牛津英语9A unit 1 词组(译林牛津版九年级英语上册教案教学设计)

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篇1：9A Unit1 词组、短语(译林牛津版九年级英语上册教案教学设计)

9A Unit 1 Star Signs

1. It is nice of you to bring me the newspaper. (It’s nice of sb. to do sth. 某人做某事真是太好了，形容词表示人的品质特征时，介词用of)

2. It says I’ll have lots to eat and drink today. (报纸、杂志、牌子、广告等上写着用 says)

3. You shouldn’t worry about not having breakfast. (担心没有早饭吃) (worry about (not) doing sth. 担心（不）做某事，动名词的否定形式是在动名词前面加not)

4. A year is divided into (被分成)12 different star signs.

5. The time of your birthday decides your star sign.

6. People born under the same star sign (出生在同一星座下的人)share similar characteristics.

(be similar to = be the same as 和……相同，与…….相似)

7. take an active part in 积极参加 be impatient with sb. 对某人没有耐心

be patient with sb. 对某人有耐心 give up easily 轻易放弃

be curious about… 对……感到好奇 be kind / friendly / nice to sb. 对某人友好

be confident of sth. 对……有信心/把握 pay attention to details 注重细节

buy your friends nice gifts = buy nice gifts for your friends 给朋友买漂亮的礼物

have lots of energy = energetic 精力充沛 keep secrets 保守秘密

enjoy life 热爱生活 have a good sense of humour 有幽默感

be successful in doing sth. 成功地做某事 dream about everything 梦想一切

8. You love peace(热爱和平) and do not like to argue with others.（和别人争吵）

（ argue with sb. about sth. 因某事和某人争吵）

9. It is silly of you not to forgive others for their faults.

(原谅别人的过失) (forgive sb. for sth. 原谅某人某事)

（动词不定式的否定放在不定式前面 not to do sth.）

10. You are patient enough（enough 修饰形容词放在形容词后面，patient 是形容词，前面要用be动词）to wait without getting angry. （介词后面用动词ing 形式）

11. You hate to be like anyone else（ else修饰特殊疑问词、不定代词，放在它们后面） and try everything just to be different.

12. A fair person treats everyone equally.(平等地对待每个人，一视同仁)

13. A confident person feels sure about his own abilities.

( be / feel sure /certain of / about sth. 对感到自信/ 有把握)

14. make friends with him 和他交朋友 tell jokes 讲笑话

take care of = look after 照顾，照料 share food with others和别人分享食物

15. 反义词： active---inactive, modest---proud, patient---impatient, fair---unfair,

correct---incorrect, polite---impolite, selfish---generous,

16. It is thoughtful of Andy to play his CDs for us. （Andy为我们播放CD，他考虑得真周到）

17. It is typical of Simon to make such a mess. （把事情搞得乱七八糟是Simon的典型特征。）(make a mess 把……搞得乱七八糟)

18. each of us 我们每个人 at all times 一直，始终

travel around the world 周游世界 travel to different places 去不同的地方旅行

pass the football to Peter = pass Peter the football 把足球传给Peter

plan to go out 计划外出 pack one’s bag整理行李

19. Sandy has been on the phone for hours. (Sandy已经打了好几个小时的电话了。)

20. This month（这个月，不用介词） you will have a lot to celebrate.

21. You will have success at school or work(学业有成，事业有成) around the middle of the month.（大约在本月中旬）

22. You will be given some money.

23. For more details, please call Master Zhang on 5556 0678.

（call+人+on + 号码, 表示按….. 号码给……打电话）

24. a mixture of good luck and bad luck （好运和厄运的混合体）

25. go to a party 去参加聚会 have problems with my health 健康有问题

be suitable for the post 适合这个职位 run for the post 竞争这个职位

26. I don’t think he would be able to(=can) organize things well.

27. He is imaginative enough to come up with new ideas. 他富有充分的想象力来产生一些新的观点。(imaginative是形容词，前面要用be 动词，enough放在形容词之后)

(come up with =think of 想出)

28. Who else would be suitable (for the post)? 还有谁合适（这个职位）呢？

29. recommend David for the post / job 推荐David 担任这个职位/做这项工作(for +职位)

recommend David as the new chairperson of the Students’ Union

推荐David 当学生会的新任主席（as+人，既指职位也指人）

recommend a good dictionary to me (recommend sth. to sb. 向某人推荐某物)

recommend us to read this book (recommend sb. to do sth. 推荐某人做某事)

30. He is a Gemini. = His star sign is Gemini. 他是双子座。

31. The only thing is that David has much more hair than my uncle.

32. We think he will be an excellent chairperson because he has many good personal qualities.

33. He thinks he can do anything if he tries his best.

34. He is never afraid of making a speech（发言） in assembly（在晨会上）.

(be afraid of doing sth. 害怕做某事) （他在晨会上发言从未害怕过/ 拘束过）

35. He will / would not mind doing extra work for the Students’ Union.

（不介意为学生会做额外的工作）（mind doing sth. 介意做某事）

36. He always gets good marks in tests. ( 在测试中成绩一直名列前茅)

37. He even got full marks(得满分) once in an English test.

38. He never forgets to do the things he needs to do. （从不忘记去做他需要做的事）

39. He has joined the Computer Club（参加电脑俱乐部） this year because he wants to learn to use the computer to help himself get more organized.（帮助自己工作起来更有效率）

40. We think that David has all the qualities to be a good chairperson.(具备了一个优秀学生会 主席应该具备的各项素质)

41. We hope that you agree with us.

42. ---It was kind of you to recommend me as the new chairperson.

= Thank you for recommending me as the new chairperson. (谢谢你们推荐我当新任主席)

---It’s our pleasure. = Not at all. = You are welcome. 不用谢。

43. You are the most suitable person.

44. Mr Wu spends a lot of time explaining things to us.

(spend ….doing sth.花时间做某事) （explain sth. to sb. 向某人解释某事）

45. Daniel is very clever, but he never shows off.(买弄，炫耀)

篇2：牛津英语9A unit 1 词组(译林牛津版九年级英语上册教案教学设计)

UNIT1:

词组，短语

1， it is nice of you to do sth

2， bring me the newspaper

3， have lots to eat

4， worry about (not)dong sth

5， be familiar with

6， the 12 animals signs of the Chinese horoscope

7， people in the west

8， learn more about western culture

9， be divided into

10, people born under the same star

11,at times

12,like to be the leader

13,give up easily

14,take care of others

15save money

16,buy sb sth/ buy sth for sb

17,worry too much

18,pay attention to details

19,argue with others

20,love peace

21,keep secrets

22,forgive sb for one’s faults

23,have a good sence of humour

24,travel to different places

25,make and plan things

26,wait without getting angry

27,agree with each other

28,care only about oneself

29,treat everyone equally

30,feel sure about one’s ability

31,spend time /money doing sth

32,explain things to sb

33,show off

34,make such a mess

35,give each of us two gifts

36,the whole birthday cake

37,organize this party for us

38,be patient enough to do sth

39,be on the phone

40,have success at school or work

41,around the middle of the month

42,call Mr zhang on 84166488

43,have a mixture of good luck and bad luck

44,spend money wisely

45,have problems with my bike

46,get lots of rest

47,get sick

48,the same as

49,be suitable for

50,come up with=think of

51,be able to=can

52,have fun in doing sth

53,recommend sb as the new chairperson

54,try to be funny

55,finish all the summer homework

56,get full/good marks

57,forget to do sth

58,be afaid of doing sth

59,make a speech in assembly

60,show sb how to use the libriary

61,try one’s best

62,do extra work

63,get more organized

64,use sth to do

篇3：牛津初中英语知识点9A(译林牛津版九年级英语上册教案教学设计)

9A

1. be familiar with

2. be divided into

3. share similar characteristics

4. at times

5. keep secrets

6. forgive sb.for their faults

7. sense of humor

8. She is stubborn at times though.

9. make such a mess

10. come up with new ideas

11. agree with sb.

12. Would you mind doing extra work?

13. would rather do … than do…

14. Blue looks good on you.

15. be in a good mood

16. I’m feeling blue.

17. feel relaxed/stressed

18. a contented feeling

19. cheer sb. up

20. remind sb. of sth.

21. the color of nature

22. physical strength

23. have difficulty making a decision

24. figure out

25. get good marks in tests

26. make phone calls to sb.

27. promiSe sb. success

28. make an appointment

29. be good for sb./ do good to sb.

30. common problems teenagers have

31. achieve a balance between the two

32. focus on

33. stay up late

34. from time to time

35. offer sb.some suggestions

36. give sb. an idea of

37. Susan prefers her drink hot.

38. Do you want your coffee black?

39. His computer broke down suddenly.

40. be in the wrong order

41. read sth. through

42. solutions to stress

43. deal with

44. be weak in

45. Mr Wu suggested that his students write to their penfriends about the causes of their stress.

46. keep the worries to yourself

47. wish for

48. I’m far too busy to go shooping.

49. a weekly round-up of what is happening in sport.

50. up-to-date information

51. the program covers different sports

52. a bit boring

53. This year’s Beijing Music Awards will be covered live.

54. send text messages

55. win free tickets

56. a horron film

57. A doctor is found dead in his house.

58. get scared

59. take a close look

60. the Asian Tiger in its natural habit

61. win an award

62. refer to

63. put away

64. enter the writing competition

65. the remote control

66. work on the plan

67. It is you who make our story so perfect.

68. Stop daydreaming! Be more realistic!

69. stand by

70. join the film industry

71. put all her effort into ballet training

72. play the lead role in the play

73. shortly after

74. win an Oscar for Best Actress

75. protect the environment

76. remember sb. as

77. devote…to…

78. work closely with UNICEF

79. earn sb. many awards

80. The president presented her with the Medals.

81. pass away

82. rush into the cinema

83. action films

84. fall in love with

85. star in mant films

86. keep doing

87. The person is wanted for murder!

88. He was last seen leaving his office at 7p.m.

89. bleed to death

90. Detective Lu added that the police are checking the scene for fingerprints and other clues.

91. be guilty of

92. be charged with

93. break into

94. computer systems

95. offer a reward of ￥50,000

96. lead to

97. contact the police on 55501212

98. kidnapping/murder/shoplifting/theft

99. on the run

100. be stressed out

101. Time is running out.

102. be involved in

篇4：9B 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5：牛津英语9AUnit 3要点解析与检测(译林牛津版九年级英语上册教案教学设计)

第三单元 青少年问题

重点难点

21．I hope I cam offer you some useful suggestions.我希望我能够提供一些有用的建议给你。

▲offer 用作动词，意为“提供；”“为…提供机会，给予”常用短语“offer sb. sth或offer sth. For sb.”意思是“为某人提供某物”。如：

①I offered him a glass of wine.我敬了他一杯酒。

① will you offer the guests some coffee?请你给客人拿一些咖啡好吗？

② I﹐ve been offered a job in Japan.日本有份工作要聘请我去做。

③ The company has offered a high salary.公司提出高薪招聘。

④ She offered a reward for the return of her lost bracelet.她为寻回遗失的手镯提出以报酬答谢。

⑤ He offered §3,000 for the house.他提出了3000英镑买这间房子。

⑥ We offered him the house for $ 20,000.我们要他出20，0000美元买这间房子。

offer to do sth.的意思是“主动提出做某事。”如：

She offered to carry the box for her mother. 她主动提出要帮她母亲拿箱子。

We offered to leave. 我们表示要走了。

He offered to lend me his bike.他表示要把自行车借给我。

Never to teach fish to swim.莫班门弄斧。

He offered to hit me. 他企图打我。

She offered to help me to learn English.她提出要帮助我学习英语。

offer sth (up) to sb. 的意思是“奉献，祭献”。如：

① A calf was offered up as a sacrifice to the goddess.向女神献祭一头牺牲的小牛。

② He offered his life to his country.他把生命献给了祖国。

offer one﹐s hand 的意思是“伸出手”“向女子求婚”。如：

① He came towards me smiled and offered his hand.他微笑地向我走来并伸出手。

② The young man decided to offer his hand to the pretty girl.这个小伙子决定向那个漂亮的女孩求婚。

offer 也可作名词，意为“提供；提议；提出；出价”等。如：

She refused the offer.她拒绝这个提议。

I am open to an offer.我愿意考虑买主的出价。

I﹐ve had an offer of §1200 for the car. 有人向我出价1200英磅买这辆车。

22．Suggestion 和suggest的用法。

▲“Suggestion”是名词，它的意思是“建议，提议”“暗示，联想”如：

① I went there at /on your suggestion.我是根据你的建议去那里的。

②Jan was my first suggestion as chairperson.简是我推荐可以任主席的第一人选。

③I have a suggestion to make .我有个建议要提。

④I want suggestions about what to do today.今天做些什么，我想听听有何意见。

⑤There is no suggestion that she would resign.没有任何迹象显示她要辞职。

⑥Must advertisements work through suggestion.广告都是通过启发人的联想而发挥作用。

⑦His speech was full of suggestion.他的演说充满了暗示。

Suggestion 与advice都可作“建议”解释，但suggestion为可数名词，指对某件事或某个问题，尤其是为改进工作或解决问题而提出的“意见或建议”，常用make a suggestion. advice一般指有经验或有业务专长的人对某一行动提出带有指点或指教性的“意见、建议或劝告”。如：医生对病人的医嘱、老师对学生的指教等，它是不可数名词，只能用a piece of , a bit of ,some 等修饰，advice作“劝告”“意见”解释，常用take advice, give advice, follow advice等词组。

① Can you give me a piece of advice?=Can you give me a suggestion?你能给我一条建议吗？

② On his advice, I am staying in bed. 根据他的建议，我呆在床上了。

③ You should take his advice.你应该采取他的建议。

④ At last they went to their father﹐s old friend and asked his advice.最后他们去找他们父亲的老朋友，听取他的意见。

Suggest 用作动词，意为“提议、建议、提出、暗示、间接表明”。如：

① I suggest a tour of the museum.我提议去参加博物馆。

② Can you suggest how we might solve the problem?怎样解决这问题，你能出个主意吗？

③ He suggested taking the children to the zoo.他提议带孩子去动物园。

④ They accepted the paper and suggested only one change.他们接受了这篇文章，只提出改动一个地方。

Suggest 后只可以接动名词作直接宾语，不可以带动词不定式。如：

① I suggest going out for a walk after supper.我建议晚饭后到外面去散步。

② She suggested having a class meeting.她提议开个班会。

Suggest后面接that 引导的宾语从句。如果是“建议”的意思，则that引导的从句要用虚拟语气，谓语部分用should+动词原形，should可以省略。如：

① I wrote suggesting that he should come for the weekend. 我写信请他来度周末。

② It is suggested that we put on a short play at the party.有人建设我们在晚会上演个短剧。

③ I suggest that we (should)go to the Palace Museum on Sunday.我建议星期天去故宫博物馆。

Suggestion如果后面接的that 引导的从句，表示的意思是“暗示、表明”，则that引导的宾语从句不用虚拟语气，必须根据具体情况来确定所用的时态。如：

① His pale face suggests that he knew the bad news.他苍白的脸表明他知道了这个坏消息。

② What he said suggested that he would like to go with us.他所说的话暗示他想和我们一起去。

③ Her expression suggested that she was angry.她的表情说明她在生气。

④ His pale face suggests bad health.他脸色苍白，说明他身体不好。

动词advise 表示“建议、劝告”的意思时，它的后面可以跟名词、动名词、不定式复合结构、that从句（从句中用should+动词原形）如：

① We advised an early start.我们建议早点出发。

② I advised his starting at once.我建议他马上开始。

③ He advised waiting until proper time.他劝告我们等到适当的机会再行动。

④ He often advises people to use their brains.他经常劝人们多动脑筋。

⑤ I advised that he (should )buy the book.我建议他买这本书。

23．Then work out how much time you need to finish it.然后算出完成作业所需要的时间。

▲need 用作及物动词，意为“需要”，后接名词，不定式。如：

① Do you think you will need help?你想你需要帮忙吗？

②I﹐ll call you if anything is needed.要是需要什么，我就叫你。

③They need to unite with and support each other.他们需要互相团结，互相支持。

④Does she need to know it?她需要知道这件事吗？

⑤You don﹐t need to leave so early.你们不需要走得这么早。

need用作动词，后可接动名词，此时的主语往往是物，而不是人。如：

① Whose chair needs fixing?谁的椅子需要修理？

② My hair needs washing badly.我的头发非常需要洗一洗。

need可用作情态动词，没有人称、数和时态的变化，一般只用于否定句或疑问句中。如：

① So you needn﹐t hurry with the meeting.所以你们不必急于开这个会。

② Need you go so soon?你需要这么早走吗？

③ Need we start at once?我们必须立刻动身吗？

24．It seems that you spend a lot of time playing football.看起来你踢足球花了不少时间。

▲seem用作动词，意为“似乎”“好像”，后可接不定式。如：

①You seem to have a lot of hobbies.似乎你有许多爱好。

②They seem to be teachers.他们好像是教师。

③He seems to get on well with his neighbours.看来他跟邻居相处得很融洽。

④She seems to have a happy life 她似乎过着幸福的生活。

seem与引导代词it 连用，构成it seems that….是一个固定句型，It 是形式主语，that引导的主语从句，是真正的主语，意为“看来”“好像”“似乎”。如：

① it seems that he gets on well with his neighbours.看来了跟邻居相处得很融洽。

② It seems that there is something wrong with the washing machine .似乎那台洗衣机出了点状况。

③ It seemed that the Blacks were doing some cooking when the light went out.看来熄灯时布莱克夫妇正在做饭。

▲ There is /are /was /were句型可表示确定概念，而There seems/seemed to be 句型表示不够确定的概念。又如：

① There were few visitors in the museum yesterday.昨天博物馆人很少。

② There seemed to be few visitors in the museum yesterday。昨天博物馆似乎人很少。

③ There is a fridge in the corner of the kichen.厨房的角落里有一台冰箱。

④ There seems to be a fridge in the corner of the kitchen.厨房的角落里似乎有一台冰箱。

⑤ There are some sheep eating grass on the hill. 山上有一些羊在吃草。

⑥ There seems to be some sheep eating grass on the hill.山上似乎有一些羊在吃草。

25．I usually get a lot of homework from my teachers. 通常老师布置很多作业。

▲get 作及物动词，意为“得到”如：

① I got a letter from my friend yesterday.昨天我收到一封朋友的来信。

②He got a good mark in the English exam.他在英语测验中得了高分。

③ Did you get my email?你收到我的电子邮件吗？

④ I﹐ll come to see you if I get time.如果我有时间的话，我会来看望你的。

▲ get+间接宾语+直接宾语，意为“弄来，搞来，取来”。如：

can you get me a cup of tea?你能给我拿杯茶来吗？

Get the students a good teacher.给学生们找一个好老师。

I﹐ll get you something to eat.我给你弄点吃的吧。

She has got herself a good husband.她嫁了一个好丈夫。

▲ get+宾语+宾补

① She got a new coat made.她定做了一件新大衣。

② I must get my hair cut.我得剪头发了。

▲ get+名词或代词+形容词

① My mother gets supper ready when I get home.当我到家，我妈把晚餐准备好了。

② You must get your shoes clean.你必须把鞋擦干净。

▲ get作连系动词，后面加形容词或不定式或现在分词或介词短语等作表语。如：

① The weather is getting cold.天气冷了起来。

② My parents got very angry because I got home late.因为我晚回家，父母很生气。

③ We got talking and forgot the time.我们一直在交谈，忘了时间。

④ It﹐s getting near tea time.快到喝茶的时候了。

▲ get构成一系列短语，有不同的含义，有时可以用另一动词代替。

① get on 上车 get off 下车；（飞机的）起飞

② get on/along with…进行某事；与…相处

③ get rid of…摆脱…；除掉…

④ get down下来；取下来；弯下腰；写下来；记下来。

⑤ get back回来（=come back=return）

⑥ get a cold 伤风，感冒（=catch a cold）

⑦ get the dinner 做饭（=cook the dinner）

⑧ get one﹐s lessons 学功课（=have one﹐s lessons）

⑨ get a letter from sb.收到某人来信（=receive a letter from sb.=hear from sb.）

26. I do not have much time to revise for tests.我没有许多复习迎考的时间。

▲作动词用，它的意思是“复习（功课）”，英式英语，与美式英语review同义，相当于词组go over.如：

① She﹐s revising his notes for the test.她正在复习笔记，准备测验。

②please revise the words we learned today.请把今天学习的单词复习一下。

③ He was revising his lessons when I went to see him.我去看望他的时候，他在复习功课。

▲ revise 的名词形式为revision,意为“复习”“修订”。如：

① He handed in his exercise book after two revisions.他检查两遍后把作业本交了。

② We are doing some revision for the exam.我们在为考试而复习

③ Our budget needs drastic revision.我们的预算需作重大修改。

27．To express strong feelings 抒发强烈的感情

▲express 作动词用，表示（用语言或行动）“表达，陈述，体现”（思想和感情）。如；

① I find it difficult to express my meaning.我发觉难以表达我的思想。

②His face expressed sorrow. 他的脸上表露出悲哀。

③ She expressed surprise when I told her you were coning.我告诉她你要来时，她表示惊讶。

▲如要表达“对（某人）表达…”时，常用express…to sb结构。如：

④ She expressed her thanks to us.她向我们表示致谢。

⑤ He could not express his feelings of sadness to his mother.他不能向母亲表露出内心的悲痛。

⑥ I can﹐t express to you how grateful I am for your help.你对我的帮助，我感激不尽。

▲ express oneself 表示“表达自己的感情或思想”。如：

① He can express himself well in English 他能用英语清楚地表达自己的思想。

② He is still unable to express himself in English.他仍然不能用英语表达他的意思。

③ Learning to express oneself well is an important part of education.学会把意思表达清楚是受教育的一个重要方面。

28．Take turns to share your problems and give advice.轮流分担双方的难题，并提供建议。

▲take turns意为“依次”“轮流做”，常用于take turns to do /(at)doing sth.等结构。如：

① The students take turns to clean the classroom.学生们轮流打扫教室。

②They took turns(at) taking care of the patient.他们轮流照看那个病人。

③ The newspaper reporter took turns in asking the manager questions.新闻记者轮流向经理提问。

▲it﹐s one﹐s turn to do sth. 表示“轮到某人做”。如：

④ it﹐s your turn to keep guard.轮到你放哨了。

⑤ it﹐s Xiao Ming﹐s turn to introduce himself.轮到小明自我介绍了。

⑥ Whose turn is it to clean the office?该轮到谁打扫办公室了？

▲ 其他由turn(名词)构成的短语：

At every turn 每次；处处by turns 轮流；逐个地in turn依次；逐个地

① I keep meeting him at every turn.我每次都遇见他。

② We did the work by turns.我们是轮流做这项工作的。

③ The girls called out their names in turn.那些女孩子逐一报出她们的名字。

29．My penfriend in the USA hasn﹐t replied to my last three letters.我在美国的笔友近来没有回我最后三封信。

▲ 可以作名词，意思是“回答，答复”，与answer同义。如：

① She made no reply.她没有回答。

②This reply is not an answer.这个答复不中肯。

③ What did he do in reply to your letter?你信中提出的事，他有什么反应？

▲ 用作及物动词，后面接从句或直接引语。如：

① She didn﹐t know what to reply.她不知道该怎么回答。

② He replied that he was busy.他回答说很忙。

③ “No”he replied.“I only came last month”.“不”，他回答道，“我是上月才来的。”

▲ 作不及物动词用，意为“回答”“答复”。如：

① I asked him. But he didn﹐t reply.我问他，但他没有回答。

② None of my letters have been replied to.我所有的信都没有回音。

③ I replied with a short note.我回了一封短信。

▲ reply to sb./sth 是“回答，答复”的意思。如：

① Be sure to reply to me as soon as possible.务必尽快答复我。

② Please reply to my question.请回答我的问题。

▲ reply to /with sth. 的意思是“（以行动）作答，回答”。如：

① He replied with a nod 他点了点头作为回答。

② The enemy replied to our fire.敌人和我方还击。

▲ reply 与answer区别

answer 用法比较广泛，可指口说或笔写的答复，它是及物动词，可以带宾语。Reply指较正式的，经过考虑后的答复，它是不及物动词，不可以直接跟宾语。只有加上介词“to“后，才可以跟宾语。如：

③ I called ,but no one answered it.我给他打了电话，但没有人接。

④ Can you answer this question?你能回答这个问题吗？

⑤ I sent in my application ,and the university replied immediately.我把申请书送去，那所大学立即答复了。

30．Although their problems can make them worry, there are some simple ways to deal with stress. 尽管他们的问题会使他的感到忧虑，但还是有一些简单的办法来处理这种压力。

▲deal with的意思是“处理（问题、任务等）”如：

①He dealt with an awkward situation very tactfully.他很巧妙地处理了一个困难的局面。

②Haven﹐t you dealt with that letter yet ?那封信你答复了吗？

③ Do you know how to deal with stress?你知道怎样缓解压力吗？

④ The next chapter deals with verbs. 下一章讨论动词。

⑤ What is the best way of dealing with young criminals?对付少年犯最好的方法是什么？

▲ do with 也可表示“对付”“处理”的意思。常与疑问词what连用，而deal with常与凝问词how连用。如：

① We are trying better ways to deal with /do with this matter.我们在努力寻找处理这个问题的更好的办法。

② You should learn how to deal with those naughty children.你应该学会如何对付那些淘气的孩子。

③ The new teacher doesn﹐t know what to do with the class.那位新老师不知道如何对待他班上的学生。

31．One major cause of stress is homework.压力的一个主要原因是作业。

▲major用作形容词，通常作定语：意为“主要的”“较重要的”如：

① We have encountered major problems.我们遇到大问题了。

②She has written a major novel.她写了一部高质量的小说。

③The major part of the work is done.这项工作的大部已经完成了。

▲ major作名词用，意思是“主修课程”。如：

① her major is French.她的主修课程是法语。

② She chose physics as her major.她选择物理为主修科目。

▲major作动词用，意思是“主修，专门研究”。如：

③ She majored in maths and English.她在大学主修英语和数学。

④ What subject do you major in at university?你在大学主修什么？

⑤ She is majoring physics at university.她在大学主修物理。

32．Cause一词的用法。

▲cause作“原因，起因”解释时，是可数名词，它后面通常接of短语。如：

① What was the cause of the fire ?火灾是怎么引起的？

②smoking is the causes of the heart disease.吸烟是引起心脏病的一种原因。

③Ice on the road was the cause of the accident.路上的结冰是造成那次事故的原因。

▲ cause作“理由，缘故”解释时，是不可数名词，与reason同义，后面通常接介词“for 或to do ”的短语形式。

① You have no cause to complain.你没有理由报怨。

② She is never absent from work without good cause.她决不无故缺勤。

▲ cause 作及物动词时，意为“使产生、引起”。如：

① Smoking can cause lung cancer.吸烟可致肺癌。

② The cold weather caused the plants to die.天气寒冷冻死了植物。

③ He caused his parents much unhappiness.他弄得父母很不愉快。

④ She is always causing trouble for people她总是给人添麻烦。

⑤ His illness caused him to miss the game.他因病不能参加比赛。

▲ reason 意为“理由”、“原因”，指导决定做某一件事或采取某一行动的理由，由此而得出结论或解释；它着重指符合逻辑的解释和推理，后面常常接for引导的介词短语。如：

① The reason for my absence was that I was ill.我没来是因为我生病了。

② The reason why we are late is that our car did not come.我们迟到的原因是车没来。

③ Can you tell me the reason for your being late?你能告诉我你迟到的原因吗？

▲ excuse 意为“辩解”“借口”，指为某一行为所作的解释，可以是真的，也可以是托词，着重指为免受指责和失掉责任而寻找的理由。如：

① I won﹐t listen to your any excuse.我不想听你的任何借口

② Too much work is no excuse for not studying.工作太忙不能成为不学习的理由。

③ He gave me his excuse for being late.他向我说明他迟到的原因。

▲ cause后面通常接名词作宾语，也可以接动词不定式。Make若与动词连用，其意义和用法与cause相近。但make在日常会话中用得较广，它与不带to的动词不定式连用。常常与不带“to”的不定式连用。如：

① Why do you always cause trouble?你为什么总是要找麻烦？

② The earthquake caused several buildings to collapse.地震造成了好几座楼房倒塌。

③ Nothing could make me change my mind.什么也不会使我改变主意的。

④ The valve lets water enter the pump.阀门使水流入水泵。

⑤ The teacher let the students read English for half an hour in the morning.老师让学生早晨读半小时的英语。

33．Weight重量

▲weight 作不可数名词用，意思是“分量，重量”。如：

① Bananas are usually sold by weight.香蕉通常按重量卖。

②That man is twice my weight.那个男子的体重比我重一倍。

④ Her weight has increased to 70 kilos.她的体重增加到了70公斤。

⑤ Two boys are (of )the same weight.那两个男孩体重相同。

⑥ I﹐m a little fat . I should lose weight.我有点儿胖了，我要减肥了。

▲ put o weight的意思是“增加体重，发福”。如：

⑦She has put on his weight since I last saw her.自从上次我见到她以来，她变得胖了。

▲ over/under weight的意思是“超重”、“过轻（不超重）”如：

① She is under weight.她体重很轻。

② Jim is over his weight.吉姆体重超重了。

▲ weight作为可数名词用，意思是“重物”。如：

① The dressmaker put small weights in the hem of dress.那裁缝把小块的重的东西缝制到连衣裙的下摆里了。

② The doctor said he must not lift heavy weights.医生说他切不可抬重物。

▲ weight用作动词，意为“称重，估量”。如：

① Please weigh the apples for me.请为我称一下苹果。

② He weighed the stone in his hands.他用手估算一下这块石头的重量。 synchronous Test 同步测试

一、单项选择：

1．You are not good at English ,but you can﹐t

A. give it in B. give in it C. give it up D. give up it

2. I can﹐t decide

A. what to do it B. how shall I do It C. how to do it D. what shall I do it

3. your English teacher you ?

A. Do ,strict in B. Does ,strict with C. is , strict with D. is strict in

4.You must focus your studies.

A. in B. on C. at D. with

5.You can﹐t too much time TV.

A. take ; to B. pay; for C. spend ;to watch. D. spend ; watching

6.He has to stay at home because he has close friends.

A. a few B. few C. little D. a little .

7.“My father bought me a new watch yesterday.”it is a structure of

A．S+V+P B。 S+V+IO+DO C。 S+V+DO+CO D。S+V+DO

8．If someone laughs at you .you should

A. shout at him B. hit him C. pay no attention to him D. cry out

9.if he doesn﹐t go to the cinema tomorrow.

A. so do I B. neither do I C. so will I D. neither will I

10. I he come soon.

A. think ; won﹐t B. don﹐t think; will C. think; hasn﹐t. D. don﹐t think ;has

11.He was at the news .

A. excited ; exciting B. exciting; excited C. exciting ; exciting D.excited ; excited

12. Shanghai is larger than city in China

A. any B. any other C. the other D. others

13. I stayed at home .i went to the park to the cinema.

A. neither; nor B. either;or C. both ; and D. between; and

14.The Chinese people are living a much life than before.

A. happy B. happily C. happier D. happiness

15. He wasn﹐t with his knife , he cut himself .

A.careful enough B. enough careful C. carefully enough D. enough carefully

16. Will you please shoes on the floor ?

A. not to put B. not put C. don﹐t put D. not putting

17.He did much work that he felt tired .

A. so B. such C. some D.any

18. of the things are strange to me .

A. None B.No one C.Nothing D. Anything .

19.Yesterday I that there would be a film .

A. tell B. told C. was told D. asked

20. The workers were made the whole day.

A. work B. to work C. worked D. working

21. About films were shown during the 5th Shanghai international film festival .

A. two hundred of B. two hundreds of c. two hundred D. two hundreds.

22.The you are , the mistakes you will make.

A. careful; little B. more careful, less C. more careful; few . D. more careful, fewer

23.Bill put his hands behind his back, nobody could see his hands.

A. so B. and C. or D. but

24. it﹐s cold outside .You﹐d better your coat .

A put on B. to put on C. wear D. to wear

25.How could you make him crying?

A. stop B. to stop C. stopping D. to wear

26.The students wet out of the classroom

A. noise B. to stop C. stopping D. stopped

27.He can﹐t find his lovely dog .How she looks!

A. sad B. sadly C.happy D. happily

28.Ca you find a way of this problem ?

A. deal with B. deal about C. dealing with D. dealing about

29. “Advice”means a .

A. helping suggest B. helpful suggest C. helpful suggestion D. helpful suggesting

30.Mr ,Smith always makes his class .

A. lively and interested B. lively and interesting C. alive and ingerested D. alive and interesting .

synchronous Test 同步测试(答案)

一、单项选择：

1．选C。本题考查“give in”和“give up”的用法和区别。“give in ”的意思是“屈服，让步，”不符合题意，故A和B可以以排除；“give up”的意思是“放弃”，符合题意，但其中“up”是副词，不能接宾语，故代词“it”该放在这个词组的中间，选择C。

2．选C。假如选择B和D的话，本题就是宾语从句，我们知道宾语从句要用陈述句句型即主语+谓语形式，而B和D不符合，那么B和D可以以排除；另外宾语从句可以改成由“疑问句+不定式”结构，答案A中“what”是疑问代词，而A中动词“do”有了宾语“it”,故A不符合，可以以排除；答案C中“how”是副词，不能作宾语，而“do”后面有宾语“it”，所以答案C符合语法。

3．选C。该题中“strict”是形容词，不可以在句子中作谓语，故可排除A和B；其次“对（某人）严格要求”要用“be strict with sb ”因此C正确，而“be strict in ”的意思是“对（工作）严格要求”，不符合，D就可以排除。

4．选B。“focus on ”是固定词组，它的意思是“集中精力于…”。

5．选D。该题主要考查“take ,spend pay”的区别和用法，它们都有“花费”的意思。“take”作“花费”时，它的主语常用“it”作形式主语，用“动词不定式”作真正主语。即“It takes sb. some time to do sth.”.故A可以排除；“pay”的主语通常是“人”，主要指花费金钱，不符合题意，故B也可以排除；“spend”的主语通常是“人”常用“spend …doing sth ”和“spend on sth ”故D符合要求。

6．选B。本题主要考查“few ,a few ,little , a little ”的区别。“little ,a little”修饰不可数名词，因而C和D可以排除；“few, a few ”用来修饰可数名词的复数形式，“few”的意思是“很少，几乎没有”表示否定，而“a few ”的意思是“有一些，有几个”表示肯定。根据题意“他只能独自呆在家里。”推断出“他几乎没有朋友”，所以B正确。

7．选B。 该题主要考查句子的基本结构。句子中“bought me a new watch ”的意思是“给我买了一块新手表”，行为动词“bought”带了两个宾语，其中“me”指人，叫做“间接宾语”。“a new watch ”指物，叫做“直接宾语”，因此答案B正确。

8．选C“Anyone should pay no attention to people who laughs at you .instead you should think about the things they are good .”那是一个人应该有的良好心理品质。

9．选D。本题主要考查条件状语从句的用法。在think后的条件状语从句中表示将来发生的动作，习惯上主句用一般将来时，从句只能用一般现在时来代替一般将来时，因此可以排除A和B；又因为该句子是否定陈述句，不能使用“SO”，必须用“neither”，所以D正确。

10．选B。think 后的宾语从句中，它的否定形式应该前移，这是英语中的习惯表达方法，那么我们就可以排除A和C；其次“soon”的意思是“立刻，马上”用于一般将来时中，故可以排除D，B正确。类似的动词还有“believe, suppose, imagine”等，它们都必须将从句中的否定前移。

11．选A。“excited”是过去分词转化成的形容词，表示被动的含义，常用来形容“人”它的主语也常用“人”；“exciting”是现在分词转化成的形容词。具有主动的意思。多用来指“物”它的主语也常用“物”，同时还可作定语，修饰名词，因而A正确。 类似的还有“interested 和interesting”，“surprised 和surprising” “amazed和amazing”等。

12．选B。因为“上海是中国最大的城市，它比中国的任何一个城市都大。而且上海属于中国的一个城市，”所以用“any other+单数名词”，表示在所属范围内“某人（物）比其它都….”的含义，具有最高级的意思，“any other”后面一般用单数名词。

13．选A。既然是“stay at home ”，显然是“park”和“cinema”两地都不去，故用“neither…nor

”表示“既不….也不….”的意思。

14．选C。句子中“life”是名词，前面必须用形容词修饰，故可以排除B和D；又因为本题中有连接词“than”，可知该句子必须用比较级，同时“much”也只可以修饰比较级，不可以用来修饰形容词的原级，所以C正确。

15．选A。当“enough”作副词用来修饰形容词和副词的时候，它的位置只可以放在形容词和副词的后面。故可以排除B和D；同时从“wan，t ”确定它的后面必须用形容词，故A正确。C可以排除。

16．选B。“will you please do sth ?”和“will you please not do sth?”是习惯重要句型，它们的意思分别是“请你做….好吗？”“请你不要做… 好吗？”因此答案B正确。

17．选A。“such”“so”都表示“如此”的意思。“such”是用来修饰名词，它的结构表达式是“such+a/an+形容词+名词”或“such+形容词+名词（复数）”；而“so”是用来修饰形容词和副词，它的基本结构表达是“so+形容词或副词”和“so +形容词或副词+a/an+名词”“以及so+many/much/few /little+名词”。因而A正确的。

18．选A。“none”即可以用来指人也可以指物，它的意思是“没有人或物，一个也没有”，后接“of”引导的介词短语，另外常用来回答以“how many”和“how much”引导的特殊疑问句，故A是正确的。“no one=nobody”,只可以指“人”，意思是“没有人”，不能与“of”引导的介词短语连用，故B可以排除；在指“没有人”时，用“no one/nobody”往往不受范围的限制，“nothing”和“anything”后面不可以接“of”引导的介词短语，故C和D可以排除。

19．选C。本题中主语“I”是“TELL”的承受者，而不是执行者，所以要填写的词用被动语态；“yesterday”表示过去，因此必须用一般过去时的被动语态形式“was told”，C正确。

20．选B。复合结构“make sb. do sth. ”的被动语态形式是“be made to do sth.”因而B正确。类似还有“see ,watch, hear, find , let ,make”等。

21．选C。当“hundred, thousand ,million”等前面有具体数词时，其后不可以加“S”，也不可以加“OF”，故A、B和D不符合，可以排除，C正确；反之，它们前面没有具体的数词，其后必须加“S”，再加“OF”，才可以用来修饰名词，构成“hundred of , thousands of , millions of ”短语。

22．选D。“the +比较级，the +比较级”是固定结构，它的意思是“越…就越…”。根据本题的意思“你越细心，错误就越少”，“mistake”是可数名词，要用“fewer”来修饰，所以D正确。

23选A。根据题意“比尔把手放在背后”的分析，很容易得出“所以就没有人能看到他的手了”。因而答案A正确。

24．选A。该句子中“had better ”是情态动词，后面必须用动词原形，故可以排除B和D；又因为“put on”的意思是“穿上”，强调其动作，因此A正确，而“wear”的意思是“穿着”，强调其状态，不符合题意，可以排除。

25．选A。该句子考查“make sb. do sth.”的用法，意思是“使（某人）干某事”，故A正确。

26．选C。“noise”是名词，意思是“噪声”；“noise”是形容词，它的意思是“有噪声的，吵闹的”，用来修饰名词作定语，以及用它来做表语；“noise”是副词，它的意思是“吵闹地”，作状语，修饰动词“went”，故C符合语法，是正确的。

27．选A。 根据第一个句子的意思“他找不到他那只可爱的狗了，”我们可以推断出，“他看上去是多么的难过，”因而可排除C和D；另外，句子中“LOOK”是系动词，后面必须用形容词作表语，所以A正确。

28．选C。因为“of”是介词，后面必须用动名词做它的宾语，故A和B可以排作；另外“deal with”是固定词组，它的意思是“应付，处理，”因而C是正确的。

29．选C。“suggest”是动词，它的意思是“建议”，它的名词形式是“suggestion”。本题中“A”是不定冠词，后面必须用名词，故可以排除A和B。另外修饰名词的词应该是形容词，所以要用“helpful”，故可以排除D，因此C是正确的。

30．选B。本题考查“alive和lively”以及“interesting 和interested”的区别。“alive”是形容词，它的意思是“活着的”，只可以在句子中做表语，不可以用来做定语，另外它也不符合本题的意思，故C和D可以排除；“lively”是形容词，不是副词，它的意思是“生动的”，符合本题的意思；其次“interesting”是形容词，它的意思是“有趣的”，常用来它指代“物”，表示主动的含义，而“interested”是过去分词转化成的形容词，通常用来指代“人”，表示被动的含义，因而B是正确的，A不符合，可以排除。

篇6：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7：牛津7AUnit 4(译林牛津版八年级英语上册教案教学设计)

Period 1

Teaching Contents

1. Comic strip.

2. Welcome to the unit.

Teaching Aims:

1. Knowledge objectives:

1) To revise old vocabulary and learn new vocabulary about food.

2) To talk about likes and dislikes with regard to food.

2. Ability objectives:

1) Express likes and dislikes.

2) Learning how to talk about the kinds of food they like and dislike.

3. Emotion objectives:

To help the students have a healthy lifestyle and diet.

Teaching Methods:

Listening, speaking, reading and writing

Teaching Materials:

1) Student’s book 7 A, page 55.

2) Some pictures of several kinds of food.

3) Slide shows.

Teaching Procedures:

1. Pre-task

1) Warming-up

Let’s sing a song to relax.

2) Free talk

T: Good morning, boys and girls.

S: Good morning, Miss…

T: In the last weeks, we’ve talked about festivals. What do we do on Festivals?

S1: We have parties.

S2: We often have big meals.

T: Yes, people eat different food on different festivals, right? What do people eat on Thanksgiving Day?

S1: Turkeys.

T: What do we eat on Spring Festival?

S2: Dumplings.

T: Great. Boys and girl, do you know some other food?

S1: Eggs.

S2: Bread, oranges.

T: Very good. Please look at the food.

(Show them a picture, in which the food is classified like the form on page 55, and then teach them the new words:

vegetable, hamburger, a bowl of rice . After showing these new words, teach them to read and remember these words which will appear in the lesson.)

T: Do you like these food?

S: Yes.

T: The food look very good, so I am a little hungry. ( with the gesture, let the students know the meaning of this word and write it on the blackboard) I want some fish. I like fish very much, and fish is my favourite food. But I don’t like chicken. I hate chicken.

(Write these two new words on the Bb and lead them to read.)

2. While-task

1) Presentation

T: Please look at the form on page 55, Tom, I like fish, what food do you like?

S: Hamburgs.

T: Do you love it?

S: Yes, I eat it every day.

T: Do you like rice?

S: No, I don’t

T: Thanks. You don’t like rice. So you dislike rice. Boys and girls, we know Tom’s favourite food , but how about your favourite food?

2) Practice

T: Please work in pairs and fill in the form.

(Give them 3 minutes to do it, then ask some of them to act it out )

3. Post-task

1) Presentation

T: Boys and girl, look at him. He is my friend, Jack. He is very …

(Show them a picture of a fat man.)

S: Fat.

T: Yes. Can you guess which food he loves?

S: Hamburgers.

T: You’re very clever. He loves hamburgers very much, and eats it every day.

Do you think he is a healthy person? (with gesture teach these two new words)

S: No.

T: Why?

S: He eats too much.

T: Yes. And he never does sports, he never exercises. (write this word on the Bb)

But he wants to be fit like him. (Show another picture of a very healthy and strong man)

Can you help him?

S: He can’t eat too much.

S2: He can run every day.

T: Yes, he can exercise. What can he eat?

S1: Vegetables.

S2: Rice.

T: Great. He needs a healthy diet. ( Write the two new words on the Bb and teach them to read.)

With the help of diet, he will have energy. (write it on the Bb and tell them the meaning of it in English.)

2) Comic strip

T: Now, boys and girls, listen to the tape and answer these two questions.

(Show the questions on the screen.)

1. What time is it?

2. Does Eddie often exercise?

(Ask the Ss to answer the questions.)

T: Now, please open your books, turn to page 54. Read after the tape.

(After reading after the tape, let them read by themselves in roles.)

S: …

3) Practice

T: Now, work in pairs to act it out.

(Give them 3 minutes to prepare it, then ask some pairs to act it out. )

Homework

1) Copy the new words.

2) Write five sentences about your family like this:

My father loves/likes…. My mother ….

3) Get ready for Reading on page 56.

Unit 4 Food

Period 2: Reading

Study Tasks:

1. Practice the technique of skimming for overall comprehension and scanning for details

2. Master the usages of : lifestyle, before, diet, energy, exercise, fast food, healthy, important, seldom, tired, top

3. Know how to keep healthy by doing exercise and have a suitable diet every day

Topic: Unit 4 What's your favourite food?

Contents: Reading(I) in Unit 4

Important points: the technique to skimming for overall comprehension and scanning for details

Difficult points: 1. the relationship between diet and overall health

2. the teachique to skimming for overall comprehension and scanning for details

Teaching procedures:

Pre-task 1) Revision

Help the students revise “What is your favourite food?” and the answers:“ My favourite food is... I like ... I love...” by making dialogues like this:

S1: What’s your favourite food?

S2: My favourite food is rice and chicken. What about you?

S1: My favourite food is fish and rice.

2) Lead-in

1. T: Show some pictures of playing basketball/football/tennis/volleyball... pictures of running/jumping/swimming/dancing... to the class with the questions:

T: S1, do you exercise at school?

S1: Yes, I do.

T: What exercise do you like?

S1: I like basketball/football/running...

2. T: Ask the whole class to discuss. “Why do we exercise every day?” (Write the sentence on the blackboard and explain. Give them 2minutes to discuss.)

Ss:...

3. (Have some students to report.)

T: To exercise is very good for our health. But food is also important for our health. What do you eat every day?

S1: I eat rice, apples, oranges, meat... every day.

T: What's your favourite food?

S2: I eat bread, milk, pork, bananas...every day.

Task circle 1) Listen and answer. (Kitty)

Let the Ss look at some questions about Kitty before they listen to the tape.

1. How often does Kitty dance?

2. Where did Kitty get her energy?

3. Why did Kitty change her diet?

Then ask the Ss to answer the questions.

2) Read and complete B2 (Kitty)

Ask the Ss to read Reading A by themselves. When they read, they’d better underline the new words. Then the teacher will get them to guess the meaning and explain. Then ask the Ss to complete B2 (Kitty) according to the text.

3) Read and answer. (Daniel)

Let the Ss look at some questions about Daniel before they read the text.

1. How often does Daniel swim?

2. Why did Kitty change her diet?

3. What does Daniel usually have for breakfast?

Then ask them to read the text to find the answers.

4) Complete B2 (Daniel)

Ask the Ss to complete B2 according to the text (Reading B).

5) Listen and repeat (Daniel)

Ask the Ss to listen to the tape and repeat after the tape sentence by sentence.

Read the passages in corals.

Post task 1) Do B1

Ask the Ss to do B1. Let them match the words on the left with the meaning on the right. Then check the answers: 1 dancer e , 2 energy f , 3 healthy d , 4 diet h , 5 seldom a , 6 top b , 7 lifestyle c , 8 exercise g

2) Complete C2

Tell students to do C2 individually, then ask them to check their answers with a partner. Refer back to the text if there are any disagreements.

Task 10: Discussion

T: Boys and girls, what do you learn from the text?

S2: I learn a lot from the text. I think it’s very important to have a healthy diet and a good lifestyle.

S3: I liked hamburgers a lot. But from now on, I will not eat them any more.

S4: I seldom exercised before. I decide to exercise every day.

T: Now if you are healthy, please tell us your diet and lifestyle. If you are not healthy, please tell us your old diet and lifestyle and your plans for your new diet and lifestyle.

Homework:

1. Write a short passage about your healthy diet and lifestyle or your plans for your new diet and lifestyle. (If some Ss think it hard, the teacher can give them some key words for help.)

2. Recite the text (Reading A & B).

牛津7AU4reading教案2

Task:1,To practise the technique of scanning ofr details

2,To know the relationship between diet and overall health

3,To master the usages of the following expressions and words

want to do, for two days,It's important for ...,be good for,eat ...for,not...any more,a

top student,like doing,on the internet,exercise,twice a week,dancer,fast food

4,To finish a class test

Topic:What we eat and how we live

Contents:Reading part in Unit 4

Important points:1,the usages of the expressions and words

2,the technique of scanning for detail

Difficult points:the relationship between diet and overall health

the teachique to scanning for detail

Blackboard design:

What we eat and how we live

Every day,I dance for two hours. It's important for a dancer to be healthy.I know that sweet snacks are not good for me. I always eat an apple for breakfast. I don't eat sweet snacks any more. I am...a top student I like studying. ...on the inernet. After class. I exercise every day for about 30 minutes. I swim twice a week. I always have a healthy meal for dinner.I don't eat fast food any more.

Teaching procedures:

Task One:Show the task for this class (Let the students know they study task):Omission

Task Two:Practise the skill for scanning for the details

1,Give the students papers

2,(The students)Try to read the passage fill the missing words

The girl's name is ______.She is ______ years old.She wants to be a _____.She often dances for _____ _____every day.Before she _____ate fruit and ______.She liked sweet______.Now she often eats_____for breakfast.She doesn't eat ______ _____between meals.

The boy's name is ______.He is a _____student at school.He like ______computer games.He often _____with his friends on the _____.Before he often ate ______for lunch.He wanted to ______basketball but he couldn't run______.So he _____for about half an hour a day.

Task Three:A discussion about food and life styles

1,Show a piece of videos (一段关于胖孩子录像)

2,A discussion

Task Four:Ability test

1,Give the papers

2,Use the expressions to fill in the blank for three hours,want to do,It's important for...,not...any more,eat.for,be good for,like doing...

Jack is an English boy.He ______a football player(足球运动员）He ______football very much.He plays football _______every day.He says playing football ______his health.Before he seldom played football because he couldn't run fast.He often ______meat _____his three meals.He got very fat...

Task Five:Practice

Help the students to master the usages of the expressions

First :T:English S:Chinese Then T:Chinese S:English

1， T:I want to be a dancer.

S：我想成为一名舞蹈者。（教师可帮助学生理解意思）

T：She/He/Miss Li/They/The boy want/wants to be a /an/teacher /singer/dancer/engineer/farmer/....

S:她/他/李小姐/他们......想成为......

T: 我/你/他/我们/你们/她们/王先生 ......想成为一名医生/教师/工人......

S:I/you/he/we/you/Mr Wang want/wants to be a/an ......

2，T:I dance for two hours very day.

S:我每天跳舞两小时。（教师可帮助学生理解意思）

T：Theboy/girl/man/teachers/women....run(s)/swim(s)/walk(s)/fish(es)/work(s)...for two/three/two and half/hours/thirty/twenty/ten/minutes...every day.

S:那个男孩/女孩/男人/教师们/妇女们......每天跑步 ......两/三/两个半时......

T：我/我的朋友们/他的爸爸/孩了们每天读书一小时，每天看电视三十分钟.....

S: I/My friends/His father.....read for one hour/watch TV for 30 minutes......

3,T:It's important for a dancer to be healthy.

S:对一个跳舞者来说，保持健康很重要。（教师可帮助学生理解意思）

T：It's important for you/them/the boy/the old man/...to walk/ swim/to do exercise/get up early .....every day.

S:对你/他们/那个男孩/老人......来说，每天散步/游泳/做锻练......非常重要。

T:对我们/你们/他们/平平/杰克......来说，每天读英语/ 每天听录音/散步/打篮球/喝点水/吃点蔬菜......很重要。

S: It's important for us/you/them/Pingping/Jack to read English /listen to the tape/walk/play basketball/eat some vegetables....

4,T:I know that sweet snacks are not good for me.

S:我知道甜点心对我没有好处。（可帮助学生理解）

T：Too much/many meat/sugar/ exercise/sleep/candies...is /are not good for the boy/girl/me/him....

S:吃太多的肉/糖/睡眠太多......对那个男孩......没有好处。......

Task Six:Class Practice

一、Fill in the blanks according to the passage

The girl's name is ______.She is ______ years old.She wants to be a _____.She often dances for _____ _____every day.Before she _____ate fruit and ______.She liked sweet______.Now she often eats_____for breakfast.She doesn't eat ______ _____between meals.

The boy's name is ______.He is a _____student at school.He like ______computer games.He often _____with his friends on the _____.Before he often ate ______for lunch.He wanted to ______basketball but he couldn't run______.So he _____for about half an hour a day.

二、Fill in the blanks with the expressions given

Simon is my friend. He wants ____ ____a basketball player.He knows ____ _____for him to run fast. So he runs ____ ____ ____in the morning every day.Before he didn't like running ____ ____.He often _____much chicken and meat ______his supper and he was very fat.His mother told him that too fat ______not _____ _____him. But now,Simon seldom eats chicken and meat.And he gets up early and do exercise every day.

三、Put the following into English

1，他们每天要打一个小时的网球。(for...)

2，明明想成为一个歌唱家。(want to be)

3，对你来说，每天吃一些水果很重要。(It's important...)

4，李先生每个月看两次电影。(twice)

5，读书（reading) 你每个人都有好处。(be good for)

6，汤姆早餐吃一个鸡蛋、一杯牛奶和一些面包。(eat...for)

Task Seven:Homework and exercise

1,Recite the passage

2,Finish the exercise in the book.

3,Class test 三

A Design for Vocabulary of Unit 4 (period 4 )

Teaching Content: Vocabulary of Unit 4 ( F W E 7A

Teaching Aims: 1. To recognize names of different foods

2. To use adjectives to describe different tastes

Teaching Difficulty: Spelling of the names of the foods

Teaching Importance: To recognize the names of the different foods

Teaching Tools: foods, pictures, a piece of cloth, papers

Teaching Procedure:

I. Greetings and giving the aims of this lesson.

T: Hello, boys and girls. Today we are going to recognize different food and their tastes.

II. Pre-task activity

1. T: Boys and girls, look at my desk. I bring some kinds of food here today. Let’s see who has the best memory. I’ll give you two minutes to look through the food. Then, I’ll cover the food. Who says the most names of the food, who’ll be the winner. And I’ll give him or her the food as a prize.

(Use some foods to make the students interested and excited.)

2. T: Now, boys and girls, look at these pictures. There are many kinds of food on the pictures. Let’s see what are their names. Now, follow me.

(Display the pictures of food with the words underneath them in large and clear letters. Use them to teach the new words. This makes the learning interesting and easy.)

III. Task cycle

Task1. Rearrange the letters of some food.

Boys and girls, let’s come to Part A on P59. Please help Millie rearrange the letters to find out the names of food. After you finish the answers, please put up your hand. Let me see who’ll be the first five students.

(get two students to write their answers on the blackboard and check the answers with the whole class. If your class is a stronger one you can choose other words for food and jumble the letters of each word. Ask for volunteers to write some of these words on blackboard. Work out the answers as a class activity.)

Task 2. Find how the food tastes.

Wow, look at me. It’s so sour/sweet/spicy/salty.

(Use some pictures of different kinds of food with strong tastes. Mime the words “sour” and “spicy”. Explain these meanings further with pictures.)

Now, boys and girls, let’s come to Part B. How well do you know the different tastes? Look at the pictures, write the correct words under the pictures.

(Ask students to do this task on their own. Compare answers with their partner.)

Task 3.List the names of food, then complete the figure.

Now, look at the figure. Please work in pairs, try to write down the names of food and their tastes. The more, the better.

Food Taste

( Get some students to report orally. )

There is another figure here. Please work in groups of four to complete the following figure .

Taste Food

Sweet

Sour

Salty

Spicy

IV. Post task

Please tell me how many names of food do you list. The more, the better.

(Students report the results to the whole class.)

Well done! Now, let’s see which group finds the most food. That’s the winner of this lesson.(Give some food as prizes.)

V. Homework

Make a survey. Go to the supermarket to find more food and their tastes.

Period 5

Grammar (Part A Adverbs of frequency)

Teaching contents:

the adverbs of frequency

Objectives:

To recognize and use the adverbs of frequency

Teaching Aids:

A computer, a projector

Teaching methods:

直观教学法、任务型教学

Teaching procedures:

Pre-task: 1) Presentation

T: Kate, what’s your favourite sport?

S1: My favourite sport is dancing.

T: So you can say, “I always dance.” Lucy, what sport do you love?

S2: I love swimming.

T: So you can say, “I usually swim.” Jack, do you like playing football?

S3: Yes, I do.

T: So you can say, “I often play football. I don’t like swimming, but swimming is good for my health. So I sometimes go swimming. Lily, do you like playing badminton?

S4: No, I don’t like it. I play it twice a week.

T: So you can say, “I seldom play badminton.” Tom, do you like playing football?

S5: No, I hate it. I will not play it.

T: So you can say, “I never play football.”

2): Tell the Ss the adverbs of frequency

Show the Ss a diagram to tell the adverbs of frequency. (用柱状图表示)

Main task: 1) Ask and answer

T: Tom, how often do you go roller skating? (show a picture of roller skating)

S1: I sometimes play badminton.

Repeat with other adverbs of frequency.

Then the teacher can encourage the students to ask the teacher some questions.

S1: How often do you swim?

T: I often swim.

2): Do Part A1

T: Boys and girls, do you want to know how often our friends exercise?

Ss: Yes.

Then ask the Ss to open their English books to complete the sentences in Part A1. First, let the students work individually. Then ask them to check their answers in pairs. At last, check for the correct use of adverbs as a class activity.

Pre-task: 1) Presentation

Show some kinds of food for lunch and dinner. (one picture for one kind of food)

T: What’s this?

Ss: It’s ice cream.

T: Lucy, how often do you eat ice cream?

S1: Sometimes.

T: And what’re they?

Ss: They’re noodles.

T: Tom, how often do you eat noodles?

S2: I usually eat them.

T: Now let’s see how many times Millie’s classmates eat these kinds of food for lunch and dinner in a week.

Show the table. Then let the Ss ask and answer questions according to the table.

S1: How many times do the boys eat chicken?

S2: They eat it twice a week.

Main task: Do Part A3

Ask the Ss to complete the sentences in Part A3. Then check the answers.

Post- task: Work in pairs and act it out

Ask the Ss to make dialogues about how often they exercise and how often they eat these kinds of food. Then let them act it out.

Homework:

Ask them to write a short passage to tell how often they themselves and their partners exercise and eat these kinds of food.

Period 6 (Grammar 2)

Teaching contents: 1 To recognize and use countable and uncountable nouns.

2 To recognize and use the indefinite articles to talk about things that are countable.

3 Make the students can use the form of a + … + of.

Teaching aims: 1 Make the students grasp the knowledge.

2 Train the abilities of listening, reading, speaking and writing and the studying skills of the students.

3 Make the students cooperate more in class.

Teaching important and difficult points:

1 To recognize and use countable and uncountable nouns.

2 To recognize and use the indefinite articles to talk about things that are countable.

3 Make the students can use the form of a + … + of.

Teaching aids: pictures, real objects and multi-media computer

Teaching steps：

Step 1 Presentation

T: Boys and girls, good morning. First, please look at the screen.

Show a picture of an apple.

T: What’s this?

S: It’s an apple.

T: (show a picture of a glass) What’s this?

S: It’s a glass.

T: Good. What’s this? (show a picture of a piano)

S: It’s a piano.

T: What are these? (show a picture of mangoes)

S: They are mangoes.

Use pictures to teach story, glass, piano, mango, shelf, carrot, tomato, pot, pancake and potato. At the same time, teach the singular and plural forms of these new words. They are stories, glasses, pianos, mangoes, shelves, carrots, tomatoes, pots, pancakes and potatoes.

Show a picture of a Christmas card with wishes on it.

T: You see, it’s a Christmas card. What should we write on it?

S: Merry Christmas!

T: Yes, and it’s a wish. For example, Happy New Year! It’s a wish, too. Any other examples?

S: Happy Teachers’ Day.

T: Good. These nouns are something we can count. So we call them countable nouns. And only countable nouns have plural forms.

Step 2 Conclusion

Conclude the rules that how to form the plural form of most countable nouns. We add ‘-s’ to the singular form. However, there are some exceptions.

Most nouns + s

Nouns ending in a consonant +y -y + ies

Nouns ending in s, sh, ch or x + es

Nouns ending in o + s or + es

Nouns ending in f or fe -f or fe + ves

Step 3 Presentation

T: We saw some pictures of countable nouns. Now let’s see some pictures of another kind of nouns. (show a picture of bread)

Look, what’s this? It’s bread.

T: What is it? (show a picture of water)

S: It’s water.

T: And what’s this? (show a picture of tea)

S: It’s tea.

Use pictures to teach tea, soup and salt.

T: You see, these are something we cannot count. So we call them uncountable nouns.

Step 4 Practice

Do B1 on Page 62.

Check answers and then do B2. Read Millie and her mother’s conversation and write the underline nouns in the correct column of the table.

Then check the answers.

Step 5 Presentation

Show the students a picture of a cup of tea.

T: Now please look at the screen. What’s this?

Ss: It’s tea.

T: Yes, it is. And it’s a cup of tea. We can not say a tea, but a cup of tea. We can use nouns in front of uncountable nouns to show their amounts. Let’s see some other examples.

Show pictures of a glass of milk, a bowl of rice, a packet of salt one by one. Ask the students to read these phrases.

Then show a picture of meat. Teach kilo and a kilo meat.

Then show a picture of two or three glasses of milk. Teach the plural forms of these phrases.

two bowls of rice three cups of tea four kilos of meat

five packets of salt Students read these phrases together.

Conclusion: a … of + uncountable nouns

Show some other pictures. e.g. a bag of apples a box of eggs

two baskets of bananas

T: We can also use nouns in front of uncountable and countable nouns to show their amounts.

Step 6 Practice

Translate some phrases.

1 五杯茶 2 两袋牛奶

3 一碗米饭 4 三袋盐

5 一盒鸡蛋 6 四公斤芒果

Step 7 Exercises

Do the exercise on Page 63, in the kitchen. Read the conversation and fill in the blanks with a or an.

Then check the answers.

Get students read the dialogue together.

T: Pay attention. In this sentence “It takes half _______ hour to cook.” we should put ‘an’ in the blank.

T: We use ‘a’ or ‘an’ before a singular countable noun. If the noun starts with a vowel sound, we use ‘an’. And in the word hour, the letter ‘h’ is silent and it starts with a vowel sound, so we use ‘an’.

T: Let’s see how many letters we can put ‘an’ before them. Please think it over.

Then check answers.

The letters are A, E, F, H, I, L, M, N, O, R, S, X.

Step 8 Production

T: We’ll have a party. We don’t have enough food or drinks. So we should go shopping. Please work in pairs and make up a new dialogue about shopping.

Choose several pairs to perform their dialogues in class.

Homework

Write down the dialogue discussed above.

Period 7

A Design for Intergrated skills of Unit Four

Teaching Content:Integrated skills (Part A)

Teaching Aims:Develop four skills by way of talking about “How to keep fit”.

Teaching Tools:recorder,slides,etc.

Teaching Procedure:

I.Greetings and giving the aim of this lesson:

T:Hello,boys and girls. Today we’re going to talk about “How to keep fit”,then please finish the questionnair on Page64. （Explain“ fit”）

II.Pre-task activity:

At the beginning,show some funny pictures to arouse students’ interest in different lifestyles ,food and health issues.

T: Now, please look at this form, it is Wang Ling’s lifestyle, please talk about it, do you think it is a good lifestyle?

exercise Play computer games Eat fruit and vegetables Watch TV Eat fast food

never *

seldom *

sometimes *

often *

always *

(The students have a talk)

S: No. It isn’t a good lifestyle.

T: Good Now would you like to tell me your lifestyles ?

S: Yes.

T: OK. Work in groups .I will give you five minutes ,please talk about your own lifestyles, then I will ask some groups to give us your opinions . You can refer to these questions on the screen:

1. How often do you exercise?

2. How long do you sleep every night?

3. How much TV do you watch every day?

4. How often do you eat cakes, biscuits and sweets?

5. How often do you eat fruit and vegetables?

6. How often do you walk to school?

(The students have a talk.)

T: OK. Time is up. Any groups volunteers?

(Some groups give their opinions, the teacher gives some advice, Then have a free talk to teach new words and phrases :“less than”,“more than ”,“biscuits” and “total”.)

III.Task cycle:

Task 1 : Come to the questionnair.

T: Now you are logging onto the Get Fit website and listening to an online interview with one of the club members, Hu Wen. Then please finish the questionnair on P64.

(Explain the instructions and the purpose of a “lifestyle” questionnaire carefully. The students study the questionnair individually. Check for general understanding and confirm the meanings of adverbs of frequency, individually and in pairs.)

Task 2: Finish the questionnair. Play the recording ,ask students to listen for specific information about Hu Wen ’s lifestyle and tick the correct boxes, ask them to check their answers with a partner. Then check answers as a class activity. Give help and explanations if students have problems. Then encourage them to find the information for themselves and complete the last column of the questionnair.

Task3: Report.Ask students to enter Hu Wen’s score and their own score in the table in PartA3.Students analyze the health scores for Hu Wen and themselves. Read out the three categories. Ask students to put up their hands for each category. Count the number of students in each category to see how healthy or unhealthy the class is. (The teacher can ask the students to draw a chart according to the report for class display.)

IV.Post-task activity:

Task1: Interview. Divide the class into pairs. Ask students to read and understand the questions in PartA4 before they interview their partners. Pay attention to intonation. Ask them to drop their voice at the end of the question. Say some sample questions and ask students to repeat them.

Task 2: Report.Ask students to complete the report in Part A5.Use the information obtained from the questions in Part A4.Ask students to put up their reports, together with the class profile for classroom display.

V. Homework :1. Make a survey: What do your friends have for breakfast/lunch/supper?

See how healthy or unhealthy they are . Tell them to how to keep fit.

2.Make a plan for yourself to tell your classmates how you keep fit.

(The students can choose one as their homework)

A Design for Integrated Skills of Unit 4(Period 8)

Teaching Content:Integrated skills ( Part B )

Teaching Aims:1.Develop four skills

2.Introduce and consolidate common intonation patterns with ‘Wh’ questions.

Teaching Tools:recorder, slides etc.

Teaching Procedure:

I. Greetings and giving the aim of this lesson

T: Hello, boys and girls, today we’re going to talk about food and diet, ask and answer questions about likes and dislikes

II. Pre-task activity.

(First say a rhyme :What would you like?

What would you like? I’d like some rice.

What would you like? I’d like some pies.

Sure,they’re very nice. )

T: Good job.OK,here are Peter’s diets,please talk about them,(give some sentence patterns about like and dislike),then tell your partners what you like and dislike.(make the students work in pairs)

Before Now

seldom Fruit and vegetables seldom Fast food

often Snacks, sweets often Fruit and vegetables

always Fast food always Healthier food

(The students have a report , the teacher gives some advice, then have a free talk to teache new words:“feel”,“luck”,“supermarket”,and“ carry.”

III. Task cycle:

Task 1:Know Meiling and Ricky’s diets .Listen to the tape , make the students listen for some details about Meiling and Ricky’ conversation, then ask the students to repeat the dialogue between Meiling and Ricky.(in chorus, in groups, or in pairs)

Task 2:Act out the dialogue. Ask students to work in pairs , then make some pairs to present the dialogue before the class,make sure that students should be able to role-play this conversation with fluency, eye contact and appropriate intonation.

IV.Post-task activity:

Task 1:Make up new dialogues .Ask students to work in pairs and talk about their own diets. for some weaker classes,allow students to write down their conversations before role-playing them. Remind them that they can use Meiling and Ricky’s conversation as a model.. Ask some pairs to present their conversation to the class. After this ,the teacher can give some advice.

Task2:Extension activity. On Page 67 is a calorie and vitamin chart listing some common food items. Set up an activity to encourage students to talk about their own and their classmates’diets without referring to their books, then ask the students to write a short passage about it .If time permitted,the teacher can give some comment on some passages.

Task 3: Introduce common intonation patterns with ′Wh‵questions.

Make the students talk about their lifestyle and diet, make sure they use ‘Wh’ questions.,(give some sentence patterns), tell them to pay attention to the intonation.Explain that we drop our voice at the end of a ‘Wh’ question to indicate that we have finished speaking .Tell them Wh-words include“ what ”“when ”“ why ”“where ” “who ” “how ” “which ”“whom ”and“ whose.”

Task 4. Pratice. Ask students to listen to the questions on the recording, then repeat each question, make them place the downward arrow on the last word of each question ,ask some students to write an answer to each question, make the students practise saying the questions and the answers in pairs, they can add their own Wh questions about food items and use different Wh-words.At last,ask some pairs to come to the front of the classroom and present the conversation.

VII. Homework: Written work: My favourite food.

Period 9 (Main Task)

Teaching contents: To teach the students how to write an article.

Teaching aims:

1 To express factual information about diets and lifestyles in writing.

2 To write an article for a website based on personal information.

3 To read an article to a classmate and check for mistakes.

4 To train the healthy lifestyle of the students.

Teaching important and difficult points:

To teach the students how to write an article.

Teaching aids: pictures, real objects and multi-media computer

Teaching steps:

Greetings and assigning the task

T: Good morning/afternoon, boys and girls. Do you know about Get Fit Club. Get Fit Club is an e-club which introduces healthy styles and helps people to live better and healthier. Millie has joined it. We are going to join it, too. And each member of it must write an article to introduce his/her healthy life style. So in this class each of us will write an article to talk about our life styles.

Warming up

T: In the last several periods, we have already learned and revised many names of food. Now, can you say them as many as possible?...

Food: cakes(1),bread(2),rice(3),meat(4),chicken(1),beef(3),fish(2),noodles(4),

eggs(3) ,potatoes(2),tomatoes(1),hamburgers(4),pizzas(4),carrots(3),

turnips(2) ,vegetables(1) etc.

Fruit: watermelons(4), apples(1), pears(2), bananas (3), oranges(3),

lemons(2), strawberries(4) , mangoes (1), pineapples(2) cherries (3),etc.

Drinks: coke(1), juice(3), water(4), milk(2), tea(3) etc.

Snacks: biscuits(1), chips(4), ice cream(2) etc.

Pre-writing

1) T: Good. You have really known a great deal of words about food. Here is a form. Can you ask and answer the questions and fill the form? After you have finished it, you will have a report.

Name __________________________ Age ____________________________

HealthCondition__________________Hobby/Hobbies____________________

Questions Answers

Do you have breakfast every day? Seldom/every day/never

What do you have for breakfast?

What do you have for lunch?

Do you have snacks?

What do you have for supper?

Do you have sports?

How often do you have sports?

2) T: Look at the information table on page 67 and compare your form with your partners .Do you know how much energy you need every day? Can your diets give you enough energy ?Do you eat too much or take too little exercise ?Learn the calories and vitamins in each portion of the food ,compare the report above and design a healthy diet for yourselves and tell the class about it.

Breakfast: bread, milk, eggs, fruit/noodles with eggs or meat, fruit/

Congee, eggs, meat, fruit etc.

Lunch (dinner): soup, rice, pork, fish, vegetables / soup, rice, chicken,

vegetables, fruit / soup, fish, beef, vegetables, fruit, etc.

Supper: porridge, cakes, vegetables\\ congee, cakes, vegetables/

noodles, vegetables etc.

Snacks: biscuits, juice etc.

Exercise: have a walk every day/jogging/play ball games/do morning exercises, riding, etc.

Report Pattern

Hello, everybody. My name is…. I am…years old. I like….I am strong/a little weak/a bit fat/a little thin/…I will have…for breakfast every day, because …; for lunch I will have….This will give me enough energy to….; Between lunch and dinner /supper ,I will have some snacks, such as….I will have …for supper. I will do enough exercise and I will ….I will be a healthy boy /girl.

Writing

T: Please read Millie’s article for the website (on Page68) and see how Millie design her healthy life style.

T: Millie has written out her plan to keep fit. Now you try it, imitating her writing style, write your own articles for the Get Fit Club.

Tips for your writing

Name: age: sports: health condition:

What to have for breakfast:

What to have for lunch:

What to have for dinner/supper:

What to have between the meals:

some exercise

Writing Sample: Millie’s article on Page 68(omitted)

Post-writing

1) T: OK, you have finished your writing. That’s great. Do you want to share them with the whole class and improve them? Please read your articles to the class. We will help you to correct your mistakes and make your articles better. Who will read the article first?

…

…

….

2) T: In this class, we have finished our articles for the Get Fit Club. Each of us has done a good job. Now here is your homework:

Homework

Read, beautify, print, display your articles and post to the Get Fit Club (Website-Fit@sina.com)

Help your parents to design their healthy diets and write them out.

Finish the exercises on page 60 and page 61, workbook.

Period 10

Teaching Contents:

1. Checkout

2. Exercises

Teaching focus:

Self-assessment for students to find out how much they have learned in this unit.

Teaching difficulties:

1. to write the key vocabulary

2. the usage of the simple present tense

Teaching Aims:

1. Knowledge objectives(知识目标):

1) To revise the use of adverbs of frequency and the names of common food items

2) To revise key vocabulary

3) To review the simple present tense

2. Ability objectives(能力目标):

To help the students build the ability of self-study and self-assessment

3. Emotion objectives(情感目标):

To help the students have a healthy lifestyle and live a healthy life

Teaching Methods:

Listening, speaking, reading and writing

Teaching Procedures:

1. Pre-task

1) Greetings.

2) Free talk

T: Hello, boys and girls! How are you today?

Ss: I’m fine. Thank you. And you?

T: I’m OK now. But I didn’t feel well yesterday. I went to see the doctor. The doctor said, “There’s nothing serious. You’d better exercise more and have more healthy food, such as vegetables, fruits.” Do you often exercise, boys and girls?

Ss: Yes. (Some Ss may say “No”.)

T (to a boy): Do you often exercise?

S1: Yes.

T: What kind of exercise, basketball or football?

S1: …

T (to a girl): What about you?

S2: No, I don’t exercise.

T: Why not?

S2: Because I have no time. I have to do a lot of homework.

T: Oh, you have a lot of homework to do. But I think you must exercise often to be strong, to have a healthy body. If not, you will feel ill and have to stay in bed or go to see the doctor, then you will not be able to come to school and you will fall behind others.

The doctor told me to eat more vegetables and fruits. Can you tell me any names of fruits?

S3: …

S4: …

T: Good! Thank you! Now I must eat more apples, bananas and vegetables and exercise more. By the way, what food do you often have?

S5: …

S6: …

T: Good! Boys and girls, do you know Amy? What food does Amy often eat, do you know?

2. Task circle

1) Do Part A

T: Please open your books at p69. Let’s look at Part A. How often does Amy eat these different kinds of food? Look at the chart below and write a few sentences. (Two minutes)

(Two minutes later, ask some students to speak out their sentences.)

T: Now, boys and girls, how often do you eat these different kinds of food in the picture? First, do you often eat fish? …

… …

2) Do Part B

Now, let’s look at Part B. You are now a member of the Get Fit Club too. Complete this week’s crossword puzzle. You can read these sentences first, they will help you find the right words.

(Ask some Ss to tell their answers.

1. Eating good food and doing exercise help you stay healthy.

2. A kind of fast food. (hamburger)

3. Many Chinese eat it every day. (rice)

4. They grow on trees. They can be red or green. (apples)

5. This fruit is yellow and it tastes sour. (lemon)

6. You need this drink to live. (water)

7. They swim. (fish) )

3. Post task

Now boys and girls, please add your scores. Let’s see who gets the most score. He or she will be the winner of this lesson.

4. Homework:

1. Make a survey to find how often your classmates eat some certain kinds of food. Write down a few sentences according to Part A on p.69. You should use “ sometimes, never, usually, always, often, seldom”.

2. Preview Unit 5.

篇8：牛津7AUnit 5(译林牛津版七年级英语上册教案教学设计)

Period :One

Content: Comic strip& Welcome to the unit .

Analysis of learning:This section introduces the idea of shopping for a particular.

purpose :buying a birthday present .Ss are encouraged to use vocabulary to talk about popular presents .

Objectives:1.Congnition objecttive.

a:To introduce vocabulary about common presents for teenagers

b:To activate existing vocabulary and learn new words related to the unit’s theme .

2.Skill objective.

a:To guess meaning from pictures

b:To sort vocabulary

3.Situation objective

To arouse Ss ‘interest and train Ss’ communicative ability

Emphasis and difficulty: Some new words and phrases .

Method :Task Teaching Method

Procedures :

Teaching Activities Learning Activites

Stage1.Warm up

Ⅰ.Greetings Ⅱ.Every day English1. Today is Monday .What day is tomorrow?2. How old are you ?3. When is your birthday ?4. (Objectives:to practise oral English and to arouse Ss interest). Ⅲ.Revision Ⅰ.Greeting Ⅱ.Everyday EnglishⅢ.Revision

Stage2:Learn the part on page 70 .

Task1:To talk about the pictures on page 70.

1. Show the pictures2. Ask some questions to check the understanding 1. Read the pictures quickly.2. Answer questions a:What does Spotty want to do ?3.Read again and answer questions.a:Who want to buy things ?b:Does he have any money?c:Who gives him the money? d:Who will carry all the bags ?4.Act out the conversation

Activity2:Help Spotty decide which to buy

1. Make sure Ss understand the purpose of the activity.eg :We know Spotty wants to buy a lot of things .Let’s guess what it will buy?2.Go through the answers with the class ,identify the words which students do not know and present them. 1. Volunteers say out some words related to the theme .2. Read the new words 3. Look at the pictures4. Guess general meanings of new words by looking at pictures and keywords 5. Practice the new words 6. Sort the vocabulary eg:food :book:toy:decoration:

Task 2.To talk about the presents

Activity 1.To discuss what presents Simon and Sandy like

1. Make sure that Ss understand the purpose of the activity.2. Divide Ss into pairs 3. Walk around and give Ss help if necessary4. Encourage Ss to do as much of the task as they can on their own. 1. Look at the pictures in part 1 on page 71.Find which items they can recognize and whether they know the words in English2. Exchage their answers 3. Parctice the words with the help of the teacher .4. Look at the pictures again and report which presents are suitable for boys and which presents are suitable for girls.5. Write down the suitable presents for Simon and Sandy in Part 2 and give reasons for their answers 6. Point out the presents that are suitbable for both.7. Check their lists in pairs 8. Present the result

Activity2:To discuss the presents Ss like

1. Make sure that Ss understand the purpose of the activity.2. Present some new words on the blackboard.(They are about the name of the shops ) 1. Read the new words on the blackboard 2. Think about the presents they like 3. Talk about the presents they like and exchange their opinions 4. Give out reasons for the choices. 5. Dicuss where they can buy the present 6. Practice the new words

Stage 3:Homework :An oral reportRequsts:1 To do a survery .You should go into some different shops yourself .and look carefully to find some goods in the shop .The price is also very important2.Do the repont as the model :You can buy …in … And the price is …

Unit 5 Going Shopping

Period :Two

Content: Part A of Reading

Analysis of Learning: Ss have known somethng about shopping. So during this course.I just let the Ss understand how to go shopping in English.

Objectve: 1.Cognition objective:

a.To get Ss to consolidate the patterns：“there is /are…”

b.To ger Ss to learn some expressions of shopping

2.Shiu objective:

To get Ss to grasp the languages of shopping skillfully duning the creative situation

3.Situation objective:

To arouse Ss interest and train Ss ability of reading

Emphasis and difficulty: some usages of the expressions such as:Can I help you?

“How much is lare…?”

does Ido…cost?

Aids:Pictures recorder ,slides

Method:Situation Teaching Method

Procedures:

Teaching Actiuities Learning Actiuities

Stage 1:warm-up

Ⅰ.Gereetings Ⅱ.Everyday English1. Do you like playing football?2. Is there a football in the classroom?3. Do you have any money?4. Let’s go shopping shall we?(objectives:to practise oral English and to review previous Lesson)Ⅲ.Revision 1. Play a game (Finding the objects)a pen too apples a ruler there oranges2.Give an example and ask the Ss to make a dialoguepresent a basketball.A:I like basketball .Do you like it?B:Yes.This basketball is new .Where do you buy it ?A:In the shop .B:I want to buy it,I want you to go shopping with me.A:All right .Let’s go shopping together (objectives:to review the patterns. “There is / are…”to animate the class atmosphere and arouse the Ss’ interest ) Ⅰ.Greetings Ⅱ.Evenday EnglishⅢ.Revision1. Play the games 2. SA:There is a pen in the box SB:There are two apples in the bag .If someone finds the objects ,I will give it to him or her .3. Act out the dialogiue .Practise according to the example and key words given by T (shown on slides )A dress like Want to…go shopping Let’s…

Step 2.Lead into reading

Ⅰ. Present some languages about shopping a. show a table on slides b. According to the table get the Ss to answer some questions?e.g :How much is it ?How much does it cost?What size the dress?Could you try it on ?What colour is it ?Ⅱ.Present two watches. Let the student have a free talk.Ⅲ. Present the two conversations. 1. Practise :Ask Ss to say something about the table (see appendix 1)e.g :Understand the sentences and try fo give correct answers to the questions ,given by T.2. Practise in pairs using the hings given by T.a:Ask the Ss to act the dialogue out .b:According to the talk,let Ss draw a table.3. Reading.Group discussion:a: Talk about the picture with the following questions and then ask one S of each group to report their result.Questions: Where is Amy? What is she doing? Why does she go shopping? Who will be 15 years old?b: Fill in the blanks.,listen to the tape, do some comprehension exercises and find the answers Ss write down all the items Amy looked at and list their cost.

Stage 3: Practice 4. Practice

a: Listen to the tape again.b:Pick out the shopkeer’s and buyer’s languages and write them on the blackboard.c:Have a dialogue in pairs according to the words on the blackboard.

Stage 4: Production 5. Production

Ⅰ. Present some objects and ask Ss to talk about them including the structures learned this class.Ⅱ. Play a game.Ⅲ. Exercitation a: Goup discussions about some objects.b: Whisper the price.Divide the class intor rows. Give clear instruction about the sequence of how the message should be passed on from the first to the last.c: Arrage the right order of the dialogue csee appendix 37

Siage 5: Extension activity.Gives the situation.When Sandy receives the clips, she wants to exchange it. What will she says to the shopkeeper .What will the shopkeep say to her make a dialogve in pairs.

Homework1. Practise the two conversation in Pairs .2. Do the survey

Appendix 1:a dress size colour price discouat

6 red ￥50 10%

Appendix3:a:Lt’s forty douars b:Lt’s too pretty c:How about the blue one?d:Can I help you?e:I’d like a skirt ror my daughter f:She wears size 8g:OK,i’l take it h:Wat couour does she like best?I:How much does it cost?J: What size does she wear?K:She likes blue best. Appendix 2:Things Amy looked at cost

a

b

c

d

( By Chen Yuhong from Jinhu ShiYan Middle School)

Unit 5 : Going Shopping

Period:Three

Content: Reading:Part B(2)and Part C

Analysics of lesrning :Ss have kmown the two conversaions about shopping and some awareness of different registers .So during this period ,Ss will pay more attention to learn how to solve problem on shopping .

Objectives :1、Congnition objective:

a:To get Ss to grasp some words and phrases

b:To get Ss to consolidate “There be ”structure

2Skilll object

a:To get Ss to learn how to locate spacific informarion by reading

b:To get Ss to learn to solve some problems about shopping .

3、Situafion objecfive .

To arouse Ss interest and train Ss reading ability .

Emphasis and difficulty:

Some phra?? Shopping .

Aids:Pictures ,sliders.

Method:Task Teaching Method .

Procedures:

Teaching Activities Learning Activities

Stagel:Warm up

Ⅰ:GreetingsⅡ:Everyday EnglishⅢ:Revision Ⅰ:GreetingsⅡ:Everyday EnglishⅢ:Revision

Stage2:Learn Part B and Part C of Reading

Task1: To do a wh-survey

Activify1:To discuss the table on page 72

1、Make sure that Ss understand the purposeof the activity 2、Show Ss the table and the explain it 3、Ask Ss some questions to check for understandingeg a:How many glrls would like the hair clips as a present?b:What is the most popular presents for boys? 1、Read the table on page722、Answer the kuestions3、Discuss the results in pairs.egS1.Do boys like hair clips?S2.No,they don’t.S1.Who like hair clips?S2.Some girls.S1.How many girls like hair clips?S2.There’re four .

Activity2:To discuss what your classmate like

1. Write some names of goods on the blackbard.2. Make sure that Ss understand the purpose of the activity.eg:Now Let me know what your classmate like?3. Write the model on the blackboard.4. Encourge Ss to be voluntres. 1. Read the names in the blackboard.2. Voluteers ask questions about all the tems on the board and mark down the number of the students who put their hands for each item.3. Display the results on the blackboatd.eg:There’re twenty girls who like CDs.There’re31boys who like football.4.Present the survey in a bar chart. Use their creativity to make the bar chart look intresting by adding colours and illustrations.

Activity 3 : To discuss the price

1. Make sure that Ss understand the purpose of activity.eg: Now let’s suppose one price to each item.2. Divide Ss into pairs.3. give some examples to Ss.eg: If I have ￥20,I can buy 20 cards or 5 cakds and a CD.Please work out the things you can buy with 30 yuan? 1. Dicuss the prices in pairs and give out a rational one.Write it down on the board.eg: A CD costs ￥15, and a card costs ￥1, and so on .2. Work out the price of all the things their classmates like.eg: A hair clip costs ￥2.There’re four girls who like hair clips. They cost ￥8 all together.3. Work out the things they can buy with some certain money.4. Exchange the answers in class.

Task2 To learn to solve problems about shopping

Activity 1: To help kitty decide which to buy

1. Make sute that Ss understand the purpose of the activity.eg: Kitty also wants to buy Simon and Sandy some presents. She has 25 yuan .She does not want to buy the same things as Amy did. Can you help her?2. Walk around the class and provide help in terms of vocabulary.3. Go through the answer with the whole class. If ther are different interpretations ask Ss to check the conversations again. 1. Read the two conversations carefully and try to find out what presents Amy has bought for Simion and Sandy.Finish the table below.Presents Amy has bought for Siman for Sandy

presents

2. Read the conversations again to find out the price of the goods.Finish the table below.Good footballcards last year’s footballcard Hair clips CD

Price

3. Answer True or False questions to understand the conversations.4. Finish the exercises on page72.5. Dicuss the answers.

Activity 2 : To make up a conversation in a shop.

1. Make sure that Ss understand the purpose of the activity .eg: Suppose you are Kitty .Now you are in a shop and you want to buy a football card and a CD for your friend Siman and Sandy .Please make up a conversation between the shop assistant and you.2.Walk around and give them help if necessary. 1. Choose roles2. Prepare the conversation on seat.3. Practice the conversation.4. Act out the conversation.eg:S1:Good morning, sir. Can I help you?S2:Yes,I’d like something for my friend Siman.S1:We have some beautiful football cards today.S2:Very good. Simon likes football very much . How much is it?S1:It’s ￥10.S2:It’s not expensive. I’ll take it.

Activity 3 : Written work. To finish a conversation about shopping.

1. Show Ss the exercise and make sure. Ss understand the purpose of the activity.2. Check the answers and correct mistakes if necessary. 1. Read the exercise 2. Dicuss the answers in pairs.3. Read the conversation together.4. Act out the conversation.

Stage 3: Homework.

Write a conversation in a shop.

Signpost: Tomarrow is your friend Simon’s birthday. You want to buy him something he likes as a birthday present and you only have ￥20.

Unit 5 Going Shopping

Period:Three

Content: Reading:Part B(2)and Part C

Analysis of learning :Ss have known the two conversations about shopping and some awareness of different registers .So during this period ,Ss will pay more attention to learn how to solve problem on shopping .

Objectives :1、Congnition objective:

a:To get Ss to grasp some words and phrases

b:To get Ss to consolidate “There be ”structure

2Skilll object

a:To get Ss to learn how to locate specific information by reading

b:To get Ss to learn to solve some problems about shopping .

3、Situation objective .

To arouse Ss interest and train Ss reading ability .

Emphasis and difficulty: Some words and phrases

Aids: Pictures ,sliders.

Method: Task Teaching Method .

Procedures:

Teaching Activities Learning Activities

Stagel:Warm up

Ⅰ:GreetingsⅡ:Everyday EnglishⅢ:Revision Ⅰ:GreetingsⅡ:Everyday EnglishⅢ:Revision

Stage2:Learn Part B and Part C of Reading

Task1: To do a wh-survey

Activify1:To discuss the table on page 72

1、Make sure that Ss understand the purposeof the activity 2、Show Ss the table and then explain it 3、Ask Ss some questions to check for understandingeg a:How many girls would like the hair clips as a present?b:What is the most popular presents for boys? 1、Read the table on page722、Answer the questions3、Discuss the results in pairs.egS1.Do boys like hair clips?S2.No,they don’t.S1.Who like hair clips?S2.Some girls.S1.How many girls like hair clips?S2.There’re four .

Activity2:To discuss what your classmate like

1. Write some names of goods on the blackboard.2. Make sure that Ss understand the purpose of the activity.eg:Now Let me know what your classmates like?3. Write the model on the blackboard.4. Encourage Ss to be volunteers. 1. Read the names on the blackboard.2.Voluteers ask questions about all the terms on the board and mark down the number of the students who put their hands for each item.2. Display the results on the blackboard.eg: There’re twenty girls who like CDs.There’re 31 boys who like football.4.Present the survey in a bar chart. Use their creativity to make the bar chart look interesting by adding colors and illustrations.

Activity 3 : To discuss the price

1. Make sure that Ss understand the purpose of activity.eg: Now let’s suppose one price to each item.2. Divide Ss into pairs.3. give some examples to Ss.eg: If I have ￥20,I can buy 20 cards or 5 cards and a CD. Please work out the things you can buy with 30 yuan. 1. Discuss the prices in pairs and give out a rational one. Write it down on the board.eg: A CD costs ￥15, and a card costs ￥1, and so on .2. Work out the price of all the things their classmates like.eg: A hair clip costs ￥2.There’re four girls who like hair clips. They cost ￥8 all together.3. Work out the things they can buy with some certain money.4. Exchange the answers in class.

Task2 To learn to solve problems about shopping

Activity 1: To help Kitty decide which to buy

1. Make sure that Ss understand the purpose of the activity.eg: Kitty also wants to buy Simon and Sandy some presents. She has 25 yuan .She does not want to buy the same things as Amy did. Can you help her?2. Walk around the class and provide help in terms of vocabulary.3. Go through the answer with the whole class. If there are different interpretations, ask Ss to check the conversations again. 1.Listen to the two conversations carefully and try to find out what presents Amy has bought for Simon and Sandy. Finish the table below.Presents Amy has bought for Simon for Sandy

presents

2.Listen to the conversations again to find out the price of the goods. Finish the table below.Good footballcards last year’s football card Hair clips CDS

Price

3Answer True or False questions to check understanding .4.Finish the exercises on page72.5.Dicuss the answers.

Activity 2 : To make up a conversation in a shop.

1. Make sure that Ss understand the purpose of the activity .eg: Suppose you are Kitty .Now you are in a shop and you want to buy a football card and a CD for your friend Simon and Sandy .Please make up a conversation between the shop assistant and you.2.Walk around and give them help if necessary. 1. Choose roles2. Prepare the conversation on seat.3. Practice the conversation.4. Act out the conversation.eg:S1:Good morning, sir. Can I help you?S2:Yes,I’d like something for my friend Simon.S1:We have some beautiful football cards today.S2:Very good. Simon likes football very much . How much is it?S1:It’s ￥10.S2:It’s not expensive. I’ll take it.

Activity 3 : Written work. To finish a conversation about shopping.

1. Show Ss the exercise and make sure. Ss understand the purpose of the activity.2. Check the answers and correct mistakes if necessary. 1. Read the exercise 2. Discuss the answers in pairs.3. Read the conversation together.4. Act out the conversation.

Stage 3: Homework.

Write a conversation in a shop.

Signpost: Tomorrow is your friend Simon’s birthday. You want to buy him something he likes as a birthday present and you only have ￥20.

Unit5 Going Shopping

Period Four

Content: Vocabulary

Analysis of learning: Let Ss learn more words and phrases about shopping

Objectives:1、Target language

vegetables, comic book, Walkman, shoes, tennis racket, T-shirt, bookshop, clothes shop, shoe shop, electrical shop, sports shop, supermarket.

2、Language skills

To guess the meaning of words by recognizing shopping items and relating them to typical shops.

3、Self –learning ability

How to use these words in real situations.

Emphasis and difficulty: Some new words and phrases

Teaching method: Task-based Learning Method

Procedures:

Teaching Activities Learning Activities

Stage 1:Warm up

Ⅰ:GreetingsⅡ:Everyday EnglishⅢ:Revision Ⅰ:GreetingsⅡ:Everyday EnglishⅢ:Revision1、Retell Reading 2、Make up a dialogue in a shop

Stage 2: Learn Vocabulary

Task 1:To talk about the pictures on Page 75.

1、Ask Ss what shops they know.2、Show the pictures on P75.3、Tell Ss to check their answers in pairs.4、Ask Ss to read the names of the shops together. 1、List as many shops as they can. e.g. book shop, shoe shop, toy shop, sports shop, clothes shop, flower shop, supermarket2、Write the names of the shops.Underneath the pictures on their own.3、Check in pairs.4、Read together.

Task 2:

1、Make sure Ss understand the purpose of the activity.e.g. Kitty bought a lot of thing.Write their names under the pictures.Where did kitty buy these things?Write the numbers of the shops in Part A in the boxes. 1、Look at the pictures on page75.Volunteers to describe the objects.2、Ss match these items with the shops in Part A by writing the correct number in each of boxes.3、Practice saying .e.g. Kitty bought vegetables in the supermarket.4、Say together.

Extension activities

1、Write the names of some shops on the board. 1、Ss identify a range of different items they can buy in these shops.e.g. Chemist: shampoo, toothpaste, medicine, Butcher: chicken, pork, beef, eggs.

Activity 2:

1、To ask students to draw shops from the nearest shopping mall.2、Ask them to write the items sold in each shop under the picture. 1、Write the names of the shops in large letters above the shops.2、Write and check.3、To describe.

Stage 3:Homework

1、To copy these words phrases2、To write more names and phrases of the shops and the names of the goods in them.

Unit5 Going Shopping

Period Five

Contents: Grammar: Part A、Part B1

Analysis of learning: This section helps the Ss summarize

①The usage of the structure “there be ”

②The present continuous tense

a. What are they doing?

b. Asking questions about what people are doing.

Objectives:1、Language skills

a: To use “there is” and “there are” to introduce new things.

b: To use “there is” before a singular noun.

c: To use “there are” before a plural noun.

d: Use the present continuous tense to talk about things that are happening now.

2、Self-learning ability

Try to get the rules by themselves.

3、Emphasis and difficulty:

Help the Ss use them probably and correctly.

Procedures:

Teaching Activities Learning Activities

Stage 1:Warm up

Ⅰ:GreetingsⅡ:Everyday EnglishⅢ:Revision Ⅰ:GreetingsⅡ:Everyday EnglishⅢ:Revision

Stage 2:Learn Part A and Part B of Grammar

Task 1: Using “there is”/ “there are”

Activity 1:To Present “there be”

1、We use “there is” before a singular noun.We use “there are” before a plural noun. a man some bread six people lots of bogs Is there ……？Are there ……？2、Show some more pictures. 1、Ss should use this structure to describe other places .e.g. a modern building. a nice bedroom . a school library a big farm2、Answer Questionse.g.a .Are there many sheep in the farm?(Yes, there are./No, there aren’t.)b. Is there a lovely toy in the bedroom?(Yes, there is./No, there isn’t.)

Activity 2: Send an e-mail

1、Make sure Ss understand the purpose .2、Tell Ss to use this model e-mail to talk about other things. e g. a youth club, a cinema, a restaurant. 1、Look at P76.2、Complete the sentences with “there is” and “there are”3、Check and read it to each other in pairs.4、Write an e-mail describing their school based on the model .5、Do extension activity.

Task 2: Using the present continuous tense to talk about things that are happening now.

Activity 1: What are they doing?

1、Make sure Ss understand the purpose.2、Ask some questions with mime and gestures for emphasis.3、T makes statements about yourself e.g. I am enjoying myself. I am having a great time.I am talking to all of you. 4、Ask Ss what kind of statements and questions T has formulated.5、Ask Ss to study the table on P77.6、Explain to Ss how we form the ‘- ing’ form of a verb with the reference to the table on Page 78.7、Remind Ss that the verb ‘to be ’ goes at the beginning of the question. Questions:1、What are you doing? Are you writing a letter to me? Are you singing……？ Are you playing the piano right now? Are you swimming now? etc……2、Elicit the ideas about things going on now, at present, at the moment, right now. 3、Go through the table. Point out that we can make negative sentences by adding ‘not’ after the verb ‘to be’.4、Describe what the sentences below the pictures. Ss complete the sentences individually.5、Check in pairs.6、Work out the rules.7、Answer questions according to the pictures.a: What is Simon doing?b: Are Kitty and Sandy eating ice cream?c: This is Millie. What is she doing?d: Is Daniel doing his homework?(No, he is playing computer games.)Are you playing computer games too?(No, we’re having an English class.)

Stage 3: HomeworkWorkbook P69A & P70 B1 B2 B3

Unit5 Going Shopping

Period Six

Contents: Grammar: PartB2 Part C

Analysis of learning: ①Part B2 ask Ss to talk and use things that are happening now freely and correctly .

②Part C let Ss use personal pronouns to replace nouns for people/things when it is clear who or what we are referring to.

Objectives:

1、Target language

a. The usage of the present continuous tense.

b. Personal pronouns (object form)

2、Language skills

a. To use the present continuous tense

b. To introduce personal to refer to someone/something.

3、Self-learning ability

To get to the rules by practising.

Procedures:

Teaching Activities Learning Activities

Stage 1:Warm up

Ⅰ:GreetingsⅡ:Everyday EnglishⅢ:Revision Ⅰ:GreetingsⅡ:Everyday EnglishⅢ:Show some of the Ss e-mails to their friends.

Stage 2: Learn P78B2

Task 1: To talk about and complete the conversation.

Activity 1: Talking on the picture.

1、Ask Ss to look at the picture . Tell them that Sandy and Amy are talking on the phone.2、Ask questions. 1、Check their answers with a partner by role-playing the conversation.2、Answer some questions according to the conversation.a. Is Amy studying at the moment?b. Who is visiting her?c. What is her cousin doing now?d. What is Amy doing now ?3、Act out the conversation.4、Talking on the phone.e.g.S1: Hello, where are you?S2: I am walking in the street.S1: What are you doing now?S2: I’m buying something to eat.S1: Are you buying for me? S2: Yes. I’m having it now.

Stage 3:Learn P79C

Task1: Use personal pronouns to replace nouns for people /things

Activity 1: Discuss the table on P79

1、Work through the sample sentences on P79. 2、Write some more sample sentences on the blackboard to practice.3、Explain the difference between the subject form and object form. 1、Make sure to understand how each pronouns is related to the subject in the first sentence.2、Work on more sample sentences.a. My shoes are too big for . b. Do your shoes fit ? Yes, do. c. My mum likes these apples.I can get for .

Activity 2:Tallking to sb.

1、Explain to Ss that Daniel is talking to his father on the phone.2、Complete the sentences with personal pronouns (object form). 1、Read the conversation in pairs.2、Complete the sentences3、Fill in the blanks with the correct personal pronouns.■Look at your shoes. They are very dirty. You should clean .■That is Sally’s book. I will give it back to tomorrow.■I need a school bag. My mother is going to buy one.■The principal asked my class to meet him at ten O’clock. He is taking to the Science Museum. ■I left my football at Tom’s house. I will get later.■My brother likes eating apple pies. I am going to buy one.

Stage 4: HomeworkDo workbook: P75

Unit 5 Going Shopping

Period Nine

Context: Check out (P85)

Analysis of learning: This section divides into two parts. Part A checks the usage of “there be” and the present continuous tense. Part B checks the vocabulary.

objectives: 1.to check the usage of “there is/there are”, the present continuous tense and personal pronouns.

2.to revise vocabulary related to shopping.

3.to encourage students to help others.

Emphasis and difficulty: “there be”& present continuous tense.

Teaching aids: computer and over-head projector.

Method: Task Teaching Method

Background: This section encourages students to find out how much they have learned and how well their learning strategies are working. Part A of the Checkout sections is set in the context of helping people.

Step I: Revise the grammar: “there be” & present continuous tense.

A. Fill in the blanks with the correct form of “there be”.

1._________ a book on the teachers' desk.

2._________ some bread in the fridge.

3._________ five hair clips in the box.

4._________ some toys in the shopping mall.

B. Ask the students to change the upper forms into negative forms and interrogative forms, pay attention to “some” and “any”.

1.There is a book on the teachers' desk.

There is not a book on the teachers' desk.

Is there a book on the teachers' desk?

4.There are some toys in the shopping mall.

There are not any toys in the shopping mall.

Are there any toys in the shopping mall?

C. Fill in the blanks with the correct forms of the given verbs.

1.The boy (run) on the playground now.

2.Don't (close) the window, please.

3.Where is mum? She (cook) in the kitchen.

4.Look, the children (laugh) happily.

II. Part A of check out.

A. Tell students that part A gives them an opportunity to check how well they can use “there is/there are” constructions, the present continuous tense and the object forms of personal to complete the text.

B. Students fill in the blanks on their own. For less able students they may do this exercise in pairs. Ask students to check their answers with their partners. Ask for volunteers to read out the description for each picture. If students have made an error, ask them to refer back to the relevant section to find out where they have gone wrong.

III. Part B of check out.

A. Tell students to look at the word search puzzle in part B. Hidden inside are eight words from this unit. One has been found already.Ask students to look for the other seven wordson their own.

B. Students check their answers with a partner. Tell them to write any problem words on their flash cards which they have learned how to make in unit 3.

IV. Production.

A. Ask students to tell a story based on the four pictures, using

“there be” and present continuous tense.

eg. Helping people in a shopping mall

I'm going shopping on Saturday. There are many people. They are carrying big shopping bags. I'm standing outside a toy hop. There is a woman inside the shop….

C. Ask students to make their own word search puzzles with ther words they have learned in the unit.

Unit 5 Going Shopping

Period Ten

Content: Revision

Analysis of learning: Unit five introduces the idea of shopping for a particular purpose: buying a birthday present. students are encouraged to use vocabulary to talk about popular presents.

objectives:1.to grasp the construction of “there be” and the present

continuous tense.

2.to review the words and phrases.

Emphasis and difficulty: grammar and phrases.

Teaching aids: computer and over-head projector.

Revision of Language points:

I. Important expressions

a new shopping mall called Sunnyside Shopping Mall

the same things as

show sb. around sp.

on the top ( ground, first, second, third… ) floor

a computer games centre

write to me write an e-mail to his friend

over / on the phone

wait for one's turn

I'm waiting for my turn to ask the question.

help the children from poor areas

donate some money / raise some money for sb.

call us on 5551 3871

a pair of football boots

try it / them on try the coat on = try on the coat

five more new words

outside a toy shop

call 110 for help

have a stomach ache

play with sb. / sth.

Don't play with the fire. It's dangerous.

Do you like playing with your sister?

buy him a MP3 player = buy a MP3 player for him

get online = visit the Internet = surf the Internet

write a thank-you letter to sb.

II. Useful sentence structures

1. I want you to go shopping with me today.

I need you to carry all the bags.

want / need sb. to do sth.

2. All right, here's my purse.

Here comes the bus.

Here's an apple for you.

3. Amy wants to buy some presents for Simon and Sandy.

4. Can I help you? What are you looking for?

5. How much do the cards cost?

= How much are the cards?

= What's the price of these cards?

= How much do you pay for these cards?

= How much do you spend on these cards?

= How much do you spend ( in ) buying these cards?

6. There's a discount on last year's cards.

Is there a discount if I buy the whole set?

7. I prefer to buy new cards. ( prefer to do sth. )

prefer A to B

I prefer apples to pears.

I prefer watching TV to playing football.

8. These hair clips are beautiful, and they match her favorite T-shirt. ( = go with )

We must find a tie to match your suit.

Her clothes don't match her age.

9. I don't have enough money to buy her a CD.

I am not tall enough to reach the basket.

10. There is a big new shopping mall near my school. It is called Sunnyside.

11. The mall opens from 9a.m. to 10p.m..

12. Millie is paying for her new shoes.

How much should I pay for the computer?

13. I can't hear you well. Can you say it again?

14. What size are your feet?

What size do you wear?

15. It is very easy to find.

16. I like watching a film before going shopping.

17. When I am playing a game, there are always lots of people waiting for me to finish.

18. he mall is a really fun place to go. It is a good place to meet friends.

19. She is crying with her hand on her stomach.

20. We help each other. I help her with Chinese. She helps me with English.

III. Improve yourself

1．我想你为我买一条红蓝相间的丝绸领带。

2．这儿有你的两封来自美国的信件。

3．你想买点什么？我想为我女儿买一条黑白相间的裙子。

4．你的MP3播放机多少钱？

5．去年的运动鞋打折吗？

6．比起玩具熊，我更喜欢连环画。

7．你应该找到磁带（tape）与你的英语书相配。

8．Daniel没有足够的钱为他的新裤子和新帽子付钱。

9．我们的学校叫做金湖县外国语中学。

10．我们学校的图书馆每天7:00到5:00开放。

11．你穿多大的衬衫？

12．睡觉前我喜欢喝一杯温牛奶。这有助于睡眠。

13．电影院门口有许多人在等着买票。

14．学校是个交朋友的好地方。

15．周末你经常帮助你妈做家务活吗？

篇9：译林牛津模块五第一单元词组(译林牛津版高二英语必修五教案教学设计)

1. 与某人友好相处 get along well with sb.

2. 一次突然的数学考试 a surprise math test

3. 对……感到惭愧 be / feel ashamed of …

4. 下定决心去做某事 be determined to do sth.

5. 信守诺言 keep one’s word

6. 对着某人大叫 yell at sb.

7. 不能忍受（去做）某事 can’t stand (doing) sth.

8. 向某人道歉 apologize to sb. / make an apology to sb.

9. 一次难以忘怀的经历 an unforgettable experience

10．完全有权利做某事 have every right to do sth.

11．嫉妒某人/某事 feel jealous of …

12．当众使某人尴尬 embarrass sb. in public

13．首先（强调顺序） first of all

14．熬夜 stay up at night / stay late into the night

15．使某人提起精神 cheer sb. up

16．参加学校羽毛球队 join the school badminton team

17．等不及去做某事 can’t wait to do sth.

18．在网上聊天 chat on the Internet / chat online

19．阻止某人去做某事 discourage sb. from doing sth.

20．提及，说起 speak of

21．提前 in advance

22．打通……的电话 get through to …

23．除了……之外 apart from

24．替某人保守秘密 keep sb’s secret / keep the secret for sb.

25．责备某人（做了）某事 blame sb. for (doing) sth.

26．将……归咎/归罪于某人 blame sb. for sth. / blame sth. on sb.

lay / put the blame on sb. for …

27．因……而应受谴责/应负责任 (sb.) be to blame for … (不用被动语态)

28．全神贯注于…… be absorbed in …

29．到底，究竟 in the world

30．对……有不同的态度 have / take different attitudes towards …

31．迟豫于去做某事 hesitate to do sth.

32．毫不犹豫地 without hesitation

33．毫无疑问 without doubt

34．以……为基础/依据 be based on / upon …

35．彼此，互相 one another / each other

36．另一方面 on the other hand

37．不管，不顾 regardless of (prep.)

38．搜寻，寻找 search for / look for

39．加入到救援行动中 be involved in the rescue mission

40．日出/日落时分 at sunrise / at sunset

41．首要的是，最重要的是 above all

42．平静/镇定下来 calm down (vi.)

43．使某人/某人自己平静下来 calm sb. / oneself down (vt.)

44．承认（做过）某事 admit sth. / doing sth. / that …

45．准许某人进入公园/准许入学 admit sb. to the park / the school

46．对准焦距；集中（注意/关心）于…… focus … on …

47．结果 as a result

48．由于，因为 as a result of / because of

49．导致，造成 lead to / result in / contribute to

50．由……所引起 result from

51．对某人刻薄 be mean to sb.

52．对某人残忍 be cruel to sb.

53．某人不太可能做某事 (sb.) be unlikely to do sth.

54．推迟做某事 delay / put off doing sth.

55．渴望去做某事 be anxious to do sth.

56．为……焦急 be anxious about …

57．遭受严重的污染 suffer from serious pollution

58．与……一致 be consistent with …

59．由于某种原因 for one reason or another

60．肯定 for sure

篇10：牛津6B全册词组(译林牛津版七年级英语下册教案教学设计)

6B词组(1)

Unit One

1. on Sunday morning 在星期天早晨

2. go for a walk 去散步

3. be glad to see them 很高兴见到你

4. under a big tree 在一棵大树下

5. have a chat 聊天

6. a twin sister 双胞胎姐姐/妹妹

7. look the same 看上去一样

8. as tall as 和……一样高

9. twenty minutes younger than… 比……小二十分钟

10. want to do sth. 想做某事

11. one day 有一天

12. the one child in my family 我家的独生子

13. the man in black 穿着黑色衣服的男人

14. Who’s younger, you or Su Yang? 谁年龄小，你还是苏扬？

15. Do you have any brothers or sisters? 你有兄弟姐妹吗？

16. He’s one year younger than me. 他比我小一岁。

17. You’ve got a brother. 你有一个哥哥。

18. I’m taller than Su Yang. 我比苏扬高。

19. Who’s taller than David? 谁比David高？

20. Whose school bag is heavier, yours or mine? 谁的书包重，你的还是我的？

Unit Two

1. be good at 擅长

2. do well in 在……方面做得好

3. talk to sb. about sth. 和某人谈有关某方面的情况

4. need help with… 在……方面需要帮助

5. run faster than… 比……跑得快

6. a good football player 一位好的足球运动员

7. some of the boys 其中一些男孩

8. Don’t worry. 不用担心。

9. do some exercise 做练习/做运动 do more exercise 多做练习/运动

10. get stronger 变得更健壮

11. jog to school 慢跑去学校

12. play ball games 玩球类运动

13. all of us 我们所有人

14. be late for school 上学迟到

15. What’s the matter? 怎么了？

16. I’ll get up earlier every day and do some exercise before I go to school.

我会在每天早点起床，上学前做些运动。

17. Please don’t be late again. 请下次别迟到。

18. Shall we start our lesson now? 我们现在开始上课吧？

19. You have five minutes to remember them. 你们有五分钟的时间来记住他们。

Unit Three

1. Excuse me, can you tell me the way to …? 请问，你能告诉我去……的路吗？

2. go along this street 沿着这条街走

3. turn right/left 向右/左拐

4. at the first crossing 在第一个十字路口

5. on your left/right 在你的左/右边

6. take bus No. 5 坐5路车

7. a long walk 走一段很长的路

8. every five minutes 每5分钟

9. in front of 在……前面

10. get off 下车 get on上车

11. at the third stop 在第三站

12. the History Museum 在历史博物馆

13. a shopping centre 购物中心

14. a post office 邮局

15. a middle school 中学

16. a primary school 小学

17. a train station 火车站

18. last Sunday afternoon 上个星期天下午

19. a book about animals 有关动物的书

20. run out of 跑出……

21. stop thief 抓贼

22. start to run 开始跑

23. get sth. back 把某物拿回

24. come to help 来帮忙

25. He’s asking Yang Ling how to get there. 他在问杨凌怎么去那儿。

26. You can’t miss it. 你不会错过的。

27. How far is it from here? 离这儿有多远？

28. It’s about a kilometer away. 大约一公里远。

Unit 5

1. be going to do sth 将做某事

2. next week 下个星期

3. for one year 有一年的时间

4. want to know about sth 想知道某事的情况

5. What’s the weather like…? 天气怎样？

6. in spring/summer/autumn/winter 在春天/夏天/秋天/冬天

7. in the countryside 在乡村

8. Sounds great! 听起来很棒！

9. most of the time 大部分时间

10. make snowmen 做雪人

11. It’s great fun. 这很有趣。

12. warm clothes for winter 冬天穿的保暖衣服

13. go rowing and fishing 去划船钓鱼

14. go jogging 去小跑

15. It’s usually very hot, as hot as in Nanjing. 通常很热，很南京一样热。

16. What about…? ……怎么样？

17. Does it often rain there in spring? 春天经常下雨吗？

18. There’s a lot of rain in spring. 在春天雨水很多。

19. Which season do you like best? 哪个季节你最喜欢？

20. turn green 变绿

21. get shorter 变短

22. go swimming 去游泳

Unit 6

1. have school 上课，有课

2. talk about 谈论

3. see a Beijing opera 看京剧

4. this afternoon 今天下午

5. Would you like to join us? 你想和我们一起去吗？

6. by the way 顺便说/问一下

7. at the concert 在音乐会上

8. play the violin/piano 拉小提琴/弹钢琴

9. have a picnic 进行野餐

10. go on an outing 去远足

11. see a play 看戏

12. take part in… 参加

13. a singing contest 歌咏比赛

14. a sports meeting 运动会

15. have a class outing 进行班级远足

16. class project 班级课题

17. at the bus stop 在公共汽车站

18. come home 回家

Unit 7

1. yesterday afternoon 昨天下午

2. some writing paper 一些信纸

3. What for? 为什么

4. write a letter 写信

5. listen to music 听音乐

6. make model planes 制作模型飞机

7. have the same hobbies 有同样的爱好

8. I hope so. 我希望如此。

9. tell sb about sth. 告诉某人有关某事的情况

10. of course 当然

11.a fax machine 传真机

12. a telephone number 电话号码

13. write to sb 给某人写信

14. collect stamps 收集邮票

15. draw a picture 画画

16. make a kite 做风筝

17. do one’s homework 做回家作业

18. ask for 要求

19. some other subjects 一些其他课程

20. finish primary school 小学毕业

21. go to middle school 上中学

22. know everything about 了解有关……的一切

23. penfriend club 笔友俱乐部

24. with best wishes 祝好

篇11：牛津初中英语知识点7年级(译林牛津版七年级英语上册教案教学设计)

牛津初中英语知识点汇总

7

1. an instruction book

2. a secondary school

3. introduce sb. to

4. start school

5. greet your partner

6. be clever at

7. have one cousin

8. have black hair in a ponytail

9. wear glasses

10. football field/pitch

11. at the weekend

12. kick/score a goal

13. The more English you speak in class, the faster you will learn.

14. practise doing

15. dark brown

16. talk on the phone

17. a computer programmer

18. have breakfast/lunch/dinner

have a wonderful dinner

19. have fun doing sth.

20. keep a diary

21. do after-class activities

22. at lunch time

23. go to assembly

24. spend + 时间/钱 + on sth

in doing sth.

25. on a school day

26. too much + 不可数名词 much too + adj/adv

27. win the first prize

28. all the time

29. meet up with sb.

30. go on a school trip

31. look forward to a great day

32. look forward doing

33. have problems/trouble/difficulty with

34. have problems/trouble/difficulty doing

35. dress up as a ghost

36. celebrate Halloween in many ways

37. give us candies as a treat

38. play a trick on

39. cut out

40. make…out of…

41. at Christmas/On Christmas Day

42. on holiday

43. give sb.a hint

44. dream of/about doing

45. join an e-club

46. take turns to do

47. get tired

48. between meals

49. a top student

50. log onto the website

51. an online interview

52. Good luck with your report

53. keep fit and stay healthy

54. full of energy

55. take in

56. a shopping mall

57. There’s a discount on sth.

58. prefer to do rather than do

59. prefer doing to doing

60. They match her T-shirt.

61. wait for one’s turn

62. help with my homework

63. call sb.on 5551

64. They fit very well

65. a fun place to go

66. 10 more minutes = another 10 minutes

67. raise money for Project Hope

68. join in the fashion show

69. in the 20th century

70. in the 1970s/1970’s

71. an interesting talk on…

72. wear my hair in a 1990s style

73. have fun doing

74. end in “e”

75. go to/attend assembly

76. write sth in the correct order

77. cut sth. into the shape of

78. be made of

79. be tired out

80. invite sb.to do

篇12：7A unit1 This is me! 教案(译林牛津版七年级英语上册教案教学设计)

Teaching Contents : Comic strip and Welcome to the unit

Teaching aims:

A: Knowledge

1. Learn the greetings of meeting people

Good morning / afternoon / evening

Hi, I’m ----------. What’s your name ?

My name is ---------- .

2. Learn the new words .

e-dog , master , instruction

B: Language skill

Use everyday expressions for greetings and introductions .

e.g. What’s your name ?

My name is -------.

C: Feeling

1. To develop students to like English .

2. Arouse students’ interest in learning English

3. Train cooperation study

Main points :

Greetings

Difficult points : How to greet when meeting people .

Teaching method : Circumstance teaching

Teaching aids : Pictures, record and slide

Style of lesson : New lesson

Design for blackboard :

Unit 1 This is me !Hi, I’m--------- . e-dog What’s your name ? masterMy name is -------- . instruction

Teaching process: Teaching activities

Step 1 Warming –up activities

1. self –introduction

Good morning / afternoon /evening

I’m Mr /Mrs /Miss --------.I’m -----------years old . I’m your teacher .

2. Lead-in

Use everyday expressions for greetings and introductions .

The teacher asks one student some questions

“ Hi’, I’m -------- ? What’s your name?”

Then ask some students to do it again . (about 4 students )

Give the model sentences on the blackboard.

e.g. (1) “What’s your name ?” ---- My name is --------.”

(2)“Hi, I’m --------? “ ----“What’s your name ?”

-----“My name is --------“

3. Practice

(1) Let some of the students come to the front and ask the class .

In pairs .(about 4 groups )

Let them practising greetings above.

(2) Work in pairs practising

(3) Check (ask the students to the front and practise )

Step 2 Presentation

2. Introducing six new friends

T: Now you have many new friends .Do you want to make more new friends ?

Show pictures on the blackboard .Let the students look at them .

This is Simon. This is -------.

3. Make six masks of the children and go on introducing six children’s names .( Let the students wear the masks and introduce themselves )

Ask six students to come to the front and play six new friends .

The students point to themselves and say ,

“ I’m Simon” “I’m Amy” “I’m ------------“

3. Pair work.

Let students get to know these six new friends and remember them .Practise greetings in pairs .

Step 3. Greetings

1. Show a clock of different time .Let the students identify the time .

14:35 08:20

22:15 18:10

2. Let the students know when to say

Good morning /afternoon /evening / night

3. Let the students practice greetings at different time

Greet their partners and then introduce themselves

(Ask students to draw pictures of the sun ,the moon , the sun set , a sleeping baby , say greetings to each other according to these pictures.)

4. Do written exercises part B on page 3 and then check it .

(write greetings on the book .)

Step 4 Presentation

1. Use a multimedia to let the students watch the cartoon between Eddie and Hobo.

2. Introduce

This is Eddie . This is Hobo . Eddie is Hobo’s master . Hobo is an e-dog .

3. Ask the students

Who is Eddie? (He’s the master .) Who is Hobo ?

( He’s the e-dog) . Do you like Eddie ? Do you like

e-dogs ? You can ask your mother to go and buy it for you .

Does Eddie like the e-dog ? How do you know ？

(show a real e-dog ) This is an e-dog . It’s very lovely .

4 . Learn new words

Step 5 Presentation

1. Let the students watch the cartoon and listen to the talk

between Eddie and Hobo .

2 .Let students read after the talk of them .

3. Show the new words of this text . Let the students read them first ,then read after the teacher. .

Step 6 Practice

Let the students read by themselves .

Check Let students read the talk .

Step 7 Acting

Let the students play Eddie and Hobo and act out Pair work

Step 8 Homework

Let the students write their profiles .

Notes: 我是-------------。我---------------岁。我是一名学生。我在二班。

我喜欢我的学校。

Unit One ( the second period )

Teaching Contents : Reading (A, B)

Teaching aims:

A: Knowledge

1. Learn the new words .

Year , flat . clever , maths , basketball , club ,come from , be born , slim ,ponytail ,music ,profile , hard . wear ,enjoy ,polite ,helpful, funny

2. Learn the introduction of oneself

B: Language skill

Let students use the words and the drills to introduce oneself .

C: Feeling

1. To develop students to speak up actively

2. Let students be full of self-confidence

3. Train cooperation study

Main points :

1. The new words

2. Drills

Hi, I’m _______.I’m_________years old . I’m________(tall/short).

I live in a flat in Huai’an.

I love ________(swimming / dancing / playing computer games)

Difficult points : Learn how to make an introduction of oneself

Teaching method : Task-based teaching

Teaching aids : Pictures, record and slide

Style of lesson : New lesson

Design for blackboard :

Unit 1 Reading ( A, B)Millie Simon Sandy Kitty Amy Daniel

Teaching process:

Teaching activities

Step 1 Revision

1. Review the lesson which we learned last time

Greetings (The teacher starts with simple greetings to the students)

2. Let students use everyday expressions to communicate when meeting

people .

Step 2 Presentation

1. Intrduction (show three pictures of Chinese teacher ,Maths teacher and English teacher with a few

self-introduction words below them )

Hi, I’m ---------. I’m ------------years old . I’m ---------tall/short.

I (don’t ) wear glasses. I live in a flat in Huai’an.

2. Ask students to read them and guess who they are .

3. Ask students to say after the teacher .

Step 3 Practise and act out

Ask students to practise themselves in groups and act out .

Step 4 Presentation

1. Show six masks of the new friends and ask students who they are and help students memorize

2. Write the names on the blackboard

3. T: Do you know what they like ? If you want to know ,please read their profiles on page 4.

4. Ask students to answer questions “What do they like ?” Use the sentences “ -----likes doing --------.”

5. Learn the new words

T: Now we know what they like ,but do you know more about them ?

I’ll ask you to read it again . Before that , let’s learn the new wordain task of this Unit?”

Let the students discuss and ask one of the students to tell the class .

Teacher writes it on the blackboard

Main task : Writing a profile about yourself.

2.T: But do you know how to write a profile ? First please read Millie’s and Daniel’s profiles to know how to write a profile .

3. Get the students to read the profiles .

4.Teacher gives the students some questions according to the two profiles, and asks them to answer.

1).How old are they ? 2).When were their birthdays?

3).Where were they born ? 4).Where do they live now ?

5).What do they look like ? 6).What are their hobbies?

7) Who is Andy ? 8). Who has a lot of CDs ?

9).Does Millie have a lot of friends ? 10).What does Daniel do on the line ?

5.Then ask the students to ask and answer in pairs .

Read some new words and phrases on the blackboard .

6).Now do you know how to write a profile ?

Sump up : 1). … 2). … 3). …(让学生总结。)

Step 2. Practice

1.T: Millie has a lot of CDs , I have a lot of CDs ,too.

I like listening to music , do you like listening to music ?

S: Yes , I do .

T: Do you like playing computer games ?

S: Yes ,I do .

T: I’m good at singing , are you good at singing ?

S: No , I’m good at playing football

T: I have a cousin ,Do you have a cousin ?

S: No, I don’t . But I have a sister .

2.Can you practise like this .(Let the students ask and answer freely.)

(让学生互相说一说各自的喜好和其它一些情况，为下面写profiles作铺垫。)

Step4. Writing

T: We will have a party in our class . And many our penfriends will come to the party .

Can you write your own profile for your class noticeboard to let our penfriends know us well .

Now please write .Let the students write .

Ask some students to come to the front to read theirs , that is to tell the class yourself .

Homework :

1. Ss write their profiles and stick their own photos on the page .

2. Ask the Ss to design their profiles and stick their profiles on the wall . Choose five best ones .

Procedures of teaching for Unit 1

(The Ninth Period)

Teaching content : Checkout To revise the grammar and the vocabulary in Unit 1.

Teaching aims: 1. To revise the grammar and to be able to use it correctly .

2.Enable the students to master the vocabulary in this Unit and to be able to find out more words .

3.Enable the Ss to use what they have learned to communicate with others freely .

Teaching Aids : Pictures Of six students .

A projectors .

Teaching procedures :

Step 1. Revision

1.T: Last lesson I ask you to write your own profile for your class noticeboard . Have you finished ?

S: Yes .

T: Now please hand in your profiles with their photos .

Show some profiles to the Ss and talk to the Ss like the following .

T: Do you know this girl ? S: Yes, I do . She is … .

T: Is she lovely / pretty / beautiful ? S: Yes, she is .

T: Look at this girl , is she tall/ slim / fat /thin ? S: Yes, she is .

T: Does she have long hair ? S: Yes , she does .

T: What is she like ? S: She is slim .

2.Then teachers and Ss talk about their profiles together .

3.T: This is Lily’s profile , look ,Lily is pretty .

Lily ,can you read your profile?

4.Ask some other Ss to come to the front to read their profiles .

Step 2. Presentation

1.Today let’s learn the last lesson --- Checkout .

We will revise grammar and vocabulary .

2.T: Do you like listening to music ? S: Yes, I do .

T: Do you like playing football?（板书）

S: No, I don’t like playing football .（板书）

But Simon likes playing football .（板书）

T: Excuse me , Simon . Do you like playing football ?

Simon: Yes, I do .

T: Oh. I see . You like having sports . Me , too.

But how many kinds of sports do you know .

S: Basketball , football , volleyball and so on .

Now open your book at page 17. We have three word families ---- People , Sports , Appearance .Please put the words on the right word families .

3.Ask three Ss to come to the blackboard and write their answer .

4.Check the answers on the blackboard . Let the students read the words on the blackboard together .

5. Can you say more words about people , sports , and appearance ?

Let the Ss discuss in pairs .

6. Ask some Ss to say their answers .

(这一步骤主要帮助学生学习归纳总结所学词汇。)

Step 3.Grammar

T: Now boys and girls ,please look at the blackboard

(在黑板上有几句关于一般现在时态的句子,上面已经给出。)

What kind of tense is used in these sentences .

S: The simple present tense .

T: yes, you are right . Now do you know how to use it ?

Let the Ss discuss in groups to sum up the usage of the simple present tense .

(帮助学生列表归纳总结。)

Step4. Exercises

1.T: Now do you know the grammar ?

Do you understand it ?

S: Yes , we do .

T: Please open your books at page 17. Do part A.

Let the Ss fill in the blanks , and then check the answers .

Ask some pairs to work in pairs .

Get them to write their score on the paw .

3.Ask the Ss to write a profile about their good friends, then get the Ss to read it in class .

Homework :

1.Preview the next lesson .

2.Recite the words and expressions of Unit 1.

3.Write a profile about their teacher .

Unit 1 (the Tenth Period)

Integrated skills B

Study Skills

Teaching Design

Teaching aims:

1. Enable the students to exchange information about oneself.

2. Enable the students to ask questions about personal information.

3. Enable the students to respond questions to oneself.

4.Enable the students to establish and

maintain relationships and routines in school.

5. Enable the students to use everyday expressions to give instructions, make requests, and give responses.

Teaching Aids:

1. Student’s Book 7A

2. Some pictures.

3. A computer and a slide projector

Teaching procedure :

Step 1 Revision

1. Greeting. and try to find something about me .

2. Check the homework.

Step 2 Presentation

B Speak up: making new friends

1. Let students ask the teacher some queations.(to the following table)

Name: (What’s your name?)

Address: (Where do you live?)

Hobby: (What’s your hobby?)

T: Could you please say something about me now?

( Show the paper)

Name: Wang Ling

Address: Renmin Road

Hobby: Reading

A member of the Reading Club

S: Your name is ….

T: Good. Where do I live?

S: You live on Renmin Road.

T: ( to another studrnt) Where do you live?

S: I live …. ( Let students practise them.)

T: What do I like?

S: You like reading and you are a member of the Reading Club.

T: Yes. What do you like?

Ss:I like dancing. I am a member of the Dancing Club.

I like listening to music. I am a member of the Music Club.

I like playing the piano. I am a member of the Piano Club.

I like swimming. I am a member of the Swimming Club.

I like playing football. I am a member of the Football Team.

I love watching films. I am a member of the Film Club

2.Present the dialogue.

T: (OK. Do you want to be my friend?) Hi, my name is Wang Ling. What’s your name?

S: I’m Rose.

T: I live on Renmin Road. Where do you live?

S: I live on ….

T: What do you like?

S: I like listening to music. I am a member of the Music Club.

T: Oh really? I’m reading. I’m a member of the Reading Club

Nice to meet you.

S: Nice to meet you, too.

3. Work in pairs (show the sentences).

4. Act out their dialogue.

Step 3 Listening

( Show the picture of Daniel and Sandy)

T: Look at the picture. Who are they? S: They are Daniel and Sandy.

T: What are they doing? S: They are talking.

T: What are they talking about? Please listen to the tape.

And then answer the questions.

Where do they live?

What do they like? (Written on the blackboard)

1. Play the tape for the students.

2. Check the answers.

3. Listen to the tape and read after the tape.

4. Read the dialogue in parts.

Step 4 Presentation

Working with others A

1. Present this.

T: Boys and girls, I want to copy this dialogue. But I don’t have a pen with me. Do you have a pen?

S: Yes, I do. Here you are.

T: Thank you very much. Oh, do you have a new exercise book with you?

S: No, I don’t.

( Written and read)

Do you have a …? Yes, I do.

No, I don’t.

Step 5 Practice

1.Students make dialogues using them.

2.Act them out.

Step 6 Presentation

1. Present this.

T: Do you have a ruler, Mike?

S: Yes, I do.

T: Can I borrow your ruler?

S: Yes, I can. Here you are.

T: Thank you very much. (to the all) I borrow Mike’s ruler or I borrow the ruler from Mike. And Mike lends me his ruler or Mike lends his ruler to me.

(Explain the words “borrow and lend”.)

篇13：译林牛津模块3 Unit 2 词组(译林牛津版高一英语必修三教案教学设计)

Module3 unit2 language

Welcome

1. in a broad sense从广义上讲

2. transmit information传播信息

3. various forms of language语言的各种形式

4. stand for a beaming smile代表灿烂的微笑

5. all over the world/ throughout the world全世界

6. fly in circles 绕圈飞行

7. inform sb of/ about sth.通知某人某事

keep sb informed of sth使某人被通知

8. including sth/ sth included包括某事

9. share sth with sb与某人分享某物

10. make a special Internet language构成一种特殊的因特网语言

11. have some effective methods for studying the English language

有一些学习英语的特殊方法

Reading

1. throughout history贯穿历史；throughout the world/ all over the world

2. be made up of/consist of由…组成

3. a language with some confusing rules 一种带有令人迷惑规则的语言

4. bring sth with sb to sp将某物待在身边带到某地

5. at the end of the 9th Century 在九世纪晚期

6. a language called Celtic一种叫做凯尔特的语言

7. be different from与……不同

8. It’s certain that… …是确定的

9. the official language of England英国官方语

10. sb find it hard to do sth觉得做某事很难

11. This is because…/ That is why…表语从句句型

12. have similar meaning in …有类似的意思

13. contribute to / result in/ lead to/cause the development of……导致……的发展

14. sb take control of控制

15. sb lose control of失去控制

16. be replaced by/ with；设备sb take the place of sb 被…代替

17. despite the fact/ in spite of the fact尽管事实如此

18. have an impact on(the English language)对…巨大冲击

19. at this point在此期间

20. raise animals 饲养动物

21. the upper/lower class上(下)层阶级

22. common people普通人（地位相对低的）

23. by the latter half of the 24th century到24世纪下半叶

24. be adopted by被…采用

25. one’s mother tongue/ one’s native language母语

26. undergo huge changes(underwent, undergone)经历巨大变化/ undergo treatment接受治疗

27. continue doing/ continue to do sth继续做某事

28. a sequence of events一系列事件

29. relate… to…与…相关

30. official occasions官方正式场合

31. modern English/life/science and technology现代英语/生活/科技

32. make a promise; keep /break one’s promise做许诺；遵守诺言/食言

33. promise to do sth许诺做某事

34. a promising boy一个有前途的男孩

35. disagree with what =everything that =all that sb say

1.The English language is made up of/consists of the rules and vocabulary each group of people brought to Britain with them.

英语是由每个进入不列颠的人群所说语言中的规则和词汇构成的。

2.They brought with them their languages, which also mixed with Anglo-Saxon.

他们带来了自己的语言，与盎格鲁萨克森语混合起来

3.The language they created is what we now call Old English.

他们创造的语言就是我们现在所说的古英语。

4.Middle English is the name given to the English used from around the 12th to the 16th century.中古英语这个名词是指大约12世纪至16世纪期间所使用的英语

5.However, the Norman conquest did not have the same result that the Germanic invasion had had about 600 years earlier.

然而，诺曼征服并没有给英语带来大约6前日耳曼入侵所带来的相同后果。

6.The question of English will continue changing in the future is easy to answer.

英语在未来是否会继续变化这个问题其实很容易回答

7.Where a person comes from will affect their style of speech.

一个人来自哪里会影响他们说话的风格

8.There are many different dialects of English depending on where people live.

根据人们居住的地方（的不同）有许多不同英语方言。

9. We sometimes find it hard to decide which words or phrases to use

我们有时发现很难决定用何词和短语。

10.This is where I disagree.

This is what I disagree to.这就是我不赞同的地方。

Word power & Grammar & Task

1. spoken English/written English口语、书面语

2. a large amount of / a great deal of+不可数n

3. a large number of/ a great(good) many+可数n复

4. a large quantity of/plenty of+可数/不可数n

5. sort out=arrange安排

6. discard=throw away丢弃

7. I regret to inform you我遗憾地通知你

8. in addition=plus除此之外

9. have a word with=speak to与某人谈话

10. have words with sb与某人吵架

11. take sth into consideration考虑某事

12. five permanent members of the UN Security Council五个联合国安理会常任理事国

13. take action/measures to do sth采取行动做某事

14. set high standards for设一个标准

15. below standard在标准以下

16. up to the required standard超过被要求的标准

17. make a decision做决定

18. at one time曾经（at times 有时候）

19. at a time一次

20. keep … pure使…纯化

21. due to/because of/thanks to/ as a result of/owing to由于

22. ban sb from doing sth阻止某人做某事

23. easily accessed television programs容易接受的电视节目have access to

24. get along/on with sb与某人相处

25. There is no need to do sth没有必要做某事

26. waste time doing sth浪费时间做某事

27. It’s a waste of time to do/doing sth

28. shorten the distance缩短距离

29. embarrass sb into doing sth做某事使某人尴尬

30. refuse to accept an idea拒绝接受一个主意

31. from across the world从全世界

32. adopt one’s suggestion/a new teaching method

采纳某人的建议/一种新的教学方法

project

1. A differ greatly from B in size and shape

A与B 在尺寸及形状方面大大不同

2. the very first Chinese characters真正第一批简体中文

3. change over time随着时间改变

4. as a whole作为整体

5. on the whole（常用于句首）

6. combine two or more elements together把两种及更多种元素结合起来

7. the symbol for a man代表人类

8. be the opposite of sth是…的相反

9. Opposite our school are two shops.（倒装句）

10. Opposite our school is a shop.

11. be highly complex非常复杂

12. reflect one’s thought反应某人的思想

13. simplified Chinese characters简体中文

14. be widely used in mainland China在中国大陆广泛使用

15. The way a written language developed can tell us just as much about a culture as the history of a spoken language.书面语发展方式表示出来的文化就像口语的历史表示出来的文化一样。

16. The Chinese language differs from many Western languages in that it uses characters which have meanings and can stand alone as words.

汉语和许多西方语言不同，区别在于汉语使用本身就有意义，可以独立成字的汉字。

17. Not all characters are used to describe objects.=

All characters are not used to describe objects.=并非所有汉字都用来描述事物的。

篇14：译林牛津模块6 重点词组教师版(译林牛津版高一英语选修六教案教学设计)

模块六 重点词组

Unit 1

1） 突然大笑起来 burst out laughing; burst into laughter

2） 取笑，拿。。。。。。开玩笑 make fun of

3） 玩得高兴 have fun; enjoy oneself; have a good/wonderful time

4） 对。。。。。。做出反应；答复。。。。。。 in response to…

5） 对。。。。。。的反应 (one’s) response/reaction to…

6） 排队等。。。。。。 queue/line up for…

7） 至关重要 of vital importance; vitally important

8） 对。。。。。热情 be enthusiastic about…

9） 呈现新面貌 take on a new look

10） 承担额外工作 take on extra work

11） 推卸责任 shift the responsibility/blame for sth onto sb

12） 发生；进行 go on

13） 过着舒适安逸的生活 live/lead a cosy life

14） 引起公众对。。。。。。的注意 raise public awareness of…

15） 出洋相 make a fool of oneself

16） 筹集资金 raise/collect money

17） 减肥 lose weight

18） 绊倒 trip over

19） 在电视上直播 be broadcast live on TV; a live broadcast of…on TV

20） 刷牙 brush one’s teeth

21） 打开（电器等） turn on/switch on

22） 虚构，捏造；组成，构成，占；弥补，补偿 make up

23） 受。。。。。。喜爱 be popular with…/popularity with…

24） 效仿 follow in the footsteps of…

25） 对。。。。。。有影响 have an effect/influence on…;

26） 战胜疼痛 fight pain

27） 查生词 look up a new word

28） 被分成。。。。。。 be divided into…

29） 为。。。。。。腾出地方 make room for…

30） 做。。。。。。是某人的责任 it’s one’s responsibility/duty to do…

31） 与。。。。。。相撞 bump/ knock/ run/ crash into…

32） 把。。。。。。一撕为二 tear sth in two; tear sth into halves

33） fool sb. into/out of doing… 哄骗某人干/不干某事

34） sb. be torn between…and… 左右为难

35） tear oneself away from… 依依不舍地离开；把。。。。。。拿走

36） in an emergency 在紧急情况下 40）raise sb to sb’s feet 将某人扶起

37） howl with laughter 狂笑 41）be supposed to …被期望；应该

38） in charge 负责；掌管 42）do fine 干得不错

39） take sb. on 雇佣某人

Unit 2

1） 在。。。。。。方面取得成功 achieve success in…

2） 实现目标 meet/reach/achieve/accomplish one’s goal

3） 以防（万一）；如果 in case

4） 把。。。。。。描述成。。。。。。 describe…as…

5） 投身于，献身于 devote/dedicate one’s life/oneself to…

6） 使某人失去。。。。。。 cost sb sth

7） （使某人）振作起来，高兴起来 cheer (sb) up

8） 情绪高涨，兴高采烈 in high/good spirits

9） 以。。。。。。而自豪 be proud of…/take pride in

10） 适应。。。。。。 adjust/adapt (oneself) to…

11） 一系列 a series of…

12） 特别注意。。。。。。 pay special attention to…

13） 只要。。。。。。 so/as long as; if only

14） 充满 be full of; be filled with

15） 对。。。。。。满意 be content/pleased/satisfied with

16） 对。。。。。厌倦 be tired of/be bored with/be fed up with

17） 提高成绩 improve one’s grades

18） 放弃做。。。。。。 quit doing sth; give up doing

19） 回顾 look back on

20） 在阳光下 in the sun/sunshine

21） 保证所有人的健康和快乐guarantee good health and happiness for all

22） 做兼职 do/work part-time jobs

23） 简化生活 simplify one’s life

24） 花最多的时间做。。。。。spend the maximum amount of time doing…

25） 享受生活 enjoy one’s life

26） 为自由而奋斗 struggle/fight for freedom

27） 克服困难 overcome one’s difficulties; smooth away one’s difficulties

28） 令某人失望的是。。。。。。to one’s disappointment

29） 对。。。。。。乐观 be optimistic about…

30） 对。。。。。。表示同情 express/feel/have sympathy for…

31） 安排某人做。。。。。。arrange for sb to do…

32） 生动描述。。。。。。 give a vivid description/account of…

33） 与。。。。。。交流 communicate with sb

34） 做。。。。。。的动机 the motivation to do…

Unit 3

1） 上网 go online; log on

2） 收集信息 accumulate/gather/collect information

3） 一直，始终 all the time

4） 每当涉及到/提到。。。。。。时whenever it comes to…

5） 参与 participate in; take part in; join in

6）习惯于。。。。。。 be used to (doing)sth; be accustomed to (doing) sth

7） 满足几个目的 serve several purposes

8） 燃放爆竹 set off firecrackers

9） 与。。。。。。有联系/有关be connected with/to…; be linked/related to…

10） 在某人年轻时 in one’s youth

11） 尽可能。。。。。。 as…as possible; as…as sb can

12） 领某人参观。。。。。。take sb around; show sb around

13） 相关的人 the people concerned

14） 分发 give out; hand out

15） 与某人握手 shake hands with sb.

16） 与某人联系/接触 in contact/touch with sb

17） 使某人能够做。。。。。。enable sb to do…

18） 与众不同的 with a difference

19） 乐器 musical instruments

20） 是。。。。。。的家园 home to…

21） 属于 belong to…

22） 信仰；信赖 believe in

23） 养成。。。。。。的习惯 form/be in the habit of…; get/fall into the habit of…;

24） 改掉坏习惯 kick/quit/get out of/get rid of the bad habit(s)

25） 一般来说，。。。。。。 generally (speaking); in general

26） log off 关机；下线

27） go through the proper procedure 履行正确的程序

28） hold up 延迟，阻碍；搀扶，支撑；举起，抬起

29） hunt for 追猎；搜寻，寻找

30） make a（no/some）difference有（没有/有一些）关系/影响/区别

31） native speakers of English 英语是其母语的人

32） meet with 偶然遇见/碰见；开会

33） settle down 定居，过安定的生活；安下心来，平静下来

34） adjust (oneself) to…调整，调节；适应

35） settle differences 消除分歧

36） as far as I’m concerned,… 就我而言

37） take sth into account 考虑。。。。。。

38） account for…解释，说明；了解，查明；占（比例）39）in plain clothes穿着便服

Unit 4

1） 生活在贫困中 live in poverty

2） 由。。。。。。组成 be made up of; consist of

3） 解决问题 settle/solve a problem

4） 在。。。。。。方面进行合作 co-operate in…

5） 提升人们对。。。。。。的意识 increase/raise people’s awareness of…

6） 吸引某人对。。。。。。的注意力draw/attract one’s attention to…

7） 一笔钱 a sum of money

8） 缺乏。。。。。。 (a )lack/shortage of…; lack…

9） 让某人可得到。。。。。。 …be available/accessible to sb

10） 使某人意识到。。。。。。 make sb aware of…

11） 帮助需要帮助的人 help people in need

12） 被强迫做。。。。。。 be forced to do…

13） 给。。。。。。捐钱 donate money to…

14） 改善生活条件 improve living conditions

15） 出故障；抛锚； sth break down

16） 患（某种疾病） suffer from…

17） 提出（方案、建议等） put forward; come up with

18） 体重增加 put on weight; gain weight

19） 开展活动 conduct a campaign

20） 使某人想起。。。。。。 remind sb of sth

21） 做自愿者工作 do voluntary work

22） 从。。。。。。中吸取教训 draw lessons from…

23） 代表。。。。。。 on behalf of…

24） 生活舒适 live in comfort; live a comfortable life

25） volunteer for sth/volunteer to do sth自愿做。。。。。。

26） make an urgent request for sth 紧急要求得到。。。。。。

27） if only 只要；但愿，要是。。。。。。就好了

28） by means of/by no means/by all means凭借/决不/当然可以

29） on purpose 故意地 36) at the expense of… 以。。。。。。为代价

30） flood-stricken areas 洪泛区 37) refer to谈及；涉及；指；参考；查阅

31） bring sb. closer together 使。。。更团结 38) apart from…除了……(还有)

32） bring people’s attention to… 使人们注意。。。 39) in chaos/in a mess处于混乱状态

33） bring up children 教育/抚养孩子 40) promote respect for…增进对。。。的尊重

34） fresh water 淡水 41) look out for…留神；提防

35） running water 自来水 42) get hold of 得到；抓住

篇15：译林牛津模块5 重点词组教师版(译林牛津版高一英语必修五教案教学设计)

模块五 重点词组

Unit 1

1） 与某人相处融洽；某事进展顺利 get along/on well with sb./sth.

2） 有麻烦；处与困难中 in trouble

3） 集中注意力于。。。。。。 focus/concentrate (one’s attention) on…

4） 结果，。。。。。。 as a result,…

5） 冲某人大吼 yell at sb.

6） 某人应该因某事而受责备；某人应该对某事负责sb. be to blame for sth.

7） 当众；在公众场合 in public

8） 推迟做。。。。。。 delay/put off doing…

9） 说服某人做某事 persuade sb. to do/persuade sb. into doing…

10) 劝阻某人做某事，使某人因气馁而不去做某事 discourage sb. from doing…

11）（电话等）接通 get through

12）全神贯注于。。。。。。；专心致志于。。。。。。 be absorbed/lost/buried/involved in sth.

13）对做某事犹豫不决 hesitate to do/hesitate about doing…

14）不管/不顾。。。。。。 regardless of…

15）遭受巨大损失 suffer heavy losses

16）彼此 one another; each other

17）因。。。。。。而原谅/宽恕某人 forgive sb. for sth.

18）记笔记 take/make notes (of…)

19）对。。。。。。采取积极态度 take a positive/an active attitude toward(s)/to…

20）感到内疚 feel guilty

21）情不自禁地做。。。。。。 can’t help doing…

22）对。。。。。。感到羞愧 be/feel ashamed of…

23）熬夜 stay up

24）迫不及待地做。。。。。。 can’t wait to do…

25）在。。。。。。后不久 soon/shortly after…

26）给某人提供实用的建议 offer/give sb. practical advice

27）认真对待某人/某事 take sb./sth. seriously; be serious about…

28）在不久前某天 the other day

29）与某人分享。。。。。。 share sth. with sb

30）基于。。。。。。之上 be based on/upon…

31）一方面，。。。。。。另一方面，。。。。。。 on the one hand,…;on the other hand,…

32）第一个做。。。。。。 the first to do…

33) 毫不犹豫地 without hesitation

34）be determined to do…决心做。。。。。。

35) keep one’s word/promise信守诺言

36) apologize to sb. for sth.因某事而向某人道歉

Unit 2

1） 自然灾害natural disasters

2） 发表意见voice one’s opinions

3） 除此之外还有in addition(to…)/besides/as well as/apart from

4） 扫除；消灭wipe out

5） 对。。。。。。有持久影响have a lasting effect upon/on…

6） 对。。。。。。有益be beneficial to…;be good for; do good to; do sb. good; benefit…

7） 担忧。。。。。。 be concerned/worried about…

8） 把。。。。。。排放到。。。。。。pour…into…

9） 为。。。。。。付出沉重代价pay a high price for sth

10） 有意做。。。。。。/专门针对。。。。。。be meant/intended to do…

11） 对。。。。。。负责 take responsibility for/be responsible for…

12） 用完；耗尽 sb. run out of sth; sth. run out; sb/sth give out

13） 只要。。。。。。 so/as long as…; if only…

14） 就我个人而言，。。。。。。personally (speaking),…

15） 对。。。。。。造成破坏/损害cause damage to…

16） 仔细观看。。。。。watch…closely/carefully

17） 在过去 in the past,…

18） 采取措施 take measures/steps to do…; do something to…

19） 鼓励某人做某事encourage sb. to do …

20） 同。。。。。。作斗争 fight against…; struggle against

21） 贮备，备有。。。。。。be stocked with…

22） 取得进步 make progress

23） 到目前为止so far; up to now

24） 引起国内外关注raise/arouse concern both nationally and internationally

25） 导致。。。。。。result in…; lead to…

26） 给某人提有关。。。。。。的建议advise sb. on sth.; give sb. advice on sth

27） cut back on… 削减/缩减。。。。。。

28） rely/depend on sb. for sth.在。。。。。依靠/依赖。。。。。。

29） set up 设立/建立

30） be prohibited from… 被禁止做。。。。。。

Unit 3

1） 超乎想象beyond one’s imagination

2） 指出 point out

3） 干涉；干预。。。。。。interfere with…

4） 因某事而表扬某人praise sb for sth

5） 即使 even though; even if

6） 与。。。。。。有关 be related to…

7） 对。。。。。。感到遗憾feel sorry for…

8） 对。。。。。。做出评论comment on…; make comments on…

9） 完全同意。。。。。。be in complete agreement with…; totally agree with…

10） 毕竟 after all

11） 偶遇。。。。。。come across

12） 讲得通；有意义make sense

13） 与自然作对； 违背自然go against nature

14） 以。。。。。。而告终end up doing…; end up with sth; end up in sp.

15） 实现一个突破 achieve a breakthrough

16） 在科学领域in the field/area of science

17） 局限在。。。。。。范围内be limited to…

18） 对。。。。。。有害be harmful to…; be bad for…; do harm to…; do…harm

19） 抱怨/控诉。。。。。。complain about/of...

20） 开展调查conduct a survey; carry out a survey

21） 在过去几年里over/in the past/last few years

22） 环保environmental conservation/preservation

23） 满足…的需要meet/satisfy/supply/serve one’s needs(requirements/demands/requests)

24） 招致灾难spell disaster

25） 做出选择 make choices

26） 结果是。。。。。。turn out ( to be)…; turn out that…

27） 恢复正常 return to normal

28） 送报纸 deliver newspapers

29） 医疗 medical treatment

30） 得益于。。。。。。benefit from/by…

31） 对。。。。。。要求严格be strict with sb in sth

32） 表现好，守规矩 behave oneself

33） 提倡做。。。。。。advocate doing…

34） 将。。。。。。付诸实践put sth into practice

35） 构建和谐社会construct/build a harmonious society

36） 与某人争论某事argue with sb about/over sth

37） concentrate/focus one’s efforts on…致力于。。。。。。

38） do sth with the intention of…怀着。。。。。。目的去做。。。。。。

39） perform tests on… 在。。。。。。上进行试验

40） follow in one’s footsteps 效仿。。。。。

41） in favour of…赞成/支持/有利于。。。。。。

42） from one’s point of view,…在某人看来

43） decades of…几十年

44） use up 用完；耗尽

45） rather than而不是

46） at a fast rate以很快的速度

47） in general一般来说；大体上

48） push ahead with…义无反顾地进行；努力推进

49） figure out想出；理解；弄明白；计算出

50） go off/to the point跑题/切题

51） beyond all praise赞美不绝

52） in desperate need of…极其需要。。。。。。

53） adopt one’s suggestions采纳某人的建议

54） deliver a speech作演讲

55） be involved in…卷入

56） seek one’s fortune寻出路；去淘金

57） seek after the truth追求真理

58） seek shelter from the rain找躲雨的地方

59） seek advice from sb.向某人请教

60） the/common practice惯常做法

61） perform tasks执行任务

62） under construction在建设中

63） in one’s favor受某人欢迎；对某人有利

64） do sb. a favor帮某人一个忙

65） ask a favor of sb.请某人帮个忙

66） argue sb into/out of doing…说服某人做/不做某事

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