to protect environment. And preview next period.
篇17：Unit 2 The EnvironmentReading (译林牛津版高二英语必修五教案教学设计)
By Xu Weiliang
Teaching aims:
(1) Make students pay attention the environment problems and think what they can do to help protect the environment.
(2) Improve the Ss’ other basic abilities: listening and speaking.
(3) Enable the students to learn to read a debate.
Important points & difficult points:
(1) Help the students learn how to keep the balance between economy and environment.
(2) Help the students learn to read a debate.
(3) Enable the students to debate in English.
Teaching methods:
(1) Fast reading to get a general idea of the passage.
(2) Careful reading and listening to understand the passage better.
(3) Discussion to help the student understand what they have learnt.
(4) Individual, pair work and group work to enable the students take active part in the class.
Teaching aids:
(1) A tape recorder
(2) A multimedia
(3) The blackboard
Teaching procedure:
Step 1: Greeting
Greet the whole class as usual
Step 2: Lead-in
Look at the pictures on the screen carefully. Answer me two questions.
(1) What can you see in the pictures?
(2) How to solve the problem?
(3) What can you see in these pictures?
(4) How to solve the problem?
To solve the problem of starvation, we should develop the economy. But with the development of economy, serious environmental problems come. The economy or the environment-must we choose?
Do you want to know more information on the problem?
Ok. Let’s come to the text.
Step 3: Fast reading
Read the following debate as quickly as possible and answer the questions：
1. What side does Mr Lin Shuiqing and Mr Qian Liwei each represent?
(Mr lin represents the society for Environment Presevation while Mr Qian an economist)
2. By how many times has the world’s population increased since 1800?
(More than six times)
3. According to Mr Qian Liwei, What should be done to factories that pollute the environment?
(Those factories should have to pay higher taxes)
Step 4: Listening & careful reading
Listen to the tape carefully, pay attention to some detailed information and try to finish the exercises after the passage.
1. C1 How well did you understand the details of the debate? Read the debate again and answer the following questions.
1.What society does Lin Shuiqing belong to?
(Lin Shuiquing belongs to the society of Environment Preservation.)
2.What does Lin Shuiqing started his speech by talking about?
(The way large areas of the world are damaged by industrial waste.)
3.What is happening to large amounts of fish?
(Large amounts of fish are being caught and they have no time to lay eggs)
4.What does Lin Shuiqing think we should teach people about?
(We should teach people about environmentally friendly ways of living)
5.Why does Qian Liwei think production should be not be cut back.?
(Because it means that jobs will be lost and that people are more important than fish and trees.)
6.What does Qian Liwei say we should produce more?
(More things from recycled materials.)
7.What does Qian Liwei say we need more of?
(More effective laws to preserve the environment, which still allow the economy to grow.)
8.What does Qian Liwei say many people are willing to do?
(Many people are willing to pay slightly higher prices for things that are environmentally friendly)
2. Read the debate again and complete the following chart according to the passage.
Attitude Lin Shuiqing’s Qian Liwei’s
Industry Cut back on production because industry produces waste, pollutes the environment
A healthy environment and a stable economy should be possible at the same time
population More people need more land to live on and more food to eat
People are more important than fish and trees
Recycling Expend our recycling industry Produce more things from recycling materials
ution ①Cut back on production,
②recycle rubbish,
③teach people about environmentally friendly ways of living
① recycle rubbish,
② effective laws,
③ control how many trees are cut down and how many fish boats can catch
④ heavy taxes on the factories producing pollution.
C2. Put the subjects each speaker talks about in the correct order.
Liu Shuiqing
recycling
industrial waste
Population
fishing
water
pollution
production
Qian Liwei
Taxes
recycling
factories
production
laws
D. Look at these words from the debate and match them with their meanings.
1 voice
2 awful
3. wiped out
4. approaching
5. cut back on
6.beneficial
7.obvious
8 stable
a. constant, steady
b. tell, express
c. killed off
d. coming near to,getting close to
e..helpful, useful, favourable
f. terrible,shocking
g. easy to see or understand,
clear,apparent
h. reduce,make less
E Fill in the blanks with words from the box.
industry population waste economy responsibility reduce recycled Earth pollution environment
My aim in life is to save the (1) ____________ for future generations. I want to become an environmentalist after I finish school. Too many people think that (2)____________cannot be stopped if we want the (3)_____________to continue developing. But that is ridiculous. We can (4)__________ dangerous and dirty(5)____________from factories if we are smart about what we buy. I want to teach people to buy (6)_________ products. The production of recycled thing is much better for the environment, because it means we do not need to cut down more trees and cause the destruction of more forests. The (7)___________will still grow, but Earth will not have to suffer. We should also pay attention to what we eat. People should take (8)_______________for not buying certain kinds of fish, because there are not many left in the ocean.
We also have a problem with (9)____________. The number of people in the world keeps growing, and we are producing more rubbish, What if we run out of space? If we all work together, we can solve these problems and keep (10)_________ clean and healthy.
Step 5 Reading strategy:
This is a passage of debate. In today’s reading strategy, we are going to learn How to read something about debate.
(1) In a debate, one side gets the opportunity to present their points first. The other side follows and presents theirs. In an actual debate, there is often a discussion after both sides have presented their views
(2) Speakers in a debate will represent opposite views on the subject being discussed.
(3) While reading or listening to a debate, remember that each speaker’s speech is meant to convince you.
Step 6: Discussion
1. We have talked so much about the passage. Now it is time to discuss. Talk these questions with your partner. You may use the following conversation as an example.
A: My dad says he doesn’t mind a little bit of pollution, as long as it means people have jobs. Personally, I agree. What do you think?
B: I don’t think it has to be a choice. We should be able to have a clean environment and lots of jobs.
A: But do you really think that is possible?
B: Yes, I do. If companies are careful, they can provide jobs and reduce their pollution. Don’t you think that is the best solution?
2. As is known to all, pollution is now becoming more and more serious.
Where have you seen pollution? How did it make you feel?
What do you think is the biggest danger to our environment today?
What can you do to help clean up the environment?
All right. You know, the earth is our home. Destroy the earth is to kill ourselves. So let’s take some measures to stop polluting our home, shall we?
Step 7: Summary and homework
In this period, we’ve learnt something about the relationship between economy and environment. We know that protect the earth is to protect ourselves. After class, you should go through the passage again and tick out the important and useful phrases and sentence structures by yourselves.
Meanwhile, you should devote yourselves to protecting the environment.
篇18：Unit 2 The EnvironmentReading (译林牛津版高二英语必修五教案教学设计)
By Xu Weiliang
Teaching aims:
(1) Make students pay attention to the environment problems and think what they can do to help protect the environment.
(2) Improve the Ss’ other basic abilities: the use of the words and expressions in reading
Important points & difficult points:
(1) Help the students learn how to keep the balance between economy and environment.
(2) Enable the students to refer to dictionaries.
Teaching methods:
(1)Careful reading and solve the language problems in the text.
(2)Learn how to use dictionaries.
Teaching aids:
(1) A tape recorder
(2) A multimedia
(3) The blackboard
Teaching procedure:
Step 1: Reading
We have learned the debate and know something about how to solve the environment problems. Today we will read the text and find the difficult language points in it.
Then ask students to put forward their difficulties in understanding the text.
Then write them on the blackboard.
Step 2 Using dictionaries and reference books.
Ask students to use their dictionaries and reference books and find answers for them.
Let the students discuss them.
Step 3 Explain the language points.
1. …and discuss which problems are caused by nature and which ones are caused by man..
讨论一下哪些问题是自然造成的，哪些又是人为因素。
⑴ nature
A. 自然，大自然（不可数名词）
You can not go against nature. 你不能违背自然。
Man can conquer nature.人定胜天。
B. by nature 天生地
She is by nature a happy person. 她天生乐观。
⑵ man
A. 本句中的man译为“人类”（总称），多作单数，不加冠词
Man must make the earth support more people.
人类必须使地球养活更多的人。
Man must change in a changing world.
在多变的世界里，人类必须随之变化。
B. 人，男人（复数为men）
I am not the man to break my word. 我不是食言之人。
Man is taller than woman. 男子比女子高。
2. Then we will open the floor for discussion. 然后我们将展开自由谈论。
句中the floor为“发言权”
After they had each said a few words, Professor White took the floor.
他们各自说了几句话后，怀特教授开始发言。
The President then took the floor and answered the journalists’ questions.
总统随后讲话并回答了记者的提问。
3. If you have any questions or comments, you can use this time to voice them.
如果大家有任何疑问或评论，可以利用这个时间段来提出。
voice (v.) 表达，吐露
Yesterday morning in the city in the USA, a crowd of dustmen went on strike to voice complaint about their low-pay.
昨天上午在美国一个城市，大批清洁工举行罢工，以表达他们对工资的不满。
I dared not voice my dissatisfaction. 我不敢表达我的不满。
4. In addition, many sea creatures are being wiped out by fishing boats.
另外，大量的海洋生物正被捕捞船赶尽杀绝。
⑴ in addition 此外
In addition, there was a crop failure in many provinces. 此外，许多省份作物歉收。
in addition to 除了……之外（还有）
In addition to such subjects, the department also taught mathematics.
除了教授这些学科外，这个系还开设数学课程。
⑵ wipe out 消灭，摧毁
The whole village was wiped out by the tsunami.
整个村子被海啸吞噬了。
The earthquake wiped out the town.
小镇毁于地震。
wipe out 擦掉，把……擦干净
Don’t forget to wipe out the sink when you’ve finished the dishes.
洗完碗碟后，不要忘记把洗碗池擦干净。
wipe off 擦掉，把……从……上面擦干净
Wipe the drawing off the blackboard before the teacher sees it.
在老师看到之前，先把黑板上的图画擦干净。
5． These boats catch large numbers of fish without giving them time to lay eggs.
这些捕捞船未等鱼儿产卵就大量捕捉他们。
⑴ large numbers of 许多，大量，加复数名词，相当于a large number of , a great / good many
Large numbers of whales have been killed by these Japanese ships.
这些日本捕捞船已经杀死了许多鲸鱼。
Numbers of people came to the meeting from all over the country.
全国各地许多人来参加这个会议。
⑵ A. lay eggs 下蛋，产卵
A turtle lays many eggs at a time.
乌龟一次下许多蛋。
To kill the goose that lays the golden eggs.
杀鸡取卵；自绝财源。
B. 安装，架设
I’m sorry to lay this on your shoulders.
很抱歉要把这放在你肩膀上。
They are laying a new oil pipe.
他们在铺设一个新的输油管道。
6. The world’s population has grown to more than six times what it was in 1800.
目前的世界人口与1800年相比已经增长到当时的六倍多。
⑴ population 人口
The population of China is much larger than that of Japan.
中国人口比日本人口多得多。
About 30 percent of the population in the village have been struck by the illness.
整个村庄约30%的人口受到这种病的侵袭。
⑵ grow to “增加到”。类似表达法还有increase to, rise to, climb to
The number of students at the college has grown to over 5,000.
这所学院的学生数已经增长到 5,000人。
The price has increased to an unbelievable number.
价格攀升到令人难以置信的水平。
The plane climbed to 25,000 feet.
飞机爬升到25000英尺。
⑶ grow by“增加了，净增了”，类似表达 increase by, rise by等
Sales of new cars in that country grew by 20 percent this year.
那个国家今年的新车销售量增加了百分之二十。
It is quite amazing that the income of the people in the city has increased / risen by 60 percent in the last two years.
这座城市居民的收入在过去的两年里增加了百分之六十，这让人感到惊讶。
7. My suggestion is that we should try to cut back on production and reduce the amount of things we make and buy.
我的建议是，我们应当尽量削减生产，减少制造和购买物品的数量。
⑴ 句中My suggestion is 后接有表语从句，表示“建议，要求，命令”等意义的名词，如suggestion, advice, requirement, order, request等作主语时，其后表语从句中的谓语常由 “should + 动词原形”构成，should可省略
The advice that the teacher gave was that the students (should) go to bed early during exam time.
老师提出的忠告是同学们在考试期间应该早点上床睡觉。
The orders are that we (should) stay here.
我们必须呆在这里，这是命令。
⑵ suggest, advise, require, order等动词后接的宾语从句中，也常用“should + 动词原形”作谓语,should可省略
I suggested that John (should) phone home before he decided to stay late at the library.
我建议约翰在决定要在图书馆呆到很晚之前应该先打个电话回家。
I advise that he (should) go at once. 我建议他马上动身。
⑶ cut back on“削减，缩减”，相当于cut down on
Try to cut back on foods containing too much fat and sugar.
要尽量少吃脂肪和糖份含量过高的食品。
After the big job was finished, the builder cut back on the number of men working for him.
这项大工程完成以后，建筑商削减了工人总数的三分之一。
与cut相关的词组
cut across 走捷径 cut away 切除，剪掉
cut in 插进来说，插嘴，干预 cut off 切断，停掉
cut down 削减，砍倒 cut up 切碎
8. It is obvious that you are very concerned about the present situation of our environment.
很显然，你非常关心现阶段的环境状况。
concern (v.) 关系到，与……有关，关于；担心，关心
词组be concerned about / with / for / over
The news concerns your sister.
这条消息与你姐姐有关。
I am not concerned with the matter any longer.
我不再与此事有关了。
A good doctor should always concern himself with your health.
好医生应经常关心他人的健康。
They are very seriously concerned about the problems involved.
他们非常关心相关困难。
Everybody was deeply concerned at the news.
每个人都非常关心这条消息。
9. As an economist, I’m seen as being against the environment.
作为一名经济学家，我常常被人视为反对环保的。
see…as… “将……视为”
After his first novel was published, he was seen as one of the most outstanding new authors of his generation.
在他的第一部小说出版后不久，他就被视为他这一代最杰出的新秀作家之一。
10. But I do agree that recycling may be the key to helping both sides.
但有一点我非常赞同：循环利用或许是对两者都有利的解决办法。
⑴ key“答案，解决办法”,to (prep.) + n. / prop. / doing
In my opinion, the key to solving the problem is to cooperate rather than argue.
依我的观点，解决这个问题的办法就是合作，而不是争吵。
Her very unhappy childhood is the key to the way she behaves now.
她的不幸的童年是目前表现不端的症结所在。
⑵ 下列词组中to为介词
listen to, refer to, pay attention to, look forward to, belong to, turn to, devote / give …to…
11. Asking around, I find many people willing to pay slightly higher prices for things that are environmentally friendly.
我征询过周围很多人的意见，发现他们当中很多愿意花费稍高一些的价钱来购买环保产
品。
⑴ ask around 四处打听
I will ask around and see if anyone can help.
我要四处打听一下，看有没有人能够帮忙。
⑵ asking around为现在分词短语作时间状语，相当于时间状语从句 when I ask around
同样
Take care while crossing the street. (while you cross the street)
Wandering through the street, I saw a tailor’s shop. (while I was wandering through the
street)
12. Just keep in mind that you should not make a final decision until you have read or listened to both sides…
记住要听了两边的发言后才可作出最后的评判。
⑴ keep / carry … in mind 记住
I have tried to keep this advice in mind when writing this book.
在写这本书的时候，我尽量将这条建议记住。
There is one thing you must always carry in mind.
有一件事你必须一直记住。
与mind相关词组
make up one’s mind下决心 keep one’s mind on / upon专心注意，聚精会神
speak one’s mind说真心话
make 搭配词组
make a decision 做出决定 make a choice做出选择
make a trip旅行 make a study 做研究
make a mistake犯错误
13. My dad says he doesn’t mind a little bit of pollution, as long as it means people have jobs.
父亲说并不介意一点儿污染，只要人们有工作就行。
⑴ mind
A. 当心，注意
Good drivers are always careful to mind the speed limit. 好司机对限速总是很细心。
Mind you don’t say anything to offend them. 当心你不要说什么话去得罪他们。
B. 介意，在乎
Would you mind if I took one of these books
你是否介意我拿起这些书中的一本。
I wouldn’t mind having a try but I’ve got to be off now.
我并不介意尝试一下，但现在我得离开了。
Would you mind my opening the windows to let out so much smoke?
你是否介意我开窗排出一些烟雾？
⑵ as / so long as 只要…（就）…
I don’t care, so long as she lets me be with her son.
我并不在意，只要她让我和她儿子在一起。
As /So long as you’re happy, it doesn’t matter what you do.
只要你快乐，做什么并不重要。
试比较：
This rule is as long as that one. 这把尺与那把一样长。
See you tonight. So long. 今天晚上见。再见。
14. As a result, you impressed the audience. 结果，你给听众留下了印象。
impress印上,给留有…印象
He impressed his seal in the pot.
他把私章印在罐上。
His words are strongly impressed on/upon my memory.
他的话给我留下了很深的印象。
I was very impressed by / at / with his performance.
他的表演给我留下了深刻的印象。
15. With the opening of the city’s Modern Art Museum, hundreds of people lined up to be among the front to view modern masterpiece.
随着现代艺术博物馆的开馆，好几百人排队，欲成为第一批看到现代作品的人。
line up排队，排成一行
We lined up to buy tickets for the international football match.
我们排队去买国际足球赛的球票。
The teacher lined up the boys in front of his desk.
老师叫男生们在课桌前排成一列。
Step 4 Consolidation
Ask the students to use the words and expression learned.
Step 5 Homework
(1) Revise the use of the words and expressions.
(2) Do the exercises in the workbook.
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7B Unit 2 备课笔记(译林牛津版七年级英语下册教案教学设计)（共18篇）
