Unit（通用13篇）
Unit 第1篇
unit2
一theobjectsofteaching
1canlisten,sayandusetheexpressionsindailycommunication:
thisis…
goodmorning.
goodafternoon.
nicetomeetyou.
nicetomeetyou,too.
2canknowthesefourpersons:missli,mrgreen,wangbing,helen.
3canlistenandsaythewords:
blackwhiteredyellowbluegreenbrownorange
4singasong<
二thedifficultsofteaching
1sentences:
thisis…
nicetomeetyou.
nicetomeetyou,too.
2words:eightcolours
三teachingaids:
somepictures:missli,mrgreen,wangbing,helen,aclock
somecards:blackwhiteredyellowbluegreenbrownorange
四thearrangementofteaching
lesson1
afreetalk
t:hi/hello,…
s:hi/hello,missshi.
t:hello,i’mmissshi.what’syourname?
s:i’m…
bpresentationandpractice
1t:(手拿玩具)hello,i’mmissshi.thisispipi.
放慢速度thisispipi.(2~3遍)
出示:thisis…
领读this—is—thisis
ss:跟读开火车读
t:(站一学生旁)thisis…
thisis…
s:开火车介绍thisis…
2t:出示wangbing头像.thisiswangbing.(贴黑板上)
s1,2,3:thisiswangbing.
同法教helen,missli,mrgreen.
t:拿出很多男女头像,举女:miss,miss.举男:mr,mr.
拿女
ss:miss
t---ss
t:拿图片thisis
ss:wangbing
t---ss
3t:ok.pleaseintroduceyourfriends.可以是同学,也可以是这些人物。
4s:thisis…
t:(握手动作)nicetomeetyou.(2~3位)
出示nicetomeetyou.
领读nice—to—meet—you
nicetomeetyou.
ss:跟读开火车读
5t：（举pipi）thisispipi.
ss:nicetomeetyou.
t:(模仿pipi语气)nicetomeetyou,too.
(指头像)thisismissli.
ss:nicetomeetyou.
t:nicetomeetyou,too.
出示nicetomeetyou,too.
t:领读
ss:跟读
t---s1,2,3
6t:(手拿一头像)thisismrgreen.
ss:nicetomeetyou.
t:nicetomeetyou,too.
把头像发给学生,有头像的说
s:thisis…
s(其他):nicetomeetyou.
s:nicetomeetyou,too.
groupwork.(三人一组)
全班交流(2~3组)
7t:look!boysandgirls,thisisaclock.
边拨指针边说:goodmorning!(2遍)
出示goodmorning!
领读good—morning---goodmorning
ss:跟读
t—ss
t:继续拨,过了12点改说:goodafternoon.(2遍)
出示goodafternoon
领读good—after---noon---goodafternoon
ss:跟读
t—s1,2,3t—sspairwork
clearntosay
listentothetape,readafterit.
dhomework
听录音读对话5遍.
附板书设计:
unit2nicetomeetyou
图1图2
thisis图3图4
nicetomeetyou.
nicetomeetyou,too.
goodmorning.
goodafternoon.
lesson2
thearrangementofteaching
afreetalk
t:goodmorning/afternoon!
s:goodmorning/afternoon!
t:(指头像)thisismrgreen.
ss:nicetomeetyou.
t:nicetomeetyou,too.
brevisionandpractice
t:pleasereadafterthetape.
ss:readafterthetape.
t:let’sreadthesentencesofpicture1.
举liutao头像
ss:missli,thisisdavid.
t:举missli头像
ss:goodmorning.
t:举david头像
ss:goodmorning,missli.
两组同学表演
同法复习2、3、4幅图
chavearest
listentothetape.(asong:hi,nancy)
dlookandsay
1.t:出示图1whataretheysaying?
s1,2说:goodmorning/hi/hello,what’syourname?
pairwork.全班交流
2.t:出示图2whataretheysaying?
s1,thisishelen.
s2:nicetomeetyou.
s3nicetomeetyou,too.
groupwork全班交流
3.同法教图3、图4(提示看一下时间)
4.创设情景,自编对话
(1)在路上遇到同学……
(2)下午放学遇到同学……
(3)把自己的朋友介绍给同学。
fhomework
用学过的日常用语与父母进行对话。
附板书设计：
unit2nicetomeetyou
goodmorning/afternoon,…
thisis…
nicetomeetyou,…
nicetomeetyou,too.
lesson3
afreetalk
t:goodmorning/afternoon.
ss:goodmorning/afternoon.
t:thisis…
ss:nicetomeetyou.
t:nicetomeetyou,too
bpresentationandpractice
1.t：画一个太阳，嘴里说：画个（生：太阳）是…
ss：(看老师涂颜色说)红色
t：red,red是红色
出示red
领读
ss：跟读
于红色卡片开火车读
t：画个太阳是红色，ret,ret是红色
s：开火车说，
画天空教blue（画白云教white,画草地green）
ret,blue两两练习快速闪现
f—sspairwork
whitegreen两两练习快速闪现
4个单词playagame魔力眼
2.t：出示实物或图片thebananaisyellow(2—3遍)
出示yellow
l领读
ss：跟读开火车读
t：画根香蕉是黄色，yellow，yellow是黄色
ss：跟读，开火车读
同法教brown
两两练习，快速闪现
同法教black,orange
快速闪现，两两练习
t：（4个单词）let’splayagame.心灵感应
clookandlearn
1.t:listentothetape.(readafterit)
ss:边听边举颜色卡片或水彩笔，跟读。
t:出示整个儿歌
ss:齐读
小黑熊，真顽皮，画朵白云是白色，画只小狗是棕色，
手里拿支大画笔。white,white是白色。brown,brown是棕色。
画个太阳红通通，画片草地绿油油，画只桔子是橙色，
ret,ret是红色。green,green是绿色。orange,orange是橙色。
画片天空是蓝色，画根香蕉是黄色，最后拿出黑色笔，对看镜子画自己，
blue,blue是黄色。yellow,yellow是黄色。black,black是黑色，
黑不溜秋不美丽，
哭着闹着找妈咪。
2.playagame(参考书p71)或玩“what’smissing?
t:指某一颜色whatcolouvisit?
ss:blue.
问所有颜色
t：把颜色卡片放衣服卡片后thedressis…
ss:blue.
同法让学生说出其他颜色
dhomework
listentothetape.readafterit
附板书设计：
unit2nicetomeetyou
卡片1卡片2卡片3卡片4
retbluewhitegreen
卡片5卡片6卡片7卡片8
yellowbrownorangeblack
theteachingplanofunit2
lesson4
teachingprocess
a.freetalk
t:goodmorning/afternoon!
s:goodmorning/afternoon!
t:hi,.thisis
s1:nicetomeetyou.
s2:nicetomeetyou,too.
t:whatcolourisit?
s:blue/red/…(复习八种颜色)
b.revision
1.d.funhouse
（1）t:pleaselistentothetape.(takeouttheradioandturnontheradio.)
学生边听边独立完成
（2）再重新逐一听音，让学生逐一重复。
（3）集体校对，参考答案：
abluebredcgreendorangeebrownfyellowgbluehwhite
2.教学练习册
（1）教师录音，学生集体听做，独立完成。
（2）再重放一遍，让学生逐一重复。
（3）集体校对，参考答案：
a:a2b1c3d4
b:1.agreenbird2.ablackcat3.abrownmonkey4.ayellowdog
c:w
Unit 第2篇
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 第3篇
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 及复数形式。
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 及复数形式。
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 ?"
导入：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 （教师纠正发音）s-s
2)listen to the tape , ss read after the tape
step 3. (教师模仿对话）
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 （教师纠正发音）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，让我们认识五位新朋友，他们是兄弟哦。现在我们来看一看老二 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 .教学复数形式
教师左手拿一枝钢笔，说a pen , 右手拿一枝钢笔，说a pen , 把两枝钢笔和起来说pens.继续拿一枝钢笔说a pen , 再三枝合起来说 pens 。 依次类推，引出复数的概念。
要注意 pencil boxes 的读音 。es读/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 . ( 教师做表情， 和fine , thank you 的表情相似）
如此几遍以后，教学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: 事先安排一学生与教师对话
1. s1: how are you ?
t: not so good .( 做生病的状态， 可咳嗽，打喷嚏 ， 捂肚子……）
2. t: how are you ?
s1: not so good . (也做生病的状态）
teach " not so good. "
practise : 1) train practise .
2) pair work and act .
在s-s 的pair work 中， 教师在旁引出"i'm sorry . " 并手拿哭脸卡片。
teach " i'm sorry " .
t-s: t: how are you ?
s1: not so good .
t: i'm sorry .
学生以这样的形式操练此句型。并听录音跟读。
step 4:
1. review the words that we have learned .
we can play a game : quick respond .
2. 用实物呈现单词
t: what's this ? it's a ruler .
同法教学rubber , book 及其复数。
注意： books /buks/
3. play a game : guess
呈现某件东西的一小部分让学生猜是什么。
4.do fun house : 第一部分中的a,b,c,d.
1）认识图中的物品。
2）听录音。
3）师生分析答案。
unit5第三课时
step1freetalk
t:goodmorning.s:goodmorning.
t:goodafternoon.s:goodafternoon.
t:getup,.s:allright.
t:howareyou?s:fine,thankyou.andyou?
t:i’mfine,too.
t:gotobednow,.s:ok.goodnight.
step21)listentothesong.
2)singthesong.
step3takeoutthepicture,think(guess)whattheyaresaying?以第二幅图为
例，教师分析，学生来说。学生表演：
s:gotoschool,mike.
s:allright.bye,dad.
教师对学生的表演予以评价，学生再次表演。四人一组练习，评一评哪位是表演天才
。
step4funhouse(efgh)
1.lookatthepicture.
2.talk(students).
3.listentothetape.
4.checkitout.
step5workbook
1.lookatthepicture.
2.listentothetape,andnumberit.(在这个过程中重复内容)
3.checkitout.
step6reviewtheword.
1.认识书中东西。
2.listentothetape.
3.checkitout.
step7playagame.
guessandsay:教师先示范，将文具放在文具盒里面，学生在教师配合下完成这个游戏，注
意这里单词需升调，安排学生利用自己的文具同桌操练。
Unit 第4篇
teacher
Pan Guiqiu
Subject
English
Time
2005-4-22
Topic
Class
Three
教
学
目
标
Knowledg aim
(知识目标)
1熟练掌握一些与食物有关的单词
2 学会购物,订餐用语
Ability aim
(能力目标)
1培养学生独立,合作,探究的学习方式
2 在生活中运用英语的能力
Emotion aim
(情感目标)
让学生通过用餐用语,来提高自己使用英的自信,并让他们懂得 ,生活处处皆英语
Imporint (重点)
Words and senteces单词与句型
Difficult point (难点)
运用句式 What size¡¡would you like?
Teaching is prepared
多媒体课件(computer) 实物
l 教学教
l 学
l 过
l 程
教学内容
Teacher ability
(教师活动)
Students ability
( 学生活动)
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 第5篇
unit1
一、 teachingaim
1、 能听懂、会说以下日常交际用语、并能运用所学交际用语进行自我介绍及询问对方姓名。
hello/hi，i’m…
what’syourname？
要求读音正确，语调自然。特别要注意i’m和name的正确读音。
2、 培养学生运用所学英语进行交际的意识和勇气。
3、 认识五个人物：david、liutao、yangling、mike、nancy
4、能听懂、会说以下单词：
abird、adog、acat、amonkey、azebra、apanda、a、tiger、anelephant
5、 会唱歌曲hello!
6、 理解冠词a/an之间的区别
二、 thedifficultsofteaching
1、能听懂、会说交际用语hello/hi,i’m…what’syourname?
2、八个动物单词
三、 teachingaids
1、 八张动物图片或玩具
2、 文中涉及的人物的全身像
3、 一个洋娃娃
4、 一些半遮掩的动物图片
5、 录音机和磁带
四、 teachingprocess
lesson1
一、 teachingaim
1、 canlistensayandreadthesesentences：hello/hi,i’m…
what’syourname?
2、 认识五个人物：david、liutao、yangling、mike、nancy
二、 thedifficultsofteaching
正确掌握hello/hi,i’m…what’syourname?的语音语调，会进行自我介绍及询问对方姓名
三、 teachingaid
1、 文中涉及的五个人物的图片
2、 一个洋娃娃
3、 录音机和磁带
四、 teachingprocess
step1freetalk1、
t:goodmorning, boys andgirls. welcomebacktoschool. i’myourenglishteacherthisterm. mynameismr chen. fromnowon, youcancallmemr chen.
s:（齐）missqiu
2、t:show“miss”
s:read“miss”
step2presentation
1、（1）t:（到学生面前）hello/hi,i’mmissqiu
t:（站到学生旁边引说）i’m…
t:（开火车练说）hello/hi,i’mmissqiu
s:hello/hi,i’m…
（2）t:showtheseword:hihelloi’m
s:learntosay
s:pairwork（小小组练说、全班交流）
（3）t:（拿david等五人图片）hello/hi,i’mdavid（liutaoyanglingmikenancy）
s:（齐读）david…
s:（拿david等人图片开火车练说）hello/hi,i’mdavid…
t:hello/hi,i’mmissqiu
2、（1）t:（手拿洋娃娃）hello/hi,i’mmissqiu.what’syourname?
t:（示范说）i’mtiantian
t:hello/hi,i’mmissqiu.whatyourname?
s:（拿洋娃娃）i’mtiantian
（2）t:nowboysandgirls,lookhere!pleasereadafterme.
show:what’syourname?
s:read:name/yourname/what’syourname?
t:(向三人说)hello/hi,i’mmissqiu.what’syourname?
s123:i’m…
exchange
s:hello/hi,i’m…what’syourname?
t:（拿人物图片）i’mdavid…
（3）t:（把图片给学生）
s:pairwork（小组交流、全班交流）
3、（1）t:（拿图片）hello/hi,i’mdavid.what’syourname?
s:（拿图片）hello/hi,i’mliutao
t:（走向该生）hello/hi,liutao.
s:hello/hi,david
（2）t:（开火车）hello/hi,….
s:hello/hi,…
（3）s:pairwork
step3practices
1、 openyourbookandlistentothetape
2、 readafterthetape
3、 pairwork（小小组练读、全班分角色读）
step4homework
1、listentothetapeandreadafterthetape
2、actthedialogue
五、 板书设计
lesson1
hello/hi,i’m…
what’syourname?
i’m…
lesson2
一、teachingaim
1、 能运用所学英语进行交际
2、 canlistensayandreadthesewords:abird、adog、acat、amonkey、aze
bra、a、panda、atiger、anelephant
3、 理解冠词a/an之间的区别
二、thedifficultsofteaching
八个动物单词的读音
三、teachingaids
八张动物全身像及半身像、五张人物图片、四个动物玩具
四、 teachingprocess
step1freetalk
1、t:hi/hello,i’mmissqiu.what’syourname?
s:i’m…（利用人物图片）
3、 actthedialogue
s:hi/hello,i’m…what’syourname?
s:i’m…
step2presentation
1、（1）t:（showdollandsaysometimes）what’sthis?it’sabird
t:abird（升调）abird（降调）
s:readtoghter
s:readonebyone
t:showtherhyme:birdbird是小鸟，小鸟bird喳喳喳
（2）thesamewaylearn:acat、adog、amonkey
（3）practice
a:respond
b:模仿动作猜动物
2、（1）、t:（showcardandsay）what’sthis?it’sapanda
t:apanda（升调）apanda（降调）
s:readtoghter
s:readonebyone
t:showtherhyme:pandapanda是熊猫，熊猫panda是国宝
（2）、thesamewaylearn:azebra、atiger、anelephant
（3）practice
step3practice
1、 showtherhymeandsaytogether
birdbird是小鸟，小鸟bird喳喳喳
dogdog是小狗，小狗dog汪汪汪
catcat是小猫，小猫cat喵喵喵
monkeymonkey是小猴，小猴monkey爱吃桃
pandapanda是熊猫,熊猫panda是国宝
zebrazebra是斑马，斑马zebra浑身是条纹
tigertiger是老虎，老虎tiger兽中王
elephantelephant是大象，大象elephant体如墙
2、 respond（先操练后面学的四个、再把八个一起操练）
3、 lookandguess（出示八张动物半身像）
t:（教给方法）adog（升调）
s:guess
step4consolidation
1、 openyourbookandlistentothetape
2、 readafterthetape
3、 funhouse:listenandcircle
step5homework
1、 listentothetapeandreadafterthetape
五、 板书设计
lesson2
图1bird图5panda
图2dog图7zebra
图3cat图7tiger
图4monkey图8elephant
lesson3
一、teachingaim
1、复习本单元的日常交际用语及动物单词
2、 用所学的日常交际用语进行情景表演
3、 完成练习册
二、teachingaids
1、八张动物图片
2、“lookandsay”中的图片
三、teachingprocess
step1freetalk
1、 listenasong：“hello”song
2、 greeting
t:hi/hello,i’mmissqiu.what’syourname?
s:i’m…
t:hi/hello…
s:hi/hello…
3、 actthedialogue（三组）
s:hi/hello,i’m…what’syourname?
s:i’m…
step2presentation
1、showpicture1of“lookandsay”
（1）、t:lookatthepicture（指着图说）theboyisdavid.thegirlisyangling.wh
ataretheysaying?let’smakeadialogue
t:（拿图片）hello/hi,i’myangling.what’syourname?
s:（拿图片）hello/hi,i’mdavid（2）、asktwostudents, oneactyang ling, oneactdavid, makeadialogue
s:…
s:…
2、showotherpictures
（1）、t:whataretheysaying?pleasetalktoyourpartner
s:pairwork
（2）、actthedialogue
step3practice
1、singasong
（1）、listentothetape
（2）、singafterthetape
（3）、singtogether
2、doexersices
t:openyourbook,let’sdosomelistening
（1）、listenandjudge
t:talktoyourpartner,whataretheysaying
s:talking
t:listenandjudge
（2）、listenanddraw
t:（出示动物图片）what’sthis?
s:respond
s:listenanddrow
（3）、listen,findandcircle
t:whatarethese?
s:findandsay
s:listen,findandcircle
step4homework
（1）、listentothetape
（2）、readthetextandthesewords
四、板书设计
lesson3
图1图2
图3图4
Unit 第6篇
教学设计
一、教学设计思路
为学生设置情境，帮助学生在不同情况下做出正确的选择和回答，使学生在应用中掌握知识。
二、教学目标
(一)知识
1. 掌握如何礼貌地发出、接受、拒绝邀请：can you come to myparty? yes, i’d love to. / sorry, ican’t. today, tomorrow, the day after tomorrow, next week, lesson,invitation
2. 掌握如何谈论自己或别人必须做的事情：i have to...
(二)能力
能够根据日程表中的计划安排自己的活动。
(三)情感
礼貌地发出、接受、拒绝邀请，礼貌地与人交流。
三、教学重点
礼貌地发出、接受、拒绝邀请。canyou come to my party? yes, i’d love to. / sorry, ican’t. today, tomorrow, the day after tomorrow, next week, lesson,invitation
四、教学难点
根据日程表中的计划安排自己的活动并对邀请做出适当回答。
五、教学媒体
电脑、投影仪、邀请卡片
六、教学过程
1. 动画导入，激发学生的学习兴趣：
教师可先播放一段有关“聚会”的动画，激发学生的学习兴趣并导入新知。
2. 完成任务，合作学习：
教师可以给学生布置以下任务，让学生在完成任务的过程中掌握所学的知识。
任务一：planning abirthday party.
让学生以小组为单位为某位同学筹备一个集体生日聚会，讨论在生日聚会上大家可以做哪些活动并列出清单。
任务二：writing aninvitation card.
学生以小组为单位展开活动，制作邀请卡向其他组的同学发出邀请，请他们来参加本组的集体生日聚会。注意邀请卡的用词和基本格式。
任务三：统计聚会人数。
学生以小组为单位开展活动。假设班上要组织一次野餐活动，一个学生为组织者，询问组员并统计本组参加的人数及不参加的原因，并做好记录。
完成任务可能要用到的语言结构：
weare going to have a picnic. can you come?
when is it going to start?
i’m sorry. ihave to....
3. 拓展学习：
学生设计假期某一周的日程安排。在设计的过程中，要尽可能合理安排好学习、休闲娱乐等各项活动，并留出一些空余时间。要注意有自己的特色，能联系拓展所学的知识。
七、评价方法
可从以下三个方面来考查学生的学习情况，并将学生学习的评价融入到教学过程中。
①课堂参与情况：积极主动，声音响亮，较流畅地用英语表达自己要说的话。
②合作学习情况：与小组成员共同努力，很好地完成学习任务。
③知识掌握情况：是否已经掌握了所学的知识，并能很好地运用。
八、板书设计
九、达标测试
一、选词填空
1. 根据句意，用方框内的词的正确形式填空
have a restplay therebe bebusypractice 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
选择适当的答语填入括号内
( ) 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.
答案与解析：
一、
1. 应为listen to根据题中music，引出词组listen to themusic
2. 应为playing，与句尾having a math lesson呼应。
3. 应为havea rest，注意词组let sb. dosth.
4. 应为there are，因为后面的a lot of interestingbooks是复数。
5. 应为topractice，注意词组ask sb. to dosth.
6. 应为are…free，注意句意“他们能看足球比赛”。
7. 应为am…busy，注意句意“我不能去看你”。
二、
ce b a d
Unit 第7篇
教学重点：Let’s make：制作有趣脸谱；
Let’s sing：学唱英文歌曲 《How Are You?》。
教学难点：复习过程中的英语学习兴趣的保持和提高。
教具准备：
1 教师准备教材配套的课件。
2 教师将 Let’s make 部分的眼睛、嘴、鼻子、耳朵和空白脸谱复印给每个学生一份。
3 教师准备一个自己已制作好的可笑的脸谱。
4 学生准备胶水。
5 教师准备身体部位的名称图片。
教学过程：
1 热身、复习 (Warm-up/Revision)
（1）师生之间进行英语对话。
（2）学生之间自编对话并表演。
（3）教师播放第2 课时的两首歌谣，让学生边拍手边说歌谣。
（4）师生共同演唱歌曲 Head shoulders knees and toes.
2 呈现新课 (Presentation)
（1）出示身体部位的名称图片，教师将图片很快的在学生面前晃过，问：What is it?
（2）教师出示课件说：This is a funny face. 重复 a funny face ，学生跟读 a funny face、This is a funny face. 。
（3）教师出示教学课件并说：Let’s make a funny face.
在制作脸谱之前，师生说：Let’s make a funny face. 当脸谱制成后，师生共同说 This is a funny face.
（4）教师播放歌曲《How Are You?》动画 ，告诉学生“试一试”“比一比”，看看谁能通过自己试唱学会歌曲。
（5）学生间相互练唱，再次让学生掌握歌词和节奏。
3 趣味操练 (Practice)
（1）让学生跟着动画一起唱歌曲How Are You? ，边唱边做相应的手势，如唱 Hello 时挥挥手，唱 I’m fine. 时指着自己。还可以男、女声队唱，或将全班分为两大组，对唱。一部分学生唱前两行歌词，另一部分学生唱后两行歌词。还可在班上进行卡拉OK大赛，评出前三名，给予适当奖励。
（2）教师将 Let’s make 部分的眼睛、嘴、鼻子、耳朵和空白脸谱复印好发给每个学生一份。让学生按自己的喜好选择、涂色并贴在空白的脸谱上。
（3）展览学生的作品。评出最可笑的脸。
4 课堂评价 (Assessment)
（1）做活动手册本单元第3、4、5 部分的练习。
练习3是检测学生的词汇掌握情况。教师可以让学生组成两人组进行看词快说的比赛，说对一个词涂一朵小花，比谁的花多。
练习4是让学生看词涂色，说说两种颜色的结合会变成什么颜色，并将第3种颜色涂在圈中。教师可以给学生做一个示范，然后再让学生动手实践。此练习是机动性练习， 教师可根据时间分配情况灵活安排。
练习5 是让学生将句子和相对应的图连线，教师可以先让学生看图，猜图上人说的话，然后再连线。此练习是检测学生对句子的整体认读能力，不需要学生认识句子中的每个单词。
练习后，根据学生情况进行简单小结。给学生适当的奖励。
（2）让学生自我评价半学期的英语学习情况，可在第37页上做标记，看看自己能达到什么程度。对于评价结果不太理想的学生，教师要及时鼓励，教育学生不能灰心放弃，针对这部分学生具体的情况在课后进行进一步交流。
5 扩展性活动(Add-activities)
小组对抗赛
教师将学生分为6个组，教师说英文，小组成员共同画出相应内容，又快又准的加一分。如教师说：Draw a blue eye. Draw an orange mouth. Draw the green ears. …
教师还可出示图片，让学生说单词，说对的加分。
板书设计：
Recycle 1
教师出示一个自己已制作好的可笑的脸谱贴在黑板上。
教案点评：
本课时主要学习Let's make 和Let's sing 两部分，即制作有趣脸谱和学唱英文歌曲《How Are You?》。通过课件和动画辅助教学，有助于保持和进一步提高学生的英语学习兴趣。在教学过程中，采取比赛竞争的方式，可激发学生的好胜心，起到事半功倍的教学效果。本课时还对学生半个学期的英语学习，在对话，单词，听力三方面进行了总结和评价，对于今后的英语学习是很有启发和帮助的。
Unit 第8篇
Lesson 15教案示例
课题：LESSON FIFTEEN
重点：句型What’s its name? Its name is Mimi.
词汇its nice
难点：理解 Whose cat is it?
What a nice cat!
过程：
一、复习
1.组织学生听一首英文歌曲
2.学生三人一小组表演第14课的对话，找1—2组学生到教室前面进行表演
3.拼读第13、14课词汇his her mother brother [教师出示词卡]
全班一起拼读
个别学生拼读
全班齐读
二、介绍新语言项目与教学方法
1. 句型教学
A. 教师出示人物图片（男孩和女孩各一张），向学生做介绍：He’s my brother. His name is Peter. She’s my sister. Her name is Jane. 说完后板书His name is…和Her name is…
教师出示猫的图片一张：It’s my cat. Its name is David.将新语言适当引入。
B. 教师举起cat，可以先出示cat的一部分，并变换语调对全班学生说：Hello. My name is Mimi. What’s your name? 全班学生一起回答。师生问答
C. 出示Polly的图片或玩具，教师接着说：Look! This is my friend. Its name is Polly. 反复说几遍并让学生跟着教师重复Its name is Polly.
D. 教师指着另一个玩具，启发学生回答：What’s its name?
学生回答：Its name is Carl. （可先找一些基础较好的学生回答）
师生问答
E. 教师启发学生提问：Can you ask its name?
学生回答：What’s its name? （及时表扬会提问的学生，并将问题进行板书）
另一学生回答：Its name is Carl. (板书)
多找几组重复问答
F. 按照此方法反复操练另两组问答
2.词汇教学
A. 教师带着学生拼读句子：What’s its name? Its name is Mimi. 在拼读的同时，要求学生用手指在桌面上书写句子。
B. 教师解释：My name is … Its name is Mimi. my your his her its （板书its 它的）强调ts发 [ts]
C. 教师再次举起cat，做一个非常喜爱它的动作，亲一亲或是搂一楼，也可举起拇指，并说：What a nice cat! 学生理解为：好、漂亮、可爱都可以。
D. 教师示范三遍nice，请学生根据已有的发音规则试着拼读，教师板书。学生练习拼读。
3.会话教学
A. 出示课文会话的图片，让学生看图听会话录音2—3遍，借助情景听懂会话。学生先静听，再跟读模仿。
B. 看图做问题回答，目的是检查学生是否听懂对话内容，问题如下：
How many people are there in the dialogue?
Whose cat is it?
What’s its name?
C. 教师拿起自己的英语书对学生说：This is my English book. 随手再拿起讲台桌上的另一本没有写名字的英语书（课前准备好）问学生：This is not my English book. Whose book is it? 书的主人回答：It’s my book. 教师接着问：Whose cat is it? 学生回答：It’s Granny’s cat.
D. 两人小组活动
学生同桌两人做对话问答练习
F. 听对话录音，找学生重复句子
全班重复
打开书，自读课文
两人一组朗读课文对话
三、兴趣活动
学生准备好26个字母卡片，教师准备好一些四会掌握的单词图片，如cat dog fish duck hen pig bike bus plane ship boat jeep apple banana 等等。教师出示一张图片，如a picture of an apple，同时问：What’s its name? 学生回答：Its name is apple. 之后教师要求学生口拼apple，集体和个人口拼相结合。学生口拼单词时，从自带的字母卡片中取出组成apple一词的五个字母卡片摆在桌子上，对完成的最快并且拼写正确的学生给与表扬和鼓励。
四、练一练
根据录音顺序，将图下面小房子中的数字分别与相应的图连接起来
五、作业：朗读并抄写本课课堂练习中的单词和句子
六、板书设计：
LESSON FIFTEEN
教案点评：
课文对话围绕询问一只小猫的主人展开，学习句型What s its name? Its name is Mimi.本课的用语与前两课基本相同，理解和运用起来不会有很大困难，但是课文中出现的两个句子Whose cat is it?和What a nice cat!,不太容易上口。所以主要是让学习多进行操练。其一，是对主句型的单独操练，教师利用Let s practise中的动物图片或玩具，提问学生：What s its name?，经过反复几轮师生间的问答，达到学生能初步独自操练此语言项目的目的。其二，是在课文情景中巩固主句型，并通过课文会话的表演，加深对句型的理解，为学生在实际情景中运用提供语言素材。回家游戏的探究活动
游戏：回家
准备：教师在课前将学生学过的带有字母组合ee、ea、sh、ch的单词分别写在词卡（一卡一词）上，（如果不够两人一张，可补充写一些没有学过但符合发音规则的词）将这四个字母组合也分别写在四张词卡上。
操作：将词卡发给学生，教师读四个字母组合其中一个的发音，（如：[tF]）手中持有该组合词卡的学生到前面来，凡是属于这个家庭的失落在外的孩子（单词）都要赶快“回家”。“回家”后，请自认为是这家人的学生将手中词卡高高举起并高声朗读，如所有的学生都走对家门，则算成功。
注意：如果教师怕教室前面的学生太多，不易组织，可将全班学生分为两大组，分别进行。
Unit 第9篇
教学重点： 学习书写英文字母Ww, , Yy, Zz的大小写和学习拼写单词：boy, girl, friend
教学难点：1. 大写Y和小写x的笔顺，小写y的书写格式。
2. 单词yacht的发音。
教具准备：
1. 写有大小写Ww, , Yy, Zz的字母卡
2. 图片yacht, zebra
3. 单词卡window, watermelon, walkman, taxi, six, yellow, zoo
4. 教材相配套的教学录音带
教学过程：
（一）热身、复习（Warm-up/Revision）
1. 听写。教师发给学生每人一张四线三格纸，教师随意读出字母Aa-Vv， 学生要在纸上书写所听到的字母。听写完毕后学生要把写好字母的纸交给教师。
2. 教师出示字母卡让学生认读字母。
3. 复习单词。注：要求听说的单词，让学生看图说单词。要求听、说、认读的单词，让学生看单词卡读单词，并说出中文含义。
（二）呈现新课（Presentation）
1. 教学字母Ww。（出示字母课件）
教师分别出示单词卡window, watermelon, walkman， 让学生读出来并说出中文。
教师问学生这三个单词的第一个字母是什么：What letter is this? 学生回答：w。教师出示字母卡，让学生辨别字母Ww的大小写。
教师在四线三格中教学字母大小写Ww。教师要告诉学生小写w的手写体要有起笔和收笔。
2. 教学字母。（出示字母课件）
教师拿着一个盒子问学生：What’s it in English? 学生说出box。
教师出示单词卡，让学生认读taxi, six, 并说出中文。
教师让学生说出box, taxi, six这三个单词中相同的字母是x。
教师出示字母卡，让学生辨别字母大小写。让学生说出大小写字母笔顺并书空。教师在四线三格中教学字母大小写。教学中告诉学生大小写Pp的第一笔先从左上到右下，第二笔再从右上到左下，要有起笔和收笔。
3. 教学字母Yy和单词yacht。（出示字母课件）
教师手中拿着悠悠球问学生：What’s this?让学生说出yo-yo。
教师出示单词卡yellow, 让学生读出来并说出中文。
教师让学生说出这两个单词的第一个字母是y。
教师告诉学生我们要学一个新单词，它的第一个字母就是y。
教师出示图片问学生：What’s this? 也许学生会说出ship。这时教师说：No, it isn’t a ship. It’s yacht. 教师教读单词yacht。这个单词的发音有些难度，教师要耐心帮助学生把音读准。
教师出示字母卡，让学生辨别字母Yy的大小写。让学生说出大小写字母Yy的笔顺并书空。教师在四线三格中教学字母大小写Yy。教师提醒学生大写Y的第二笔是一笔写完的，小写y占下两格。
4. 教学字母Zz和单词zipper。（出示字母课件）
教师出示单词卡zoo，让学生读出单词并说出中文。
教师问学生：What can you see in the zoo?
当学生说出zebra时，教师出示该图片。
教师让学生说出zoo和zebra的第一个字母是什么。学生回答z。
教师手拿一根拉链，教学生说单词zipper，让学生通过读音说出第一个字母是z。
教师出示字母卡，让学生辨认字母Zz的大小写。让学生说出大小写字母Zz的笔顺并书空。教师在四线三格中教学字母大小写Zz。
6. 让学生在练习本上把所学字母Ww-Zz每个写一行。教师在教室中巡视，及时给学生进行辅导。
7. 让学生听录音带跟读模仿。
8. 学习拼写单词boy, girl, friend
教师分别指着班里的一个那同学和一个女同学说：This is a boy. This is a girl.
教师问：Can you spell the words “boy and girl”? 如有学生能够拼出单词，教师要给与表扬并说：那让我们来看一看他拼的对不对，然后出示单词卡。如没有学生拼出单词，教师说：我们学习单词不仅要会说还要会写，今天我们就来学习几个单词的拼写，看谁学得快。然后出示单词卡。
让学生看单词卡拼读单词。
教师让学生看单词回答：How many letters in this word?学生回答后，让他们背着拼出单词。
教师出示单词卡friend, 让学生拼读并背下来。
教师让学生在四线三格中默写字母b, o, y, g, i, r, l, f, e, n, d
教师教学生在四线三格中书写单词。告诉学生首先要把每个字母书写正确，然后按照单词的拼写把字母写在一起，注意单词的每个字母间要有一点距离。
让学生照板书抄字头，然后每个单词写一行。
（三）趣味操练（Practice）
1.Bingo
让学生把本课所学的字母和部分单词随意写在游戏板中。教师任意说出一个字母或单词。学生在游戏板中迅速找出教师说的字母或单词并用铅笔在字母或单词上画一个圈。每画出完整的一行或一列字母或单词，学生就说Bingo!直到所有的字母和单词都圈完。让学生擦去画的圈，重新再做一次游戏。由于教师念字母或单词的顺序不一样，每次圈的顺序也不一样。在游戏结束以后，全班一起复习词汇。
2.Listen and show
教师将学过的字母卡片分发给学生，让学生熟读该字母。教师说一个以所学字母开头的单词。学生举起该单词起始字母的字母卡片。活动继续下去，让更多的学生举起手中的字母卡片。
（四）扩展性活动（Add-activities）
1.叫一名学生在班里走动，站在一名学生的后面。
2.教师举起一张本单元的单词图片。先正确地说出这个单词第一个字母的读音的学生坐下，另一名学生继续在班里走动，继续活动。
板书设计：
Unit 3 My friends
黑板上方：上课前打好的四线三格，在课堂上随讲随写的字母Ww, , Yy, Zz
黑板下方：
教案点评：
本课时主要学习字母Ww, , Yy, Zz及相关单词。因为本课时将结束字母的学习，因此在热身、复习环节，有必要先进行字母Aa-Vv的听写。然后出示字母卡、单词卡让学生认读字母和复习单词。呈现新课环节，教师可将字母教学放到单词中进行。在教学过程中，教师结合图片或实物逐个进行字母和单词的教学，可辅以字母课件进行教学，便于学生更好的领会和掌握。教师要注意侧重字母的书写教学，使学生养成正确的书写习惯。两个小游戏“Bingo”和“Listen and show”帮助学生在趣味活动中巩固了所学的全部字母。扩展性活动的设计目的在于复习本单元的单词。
关于字母游戏的探究活动
探究内容：字母和单词
活动目的：让学生通过字母记忆单词并考查学生对单词拼写的掌握情况。
活动形式：全体
活动过程：
1） 让学生围成圈，让一名学生站在中间。
2） 中间的学生说：“U”，让后指向一名学生。该学生要做出反应， 如：“U， It's an umbrella."
3） 中间的学生在V， 指另外一名学生，继续进行。让不能正确回答的学生代替中间的学生。
Unit 第10篇
高一英语必修4 unit5 theme parks 导学案
the first period warming up and reading
【学习目标】 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.
【重点难点】 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.
【学法指导】 1.skimming and scanning;
2.asking-and-answering activities;
3.listening method.
【知识链接】 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.
【学习过程】
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.
【当堂训练】 write a summary of the reading passage using the new words.
【归纳小节】
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 尽情地玩
for fun: for pleasure 为了娱乐
a lot of / much / no fun 有趣/没趣
(be) in fun 在开玩笑
the little cat is full of fun.
it’s no fun spending the weekend doing nothing.
3.more than 在本句意为“不仅仅是……;不只是……”
e.g. this book is more than a grammar. 这不只是本语法书。
另外, more than happy/glad/willing, etc (to do sth)表示“非常乐意(做某事)”。
e.g. we are more than happy to show you around beijing. 我非常乐意带你到北京到处看看。
4.various 不同的，各种各样的
there are various colors to choose from. 从这里到车站有各种不同的走法。
there are various ways of getting to the stations from here.
variety n. 变化，多样性，种类
the shopping center sells a variety of goods.
at school we learn a variety of things. 在学校里我们学习各种东西。
she made the children glad in a variety of ways (用各种方法).
5.amusement (n.) n. 消遣，娱乐(活动)
china’s cultural theme park offers its visitors all kinds of amusement.
to her great amusement the actor’s wig(假发) fell off.
amuse oneself 消遣，自我娱乐
the children amused themselves by playing hide-and-seek games.
翻译：她读侦探(detective)小说消遣。
she amused herself by reading detective stories.
6.no wonder: used to say that you are not surprised by something 难怪；不足为奇(特别用于口语中)
no wonder you’ve got a headache – you drank so much wine. 你喝了那么多酒，难怪你头疼。
7.wherever (conj. & adv.): to or at any place, position or situation 无论哪里；无论什么情况下
she is followed by that person wherever she goes. 无论她去哪里, 那个人都跟着她。
you can sit wherever you want. 你想坐哪里就坐哪里。
类似用法的还有whichever, whatever, whenever, whomever等。
it has the same result whichever way you do it. 不管你怎么做, 结果都一样。
take whichever you want. 你想拿哪个就拿哪个。
whatever i have also belongs to you. 我所有的一切也属于你的。
whatever happens, i’ll always be on your side. 不管发生什么事, 我总会站在你一边的。
【课后练习】
ⅰ.用括号内所给单词的适当形式填空。
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.根据汉语提示完成下列句子。
1. remember you are chinese _______________ (不论你到哪里).
2. ____________________ (难怪人们说) that computers are taking over the world.
3.please tell me_____________________________________________________________ (你是否完成了工作)
4. he is ________________ (不仅仅是一个歌手); he can write songs as well.
5. china ___________________________ (作为美丽的国家而出名) 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 第11篇
牛津小学英语4b/unit9教案常州市怀德苑小学黄蕙颖教学内容：《牛津小学英语》4b / unit 9第一教时教学目标：1. 能听懂、会说、会读、会拼写单词 a knife, a plate, a glass, a cup, a bottle, a table, an egg, bread, rice.2. 能听懂、会说、会读、会拼写句型where’s the/ my…?it’s …3.能听懂、会说和会读日常交际用语 what’s for breakfast? 教学重点：1.能听懂、会说、会读、会拼写单词 a knife, a plate, a glass, a cup, a bottle, a table, an egg, bread, rice.2.能听懂、会说、会读、会拼写句型where’s the/ my…?it’s …教学难点：where’s the/ my…?it’s …课前准备：教具准备：课前准备本课单词图片、一些餐具及食品、录音机和磁带。教学过程：step 1: review1. free talk.2. 复习句型 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…教单词的拼写 bread, rice, an egg.学生用what’s for your breakfast?问答 （2）t：exceuse me, where’s the milk? it’s in the bottle.(指着桌上的实物说) （3）老师出示图片用同样的方法教cup和cupboard.2. t: when we eat some western food, we always use these things. 老师拿出餐具放在桌上，左手拿*，右手拿刀，做吃西餐的样子，说 “this is a plate / a knife / a fork.” 学生模仿老师说。3. （1）t：where’s my glass?it’s on the desk.看着实物教单词glass s1: where’s the glass ?s2: it’s on the desk.. 学生问答。（2）老师拿出图片要求学生看图用“where’s the …?”句型问答。（3）t：where’s my / your egg? it’s in the desk /near the book.. 要求学生拿出自己的东西用“where’s my / your / his / her …?”进行问答。step3: a short break1. sing a song.2. play a game.听音，让学生说出该餐具的名称，小组比赛，哪组说得既快又准确。step4: learn to say1. 学生听录音机，跟读课文。2. 老师拿出一张图片，图片中有许多东西摆放在某个位置上，要求学生练习where’s the …? it’s on / in /near …句型。3. play a game要求学生把带来的餐具或食物放在老师准备的一个包的上面、里面和旁边，另一个学生去猜，分组比赛。step5: homework1. copy the words and sentences.2. read the drills after the tape.板书设计： unit 9 breakfast where’s the / my …? it’s on / in / near … 教学内容：《牛津小学英语》4b / unit 9第二教时教学目标：1. 能听懂、会说、会读、会拼写单词 a fridge.2. 能听懂、会说、会读、会拼写句型where are the/ my…?they’re on / in / near …there’s no … on / in / near…3. 能听懂、会说和会读日常交际用语 have some juice then.4. 了解字母组合wh在单词中的读音。教学重点：能听懂、会说、会读、会拼写句型where are the/ my…?they’re on / in / near …there’s no … on / in / near…教学难点：正确使用where are the/ my…?they’re on / in / near …句型。课前准备：教具准备：课前准备本课单词图片、教学挂图、录音机和磁带。教学过程：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.(出示图片) 用实物教单词bowl, spoon和chopsticks。 出示图片要求学生用where’s the spoon / rice…?句型问答。 2.t: where’s the spoon?s: it’s in the bowl.t: where are the chopsticks? they’re near the bowl.学生问答“where are the chopsticks?”句型。 3.（1）老师出示一些图片s1: where are the …?s2: they’re on / in / near…（2）t: look, this is my fridge.(出示图片) 教授单词fridge t: where are my apples? they’re in the fridge. t: where are your bananas. s: they’re in the desk. 要求学生拿出自己的东西用“where are my / your / his / her …?”进行问答4. (1) t: where’s my tea? s:it’s in the cup. (老师拿过空杯) t：there’s no tea in the cup. 学生用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.. 学生模仿对话练习。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.出示单词what where which white，归纳字母wh 组合的发音wh 发/w/还有：wheel, why…wh 还可发/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.板书设计： unit 9 breakfast where are the / my …?they’re on / in / near …there’s no … in /on / near …教学内容：《牛津小学英语》4b / unit 9第三教时教学目标：1.复习本单元所学的食物和餐具用品单词。2.进一步掌握句型where’s / where are …?和there’s no…in/ on…3.熟练运用本单元的句型及日常用语。教学重点：1.熟练掌握食物和餐具用品类单词。2.能综合运用本单元学过的单词、句型和日常交际用语。教学难点：能正确运用where’s / where are …?及其答语。课前准备：1.教具准备：课前准备12张图片、录音机、磁带和实物投影仪。2.教学准备：教师准备好盘子、鸡蛋、香蕉等，学生自带一些与本课内容有关的食物和餐具等。3.板书准备：黑板上预先写好unit 9 breakfast教学过程：step 1: sing a songsing “ in the classroom.”step 2: review3. free talk.4. t: draw some pictures and write their names.老师说本单元学习过的食物和餐具，学生画出来，然后拼出这个英语单词。step3: ask and answer1. (1) t: i’m hungry. i want to eat eggs. but where’s the egg?学生看到放在盘中的鸡蛋回答。学生问答“where’s the egg?”(2) 老师在盘中再加上一个鸡蛋。t: where are the eggs?s: they’re on the plate.2. 老师用实物投影仪打出小刀在沙发上的图片，要求学生问答。s1: where’s the knife?s2: it’s on the sofa.然后出示其余五幅图片用where’s / where are the …?句型问答。3. t: where’s my banana?s: it’s on the desk.t: where are her apples? s: they’re in the fridge. 老师要求学生用where’s my / your / his / her …?句型和 where are my / your / his / her …?句型进行问答。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.用实物投影仪打出瓶中没有牛奶等六幅图片，要求学生练习句型there’s no … in/ on…3.make a dialogue要求学生用where’s / where are the …？句型和there’s no … in/ on…句型编写小对话，并表演。step5: homework1. copy the sentences.2.act the dialogue.板书设计： 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…学内容：《牛津小学英语》4b / unit 9第四教时教学目标：1. 复习巩固本单元单词 a knife, a plate, a glass, a cup, a bottle, a table, a fridge, an egg, bread, rice.2. 复习巩固本单元句型 where’s the/ my…?it’s … where are the / my…?they’re … there’s no … in / on/ near…3. 能听懂、会说和会读日常交际用语 can you use chopsticks ? no, i can’t. but i’d like to try. watch me. let me try again. 4. 会诵读歌谣 it’s one in the afternoon.教学重点： 复习和巩固本单元的单词和句型。课前准备：教具准备：课前准备本课单词图片、学生自带实物。教学过程：step 1: review1. sing a song: western food and chinese food.2. act the dialogue.学生用自带的实物表演对话。step2: presentation and practise1.(1)t: look, here’s a pair of chopsticks. can you use chopsticks.s: yes, i can.学生问答“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.老师在对话中可解释i’d like to try.和watch me.等句的意思。2.听录音，理解对话，并分角色朗读。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.板书设计： unit 9 breakfast can you use chopsticks? no, i can’t. but i’d like to try. watch me. let me try again.
Unit 第12篇
初一英语上册module 1 unit 2教学设计
g7m1u2 教学设计
一 、课型：
speaking and reading
二 、教学内容分析：
本单元是第一模块的第二部分可以起到衔接上一单元的作用，通过问答练习既复习上一节课所学内容，又可以为接下来的阅读提供信息支持。
三 、教学目标
1、useful expressions in introducing persons.
2、to get in formation from the reading material about personal information
四、知识与能力：1、to be able to introduce oneself or other
2、asking for and receiving personal information
五、情感态度与价值观
to build up students’ confidence and interest in english- learning .
六、教学过程
1、warming-up/lead in
活动目的 review and consolidate the vocabulary students have learned before。
教师活动 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 .
学生活动 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
活动目的 train students to get specific information through reading .
教师活动 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”.
学生活动 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
活动目的 1) use the words they have just learned in real life .
2)teach students writing skills .
教师活动 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 .
学生活动 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
活动目的 1).train ss writing skills .
2).review the knowledge learned
教师活动 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 .
学生活动 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、作业布置
1、do exercise 11 in module 1 in workbook .
2、write something about a person you like best.
八、教学反思
抓住学生刚刚升入初中好奇心强这一特点，本节课我围绕“介绍人物”这一话题创设了一个贴近学生生活实际的教学情境。双人问答，小组活动，师生互动活跃了课堂气氛;加深了师生间的和谐;激发了学生的学习兴趣。通过本课的学习，学生能够用所学词汇句型进行简单的交流对话，也能做简单的自我介绍或介绍身边的朋友亲人，让他们体会到成功的乐趣，进而增强学习的信心和兴趣。
目标检测题
一.英汉互译.
1. 读书 2.sit down_______ 3.起立_______ 4.来自_________
5. write on the blackboard 6.given name 7.姓
8. …years old 9. a new student 10.二年级一班_________
二. 用适当的人称代词填空
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(雷声)？
—______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.单项选择.
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.阅读理解
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.写在黑板上
6.名字 7.family name 8.几岁 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
单元达标题
一 、翻译下列词组
1、来自_______ 2、一年级三班_______
3、十二岁 _______ 4、坐下_______
5、起立 _______ 6、好朋友_______
7、多大 _______ 8、在我班_______
9、他的名字 _______ 10、我的英语老师_______
二 、单项选择
（ ）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、用所给词的适当形式填空
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、汉译英
1.我在一年级五班。
_________________________________
2.大明不是英国人。
_________________________________
3.你来自北京吗？
_________________________________
4.玲玲和她的父母在美国。
_________________________________
5.我的朋友梅梅是一个中国女孩。
_________________________________
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 第13篇
unit 8 learning a foreign language (词汇)
单词解释：
1. motive
n.(cn) 动机 目的motivate vt. 作为┉的动机；激发motivation n . (un) 动机；积极性
i’m suffering from a lack of motivation. my new job is really boring.
我变得缺乏干劲，因为我的新工作极为沉闷。
2. memorise
( vt ) 记住，背熟 memorise a poem 背熟一首诗
bear [have, keep] in memory 记着, 没有忘记beyond [within] the memory of man [men] 在有史以前[来] bring back [call] to memory 使想起 come to one's memory 想起, 清醒过来 in memory of 纪念...
memorial n.(=monument)纪念物； 纪念碑；纪念仪式;历史记载 adj.记忆的; 纪念的; 追悼的
memorials of a past age一个昔日的历史记录
the monument(memorial) to the people’s heroes人民英雄纪念碑
3. dictation
( n )口述；听写 [u] the pupils wrote at their teacher’s dictation.学生按照老师的口述写下来。
命令[u] she was tired of her husband’s dictation.她对丈夫的发号施令感到厌烦。
4. correction
( n.)订正，修改；校正[u][c] look carefully at the corrections which i have written in your essay. 请仔细看一下我对你文章修改过的地方。
惩治，惩罚[u]；教养[pl]the prisoner was sent to a labour camp for correction.囚犯被送往劳工营改过自新。
5. stick
n. 枯枝，棍，手杖 a walking stick 一根拐杖 条状物： a stick of chalk 一支粉笔
v. (stuck, stuck, sticking)
①（常与in, into, through连用）（把尖 物）插入，刺入，戳入
to stick a fork into a potato用叉子叉上马铃薯 i stuck a needle into the cloth.我把一根针扎进布里。
②（与in, into, on连用）粘住；贴住 i stuck a stamp on the letter.我把一张邮票贴在信上。
③附着；固着the wheels of the car stuck in the mud and we could not go on.车轮陷入泥里，我们不能前进了。
④放，置 stick the chair in the corner.将椅子置于墙角。
⑤（与at连用）继续努力做 if you want to play an instrument well, you’ve got to stick at it.
如果你想练好一种乐器，你必须持之以恒。
此外还有：
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。
坚持，坚守 stick to stick to a post 坚守岗位 stick to one’s word 遵守诺言
6. acquire
vt. 学到（知识等）；获得acquisition n. ( cn) 获得或购得之物；（un）获得
①she acquired an american accent while living in new york.她住在纽约时学会了一口美国音。
7. instruct
vt. 1.) 指示,命令,吩咐=order
he instructed me to deliver it to a customer. 他吩咐我把东西送去给顾客。
the judge instructed the witness that he should tell the whole truth.法官命令见证人讲实话。2.) 教授;训练;指导[(+in)] =teach my job is to instruct her in english. 我的工作是教她英语。 3.) 通知,告知
my agent has instructed me that you still owe me $150. 我的代理人告诉我你还欠我一百五十美元。
instruct sb in sth 教导某人某事instruct sb to do sth 命令某人干某事follow the instructions 遵从指示
instruction n.用法说明，指示， 命令，（计算机）指令 adj. an instruction book说明书
instructional adj. 教学的，教育的 ～ materials教材
instructive adj. 富有教益的，增长知识的 instructor n. 教练，导师
receive /follow the instruction(s)接受指导give sb instructions to do命令/吩咐某人做。
9. anxious
adj. 1.) 焦虑的,挂念的[(+about/at/for)] i'm anxious about her safety. 我对她的安全担心。 he was anxious for the safety of his family. 他担心家人的安全。 2.) 令人焦虑的 the week of the flood was an anxious time for all of us. 闹水灾的那一星期是使我们大家都焦虑不安的日子。 3.) 渴望的 [(+for)][+to-v][+that] we\'re anxious for your safe return. 我们盼望你平安归来。 we were anxious that there be no misunderstanding. 我们极愿没有误解。 i could see that she was anxious for laura to go. 我看得出她巴望劳拉去。 i\'m really anxious to see him. 我急于见他。
10. secure
adj. 1.) 安全的,无危险的[(+from/against)] now my house is secure against burglary. 现在我的房子无被盗窃之危险。 2.) 安心的,无忧虑的 you have made me feel secure. 你使我觉得放心。 3.) 有把握的,确定无疑的 our success is secure. 我们的成功是有把握的。
11. academic
adj. 学院的, 理论的；学术的
eg：academic year学年 academic rank学衔academic degree 学位
n.(c) 大学教师, 大学生; 学会会员; 学究式人物
academy n.(c) -mies学会the royal academy皇家学会;学院；高等专科学校
an academy of music音乐学院
university n(c) （综合）大学 oxford university牛津大学
college n(c) （综合大学中的）学院,独立的）学院,高等专科学校
a college of agriculture农学院 evening college夜大学
institute n(c)学院; (大专)学校;
12.. adopt
( vt. ) adopted (adj ) adoption (n.)1.) 采取;采纳;吸收 adopt a new technique/ method/ideaafter much deliberation, the president decided to adopt her suggestion.
总经理再三考虑之后,决定采纳她的建议。
circumstances will force us finally to adopt this policy.情况最终会迫使我们采用这项政策。
2.) 过继,收养[(+as)] mr. kern adopted the orphan as his own son. 克恩先生将那孤儿收养为自己的儿子。
3.) 正式通过,接受 the agenda was adopted after some discussion. 经过讨论,议事日程获得通过。
adopted adj. 收养的, 移居的 their adopted son他们的养子
adoption n. 收养，领养； 采用；推选
put sb. up for adoption 提出让人收养某人 the adoption of new technology新技术的采用
adoptive adj. 收养的，有收养关系的
13. operation
n 操作;【医】手术;运转
be in operation在运转中; 在行动中; 在实施中; 在生效中
come into operation开始工作[运转];生效 go into operation开始工作[运转];生效
perform an operation on sb. for a disease因某种病给某人动手术
14. broaden
vi 变宽，变阔；扩大 one’s views broaden at college. 一个人的见解在大学时代变得开阔起来。
vt 使宽，使阔；使扩大 this narrow highway should be broadened. 这条狭窄的公路应该加宽。
15. broaden
vi. / vt. =(to cause to) become broad or broader 使扩大, 使宽阔
=to increase your knowledge, experience, etc 增长（知识、经验等）
eg. broaden one’s horizons 打开眼界，拓宽视野
travel broadens the mind. 旅行使人开阔心胸(眼界)。
the river broadens (out) at this point. 这条河到这里开始变宽。
her smile broadened. 她笑得更加灿烂了。
“adj./n. +en→v.”使变得…
类似词语： deepen, thicken, sweeten, straighten, quicken, brighten， darken, soften, harden, widen, shorten, sharpen, lengthen, strengthen
16. appropriate
adj. =correct or suitable适当的， 合适的 常和for, to 连用。
vt. =to set aside for some purpose拨出（款项）,盗用，挪用
eg. he made a speech appropriate to the occasion. 她作了个适宜该场合的演讲。
jeans are not appropriate for a formal party. 正式聚会上穿牛仔裤是不合适的。
now that the problem has been identified, appropriate action can be taken.
现在既已找出问题的症结，即可采取适当的行动。
inappropriate opp.不适合的appropriateness n.appropriately adv.
词组短语：
1. come across 偶然遇见
2. more than 不止是，远超过
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在某种意义上 the sixth sense
a sense of… ……感，……觉
a sense of humo(u)r 幽默感 a sense of duty/responsibility 责任感
a sense of harmony和谐感 a sense of justice正义感
a sense of wellbeing 幸福感 a sense of touch 触觉
a sense of hearing听觉 a sense of sight视觉
a sense of smell 嗅觉 a sense of taste 味觉
a sense of beauty审美感 a sense of hunger饥饿感
a sense of time 时间观 a sense of achievement成就感
5. distinguish from 与…辨别
6. make progress 前进；进步
progress n.前进, 进行, 进展，进步, 上进; 发展; 改进; 【生】发育, 进化
eg the building of the house is in progress .房子在建造中。
vi.前进, 进行, 进步; 进展; 发达, 发展
eg the work is progressing steadily.工作正在扎实地进行。
相关短语： in progress在进行中, 在举行 make progress in在...方面取得进步[进展]
make progress towards朝着...(目标)前进make progress with把...向前推进; 在...(方面)取得进展, 进行
7. equip with 备有…, 以…装备
1) equip vt. =to provide oneself, or another with what is necessary for doing sth. / to make able /fit/prepared “装备，配备” 常与with 或for 连用。
eg. the reading-room is not equipped with air-conditioning. 阅览室里没有装空调。
your education will equip you for your future life. 你所受到的教育将使你具备未来生活的能力。
注：equip 宾语必须是被装备的对象而非装备物。
equipment n. u装备，设备，设备，器材 n. [c] 可表示各种设备
注：一件设备 a piece of equipment 两件设备 two pieces of equipment
equipment 偶尔有复数形式，但不可说two / several / some equipments。
类似短语：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 使自己适应…
adjust sth adjust sth to adjust (oneself / itself) to be adjusted
同义词：adapt oneself to 使自己适应…… adapt sth. for a particular use 使某物适合某一特殊用途
9. regardless of 不顾；不管 10. take place 发生 11. as a consequence 结果
12. in other words 换句话说，换言之
in a/one word 总而言之;总共=in all/in total in word and in deed在言语上和行动上
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，极多14. in a few years’ time 在几年之后15. in the progress 在过程中
16. have something in common 有一些共同点 17. take chances 冒险一试，碰运气18. deal with 处理
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
类似短语：come into use 开始使用 make (good/full) use of好好/充分利用
have no use for不需要，用不着 in use 在使用中
go out of use 停止使用 for the use of为……专用
it’s no use doing…/there’s no use doing…没用处，无益处
be (of) (no) use to…对某人（没）有用 use sth up 用完
use your head/loaf(bre.) 你动动脑子，你仔细想想
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 冒险 20. contribute to 有益、有助于 221. experiment with 进行实验
23. a series of 一系列 24. piles of 一大堆、一大团 25. put an end to 结束
26. knock down撞倒; pull down/tear down knock into sb.撞上;run into/come across
knock…out of…从..中敲出来; knock against 撞到…上;
knock at/on敲… knock over打倒;打翻 knock about漫游,漂泊,闲逛
27. all of a sudden 突然间 28. stay in touch 保持联络
29. fall behind 落后fall down跌倒；失败fall back 后退，撤退fall off （从。。）掉下
fall over 跌倒 fall into 陷入
30. be concerned about/for sth/ sb = be worried about sth/sb 担忧
be concerned with sth/sb.关心;和..有关;对。。感兴趣 be concerned in sth.参与。。，从事
31. take an active part (in) 积极参与 32. broaden one’s horizon 开阔眼界
33. depend on 依靠、依赖 34. be involved in 参与
35. make way for 给… 让路 36. due to 由于、归功于
37. in accordance with 依照、根据 38. fill up 填满、塞满
39. make changes to sth. 对…作出改变
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