Unit 12 Mainly revision（精選17篇）
Unit 12 Mainly revision 篇1
Lesson 92 教學設計示例（一）
一、教學內容
1.復習課文第一部分中列出的元音字母和字母組合的讀音。
2.小結現在進行時的陳述句和疑問句形式。
二、教具
錄音機
三、課堂教學設計
1.值日生報告。
2.放課文第一部分錄音，學生邊讀邊注意觀察所列單詞中元音字母和字母組合的讀音。跟讀兩至三遍。要求學生將各組單詞中的發音部分相同的字母或字母組合用線劃出，并注上音標(如果有的音標同學在注音時困難大些，教師要給予幫助，允許學生查書)。
3.給學生幾分鐘時間，觀察課文第二部分列出的單詞。教師簡單地講解題目意義。放這部分錄音，學生跟讀一遍。教師可再給幾個例詞：1)four----book----let→foot 2)three----girl----bed→third 3)she----know→show
指導學生根據已學過單詞的讀音，推斷出生詞的讀音。打開練習冊，做習題2，盡量讓學生試著拼讀練習2中列出的生詞。可以兩人一組相互啟發。
4.組織學生兩人一組，練習本課第3部分對話。并利用本課插圖中所給出的時間替換詞，演練新對話。
5.放本課第4段對話錄音，學生跟讀兩遍。兩人一組進行練習。數分鐘后，請兩組同學表演。
6.指導學生填空，并請一位同學公布自己答案，教師予以講評。
7.學生閱讀復習要點（23），教師解答學生問題。并指導學生閱讀書后178～179頁的相關語法項目。
8.布置作業
1)練習朗讀本課短文；2)完成練習冊習題。
Lesson 92 教學設計示例（二）
● Teaching aims
1.掌握“四會”單詞、詞組，了解詞義及用法。
2.現在進行時的應用。
● Key points
1.掌握“四會”單詞、詞組，了解詞義和用法。
2.關于時間的交際用語。
● Difficult points
掌握時間的表示法。
● Teaching methods
復習法，情景教學法，歸納法。
● Teaching aids
投影片、投影儀、錄音機及聽力訓練磁帶、圖片。
● Teaching procedures
Step 1 Revision
Let the students act the dialogue of the homework.
Show a picture and let the students describe it.
Step 2 Presentation
Show some words and let the students read them.
Step 3 Spelling and pronunciation
1. Listen to the tape and find the right pronunciation of each word.
Let the students find different spelling can have the same pronunciation.
Let the students find out the relation between spelling and pronunciation.
2. Give some old words and the new words.
Let the students guess the pronunciation of the new words.
Step 4 Read and say
1. Listen to the tape and let the students answer the questions.
What does A want to do?
What happens to the shop?
2. Let the students look at the form in Part 3 and see if they can understand the meaning.
Step 5 Read and learn
1. Listen to the tape and fill in the blanks.
Jeff on Monday evening
Jeff on Wednesday afternoon
Li Fen on Thursday
Li Fen on Friday evening
2. Check the answers.
3. Explain some words.
on
a.m. p.m.
half past . . .
What time. . . ?
How about. . . ?
bring sth. back
borrow & lend
Step 6 Complete and read
Let the students fill in the blanks of Part 5.
Check the answers.
Step 7 Practice & Workbook
1. Let the students make a similar dialogue like Part 4.
2. Do Ex. 1-5 and Ex. 11.
Step 8 Homework
完成練習冊上的練習題。
板書設計 ：
Writing on blackboard
Lesson 92
on
a.m. p.m.
half past . . .
What time. . . ?
How about. . . ?
bring sth. back
borrow & lend
Unit 12 Mainly revision 篇2
教學目標
Teaching aims and demands:
本單元是復習課，復習的要點為第7至11單元中出現的語法現象和日常交際用語，學生在理解課文的基礎上，能用自己組織的語言復述課文。
Teaching important and difficult points.
1.單詞
tank, breath, exercise, fire, plastic, flow, attack, frighten, bend
2.詞組
at that very moment, before long, bend over, carry away/ off, escape from, fall over, fit into, for a moment, for one thing (one reason), get away from, hold one’s breath, in front of, jump off, keep fish, lie still, look into, make a noise, the other day, pick up, put…in order, shout at, so as to, speed up, stand still, stare at, struggle to one’s feet, throw at, worse still
3.交際用語與句型
1）交際用語
A.表示建議的交際用語：
I suggest (that) you do sth.
You should do sth.
You ought to do sth.
You need to do sth.
B.復習經七至十一單元出現過的日常交際用語。
2）句型
We need to find one about 30 centimetres (cm) by 30 cm by 50 cm.
For one thing they keep the water clean.
Thoughts rushed through her head.
4.語法
復習第七至十一單元出現過的重點語法項目。
教學建議
對話分析
本文對話通過表達建議及要求的問與應答，對話較容易理解，對話描述Kate,Li Qun談論如何養魚的過程，教材中歸納出這些用語和表達法，如：I suggest (that) …. You should….. You ought to…..等，這些用語，在教材中的練習中給學生提供了練習與幫助。
課文建議
在Lesson 46中，教師主要通過圖片展示、問與答，討論及多媒體的形式來完成此課的教學內容，如以下方法：
方法一、教師搜集本課相關的一些動物圖片，作為導入 課給學生展示。
方法二、教師播放本課的多媒體視頻，讓學生從聽與視覺了解本課的內容。
方法三、教師給學生一段的時間精讀和略讀本課文，給出問題讓學生來回答。
方法四、教師把學生分成小組進行討論：動物園與動物。練習復述整個故事經過。
重點難點
1.frighten v.
①使某人感到恐懼，使害怕
Sorry, I didn't mean to frighten you.
Loud traffic frightens horses.
②驚嚇某人，使某人恐怖或驚愕
The children was frightened to death by the violent thunderstorm.
You frightened me out of my life by knocking on the window like that.
③嚇得某人做某事 frighten sb. into doing
News of the robberies frightened many people into fitting new locks to their doors.
④其形容詞frightened意為恐懼的，害怕的;frightening，引起恐懼的，驚恐的
Frightened children were calling for their mothers.
He looked very frightened as he spoke.
It is frightening even to think of the horrors of nuclear war.
2.fire n.
①火，不可數名詞
There is no smoke without fire.
②火災，火爐，火堆，可數名詞
A big fire broke out last night.
They made a fire to keep the animals away.
v.③射擊，開火
The officer ordered his men to fire.
They fired at the running animals.
④解雇，辭退
The boy was fired after his second time to be late.
3.enough
①n.足夠，充足，后常接for短語或動詞不定式，還可接of短語，of后接名詞或代詞，接名詞時，名詞前必須有限定詞。
Enough has been said on how to do it.
He has had enough to eat.
He was enough of a fool to do that.
②adj.充足的，足夠的，可修飾不可數名詞或可數復數名詞，可前置也可后置。
We have enough time to finish the work.
There are seats enough for the people coming to the meeting.
③adv.充足地，足夠地，十分；修飾形容詞、副詞、動詞，必須后置
The book is easy for me to read.
He knows well enough what I mean.
4.agree 同意，贊同，后可接with, to, on
agree with與某人意見一致，多接人或指氣候、食物適合某人或指一物與另一物相符。
The professor agrees with what his students have said.
The climate here doesn't agree with Xiao Wang.
His stories agree with hers in everything.
agree to后接具體表建議、計劃、安排辦法意見之類的名詞。
The patient doesn't agree to the doctor's plan.
All the pupils agree to our teacher's proposal.
agree on 就……取得一致意見
All the members agreed on the date of the next meeting.
Most of the workers agree on the plan of work.
5.very adv.很，非常，修飾形容詞、副詞，也可作形容詞，常與the, this, that ,my等連用，以加強語氣，意為”正是這個，正是所要的，恰好，極其”，相當于just,但just是副詞，若與名詞連用，必須放在冠詞之前。
［辨析］
［誤］This is the just book I want.
［誤］This is very the book I want.
［正］This is just the book I want.
［正］This is the very book I want.
6.be about to 正準備做某事，即將做某事，通常與when連用，表示就要……突然……
I was about to leave when the telephone rang.
He was about to tell me the secret when she came back.
而句型be doing…when表示正在……突然……
I was going on my way home when I heard a call from behind.
The teacher was just beginning the lesson when the door opened.
教學設計方案Lesson 45
Teaching Aims:
1.Practise on offering suggestions.
2.Make dialogues about keeping fish, binds, etc.
3.Study the language items in the lesson.
Step I Warming--up
The teacher asks the students the questions:
Do you keep animals?
If yes, what kind of animal do you keep?
Do you find keeping animals interesting?
Tell us something important about keeping fish, birds or other animals. Divide the class into four groups. Give them a few minutes for the discussion. Then collect answers from the class. Get several students to report their discussion.
The teacher sums up and says, “Today, we are going to learn Lesson 45. In the dialogue, two friends, Kate and Li Qun, are talking about keeping fish.”
Step II Watching
Page 67. Part one. Read the introduction to the dialogue aloud. Ask the Students to cover the dialogue silently and quickly to find out the answer to the question:
What does Li Qun advise Kate to do?
Allow them a few moments to carry out the task. Check the answer.
Get a large tank to keep the fish.
Step III Listening
Books closed. Present more questions before playing the tape:
Where does Kate want to keep the fish?
What’s wrong with keeping fish in a bowl?
What size tank should she get?
What should she put in the tank,
Play the tape of the dialogue. Get another 4 students to give out the answers.
——In a round bowl. The fish can’t get enough air in a bowl. She should get one about 30 centimetres by 30 cm by 50 cm. A few large rocks and some underwater plants.
Step ⅣLanguage points
A. the other day =a few days ago
B. So are the fish; the fish are small, too.
C. They don’t get enough air: with a bowl, only a small surface area of the water is in contact with the air. So the water does not receive any oxygen.
D.30 cm by 30 cm by 50 cm:
We describe two - dimensional and three - dimensional measurements using the word by. So the length of the tank is 50 cm, and the width and height both 30 cm.
E. underwater plants: These plants oxygenate the water and keep it clear.
F. for one thing =one reason (for putting plants in the tank)
Step V Practice
Page 67. Part 2. Write the question on the Bb:
What should I do to keep a dog / a cat, etc.?
Ask the Students to choose a specific kind of animal, and offer their suggestions by using the following expressions:
I suggest (that) …
You should …
You ought to…
You need to…
First the teacher practises the dialogue with a good student as an example. Then the class do it in pairs. Get 2 pairs of students to come to the front and demonstrate their dialogues.
Do similar practice using the words and phrases in part 2. This time get the students to change roles.
Step VI Exercises
Ex.1 Call the students’ attention to the changes of the verb tenses, personal pronouns and word older. After doing the exercise orally, ask them to do it as written work.
Ex. 2 Let’s the students work in pairs and then check with the whole class.
Ex. 3 Get the students to read aloud the words and tell what each of them means.
Step VII Homework
1. Finish the Workbook exercises.
2. Read the dialogue
3.Preview Lesson 46.
教學設計方案Lesson 46
Teaching Aims
1.Review the language points and sentence patterns through the study of the text.
2.Grammar- The Past Participle as Attribute and Object Compliment.
Step I Revision
1. Check the homework exercises.
2. Get the students to act out their dialogue about the bird or fish.
Step II Warming-up
The teacher may ask the questions:
How many animals do you know? Give out their names.
…Dog, cat, tiger, lion, pig, rat, rabbit, cow, elephant, crocodile, monkey, ape, kangaroo, wolf, parrot, …
What animals are dangerous? How dangerous are they?
Present a diagram on the Bb to help the students:
NOT DANGEROUS VERY DANGEROUS
1 2 3 4 5 6 7 8 9 10
Ask the students to put the names in the right order to show how dangerous the animal is. For example, a parrot might be 2 on the scale, for it can bite your finger. Then put the students into groups of four to carry out the task. The teacher goes around and helps them with spelling if necessary. Get one student from each group to report their discussion. Collect some names of animals on the Bb.
Step III Watching
Page 68. Read the picture on top of the page. Answering the following questions:
What can you see in the picture?
…House, garden, a big tree, a woman, a sleeping baby, a lion bending over the baby.
Imagine what will be the story. Appoint a bunch of students to make up a simple story according to the picture. There stories may be different from the text.
Step IV Listening
Tell the students “we are going to read a story called Escape from the zoo”. Give them to read the text quickly to work out the question:
How did the lion escape?
…A tree fell onto its cage in the hurricane.
Step V Reading
Show a list of comprehension questions :
1. What did the radio ask people to do if they saw the lion?
2. What happened to the baby when she was cooking in the kitchen?
3. How did Mrs. Cousins feel at the moment when she saw the animal bending over the baby?
4. How did Mrs. Cousins manage to get the lion away from her baby?
5. What did Mrs. Cousins do after the lion went into the bush with the meat?
Answer:
1. asked the people to telephone the zoo and the police
2.A lion had got into her garden, jumped onto the table and was looking at her baby.
3.She held her breath, and her whole body went cold.
4.She picked up the leg of pork, went to the back door and opened it .
5.Mrs. Cousins ran to the table, picked up her baby in her arms, ran inside and shut the door.
Step VI Language points
Go over the questions with the whole class. Make sure the students understand and what to do. Ask them to read the text carefully to figure out the answers. Check the answers with the students. Deal with language points briefly.
A.the surprise of her life: a very great surprise
B.stood quite still: stood without moving
C.stared =looked in a fixed way
D.held her breath: stopped breathing
E.at that very moment: note the use of very to add emphasis
F.her whole body went cold: her whole body became cold with fear
G.worse still: what would be even worse
H.There was not a moment to lose: she had to act quickly
Step VII Practice
One night a hurricane struck Green Park Zoo. A big tree _____ onto the lion’s cage, and a young lion______ from the zoo. It might be dangerous to people and animals. The radio asked people to ______ the zoo and police when they ______ it.
The next day it was sunny. Mrs Cousins _______ her baby out into the garden. She ______ the baby in a basket on the table under a tree and ______ into the kitchen to ______ vegetables for lunch. When she had almost ______ the cooking, she ______ to the window to see. The everything was all right. She______ the young lion ______ beside her baby. She was so frightened that she did not know what to ______ . Suddenly she had an idea. She quickly took out a leg of pork from the fridge and ______ it in her hand so as to ________ the lion’s attention. Then she threw it as far as she could. The lion ______ off the table and _____ to the meat. Mrs Cousins ______ her baby buck inside the house and closed the door.
Answers: fell escaped telephone/call saw/found took put went cook finished went saw standing do swung attract jumped ran carried
Step VIII Exercises
Part 3. Go over the instructions with the whole class. Let the students do this exercise individually. Check the answers in pairs. Then check with the whole class. Focus on the structure: The Past Participle as Attribute. Ask the class to give more phrases with the same pattern. For example, a weather-beaten lace, a bent branch, sliced meat, dried food, etc.
Part 4. Read the instruction and go over the example with the class. Make sure the students understand what to do. Try the first two with the whole class, then let the students work through the exercise. Check the answers at the end.
Ex. 2 Read aloud the instructions of Ex.2 and check that the students understand the meaning. Then allow them several minutes to go over all the sentences and work out the correct order. Get a couple of the students to read the whole story.
Step ⅨHomework
1. Read the passage again.
2. Finish off the workbook exercises.
3. Preview the next lesson
探究活動
1.Suppose you are a keeper working in the zoo in southeast London. Say something about the young lion that escaped from the zoo and how your colleague and you caught the lion at last.
For example:1. go to work as usual, 2. get the news---the lion had escaped 3. be told to get the “ pipes” ready 4. go out at 1:30 ,the lion appeared 5. catch the lion
I’m a keeper working in the zoo in southeast London. This morning I drove to our zoo to work as usual. When I arrived at the zoo, my colleague, Bob, told me that a young lion had escaped from the zoo as a result of the …..
2.假如你喜歡養魚或其它的小動物，你如何向別人介紹養魚的要點和經過，你可以說出共有四點：
如：1)First you should get a tank if you want to keep fish. Do not use a small round bowl, otherwise the fish will not get enough air.2)The tank can be about 30 centimetre (cm)by 30 cm by 50 cm.. Check the prices before you decide to buy one tank……….
Unit 12 Mainly revision 篇3
教學目標
一、Teaching Aims
本單元為復習課，重點復習1至5單元出現的語法現象和日常交際用語。同時通過對話課的學習與操練，進一步熟悉有關打電話的用語，通過對兩篇文章的學習，了解一些有關集郵，集硬幣方面的知識，學生能夠對硬幣的歷史，發展和收藏進行介紹。
二、Teaching important and difficult points
1.Words and phrases
shape, ring, collection, bank, material, hide, (hid, hidden), envelope, cheaply, cock, shame coin, silver, penny, (pi. pence) , mine, possibly, whenever, whatever, afford, hand out, here and there, look round, sooner or later, pick up, packs of, kind of…, at the beginning, be mixed with
2.Daily expressions
Hello. Can I speak to Zhou Lan, please?
This is Zhou Lan speaking.
But I’ve only just got home.
I would like to ask you about some stamps.
What a pity! What a shame!
I’ll ring you if I have any news.
It’s a pity I didn’t think of it earlier.
3.Grammar
Revise grammar from unit one to unit five.
教學建議
對話課建議：
在Lesson 21 有關打電話的對話練習，教師引導學生以口頭練習為主，讓學生在對話交際功能學會打電話的用語。教師可設置情景對話讓學生們進行操練，比如說：教師讓兩個學生們到前表演，話題為談論借英語學習雜志或其它使用學生們感興的題目，教師給學生在黑板上寫一些電話用語的日常用語如：Can/May I speak …..? This is ….speaking? Is that..? so on教師在這里只充當配角。
課文建議
教師在Lesson22中，讓學生分小組學習本文章，復述課文,分小組討論集郵的好處。教師與學生們共同參與完成本課的學習內容。教師盡力給學生們多提供有關本課內容的信息和圖片。
聽力建議
1.首先，教師對學生講今天要學習的是收集硬幣的知識，教師介紹在這段對話中共有五個人，他們都有不尋常的硬幣。
2.教師讓學生們閱讀每一個練習的問題，弄清楚學生們在聽的過程中應抓住哪些重點，然后教師在播放磁帶，以泛聽和精聽為過程，最后教師檢查學生做練習的情況。
教材分析
本單元是一個復習課，本文的對話是以打電話為主，練習打電話用語，語句比較簡單，兩篇閱讀課是有關于收集硬幣集郵的介紹，文中用一些數字表明硬幣的發展過程，同時也學習提供一些集郵的建議，在23課中語法主要是復習1至5單元所學的知識點及詞性的轉換。
重點難點
辨析：pack與parcel，packet
這三個詞都指包。
pack多指較小的包，與package可以互換；學生用的背包可用pack，如：
The soldier carried a pack on his back. 這個軍人背上背著一個小包。
packet也指較小的包，多指同類東西的“一束”，“一盒”等，如：
a packet of letters（一捆信），packet（pack）of cigarettes（一包香煙）
parcel多指“郵包”。
shape，form，figure的區別
shape著重指人或物的比較具體的整個外形，不太正式。
We saw a shape through the mist but we couldn’t see who it was.我們從霧中看見一個人影，但我們看不清那是誰。
form指有具體結構和看得見的某種特殊形狀或是抽象的形式
In the early morning light we could just see the forms of the mountains.在晨曦中，我們僅能看到群山的輪廓。
figure指物時，側重指輪廓；指人時，著重指姿態。
I could see a tall figure near the door. 我可以看見門附近有一個高大的身影。
possible, probable的區別
這兩個詞的反義詞是impossible, improbable
1）possible作“或許”解，有“也許如此，也許不如此”之意。強調客觀上有可能性，但常常帶有“實際可能性很小”的暗示。
2）probable用來指有根據，合情理，值得相信的事物，帶有“大概，很可能”的意味。語氣比possible要重，是most likely之意。
It’s possible, though not probable. That he will accept the terms.他也可能接受這些條件，但希望不大。
(2) be possible, be probable常用形式主語it，構成句型為：
It is possible/probable + that …（從句）
It is possible /probable+ for sb. to do sth. 例如：
他有可能做這件事。
[√] It is possible for him to do this.
[√] It is possible that he will do this.
[×] He is possible to do this.
particular, especial或special區別
三者均有“特別的”之意，
但particular指同類事物中具有獨特性質的一個
especial和special相同，強調某種特殊的目的或用途，但especial為書面語，口語中多用special。
There was a particular expression in his eyes. 他眼睛中有一種特別的神情。
The patient needs special/ especial care. 病人需要特殊的照料。
Coins can be made of many different kinds of metal mixed together.
mixed together(=…which are mixed together)過去分詞短語作后置定語，相當于一個省略的定語從句。
He is reading the short stories written by Lu Xun. ( =He is reading the shorts stories which were written by Lu Xun. )
Please give me letters received yesterday. (=…the letters which were received yesterday. )
如果這個分詞是一個單詞，就位于修飾的名詞之前，作定語。
She is our respected teacher.
The lost key has been found.
A year passed when it was realized that the parcel had been sent to the wrong destination.一年以后才發現包裹送錯了地方。
It’s possible that one of them kept a bank where the workers could keep their money safe.有可能他們中的某個人辦了一家銀行，工人們可以放心地把錢存在那兒。
這是一個由形式主語it引導的復合句，真實主語是后面的that從句。其句型結構為：It is+形容詞+that從句，常用于這個句型的形容詞有：possible，necessary, important, clear, certain, strange等。
It is necessary that we master one or two foreign languages.我們精通一至二門外國語是很必要的。
keep a bank意為“開辦銀行”。此處keep為及物動詞，意為“經營”、“管理”、“養活”。
keep a shop意為“開辦商店” keep the farm意為“經營農場”
keep the house意為“管理家務”keep the family意為“養家糊口”
It contained 54,951 coins dating from the year 260－275 AD.那一次挖掘的硬幣共有54951枚，都是公元260－275年間的硬幣。
dating from在句中作定語，相當于定語從句…which dated from the year…修飾先行詞coins, date用作vi., 意思是“起始”、“興趣于”。date from 表示“始于……時期”。
過去分詞短語和現在分詞短語用作定語時相當于一個定語從句。如：
Tell the children playing (==who are playing) there not to make so much noise.讓那些在那兒玩的小孩別這么吵。
They’re problems left (=which have been left) over by history.這些是歷史遺留下來的問題。
這座古廟的歷史可以追溯到兩千年前。
[×] The old temple is dated from 2,000 years ago.
[√]The old temple dates back 2,000 years ago.
[√]The old temple dates back to 2,000 years ago.
[√]The old temple dates back 2,000 years.
It does not matter if /whether they are old. 郵票）新舊沒關系。
1) It does not matter if/whether…是一個很有用的句型。
It doesn’t matter ( to me ) if I miss my train, because there's another one later.對我來說錯過一趟火車沒關系，因為后面還有。
2) It doesn’t matter 后還能跟其他從句
If she does her best, it doesn’t matter what people think of her.只要她盡了力，別人怎么看她無關緊要。
If you are just starting to collect stamps, here is some advice for you to follow.
1) start 和begin, continue有一點是相同的，即它們可以用動詞不定式或動名詞作賓語。
He started learning / to learn English when he was ten.
They began building / to build the dam in 1994.
How can you continue working / to work with all that noise going on?
2) 但是當這些動詞本身是進行時態時，一般后面跟動詞不定式。
starting to collect 一般不能換成starting collecting。
It’s starting / beginning to rain.開始下雨了。
3)start或begin后跟的動詞是表達有關感情和思想的動詞時，一般也不用動名詞，而用動詞不定式。
She started / began to understand. 她開始理解了。
打電話的說法：
l）電話鈴響時，當你拿起話筒，通常首先自報姓名和自己的電話號碼。如：
Hello, Bob Dorson.
Hello, 742511.
This is Bob Dorson speaking. Who is that speaking?
Yes?
2) 若對方要找的不是Bob而是Chris，對方可能詢問：
Is Chris in/at home / there ?
May /can /Could I speak to Chris?
I’d like to speak to Chris , please.
若Chris在家，Bob去叫Chris，則對方稍等一會：
A moment, please.
Hold on, please.
Hold the line, please.
Don’t hang up, please.
3) Bob通知Chris 聽電話：
Telephone for you.
You are wanted on the phone, Chris.
4) 在互報完姓名后，就可以開始談話了。
若Chris不在家，你可告訴對方，并請他留下口信。
Chris isn’t in /here right now. Can / Could I take a message for you?
Would you like to leave a message?
Can you call later? He will be back at about 2:30.
第 1 2 頁
Unit 12 Mainly revision 篇4
Lesson 90 教學設計示例（一）
一、教學內容
1.復習現在進行時。
2.復習描述人物用語。
二、教具
錄音機、幾張畫有不同人物的圖片。
三、課堂教學設計
1.值日生報告。
2.教師請一位女同學到前面來（這位女同學的身材條件要基本符合本課第1部分內容中的描述）。教師與全班同學（或某個同學）進行問答，從而引出本課復習內容。
T：What’s her name？
Ss：Her name is .
T：How old is she？
Ss：She is twelve/thirteen.
T：Is she tall？
Ss：Yes，she is.
（這時，教師請某位學生把這三個問題的答案綜合在一起，形成以下內容）：
S1：Her name is . She is twelve/thirteen.She is tall.（教師可多請幾位學生這樣演練）
繼續與學生進行問答：
T：Is her hair long？
Ss：Yes.Her flair is long.
T：What colour is her hair？
Ss：It’s black.
引導學生將這兩句說成：
Ss：She has long hair.Her hair is clack.
用同樣方法，引導出下面各句：
Her mouth is small.She has long arms and legs.She is wearing…
在此過程中，不斷請學生將各個答句組織在一起，形成對這位女同學進行描寫的一段短文，可鼓勵學生增加其他內容。例如：
Her name . She is twelve/thirteen，She is In Row 5 and her number is 14.She is tall.She has long hair，and her hair is black.Her eyes are big and black.Her mouth is small.She has long arms and legs.She is wearing…She likes singing very much.She can draw pictures， too…
與此同時，可讓該學生本人以第一人稱形式，利用上述內容，來描述自己。
3.打開書。學生兩人一組，描述本課所提供圖片中人物，教師予以幫助。教師也可考慮利用自己帶來的人物圖片，請學生描述。如在描述中學生有困難，教師可采用提問形式，逐步引導出所描述內容。數分鐘后，請幾位學生試著描述。教師予以講評。
4.教師采用同樣提問方式，與學生進行問答，從而引出本課第2部分內容：
T：Now look at Picture l.What are they doing？
Ss：They’re going to the park.
T：Now look at Picture 2.What are they doing now？
Ss：They’re boating in the middle of the lake.
教師可以將每三張圖為一組，要求學生將這三張圖的答案集中起來，形成連貫的句子。如：
It’s Saturday.Han Mei and her parents are going to the park.Look！They’re boating in the middle of the lake.Now they’re eating bread，because they’re hungry….
如果所教學生程度好，整體水平高，可以讓學生自行根據圖片內容，兩人一組進行描述。
數分鐘后，請幾位同學在班上給出自己的描述，教師予以講評。
5.要求學生用書面形式，將上面進行的口頭描述寫出。
6.指導學生做練習冊習題（用筆頭形式）。
7.布置作業
完成練習冊習題。
Lesson 90 教學設計示例（二）
●Teaching Objectives
復習描述人物用語，進一步鞏固描述物品、敘述事件的相關知識，以及現在進行時的語法項目。
●Main Points
1.學會“四會”單詞。
2.復習、鞏固現在進行時的用法。
3.學會描述人物。
●Difficult Points
一般現有時與現有進行時的區別。
● Teaching Aids
a tape-recorder, cards, pictures, slide projector
● Teaching Procedure
Step 1 Revision
1. Check the students homework.
Make a short play according to Ex. 3 of Lesson 89.
2 .Ask the students some questions according to the dialogue they played.
Step 2 Presentation
1. Show a picture of a girl, ask the students to describe her.
2. The teacher conclude the sentences.
Step 3 Describe people
1. Show more pictures , let the students describe them.
2. Finish Ex. 1 on page of 108.
Let the students describe one of the classmates.
Step 4 Look and say
1. Show the pictures of Part 2 one by one.
Let the students discuss what is happening in each picture.
2. Ask the students to describe each picture.
3. Let the students tell a story according to the whole pictures.
4. Explain some useful words:
in the middle of, throw sth. to sb. , jump into, be worried about, worry about
5. The teacher conclude the description.
Step 5 Workbook
Do Ex.2.
Step 6 Practice
The teacher show more pictures with computer and let the students talk about them.
Step 7 Homework
Do Ex. 3.
板書設計 ：
Writing on blackboard
Lesson 90
in the middle of
throw sth. to
jump into
be worried about
Lesson 90 教學設計示例（三）
● Teaching aims
1.掌握“四會”單詞、詞組，了解詞義及用法。
2.掌握現在進行時的陳述句、疑問句及其答語。
3.學會描述人物。
● Key points
描述人物
描述物品
敘述事件經過
● Difficult points
敘述時所用詞匯及時態的選擇。
● Teaching methods
復習法，情景演示法。
● Teaching aids
幻燈片、投影儀、微機、課件Lesson 90教學演示.ppt。
● Teaching procedures
Step 1 Revision
Show the sounds Listening can，復習用一般現在時，描述某人能做什么的常用語。
Step 2 Presentation
1.Show the Film <1-23-3describe pictures> People ，Show pictures of persons without any sounds, ask the students to describe them.
2. The teacher play the sounds or show the text to students.
Step 3 Presentation
1.Show the Film <1-23-5go to the park> Pictures, Show the pictures without any sounds,Let the students discuss what is happening in each picture.
2. Ask the students to describe each picture.
3. Let the students tell a story according to the whole pictures.
4. Explain some useful words:
in the middle of, throw sth. to sb. , jump into, be worried about, worry about
5. The teacher play the sounds or show the text to students.
Step 4 Summary
•The girl has long hair. Her hair is yellow. Her eyes are big and brown. Her mouth is small. She is tall. She is wearing a red dress.
•This box is heavy.
It’s too big.
It’s light.
Step 5 Practice
Let the students describe one of the classmates, describe her/his favourite things, such as a box, a bag, a building, clothes, etc. Show the Film <1-23-4can not find box> Things, explain the main points of describe something. Let students answer:
Where is Wang Ling from?
Describe her box.
What’s her telephone number?
Step 6 Exercises
根據首字母和句意，填入相應的單詞。
1. The homework is e____ . I think you can do it.
2. The shop is closed at half past six. But the supermarket is o ____twenty-four hours.
3. The robot is b____ . It can’t work.
4. My brother h____ two pens.
5. In our class there are five A ________boys.
6. Mum, r m h______ . Can I have supper now?
7. I can see some k____ on the table.
8. All the c_______ are Young Pioneers.
9. The water in the lake is c______ . I can see the fish in it.
10. I have only one p____ of meat for supper.
Answers: 1. easy 2. open 3. broken 4. has 5. American 6. hungry 7. kites 8. children 9. clear 10. piece
Unit 23 Mainly revision-90
Unit 12 Mainly revision 篇5
教學目標
1.重點詞匯：
express ,advantage, blame, hand in hand ,bring in ,try out, give out,gift, work out, stick to, lead to, be content with, respect,prove, breakdown, nature, gather, rubbish, seek, get rid of, break up
2.重點句型：
1)It’s possible that the reader or viewer will remember the advertisement but not the name of the product.
2)Isn’t it time you made someone’s life a bit easier?
3)It has been proved again and again that repeated advertising increases product sales.
3.交際用語：
Agreement & disagreement
I think it would be a good idea to …
I agree./I agree with…
That’s true/right.
Of course./No problem./I think so./I don’t think so.
I don’t agree with…
I’m afraid I can’t agree with you.
4.復習運去分詞作定語、表語、賓語補足語和狀語的用法
教學建議
教材分析
本單元課文詞匯，內容較淺顯，課文亮點不多，建議教師快速處理完課文，把重點放在“環境保護”這個話題以及對第一-------第六單元的復習提高上。
過去分詞概念&過去分詞作表語，定語：
I.過去分詞也是一種非限定動詞，一般只有一種形式，但少數過去分詞有兩種不同的形式，如：
born（生）——————————borne（負擔）
got（得到）——————————gotten（得到的）
hung（懸掛）——————————hanged（絞死）
lit（燃著）——————————lighted（燃著）
rotted（被腐爛）——————————rotten（腐爛的）
shrunk（被收縮）——————————shrunken（已收縮的）
struck（被打擊）——————————stricken（被打擊的）
sunk（陷下）——————————sunken（陷下的）
II.special Focus:
由以上例詞可以看出不同形式的過去分詞可具有不同的意義。有時二者的用法也不一樣。現僅以sunk和sunken為例：
（1）His cheeks have sunk in.
他的兩頰陷了下去。（過去分詞sunk是主要動詞，與助動詞have構成謂語動詞）
（2）He was sunk in thought.
他陷入沉思。（過去分詞sunk是非限定動詞，用作表語）
（3）The old man has sunken cheeks.
那位老人的雙頰陷了下去（過去分詞sunken是非限定動詞，相當于形容詞，用作定語）
III.Conclusion:
由此可以看出，作為非限定動詞，過去分詞sunk與sunken的區別在于：前者的動詞性質較強，后者則已相當于形容詞。
IV.過去分詞也有雙重性:
一方面有動詞的性質，另一方面相當于形容詞。如：
（1）I saw the ball thrown into the garden. 我看見那球被扔進了花園。（有動詞的性質）
（2）She’s very worried. 她很擔心。（相當于形容詞）
V.句法功能:A:過去分詞用作表語
Fill in the blank with past participle. Pay attention to their meanings.
A. mistaken B. Gone C. broken D. satisfied E. gone
(1) Never touch an electric wire when it is__________. 決不要觸摸斷了的電線。（表示狀態）
(2) He’s ________________. 他走了。（不久前發生的動作）
(3) You’re _______________. 你錯了。（非永久性）
(4) Are you ___________ that I am telling the truth?你相信我說的是實話嗎？（后接that從句）
(5) _______________are the days when they could do what they liked.
他們為所欲為的日子一去不復返了。（用作表語的過去分詞可用于倒裝句中，置于句首）
(1) C (2) E (3) A (4) D (5)B
B.過去分詞用作定語
過去分詞可用作定語。如是單詞，常置于其所修飾的名詞之前，如：
(1) Did you pay a visit to the tomb of the Unknown Soldier?
你去看了無名英雄之墓嗎？（永久性）
(2) Her job was to take care of the wounded soldier.
她的工作就是照料這個傷員。（不久前發生的動作）
過去分詞短語用作定語時，一般置于其所修好的等詞之后，其意義相當于一個定語從句，如：
(1) Trucks and buses were driven on gas carried in large bags on the roof.
卡車和公共汽車都燒煤氣，煤氣是裝在車頂上的袋中。（相當于：
Trucks and buses were driven on gas which was carried in large bags on the roof. )
(2) The meeting, attended by over five thousand people, welcomed the Chinese delegation.
他們舉行了歡迎中國代表團的大會，到會的有5千多人。（相當于meeting, which was attended by over five thousand people, welcomed the Chinese delegation. ）
詞語辨析：
1. fix, mend與repair
A.fix“修理，整理”主要指修理機器、表、機件，修補房層、車胎、玩具等。fix常可代替repair。如:
I am going to have my watch fixed. 我要把我的手表修一修。
You must get the radio fixed. 你得修一修這個收音機。
B.mend“修理，修補，縫補”，多指對玩具、衣服、鞋襪等的修補，有時也可指對道路、門窗及電器的修理。如：
Mary is mending her skirt.瑪麗正在補裙子。
He has sent his shoes there to be mended.他把鞋子送到那邊補去了。
C.repair“修，修理，修補”，多指對機械、車輛、無線電、建筑物，道路等比較復雜的修理，對衣服。鞋襪的修補也可用repair，但mend更常用。如
Some workers are repairing the road.一些工人在修路。
Has the television set been repaired yet? 電視機修好了嗎？
2.agree的各種搭配
A.agree with sb.表示“同意某人的意見”；也可接表示意見、想法、觀點、決定的詞，即 agree with one’s views / opinions / words / what one says / decision等。如：
She always agrees with us in words but opposes in deeds.她總是口頭上贊成我們，行動上反對。
I completely agree with what you said. 我完全同意你所說的。
I completely agree with your views on the question.我完全同意你對這個問題的看法。
agree with還可表示“相一致，符合”（不能用于被動語態）。如：
The climate here doesn’t agree with me. 這里的氣候對我不合適。
B.agree to，to是介詞，后面常跟plan，proposal, suggestion, arrangement等。如：
We all agree to your proposal. 我們都同意你的提議。
They agreed to Mary’s plan for the summer holidays.他們同意瑪麗的暑假計劃。
C.agree to do sth.同意做某事。如：They agreed to leave at once.
D.agree on/ upon就……達成協議（雙方決定，可用被動語態）。如：
I don’t agree with you on this problem. 在這問題上，我不同意你的意見。
We agreed on how to protect the environment. 就如何保護環境一事，我們取得了一致的意見。
4.“找”search, seek, hunt for, find, find out, look for
A.search通常指對某處、某地進行搜查或搜索；對人時為“搜身”。常接for構成短語search for，作“尋找；搜尋”解，其對象多為一個或一批人或物，如找礦，找資料，找文件，找工作等。它強調尋找的行為，不著重結果。如：
The police searched him but nothing was found on him. 警方搜了他的身，但什么也沒找到。
They are searching for the missing child.他們在尋找失蹤的孩子。
B.seek一般用于抽象意義，有時也表示渴望得到某一具體的東西，是比較正式的書面用法。可構成seek for，seek after等短語，作“尋找，設法得到”等解。其后可接動詞不定式，此時表示“試圖，企圖”。如：
They seek information from various sources. 他們從各種來源收集信息。
They seek after the truth. 他們追求真理。
C.hunt for指竭力搜尋，其搜尋對象往往是某種迫切需要的東西或人。如：
This is just the thing I am hunting for. 這正是我在找的東西。
They’ve been hunting for you everywhere. 他們一直在到處找你。
D. look for強調找的過程。如：
He is looking for his dictionary bought yesterday. 他在找昨天買的那本詞典。
E.find通常強調找的結果。其后可跟名詞、復合結構或that從句。如：
Use your head, then you’ll find a way. 開動腦筋，就會有辦法的。
He found his home village unchanged. 他發現家鄉還是老樣子。
F.find out通過觀察、調查、詢問等方式找出（原因等），或發現（秘密、錯誤）情況等，其后一般跟名詞、代詞或從句。如：
Have you found out his address? 你查到他的住址了嗎？
Please find out when the train leaves. 請打聽一下火車什么時候開。
5. suppose，guess及imagine的用法比較
A.suppose常指根據一些證據而得出的推斷，強調暫時性，可接不定式（特別是to be）、介詞短語、形容詞等的復合結構，接從句等，作“假定，猜想”等解。如：
We all supposed him to be an actor.我們都以為他是個演員。
Let’s suppose he is right. 讓我們假定他是對的。
B.guess表達說話人在缺乏了解和證據時所陳述的見解，其后可接名詞、復合賓語、從句。如：
I should guess the old woman to be about sixty.我猜這位老太太六十歲上下。
Guess how much it is worth.猜猜看這東西值多少錢。
C.imagine指沒有充分證據或單憑某種模糊印象和感覺而設想、推斷。它跟guess一樣，都是缺乏證據的。其后可接名詞、v-ing的復合賓語、從句，還可與as連用。如：
We can hardly imagine life without electricity.我們簡直無法想象沒有電的生活會怎么樣。
I can’t imagine you/ your living alone in the small mountain village.
我簡直不能想象你竟然獨自住在小山村里。
6.be about to，be ready to的辨析：
這兩個復合助動詞都作“樂意”講，但有區別：前者總是用于肯定結構，而后者則既可用于肯定結構又可用于否定結構。（注：美國英語往往把be not about to作“不愿意”講。）
比較：James was about to pay the bill.詹姆斯樂意掏錢付帳。（與 was ready to通用）
James was not ready to pay the bill.詹姆斯不樂意掏錢付賬。（不說He was not about to pay the bill.）
7.if only,so long as作“只要”講時的區別：
A.這兩個復合連詞同義，都作“只要”講，但不一定能通用：if only只能連接表達一時動作的從句（參見詞條517和519），而as/so long as則限于連接含有“持續”意義或表達存在的從句（參見詞條583）。
例如：If only I have any chance，I shall try again.只要有機會，我將再試它一下。（所連接的從句沒有“持續”的含義）
So long as he remains reactionary，no revolutionary peoplewill take united action with him.只要他保持反動不變，就沒有革命人民同他采取聯合行動。（所連接的從句含有“持續”的含義）
So long as there are still many things which we don't knowand in which we lack experience we must be good at learningfrom other countries'strong points.只要我們還有許多東西不懂或缺乏經驗，我們就該向別的國家學習它們的長處.（所連接的從句中含有“存在”的意義）
B.其次，前者多少含有“懷疑”的意境色彩，而后者則沒有這種意思。
比較：Betty will do the job well if only she works hard.只要貝蒂好好干，她是會把工作搞好的。（多少存有懷疑）
Betty will do the job well so long as she works hard.只要貝蒂好好干，她是會把工作搞好的。（未必有懷疑）
Unit 12 Mainly revision 篇6
教學設計示例Lesson22
Step I.Introduction:Show some pictures about pollution.
StepII.Fast reading:
A. Search for answers:(Now, I’ll give you 2 minutes to find out the answers:
1.what international organization has been mentioned in the text?
2.In China, what is becoming a serious problem?
B. Read again and answerT or F:
1. If waste is poured into rivers or seas without being treated,what will happen?
2. How is dangerous waste uauslly dealt with?
3. What problems does throwing away rubbish cause in western countries?
4. What is the situation like in China?
5. What has been done for environmental protection?
Step III.Fill in blanks.
Dealing with waste
1.Waste must be__treated___ so that it doesnot become a danger to life.(paragraph1)
2.When this river finally reaches the sea, it pollutes the ocean. (paragraph1)
3.Human waste is piped directly into the sea without being treated. (paragraph2)
4.It is now against the law to throw anything into the sea within 5 kilomnetres of land. (paragraph3)
5.They seek to reduce waste, protect the earth, the oceans and all forms of life in them. (paragraph5)
The throw-away society
1.This causes many problems. (paragraph1)
2.This is a particular problem for large cities. (paragraph1)
3.InChina,rubbish,such as used plastic bags and boxes known as “whitepollution”. (paragraph1)
Step IV.Group work .(Divide the class into several groups and provide them with some topics of the text ,such as :
1)How do people pollute the Ocean?(based on the text,the Ss can add something.)
2)How do people protect the sea and stop the pollution? (based on the text,the Ss can add something.)
3)What are the problems in China? (based on the text,the Ss can add something.)
(Give them some minutes to prepare and say their opinions)
Step V. Languag points:
1.break down與 break up
break down:“分解”，可指物理變化或化學變化，如：
After many years,rocks broke down into dirt.（經過多年以后，巖石就分解成塵埃。）
Water can be broken down into hydrogen and oxygen.(水可以分解成氫和氧)
當表示“拆散”意思時，break down 與 break up 通用。如：
The old cars were broken down \up for their parts.(舊汽車被拆散以取得其零部件。)
break up:“撞毀，解體”如：
The ship was breaking up on the rock.(船在礁石上撞毀。)
2.depend on :“取決于…““靠…決定”如：
The price depends on quality.(價格取決于質量。)
3.without doing:通常在句中作方式狀語。這里的動詞-ing形式，可以是一般式，完成式，復合結構和被動語態等，表示“(某人)未做，未曾做，未經…，未被…”等意思。如：
He was lucky ; he escaped from the burning house without being injured.
Do you think we’ll get a seat without having to queue?
They went back to the hotel without speaking.
Step VI.Home work:
Search for more information by themselves about the enviormental problems in Beijing,China,the world and how to deal with them and what should we do in daily life.The Ss will deliver their speech at the beginning of next class.
教學設計示例Lesson23
StepI.Let the students deliver their speeches.
StepII.Fast reading and discuss: Discuss these questions in groups of four.
1 Is any pollution caused by waste in China?
2 Is too much waste thrown away in China?
3 What materials are recycled in China?
4 How many different things are reused in China?
5 Can you tell how paper is made and recycled after being used? You may
use the pictures as a guide
StepIII.Fill in blanks.
1.European countries are now making an active effort to reuse materials more than they used to .(paragraph1)
2.Materials are collected, sorted,treated and used again. (paragraph1)
3.In many cities in Europe rubbish is collected separately. (paragraph1)
4.However, no single country can save the environment alone. (the last paragraph)
StepIV.教師可自己選用教學建議中的詞語辨析或語法：過去分詞的用法
StepV.Homework:
P 35: Exs3,4,5&P34:Exs2.
聽力完形教案
StepI.Listening:Listen for three times and finish filling the blanks.
Waste watch
A newspaper reporter is interviewing someone from “waste watch” in New York.
(J=Journalist P=Person)
J: What exactly is your job?
P: Our job is to make sure that the laws about pollution and waste are not broken. There are over thirty different pollution laws in the state of New York.
J: when was the “Waste Watch”section started?
P:In 1981.There had been a lot of reports of pollution. So the government told the police force to start up a special section.
J:How bad was the situation?
P: It was pretty bad. Some firms were pouring waste straight from their factories into the rivers. Some were pouring liquid waste onto dry land inside the factory. Others were paying truck companies to take the waste out o town.
J:So what do you do now?
P: We look out for companies driving waste out of town. They need permission to do this. And we check on companies whenever we get reports.
J: Can you give an example?
P: Yes. We had an idea one company was breaking the law. Once a week a truck used to call at the company’s factory. It never delivered anything, but we thought it was taking away waste. .So we followed the truck..We used an ordinary car,not a police car, of course. At four o’clock the next morning, the truck drove to the port and started to pump the liquid into the sea. We stopped the driver, turned off the pump and took him to the police station.We had everything we needed, a bottle of the liquid and a photograph of the liquid being pumped into the sea.
StepII.完形填空
The clock had just struck eleven when I first heard a noise coming from the lift. I opened the door of our room and listened: someone was 1 against the door of the 2 and calling out at the same time.
“What’s 3 ?” I shouted. “The door has been 4 and I can’t get out,” the answer came back. The voice, which 5 like that of a girl, came from several 6 below.
My wife had now 7 me and she went off directly in search of the night porter (值班人) . After calling to the girl that 8 was on its way, I went back into the 9 to get some tools. Then I too hurried 10 the stairs until I reached the place 11 the lift was stuck.
I tried my hand at forcing to 12 the lift door, talking all the while to the girl trapped inside, 13 my tools were of no use for this purpose. Very 14 , however, my wife returned. 15 to find the porter, she had called the police, who agreed to send an engineer? 16 she has also got in touch with the fire service.
In a short time the engineer appeared, followed by two 17 . Almost immediately afterwards the firemen 18 too. With his special equipment it 19 the engineer only a short while to get the door open. In spite of her experience, the girl was in good 20 . “I’m hungry,” was her only remark as she stepped out of her cage.
1. A. standing B. beating C. sitting D. shouting
[解析]從空后的against the door…and calling out at the same time我們得此答案, beat在此意“敲、擊”。. 答案：B
2.A.flat B. room C .house D .lift
[解析]從首句…when I first heard a noise from the lift. 我們得知，此時那人敲的是電梯的門。
3. A. matter B. wrong C. accident D. question
[解析]在深夜11點鐘有人敲電梯的門，“我”感到不解，因此問“怎么了？”在此A有干擾性，matter用作名詞時，前面要有冠詞the。 答案：B
4. A. opened B. broken C. stuck D. stopped
[解析]stuck在此意為“卡住、陷住”。 答案：C
5. A. sounded B. heard C. listened D. looked 答案：A
6. A. stairs B. floors C. roofs D .flights
[解析]“聲音來自幾層樓下”。在此A，C均有干擾性，floor指整個樓房的一層，從電梯的位置看，電梯應是在樓梯口，因此B不合題意。stair指樓梯臺階，因此A也不合題意。a flight指樓梯的一段。 答案：D
7. A. called B. stopped C .seen D. joined
[解析]“我妻子也加入進來……”。join sb. 加入到某人的行列中；和某人一起…。答案：D
8.A.It B. nothing C .lift D .help
[解析]“在告訴她救助就要來之后，……”。on the/one’s way, 即將到來 答案：D
9.A.lift B. door C. flat D. way 答案：C
10. A. down B. up C. on D. from
[解析]“我”從家里趕快返回電梯，從前文我們得知此時電梯在several flights below, 因此I hurried down the stairs . 答案：A
11.A.that B. where C. which D. there
[解析] where引導定語從句修飾place, where在句中作狀語。答案：B
12. A. open B. close C. shut D. turned
[解析]電梯的門一直緊閉，“我”想撬開門。force to do sth. 強行做某事。答案：A
13.A.though B. if C . but D. because 答案：C
14. A. quickly B. fast C .well D .soon
[解析]A、B也都可以表示“快”但quickly多側重行動的敏捷，而fast指速度快，在此作者指不大會兒工夫，“我”妻子回來了，因此用soon一詞。 答案：D
15. A. Able B. Unable C. Glad D. Sony
[解析]從she had called the police, …看，“我”妻子沒有找到值班人.答案：B
16. A. Besides B. Instead C. Still D. But
[解析]besides在此為副詞，意思是“另外”。 答案：A
17. A. porters B. men C. policemen D. firemen
[解析]她沒有找到值班人，因此A不合題意。從空后的almost immediately afterwards the firemen 18 (arrived) too. 得知D也不合題意。 答案：C
18. A. reached B. arrived C. got D. left
[解析]A,C都可以表示到達，但reach當“到達”解時是及物動詞，get to + n. 或get后直接跟副詞才可表示“到達”。答案：B
19. A. spent B. took C. passed D. stayed
[解析]It took sb. some time to do sth. 花某人一段時間做某事。spend也可表示“花費”，但其主語是人而不是it或物。 答案：B
20. A. spirits B. health C. conditions D. manners
[解析]“盡管有這次（不愉快的經歷），女孩的情緒很好。” 答案：A
探究活動
What's your opion on dealing with waste in China, or in Beijing?
What do you think about the "White Pollution"? Do you have some suggestion?
Unit 12 Mainly revision 篇7
教學目標
Teaching aims and demands:
本單元是復習課，復習的要點為第7至11單元中出現的語法現象和日常交際用語，學生在理解課文的基礎上，能用自己組織的語言復述課文。
Teaching important and difficult points.
1.單詞
tank, breath, exercise, fire, plastic, flow, attack, frighten, bend
2.詞組
at that very moment, before long, bend over, carry away/ off, escape from, fall over, fit into, for a moment, for one thing (one reason), get away from, hold one’s breath, in front of, jump off, keep fish, lie still, look into, make a noise, the other day, pick up, put…in order, shout at, so as to, speed up, stand still, stare at, struggle to one’s feet, throw at, worse still
3.交際用語與句型
1）交際用語
A.表示建議的交際用語：
I suggest (that) you do sth.
You should do sth.
You ought to do sth.
You need to do sth.
B.復習經七至十一單元出現過的日常交際用語。
2）句型
We need to find one about 30 centimetres (cm) by 30 cm by 50 cm.
For one thing they keep the water clean.
Thoughts rushed through her head.
4.語法
復習第七至十一單元出現過的重點語法項目。
教學建議
對話分析
本文對話通過表達建議及要求的問與應答，對話較容易理解，對話描述Kate,Li Qun談論如何養魚的過程，教材中歸納出這些用語和表達法，如：I suggest (that) …. You should….. You ought to…..等，這些用語，在教材中的練習中給學生提供了練習與幫助。
課文建議
在Lesson 46中，教師主要通過圖片展示、問與答，討論及多媒體的形式來完成此課的教學內容，如以下方法：
方法一、教師搜集本課相關的一些動物圖片，作為導入 課給學生展示。
方法二、教師播放本課的多媒體視頻，讓學生從聽與視覺了解本課的內容。
方法三、教師給學生一段的時間精讀和略讀本課文，給出問題讓學生來回答。
方法四、教師把學生分成小組進行討論：動物園與動物。練習復述整個故事經過。
重點難點
1.frighten v.
①使某人感到恐懼，使害怕
Sorry, I didn't mean to frighten you.
Loud traffic frightens horses.
②驚嚇某人，使某人恐怖或驚愕
The children was frightened to death by the violent thunderstorm.
You frightened me out of my life by knocking on the window like that.
③嚇得某人做某事 frighten sb. into doing
News of the robberies frightened many people into fitting new locks to their doors.
④其形容詞frightened意為恐懼的，害怕的;frightening，引起恐懼的，驚恐的
Frightened children were calling for their mothers.
He looked very frightened as he spoke.
It is frightening even to think of the horrors of nuclear war.
2.fire n.
①火，不可數名詞
There is no smoke without fire.
②火災，火爐，火堆，可數名詞
A big fire broke out last night.
They made a fire to keep the animals away.
v.③射擊，開火
The officer ordered his men to fire.
They fired at the running animals.
④解雇，辭退
The boy was fired after his second time to be late.
3.enough
①n.足夠，充足，后常接for短語或動詞不定式，還可接of短語，of后接名詞或代詞，接名詞時，名詞前必須有限定詞。
Enough has been said on how to do it.
He has had enough to eat.
He was enough of a fool to do that.
②adj.充足的，足夠的，可修飾不可數名詞或可數復數名詞，可前置也可后置。
We have enough time to finish the work.
There are seats enough for the people coming to the meeting.
③adv.充足地，足夠地，十分；修飾形容詞、副詞、動詞，必須后置
The book is easy for me to read.
He knows well enough what I mean.
4.agree 同意，贊同，后可接with, to, on
agree with與某人意見一致，多接人或指氣候、食物適合某人或指一物與另一物相符。
The professor agrees with what his students have said.
The climate here doesn't agree with Xiao Wang.
His stories agree with hers in everything.
agree to后接具體表建議、計劃、安排辦法意見之類的名詞。
The patient doesn't agree to the doctor's plan.
All the pupils agree to our teacher's proposal.
agree on 就……取得一致意見
All the members agreed on the date of the next meeting.
Most of the workers agree on the plan of work.
5.very adv.很，非常，修飾形容詞、副詞，也可作形容詞，常與the, this, that ,my等連用，以加強語氣，意為”正是這個，正是所要的，恰好，極其”，相當于just,但just是副詞，若與名詞連用，必須放在冠詞之前。
［辨析］
［誤］This is the just book I want.
［誤］This is very the book I want.
［正］This is just the book I want.
［正］This is the very book I want.
6.be about to 正準備做某事，即將做某事，通常與when連用，表示就要……突然……
I was about to leave when the telephone rang.
He was about to tell me the secret when she came back.
而句型be doing…when表示正在……突然……
I was going on my way home when I heard a call from behind.
The teacher was just beginning the lesson when the door opened.
教學設計方案Lesson 45
Teaching Aims:
1.Practise on offering suggestions.
2.Make dialogues about keeping fish, binds, etc.
3.Study the language items in the lesson.
Step I Warming--up
The teacher asks the students the questions:
Do you keep animals?
If yes, what kind of animal do you keep?
Do you find keeping animals interesting?
Tell us something important about keeping fish, birds or other animals. Divide the class into four groups. Give them a few minutes for the discussion. Then collect answers from the class. Get several students to report their discussion.
The teacher sums up and says, “Today, we are going to learn Lesson 45. In the dialogue, two friends, Kate and Li Qun, are talking about keeping fish.”
Step II Watching
Page 67. Part one. Read the introduction to the dialogue aloud. Ask the Students to cover the dialogue silently and quickly to find out the answer to the question:
What does Li Qun advise Kate to do?
Allow them a few moments to carry out the task. Check the answer.
Get a large tank to keep the fish.
Step III Listening
Books closed. Present more questions before playing the tape:
Where does Kate want to keep the fish?
What’s wrong with keeping fish in a bowl?
What size tank should she get?
What should she put in the tank,
Play the tape of the dialogue. Get another 4 students to give out the answers.
——In a round bowl. The fish can’t get enough air in a bowl. She should get one about 30 centimetres by 30 cm by 50 cm. A few large rocks and some underwater plants.
Step ⅣLanguage points
A. the other day =a few days ago
B. So are the fish; the fish are small, too.
C. They don’t get enough air: with a bowl, only a small surface area of the water is in contact with the air. So the water does not receive any oxygen.
D.30 cm by 30 cm by 50 cm:
We describe two - dimensional and three - dimensional measurements using the word by. So the length of the tank is 50 cm, and the width and height both 30 cm.
E. underwater plants: These plants oxygenate the water and keep it clear.
F. for one thing =one reason (for putting plants in the tank)
Step V Practice
Page 67. Part 2. Write the question on the Bb:
What should I do to keep a dog / a cat, etc.?
Ask the Students to choose a specific kind of animal, and offer their suggestions by using the following expressions:
I suggest (that) …
You should …
You ought to…
You need to…
First the teacher practises the dialogue with a good student as an example. Then the class do it in pairs. Get 2 pairs of students to come to the front and demonstrate their dialogues.
Do similar practice using the words and phrases in part 2. This time get the students to change roles.
Step VI Exercises
Ex.1 Call the students’ attention to the changes of the verb tenses, personal pronouns and word older. After doing the exercise orally, ask them to do it as written work.
Ex. 2 Let’s the students work in pairs and then check with the whole class.
Ex. 3 Get the students to read aloud the words and tell what each of them means.
Step VII Homework
1. Finish the Workbook exercises.
2. Read the dialogue
3.Preview Lesson 46.
教學設計方案Lesson 46
Teaching Aims
1.Review the language points and sentence patterns through the study of the text.
2.Grammar- The Past Participle as Attribute and Object Compliment.
Step I Revision
1. Check the homework exercises.
2. Get the students to act out their dialogue about the bird or fish.
Step II Warming-up
The teacher may ask the questions:
How many animals do you know? Give out their names.
…Dog, cat, tiger, lion, pig, rat, rabbit, cow, elephant, crocodile, monkey, ape, kangaroo, wolf, parrot, …
What animals are dangerous? How dangerous are they?
Present a diagram on the Bb to help the students:
NOT DANGEROUS VERY DANGEROUS
1 2 3 4 5 6 7 8 9 10
Ask the students to put the names in the right order to show how dangerous the animal is. For example, a parrot might be 2 on the scale, for it can bite your finger. Then put the students into groups of four to carry out the task. The teacher goes around and helps them with spelling if necessary. Get one student from each group to report their discussion. Collect some names of animals on the Bb.
Step III Watching
Page 68. Read the picture on top of the page. Answering the following questions:
What can you see in the picture?
…House, garden, a big tree, a woman, a sleeping baby, a lion bending over the baby.
Imagine what will be the story. Appoint a bunch of students to make up a simple story according to the picture. There stories may be different from the text.
Step IV Listening
Tell the students “we are going to read a story called Escape from the zoo”. Give them to read the text quickly to work out the question:
How did the lion escape?
…A tree fell onto its cage in the hurricane.
Step V Reading
Show a list of comprehension questions :
1. What did the radio ask people to do if they saw the lion?
2. What happened to the baby when she was cooking in the kitchen?
3. How did Mrs. Cousins feel at the moment when she saw the animal bending over the baby?
4. How did Mrs. Cousins manage to get the lion away from her baby?
5. What did Mrs. Cousins do after the lion went into the bush with the meat?
Answer:
1. asked the people to telephone the zoo and the police
2.A lion had got into her garden, jumped onto the table and was looking at her baby.
3.She held her breath, and her whole body went cold.
4.She picked up the leg of pork, went to the back door and opened it .
5.Mrs. Cousins ran to the table, picked up her baby in her arms, ran inside and shut the door.
Step VI Language points
Go over the questions with the whole class. Make sure the students understand and what to do. Ask them to read the text carefully to figure out the answers. Check the answers with the students. Deal with language points briefly.
A.the surprise of her life: a very great surprise
B.stood quite still: stood without moving
C.stared =looked in a fixed way
D.held her breath: stopped breathing
E.at that very moment: note the use of very to add emphasis
F.her whole body went cold: her whole body became cold with fear
G.worse still: what would be even worse
H.There was not a moment to lose: she had to act quickly
Step VII Practice
One night a hurricane struck Green Park Zoo. A big tree _____ onto the lion’s cage, and a young lion______ from the zoo. It might be dangerous to people and animals. The radio asked people to ______ the zoo and police when they ______ it.
The next day it was sunny. Mrs Cousins _______ her baby out into the garden. She ______ the baby in a basket on the table under a tree and ______ into the kitchen to ______ vegetables for lunch. When she had almost ______ the cooking, she ______ to the window to see. The everything was all right. She______ the young lion ______ beside her baby. She was so frightened that she did not know what to ______ . Suddenly she had an idea. She quickly took out a leg of pork from the fridge and ______ it in her hand so as to ________ the lion’s attention. Then she threw it as far as she could. The lion ______ off the table and _____ to the meat. Mrs Cousins ______ her baby buck inside the house and closed the door.
Answers: fell escaped telephone/call saw/found took put went cook finished went saw standing do swung attract jumped ran carried
Step VIII Exercises
Part 3. Go over the instructions with the whole class. Let the students do this exercise individually. Check the answers in pairs. Then check with the whole class. Focus on the structure: The Past Participle as Attribute. Ask the class to give more phrases with the same pattern. For example, a weather-beaten lace, a bent branch, sliced meat, dried food, etc.
Part 4. Read the instruction and go over the example with the class. Make sure the students understand what to do. Try the first two with the whole class, then let the students work through the exercise. Check the answers at the end.
Ex. 2 Read aloud the instructions of Ex.2 and check that the students understand the meaning. Then allow them several minutes to go over all the sentences and work out the correct order. Get a couple of the students to read the whole story.
Step ⅨHomework
1. Read the passage again.
2. Finish off the workbook exercises.
3. Preview the next lesson
探究活動
1.Suppose you are a keeper working in the zoo in southeast London. Say something about the young lion that escaped from the zoo and how your colleague and you caught the lion at last.
For example:1. go to work as usual, 2. get the news---the lion had escaped 3. be told to get the “ pipes” ready 4. go out at 1:30 ,the lion appeared 5. catch the lion
I’m a keeper working in the zoo in southeast London. This morning I drove to our zoo to work as usual. When I arrived at the zoo, my colleague, Bob, told me that a young lion had escaped from the zoo as a result of the …..
2.假如你喜歡養魚或其它的小動物，你如何向別人介紹養魚的要點和經過，你可以說出共有四點：
如：1)First you should get a tank if you want to keep fish. Do not use a small round bowl, otherwise the fish will not get enough air.2)The tank can be about 30 centimetre (cm)by 30 cm by 50 cm.. Check the prices before you decide to buy one tank……….
Unit 12 Mainly revision 篇8
Lesson 92 教學設計示例（一）
一、教學內容
1.復習課文第一部分中列出的元音字母和字母組合的讀音。
2.小結現在進行時的陳述句和疑問句形式。
二、教具
錄音機
三、課堂教學設計
1.值日生報告。
2.放課文第一部分錄音，學生邊讀邊注意觀察所列單詞中元音字母和字母組合的讀音。跟讀兩至三遍。要求學生將各組單詞中的發音部分相同的字母或字母組合用線劃出，并注上音標(如果有的音標同學在注音時困難大些，教師要給予幫助，允許學生查書)。
3.給學生幾分鐘時間，觀察課文第二部分列出的單詞。教師簡單地講解題目意義。放這部分錄音，學生跟讀一遍。教師可再給幾個例詞：1)four----book----let→foot 2)three----girl----bed→third 3)she----know→show
指導學生根據已學過單詞的讀音，推斷出生詞的讀音。打開練習冊，做習題2，盡量讓學生試著拼讀練習2中列出的生詞。可以兩人一組相互啟發。
4.組織學生兩人一組，練習本課第3部分對話。并利用本課插圖中所給出的時間替換詞，演練新對話。
5.放本課第4段對話錄音，學生跟讀兩遍。兩人一組進行練習。數分鐘后，請兩組同學表演。
6.指導學生填空，并請一位同學公布自己答案，教師予以講評。
7.學生閱讀復習要點（23），教師解答學生問題。并指導學生閱讀書后178～179頁的相關語法項目。
8.布置作業
1)練習朗讀本課短文；2)完成練習冊習題。
Lesson 92 教學設計示例（二）
● Teaching aims
1.掌握“四會”單詞、詞組，了解詞義及用法。
2.現在進行時的應用。
● Key points
1.掌握“四會”單詞、詞組，了解詞義和用法。
2.關于時間的交際用語。
● Difficult points
掌握時間的表示法。
● Teaching methods
復習法，情景教學法，歸納法。
● Teaching aids
投影片、投影儀、錄音機及聽力訓練磁帶、圖片。
● Teaching procedures
Step 1 Revision
Let the students act the dialogue of the homework.
Show a picture and let the students describe it.
Step 2 Presentation
Show some words and let the students read them.
Step 3 Spelling and pronunciation
1. Listen to the tape and find the right pronunciation of each word.
Let the students find different spelling can have the same pronunciation.
Let the students find out the relation between spelling and pronunciation.
2. Give some old words and the new words.
Let the students guess the pronunciation of the new words.
Step 4 Read and say
1. Listen to the tape and let the students answer the questions.
What does A want to do?
What happens to the shop?
2. Let the students look at the form in Part 3 and see if they can understand the meaning.
Step 5 Read and learn
1. Listen to the tape and fill in the blanks.
Jeff on Monday evening
Jeff on Wednesday afternoon
Li Fen on Thursday
Li Fen on Friday evening
2. Check the answers.
3. Explain some words.
on
a.m. p.m.
half past . . .
What time. . . ?
How about. . . ?
bring sth. back
borrow & lend
Step 6 Complete and read
Let the students fill in the blanks of Part 5.
Check the answers.
Step 7 Practice & Workbook
1. Let the students make a similar dialogue like Part 4.
2. Do Ex. 1-5 and Ex. 11.
Step 8 Homework
完成練習冊上的練習題。
板書設計 ：
Writing on blackboard
Lesson 92
on
a.m. p.m.
half past . . .
What time. . . ?
How about. . . ?
bring sth. back
borrow & lend
Unit 23 Mainly revision-92
Unit 12 Mainly revision 篇9
Lesson 91 教學設計示例（一）
一、教學內容
復習表示詢問，請求幫助等用語。
二、教具
錄音機；供表演本課對話的小手提箱（或以書包代替）。
三、課堂教學設計
1.值日生報告。
2.參閱上課教案，對90課第二部分圖畫進行問答。請幾位同學對照圖畫進行描述。
3.做本課聽力練習。根據所聽內容，填寫109頁表格。
4.打開書，學生就本課第 2部分內容中的插圖進行問答，使用 What can you see…？/How many…are there in the picure？等提問方式。
教師放錄音，學生跟讀兩至三遍。三人一組進行問答練習。數分鐘后，請幾組同學表演。
5.指導學生做練習冊其他習題。
6.布置作業
1）練習朗讀本課對話；2）完成練習冊習題。
Lesson 91 教學設計示例（二）
●Teaching Objectives
1.掌握“四會”單詞、詞組，了解詞義及用法。
2.復習“描述人物”。
3.復習有關“幫助”和“求助”的對話。
●Main Points
1.學會“四會”單詞。
2.“詢問”的習慣表達。
●Difficult Points
1. be going to 表示將來。
2. 事件描述。
● Teaching Aids
a tape-recorder, pictures
● Teaching Procedure
Step 1 Revision
1. Check the students’ homework.
2. Free talk (ask and answer sonic questions) .
Step 2 Presentation
1. Show a picture of a woman and a box.
Let the students describe it.
2. Revise how to ask the address.
Step 3 Read and act
1. Listen to the tape and answer these questions.
Where is Wang Ling from?
Describe her box.
What’s her telephone number?
2. Explain some phrases.
have a look at
be going to do
be full of
look like
Thank goodness!
Step 4 Practice
Make a similar dialogue and ask the students some questions according to the dialogue.
Step 5 Listen and answer
Listen to the tape. Fill in the form on Page 109.Then the teacher check the answer.
Step 6 Workbook
Do Ex. 2.
Step 7 Summary
Let the students conclude how to describe things in our life.
Step 8 Homework
Do Ex.3.
板書設計 ：
Writing on blackboard
Lesson 91
have a look at
be going to do
be full of
look like
Thank goodness!
Lesson 91 教學設計示例（三）
● Teaching aims
復習關于約定時間、談論商店開門關門的時間
● Key points
星期幾的表達、鐘點的表達、約定見面時間
● Difficult points
It’s time to, on的用法
● Teaching methods
復習法，情景演示法。
● Teaching aids
錄音機及聽力訓練磁帶、圖片、微機、相關動畫。
● Teaching procedures
Step 1 Revision
展示關于丟皮箱場景的影片，復習有關描述物品的用語。
Step 2 Presentation
展示動畫《Talk about time.swf》Open & Closed, 先隱藏文字播放，讓學生填寫商店開門和關門的時間表：
OPEN CLOSED
Mon. 9:00 a.m. 9:00 p.m.
Tue. 9:00 a.m. 9:00 p.m.
Wed. 9:00 a.m. 10:00 p.m.
Thu. 9:00 a.m. 8:00 p.m.
Fri. 9:00 a.m. 5:00 p.m.
Sat. 10:00 a.m. 5:30 p.m.
Sun. 11:30 a.m. 4:00 p.m.
再播放一遍聲音，然后點擊Text, 展示出文字的答案。
Step 3 Presentation
展示動畫《Talk about time.swf》What time，然后讓學生總結此對話中關于約定時間的說法，或提議約定時間的說法：
May I come on Monday evening?
How about…？
Could you come on Thursday afternoon?
What about…？
What time?
Step 4 Practice
Make a similar dialogue and ask the students some questions according to the dialogue.
Step 5 Listen and sing
Listen to the sounds of 《Talk about time.swf》song, try to follow the words and sing the song.
Step 6 Summary
Let the students conclude how to speak about time.
Step 8 Exercises
完成下列對話：
Mary: ____________ . Do you have a ruler?
Ann: Sorry, I have ______ruler.
Mary: So I must go ______the shop. I want a ruler.
Ann: I _____ the shop is open at this ______of day.
Mary: Yes, I think it s open.
Ann: No, look, it____________ .
Mary: Oh, dear.
Ann: Let’s go and ______ Kate.
Mary: ______she have a ruler?
Ann: I think she ______ one.
Mary: OK. Let's go.
Answers: Excuse me; no; to; think; time; is closed; ask; Does; has
Unit 12 Mainly revision 篇10
教學目標
Teaching aims and demands:
本單元是復習課，復習的要點為第7至11單元中出現的語法現象和日常交際用語，學生在理解課文的基礎上，能用自己組織的語言復述課文。
Teaching important and difficult points.
1.單詞
tank, breath, exercise, fire, plastic, flow, attack, frighten, bend
2.詞組
at that very moment, before long, bend over, carry away/ off, escape from, fall over, fit into, for a moment, for one thing (one reason), get away from, hold one’s breath, in front of, jump off, keep fish, lie still, look into, make a noise, the other day, pick up, put…in order, shout at, so as to, speed up, stand still, stare at, struggle to one’s feet, throw at, worse still
3.交際用語與句型
1）交際用語
A.表示建議的交際用語：
I suggest (that) you do sth.
You should do sth.
You ought to do sth.
You need to do sth.
B.復習經七至十一單元出現過的日常交際用語。
2）句型
We need to find one about 30 centimetres (cm) by 30 cm by 50 cm.
For one thing they keep the water clean.
Thoughts rushed through her head.
4.語法
復習第七至十一單元出現過的重點語法項目。
教學建議
對話分析
本文對話通過表達建議及要求的問與應答，對話較容易理解，對話描述Kate,Li Qun談論如何養魚的過程，教材中歸納出這些用語和表達法，如：I suggest (that) …. You should….. You ought to…..等，這些用語，在教材中的練習中給學生提供了練習與幫助。
課文建議
在Lesson 46中，教師主要通過圖片展示、問與答，討論及多媒體的形式來完成此課的教學內容，如以下方法：
方法一、教師搜集本課相關的一些動物圖片，作為導入 課給學生展示。
方法二、教師播放本課的多媒體視頻，讓學生從聽與視覺了解本課的內容。
方法三、教師給學生一段的時間精讀和略讀本課文，給出問題讓學生來回答。
方法四、教師把學生分成小組進行討論：動物園與動物。練習復述整個故事經過。
重點難點
1.frighten v.
①使某人感到恐懼，使害怕
Sorry, I didn't mean to frighten you.
Loud traffic frightens horses.
②驚嚇某人，使某人恐怖或驚愕
The children was frightened to death by the violent thunderstorm.
You frightened me out of my life by knocking on the window like that.
③嚇得某人做某事 frighten sb. into doing
News of the robberies frightened many people into fitting new locks to their doors.
④其形容詞frightened意為恐懼的，害怕的;frightening，引起恐懼的，驚恐的
Frightened children were calling for their mothers.
He looked very frightened as he spoke.
It is frightening even to think of the horrors of nuclear war.
2.fire n.
①火，不可數名詞
There is no smoke without fire.
②火災，火爐，火堆，可數名詞
A big fire broke out last night.
They made a fire to keep the animals away.
v.③射擊，開火
The officer ordered his men to fire.
They fired at the running animals.
④解雇，辭退
The boy was fired after his second time to be late.
3.enough
①n.足夠，充足，后常接for短語或動詞不定式，還可接of短語，of后接名詞或代詞，接名詞時，名詞前必須有限定詞。
Enough has been said on how to do it.
He has had enough to eat.
He was enough of a fool to do that.
②adj.充足的，足夠的，可修飾不可數名詞或可數復數名詞，可前置也可后置。
We have enough time to finish the work.
There are seats enough for the people coming to the meeting.
③adv.充足地，足夠地，十分；修飾形容詞、副詞、動詞，必須后置
The book is easy for me to read.
He knows well enough what I mean.
4.agree 同意，贊同，后可接with, to, on
agree with與某人意見一致，多接人或指氣候、食物適合某人或指一物與另一物相符。
The professor agrees with what his students have said.
The climate here doesn't agree with Xiao Wang.
His stories agree with hers in everything.
agree to后接具體表建議、計劃、安排辦法意見之類的名詞。
The patient doesn't agree to the doctor's plan.
All the pupils agree to our teacher's proposal.
agree on 就……取得一致意見
All the members agreed on the date of the next meeting.
Most of the workers agree on the plan of work.
5.very adv.很，非常，修飾形容詞、副詞，也可作形容詞，常與the, this, that ,my等連用，以加強語氣，意為”正是這個，正是所要的，恰好，極其”，相當于just,但just是副詞，若與名詞連用，必須放在冠詞之前。
［辨析］
［誤］This is the just book I want.
［誤］This is very the book I want.
［正］This is just the book I want.
［正］This is the very book I want.
6.be about to 正準備做某事，即將做某事，通常與when連用，表示就要……突然……
I was about to leave when the telephone rang.
He was about to tell me the secret when she came back.
而句型be doing…when表示正在……突然……
I was going on my way home when I heard a call from behind.
The teacher was just beginning the lesson when the door opened.
第 1 2 3 頁
Unit 12 Mainly revision 篇11
教學目標
教學目標與要求
通過本單元教學，全面復習本冊書所列出的重點日常交際用語項目，如：命令與要求、提出建議與忠告、表示個人看法等。全面復習本冊書中所列出的重點語法項目，如：定語從句、直接引語和間接引語、被動請態、過去完成時和動詞不定式作主語等用法。
教學要點和重點
1.日常交際用語
(1) Can I ask you for some advice?
(2) What can you suggest?
(3)I suggest you (should) ask. . .
(4) I've got an idea.
(5)Why not do...?
(6)Why don't you do. . . ?
(7)That is why. . .
(8)I thought that. . .
2.單詞
recently, weigh, measure, lovely, cousin, secret, invite, reply, illness, pattern, actor, junior
3.詞組
ask sb. for advice, be tired of, be fun, make fun of, tell lies, laugh at, used to, keep quiet, worry about, consider doing, because of, a place of interest, reply to
4.語法
過去將來時的用法
教學建議
本單元建議
1.本單元的內容非常貼近中學生生活。可就“Friendship”，“Telling Lies”等話題展開討論，在討論中學會如何表述心情、如何給予忠告等。
2.對重點句型做句子操練，如完成句子、翻譯等。特別注意動詞的用法。
3.在口頭操練的同時，注意引導學生使用正確的英語句型結構，如：Why not do…；Why don't you do…等等。必要時做筆頭操練。
4.在學習過去將來時的時候，同時兼顧對過去完成時態的復習。
5.以給筆友寫一封信的方式訓練學生的書信表達能力。
重點難點講解
辨析be tired of , be tired with
短語be tired of 意思為“厭倦或厭煩……”
I’m tired of his complaints.我對他的抱怨很反感。
He was tired of sleeping with the windows open.他討厭開著窗戶睡覺。
be tired with表示“因……而感到疲倦或勞累”
He was tired with such a long walk,走了這么長的路他感到很累。
We were quite tired with so much homework.做了如此多的作業 后我們相當疲勞。
辨析lovely/ beautiful/pretty//handsome/good-looking
lovely吸引人的視、聽、嗅、觸四覺的，引起喜悅、贊賞的人或物，都可用lovely修飾，尤其指外貌，不包括四德。主要用于修飾女子外貌、天氣、景色等。如：
lovely hair/weather（秀發/好天氣）。
beautiful 對人而言，指最能給人帶來滿足的最高尚的和精神的美，包括精致、溫柔、愉快、可愛諸因素。形容人時，適合女性。
A beautiful girl /face /flower /picture /garden /place /voice /color/dress/weather等。
pretty意為“美麗的，漂亮的，可愛的”，指逗人喜歡的人或物的精致、優雅、小巧、嬌嫩、雅致等屬性，有“女子氣”及“小巧俏皮”的含義，常修飾女性，不用于男性。
handsome意為“漂亮，英俊”，含勻稱、對稱、雅致、悅目、吸引人之意，尤指儀表堂堂，舉止文雅，具有男性氣質。其美大半是修養和訓練的結果，常用以修飾男性。
“good-looking” 特指外表容貌的美，多用于指男性。
辨析used to, be used to doing 與be used to do
used to后接動詞原形，表示“過去常常（做某事）”，而現在不再做；
He used to be a worker, but now he becomes the manager of the company.
be used to doing / sth. 表示“習慣于做某事”。
She has been used to living alone in the country.
be used to do為use（使用）的被動語態形式，表示“被用來做”；
The hammer is used to break nail into the wall.
辨析reply 和answer
這是一對近義詞，都有“回答”之意，但其用各有不同。
1）用作動詞，后面都可接that從句，兩者可以相通。如：
He answered/replied that he knew nothing about it.
他回答說對此事一無所知。
2）如果加間接賓語時，要用：
answer sb. that. . . /reply to sb that. . .
3）當后面接名詞或代詞時，answer是及物動詞, reply為不及物動詞，是正式用語。如：
answer a question/reply to a question
answer a letter / reply to a letter
answer the door / doorbell / telephone
(不能說reply the door / doorbell / telephone)
4）作名詞時，兩者都可與介詞搭配；answer還有“答案”之意。如：
the answer / rely / key to the problem. make no answer / reply
課文講解
1.Well, I’ve recently started biology.我最近剛開始學生物。
Recently意為“近來，最近”多與現在時態連用。
He is not at home recently.他最近不在家。
How are you getting along recently?你近來過得還好吧？
2.You don’t need anything special.你不需要什么特別的東西。
用形容詞修飾不定代詞something, nothing, anything, somebody, anybody等時，這個形容詞通常放在這類不定代詞的后面。
Did you find anybody strange nearby? 你在附近看到過什么陌生人嗎？
Do you have anything more to say? 你（們）還有什么話要說嗎？
3.Then grow some tomatoes in one box,….然后在盒子里種上一些西紅柿
Then see which plants grow higher.
第一句中的grow是及物動詞，作“種植（花或莊稼）”解；第二句中的grow 是不及物動詞，作“生長，成長”
The young trees are growing well.這些小樹長得很好。（vi.）
We grew a lot of flowers this spring.今年春天我們種了許多花。（vt.）
此外，grow還可以作連系動詞，作“逐漸變得”，后面跟表語。
She is growing healthy.她的身體逐漸變好了。
4.However, I find it hard. 然而我發現交朋友很難。
句中的it 指上句的making new friends（交新朋友）。全句相當于I find it hard to make new friends.由于it作形式賓語的用法還沒有出現過，此處暫不宜向學生解釋。
Find作“發現，覺得”，后面可以跟帶形容詞的復合賓語（賓語+賓補）
I found him very funny.我現他很滑稽可笑。
你覺得這個問題難嗎？
5.This is secret, so please don’t tell anybody else.這是一個秘密，因此，請別告訴其它任何人。
句中anybody else=any other person(其它任何人) else是形容詞，作“別的，其它的”，常用somebody, something, anybody, anything, nobody, nothing等不定代詞連用，并置于不定代詞之后。如：
Do you want to see anybody else? 你還想見見別的人嗎？
I have bought lots of bread. I’d like to buy something else.我買了許多面包，我還想買點別的東西。
else還可以同what, who, when, where等疑問代詞或疑問副詞連用。
What else would you like to have? 你還想要點別的什么嗎？
過去將來時
1) 過去將來時的基本形式：
基本形式
例子
would+動詞原形
I thought I would make lots of new friends.
我曾經認為我會交上許多新朋友。
was/were + going to
I didn’t expect that I were to do the work by myself next week.我不希望下周自己做這個工作。
注意：would+動詞原形。would可用于任何人稱，這是美國英語的用法。在英國英語中，第一人稱用 should，第二、三人稱用 would。本教材采用美國英語的用法。此外，過去將來時還可以用“was/were + going to”來表示“原本打算干某事”的意思。另：be to do 不能用于人類不能控制的將發生的事情和動作；be about to do 不能和具體的時間連用。
2) 過去將來時的基本概念：
基本概念
例子
過去將來時表示對于過去某一時間而言將要發生的動作或存在的狀態。它是一種相應的時態，總是同某一過去的時間或過去的動作相對應而存在。
The teacher told us he would give us a little test. 老師跟我們講過，他將給我們來一次小測驗。
He said he was going to start for Guangzhou next Monday. 他(曾經)說過他打算下星期身去廣州。
3）“would+動詞原形”還可表示過去的習慣動作，在這一點上同used to同義。 例如：
When we were children, we would/used to go swimming every summer. 我們小的時候， 每年夏天都去游泳。
4）一般過去時，（限某些動詞，表示按計劃或時刻要發生的事），也可表示過去將來時。
He wanted to be a scientist when he grew up.他長大了想當科學家。
5）過去將來時也可用來表示“愿望”或“傾向”，用于否定句，可譯為“不會”，“不可能”等等。
We knew he would never permit such a thing.我們知道他絕不會允許發生此類事。
Unit 12 Mainly revision 篇12
Lesson 91 教學設計示例（一）
一、教學內容
復習表示詢問，請求幫助等用語。
二、教具
錄音機；供表演本課對話的小手提箱（或以書包代替）。
三、課堂教學設計
1.值日生報告。
2.參閱上課教案，對90課第二部分圖畫進行問答。請幾位同學對照圖畫進行描述。
3.做本課聽力練習。根據所聽內容，填寫109頁表格。
4.打開書，學生就本課第 2部分內容中的插圖進行問答，使用 What can you see…？/How many…are there in the picure？等提問方式。
教師放錄音，學生跟讀兩至三遍。三人一組進行問答練習。數分鐘后，請幾組同學表演。
5.指導學生做練習冊其他習題。
6.布置作業
1）練習朗讀本課對話；2）完成練習冊習題。
Lesson 91 教學設計示例（二）
●Teaching Objectives
1.掌握“四會”單詞、詞組，了解詞義及用法。
2.復習“描述人物”。
3.復習有關“幫助”和“求助”的對話。
●Main Points
1.學會“四會”單詞。
2.“詢問”的習慣表達。
●Difficult Points
1. be going to 表示將來。
2. 事件描述。
● Teaching Aids
a tape-recorder, pictures
● Teaching Procedure
Step 1 Revision
1. Check the students’ homework.
2. Free talk (ask and answer sonic questions) .
Step 2 Presentation
1. Show a picture of a woman and a box.
Let the students describe it.
2. Revise how to ask the address.
Step 3 Read and act
1. Listen to the tape and answer these questions.
Where is Wang Ling from?
Describe her box.
What’s her telephone number?
2. Explain some phrases.
have a look at
be going to do
be full of
look like
Thank goodness!
Step 4 Practice
Make a similar dialogue and ask the students some questions according to the dialogue.
Step 5 Listen and answer
Listen to the tape. Fill in the form on Page 109.Then the teacher check the answer.
Step 6 Workbook
Do Ex. 2.
Step 7 Summary
Let the students conclude how to describe things in our life.
Step 8 Homework
Do Ex.3.
板書設計 ：
Writing on blackboard
Lesson 91
have a look at
be going to do
be full of
look like
Thank goodness!
Lesson 91 教學設計示例（三）
● Teaching aims
復習關于約定時間、談論商店開門關門的時間
● Key points
星期幾的表達、鐘點的表達、約定見面時間
● Difficult points
It’s time to, on的用法
● Teaching methods
復習法，情景演示法。
● Teaching aids
錄音機及聽力訓練磁帶、圖片、微機、相關動畫。
● Teaching procedures
Step 1 Revision
展示關于丟皮箱場景的影片，復習有關描述物品的用語。
Step 2 Presentation
展示動畫《Talk about time.swf》Open & Closed, 先隱藏文字播放，讓學生填寫商店開門和關門的時間表：
OPEN CLOSED
Mon. 9:00 a.m. 9:00 p.m.
Tue. 9:00 a.m. 9:00 p.m.
Wed. 9:00 a.m. 10:00 p.m.
Thu. 9:00 a.m. 8:00 p.m.
Fri. 9:00 a.m. 5:00 p.m.
Sat. 10:00 a.m. 5:30 p.m.
Sun. 11:30 a.m. 4:00 p.m.
再播放一遍聲音，然后點擊Text, 展示出文字的答案。
Step 3 Presentation
展示動畫《Talk about time.swf》What time，然后讓學生總結此對話中關于約定時間的說法，或提議約定時間的說法：
May I come on Monday evening?
How about…？
Could you come on Thursday afternoon?
What about…？
What time?
Step 4 Practice
Make a similar dialogue and ask the students some questions according to the dialogue.
Step 5 Listen and sing
Listen to the sounds of 《Talk about time.swf》song, try to follow the words and sing the song.
Step 6 Summary
Let the students conclude how to speak about time.
Step 8 Exercises
完成下列對話：
Mary: ____________ . Do you have a ruler?
Ann: Sorry, I have ______ruler.
Mary: So I must go ______the shop. I want a ruler.
Ann: I _____ the shop is open at this ______of day.
Mary: Yes, I think it s open.
Ann: No, look, it____________ .
Mary: Oh, dear.
Ann: Let’s go and ______ Kate.
Mary: ______she have a ruler?
Ann: I think she ______ one.
Mary: OK. Let's go.
Answers: Excuse me; no; to; think; time; is closed; ask; Does; has
Unit 12 Mainly revision 篇13
Lesson 92 教學設計示例（一）
一、教學內容
1.復習課文第一部分中列出的元音字母和字母組合的讀音。
2.小結現在進行時的陳述句和疑問句形式。
二、教具
錄音機
三、課堂教學設計
1.值日生報告。
2.放課文第一部分錄音，學生邊讀邊注意觀察所列單詞中元音字母和字母組合的讀音。跟讀兩至三遍。要求學生將各組單詞中的發音部分相同的字母或字母組合用線劃出，并注上音標(如果有的音標同學在注音時困難大些，教師要給予幫助，允許學生查書)。
3.給學生幾分鐘時間，觀察課文第二部分列出的單詞。教師簡單地講解題目意義。放這部分錄音，學生跟讀一遍。教師可再給幾個例詞：1)four----book----let→foot 2)three----girl----bed→third 3)she----know→show
指導學生根據已學過單詞的讀音，推斷出生詞的讀音。打開練習冊，做習題2，盡量讓學生試著拼讀練習2中列出的生詞。可以兩人一組相互啟發。
4.組織學生兩人一組，練習本課第3部分對話。并利用本課插圖中所給出的時間替換詞，演練新對話。
5.放本課第4段對話錄音，學生跟讀兩遍。兩人一組進行練習。數分鐘后，請兩組同學表演。
6.指導學生填空，并請一位同學公布自己答案，教師予以講評。
7.學生閱讀復習要點（23），教師解答學生問題。并指導學生閱讀書后178～179頁的相關語法項目。
8.布置作業
1)練習朗讀本課短文；2)完成練習冊習題。
Lesson 92 教學設計示例（二）
● Teaching aims
1.掌握“四會”單詞、詞組，了解詞義及用法。
2.現在進行時的應用。
● Key points
1.掌握“四會”單詞、詞組，了解詞義和用法。
2.關于時間的交際用語。
● Difficult points
掌握時間的表示法。
● Teaching methods
復習法，情景教學法，歸納法。
● Teaching aids
投影片、投影儀、錄音機及聽力訓練磁帶、圖片。
● Teaching procedures
Step 1 Revision
Let the students act the dialogue of the homework.
Show a picture and let the students describe it.
Step 2 Presentation
Show some words and let the students read them.
Step 3 Spelling and pronunciation
1. Listen to the tape and find the right pronunciation of each word.
Let the students find different spelling can have the same pronunciation.
Let the students find out the relation between spelling and pronunciation.
2. Give some old words and the new words.
Let the students guess the pronunciation of the new words.
Step 4 Read and say
1. Listen to the tape and let the students answer the questions.
What does A want to do?
What happens to the shop?
2. Let the students look at the form in Part 3 and see if they can understand the meaning.
Step 5 Read and learn
1. Listen to the tape and fill in the blanks.
Jeff on Monday evening
Jeff on Wednesday afternoon
Li Fen on Thursday
Li Fen on Friday evening
2. Check the answers.
3. Explain some words.
on
a.m. p.m.
half past . . .
What time. . . ?
How about. . . ?
bring sth. back
borrow & lend
Step 6 Complete and read
Let the students fill in the blanks of Part 5.
Check the answers.
Step 7 Practice & Workbook
1. Let the students make a similar dialogue like Part 4.
2. Do Ex. 1-5 and Ex. 11.
Step 8 Homework
完成練習冊上的練習題。
板書設計 ：
Writing on blackboard
Lesson 92
on
a.m. p.m.
half past . . .
What time. . . ?
How about. . . ?
bring sth. back
borrow & lend
Unit 12 Mainly revision 篇14
Lesson 90 教學設計示例（一）
一、教學內容
1.復習現在進行時。
2.復習描述人物用語。
二、教具
錄音機、幾張畫有不同人物的圖片。
三、課堂教學設計
1.值日生報告。
2.教師請一位女同學到前面來（這位女同學的身材條件要基本符合本課第1部分內容中的描述）。教師與全班同學（或某個同學）進行問答，從而引出本課復習內容。
T：What’s her name？
Ss：Her name is .
T：How old is she？
Ss：She is twelve/thirteen.
T：Is she tall？
Ss：Yes，she is.
（這時，教師請某位學生把這三個問題的答案綜合在一起，形成以下內容）：
S1：Her name is . She is twelve/thirteen.She is tall.（教師可多請幾位學生這樣演練）
繼續與學生進行問答：
T：Is her hair long？
Ss：Yes.Her flair is long.
T：What colour is her hair？
Ss：It’s black.
引導學生將這兩句說成：
Ss：She has long hair.Her hair is clack.
用同樣方法，引導出下面各句：
Her mouth is small.She has long arms and legs.She is wearing…
在此過程中，不斷請學生將各個答句組織在一起，形成對這位女同學進行描寫的一段短文，可鼓勵學生增加其他內容。例如：
Her name . She is twelve/thirteen，She is In Row 5 and her number is 14.She is tall.She has long hair，and her hair is black.Her eyes are big and black.Her mouth is small.She has long arms and legs.She is wearing…She likes singing very much.She can draw pictures， too…
與此同時，可讓該學生本人以第一人稱形式，利用上述內容，來描述自己。
3.打開書。學生兩人一組，描述本課所提供圖片中人物，教師予以幫助。教師也可考慮利用自己帶來的人物圖片，請學生描述。如在描述中學生有困難，教師可采用提問形式，逐步引導出所描述內容。數分鐘后，請幾位學生試著描述。教師予以講評。
4.教師采用同樣提問方式，與學生進行問答，從而引出本課第2部分內容：
T：Now look at Picture l.What are they doing？
Ss：They’re going to the park.
T：Now look at Picture 2.What are they doing now？
Ss：They’re boating in the middle of the lake.
教師可以將每三張圖為一組，要求學生將這三張圖的答案集中起來，形成連貫的句子。如：
It’s Saturday.Han Mei and her parents are going to the park.Look！They’re boating in the middle of the lake.Now they’re eating bread，because they’re hungry….
如果所教學生程度好，整體水平高，可以讓學生自行根據圖片內容，兩人一組進行描述。
數分鐘后，請幾位同學在班上給出自己的描述，教師予以講評。
5.要求學生用書面形式，將上面進行的口頭描述寫出。
6.指導學生做練習冊習題（用筆頭形式）。
7.布置作業
完成練習冊習題。
Lesson 90 教學設計示例（二）
●Teaching Objectives
復習描述人物用語，進一步鞏固描述物品、敘述事件的相關知識，以及現在進行時的語法項目。
●Main Points
1.學會“四會”單詞。
2.復習、鞏固現在進行時的用法。
3.學會描述人物。
●Difficult Points
一般現有時與現有進行時的區別。
● Teaching Aids
a tape-recorder, cards, pictures, slide projector
● Teaching Procedure
Step 1 Revision
1. Check the students homework.
Make a short play according to Ex. 3 of Lesson 89.
2 .Ask the students some questions according to the dialogue they played.
Step 2 Presentation
1. Show a picture of a girl, ask the students to describe her.
2. The teacher conclude the sentences.
Step 3 Describe people
1. Show more pictures , let the students describe them.
2. Finish Ex. 1 on page of 108.
Let the students describe one of the classmates.
Step 4 Look and say
1. Show the pictures of Part 2 one by one.
Let the students discuss what is happening in each picture.
2. Ask the students to describe each picture.
3. Let the students tell a story according to the whole pictures.
4. Explain some useful words:
in the middle of, throw sth. to sb. , jump into, be worried about, worry about
5. The teacher conclude the description.
Step 5 Workbook
Do Ex.2.
Step 6 Practice
The teacher show more pictures with computer and let the students talk about them.
Step 7 Homework
Do Ex. 3.
板書設計 ：
Writing on blackboard
Lesson 90
in the middle of
throw sth. to
jump into
be worried about
Lesson 90 教學設計示例（三）
● Teaching aims
1.掌握“四會”單詞、詞組，了解詞義及用法。
2.掌握現在進行時的陳述句、疑問句及其答語。
3.學會描述人物。
● Key points
描述人物
描述物品
敘述事件經過
● Difficult points
敘述時所用詞匯及時態的選擇。
● Teaching methods
復習法，情景演示法。
● Teaching aids
幻燈片、投影儀、微機、課件Lesson 90教學演示.ppt。
● Teaching procedures
Step 1 Revision
Show the sounds Listening can，復習用一般現在時，描述某人能做什么的常用語。
Step 2 Presentation
1.Show the Film <1-23-3describe pictures> People ，Show pictures of persons without any sounds, ask the students to describe them.
2. The teacher play the sounds or show the text to students.
Step 3 Presentation
1.Show the Film <1-23-5go to the park> Pictures, Show the pictures without any sounds,Let the students discuss what is happening in each picture.
2. Ask the students to describe each picture.
3. Let the students tell a story according to the whole pictures.
4. Explain some useful words:
in the middle of, throw sth. to sb. , jump into, be worried about, worry about
5. The teacher play the sounds or show the text to students.
Step 4 Summary
•The girl has long hair. Her hair is yellow. Her eyes are big and brown. Her mouth is small. She is tall. She is wearing a red dress.
•This box is heavy.
It’s too big.
It’s light.
Step 5 Practice
Let the students describe one of the classmates, describe her/his favourite things, such as a box, a bag, a building, clothes, etc. Show the Film <1-23-4can not find box> Things, explain the main points of describe something. Let students answer:
Where is Wang Ling from?
Describe her box.
What’s her telephone number?
Step 6 Exercises
根據首字母和句意，填入相應的單詞。
1. The homework is e____ . I think you can do it.
2. The shop is closed at half past six. But the supermarket is o ____twenty-four hours.
3. The robot is b____ . It can’t work.
4. My brother h____ two pens.
5. In our class there are five A ________boys.
6. Mum, r m h______ . Can I have supper now?
7. I can see some k____ on the table.
8. All the c_______ are Young Pioneers.
9. The water in the lake is c______ . I can see the fish in it.
10. I have only one p____ of meat for supper.
Answers: 1. easy 2. open 3. broken 4. has 5. American 6. hungry 7. kites 8. children 9. clear 10. piece
Unit 12 Mainly revision 篇15
Lesson 91 教學設計示例（一）
一、教學內容
復習表示詢問，請求幫助等用語。
二、教具
錄音機；供表演本課對話的小手提箱（或以書包代替）。
三、課堂教學設計
1.值日生報告。
2.參閱上課教案，對90課第二部分圖畫進行問答。請幾位同學對照圖畫進行描述。
3.做本課聽力練習。根據所聽內容，填寫109頁表格。
4.打開書，學生就本課第 2部分內容中的插圖進行問答，使用 What can you see…？/How many…are there in the picure？等提問方式。
教師放錄音，學生跟讀兩至三遍。三人一組進行問答練習。數分鐘后，請幾組同學表演。
5.指導學生做練習冊其他習題。
6.布置作業
1）練習朗讀本課對話；2）完成練習冊習題。
Lesson 91 教學設計示例（二）
●Teaching Objectives
1.掌握“四會”單詞、詞組，了解詞義及用法。
2.復習“描述人物”。
3.復習有關“幫助”和“求助”的對話。
●Main Points
1.學會“四會”單詞。
2.“詢問”的習慣表達。
●Difficult Points
1. be going to 表示將來。
2. 事件描述。
● Teaching Aids
a tape-recorder, pictures
● Teaching Procedure
Step 1 Revision
1. Check the students’ homework.
2. Free talk (ask and answer sonic questions) .
Step 2 Presentation
1. Show a picture of a woman and a box.
Let the students describe it.
2. Revise how to ask the address.
Step 3 Read and act
1. Listen to the tape and answer these questions.
Where is Wang Ling from?
Describe her box.
What’s her telephone number?
2. Explain some phrases.
have a look at
be going to do
be full of
look like
Thank goodness!
Step 4 Practice
Make a similar dialogue and ask the students some questions according to the dialogue.
Step 5 Listen and answer
Listen to the tape. Fill in the form on Page 109.Then the teacher check the answer.
Step 6 Workbook
Do Ex. 2.
Step 7 Summary
Let the students conclude how to describe things in our life.
Step 8 Homework
Do Ex.3.
板書設計 ：
Writing on blackboard
Lesson 91
have a look at
be going to do
be full of
look like
Thank goodness!
Lesson 91 教學設計示例（三）
● Teaching aims
復習關于約定時間、談論商店開門關門的時間
● Key points
星期幾的表達、鐘點的表達、約定見面時間
● Difficult points
It’s time to, on的用法
● Teaching methods
復習法，情景演示法。
● Teaching aids
錄音機及聽力訓練磁帶、圖片、微機、相關動畫。
● Teaching procedures
Step 1 Revision
展示關于丟皮箱場景的影片，復習有關描述物品的用語。
Step 2 Presentation
展示動畫《Talk about time.swf》Open & Closed, 先隱藏文字播放，讓學生填寫商店開門和關門的時間表：
OPEN CLOSED
Mon. 9:00 a.m. 9:00 p.m.
Tue. 9:00 a.m. 9:00 p.m.
Wed. 9:00 a.m. 10:00 p.m.
Thu. 9:00 a.m. 8:00 p.m.
Fri. 9:00 a.m. 5:00 p.m.
Sat. 10:00 a.m. 5:30 p.m.
Sun. 11:30 a.m. 4:00 p.m.
再播放一遍聲音，然后點擊Text, 展示出文字的答案。
Step 3 Presentation
展示動畫《Talk about time.swf》What time，然后讓學生總結此對話中關于約定時間的說法，或提議約定時間的說法：
May I come on Monday evening?
How about…？
Could you come on Thursday afternoon?
What about…？
What time?
Step 4 Practice
Make a similar dialogue and ask the students some questions according to the dialogue.
Step 5 Listen and sing
Listen to the sounds of 《Talk about time.swf》song, try to follow the words and sing the song.
Step 6 Summary
Let the students conclude how to speak about time.
Step 8 Exercises
完成下列對話：
Mary: ____________ . Do you have a ruler?
Ann: Sorry, I have ______ruler.
Mary: So I must go ______the shop. I want a ruler.
Ann: I _____ the shop is open at this ______of day.
Mary: Yes, I think it s open.
Ann: No, look, it____________ .
Mary: Oh, dear.
Ann: Let’s go and ______ Kate.
Mary: ______she have a ruler?
Ann: I think she ______ one.
Mary: OK. Let's go.
Answers: Excuse me; no; to; think; time; is closed; ask; Does; has
Unit 23 Mainly revision-91
Unit 12 Mainly revision 篇16
教學設計示例Lesson22
Step I.Introduction:Show some pictures about pollution.
StepII.Fast reading:
A. Search for answers:(Now, I’ll give you 2 minutes to find out the answers:
1.what international organization has been mentioned in the text?
2.In China, what is becoming a serious problem?
B. Read again and answerT or F:
1. If waste is poured into rivers or seas without being treated,what will happen?
2. How is dangerous waste uauslly dealt with?
3. What problems does throwing away rubbish cause in western countries?
4. What is the situation like in China?
5. What has been done for environmental protection?
Step III.Fill in blanks.
Dealing with waste
1.Waste must be__treated___ so that it doesnot become a danger to life.(paragraph1)
2.When this river finally reaches the sea, it pollutes the ocean. (paragraph1)
3.Human waste is piped directly into the sea without being treated. (paragraph2)
4.It is now against the law to throw anything into the sea within 5 kilomnetres of land. (paragraph3)
5.They seek to reduce waste, protect the earth, the oceans and all forms of life in them. (paragraph5)
The throw-away society
1.This causes many problems. (paragraph1)
2.This is a particular problem for large cities. (paragraph1)
3.InChina,rubbish,such as used plastic bags and boxes known as “whitepollution”. (paragraph1)
Step IV.Group work .(Divide the class into several groups and provide them with some topics of the text ,such as :
1)How do people pollute the Ocean?(based on the text,the Ss can add something.)
2)How do people protect the sea and stop the pollution? (based on the text,the Ss can add something.)
3)What are the problems in China? (based on the text,the Ss can add something.)
(Give them some minutes to prepare and say their opinions)
Step V. Languag points:
1.break down與 break up
break down:“分解”，可指物理變化或化學變化，如：
After many years,rocks broke down into dirt.（經過多年以后，巖石就分解成塵埃。）
Water can be broken down into hydrogen and oxygen.(水可以分解成氫和氧)
當表示“拆散”意思時，break down 與 break up 通用。如：
The old cars were broken down \up for their parts.(舊汽車被拆散以取得其零部件。)
break up:“撞毀，解體”如：
The ship was breaking up on the rock.(船在礁石上撞毀。)
2.depend on :“取決于…““靠…決定”如：
The price depends on quality.(價格取決于質量。)
3.without doing:通常在句中作方式狀語。這里的動詞-ing形式，可以是一般式，完成式，復合結構和被動語態等，表示“(某人)未做，未曾做，未經…，未被…”等意思。如：
He was lucky ; he escaped from the burning house without being injured.
Do you think we’ll get a seat without having to queue?
They went back to the hotel without speaking.
Step VI.Home work:
Search for more information by themselves about the enviormental problems in Beijing,China,the world and how to deal with them and what should we do in daily life.The Ss will deliver their speech at the beginning of next class.
教學設計示例Lesson23
StepI.Let the students deliver their speeches.
StepII.Fast reading and discuss: Discuss these questions in groups of four.
1 Is any pollution caused by waste in China?
2 Is too much waste thrown away in China?
3 What materials are recycled in China?
4 How many different things are reused in China?
5 Can you tell how paper is made and recycled after being used? You may
use the pictures as a guide
StepIII.Fill in blanks.
1.European countries are now making an active effort to reuse materials more than they used to .(paragraph1)
2.Materials are collected, sorted,treated and used again. (paragraph1)
3.In many cities in Europe rubbish is collected separately. (paragraph1)
4.However, no single country can save the environment alone. (the last paragraph)
StepIV.教師可自己選用教學建議中的詞語辨析或語法：過去分詞的用法
StepV.Homework:
P 35: Exs3,4,5&P34:Exs2.
聽力完形教案
StepI.Listening:Listen for three times and finish filling the blanks.
Waste watch
A newspaper reporter is interviewing someone from “waste watch” in New York.
(J=Journalist P=Person)
J: What exactly is your job?
P: Our job is to make sure that the laws about pollution and waste are not broken. There are over thirty different pollution laws in the state of New York.
J: when was the “Waste Watch”section started?
P:In 1981.There had been a lot of reports of pollution. So the government told the police force to start up a special section.
J:How bad was the situation?
P: It was pretty bad. Some firms were pouring waste straight from their factories into the rivers. Some were pouring liquid waste onto dry land inside the factory. Others were paying truck companies to take the waste out o town.
J:So what do you do now?
P: We look out for companies driving waste out of town. They need permission to do this. And we check on companies whenever we get reports.
J: Can you give an example?
P: Yes. We had an idea one company was breaking the law. Once a week a truck used to call at the company’s factory. It never delivered anything, but we thought it was taking away waste. .So we followed the truck..We used an ordinary car,not a police car, of course. At four o’clock the next morning, the truck drove to the port and started to pump the liquid into the sea. We stopped the driver, turned off the pump and took him to the police station.We had everything we needed, a bottle of the liquid and a photograph of the liquid being pumped into the sea.
StepII.完形填空
The clock had just struck eleven when I first heard a noise coming from the lift. I opened the door of our room and listened: someone was 1 against the door of the 2 and calling out at the same time.
“What’s 3 ?” I shouted. “The door has been 4 and I can’t get out,” the answer came back. The voice, which 5 like that of a girl, came from several 6 below.
My wife had now 7 me and she went off directly in search of the night porter (值班人) . After calling to the girl that 8 was on its way, I went back into the 9 to get some tools. Then I too hurried 10 the stairs until I reached the place 11 the lift was stuck.
I tried my hand at forcing to 12 the lift door, talking all the while to the girl trapped inside, 13 my tools were of no use for this purpose. Very 14 , however, my wife returned. 15 to find the porter, she had called the police, who agreed to send an engineer? 16 she has also got in touch with the fire service.
In a short time the engineer appeared, followed by two 17 . Almost immediately afterwards the firemen 18 too. With his special equipment it 19 the engineer only a short while to get the door open. In spite of her experience, the girl was in good 20 . “I’m hungry,” was her only remark as she stepped out of her cage.
1. A. standing B. beating C. sitting D. shouting
[解析]從空后的against the door…and calling out at the same time我們得此答案, beat在此意“敲、擊”。. 答案：B
2.A.flat B. room C .house D .lift
[解析]從首句…when I first heard a noise from the lift. 我們得知，此時那人敲的是電梯的門。
3. A. matter B. wrong C. accident D. question
[解析]在深夜11點鐘有人敲電梯的門，“我”感到不解，因此問“怎么了？”在此A有干擾性，matter用作名詞時，前面要有冠詞the。 答案：B
4. A. opened B. broken C. stuck D. stopped
[解析]stuck在此意為“卡住、陷住”。 答案：C
5. A. sounded B. heard C. listened D. looked 答案：A
6. A. stairs B. floors C. roofs D .flights
[解析]“聲音來自幾層樓下”。在此A，C均有干擾性，floor指整個樓房的一層，從電梯的位置看，電梯應是在樓梯口，因此B不合題意。stair指樓梯臺階，因此A也不合題意。a flight指樓梯的一段。 答案：D
7. A. called B. stopped C .seen D. joined
[解析]“我妻子也加入進來……”。join sb. 加入到某人的行列中；和某人一起…。答案：D
8.A.It B. nothing C .lift D .help
[解析]“在告訴她救助就要來之后，……”。on the/one’s way, 即將到來 答案：D
9.A.lift B. door C. flat D. way 答案：C
10. A. down B. up C. on D. from
[解析]“我”從家里趕快返回電梯，從前文我們得知此時電梯在several flights below, 因此I hurried down the stairs . 答案：A
11.A.that B. where C. which D. there
[解析] where引導定語從句修飾place, where在句中作狀語。答案：B
12. A. open B. close C. shut D. turned
[解析]電梯的門一直緊閉，“我”想撬開門。force to do sth. 強行做某事。答案：A
13.A.though B. if C . but D. because 答案：C
14. A. quickly B. fast C .well D .soon
[解析]A、B也都可以表示“快”但quickly多側重行動的敏捷，而fast指速度快，在此作者指不大會兒工夫，“我”妻子回來了，因此用soon一詞。 答案：D
15. A. Able B. Unable C. Glad D. Sony
[解析]從she had called the police, …看，“我”妻子沒有找到值班人.答案：B
16. A. Besides B. Instead C. Still D. But
[解析]besides在此為副詞，意思是“另外”。 答案：A
17. A. porters B. men C. policemen D. firemen
[解析]她沒有找到值班人，因此A不合題意。從空后的almost immediately afterwards the firemen 18 (arrived) too. 得知D也不合題意。 答案：C
18. A. reached B. arrived C. got D. left
[解析]A,C都可以表示到達，但reach當“到達”解時是及物動詞，get to + n. 或get后直接跟副詞才可表示“到達”。答案：B
19. A. spent B. took C. passed D. stayed
[解析]It took sb. some time to do sth. 花某人一段時間做某事。spend也可表示“花費”，但其主語是人而不是it或物。 答案：B
20. A. spirits B. health C. conditions D. manners
[解析]“盡管有這次（不愉快的經歷），女孩的情緒很好。” 答案：A
探究活動
What's your opion on dealing with waste in China, or in Beijing?
What do you think about the "White Pollution"? Do you have some suggestion?
Unit 12 Mainly revision 篇17
Lesson 90 教學設計示例（一）
一、教學內容
1.復習現在進行時。
2.復習描述人物用語。
二、教具
錄音機、幾張畫有不同人物的圖片。
三、課堂教學設計
1.值日生報告。
2.教師請一位女同學到前面來（這位女同學的身材條件要基本符合本課第1部分內容中的描述）。教師與全班同學（或某個同學）進行問答，從而引出本課復習內容。
T：What’s her name？
Ss：Her name is .
T：How old is she？
Ss：She is twelve/thirteen.
T：Is she tall？
Ss：Yes，she is.
（這時，教師請某位學生把這三個問題的答案綜合在一起，形成以下內容）：
S1：Her name is . She is twelve/thirteen.She is tall.（教師可多請幾位學生這樣演練）
繼續與學生進行問答：
T：Is her hair long？
Ss：Yes.Her flair is long.
T：What colour is her hair？
Ss：It’s black.
引導學生將這兩句說成：
Ss：She has long hair.Her hair is clack.
用同樣方法，引導出下面各句：
Her mouth is small.She has long arms and legs.She is wearing…
在此過程中，不斷請學生將各個答句組織在一起，形成對這位女同學進行描寫的一段短文，可鼓勵學生增加其他內容。例如：
Her name . She is twelve/thirteen，She is In Row 5 and her number is 14.She is tall.She has long hair，and her hair is black.Her eyes are big and black.Her mouth is small.She has long arms and legs.She is wearing…She likes singing very much.She can draw pictures， too…
與此同時，可讓該學生本人以第一人稱形式，利用上述內容，來描述自己。
3.打開書。學生兩人一組，描述本課所提供圖片中人物，教師予以幫助。教師也可考慮利用自己帶來的人物圖片，請學生描述。如在描述中學生有困難，教師可采用提問形式，逐步引導出所描述內容。數分鐘后，請幾位學生試著描述。教師予以講評。
4.教師采用同樣提問方式，與學生進行問答，從而引出本課第2部分內容：
T：Now look at Picture l.What are they doing？
Ss：They’re going to the park.
T：Now look at Picture 2.What are they doing now？
Ss：They’re boating in the middle of the lake.
教師可以將每三張圖為一組，要求學生將這三張圖的答案集中起來，形成連貫的句子。如：
It’s Saturday.Han Mei and her parents are going to the park.Look！They’re boating in the middle of the lake.Now they’re eating bread，because they’re hungry….
如果所教學生程度好，整體水平高，可以讓學生自行根據圖片內容，兩人一組進行描述。
數分鐘后，請幾位同學在班上給出自己的描述，教師予以講評。
5.要求學生用書面形式，將上面進行的口頭描述寫出。
6.指導學生做練習冊習題（用筆頭形式）。
7.布置作業
完成練習冊習題。
Lesson 90 教學設計示例（二）
●Teaching Objectives
復習描述人物用語，進一步鞏固描述物品、敘述事件的相關知識，以及現在進行時的語法項目。
●Main Points
1.學會“四會”單詞。
2.復習、鞏固現在進行時的用法。
3.學會描述人物。
●Difficult Points
一般現有時與現有進行時的區別。
● Teaching Aids
a tape-recorder, cards, pictures, slide projector
● Teaching Procedure
Step 1 Revision
1. Check the students homework.
Make a short play according to Ex. 3 of Lesson 89.
2 .Ask the students some questions according to the dialogue they played.
Step 2 Presentation
1. Show a picture of a girl, ask the students to describe her.
2. The teacher conclude the sentences.
Step 3 Describe people
1. Show more pictures , let the students describe them.
2. Finish Ex. 1 on page of 108.
Let the students describe one of the classmates.
Step 4 Look and say
1. Show the pictures of Part 2 one by one.
Let the students discuss what is happening in each picture.
2. Ask the students to describe each picture.
3. Let the students tell a story according to the whole pictures.
4. Explain some useful words:
in the middle of, throw sth. to sb. , jump into, be worried about, worry about
5. The teacher conclude the description.
Step 5 Workbook
Do Ex.2.
Step 6 Practice
The teacher show more pictures with computer and let the students talk about them.
Step 7 Homework
Do Ex. 3.
板書設計 ：
Writing on blackboard
Lesson 90
in the middle of
throw sth. to
jump into
be worried about
Lesson 90 教學設計示例（三）
● Teaching aims
1.掌握“四會”單詞、詞組，了解詞義及用法。
2.掌握現在進行時的陳述句、疑問句及其答語。
3.學會描述人物。
● Key points
描述人物
描述物品
敘述事件經過
● Difficult points
敘述時所用詞匯及時態的選擇。
● Teaching methods
復習法，情景演示法。
● Teaching aids
幻燈片、投影儀、微機、課件Lesson 90教學演示.ppt。
● Teaching procedures
Step 1 Revision
Show the sounds Listening can，復習用一般現在時，描述某人能做什么的常用語。
Step 2 Presentation
1.Show the Film <1-23-3describe pictures> People ，Show pictures of persons without any sounds, ask the students to describe them.
2. The teacher play the sounds or show the text to students.
Step 3 Presentation
1.Show the Film <1-23-5go to the park> Pictures, Show the pictures without any sounds,Let the students discuss what is happening in each picture.
2. Ask the students to describe each picture.
3. Let the students tell a story according to the whole pictures.
4. Explain some useful words:
in the middle of, throw sth. to sb. , jump into, be worried about, worry about
5. The teacher play the sounds or show the text to students.
Step 4 Summary
•The girl has long hair. Her hair is yellow. Her eyes are big and brown. Her mouth is small. She is tall. She is wearing a red dress.
•This box is heavy.
It’s too big.
It’s light.
Step 5 Practice
Let the students describe one of the classmates, describe her/his favourite things, such as a box, a bag, a building, clothes, etc. Show the Film <1-23-4can not find box> Things, explain the main points of describe something. Let students answer:
Where is Wang Ling from?
Describe her box.
What’s her telephone number?
Step 6 Exercises
根據首字母和句意，填入相應的單詞。
1. The homework is e____ . I think you can do it.
2. The shop is closed at half past six. But the supermarket is o ____twenty-four hours.
3. The robot is b____ . It can’t work.
4. My brother h____ two pens.
5. In our class there are five A ________boys.
6. Mum, r m h______ . Can I have supper now?
7. I can see some k____ on the table.
8. All the c_______ are Young Pioneers.
9. The water in the lake is c______ . I can see the fish in it.
10. I have only one p____ of meat for supper.
Answers: 1. easy 2. open 3. broken 4. has 5. American 6. hungry 7. kites 8. children 9. clear 10. piece