Module（通用17篇）
Module 篇1
MODULE 2 Unit 1
Teaching aims and demands:
1. Get the Ss to grasp how to tell the time.
2. Listen and say the new words: when, time, clock, o’clock, half, past, park, airplane, train, tired and film
3. Get the Ss to grasp the new sentences: What time is it? It’s 3 o’clock. It’s half past 7 Is it 8 o’clock?
Teaching main points and difficult points:
1. Learn to sing this song. Listen and say the new words: when, time, clock, o’clock, half, past, park, airplane, train, tired and film
2. Get the Ss to grasp how to tell the time.
Teaching aids:
Tape, recorder, CD-ROM, pictures and a clock..
Teaching procedures:
Ⅰ. Warmer:
1. T and Ss greet each other.
2. Repeat the Alphabet Song from Module 1.
3. Repeat the chant from Unit 2 of Module 1..
Ⅱ. New content.
Activity 1. Listen and point.
1. Ask the children to look at the pages and to guess what they can see. Elicit as much information about the story as you can in Chinese by asking questions. For example, ask them if they can guess what Sam is asking and why. You can also point to each clock and elicit the times in Chinese. This will help them to understand the context of the story.
2. Play the cassette. The children listen and follow in their books. Explain that What’s the time? And What time is it? Are both alternatives and mean the same thing.
3. Play the cassette again. Pausing after each utterance for the children to point at the corresponding picture.
4. Play the cassette again. Encourage the class to point to each clock as they repeat.
5. Repeat this activity, asking individual students to repeat the utterances. Alternatively, divide the class into groups.
Activity 2.Act it out.
1. Divide the class into four sections. Give each section a role in the conversation, either Sam, Grandpa, Num or Dad.
2. The whole class acts the dialogue, with each group saying the corresponding text.
3. The children now act out the dialogue in pairs. Remind them to point to the corresponding pictures.
Ⅲ. Activity book:
1. Look at the clocks and write the numbers.
2. Now point, ask and answer.
3. Listen and draw the times on the clocks.
Ⅳ. Homework:
1. Listen to the tape.
2. Act out dialogue.
Ⅴ.Handwriting on the Bb:
Module 2What’s the time? It’s ____o’clock. clock park airplane
train tried film
What time is it? It’s half past____.
Module 篇2
第10模塊 第1課時(shí) 教學(xué)目標(biāo)-繼續(xù)學(xué)習(xí)用一般過去時(shí)談?wù)撨^去發(fā)生的事情。 -培養(yǎng)學(xué)生聽說讀寫和運(yùn)用所學(xué)詞匯句型進(jìn)行交流的能力。 -讓學(xué)生快樂地學(xué)習(xí)英語。 教學(xué)重點(diǎn)-句型what happened to…? i ….yesterday. -詞和詞組happen thirsty then watermelon carry bump went ride bought fell off 教學(xué)難點(diǎn)-動(dòng)詞過去式的特殊型。 - and 和 then的用法 - 詞組fall off的用法。 復(fù)習(xí)熱身-教師出示圖片，提問：what did he/she do yesterday?讓學(xué)生用一般過去時(shí)談?wù)搱D片上的內(nèi)容。 導(dǎo)入語-今天amy 和lingling 發(fā)現(xiàn)daming 的頭上纏著紗布，昨天發(fā)生了什么事呢？讓我們一起去看看。 具體步驟-看vcd，欣賞課文故事。 -出示課文中的新單詞，釋意，領(lǐng)讀。 -再放 vcd ，邊看邊講解故事內(nèi)容。教師在講解課文內(nèi)容時(shí)注意使用 and和then ，連接上下句，讓學(xué)生在聽故事中，理解這兩個(gè)詞，并學(xué)會(huì)運(yùn)用。 -聽錄音，跟讀課文。（2遍） -小組學(xué)習(xí)，根據(jù)談話提綱談?wù)摚ㄓ刑崾荆黄齐y點(diǎn)，培養(yǎng)學(xué)生口語能力。 what happened to you ,daming? 1 sam and i…yesterday. 2 and then we were… 3 so , we… 4 and then sam… 5 then sam… 6 and the watermelon… 提示板：* went for a bike ride * hungry and thirsty * bought *on the bike * fell off *bumped -小組話題展示。 -練習(xí)第39頁3題。讓學(xué)生充分發(fā)揮想像，運(yùn)用學(xué)過的知識(shí)談?wù)撨^去發(fā)生的事情。 小結(jié)：本節(jié)課學(xué)習(xí)了如何談?wù)撨^去發(fā)生的事情。 作業(yè)：1聽磁帶，熟讀課文。 2抄寫新單詞。 板書設(shè)計(jì)：
module 10
what happened to…?
i ….yesterday.
第10模塊 第2課時(shí) 教學(xué)目標(biāo)-學(xué)習(xí)生病的英文表達(dá)法。 -培養(yǎng)學(xué)生聽說讀寫和運(yùn)用所學(xué)詞匯句型進(jìn)行交流的能力。 -讓學(xué)生注意衛(wèi)生，保持健康。 教學(xué)重點(diǎn)-學(xué)習(xí)詞匯stomachache,cold,headache,fever -生病的英文表達(dá)法。 -學(xué)習(xí)英文繞口令。 教學(xué)難點(diǎn)-生病的表達(dá)法及發(fā)音。 復(fù)習(xí)熱身-出示上節(jié)課的動(dòng)詞原形，用找伙伴的方法，寫出他們的過去式。 導(dǎo)入語-教師做生病咳嗽狀：how are you,my children ? i had a cold yesterday. so today i have got a headache . 讓我們一起看看書中的幾位小朋友今天怎么樣？ 具體步驟-看vcd，欣賞課文故事。 -再看一遍，這次放完前一句先暫停，教師講-解。如，放：sam had lots of chocolate biscuits yesterday. 停，教師問：so what happen to sam today? 再放：so today he has got a stomachache. -出示課文中的新單詞，釋意，領(lǐng)讀。 -小組學(xué)習(xí)，填表格，談?wù)摗?yesterday today had lots of chocolate had two watermelons have got a headache have got a fever -學(xué)習(xí)繞口令。聽錄音講解。 -放錄音，跟讀2遍，最后一遍邊說邊做動(dòng)作。 -英文游戲：第41頁5題。 -分組表演談?wù)摚茨囊唤M表演的像，說的好。 小結(jié)-本節(jié)課學(xué)習(xí)了幾種疾病的英文表達(dá)法，同學(xué)們?cè)谏钪幸v衛(wèi)生，多鍛煉身體。 作業(yè)：1聽磁帶，熟讀課文。 2抄寫新單詞。 板書設(shè)計(jì)
module 10 yesterday today had lots of chocolate had two watermelons have got a headache have got a fever
Module 篇3
實(shí)驗(yàn)小學(xué) 三年級(jí) 年級(jí) 英語 學(xué)科教案、學(xué)案一體化設(shè)計(jì)
課型
新授
課題
module 5
i get up at seven o’clock
課時(shí)
第一課時(shí)
設(shè)計(jì)教師
教學(xué)目標(biāo)設(shè)計(jì)1、 words and phrases: get up ，go to school ，have lunch， go home ，watch tv，go to bed2、掌握本課的重點(diǎn)句型：i get up at seven o’clock。3、能在真實(shí)任務(wù)中靈活運(yùn)用該句型。
教學(xué)方法設(shè)計(jì)主要采用情境教學(xué)法、 交際法、活動(dòng)教學(xué)法、游戲法等。
教學(xué)程序設(shè)計(jì)
教材處理設(shè)計(jì)
師生活動(dòng)設(shè)計(jì)一、熱身復(fù)習(xí) 檢查預(yù)習(xí)1、greeting2、sing a song “ten little fingers”3、count 1-12一、1、通過復(fù)習(xí)、檢查學(xué)生以前學(xué)過的內(nèi)容，為新知做好鋪墊。2、師生同唱校本歌曲“ten little fingers”設(shè)計(jì)意圖：既活躍課堂氣氛讓學(xué)生復(fù)習(xí)數(shù)字，又為新課的學(xué)習(xí)奠定基礎(chǔ)3、let’s review the numbers from one to twelve.師生問答，談?wù)撓矚g的食物。老師打亂順序?qū)?shù)字1-12分別寫在黑板上，同時(shí)學(xué)生快速說出該數(shù)字。注意老師要有意將12個(gè)數(shù)字按順時(shí)針方向擺成圓形。二、new teaching.step1、課文導(dǎo)入step 2: presentation(呈現(xiàn)活動(dòng)) 學(xué)習(xí)“what’s the time, please?”并回答it’s …o’clock. 熱身復(fù)習(xí)后，老師在黑板上將十二個(gè)數(shù)字連線圈成一個(gè)鐘面，問學(xué)生：“what’s this?”引導(dǎo)學(xué)生回答“it’s a clock.”（同時(shí)板書這兩句話）。老師教授單詞“clock ”時(shí)，學(xué)習(xí)字母組合“ck”的發(fā)音全班學(xué)生掌握單詞clock后，老師在鐘面上畫上分針并指向12，再用一把短尺子表示時(shí)針，并指向7，教師指著鐘面說：“what’s the time? it’s seven o’clock.”在前面兩句的基礎(chǔ)上板書出這兩句。并注意提醒學(xué)生a clock和o’clock,書寫上雖不同,但發(fā)音相同,幫助學(xué)生掌握o’clock的發(fā)音。 用clock↘. clock↗ point to the clock.變換語調(diào)，讀單詞。教師隨意撥動(dòng)時(shí)針，讓學(xué)生練習(xí)整點(diǎn)表達(dá)法2-3個(gè)之后，老師隨意拔動(dòng)時(shí)針，讓學(xué)生猜鐘面上顯示的時(shí)間。比如：t：what’s the time? s：it’s three o’clock.
教學(xué)程序設(shè)計(jì)
教材處理設(shè)計(jì)
師生互動(dòng)設(shè)計(jì)step 3、鞏固練習(xí) what’s the time? 學(xué)生打開課本，19頁，第三部分。t：how many clocks?s：six clocks.t：yes. there are six clocks. please work in pairs ,talk about“ what’s the time? ” one by one.抽查：t: what’s the time? s：it’s three o’clock.other students must point to the clock which the student talks about. 用“guess”的小游戲，激發(fā)學(xué)生參與說英語的積極性say and point三、learn the text.1. presenting the new text.2. 學(xué)習(xí)六個(gè)短語三、新課呈現(xiàn) 老師指著六幅圖的主人公，問學(xué)生：“what’s this?” “it’s a bird.”老師要求學(xué)生仔細(xì)觀察圖片，回答:what does the bird do at four o’ clock?學(xué)習(xí) get up。(聯(lián)系stand up)up, up ,stand up up, up, get up get up, get up, i get up at four o’ clock。用“觀察圖片，呈現(xiàn)動(dòng)詞詞組，再與時(shí)間結(jié)合在一起，描述日常活動(dòng)的時(shí)間”的方式，學(xué)習(xí)6個(gè)短語。work in groups.四人小組，分組表演練習(xí)。四、practice五、summing up四、翻譯下來短語go to school have lunch go home go to bed _________ ________ ________ _______watch tv get up have dinner_______ ______ ________五、為自己的朋友、家人設(shè)計(jì)制作英文時(shí)間表。預(yù)習(xí)：試讀unit 6，有不會(huì)的單詞用鉛筆標(biāo)出。
板書設(shè)計(jì)module5 time unit 5 i get up at seven o’clock. i get up at seven o’clock.i go to school at…o’clock.i have lunch at…o’clock.
課后反思本單元主要是一般疑問句的第三人稱單數(shù)的問法，所學(xué)習(xí)的單詞也是圍繞此展開的。所以如何掌握句型是本課的重點(diǎn)和難點(diǎn)，但字母的書寫也是本課需要掌握的。我利用上節(jié)課學(xué)的句子與本課的句型進(jìn)行對(duì)比來突破本課學(xué)習(xí)的重、難點(diǎn)。在字母的教學(xué)中老師一定要范寫，要把字母的發(fā)音、筆順、占格、從什么地方起筆都講清楚，這樣可給以后的學(xué)習(xí)打下良好的基礎(chǔ)養(yǎng)成學(xué)生良好的書寫習(xí)慣。
Module 篇4
module 3 unit 4
一、短語
________________ 及時(shí)，終于 _________________ 下蛋
________________ 產(chǎn)生；分娩 ________________ 輪到某人
________________ 阻止；制止 _________________ 感到高興
________________ 既然 _________________突發(fā)；爆發(fā)（無被動(dòng)）
________________ 密切注視；當(dāng)心；提防 _________________ 二氧化碳
________________ 太陽系 ________________ 擋住光線
________________ 對(duì)…有興趣 _________________ 取決于，依賴于
________________ 當(dāng)心 ________________ 許多
________________ 靠近,接近 be fundamental____ 對(duì)…是根本
________________ 鼓勵(lì)某人做某事 a trip _______space 太空之旅
________________ 現(xiàn)有的；存在的 come ___ existence 開始存在(形成)
_________the earth 與地球不同的是 explain ______ sb. 向某人解釋
______all directions 四面八方 ______the surface of water 水面
the universe began______ a “big bang” _____ a result _____ 因?yàn)?nbsp;
appear ____ the first time 第一次出現(xiàn)
fall ________ 摔倒 a bit ______ practice 一些練習(xí)
fill the oceans and seas ________ oxygen. 使海洋充滿了氧氣
according_______ a widely accepted theory, … 根據(jù)一個(gè)普遍為人們所接受的理論, …
be different _______ all life forms in the past 不同于以往所有的生物形式
the earth may become too hot to live________. 地球可能變得太熱而不適合生物居住。
二、重點(diǎn)詞匯、句型
smoking _________________ health./ smoking ___________________health. 抽煙對(duì)人體有害
i ________________________your behavior. 我對(duì)你的行為感到很迷惑
________________________, he recovered without any treatment. 令我感到迷惑的是，他不治而愈。
________________ problem 讓人迷惑的問題
_________________ look 迷惑的表情
the naughty boy _________ to me that the hen that ________there just now had ____________ two eggs the day before. (lie)
the meeting is ______________next tuesday. (hold)
whether life will continue on the earth for millions of years______________(come) will depend on us.
大箱子是小箱子的四倍重
the big box is _________________ / __________________/ ____________________the small one.
我認(rèn)為要在半小時(shí)內(nèi)完成所有的工作是不可能的。
i think _______ impossible to finish all the work within half an hour.
____________________________________still remains a puzzle. 誰能打破記錄還是一個(gè)謎。
Module 篇5
外研版（三起）四年級(jí)英語上冊(cè) module 3短語和句型
一、短語：
1、look at....看..... 2、this is..... 這是..... 3、my friend我的朋友 4、write a lettere寫信
5、take pictures照相 6、my sister我的姐姐（妹妹）7、talk to......和.....說話 8、her friend她的朋友
9、my little brother我的小兄弟 10、play with..... 玩...../（和....一起玩）11、a toy train一個(gè)玩具火車
12、listen to music聽音樂 13、watch tv看電視 14、read a book看書 15、come here過來
16、play football踢足球 17、talk to you和你說話 18、do my/one`s homework做我的/某人的作業(yè)
19、play basketball打籃球 20、paly table tennis打乒乓球 21、do morning exercises做早操
二、句型：
1、this is my friend.這是我的朋友。
【“this is......”這是英語中向第二者介紹第三者的句型“這是誰誰”。】再如：this is my teacher,ms smart.這是我的老師，斯瑪特女士。
練習(xí)：這是我的妹妹。
2、she`s writing a letter.她正在寫信。
【she`s=she is; "is writing"是現(xiàn)在進(jìn)行時(shí)態(tài)，說明“寫”這個(gè)動(dòng)作正在發(fā)生或正在進(jìn)行。現(xiàn)在進(jìn)行時(shí)態(tài)的構(gòu)成：be(am、is、are)+動(dòng)詞ing的形式。其中be隨著be前面的主語進(jìn)行變化，對(duì)人稱來說“我(i)用am,你(you)用are,is連著他(he)、她(she)、它(it)。” 動(dòng)詞ing的形式叫“動(dòng)詞現(xiàn)在分詞”。注意觀察課文中動(dòng)詞現(xiàn)在分詞的變化規(guī)律。】再如：he`s taking pictures.他正在照相。練習(xí)：他正在和他的朋友說話。
芳芳正在寫信。
3、what are you doing,children?i`m listening to music.你正在干什么，孩子們？我正在聽音樂。【“what are you doing?”這個(gè)句子是現(xiàn)在進(jìn)行時(shí)態(tài)的特殊疑問句，問“你正在干什么？”。主語是“你（you）”,所以be的形式用“are”.答語中主語是“我(i)”，所以be的形式就用“am”。這就是“be”隨著主語變化。】再如：what`s tom doing?he`s reading a book.湯姆在做什么？他正在看書。練習(xí)：艾米正在做什么？她正在看電視。
薩姆正在干什么？他正在打籃球。
4、將課文中動(dòng)詞現(xiàn)在分詞形式的動(dòng)詞原形寫出來：
writing taking talking playing doing
listening watching reading
keys:1、this is my sister.
2、he`s talking with his friend.fangfang is writing a letter.
3、what`s amy doing?she`s reading a book.what`s sam doing?he`s playing basketball.
4、write; take; talk; play; do; listen; watch; read.
Module 篇6
step 1 presentationlook at the following sentences and answer the questions.a. beijing has a lot more inhabitants (than sydney) and is much more crowded.b. i don’t think we have as many freeways as sydney does.c. there are fewer tourists in beijing (than in sydney).d. (beijing) is less dangerous (than sydney).e. i think sydney has less rain (than beijing).f. (sydney doesn’t) have as much pollution as (beijing).much many fewer lessq1. which words do we use with countable nouns?q2. which words do we use with uncountable nouns?suggested answers:q1. many fewer q2. much lessstep 2. explanationa. many，much都意為"許多"， many 可數(shù)名詞，much 不可數(shù)名詞。 how many people are there at the meeting? how much time has we left? many of the workers were at the meeting.much of the time was spent on learningb. fewer vs. less相同點(diǎn): 這兩個(gè)詞后都是比較級(jí),均可表示"較少的"不同點(diǎn): ⒈fewer是few的比較級(jí),只能修飾可數(shù)名詞的復(fù)數(shù).⒉less是little的比較級(jí),只能修飾不可數(shù)名詞的復(fù)數(shù).step3 practicea. learning about few, the fewest, fewer, the least, less, a fewwhich expression will complete the sentence? 1. the exhibition was not very crowded. there were ___ people than i expected. 2. meeting bill clinton was much ___ frightening than i had imagined.3. i’ve not met him but i've heard ___ stories about him and he sounds interesting.4. he’s __crazy than you first think. some of his ideas make sense. 5. that must be __frightening horror film i’ve ever seen. 6. he’s not liked. in fact he’s __ liked person in the office.7. i’d like to go to japan but i get so ___ opportunities to travel in my present job. 8. i’d like you to spend ___ time on your own work and more on controlling your staff. 9. david letterman is very famous in america but __ people in england have heard of him. 10. 15. the winner will be the person who makes __ mistakes. suggested answers:1. fewer 2. less 3. a few 4. less 5. the least 6. the least 7 few 8. less 9. few 10. the fewestb. learning about much and manywhat word do you need to complete the sentence?1. how ___ people are you expecting? 2. how ___money do you want for this? 3. i don’t see ___ point in continuing. we’re all very tired.4. thank you so __ for your help. 5. we don’t stock these. we don’t get ___ demand for them. 6. i feel __ better today, thank you. 7. i like that dress very ___. 8. there are so __ things i want to ask you. 9. there are too __ paintings to see in one visit. 10. i’m talking too ___. i’ll be quiet. suggested answers:1. many 2. much 3. much 4. much 5. much6. much 7. much 8. many 9. many 10 much. step 4. vocabulary and speakinga. check the meaning of these words. which ones describe positive features of a city?attractive busy dangerous dirty industrial lively modern noisy peaceful polluted poor smart vast wealthyb. work in pairs. which words can you use to describe these places?new york hong kong beijing your townc. compare two towns or cities you know. talk about these aspects of the towns or cities.population industry climate location transport tourismstep 5 guided writingyou are going to write a description comparing two places you know well. follow these steps.1. think of two regions, cities, towns or villages you know well. one of them could be your hometown.2. write notes about some of these features:population climate industry location tourism transporthomework:1. finish your composition after class.2. finish the exercises 20,21,22 on page 88.
Module 篇7
一. 本周教學(xué)內(nèi)容： module 9 heroes 二. 重點(diǎn)內(nèi)容： 原因狀語從句、目的狀語從句、結(jié)果狀語從句 三. 具體內(nèi)容： <語法詳解> 1. 原因狀語從句 在句中作原因狀語的從句成為原因狀語從句。原因狀語從句可置于句首，也可置于句尾。 引導(dǎo)原因狀語從句的常用詞可分為兩類：單詞引導(dǎo)詞和短語引導(dǎo)詞。單詞引導(dǎo)詞主要有：because, as, since等，短語引導(dǎo)詞主要有now that, for the reason that, in that, seeing that等。 because, as, since的用法： 這三個(gè)詞都有“因?yàn)椤敝猓梅ê途唧w內(nèi)涵各異。 （1）because語氣最強(qiáng)，用以回答why引起的提問，可表示已知或未知的事實(shí)。它可和強(qiáng)調(diào)詞only，merely，just及否定詞not連用，所引導(dǎo)的從句常位于主句之后，只有強(qiáng)調(diào)時(shí)才置于主句之前。它還可用于強(qiáng)調(diào)結(jié)構(gòu)。 eg. he was absent from school because he was ill. 他病了，沒上學(xué)。 it was because i wanted to see my uncle that i went to town yesterday. 昨天我是因?yàn)橄肴タ次沂迨宀胚M(jìn)城的。 （2）as 語氣最弱，較口語化，所表達(dá)的原因比較明顯，或是已知的事實(shí)，故不需要強(qiáng)調(diào)。as從句多置于主句之前。 eg. as he was in a hurry, he left his bag home. 由于他太匆忙才把包丟在家里了。 （3）since的語氣也較弱，常表示對(duì)方已知的事實(shí)，往往相當(dāng)于漢語“既然”。它和as一樣，其前亦不可用強(qiáng)調(diào)和not，亦不可用于強(qiáng)調(diào)結(jié)構(gòu)。 eg. since everyone makes mistakes, you shouldn’t always criticize him. 既然每個(gè)人都犯錯(cuò)誤，你不應(yīng)老是批評(píng)他。 2. 目的狀語從句 在句中作目的狀語的從句成為目的狀語從句。目的狀語從句可置于句首、句中或句尾。 常用引導(dǎo)詞或短語有：so，so that，in order that, for fear that, in case等。 so that, in order that的用法： in order that常用于正式文體，可置于句首，也可置于句尾，而so that只置于句中，但也有置于句首的，so that 短語中有時(shí)可省略that。 eg. i hurried through my work in order that i could be in time for wonderful tv programmes. 我匆匆完成我的工作以便能趕上精彩的電視節(jié)目。 speak louder so（that）all the people in the hall can hear you. 大聲點(diǎn)講，以便大廳里的人都能聽清。 3. 結(jié)果狀語從句 在句中作結(jié)果狀語的句子成為結(jié)果狀語從句。結(jié)果狀語從句一般置于句尾。其引導(dǎo)詞或短語常見的有：that, so, so that, so…that…, such that, such…that…等。 （1）so that 的用法 so that 既可以引導(dǎo)目的狀語從句也可以引導(dǎo)結(jié)果狀語從句，在引導(dǎo)目的狀語從句時(shí)，從句往往跟can / could / may / might / will / would / shall /should 等情態(tài)動(dòng)詞連用，而引導(dǎo)結(jié)果狀語從句時(shí)類似的情態(tài)動(dòng)詞則很少出現(xiàn)。引導(dǎo)這兩種狀語從句時(shí)，又是其中的that可省略。 eg. we arrived early in the morning, so （that） we caught the first train. 我們?cè)缟系降煤茉纾在s上了首列火車。 （2）so…that…的用法 so…that…的常用句型有四種。口語中that經(jīng)常省略。 ① so + 形容詞 + that… eg. the text was so boring （that） i gave up reading it half-way through. 這本書真沒趣，我讀到一半便放棄了。 ② so + 副詞 + that… eg. he drove so carelessly that he almost lost his life. 他開車太粗心，差點(diǎn)喪了命。 ③ so many / few / much / little +相應(yīng)形式的名詞 + that… eg. he got so little money that his family had to live on welfare money. 他工資很少，他的家人不得不靠救濟(jì)金生活。 ④ so + 動(dòng)詞 + that… eg. it so happened that he didn’t receive my invitation. 真巧他沒收到我的請(qǐng)?zhí)? （3）such…that…的用法 常用的句型有三種，口語中that經(jīng)常省略。 ① such + a + 形容詞 + 可數(shù)名詞單數(shù) + that… it was such a terrible day （that） none of us would find an excuse for going out to play. 天氣太糟糕了，誰都沒有找到理由出去玩了。 ② such + 形容詞 + 可數(shù)名詞復(fù)數(shù) + that… they are such good children that we all love them. 這些孩子如此好，我們都很喜歡。 ③ such + 形容詞 + 不可數(shù)名詞 + that … this was such fine music that it was worth listening to twice. 這音樂太好了值得聽兩遍。 <課文內(nèi)容分析> in the end, he died because he did not stop to take care of his hand. 他終因未能顧及自己的傷手而去世。 （1）die v. dies dying died died the man died suddenly last week. 那個(gè)人上周猝死。 that plant has died. 那植物已經(jīng)枯萎。 知識(shí)拓展： ① dead adj. 死的，失去生命的。 his mother has been dead for 10 years. she died in 1996. 他母親不在了。她是1996年去世的。 death n. 死，死亡。 his death made us very sad. 他的去世使我們非常難過。 dying adj. 垂死的，臨終的。 a man should study till his dying day. 活到老，學(xué)到老。 ② die of 與 die from 這二者都表示“由于……而死”。 die of 常指死于情感、饑寒和疾病； die from常指死于除情感、饑寒和疾病以外的原因，如受傷、意外事故等，有時(shí)也表示死于某種疾病。 he died from a wound. 他是受傷不治而死的。 the boy died of illness. 這個(gè)男孩是病死的。 his uncle died of / from lung cancer. 他的叔叔死于肺癌。
Module 篇8
module 7 unit 1 living well 導(dǎo)學(xué)案（iii）
revise the infinitive金臺(tái)高級(jí)中學(xué) 付雪梅 班級(jí) 姓名 【task one】基礎(chǔ)知識(shí)測一測一、不定式的形:形 式 主 動(dòng) 被 動(dòng)一般式 進(jìn)行式 完成式 完成進(jìn)行式 二、不定式的時(shí)間關(guān)系(1) they pretended not to see us. (2) he pretended to be sleeping. (3) she pretended to have known it before. (4) we’re happy to have been working with you.. 不定式的 式表示與謂語的動(dòng)作同時(shí)/幾乎/發(fā)生在它之后。不定式的 式表示在謂語動(dòng)詞發(fā)生的同時(shí),不定式的動(dòng)作也正在進(jìn)行。不定式的 式①表示動(dòng)作發(fā)生在謂語動(dòng)作之前； ②表示過去沒有實(shí)現(xiàn)的期待或者計(jì)劃； ③在would like后邊表示未能實(shí)現(xiàn)的愿望。不定式的 式表示謂語動(dòng)作發(fā)生之前,不定式的動(dòng)作一直在進(jìn)行而且可能之后也繼續(xù)。三、不定式的否定形式 。 三、固定詞組和句型1.幾對(duì)易混淆的詞組：（write down as much examples as you can on the right.） 1.stop 停下來去做某事 stop 停止做某事 2.forget 忘記去做某事 forget 忘記已做了某事 3.remember 記得去做某事 remember 記得曾經(jīng)做某事 2. 主動(dòng)形式表被動(dòng)意義的不定式 ⑴主語 + be + adj. + to do the question is very difficult to answer. the problem is difficult to deal with. 能用于此句型的形容詞有: difficult, easy, comfortable, fit, hard, pleasant, tiresome(使人疲勞的), interesting, nice, heavy, dangerous, light, important, etc. ⑵主語 + be + adj. + enough + to do the box is light enough to carry. the river water is warm enough to swim in. ⑶ 主語 + be + too + adj. + to dothe books seemed too heavy to carry. the ice is too thin to skate on. 【task two】自主探究：動(dòng)詞不定式的作用1 不定式作主語 (subject) to keep smiling is healthy for you. it’s important to look up the new words in the dictionary when you study english. 單個(gè)不定式作主語時(shí), 謂語動(dòng)詞用單數(shù)。若不定式太長, 往往用it作形式主語 句型：it ＋be＋adj. for/of sb to do sth. it takes sb some time to do sth. 2 不定式作表語 (predicative) to see is to believe. /seeing is believing. 不定式常用在系動(dòng)詞 be, seem, appear, get, remain等后作表語。 all you have to do is (to) finish the job quickly. 如果主語部分有個(gè)表示不定式內(nèi)容的do, 用作表語的不定式可省略to。 3 不定式作賓語 (object) 句型: think / consider / find it + adj. + to do 常接動(dòng)詞不定式作賓語的動(dòng)詞有： agree, afford, appear, ask, attempt, care, choose, claim, dare, decide, demand, deserve, determine, expect, fail, get, hate, hesitate, hope, hurry, intend, learn, manage, offer, plan, prepare, pretend, promise, refuse, seem, tend, threaten, want, wish。 4 不定式作賓補(bǔ) (object complement) my mum asks me to play the piano two hours every day. the teacher told me to clean the blackboard. i expect you to give me some help. 引導(dǎo)不定式作賓補(bǔ)的動(dòng)詞： warn, tell, allow, help, ask, force等+ sb. to do sth. 不定式做賓補(bǔ)時(shí)不帶to的情況: 1 不定式在感官動(dòng)詞(feel, hear, listen to, watch, look at, notice, observe)后； 2 使役動(dòng)詞 (let, have, make)后邊作賓補(bǔ)時(shí), 省去to, 但是在被動(dòng)語態(tài)中要還原to； 3 不定式用在介詞but, except, besides后時(shí), 如果這些介詞前有行為動(dòng)詞do的各種形式, 那么介詞后的不定式不帶to,相反則帶to。 1. she could do nothing but cry.2. i have no choice but to go. 3. what do you like to do besides sleep. 5 不定式作定語 (attribute)1. kate is looking for a suitable coat to wear. 2. tom has a nice pen to write with. ★不定式做定語時(shí)常放在被修飾的名詞或代詞之后 (a) she was very busy and had no time to visit her friends. (b) ladies and gentlemen, i have something important to tell you. ★不定式作定語與所修飾的詞之間有三種關(guān)系： i have a lot of work to do. 我有很多工作要做。 (1) 動(dòng)賓關(guān)系 he is always the first to come. 他總是第一個(gè)來。 (2)主謂關(guān)系 we all have a chance to go to college. 我們都有上大學(xué)的機(jī)會(huì)。 (3)同位關(guān)系 ★當(dāng)名詞被the first, the last, the only等詞以及形容詞最高級(jí)修飾時(shí) eg: she is always the first to come and the last to leave.★ something, anything, nothing, everything等復(fù)合不定代詞常用不定式做后置定語。注意比較： 1) have you anything to send? 你有什么東西要寄嗎？（不定式to send的動(dòng)作執(zhí)行者是you） 2) have you anything to be sent? 你有什么要（我或別人）寄的東西嗎？（不定式to be sent的動(dòng)作執(zhí)行者是已被省略的me或someone else）★ 如果不定式是不及物動(dòng)詞, 則后面需適當(dāng)?shù)慕樵~。 please pass me some paper to write on.. 6 不定式作狀語 (adverbial) 1. 表示目的: to ,in order to, so as to 2. 表示原因: 不定式可以用在作表語的形容詞 sorry, surprised, happy, glad, eager, angry, foolish, right, wrong, slow, quick, rude, cruel, disappointed等后作狀語。 eg: i’m glad / pleased to see you. we were surprised to hear the news. 3. 結(jié)果狀語: only to do so + adj. / adv. + as to do … /such + n. + as to do …adj. / adv. + enough + to dotoo + adv. / adj. + to dohe was so foolish as to believe it. = he was such a fool as to believe it. = he was foolish enough to believe it. 7 獨(dú)立結(jié)構(gòu) (absolute construction) to tell the truth, i am not happy at the moment. to be frank /to be honest/to make things worse/to begin with 【task three】practice: i.從已學(xué)課文中找出動(dòng)詞不定式的相應(yīng)例句，試著從所觀察到的語言現(xiàn)象中總結(jié)出語言規(guī)則和語法規(guī)律。1. i used to . 2. then i started . unfortunately, the doctors don’t know , but i am very outgoing and have learned . 3. even after all that, no one could give my disease a name and it is difficult to know what the future holds. 4. sometimes, too, i was so my education suffered. 5. my ambition is for a firm that develops computer software when i grow up. 6. last year i invented … and a big company has decided from me. 7. i also a lot of work, especially if i have been away for a while. 8. just accept them for who they are, and give them encouragement . ii: 翻譯下面的句子。1. 愛和被愛都是最大的幸福。 __________________ __ are both great happiness. 2. 據(jù)說他已經(jīng)完成了他的工作。 he is said _________________________ ________. 3. 根據(jù)報(bào)道他們已安全到達(dá)。 they are reported _______________ ____. 4. 我想叫人立刻修理這輛自行車。 i want this bike ________________________ ___________. 5. 瑪莉仿佛已經(jīng)被告知此事了。 mary seemed ________________ ______. 6. 眾所周知，奧運(yùn)會(huì)上他被授予了一枚金牌。 he is known ______________ ___ a gold medal at the olympics.
Module 篇9
module 1 life in the future
一. fill in the blanks and try to translate them.
1. no one knows for sure, and _________________ is a risky business.
2. in the future, _____ for the environment will become very important ____ earth’s natural resources __________.
3. we will also have to _____ more ____ alternative energy, ______ solar and wind power.
4. all this seems certain, but there are __________ things about city life in the future _____ are not certain.
5. ______________what young people think about the future of urban life, a teacher at a university in texas in the united states asked his students _________ how they would ______ a city of 50,000 people in the year 2025.
6. _____________ garbage problems, the city will ______ huge spaceships ______ waste materials and send them towards the sun, ___________ landfill and environmental problems.
7. police will arrest criminals _____________nets instead of guns.
8. no smoking will be allowed _________ a future city’s limits.
9. everyone will be given a telephone number _______ that will never change _________________ they live.
10. all forms of recreation, such as cinemas, bowling, softball, concerts and others, will be provided _____________ by the city.
11. distance surgery will become common as doctors ___________ operations from thousands of miles away, with each city _________ its own telesurgery outpatient clinic.
12. senior citizens and people with disabilities will be able to go anywhere in the world __________ high-tech cameras ____________ their head.
13. __________ in space by ordinary citizens will be common.
二. 如何寫預(yù)測未來的文章
1. 注意時(shí)態(tài)。多用一般將來時(shí)或?qū)磉M(jìn)行時(shí)
2. 常用句型
1). 未來的生活怎樣是很難預(yù)測的。
__________________________________________________________________
2). 但是, 我們可以對(duì)未來的發(fā)展做出一些預(yù)測。
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3). 網(wǎng)上購物將變得越來越流行. 對(duì)那些去商店的人來說，購物已不再是一種需要。它已經(jīng)成為一種娛樂方式。
__________________________________________________________________________________________________________________________________________
4). 未來人們將能擁有更長久更健康的壽命, 而且在老年也能很活躍.
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5). 未來的------將與今天的----大有不同。
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6). 人們將用----來代替----
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7). 事情是肯定會(huì)發(fā)生變化的。我們不能確定我們的夢想是否會(huì)實(shí)現(xiàn)， 但是，至少我們可以滿懷希望我們改善世界的努力會(huì)成功的。
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8). 并不是所有預(yù)測都會(huì)實(shí)現(xiàn)。
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3. useful expressions
it is hard to predict------- making predictions is ------
i think / i hope that ---- there will be ----
people at that time will / won’t have to ---- i’m not really sure about ----
maybe i’ll probably-----
what will--- in the future be like/ look like?
people will use more---instead of ----
all shopping will be done online at home.
people can do ---- without leaving their homes.
there is no doubt that (毫無疑問)----
with the development ---, ---will become possible.
people in the future will surely enjoy a ----life.
請(qǐng)根據(jù)以上提示, 以life in the future 為題,寫一篇100 字左右的文章，可從以下幾方面選寫兩三點(diǎn)
1.未來的房屋會(huì)怎樣？ 2.未來的交通方式會(huì)怎樣？
3.未來的購物方式會(huì)發(fā)生什么變化? 4.未來的教育會(huì)怎樣？
5.未來的城市將是怎樣？ 6.未來的氣候會(huì)如何？
7.未來的人口怎樣？
參考詞匯：交通（transportation）氣候（climate）遠(yuǎn)程教育（distance education）
_____________________________________________________(未來的生活怎樣是很難預(yù)測的), but _____________________________________________(我們可以對(duì)未來的發(fā)展做出一些預(yù)測。___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
it is certain that things will change. we can’t be sure ________________________(我們的夢想是否會(huì)實(shí)現(xiàn))，but we can at least be hopeful that___________________________________________(我們改善世界的努力會(huì)成功的)。if we learn to accept change and appreciate what is new and different, we will be well-prepared for whatever the future may have in sore.
module 1 listening
tapescript on page 5
i: good afternoon everybody and on the programme this afternoon is an _____ on american domestic architecture, mr simon oppenheim who’s going to talk to us about the house of the future.
i: so where shall we be living in twenty years’ time?
g: twenty years isn’t a long time. we won’t be living underground or in space. we’ll be living in houses and flats just as we do today.
i: what will the houses look like?
g: i think they’ll look much the same as they do today., at least from the outside. but they will be different inside.
i: in what way?
g: __________, they’ll be more flexible. that means we’ll be able to move the walls to create bigger or smaller rooms when we want to. so the dining room and living room _______________ would disappear.
i: and the kitchen?
g: the kitchen will become the most important room in the house! we’ll still be cooking, and we’ll probably be using the kitchen more as a family room. and bathrooms will be bigger.
i: so we’ll be spending more time in the bath.
g: just as other people have done in the past, like in the days of the ancient romans, when the bath had an important social function.
i: what about furniture?
g: well, a lot of furniture will be the same---- we’ll still be sitting in chairs and using cupboard to keep things in, but the technology will be different. i think a single computer will control most of the functions in the house, and it will have a voice recognition system.
i: so we’ll just have to say switch on the light and the light __________?
g: yes, that’s right. and the technology will be smarter.
i: smarter?
g: yes. for example, if we __________ something, like there’s no more milk left in the fridge, the computer will tell us. maybe a shopping list would appear on a screen on the fridge. and the toilet will move higher or lower, ___________ who uses it-----a child or an adult.
i: will the houses of the future be environment friendly?
g: yes, definitely. we’ll be using machines which use less energy. any example could be a dishwasher which doesn’t need water. i think everyone will be trying hard to take care of the environment.
i: does that mean you’re optimistic about the future?
g: oh yes, very_________.
workbook tapescript on page 71
speaker 1
int = interview, ast= architect
int: what will be the most important advances in your area of science over the next 20 years?
ast: space research will ________ quickly. i think we’ll know _______whether there has ever been life on mars. i hope this will happen in the next ten years while i am still alive. also, we will send people to the moon. i’m sure there will be a station on the moon and people will be living there in 20 years’ time. we will use it as a base for manned trips to mars.
int: which area of science will be most important?
ast: my own profession---astronomy.
int: what do you think will be most different about the world in 2020?
ast: __________, i don’t think things will change a lot for ordinary people. i hope we will learn some common sense but i doubt it. i don’t think humans will progress a lot. i’m afraid we won’t change our behaviour and things won’t get better.
speaker 2
int: what will be the most important advances in your area of science over the next 20 years?
surg: telesurgery will develop very quickly. a surgeon like me will be able to perform operations _____________, from thousands of miles away. there will be special clinics with telesurgery equipment in every city.
int: which area of science will be most important?
surg: alternative energy research. this will become vitally important because our natural resources are ____________. we will develop alternative energy resources such as wind and solar power.
int: what do you think will be most different about the world in 2020?
surg: i think there will be too many people for our world. environment problems will be very serious. the future frightens me.
speaker 3
int: what will be the most important advances in your area of science over the next 20 years?
arch: _____________, there will be a lot more very big cities. most people will be living in high-rise buildings. individual houses are ______________. hardly anyone will have their own house in 2020. there simply won’t be enough space.
int: which area of science will be most important?
arch: medical science. it will make huge progress. scientists will find the cure for cancer and people will live longer and healthier lives.
int: what do you think will be most different about the world in 2020?
arch: i think people all over the world will live better lives. there won’t be so much poverty, and _______, there won’t be any wars. i’m very confident about the future.
Module 篇10
task教案 teaching aims: enabling the students to 1. grasp more of the passage in vocabulary and reading. 2. retell sth of the passage teaching steps: 1. ask some students to give some english proverbs connected with health. correct the mistakes if any. 2. deal with activity 1. answers: 1) sweets 2) break (an arm), fever, injure, injury, pain, painful 3) normal 4) captain 5) anxious 3. listen to the tape and try to find the answer to the following question: where is zhou kai going? --to the park to play football. what happened to zhou kai after playing football in the rain? --he had a bad cold and a bit of a fever. 4. answer the questions in activities 2 and 3. answers: 1) because he is going out to play football in the rain without a jacket. 2) she thinks he will catch a bad cold (get ill) 3) she asks him to at least wear a jacket. 4) they are connected because they both talk about the way zhou kai’s mother looks after him, and because they both mention the time he got ill through playing football in the rain. 5) open. yes, zhou kai has a healthy lifestyle because his mother gives him lots of fresh fruit and vegetables. he eats fish, not fatty meat or sugar and sweets. he also exercises regularly, playing a lot of football. 5. deal with activity 4. answers: 1) a 2) b 3) a 4) b 5) b 6. finish activity 5. 1) broken 2) cold 3) diets 4) injury 5) flu 6) healthy 7. read the text again and try to find the difficult sentences. 8. deal with some language points: 1) head towards 2) without a jacket on 3) get ill 4) as he was told 5) make sure 6) fruit 7) have fish four times a week 8) have a sweet tooth 9) would rather 10) anything like that 11) although/ though 12) have a bit of a fever 13) in the rain 14) take a lot of exercise 15) be crazy about 16) because of 17) i am captain of the class team 18) as i have said 7. take necessary notes. 8. read the passages and try to retell them. 9. homework write the story of zhou kai in your own words.
Module 篇11
module 5 the great sports personality
grammar—review of adverbial clauses
goals
● to review adverbial clauses
procedures
step 1 reviewing the adverbial clauses
adverbial clauses are less than (subordinate to) sentences. they do not contain a complete thought.
adverbial clauses always modify the verb in the main clause (the sentence) to which the adverbial clause is attached.
an adverbial clause tells how, when, why, how much, to what extent and under what conditions the action in the main clause takes place.
adverbial clauses always begin with a subordinating conjunction. the most common subordinating conjunctions are listed below.
before, after, unless
although, if, until
as, in order that, when
as, since, whenever
as long as, so that, where
as soon as, than, wherever
because, though, while
adverbial clauses, like all subordinate clauses, are structured in the same way all sentences are structured. all adverbial clauses will fall into one of the five sentence patterns that have already been described.
examples
the whole country was saddened when oswald assassinated kennedy.
when is the subordinating conjunction introducing this adverbial clause which modifies was saddened. oswald is the subject of the clause. assassinated is the action verb which transfers its action to the direct object, which is kennedy, all of which makes this clause transitive active.
little joe was punished because the window was broken.
because is the subordinating conjunction introducing this adverbial clause. window is the subject. was is the helping verb, and broken is the action verb which transfers its action back to the subject making this clause transitive passive or pattern #2.
since the boy was disruptive, he was expelled from school.
since is the subordinating conjunction introducing this adverbial clause which modifies was in the main clause. window is the subject of the clause. was is the helping verb, and disruptive is the predicate adjective making the clause intransitive linking or pattern #4.
note that the natural order of an adverbial clause is after the main clause. however, an adverbial clause is okay at the beginning of a sentence. if it comes at the beginning, however, a comma is used to separate it from the main clause.
can you determine the correct pattern number of the following examples of adverbial clauses?
franklin roosevelt served as governor of new york before he became president of the united states.
if we continue burning fossil fuels, the temperature of the earth will rise.
agatha made coffee as i cooked the bacon.
since grandfather died, i have been lonely.
grandfather died before he was ready.
although spike broke the window, he did not feel guilty about it.
can you put both an adjective clause and an adverbial clause in the same sentence as the following example does?
after oswald assassinated kennedy, oswald was killed by a man who was overcome with sympathy for the dead president.
step 2 making sentences with adverbial clauses
next we are going to make our own examples. it's the best, most active way to learn.
before, after, unless; although, if, until; as, in order that, when; as, since, whenever; as long as, so that, where; as soon as, than, wherever; because, though, while
1. they called him the prince of gymnasts because, when he retired at the age of 26, he had won 106 gold medals in major competitions across the world.
2. li ning did so well as an athlete that he won six out of seven gold medals at the 1982 world championship, and three at the 1984 olympics in los angeles (as well as two silver and a bronze).
3. when sports journalists met in 1999 to make a list of the greatest sportsmen and sportswomen of the twentieth century, li ning's name was on it, together with footballer pele and boxer muhammad ali.
4. but even though he had won everything it was possible to win in his sport, li ning retired with the feeling that he had failed.
5. he was disappointed because he had not performed well in the 1988 seoul olympics.
6. because he had experienced the sense of failure in the 1988 seoul olympics li ning became determined to succeed in his new life.
7. after he retired a year after, li ning began a new career--as a businessman.
8. he longed to work for sports because he didn’t forget his sporting background.
9. li ning decided to launch a new brand of sportswear in order that he could compete with global giants like nike and adidas.
10. people thought that he made the unusual choice, because he had chosen his own name as the brand mark.
11. as the bright red logo is made up of the first two pinyin letters of li ning's name, l and n, li ning's sports clothes sold very well soon after they came onto the market.
12. as the number of young people with money to spend was on the increase young people became the most important buyers of li ning's sports clothes.
13. because li ning's designs were attractive, they had a major advantage over their better-known rivals.
14. because a pair of nike trainers, for example, could cost up to five times as much as a similar li ning product, success for li ning was guaranteed.
15. today as a li ning product is purchased every ten seconds, li ning has won more than fifty per cent of the national market.
16. if you go into a school or university anywhere，the chances are you will see students in li ning tracksuits with the familiar logo.
17. the company has grown so internationally that the spanish and french gymnastics teams wear li ning clothes.
18. whenever chinese athletes step out onto the track during the olympics, they will be wearing li ning tracksuits.
19. but li ning's goal when he retired was not to make money.
20. if your dream is to open a school for gymnasts you have to go for your post-graduate studies first.
21. ever since he became a businessman li ning has managed to help young people to achieve their sporting ambitions.
22. li ning has discovered that the work of a great sportsman does not finish when he retires from the sport.
23. and if you are a great sportsperson, anything is possible, as li ning's advertising slogan says.
step 3 doing a quiz on adverbial clauses
選擇填空：
1.you like sports_____i’d like to read.
a.when b.while c.but d.yet
2. _____ we were singing, the teacher came in.
a.before b.after c.as d.until
3.i was about to leave my house _____the phone rang.
a.while b. when c.as d.after
4.they did not stop fighting_____ there was no enemy left.
a.until b.after c.when d.since
5.i have not seen him_____ he went to college.
a.when b.before c.as d.since
6.it is five days_____ we came here.
a.when b.before c.as d.since
7.it was not long_____ he got to know it.
a.when b.before c.after d.until
8.we shall go_____we are free.
a.whenever b.whatever c.wherever d.however
9. _____i live i must serve the people heart and soul.
a.when b.so long as c.as soon as d.on condition
10.i was reading a novel_____ he was watchingtv.
a.when b.while c.before d.as
11.put the medicine_____you can easily get it.
a.so that b.where c.which d.there
12.we will go_____the party wants us to go.
a.wherever b.there c.to the place d.which
13. _____ there is a will there is a way.
a.when b.where c.whether d.how
14.i am going_____ you went last week.
a.where b.wherever c.when d.the place
15. _____ you go , you should bear the motherland in your mind.
a.where b.wherever c.whatever d.however
16. _____ weather permits, we’ll have an outing.
a.for b.though c.while d.if
17.you won’t succeed_____harder.
a.unless you will work b.unless you work
c.unless you don’t work d.if you won’t work
18.i wonder if he_____us, and i think if he_____us we’ll be able to complete the task ahead of time.
a.helps, helps b.will help, helps
c.helps, will help d.will help, will help
19.i don’t like to be interrupted if i_____.
a.speak b.will speak c.am speaking d.spoke
20.if you_____this experiment you will understand the theory better.
a.will be doing b.have done c.will have done d. would do
21.i would like to do it_____i like it.
a.since b.because c.because of d.now that
22. _____everybody is here, let’s set off.
a.since b.because c.for d.after
23.it was_____he was ill that he was absent yesterday.
a.because b.as c.since d.now that
24. _____it is raining, we had better take a taxi.
a.for b.as c.because of d.when
25.“why can’t you do it now?” “_____i’m too busy.”
a.since b.as c.because d.for
26.he must have passed this way, _____here are his footprints.
a.since b.because of c.now that d.for
27. _____everybody is here, let’s begin our meeting.
a.now that b.because c.for d.when
28.his speech made_____deep impression on the audience that they could hardly forget it.
a.such a b.so a c.so d.such
29.they worked hard_____they finished their work ahead of time.
a.so b.so that c.such that d.so as to
30.he was_____weak_____ he couldn’t stand up.
a.such, that b.so, that c.very, that d.so, as to
31.the foreigner spoke_____ his interpreter could hardly catch his words.
a.such fast that b.so fast
c.so fast that d.so fastly that
32.the book is_____ it gives a wrong idea of the facts.
a.so writing that b.such written that
c.such writing that d.so written that
33.the house cost_____ we didn’t buy it.
a.so much money that b.so many money that
c.such much money that d.such many money that
34.it is_____ all of us can do it.
a.so easy exercise that b.such easy an exercise
c.such easy exercise d.so easy an exercise that
35.she has _____she remembers all the names of the students she has taught.
a.so good memory that b.such a good memory that
c.such good memory that d.good memory
36.they stopped at tianjing_____they might visit the tv tower.
a.so b.because c.so that d.in order
37.we all got up early_____we might start at six.
a.in order that b.in order to c.so d.so as to
38.let the dog loose so that it_____have a run.
a.should b.must c.could d.need
39. _____clearly so that your teacher_____you correctly.
a.write, can understand b.having written, can understand
c.to write, could understand d.writing, will understand
40.he started early so that he_____there in time.
a.could get b.got c.had got d.would have got
41. _____it was late , she went on working.
a.though b.because c.since d.whether
42. _____we fail , we _____trying.
a.even if , don’t stop b.even though, won’t stop
c.even, will not stop d.even although, shall never stop
43. _____ the pain was bad, _____he did not complain.
a.although, but b.though, but
c.though, yet d.even, still
44. _____ physics, he likes maths better.
a.as he much likes b.much as he likes
c.much likes as he d.likes much as he
45. _____telephones, tell him i’m out.
a.no matter whoever b.who c.whoever d.anyone
46.we’ll carry the reform to the end_____ happens.
a.no matter how b.whatever
c.anything d.no matter which
47.it takes_____time to go there by plane than by ship.
a.far fewer b.far less
c.much fewer d.more less
48.he is taller than_____ in his class.
a.others b.all the students
c.any other one d.the other
49. _____ it was finished in time.
a.as the work was difficult b.difficult as the work was
c.difficult as was the work d.as was the work difficult
50.i am sorry_____ i have caused so much trouble.
a.that b.for c.as d.since
51. _____ he came, he would bring us a lot of flowers.
a.every times b.one time c.every time d.once a time
52.i’ll tell him about it_____i see him.
a.as soon as b.so soon as c.while d.as
53.i had hardly sat down_____ the telephone rang
a.than b.when c.as d.after
54.sit _____ you like.
a.where b.at the place c.as d.wherever
55. _____ he wasn’t ready in time, we went without him.
a.since b.as c.for d.because of
56.all plants need air_____ they need water.
a.like b.as if c.as d.so
57.work hard _____ you can succeed.
a.in order to b.so that c.for fear that d.in case
58.if you_____i will go with you.
a.go to b.went c.will d.should go
59.the hard he works, _____he will make.
a.the greater b.the greater progress
c.and the more d.more
60. _____ we have thought it over , we’ll take_____steps.
a.till, not b.when , no c.until, any d.until, no
(1.b 2.c 3.b 4.a 5.d 6.d 7.b 8.a 9.b 10.b 11.b 12.a 13.b14.a15.b 16.d 17.b 18.b19.c 20.b 21.b 22.a 23.a 24.b 25.c 26.d 27.a 28.a 29.b 30.b 31.c 32.d 33.a 34.d 35.b 36.c 37.a 8.c39.a 40.a 41.a 42.b 43.c 44.b 45.c 46.b 47.b 48.c 49.b 50.a 51.c 52.a 53.b 54.d 55.b 56.c 57.b 58.c 59.b 60.d)
Module 篇12
在本節(jié)課的教學(xué)中，我始終能夠圍繞教學(xué)目標(biāo)進(jìn)行教學(xué)，采取了情景教學(xué)和TPR教學(xué)等方式，設(shè)計(jì)新穎有趣，環(huán)環(huán)相扣。
本節(jié)課中，我在以下幾方面做得不錯(cuò)：
1.教學(xué)手段豐富，課堂氣氛活躍，通過歌曲熱身，游戲What’s missing，貼五官比賽，舊歌新唱等各種形式，積極調(diào)動(dòng)學(xué)生的學(xué)習(xí)熱情，激發(fā)學(xué)生的學(xué)習(xí)興趣，創(chuàng)設(shè)了良好的學(xué)習(xí)氛圍。
2.多種形式的朗讀，全班讀，小組讀，個(gè)人讀，點(diǎn)面結(jié)合…既能讓學(xué)生緩解緊張的課堂氣氛，又能讓每個(gè)學(xué)生都能開口說，大量練習(xí)了學(xué)生的口頭表達(dá)能力。
3.在課堂上合理運(yùn)用評(píng)價(jià)機(jī)制，既有個(gè)人評(píng)價(jià)，也有小組比賽，促使學(xué)生大膽參與、樂于參與。
4.在教學(xué)單詞her和 his時(shí)，結(jié)合女孩、男孩不同的笑聲特點(diǎn)進(jìn)行講解，富有特色，讓學(xué)生在輕輕松松中記住兩個(gè)單詞的讀音及意思。
通過這節(jié)課的教學(xué)，也讓我發(fā)現(xiàn)了自己還存在一些不足之處：
1.個(gè)別單詞的糾音做得還不到位，比如：mouth，his。
2.若是教學(xué)中的男孩能換成女孩，就會(huì)更加符合本課教學(xué)的句型“Point to her…”而且更能節(jié)省時(shí)間
3.“Point to her…“本節(jié)課這一重點(diǎn)句型的操練，由于時(shí)間過于倉促操練仍不夠到位。
Module 篇13
teaching aims:
1. to pronounce the key words correctly.
spring, sky, grass, sun, colourful
2. to understand the key pattern.
spring is …
3. to use the key patterns to describe spring.
e. g. the sky is blue. spring is blue.
4. to understand the characteristics of spring.
e. g. spring is colourful..
5. to feel the beauty of spring
important points:
1. to pronounce the key words correctly.
spring, sky, grass, sun, colourful
2. to use the key patterns to describe spring.
e. g. the sky is blue. spring is blue.
difficult points:
1. the sound of “ spring”
teaching aids:
1.ppt
2.word cards
3.passage papers
teaching procedure:
stepscontentsmethodspurposepre-task procedures1revisionshow the students the picture of spring. ask: what do you see? what colour is it?用春天景色的圖片吸引學(xué)生，讓他們先感受春天的氣息，復(fù)習(xí)句型i see ______. it is ______.while-task procedures1learn the word” spring”1. ask: do you know what season it is? (spring )2. show some pictures of spring.3. practice” spring” 由看春天圖片引出單詞spring，在欣賞春天美景時(shí)再次感受春天的美，通過讀小短文形式反復(fù)操練spring。2learn the word “sky”1. a frog asks: how is spring?2. show the bird. the bird says: the sky is blue. spring is blue.3. practice” sky” 4. learn: the sky is blue. spring is blue.通過井底之蛙對(duì)外面春天的美一無所知，先引出小鳥對(duì)春天的理解，認(rèn)為天空是藍(lán)色的，春天是藍(lán)色的。引出單詞”sky” ,用兒歌形式操練單詞。3learn the word “grass” 1. the rabbit likes the grass. 2. learn” grass”: show the pictures of grass.3. practice4. what can the rabbit say?通過小兔的眼中草地是綠色的，春天是綠色的，引出單詞”grass”。在上文的鋪墊下，讓學(xué)生采用半提示填空的方式說出句型the grass is green. spring is green. 4learn the word” sun” 1. the bee likes the sun.2. learn ”sun”3. what can the bee say?蜜蜂感受到的春天是黃色的，因?yàn)樘柺屈S色的。引出單詞”sun”， 讓學(xué)生自己說出句型the sun is yellow.spring is yellow.5learn the word” colourful”1. let the pupils talk about:in your eyes, how is spring?2. spring has different colours. spring is colourful.3. learn” colourful”4. practice讓學(xué)生討論自己眼中的春天是怎樣的。教師總結(jié)，春天是五彩繽紛的。引出單詞” colourful”,通過“頭腦風(fēng)暴”來操練鞏固單詞。post-task activities1read a passage1. listen to a passage2. fill in the blanks and read by yourselves.3. read the completed passage通過聽短文，對(duì)文章有初步感知，然后通過邊填空邊朗讀把所學(xué)句型串連成優(yōu)美的春天小詩。2sing a song1. sing a song: spring has arrived” 帶著對(duì)春天美景的喜愛之情演唱歌曲homework1. read this passage to your parents2. talk about colourful spring
1b module 3 unit 1 colourful spring 教學(xué)設(shè)計(jì) 來自第一范文網(wǎng)。
Module 篇14
module 3 things around us
unit 2 listen!
the first period
language focus:
learn how to ask and answer the time
main and difficult points:
1. asking ‘wh-‘ questions to find out the time.
2. reading the sentences fluently.
teaching breach: using the clocks to practice ask time
procedures contents methods purpose
pre-task preparation warming-up
to elicit:
the time
sing a song
1. ask the students to put their alarm clock on their clocks
2. introduce the time 利用實(shí)物引出話題，簡單易行.
while-task procedure sing a song
say and act
look and talk
1. lay the recording.
2. students listen and sing along.
3. invite groups of the students to sing the song.
1. teacher takes out a clock and tell the students the time.
2. teaching: nine o’clock, half past nine.
3. listen to story
4. students listen and repeat the dialogue.
1. ask the students to find out the time in each picture.
2. divide the students into groups to complete the dialogue orally. 利用，引起學(xué)生有意注意。復(fù)習(xí)句型。
本堂課重點(diǎn)放在學(xué)習(xí)時(shí)間上，因此讓學(xué)生了解問答時(shí)間的方法后，重在讓他們進(jìn)行操練。
讓學(xué)生通過親身感受來理解和操練句型。
post-task activities play a game
reading exercises
let the pupils guess the time.
ask the pupils to find the key words and answer the questions. 用編謎語的方式復(fù)習(xí)鞏固新授內(nèi)容。
培養(yǎng)學(xué)生閱讀能力。
assignment 1. read and recite the words.
2. writing: my daily life
3. workbook page 25
4. grammar book page 34 and 35 鞏固課堂所學(xué)知識(shí)。
the second period
language focus:
using imperatives to give instructions.
using phrases to indicate time.
using the impersonal ‘it’ to express time.
asking ‘wh-’ questions to find out the position.
main and difficult points:
1. using imperatives to give instructions.
2. using the impersonal ‘it’ to express time.
procedures contents methods purpose
pre-task preparation warming-up
revision
sing a song < tick-tock >
1. quick response:
s1: what time is it?
s2: it’s …
( one by one )
2. play a game: wolf, wolf, what time is it?
通過歌曲引出各種器官。
讓學(xué)生開展競賽，提高學(xué)生學(xué)習(xí)興趣，復(fù)習(xí)有關(guān)時(shí)間的問答句。
利用游戲，引起學(xué)生有意注意。復(fù)習(xí)句型。
while-task procedure listen and read the story 1. play the recording: kitty’s day. students listen and follow in their books.
2. look at the picture and ask and answer:
t: what time is it?
s1: it’s …
t: what’s she doing?
s1: she’s …
t: what does .. say?
s1: …
t: she’s late. why?
s1: maybe …
3. students work in pairs to act out the story. invite pairs of students to act in front of the class.
培養(yǎng)學(xué)生語感。
培學(xué)生觀察能力和邏輯思維能力，發(fā)揮想象力，提高口語表達(dá)能力。
post-task activities make a new dialogue
listening exercise
let the pupils make a new dialogue.
1. s: listen and fill in the blanks.
2. check it.
3. play again, then read it together.
培養(yǎng)學(xué)生綜合運(yùn)用語言的能力，并給他們一個(gè)展示才能的機(jī)會(huì)。
培養(yǎng)學(xué)生聽力能力，養(yǎng)成良好的聽的習(xí)慣。
assignment 1. workbook page 23. workbook page 24.
2. grammar practice book 4b, page 33
3. read and copy the dialogue. 鞏固課堂所學(xué)知識(shí)。
feedback:
教師要?jiǎng)?chuàng)設(shè)問題情景、啟發(fā)學(xué)習(xí)思路鼓勵(lì)學(xué)生獨(dú)立思考相互討論，大膽得出有獨(dú)創(chuàng)性見解，培養(yǎng)學(xué)生的想象能力、發(fā)現(xiàn)能力、探索能力和知識(shí)遷移能力，使學(xué)生的思維有獨(dú)創(chuàng)性、發(fā)散性、廣闊性、變通性品質(zhì)得到有效的訓(xùn)練，使學(xué)生了解知識(shí)發(fā)生、發(fā)展、變化的全過程，從而為學(xué)生能創(chuàng)造性解決問題奠定基礎(chǔ)。
the third period
language focus:
using imperatives to give instructions.
using nouns to identify events.
main and difficult points:
1. using imperatives to give instructions.
2. using nouns to identify events.
procedures contents methods purpose
pre-task preparation warming-up
free talk
revision
ps: sing a song < rain, rain, go away >
t: do you like rain? why?
p1-p2: talk about rain.
teacher asks the time using a clock
通過歌曲引出話題。
讓學(xué)生談?wù)撎鞖猓務(wù)撚甑穆曇簦l(fā)揮想象力。
while-task procedure say a rhyme
learn the sound 1. introduce the typhoon and thunder.
2. review: rain, wind and black clouds.
3. encourage the more able students to talk about how they feel when there is a typhoon.
4. listen to the rhyme.
5. divide the students into several groups.
1. play the recording
2. students listen and repeat
3. invite individual students to read the sentence.
象聲詞的學(xué)習(xí)很形象，學(xué)生易于掌握。
幫助學(xué)生掌握讀音規(guī)律，訓(xùn)練學(xué)生辯音的能力。
post-task activities workbook
make a rhyme
workbook page 26 and 27.
make a rhyme. ( group work )
鼓勵(lì)學(xué)生自己創(chuàng)造編寫，難度更大。
assignment 1. read the text and recite.
2. write a new rhyme. 鞏固課堂所學(xué)知識(shí)。
the fourth period
language focus:
using imperatives to give instructions e.g. listen to the …
main and difficult points:
using imperatives to give instructions e.g. listen to the …
procedures contents methods purpose
pre-task preparation warming-up
revision
say a rhyme on page 38.
say your owe rhyme. 復(fù)習(xí)舊知，幫助學(xué)生牢固掌握。
while-task procedure listen and write
1ask the class to look at the picture in listen and write. ask: what can you see in the picture? to elicit: i can see?
2ask the less able students to make the noises that the windows are closed.
3encourage the more able students to imagine make the noises they would hear outside the boy's flat.
4say the onomatopoeic words at the bottom of the page and invite the student to repeat. encourage them to do appropriate actions. tell the students that these words are only for fun.
5divide students into groups of four. tell the students that they are going to write a poem similar to the one on page 38. ask the groups to choose any three items from the list to think of a scene. encourage to draw a simple drawing of it.
6the groups write poems about their drawings, based on the model provided on page 39.
7distribute a piece of drawing paper to each group. ask each group to draw the picture and to write their poem below or next to the picture.
讓學(xué)生通過觀察來思考問題解決問題。
讓學(xué)生模仿大自然的聲音，激發(fā)學(xué)生學(xué)習(xí)興趣，讓學(xué)生習(xí)得語言。
post-task activities workbook 1.workbook page 26.
2.workbook page 27. 訓(xùn)練學(xué)生書面表達(dá)能力。
assignment 1. read the text.
2. do some exercises.
review the text. 鞏固課堂所學(xué)知識(shí)。
feedback:
創(chuàng)造性教學(xué)的重要任務(wù)是開發(fā)學(xué)生的潛能，教師不能獨(dú)占整個(gè)教學(xué)活動(dòng)時(shí)間，教師要結(jié)合學(xué)科教材內(nèi)容的特點(diǎn)和學(xué)生已有知識(shí)儲(chǔ)備和能力水平，有效開展形式多樣的課堂教學(xué)活動(dòng)，對(duì)學(xué)生進(jìn)行有效的思維方式訓(xùn)練.
module 3 things around us
unit 3 w eather
the first period
language focus:
1.using nouns to refer to months.
2.asking "wh" question to fins out various kinds of specific information about an event.
3.using adjectives to describe weather.
main and difficult points:
1. asking "wh" question to fins out various kinds of specific information about an event.
2. using adjectives to describe weather.
procedures contents methods purpose
pre-task preparation warming-up
chant < what day is today? >
free talk
while-task procedure to learn: the months and how to describe the weather
1introduce: january, february, march, april, may, june, july, august, september, october, november and december.
2play the recording : look and say. students listen and follow in their books.
3play the recording again. students listen and repeat. ask the students to look at the bottom of page 40. point to the picture that shows the clouds. ask: what can you see?
4introduce: rainy windy and sun shines in primary three. display the word and picture cards.
本堂課重點(diǎn)放在學(xué)習(xí)月份上，因此，重在讓他們進(jìn)行操練。
在以往的日常問答中已經(jīng)讓學(xué)生初步學(xué)會(huì)了描述天氣的詞,這堂課的重點(diǎn)是讓學(xué)生能正確朗讀和運(yùn)用。
post-task activities make a calendar 1divide the class into twelve groups. tell them that they are going to work together to make a calendar, give each group a sheet if drawing paper. allocate a different month to each group.
2workbook page 28~30.
用日歷的方式復(fù)習(xí)鞏固新授內(nèi)容。
培養(yǎng)學(xué)生閱讀能力。
assignment 1read and recite the words.
2grammar practice book 4b page 36 鞏固課堂所學(xué)知識(shí)。
feedback:
the second period
language focus:
1.using the simple present tense to express simple truth.
2.using nouns to refer to seasons.
3.using adjectives to describe weather.
main and difficult points:
using adjectives to describe weather.
procedures contents methods purpose
pre-task preparation warming-up
revision
sing a song
free talk
have a quick response:
what’s the weather like? it’s …
which month is it? it’s … 讓學(xué)生開展競賽，提高學(xué)生學(xué)習(xí)興趣，復(fù)習(xí)有關(guān)weather,month的詞匯和句型。
while-task procedure the letter 1the students quietly read the letter for a few minutes. then play the recording: read and write. the students listen and follow in their books.
2divide students into groups. distribute copies of photocopiable page 35.
培養(yǎng)學(xué)生語感。
培養(yǎng)學(xué)生觀察能力和邏輯思維能力，發(fā)揮想象力，提高口語表達(dá)能力。
post-task activities written workbook page 28
workbook page 29 培養(yǎng)學(xué)生綜合運(yùn)用語言的能力，
assignment grammar practice book 4b,
page 37
鞏固課堂所學(xué)知識(shí)。
the third period
language focus:
1.using the simple present tense to express simple truth.
2.using the present continuous tense to describe an action what is taking place at the time of speaking.
3.using predicative adjectives to describe animals.
main and difficult points:
1.using the simple present tense to express simple truth.
2.using the present continuous tense to describe an action what is taking place at the time of speaking.
3.using predicative adjectives to describe animals.
procedures contents methods purpose
pre-task preparation warming-up
revision
sing a song
say something about the weather, month and season
復(fù)習(xí)舊的知識(shí)，引出新的知識(shí)。
while-task procedure read a story
learn the sound 1tell the students that they are going to read a story about how the different seasons can bring about wonderful changes in nature.
2play the recording read a story. the students listen and follow in their books.
3invite different groups to report back to the rest if the class. the students then colour the pictures.
4working in groups, the students identify each of the pictures in the table in read and tick on page 43. then they take turns to read the words.
5ask the groups to look through the story for each of the words and to tick under the picture that the word relates to.
6invite the groups to report back while the rest of the class checks their answers.
1play the recording. the students listen and follow in their books.
2play the recording again, the students listen and repeat. 培養(yǎng)學(xué)生綜合運(yùn)用語言的能力。
學(xué)習(xí)語音規(guī)則，幫助學(xué)生根據(jù)讀音規(guī)則來認(rèn)讀單詞。
post-task activities written 1. workbook page 31.
2. workbook page 32.
3. distribute drawing paper to each group.
培養(yǎng)書面語言的能力。
assignment practice book 4b, page 38, 39 and 40 鞏固課堂所學(xué)知識(shí)。
feedback: the fourth period
language focus:
1.asking yes/no-questions to find out about preferences.
2.using the simple present tense to describe the four seasons.
3.using adjectives to describe weather.
4.using formulaic expressions to give positive comments.
main and difficult points:
1. asking yes/no-questions to find out about preferences.
2. using the simple present tense to describe the four seasons.
3. using adjectives to describe weather.
4. using formulaic expressions to give positive comments.
procedures contents methods purpose
pre-task preparation warming-up
revision
sing a song
act the dialogue 復(fù)習(xí)舊知，幫助學(xué)生牢固掌握。
while-task procedure say and act 1play the recording: say and act. students and follow in their books.
2divide students into groups about seasons.
3groups take turns to act their dialogues in front of the class.
4encourage the more able students to enrich their dialogues by adding extra in formation.
讓學(xué)生通過觀察來思考問題解決問題。
培養(yǎng)學(xué)生運(yùn)用語言的能力。post-task activities written do some exercises 訓(xùn)練學(xué)生書面表達(dá)語言的能力。
assignment oxford english practices and assessment series 4b part 1, module 3 presents further grammar and vocabulary exercises as well as listening and reading skills development tasks.
鞏固課堂所學(xué)知識(shí)。
Module 篇15
module 5 interruptions
unit 1 daming is having a birthday.
function: talking about interrupted actions.
recycling: present continuous tense
language: daming is having a birthday party.
daming is playing the trumpet, but the phone is ringing.
vocabulary: trumpet, ring, doorbell, loudly
procedures:
step 1 warm-up
1. sing an english song.
2. play a game.
step 2 introduction
1. play a game.
2. today is daming’s birthday. simon and daming and their friends are present.
step 3 presentation
1. put the chart on the blackboard and ask the children to look at the picture carefully.
2. play the cassette and circle the new words.
3. play the cassette and ask some questions.
4. teach the new words in different ways.
5. play the cassette again and pause after each utterance for the children to repeat.
6. practice in groups and act out the dialogue.
step 4 finish a task
1. introduce your friend’s abilities.
2. investigate the situation of grasping english in your family.
step 5 homework
1. read the text in role.
2. finish task 5.
unit 2 he’s riding his bike, but it’s starting to rain.
function: talking about when one thing is being done another thing is happening.
language: he’s riding his bike, but it’s starting to rain.
she’s eating dinner, but the phone is ringing.
vocabulary: but, fly, sky, high, call out, wake up, dream
poem: my dream
procedures:
step 1 warm-up
1. review unit 1.
2 ask and answer between the teacher and the children at random.
step 2 introduction
1. divide the class into six groups
2. play a game: make up sentence.
step 3 presentation
1. put the chart on the blackboard and ask the children look at the pictures carefully.
2. play the cassette and ask the children several questions.
3. write down four skill words and teach.
4. play the cassette and repeat.
4. finish activity 2. ask the children to ask and answer in pairs.
step 4 poem
1. ask the children to look at the pictures carefully.
2. play the cassette and ask the children to listen carefully.
3. teach the sentences of the song one by one.
4. play the cassette several times and ask the children to song together.
step 5 homework
1. read the text.
2. finish activity 5.
Module 篇16
unit 1 controlling fire 一、單元分析（unit analysis） （一）單元地位（unit position） 情態(tài)動(dòng)詞must 和may 在本課也要重點(diǎn)操練，可以結(jié)合具體語境，讓學(xué)生體會(huì)must 和may的不同。 （二）目標(biāo)（unit target） 1 運(yùn)用情態(tài)動(dòng)詞must 和may. 如：some students may not queue up before they go downstairs. you must queue up before you go downstairs. 2 提高對(duì)火的防范意識(shí)和自我保護(hù)意識(shí)。 （三）重點(diǎn)（unit points） 1 關(guān)鍵詞： fire drill, rule, pack, queue up, downstairss, switch off 2 功能： must 和may 3 情感教育：提高對(duì)火的防范意識(shí)和自我保護(hù)意識(shí)。 教學(xué)設(shè)計(jì)（teaching designs） 教學(xué)內(nèi)容: 課文第5頁 教學(xué)實(shí)施建議： 該部分主要學(xué)習(xí)兩個(gè)情態(tài)動(dòng)詞must和 may的用法。 （1）讓學(xué)生回憶學(xué)校舉行消防演習(xí)時(shí)的情景，談?wù)勍瑢W(xué)們都做了什么。問學(xué)生: what may some students (not) do during a fire drill? 引出： some students may (not)… （2）逐一討論正文部分（即含有may的句子）是否是火災(zāi)發(fā)生時(shí)的正確做法，并說明原因，應(yīng)該怎樣做（引入must的用法） （3）設(shè)置其它在火災(zāi)發(fā)生時(shí)的不正確的做法（用may說明），請(qǐng)學(xué)生糾正錯(cuò)誤做法（用must） （4）給學(xué)生一些時(shí)間讀課文。播放錄音：read, think and write.學(xué)生邊聽邊看課文并跟讀課文。 （5）請(qǐng)學(xué)生自己說出在火災(zāi)發(fā)生時(shí)其它需要一定要注意的事項(xiàng)。 （6）完成第5頁練習(xí)并核對(duì)
Module 篇17
module three foreign food 教學(xué)設(shè)計(jì)
periods
period 1: introduction +reading and vocabulary(1)
period 2: vocabulary and listening + speaking + everyday english
period3: reading (2)+ writing
period 4: reading practice + cultural corner
period 5: grammar (1) + (2)
goals and requirements:
1.learn some good and useful expressions;
2.review of attributes and attributive clauses
3.know more about table manners
key points:
introduction:
1.own to 歸功于；應(yīng)感謝 he owed his success to his family and teachers.
owe ab. some money= owe some money to sb. 欠某人的錢
owing to 由于，因?yàn)?（辨析： owing to, because of, due to）
2.cookery n. 烹飪法，烹飪術(shù)
cook v. 烹飪 n. 廚師 cooker n. 炊具
reading and vocabulary:
3.quantity n. in quantity / in large quantities 大量的
即可修飾可數(shù)名詞。又可以修飾不可數(shù)名詞；作主語時(shí)，謂語動(dòng)詞由quantity本身的數(shù)決定
4.obsess v. 使著迷；纏住；使煩擾
he ha become obsessed with another man’s wife.
be obsessed with / by 為……所困擾，迷住
5.(it’s) no wonder 難怪（后面接從句）
no wonder he is not hungry; he has been eating sweets all day.
do / work wonders 創(chuàng)造奇跡 wonder at / about (doing) sth. 對(duì)……感到驚訝
it’s a wonder that 說來也怪 in wonder 驚訝地
6.end up 結(jié)束，結(jié)果為 we were to go out, but ended up watching tv.
end (up) with 以……結(jié)束/告終
end in 結(jié)局為…… their marriage ended in divorce.
7.manner 方式；方法；舉止，態(tài)度；禮貌（pl.）
it’s good manners to do= it’s polite to do 做某事時(shí)有禮貌的
it’s bad manners to do = it’s impolite to do 做某事時(shí)沒有禮貌的
manner 當(dāng)“禮貌”講時(shí)只能用復(fù)數(shù)，作主語時(shí)謂語只能用復(fù)數(shù)。
8.make out 看出，理解 i could hardly make out anything in the thick fog.
i couldn’t make out what he meant.
make ……out of 用……做成，把……改成
9.have ……in common 與……有共同點(diǎn) john and i have nothing in common.
in common 共同，共有，共用
in common with 與……有共同點(diǎn)
out of the common 非同尋常，不平凡
reading (2)
10.embarrassing adj. 使人尷尬的，令人為難的，
embarrass v. 使窘迫，使尷尬
embarrassment n. 窘迫；難堪；使人為難的人或事物
11. in short 總之，簡言之 in short, we must be prepared.
in brief，in a word, in conclusion, in all, in total, all in all簡言之，
for short 略作
12.by nature 天生地；出于本性地 she is quiet and shy by nature.
in nature 本質(zhì)上的，實(shí)際的
reading practice
13.cattle 牛（集合名詞），作主語時(shí)謂語動(dòng)詞要用復(fù)數(shù) the cattle are in the shed.
14.consequence n. 后果；結(jié)果 i’m quite willing to accept the consequences.
as a consequence/ in consequence = as a result 因此，結(jié)果
as a consequence of / in consequence of = as a result of 由于……的緣故
consequent adj.作為結(jié)果/后果的
15.raw 生的；未加工的；生疏無知的，未經(jīng)訓(xùn)練的 most fruits are eaten raw.
i’m raw to my work.
in the raw 順其自然的；未開化狀態(tài)的
16.abundant 豐富的；充裕的 our country is abundant in natural resources.
be abundant/ rich in sth. ……豐富，富于……
cultural corner
17. fence n. 柵欄，圍欄；籬笆 v. 把……用柵欄（或籬笆）圍起來
the garden was surrounded by a wooden fence.
his property is fenced with barbed wire.
fence in 用圍墻圍，封鎖 fence off 用柵欄隔開 ，sit / be on the fence觀看形勢
18.set fire to 放火燒…… catch(on )fire/ take fire 著火；開始燃燒
on fire起火；著火 set……on fire 使燃燒；放火燒
文化鏈接
中西一日三餐比較：
早餐 午餐 晚餐
中國 泡飯、咸菜；大餅油條；肉包，豆?jié){；早老酒，等等 正餐：快餐： 正餐：團(tuán)聚
美國 谷類食品（百吉卷）、牛奶、雞蛋、香腸、咖啡、茶 墨西哥炸玉米卷和新鮮萵苣，（light meal），fast food，burgers, hot dogs, （heavy meal）, 中國餐; 甜食、湯、沙拉、肉、魚、蔬菜、米飯、面條；飯后咖啡或者茶
英國 一碗玉米片加牛奶；新鮮水果；土司涂果醬；茶、咖啡、或果汁。 三明治（從家里帶去） 通常有兩道菜－肉或魚加蔬菜，之后有甜點(diǎn)，茶
西方中餐為方便餐，而中國則為正餐（早餐吃飽，中餐吃好，晚餐吃少，比較科學(xué)合理）；西方吃飯為吃飽、營養(yǎng)，而中國為享受（聯(lián)系現(xiàn)實(shí)：吃喝辦事情）；西方喝酒多酗酒（譬如俄羅斯和芬蘭），中國喝酒常與吃飯相伴，并有“吃喜酒”之說法；
飲食特點(diǎn)比較：
a) 中國：強(qiáng)調(diào)飲食之美，譬如顏色、香味；取名多藝術(shù)化：現(xiàn)實(shí)主義者如“青椒肉絲”，浪漫主義者如“百鳥朝鳳”“孔雀開屏”之類，即便是路邊小餐店亦是如此。（組織學(xué)生將中國的菜名簡單整理并對(duì)照附錄中的中西菜名）。而西方則是簡單的將菜的原料累加，如fish and chips, fried chicken,遠(yuǎn)比如中國菜的富于想象力。
b) 西方多強(qiáng)調(diào)飲食中的營養(yǎng)搭配以及熱量的補(bǔ)充，因此多面食、豬肉、雞蛋、奶制品等，（故事一：飯店如藥店）而事實(shí)上卻未見其搭配的合理，胖子多于中國；西方對(duì)衛(wèi)生相當(dāng)嚴(yán)格，而中國主素食，大多寫意，菜的顏色和搭配比如西方濃重，尤其是湯的配置（西方湯中多用牛奶之類），這恰與其他如音樂、美術(shù)相通（擴(kuò)展講解！）
c) 西方用刀叉而東方用筷子，文雅之爭論便因此而起。
d) 中國因?yàn)轱嬍澄幕呢S富，因此便有了各地的菜系：八大名菜：川、魯、粵、楊、湘、浙、閩、徽，尤其是前四系；另外有諸如拉拉面、天津麻花等地方小吃。
e) 餐店的流行：西方諸如肯德雞、麥當(dāng)勞、必勝客（pizza hut）；中國諸如永和豆?jié){、北京烤鴨等。快餐店越來越流行。