立的教學教案參考7篇

教案在教學過程中起到了指導和組織的作用，確保教學有序進行，教案的質量可以影響教師的教學滿意度和學生的學術成就，本站小編今天就為您帶來了立的教學教案參考7篇，相信一定會對你有所幫助。

立的教學教案篇1

teaching plans of unit one--- getting along with others

period one welcome to the unit

teaching aims:

to deepen ss’ understanding of friendship

to practice ss’ oral english by getting them involved in the discussion of friends and friendship

to learn the way to describe the characteristics of a true friend

teaching procedures:

Ⅰ-in

1. listen to the song called auld lang syne(友誼地久天長)

2. show students some pictures about friends

3. brainstorming questions:

1) have you enjoyed the song? can someone name the song ?

2) can you guess the relationship between the ones in the pictures?

3) do you have any good friends? how many are they?

4) do you think it is important to have a good relationship with others? why?

5) do you know the concept of “friendship”? try to explain.

6) in your opinion, what does a real friendship consist of ?

Ⅱ. picture talking:

talk about the pictures and proverbs with your partner. try to discuss the following questions:

picture 1,

1) where are the two girls?

2) what are they doing ?

3) how long they spend speaking to each other?

4) do you think they enjoy each other’s company?

5) what do you think ‘friends are thieves of time.’ mean?

picture 2,

1) what do you use a mirror for?

2) what are the two girls doing?

3) do you think the girl on the right is a good friend? why?

4) do you have a good friend? does he/she often give you advice?

5) what do you think the proverb ‘the best mirror is an old friend’ mean?

picture 3,

1) what is the taller boy doing ?

2) why does he do so?

3) do you think it possible for a person to buy friendship?

4) in your opinion, what is the base of a good friendship?

picture 4,

1) do you think friends should be the same age and share the same hobbies and interests?

2) what does the proverb ‘true friends have hearts that beat as one.’

Ⅲ. story-telling

tell a story happened between you and your best friend.

Ⅳ. discussion

1) what a true friend should be like?

a friend is someone who

---you respect and who respects you

---shares your happiness and sorrow

---is trustworthy

---is honest, loving

---is devoted and loyal to you

---is selfless

2) try to think of more proverbs related to friendship.

for example,

a life without a friend is a life without a sun.

a man who has friends must show himself friendly.

Ⅴ. extending

more proverbs about friendship

Ⅵ. conclusion

what else can be our friends besides human beings?

there are many answers to this question. e. g. a dog, a cat, a dictionary, a computer, a toy car, a mobile phone, a tv set…

as long as we have love

Ⅷ. homework

1. smile to your friends.

2. finish the passage in part b.

3. on page 95 in workbook..

4. preview the reading part.

period two reading (one)

teaching aims:

to deepen ss’ insight into problems between friends

to practice ss’ reading comprehension skill

to identify feelings and emotions in a text

teaching procedures:

Ⅰ-in

1. show students a picture about a gang of friends.

it’s a picture of me. can you find me out and guess who are the others. (my friends)

2. brainstorming questions:

1) do you have a friend? how do you get along with your friends?

2) have you ever fallen out with a very good friend?

3) if you had a quarrel with a friend, how would you deal with it?

4) how would you mend a broken friendship?

3. before reading the letters about broken friendships, analyse the reasons that might lead to a broken friendship.

---having little in common

---lacking trust

---there being conflict of interest

---being jealous of each other

---being indifferent to each other

Ⅱ. fast-reading

ask the students to go through the two letters quickly and answer questions in part a

1. are the writers of the two letters feeling happy or sad?

2. what did sarah get for the surprise maths test?

3. is matthew usually a quiet boy?

Ⅲ. detailed-reading

1. ask the students to read the first letter carefully and answer the following questions and an analysis diagram .

1) why other children say we are no fun?

2) what did sarah think about the surprise maths test?

3) what did hannah sense?

4) what did sarah tell hannah in the girls’ toilets?

5) why did sarah tell hannah that they weren’t going to be friends any more?

6) the analysis diagram:

she felt betrayed because … she thought her best friend hannah didn’t keep her secret.

shamed she scored the lowest score in her class.

upset she found a piece of paper on her desk that said ‘stupid sarah got a d’

angry she thought sarah didn’t keep her word.

2. ask the students to read the second letter carefully and answer the following questions and fill in a table.

1) why did andrew shout at mathew after the match?

2) what did matthew think about losing the match?

3) how did andrew think of football?

4) what kind boy is matthew?

5) how is matthew recently?

6) fill in the table:

how andrew felt why she felt so?

he had a dilemma. his best friend matthew has stopped talking to him.

he felt really guilty. he said some really cruel things to matthew.

he was angry with matthew. they lost the game because of matthew’s carelessness.

Ⅳ. summarize the reading strategy according to the emotion analysis and tale above: read to understand emotion

Ⅴ. consolidation

complete two letters written by agony aunt back to the two students with the proper words.

Ⅵ. role play

divide the students into groups of three. each group is formed with agony aunt annie, sarah and hannah or agony aunt annie, andrew and matthew. just suppose they are having a face-to-face talk. students are expected to act it out after a few minutes’ preparation.

Ⅶ. discussion

what is a friendship?

read a poem--- the abc’s of friendship

Ⅷ. homework

1. retell the two letters.

2. write an article about the friendship in your mind.

period three reading (two)--- language points

teaching aims:

to deepen ss’ understanding of the two letters.

to help ss master the important words and phrases in the text.

to introduce a few sentence structures to ss.

teaching procedures:

Ⅰ-in

1. revision

retell the main idea of the two letters.

discussion: will they be good friends again?

Ⅱs

1. match the words with the correct definitions

academic make jokes and laugh at someone

deliberately a situation where one can’t decide what to do

tease shout or say loudly

dilemma feeling shamed of something done wrong

brilliant good at studying and getting high marks

yell be kind and like to meet new people

outgoing extremely good, clever and excellent

guilty done in a planed way, on purpose

2. complete the sentences with the words on the left

though he is a popular student, he is not very academic.

i don’t know what to do. actually i am in a dilemma .

after saying sorry to her, i didn’t feel guilty any longer.

he is quite outgoing and has lots of friends.

don’t get upset i was only teasing .

he is so brilliant that he can always think of new ideas.

it is impolite to yell at the old.

i don’t think the young boy run into the old woman deliberately.

Ⅲ. phrases

explain the underlined words and make a sentence according to the picture given.

1. i was determined to be cheerful…(line 14)

do something with a firm desire

eg. though she loved him, she was determined to leave him.

2.… , and told her we weren’t going to be friends any more because she couldn’t keep her word.(line 24)

do what one has promised

eg.

she is a good girl and can always keep her word.

3. … , and as a result of his careless playing, we lost the game.(line 38)

because of

eg. as a result of his careless study, he failed the maths test.

4. … i cannot help wondering if she wants peter to be his best friend instead of me.(line 53)

cannot take control of oneself and do…

eg. when thinking to the jokes, i can’t help laughing.

5 … i must have sounded very proud of myself after the test.(line 8)

must have done means guessing that something has happened because there seems to be no other possibility.

more sentences in the text:

… hannah must have deliberately told everyone about my mark...(line 21)

how they must have laughed behind my back!

she said that someone must have heard us in the toilets, but i don’t believe her.

must have snowed yesterday.

Ⅴ. sentences

what does the word mean in different sentences?

1. hannah sensed something was wrong. (line 14)

he doesn’t seem to have any sense of humor.

there is no sense in getting upset about it now.

one day he will come to his senses and see what a fool he has been.

this article does not make sense to me.

2. he kept on saying really mean things to hurt me. (line 44)

watch him. he can be really mean.

don’t be so mean about money.

this word means a kind of meat in english.

i didn’t mean to hurt you.

3. i feel really guilty because i said some really cruel things too, but i can’t stand seeing our team lose. (line 46)

all the audience stood and clapped.

he is too weak to stand.

stand the bedroom against the door.

there is a fruit stand in the street.

Ⅵctures

said it wasn’t his fault if he couldn’t play as well as me and that i shouldn’t yell at him.

if there are two object clauses in one sentence, that is used at the beginning of the second object clause and cannot be left out.

eg.

she said (that) she would fly to paris and that she would bring me a present.

e the mach, he hasn’t spoken to me even though we sit next to each other in class.

they decided to leave each other even though they loved each other.

3. various forms of a verb

… how i was sure to get a good mark. (line 9)

i was determined to be cheerful. (line 14) to infinitive

i made her promise not to tell anyone. (line 16)---- bare infinitive

i was so upset that i felt like crying. (line 20)

my best friend matthew has stopped talking to me. (line 34)

… as a result of his careless playing, we lost the game. (line 39) v-ing form as a noun

Ⅶ. homework

1. review the useful phrases and important words in this text.

2. review the two sentence structures learnt above.

3. finish parts a1 and a2 on page 90 in workbook.

period four word power

teaching aims:

to enlarge ss’s vocabulary about personality.

to help ss recognize positive and negative adjectives about personality.

to introduce synonyms and antonyms to ss.

teaching procedures:

Ⅰ-in

questions:

1. think of one of your friends and make a description.

2. what kind of person is easy to make friends with?

3. what kind of person is hard to make friends with?

write down the adjectives on the blackboard.

Ⅱ the dialogue

ask ss to pair work the dialogue and try to get the meaning of the adjectives.

go through the first table and figure out positive adjectives and negative adjectives to describe personality.

Ⅲ. competition

encourage ss to come up with more adjectives to describe personality.

divide the ss into two groups, the group which comes up with more groups will be the winner.

Ⅳ. synonyms and antonyms

introduce the definition of synonyms and antonyms to the ss.

go through the second table and do some more exercises.

Ⅴ. consolidation

1. figure out the adjectives according to the meaning on the left.

2. finish the exercises on page 7

Ⅵ. game --- describe and guess

one student is going to stand in front of the class and describe the personality of one of his/her friends, the others are going to guess out who the person is. the one who guess it out can have a chance to go to the front.

Ⅶ. have a thinking

have a summary of what we have learnt in this period of class.

ask ss to think about two questions:

do you want to be popular?

do you want to make true friends?

so we should build a positive personality.

Ⅷ. homework

finish the relevant exercises in the unit revision.

period five grammar (1)

teaching aims:

to recognize the basic forms of the to-infinitive and the bare infinitive.

to learn how to use to-infinitives and bare infinitives in different situations.

teaching procedures:

Ⅰ-in

look at some proverbs about friendship and pay attention to the words in red.

1) a faithful friend is hard to find.

2) the only way to have a friend is to be one.

3) it is better to be alone than in bad company.

Ⅱtions of to-infinitive

1) subject of a sentence

2) object

3) object complement

4) attribute

5) predicative

6) adverbial

Ⅲ. functions of bare infinitive

1) we use the bare infinitive after:

* let and make and sometimes have

* verbs of perception: feel, hear, see and watch

* would rather, had better and why not

2) when two infinitives are joined by and, or, expect, but, than, rather than, we normally use the bare infinitive for the second infinitive.

Ⅵ. consolidation

1. turn to page 9 and complete the letter.

2. retell the letter to your partner using your own language.

Ⅶ. homework

finish c1 on page 100 in workbook and relevant exercises in unit revision

some more exercises are prepared if time permits.

period six grammar (2)

teaching aims:

to recognize the basic form of the verb-ing.

to learn how to use the verb-ing form as a noun in different situations.

teaching procedures:

Ⅰ-in

show ss some proverbs and ask them to pay attention to the words in red.

saying is one thing and doing another.

seeing is believing.

constant dripping wears away a stone.

reading enriches the mind.

Ⅱ.1. functions of verb-ing

1) subject

2) predicative

3) object

4) after possessive pronouns

5) in compound nouns

2. we use a verb-ing form, not an infinitive after these verbs: admit, dislike, imagine, delay, consider, mind, understand, avoid, enjoy, practise, miss, finish, keep, suggest.

3. we can use a verb-ing form or an infinitive after the following verbs, with little difference in meaning: continue, prefer, begin, hate, like, start, love

4. some verbs can be followed by a verb-ing form or a to-infinitive , but with some different in meaning or usage: forget, regret, remember, mean, try, go on

forget + to-infinitive (an activity that has not been done)

forget + verb-ing form (an action that has been done)

5. some common phrases are used with verb-ing forms.

would you mind …

…cannot help…

…look forward to…

…feel like…

…cannot stand…

…it is no use/ good…

…put off…

…keep on…

Ⅲ. consolidation

complete the letter on page 11

Ⅵussion:

state your opinion on visiting internet chat rooms.

Ⅶ. more exercises

Ⅶ. homework

period seven task (1)

teaching aims:

to practice ss’ listening ability by taking notes.

to practice ss’ oral ability by express agreement and disagreement

teaching procedures:

1. lead-in

1) interview

one or two of our classmates has been abroad in this summer. now you have a chance to interview him/her. write down his/her answers.

give some hint about how to take notes.

2) watch a video about an interview, and try to take notes about the answers.

Ⅱls building1: writing down the answers

think about what questions to ask and write them down in advance.

write brief notes only, not whole sentences.

make meaningful notes.

use contractions and abbreviations whenever possible.

if you don’t hear or understand an answer, ask the other person to repeat it. you can use expressions such as:

could you say that again?

could you repeat that, please?

did you say… or…?

Ⅲen to the tape and answer the questions on page 12.

first read the instruction in the box and try to answer two easy questions

then listen to the tape and answer the questions.

Ⅵ1 calling teen talk for advice

read the leaflet about teen complete the notes.

listen to the tape and finish part b

Ⅶ. discussion

rview the classmates and fill in the chart.

rding to the result of the interview, try to discuss some statements on friendship with classmates.

essions of agreeing or disagreeing.

Ⅶ. homework

review what we have learnt today and write a letter to your friend about what his/her friendship means to you.

keep the ideas on page 17 in mind when you write.

your feelings about friendship

your feelings about best friends

the quantities of a good friend

what makes a good friendship last

period eight task (2)

teaching aims:

to practice ss’ listening ability by listening to others’ composition.

to practice ss’ proofreading ability by checking each other’s composition.

teaching procedures:

1. lead-in

review what we have learnt in skills building 1 and skills building 2

listen to the composition of one student and the others try to find out his mistakes.

Ⅱls building 3 : proofreading

what careless mistakes do we often make in our compositions

facts

grammar

handwriting

punctuation

vocabulary

spelling

style

tip: instruct students of how to make corrections.

Ⅲtice

proofread the article on page 16

Ⅵher practice

proofread a few sentences and one more piece of writing.

Ⅶolidation

proofread your composition by yourself.

exchange your composition with your deskmate, proofread his/her composition.

Ⅶ. presentation

present the article you have proofread to the class.

Ⅷ. homework

proofread the composition you have written recently.

finish the relevant exercises in unit revision.

period nine project (1)

teaching aims:

to practice ss’ reading ability by reading the article from the school magazine.

to get ss’ know the differences between teenage boys’ and girls’ friendship.

to instruct ss on how to design and conduct a survey.

teaching procedures:

1. lead-in

1. ask ss to finish a questionnaire on friendship.

2. analyze the result of the questionnaire and find out the difference between boys’ and girls’ friendship.

3. what’s your definition of friendship? (ask boys and girls to answer separately)

do you think boys and girls have different attitudes towards friendship?

Ⅱ. reading

read the school magazine article carefully and try to answer the following questions.

what puzzles robert?

what’s the difference between boys and girls in their attitudes towards friendship?

what are boys’ and girls’ friendships each based on?

Ⅲ. language points

1. they’re still sitting on the sofa, absorbed in conversation! (line, 6)

be lost in

2. what in the world do they have to talk about? (line, 6)

on earth, used to emphasize a statement

3. girls who have been asked can usually answer the question without hesitation. (line 18)

without pausing before doing something

4. on the other hand, a girl’s closest friend might be the first to tell her about something good or bad that has happened in her life. (line 24)

used when comparing different facts or ideas

在另一方面，從另一方面來說

5. regardless of what these friendships are based upon, shared feelings or activities, the important thing to remember is that both of them are friendships. (line 28)

without being affected by different situations, problems, etc. 不管，不顧

Ⅵ. assignment of the project

1. planning

form a group of 6

choose your topic

get the topic approved by your teacher

2. preparing

discuss the purpose and design of the survey

clear assignments

design the survey ______

conduct the survey ______

calculate the result ______

write the report ______

present the oral report ______

3. producing

make a questionnaire

give out and collect the questionnaires

record and analyze the statistics

write the report

4. presenting

present your findings to the class in an oral report

answer any questions raised by your classmates

Ⅶ. homework

finish the project

period ten project (2)

teaching aims:

to practice ss’ oral ability by anticipating in the oral report.

to improve ss’ team work spirit by finishing and presenting the project..

to improve ss’ emotional sense of friendship.

teaching procedures:

Ⅰ. lead-in

revision

retell the magazine article and summarize the difference between boys’ and girls’ attitude on friendship.

Ⅱ. presentation on how attitudes between boys and girls differ on a certain topic.

Ⅲ. presentation.

Ⅵ. summary

we should cherish our friendship

Ⅶ. homework

b1,b2 on page 91 in workbook

d1,d2on page 93 in workbook

relevant exercises in unit revision

period eleven self-assessment

teaching aims:

to check ss’ understanding of the two letters and the reading strategy of the two letters

to check ss’ master of the adjectives to describe personality.

to consulate ss’ understanding of the infinitives and verb-ings.

teaching procedures:

Ⅰsion

ask students to retell the two letters in the reading part. share what he/she has learnt with the others.

Ⅱ. exercises.

1. fill in the blanks with correct words

though he is a popular student, he is not very academic .

i don’t know what to do. actually i am in a dilemma .

after saying sorry to her, i didn’t feel guilty any longer.

he is quite outgoing and has lots of friends.

don’t get upset i was only teasing .

he is so brilliant that he can always think of new ideas.

it is impolite to yell at the old.

i don’t think the young boy run into the old woman deliberately .

i was determined to be cheerful, but hannah sensed something was wrong.

he kept on saying really mean things to hurt me.

i cannot help wondering if he wants peter to be his best friend instead of me.

but i can’t stand seeing out team lose.

when asked they usually hesitate before responding.

girls who have been asked can usually answer the question without hesitation .

friendships between girls are usually based on shared feelings and support

there are some things about amanda and her friends that puzzle robert.

2. write down the synonyms and antonyms.

synonyms

brave---courageous

loyal---faithful

passionate---enthusiastic

smart---clever

diligent---hardworking

antonyms

open-minded---narrow-minded

introvert---extrovert

selfish---selfless

generous---mean

talkative---quite

3. fill in he blanks with correct words, the first letter is given to you.

in china, most people think that the student who can get high marks in exams is a good student. however, will this kind of thought bring benefit to our chinese education? this mark-oriented education system even worrys some educators. they have a different attitude. it is true that a student should be absorbed in his studies. but besides in-class study, he has to develop in an all-round way. sport and after-school activities also play an important role in the development of a student. most teenagers are suffering from the pressure of exams.

in addition, a good adolescent should be honest and kind to others. in other words, he never betrays his friends, if he does something wrong, he admits his mistakes and apologize without hesitation.

to sum up, a student should be brilliant in his study and have a good personality.

4. 根據中文補全句子。

1) 想找到一個最好的朋友是困難的。

it is difficult to find a best friend.

2) 我每天需要8小時睡眠。

i need to sleep for eight hours every day.

3) 我有一個重要的會議要參加

i have a very important meeting to attend.

4) 他的目的是使我開心起來

his intention was to cheer me up.

5） 爸給我安排了一些游泳課以給我一個驚喜。

my dad arranged some swimming lessons to surprise me.

6） 讓我承諾每天寫作。

he make me promise to write every day.

7） 最好打掃一下你的房間。

you had better tidy your bedroom.

8） 游泳池裡有一隻鞋。

there is a shoe in the swimming pool.

9） 我通過每天早上跑步來保健。

i keep fit by running every morning.

10) 我將永遠不會忘記我贏得的第一枚金牌。

i will never forget winning my first gold medal.

11）我那樣說不是故意想傷害你的。

i didn’t mean to hurt you by saying that.

12) 在中國搖手錶示說再見。

in china waving hands means saying goodbye.

5. multiple choices

1.＿＿＿＿＿sunday, the students are at home.

g be is being

boy lay on his back, his teeth ＿＿and his glaring eyes ＿＿＿.

； looked ； looking

ing； looked ing； looking

the thing＿＿＿＿，his proposal is of greater value than yours.

idered idering consider ider

4.＿＿＿＿who she was, she said she was son’s friend.

ng d be asked asking

hurried to the station,＿＿＿the 9：30 train had already left.

find d to find finding

h do you enjoy ＿＿＿your weekends, fishing or watching tv?

ding spend g spent d

7.＿＿＿all my letters, i had a drink and went out.

shed ng finished shing finish

had no money ＿＿＿a birthday present for her children.

buy with ng ht which to buy

the dates＿＿＿on the gold coin, it is conformed that it was made five hundred years ago.

ing ed be marked ng been marked

10.＿＿＿＿time and labour, cartoonists generally draw the hands of their characters with only 3 fingers and a thumb.

save d ng ng saved

11.o’neal works is often seen ＿＿＿heavily before his teammates start.

ted be sweated ting g sweated

12.i can hardly imagine peter＿＿＿across the atlantic ocean in 15 days.

sail ing have sailed

＿＿＿the case, i couldn’t help but ＿＿＿＿＿ him.

g； support ； to support been； supporting ； supported

the way you thought of＿＿＿the water clean make any sense?

ng make to make ng made

order not to be disturbed, i spent three hours＿＿in my study.

ing ed lock g locked

will find the word “psychology” ＿＿＿＿under “p” in your dictionary.

listed ed ing

y could do nothing but ＿＿＿to his mother that he was wrong.

tting ts t admit

i caught him cheating me, i stopped ＿＿things in his shop.

ng buy ht

19.a doctor can expect＿＿＿at any hour of the day or night.

ing call g called be called

ly every great building in beijing was built＿ south.

face ng have faced g facing

his son＿＿＿, the old man felt unhappy.

be disappointed ppointing g disappointed disappoint

was＿＿＿＿computer games that cost the boy a lot of time that he ought to have spent on his lessons.

have played ing ed ng played

there, almost＿＿＿in the big chair, sat her little brother, who never had to be told to keep quiet.

ng lost ng be lost

i will be away for at least a year, i’d appreciate＿＿＿from you now and then＿＿me how everyone is getting along.

ing； tell hear； tell ing； telling hear； to tell

students are forbidden, unless they have special passes, ＿＿＿ after 11 pm.

stay out staying out ing out to stay out

26.i worked so late in the office last night that i hardly had time＿＿＿ the last bus.

hing catch ng caught have caught

27.＿＿to sunlight for too much time will do harm to one’s skin.

sed ng exposed g exposed r being exposed

didn’t start＿＿＿＿the importance of a foreign language till he graduated from school.

ing know have known

29.-- why was a special meeting called?

-- ＿＿＿a new chairman.

elect ting electing ted

30.-- why did bob weep?

-- he couldn’t bear＿＿＿like that before the whole class.

ng fun of g made fun of be laughed at g made fun

students expected there＿＿＿more reviewing classes before the final exams.

be g been

32.i don’t mind＿＿＿by bus, but i hate＿＿in queues.

eling； stand travel； to stand

eling； to stand eling； to standing

are looking forward to＿＿＿the film＿＿＿＿at the grand cinema.

ng； to show ； shown ng； shown ； to show

the shopping-centre,he didn’t know what＿＿and＿＿with an empty bag.

buy； leave be bought； left buy； left to buy； leave

policeman put down the phone, ＿＿＿with a smile on his face.

sfied sfying be satisfied ng satisfied

36.＿＿＿, your composition is full of mistakes.

ing carelessly ten carelessly

ng written carelessly

g written carelessly

made a candle＿＿＿us light.

give n

38.-- what do you suppose made her worried?

-- ＿＿＿a gold ring.

ng use of losing

39.i know it’s not important, but i can’t help ＿＿about it.

think think king g thought

40.＿＿several times, the young scientist still kept on making his experiments.

ng been failed ng failed gh failed use of failure

41.＿＿＿all over the hill and around the lake are wild flowers of different kinds.

grow ing n

42.--who are you going to have＿＿this letter for you?

-- my secretary.

d typed typing

food＿＿＿at the moment is for the dinner party.

ed be cooked being cooked g cooked

44.a kind old gentleman offered＿＿＿my bags to the taxi stand.

help carried ying to carry help me to carry

can hardly imagine the difficulty the woman had＿＿＿her children.

ght up bring up ging up have brought up

was＿＿＿today, but was asked to stay for＿＿＿week.

have returned； another rning； one more

rned； another return； other

47.-- where should i send my form?

-- the personnel office is the place＿＿＿.

sending it send it to send send it

48.i could feel the wind＿＿on my face from an open window.

blow ing be blowing n

49.-- lucy, why didn’t you come last sunday?

-- i＿＿＿, but my father was in hospital.

d going to

50.--what terrible weather! i simply can’t get the car＿＿＿.

- - why not try＿＿＿＿the engine with some hot water?

ting； filling t； filling ted; to fill start; fill

參考答案及簡析

1.d。本題考查獨立主格結構,因為前後主語不一致,所以前面分詞的邏輯主語不可以省略。it being sunday相當於as it is sunday。

2.b。獨立主格結構在句中作伴隨狀語, teeth 與set兩個詞之間含有邏輯上的被動關係,所以用過去分詞；look這一動作是eyes所發出,所以用looking。

3.a。獨立主格結構在句中作狀語,因為things與consider之間含有被動關係,所以用過去分詞。

4.b。分詞短語作狀語,因為ask與句子的主語（she）之間有被動關係,所以用過去分詞。5.c。本題考查“（only）＋不定式”與“-ing形式”作結果狀語的區別。“only＋不定式”表示該結果在主語的預料之外；接“-ing”形式表示由主句所產生的邏輯上的結果。

6.b。本題考查不定式作目的狀語,本題極易誤選a。其實 enjoy的賓語為fishing or watching tv。

7.b。因finish這一動作發生在i had a drink and went out之前,所以必須用現在分詞的完成式。

8.d。介詞＋關係代詞＋不定式的結構可以在句中用作定語，其作用相當於一個定語從句。9.b。本題考查非謂語動詞作定語。不定式作定語時,表示將來的動作；現在分詞作定語,表示主動、進行；過去分詞作定語,表示被動、完成。因為dates是被標在gold coin上,所以用過去分詞表示被動。

10.a。不定式作目的狀語。

11.c。分詞在句中作主語補足語。因sweat這一動作是he所發出,所以為主動。

12.c。peter為邏輯主語，與sailing構成複合結構，作imagine的賓語。

13.a。can’t help but為固定短語, but後面接不帶to的不定式；such being the case為獨立主格結構，the case為邏輯主語。

14.b。

15.b。lock與其邏輯主語應含有動賓關係,即 “被鎖在書房裡”。

16.c。單詞psychology被列在 “p”之下,有被動關係。

17.c。but表示 “除了”,為介詞,當其前面有動詞do的各種形式時,but後接不帶to的不定式。18.a。當stop後面接不定式時,表示“停下來去做某事”；如果接-ing形式,則表示“停止正在做的事”。

19.d。expect後面接不定式。由題意可知,doctor與call之間是被動關係。

20.b。現在分詞在句中表示狀態。

21.b。with複合結構在句中作狀語,表示原因,意為“由於兒子很是令人失望。”

22.b。本題為強調句型，被強調的部分是句子的主語，所以採用-ing形式。

23.d。be lost in是固定短語，意為“陷入……之中”。變為分詞短語作狀語時，仍用過去分詞lost。

24.c。appreciate後直接接-ing形式作賓語。

25.a。本題考查forbid 的用法。當forbid用作被動形式時,構成be forbidden to do結構。

26.b。

27.c。由題意“暴露在陽光下太久,會傷害人的面板”可知應採用-ing形式的被動式作主語。28.b。start後可以接-ing形式或to do,但如果start後面的動詞表示心理活動的詞時,必須用不定式。

29.a。回答why引導的問句，一般用不定式；回答what問句，一般用-ing形式。

30.b。bear意為“容忍”, 後面接-ing形式；make fun of與其邏輯主語有被動關係,所以用being done形式。

31.b。expected there to be的形式相當於expected there would be...。

32.c。mind意為“介意”, 後面接-ing形式； hate後可以接-ing形式或to do兩種形式。33.c。look forward to（to為介詞）後面接-ing形式；film與show之間含有被動關係,所以用過去分詞作定語。

34.c。“特殊疑問詞＋不定式”結構在句中作賓語；left與didn’t know並列。

35.a。be satisfied with“對……滿意”,即satisfy與with緊緊相連時,必須用其過去分詞。

36.b。write所表示的動作與其邏輯主語有被動關係。being written為現在分詞進行時的被動,表示該動作正在進行,與題意不符,所以選b。

37.c。不定式作目的狀語, 意為“她制了一些蠟燭用來照明”。

38.c。參見注29。

39.c。can’t help表示“忍不住”後面接-ing形式；表示“不能幫助”時,後面接不定式。40.b。fail這一動作發生在主句謂語動詞之前,所以用現在分詞的完成時,並且為主動概念。41.b。all over the hill and around the lake為地點狀語提前。wild flowers是長在“山上及湖的周圍”的。

42.a。who為have的賓語。

43.d。根據句子意思可知該動作正在進行,所以用being done形式。

44.d。本題考查offer與help的用法, 即offer to do sth.與help sb.(to) do sth。45.c。本題考查have difficulty(in) doing sth.這一結構。本句中 the woman had為定語從句,修飾difficulty。

46.a。be to＋have done結構,表示本應該做某事,但事實上卻沒有做。

47.b。本題考查不定式作定語的用法。根據send的用法，send some place，故選擇答案b。

48.b。blow這一動作是wind發出的,所以為主動,因此選擇blowing。

49.c。該題考查了動詞不定式的省略現象。由題意可知是表示過去的一種打算或計劃，在“was going to”後省略了前面的內容或動作，故應選c。

50.a。get the car starting意為“使汽車發動起來”；try doing 意為“試著做某事”。

Ⅲ. homework

review what we have learnt in this unit.

高二牛津版（5）unit one getting along with others

大學聯考連結：

1. i must have sounded very proud of myself after the test, saying loudly how easy it was and how i was sure to get a good mark.（p2,line8）

[考點] must + have done( p.p) 意思是：一定已經做了某事，表示對過去發生的事情的肯定猜測。

[考例] ----the woman biologist stayed in africa studying wild animals for 13 years before she returned. （nmet 05， 江蘇）

-----oh, dear! she ______ a lot of difficulties!

a. may go through b. might go through

c. ought to have gone through d. must have gone through

[點撥] 根據題幹中“studying wild animals for 13 years”可判斷出一定遇到了許多困難。故選d。

2. we went to wash our hands in the girls’ toilets before lunch and i admitted how badly i had done…( p2, line 16)

[考點] admit 表示承認,接納。常用以下搭配：admit sb. into/ to sth. /admit doing sth./.

that- clause

[考例] they were clearly long-standing customers, and i suppose they must have stayed faithful to him because he had promised to sell good quality fruit. he had a way with them----i had to ____that. （nmet 05，江西完型填空第44空）

a. admit b. expect c. announce d. promise

[點撥] 根據上下文，表示“我不得不承認那點-------他有…”故選a。

3. he seemed absent-minded and as a result of his careless playing, we lost the game.( p3 ,line38)

[考點] as a result of 表示由於,後常接名詞代詞，或動名詞及其名詞從句，而as a result 表示結果，後常接表示結果的句子。

[考例] my friend martin was very sick with a strange fever; _____, he could neither eat nor sleep.(nmet 05, 江西)

a. as a result b. after all

c. any way d. otherwise

[點撥]after all 畢竟， any way 無論如何， otherwise否則。上句說“馬丁患了奇怪的發燒，病得很厲害。”下句說“他不能吃也不能睡。”一詞連線詞應意為“結果”。故選a。

4. i feel really guilty because i said some really cruel things too, but i can’t stand seeing our team lose.( p3, line 46)

[考點] stand vt.承受；經受；承擔，常用以下搭配cant stand sth /doing sth 例如：

he wants to marry me but i cant stand the sight of him. 他要娶我，但我一見他就受不了。

i can’t stand being treated like this.我受不了別人這樣對我。

[考例]modern plastics can ____ very high and very low temperatures. ( nmet 05, 山東)

a. stand b. hold c. carry d. support

[點撥] hold 持有，擁有，carry攜帶，傳送，support 支撐，支援，而stand 的意思是“經受”。本句意思是：現代的塑料可以經受非常高和低得溫度。

5. each player should play to their strengths. (p5, line 22) （nmet 05，天津）

[考點] strength 名詞，表示力量， 力氣， 實力。

[考例] bill was doing a lot of physical exercise to build up his________.

a. ability b. force c. strength d. mind

[點撥]這兒考名詞的搭配。ability 能力，force 武力，勢力， mind 頭腦，智力。build up one’s strength 表示“使自己強壯”，故選c。

6. don’t let a small disagreement ruin your friendship. do not delay. （p5, line27）

[考點] delay及物動詞表示“耽擱， 拖延， 推遲”。可以用於被動語態。

[考例]john was late for the business meeting because his flight had been ____ by a heavy storm. ( nmet 04, 遼寧)

a. kept b. stopped c. slowed d. delayed

[點撥]這兒考動詞delay的用法。 題幹中be late for 意思是遲到，因此根據句意， 航班應該是受到“耽擱， 延誤”， 故選d。

7. i have a very important meeting to attend. ( p8, line14)

[考點] 不定式做後置定語的用法。 通常我們有些特殊的句式。例如 have something to do。

[考例] the professor could hardly find sufficient grounds _____ his arguments in favor of the new theory.(.6)

a. to be based on b. to base on c. which to base on d. on which to base

[點撥] 該句是不定式坐後置定語的一種用法。意思是：這位教授難以找到能夠有利於新理論的充足理由來支援他的觀點。故選d.

8. we had nothing to do but watch tv. (p8, line 39)

[考點] 非謂語的一種用法。 but其後要接帶to不定式，但有三個結構例外。 do nothing but， cant but， can not help (choose) but， 它們後面要接不帶to的不定式。

[考例] there was nothing they could do______.

a. but wait b. except waiting

c. only to wait d. unless they waited

[點撥] do nothing but do sth. , nothing前有do，後面的to要省略,故選a。

9. i’m glad i persuaded you to talk to rachel. (p9, line 7)

[考點] persuade 是及物動詞，表示說服，勸說，可用於被動語態。通常用以下搭配 persuade sb. to do sth/ into doing sth.

[考例]the number of deaths from heart disease will be reduced greatly if people ____ to eat more fruit and vegetables. ( nmet 04, 上海)

a. persuade b. will persuade c. be persuaded d. are persuaded

[點撥] 根據句意應該用被動語態，排出a、b兩項。而且用if 引導的條件從句中用“一般現在時”表示將來的概念。故選d。

10. i’ve met some nice people here in london and i think we might become close friends.（p9,line10）

[考點] 情態動詞might表示說話者對所說的事情不太肯定的推測，通常表示“不確定，拿不準”。

[考例] ---- excuse me. is this the right way to the summer palace? ( nmet 04, 湖北)

-----sorry, i am not sure. but it____.

a. might b. will c. must d. can

[點撥]can 通常表示肯定推測，查功能用於疑問句或否定句中。本題由下句“i am not sure.”推知，發話人對此事拿不準。故選a。

11. these things can make you feel anxious. （p12，line20）

[考點] anxious做形容詞使用，表示“焦急的，焦慮的，渴望的”。

[考例] my mother always gets a bit ___if we don’t arrive when we say we will. ( nmet 05, 浙江) a. anxious b. ashamed c weak d. patient

[點撥] ashamed 羞恥的， weak虛弱的，無力的， patient耐心的，忍耐的

anxious表示擔憂的。根據所提供的情景，“if we don’t arrive when we say we will” 可以判斷出 由於說將要回來，但沒有回來，所以母親會感到擔憂。故選a。

12. do you feel sad and lonely? do you have no one to talk to? don’t suffer in silence.

（p13，line6）

[考點]suffer既可用作及物動詞，表示遭受，經歷，忍受。又可用作步及物動詞，表示受痛苦，受損害。

[考例] _____ such heavy pollution already, it may now be too late to clean up the river.

(nmet 01)

a. having suffered b. suffering c. to suffer d. suffered

[點撥] 由already 一詞可知， 要用現代分詞的完成式。全句意思是：由於已經受到如此嚴重的汙染， 現在清理河道可能太晚了。故選a。

13. we will listen to your problems and offer you practical advice. (p13, line8)

[考點] 形容詞practical表示實用的，實際的。

[考例] when we plan our vacation, mother often offers ____suggestions. ( nmet 04, iii)

a. careful b. practical c. effective d. acceptable

[點撥] 據句意應為“提供實用的建議“，而careful仔細的， effective有效的，acceptable可以接受的”。故選b。

14. our lines can get very busy but please keep trying and you will eventually

get through.( p13, line12)

[考點]get through 表示電話等接通，常用於動詞搭配使用。

[考例]i couldn’t ____. the line was busy. (nmet 05 , 浙江)

a. go by b. go around c. get in d. get through

[點撥] go by 依照， go round 四處走動， get in 收穫， 而get through 指打通電話。根據所提供的情景“the line was busy.”可以判斷出“i”一直沒有打通電話。故選d。

15. i agree with you on/ that…..(p14,line 4)

[考點] 日常交際用語會考點之一，表態性用語，表示同意。或者用否定用法，不同意。

[考例]----go for a picnic this weekend, ok?

---- ______. i love getting close to nature. ( nmet 04, 福建)

a. i couldn’t agree more b.i afraid not.

c. i believe not d. i don’t think so.

[點撥] 此題考查交際用語，根據下文的回答可知，回答的人非常同意第一個提議的人的建議。其他選項部各題意。

i couldn’t agree more 表示“我非常同意。”故選a。

unit 1

Ⅰ.單詞拼寫

1. he a_______ to his teacher for not having finished his homework.

2. when asked what he wanted to be, he answered without h_____.

3. his mother said that if he couldn’t pass the exam, she would sell the computer as p______.

4. he was too s_______ to admit that he was wrong and refused to say sorry to his girl friend.

5. you have put me in a very a_______position and now i don’t know how to deal with the matter.

6. she said she was sorry, but her eyes b______ her secret delight.

7. tobby is always looking forward to being f______ by his parents after he does something wrong.

8. peter is popular with his classmates for we always find him w_____ to help others.

9. we are much c______ about the present situation and hope that the government will take effective measures to preserve the environment.

are already grown-ups; you are required to take r_______ for what you do.

11．in order to avoid the p______________ for the wrong that he had done, he went to a european country in 1981.

12．he was too s_______________ to admit that he was wrong and refused to say sorry to his girl friend.

13．i am sorry that i was a____________ just now and didn’t quite catch what you said.

14. although the b________ scientist has made his mark in the field of physics, he is sometimes

absent-minded in his daily life.

15. she _______( 發誓) that she hadn’t told anyone , but her friend still didn’t forgive her.

16. people are trying to make the once ____________ (汙染) river clean again.

17. nearly all children are c about new fantastic things.

always b her by telling the same story.

19．the curtain m the wall well you like the color ?

20．in the a of the teacher , fang lan will be in charge .

do you think i should do to (解決) this problem?

（志願者）are needed to help in beijing olympic games.

23. i wrote a letter to the manager of that company and wanted to a___________ for the job.

24. he gets along well with his classmates because he is an______________（外向的）boy.

25. ordinary people could ___________(假裝) to be rich and important.

26. many crimes went ___________________(未受懲罰的).

27. at school she founded a close f___________ with several other girls.

28. i don’t d_______ he’ll come. i’m sure he will come.

29. your invention is ingenious, but not p__________.

30. the woman shows a very passive a__________ towards her work.

31. they p___________ about what to do next.

32. it’s ___________(荒唐) of you to suggest such a thing.

33. she ____________(答覆) to my letter with a phone call.

34. everyone should be ____________(忠誠) to their friends.

35. a m__________ person is someone who has moods that change quickly.

36. she is so t________ that she doesn’t dare to speak in public.

對話填空。

a: can you tell me something about the earth summit?

b: yes. it’s a meeting held by the un to discuss e (37) issues. a: when and where was the l (38 ) earth summit held?

b: in johnnesburg in .

a: what main subject of the summit was r (39)?

b: sustainable and s (40) development.

a: what did e (41) from all over the world discuss in johnnesburg?

b: they discussed the three biggest e (42)or killers in the world: polluted drinking water, poor sanitation（公共衛生設施）and air p (43)

a: what else did many speakers speak about at the meeting?

b: they also showed great c (44) about poverty, war and violence.

a: why are conferences like the earth summit of i (45)?

b: because they help us understand that there exist serious s (46) the earth faces and that only by changing the way we live can we save the earth.

answers :

1. apologized 2. hesitation 3. punishment 4. stubborn 5. awkward

6. betrayed 7. forgiven 8. willing 9. concerned 10. responsibility

11. punishment 12. stubborn 13. absent-minded 14. brilliant 15. swore

16. polluted ous s 19．matches 20．absence

21. solve 22. volunteers 23. apply 24. outgoing end

nished 27. friendship 28. doubt 29 . practical 30. attitude

led 32. absurd 33. replied 34. loyal 35. moody d

37. environmental 38. latest 39. raised 40. stable 41. experts /environmentalists 42. enemies 43. pollution 44. concern 45. importance 46. situations

unit 2 the environment

reading: the economy or the environment----must we choose?

reading 1

the general idea of this period

the main purpose of this lesson is to make ss fully understand the text and master the reading strategy.

teaching aims:

check and enhance students’ reading abilities.

n students to gain an overall understanding of the article and learn to read a debate.

teaching important points:

to make the students fully understand the text.

to get students to read a debate.

teaching aids: multimedia and a blackboard

procedures for teaching:

step 1 lead-in

students the title of the text and ask students which one to choose: the economy or the environment.

step 2 comprehension of the text

ask ss to skim the article and answer the following questions.

who are the three speakers?

what side does mr lin shuiqing and mr qian liwei each represent?

by how many times has the world’s population increased since 1800?

according to mr qian liwei,what should be done to factories that pollute the environment?ask ss to read lin shuiqing’s debate and answer the following questions.

what society does lin shuiqing belong to?

what does lin shuiqing start his speech by talking about?

what is happening to large amounts of fish?what does lin shuiqing think we should teach people about?

ask ss to read qian liwei’s debate and answer the following questions.

why does qian liwei think production should not be cut back?

what does qian liwei say we should produce more of?

what does qian liwei say we need more of?

what does qian liwei say many people are willing to do?

ask students to fill in a table on the screen according to the text.

ask students how to read a debate by asking them to answer the following questions.

what is the order of a debate?

what is the order of the debate?

what is important in a debate?

what should we pay attention to when we read or listen to a debate?

ste3 role play

three groups represent lin shuiqing and the other three groups represent qian of you speaks one or two can make some changes to the debate and add your opinions to the debate.

step 4 homework

the text.

2. preview the language points in the debate.

period 2 reading 2: language focus

the general idea of this period

the main purpose of this lesson is to make ss better understand the text and master some important language points.

teaching aims:

review the reading by filling in the form with the words in the the students to grasp the usage of some important words and expressions.

the students to practice mastering the language points.

teaching important points:

to make the students have a better comprehension of the text.

to help the students be familiar with the language points.

how to help ss apply these points into practice.

teaching aids: multimedia and a blackboard

procedures for teaching:

step one revision and lead-in

do the blank-filling .

step two language points

ask the students to read the debate and find the right words or phrases according to the meanings.

,express

thing that cannot be used any more and is thrown away

ible ,shocking

des

roy completely6.(birds,insects,fish,etc)produce eggs from their bodies

near to,get close to

less,reduce

helpful,useful,favourable to

involved in or be affected by11.a constant,steady economy

k freely

explain important language points to ss .

addition, many sea creatures are being wiped out by fishing boats.(line16)

e boats catch large numbers of fish without giving them time to lay eggs.(line16)

world’s population has grown to more than six times what it was in 1800.(line20)

suggestion is that we should try to cut back on production and reduce the amount of things we make and buy.(line22)

lin suggested we should cut back on the amount of things we produce in order to save the environment.

amount of rubbish we produce is turning into a big problem; we need to think more about recycling.

i do agree that recycling may be the key to helping both sides.(line45) is obvious that you are very concerned about the present situation of our environment.(line29)

step three practice for consolidation

ask students to fill in the blanks with the following words or phrases.

step four homework

sh a1 and a2 on page 90.

2. read the text.

module 5 unit 2 the environment

word power

teaching aims 1. enlarge ss’ vocabulary related to the environment.

2. help ss use the words about the environment as possible.

teaching important points how to learn the new words effectively.

2. how to use the new words freely.

teaching difficult points

1. how to make ss describe environmental problem briefly.

how to solve the environmental problems rapidly.

teaching methods

ents-centered. (discussion to make every student work in class.)

her & students’ interaction. (talking to improve the students’ speaking ability.)

imedia way. ( practice to get the students to master what they’ve learnt.)

teaching aids the multimedia.

2. the blackboard.

teaching procedures:

step 1 lead-in

tell ss that they will go traveling in shangri la. what would they like to do?

let ss make a discussion.

questions:

what are we interested in?

what type of hotel will we stay in?

what kind of energy does the hotel ecoville use?

how does the hotel wash the sheets?

what other characteristics does the environmentally hotel have? 3. ask several ss to report their idea to the class.

step2 vocabulary learning

read this brochure about a new, environmentally friendly hotel which is opening. (help ss to learn the new words.)

doing exercise.(help ss to consolidate them.)

ask ss to label the pictures in part b and try to describe them in a few simple words if possible. (help ss improve their speaking abilities)

step 3 vocabulary extension

ask ss to focus on part c on page 27. (help ss strengthen understand the new words. )

ask ss several questions. (check ss’ understanding of the passage. )

who thought of the idea to build in environmentally friendly hotel?

where did he get his inspiration (idea) ?

what are the differences between ecoville and other hotels?

ask ss to work in groups & have a competition on words that include the prefix ‘eco-’. use dictionary if necessary.

ask ss to first complete the note in part a on page 104 in wb, and then to complete the article in part c on the same age.

step 4 homework

1. try to write an article on some environmental pollution and how to solve the problems.

2. write a guide on how to be an ecotourist.

task:

ge weimei, no. 66 high school , nanjing

teaching plan:

teaching aim and demands : 1 help the students to listen and draw conclusions

2 train the students’ listening

3 help the students to read for information

4 help the students to read a scientific article

5 help the students to present your point of view

6 design a poster

teaching procedures

sep1 skills building 1 :

in this part , students will learn how to draw conclusions from listening to something ain to students that in order to draw conclusions , they need to think about the situation and the information they have and then try to decide what it means .

1 ask the students to read the guidelines and the dialogues in skills building on page 32 , ask them to draw conclusions from what is said in the dialogues and you can create more dialogues and ask students to draw some conclusions.

2 ask students to read the instructions in part a . then play the recording once and ask students to draw a conclusion about what kind of natural disaster occurred in each situation . ask them why they have drawn this conclusion . then play the recording once more and check the answers as a class .

3 tell the students to listen to the tape and complete part b . ask them to choose which of the conclusions are logical and to state their reasons .

step 1 : listening to a lecture

1. ask students to listen to the tape

2. encourage the students to fully participate in the situation and express their opinions freely .

3. play the tape once .

4. ask several students to read one answer each .

5. ask students to finish part b . ask them to consider what conclusions can be drawn from the statements .

skills building 2 :reading for information

1 ask students to read the guidelines on page 34 .

2 organize students into groups of six and tell them to discuss the reasons why they might want to read the materials mentioned in part a .

ask students to read the newspaper article in part b and answer the four questions listed below it .

step 2 : reading a scientific article

1 help students to review what they have learnt about desertification in step 1 on page 33 . encourage them to list the things they know about desertification.

2 ask students to read the scientific article about desertification . make sure that they understand the article .

3 organize students into groups of four and tell them to study the scientific article together.

4 ask students to list their solutions on page 35.

skills building 3 : presenting your point of view

1 ask students to read the guidelines in this part . make sure that they understand each point.

2 ask students to read the instructions for pat a on page 36 and help them give explanation for their decisions. ask several groups to explain their decisions to the class.

step 3 : designing a poster

1 organize students into small groups , and ask them to read the viewpoints from some experts on desertification in part a on page 37 . they need to discuss which viewpoint they agree with and which one they will focus on.

2. ask different groups to consider the questions in part b and ask them to present their answers to the class.

3. tell students that a good poster includes good content and a good layout . ask students to read the instructions on part c on page 37 .

4. ask each group to create their own poster . remind them to refer back to step1 and 2 .

homework: ask students to read the article in part a on page 105 in workbook. then let them do part b on the same page .

-9-12

module 5 unit 2 the environment

project

teaching aims ss learn and use english by doing a project.

2. encourage ss to use they have learnt to complete a project.

teaching important points help ss how to plan and do research for the report.

teaching difficult points

help ss how to cooperate each part of work together.

teaching methods

ents-centered.

her & students’ interaction.

imedia way.

teaching aids 1. the multimedia.

2. the blackboard.

teaching procedures:

step 1 lead-in

show some pictures of the yangtze river and tell ss the purpose of the class.

step 2 learning the text

1) divide ss into groups and ask them to read their assigned paragraph and report the main idea of the if to the class.

p1 the environmental problems of the yangtze river have raised concern.

p2 many people have recognized the importance of protecting the yangtze river and many environmental organizations and projects have been set up.

p3 two special government projects are under way to protect the river. one is the water and soil preservation project.

p4 the second project is a nature reserve for white-flag dolphins.

p5 the environmental situation of the yangtze river is improving.

2) encourage ss in other groups to raise as many questions as possible.

3) ask ss to read the report carefully and answer the questions.

4) ask ss to form into groups and discuss the following questions.

have the environmental problems of the yangtze river raised concern both nationally and internationally?

does the green river organization do?

problems do the two government projects focus on?

did farmers have to do under the water and soil preservation project?

e. what does the second project concern?

extension questions:

f. do you think the environmental situation of the yangtze river is getting better? why?

g. what else can we do to protect the yangtze river?

5) ask ss to read the article again and analyse the structure of it.

6) ask ss to do close test.

7) have ss do part b1 & b2, d1 & d2.

step 3 writing a report

planning

● work in small groups. discuss what you read on the previous page, briefly discuss the questions below and then decide on a topic for your report. have it approved by your teacher.

what do you think are the biggest environmental problems in china?

the topic for your report will be ___________________________.

● discuss the tasks listed below and decide which group members will be responsible for each task. write the names beside the work each member is going to do. (remember, two or three people can work on the same task!)

research __________________________________________________

write the outline ____________________________________________

write the report ____________________________________________

preparing

● members responsible for doing research need to find information from various sources on the topic you have chosen. the group should discuss the information found, and decide what to increase include in the report and what to leave out.

● those responsible for writing the outline should organize the information the group has decided to use and write an outline for the report using that information. the outline should be approved by the whole group.

producing

● group members who are writing the report will have to write it based on the outline.

● all group members should edit the report before it is passed on to another group for editing. your group will be editing another group’s report at the same time.

● while editing, you should read the report closely and look for the following:

sentence structure organization punctuation

vocabulary grammar spelling

● during the editing stage, correct any mistakes you find and offer suggestions to the group on how they can improve their report. ask for comments on your report as well.

presenting

● the report should be written and checked once more for mistakes.

● present your report to the class.

● put your rep

立的教學教案篇2

活動目標

1、萌發熱愛海洋的情感

2、瞭解海洋汙染對人類的影響

3、嘗試找出汙染的原因並商討對策

活動重難點

重點：瞭解海洋及水質汙染的影響

難點：嘗試找出汙染的原因並商討對策

活動準備

經驗準備：對海洋及水汙染有初略的瞭解

物質準備：課件、磁帶、有關水質汙染的新聞剪報、各種美工材料及工具

活動過程

一、開始部分神祕的海底世界

1、幼兒自由議論，互相交流海洋裡有些什麼。

2、觀看有關海洋的課件，知道奇妙的海底世界裡，有著不同的海洋生物。

3、一起聆聽錄音帶海洋裡的聲音，並嘗試分辨鯨魚、海豚和海獅所發出的聲音。

二、基本部分海洋汙染的原因

1、通過新聞剪報，讓幼兒瞭解海洋汙染對生物以及我們人類的桅。

2、幼兒自由討論、互相交流，嘗試找出汙染的原因和商討如何減少日常生活的汙水。

3、到附近海門河邊實地觀察水源的生態環境，嗅嗅河水所發出的氣味，觀看垃圾船打撈河面垃圾的過程。

三、結束部分我們是環保小衛士

1、引導幼兒討論我們能為海洋做些什麼?鼓勵幼兒積極參與改善海洋水質汙染活動。

2、設計保護海洋的宣傳單、宣傳口號。

延伸活動

上街向行人派發宣傳單，呼籲大家一起保護海洋。

立的教學教案篇3

活動目標：

1、引導幼兒正確感知比5少的數量，理解5以內數的實際意義。

2、引導幼兒積極的與材料互動，培養幼兒良好的操作習慣。

3、讓幼兒體驗數學活動的樂趣。

活動準備：

學具：空塑料瓶若干、花生若干、1-6不同數量的食物紙條一份、1-6數字人手一份。1-5的水果卡片若干。

教具：1-5的數字卡、5只小白兔的動物瓶、1-5的動物圖片人手一份。

活動過程：

1、老師出示字卡、動物卡和幼兒進行問答遊戲。師：嘿嘿，我的火車幾點開？（隨機出示5以內的數字卡）。幼：嘿嘿，我的火車×點開。師：嘿嘿，來了幾位小客人？（隨機出示5以內的動物卡）。幼：嘿嘿，來了×位小客人。以次來引起幼兒對數字的興趣。

2、師：火車開到了動物瓶城。（出示動物瓶）看到漂亮的動物瓶，我們一起來數一數一共有幾隻小白兔？5只小白兔可以用數字幾來表示？（幼兒答數，教師操作）。

小結：5只小白兔可以用數字5來表示。2、請小朋友一起來製作動物瓶，要求是製作比5只小動物少的動物瓶。幼兒操作後講述動物瓶上有幾隻小動物。小結：比5只小動物少的有4只、3只、2只、1只。

3、現在請小朋友為自己的動物瓶貼上上門牌號，要求門牌號的數字是與動物瓶上的小動物一樣多。幼兒操作好講述門牌號是幾，為什麼？小結：比5少的數有4、3、2、1。

4、小朋友們製作的動物瓶太漂亮了，有一些花生寶寶也想住

進去，現在請小朋友送花生寶寶進家，要求數量是與動物瓶上的動物一樣多。

5、小朋友老師還要請你們幫個忙，這裡有一些不同數量的水果，請大家分別放在等於5和比5少的家裡。幼兒操作，教師講評。

6、遊戲：開火車請幼兒拿比5少的數字做車票排隊上車。（請幼兒說說車票上的數字是幾，為什麼可以上車？）

立的教學教案篇4

活動目的：

1、提高安全意識，學習溺水安全有關知識。

2、自己能改變生活中不遵守溺水安全的不良習慣，提高對生活中違反安全原則的行為的辨別能力。

3、自防自救的知識，深化防溺水安全教育，使孩子瞭解自防自救知識，提高自防自救能力。

4、培養幼兒對事物的判斷能力。

5、培養幼兒自我保護能力。

活動準備：

事先準備事例，尋找一些圖片資料

一、活動匯入

1、教師："小朋友們暑假快來了，那麼你覺得什麼運動適合炎熱的夏天呢?"

2、教師："你們喜歡游泳嗎?會遊嗎?

二、活動過程

1、教師出示收集來的圖片資料請幼兒觀察討論。

2、講述案例《水庫摸魚，深水桑命》請幼兒說說從中知道些什麼?

3、引導幼兒瞭解水庫的危險性，自己游泳技術不佳時千萬不可逞強下水。

4、教師談談事例《深水玩耍，水草纏身而亡》這個悲劇的事實告訴我們了什麼?

(1)、這幾個小朋友違反了哪些安全規則?

(2)、我們應如何遵守安全規則?

(3)、教育幼兒知道深水中經常有高大水草或大石塊，若有水草纏身或被大石塊夾住腳就會有生命危險。

5、教師向幼兒講幾點防溺水的知識要點：

(1)、教育幼兒週末、節假日、寒暑假嚴禁到池塘、無蓋的水井邊等處戲水、游泳。不能獨自或結伴到池塘邊釣魚、游泳、玩水。

(2)、我們還小，很多小朋友都不會游泳，如果發現有朋友不慎掉進河裡、池塘、水井等，不能冒然下水營救，應大聲呼喚成年人前來相助或撥打"110"。

三、活動結束

教師："聽了那麼多，你懂得了什麼?"

小結：人的生命只有一次，幸福快樂掌握在你的手裡，希望小朋友通過這節課的學習，學會珍惜生命，養成自覺遵守溺水安全原則的好習慣。

四、延伸

1、教師："要是碰到有人溺水被抬上來，這時候120沒趕來，你該怎麼救人?"

2、幼兒自由發表意見

3、教師出示圖示請幼兒觀察討論

4、教師講解救人步驟

5、教師示範救人步驟，幼兒觀察。

6、請個別幼兒嘗試

立的教學教案篇5

教學目標：

1、掌握重點字、詞、句的含義，能借助註釋和工具書，讀懂課文內容，說出起義的原因和經過。

2、讀懂、讀熟課文，結合課文了解人物性格和文中的思想，背誦精彩語段。

3、從作者和陳勝身上學習樹立遠大理想的重要性。

4、瞭解這場革命運動爆發的偶然性和必然性，認識人民對歷史的推動作用。

教學重難點：

1、認識陳勝、吳廣農民起義的原因、過程及其歷史必然性。

2、領會課文中表現人物形象的方法。

教學課時：

兩課時

教學步驟：

第一課時

一、匯入

1、讀準下列詞語。

陽夏人輟耕點綴掇啜泣悵恨苟富貴嗟乎鴻鵠之志閭左謫戍戊戌當行度已失期以數諫故罾叢祠篝火陳勝王忿恚佐毋斬鞭笞袒右攻蘄詢徇殉社稷譙憔樵

2、讀熟課文。

以讀準字音、句讀，朗讀流暢為目標。

二、新授內容

1、交流課前蒐集的秦末農民起義的情況及司馬遷的生平和《史記》的知識。

秦始皇吞併六國之後，對人民進行殘酷的剝削和壓迫，苛捐雜稅繁重。到秦二世時，賦稅更加嚴重了，人民痛苦不堪。陳勝、吳廣正是在這種情況下，發動領導了大澤鄉農民起義，建立了我國曆第一個農民政權——張楚，促使了秦速亡。

司馬遷(約前145—前90年)，西漢史學家、文學家和思想家。字子長，夏陽人。《史記》是我國第一部紀傳體通史，記載了從傳說中的黃帝到漢武帝長達3020xx年的歷史。全書共130篇，包括本紀(帝王傳記)12篇，世家(記諸侯本系)30篇，列傳(序列人臣事蹟)70篇，表10篇，書(記經濟、天文、曆法、禮樂等方面的情況)8篇。

2、掌握下列重點字詞句的含義。

……者……也嘗與人傭耕，輟耕之壟上，悵恨久之。苟富貴若為傭耕太息燕雀安知鴻鵠之志哉閭左謫戍屯大澤鄉皆次當行會度已失期法皆斬舉大計等死，死國天下苦秦久矣以數諫故上使外將兵楚人憐之或以為死，或以為亡今誠以吾眾詐自稱公子扶蘇、項燕，為天下唱，宜多應者吳廣以為然指意念鬼威眾乃丹書帛曰陳勝王罾固以怪之矣間令之次所旁叢祠中狐鳴旦日往往語指目素廣故數言欲亡，忿恚笞尉劍挺佐之並殺徒屬第借令毋斬王侯將相寧有種乎受命從民欲袒右為壇而盟蘄下將兵徇蘄以東比至陳與皆來會計事將軍身被堅執銳社稷刑其長吏

三、內容梳理

1、本文記敘了歷的一件大事，這件事是什麼?

秦末大澤鄉農民起義。

2、這次起義的直接原因是什麼?根本原因是什麼?

直接原因是：會天大雨，道不通，度已失期。失期，法皆斬。是因為自然原因誤期，卻要被斬首，可見秦的暴政已達到了極點。

間接原因是天下苦秦久已，這也是起義的根本原因。

3、三段分別講述了什麼內容?

第1段，敘述陳涉年輕時的傭耕生活，表現了他心懷大志，有反抗精神。

第2段，寫起義的籌劃過程，表現了陳勝、吳廣的鬥爭決心和政治遠見。

第3段，寫陳勝、吳廣發動起義，勝利進軍及建立政權的經過，昭示了農民起義的偉大力量和歷史意義。

四、作業佈置

熟讀課文。

第二課時

一、複習匯入

師生回顧課文各段主要內容。自由朗讀課文。

二、新課講授

1、學生齊讀第一段。

文章是從哪幾個方面來寫陳涉的?為什麼先寫這段?

這段主要寫陳勝年輕時給人做傭工之時，胸中已懷有大志(鴻鵠之志)。

是以姓名、籍貫、身世、志向等幾個方面來介紹陳勝的。

第一段寫陳勝的出身和青年時期的偉大抱負。這部分點明陳涉起義的階級和思想基礎。表現了他與窮朋友同甘共苦的心願，顯示他非凡的個性和遠大的報負。

2、學生齊讀第二段。請找出起義的時間、地點、發起者、參加者及其人數。起義爆發的原因是什麼?為起義作輿論準備的辦法是什麼?從一、二段看，怎樣認識陳涉?

時間：秦二世元年七月，地點：大澤鄉，發起者：陳勝、吳廣，參加者及人數：閭左適戍漁陽的九百人。

天下苦秦久矣，暴虐的秦朝專制統治給人民帶來無窮無盡的災難，造成全社會普遍的怨憤和仇恨，這是起義爆發的根本原因。失期，法皆斬，秦朝嚴酷的法令逼使戍卒揭竿而起，這是起義發生的直接原因。

準備：①將寫有陳勝王的布條置魚腹中，戍卒買魚烹食，得魚腹中書;②吳廣在駐地旁的叢詞中，狐鳴呼口：大楚興，陳勝王。

志向遠大，足智多謀。

3、陳勝在起義前對當時的形勢作了精闢的分析，他是怎樣分析和估計的?請簡要述之。

天下苦秦久已指出人民與統治階級矛盾激化之深，顯示了起義的正義性、必然性。指出項燕、扶蘇在人民心中的位置，可假借他們的名義，發動起義，就可以一呼百應。這都是起義的有利條件。從中看出陳勝的政治遠見。

4、陳勝、吳廣是怎樣為起義製造輿論準備的?

魚腹藏書、篝火狐鳴，利用人們的迷信思想製造輿論，樹立威信，為起義奠定了思想基礎。從中看出他們的鬥爭才智。

5、學生齊讀第三段。

起義的步驟是：第一步;接著用作為動員群眾起義的口號。

(並殺兩尉;自稱公子扶蘇、項燕的隊伍)

起義的性質(口號)是什麼?

伐無道，誅暴秦

王侯將相寧有種乎!的理解：

石破天驚的一呼，寫出了陳勝的大志，更表現出他卓越的宣傳能力。

三、討論學習

1、王侯將相寧有種乎!體現人物怎樣的性格特徵?

顯示出一個反抗者對封建等級制度的強烈批判和大無畏精神。

2、通讀課文，結合具體內容分析陳勝是一個怎樣的人。

最能表現陳勝性格的語言有：

①苟富貴，無相忘。②燕雀安知鴻鵠之志哉!③今亡亦死，舉大計亦死，等死，死國可乎?④壯志不死即已，死即舉大名耳，王侯將相寧有種乎!

分析：①句表達了陳勝極想擺脫貧困，改變現狀的強烈願望，反映了陳勝具有有福同享，有難同當的樸素階級感情，說明陳勝雖然出身低賤，但胸懷大志，不尋常人。②句以燕雀比喻見識短淺的人，以鴻鵠比喻有遠大理想的人。通過比喻，表現陳勝年輕時就是個有理想有抱負的人，也反映了他對同伴目光短淺的惋惜。③句說明了陳勝面對秦王朝的暴政，面對死亡，毫不畏懼，決心不受命運的擺佈，為建立自己理想中的國家而舉行起義，表現了他勇於反抗的大無畏英雄氣概，也是他鴻鵠之志的具體表現。④句徹底否定了封建統治階級欺騙勞動人民的所謂天生貴種、等卑有序、貴賤有別的謊言，砸碎了長期禁錮勞動人民頭腦的封建精神枷鎖，是鼓舞人心的戰鬥口號，表現了陳勝敢於解放思想，敢於*封建統治的鬥爭精神。由此可以看出，陳勝是一個對封建統治強烈不滿，敢於反抗，敢於鬥爭，善於鬥爭的有志氣，有抱負的農民起義的。

3、找出第三部分中使用的動詞，體會語言簡潔、用詞極富表現力的特點。

笞挺奪殺這一連串的動詞，準確生動地表現了激烈的格鬥場面。

攻收下徇入據等一連串動詞，表現了起義軍勢如破竹的強大威力。

4、理清全文思路，課文是如何以事件發展的順序來組織的，思考：文章哪些內容是詳寫?為什麼?哪些內容是略寫?為什麼?

詳寫起義的發動經過，對陳勝、吳廣並殺兩尉、發動群眾等都詳細描寫，並把敘事和對話結合起來，讓起義的機智勇敢，強烈的反抗精神得以充分的體現。而對起義後的浩大聲勢及建立農民政權則略寫，省去了戰鬥情況和籌建政權的描寫，因為從上文看來這已是情理中的事。

5、總結：

課文記敘了陳勝、吳廣領導的我國曆第一次農民起義的原因，經過和浩大聲勢，表現了農民起義的偉大力量，讚頌了陳勝、吳廣的反抗精神及歷史功績。

四、文言知識整理

學生小組合作，整理本課出現的文言知識，包括通假字、詞類活用、古今異義等。

立的教學教案篇6

活動目標

1、初步探究發現桔子的特徵及桔子製品。

2、嘗試製作桔子製品，並對製作活動感興趣。

活動準備

1、實物桔子若干，榨汁機一臺，杯子、吸管若干。

2、封閉的盒子一個（只可以一隻小手伸進去），裡面放一個桔子。

3、幼兒瞭解許多種水果的形狀及吃法。

活動過程

1、猜一猜

(1)第一次猜想：有一種圓圓的水果，它是誰？

讓孩子們將自己平時所認識的水果在頭腦中過濾一遍。

(2)第二次猜想，在第一次的基礎上縮小範圍 ：有一種水果圓圓的，要剝開皮才能吃。

讓孩子們運用篩選和排除的方法努力去探訪答案。

2、動腦筋，想辦法

給孩子們提供一個封閉的盒子，只有一隻小手可以伸進去，要求在不用眼睛看的情況下，自己想辦法去獲得答案。（可以用鼻子聞、用手摸等）

3、玩一玩, 發現祕密

(1)幼兒討論：桔子可以怎樣玩。（滾著玩、拋著玩、掛起來當繡球、當小丑的鼻子等等）

(2)幼兒討論：桔子可以怎樣吃。（剝開皮就吃、做成冰糖葫蘆、做成桔子罐頭、榨汁等等）

(3)幼兒討論：桔子皮有用嗎?(洗淨晒乾可以象茶葉一樣存放和衝飲,可做成糖桔絲、糖桔丁、桔皮醬、桔皮香、燒粥時放幾片桔子皮有開胃作用、燒肉或燒排骨時也放幾片,味道更美且不油膩)

4、做一做,嘗一嘗

老師和幼兒共同榨汁,並嘗一嘗其味道。

立的教學教案篇7

?蘭花花》的歌唱教學，是在欣賞了兩節課的陝北民歌信天游之後進行的。在之前，學生通過；兩節課的欣賞已經對陝北民歌信天游的風格特點和這首歌曲的內容梗概有了大致的瞭解，所以在學習的時候不像以往對傳統民間歌曲的牴觸，而是有了進一步學唱的願望，這是一個好的起點。

我認為這節課上下來，最大的亮點在於：在我的指導下，學生嘗試用陝北方言的發音來演唱歌曲，這樣一來歌曲的韻味，濃濃的陝北腔就立馬凸顯出來。學生覺得自己也能像個歌唱家一樣，原汁原味的區表現歌曲了。在全班嘗試用陝北方言演唱了歌曲兩段歌詞後，學生的驚訝和喜悅是顯而易見的，課堂氣氛也在這一刻達到高潮。

不足之處是：我在接下來的拓展環節播放了《蘭花花的故事》變奏曲，要求學生在每個變奏出現的地方隨樂哼唱主題，很多學生哼唱得不錯，但是在最後問及這首鋼琴曲有幾個變奏的時候，只有寥寥的幾個人答對了。其實應該在聆聽之前先複習一下變奏曲的曲式特點，然後再去聆聽，這樣在聆聽哼唱得同時，學生也能對變奏曲這一曲式特點加深印象。另外，這首曲子在上學的時候我也曾經彈過，如果事先再加練習，課堂上不用音像資料，而是我直接在鋼琴上彈奏出來，那麼這節課的效果肯定會更好，更加拉近我和學生之間的距離。