Unit（通用13篇）
Unit 篇1
unit 2
一 the objects of teaching
1 can listen,say and use the expressions in daily communication:
this is …
good morning.
good afternoon.
nice to meet you.
nice to meet you,too.
2 can know these four persons:miss li, mr green, wang bing,helen.
3 can listen and say the words:
black white red yellow blue green brown orange
4 sing a song <<hi,nancy!>>
二 the difficults of teaching
1sentences:
this is…
nice to meet you.
nice to meet you,too.
2words:eight colours
三 teaching aids:
some pictures: miss li, mr green,wang bing,helen,a clock
some cards: black white red yellow blue green brown orange
四 the arrangement of teaching
lesson 1
a free talk
t:hi/hello,…
s:hi/hello,miss shi.
t:hello,i’m miss shi.what’s your name?
s:i’m…
b presentation and practice
1 t:(手拿玩具)hello,i’m miss shi. this is pipi.
放慢速度 this is pipi.(2~3遍)
出示:this is…
領讀 this—is—this is
ss:跟讀 開火車讀
t:(站一學生旁)this is…
this is…
s:開火車介紹 this is…
2 t:出示wangbing頭像.this is wangbing.(貼黑板上)
s1,2,3:this is wangbing.
同法教 helen,miss li,mr green.
t:拿出很多男女頭像,舉女:miss,miss.舉男:mr,mr.
拿女
ss:miss
t---ss
t:拿圖片 this is
ss:wangbing
t---ss
3 t:ok.please introduce your friends.可以是同學,也可以是這些人物。
4 s:this is…
t:(握手動作)nice to meet you.(2~3位)
出示nice to meet you .
領讀nice—to—meet—you
nice to meet you.
ss:跟讀 開火車讀
5 t：（舉pipi）this is pipi.
ss:nice to meet you.
t:(模仿pipi語氣)nice to meet you,too.
(指頭像)this is miss li.
ss:nice to meet you.
t: nice to meet you,too.
出示 nice to meet you,too.
t:領讀
ss:跟讀
t---s1,2,3
6 t:(手拿一頭像)this is mr green.
ss:nice to meet you.
t:nice to meet you, too.
把頭像發給學生,有頭像的說
s:this is…
s(其他):nice to meet you.
s:nice to meet you,too.
group work.(三人一組)
全班交流(2~3組)
7 t:look!boys and girls,this is a clock.
邊撥指針邊說:good morning!(2遍)
出示 good morning!
領讀 good—morning ---good morning
ss:跟讀
t—ss
t:繼續撥,過了12點改說:good afternoon.(2遍)
出示 good afternoon
領讀good—after---noon---good afternoon
ss:跟讀
t—s1,2,3 t—ss pair work
c learn to say
listen to the tape, read after it.
d homework
聽錄音讀對話5遍.
附板書設計:
unit 2 nice to meet you
圖1 圖2
this is 圖3 圖4
nice to meet you.
nice to meet you,too.
good morning.
good afternoon.
lesson 2
the arrangement of teaching
a free talk
t: good morning/afternoon!
s:good morning/afternoon!
t:(指頭像)this is mr green.
ss: nice to meet you.
t:nice to meet you,too.
b revision and practice
t:please read after the tape.
ss:read after the tape.
t:let’s read the sentences of picture 1.
舉liu tao頭像
ss:miss li,this is david.
t:舉miss li頭像
ss:good morning.
t:舉david頭像
ss:good morning,miss li.
兩組同學表演
同法復習2、3、4幅圖
c have a rest
listen to the tape. (a song: hi, nancy)
d look and say
1. t: 出示圖1 what are they saying?
s1,2 說: good morning/hi/hello, what’s your name?
pair work. 全班交流
2.t:出示圖2 what are they saying?
s1,this is helen.
s2: nice to meet you.
s3 nice to meet you , too.
group work 全班交流
3.同法教圖3、圖4(提示看一下時間)
4.創設情景,自編對話
(1) 在路上遇到同學……
(2) 下午放學遇到同學……
(3) 把自己的朋友介紹給同學。
f home work
用學過的日常用語與父母進行對話。
附板書設計：
unit 2 nice to meet you
good morning /afternoon,…
this is…
nice to meet you ,…
nice to meet you ,too.
lesson 3
a free talk
t: good morning / afternoon.
ss: good morning / afternoon.
t: this is…
ss: nice to meet you.
t: nice to meet you , too
b presentation and practice
1. t： 畫一個太陽，嘴里說：畫個（生：太陽）是…
ss： (看老師涂顏色說) 紅色
t： red ,red是紅色
出示 red
領讀
ss： 跟讀
于紅色卡片開火車讀
t： 畫個太陽是紅色，ret ,ret是紅色
s： 開火車說，
畫天空教blue（畫白云教white,畫草地green）
ret ,blue 兩兩練習 快速閃現
f—ss pair work
white green 兩兩練習 快速閃現
4個單詞 play a game 魔力眼
2 . t：出示實物或圖片 the banana is yellow (2—3遍)
出示 yellow
l領讀
ss：跟讀 開火車讀
t：畫根香蕉是黃色，yellow ，yellow是黃色
ss：跟讀，開火車讀
同法教 brown
兩兩練習，快速閃現
同法教 black , orange
快速閃現，兩兩練習
t：（4個單詞）let’s play a game. 心靈感應
c look and learn
1. t: listen to the tape. (read after it)
ss: 邊聽邊舉顏色卡片或水彩筆，跟讀。
t: 出示整個兒歌
ss: 齊讀
小黑熊，真頑皮， 畫朵白云是白色， 畫只小狗是棕色，
手里拿支大畫筆。 white ,white是白色。 brown ,brown是棕色。
畫個太陽紅通通， 畫片草地綠油油， 畫只桔子是橙色，
ret ,ret是紅色。 green ,green是綠色。 orange ,orange是橙色。
畫片天空是藍色， 畫根香蕉是黃色， 最后拿出黑色筆，對看鏡子畫自己，
blue ,blue是黃色。 yellow ,yellow是黃色。 black ,black是黑色，
黑不溜秋不美麗，
哭著鬧著找媽咪。
2.play a game (參考書p71) 或玩“what’s missing ?
t: 指某一顏色 what colouv is it ?
ss: blue.
問所有顏色
t：把顏色卡片放衣服卡片后 the dress is…
ss: blue.
同法讓學生說出其他顏色
d home work
listen to the tape. read after it
附板書設計：
unit 2 nice to meet you
卡片1 卡片2 卡片3 卡片4
ret blue white green
卡片5 卡片6 卡片7 卡片8
yellow brown orange black
the teaching plan of unit 2
lesson 4
teaching process
a. free talk
t: good morning/afternoon!
s: good morning/afternoon!
t: hi,. this is
s1: nice to meet you.
s2: nice to meet you, too.
t: what colour is it ?
s: blue/red/…(復習八種顏色)
b.revision
1.d.fun house
（1）t: please listen to the tape. (take out the radio and turn on the radio.)
學生邊聽邊獨立完成
（2）再重新逐一聽音，讓學生逐一重復。
（3）集體校對，參考答案：
a blue b red c green d orange e brown f yellow g blue h white
2. 教學練習冊
（1） 教師錄音，學生集體聽做，獨立完成。
（2） 再重放一遍，讓學生逐一重復。
（3） 集體校對，參考答案：
a: a 2 b1 c3 d4
b:1. a green bird 2. a black cat 3. a brown monkey 4.a yellow dog
c:w
Unit 篇2
unit 1
teaching aims:
(1) using imperatives to give simple instructions.
(2) using formulaic expressions to greet people.
(3) using nouns to identify common classroom objects.
(4) using model verb “can” to express abilities.
(5) lean an english song.
teaching schedules:
5 periods
period 1
teaching aims
using imperatives to give simple instructions.
teaching points
listen and act. e.g. stand up, please.
teaching difficulties
ask pupils to speak and act themselves.
teaching aids
multimedia, cassette
teaching procedures
pre-task preparation
1. t: class begins. p: stand up. t: good morning, boys and girls .p: good morning, april. t: sit down, please.
2. repeat sit down please. stand up, please. ask the class to do the actions. then play a game of quick response, teacher says: boys stand up or girls sit down, see who is better.
while-task procedure
1. show the picture with a boy sitting on the chair, and elicit “sit down”. let ss response to the order. let students read it one by one. correct the pronunciation.
2. use the same method to teach “stand up”. look, the boy is standing up.
3. to elicit “stand up, please.” let students read it one by one. correct the pronunciation.
4. play a game to practice these two orders. let boys and girls do the actions and go on a competition. and see which team wins. boys and girls, let’s play a game, i say you do. after playing once, let a students to be a teacher, try to say the requirement.
5. quick response. teacher gives order and ss do the action together.
6. read a rhyme.
up, up, stand up. down, down, sit down. up, up, down, down. up, up, down. when say this rhyme, do the action.
7. let ss listen to the tape. ask the ss to listen and point to the pictures with their fingers, and read.
8. say “close your book”. do the relevant action, and let ss understand. let students read it.
9. show the picture “close your book”, and let ss practice.
10. practice “close…” let all the students shout, , close the door! then the student who is named should close the door. teacher can change “door” into “window, book…”
11. let one capable student do the action and elicit “open your book”. let students read it.
12. practice “open…”let all the students shout, , open the door! then the student who is named should open the door. teacher can change “door” into “window, book…”
13. show the picture “open your book”. ask the class to do the action.
14. say a rhyme: o, o, open your book, c, c, close your book.
15. a competition between boys and girls. t: close your book. t: boys, stand up, please. girls, open your books.
post-task activity
1. let group of 4 to practice and show themselves in front of the class.
2. play a game: class is over. (practice)
homework
speak and act.
period 2
teaching aims
using formulaic expressions to give people.
using formulaic expressions to ask how someone is, and responding
teaching points
learn dialogue: how are you? fine, thank you.
learn greeting: good morning.
teaching difficulties
ask how someone is and responding.
teaching aids
cassette, multimedia.
teaching procedures
pre-task preparation
1. listen and do the actions. t: stand up, please. sit down, please. open your book. close your book.
2. say good morning to ss, and see their response.
while-task procedure
1. show a picture, tell students the boy is baby, and the woman is mum, first let them read these two words. then let them guess what will they say. some good students can say: good morning. to elicit “good morning”.
2. stand in front of a student and say good morning . let the student answer good morning teacher.
3. repeat with other students. greet each other. ask one student to greet with teacher, then ask one pair of students to come to the front, and greet each other.
4. show a picture of the sun, tell students it’s in the afternoon and it’s in the evening, to elicit good afternoon and good evening.
5. say good morning and let ss answer good morning. then teacher say “good afternoon, children.” see if they can answer “good afternoon teacher.”
6. hold a competition to consolidate. show a picture of a lion and a rabbit. then to imitate them. pay attention to the intonation of these two animals. group 1 say good morning, group 2 say good afternoon, group 3 say good evening.
7. making a dialogue: good morning, good morning. how are you? see if the good students can answer: fine, thank you.
8. show the picture how are you. and let some capable ss to answer fine, thank you.
9. practice in pairs “how are you? b: fine, thank you.”
10. introduce the other answers: just so so. not very well.
post-task activity
1. do a dialogue with the greetings learned in the class.
2. play a game. s1: how are you? s2: fine, thank you. find friends in the classroom following the music “good morning”.
homework:
listen and respond.
period 3
teaching aims
using nouns to identify common classroom objects.
teaching point
learn words: book, pen, pencil, bag, ruler, rubber.
teaching difficulties
pronounce words properly.
teaching aids
cassette, multimedia.
teaching procedures
pre-task preparation
1. do the actions, e.g. stand up, please. play a game: i say you do. this time i will ask a students to be teacher. and he should say: stand up. sit down.
2. chair drill around the class. good morning. how are you? fine, thank you. then ask students to go around .the class to find his/her good friend to greet.
while-task procedure
1. t: what can you see in the classroom? (hold up a pupil’s book.) look, this is a book. read: book. t: have you a book? (the pupils hold up their books) p: book. read it one by one.
2. ask what it is, and let ss answer. if the pupil is right. all the pupils clap their hands. yes. if wrong then say the right word.
3. t: is this a book? point to the pencil. students will say no. then i will tell them it’s a pencil. read: pencil. t: have you a pencil? (the pupils hold up their pencils) p: pencil. read it one by one: p, p, pencil
4. t: is this a pencil? point to the pen. students will say no. then i will tell them it’s a pen. read: pen. t: have you a pen? (the pupils hold up their pens) p: pencil. read it one by one: p, p, pen
5. ask students to look at a pencil and a pen. play a game, quick response. help them to distinguish these two words.
6. show the sentence: i can see _______. let students say the words they have learned.
7. (the same)teach: ruler, rubber and bag, desk.
8. show the pictures. t: point to the ruler. point to the rubber. let ss read the words. match the pictures with the right words.
9. missing game. let ss tell which stationery is missed.
10. listen to the tape, and read the new words after the tape.
post-task activity
1. guessing game: t: what’s on the desk? p: bag. then let ss guess what’s in the bag.
2. activity. let ss show their stationery on the desk and say the word. say show me your ruler, and ask ss hold up the ruler, and repeat ruler.
homework:
read the words.
period 4
teaching aims
using model verb “can” to express abilities.
using formulaic expressions to indicate sharing.
using nouns to identify common classroom objects.
teaching points
learn the rhyme. learn word paper
teaching difficulties
pronounce correctly words: paper.
express abilities: i can see.
express sharing: for you and me.
teaching aids:
cassette, multimedia.
teaching procedures
pre-task preparation
1. do the actions. stand up, please. sit down, please. open your book. close your book. clap your hands. stamp your feet. come here, please. go back to your seat.
2. read the words together. t: what’s this? p: book.
while-task procedure
1. learn new word sentence what can you see? i can see… show a piece of paper, and ask what can you see? let ss follow me i can see a pencil.
2. discriminate between two words. t: this is paper (hold up it) t: this is a pencil. (hold up it) read them several times.
3. show some other stationery and let ss practice more using dialogue in pairs.
4. show the pictures and let ss practice while looking at the pictures …, i can see.
5. say a pencil and a rule and show the two things. let ss chose two things to practice … and ….
6. give something to a student and say this is for you. let ss practice in line.
7. read the paragraph in groups and hole a competition.
8. the teacher acts it. let them understand it. repeat paper, a pencil i can see. paper, a pencil for you and me.
9. the same to teach: a ruler. a rubber i can see. a ruler. a rubber for you and me.
post-task activity
1. listen to the tape.
2. ask pupils read the rhyme. act out.
homework
repeat the rhyme.
period 5
teaching aims
using formulaic expressions to greet people.
using simple present sense to indicate habitual actions.
teaching points
learn the song.
teaching difficulties
simple present tense. i take my bag and book to school.
teaching aids
cassette, multi-media.
teaching procedures
pre-task preparation
1. do the actions. stand up, please. sit down, please. open your book. close your book. clap your hands. stamp your feet. come here, please. go back to your seat.
2. say a rhyme learned in last class.
while-task procedure
1. greeting each other. good morning, a. good morning b.
2. teach word, teacher. (point myself) t: i’m a teacher. let ss repeat: teacher.
3. say i take a pencil, and do the action.
4. teach word school. show a picture of school. let ss say my school. say to school.
5. (teacher act and say). t: i take my bag and book to school.
6. i take my bag and book, my bag and book to school.
7. listen to the tape.
8. sing after the tape.
post-task activity
sing and act the song.
homework
sing a song .
Unit 篇3
unit 5
一、teaching aim:
1. words: a pen , a book , a rubber , a pencil , a pencil box , a ruler , a ball pen , a pencil sharpener 及復數形式。
2.sentences: 1)how are you ? fine , thankyou . / not bad , thank you .
2) how are you ? fine , thank you . and you ? i'm fine , too .
3) how are you ? not so good . i'm sorry .
3.sing a song : hello !how are you ?
二、difficult and important teaching points :
1. words: a pen , a book , a rubber , a pencil , a pencil box , a ruler , a ball pen , a pencil sharpener 及復數形式。
2.sentences:1) how are you ? fine , thankyou . / not bad , thank you .
2) how are you ? fine , thank you . and you ? i'm fine , too .
3) how are you ? not so good . i'm sorry .
三、teaching aids:
1. tape recorder
2. cards with sentences , pictures of the school things
3. dolls
四、teaching times:
three lessons
五、teaching process:
lesson 1
step 1 . listen to the tape "hello! how are you ?"
導入：how are you ?
teach: " how are you ?"
practise: 1) train practise
2) boys read , girls read .
step 2. s-t: s1: how are you ?
t:(card:我很好; bodylanguage) fine, thank you .
s2,n -t ask and answer
teach " fine , thank you ."
practise: 1) pair work t-s （教師糾正發音）s-s
2)listen to the tape , ss read after the tape
step 3. (教師模仿對話）
doll1: how are you ? doll2: fine , thank you . and you ?
doll1: i'm fine , too .
(repeat it )
teach this dialouge .
pratise : 1) pair work t-s （教師糾正發音）s-s
2)listen to the tape , ss read after the tape
step 4 . teach the words .
1.t: today , let's meet some new friends. they're five brothers . now let's have a look at no.2 pen.今天，讓我們認識五位新朋友，他們是兄弟哦。現在我們來看一看老二 pen .
then teach " pen "
practise: 1) train practise
2) a pen , a pen , this is a pen .
2. the same way to teach " ball pen (老大)" , " pencil（老三）" , "pencil box（老四） " , "pencil sharpener（老五）"
3. play games.
1. what's missing ? 1) quick respond
2)what's missing?
2. touch and guess .
step 5 .教學復數形式
教師左手拿一枝鋼筆，說a pen , 右手拿一枝鋼筆，說a pen , 把兩枝鋼筆和起來說pens.繼續拿一枝鋼筆說a pen , 再三枝合起來說 pens 。 依次類推，引出復數的概念。
要注意 pencil boxes 的讀音 。es讀/iz/
lesson 2
step 1: free talk
t: hello!good morning .
ss: hello! good morning .
t: hello , how are you ?
s1: fine , thank you . and you ?
t: i'm fine , too .
step 2 : exchange
s1 : hello , miss deng . how are you ?
t: fine , thank you . and you ?
s1: i'm fine , too.
s2: hello , miss deng . how are you ?
t: not bad , thank you . ( 教師做表情， 和fine , thank you 的表情相似）
如此幾遍以后，教學not bad , thank you .
practise : 1) train practise .
2) pair work and act .
3) listen to the tape , read after it and act .
step 3: 事先安排一學生與教師對話
1. s1: how are you ?
t: not so good .( 做生病的狀態， 可咳嗽，打噴嚏 ， 捂肚子……）
2. t: how are you ?
s1: not so good . (也做生病的狀態）
teach " not so good. "
practise : 1) train practise .
2) pair work and act .
在s-s 的pair work 中， 教師在旁引出"i'm sorry . " 并手拿哭臉卡片。
teach " i'm sorry " .
t-s: t: how are you ?
s1: not so good .
t: i'm sorry .
學生以這樣的形式操練此句型。并聽錄音跟讀。
step 4:
1. review the words that we have learned .
we can play a game : quick respond .
2. 用實物呈現單詞
t: what's this ? it's a ruler .
同法教學rubber , book 及其復數。
注意： books /buks/
3. play a game : guess
呈現某件東西的一小部分讓學生猜是什么。
4.do fun house : 第一部分中的a,b,c,d.
1）認識圖中的物品。
2）聽錄音。
3）師生分析答案。
unit 5 第三課時
step 1 free talk
t: good morning. s: good morning.
t: good afternoon. s: good afternoon.
t: get up, . s: all right.
t: how are you? s: fine, thank you. and you ?
t: i’m fine, too.
t: go to bed now, . s: ok. good night.
step 2 1) listen to the song.
2) sing the song.
step 3 take out the picture, think ( guess ) what they are saying? 以第二幅圖為
例，教師分析，學生來說。學生表演：
s: go to school, mike.
s: all right. bye, dad.
教師對學生的表演予以評價，學生再次表演。四人一組練習，評一評哪位是表演天才
。
step 4 fun house ( e f g h )
1. look at the picture.
2. talk ( students).
3. listen to the tape.
4. check it out.
step 5 workbook
1. look at the picture.
2. listen to the tape, and number it. ( 在這個過程中重復內容 )
3. check it out.
step 6 review the word.
1. 認識書中東西。
2. listen to the tape.
3. check it out.
step 7 play a game.
guess and say: 教師先示范，將文具放在文具盒里面，學生在教師配合下完成這個游戲，注
意這里單詞需升調，安排學生利用自己的文具同桌操練。
Unit 篇4
teacher
Pan Guiqiu
Subject
English
Time
2005-4-22
Topic
Class
Three
教
學
目
標
Knowledg aim
(知識目標)
1熟練掌握一些與食物有關的單詞
2 學會購物,訂餐用語
Ability aim
(能力目標)
1培養學生獨立,合作,探究的學習方式
2 在生活中運用英語的能力
Emotion aim
(情感目標)
讓學生通過用餐用語,來提高自己使用英的自信,并讓他們懂得 ,生活處處皆英語
Imporint (重點)
Words and senteces單詞與句型
Difficult point (難點)
運用句式 What size¡¡would you like?
Teaching is prepared
多媒體課件(computer) 實物
l 教學教
l 學
l 過
l 程
教學內容
Teacher ability
(教師活動)
Students ability
( 學生活動)
Step 1
Ask some words
Look at the computer and say
words
Step 2
Warm _ up
Say English
Say after me
Step 3
1 I like……
2 I’d lke ……
3 What kind of…… ?
4 what size of?
Pairwok
Game
1 Lead students say___I’d
2 use the sentences of order food
Groupwork
Homework
Unit 篇5
unit 1
一、 teaching aim
1、 能聽懂、會說以下日常交際用語、并能運用所學交際用語進行自我介紹及詢問對方姓名。
hello/hi ，i’m…
what’s your name？
要求讀音正確，語調自然。特別要注意i’m和name的正確讀音。
2、 培養學生運用所學英語進行交際的意識和勇氣。
3、 認識五個人物：david、 liutao、yangling、 mike 、nancy
4、能聽懂、會說以下單詞：
a bird、 a dog、 a cat、 a monkey、 a zebra、 a panda、a、tiger 、an elephant
5、 會唱歌曲hello!
6、 理解冠詞a/an之間的區別
二、 the difficults of teaching
1、能聽懂、會說交際用語hello/hi,i’m… what’s your name?
2、八個動物單詞
三、 teaching aids
1、 八張動物圖片或玩具
2、 文中涉及的人物的全身像
3、 一個洋娃娃
4、 一些半遮掩的動物圖片
5、 錄音機和磁帶
四、 teaching process
lesson 1
一、 teaching aim
1、 can listen say and read these sentences：hello/hi,i’m…
what’s your name?
2、 認識五個人物：david、 liutao 、yangling 、mike、 nancy
二、 the difficults of teaching
正確掌握hello/hi,i’m… what’s your name?的語音語調，會進行自我介紹及詢問對方姓名
三、 teaching aid
1、 文中涉及的五個人物的圖片
2、 一個洋娃娃
3、 錄音機和磁帶
四、 teaching process
step 1 free talk1、
t: good morning , boys and girls . welcome back to school. i’m your english teacher this term. my name is mr chen. from now on , you can call me mr chen.
s:（齊）miss qiu
2、t: show“miss”
s: read “miss”
step 2 presentation
1、（1）t:（到學生面前） hello/hi,i’m miss qiu
t:（站到學生旁邊引說） i’m…
t:（開火車練說）hello/hi, i’m miss qiu
s: hello/hi, i’m…
（2）t: show these word: hi hello i’m
s: learn to say
s: pair work （小小組練說、全班交流）
（3）t:（拿david等五人圖片）hello/hi, i’m david（liutao yangling mike nancy）
s:（齊讀）david…
s:（拿david等人圖片開火車練說）hello/hi,i’m david…
t: hello/hi ,i’m miss qiu
2、（1）t:（手拿洋娃娃）hello/hi, i’m miss qiu. what’s your name?
t:（示范說）i’m tiantian
t:hello/hi,i’m miss qiu. what your name?
s:（拿洋娃娃）i’m tiantian
（2）t: now boys and girls,look here! please read after me.
show: what’s your name?
s: read: name/your name/what’s your name?
t: (向三人說) hello/hi,i’m miss qiu. what’s your name?
s123: i’m…
exchange
s:hello/hi, i’m… what’s your name?
t:（拿人物圖片）i’m david…
（3）t:（把圖片給學生）
s: pair work（小組交流、全班交流）
3、（1）t:（拿圖片）hello/hi, i’m david. what’s your name?
s:（拿圖片）hello/hi, i’m liutao
t: （走向該生）hello/hi, liutao.
s: hello/hi,david
（2）t: （開火車）hello/hi,….
s: hello/hi,…
（3）s: pair work
step 3 practices
1、 open your book and listen to the tape
2、 read after the tape
3、 pair work（小小組練讀、全班分角色讀）
step 4 homework
1、listen to the tape and read after the tape
2、act the dialogue
五、 板書設計
lesson 1
hello/hi,i’m…
what’s your name?
i’m…
lesson 2
一、teaching aim
1、 能運用所學英語進行交際
2、 can listen say and read these words :a bird 、a dog、 a cat、 a monkey 、a ze
bra、 a、panda、 a tiger、 an elephant
3、 理解冠詞a/an之間的區別
二、the difficults of teaching
八個動物單詞的讀音
三、teaching aids
八張動物全身像及半身像、五張人物圖片、四個動物玩具
四、 teaching process
step 1 free talk
1、t: hi/hello,i’m miss qiu. what’s your name?
s:i’m…（利用人物圖片）
3、 act the dialogue
s: hi/hello,i’m… what’s your name?
s:i’m…
step 2 presentation
1、（1）t:（show doll and say some times）what’s this? it’s a bird
t: a bird（升調） a bird（降調）
s: read toghter
s:read one by one
t: show the rhyme: bird bird 是小鳥，小鳥bird喳喳喳
（2）the same way learn: a cat、 a dog 、a monkey
（3）practice
a: respond
b:模仿動作猜動物
2、（1）、t:（show card and say ）what’s this ? it’s a panda
t: a panda（升調） a panda（降調）
s:read toghter
s:read one by one
t:show the rhyme: panda panda是熊貓，熊貓panda是國寶
（2）、the same way learn:a zebra、 a tiger、 an elephant
（3）practice
step 3 practice
1、 show the rhyme and say together
bird bird是小鳥，小鳥bird喳喳喳
dog dog是小狗，小狗dog汪汪汪
cat cat 是小貓，小貓 cat喵喵喵
monkey monkey是小猴，小猴monkey愛吃桃
panda panda是熊貓, 熊貓panda是國寶
zebra zebra是斑馬，斑馬zebra渾身是條紋
tiger tiger是老虎，老虎tiger獸中王
elephant elephant是大象，大象elephant體如墻
2、 respond（先操練后面學的四個、再把八個一起操練）
3、 look and guess（出示八張動物半身像）
t:（教給方法）a dog（升調）
s: guess
step 4 consolidation
1、 open your book and listen to the tape
2、 read after the tape
3、 fun house: listen and circle
step 5 homework
1、 listen to the tape and read after the tape
五、 板書設計
lesson 2
圖1 bird 圖5 panda
圖2 dog 圖7 zebra
圖3 cat 圖7 tiger
圖4 monkey 圖8 elephant
lesson 3
一、teaching aim
1、復習本單元的日常交際用語及動物單詞
2、 用所學的日常交際用語進行情景表演
3、 完成練習冊
二、teaching aids
1、八張動物圖片
2、“look and say”中的圖片
三、teaching process
step 1 free talk
1、 listen a song ： “hello ”song
2、 greeting
t: hi/hello, i’m miss qiu. what’s your name?
s: i’m…
t:hi/hello…
s:hi/hello…
3、 act the dialogue（三組）
s: hi/hello, i’m… what’s your name?
s:i’m…
step 2 presentation
1、show picture 1of “look and say”
（1）、t:look at the picture（指著圖說）the boy is david. the girl is yangling.wh
at are they saying?let’s make a dialogue
t:（拿圖片）hello/hi ,i’m yangling. what’s your name?
s:（拿圖片）hello/hi, i’m david（2）、ask two students, one act yang ling , one act david, make a dialogue
s:…
s:…
2、show other pictures
（1）、t:what are they saying? please talk to your partner
s:pair work
（2）、act the dialogue
step 3 practice
1、sing asong
（1）、listen to the tape
（2）、sing after the tape
（3）、sing together
2、do exersices
t:open your book,let’s do some listening
（1）、listen and judge
t: talk to your partner,what are they saying
s:talking
t:listen and judge
（2）、listen and draw
t:（出示動物圖片）what’s this?
s: respond
s:listen and drow
（3）、listen,find and circle
t: what are these?
s: find and say
s:listen, find and circle
step 4 homework
（1）、listen to the tape
（2）、read the text and these words
四、板書設計
lesson 3
圖1 圖2
圖3 圖4
Unit 篇6
一、教學設計思路
為學生設置情境，幫助學生在不同情況下做出正確的選擇和回答，使學生在應用中掌握知識。
二、教學目標
(一)知識
1. 掌握如何禮貌地發出、接受、拒絕邀請：can you come to myparty? yes, i’d love to. / sorry, ican’t. today, tomorrow, the day after tomorrow, next week, lesson,invitation
2. 掌握如何談論自己或別人必須做的事情：i have to...
(二)能力
能夠根據日程表中的計劃安排自己的活動。
(三)情感
禮貌地發出、接受、拒絕邀請，禮貌地與人交流。
三、教學重點
禮貌地發出、接受、拒絕邀請。canyou come to my party? yes, i’d love to. / sorry, ican’t. today, tomorrow, the day after tomorrow, next week, lesson,invitation
四、教學難點
根據日程表中的計劃安排自己的活動并對邀請做出適當回答。
五、教學媒體
電腦、投影儀、邀請卡片
六、教學過程
1. 動畫導入，激發學生的學習興趣：
教師可先播放一段有關“聚會”的動畫，激發學生的學習興趣并導入新知。
2. 完成任務，合作學習：
教師可以給學生布置以下任務，讓學生在完成任務的過程中掌握所學的知識。
任務一：planning abirthday party.
讓學生以小組為單位為某位同學籌備一個集體生日聚會，討論在生日聚會上大家可以做哪些活動并列出清單。
任務二：writing aninvitation card.
學生以小組為單位展開活動，制作邀請卡向其他組的同學發出邀請，請他們來參加本組的集體生日聚會。注意邀請卡的用詞和基本格式。
任務三：統計聚會人數。
學生以小組為單位開展活動。假設班上要組織一次野餐活動，一個學生為組織者，詢問組員并統計本組參加的人數及不參加的原因，并做好記錄。
完成任務可能要用到的語言結構：
weare going to have a picnic. can you come?
when is it going to start?
i’m sorry. ihave to....
3. 拓展學習：
學生設計假期某一周的日程安排。在設計的過程中，要盡可能合理安排好學習、休閑娛樂等各項活動，并留出一些空余時間。要注意有自己的特色，能聯系拓展所學的知識。
七、評價方法
可從以下三個方面來考查學生的學習情況，并將學生學習的評價融入到教學過程中。
①課堂參與情況：積極主動，聲音響亮，較流暢地用英語表達自己要說的話。
②合作學習情況：與小組成員共同努力，很好地完成學習任務。
③知識掌握情況：是否已經掌握了所學的知識，并能很好地運用。
八、板書設計
九、達標測試
一、選詞填空
1. 根據句意，用方框內的詞的正確形式填空
have a rest play therebe bebusy practice be freelisten to
1.can they __________ the music in the classroom?
2.i’msorry. tomorrow i’m __________ soccer and having a mathlesson.
3.he has got a bad headache. let him______________.
4.__________ a lot of interesting books in thelibrary.
5.we’ll have apiano lesson on friday. the teacher asked us ________ the pianoevery day.
6.paul and eliza ___________ both ________ on sunday. they can watchthe football match.
7.i’msorry, i___________ really ___________ this week. ican’t go to see you.
二、句子搭配
選擇適當的答語填入括號內
( ) 1. wouldyou like a cold drink?
( ) 2. wouldyou like to go to the cinema on friday?
( ) 3. wouldyou like a hamburger?
( ) 4. wouldyou like that cassette for your birthday?
( ) 5. wouldyou like help with your homework?
a.no thanks, i don’t like thatkind of music.
b.no thanks, i don’t eatmeat.
c.yes please, i feel very thirsty.
d.yes please, i can’t understandit at all.
e.no thanks, i don’t likecinemas.
答案與解析：
一、
1. 應為listen to根據題中music，引出詞組listen to themusic
2. 應為playing，與句尾having a math lesson呼應。
3. 應為havea rest，注意詞組let sb. dosth.
4. 應為there are，因為后面的a lot of interestingbooks是復數。
5. 應為topractice，注意詞組ask sb. to dosth.
6. 應為are…free，注意句意“他們能看足球比賽”。
7. 應為am…busy，注意句意“我不能去看你”。
二、
ce b a d
Unit 篇7
教學重點：Let’s make：制作有趣臉譜；
Let’s sing：學唱英文歌曲 《How Are You?》。
教學難點 ：復習過程中的英語學習興趣的保持和提高。
教具準備：
1 教師準備教材配套的課件。
2 教師將 Let’s make 部分的眼睛、嘴、鼻子、耳朵和空白臉譜復印給每個學生一份。
3 教師準備一個自己已制作好的可笑的臉譜。
4 學生準備膠水。
5 教師準備身體部位的名稱圖片。
教學過程 ：
1 熱身、復習 (Warm-up/Revision)
（1）師生之間進行英語對話。
（2）學生之間自編對話并表演。
（3）教師播放第2 課時的兩首歌謠，讓學生邊拍手邊說歌謠。
（4）師生共同演唱歌曲 Head shoulders knees and toes.
2 呈現新課 (Presentation)
（1）出示身體部位的名稱圖片，教師將圖片很快的在學生面前晃過，問：What is it?
（2）教師出示課件說：This is a funny face. 重復 a funny face ，學生跟讀 a funny face、This is a funny face. 。
（3）教師出示教學課件并說：Let’s make a funny face.
在制作臉譜之前，師生說：Let’s make a funny face. 當臉譜制成后，師生共同說 This is a funny face.
（4）教師播放歌曲《How Are You?》動畫 ，告訴學生“試一試”“比一比”，看看誰能通過自己試唱學會歌曲。
（5）學生間相互練唱，再次讓學生掌握歌詞和節奏。
3 趣味操練 (Practice)
（1）讓學生跟著動畫一起唱歌曲How Are You? ，邊唱邊做相應的手勢，如唱 Hello 時揮揮手，唱 I’m fine. 時指著自己。還可以男、女聲隊唱，或將全班分為兩大組，對唱。一部分學生唱前兩行歌詞，另一部分學生唱后兩行歌詞。還可在班上進行卡拉OK大賽，評出前三名，給予適當獎勵。
（2）教師將 Let’s make 部分的眼睛、嘴、鼻子、耳朵和空白臉譜復印好發給每個學生一份。讓學生按自己的喜好選擇、涂色并貼在空白的臉譜上。
（3）展覽學生的作品。評出最可笑的臉。
4 課堂評價 (Assessment)
（1）做活動手冊本單元第3、4、5 部分的練習。
練習3是檢測學生的詞匯掌握情況。教師可以讓學生組成兩人組進行看詞快說的比賽，說對一個詞涂一朵小花，比誰的花多。
練習4是讓學生看詞涂色，說說兩種顏色的結合會變成什么顏色，并將第3種顏色涂在圈中。教師可以給學生做一個示范，然后再讓學生動手實踐。此練習是機動性練習， 教師可根據時間分配情況靈活安排。
練習5 是讓學生將句子和相對應的圖連線，教師可以先讓學生看圖，猜圖上人說的話，然后再連線。此練習是檢測學生對句子的整體認讀能力，不需要學生認識句子中的每個單詞。
練習后，根據學生情況進行簡單小結。給學生適當的獎勵。
（2）讓學生自我評價半學期的英語學習情況，可在第37頁上做標記，看看自己能達到什么程度。對于評價結果不太理想的學生，教師要及時鼓勵，教育學生不能灰心放棄，針對這部分學生具體的情況在課后進行進一步交流。
5 擴展性活動(Add-activities)
小組對抗賽
教師將學生分為6個組，教師說英文，小組成員共同畫出相應內容，又快又準的加一分。如教師說：Draw a blue eye. Draw an orange mouth. Draw the green ears. …
教師還可出示圖片，讓學生說單詞，說對的加分。
板書設計 ：
Recycle 1
教師出示一個自己已制作好的可笑的臉譜貼在黑板上。
教案點評：
本課時主要學習Let's make 和Let's sing 兩部分，即制作有趣臉譜和學唱英文歌曲《How Are You?》。通過課件和動畫輔助教學，有助于保持和進一步提高學生的英語學習興趣。在教學過程 中，采取比賽競爭的方式，可激發學生的好勝心，起到事半功倍的教學效果。本課時還對學生半個學期的英語學習，在對話，單詞，聽力三方面進行了總結和評價，對于今后的英語學習是很有啟發和幫助的。
Unit 篇8
Lesson 15教案示例
課題：LESSON FIFTEEN
重點：句型What’s its name? Its name is Mimi.
詞匯its nice
難點：理解 Whose cat is it?
What a nice cat!
過程：
一、復習
1.組織學生聽一首英文歌曲
2.學生三人一小組表演第14課的對話，找1—2組學生到教室前面進行表演
3.拼讀第13、14課詞匯his her mother brother [教師出示詞卡]
全班一起拼讀
個別學生拼讀
全班齊讀
二、介紹新語言項目與教學方法
1. 句型教學
A. 教師出示人物圖片（男孩和女孩各一張），向學生做介紹：He’s my brother. His name is Peter. She’s my sister. Her name is Jane. 說完后板書His name is…和Her name is…
教師出示貓的圖片一張：It’s my cat. Its name is David.將新語言適當引入。
B. 教師舉起cat，可以先出示cat的一部分，并變換語調對全班學生說：Hello. My name is Mimi. What’s your name? 全班學生一起回答。師生問答
C. 出示Polly的圖片或玩具，教師接著說：Look! This is my friend. Its name is Polly. 反復說幾遍并讓學生跟著教師重復Its name is Polly.
D. 教師指著另一個玩具，啟發學生回答：What’s its name?
學生回答：Its name is Carl. （可先找一些基礎較好的學生回答）
師生問答
E. 教師啟發學生提問：Can you ask its name?
學生回答：What’s its name? （及時表揚會提問的學生，并將問題進行板書）
另一學生回答：Its name is Carl. (板書)
多找幾組重復問答
F. 按照此方法反復操練另兩組問答
2.詞匯教學
A. 教師帶著學生拼讀句子：What’s its name? Its name is Mimi. 在拼讀的同時，要求學生用手指在桌面上書寫句子。
B. 教師解釋：My name is … Its name is Mimi. my your his her its （板書its 它的）強調ts發 [ts]
C. 教師再次舉起cat，做一個非常喜愛它的動作，親一親或是摟一樓，也可舉起拇指，并說：What a nice cat! 學生理解為：好、漂亮、可愛都可以。
D. 教師示范三遍nice，請學生根據已有的發音規則試著拼讀，教師板書。學生練習拼讀。
3.會話教學
A. 出示課文會話的圖片，讓學生看圖聽會話錄音2—3遍，借助情景聽懂會話。學生先靜聽，再跟讀模仿。
B. 看圖做問題回答，目的是檢查學生是否聽懂對話內容，問題如下：
How many people are there in the dialogue?
Whose cat is it?
What’s its name?
C. 教師拿起自己的英語書對學生說：This is my English book. 隨手再拿起講臺桌上的另一本沒有寫名字的英語書（課前準備好）問學生：This is not my English book. Whose book is it? 書的主人回答：It’s my book. 教師接著問：Whose cat is it? 學生回答：It’s Granny’s cat.
D. 兩人小組活動
學生同桌兩人做對話問答練習
F. 聽對話錄音，找學生重復句子
全班重復
打開書，自讀課文
兩人一組朗讀課文對話
三、興趣活動
學生準備好26個字母卡片，教師準備好一些四會掌握的單詞圖片，如cat dog fish duck hen pig bike bus plane ship boat jeep apple banana 等等。教師出示一張圖片，如a picture of an apple，同時問：What’s its name? 學生回答：Its name is apple. 之后教師要求學生口拼apple，集體和個人口拼相結合。學生口拼單詞時，從自帶的字母卡片中取出組成apple一詞的五個字母卡片擺在桌子上，對完成的最快并且拼寫正確的學生給與表揚和鼓勵。
四、練一練
根據錄音順序，將圖下面小房子中的數字分別與相應的圖連接起來
五、作業 ：朗讀并抄寫本課課堂練習中的單詞和句子
六、板書設計 ：
LESSON FIFTEEN
教案點評：
課文對話圍繞詢問一只小貓的主人展開，學習句型What s its name? Its name is Mimi.本課的用語與前兩課基本相同，理解和運用起來不會有很大困難，但是課文中出現的兩個句子Whose cat is it?和What a nice cat!,不太容易上口。所以主要是讓學習多進行操練。其一，是對主句型的單獨操練，教師利用Let s practise中的動物圖片或玩具，提問學生：What s its name?，經過反復幾輪師生間的問答，達到學生能初步獨自操練此語言項目的目的。其二，是在課文情景中鞏固主句型，并通過課文會話的表演，加深對句型的理解，為學生在實際情景中運用提供語言素材。回家游戲的探究活動
游戲：回家
準備：教師在課前將學生學過的帶有字母組合ee、ea、sh、ch的單詞分別寫在詞卡（一卡一詞）上，（如果不夠兩人一張，可補充寫一些沒有學過但符合發音規則的詞）將這四個字母組合也分別寫在四張詞卡上。
操作：將詞卡發給學生，教師讀四個字母組合其中一個的發音，（如：[tF]）手中持有該組合詞卡的學生到前面來，凡是屬于這個家庭的失落在外的孩子（單詞）都要趕快“回家”。“回家”后，請自認為是這家人的學生將手中詞卡高高舉起并高聲朗讀，如所有的學生都走對家門，則算成功。
注意：如果教師怕教室前面的學生太多，不易組織，可將全班學生分為兩大組，分別進行。
Unit 篇9
教學重點： 學習書寫英文字母Ww, , Yy, Zz的大小寫和學習拼寫單詞：boy, girl, friend
教學難點 ：1. 大寫Y和小寫x的筆順，小寫y的書寫格式。
2. 單詞yacht的發音。
教具準備：
1. 寫有大小寫Ww, , Yy, Zz的字母卡
2. 圖片yacht, zebra
3. 單詞卡window, watermelon, walkman, taxi, six, yellow, zoo
4. 教材相配套的教學錄音帶
教學過程 ：
（一）熱身、復習（Warm-up/Revision）
1. 聽寫。教師發給學生每人一張四線三格紙，教師隨意讀出字母Aa-Vv， 學生要在紙上書寫所聽到的字母。聽寫完畢后學生要把寫好字母的紙交給教師。
2. 教師出示字母卡讓學生認讀字母。
3. 復習單詞。注：要求聽說的單詞，讓學生看圖說單詞。要求聽、說、認讀的單詞，讓學生看單詞卡讀單詞，并說出中文含義。
（二）呈現新課（Presentation）
1. 教學字母Ww。（出示字母課件）
教師分別出示單詞卡window, watermelon, walkman， 讓學生讀出來并說出中文。
教師問學生這三個單詞的第一個字母是什么：What letter is this? 學生回答：w。教師出示字母卡，讓學生辨別字母Ww的大小寫。
教師在四線三格中教學字母大小寫Ww。教師要告訴學生小寫w的手寫體要有起筆和收筆。
2. 教學字母。（出示字母課件）
教師拿著一個盒子問學生：What’s it in English? 學生說出box。
教師出示單詞卡，讓學生認讀taxi, six, 并說出中文。
教師讓學生說出box, taxi, six這三個單詞中相同的字母是x。
教師出示字母卡，讓學生辨別字母大小寫。讓學生說出大小寫字母筆順并書空。教師在四線三格中教學字母大小寫。教學中告訴學生大小寫Pp的第一筆先從左上到右下，第二筆再從右上到左下，要有起筆和收筆。
3. 教學字母Yy和單詞yacht。（出示字母課件）
教師手中拿著悠悠球問學生：What’s this?讓學生說出yo-yo。
教師出示單詞卡yellow, 讓學生讀出來并說出中文。
教師讓學生說出這兩個單詞的第一個字母是y。
教師告訴學生我們要學一個新單詞，它的第一個字母就是y。
教師出示圖片問學生：What’s this? 也許學生會說出ship。這時教師說：No, it isn’t a ship. It’s yacht. 教師教讀單詞yacht。這個單詞的發音有些難度，教師要耐心幫助學生把音讀準。
教師出示字母卡，讓學生辨別字母Yy的大小寫。讓學生說出大小寫字母Yy的筆順并書空。教師在四線三格中教學字母大小寫Yy。教師提醒學生大寫Y的第二筆是一筆寫完的，小寫y占下兩格。
4. 教學字母Zz和單詞zipper。（出示字母課件）
教師出示單詞卡zoo，讓學生讀出單詞并說出中文。
教師問學生：What can you see in the zoo?
當學生說出zebra時，教師出示該圖片。
教師讓學生說出zoo和zebra的第一個字母是什么。學生回答z。
教師手拿一根拉鏈，教學生說單詞zipper，讓學生通過讀音說出第一個字母是z。
教師出示字母卡，讓學生辨認字母Zz的大小寫。讓學生說出大小寫字母Zz的筆順并書空。教師在四線三格中教學字母大小寫Zz。
6. 讓學生在練習本上把所學字母Ww-Zz每個寫一行。教師在教室中巡視，及時給學生進行輔導。
7. 讓學生聽錄音帶跟讀模仿。
8. 學習拼寫單詞boy, girl, friend
教師分別指著班里的一個那同學和一個女同學說：This is a boy. This is a girl.
教師問：Can you spell the words “boy and girl”? 如有學生能夠拼出單詞，教師要給與表揚并說：那讓我們來看一看他拼的對不對，然后出示單詞卡。如沒有學生拼出單詞，教師說：我們學習單詞不僅要會說還要會寫，今天我們就來學習幾個單詞的拼寫，看誰學得快。然后出示單詞卡。
讓學生看單詞卡拼讀單詞。
教師讓學生看單詞回答：How many letters in this word?學生回答后，讓他們背著拼出單詞。
教師出示單詞卡friend, 讓學生拼讀并背下來。
教師讓學生在四線三格中默寫字母b, o, y, g, i, r, l, f, e, n, d
教師教學生在四線三格中書寫單詞。告訴學生首先要把每個字母書寫正確，然后按照單詞的拼寫把字母寫在一起，注意單詞的每個字母間要有一點距離。
讓學生照板書抄字頭，然后每個單詞寫一行。
（三）趣味操練（Practice）
1.Bingo
讓學生把本課所學的字母和部分單詞隨意寫在游戲板中。教師任意說出一個字母或單詞。學生在游戲板中迅速找出教師說的字母或單詞并用鉛筆在字母或單詞上畫一個圈。每畫出完整的一行或一列字母或單詞，學生就說Bingo!直到所有的字母和單詞都圈完。讓學生擦去畫的圈，重新再做一次游戲。由于教師念字母或單詞的順序不一樣，每次圈的順序也不一樣。在游戲結束以后，全班一起復習詞匯。
2.Listen and show
教師將學過的字母卡片分發給學生，讓學生熟讀該字母。教師說一個以所學字母開頭的單詞。學生舉起該單詞起始字母的字母卡片。活動繼續下去，讓更多的學生舉起手中的字母卡片。
（四）擴展性活動（Add-activities）
1.叫一名學生在班里走動，站在一名學生的后面。
2.教師舉起一張本單元的單詞圖片。先正確地說出這個單詞第一個字母的讀音的學生坐下，另一名學生繼續在班里走動，繼續活動。
板書設計 ：
Unit 3 My friends
黑板上方：上課前打好的四線三格，在課堂上隨講隨寫的字母Ww, , Yy, Zz
黑板下方：
教案點評：
本課時主要學習字母Ww, , Yy, Zz及相關單詞。因為本課時將結束字母的學習，因此在熱身、復習環節，有必要先進行字母Aa-Vv的聽寫。然后出示字母卡、單詞卡讓學生認讀字母和復習單詞。呈現新課環節，教師可將字母教學放到單詞中進行。在教學過程 中，教師結合圖片或實物逐個進行字母和單詞的教學，可輔以字母課件進行教學，便于學生更好的領會和掌握。教師要注意側重字母的書寫教學，使學生養成正確的書寫習慣。兩個小游戲“Bingo”和“Listen and show”幫助學生在趣味活動中鞏固了所學的全部字母。擴展性活動的設計目的在于復習本單元的單詞。
關于字母游戲的探究活動
探究內容：字母和單詞
活動目的：讓學生通過字母記憶單詞并考查學生對單詞拼寫的掌握情況。
活動形式：全體
活動過程 ：
1） 讓學生圍成圈，讓一名學生站在中間。
2） 中間的學生說：“U”，讓后指向一名學生。該學生要做出反應， 如：“U， It's an umbrella."
3） 中間的學生在V， 指另外一名學生，繼續進行。讓不能正確回答的學生代替中間的學生。
Unit 篇10
高一英語必修4 unit5 theme parks 導學案
the first period warming up and reading
【學習目標】 enable the students to know something about the various theme parks all over the world, to understand the difference between a theme park and a traditional park and try to finish the comprehending exercises.
【重點難點】 teaching important points: to solve the questions in comprehending, and let the students find out the main idea of each paragraph, give a summary of the text.
teaching difficult points: how to give a general instruction/ description of a place.
【學法指導】 1.skimming and scanning;
2.asking-and-answering activities;
3.listening method.
【知識鏈接】 what is a park？ what is a theme park?
a park is a public area of land with grass, trees, etc, where people can walk for fun or children can play.
a theme park is a large area which is designed around one subject such as water, food, culture, science or history.
the difference between a park and a theme park:
the general purpose of a park is for people to walk in for pleasure or for children to play in it.
a theme park is fun to visit, but it can also be educational and can offer useful information.
【學習過程】
task1. skimming
skim the passage to get the meaning of the title“theme parks-fun and more than fun”.
task2. scanning
scan the passage to complete the table with information from the passage.
1. name: disneyland
location: in several parts of the world
theme: ___________________________
activities: travelling __________________________
visiting __________________________
meeting __________________________
riding in a swinging ship
going on a free-fall drop
2. name: dollywood
location: ________________________________________
theme: __________________________________________
activities: listening to ______________________
watching ________________________
trying __________________________
riding __________________________
watching bald eagles
riding on thunderhead
3. name: camelot park
location: in england
theme: __________________________________
activities: watching ________________________
visiting _________________________
visiting the farm area and learning about farms in ancient england
key: 1. fairy tale stories, through space, a pirate ship, fairy tale or disney cartoon characters,
2. in the smoky mountains in the southeastern usa, america’s traditional southeastern culture, country music, craftsmen making objects, traditional candies, on the only steam-engine train,
3. ancient english history and stories, magic shows, the jousting area
task3. listening
listen to the tape and then do the t or f exercises on page35.
【當堂訓練】 write a summary of the reading passage using the new words.
【歸納小節】
1.theme: a main subject or idea
e.g. the theme for tonight’s talk is education.
2. fun: enjoyment; pleasure (u)
have fun: enjoy oneself 盡情地玩
for fun: for pleasure 為了娛樂
a lot of / much / no fun 有趣/沒趣
(be) in fun 在開玩笑
the little cat is full of fun.
it’s no fun spending the weekend doing nothing.
3.more than 在本句意為“不僅僅是……;不只是……”
e.g. this book is more than a grammar. 這不只是本語法書。
另外, more than happy/glad/willing, etc (to do sth)表示“非常樂意(做某事)”。
e.g. we are more than happy to show you around beijing. 我非常樂意帶你到北京到處看看。
4.various 不同的，各種各樣的
there are various colors to choose from. 從這里到車站有各種不同的走法。
there are various ways of getting to the stations from here.
variety n. 變化，多樣性，種類
the shopping center sells a variety of goods.
at school we learn a variety of things. 在學校里我們學習各種東西。
she made the children glad in a variety of ways (用各種方法).
5.amusement (n.) n. 消遣，娛樂(活動)
china’s cultural theme park offers its visitors all kinds of amusement.
to her great amusement the actor’s wig(假發) fell off.
amuse oneself 消遣，自我娛樂
the children amused themselves by playing hide-and-seek games.
翻譯：她讀偵探(detective)小說消遣。
she amused herself by reading detective stories.
6.no wonder: used to say that you are not surprised by something 難怪；不足為奇(特別用于口語中)
no wonder you’ve got a headache – you drank so much wine. 你喝了那么多酒，難怪你頭疼。
7.wherever (conj. & adv.): to or at any place, position or situation 無論哪里；無論什么情況下
she is followed by that person wherever she goes. 無論她去哪里, 那個人都跟著她。
you can sit wherever you want. 你想坐哪里就坐哪里。
類似用法的還有whichever, whatever, whenever, whomever等。
it has the same result whichever way you do it. 不管你怎么做, 結果都一樣。
take whichever you want. 你想拿哪個就拿哪個。
whatever i have also belongs to you. 我所有的一切也屬于你的。
whatever happens, i’ll always be on your side. 不管發生什么事, 我總會站在你一邊的。
【課后練習】
ⅰ.用括號內所給單詞的適當形式填空。
1. his wife is _______ (various) described as a painter or a film maker.
2. we saw the chimps _______ (swing) from branch to branch and playing in the tree.
3. we were all _______ (amuse) at his foolish behaviour.
4. there is a river 300 miles in ______ (long) in the province.
ⅱ.根據漢語提示完成下列句子。
1. remember you are chinese _______________ (不論你到哪里).
2. ____________________ (難怪人們說) that computers are taking over the world.
3.please tell me_____________________________________________________________ (你是否完成了工作)
4. he is ________________ (不僅僅是一個歌手); he can write songs as well.
5. china ___________________________ (作為美麗的國家而出名) with a long history.
6. it’s clear that his painting style ________________ (模仿) that of vincent van gogh.
key:
ⅰ 1. variously
2. swinging
3. amused
4. length
ⅱ 1. wherever you go
2. no wonder people say
3. whether / if you have finished your work or not /whether or not you have finished your work
4. more than a singer
5. is famous as a beautiful country
6. was modelled after
Unit 篇11
牛津小學英語4b/unit9教案 常州市懷德苑小學黃蕙穎 教學內容：《牛津小學英語》4b / unit 9第一教時教學目標：1. 能聽懂、會說、會讀、會拼寫單詞 a knife, a plate, a glass, a cup, a bottle, a table, an egg, bread, rice.2. 能聽懂、會說、會讀、會拼寫句型where’s the/ my…?it’s …3.能聽懂、會說和會讀日常交際用語 what’s for breakfast? 教學重點：1.能聽懂、會說、會讀、會拼寫單詞 a knife, a plate, a glass, a cup, a bottle, a table, an egg, bread, rice.2.能聽懂、會說、會讀、會拼寫句型where’s the/ my…?it’s …教學難點：where’s the/ my…?it’s …課前準備：教具準備：課前準備本課單詞圖片、一些餐具及食品、錄音機和磁帶。教學過程：step 1: review1. free talk.2. 復習句型 what’s in /on /near …? there’s / there are … step2: presentation and practise1. (1)t: what’s for your breakfast?s: milk / eggs / noodles / bread / rice…教單詞的拼寫 bread, rice, an egg.學生用what’s for your breakfast?問答 （2）t：exceuse me, where’s the milk? it’s in the bottle.(指著桌上的實物說) （3）老師出示圖片用同樣的方法教cup和cupboard.2. t: when we eat some western food, we always use these things. 老師拿出餐具放在桌上，左手拿*，右手拿刀，做吃西餐的樣子，說 “this is a plate / a knife / a fork.” 學生模仿老師說。3. （1）t：where’s my glass?it’s on the desk.看著實物教單詞glass s1: where’s the glass ?s2: it’s on the desk.. 學生問答。（2）老師拿出圖片要求學生看圖用“where’s the …?”句型問答。（3）t：where’s my / your egg? it’s in the desk /near the book.. 要求學生拿出自己的東西用“where’s my / your / his / her …?”進行問答。step3: a short break1. sing a song.2. play a game.聽音，讓學生說出該餐具的名稱，小組比賽，哪組說得既快又準確。step4: learn to say1. 學生聽錄音機，跟讀課文。2. 老師拿出一張圖片，圖片中有許多東西擺放在某個位置上，要求學生練習where’s the …? it’s on / in /near …句型。3. play a game要求學生把帶來的餐具或食物放在老師準備的一個包的上面、里面和旁邊，另一個學生去猜，分組比賽。step5: homework1. copy the words and sentences.2. read the drills after the tape.板書設計： unit 9 breakfast where’s the / my …? it’s on / in / near … 教學內容：《牛津小學英語》4b / unit 9第二教時教學目標：1. 能聽懂、會說、會讀、會拼寫單詞 a fridge.2. 能聽懂、會說、會讀、會拼寫句型where are the/ my…?they’re on / in / near …there’s no … on / in / near…3. 能聽懂、會說和會讀日常交際用語 have some juice then.4. 了解字母組合wh在單詞中的讀音。 教學重點：能聽懂、會說、會讀、會拼寫句型where are the/ my…?they’re on / in / near …there’s no … on / in / near… 教學難點：正確使用where are the/ my…?they’re on / in / near …句型。 課前準備：教具準備：課前準備本課單詞圖片、教學掛圖、錄音機和磁帶。教學過程：step 1: review1. free talk.2. play a game.look at the picture and spell the words. step2: presentation and practise1. t: where’s the rice? it’s in the bowl.(出示圖片) 用實物教單詞bowl, spoon和chopsticks。 出示圖片要求學生用where’s the spoon / rice…?句型問答。 2.t: where’s the spoon?s: it’s in the bowl.t: where are the chopsticks? they’re near the bowl.學生問答“where are the chopsticks?”句型。 3.（1）老師出示一些圖片 s1: where are the …? s2: they’re on / in / near…（2）t: look, this is my fridge.(出示圖片) 教授單詞fridge t: where are my apples? they’re in the fridge. t: where are your bananas. s: they’re in the desk. 要求學生拿出自己的東西用“where are my / your / his / her …?”進行問答4. (1) t: where’s my tea? s:it’s in the cup. (老師拿過空杯) t：there’s no tea in the cup. 學生用there’s no… on/ in / near…造句。 (2) s: there’s no milk in the glass. t: have some juice then.there’s a carton of juice on the desk.. 學生模仿對話練習。step3: a short breaksing “in the classroom.”step4: learn to say1. t: what’s for lunch?s: rice.t:where’s the rice?s: it’s in the white bowl.出示單詞what where which white，歸納字母wh 組合的發音wh 發/w/還有：wheel, why…wh 還可發/h/的音有：who, whose…2. listen and repeat. read after the tape.3. open the books, read unit 9 after the tape.step5: homework1.copy the words and sentences.2.read unit 9.板書設計： unit 9 breakfast where are the / my …?they’re on / in / near …there’s no … in /on / near …教學內容：《牛津小學英語》4b / unit 9第三教時教學目標：1.復習本單元所學的食物和餐具用品單詞。2.進一步掌握句型where’s / where are …?和there’s no…in/ on…3.熟練運用本單元的句型及日常用語。教學重點：1.熟練掌握食物和餐具用品類單詞。2.能綜合運用本單元學過的單詞、句型和日常交際用語。教學難點：能正確運用where’s / where are …?及其答語。課前準備：1.教具準備：課前準備12張圖片、錄音機、磁帶和實物投影儀。2.教學準備：教師準備好盤子、雞蛋、香蕉等，學生自帶一些與本課內容有關的食物和餐具等。3.板書準備：黑板上預先寫好unit 9 breakfast教學過程：step 1: sing a songsing “ in the classroom.”step 2: review3. free talk.4. t: draw some pictures and write their names.老師說本單元學習過的食物和餐具，學生畫出來，然后拼出這個英語單詞。step3: ask and answer1. (1) t: i’m hungry. i want to eat eggs. but where’s the egg?學生看到放在盤中的雞蛋回答。學生問答“where’s the egg?”(2) 老師在盤中再加上一個雞蛋。t: where are the eggs?s: they’re on the plate.2. 老師用實物投影儀打出小刀在沙發上的圖片，要求學生問答。s1: where’s the knife?s2: it’s on the sofa.然后出示其余五幅圖片用where’s / where are the …?句型問答。3. t: where’s my banana?s: it’s on the desk.t: where are her apples? s: they’re in the fridge. 老師要求學生用where’s my / your / his / her …?句型和 where are my / your / his / her …?句型進行問答。4. say a rhymepizza and bread , they are western food.rice and noodles, they are chinese food.cola and juice, they are soft drinks.apples and pears, they are nice fruitsstep4: look and say1.t: i’m thirsty. i want to drink some coffee.s: there’s some coffee in the cup.t: oh, there’s no coffee in the cup.s: have some juice then.practise“there’s no coffee in the cup.”2.用實物投影儀打出瓶中沒有牛奶等六幅圖片，要求學生練習句型there’s no … in/ on…3.make a dialogue要求學生用where’s / where are the …？句型和there’s no … in/ on…句型編寫小對話，并表演。step5: homework1. copy the sentences.2.act the dialogue.板書設計： unit 9 breakfast where’s the egg / knife…? it’s on the plate / sofa… where are my eggs / apples…? they’re on the plate / sofa… there’s no … in / on/ near… 學內容：《牛津小學英語》4b / unit 9第四教時教學目標：1. 復習鞏固本單元單詞 a knife, a plate, a glass, a cup, a bottle, a table, a fridge, an egg, bread, rice.2. 復習鞏固本單元句型 where’s the/ my…?it’s … where are the / my…?they’re … there’s no … in / on/ near…3. 能聽懂、會說和會讀日常交際用語 can you use chopsticks ? no, i can’t. but i’d like to try. watch me. let me try again. 4. 會誦讀歌謠 it’s one in the afternoon.教學重點： 復習和鞏固本單元的單詞和句型。課前準備：教具準備：課前準備本課單詞圖片、學生自帶實物。教學過程：step 1: review1. sing a song: western food and chinese food.2. act the dialogue.學生用自帶的實物表演對話。step2: presentation and practise1.(1)t: look, here’s a pair of chopsticks. can you use chopsticks.s: yes, i can.學生問答“can you use ….? （2）s: can you use the knife?t：no, i can’t .but i’d like to try. please you do.ok.watch me. is this right? s:no. t: let me try again. is it right?s:yes.老師在對話中可解釋i’d like to try.和watch me.等句的意思。2.聽錄音，理解對話，并分角色朗讀。3.look and read.the students look at the pictures. read themselves.then they translate the meaning. at last, they read the dialogue.step3: a short breakplay a gamet: close your eyes. where’s / where are the…?step4: 1.say a rhyme. learn to say the rhyme“it’s one in the afternoon.” 2.finish off the workbook./estep5: homework1.say a rhyme.2.recite the drills.板書設計： unit 9 breakfast can you use chopsticks? no, i can’t. but i’d like to try. watch me. let me try again.
Unit 篇12
初一英語上冊module 1 unit 2教學設計
g7m1u2 教學設計
一 、課型：
speaking and reading
二 、教學內容分析：
本單元是第一模塊的第二部分可以起到銜接上一單元的作用，通過問答練習既復習上一節課所學內容，又可以為接下來的閱讀提供信息支持。
三 、教學目標
1、useful expressions in introducing persons.
2、to get in formation from the reading material about personal information
四、知識與能力：1、to be able to introduce oneself or other
2、asking for and receiving personal information
五、情感態度與價值觀
to build up students’ confidence and interest in english- learning .
六、教學過程
1、warming-up/lead in
活動目的 review and consolidate the vocabulary students have learned before。
教師活動 1).read through these questions and answers . make sure the students understand them .
2).practise them with the whole class chorally and individually .
3).pair the students to ask and answer .
4).put the students in new pairs ,have them do a mingling activity, asking the person nearest them when you clap your hands .
學生活動 1).work in pairs about their name .country .age or other more .
2).act out the conversation in font in pairs.
2、reading extensively /in put
活動目的 train students to get specific information through reading .
教師活動 1).ask students to read and answer individually.
2). ask them to check with a partner .
3).call back the answers from the whole class ,asking the students to read the statements and then say “true”or “false”.
學生活動 1).read and answer individually, then check with a partner .
2).check the answers in class and share the learning strategy .
3)correct the false sentences .
3、reading intensively/practice
活動目的 1) use the words they have just learned in real life .
2)teach students writing skills .
教師活動 1).ask the students to read the passage in activity 2 again and to fill in the table with correct information .
2) .check the answers with whole class ,then with individual students .
3). ask students to describe daming .lingling .andwang hui by themselves,then ask some students to the front to talk about them .
學生活動 1) .read the passage carefully again and do activity 3—complete the table.
2). check the answers with a partner ,then with the whole class .
3).try to say something about daming,lingling ,and wang hui.first,prepare by themselves thentry to talk about them to the front .
4、writing /out put
活動目的 1).train ss writing skills .
2).review the knowledge learned
教師活動 1).ask a few student to try to say something about jiang li ,then write down the sentences about jiangli .
2).first ,ask ss to write about themselves ,then ask ss to try writing something about their classmates or friends .
學生活動 1). try to say something about jiang li ,then write down the sentences about jiangli .
2). .first , write about themselves ,then try writing something about their classmates or friends .
七、作業布置
1、 do exercise 11 in module 1 in workbook .
2、 write something about a person you like best.
八、教學反思
抓住學生剛剛升入初中好奇心強這一特點，本節課我圍繞“介紹人物”這一話題創設了一個貼近學生生活實際的教學情境。雙人問答，小組活動，師生互動活躍了課堂氣氛;加深了師生間的和諧;激發了學生的學習興趣。通過本課的學習，學生能夠用所學詞匯句型進行簡單的交流對話，也能做簡單的自我介紹或介紹身邊的朋友親人，讓他們體會到成功的樂趣，進而增強學習的信心和興趣。
目標檢測題
一.英漢互譯.
1. 讀書 2.sit down_______ 3.起立_______ 4.來自_________
5. write on the blackboard 6.given name 7.姓
8. …years old 9. a new student 10.二年級一班_________
二. 用適當的人稱代詞填空
1. is my aunt. i often visit .
2.china is adeveloping country.______lies in the east of asia.
3.professor wang sets______a good example. we must learn from______.
4.—what’s wrong with tom?
—______is three kilometers away.
5.how far is the thunder(雷聲)？
—______is three kilometers away.
6.i own a blue bike. the red one doesn’t belong to______.
7.these new houses are so nice.______are very expensive.
8.______say that those old house will be rebuilt.
9.lingling is a girl.______studies in a primary school.
10.mike is my classmate.______is good at physics.
三.單項選擇.
1.what______your name?
a.is b.are c.am
2.i______ jim green.
a.is b.are c.am
3.—how______you?
—i______fine,thank you.
a.are,is b.am,are c.are,am
4.what is this? what is=______.
a.what are b.it’s c.what’s
5.—what is this?
— ______m.
a.it b.it’s c.it’s
6.—how are you?
—i’m______,thank you.
a.good b.nice c.fine
7.—nice______meet you.
— nice______meet you,______.
a.to,to,too b.to,to,to c.too,to,too
8.i’m in______.
a.number four b.class one c.whith row
9.—welcome to beijing.
—______.
a.ok b.yes c.thank you
10.—thank you.
—______.
a.that’s right
b.thank you
c.you’re welcome
四.閱讀理解
mike is a boy.he is a good student.he’s in class2,grade1.how old is he? i know. he is eleven. how old is his friend? i don’t lnow. i think he’s fourteen. his name
is bill or sam. oh,it’s bill.that’s right.i am not wrong.
mike’s dad is 42. he’s a teacher. bill’s mum is 39.she’s a teacher,too. they’re at
school today.
1. mike’s friend is______.
a.i b.bill c.sam
2.mike is______.
a.11 b.12 c.14
3.mike is in______.
a.grade 1 b.grade 2 c.grade 3
4.bill;s mum is______today.
a.at home b.here c.at school
5.is bill’s mother a teacher?
a.i don’t know. b.yes,she is. c.no,she isn’t.
附答案：
一.1. read books 2.坐下 3.stand up 4.be/come from 5.寫在黑板上
6.名字 7.family name 8.幾歲 10.class1 grade2
二.1.she;her 2.it 3.us;him 4.he 5.it 6.me 7.they 8.it 9.she 10.he
三 1.a 2.c 3.c 4.c 5.b 6.c 7.a 8.b 9.c 10.c
四 1.b 2.a 3.a 4.c 5.b
單元達標題
一 、翻譯下列詞組
1、來自_______ 2、一年級三班_______
3、十二歲 _______ 4、坐下_______
5、起立 _______ 6、好朋友_______
7、多大 _______ 8、在我班_______
9、他的名字 _______ 10、我的英語老師_______
二 、單項選擇
（ ）1、shanghai is a big_______.
a.country b .town
c .city d.village
( ) 2 .meimei is _______class two.
a.on b.at
c.in d.for
( )3. daming is _______.he is from beijing.
a.english b.american
c.chinese d.japanese
( )4.ann with her parents_______in china.
a.am b.is
c.are d.be
( )5.jack is_______.
a.come from england b.from english
c. a english boy d. english
三、用所給詞的適當形式填空
1. daming _____(be not ) in class two.
2. --_____lingling and daming your classmates ?
-–no,they ____(be not)
3. he is in ____(daming) class.
4. jack is from _____(american).
5. there are many big _____(city) in china.
四、漢譯英
1. 我在一年級五班。
_________________________________
2. 大明不是英國人。
_________________________________
3. 你來自北京嗎？
_________________________________
4. 玲玲和她的父母在美國。
_________________________________
5. 我的朋友梅梅是一個中國女孩。
_________________________________
附答案：
一.1.come/be from 2. class3 grade1 3. twelve years old 4.sit down 5.stand up
6.good friend 7.how old 8.in my class 9.his name 10.my english teacher
二.1.c 2.c 3.c 4.b 5.d
三. 1.is not 2.are ; aren’t 3.daming’s 4.america 5.cities
四. 1.i’m in class5 grade1. 2.daming isn’t english. 3.are you from beijing?
4.lingling and her parents are in america.
5.my friend meimei is a chinese girl.
Unit 篇13
unit 8 learning a foreign language (詞匯)
單詞解釋：
1. motive
n.(cn) 動機 目的motivate vt. 作為┉的動機；激發motivation n . (un) 動機；積極性
i’m suffering from a lack of motivation. my new job is really boring.
我變得缺乏干勁，因為我的新工作極為沉悶。
2. memorise
( vt ) 記住，背熟 memorise a poem 背熟一首詩
bear [have, keep] in memory 記著, 沒有忘記beyond [within] the memory of man [men] 在有史以前[來] bring back [call] to memory 使想起 come to one's memory 想起, 清醒過來 in memory of 紀念...
memorial n.(=monument)紀念物； 紀念碑；紀念儀式;歷史記載 adj.記憶的; 紀念的; 追悼的
memorials of a past age一個昔日的歷史記錄
the monument(memorial) to the people’s heroes人民英雄紀念碑
3. dictation
( n )口述；聽寫 [u] the pupils wrote at their teacher’s dictation.學生按照老師的口述寫下來。
命令[u] she was tired of her husband’s dictation.她對丈夫的發號施令感到厭煩。
4. correction
( n.)訂正，修改；校正[u][c] look carefully at the corrections which i have written in your essay. 請仔細看一下我對你文章修改過的地方。
懲治，懲罰[u]；教養[pl]the prisoner was sent to a labour camp for correction.囚犯被送往勞工營改過自新。
5. stick
n. 枯枝，棍，手杖 a walking stick 一根拐杖 條狀物： a stick of chalk 一支粉筆
v. (stuck, stuck, sticking)
①（常與in, into, through連用）（把尖 物）插入，刺入，戳入
to stick a fork into a potato用叉子叉上馬鈴薯 i stuck a needle into the cloth.我把一根針扎進布里。
②（與in, into, on連用）粘住；貼住 i stuck a stamp on the letter.我把一張郵票貼在信上。
③附著；固著the wheels of the car stuck in the mud and we could not go on.車輪陷入泥里，我們不能前進了。
④放，置 stick the chair in the corner.將椅子置于墻角。
⑤（與at連用）繼續努力做 if you want to play an instrument well, you’ve got to stick at it.
如果你想練好一種樂器，你必須持之以恒。
此外還有：
伸出，突出 stick out one’s arm伸出手臂 stick out above the water突出水面
使停止，阻塞 be stuck in/by…被困… 容忍，忍受 i can’t stick it any more.我再也忍受不了了。
堅持，堅守 stick to stick to a post 堅守崗位 stick to one’s word 遵守諾言
6. acquire
vt. 學到（知識等）；獲得acquisition n. ( cn) 獲得或購得之物；（un）獲得
①she acquired an american accent while living in new york.她住在紐約時學會了一口美國音。
7. instruct
vt. 1.) 指示,命令,吩咐=order
he instructed me to deliver it to a customer. 他吩咐我把東西送去給顧客。
the judge instructed the witness that he should tell the whole truth.法官命令見證人講實話。2.) 教授;訓練;指導[(+in)] =teach my job is to instruct her in english. 我的工作是教她英語。 3.) 通知,告知
my agent has instructed me that you still owe me $150. 我的代理人告訴我你還欠我一百五十美元。
instruct sb in sth 教導某人某事instruct sb to do sth 命令某人干某事follow the instructions 遵從指示
instruction n.用法說明，指示， 命令，（計算機）指令 adj. an instruction book說明書
instructional adj. 教學的，教育的 ～ materials教材
instructive adj. 富有教益的，增長知識的 instructor n. 教練，導師
receive /follow the instruction(s)接受指導give sb instructions to do命令/吩咐某人做。
9. anxious
adj. 1.) 焦慮的,掛念的[(+about/at/for)] i'm anxious about her safety. 我對她的安全擔心。 he was anxious for the safety of his family. 他擔心家人的安全。 2.) 令人焦慮的 the week of the flood was an anxious time for all of us. 鬧水災的那一星期是使我們大家都焦慮不安的日子。 3.) 渴望的 [(+for)][+to-v][+that] we\'re anxious for your safe return. 我們盼望你平安歸來。 we were anxious that there be no misunderstanding. 我們極愿沒有誤解。 i could see that she was anxious for laura to go. 我看得出她巴望勞拉去。 i\'m really anxious to see him. 我急于見他。
10. secure
adj. 1.) 安全的,無危險的[(+from/against)] now my house is secure against burglary. 現在我的房子無被盜竊之危險。 2.) 安心的,無憂慮的 you have made me feel secure. 你使我覺得放心。 3.) 有把握的,確定無疑的 our success is secure. 我們的成功是有把握的。
11. academic
adj. 學院的, 理論的；學術的
eg：academic year學年 academic rank學銜academic degree 學位
n.(c) 大學教師, 大學生; 學會會員; 學究式人物
academy n.(c) -mies學會the royal academy皇家學會;學院；高等專科學校
an academy of music音樂學院
university n(c) （綜合）大學 oxford university牛津大學
college n(c) （綜合大學中的）學院,獨立的）學院,高等專科學校
a college of agriculture農學院 evening college夜大學
institute n(c)學院; (大專)學校;
12.. adopt
( vt. ) adopted (adj ) adoption (n.)1.) 采取;采納;吸收 adopt a new technique/ method/ideaafter much deliberation, the president decided to adopt her suggestion.
總經理再三考慮之后,決定采納她的建議。
circumstances will force us finally to adopt this policy.情況最終會迫使我們采用這項政策。
2.) 過繼,收養[(+as)] mr. kern adopted the orphan as his own son. 克恩先生將那孤兒收養為自己的兒子。
3.) 正式通過,接受 the agenda was adopted after some discussion. 經過討論,議事日程獲得通過。
adopted adj. 收養的, 移居的 their adopted son他們的養子
adoption n. 收養，領養； 采用；推選
put sb. up for adoption 提出讓人收養某人 the adoption of new technology新技術的采用
adoptive adj. 收養的，有收養關系的
13. operation
n 操作;【醫】手術;運轉
be in operation在運轉中; 在行動中; 在實施中; 在生效中
come into operation開始工作[運轉];生效 go into operation開始工作[運轉];生效
perform an operation on sb. for a disease因某種病給某人動手術
14. broaden
vi 變寬，變闊；擴大 one’s views broaden at college. 一個人的見解在大學時代變得開闊起來。
vt 使寬，使闊；使擴大 this narrow highway should be broadened. 這條狹窄的公路應該加寬。
15. broaden
vi. / vt. =(to cause to) become broad or broader 使擴大, 使寬闊
=to increase your knowledge, experience, etc 增長（知識、經驗等）
eg. broaden one’s horizons 打開眼界，拓寬視野
travel broadens the mind. 旅行使人開闊心胸(眼界)。
the river broadens (out) at this point. 這條河到這里開始變寬。
her smile broadened. 她笑得更加燦爛了。
“adj./n. +en→v.”使變得…
類似詞語： deepen, thicken, sweeten, straighten, quicken, brighten， darken, soften, harden, widen, shorten, sharpen, lengthen, strengthen
16. appropriate
adj. =correct or suitable適當的， 合適的 常和for, to 連用。
vt. =to set aside for some purpose撥出（款項）,盜用，挪用
eg. he made a speech appropriate to the occasion. 她作了個適宜該場合的演講。
jeans are not appropriate for a formal party. 正式聚會上穿牛仔褲是不合適的。
now that the problem has been identified, appropriate action can be taken.
現在既已找出問題的癥結，即可采取適當的行動。
inappropriate opp.不適合的appropriateness n.appropriately adv.
詞組短語：
1. come across 偶然遇見
2. more than 不止是，遠超過
3. most puzzling of all 最令人疑惑的是…
4. make sense of 弄懂…的意思 make/sense/no sense
in a sense=in a way在某種意義上 the sixth sense
a sense of… ……感，……覺
a sense of humo(u)r 幽默感 a sense of duty/responsibility 責任感
a sense of harmony和諧感 a sense of justice正義感
a sense of wellbeing 幸福感 a sense of touch 觸覺
a sense of hearing聽覺 a sense of sight視覺
a sense of smell 嗅覺 a sense of taste 味覺
a sense of beauty審美感 a sense of hunger饑餓感
a sense of time 時間觀 a sense of achievement成就感
5. distinguish from 與…辨別
6. make progress 前進；進步
progress n.前進, 進行, 進展，進步, 上進; 發展; 改進; 【生】發育, 進化
eg the building of the house is in progress .房子在建造中。
vi.前進, 進行, 進步; 進展; 發達, 發展
eg the work is progressing steadily.工作正在扎實地進行。
相關短語： in progress在進行中, 在舉行 make progress in在...方面取得進步[進展]
make progress towards朝著...(目標)前進make progress with把...向前推進; 在...(方面)取得進展, 進行
7. equip with 備有…, 以…裝備
1) equip vt. =to provide oneself, or another with what is necessary for doing sth. / to make able /fit/prepared “裝備，配備” 常與with 或for 連用。
eg. the reading-room is not equipped with air-conditioning. 閱覽室里沒有裝空調。
your education will equip you for your future life. 你所受到的教育將使你具備未來生活的能力。
注：equip 賓語必須是被裝備的對象而非裝備物。
equipment n. u裝備，設備，設備，器材 n. [c] 可表示各種設備
注：一件設備 a piece of equipment 兩件設備 two pieces of equipment
equipment 偶爾有復數形式，但不可說two / several / some equipments。
類似短語：be furnished with be supplied with be provided with be fitted with be burdened with be loaded with be crowded / packed with be covered with be filled with
8. adjust oneself to 使自己適應…
adjust sth adjust sth to adjust (oneself / itself) to be adjusted
同義詞：adapt oneself to 使自己適應…… adapt sth. for a particular use 使某物適合某一特殊用途
9. regardless of 不顧；不管 10. take place 發生 11. as a consequence 結果
12. in other words 換句話說，換言之
in a/one word 總而言之;總共=in all/in total in word and in deed在言語上和行動上
word for word=word by word 逐字地 have a word with sb. have words with sb.
13. an awful lot of 非常多，極多14. in a few years’ time 在幾年之后15. in the progress 在過程中
16. have something in common 有一些共同點 17. take chances 冒險一試，碰運氣18. deal with 處理
19. put something to use 使用、利用
put…to good use =make good/full use 充分使用/有效利用
類似短語：come into use 開始使用 make (good/full) use of好好/充分利用
have no use for不需要，用不著 in use 在使用中
go out of use 停止使用 for the use of為……專用
it’s no use doing…/there’s no use doing…沒用處，無益處
be (of) (no) use to…對某人（沒）有用 use sth up 用完
use your head/loaf(bre.) 你動動腦子，你仔細想想
be used to do sth. be / get / become used to n./ doing sth be used for n./doing sth. be used as…
20. take risk / a risk 冒險 20. contribute to 有益、有助于 221. experiment with 進行實驗
23. a series of 一系列 24. piles of 一大堆、一大團 25. put an end to 結束
26. knock down撞倒; pull down/tear down knock into sb.撞上;run into/come across
knock…out of…從..中敲出來; knock against 撞到…上;
knock at/on敲… knock over打倒;打翻 knock about漫游,漂泊,閑逛
27. all of a sudden 突然間 28. stay in touch 保持聯絡
29. fall behind 落后fall down跌倒；失敗fall back 后退，撤退fall off （從。。）掉下
fall over 跌倒 fall into 陷入
30. be concerned about/for sth/ sb = be worried about sth/sb 擔憂
be concerned with sth/sb.關心;和..有關;對。。感興趣 be concerned in sth.參與。。，從事
31. take an active part (in) 積極參與 32. broaden one’s horizon 開闊眼界
33. depend on 依靠、依賴 34. be involved in 參與
35. make way for 給… 讓路 36. due to 由于、歸功于
37. in accordance with 依照、根據 38. fill up 填滿、塞滿
39. make changes to sth. 對…作出改變