下學期 Unit 18 Mainly revision（通用12篇）
下學期 Unit 18 Mainly revision 篇1
教學目標
教學目標
1.能就“等人”和“交通”話題進行日常交際，注意所使用的語氣。
2.掌握本單元的詞匯和慣用語，特別是before long，no one，not…any longer等短語的用法。
3.復習、歸納過去完成時態、過去將來時態、賓語從句、動詞不定式等，進一步學習定語從句。
4.學習形容詞、副詞作修飾語的位置，進一步復習形容詞、副詞比較等級的用法。
5.認真學習“Because it’s there”，培養我們堅韌不拔和勇往直前的精神，樹立遠大的目標，不懈地為之奮斗。
句型及日常交際用語
l.有關“交通”的用語
There is a little traffic accident.
有一個小的交通事故。
There’s a big traffic jam.
交通阻塞很厲害。
2.有關“等待”的用語
We can’t wait any longer.
我們不能再等了。（not … any longer=no longer，“不再”的意思）
Sorry I’m late.
對不起，我遲到了。
Now we need to wait for Jim.
現在我們需要等吉姆。
Well, I’m sure he’ll be here before long.
我想他很快就到了。
I’m beginning to get angry with him!
我開始生他的氣了。
Yes, we can’t wait any longer. Let’s go without him.
是啊。我們不能再等了。咱們走吧。
3.表示一種情緒或看法
That’s terrible!
那太恐怖了！（表示害怕，恐懼心理）
That’s a really bad excuse!
這可是個不怎么樣的借口。（表示不滿）
4.提出建議的方法
Let’s have a cup of coffee.
我們來喝杯咖啡。
教材內容分析
本單元是復習單元，我們要復習前面5個單元的所學內容，主要是復習表示過去的時態（過去將來時態和過去完成時態）和動詞不定式及定語從句。同時，我們要能就“等人”和“交通”話題進行日常交際。認真學習“Because it’s there”，培養我們的勇往直前的精神，同時要求掌握里面的重點詞匯和習慣用語的用法。本單元通過填空的方式，幫助我們復習了形容詞、副詞比較等級的用法，以及形容詞和副詞作修飾語的位置。還復習了so that句型等。本單元的語法功能項目是定語從句，我們在上一單元對此已初步有所了解，應進一步學習它，為我們日后的高中階段的學習打好基礎。
教學建議
關于聽說訓練的教學建議
第69課第一部分是一段對話，圍繞著約會遲到而展開。此對話較適合訓練學生的口語和聽力。可要求學生在熟悉對話內容后進行復述，或模擬對話進行分組演練。
在訓練之前，先帶領學生復習本課的交際用語，如：
Sorry I’m late.
Well, I’m sure he’ll be here before long.
Let’s have a cup of coffee.
What happened?
That’s a really bad excuse!
Come on. Let’s go to the zoo.
并復習所涉及的語法，如用作賓語的不定式、so that和so… that句型等。
Now we need to wait for Jim.
I’m beginning to get angry with him!
Well, first I was so busy reading a novel that I forgot to look at the time.
I’m very sorry I’m so late.
I took a taxi so that I would get here faster.
在學生進行模擬演練時，注意引導他們準確使用以上的交際用語和句型，以及時態和詞匯的正確使用。
關于讀寫訓練的教學建議
第70課是一篇關于人類征服珠穆朗瑪峰的課文。課文按時間順序講述了歷史上幾位登山者不屈不撓、勇于探索的經歷。有George Mallory, Andrew Irvine, Edmund Hillary, Tenzing Norgay 等。文章結尾處以Mallory的話結束”Because it’s there”。
老師除了利用閱讀前的兩個問題讓學生進行討論和思考以外，還可以通過課前布置任務，讓他們查詢有關世界最高峰及人類登上最高峰的歷史資料和圖片。以此來培養學生的查詢、選取、整理資料的能力，并使他們在此過程中增強培養自己毅力的信心，學習登山者不畏艱險的精神。
關于寫作方面的訓練，可以圍繞登山者所說的話，或是登山的歷史過程展開。如可以就Because it’s there所體現的精神，讓學生們分析，為什么作者會以這樣一句話作為標題，它能頌揚一種怎樣的精神？讓學生們寫下他們的感想。或者根據人類登上最高峰的歷史資料和圖片，仿照課文的謀篇策略，以一名新聞記者身份，整理出有關珠穆朗瑪峰的攀登歷史。
本單元詞語例句及相關知識分析
1.mist [mist] n. 霧，其形容詞為misty，比較級為mistier，最高級為mistiest。
【例】（l）The accident happened on a misty evening.
事故發生在一個有霧的晚上。
（2）She is lost in the mists of time.
她隨著時間消逝被漸漸遺忘。
（3）The distant trees misted over. ( vi. )
遠處的樹木被罩上了霧靄。
2.alive［E5laiv］adj.活著的，come alive表示“活躍起來”，stay alive表示“繼續活著；幸存”的意思。
【例】（l）Was the lion alive or dead？
這只獅子是死是活？
（2）He is alive to his own interests.
他對自己的利益很關心。
3.Well, first I was so busy reading a novel that I forgot to look at the time.
句中be busy dong sth是“忙于做某事”，而be busy with sth 則是“忙于某事”的意思。forget的過去式為forgot，過去分詞為forgotten，其后的賓語可以由不定式充當，也可以由動詞的-ing形式來充當，但兩者的意思是有區別的。forget to do sth是“忘記做某事”，此事還未做；forget doing sth是“忘記了做過某事”，此事已做過。
【例】（l）Don't forget to post the letter.
不要忘了寄出這封信。
（2）He has forgotten to pay me.
他忘了付錢給我。
（3）I shall never forget hearing Chaliapin singing the part of Boris Go-dunov.
我永遠不會忘記沙利亞賓唱波里·高德諾夫一角。
（4）Forgive and forget.不念舊惡。
4.Now we need to wait for Jim.現在，我們須等等Jim。
need既能作名詞，亦能作動詞，意思是“需要；必須”。
need既能作情態動詞，也能作規則動詞。need解釋為規則動詞的“需要；要”時，相當于want，need+ V-ing =need to be + V - ed
例：It needs rewriting. =It needs to be rewritten. 它需重寫.
need解釋規則動詞的“必要”時，相當于be necessary，通常限用于疑問句及否定句中。
need作情態動詞時，相當于must，但語氣較弱些。
5.He can visit his sick grandmother. 他可以去探望他生病的祖母。
（1）visit（動詞）＝go to/and see 看望、訪問、游覽。
visit亦能作名詞，其后常帶介詞to。
例：visit a friend訪友，visit Rome游訪羅馬，visit at a hotel住在旅館里，a visiting card名片，a visiting professor客籍教授，pay a visit to =visit, go on a visit to去……游覽，be on a visit to =be visiting 正在游覽。
（2）sick（僅作表語）惡心、翻胃的；
sick（作表語或定語）生病的，在英國常用ill與unwell，在美國通用。
on sick leave在病假中，sick room病房。
be sick of sth or sb =be tired of 厭倦……
6.I’m sure he will be here before long.我肯定他不久就會來的。”
before long的意思是“不久以后，很快”用于將來時態。而 long before意為“很早以前”，用于過去時。例如：
（1）I hope to see you again before long.我希望不久再見到你。
（2）We finished our work long before.我們早就把工作做完了。
7.I'm beginning to get angry with him.我開始生他的氣了。
get在本句中當系動詞，后跟形容詞作表語。意思是“變為……；變得……”。需要注意的是 get angry with與 be angry with雖然漢語意思相同，但前者更強調“由不生氣變得生氣了”這一過程。例如：
（1）Spring comes, it gets warmer and warmer.春天來了，天氣變得越來越暖和了。
（2）I hope you will get better soon.我希望你很快就會好多了。
8.Mallory was an English school teacher who loved climbing.
句中who是關系代詞，引導的是定語從句，用來修飾前面的先行詞teacher。同時，who在定語從句中作主語。因此，不可以省略，可由that來替換。
【例】（1）I didn't see the man who/that stole my bag.
我沒有看到偷我包的那個男的。
（2）Most people who/that live in less developed countries are quite poor.
居住在欠發達國家的大部分人民都很貧窮。
9.… but some people wondered whether Mallory and Irvine had got there first.
本句是帶有賓語從句的復合句，主句使用了一般過去時態，從句使用的是過去完成時，說明從句的動作在主句的動作之前完成的。wonder用作動詞，是“想要知道”的意思，常跟賓語從句。同時它還有“感到驚奇”之意。
【例】（1）I don't wonder at her refusing to marry him.
她拒絕和他結婚，我一點兒也不感到驚異。
（2）I wondered to hear her voice in the next room.
我聽到她在隔壁房間的聲音，覺得很奇怪。
（3）I wonder what she wants.我想知道她需要什么。
（4）I was wondering how to get there quickly.
我想知道怎么樣可以很快地到達那兒。
10.The other members of their climbing team watched as Mallory and Irvine climbed slowly up towards the summit. 登山隊的其他成員看著Mallory和Irvine向著峰頂緩慢地攀登著。
（l）climbing team登山隊。climbing在這里是動名詞，表示目的。所以，climbing team＝team for climbing
動名詞作定語的其他例子：
walking stick =stick for walking拐杖；sleeping bag =bag for sleeping睡袋；swimming suit =suit for swimming泳裝。
（2）as在這里等于when/while。
（3）towards =toward（介詞）朝……的方向，但不一定到該處。
to有時相當于towards，但有時有“到”該處的含義。
11. I had never spoken English with an English person before I went to Toronto.去Toronto之前，我從未與英國人用英語交談過。
（1）speak with sb（暗示“倆人互講”）比speak to sb（暗示“一個講，另一人聽”）更為合理一點。
（2）這里的English person應該等于English-speaking person，而非person from England。
Lesson 69 教學設計方案一
Properties: Recorder, Overhead Projector.
Teaching Objectives:
1. Revise the grammar: The Adverbial Clause.
2. Let the students understand the dialogue and learn some new words and expressions.
Language Focus:
so that / so . . . that, a traffic jam, before long, get angry with somebody, be busy doing something, be badly hurt.
Teaching Procedures:
I. Showing the teaching aims
II. Revision
1. Revise the vocabulary in the last unit.
2. Get the students to retell the story in Lesson 66, ask two students to make a dialogue according to the reading, one is Mr Green, the other is an inspector.
III. Leading in
Present this dialogue:
T: Do you like going to the zoo?
S: Yes.
T: Will you go to the zoo with me next week?
S: Yes, I’d love to.
T: When and where shall we meet?
S: At a quarter past eight, outside the school gate.
T: All right.
Let the students practise in pairs.
IV. Presentation
Tell the students : Today Lily and Li Lei will go to the zoo, they are waiting for Jim to come together, but Jim was late. Why was he late? Listen and find the answer,
Part 1. Books closed. Play the tape for the students to find the answer.
Books open. Ask the students to read through the dialogue and answer the questions in the workbook.
V. Practice
Play the tape again for the students to listen and repeat, and make sure the students can understand what they mean. Explain some language points.
1. get/be busy with somebody 2. Be busy doing something 3. not. . . any longer =no longer 5. Somebody be badly hurt. Let the students practise the dialogue in pairs, ask some pairs to act out their dialogues.
VI. Practice
Part 2. Ask the students to choose the best words from the box to complete the sentences. Ask the students to read the sentences.
Note the use of “so. . . that”.
VII. Workbook
For Exercise 1, Let the students work alone, then check the answers with the whole class.
For Exercise 2, do it with the students, the answers are:
1. He was so hungry that he ate up all the food on the table.
2. These houses are so expensive that few people can buy them.
3. He got up early this morning so that he could see the doctor first.
4. He ate less each meal so that he became much thinner.
5. He drove his car very fast so that his car hit the electric - pole.
For Exercise 3: Pay attention to the use of the words in bold, and translate the sentences into Chinese.
VIII. Summary
Exercises in class
Translate the following into English.
1. 他太小而不能上學。
2. 李平昨天起床遲，結果上學遲到了。
3. 這個桌子太重了，他搬不動。
4. 爬山過后，我太疲勞了而不能再走了。
5. 格林先生買了一輛車，以便他能周游世界。
Answers:
1. He was so young that he couldn't go to school.
2. LJ Ping got up very late so that he was late for school.
3. The desk is so heavy that he can't carry it.
4. After climbing the hill, I was so tired that I couldn’t walk any more.
5. Mr Green bought a car so that he could travel around the world.
IX. Homework
1. Finish off the exercises in the workbook.
2. Act out the dialogue in Part 1.
下學期 Unit 18 Mainly revision 篇2
教學目標
知識目標
1.掌握本單元的詞語：health, fast, of course, travel, safe, and so on, one day, job, helpful, get on；并復習上半學期學過的詞語。
2.掌握12個功能項目：提供與請求幫助、描述物品、發出指令、飲食、談論正在發生的事、擁有、國籍與語言、體育、職業、習慣行為、交通、購物等。
3.掌握所學語法項目：形容詞用法；提供和請求幫助用語；人稱代詞（主、賓格）有法；可數名詞和不可數名詞；some, a/an及量詞用法；現在進行時；have的用法；介詞用法；情態動詞can的用法；一般現在時的用法.
能力目標
要求學生能熟練掌握一定的詞匯和短語，能靈活運用所學的語言功能項目----打電話、提供與請求幫助、購物、飲食、交通等語言知識，在實際的語言情境中，能語言流暢地表達自己的意圖，達到交際的目的。
情感目標
通過采取多種方式帶領學生系統地復習詞匯、語法和有關的語言知識，提高學生綜合運用知識的能力。讓學生認識到學習英語不僅僅是學習語言知識，它與我們周圍的現實生活有著密切的關系。通過學習英語不斷的、有意識地了解中西方的文化差異和風土人情。
教學建議
詞匯教學建議
復習第一冊全部詞匯。可結合句型練習復習其中一部分。絕大部分要通過歸納進行復習。可參照課本后面所附分類詞匯表，可以按詞性歸類復習，也可以按詞義歸類復習，如：交通工具及部件，人物，職業，。服裝，時間和日期，植物、自然景物、風景，動物等等。也許目前這些分類中還有一些不科學的地方，但分類的主要目的在于便于記憶，所以教師完全可以有其它的分類方法，不必拘泥于常規的思維。這些分類工作可在課堂上由學生以競賽的形式完成，一種方式是由教師給出類別，由學生快速給出這個類別中的單詞。
教學內容分析
本單元是個復習單元，也是全書最后一個單元。除了一些詞匯外，基本上沒有新的內容要求掌握。
本單元第117課由兩段對話組成，主要復習“交通”話題，形式是表演與自編對話；第 118課主要是關于“購物”的內容，形式有表演對話，小組問答練習，還有一個字謎游戲，復習一部分詞匯；第119課以看圖回答問題和表演對話為主體，復習有關“職業”的話題；第120課通過看圖問答、閱讀故事、聽力練習和用名片做練習等方式綜合復習現在進行時、一般現在時等語法項目，其中包括有關個人信息，如地址、電話、電子郵件地址、職業、個人日常活動等內容。
語法教學建議
句型復習可與口語訓練結合進行，還可以與練習冊上的練習結合起來進行。在復習的基礎上可進行聽寫（單詞→短語→句型→對話→短文）練習。還可以做句型轉換的練習，如將陳述句變為疑問句，并在口頭轉換后書寫在筆記本上。可參照課本后面的語法部分，特別是動詞部分進行復習。教師依據課本后的語法歸納表格，設計一些綜合性的專項練習，供學生選用；也可以此做為小測試，以引起學生對語法學習的重視。另外最重要的一點是語法復習應始終把語法知識與其運用的情景、功能相結合，不要設計為語法復習而生造出來的脫離情景的枯燥練習。
語音教學建議
語音復習要與聽力訓練相結合。課文的教學錄音帶可做為學生精聽的材料。要引導學生注意單詞在句子中的發音變化，語調和語流在句子中的變化。鼓勵學生大聲朗讀課文。
有條件的教師應多提供學生一些兒歌、韻詩來朗讀。
重點內容分析
l）本單元是總復習單元，教師可采用多種方式帶領學生系統地復習詞匯、語法和有關的語言知識，提高學生綜合應用知識的能力。
2）歸納some，any的用法。
3）比較一般現在時和現在進行時的用法區別。
下學期 Unit 18 Mainly revision 篇3
教學目標
教學目標
1.能就“等人”和“交通”話題進行日常交際，注意所使用的語氣。
2.掌握本單元的詞匯和慣用語，特別是before long，no one，not…any longer等短語的用法。
3.復習、歸納過去完成時態、過去將來時態、賓語從句、動詞不定式等，進一步學習定語從句。
4.學習形容詞、副詞作修飾語的位置，進一步復習形容詞、副詞比較等級的用法。
5.認真學習“Because it’s there”，培養我們堅韌不拔和勇往直前的精神，樹立遠大的目標，不懈地為之奮斗。
句型及日常交際用語
l.有關“交通”的用語
There is a little traffic accident.
有一個小的交通事故。
There’s a big traffic jam.
交通阻塞很厲害。
2.有關“等待”的用語
We can’t wait any longer.
我們不能再等了。（not … any longer=no longer，“不再”的意思）
Sorry I’m late.
對不起，我遲到了。
Now we need to wait for Jim.
現在我們需要等吉姆。
Well, I’m sure he’ll be here before long.
我想他很快就到了。
I’m beginning to get angry with him!
我開始生他的氣了。
Yes, we can’t wait any longer. Let’s go without him.
是啊。我們不能再等了。咱們走吧。
3.表示一種情緒或看法
That’s terrible!
那太恐怖了！（表示害怕，恐懼心理）
That’s a really bad excuse!
這可是個不怎么樣的借口。（表示不滿）
4.提出建議的方法
Let’s have a cup of coffee.
我們來喝杯咖啡。
教材內容分析
本單元是復習單元，我們要復習前面5個單元的所學內容，主要是復習表示過去的時態（過去將來時態和過去完成時態）和動詞不定式及定語從句。同時，我們要能就“等人”和“交通”話題進行日常交際。認真學習“Because it’s there”，培養我們的勇往直前的精神，同時要求掌握里面的重點詞匯和習慣用語的用法。本單元通過填空的方式，幫助我們復習了形容詞、副詞比較等級的用法，以及形容詞和副詞作修飾語的位置。還復習了so that句型等。本單元的語法功能項目是定語從句，我們在上一單元對此已初步有所了解，應進一步學習它，為我們日后的高中階段的學習打好基礎。
教學建議
關于聽說訓練的教學建議
第69課第一部分是一段對話，圍繞著約會遲到而展開。此對話較適合訓練學生的口語和聽力。可要求學生在熟悉對話內容后進行復述，或模擬對話進行分組演練。
在訓練之前，先帶領學生復習本課的交際用語，如：
Sorry I’m late.
Well, I’m sure he’ll be here before long.
Let’s have a cup of coffee.
What happened?
That’s a really bad excuse!
Come on. Let’s go to the zoo.
并復習所涉及的語法，如用作賓語的不定式、so that和so… that句型等。
Now we need to wait for Jim.
I’m beginning to get angry with him!
Well, first I was so busy reading a novel that I forgot to look at the time.
I’m very sorry I’m so late.
I took a taxi so that I would get here faster.
在學生進行模擬演練時，注意引導他們準確使用以上的交際用語和句型，以及時態和詞匯的正確使用。
關于讀寫訓練的教學建議
第70課是一篇關于人類征服珠穆朗瑪峰的課文。課文按時間順序講述了歷史上幾位登山者不屈不撓、勇于探索的經歷。有George Mallory, Andrew Irvine, Edmund Hillary, Tenzing Norgay 等。文章結尾處以Mallory的話結束”Because it’s there”。
老師除了利用閱讀前的兩個問題讓學生進行討論和思考以外，還可以通過課前布置任務，讓他們查詢有關世界最高峰及人類登上最高峰的歷史資料和圖片。以此來培養學生的查詢、選取、整理資料的能力，并使他們在此過程中增強培養自己毅力的信心，學習登山者不畏艱險的精神。
關于寫作方面的訓練，可以圍繞登山者所說的話，或是登山的歷史過程展開。如可以就Because it’s there所體現的精神，讓學生們分析，為什么作者會以這樣一句話作為標題，它能頌揚一種怎樣的精神？讓學生們寫下他們的感想。或者根據人類登上最高峰的歷史資料和圖片，仿照課文的謀篇策略，以一名新聞記者身份，整理出有關珠穆朗瑪峰的攀登歷史。
本單元詞語例句及相關知識分析
1.mist [mist] n. 霧，其形容詞為misty，比較級為mistier，最高級為mistiest。
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【例】（l）The accident happened on a misty evening.
事故發生在一個有霧的晚上。
（2）She is lost in the mists of time.
她隨著時間消逝被漸漸遺忘。
（3）The distant trees misted over. ( vi. )
遠處的樹木被罩上了霧靄。
2.alive［E5laiv］adj.活著的，come alive表示“活躍起來”，stay alive表示“繼續活著；幸存”的意思。
【例】（l）Was the lion alive or dead？
這只獅子是死是活？
（2）He is alive to his own interests.
他對自己的利益很關心。
3.Well, first I was so busy reading a novel that I forgot to look at the time.
句中be busy dong sth是“忙于做某事”，而be busy with sth 則是“忙于某事”的意思。forget的過去式為forgot，過去分詞為forgotten，其后的賓語可以由不定式充當，也可以由動詞的-ing形式來充當，但兩者的意思是有區別的。forget to do sth是“忘記做某事”，此事還未做；forget doing sth是“忘記了做過某事”，此事已做過。
【例】（l）Don't forget to post the letter.
不要忘了寄出這封信。
（2）He has forgotten to pay me.
他忘了付錢給我。
（3）I shall never forget hearing Chaliapin singing the part of Boris Go-dunov.
我永遠不會忘記沙利亞賓唱波里·高德諾夫一角。
（4）Forgive and forget.不念舊惡。
4.Now we need to wait for Jim.現在，我們須等等Jim。
need既能作名詞，亦能作動詞，意思是“需要；必須”。
need既能作情態動詞，也能作規則動詞。need解釋為規則動詞的“需要；要”時，相當于want，need+ V-ing =need to be + V - ed
例：It needs rewriting. =It needs to be rewritten. 它需重寫.
need解釋規則動詞的“必要”時，相當于be necessary，通常限用于疑問句及否定句中。
need作情態動詞時，相當于must，但語氣較弱些。
5.He can visit his sick grandmother. 他可以去探望他生病的祖母。
（1）visit（動詞）＝go to/and see 看望、訪問、游覽。
visit亦能作名詞，其后常帶介詞to。
例：visit a friend訪友，visit Rome游訪羅馬，visit at a hotel住在旅館里，a visiting card名片，a visiting professor客籍教授，pay a visit to =visit, go on a visit to去……游覽，be on a visit to =be visiting 正在游覽。
（2）sick（僅作表語）惡心、翻胃的；
sick（作表語或定語）生病的，在英國常用ill與unwell，在美國通用。
on sick leave在病假中，sick room病房。
be sick of sth or sb =be tired of 厭倦……
6.I’m sure he will be here before long.我肯定他不久就會來的。”
before long的意思是“不久以后，很快”用于將來時態。而 long before意為“很早以前”，用于過去時。例如：
（1）I hope to see you again before long.我希望不久再見到你。
（2）We finished our work long before.我們早就把工作做完了。
7.I'm beginning to get angry with him.我開始生他的氣了。
get在本句中當系動詞，后跟形容詞作表語。意思是“變為……；變得……”。需要注意的是 get angry with與 be angry with雖然漢語意思相同，但前者更強調“由不生氣變得生氣了”這一過程。例如：
（1）Spring comes, it gets warmer and warmer.春天來了，天氣變得越來越暖和了。
（2）I hope you will get better soon.我希望你很快就會好多了。
8.Mallory was an English school teacher who loved climbing.
句中who是關系代詞，引導的是定語從句，用來修飾前面的先行詞teacher。同時，who在定語從句中作主語。因此，不可以省略，可由that來替換。
【例】（1）I didn't see the man who/that stole my bag.
我沒有看到偷我包的那個男的。
（2）Most people who/that live in less developed countries are quite poor.
居住在欠發達國家的大部分人民都很貧窮。
9.… but some people wondered whether Mallory and Irvine had got there first.
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本句是帶有賓語從句的復合句，主句使用了一般過去時態，從句使用的是過去完成時，說明從句的動作在主句的動作之前完成的。wonder用作動詞，是“想要知道”的意思，常跟賓語從句。同時它還有“感到驚奇”之意。
【例】（1）I don't wonder at her refusing to marry him.
她拒絕和他結婚，我一點兒也不感到驚異。
（2）I wondered to hear her voice in the next room.
我聽到她在隔壁房間的聲音，覺得很奇怪。
（3）I wonder what she wants.我想知道她需要什么。
（4）I was wondering how to get there quickly.
我想知道怎么樣可以很快地到達那兒。
10.The other members of their climbing team watched as Mallory and Irvine climbed slowly up towards the summit. 登山隊的其他成員看著Mallory和Irvine向著峰頂緩慢地攀登著。
（l）climbing team登山隊。climbing在這里是動名詞，表示目的。所以，climbing team＝team for climbing
動名詞作定語的其他例子：
walking stick =stick for walking拐杖；sleeping bag =bag for sleeping睡袋；swimming suit =suit for swimming泳裝。
（2）as在這里等于when/while。
（3）towards =toward（介詞）朝……的方向，但不一定到該處。
to有時相當于towards，但有時有“到”該處的含義。
11. I had never spoken English with an English person before I went to Toronto.去Toronto之前，我從未與英國人用英語交談過。
（1）speak with sb（暗示“倆人互講”）比speak to sb（暗示“一個講，另一人聽”）更為合理一點。
（2）這里的English person應該等于English-speaking person，而非person from England。
Lesson 69 教學設計方案一
Properties: Recorder, Overhead Projector.
Teaching Objectives:
1. Revise the grammar: The Adverbial Clause.
2. Let the students understand the dialogue and learn some new words and expressions.
Language Focus:
so that / so . . . that, a traffic jam, before long, get angry with somebody, be busy doing something, be badly hurt.
Teaching Procedures:
I. Showing the teaching aims
II. Revision
1. Revise the vocabulary in the last unit.
2. Get the students to retell the story in Lesson 66, ask two students to make a dialogue according to the reading, one is Mr Green, the other is an inspector.
III. Leading in
Present this dialogue:
T: Do you like going to the zoo?
S: Yes.
T: Will you go to the zoo with me next week?
S: Yes, I’d love to.
T: When and where shall we meet?
S: At a quarter past eight, outside the school gate.
T: All right.
Let the students practise in pairs.
IV. Presentation
Tell the students : Today Lily and Li Lei will go to the zoo, they are waiting for Jim to come together, but Jim was late. Why was he late? Listen and find the answer,
Part 1. Books closed. Play the tape for the students to find the answer.
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Books open. Ask the students to read through the dialogue and answer the questions in the workbook.
V. Practice
Play the tape again for the students to listen and repeat, and make sure the students can understand what they mean. Explain some language points.
1. get/be busy with somebody 2. Be busy doing something 3. not. . . any longer =no longer 5. Somebody be badly hurt. Let the students practise the dialogue in pairs, ask some pairs to act out their dialogues.
VI. Practice
Part 2. Ask the students to choose the best words from the box to complete the sentences. Ask the students to read the sentences.
Note the use of “so. . . that”.
VII. Workbook
For Exercise 1, Let the students work alone, then check the answers with the whole class.
For Exercise 2, do it with the students, the answers are:
1. He was so hungry that he ate up all the food on the table.
2. These houses are so expensive that few people can buy them.
3. He got up early this morning so that he could see the doctor first.
4. He ate less each meal so that he became much thinner.
5. He drove his car very fast so that his car hit the electric - pole.
For Exercise 3: Pay attention to the use of the words in bold, and translate the sentences into Chinese.
VIII. Summary
Exercises in class
Translate the following into English.
1. 他太小而不能上學。
2. 李平昨天起床遲，結果上學遲到了。
3. 這個桌子太重了，他搬不動。
4. 爬山過后，我太疲勞了而不能再走了。
5. 格林先生買了一輛車，以便他能周游世界。
Answers:
1. He was so young that he couldn't go to school.
2. LJ Ping got up very late so that he was late for school.
3. The desk is so heavy that he can't carry it.
4. After climbing the hill, I was so tired that I couldn’t walk any more.
5. Mr Green bought a car so that he could travel around the world.
IX. Homework
1. Finish off the exercises in the workbook.
2. Act out the dialogue in Part 1.
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下學期 Unit 18 Mainly revision 篇4
教學目標
知識目標
一、教學目標與要求
本單元的復習重點是第15至19單元出現的有關語法項目和日常交際用語。通過復習，使學生進一步鞏固這些語言知識，增強和提高運用這些語言知識表達的能力。使學生了解到我國古代勞動人民的智慧及紙的發明對世界的影響。并能簡述中國兩千多年的造紙史。
二、教學重點與難點
1.重點詞匯 development；press；form；include；describe；come out；throw away；at the same time
2.重要句型 1）In the beginning they used to carve Chinese characters on stones to record important dates In history.2）It took a long time to carve a page for a book.3）It Is believed that before writing was developed，people in China used to keep records by putting a number of stones together.
3.語法復習第15至19單元學習過的語法項目。
4.日常交際用語復習第15至19單元出現過的日常交際用語項目。
能力知識
會利用所學知識敘述古代的兩種印刷方法及造紙術的發展。
德育知識
注重培養學生的民族自豪感，讓學生了解我國古代的四大發明，激發他們的愛國熱情。
教學建議
本單元建議
Lesson 77
1.Appoints one or two students to practice a dialog alike this:
A: What happened before printing was invented?
B: Other ways had to be used to record information. . . Then divide the whole class into groups of 4 to follow suit.
2. Ask some questions about the modern printing. Then get the students to list the ways of printing in modern times.
Lesson 78 (Oral practice)
Suppose you were a guide, introduce the development of paper-making in China to foreigners.
對話建議
1.這篇是有關printing的對話。教師可采取對比的方法，來圍繞開展對話，比如：學習本課的對話：
What happened before printing was invented?
What happened after printing was invented?
2.教師把有關的早期圖片給學生看，講述造紙的特點：可以掌握以下的句型和單詞，如：come out, keep a record, carve, throw away. 等等
課文建議
1. 教師在設計本課的教學過程中，讓學生了解中國古代的文明。可參照下列各國紙的制造時間的出現：
中國：2000B.C
中東 8A.D.
西班牙1150年
俄羅斯1567年
美國1690年
2.教師安排學生了解研制中國造紙術的發明經過,用下面的詞匯貫穿全篇課文。
1.stone， animal bones, metal pots, bamboo, wood
2.silk books
3.fibres of plants
分析本單元結構
都是圍繞著printing這個話題來讓學生們學習和了解這方面的知識。對話中主要運用了詢問等方面的用語。及有用的詞匯如：come out, keep records, back-to-front等用法。課文中同時也運用了It is believed +that clause….The problem was that等同位語從句，動詞-ing形式，被動語態， 形容詞. +帶to不定式”結構的理解。
分析對話
本對話講述兩位談的話題有關印刷在中國的發展狀況。一是對話談到印刷術發明之前人們是怎么進行記錄。二是后來刻字印刷術的發明及它的缺陷，如：
使用的對話結構：
What happened?
In the beginning they…
But later, people developed…
How did the printing come out?
The next development was to…
分析課文內容
本單元的話題是介紹紙的發明以及印刷術的發展，使學生認識紙的發明對世界文明所產生的影響。分為兩個部分：
Part 1 (Paragraph 1) Paper was one of the most important inventions in the whole of Chinese history.
Part 2 Paragraphs 2— 5) How paper was invented and develop.
(Paragraph 2—3) Chinese people used stones, animal bones, metal pots, and pieces of bamboo or wood to keep records.
(Paragraph 4) Chinese people made a kind of paper as soft and light as silk but much less expensive.
(Paragraph 5) The making of paper was well developed; the invention reached other countries.
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The Chinese have been making paper for two thousand years. 中國人造紙已經有兩千年了。
此句謂語動詞用了現在完成時，其結構是have/ has been+現在分詞。
現在完成進行是一種兼有現在完成時和現在進行時二者基本特點的時態。由于它有現在完成時的特點，所以它可以表示某一動作對現在產生的結果或影響。由于它有現在進行時的特點，所以它也可以表示這一動作仍在進行或尚在繼續。例如：
I’ve been writing a letter. 我一直在寫信。（我仍在寫信）
I’ve written a letter. 我寫了一封信。（信已寫好）
They have been cleaning the classroom. （這項工作仍在進行）比較：
They have cleaned the classroom. 他們把教室打掃過了。（這項工作已經完成）
句子分析
It is believed that before writing was developed, people in China used to keep records by putting a number of stones together. 據悉，在有文字以前，中國人常把許多石頭放在一起來記事。
1） 本句用的句型是“It is believed + that –clause.”
It是形式主語，真正的主語是后面的that-clause，而在that-clause中又包括了一個由從屬連詞before引出的時間狀語從句。
“It is believed +that-clause”相當于“People believe+ that-clause”可譯作“人們相信/據信……”。類似的結構有：“It is said/ known/ agreed/ thought + that-clause”。例如：
It is believed that there is plenty of oil off our coast. 據信我國沿海有大量的石油。
2）介詞by在這兒和-ing形式連用，表示“用……方式”，“靠……手段”的意思。例如：
It is thought that he (has) made much money by selling cigarettes. 人們認為他靠賣香煙賺了很多錢。
At the same time another kind of paper was developed, made form silk. 在這一時期，研制了另一種紙，它是用絲帛制成的。
1）at the same time 作“同時”解。如：
They went their different ways, but arrived at the same time. 他們走的是不同的路線，但卻同時到了。
2）made from silk過去分詞短語作定語，相當于一個非限制性定語從句，which was made from silk修飾主語another kind of paper.
The problem was that it was too valuable for everyday use. 問題是這些絲織品太貴重，用作日常的書寫太昂貴。
（1）句中的“The problem is that…”是個常用句型，在英語語法中，它被稱作“主系表” （主語+連系動詞+表語）結構。而其中的表語用了一個從句形式（that-clause）。這類句型的主語往往用下列名詞question, reason, result, fact, suggestion等。例如：
The question is whether we can finish our work by tomorrow evening. 問題在于我們能否在明晚以前完成我們的工作。
The fact is that he never told me the truth. 事實是，他從未對我講真話。
2）句中的“too…for”表示“太……以致不好/不能……”。這里的介詞for所接賓語（內容）有否定的含意。例如：
The room is too small for us three. 這房間太小，我們三人住不下。
說明：“too…to”也表達同一含意。區別是：for +n/ pron.; to+in f.。
By the first century the making of paper in some parts of China had been well developed and had become common. 到了公元一世紀，中國有些地區造紙業已十分發達并且變得普遍了。
本句有兩個并列謂語，都用了過去完成時態（had been well developed和had become common），表示在過去某一時間之前已經發生的動作。這一過去時間是通過介詞by的短語(By the first century)來表示的。又如：
She had not finished her report by yesterday afternoon. 到昨天下午為止，她還沒有寫完報告。
By the end of last week all the plans had been made. 到上周末為止，所有的計劃都訂出來了。
They carved a whole page of characters back to front in the wood
“back to front” 是一個合成詞，作“反面地”解，在句中作狀語，修飾動詞carved。
這種合成詞是“名詞+介詞+名詞”構成。詞與詞之間應有連字符連接，如：
如face-to-face（面對面）、back-to-back（背面背）
side-by-side（肩并肩）、hand-in-hand (手牽手)等
這種合成詞在句中多作定語；詞與詞之間無連字符連接、多作狀語。例如：
The boy has his sweater on back to front.
He came face to face with death.
Although these were much more useful than the metal pots, they were still difficult to read and were very heavy to carry. 和金屬鍋相比，這些書籍雖然有用得多，但是讀起來還是很費勁，拿起來又很重。
1）句中的much為副詞，修飾比較級，表示程度，可譯為“……得多”。能充當這類程度狀語的副詞還有far, a lot, even, still, a great deal, a bit, a little等。例如：
Houses are much/ far / a lot more expensive these days. 如今房子貴多了。
The Chinese farmers are even/ still/ all the / a great deal richer than before. 中國農民比以前更富了。
注意：程度副詞every, too等不能和比較級連用。
2）difficult to read和heavy to carry同屬于“adj. +帶to不定式”結構。
該結構的主要特點是：不定式用主動形式表示被動意義，它與前面的主語有邏輯的動賓關系。因此，如果動詞不定式是不及物動詞，則要加上必要的介詞或副詞。例如：
Those programmes are usually easy to receive and not difficult to understand. 這些節目通常都很容易接收到，而且也不難聽懂。
適應于這種結構的形容詞還有：easy, hard, difficult, impossible, comfortable, pleasant, heavy, interesting, pretty等。
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詞匯辨析
辨析every day與everyday
every day分開寫，在句中通常作狀語，表示“每天”；
everyday合寫時在句中通常作定語，表示“每日的；日常的”。例如：
You should read English every day. 你應該每天都讀英語。
You should practise your English in everyday life. 你應該在每天的日常生活中去練習英語。
辨析contain與include
共同點：兩者都有“包含”的意思。區別在于：
contain可用于包含所含之物的全部或部分；
include則只能用于表示所包含之物中的一部分。例如：
The basket contains a variety of fruits. 這籃子里裝有各種水果。
The price includes the tax.這價錢包括稅金。
注意：與include 有關的including，included的用法。例如：
We all went to the museum, Lily included. 我們去了博物館，莉莉也去了。
The band played many songs, including some of my favourites.
樂隊演奏了很多曲子，包括我最喜歡的幾首。
辨析method 和way
共同點：兩者都可以表示“方法”
way是普通用語，指做事情的方法，也可泛指思想方法、生活方式等。
It is English way of living. 這是英國人的生活方式。
method指系統的，具有一定理論性的方法。
We must improve the method of teaching English. 我們必須改進英語教學法。
辨析at the same time與meanwhile
共同點：兩者都表示同時。
不同點：at the same time意為同時，然而。有兩種表示：
1） 兩個動作或情況在同一時間發生或存在；
2）用來說明人或事物的一個方面之外的另一面。
Meanwhile意為同時，在此期間，作為副詞和名詞，表示在某動作或情況發生或存在期間將可能發生另一件事。它不用于說明人或事物的另一面。例如：
It will cost a lot of money. At the same time, I think we shall need it and it will certainly be useful. 這要花不少錢，但是我們還是需要它，它肯定對我們有用處。
They’ll be here soon. Meanwhile let’s have coffee. 他們很快就到，在此期間，我們來喝咖啡吧。
辨析in the beginning, at the beginning
共同點：
表示“起初”，最好用in，有時也用at
不同點：
1）后接of短語，指時間，at較常用
2）后接表示地點的名詞，用at
3）與at last“最后”相對，常用at
與later對比使用，常用in
The new school term start at / in the beginning of September. 新學期九月初開始。
The shop is at the beginning of the road. 商店就在道路的起點處。
In the beginning, we sued hand tools, Later we had machines. 起初，我們用手工工具，后來我們用機器。
She was against the plan at the beginning, but at last she was for it. 她起初反對這個計劃，但最后還是同意了。
Lesson 77 教學設計方案
Teaching Aims
Let the students know the development of printing mentioned in the dialogue.
Learn some words: for example print, carve, come out ,press, throw away.
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Teaching Procedures
Step 1 Presentation
(Teacher) Today we are going to learn about printing in Chinese history.
1. Show the students a picture on which the Chinese characters are white.
2. Show the students another picture on which the Chinese characters are black.
Step 2 Listen to the dialogue
Ask someone to answer the questions.
1) How many ways of printing are mentioned in the dialogue? Two.
2) What are they?
One way is using rocks and paper; the other way is using wood and paper.
Step 3Read the dialogue aloud after the tape.
Step 4Practise the dialogue in pairs.
Step 5 Deal with the language points.
Step 6 Listen to the whole dialogue again to review.
Step 7 Work in pairs. (Part 2 Oral practice)
Step 8 Workbook
Finish the exercises in the workbook.
Step 9 Exercises
1 .The ________ _________ _______ (印刷的發明)is very important in history.
2. It s said that another new coal mine ________ _______ ______(據報道)in the north.
3. I enjoy the animal __________ _______ _________ _________ (刻在石頭上的)by him.
4. Don't ________ _________ (亂扔) waste paper here and there. Keep the room clean, please.
5.Will _________ _________ ________ (花我們時間)an hour to finish the work?
6. In fact, paper was ______ _____ ______ ________ ________ (四大發明之一) in ancient China.
7. It is believed that ______ _____ ______ ________ _______ ______ _____ （已經建立起許多現化工廠） in Chengdu in the past few years.
8. ____ ______ ______ (據報道) that at least a score of buildings were damaged or destroyed .
9. ________ ________ __________ (問題是) that we don't know his address for the time being.
10. He made a living ________ ________ _________ (通過賣報紙).
參考答案
1.invention, of, printing 6. one, of. Four, Great, Inventions
2. has, been, discovered 7. many modem factories have been set up
3. carved, on, the, stones 8. It is reported
4. throw, away 9. The problem is
5. it, lake, us 10. by selling newspaper.
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下學期 Unit 18 Mainly revision 篇5
教學目標
知識目標
一、教學目標 與要求
本單元的復習重點是第15至19單元出現的有關語法項目和日常交際用語。通過復習，使學生進一步鞏固這些語言知識，增強和提高運用這些語言知識表達的能力。使學生了解到我國古代勞動人民的智慧及紙的發明對世界的影響。并能簡述中國兩千多年的造紙史。
二、教學重點與難點
1.重點詞匯 development；press；form；include；describe；come out；throw away；at the same time
2.重要句型 1）In the beginning they used to carve Chinese characters on stones to record important dates In history.2）It took a long time to carve a page for a book.3）It Is believed that before writing was developed，people in China used to keep records by putting a number of stones together.
3.語法復習第15至19單元學習過的語法項目。
4.日常交際用語復習第15至19單元出現過的日常交際用語項目。
能力知識
會利用所學知識敘述古代的兩種印刷方法及造紙術的發展。
德育知識
注重培養學生的民族自豪感，讓學生了解我國古代的四大發明，激發他們的愛國熱情。
教學建議
本單元建議
Lesson 77
1.Appoints one or two students to practice a dialog alike this:
A: What happened before printing was invented?
B: Other ways had to be used to record information. . . Then divide the whole class into groups of 4 to follow suit.
2. Ask some questions about the modern printing. Then get the students to list the ways of printing in modern times.
Lesson 78 (Oral practice)
Suppose you were a guide, introduce the development of paper-making in China to foreigners.
對話建議
1.這篇是有關printing的對話。教師可采取對比的方法，來圍繞開展對話，比如：學習本課的對話：
What happened before printing was invented?
What happened after printing was invented?
2.教師把有關的早期圖片給學生看，講述造紙的特點：可以掌握以下的句型和單詞，如：come out, keep a record, carve, throw away. 等等
課文建議
1. 教師在設計本課的教學過程 中，讓學生了解中國古代的文明。可參照下列各國紙的制造時間的出現：
中國：2000B.C
中東 8A.D.
西班牙1150年
俄羅斯1567年
美國1690年
2.教師安排學生了解研制中國造紙術的發明經過,用下面的詞匯貫穿全篇課文。
1.stone， animal bones, metal pots, bamboo, wood
2.silk books
3.fibres of plants
分析本單元結構
都是圍繞著printing這個話題來讓學生們學習和了解這方面的知識。對話中主要運用了詢問等方面的用語。及有用的詞匯如：come out, keep records, back-to-front等用法。課文中同時也運用了It is believed +that clause….The problem was that等同位語從句，動詞-ing形式，被動語態， 形容詞. +帶to不定式”結構的理解。
分析對話
本對話講述兩位談的話題有關印刷在中國的發展狀況。一是對話談到印刷術發明之前人們是怎么進行記錄。二是后來刻字印刷術的發明及它的缺陷，如：
使用的對話結構：
What happened?
In the beginning they…
But later, people developed…
How did the printing come out?
The next development was to…
分析課文內容
本單元的話題是介紹紙的發明以及印刷術的發展，使學生認識紙的發明對世界文明所產生的影響。分為兩個部分：
Part 1 (Paragraph 1) Paper was one of the most important inventions in the whole of Chinese history.
Part 2 Paragraphs 2— 5) How paper was invented and develop.
(Paragraph 2—3) Chinese people used stones, animal bones, metal pots, and pieces of bamboo or wood to keep records.
(Paragraph 4) Chinese people made a kind of paper as soft and light as silk but much less expensive.
(Paragraph 5) The making of paper was well developed; the invention reached other countries.
The Chinese have been making paper for two thousand years. 中國人造紙已經有兩千年了。
此句謂語動詞用了現在完成時，其結構是have/ has been+現在分詞。
現在完成進行是一種兼有現在完成時和現在進行時二者基本特點的時態。由于它有現在完成時的特點，所以它可以表示某一動作對現在產生的結果或影響。由于它有現在進行時的特點，所以它也可以表示這一動作仍在進行或尚在繼續。例如：
I’ve been writing a letter. 我一直在寫信。（我仍在寫信）
I’ve written a letter. 我寫了一封信。（信已寫好）
They have been cleaning the classroom. （這項工作仍在進行）比較：
They have cleaned the classroom. 他們把教室打掃過了。（這項工作已經完成）
句子分析
It is believed that before writing was developed, people in China used to keep records by putting a number of stones together. 據悉，在有文字以前，中國人常把許多石頭放在一起來記事。
1） 本句用的句型是“It is believed + that –clause.”
It是形式主語，真正的主語是后面的that-clause，而在that-clause中又包括了一個由從屬連詞before引出的時間狀語從句。
“It is believed +that-clause”相當于“People believe+ that-clause”可譯作“人們相信/據信……”。類似的結構有：“It is said/ known/ agreed/ thought + that-clause”。例如：
It is believed that there is plenty of oil off our coast. 據信我國沿海有大量的石油。
2）介詞by在這兒和-ing形式連用，表示“用……方式”，“靠……手段”的意思。例如：
It is thought that he (has) made much money by selling cigarettes. 人們認為他靠賣香煙賺了很多錢。
At the same time another kind of paper was developed, made form silk. 在這一時期，研制了另一種紙，它是用絲帛制成的。
1）at the same time 作“同時”解。如：
They went their different ways, but arrived at the same time. 他們走的是不同的路線，但卻同時到了。
2）made from silk過去分詞短語作定語，相當于一個非限制性定語從句，which was made from silk修飾主語another kind of paper.
The problem was that it was too valuable for everyday use. 問題是這些絲織品太貴重，用作日常的書寫太昂貴。
（1）句中的“The problem is that…”是個常用句型，在英語語法中，它被稱作“主系表” （主語+連系動詞+表語）結構。而其中的表語用了一個從句形式（that-clause）。這類句型的主語往往用下列名詞question, reason, result, fact, suggestion等。例如：
The question is whether we can finish our work by tomorrow evening. 問題在于我們能否在明晚以前完成我們的工作。
The fact is that he never told me the truth. 事實是，他從未對我講真話。
2）句中的“too…for”表示“太……以致不好/不能……”。這里的介詞for所接賓語（內容）有否定的含意。例如：
The room is too small for us three. 這房間太小，我們三人住不下。
說明：“too…to”也表達同一含意。區別是：for +n/ pron.; to+in f.。
By the first century the making of paper in some parts of China had been well developed and had become common. 到了公元一世紀，中國有些地區造紙業已十分發達并且變得普遍了。
本句有兩個并列謂語，都用了過去完成時態（had been well developed和had become common），表示在過去某一時間之前已經發生的動作。這一過去時間是通過介詞by的短語(By the first century)來表示的。又如：
She had not finished her report by yesterday afternoon. 到昨天下午為止，她還沒有寫完報告。
By the end of last week all the plans had been made. 到上周末為止，所有的計劃都訂出來了。
They carved a whole page of characters back to front in the wood
“back to front” 是一個合成詞，作“反面地”解，在句中作狀語，修飾動詞carved。
這種合成詞是“名詞+介詞+名詞”構成。詞與詞之間應有連字符連接，如：
如face-to-face（面對面）、back-to-back（背面背）
side-by-side（肩并肩）、hand-in-hand (手牽手)等
這種合成詞在句中多作定語；詞與詞之間無連字符連接、多作狀語。例如：
The boy has his sweater on back to front.
He came face to face with death.
Although these were much more useful than the metal pots, they were still difficult to read and were very heavy to carry. 和金屬鍋相比，這些書籍雖然有用得多，但是讀起來還是很費勁，拿起來又很重。
1）句中的much為副詞，修飾比較級，表示程度，可譯為“……得多”。能充當這類程度狀語的副詞還有far, a lot, even, still, a great deal, a bit, a little等。例如：
Houses are much/ far / a lot more expensive these days. 如今房子貴多了。
The Chinese farmers are even/ still/ all the / a great deal richer than before. 中國農民比以前更富了。
注意：程度副詞every, too等不能和比較級連用。
2）difficult to read和heavy to carry同屬于“adj. +帶to不定式”結構。
該結構的主要特點是：不定式用主動形式表示被動意義，它與前面的主語有邏輯的動賓關系。因此，如果動詞不定式是不及物動詞，則要加上必要的介詞或副詞。例如：
Those programmes are usually easy to receive and not difficult to understand. 這些節目通常都很容易接收到，而且也不難聽懂。
適應于這種結構的形容詞還有：easy, hard, difficult, impossible, comfortable, pleasant, heavy, interesting, pretty等。
詞匯辨析
辨析every day與everyday
every day分開寫，在句中通常作狀語，表示“每天”；
everyday合寫時在句中通常作定語，表示“每日的；日常的”。例如：
You should read English every day. 你應該每天都讀英語。
You should practise your English in everyday life. 你應該在每天的日常生活中去練習英語。
辨析contain與include
共同點：兩者都有“包含”的意思。區別在于：
contain可用于包含所含之物的全部或部分；
include則只能用于表示所包含之物中的一部分。例如：
The basket contains a variety of fruits. 這籃子里裝有各種水果。
The price includes the tax.這價錢包括稅金。
注意：與include 有關的including，included的用法。例如：
We all went to the museum, Lily included. 我們去了博物館，莉莉也去了。
The band played many songs, including some of my favourites.
樂隊演奏了很多曲子，包括我最喜歡的幾首。
辨析method 和way
共同點：兩者都可以表示“方法”
way是普通用語，指做事情的方法，也可泛指思想方法、生活方式等。
It is English way of living. 這是英國人的生活方式。
method指系統的，具有一定理論性的方法。
We must improve the method of teaching English. 我們必須改進英語教學法。
辨析at the same time與meanwhile
共同點：兩者都表示同時。
不同點：at the same time意為同時，然而。有兩種表示：
1） 兩個動作或情況在同一時間發生或存在；
2）用來說明人或事物的一個方面之外的另一面。
Meanwhile意為同時，在此期間，作為副詞和名詞，表示在某動作或情況發生或存在期間將可能發生另一件事。它不用于說明人或事物的另一面。例如：
It will cost a lot of money. At the same time, I think we shall need it and it will certainly be useful. 這要花不少錢，但是我們還是需要它，它肯定對我們有用處。
They’ll be here soon. Meanwhile let’s have coffee. 他們很快就到，在此期間，我們來喝咖啡吧。
辨析in the beginning, at the beginning
共同點：
表示“起初”，最好用in，有時也用at
不同點：
1）后接of短語，指時間，at較常用
2）后接表示地點的名詞，用at
3）與at last“最后”相對，常用at
與later對比使用，常用in
The new school term start at / in the beginning of September. 新學期九月初開始。
The shop is at the beginning of the road. 商店就在道路的起點處。
In the beginning, we sued hand tools, Later we had machines. 起初，我們用手工工具，后來我們用機器。
She was against the plan at the beginning, but at last she was for it. 她起初反對這個計劃，但最后還是同意了。
Lesson 77 教學設計方案
Teaching Aims
Let the students know the development of printing mentioned in the dialogue.
Learn some words: for example print, carve, come out ,press, throw away.
Teaching Procedures
Step 1 Presentation
(Teacher) Today we are going to learn about printing in Chinese history.
1. Show the students a picture on which the Chinese characters are white.
2. Show the students another picture on which the Chinese characters are black.
Step 2 Listen to the dialogue
Ask someone to answer the questions.
1) How many ways of printing are mentioned in the dialogue? Two.
2) What are they?
One way is using rocks and paper; the other way is using wood and paper.
Step 3Read the dialogue aloud after the tape.
Step 4Practise the dialogue in pairs.
Step 5 Deal with the language points.
Step 6 Listen to the whole dialogue again to review.
Step 7 Work in pairs. (Part 2 Oral practice)
Step 8 Workbook
Finish the exercises in the workbook.
Step 9 Exercises
1 .The ________ _________ _______ (印刷的發明)is very important in history.
2. It s said that another new coal mine ________ _______ ______(據報道)in the north.
3. I enjoy the animal __________ _______ _________ _________ (刻在石頭上的)by him.
4. Don't ________ _________ (亂扔) waste paper here and there. Keep the room clean, please.
5.Will _________ _________ ________ (花我們時間)an hour to finish the work?
6. In fact, paper was ______ _____ ______ ________ ________ (四大發明之一) in ancient China.
7. It is believed that ______ _____ ______ ________ _______ ______ _____ （已經建立起許多現化工廠） in Chengdu in the past few years.
8. ____ ______ ______ (據報道) that at least a score of buildings were damaged or destroyed .
9. ________ ________ __________ (問題是) that we don't know his address for the time being.
10. He made a living ________ ________ _________ (通過賣報紙).
參考答案
1.invention, of, printing 6. one, of. Four, Great, Inventions
2. has, been, discovered 7. many modem factories have been set up
3. carved, on, the, stones 8. It is reported
4. throw, away 9. The problem is
5. it, lake, us 10. by selling newspaper.
下學期 Unit 18 Mainly revision 篇6
教學目標
教學目標
1.能就“等人”和“交通”話題進行日常交際，注意所使用的語氣。
2.掌握本單元的詞匯和慣用語，特別是before long，no one，not…any longer等短語的用法。
3.復習、歸納過去完成時態、過去將來時態、賓語從句、動詞不定式等，進一步學習定語從句。
4.學習形容詞、副詞作修飾語的位置，進一步復習形容詞、副詞比較等級的用法。
5.認真學習“Because it’s there”，培養我們堅韌不拔和勇往直前的精神，樹立遠大的目標，不懈地為之奮斗。
句型及日常交際用語
l.有關“交通”的用語
There is a little traffic accident.
有一個小的交通事故。
There’s a big traffic jam.
交通阻塞很厲害。
2.有關“等待”的用語
We can’t wait any longer.
我們不能再等了。（not … any longer=no longer，“不再”的意思）
Sorry I’m late.
對不起，我遲到了。
Now we need to wait for Jim.
現在我們需要等吉姆。
Well, I’m sure he’ll be here before long.
我想他很快就到了。
I’m beginning to get angry with him!
我開始生他的氣了。
Yes, we can’t wait any longer. Let’s go without him.
是啊。我們不能再等了。咱們走吧。
3.表示一種情緒或看法
That’s terrible!
那太恐怖了！（表示害怕，恐懼心理）
That’s a really bad excuse!
這可是個不怎么樣的借口。（表示不滿）
4.提出建議的方法
Let’s have a cup of coffee.
我們來喝杯咖啡。
教材內容分析
本單元是復習單元，我們要復習前面5個單元的所學內容，主要是復習表示過去的時態（過去將來時態和過去完成時態）和動詞不定式及定語從句。同時，我們要能就“等人”和“交通”話題進行日常交際。認真學習“Because it’s there”，培養我們的勇往直前的精神，同時要求掌握里面的重點詞匯和習慣用語的用法。本單元通過填空的方式，幫助我們復習了形容詞、副詞比較等級的用法，以及形容詞和副詞作修飾語的位置。還復習了so that句型等。本單元的語法功能項目是定語從句，我們在上一單元對此已初步有所了解，應進一步學習它，為我們日后的高中階段的學習打好基礎。
教學建議
關于聽說訓練的教學建議
第69課第一部分是一段對話，圍繞著約會遲到而展開。此對話較適合訓練學生的口語和聽力。可要求學生在熟悉對話內容后進行復述，或模擬對話進行分組演練。
在訓練之前，先帶領學生復習本課的交際用語，如：
Sorry I’m late.
Well, I’m sure he’ll be here before long.
Let’s have a cup of coffee.
What happened?
That’s a really bad excuse!
Come on. Let’s go to the zoo.
并復習所涉及的語法，如用作賓語的不定式、so that和so… that句型等。
Now we need to wait for Jim.
I’m beginning to get angry with him!
Well, first I was so busy reading a novel that I forgot to look at the time.
I’m very sorry I’m so late.
I took a taxi so that I would get here faster.
在學生進行模擬演練時，注意引導他們準確使用以上的交際用語和句型，以及時態和詞匯的正確使用。
關于讀寫訓練的教學建議
第70課是一篇關于人類征服珠穆朗瑪峰的課文。課文按時間順序講述了歷史上幾位登山者不屈不撓、勇于探索的經歷。有George Mallory, Andrew Irvine, Edmund Hillary, Tenzing Norgay 等。文章結尾處以Mallory的話結束”Because it’s there”。
老師除了利用閱讀前的兩個問題讓學生進行討論和思考以外，還可以通過課前布置任務，讓他們查詢有關世界最高峰及人類登上最高峰的歷史資料和圖片。以此來培養學生的查詢、選取、整理資料的能力，并使他們在此過程中增強培養自己毅力的信心，學習登山者不畏艱險的精神。
關于寫作方面的訓練，可以圍繞登山者所說的話，或是登山的歷史過程展開。如可以就Because it’s there所體現的精神，讓學生們分析，為什么作者會以這樣一句話作為標題，它能頌揚一種怎樣的精神？讓學生們寫下他們的感想。或者根據人類登上最高峰的歷史資料和圖片，仿照課文的謀篇策略，以一名新聞記者身份，整理出有關珠穆朗瑪峰的攀登歷史。
本單元詞語例句及相關知識分析
1.mist [mist] n. 霧，其形容詞為misty，比較級為mistier，最高級為mistiest。
【例】（l）The accident happened on a misty evening.
事故發生在一個有霧的晚上。
（2）She is lost in the mists of time.
她隨著時間消逝被漸漸遺忘。
（3）The distant trees misted over. ( vi. )
遠處的樹木被罩上了霧靄。
2.alive［E5laiv］adj.活著的，come alive表示“活躍起來”，stay alive表示“繼續活著；幸存”的意思。
【例】（l）Was the lion alive or dead？
這只獅子是死是活？
（2）He is alive to his own interests.
他對自己的利益很關心。
3.Well, first I was so busy reading a novel that I forgot to look at the time.
句中be busy dong sth是“忙于做某事”，而be busy with sth 則是“忙于某事”的意思。forget的過去式為forgot，過去分詞為forgotten，其后的賓語可以由不定式充當，也可以由動詞的-ing形式來充當，但兩者的意思是有區別的。forget to do sth是“忘記做某事”，此事還未做；forget doing sth是“忘記了做過某事”，此事已做過。
【例】（l）Don't forget to post the letter.
不要忘了寄出這封信。
（2）He has forgotten to pay me.
他忘了付錢給我。
（3）I shall never forget hearing Chaliapin singing the part of Boris Go-dunov.
我永遠不會忘記沙利亞賓唱波里·高德諾夫一角。
（4）Forgive and forget.不念舊惡。
4.Now we need to wait for Jim.現在，我們須等等Jim。
need既能作名詞，亦能作動詞，意思是“需要；必須”。
need既能作情態動詞，也能作規則動詞。need解釋為規則動詞的“需要；要”時，相當于want，need+ V-ing =need to be + V - ed
例：It needs rewriting. =It needs to be rewritten. 它需重寫.
need解釋規則動詞的“必要”時，相當于be necessary，通常限用于疑問句及否定句中。
need作情態動詞時，相當于must，但語氣較弱些。
5.He can visit his sick grandmother. 他可以去探望他生病的祖母。
（1）visit（動詞）＝go to/and see 看望、訪問、游覽。
visit亦能作名詞，其后常帶介詞to。
例：visit a friend訪友，visit Rome游訪羅馬，visit at a hotel住在旅館里，a visiting card名片，a visiting professor客籍教授，pay a visit to =visit, go on a visit to去……游覽，be on a visit to =be visiting 正在游覽。
（2）sick（僅作表語）惡心、翻胃的；
sick（作表語或定語）生病的，在英國常用ill與unwell，在美國通用。
on sick leave在病假中，sick room病房。
be sick of sth or sb =be tired of 厭倦……
6.I’m sure he will be here before long.我肯定他不久就會來的。”
before long的意思是“不久以后，很快”用于將來時態。而 long before意為“很早以前”，用于過去時。例如：
（1）I hope to see you again before long.我希望不久再見到你。
（2）We finished our work long before.我們早就把工作做完了。
7.I'm beginning to get angry with him.我開始生他的氣了。
get在本句中當系動詞，后跟形容詞作表語。意思是“變為……；變得……”。需要注意的是 get angry with與 be angry with雖然漢語意思相同，但前者更強調“由不生氣變得生氣了”這一過程。例如：
（1）Spring comes, it gets warmer and warmer.春天來了，天氣變得越來越暖和了。
（2）I hope you will get better soon.我希望你很快就會好多了。
8.Mallory was an English school teacher who loved climbing.
句中who是關系代詞，引導的是定語從句，用來修飾前面的先行詞teacher。同時，who在定語從句中作主語。因此，不可以省略，可由that來替換。
【例】（1）I didn't see the man who/that stole my bag.
我沒有看到偷我包的那個男的。
（2）Most people who/that live in less developed countries are quite poor.
居住在欠發達國家的大部分人民都很貧窮。
9.… but some people wondered whether Mallory and Irvine had got there first.
本句是帶有賓語從句的復合句，主句使用了一般過去時態，從句使用的是過去完成時，說明從句的動作在主句的動作之前完成的。wonder用作動詞，是“想要知道”的意思，常跟賓語從句。同時它還有“感到驚奇”之意。
【例】（1）I don't wonder at her refusing to marry him.
她拒絕和他結婚，我一點兒也不感到驚異。
（2）I wondered to hear her voice in the next room.
我聽到她在隔壁房間的聲音，覺得很奇怪。
（3）I wonder what she wants.我想知道她需要什么。
（4）I was wondering how to get there quickly.
我想知道怎么樣可以很快地到達那兒。
10.The other members of their climbing team watched as Mallory and Irvine climbed slowly up towards the summit. 登山隊的其他成員看著Mallory和Irvine向著峰頂緩慢地攀登著。
（l）climbing team登山隊。climbing在這里是動名詞，表示目的。所以，climbing team＝team for climbing
動名詞作定語的其他例子：
walking stick =stick for walking拐杖；sleeping bag =bag for sleeping睡袋；swimming suit =suit for swimming泳裝。
（2）as在這里等于when/while。
（3）towards =toward（介詞）朝……的方向，但不一定到該處。
to有時相當于towards，但有時有“到”該處的含義。
11. I had never spoken English with an English person before I went to Toronto.去Toronto之前，我從未與英國人用英語交談過。
（1）speak with sb（暗示“倆人互講”）比speak to sb（暗示“一個講，另一人聽”）更為合理一點。
（2）這里的English person應該等于English-speaking person，而非person from England。
Lesson 69 教學設計方案一
Properties: Recorder, Overhead Projector.
Teaching Objectives:
1. Revise the grammar: The Adverbial Clause.
2. Let the students understand the dialogue and learn some new words and expressions.
Language Focus:
so that / so . . . that, a traffic jam, before long, get angry with somebody, be busy doing something, be badly hurt.
Teaching Procedures:
I. Showing the teaching aims
II. Revision
1. Revise the vocabulary in the last unit.
2. Get the students to retell the story in Lesson 66, ask two students to make a dialogue according to the reading, one is Mr Green, the other is an inspector.
III. Leading in
Present this dialogue:
T: Do you like going to the zoo?
S: Yes.
T: Will you go to the zoo with me next week?
S: Yes, I’d love to.
T: When and where shall we meet?
S: At a quarter past eight, outside the school gate.
T: All right.
Let the students practise in pairs.
IV. Presentation
Tell the students : Today Lily and Li Lei will go to the zoo, they are waiting for Jim to come together, but Jim was late. Why was he late? Listen and find the answer,
Part 1. Books closed. Play the tape for the students to find the answer.
Books open. Ask the students to read through the dialogue and answer the questions in the workbook.
V. Practice
Play the tape again for the students to listen and repeat, and make sure the students can understand what they mean. Explain some language points.
1. get/be busy with somebody 2. Be busy doing something 3. not. . . any longer =no longer 5. Somebody be badly hurt. Let the students practise the dialogue in pairs, ask some pairs to act out their dialogues.
VI. Practice
Part 2. Ask the students to choose the best words from the box to complete the sentences. Ask the students to read the sentences.
Note the use of “so. . . that”.
VII. Workbook
For Exercise 1, Let the students work alone, then check the answers with the whole class.
For Exercise 2, do it with the students, the answers are:
1. He was so hungry that he ate up all the food on the table.
2. These houses are so expensive that few people can buy them.
3. He got up early this morning so that he could see the doctor first.
4. He ate less each meal so that he became much thinner.
5. He drove his car very fast so that his car hit the electric - pole.
For Exercise 3: Pay attention to the use of the words in bold, and translate the sentences into Chinese.
VIII. Summary
Exercises in class
Translate the following into English.
1. 他太小而不能上學。
2. 李平昨天起床遲，結果上學遲到了。
3. 這個桌子太重了，他搬不動。
4. 爬山過后，我太疲勞了而不能再走了。
5. 格林先生買了一輛車，以便他能周游世界。
Answers:
1. He was so young that he couldn't go to school.
2. LJ Ping got up very late so that he was late for school.
3. The desk is so heavy that he can't carry it.
4. After climbing the hill, I was so tired that I couldn’t walk any more.
5. Mr Green bought a car so that he could travel around the world.
IX. Homework
1. Finish off the exercises in the workbook.
2. Act out the dialogue in Part 1.
下學期 Unit 18 Mainly revision 篇7
教學目標
知識目標
1.掌握本單元的詞語：health, fast, of course, travel, safe, and so on, one day, job, helpful, get on；并復習上半學期學過的詞語。
2.掌握12個功能項目：提供與請求幫助、描述物品、發出指令、飲食、談論正在發生的事、擁有、國籍與語言、體育、職業、習慣行為、交通、購物等。
3.掌握所學語法項目：形容詞用法；提供和請求幫助用語；人稱代詞（主、賓格）有法；可數名詞和不可數名詞；some, a/an及量詞用法；現在進行時；have的用法；介詞用法；情態動詞can的用法；一般現在時的用法.
能力目標
要求學生能熟練掌握一定的詞匯和短語，能靈活運用所學的語言功能項目----打電話、提供與請求幫助、購物、飲食、交通等語言知識，在實際的語言情境中，能語言流暢地表達自己的意圖，達到交際的目的。
情感目標
通過采取多種方式帶領學生系統地復習詞匯、語法和有關的語言知識，提高學生綜合運用知識的能力。讓學生認識到學習英語不僅僅是學習語言知識，它與我們周圍的現實生活有著密切的關系。通過學習英語不斷的、有意識地了解中西方的文化差異和風土人情。
教學建議
詞匯教學建議
復習第一冊全部詞匯。可結合句型練習復習其中一部分。絕大部分要通過歸納進行復習。可參照課本后面所附分類詞匯表，可以按詞性歸類復習，也可以按詞義歸類復習，如：交通工具及部件，人物，職業，。服裝，時間和日期，植物、自然景物、風景，動物等等。也許目前這些分類中還有一些不科學的地方，但分類的主要目的在于便于記憶，所以教師完全可以有其它的分類方法，不必拘泥于常規的思維。這些分類工作可在課堂上由學生以競賽的形式完成，一種方式是由教師給出類別，由學生快速給出這個類別中的單詞。
教學內容分析
本單元是個復習單元，也是全書最后一個單元。除了一些詞匯外，基本上沒有新的內容要求掌握。
本單元第117課由兩段對話組成，主要復習“交通”話題，形式是表演與自編對話；第 118課主要是關于“購物”的內容，形式有表演對話，小組問答練習，還有一個字謎游戲，復習一部分詞匯；第119課以看圖回答問題和表演對話為主體，復習有關“職業”的話題；第120課通過看圖問答、閱讀故事、聽力練習和用名片做練習等方式綜合復習現在進行時、一般現在時等語法項目，其中包括有關個人信息，如地址、電話、電子郵件地址、職業、個人日常活動等內容。
語法教學建議
句型復習可與口語訓練結合進行，還可以與練習冊上的練習結合起來進行。在復習的基礎上可進行聽寫（單詞→短語→句型→對話→短文）練習。還可以做句型轉換的練習，如將陳述句變為疑問句，并在口頭轉換后書寫在筆記本上。可參照課本后面的語法部分，特別是動詞部分進行復習。教師依據課本后的語法歸納表格，設計一些綜合性的專項練習，供學生選用；也可以此做為小測試，以引起學生對語法學習的重視。另外最重要的一點是語法復習應始終把語法知識與其運用的情景、功能相結合，不要設計為語法復習而生造出來的脫離情景的枯燥練習。
語音教學建議
語音復習要與聽力訓練相結合。課文的教學錄音帶可做為學生精聽的材料。要引導學生注意單詞在句子中的發音變化，語調和語流在句子中的變化。鼓勵學生大聲朗讀課文。
有條件的教師應多提供學生一些兒歌、韻詩來朗讀。
重點內容分析
l）本單元是總復習單元，教師可采用多種方式帶領學生系統地復習詞匯、語法和有關的語言知識，提高學生綜合應用知識的能力。
2）歸納some，any的用法。
3）比較一般現在時和現在進行時的用法區別。
下學期 Unit 30 Mainly revision
下學期 Unit 18 Mainly revision 篇8
教學目標
一、教學目標與要求
通過本單元復習，使學生熟悉在本冊書中所出現的語法項目和日常交際用語。通過對課文的學習，了解鮑勃·蓋爾多夫及世界上一些地區貧富懸殊的情況。
二、教學重點與難點
1.重點詞匯 live (adj. ); realize; persuade; provide; Sail; turn down; call back; Ring off; start doing something; come to
2.重要句型 1) His greatest success has not been in singing but in organizing other singers to sing for him-for free 12) He persuaded all the world-famous pop stars to come and sing at one of these concerts for free. 3) By the end of the year, the total money collected had come to over 92 million dollars, all of which were sent to Africa.
3.語法復習第21至25單元出現過的語法項目。
4.日常交際用語復習第21至25單元出現過的日常交際用語項目。
教學建議
課文分析
本單元的話題是通過介紹愛爾蘭一位流行歌星鮑勃·蓋爾多夫組織賑災活動的動人事跡，充分表現了“愛的奉獻”精神，讓學生充分認識到扶貧濟困的重要意義。結構如下：
Part 1( Paragraph 1) Bob Geldlf is one of the most famous pop stars of the twentieth century.
Part 2 (Paragraph 2) General introduction to Bob Geldof’s personal Life and singing
Part 3
( Paragraphs 3～5 ) Bob Geldolf made the record Do they know it’s Christmas' with other pop stars to collect money for hungry people in Africa.
( Paragraph 3 ) Bob Geldolf got the idea to make a pop record.
(Paragraph 4) By January 1985, 5 million pounds had been collected.
(Paragraph 5) He went to African countries to see how the money should be spent.
Part 4
(Paragraphs 6～) Bob Geldolf made a even bigger project.
(Paragraph 6) He had the idea of organizing two big pop concerts on the same day.
(Paragraph 7) The concerts were quite successful.
Reason
(Cause)
When he .saw pictures of hungry people he became sad and angry, so he
wanted to do something to help them.
Plan
The money from the record sales could be spent on food and other
things for Africa.
The lst Project
He rang up all his friends in the pop world and they all agreed to sing on
his record for free. So a pop record was produced. Soon money increased
to 5 million pounds. He went to six African countries and realized
hunger was only one of the problems.
The 2nd Project
He organized two big pop concerts on the same day in England and in
the USA. He persuaded all the world-famous pop stars to come and sing
for free and other people to give help. Over 92 million dollars from ticket
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sales and radio and TV companies were collected and sent to Africa.
對話建議
Listening and reading
1.Ask the Ss What was the message that Bob left for Eric? Read the second dialogue to find the answer. (Bob wants Eric to play in the concert.
2.Go through the dialogue and discuss language points. Read or play the tape for the Ss to listen and repeat, then let them practise the dialogue in pairs.
Practice
Tell the Ss that they are organizing a basketball / volleyball / football match. Do an example with the whole class, then let the Ss make up dialogues in pairs. Have some pairs act out their dialogues.
單元建議
Lesson 101
根據教材第二部分情景，分組自編對話，注意打電話用語。
Lesson 102
1.朗讀課文，分組討論，歸納段落大意及課文梗概。
2.分組總結課文中與數字有關的信息、
Lesson 103
1.口頭講述鮑勃·蓋爾多夫的簡歷。
2.分組討論課文讀后感。
課文講解
Bob tries another pop star. This time he has more difficulty in getting through.
鮑勃又給另外一位流行歌星打電話。這一次他更難打通電話了。
have difficulty in doing sth. 意思是“在做某事方面有困難”，in也可以省略，difficulty或trouble在該詞組中為不可數名詞。前面可以有much, a little, no, some, any等修飾，如：
Everyone in the town knew him, so we had no difficult (in) finding his house. 因為城里人人都知道他，所以我們很容易就找到了他的家。
Do you have any difficulty (in) working out this maths problem? 你做這道數學題有困難嗎？
have (…) difficulty/trouble + with +n. 在……有困難
She has no trouble with her homework.
He is ringing up some pop stars. He wants them to play in a concert.他在給一些流行歌星打電話，想叫他們在音樂會上演唱。
play：作“演奏”“演唱”，可以是及物，也可以是不及物。play還可以用于運動方面，如：打（籃球），踢（足球），打（排球）等。應注意的是：play+樂器時，該名詞前用定冠詞，但如果是球類方面，就不用定冠詞。如果要表達“玩…”，應用play with。
She played the pipa quite successfully.她的琵琶彈得非常成功。
Not all the students go to play basketball after class.不是所有的學生都下課以后去打籃球。
Ask the children not to play with fire. It's very dangerous.叫孩子們別玩火，那非常危險。
I’ll be the biggest live concert the world has ever seen.那場音樂會將是世人曾見過的最大場面的現場直播音樂會。
live讀【laiv】，是形容詞，作“現場直播”講。
①There will be a live TV broadcast of basketball match between China and Japan.電視將現場直播中日籃球賽。
It is always a live TV broadcast of spring Festival programme.春節晚會的節目都是現場直播的。
注：句中的the world指“全世界的人”，它作主語時，謂語動詞常用單數，很少用復數。
All the world knows what he will say. 全世界人都知道他將會說什么。
…and later as a worker building roads. ……后來當了筑路工人。
building roads 是-ing形式短語.修飾句中的名詞worker，作后置定語，它相當于定語從句who built roads。單個的-ing詞語作定語時，通常要放在它所修飾的名詞或代詞之前。如果這個-ing形式是短語，則要將這個短語放在它所修飾的名詞或代詞之后。如：
Do you know the girl standing under the tree?你認識站在樹下的那個女孩嗎？
In l975 he returned to Dublin, the capital of the Irish Republic, where he found his own pop group.1975年他回到了愛爾蘭共和國的首都——都柏林，組織了他自己的流行歌唱隊。
句中的 the capital of the Irish Republic是Dublin的同位語，而where he found his own pop group是賓語從句；修飾它的先行詞Dublin.一般情況下，定語從句中常直接置于被修飾的先行詞之后。少數情況定語從句沒有位于被修飾的先行詞之后，而是被句子中的其他成分所分隔，這種定語從句在英英語法中稱為分隔式定語從句。
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He rang up all his friends in the pop world; including the most famous pop stars.他打電話給流行歌壇的所有朋友們，包括最有名氣的流行歌星。
1）句中的world作“……界”解，表示某一社會階層的人，如：
the sports world（體育界），the art world（藝術界），the racing world（賽馬界），the world of science（科學界）等。
2）including是動詞include（包括）的-ing形式，作定語。這個-ing短語相當于一個非限制性定語從句（which includes the most famous pop stars.）例如：
She is fond of music, including folk songs, pop songs and American country music.他喜歡音樂，包括民歌、流行歌曲和美國鄉村音樂。
Our group has six people, including three women. 我們小組有六個人，包括三個女的。
3）注意把including的位置變化后的特殊表達形式，如上面的句子；Our group has six people, three women included.這相當于獨立主句結構，（there women being included）主要形式以后再深入學習。
By the end of the year, the total money collected had come to over 92 million dollars, all of which were went to Africa.到年底為止籌集到的全部款項達9200多萬美元，所有的這些錢都送到非洲。
（l）the total money collected中的collected是過去分詞作后置定語。它相當于定語從句the total money that has been collected.過去分詞作后置定語通常表示被動意義，即過去分詞所修飾的名詞是分詞所表動作的承受者，本例的money就是collected所表動作的承受者。
(2)come to意為“達到，總計”。它的本意是“來到”，但常用來表示達到某個數量，如：
His total income comes to more than three thousand yuan a month.他的總收入達到每個月三千多元。
（3）“…，all of which were sent to Africa.”是由“不定代詞+介詞+關系代詞”引導的非限制性定語從句，相當于：All of the 92 million dollars were sent to Africa.如：
We visited some places in France, all of which are world famous. 我們在法國參觀了一些地方，所有這些地方都是舉世聞名的。
When I was a child, I learned lots of poems, most of which I can recite even小時候我學過許多詩，其中大部分即使到今天我都能背誦出來。
詞語辨析
辨析 manage to do, try to do
兩者都有“設法”，“試圖”的意思，用法也相似，都接動詞不定式。但意思稍有區別。
manage意思是“設法成功地辦好了某事”，即事情有了結果或者會有結果。
try to do的意思是“努力去做某事”，但不一定會成功。而且去做的事情，不一定都是困難的。試比較：
He tried to stop a car but he failed.他設法要攔一輛車，但沒攔住。
He managed to stop a car and got onto it他設法攔了一輛車，并上了車。
辨析late, lately, later, latest
late形容詞或副詞，意為“遲到，晚”；
lately副詞，指“近來”（recently；
later副詞，“后來，較晚的時候”；
latest形容詞，“最新的”。例如：
He usually gets up late on Sundays.星期天他常起得遲。
What have you been doing lately? 你最近忙些什么？
Here is the latest magazine you want.這就是你要的最新的雜志。
See you later.再見
辨析for/by/of/to oneself
1）for oneself為自己；獨自，獨立地，如：
She kept the largest apple for herself.她把最大的蘋果留給了自己。
2）by oneself：alone獨自，單獨地。如：
He lives by himself in the woods.他獨自住在森林里。
3）of oneself自動地，自發的，如：
The door opened of itself.門自動開了。
4）to oneself 對自己，私下，如：
Tom thought to himself that he could win.湯姆私下認為他會贏。
辨析realize, recognize
realize強調潛意誤解注意到，了解本質，明白事理；
recognize則強調從記憶的搜索中識到，辨認出人、物、聲音、方位等。例如：
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I realized that it was against the rule. 我意識到這是違反制度的。
I recognized him though we parted（分開）for years. 盡管我們分開多年了，我還是認出了他。
辨析persuade, advise:
persuade一詞常指已說服某人干……，
advise一詞則是嘗試勸說某人干……，結果不一定如愿。例如：
I persuade him to go home. 我說服他回家了。
I tried to advise him to go home, but he refused. 我試圖讓他回家，他拒絕了。
辨析provide，supply
相同點：這組及物動詞都可作“供給，提供”解，其用法異同是：
provide指有遠見，為應付意外、緊急情況等作好充分準備而“供給，提供”。
supply表示比較固定、經常性地“提供；供給”，強調替代或補充所需物品，如：
He also persuaded other people to provide money or to give help.他也勸服別人提供錢或給予幫助。
These cars will be supplied to people all over the country.這些汽車將供應給全國各地的人們。
注意：provide不如supply常用，前者可跟雙賓語，后者無此用法，如：
Tom provided her a pretty hat.湯姆給她準備了一項漂亮的帽子。
可說provided/supply sth. to sh.也可說provid/supply sb. with sth. )，如：
The bank provided/supplied him with a loan $100,000銀行為他提供了10萬美元的貸款。
教學設計示例
Lesson 101 教學設計方案
Teaching Aims
The way to make telephone calls and how to leave messages
Teaching Procedures
Step 1.Lead in
Show some pictures, then ask the students to answer the following questions.
1.Do you like to listen to pop music?
2. Can you tell me some of the famous singers of pop music?
Step 2.Listening
Play the recorder twice, then ask them to answer the questions
1. When and where will the concert be?
2.What was the message that Bob left for Eric?
Keys:
1. July 13th, London. 2. Bob wants Eric to play in the concert.
Step 3.Practice
Write down the important phrases and sentence patterns on the blackboard as follows: is that. . . ?Yes, speaking.
Will you give him a message?
Who's calling?
Can you ring me back?
Can I speak to . . . ?
Ask the students to make up a new dialogue using these sentence patterns.
Step 4.Practice
Ask some of the pairs to act the Scenes out in the front of the classroom.
Scene 1:Someone is ill and does not go to school today. Now he is making a phone call to one of his classmates, asking about the lessons today and what they will do tomorrow.
Scene 2: Someone has managed to buy two tickets for the women football match---China ,USA, for the champion---this coming weekend. She is making a phone call to her friend, telling her the news and planning when and where they are going to meet.
Step 5. Language study
1.The teacher explains some new words to the students.
2.Fill in the blanks with proper words.
turn down, ring back, realize, persuade, provide, practise, non-stop, fly, manage , further
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1. His parents _________ him with the necessary money for his university study
2. Please tell him I ______this afternoon, at about three o’clock.
3. Would you mind _________the radio? I’m doing my homework.
4. He finally _________his mistake, but it was too late.
5. He tried hard ________me into lending him all my savings.
6. The actors _________the movements a lot every day.
7. Many live fish and fresh flowers are _________ to Beijing every day.
8. The players made great efforts and they _________ to win the match.
9. The runners ran over 42 kilometers _________.
10. The museum is closed until _________notice.
Key: 1. provide 2. will ring back 3. turning down 4. realized 5. to persuade
6. practise 7. flied 8. managed 9. non-stop 10. further
Step 6 Homework
1.Finish off the Workbook exercises.
2.Prepare Lesson 102.
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下學期 Unit 18 Mainly revision 篇9
教學目標
一、教學目標 與要求
通過本單元復習，使學生熟悉在本冊書中所出現的語法項目和日常交際用語。通過對課文的學習，了解鮑勃·蓋爾多夫及世界上一些地區貧富懸殊的情況。
二、教學重點與難點
1.重點詞匯 live (adj. ); realize; persuade; provide; Sail; turn down; call back; Ring off; start doing something; come to
2.重要句型 1) His greatest success has not been in singing but in organizing other singers to sing for him-for free 12) He persuaded all the world-famous pop stars to come and sing at one of these concerts for free. 3) By the end of the year, the total money collected had come to over 92 million dollars, all of which were sent to Africa.
3.語法復習第21至25單元出現過的語法項目。
4.日常交際用語復習第21至25單元出現過的日常交際用語項目。
教學建議
課文分析
本單元的話題是通過介紹愛爾蘭一位流行歌星鮑勃·蓋爾多夫組織賑災活動的動人事跡，充分表現了“愛的奉獻”精神，讓學生充分認識到扶貧濟困的重要意義。結構如下：
Part 1( Paragraph 1) Bob Geldlf is one of the most famous pop stars of the twentieth century.
Part 2 (Paragraph 2) General introduction to Bob Geldof’s personal Life and singing
Part 3
( Paragraphs 3～5 ) Bob Geldolf made the record Do they know it’s Christmas' with other pop stars to collect money for hungry people in Africa.
( Paragraph 3 ) Bob Geldolf got the idea to make a pop record.
(Paragraph 4) By January 1985, 5 million pounds had been collected.
(Paragraph 5) He went to African countries to see how the money should be spent.
Part 4
(Paragraphs 6～) Bob Geldolf made a even bigger project.
(Paragraph 6) He had the idea of organizing two big pop concerts on the same day.
(Paragraph 7) The concerts were quite successful.
Reason
(Cause)
When he .saw pictures of hungry people he became sad and angry, so he
wanted to do something to help them.
Plan
The money from the record sales could be spent on food and other
things for Africa.
The lst Project
He rang up all his friends in the pop world and they all agreed to sing on
his record for free. So a pop record was produced. Soon money increased
to 5 million pounds. He went to six African countries and realized
hunger was only one of the problems.
The 2nd Project
He organized two big pop concerts on the same day in England and in
the USA. He persuaded all the world-famous pop stars to come and sing
for free and other people to give help. Over 92 million dollars from ticket
sales and radio and TV companies were collected and sent to Africa.
對話建議
Listening and reading
1.Ask the Ss What was the message that Bob left for Eric? Read the second dialogue to find the answer. (Bob wants Eric to play in the concert.
2.Go through the dialogue and discuss language points. Read or play the tape for the Ss to listen and repeat, then let them practise the dialogue in pairs.
Practice
Tell the Ss that they are organizing a basketball / volleyball / football match. Do an example with the whole class, then let the Ss make up dialogues in pairs. Have some pairs act out their dialogues.
單元建議
Lesson 101
根據教材第二部分情景，分組自編對話，注意打電話用語。
Lesson 102
1.朗讀課文，分組討論，歸納段落大意及課文梗概。
2.分組總結課文中與數字有關的信息、
Lesson 103
1.口頭講述鮑勃·蓋爾多夫的簡歷。
2.分組討論課文讀后感。
課文講解
Bob tries another pop star. This time he has more difficulty in getting through.
鮑勃又給另外一位流行歌星打電話。這一次他更難打通電話了。
have difficulty in doing sth. 意思是“在做某事方面有困難”，in也可以省略，difficulty或trouble在該詞組中為不可數名詞。前面可以有much, a little, no, some, any等修飾，如：
Everyone in the town knew him, so we had no difficult (in) finding his house. 因為城里人人都知道他，所以我們很容易就找到了他的家。
Do you have any difficulty (in) working out this maths problem? 你做這道數學題有困難嗎？
have (…) difficulty/trouble + with +n. 在……有困難
She has no trouble with her homework.
He is ringing up some pop stars. He wants them to play in a concert.他在給一些流行歌星打電話，想叫他們在音樂會上演唱。
play：作“演奏”“演唱”，可以是及物，也可以是不及物。play還可以用于運動方面，如：打（籃球），踢（足球），打（排球）等。應注意的是：play+樂器時，該名詞前用定冠詞，但如果是球類方面，就不用定冠詞。如果要表達“玩…”，應用play with。
She played the pipa quite successfully.她的琵琶彈得非常成功。
Not all the students go to play basketball after class.不是所有的學生都下課以后去打籃球。
Ask the children not to play with fire. It's very dangerous.叫孩子們別玩火，那非常危險。
I’ll be the biggest live concert the world has ever seen.那場音樂會將是世人曾見過的最大場面的現場直播音樂會。
live讀【laiv】，是形容詞，作“現場直播”講。
①There will be a live TV broadcast of basketball match between China and Japan.電視將現場直播中日籃球賽。
It is always a live TV broadcast of spring Festival programme.春節晚會的節目都是現場直播的。
注：句中的the world指“全世界的人”，它作主語時，謂語動詞常用單數，很少用復數。
All the world knows what he will say. 全世界人都知道他將會說什么。
…and later as a worker building roads. ……后來當了筑路工人。
building roads 是-ing形式短語.修飾句中的名詞worker，作后置定語，它相當于定語從句who built roads。單個的-ing詞語作定語時，通常要放在它所修飾的名詞或代詞之前。如果這個-ing形式是短語，則要將這個短語放在它所修飾的名詞或代詞之后。如：
Do you know the girl standing under the tree?你認識站在樹下的那個女孩嗎？
In l975 he returned to Dublin, the capital of the Irish Republic, where he found his own pop group.1975年他回到了愛爾蘭共和國的首都——都柏林，組織了他自己的流行歌唱隊。
句中的 the capital of the Irish Republic是Dublin的同位語，而where he found his own pop group是賓語從句；修飾它的先行詞Dublin.一般情況下，定語從句中常直接置于被修飾的先行詞之后。少數情況定語從句沒有位于被修飾的先行詞之后，而是被句子中的其他成分所分隔，這種定語從句在英英語法中稱為分隔式定語從句。
He rang up all his friends in the pop world; including the most famous pop stars.他打電話給流行歌壇的所有朋友們，包括最有名氣的流行歌星。
1）句中的world作“……界”解，表示某一社會階層的人，如：
the sports world（體育界），the art world（藝術界），the racing world（賽馬界），the world of science（科學界）等。
2）including是動詞include（包括）的-ing形式，作定語。這個-ing短語相當于一個非限制性定語從句（which includes the most famous pop stars.）例如：
She is fond of music, including folk songs, pop songs and American country music.他喜歡音樂，包括民歌、流行歌曲和美國鄉村音樂。
Our group has six people, including three women. 我們小組有六個人，包括三個女的。
3）注意把including的位置變化后的特殊表達形式，如上面的句子；Our group has six people, three women included.這相當于獨立主句結構，（there women being included）主要形式以后再深入學習。
By the end of the year, the total money collected had come to over 92 million dollars, all of which were went to Africa.到年底為止籌集到的全部款項達9200多萬美元，所有的這些錢都送到非洲。
（l）the total money collected中的collected是過去分詞作后置定語。它相當于定語從句the total money that has been collected.過去分詞作后置定語通常表示被動意義，即過去分詞所修飾的名詞是分詞所表動作的承受者，本例的money就是collected所表動作的承受者。
(2)come to意為“達到，總計”。它的本意是“來到”，但常用來表示達到某個數量，如：
His total income comes to more than three thousand yuan a month.他的總收入達到每個月三千多元。
（3）“…，all of which were sent to Africa.”是由“不定代詞+介詞+關系代詞”引導的非限制性定語從句，相當于：All of the 92 million dollars were sent to Africa.如：
We visited some places in France, all of which are world famous. 我們在法國參觀了一些地方，所有這些地方都是舉世聞名的。
When I was a child, I learned lots of poems, most of which I can recite even小時候我學過許多詩，其中大部分即使到今天我都能背誦出來。
詞語辨析
辨析 manage to do, try to do
兩者都有“設法”，“試圖”的意思，用法也相似，都接動詞不定式。但意思稍有區別。
manage意思是“設法成功地辦好了某事”，即事情有了結果或者會有結果。
try to do的意思是“努力去做某事”，但不一定會成功。而且去做的事情，不一定都是困難的。試比較：
He tried to stop a car but he failed.他設法要攔一輛車，但沒攔住。
He managed to stop a car and got onto it他設法攔了一輛車，并上了車。
辨析late, lately, later, latest
late形容詞或副詞，意為“遲到，晚”；
lately副詞，指“近來”（recently；
later副詞，“后來，較晚的時候”；
latest形容詞，“最新的”。例如：
He usually gets up late on Sundays.星期天他常起得遲。
What have you been doing lately? 你最近忙些什么？
Here is the latest magazine you want.這就是你要的最新的雜志。
See you later.再見
辨析for/by/of/to oneself
1）for oneself為自己；獨自，獨立地，如：
She kept the largest apple for herself.她把最大的蘋果留給了自己。
2）by oneself：alone獨自，單獨地。如：
He lives by himself in the woods.他獨自住在森林里。
3）of oneself自動地，自發的，如：
The door opened of itself.門自動開了。
4）to oneself 對自己，私下，如：
Tom thought to himself that he could win.湯姆私下認為他會贏。
辨析realize, recognize
realize強調潛意誤解注意到，了解本質，明白事理；
recognize則強調從記憶的搜索中識到，辨認出人、物、聲音、方位等。例如：
I realized that it was against the rule. 我意識到這是違反制度的。
I recognized him though we parted（分開）for years. 盡管我們分開多年了，我還是認出了他。
辨析persuade, advise:
persuade一詞常指已說服某人干……，
advise一詞則是嘗試勸說某人干……，結果不一定如愿。例如：
I persuade him to go home. 我說服他回家了。
I tried to advise him to go home, but he refused. 我試圖讓他回家，他拒絕了。
辨析provide，supply
相同點：這組及物動詞都可作“供給，提供”解，其用法異同是：
provide指有遠見，為應付意外、緊急情況等作好充分準備而“供給，提供”。
supply表示比較固定、經常性地“提供；供給”，強調替代或補充所需物品，如：
He also persuaded other people to provide money or to give help.他也勸服別人提供錢或給予幫助。
These cars will be supplied to people all over the country.這些汽車將供應給全國各地的人們。
注意：provide不如supply常用，前者可跟雙賓語，后者無此用法，如：
Tom provided her a pretty hat.湯姆給她準備了一項漂亮的帽子。
可說provided/supply sth. to sh.也可說provid/supply sb. with sth. )，如：
The bank provided/supplied him with a loan $100,000銀行為他提供了10萬美元的貸款。
教學設計示例
Lesson 101 教學設計方案
Teaching Aims
The way to make telephone calls and how to leave messages
Teaching Procedures
Step 1.Lead in
Show some pictures, then ask the students to answer the following questions.
1.Do you like to listen to pop music?
2. Can you tell me some of the famous singers of pop music?
Step 2.Listening
Play the recorder twice, then ask them to answer the questions
1. When and where will the concert be?
2.What was the message that Bob left for Eric?
Keys:
1. July 13th, London. 2. Bob wants Eric to play in the concert.
Step 3.Practice
Write down the important phrases and sentence patterns on the blackboard as follows: is that. . . ?Yes, speaking.
Will you give him a message?
Who's calling?
Can you ring me back?
Can I speak to . . . ?
Ask the students to make up a new dialogue using these sentence patterns.
Step 4.Practice
Ask some of the pairs to act the Scenes out in the front of the classroom.
Scene 1:Someone is ill and does not go to school today. Now he is making a phone call to one of his classmates, asking about the lessons today and what they will do tomorrow.
Scene 2: Someone has managed to buy two tickets for the women football match---China ,USA, for the champion---this coming weekend. She is making a phone call to her friend, telling her the news and planning when and where they are going to meet.
Step 5. Language study
1.The teacher explains some new words to the students.
2.Fill in the blanks with proper words.
turn down, ring back, realize, persuade, provide, practise, non-stop, fly, manage , further
1. His parents _________ him with the necessary money for his university study
2. Please tell him I ______this afternoon, at about three o’clock.
3. Would you mind _________the radio? I’m doing my homework.
4. He finally _________his mistake, but it was too late.
5. He tried hard ________me into lending him all my savings.
6. The actors _________the movements a lot every day.
7. Many live fish and fresh flowers are _________ to Beijing every day.
8. The players made great efforts and they _________ to win the match.
9. The runners ran over 42 kilometers _________.
10. The museum is closed until _________notice.
Key: 1. provide 2. will ring back 3. turning down 4. realized 5. to persuade
6. practise 7. flied 8. managed 9. non-stop 10. further
Step 6 Homework
1.Finish off the Workbook exercises.
2.Prepare Lesson 102.
下學期 Unit 18 Mainly revision 篇10
教學目標
一、教學目標與要求
通過本單元復習，使學生熟悉在本冊書中所出現的語法項目和日常交際用語。通過對課文的學習，了解鮑勃·蓋爾多夫及世界上一些地區貧富懸殊的情況。
二、教學重點與難點
1.重點詞匯 live (adj. ); realize; persuade; provide; Sail; turn down; call back; Ring off; start doing something; come to
2.重要句型 1) His greatest success has not been in singing but in organizing other singers to sing for him-for free 12) He persuaded all the world-famous pop stars to come and sing at one of these concerts for free. 3) By the end of the year, the total money collected had come to over 92 million dollars, all of which were sent to Africa.
3.語法復習第21至25單元出現過的語法項目。
4.日常交際用語復習第21至25單元出現過的日常交際用語項目。
教學建議
課文分析
本單元的話題是通過介紹愛爾蘭一位流行歌星鮑勃·蓋爾多夫組織賑災活動的動人事跡，充分表現了“愛的奉獻”精神，讓學生充分認識到扶貧濟困的重要意義。結構如下：
Part 1( Paragraph 1) Bob Geldlf is one of the most famous pop stars of the twentieth century.
Part 2 (Paragraph 2) General introduction to Bob Geldof’s personal Life and singing
Part 3
( Paragraphs 3～5 ) Bob Geldolf made the record Do they know it’s Christmas' with other pop stars to collect money for hungry people in Africa.
( Paragraph 3 ) Bob Geldolf got the idea to make a pop record.
(Paragraph 4) By January 1985, 5 million pounds had been collected.
(Paragraph 5) He went to African countries to see how the money should be spent.
Part 4
(Paragraphs 6～) Bob Geldolf made a even bigger project.
(Paragraph 6) He had the idea of organizing two big pop concerts on the same day.
(Paragraph 7) The concerts were quite successful.
Reason
(Cause)
When he .saw pictures of hungry people he became sad and angry, so he
wanted to do something to help them.
Plan
The money from the record sales could be spent on food and other
things for Africa.
The lst Project
He rang up all his friends in the pop world and they all agreed to sing on
his record for free. So a pop record was produced. Soon money increased
to 5 million pounds. He went to six African countries and realized
hunger was only one of the problems.
The 2nd Project
He organized two big pop concerts on the same day in England and in
the USA. He persuaded all the world-famous pop stars to come and sing
for free and other people to give help. Over 92 million dollars from ticket
sales and radio and TV companies were collected and sent to Africa.
對話建議
Listening and reading
1.Ask the Ss What was the message that Bob left for Eric? Read the second dialogue to find the answer. (Bob wants Eric to play in the concert.
2.Go through the dialogue and discuss language points. Read or play the tape for the Ss to listen and repeat, then let them practise the dialogue in pairs.
Practice
Tell the Ss that they are organizing a basketball / volleyball / football match. Do an example with the whole class, then let the Ss make up dialogues in pairs. Have some pairs act out their dialogues.
單元建議
Lesson 101
根據教材第二部分情景，分組自編對話，注意打電話用語。
Lesson 102
1.朗讀課文，分組討論，歸納段落大意及課文梗概。
2.分組總結課文中與數字有關的信息、
Lesson 103
1.口頭講述鮑勃·蓋爾多夫的簡歷。
2.分組討論課文讀后感。
課文講解
Bob tries another pop star. This time he has more difficulty in getting through.
鮑勃又給另外一位流行歌星打電話。這一次他更難打通電話了。
have difficulty in doing sth. 意思是“在做某事方面有困難”，in也可以省略，difficulty或trouble在該詞組中為不可數名詞。前面可以有much, a little, no, some, any等修飾，如：
Everyone in the town knew him, so we had no difficult (in) finding his house. 因為城里人人都知道他，所以我們很容易就找到了他的家。
Do you have any difficulty (in) working out this maths problem? 你做這道數學題有困難嗎？
have (…) difficulty/trouble + with +n. 在……有困難
She has no trouble with her homework.
He is ringing up some pop stars. He wants them to play in a concert.他在給一些流行歌星打電話，想叫他們在音樂會上演唱。
play：作“演奏”“演唱”，可以是及物，也可以是不及物。play還可以用于運動方面，如：打（籃球），踢（足球），打（排球）等。應注意的是：play+樂器時，該名詞前用定冠詞，但如果是球類方面，就不用定冠詞。如果要表達“玩…”，應用play with。
She played the pipa quite successfully.她的琵琶彈得非常成功。
Not all the students go to play basketball after class.不是所有的學生都下課以后去打籃球。
Ask the children not to play with fire. It's very dangerous.叫孩子們別玩火，那非常危險。
I’ll be the biggest live concert the world has ever seen.那場音樂會將是世人曾見過的最大場面的現場直播音樂會。
live讀【laiv】，是形容詞，作“現場直播”講。
①There will be a live TV broadcast of basketball match between China and Japan.電視將現場直播中日籃球賽。
It is always a live TV broadcast of spring Festival programme.春節晚會的節目都是現場直播的。
注：句中的the world指“全世界的人”，它作主語時，謂語動詞常用單數，很少用復數。
All the world knows what he will say. 全世界人都知道他將會說什么。
…and later as a worker building roads. ……后來當了筑路工人。
building roads 是-ing形式短語.修飾句中的名詞worker，作后置定語，它相當于定語從句who built roads。單個的-ing詞語作定語時，通常要放在它所修飾的名詞或代詞之前。如果這個-ing形式是短語，則要將這個短語放在它所修飾的名詞或代詞之后。如：
Do you know the girl standing under the tree?你認識站在樹下的那個女孩嗎？
In l975 he returned to Dublin, the capital of the Irish Republic, where he found his own pop group.1975年他回到了愛爾蘭共和國的首都——都柏林，組織了他自己的流行歌唱隊。
句中的 the capital of the Irish Republic是Dublin的同位語，而where he found his own pop group是賓語從句；修飾它的先行詞Dublin.一般情況下，定語從句中常直接置于被修飾的先行詞之后。少數情況定語從句沒有位于被修飾的先行詞之后，而是被句子中的其他成分所分隔，這種定語從句在英英語法中稱為分隔式定語從句。
He rang up all his friends in the pop world; including the most famous pop stars.他打電話給流行歌壇的所有朋友們，包括最有名氣的流行歌星。
1）句中的world作“……界”解，表示某一社會階層的人，如：
the sports world（體育界），the art world（藝術界），the racing world（賽馬界），the world of science（科學界）等。
2）including是動詞include（包括）的-ing形式，作定語。這個-ing短語相當于一個非限制性定語從句（which includes the most famous pop stars.）例如：
She is fond of music, including folk songs, pop songs and American country music.他喜歡音樂，包括民歌、流行歌曲和美國鄉村音樂。
Our group has six people, including three women. 我們小組有六個人，包括三個女的。
3）注意把including的位置變化后的特殊表達形式，如上面的句子；Our group has six people, three women included.這相當于獨立主句結構，（there women being included）主要形式以后再深入學習。
By the end of the year, the total money collected had come to over 92 million dollars, all of which were went to Africa.到年底為止籌集到的全部款項達9200多萬美元，所有的這些錢都送到非洲。
（l）the total money collected中的collected是過去分詞作后置定語。它相當于定語從句the total money that has been collected.過去分詞作后置定語通常表示被動意義，即過去分詞所修飾的名詞是分詞所表動作的承受者，本例的money就是collected所表動作的承受者。
(2)come to意為“達到，總計”。它的本意是“來到”，但常用來表示達到某個數量，如：
His total income comes to more than three thousand yuan a month.他的總收入達到每個月三千多元。
（3）“…，all of which were sent to Africa.”是由“不定代詞+介詞+關系代詞”引導的非限制性定語從句，相當于：All of the 92 million dollars were sent to Africa.如：
We visited some places in France, all of which are world famous. 我們在法國參觀了一些地方，所有這些地方都是舉世聞名的。
When I was a child, I learned lots of poems, most of which I can recite even小時候我學過許多詩，其中大部分即使到今天我都能背誦出來。
詞語辨析
辨析 manage to do, try to do
兩者都有“設法”，“試圖”的意思，用法也相似，都接動詞不定式。但意思稍有區別。
manage意思是“設法成功地辦好了某事”，即事情有了結果或者會有結果。
try to do的意思是“努力去做某事”，但不一定會成功。而且去做的事情，不一定都是困難的。試比較：
He tried to stop a car but he failed.他設法要攔一輛車，但沒攔住。
He managed to stop a car and got onto it他設法攔了一輛車，并上了車。
辨析late, lately, later, latest
late形容詞或副詞，意為“遲到，晚”；
lately副詞，指“近來”（recently；
later副詞，“后來，較晚的時候”；
latest形容詞，“最新的”。例如：
He usually gets up late on Sundays.星期天他常起得遲。
What have you been doing lately? 你最近忙些什么？
Here is the latest magazine you want.這就是你要的最新的雜志。
See you later.再見
辨析for/by/of/to oneself
1）for oneself為自己；獨自，獨立地，如：
She kept the largest apple for herself.她把最大的蘋果留給了自己。
2）by oneself：alone獨自，單獨地。如：
He lives by himself in the woods.他獨自住在森林里。
3）of oneself自動地，自發的，如：
The door opened of itself.門自動開了。
4）to oneself 對自己，私下，如：
Tom thought to himself that he could win.湯姆私下認為他會贏。
辨析realize, recognize
realize強調潛意誤解注意到，了解本質，明白事理；
recognize則強調從記憶的搜索中識到，辨認出人、物、聲音、方位等。例如：
I realized that it was against the rule. 我意識到這是違反制度的。
I recognized him though we parted（分開）for years. 盡管我們分開多年了，我還是認出了他。
辨析persuade, advise:
persuade一詞常指已說服某人干……，
advise一詞則是嘗試勸說某人干……，結果不一定如愿。例如：
I persuade him to go home. 我說服他回家了。
I tried to advise him to go home, but he refused. 我試圖讓他回家，他拒絕了。
辨析provide，supply
相同點：這組及物動詞都可作“供給，提供”解，其用法異同是：
provide指有遠見，為應付意外、緊急情況等作好充分準備而“供給，提供”。
supply表示比較固定、經常性地“提供；供給”，強調替代或補充所需物品，如：
He also persuaded other people to provide money or to give help.他也勸服別人提供錢或給予幫助。
These cars will be supplied to people all over the country.這些汽車將供應給全國各地的人們。
注意：provide不如supply常用，前者可跟雙賓語，后者無此用法，如：
Tom provided her a pretty hat.湯姆給她準備了一項漂亮的帽子。
可說provided/supply sth. to sh.也可說provid/supply sb. with sth. )，如：
The bank provided/supplied him with a loan $100,000銀行為他提供了10萬美元的貸款。
教學設計示例
Lesson 101 教學設計方案
Teaching Aims
The way to make telephone calls and how to leave messages
Teaching Procedures
Step 1.Lead in
Show some pictures, then ask the students to answer the following questions.
1.Do you like to listen to pop music?
2. Can you tell me some of the famous singers of pop music?
Step 2.Listening
Play the recorder twice, then ask them to answer the questions
1. When and where will the concert be?
2.What was the message that Bob left for Eric?
Keys:
1. July 13th, London. 2. Bob wants Eric to play in the concert.
Step 3.Practice
Write down the important phrases and sentence patterns on the blackboard as follows: is that. . . ?Yes, speaking.
Will you give him a message?
Who's calling?
Can you ring me back?
Can I speak to . . . ?
Ask the students to make up a new dialogue using these sentence patterns.
Step 4.Practice
Ask some of the pairs to act the Scenes out in the front of the classroom.
Scene 1:Someone is ill and does not go to school today. Now he is making a phone call to one of his classmates, asking about the lessons today and what they will do tomorrow.
Scene 2: Someone has managed to buy two tickets for the women football match---China ,USA, for the champion---this coming weekend. She is making a phone call to her friend, telling her the news and planning when and where they are going to meet.
Step 5. Language study
1.The teacher explains some new words to the students.
2.Fill in the blanks with proper words.
turn down, ring back, realize, persuade, provide, practise, non-stop, fly, manage , further
1. His parents _________ him with the necessary money for his university study
2. Please tell him I ______this afternoon, at about three o’clock.
3. Would you mind _________the radio? I’m doing my homework.
4. He finally _________his mistake, but it was too late.
5. He tried hard ________me into lending him all my savings.
6. The actors _________the movements a lot every day.
7. Many live fish and fresh flowers are _________ to Beijing every day.
8. The players made great efforts and they _________ to win the match.
9. The runners ran over 42 kilometers _________.
10. The museum is closed until _________notice.
Key: 1. provide 2. will ring back 3. turning down 4. realized 5. to persuade
6. practise 7. flied 8. managed 9. non-stop 10. further
Step 6 Homework
1.Finish off the Workbook exercises.
2.Prepare Lesson 102.
下學期 Unit 18 Mainly revision 篇11
Lesson 89 教學設計示例（一）
一、教學內容
1.復習表示請求、征求意見用語。
2.復習可數名詞的復數形式和不可數名詞的用法。
二、教具
錄音機；與本課替換詞匯有關的圖片。
三、課堂教學設計
1.值日生報告。
2.教師出示有關食物等圖片，復習這些詞匯(可借用第73、74、75課的插圖)。
3.放課文錄音。教師先板書問題：
How many bottles of orange would Mr Green like?
放錄音一遍，學生回答黑板上的問題。再放錄音，學生跟讀兩遍。
4.學生兩人一組，練習本課第2部分Make an interview。提示學生就雙方的實際情況進行問答。
5.利用107頁上所列出表格，教師可允許學生就周圍同學的相關情況進行提問，并做一些記錄。數分鐘后，教師請幾位同學介紹自己周圍的同學情況。
6.布置作業
1)完成練習冊習題；2)溫習174頁有關名詞的內容。
Lesson 89 教學設計示例（二)
●Teaching Objectives
復習關于飲食的單詞、交際用語及一些常用短語。
●Main Points
Do you have …? Could I have …? I like …
●Difficult Points
應用所學知識，來訂餐、點餐或敘述個人的飲食習慣.
● Teaching Aids
a tape-recorder, cards, pictures, slide projector
● Teaching Procedure
Step 1 Revision
Free talk (ask and answer some questions) .
Step 2 Presentation
通過讓學生討論“怎樣邀請別人用餐”導入 新課。
Step 3 Part 1 Read and act
1. Listen to the tape.
2. Read after the tape.
3. Read the dialogue.
4. Act the dialogue.
5. Make a similar dialogue.
Part 2 Make an interview
1. Listen to the tape.
2. Fill in the blanks:（出示幻燈片）
Peggy’s breakfast
her favourite sports
Jimmy’s breakfast
the thing he likes to do
給出相應答案。
3.引導學生熟悉使用這些交際用語。
4.讓學生分組讀對話（可先給2分鐘準備）。
Step 4 Workbook
Do Ex.1 通過填寫對話，使學生注意習慣用語的用法。
讓學生兩人一組進行對話練習。
Step 5 Summary
讓學生歸納、總結本課重點復習內容，培養他們良好的學習方法和動腦習慣。
Step 6 Homework
Do Ex.3 學生自編一個相似的對話。
Writing on blackboard
Lesson 89
1 Can I get you something to. ..?
2 What would you like?
3 talk with
4 What about you?
5 What s your favourite sport?
6 be good at
Lesson 89 教學設計示例（三）
● Teaching aims
1.掌握“四會”單詞、詞組，同時記憶“三會”詞組，了解詞義和用法。
2.掌握下列交際用語，并掌握其正確的語音、語調，在合適的語言環境中能夠學以致用。
3.掌握現在進行時的陳述句、疑問句及其答語。
● Key points
1.掌握“四會”單詞、詞組。
2.掌握并靈活運用日常交際用語。
● Difficult points
1.掌握一般現在時的陳述句、疑問句及其答語。
2.掌握邀請及其回答的習慣用語。
● Teaching methods
復習法、情景教學法、歸納法。
● Teaching aids
投影儀、微機、圖片、投影片課件Lesson 89教學演示.ppt。
● Teaching procedures
Step 1 Revision
Revise the word “have” and the Present Continuous Tense.
Step 2 Presentation
展示動畫《Talk about food and drink.swf》中的listening的場景，回答問題后，展示其他的對話情境，播放順序根據學生的接受水平而定。
Step 3 Read and act
1. 每個對話在展示時，都先隱藏文字聽聲音，讓學生說出對話的大意。
2. 給出文字，學生理解對話的內容后，分別跟讀、朗讀。
3.引導學生熟悉使用這些交際用語，靜音狀態下，讓學生看動畫，演示對話內容。
4.讓學生分組讀對話（可先給2分鐘準備）。
Step 4 Consolidation
＊根據場景Interview的對話，填寫表格Fill in the blanks：
Peggy’s breakfast
her favourite sports
Jimmy’s breakfast
the thing he likes to do
＊用some或any完成下列句子。
1. I have ____milk here, but I don’t have ____tea.
2. —Would you like ____ cakes? —Two, please.
3. Is there ____food on the table?
4 .Can I have ____meat? Sony, you can’t. There isn’t____.
Answers: 1. some, any 2. some 3. any 4. some, any
Step 5 Summary
讓學生歸納、總結本課重點句型，培養他們良好的學習方法和動腦習慣。
Can I get something to drink?
What would you like？
Could I have a glass of orange juice？
Here you are.
What about you？
Do you have a big breakfast？
That’s all.
I have some fruit for breakfast.
What’s your favourite sport？
I like swimming, and I am good at basketball.
Step 6 Exercises
翻譯下列短語：
1.一籃子蘋果__________ 2.一瓶果汁__________ 3.吃的東西__________
4.他最喜歡的運動_______ 5.中國茶__________ 6.與…交談__________
7.幾片面包__________ 8.擅長于……__________ 9.對……太難__________
10.聽音樂__________
Answers: 1. a basket of apples 2. a bottle of juice 3. something to eat 4. his favourite sport 5. Chinese tea 6. talk with( to)… 7. some pieces of bread 8. be good at… 9. be hard for… 10. listen to music
下學期 Unit 18 Mainly revision 篇12
教學目標
知識目標
一、教學目標與要求
本單元的復習重點是第15至19單元出現的有關語法項目和日常交際用語。通過復習，使學生進一步鞏固這些語言知識，增強和提高運用這些語言知識表達的能力。使學生了解到我國古代勞動人民的智慧及紙的發明對世界的影響。并能簡述中國兩千多年的造紙史。
二、教學重點與難點
1.重點詞匯 development；press；form；include；describe；come out；throw away；at the same time
2.重要句型 1）In the beginning they used to carve Chinese characters on stones to record important dates In history.2）It took a long time to carve a page for a book.3）It Is believed that before writing was developed，people in China used to keep records by putting a number of stones together.
3.語法復習第15至19單元學習過的語法項目。
4.日常交際用語復習第15至19單元出現過的日常交際用語項目。
能力知識
會利用所學知識敘述古代的兩種印刷方法及造紙術的發展。
德育知識
注重培養學生的民族自豪感，讓學生了解我國古代的四大發明，激發他們的愛國熱情。
教學建議
本單元建議
Lesson 77
1.Appoints one or two students to practice a dialog alike this:
A: What happened before printing was invented?
B: Other ways had to be used to record information. . . Then divide the whole class into groups of 4 to follow suit.
2. Ask some questions about the modern printing. Then get the students to list the ways of printing in modern times.
Lesson 78 (Oral practice)
Suppose you were a guide, introduce the development of paper-making in China to foreigners.
對話建議
1.這篇是有關printing的對話。教師可采取對比的方法，來圍繞開展對話，比如：學習本課的對話：
What happened before printing was invented?
What happened after printing was invented?
2.教師把有關的早期圖片給學生看，講述造紙的特點：可以掌握以下的句型和單詞，如：come out, keep a record, carve, throw away. 等等
課文建議
1. 教師在設計本課的教學過程中，讓學生了解中國古代的文明。可參照下列各國紙的制造時間的出現：
中國：2000B.C
中東 8A.D.
西班牙1150年
俄羅斯1567年
美國1690年
2.教師安排學生了解研制中國造紙術的發明經過,用下面的詞匯貫穿全篇課文。
1.stone， animal bones, metal pots, bamboo, wood
2.silk books
3.fibres of plants
分析本單元結構
都是圍繞著printing這個話題來讓學生們學習和了解這方面的知識。對話中主要運用了詢問等方面的用語。及有用的詞匯如：come out, keep records, back-to-front等用法。課文中同時也運用了It is believed +that clause….The problem was that等同位語從句，動詞-ing形式，被動語態， 形容詞. +帶to不定式”結構的理解。
分析對話
本對話講述兩位談的話題有關印刷在中國的發展狀況。一是對話談到印刷術發明之前人們是怎么進行記錄。二是后來刻字印刷術的發明及它的缺陷，如：
使用的對話結構：
What happened?
In the beginning they…
But later, people developed…
How did the printing come out?
The next development was to…
分析課文內容
本單元的話題是介紹紙的發明以及印刷術的發展，使學生認識紙的發明對世界文明所產生的影響。分為兩個部分：
Part 1 (Paragraph 1) Paper was one of the most important inventions in the whole of Chinese history.
Part 2 Paragraphs 2— 5) How paper was invented and develop.
(Paragraph 2—3) Chinese people used stones, animal bones, metal pots, and pieces of bamboo or wood to keep records.
(Paragraph 4) Chinese people made a kind of paper as soft and light as silk but much less expensive.
(Paragraph 5) The making of paper was well developed; the invention reached other countries.
The Chinese have been making paper for two thousand years. 中國人造紙已經有兩千年了。
此句謂語動詞用了現在完成時，其結構是have/ has been+現在分詞。
現在完成進行是一種兼有現在完成時和現在進行時二者基本特點的時態。由于它有現在完成時的特點，所以它可以表示某一動作對現在產生的結果或影響。由于它有現在進行時的特點，所以它也可以表示這一動作仍在進行或尚在繼續。例如：
I’ve been writing a letter. 我一直在寫信。（我仍在寫信）
I’ve written a letter. 我寫了一封信。（信已寫好）
They have been cleaning the classroom. （這項工作仍在進行）比較：
They have cleaned the classroom. 他們把教室打掃過了。（這項工作已經完成）
句子分析
It is believed that before writing was developed, people in China used to keep records by putting a number of stones together. 據悉，在有文字以前，中國人常把許多石頭放在一起來記事。
1） 本句用的句型是“It is believed + that –clause.”
It是形式主語，真正的主語是后面的that-clause，而在that-clause中又包括了一個由從屬連詞before引出的時間狀語從句。
“It is believed +that-clause”相當于“People believe+ that-clause”可譯作“人們相信/據信……”。類似的結構有：“It is said/ known/ agreed/ thought + that-clause”。例如：
It is believed that there is plenty of oil off our coast. 據信我國沿海有大量的石油。
2）介詞by在這兒和-ing形式連用，表示“用……方式”，“靠……手段”的意思。例如：
It is thought that he (has) made much money by selling cigarettes. 人們認為他靠賣香煙賺了很多錢。
At the same time another kind of paper was developed, made form silk. 在這一時期，研制了另一種紙，它是用絲帛制成的。
1）at the same time 作“同時”解。如：
They went their different ways, but arrived at the same time. 他們走的是不同的路線，但卻同時到了。
2）made from silk過去分詞短語作定語，相當于一個非限制性定語從句，which was made from silk修飾主語another kind of paper.
The problem was that it was too valuable for everyday use. 問題是這些絲織品太貴重，用作日常的書寫太昂貴。
（1）句中的“The problem is that…”是個常用句型，在英語語法中，它被稱作“主系表” （主語+連系動詞+表語）結構。而其中的表語用了一個從句形式（that-clause）。這類句型的主語往往用下列名詞question, reason, result, fact, suggestion等。例如：
The question is whether we can finish our work by tomorrow evening. 問題在于我們能否在明晚以前完成我們的工作。
The fact is that he never told me the truth. 事實是，他從未對我講真話。
2）句中的“too…for”表示“太……以致不好/不能……”。這里的介詞for所接賓語（內容）有否定的含意。例如：
The room is too small for us three. 這房間太小，我們三人住不下。
說明：“too…to”也表達同一含意。區別是：for +n/ pron.; to+in f.。
By the first century the making of paper in some parts of China had been well developed and had become common. 到了公元一世紀，中國有些地區造紙業已十分發達并且變得普遍了。
本句有兩個并列謂語，都用了過去完成時態（had been well developed和had become common），表示在過去某一時間之前已經發生的動作。這一過去時間是通過介詞by的短語(By the first century)來表示的。又如：
She had not finished her report by yesterday afternoon. 到昨天下午為止，她還沒有寫完報告。
By the end of last week all the plans had been made. 到上周末為止，所有的計劃都訂出來了。
They carved a whole page of characters back to front in the wood
“back to front” 是一個合成詞，作“反面地”解，在句中作狀語，修飾動詞carved。
這種合成詞是“名詞+介詞+名詞”構成。詞與詞之間應有連字符連接，如：
如face-to-face（面對面）、back-to-back（背面背）
side-by-side（肩并肩）、hand-in-hand (手牽手)等
這種合成詞在句中多作定語；詞與詞之間無連字符連接、多作狀語。例如：
The boy has his sweater on back to front.
He came face to face with death.
Although these were much more useful than the metal pots, they were still difficult to read and were very heavy to carry. 和金屬鍋相比，這些書籍雖然有用得多，但是讀起來還是很費勁，拿起來又很重。
1）句中的much為副詞，修飾比較級，表示程度，可譯為“……得多”。能充當這類程度狀語的副詞還有far, a lot, even, still, a great deal, a bit, a little等。例如：
Houses are much/ far / a lot more expensive these days. 如今房子貴多了。
The Chinese farmers are even/ still/ all the / a great deal richer than before. 中國農民比以前更富了。
注意：程度副詞every, too等不能和比較級連用。
2）difficult to read和heavy to carry同屬于“adj. +帶to不定式”結構。
該結構的主要特點是：不定式用主動形式表示被動意義，它與前面的主語有邏輯的動賓關系。因此，如果動詞不定式是不及物動詞，則要加上必要的介詞或副詞。例如：
Those programmes are usually easy to receive and not difficult to understand. 這些節目通常都很容易接收到，而且也不難聽懂。
適應于這種結構的形容詞還有：easy, hard, difficult, impossible, comfortable, pleasant, heavy, interesting, pretty等。
詞匯辨析
辨析every day與everyday
every day分開寫，在句中通常作狀語，表示“每天”；
everyday合寫時在句中通常作定語，表示“每日的；日常的”。例如：
You should read English every day. 你應該每天都讀英語。
You should practise your English in everyday life. 你應該在每天的日常生活中去練習英語。
辨析contain與include
共同點：兩者都有“包含”的意思。區別在于：
contain可用于包含所含之物的全部或部分；
include則只能用于表示所包含之物中的一部分。例如：
The basket contains a variety of fruits. 這籃子里裝有各種水果。
The price includes the tax.這價錢包括稅金。
注意：與include 有關的including，included的用法。例如：
We all went to the museum, Lily included. 我們去了博物館，莉莉也去了。
The band played many songs, including some of my favourites.
樂隊演奏了很多曲子，包括我最喜歡的幾首。
辨析method 和way
共同點：兩者都可以表示“方法”
way是普通用語，指做事情的方法，也可泛指思想方法、生活方式等。
It is English way of living. 這是英國人的生活方式。
method指系統的，具有一定理論性的方法。
We must improve the method of teaching English. 我們必須改進英語教學法。
辨析at the same time與meanwhile
共同點：兩者都表示同時。
不同點：at the same time意為同時，然而。有兩種表示：
1） 兩個動作或情況在同一時間發生或存在；
2）用來說明人或事物的一個方面之外的另一面。
Meanwhile意為同時，在此期間，作為副詞和名詞，表示在某動作或情況發生或存在期間將可能發生另一件事。它不用于說明人或事物的另一面。例如：
It will cost a lot of money. At the same time, I think we shall need it and it will certainly be useful. 這要花不少錢，但是我們還是需要它，它肯定對我們有用處。
They’ll be here soon. Meanwhile let’s have coffee. 他們很快就到，在此期間，我們來喝咖啡吧。
辨析in the beginning, at the beginning
共同點：
表示“起初”，最好用in，有時也用at
不同點：
1）后接of短語，指時間，at較常用
2）后接表示地點的名詞，用at
3）與at last“最后”相對，常用at
與later對比使用，常用in
The new school term start at / in the beginning of September. 新學期九月初開始。
The shop is at the beginning of the road. 商店就在道路的起點處。
In the beginning, we sued hand tools, Later we had machines. 起初，我們用手工工具，后來我們用機器。
She was against the plan at the beginning, but at last she was for it. 她起初反對這個計劃，但最后還是同意了。
Lesson 77 教學設計方案
Teaching Aims
Let the students know the development of printing mentioned in the dialogue.
Learn some words: for example print, carve, come out ,press, throw away.
Teaching Procedures
Step 1 Presentation
(Teacher) Today we are going to learn about printing in Chinese history.
1. Show the students a picture on which the Chinese characters are white.
2. Show the students another picture on which the Chinese characters are black.
Step 2 Listen to the dialogue
Ask someone to answer the questions.
1) How many ways of printing are mentioned in the dialogue? Two.
2) What are they?
One way is using rocks and paper; the other way is using wood and paper.
Step 3Read the dialogue aloud after the tape.
Step 4Practise the dialogue in pairs.
Step 5 Deal with the language points.
Step 6 Listen to the whole dialogue again to review.
Step 7 Work in pairs. (Part 2 Oral practice)
Step 8 Workbook
Finish the exercises in the workbook.
Step 9 Exercises
1 .The ________ _________ _______ (印刷的發明)is very important in history.
2. It s said that another new coal mine ________ _______ ______(據報道)in the north.
3. I enjoy the animal __________ _______ _________ _________ (刻在石頭上的)by him.
4. Don't ________ _________ (亂扔) waste paper here and there. Keep the room clean, please.
5.Will _________ _________ ________ (花我們時間)an hour to finish the work?
6. In fact, paper was ______ _____ ______ ________ ________ (四大發明之一) in ancient China.
7. It is believed that ______ _____ ______ ________ _______ ______ _____ （已經建立起許多現化工廠） in Chengdu in the past few years.
8. ____ ______ ______ (據報道) that at least a score of buildings were damaged or destroyed .
9. ________ ________ __________ (問題是) that we don't know his address for the time being.
10. He made a living ________ ________ _________ (通過賣報紙).
參考答案
1.invention, of, printing 6. one, of. Four, Great, Inventions
2. has, been, discovered 7. many modem factories have been set up
3. carved, on, the, stones 8. It is reported
4. throw, away 9. The problem is
5. it, lake, us 10. by selling newspaper.