大学英语备课教案模板（精选多篇）

推荐第1篇：小学英语备课教案

Unit 4 Leon 2 It’s warm in spring.教案 沙河中心小学 曲丽君

一、教学目标 知识目标：

1.能听懂、会说单词warm hot cool cold wear T-shirt。 2.学生能听懂、会说“Its ….in…….We often wear……”句型。 能力目标：

通过小组之间的交流，通过创造真实的语境，使学生能够运用“What season is it ?”句型来询问季节，用“It’s…..in…… I often wear……”来描述四季的气候特征及所穿的衣服，从而提高学生英语表达能力，真正做到学以致用。 情感目标：

1.培养学生将学到的知识运用于真实的生活场景中的能力，使学生具有一定的社交意识，引导学生热爱生活，热爱大自然。

2.培养学生敢于开口，积极参与的学习态度。

二、教学重难点 教学重点：

1.学生能听懂、会说单词warm hot cool cold wear T-shirt。 2.学生能灵活运用句型“Its ….in…….We often wear…….”。 教学难点： 结合实际

在

真

实

的

语

境

中

运

用“ What season is it ? It’s………..It’s ….in…….We often wear……句型。

三、教学过程 Step 1:Warming up T

：Good morning,boys and girls,how are you today?I’m fine ,too,thank you .Last cla,we learnt unit 4 Seasons leon 1,how many seasons in a year?yes ,we have four seasons in a year,what are they? They are spring,summer ,autumn and winter.(设计意图：自由交谈，复习上节课所学知识，同时引出季节视频) You have a good memory,so I’ll show you a video about seasons,let’s watch it together,OK?(Look,what season is it?spring is warm with flowers,what season is it?it’s summer,summer is hot and we can go swimming in summer,what season is it?it’s autumn,do you like autumn?autumn is cool,what season is it?yes,it’s winter,it’s cold,people wear coats in winter and we can go skating in winter)so every season is beautiful,we should enjoy them,（设计意图：通过观看视频，陪着音乐，解说不同季节带来的不同感受，进行情感教育）so now let’s enjoy a chant together,OK? Show me your hands.（设计意图：学生们喜欢韵句，在欢乐的氛围中，复习旧知，为新知做铺垫）Great,now I want to know what season do you like?(

询

问

几

个

学生)Do you like spring?Me.too.Because it’s warm in spring.（引出课题） Step 2:New leon Today,we’re going to learn Leon2 It’s warm in spring.we know spring is warm,what about summer,autumn,and winter,let’s listen and find out the answers(

学习hot,cool,cold)can you read them?Great,so I’ll share another chant with you,can you read it?let’s try it together.( 设计意图：1词

听，分听，学习季节气候

学习)Great,In different seasons we should wear different clothes,do you know wear?(wear) now,lt’s listen to the text again,and find out what do you often wear in winter?yes ,we often wear coats in winter,coat is a kind of clothes,what other kinds of clothes have you learned?today,I’ll teach you another two,T-shirt,and jacket(

学习

单词)Now we know so many kinds of clothes,and we know we often wear coats in winter,please read the text and find out what do you often wear in different seasons and match it.Have you finished,let’s check the answers,you should use this sentense patten.we often wear__in __.（设计意图，二听，学习不同季节应该穿的衣服，同时学习新单词）Great,now let’s watch the video again,this time,listen and repeat.Now please read the text in your groups,then show it ,OK?(小组展示，3组即可,然后齐读)All of you did a good job.Step 3:Practice Now I have a picture for you,look,what season is it? Can you say something about it?I have other three pictures,please work in your groups and talk about them,let’s see which group is the best.(2组，看时间进行)(设计意图：通过练习课文中的第二部分，强化本节课内容，同时小组内活动，体现优生带动后进生) Step 4:Summary and homework OK，please sit straight,let’s see what have you learnt today?根据图片复述课文，today ,all of you did very well,and at last I’ll share a poem with you ,is it beautiful?next cla,let’s learn it together,homework for today…

That’s all for this cla,thank you ,everybody,goodbye.

Unit 4 Leon 2 It’s warm in spring.课后反思 沙河中心小学 曲丽君

Leon 2 It’s warm in spring.是鲁科版小学英语第三册第四单元第二课的内容。本课要求学生能听懂、会说并认读下列单词：warm, hot, cool, cold, warm, T-shirt.能听懂、会说并认读句子：It’s„ in„, We often wear„并能在正确的语境中使用It’s„ in„, We often wear„ 描述四季的特点。 成功之举：

1、本课是在学习完第一课之后进行的，所以在热身环节采用交谈方式，复习了How many seasons in a year?What are they.

2、利用多媒体，解说美丽的四季。

3、导入新课很自然。

4、本课无论是在热身复习环节还是新授巩固运用环节，都采用了多媒体辅助教学，通过形象的卡通图片，春天的鸟鸣，秋季的风声等激发了孩子们学习的兴趣，并利用课件教学hot，warm, cold, cool四个新词的发音拼读规律，学生通过课件的演示，根据已学单词能够顺利读出新单词的发音，提高了学生利用旧知学习新知的能力。 改进之处：

1、这节课的新单词比较多，所以在学习单词时，用了很多时间，课后觉得学习新单词时，是不是应该融入些趣味性的东西在里面，调动学生的积极兴趣会更好。

2、在远程学习完之后，我对这节课又进行了思考，发现这节课没能设计一个贯穿整节课的任务情景，应该设计一个怎样的任务情景才能真实而又实效呢？这是我在今后的课堂教学中应努力探索的一个问题

知识目标：

1.能听懂、会说单词warm hot cool cold wear T-shirt。 2.学生能听懂、会说“Its „.in„„.We often wear„„”句型。 能力目标：

通过小组之间的交流，通过创造真实的语境，使学生能够运用“What season is it ?”句型来询问季节，用“It’s„..in„„ I often wear„„”来描述四季的气候特征及所穿的衣服，从而提高学生英语表达能力，真正做到学以致用。 情感目标：

1.培养学生将学到的知识运用于真实的生活场景中的能力，使学生具有一定的社交意识，引导学生热爱生活，热爱大自然。2.培养学生敢于开口，积极参与的学习态度。 2.教学重点：

3.1.学生能听懂、会说单词warm hot cool cold wear T-shirt。 2.学生能灵活运用句型“Its „.in„„.We often wear„„.”。 教学难点：

4.结合实际在真实的语境中运用“ What season is it ? It’s„„„..It’s „.in„„.We often wear„„句型。Step 1 Warm-up 5.1.Greetings.Good morning, boys and girls.(师生相互问候彼此拉近距离，为本节课的开展做好情感、心理铺垫。) 2.Enjoy a song.（师生拍手同唱，进一步调整学生的情绪，活跃

课

堂

气氛。） Spring, spring, I like spring.Summer, summer, I like summer.Autumn, autumn, I like autumn.Winter, winter, I like winter.6.Spring, summer, autumn, winter.I like them very much! 7.【设计意图】运用说唱儿歌的方式激发学生参与到教学中来，渲染课堂英语气氛，培养了学生学习英语的兴趣，同时复习上节课所学过的单词，为下面新课的学习作辅垫。 Step 2 Presentation 1.Free talk.8.Hi, Lucy! How many seasons are there in a year ？学生会回答：Four.老师再问What are they ? 学生会回答They are spring summer autumn and winter.；老师将四季的图片贴在黑板上。Hello，Nick.Do you like spring ？Yes，I do.老师说I like spring, too.Because it’s warm in spring.将句型It’s warm in spring .板书在春天图片的后面并让学生猜warm 的汉义及发音。 【设计意图】在情境中激发学生的学习兴趣，自然地引出新句型“It’s warm in spring?”。 9.2.Learn the new words.10.让几位学生进行操练，按照图片用这个句型引出本课新单词hot cool cold，板书在对应的季节图片之后领读单词并让学生分析发音之后出示单词卡片，并通过“乘火车”、“高低音”、男女生读、竞赛读、猜口形等多种形式练习巩固本课新单词。分组，并以四个季节来命名小组，同时根据学生小组的学习表现来开展评价，并以此来激励学生学习的积极性和主动性。 3.Play a game: Quick answer大屏幕出示四季的图片，让学生快速说出季节及描述四季气候特征的形容词。例如：大屏幕出示spring,学生迅速说出warm。然后同桌俩一个说季节一个说形容词，当然也可以反过来相互提问看谁的反应快。 11.4.Pair work: 同桌俩用 “It’s „.in„„.”来操练本课的主要句型，然后找几组展示一下。 5.Say a chant 12.Warm, warm, it’s warm in spring .Hot, hot, it’s hot in summer .13.Cool, cool, it’s cool in autumn.Cold, cold, it’s cold in winter .14.【设计意图：Chant和歌谣节奏明快、琅琅上口，它的适时出现，既起到了操练巩固新知识的作用，又调节的学生的情绪，还活跃了课堂气氛。】 6.Look at the book and listen to the tape.Underline the new words that we learned in this cla.15.【设计意图】让学生带着任务听第一遍录音，加深对课文的理解，更能发挥其学习的自主性。7.Listen again, link the seasons with the clothes.16. 【设计意图】复习以前学过的衣服类单词，并经出新单词T-shirt .It’s warm in spring.So we often wear sweaters.引出单词

wear

并板书句型We often wear„„„.提问学生What do you wear in autumn ?/ winter /summer? 练习句型在什么季节穿什么衣服We often wear„in„并将衣服图片贴在相应季节的后面。然后操练句型It’s „.in„„.We often wear„„.再找几组下来展示 【设计意图】学习单词的同时，结合着本课的主要句型进行操练，既可以让学生在有意义的语言环境中非常自然地接受，又为对话的学习做铺垫。 Step 3 Practice 17.1.Listen to the tape the third time.Try to follow the tape.Repeat after the tape/ teacher.18.【设计意图】让学生跟读原声带，即加强了学生的听力，又使学生掌握正确的发音。 19.2.Practice reading the dialogue in groups, then try to act it out.(小组分角色朗读课文，根据黑板上的板书表演课文。) 【设计意图】小组分角色朗读、表演课文有助于学生形象的掌握课文内容，巩固学过的重点内容，同时趣味性比较强，学生会积极地投入到学习中来。 3.Group work: Look at the scream, talk about the pictures with your partner.先给学生做个示范，然后小组练习，找几组到台前展示。【设计意图】既复习了第一课所学知识，同时也能了解学生对本课知识的掌握情况，提高了学生综合运用知识的能力。 Step 4 Consolidation 20.Draw the clothes of four seasons.Describe the pictures with the drills we learnt this cla.It’s ……in…….I often wear…

21.【设计意图】 对本课所学内容进行拓展练习，达到学以致用的目的.Step 5 Summary 22.教师引导学生总结本节课所学的知识点，即用“It’s „.in„„.We often wear„„”来描述季节。 Step 6 Homework 23.1.Listen to the tape and mime it.听课文录音，模仿录音朗读课文。 2.回家搜集南北半球季节的差异。 板书设计 24.Unit4 Seasons Leon 2 It

’

s warm in spring Spring

：

It

’s warm in spring.We often wear sweaters.25. Summer: It’s hot in summer.We often wear T-shirts.26. Autumn: It’s cool in autumn.We often wear jackets.27. Winter: It’s cold in winter.We often wear coats.

推荐第2篇：高三英语集体备课教案

高三英语集体备课教案

语法知识复习

stop to do 停止，中断做某事后去做另一件事，stop doing 停止做某事。例如：

They stop to smoke a cigarette.他们停下来，抽了根烟。

I must stop smoking.

我必须戒烟了。

典型例题

She reached the top of the hill and stopped ___ on a big rock by the side of the path.

A.to have rested B.resting

C.to rest D.rest

答案：C。由题意可知，她到了山顶，停下来在一个路边的大石头上休息。因此，应选择\"stop to do sth.停下来去做另一件事\"。而不仅仅是爬山动作的终止，所以stop doing sth.不正确。

8.2 forget doing/to do

forget to do 忘记要去做某事，forget doing 忘记做过某事。例如：

The light in the office is stil on.He forgot to turn it off.办公室的灯还在亮着，他忘记关了。（没有做关灯的动作）

He forgot turning the light off.他忘记他已经关了灯了。（已做过关灯的动作）

典型例题

---- The light in the office is still on.---- Oh，I forgot___.

A.turning it off

B.turn it off

C.to turn it off

D.having turned it off

答案：C。由the light is still on 可知灯亮着，即关灯的动作没有发生，因此用forget to do sth.而forget doing sth表示灯已经关上了，而忘记了这一事实。此处不符合题意。

8.3 remember doing/to do

remember to do 记得去做某事，remember doing 记得做过某事。例如： Remember to go to the post office after school.记着放学后去趟邮局。

Don\\\'t you remember seeing the man before? 你不记得以前见过那个人吗? 8.4 regret doing/to do

regret to do 对将要做的事遗憾，regret doing 对做过的事遗憾、后悔。例如：

I regret to have to do this, but I have no choice.我很遗憾必须这样去做，我实在没有办法。

I don\\\'t regret telling her what I thought.我不为告诉她我的想法而后悔。

典型例题

---You were brave enough to raise objections at the meeting. ---Well, now I regret ___ that.

A.to do

B.to be doing

C.to have done

D.having done

答案：D。regret having done sth.对已发生的事感到遗憾。regret to do sth.对将要做的事感到遗憾。本题为对已说的话感到后悔，因此选D。

8.5 cease doing/to do

cease to do 长时间，甚至永远停做某事，cease doing

短时停止做某事，以后还会接着做。例如：

That department has ceased to exist forever.那个系已不复存在。

The girls ceased chatting for a moment when their teacher paed by.姑娘们在老师走过时，停了会聊天。 8.6 try doing/to do

try to do 努力，企图做某事，try doing 试验，试着做某事。例如：

You must try to be more careful.你可要多加小心。

I tried gardening but didn\\\'t succeed.我试着种果木花卉，但未成功。

8.7 go on doing/to do go on to do 做了一件事后，接着做另一件事，go on doing 继续做原来做的事。例如：

After he had finished his maths，he went on to do his physics.做完数学后，他接着去做物理。

Go on doing the other exercise after you have finished this one.作完这个练习后，接着做其他的练习

8.8 be afraid doing/to do

be afraid to do 不敢，胆怯去做某事，是主观上的原因不去做，意为\"怕\"，be afraid of doing 担心出现doing的状况、结果。doing 是客观上造成的，意为\"生怕，恐怕\"。She was afraid to step further in gra because she was afraid of being bitten by a snake.

她生怕被蛇咬着，不敢在草丛中再走一步。

She was afraid to wake her husband.她不敢去叫醒她丈夫。

She was afraid of waking her husband.她生怕吵醒她丈夫。

8.9 be interested doing/to do

interested to do 对做某事感兴趣，想了解某事，interested in doing

对某种想法感兴趣，doing 通常为想法。例如：

I shall be interested to know what happens.我很想知道发生了什么事。（想了解）

I\\\'m interested in working in Switzerland.Do you have any idea about that? 我对在瑞士工作感兴趣。你想过这事吗? （一种想法）

8.10 mean to doing/to do

mean to do

打算、想，mean doing 意味着。例如：

I mean to go, but my father would not allow me to.我想去，但是我父亲不肯让我去。

To raise wage means increasing purchasing power.增加工资意味着增加购买力。

8.11 begin（start） doing/to do

begin / start to do sth /begin / start doing sth. 1）谈及一项长期活动或开始一种习惯时，使用doing。例如：

How old were you when you first started playing the piano? 你几岁时开始弹钢琴？

2）begin, start用进行时时，后面动词用不定式to do。例如：

I was beginning to get angry。我开始生起气来。

3）在attempt, intend, begin, start 后接know, understand, realize这类动词时，常用不定式to do。例如：

I begin to understand the truth。我开始明白真相。

4）事物作主语时。例如：

The snow began to melt.雪开始融化了

8.12 感官动词 + doing/to do

感官动词 see, watch, observe, notice, look at, hear, listen to, smell, taste, feel + do表示动作的完整性，+doing 表示动作的进行性。例如：

I saw him work in the garden yesterday.昨天我看见他在花园里干活了。（强调\"我看见了\"这个事实）

I saw him working in the garden yesterday.（强调\"我见他正干活\"这个动作）昨天我见他正在花园里干活。

典型例题

1）They knew her very well.They had seen her ___ up from childhood.

A.grow

B.grew

C.was growing

D.to grow

答案：A。因题意为，他们看着她长大，因此强调的是成长的过程，而非正在长的动作，因此用see sb do sth 的句型。

2）The miing boy was last seen ___ near the river.

A.playing

B.to be playing

C.play

D.to play

答案A.本题强调其动作，正在河边玩，应此用see sb.doing sth句型。

推荐第3篇：七年级英语集体备课教案

七年级英语集体备课教案

张宗荣

陈艳斌 Unit 6

pets

Reading Objectives To learn about rhyme schemes, stre and intonation of poetry To learn new vocabulary to talk about pets To read about animal behaviors Background information This section introduces students to poetry.The three short poems are different not only in the choice of pets, but also in the way they focus on different aspects of animals.The style of each poem is different.‘My Dog’ focuses on behaviors adjectives.‘My Goldfish’ exprees the poet’s feelings about the goldfish’s lifestyle.‘Cats’ describes the different places where cats sleep.

Part A Teaching procedures Ask students to study the poems and pictures on page 90.Write the title ‘My Dog’ on the board and also the verb that are used in the poem: ‘chase’, ’catch’, ’hunts’, ’hide’, ’builds’, ‘bark’, ‘bite’, ‘fight’ and ‘look after’.Talk about their meanings.For weaker claes, read ‘My Dog’ one like at a time and have students repeat after you.For stronger claes, choose five students to read two lines each.Ask students to find the adjectives in the poem which tell us about its characteristics, e.g., ‘cleverest’.Work through the meaning of ‘wonderful tricks’.Then ask them to identify the verbs which describe the dog’s actions (‘chase’, ‘catch’, ‘hunts’, ‘builds’, ‘bark’, ‘bite’ and ‘fight’).

Ask students some general questions to elicit details about the dog’s actions to generate some of the key verbs, e.g., what does the dog do? For weaker claes, read the poem ‘My Goldfish’ and ask students to follow in their books.Explain the meaning of ‘miaow’ and ‘bubbles’.For stronger claes, ask two students to each read a stanza.Read the poem ‘Cats’.As you read the poem, try to use gestures and mines to illustrate the different impreions presented in the poem.Learn about the words ‘window-ledge’, ‘edge’, ‘drawer’, ‘lap’, ‘cardboard box’ and ‘frocks’.Ask more able students to read the ‘Cats’ poem, first on their own and then with a partner.S1 reads lines 26-35 and S2 reads lines 36-46.Ask if any students have cats that like to sleep in unusual places.Have the cla prepare this poem for choral reciting.Allocate different lines to individual students or pairs to create a dramatic impreion.Ask one or two students to read one line only, e.g., S1: Cats All: Cats sleep anywhere, S2: Any table, S3: Any chair, S4: Top of piano, This activity helps students to work as a team as they have to listen to their cues, which encourages them to work collaboratively.Ask students which poem they like best.Encourage more able students to say why they like it, e.g., I like the poem about cats because they are my favorite animals.Extension activity For stronger claes, ask students to copy the poem ‘Cats’ into their books, leaving enough space to draw the different objects to illustrate where cats live and sleep.Encourage students to interpret the use of prepositions to prepare a correct visual presentation of the poem.

Part B Teaching procedures 1 Read the words listed in the box in part B1 to the cla.Ask students to repeat each one and to pay particular attention to the sounds of the final syllables.Ask students to complete the sentences with the correct words.Encourage them to read the sentences out loud so that they can hear the sounds of the words.For weaker claes, you may need to read out the first word of each sentence slowly and ask students to repeat them before they start completing the sentences.Ask le able students to work with a partner and take turns saying the rhyming pairs aloud.Ask le able students to do the extra questions on page 91.For more able students, do not provide them with the extra gapped sentences and words.Ask them to look for other rhyming pairs in the poems themselves.Ask students whether they think the rhyming words make the poems more pleasant to listen to.Accept all opinions.Then ask individual students what are the other roles of the rhyme in poetry.Elicit as many opinions as poible, e.g., makes poetry easier to remember, creates a beat at the end of each line, helps create a pattern of sounds and a sound rhythm, creates a tune, helps create the images, etc.Explain the context and the instructions to part B2.Review the words in the box.Then ask students to complete the sentences with the correct words.Ask two volunteers to read out the completed articles.Extension activity Ask more able students to find any other rhyming pairs from the words learned in other units.Give them a reward for finding one, two or more.This is a very useful pronunciation exercise as well as an activity which prepares students to use language creatively on their own.

Part C Teaching procedures Ask students to do Part C1 in pairs.Encourage them to use a dictionary if neceary.Review the answer and clarify any areas of uncertainty.Ask students to do Part C2 on their own.Remind them that all the words can be found in the poem ‘My Goldfish’ on page 90.Ask more able students to do the task without referring the poem.Tell le able students to find the words in the poem to complete what Peter says.Read out the first line.Then ask four students to read out one line each.To do part C3, students will have to refer to the poem ‘Cats’ on page 90.Ask more able students to do the task on their own.Le able students may need help.Provide them with the names of places, and perhaps how many times each preposition is used.Ask more able students where cats sleep based on the poem ‘Cats’ on page 90.Tell them that they can use any other words apart from ‘in’, ’on’ and ‘on top of’.

推荐第4篇：六年级英语集体备课教案

Module2Unit1 We’re going to have a picnic

开元街道寺夹庄小学

张晓霞

一、教学目标

1.知识目标：

⑴能听懂、会说本篇对话；

⑵掌握本课中的四会单词：duck, noisy, picnic ⑶掌握句型：simple future tense: be going to When are we going to eat?

We’re going to eat at half past twelve.

What are we going to do? We are going to walk around the lake. ⑷能模仿课文，运用重点句型进行扩展性的情景会话；

2.技能目标：会用be going to谈论意图和计划

3.情感目标：培养学生英语学习兴趣的持续及敢于开口表达的情感态度

二、教学重点：四会单词及句型，课文的掌握

三、教学难点：能模仿课文，运用重点句型进行扩展性的情景会话

四、教学准备：录音机，图片，单词卡片等。

五、教学步骤：

Step 1 Warm-up 1.Sing an English song.

2.Ask the children: What do you like doing in your spare time? (Let more students answer) Step 2 Introduction

1.Teach the new words in different ways: duck, noisy, picnic Then let Ss remember the words in their own small groups. 2.T: I’m going to go to the park with my friends this weekend? I’m going to go at nine.How about you,children?(师板书重点句型)

What are you going to do? I’m going to…. When are you going to go? I’m going to go at…. 3.Practice the sentences by different ways.

4.Finish activity 3 of Page7.Ask the children to ask and answer in pairs. 5.Text

T:Do you want to know what did Daming, Simon and Simon’s mother do during the weekend?

⑴ Put the chart on the blackboard and ask the children to look at the picture carefully.Listen to the dialogue carefully and ask several questions.

⑵ Play the caette and circle the new words. ⑶ Play the caette and ask some questions.

When are they going to eat? What are they going to do? ⑷ Play the caette again and pause after each sentence for the children to repeat. 6.Practice in groups and act out the dialogue. Step 3 Summary

Group work: 让生自己总结“be going to”的用法。

Step 4 Expanding Language

Free talk: 让生创设情景，结对子用“be going to”进行对话练习，并进行展示。

Step 5 Homework 1.Read the text in roles.

2.Learn SB Activity 3 by themselves. Blackboard Writing: We’re going to have a picnic New words：duck, noisy, picnic

What are you going to do? I’m going to…. When are you going to go? I’m going to go at….

推荐第5篇：九年级英语集体备课教案

九年级英语集体备课教案

主备人：孙海燕 讨论：孙海燕 黄子恺

黄江萍

课题： Unit 3 Teenagers should be allowed to choose their own clothes

第一课时Section A 1a-2c

学习目标：

1、掌握should be allowed to 的用法

2、重点词汇license , silly , earring , instead of，pierce，serious，choose（chose，chosen） 中考考点：should be allowed to 的用法 学习重点：练习听力及对话

学习难点：重点词汇用法及正确运用被动语态 教学流程： 一：课前检测 二：自主学习

16岁的青少年____________________ 被允许和朋友一起外出___________ 不够认真______________ 年龄不够大 三：探究展示

1：Teenagers should be allowed to choose their own clothes. (1)should be allowed 为含有情态动词的被动语态,英语动词有两种语态,既主动语态和被动语态,主动语态表示主语是动作的执行者,被动语态表示主语是动作的承受者.被动语态的构成：主语+be+及物动词的过去分词 be有人称和时态的变化.Eg: 我们学校每年都栽树.Trees in our school every year..被动语态的用法： （1）不知道动作的执行者是谁。 这栋楼是5年前建的。The building was built 5 years ago.（2）没有必要指出谁是动作的执行者。校园天天都被打扫。

The school yard every day.（3）需要强调动作的承受者。

Eg: 英语被广泛应用。English widely .含有情态动词的被动语态其结构为：情态动词+ be+及物动词的过去分词

Eg: 作业应该按时上交。The homework should be handed in on time (1).sixteen-year-olds “ ”其等同于sixteen-year-old boys\girls，是由“数词+名词+形容词”构成的合成词。 (2).get/make/have sth.done 使某事被做；请别人做某事。

Eg: We have got/made/had the TV repaired.我们已经请人把电视修好了。 agree to (do) sth.同意（做）某事 agree with sb.同意某人（的意见） agree on (sth.)（就某事）达成一致意见

4：stop doing sth.停止做某事 注意：Stop to do sth表示停止某事而去做另一件事。 Eg .They stopped talking when he came in.当他进来时，他们停止了说话。

5.instead of “代替；而不是”

6.It does’t look cool.look 是连系动词，形容词cool用作表语，look与 cool 构成系表结构。连系动词一般分为三类: 表示状态 am/ is/ are, was /were 表示感观 sound ,look, smell, feel, taste 表示变化 become, get, turn, seem 四：达标检测

1、我们允许在星期六晚上看电视。We on Saturday evening.2.如果你努力学习你会通过考试的。

If you work hard, you’ll ’

3、我将代替你去。I will go .

五、中考链接

( )1.Students should to choose their own clothes. A.allow B.allowed C.are allowed D.be allowed ( )2.The flowers by the students yesterday.A.are watered B.watered C.were watering D.were watered ( )3.Did you get your ears ? A.pierce B.to pierce C.pierced D.piercing ( )4.Do you think should drive? A.sixteen-years-old B.sixteen-year-olds C.sixteen-years-olds D.sixteen-year-old ( )5.You should have your hair 。

A.cut B.cutting C.cutted D.to cut ( )6.“Stop , and listen to me,” the teacher said .A.talk B.talking C.to talk D.talked ( )7.John likes tomatoes.。

A.So I do B.So am I C.So do I D.So I am Unit 3 Teenagers should be allowed to choose their own clothes

第二课时Section A 3a-4

学习目标：

1.巩固should be allowed to 的用法。 2.重点词汇so，either，by,on school nights,stay up

中考考点：should be allowed to , should not be allowed to

学习重点：

1、一般现在时的被动语态

2.自由谈论规则

学习难点：用被动语态讨论允许做某

教学流程： 一：课前检测

二：自主学习朗读Section A 3a-4，找出下列短语

例如_______ ____ 和朋友一起去看电影________________ 在星期五晚上________ __ 熬夜____________ 三：探究展示

1：Well,I’m allowed to go to the movies with friends on Friday nights。

注：at,on,in 的用法。(1)at表示时间时用于钟点前，用于时刻前，译为"在„„时(刻)"。如：at three/three o'clock at a quarter to six at noon ,at night at midnight (2)in表示时间时用于泛指一天的上午,下午,晚上等;用于某个较长的时间,如年,月,季节等。如：in the morning/afternoon/evening ,in 2003 ，in the day/daytime (3)on表示时间时用于星期、日期(包括该天的各部分)。如：on Sunday/Sundays,on Monday morning/afternoon/evening等。 on也用于某一日的名词前，用于公共节假日前。如：On New Year's Day ，on Children's Day 2：Stay up 意为“不睡觉；熬夜”

Eg.1) He stayed up all night.3)注意:sit up意为“迟睡；熬夜”

3：--I like it.。 --So do I.。 第二句是一个“so+主语+助动词/be动词/情态动词”结构的倒装句，表示前面所说的肯定情况同样适合于后者。do是助动词，随主语的人称和数而变化，且时态要与上句的时态一致。

四：达标检测

、根据汉语提示完成下列句子，每空一词 1.Do you like （熬夜）？

2.I do my homework, Mike.（迈克也是） 3.I （起床）at 8:00 this morning.

五、中考链接 单项选择

( )1.His father likes going hiking .. A.So does his mother B.So is his mother C.So his mother is D.So his mother does ( )2.I don't like this pair of football shoes , .A.either B.neither C.too D.also ( )3.Did your teacher allow you home? A.go B.to go C.going D.went ( )4.We aren't allowed to go out school night. A.at B.on C.in D.for ( )5.The fruit should be well during water.A.keep B.kept C.keeping D.to keep Unit3 Teebagers should be allowed to cloose their own clother

第三课时SectionB 1a~3a

学习目标：

1.1.Do you ever...? 2.理解听力内容

3.重点词汇 : strict, get to cla late, fail a test, take the test, pa the test 中考考点：1Do you ever...? 学习重点：Do you ever get to cla late?Yes, I sometimes get to cla late. 学习难点：Do you ever get to cla late?Yes, I sometimes get to cla late. 教学流程： 一：课前检测

二：自主学习

.课前朗读：朗读本课的新单词、短语及句子等，完成下列练习。 上课迟到 考试不及格 考试及格 对„„严格要求 sudy with friends finish a test early 三：探究展示

1：“be strict with”意为：“对„„严格要求”。

3：the other day几天前，是一个固定短语，等于 a few days ago,一般用于过去时。 Eg: I saw David at the bank the other day.4：oter，another 的用法：

1）表示两件东西或两个人中“一个„„另一个”时，用one„„the other.2）表示不一定数目中的“一个”与“另一个”，用one„„another.3）强调确定数目中的“一个”与“其余的”，用one„„anothers. 4）表示许多人或物中的“一部分”和“另一部分”，用some„„anothers.5）表示许多人或物中的“一部分”和“其余的部分”，用some„„the others.6）表示“一个接一个地”，用one after another. b）concentrate on 全神贯注；专心于„„。

四：达标检测

根据汉语提示完成下列句子，每空一词

1.我们应该对孩子严格要求。We should our children.2.如果他努力的话他会考试及格的。He’ll the exam if he hard.3.他经常上学迟到。 He is often school.4.莉莉不得不呆在家里照顾她弟弟。

Lily stay at home and look his brother.5.早起对身体有好处。 is good for health.

五、中考链接 单项选择

（ ）1.Anna with Bill going to the mall this afternoon.A. is B.are C.be D.aren't （ ）2.He doesn't do this homework ,though he has . A.carefully enough; enough time B.carefully enough; time enough C.carefully enough; enough time D.enough carefully; enough time （ ）3.—I think teenagers should be allowed to go out with their friends in the evening.— .It’s not safe enough. A.I agree B.I think so C.I don't know D.I disagree （ ）4.He is a bit ill.But he goes to school at home.A.instead B.instead of C.instead of stay D.instead of staying （ ）5.Teenagers allowed to drive in the street.A.should not be B.should be not C.not should be D.should not Unit3 Teebagers should be allowed to cloose their own clother.

第四课时SectionB 3a~selfcheck

学习目标：

1.重点词汇 : concentrate, concentrate on ,study, design, present, at present, opportunity, volunteer, local, member 2.理解文章意思

中考考点：would like to do, a good way to do 学习重点：What school rules do you think should be changed? Well, I think we should be allowed to wear our own clothes.学习难点：We would feel more comfortable and that is good for studying. 教学流程： 一：课前检测

二：自主学习

朗读本课的新单词、短语及句子等，完成下列练习。

对„„有好处 如果需要的话 不得不，必须 打扫 the other day______ would like to...______ concentrate on_____ a good way to keep...happy_____ during the evening 三：探究展示

1：“be good for ”意为：“ ”，后接名词、代词或V-ing形式。 Eg: Drink it up.It’ll be good for you. be good for be bad for be good at 2：“If neceary”意为“ ”。

Eg If neceary, we shall send a telegram home.如果有必要我们就往永里发电报。 “Whenever poible”意为“ ”。 3：“have to ”意为“ ”。

Eg: We have to do our homework.我们不得不做作业。 “have to”在表示“必须”这个意义时，强调客观需要，否定形式，don't have to（没必要），常用来回答must引导的一般问句。

Eg :—Must I come back in ten minutes?我必须在十分钟内回来吗？ —No, you don't have to.不，没有必要。

“have to”与“must”的区别： ①强调客观需要，有人称，数和时态的变化，其否定形式don't have to 表示“不必”。 ②强调主观必需，无人称，数和时态的变化，其否定形式mustn't 表示“禁止”。 4：“me”意为“ ”，是名词。

Eg:The kitchen is a me.厨房太脏了。 Get cleaned up! You're a me! 赶紧收拾一下吧！你多脏呀！

5：Which pair of jeans to buy 是“疑问句+动词不定式”结构，在句中作宾语。

Eg: These jackets are all very beautiful.I really don't know which one to buy. 这些夹克都很漂亮，我真不知道买哪件。

英语中还有一些疑问句可以用在这些结构中，如Who, What, When, Where, how等。“疑问句+动词不定式”结构在句中可以作 等成份。

四：达标检测

用所给词的适当形式填空

1.That’s a good way （keep）them happy.2.Keeping practicing is good for （improve）my English.3.Mr Brown will go fishing if it （not rain）tomorrow.4.Do you often volunteer （help）your neighbor? 5.What school rules do you think should （change）?

五、中考链接 单项选择

（ ）1.It’s a good way keep yourself.A.To; health B./;healthy C./;health D.to; healthy （ ）2.We should learn each other.A.to B.for C.of D.from （ ）3.Would you like the uniforms which were designed by yourselves? A.to wear B.to dre C.wearing D.dreing （ ）4.They won’t concentrate their clothes than their studies.A.mote about B.le on C.more on D.le about （ ）5.Our teacher is too strict us.—I agree with you.But she is also friendly us.A.with; to B.to; with C.for; to D.with; for Unit 3 Teenagers should be allowed to choose their own clothes

第五----六课时（Reading ）

学习目标：

1.重点词汇 :obey,achieve,race,taught,importance,succeed,point,realistic 2.理解文章意思

中考考点：Reading skills

学习重点：短文中出现的短语和句型

学习难点：提高阅读能力

教学流程： 一：课前检测

二：自主学习

做决定_____________ 挡路_______________妨碍学业_____________ 担心 ____________ 随心所欲_______ _ 在学校的赛跑队___________________一个专业运动员______________________实现„的梦想_______ _我们的确认为__________________需要做某事_________________ 考虑__________________ 最后________________ „的重要性______________________ 对„认真_____________________练习做某事__________________ 几乎没有人__________________允许某人做某事______________________ 把时间花费在„上_________________ 花费时间做某事___________________

三：探究展示

1 succe n.succeed v.succeful adj.succefully adv.succeed in doing 成功做某事

2 think about 与think of 的区别 ①当两者译为： 认为、想起、记着时，两者可互用 I often think about/ of that day.。 ②think about 还有“考虑”之意 ，think of 想到、想出时两者不能互用

At last, he thought of a good idea.。 We are thinking about going Qinzhou.我们正在考虑去钦州。

3 对„ 热衷， 对„兴趣 be serious about doing 如：She is serious about dancing.。 be serious about sth.如：She is serious about him.她对他感兴趣。 4 care about sb.关心某人 如：Mother often care about her son.4.also 也 用于句中

either也 用于否定句且用于句末 too 也 用于肯定句且用于句末 I am a student.我也是一个学生

I am a student， .我也是一个学生。 I am not a student ， .我也不是一个学生

四：达标检测

一、根据句意和中文意思或首字母，写出正确的单词。1.As a student, we have to o________ the rules.2.Our teacher listed three p_________ on how to write a good eay.3.He has been ____________(教) to be polite since he was 9.4.He isn’t ______________(现实) enough, and he always puts himself in his beautiful dreams.5.At last, he ______________(成功) and became a great busineman.

五、中考链接 单项选择

( ) 1.I don’t think teenagers should be allowed to drive, because they are ___________.A.not enough serious B.not serious enough C.too serious D.not serious ( ) 2.I have to stay at home ____________ school nights.A.in B.at C.on D.for ( ) 3.Many students will be __________ if the cla is boring.

推荐第6篇：大学英语5教案

Background information

Students：24 junior students Leon duration：90min.

Teaching objectives：

1． To know what is Suspense and how to write a story about Suspense. 2． To understand the construction of paging system

3． To master some important new words and attributive clauses Focal & Difficult Points

Teaching contents：

Paage The Lady or the Tiger Suspense New words

Difficult sentence Teaching aid：

Ppt, blackboard, chalk, pictures, white papers, tapes

Type of the leon: vocabulary speaking

Teaching procedures：

Step 1.show them what is Suspense.(10min.) Suspense is defined as a feeling of anxiety or excitement that results from being uncertain about an outcome or a decision.We will feel suspense during watching a match, attending a competition, or reading certain stories, such as psychological crime story, detective story, or seeing films of the kind.Usually, in a story the end of it marks the end of the suspense, but our text The Lady or the Tiger? Is an unresolved short story.It leaves us in suspense in the end.Rather than tell us what happens, the author prefers to make us reflect on the feelings and motives of the prince.

Step 2.Read the following paage：(10min.) The lady or the Tiger? P4 and think which came out of the opened door, --- the lady, or the tiger?

I. Pre-reading: In the story you are going to read, there are a powerful king, a beautiful prince, a handsome young man and a ferocious(凶暴的)beast.Make an imaginary story about the characters in groups before reading.

Step 3.Group work(15min.) Which came out of the opened door, --- the lady, or the tiger? Sample 1

I think the lady would come out of the opened door.Although the prince was jealous of the young lady and thought of her lover’s marrying the young lady as unbearable, she found it even harder to see her lover attacked and tortured by the tiger in public.Besides, being the daughter of the king, she had the power to do anything, just as she found out the secret about the two doors.She could, some day, manage to marry the one she loved.

Sample 2 I think the tiger would come out of the opened door.From the story we can see that the prince burned with jealousy and anguish at the thought of her lover’s going to marry the beautiful young lady.She wouldn’t share the love of the young man with anyone else.Of the two choices, with flowers, the latter was far more unbearable to her, a willful and jealous lady.So, she thought letting him die would be a better way out.

Step 4.New words(35min.) 1.administer v.

administrative a.

administrator n.

administration

n. manage or direct (esp.the affairs of a busine, government, etc.) 管理，处理，治理；执行；[fml] give 给予；施行

The company’s finances have been badly administered.You will need some experience in administration before you can run the department.The courts administer the law.法院执行法律。 to administer punishment 予以惩罚

administration n.（某一总统或执政党领导的）政府；内阁（任期） A member of the last Labor administration 上届工党政府成员 During the Reagan Administration 在里根政府任期内

2.despairing a.

despair (of) v.lose all hope or confidence

n.sth.that causes this feeling

She received the news with a despairing sigh.(a.) Don’t despair; things will get better soon.(v.) I despair of ever paing my driving test! (v.) Defeat after defeat filled us with despair.(n.) He is the despair of his teacher because he refuses to study.(n.)

【比较】desperate a. ready for any wild act and not caring about danger, esp.because of lo of hope; [尤指因绝望而]不顾一切的，拼死的；

(for) suffering extreme need, anxiety, lo of hope 极需要的; 极焦急的；绝望的

A desperate criminal She ‘s desperate for work / money.

desperation n.In desperation, I kicked the door open, only to find that he was lying in bed unconscious.

3.destiny n.1) fate; what must happen and cannot be changed;

2) the power that decides the course of events, thought of as a person or a force 命运之神

Many of our white brothers have come to realize that their destiny is tied up with our destiny.

Destiny is sometimes cruel.

destined a.(for) intended, esp.by fate, for some special purpose 预定的；注定的；命定的

Destined for an acting career They were destined never to see each other again. Medicine is her destined profeion.

【比较】fate n.the power or force which is supposed to be the cause of and in control of all events, in a way which is beyond human control 天命，命运; 结局（尤指死亡） He expected to spend his life in Italy, but fate had decreed （裁决）otherwise.She wondered what fate had in store for her next.她不知道以后等待她的将是什么命运。

The company’s fate is still uncertain.

They met with a terrible fate.他们的结局十分可怕。

4.humanity n.1)human beings as a group; people; 2) The quality of being humane or human人性；仁慈

humane a.人道的，仁慈的，富有同情心的；人文的 humanism n.人道主义，人本主义；人文主义 humanities n.人文学科

humanize v. 使有人性；使仁慈

5.suspense n.a state of uncertainty about sth.that is undecided or not yet known The suspense was unbearable.The children waited in suspense to hear the end of the story.

【区别】suspension n. suspend v. 暂停，终止；吊，悬

suspension bridge 悬（索）桥，吊桥

suspicion n.suspicious a.怀疑（的），嫌疑（的）

suspect v.n.a.怀疑，嫌疑；嫌疑犯

6.on trial 1)（法庭）审判，审理 He is going on trial for armed robbery.The murder trial lasted six weeks. trial n.a.2) 试验 trial period

试用期

trial and error 反复试验（以得到最佳效果）

We established our present working methods by a proce of trial and error.

Step 5.Difficult sentence: (15min.) 1.When a subject was accused of a crime of sufficient importance to interest the king, public notice was given that on an appointed day the fate of an accused person would be decided in the king’s arena.(L.3-5) that 引导的句子为同位语从句，与notice是同位关系。

当臣民被指控犯罪，而其罪行足以令国王关注时，就会发布公告，告知在某一指定的日期，被告的命运将在国王的竞技场上决定。

be accuse of : somebody has done something wrong or is guilty of something The government was accused of incompetence.be charged with : to accuse somebody formally of a crime so that there can be a trial in a court of law Police have charged Mr.Bell with murder.be convicted of : to decide and state officially in a court of law that somebody is guilty of a crime He has twice been convicted of robbery.

2.He was subject to no guidance or influence, only chance. (L.11-12)

他不会得到任何提示，只有凭运气。

be subject to：1) governed by or dependent on The plans are subject to ministerial approval.

2) tending or likely He is subject to ill health.

3) cause to experience or suffer (usu.pa.) He was subject to torture

3.…, as the custom was, … (L.47) 按照惯例 【比较】

habit； tradition custom: the accepted way of behaving or doing things in a society or a community It is the custom in that country for women to marry young.habit: a thing one does often and almost without thinking I used to swim twice a week, but I seem to have got out the habit recently.tradition: a belief, custom or way of doing something that has existed for a long time among a particular group of people The school has a well-established tradition of teaching and research in these areas.

4.…, this fair creature glancing with admiration at her lover, … (L.57) 这位美人儿向她的情人暗送秋波 【比较】glimpse

glance v.n.: look at sth.quickly; give a short look

cast / take a glance at

As I was making the speech, I glanced at the clock.glimpse v.n.: see by chance, just for a moment catch a glimpse of

I glimpsed / caught a glimpse of the Town Hall clock as we drove quickly past.

Step 5.Useful expreions(10min.) １.罪恶受到惩罚，美德得以回报 crime was punished or virtue rewarded 2 .某一指定日期

on an appointed day 3.另一边有两扇一模一样的门，紧紧挨着

on the other side were two doors, exactly alike and side by side 4 .他不会得到任何提示，只有凭运气。

He was subject to no guidance or influence, only chance 5 .将他撕得四分五裂 tear him to pieces

Step 6.Homework(5min.)

Which came out of the opened door, --- the lady, or the tiger? Finish the story.

推荐第7篇：大学英语friendship教案

Teaching Plan for Friendship -All the Cabbie Had Was a Letter

班级：2英语13-1 姓名：梁欢 学号：201341908105 Teaching Aims and Demands : 1.Get more background information on the article.

2.Learning knowledge about the type of the writing and the structure .3. The comprehension of the text .4.The mastery of the vocabulary and the language points .5. The familiarization with the language and the writing techniques .Teaching Content：

1.Learning all the cabbie had was a letter .2.Keys to the meaning of friendship .3.Listening Comprehension.Important Points : 1.Analysis of the structure of the text.2.Students can read and understand the article, in the proce of reading to consolidate and improve the students\' reading skills and the ability to extract important information.

3.The cultivation of students\' effective reading skimming and reading skills and Strategies.Difficult Points: 1.The difficulties are letting the students grasp the type of writing feature article .2.Identifying figures of speech .3.Paraphrasing some complex sentences .4.Translating some sentences .

5.Compound nouns and compound adjectives .6.Employing sentences variety for special effects .Teaching Period: Period 1-2 1 I.

Warm-up Questions / Activities Listen to the recording two or three times and then think over the following questions: 1.Have you ever heard of Dionne Warwick? Have you happened to hear her sing? 2.What does a fair weather friend mean? 3.What does Dionne Warwick think friends are for? 4.Does the song give you any idea of what the stories in this unit will be about? II.Teaching Schedule.Step 1 Lead-in Listening Task

1.Listening Practicecomplete the following statements according to what you have heard .Step 2 Reading Task

Read the article and skim for the main idea of this article .Part One (1-20) From a conversation with the cab driver the author learned how much he regretted failing to keep up corre-spondence with his old friends Ed .Part Two (21-35) Reading the letter by himself , the author learned more about the lifelong friendship between the driver and old Ed .Part Three (30) The drivers experience urged the author to reach for his pen .Step 3 Detailed reading

1.Pair Work-One of you ask the questions and the other answers.2.Do the exercises and then compare your answers with a partner .3.Read aloud paragraphs 6 to 15 until you have learned then by heart.Then try to complete the paage from memory .4.Think of these questions .What does a cabbie do? Who wrote the letter to the cabbie? Why was all the cabbie had only a letter? 5.Read the last sentence and try to gue what the story is about.

2 6.Summarize the story with three sentences? Period 3-4

III Useful Expreions 1．be lost in / lose oneself in: be absorbed in; be fully occupied with .2．or something: used when you are not very sure about what you have just said .3．go ahead: continue; begin (sometimes followed by with + n.) 4．estimate: vt.form a judgment about (a quantity or value)n.approximate calculation or judgment made about a quantity or value.5.might / may (just) as well: If you say that you might / may (just) as well do sth., you mean that you will do it although you do not have a strong desire to do it and may even feel slightly reluctant about it.6.not much of: not a good … 7.keep up: continue without stopping .IV Summary

From a conversation with the cab driver the author learned how much he regretted failing to keep up corre-spondence with his old friends Ed .Reading the letter by himself , the author learned more about the lifelong friendship between the driver and old Ed .The drivers experience urged the author to reach for his pen .V Homework Write a letter to one of your friend . VI．Feedback

推荐第8篇：英语提优备课教案1

英语提优备课教案

Unit 1 Public signs（2课时） 教学目标：

1能听、说、读和拼写的单词：mean, danger, should, cousin, public, quiet, suddenly, quickly等

2能听懂、会说和会读的词组：a public sign, take a walk ,on the gra, be quiet, stay away from ,pick up, Know a lot about , keep off.，look around ，come up 3能听懂、会说、会读和会写句型：What does it mean? It means you should n’t …

Can i…? No, you can’t.You should …now.4 让学生分组讨论标志的含义。

5能熟练地在情景中熟练的运用本单元所学的句型和日常交际用语。 教学重点

1能正确听说读会写句型：What does it mean? It means you should n’t …

2能正确能听说读写单词：mean, danger, should, shouldn’t, litter, suddenly等。 教学过程：

一.Everyday English:每日英语短语句型

How are you? Pa the ball to … Give the pen to …

学习本单元的单词，用PPT放。

老师首先轮流把单词讲一下，最好是以引导的方式让学生自己读出单词说出词义。 然后领读单词，要求学生能够发音准确；适当在课上练习单词拼写。 二．Presentation and practice: 1.T: Let’s go to the park.(多媒体展示公园情景,出现许多公共标志牌) T: What‟s this? It‟s public signs. Learn : public signs.T: Let’s look at some public signs on the Internet.多媒体展示九个标志。 T: Can you read them? 学生能朗读其中的八个：No parking.No eating and drinking.Keep quiet.Do not touch.通过复习帮助学生巩固以上四句话。Park以前所学的意思是公园，在这里的意思是停车。 2．T: (Point to a sign)What does this sign mean? 板书： What does this sign mean? 学习这句话，讲解mean的意思及其中ea的发音。再次强调助动词用does及其语法意义。 T: It means “No smoking”.板示： No smoking.学习这句话。 让学生回答smoking 的动词原形，smoke,并再次复习它的变化规则。 T: What does this sign mean? S: It means “No smoking.”.T: Yes.It means you shouldn’t smoke.板示：It means you shouldn’t smoke.并学习这句话。

讲解 shouldn’t=should not ，should为情态动词，意思为应该，后跟动词原形。

3.T: What does this sign mean? T: It means “No littering.”板示：No littering.学习这句话。

litter为littering 的动词原形，意为乱丢杂务。同理学习： No parking.No cycling.注意park的意思与以前不同意思为停放汽车。 cycling的动词原形为cycle.4.叫一学生上前来问：What does it mean? T: It means “Danger.” 学习danger. S: What does it mean? T: It means you should keep off the gra.学习：Keep off the gra.5.跟读这九个句子，然后齐读，指名读。

6．用What does it mean? It means ….来问答，以巩固所学内容。 7 老师读句子，让学生练习一些简单的听力。 三．Listen read and say 多媒体放出A部分的对话。老师英文简单介绍一下对话的背景。

老师先给学生多读几篇这篇文章。逐句讲解单词句子和句型搭配，并适当地引导学生翻译。 J: There are a lot of signs here, Ben.B: Yes.They‟re public signs.They mean different things.J: There‟s a sign on the wall.What does it mean? B: It means „danger‟！ J: Can I go in? B: No, you can‟t.You must stay away from the building.J: There‟s a sign on the gra.What does it mean? B: It means „keep off the gra ‟.J: What does that mean? B: It means we shouldn‟t walk on the gra.J: The sign on the bird‟s cage is interesting.What does it mean? B: It means „be quiet‟! We shouldn‟t make noise here.J: Now I know a lot about public signs.Thank you, Ben.四 Look and say 用多媒体来讲解这个部分。

五 总结这节课所学习的内容.适当让学生做一点相关课程的小练习。

推荐第9篇：二年级英语备课教案(儿童英语book4)

二年级英语下册备课教案

儿童英语book4 Leon One Going to the farm 【教学目标】

1.

学生能够用英语说出farm,zoo,park以及短语hand in hand, arm in arm从而能够说唱歌谣《To the farm》。

2.

学生能够初步简单表述：Where are you going? I’m going to… 【教学重点】 Rhyme《To the farm》 【教学难点】

1.

Rhyme《To the farm》 2.

farm 和 arm 的正确发音。 【教具准备】

课件、挂图|、农场照片。 【教学过程】

一、

Warm-up(热身)： 1.

Greeting: Good morning! Boys and girls.How are you today? (做OK手势，学生根据手势回答) 2．出示不同动物的图片，用动物来导入“farm”的主题来。

T：（pig的图片）What’s this? It’s a pig.Ss: It’s a pig.

3． 同法展示不同的动物。 T：Where are the animals?

Ss:They’re on the farm.教学单词farm.

T:：Let’s go and have a look.4．播放歌曲：《To the farm》

二、

Presentation(新课导入)：

1.歌曲完毕后，课件呈现农场果园的画面，T: Oh, We are here.Here is the farm.

1

What can you see? (给一秒钟时间学生看看，想想) Wow , I can see Hello, Terry,Kay,Mary and Jack.T:They are very happy.they are hand in hand , arm in arm to the farm.2.教学短语hand in hand , arm in arm。

(1)让学生边读边配动作。 （2）Game ：High low voice。 （3）让学生出来示范。

3．播放Rhyme：《To the farm》，教学Rhyme。 （1）Read after the tape. (2)Teach the new word: happy,kid,road. (3)Read the rhyme group by group. (4) Follow me , let’s say and do.

(5)让学生边拍手边有节奏地说唱整一首歌谣，并且掌声不断的加快，学生也要相应加速。

(6)Show time, let’s see which group is the best.

（设计意图：通过听说演全面巩固歌谣的学习，让学生分小组表演可以发挥学生的独创性与合作精神。）

三、Extension：

1．利用game来教学句型“Where are you going? I’m going to…”

2．Group work:一个学生为发令者，另外三个学生找不同的目的地（farm,zoo,park）出口。活动开始时，发令者问另外三个学生：“Where are you going?”三个学生分别根据自己要到达的目的地用“To the park./To the zoo./To the farm.”来回答。（设计意图：此游戏有练习语言的同时，还可以检测学生的观察和思考能力。） 3． Story time

现在我们都知道 Hello和他的伙伴们去农场了。Let’s listen and watch the story.The second time, answer my question: “Does Hello know the farm?” （设计意图：本部分的设计也是对语言输出的检查，从学生对故事的理解程度可以检测到学生对本节课教学内容的掌握情况。）

2

4.Let’s sing a song《To the farm》.

四、Summary：

结合板书，让学生说一说“今天我学会了什么？”选出这节课表现最好的哪个组。

五、Homework：

Act and say the rhyme to your parents

Leon Two On the mountain

一、教学目标

1.能听懂会唱歌谣：A beautiful scene！

2.能听懂会说单词：beautiful，scene，river，deep，clean，mountain，steep，highway，wide，long。

二、教学重点、难点 1.重点：学会唱歌谣。

2.难点：单词steep，deep，clean和river的发音。

三、教学用具

本课时利用多媒体进行教学，通过多媒体向学生展示形象、具体的山区风景，让学生一看就明白，能感知。还要采用图片、录音机、单词卡等。

四、教学过程

（一）Warm up 1.全班跟课件唱歌谣 ：“To the farm”

2.分小组跟课件唱歌曲“To a farm” ，一个小组唱一句或者两句。 3.Greeting 出示一幅农场的图片。张有山、河、公路等的图片。 T:Where are you going? Ss:I’m going to the farm.

T:OK.Let’s get on the bus.Let’ s go.

CAI呈现一段去农场的动画。看完后老师对动画里出现的风景进行提问。 T:What is this/it /that? It’s a hill/bus/….

3

（二）Presentation and practice 1.承接上面的问题用What is this/it /that?引出beautiful，scene，mountain，highway等单词的教学。利用图片和单词卡进行教学。

2.开火车操练beautiful，scene，mountain，highway等单词。

3.指导学生看课本的图让学生说出图中的景物，当学生说river，mountain，highway的时候，老师问小河的水怎样呢? 山怎样呢? 高速公路怎样呢? 引出形容词:deep，clean，steep,wide等单词的教学.4.Learn the rhyme:“A beautiful scene！”

1)Listen and watch the CAI first.And then teacher explain the rhyme. 2)Read after the teacher and do the actions.

3)Listen to the CAI and read the rhyme together(three times) .4)Let’s act the rhyme team by team.5)Ask some students to show the rhyme.5.帮助学生编一首中文歌谣加深记忆:小河,小河,深又净。高山,高山,陡又绿。高速公路, 高速公路,宽又长,快乐的孩子，快乐的歌。

Leon Three Meeting the family

一、教学目标：

1.Be able to listen and say the words:family grandma grandpa brother call mama papa bump 2.Be able to understand and say the rhyme

二、教学重点：The rhyme

三、教学难点：“No more monkeys jumping on my head!”

四、教学用具：Tape, word cards ，picture

五、教学过程： ㈠Warm up 4

1.Read the rhyme “To the farm” “ A beautiful scene！”together 2.Sing the song“To a farm” “A happy day” together 3.Greeting

T: What’s this /it? S:It’s a river/highway /mountain.T:Where are you going? S :To the farm/school/park/zoo T:Where are you ?

S: On a river/highway /mountain ㈡、Presentation and practice 1.、Ask the students to bring their family photo to the cla.T：Wow!Is this your family? Use “Who is he /she”? to guide “mama papa grandma grandpa brother” And then to teache the new words.2.T:Do you know monkey’s family.Let’s learn the chant.“ A monkey’s family” 3.指导学生看课本的图，并告诉学生这是猴子的一家。老师逐一指图用Who is he /she?来问学生。如果学生能正确用英语回答mama papa grandma grandpa brother等单词并给予表扬。.4.Learn the rhyme“A monkey’s family”

1)Listen to the tape first.And then explain the rhyme 2)Read after the teacher and do the action

3)Listen to the tape and read the rhyme together(three times) 4)Let’s act the rhyme team by team.5)Ask some students to read the rhyme. 5.Games : Point and say.

Leon 4 Hello’s family

一、教学目标：1.Able to listen and say the words: father mother.

2.Able to understand and say the rhyme.

3.Able to describe family and relationships.

5

二、教学重点：The words of family : grandpa, grandma, father, mother, brother, sister , family

三、教学难点：The rhyme

四、教学教具：cards , CD, 课件 五教学过程：

（一）Greeting T : Cla begins! Ss: Good morning Ellie.T: Goodmorning boys and girls.How are you ? Ss: I’m fine,thank you!

（二）Warm up。

1.Let’s sing a song>

2.T:Last leon we met Marry’s family.Can you tell me how many people in her family? Who are they?

Ss: Grandpa, grandma, brother,sister,mum, dad.

T: (出示卡片)Review the words.

3.Learn the new words: father , mother

4.Play a game to practice the words(开火车)

5.T: Now ,look at the picture.Do you know who is she?(出示小丸子的图片)

Yes ,this is Xiao wanzi’s family.Let’s meeting her family.This is grandpa / grandma / father / mather / sister.

Can you introduce your family?(找两个学生带照片，介绍自己的家庭)

6.Group work:

( 4人小组，介绍自己的家庭。老师下去指导) 三 .New leon.

T: We all know that Hello is come from E-star ,but do you know his family?How about his father ,mother,brother or sister? Do you want to know? Let’s have a look! 1.Play the VCD,listen to the rhyme.2.Ask and answer: How many people in Hello’s family?Who are they?

What are they doing?

6

3.Check the answer(课件) review the words: playing running singing dancing 4.Listen to the rhyme again.5.call some students act the rhyme.6.read the rhyme sentence by sentence.7.Read it together.8.Read it team by team.

（四）Homework 1.Listen to the tape 20 minutes.2.Say the rhyme to your parents.

Leon Five I like green fruit 一．教学目标：1.Be able to listen and say the words: watermelon papaya mango peach grape

strawberry orange cherry

2.Be able to understand and say the rhyme

3.思想教育：告诉学生水果对健康有益，要养成吃水果的习惯。

二．教学重点：The rhyme 三．教学难点：Remember the rhyme 四．教学用具：VCD, fruit cards ，课件 五．教学过程：

（一）Warm up 1．Greeting T: How are you? S: I’m fine ,thank you

T: Who’s he? S: He’s Hello/Jack /Mary/Terry/Kay/ Who’s he? He’s Mary’s grandpa

(老师带上Mother的头饰Now I’m Mary’s mum)Grandpa has a farm let’s go to grandpa’s farm

7

T: Hello/Jack /Mary/Terry/Kay/,Where are you going? S :To the farm.T:OK.let’s go to the farm together.2.Let’s sing a song: “To a farm”.(课件)

（二）Presentation and practice 1.(课件) T: Here is a farm.Wow ,so many fruit trees there.What fruit can you see? S:Apple /banana /pear 2.课件引出watermelon papaya mango peach strawberry orange cherry并逐一呈现并板书

3.Learn the rhyme“Fruit” 1) 课件呈现，然后跟读 2) 看板书跟老师读 3) Read the rhyme together 4)Read the rhyme and stand up team by team 5)Let’s act the rhyme .

4.Play a game:Listen and pick the fruit 5.T: Wow, so many fruit here.Let’s have a party.OK?

S: OK.6.(课件)Sing a song:Fruit(《大公鸡》的调)

听一次，然后跟老师唱，齐唱，小组唱 7.Play a game: Gueing game(猜猜课件图、实物的) 8.Let’s have a Cat Walk(课件) : Fruit show 思想教育：告诉学生水果对健康有益，要养成吃水果的习惯。

（四）Homework: 1.Listen to the tape P7-26 for 15 minutes 2.Read the rhyme（ P25） to your parents

Leon six Picking apples 8

一、教学目标：1.Be able to listen and say the words: pick quick

2.Be able to understand and say the rhyme

二、教学重点：The rhyme

三、教学难点：pick 与quick的尾音教学

四、教学用具：Tape, word cards ,picture

五、教学过程： ㈠、Warm up

1、Read the rhyme “Fruit” together

To show the picture of watermelon and papaya to the student.T: Hello! Good morning boys and girls.S: Good morning! T:Look ! This is a watermelon .This is a papaya.Do you like them? S:Yes.T: Good! Let’s chant together.“watermelon and papaya…”

2、Let’s sing a song: “I like green fruit”.

( The teacher takes a basket in the band with some fruit in it.) T: Oh, you sing so well! Group One is better.You can have my fruit.Who wants to have some fruit? ( Five the all fruit to the students.) Oh, no more fruit.What should we do? Let’s go the farm and pick it.3.Sing a song.To a farm.㈡、Presentation and practice 1.指图T: Here is a farm.Wow ,so many apples here.Let’s pick apples 教pick 2.Learn the rhyme“Picking apples” 1)Listen to the tape first.2)Read after the teacher and do the action

3)Listen to the tape and read the rhyme together(three times) 4)Read the rhyme team by team 5)Let’s act the rhyme . 3.Play a game:Gueing game 4.Play a game:Listen and stand up.

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5．Sing a song.:Hello,watermolon do oh

Leon 7 A big dinner

一、教学目标（Teaching aims）：

1、知识目标：

(1) Students are able to say the rhyme and act out it.(2) Students are able to remember some words of foods what they have learned.

2、能力目标：

Students are able to understand the rhyme.

3、情感目标：

(1) Stimulate the students’interests in the rhyme.(2) Moral education: Pay attention to their habits of sanitation,especially wash your hands before you eat.

二、教学重点难点（Teaching key points）:

1、Main points: Be able to say and act out the rhyme.

2、Difficult points: Be able to understand the rhyme.

四、教学用具（Teaching tools）：tap、pictures

五、教学过程（Teaching procedures）：

1、Warm up (1)Greeting T: Are you happy today?

Ss: Yes, I am happy.

T: How are you?

Ss: I’m fine, thank you.T: Nice to meet you.

Ss: Nice to meet you,too.(2) T says, Ss do with T. T: Stand up.\\ Touch your nose.…\\ Wash your face.\\ Sit down.

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(3) T: Lovely boys and girls, I will give you two plates on the blackbroad, which group get more foods, which group is the winner?

2、Presentation (1) Look at the clock.What time is it now?(CAI)

Ss: It’s 12 o’clock.

T: Yes,it’s time for lunch.But what is Hello doing after lunch?(CAI)

Ss: Picking apples.

T: Yes, you are right.Do you remember the rhyme of picking apples?

Ss: Yes.(Ss say the rhyme together: Picking apples.) (2)T: Hello is hungry now.Look, what time is it now?

Ss:It’s 6 o’clock.

T: It’s time for dinner.Grandma is coming.What is she doing ? Let’s watch the story.(3)T asks some questions.

T: There are so many food for dinner.What can you see?

Ss:beef,pork,eggs and potatoes.

T:Mmm, they are delicous.This is a big dinner.

All the food is good and fine!

I’d like salads for dinner.What would you like?

S: I’d like ….(T shows picutres.)

T: Salads, eggs, fish and meat.Mmm,all the food is good and fine.

(Do the action) T: What should we do before dinner time? Stand up or sit down? Ss: Sit down.T: Yes, you should sit in a line.

Dinner time, sit in a line.All the food is good and fine! (Ss read and do the action after T in correct rhythm.) (4) T:Oh, so many food here.

Salads,eggs, fish and meat.(T points to the pictures and says.)

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Ss: Salads,eggs, fish and meat.(5) T: Before you eat, you should wash your hands,ok? (T does the action as she says.) T: Wash your hands before you eat.(Ss read and do the action after T in correct rhythm.)

3、Practice (1) Listen and read after VCD twice.(2) A game: Sentence relay (3) Devide Ss into two groups,each groups say two sentences.(two times)

Group 1: Dinner time, sit in a line.

Group 2: All the food is good and fine!

Group 1: Salads,eggs, fish and meat.

Group 2: Wash your hands before you eat (4) Some Ss act out the rhyme, and the others say the rhyme.(two times)

4、Consolidation (1)Group work: Make a new chant in groups.

Dinner time, sit in a line.All the food is good and fine! Hamburgers,hot dogs, chicken and soup.(Use all the food we have learned to change it.)

Wash your hands before you eat.(2)Sing a song: 《Have your food.》

Ｔ：Hello is full now.He is happy to sing a song.Let’s sing together.５、Homework:

(1) Listen to the tape more than three times and read after the rhyme.(2) Try to say and act out the rhyme for your dad and mom.

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Leon 8 A Beehive

一.Teaching contents and analysis.1) Teaching contents:

a.Students can enjoy the story and learn the words: bee flower honey

b.Learn the song Little Bees. c.Can play the game Stealing Honey.2).Main points and difficulties: Making honey all the time, busy little bees.二.Teaching aids: 1) CAI courseware 2) Pictures.3) Material objects 三.Teaching procedures: 1）Free talk: e.g.: How are you today? What is the weather like today? Where is Hello in Leon 7? 2）Sing a song : Dinner Time 3) Brain storm:

利用图片复习学过的动物与水果单词。

e.g.: pig duck chicken watermelon papaya, etc.

4)教师引导学生说出大朗镇出名的水果：荔枝。利用荔枝蜜引出单词：honey

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flower bee。

5) Watch the CAI of the story.在观看过程中，引导学生注意honey flower bee等单词的发音。

6) 录象看完后，向学生提问： a.Where is Hello now.What can Hello see there? What are the bees doing? Why is Hello crying? 在询问问题与学生答题时，允许学生用中文回答。

7）根据刚才的故事，利用实物教授单词honey flower bee，并利用一些常见的游戏，如：开火车，大小声，盖棉胎等进行训练。 8）Game: 两只小蜜蜂。

利用学生熟悉的童谣《两只小蜜蜂》，改编为英语版本，教师教学生吟唱并做动作：

Little bees, little bees, （两臂弯曲，紧贴身体，轻轻拍动，学蜜蜂状） flying in the sun.（两臂伸展，做大幅度飞翔动作） Flying, flying.（做猜拳动作）

这个游戏将学生所熟悉的童谣《两只小蜜蜂》与有趣的猜拳游戏结合起来，非常有效地激发了学生的参与热情，能够吸引所有同学积极的参与到活动中来，并在不知不觉中学习到其中的英语句子。 9）Watch the CAI of the song: Little Bees.10) 教师引导学生再看一遍，同时一边做动作，让学生跟着做。

11）教师逐句教授歌曲，并教授动作。由于有刚才《两只小蜜蜂》的游戏做铺垫，学生在这里的学习会变得自然、轻松。在这里要注意教授句子：Making honey all the time, busy little bees. 12) Game: Stealing Honey.

学生四人为一组进行游戏：拿一个粉笔盒当蜜糖罐，A与B扮演小蜜蜂，用食指与中指扮演走路的样子，围绕着蜜糖罐转圈，一边转一边说：We are bees, we are bees.C扮演Timer, 当C 敲响手中的铃铛，A与B就要停下来，扮演偷蜜糖 14

的贼D就要乘着这个空隙，用手指去粘蜜糖吃（拿出里面的粉笔），这个动作可以重复多次，当C再次敲响铃铛时，小蜜蜂A与B就苏醒过来，偷蜜糖的贼D则要快点逃离蜂巢，否则就被蜜蜂蛰了，谁能偷到越多蜂蜜而又不会被蜜蜂蛰到的算赢。 13）Summery.14) Homework: Listen to the tape of Leon 8, learn to say the Rhyme.

教学反思：

低年级学生的特点是喜欢游戏与动作教学。本课中采用的《两只小蜜蜂》这个游戏将学生所熟悉的童谣《两只小蜜蜂》与有趣的猜拳游戏结合起来，非常有效地激发了学生的参与热情，能够吸引所有同学积极的参与到活动中来，并在不知不觉中学习到其中的英语句子。使得在这个游戏后进行的歌曲教学非常的顺利。而且歌曲教学中我设计了形式夸张、幅度非常大的动作配合歌曲，学生的参与热情很高，整堂课的学习很顺利，效果不错，不过句子：Making honey all the time，学生的发音不是特别正确，需要在下一节课再强化练习。

推荐第10篇：备课教案

在诗里喊魂，在歌中怀乡

一、创设情境，感受诗歌的音乐美

（伴着《思乡曲》音乐，教师充满深情地走上讲台）

师： 1972年，台湾的一个深夜。一轮明月高高地挂在天空，如水的月光推开窗棂，洒进房间。一位诗人倚窗而立，时而低头沉思，时而抬头眺望。突然他拿出一瓶酒，斟满酒杯。酒入愁肠，双眼朦胧，思乡之情如潮水般涌上心头，他再也难以抑制内心的激情，快步走进书房，打开台灯，摊开稿纸，一首小诗从他的笔尖流淌出来：“小时候，乡愁是一枚小小的邮票，我在这头，母亲在那头„„”（教室内鸦雀无声，学生完全沉浸在老师创设的情境和朗诵中） 师：大家听得很投入，这么好的诗歌，同学们想不想学一学？

师：那好，就让我们一起走进余光中先生那浓情似雾的《乡愁》世界，一起来倾听诗人内心的呼唤吧！

（教师板书课题）

师：请同学们自由朗读全诗，初步感知诗歌所蕴含的深情。

（学生朗读）

师：哪位同学来说说，你读这首诗的心里感受？

(悲伤，凄凉，是隐藏在思想深处的一种说不出的痛。无奈，惆怅，对家乡深深的思念。我感受到一缕缕乡愁绵绵不绝地袭来，仿佛听到一位海外游子深情的呼唤。 ) 师：很好！同学们都读出了自己的感受，那么，你认为这首诗应该用一种什么语调、语速来读呢？

(语调深沉，语速舒缓。) 师：说的非常有道理！下面就让我们用深沉的语调、舒缓的语速来齐读一遍，注意把自己的感情放进去，进入诗人创造的世界，把文章的语言变成自己的心声。

（学生齐读）

二、品味赏析，感受诗歌的内涵美

师：乡愁本来是看不见摸不着、非常抽象的一种思乡之情，但是诗人笔下的乡愁却让我们触手可及，这正是诗人的高明之处。你能找出诗人是借助哪些具体可感知的形象来表达乡愁的吗？

(邮票、船票、坟墓、海峡。) 问题：《乡愁》一诗通过“邮票”“船票”“坟墓”“海峡”四个物象体现了“乡愁”怎样的特点？

提示：

①四个物象的相似点？ 相似点：

第一，都用“数量词+叠词”修饰，体现物的小、细、微、浅； 第二，都用“方位名词”或“代词”，表示时空距离之长。 ②四个物象所寄托之“乡愁”有何不同？ 从生离到死别，从家愁到国愁。 “乡愁”的特点：一直相随，愈发浓烈。 诗人借助的这四个意象所表现的乡愁一样吗？

(不一样。四个诗节分别表现的是母子之情、夫妻之爱、丧母之哀、恋国之思。前三个诗节写的是家愁，最后一个诗节写的是国愁。) 师：你分析得很透彻。小时候想妈妈的时候，可以写一封书信，贴上一张邮票，这张邮票就可以把自己对母亲的思念之情送到自己的家乡；船票虽窄，但一张船票可以使作者乘上轮船来到心爱的妻子面前，可以相见，这两个事物都融进了作者深深的乡愁。而坟墓却不同，当作者来到母亲坟前的时候，无论怎样也不能和母亲相见了，纵然有千言万语又能向谁说呢？读这一节时，我们一定要把那种“哀”读出来。而第四个“海峡”又进了一层，如果说“矮矮的坟墓”是死别，那么“浅浅的海峡”则是痛于死别的生离。祖国大陆就在对岸，可“浅浅的海峡”就是过不去，他只能眷恋，比眷恋母亲、新娘更眷恋着大陆，至此，诗歌的感情由个人的故园之思升华到家国之恋。

师：通过以上的分析，相信同学们对这首诗有了新的认识和感受，那么带着这种认识和感受，让我们把这首诗再朗读一遍，注意读出每一诗节所表达的不同的感情来。

（学生齐读。朗读效果有明显进步。）

师：同学们的朗读越来越精彩，但似乎还缺点什么。缺点什么呢？还是让我们从诗人的经历中去寻找答案吧！

（课件出示）余光中，台湾著名诗人。祖籍福建泉州永春县，1928年生于南京，少时异地求学，1949年离开大陆前往台湾，从此开始了长达半个多世纪的漂泊生涯。从江南到四川，从祖国大陆到宝岛台湾，从求学美国到谋职香港，到最终回转台湾，后来在感到回乡无望时，他写下了这首《乡愁》。余光中说：“对这块土地讲来，曾经缺席了四十年，回来已经很晚了，早就应该回来看看了。”“我庆幸在离开大陆时已经21岁，我受过传统《四书》《五经》的教育，也受到了五四新文学的熏陶，中华文化已植根于心中。如果乡愁只有纯粹的距离而没有沧桑，这种乡愁是单薄的。我慢慢得意识到，我的乡愁应该是对包括地理、历史和文化在内的整个中国的眷恋。”

生：我感觉，我们没有诗人那样的漂泊经历和文化体验，所以，我们的朗读缺少一种人生沧桑感，显得单薄了一些。

师：是啊！写出《乡愁》这样诗句的人是至情至性的人，没有深切的体察，没有锥心泣血的经历很难有如此的情怀。余光中说，“乡愁，如果仅仅是同乡会式的乡愁就简单，同乡的乡愁是人的基本常情。但是一个读书人的乡愁是把空间加上去，乘上时间，乘上文化的记忆，乘上沧桑感，这种乡愁就是立体的。”一切文学皆人学。看似简单的文字背后往往蕴藏着作者杜鹃啼血式的悲鸣。“读诗要像演奏家那样把诗的生命激发出来”，这样的朗读才有震撼力。 师：请同学们再次朗读诗歌，用自己的心灵探测器，细细品读诗歌的精妙之处，然后小组内讨论交流。

（学生自由朗读，思考，小组内讨论交流）

生：我觉得“邮票”、“船票”、“坟墓”、“海峡”这几个意象选得好，表达了诗人的“乡愁”，越来越浓，越来越重，如油画的着色逐渐加深。 师：你抓住了理解诗歌的关键——意象！祝贺你！

生：我认为“小时候”、“长大后”、“后来”、“现在”这几个表示时间的词用得好，好在准确地表示了人的成长历程，还准确表达了情感的变化。感情随时间推移而越来越浓，逐渐升华。 师： 你读懂了诗人殷殷的赤子情怀，很好！

生：“这头”、“那头”、“外头”、“里头”这几个方位词用得好，用空间上的隔离来表示诗人产生的乡愁。

师：有自己独特的见解，非常精彩！

生：我认为“小小的”、“窄窄的”、“矮矮的”、“浅浅的”这几个词用得好，好在准确形容事物的形状，以小而轻的形象承载了浓浓的乡情。而且重章叠词的运用，造成一种回环往复，一唱三叹的旋律，为全诗营造了一种低回惆怅的基调。

师：了不起！分析的头头是道，老师钦佩你！（老师竖大拇指）

生：我认为这首诗的结构安排的很好，寓变化于对称统一中，全诗都采用“乡愁是„„”的句式，既写出了乡愁，又分清了层次脉络。节与节之间整齐均衡，每节内部长短句错落有致，显现出层叠式的建筑美。 师：把握住了诗歌的内在联系，你的发现也很有价值！

三、联想想象，感受诗歌的意境美

师：好的诗歌，是读不尽的。他还需要我们插上想象的翅膀，去诗歌所营造的意境中飞翔。这首诗虽然只有短短的四个诗节，但是每一个诗节都凝聚着作者一生的沧桑和难以言表的哀愁，深深震撼着我们的心灵。请同学们选择自己喜欢的一个诗节，发挥自己的联想和想象，用自己散文化的语言，描绘出余光中所营造的那一幅幅图画，这样可以进一步加深我们对诗歌的理解。

生：我选择的是一第1个诗节。一个春寒料峭的晚上，昏黄的油灯下，一位少年正在书写家信，信写好后，贴上邮票，手托两腮，想起了母亲送儿去远方的那一幕：少年满脸伤感，手拎着行李箱，走在码头上。在分手的那一刻，母亲的一声：“别忘了，到那边来信，——孩子！„„”少年哭了，母亲也哭了。船消失在天水之间。母亲仍然伫望着，伫望着„„（全体学生鼓掌）

师：同学们的掌声给了你最好的评价。你的发言让老师想到一首诗《游子吟》，我们一起来背一下吧！（师生齐背）“慈母手中线，游子身上衣。临行密密缝，意恐迟迟归”。

生：我选择的是第2个诗节。一个夏天的早晨，“我”，一位风尘扑扑的年轻人，手拿一张窄窄的船票，步履匆匆地挤到轮船上，在船上他甜蜜地回忆与妻子的相识、相依，相互离别的情形，潸然泪下。如果能配乐的话，我选配《送别》这支曲子。

师：“执手相看泪眼，竟无语凝噎”。配乐创意很好！ 生：我选择的是第3个诗节。到了后来，“我”终于回到故乡，看到的却是一方矮矮的坟墓、冰冷的坟墓。却看不见母亲那慈祥的面容，“我”跪在坟前痛哭：母亲呀母亲，你在哪里，不孝儿回来了！（学生哽咽，眼睛里闪烁着泪花）

师：这位同学把自己的感情真正的投入进去了，我们把最热烈的掌声送给他！

师：在这四幅画面中，老师比较喜欢第四幅。每当读到第4个诗节时，我的脑海里还不时的涌现出台湾前国民党元老于右任先生的画像。（课件出示于右任晚年图片）于右任先生1949年离开大陆前往台湾，而当时他的妻子和长女却留在了陕西的咸阳。于右任先生到了晚年，特别想念大陆，想念他的家乡，想念他的妻子，想念他的女儿。他常常登上台湾的高山之巅眺望大陆，一站就是好几个小时，任泪水肆意地流淌。胡马依北风，越鸟巢南枝，传说狐狸死的时候总是朝向它出生的地方，动物尚能如此，作为万物之灵的人，又怎能忍受这种痛苦的折磨呢！他多么想回去看一看家乡，看一看家乡的亲人，看一看故土的一草一木啊！但是，他想回却回不去啊！一湾“浅浅的海峡”却铸成他永远的遗憾！在他去世之前，曾写下一首哀诗——《望大陆》（课件出示，教师饱含深情的朗诵）：

“葬我于高山之上兮，望我大陆。大陆不可见兮，惟有痛哭！葬我于高山之上兮，望我故乡。故乡不可见兮，永不能忘。天苍苍，野茫茫，山之上，国有殇。”

师：余光中与于右任先生相比，他是幸运的。在多方努力下，1992年，余光中终于跨过这湾海峡，重返阔别43年的大陆。在此后十多年中，余光中20多次返回大陆，参加各种文化活动。2003年当他与到机场迎接的侄儿颤抖的双手紧紧地握在一起的时候，一向健谈的余光中哽咽得一句话也说不出，唯有两行热泪自腮边滚滚而下，砸在机场的土地上。“掉头一去是风吹黑发，回首再来已雪满白头。”2003年9月17日，余光中终于回到了自己的故乡——福建永春县洋上村谒祖。这一天距他上次回乡已整整70年。（课件播放余光中回乡图片）同学们，海峡两岸20世纪的国之乡愁，我们必须在21世纪解决，再也不能让这种历史的国愁延续下去！这需要包括我们在内的所有华夏儿女的共同努力啊！同学们，那么让我们再次深情的吟诵这首诗，共同企盼海峡两岸早日统一！ （学生深情朗读）

四、迁移拓展，感受诗歌的创造美

师：我们在感受诗人这种真挚的思乡情感之余，何不来尝试一下，模仿“乡愁是„„”这一句式来写一写乡愁，体会一下创造的快乐？

生：乡愁是深秋的枫叶，飞旋于天地之间的精灵，舞蹈着我的双眸壮烈着我的文字，超脱成寻根的红色感叹号。

师：非常富有诗意，意境很美！

生：乡愁是一轮明月，是苏轼“但愿人长久，千里共婵娟”的美好祝愿；是李白“举头望明月，低头思故乡”的千古绝唱。

师：能和古体诗词联系起来，学以致用，不错！

生：乡愁是风霜刻下的皱纹，请让我为你擦去未干的泪痕！乡愁是岁月发出的请柬，请让我为你敲响心灵的琴音！

师：好凄美的思乡曲！富有音乐美啊！

生：乡愁是牛背上牧童的短笛，吹响的是绿色的乡音；乡愁是串串驼铃，声声叩响游子的心扉；乡愁是一杯月色，斟满的是醉人的思念；乡愁是寄出尘封已久却依然炽烈的书信，每一次读来都澎湃起心潮阵阵„„ 师：老师真为你们感到骄傲，没想到咱们班有这么多的诗人，把我又一次带入了思乡的愁绪。乡愁是音乐中柔美略带哀伤的“回忆曲”，是海外游子深情而凄美的恋歌。今天我们所学的这首诗是余光中先生系列乡愁诗中的一首。他还有一首乡愁诗在整个华人世界也广为传诵，那就是《乡愁四韵》：“给我一给我一瓢长江水啊长江水/那酒一样的长江水/那醉酒的滋味是乡愁的滋味/给我一瓢长江水啊长江水„„”（课件显示诗歌）在这节课即将结束时，我愿把它送给在座的每一位老师和每一位同学，让我们用一生一世去品味一个游子地理的乡愁、历史的乡愁和文化的乡愁！（课件播放罗大佑演唱的《乡愁四韵》）同学们一起来唱，好吗？（师生同唱中下课）

第11篇：英语第三册备课

高柳镇饮马小学

孙守军 200

7、9

第三册英语备课

四年级英语第三册备课

Module 1 Numbers

第一课时

教学内容：Unit 1 seventeen ,eighteen , nineteen ,twenty 学习任务：Numbers １３——２０

功

能：１、掌握并运用英文数字１３——２０。

２、复习颜色词语。教学过程：

一、复习。

1、师生问好，让几名学生用简单的语言讲一讲自己在假期中做的事情。

2、带领学生温习第一册课本中的歌曲“Rainbow Song”并使用相应的单词卡片帮助他们复习关于颜色的词语。

3、带领学生温习第一册课本中的歌曲“Ten fingers on my hands”。特别强调歌词中的数字，可以鼓励学生边唱歌边伸出相应数目的手指，以此温习数字1——10。

二、任务呈现与课文导入。

1、老师把话题引入数字，根据已经学习过的数字1——12引导大家回忆数字的用法。例如：表述年龄：I’m ten .I’m eleven .

表述时间：I get up at seven o’clock . I go to bed at ten o’clock.

表述物品的个数： nine boys twelve pupils .等等。

2、导入：很多时候，我们还需要使用12以上的数字。这些数字并不难，看过这个关于熊猫的故事，大家就会知道13——20的数字怎么表述了。呈现故事之前，提醒学生仔细听录音，同时观察并思考：熊猫panpan 在作什么？他是怎样做的/最后他成功了吗？

三、课文教学。

1、将本课的挂图贴在黑板上，播放录音呈现课本活动一。让学生对照着书听录音，熟悉故事内容和情节。

2、再放录音，让学生边听边看书，并注意听一听：panpan和 weiwei 一共搭了多少积木？他们分别是什么颜色的？

3、老师逐个教授13——20的表示数字的词语。学习数字的同时，可以复习一下表示颜色的词语。

四、练习巩固：

1、使用SB活动3和AB练习1帮助学生熟悉并强化数字13——20的朗读和拼写。

2、做AB练习2和练习3。进一步巩固单词的读音与意思。

五、课后作业：

第二课时

教学内容： Unit 2 I’ve got twenty –six points.教学任务： I’ve got twenty –two points. I’ve got twenty –six points.功 能：

1、了解并能够使用20——30之间的数字。

2、复习动物名称。教学过程：

一、复习。

连线，巩固20以前的数字。熟悉单词的拼写，为进一步学习其他数字做准备。

二、任务呈现与课文导入：

1、向学生出示一套动物牌，向学生介绍：今天大家不仅能学习数字，同时还能了解在英国孩子中非常流行的一种游戏——动物牌。

2、引导学生尽可能多的说出他们知道的动物单词，并把它们写在黑板上。呈现故事前，提醒学生注意观察：故事中weiwei 和他的朋友谁取得了游戏的胜利？他们的得分是怎样的？

三、课文教学。

1、将本课的挂图贴在黑板上，播放录音呈现学生用书第二单元活动一。让学生对照着书听录音，熟悉故事内容和情节。

2、向学生简单介绍“动物牌”的游戏。

3、把数字“twenty-two”和“twenty-six”写在黑板上，看学生能否猜测出它们是几。教学生20——30之间的数字。

4、再放一遍录音，然后向学生提问：“Who is the winner ? How many points has he got ?” 让学生回答。

四、练习巩固。

1、课堂活动用书第二单元练习1。

学习用英语表达简单的加法：What’s six and seven ? It’s thirteen.

2、讲解20——90的整十数的构词规律。

五、课文学习。

1、SB Unit 2活动4是一首以动物园中的动物为主题的韵诗，意图是借助学生们熟悉的动物帮助他们接触100以内的整十的数字。

2、放录音，让学生看图听慢速的诗句朗读。向学生讲解诗句中的数词和不认识的动物名称。再放带有音乐伴奏的韵诗，请学生注意韵诗的内容，感受韵诗的节奏。

六、课后作业。

Module 2 Directions

第一课时

教学内容：Unit 1 Go straight on .学习任务： Go straight on .Turn left .Turn right .功 能： 用英语问路，指路。 教学过程：

一、复习：

1、老师与学生打招呼，与学生用英语进行简单的交谈。

2、带领学生朗读韵诗“The hat is in the hand”.准备一个帽子或钢笔，提问：Where is it ?向学生提问，引导学生作出相应的回答。以此复习where 和介词的用法，为今天学习问路与指路的语言作好准备。

二、任务呈现与课文导入。

1、引导学生进入今天的故事。询问学生是否有过问路或为别人指路的经历，他们想不想知道这些内容用英语应当怎样表达。

2、向学生简单的介绍：Amy 和Sam在路上遇见一条走失的小狗。他们通过小狗脖子上的牌子知道了小狗主人的住处，然后通过问路把小狗送回了家。让学生注意看一看Amy 和sam 问路的经历，并特别注意故事中询问方位和指路的语言。

三、课文教学：

1、老师将本课的挂图贴在黑板上，播放录音，让学生仔细看，试着理解故事的内容。提问几个简单的问题，如：他们在路上发现了什么？打算把小狗送到哪里？他们找到这个地方了没有？谁帮助了他们？

2、再听一遍录音，然后根据学生的疑问对故事中的语言进行讲解。问路以及指路的表述是本课的重点。

Where is No.2 West Lake Road ? Turn right . Turn left .Go straight on .

3、提醒学生“where ”的用法，向他们解释故事中的生词“road ,supermarket , lost ,excuse me .”

4、再听录音之前，向学生提出一些具体问题，例如：Sam和 Amy是怎样问路的？老人是怎样给Sam和 Amy指路的？小狗的家在哪里？最后Sam和 Amy帮助小狗找到家了吗？听过录音后，引导学生做出相应的回答。

四、练习巩固。

1、全班完成课堂活动用书第一单元练习2。

请全班再听一遍课文录音，在理解故事的基础上回答练习2中的问题。

2、全班完成运用任务4。

五、课后作业。

第二课时

教学内容：Unit 2 It’s at the station.学习任务：Where is Train 1? It’s up /down the hill .It’s near the houses .It’s at the station.功 能：使用介词描述简单的位置关系。 教学过程：

一、热身复习。

1、复习问路及指路使用的语言。

2、询问学生，他们在上学的路上会经过哪些地方。复习单词：school ,supermarket ,zoo .”

同时引入新单词“hill ,station ,house .”

二、任务呈现与课文导入。

1、老师事先准备一张从自己家到学校的路线图，用中文向学生讲述自己上班的路线和途径的主要场所。告诉学生：学完今天的课文，就可以把自己上学的路线讲给大家听了。

2、把学生用书第二单元活动1的挂图呈现给大家。让学生注意看：图中的各列火车行进的到了什么位置，这些内容用英语应当怎样讲述。

三、课文教学。

1、播放录音，让学生认真听。听过录音后，询问学生：图中的各列火车行进到了什么位置？

2、让学生再听一遍录音，然后根据学生的疑问对故事中的语言进行讲解。本课的重点内容是表示位置的介词。

Up the hill

down the hill near the houses

at the station

3、再放一遍录音，让学生指着图跟读。然后让学生两人一组轮流就各列火车所处的位置进行问答。

四、练习巩固。

1、完成运用任务2。

2、完成运用任务4。

五、课文学习。

1、Left foot ,right foot 是一首节奏鲜明的韵诗，用于帮助学生掌握本模块的重点语言“Turn left , Turn right .Go straight on .”

2、鼓励学生看着书上的插图并描述内容。向学生解释：这是一队正在行军的士兵所喊的口号。请学生看着书听录音，听一听韵诗中都包括了哪些口令，他们是否知道应该怎样执行。

3、放录音，鼓励学生根据韵诗内容自己编排相应的动作。

六、课后作业。

Module 3 Activities

第一课时

教学内容：Unit 1 She is writing a letter .学习内容：This is my friend .She’s writing a letter .功能：通过谈论图片学习如何讲述正在发生的事情。 教学过程：

一、复习：

老师随机向不同的学生提问：“What do you do at the weekend?” 引导学生讲述自己在周末所做的事情，以此复习学习过的词组。尽量引导学生使用下列词组回答问题，并将它们写在黑板上。Play basketball

play table tennis ,watch TV swim ,play football.

二、任务呈现与课文导入。

老师向学生讲述自己的喜好，并用照片进行说明，例如：I like playing basketball .look , I’m playing basketball .

三、课文教学。

1、将本课的挂图贴在黑板上，播放录音呈现SB Unit 1活动1 ，以此熟悉故事内容和情节。帮助学生弄清楚：Sam正在展示自己的绘画作品，其中有Lingling 写信的画，Daming 照相的画，Amy打电话的画，还有Tom玩玩具火车的画。

2、向学生简单说明：在英语中，当描述一个正在发生的动作时，我们要用现在进行时态。现在进行时态是由“be(am ,is ,are)+动词的ing 形式构成的。

如：I’m watching TV . I’m writing a letter . I’m playing basketball .I’m reading a book.I’m taking pictures .老师边说边作动作，帮助学生理解。

3、向学生讲解生词和词组，例如：write a letter .take a picture , talk to , play with .”

老师通过动作或出示单词卡片帮助学生理解。

4、让学生合上课本，指着挂图第二幅图中的Lingling 提问：“What’s she doing ?”引导学生回答：“She’s writing a letter .指着第三幅图中的Daming 提问：What’s he doing ? 引导学生回答：He’s taking pictures .使用同样的方式对另外两幅图进行练习。

四、练习巩固。

1、带领学生完成AB Unit 1 Ex 1;2.

2、全班一起完成AB Unit 练习3 。

五、课后作业。

第二课时

教学内容：Unit 2 What are you doing ? 学习任务：What are you doing ? I’m watching TV.功 能：询问并讲述正在发生的事情。 教学过程：

一、复习：

教师向学生提问：“What do you do at the weekend ?” 请单个学生回答问题。例如：“I play basketball at the weekend .”请该学生做出打篮球的动作，然后向全班提问：“What’s he doing ?” 引导学生用上节课学过的语言回答问题：“He’s playing basketball .”向尽可能多的学生提问，以此带领全班学生复习学过的动词词组以及现在进行时态的表达。

二、任务呈现及课文导入。

1、老师出示半张照片，例如：一个孩子踢足球的照片的上半部分。然后让学生猜测照片中的孩子在作什么。

2、呈现故事前，老师向学生说明：我们已经知道如何描述他人正在做的事情了，那么应该如何询问对方正在作什么，如何讲述自己正在作什么呢？Ms Smart 和Mr Smart在忙着做饭时，非常想知道他们的孩子都在作什么。让我们看看，他们都在作什么，他们是怎样表达的。

三、课文教学。

1、将本课的挂图贴在黑板上，播放录音呈现学生用书第二单元活动一。让学生听录音，熟悉故事内容和情节。

2、听过录音后，用中文向学生提问：“图2中的Sam在干什么？图3中谁在看电视？图4中的Tom 又在干什么？

3、再放录音，向学生讲解课文。

What are you doing ? I’m listening to music.

I’m watching TV.

He is reading a book.

四、练习巩固；

1、老师尽可能多的举例子，练习句型What are you doing ? I’m ‥‥

2、带领学生完成AB Unit 2 练习1。 让学生仔细看图，然后根据录音选择正确的词语完成句子。

五、课文学习：

1、在SB Unit 2活动4的歌曲中，孩子们都在讲述自己正在作的事情。老师通过这首歌曲的教学帮助学生进一步掌握现在进行时态的表达方法。

2、请学生跟随歌词朗读的录音熟悉歌词内容，然后放录音给学生听。放第二遍时，让学生跟唱。

3、完成AB Unit 2 练习4。

六、课后作业。

Module 4 In the park

第一课时

教学内容： Unit 1 What are they doing ? 学习任务：look at the men under the tree . What re they doing ? They’re playing che.功 能： 谈论人们在公园中的活动。 教学过程：

一、复习。

1、复习上一模块所学的语言。What are you doing ? I’m

2、学生集体演唱歌曲“I’m listening to music .”活跃课堂气氛。

3、用学过的动词词组复习上节课所学内容。如:take a picture ,read a book ,write a letter

Listen to music ,talk to a friend ,play with dolls.

4、复习问句“what’s he /she doing ?”

He’s

二、任务呈现与课文导入。

1、老师使用挂图展现公园的场景：图中有人在打太极拳、湖面上有人在划龙舟、树下有人在下象棋，此外，还有几个女孩在喝豆浆。

2、讲解；我们已经学习过如何讲述人们在室内经常做的事情，那么大家周末到公园去玩，看到人们字进行图中的活动，应该怎样描述呢？我们一起来看看。

三、课文教学。

1、老师使用卡片对故事中出现的各种活动进行讲解：“In the park ,we can see lots of people and interesting things .”出示打太极拳的图片问：“Look at this man .What is he doing ?” 教授如何用英语表达。把文字“doing Taijiquan .”写在黑板上，领学生朗读：“He is doing Taijiquan .”

2、用同样的方法教授：lake ,row a dragon boat , play che ,drink soybean milk ,hungry ” 等单词。注意：这些卡片中只能有一个人在做动作。在讲play che 时，提问：下象棋通常需要两个人，我们应该怎样提问呢？What are they doing ?

3、举例子练习句型：“What are they doing ？”

4、使用挂图和录音向学生呈现ＳＢ活动１的内容，要求学生合着书听。要求学生注意听对话中提出的问题。What re they doing ? What are they drinking ?

5、再放一遍录音，让学生试着找出问题的答案。

6、再放录音，让学生跟读。然后让学生两人一组读课文，找几组向全班展示。

四、练习巩固：

带领全班完成ＡＢ练习１和练习２。

五、课后作业。

第二课时

教学内容：Unit 2 What is Amy doing ? 学习任务：What are they doing ? They’re playing football.功 能：描述正在发生的行为或动作。 教学过程：

一、复习：

1、出示一些单人活动与多人活动的图片，向学生提问：“What are they doing ?what is he /she doing ?让学生回答，以此复习上节课学习的内容。

二、课文教学：

1、把书翻到SB第二单元活动1，根据录音判断书上的人物正在做什么事情，然后通过活动2进行核对。

2、老师带领学生完成AB第二单元练习2。

三、课文学习：

1、SB unit 2活动4是一首古老的英国歌曲。歌曲以划船为主题表现了生活的美好，它旋律优美，节奏欢快、非常上口。

2、老师放录音，让学生看插图听一遍歌词朗读。向学生讲解不明白的内容，如gently ,merrily ,stream , dream 等单词。播放歌曲录音，让学生看着书听，并试着跟唱。

四、课后作业：

Module 5 Food

第一课时

教学内容：Unit 1 Do you want some rice? 学习任务：What is he doing ? He’s making noodles . Do you want ┅? Yes ,please ./ No, thank you . Have you got ┅? Yes , we have ./ No, we haven’t .功 能： 谈论中国和西方的食物。 教学过程：

一、复习：

1、复习以前学过的食物名称。Rice ,meat ,noodles ,fish ,milk ,chocolate, banana ,apple , pear ,orange ,peanut ,sweets.等。

2、向学生提问：Do you like noodles ? 引导学生用Yes ,I do .或No ,I don’t (Thank you ) 回答。

3、复习句型：Have you got ┅? 举例子让学生回答。

二、任务呈现与课文导入：

老师向学生讲解并提问：rice and noodles are Chinese food .Do you know what is fast food ?出示方便面或一些快餐食品的包装袋，教授“fast food ”

三、课文教学：

1、将本课的挂图贴在黑板上，播放录音呈现SB活动一，让学生熟悉故事内容和情节。帮助学生弄清楚：上一节课中，Daming 和Amy在公园里逛了半天，感到有点饿了。本课讲的是他们在公园里的快餐摊上吃快餐的事情。

2、再放录音，让学生边听边看书，并试着回答问题：Amy 想吃米饭吗？Amy想吃拉面吗？Amy会用筷子吗？

3、教授新单词。重点注意“difficult ,chopsticks”.

4、把全班分成两组，一组学生扮演Daming 一组学生扮演Amy，朗读故事中的对话。练习完成后再让学生两人一组进行朗读练习。

四、任务完成：

1、运用任务1。

2、完成运用任务2。

五、课后作业。

第二课时

教学内容：Unit 2 I’m making dumplings .学习任务：What are you doing ? I’m making some dumplings . Do you want some ? Yes ,please ./ No ,thank you .功能：谈论中国和西方的食物。 教学过程：

一、复习：

1、出示SB unit 1活动1的挂图，让学生两人一组表演故事，以此复习上一单元学习的内容。

2、复习现在进行时态的特殊疑问句。

老师模仿打乒乓球的动作，向学生提问：“What am I doing ?引导学生说出：“You are playing table tennis .”再做几个类似的练习。然后让一个学生模仿动作，老师提问：What are you doing ? 学生用I’m doing ┅回答。练习几遍后，老师再请学生起立模仿动作，并向其他学生提问：What is he /she doing ? 全班学生用He /She is doing ┅回答。

二、课文教学：

1、将本课的挂图贴在黑板上，播放录音呈现第二单元活动一。让学生对照着书听录音，以便熟悉故事内容和情节。

2、教授新单词。

Make 和cook 的区别：make 指食物的准备和制作，一般比较复杂，需要好几道工序，例如：make some dumpling s , make a cake ;cook 一般指把食物加热煮熟，过程比较简单，如cook some vegetables , cook rice .

3、全班完成SB 第二单元活动2 。老师先带领学生复习cake 等食物名称

三、复习助动词do引导的一般疑问句的回答。

Do you want some rice ? Yes ,I do ./No , I don’t.

四、课文学习：

1、SB Unit 2 活动3是一首以做蛋糕为主题的韵诗。

2、使用单词卡片教授单词pan 然后讲解单词 fast 含义。让学生看着书听诗句朗读。向学生讲解诗句意思。注意韵诗的内容，感受韵诗的节奏。

五、课后作业：

Module 6 Abilities

第一课时

教学内容：Unit 1 Can you run fast? 学习任务：Can you run fast /jump high /ride fast ? Yes ,I can ./No, I can’t .功能：使用can谈论能力。 教学过程：

一、复习：

老师出示一些图片或照片，引导学生谈论其中的内容，以此复习过去的学习的语言，同时引出今天的教学新内容，如：老师出示一张一个男孩打篮球的图片，与学生展开问答：

T: What is the boy doing ?

Ss: He is playing football .

T: Can he play basketball . 老师出示一位母亲做饭的照片，与学生展开问答：

T: What is she doing ?

Ss: She is cooking .

T: Can she cook ?

注意标出can 这个单词，并让学生猜测can 的意思。

二、任务呈现与课文导入：

热身活动后，询问学生平时喜欢什么户外活动。鼓励学生开动脑筋，说出自己能够参与的运动项目名称。通过这一问答，引出今天课文的主题。向学生简单介绍：今天是周末，Sam ,Daming , Amy ,Lingling 外出玩耍。在欣赏美丽的景色后，他们展开了又一轮的比赛。

三、课文教学：

1、把带有can的几个句子写在黑板上，教学生读单词，并讲解该单词的用法。

2、把挂图贴在黑板上，播放录音，试着理解故事的内容。之后，让学生回答一些笼统的问题。如: Where are they ? What are they doing ?

3、让学生再听一遍录音，然后根据学生的疑问对故事中的语言进行讲解。帮助学生在课文故事的基础上进一步了解 can 的用法。（包括陈述句、疑问句和答语）

四、巩固练习：

1、完成AB练习1。

先引导学生讲述一下图片内容，然后笔头完成练习。

2、完成AB练习2。

五、课后作业；

第二课时

教学内容： Unit 2 Yes, I can .学习任务： Can you make a cake ? Yes , I can ./ No , I can’t .功能： 使用Can询问他人的能力并讲述自己的能力。 教学过程：

一、复习：

1、让学生介绍自己在日常生活中“能做”和“不能做”的事情。

2、让学生完成AB第二单元练习1。

3、出示单词：ride , run , jump , high .引入新单词flute , wash , clothes , draw.

二、任务呈现与课文导入：

把SB第二单元活动1的挂图呈现给大家。告诉学生：今天，大家要听一听Daming 他们之间关于能力的对话。

三、课文教学：

1、播放课文录音，让学生认真听。让学生打开SB第二单元活动1，跟着录音中的内容指向书上Daming , Lingling , Amy ,Sam 的笑脸或哭脸。听过录音后，向学生提问：Amy ,Daming 能做什么？Sam ,Lingling 不能做什么？

2、让学生再听一遍录音，然后根据学生的疑问对课文中的语言进行讲解。本课的重点内容依然是用can 表示能力。

3、老师结合课文插图向学生解释play the flute , wash clothes , draw dragon 的意思。告诉学生：can 可以用来表示能力。 Can you do

？用来询问对方是否具有某一能力，一般用Yes, I can ./ No , I can’t .回答。

四、巩固练习：

1、完成AB第二单元练习2。

2、完成SB第二单元活动2 。

3、完成AB第二单元练习4和5。

五、课文学习：

1、全班学习SB第二单元活动3的歌曲：I can’t do it .这是一首优美的歌曲，用于帮助学生掌握本模块的重点语言can .

2、鼓励学生仔细看书上的插图并描述其内容。这首歌的歌词由三个句子组成，分别带有can 的否定句、疑问句和肯定句。

3、放录音，让学生听。再放录音，鼓励学生模仿书上的插图编排相应的动作。

六、课后作业：

Module 7 Travel

第一课时

教学内容： Unit 1 We’re going to go to Hainan .学习任务： We’re going to go to Hainan .功能： 使用be going to 讲述自己的计划和即将发生的事情。 教学过程：

一、复习：

1、老师拿出带有西湖、**等典型景物图片的明信片或挂图向学生提问：这是哪里？你去过这些地方吗？你想去那里旅游吗？

2、老师引导学生说出其他他们希望去、但是没有去过的地方。帮助学生复习一些地名的拼音表示法，丰富学生的地理知识，开阔他们的视野。

二、任务呈现与课文导入；

老师说：“All these places are very beautiful .I’m going to go to Hainan .Where do you want to go ? Can you tell me ?请学生说一说他们打算去哪里。

三、课文学习：

1、将本课的挂图贴在黑板上，播放录音呈现SB第一单元活动1。让学生看书听录音，借助图片熟悉故事内容和情节。

2、听过录音后，向学生讲解：be going to

Be going to 结构的意思是“将要┅，用来讲述计划。表示将来要发生的事情。 如：I’m going to do some shopping .

I’m going to play basketball tomorrow .

He is going to visit his grandpa .让学生试着发现句子的规律，并试着造句。

3、将海南的挂图贴在黑板上，提问：Smart一家打算去海南，这个句子应该怎样表述？引导学生说出：They’re going to go to Hainan .

4、再放录音，让学生边听边看书，并注意找到以下问题的答案：他们打算什么时候去海南？他们打算几点钟起床？他们怎么去？Sam打算在海南做什么？xiaoyong 打算去海南做什么？

5、听过录音后，让学生合上书，回答上面的问题。老师引导学生作出回答，并把答案写在黑板上。

四、巩固练习：

1、完成SB活动3。

2、全班完成AB练习1。

五、课后作业：

第二课时

教学内容：Unit 2 We’re going to visit the Ming Tombs .学习任务：We’re going to visit the Ming Tombs .功能：使用be going to 讲述自己的计划和即将发生的事情。 教学过程：

一、复习：

1、老师拿出准备好的动物单词卡片，让学生说出单词。鼓励学生拼读出这些单词，老师把它们写到黑板上。让学生尽可能多的说出自己知道的动物单词。

2、让学生打开课本，看SB第二单元活动1的图。告诉学生：你将说出动物单词，如果图中有这种动物，要说yes ,如果没有，要说 no .

二、任务呈现与课文导入：

老师向学生说明：今天Ms Smart 要带学生去十三陵参观。向学生简单介绍一下十三陵的位置和历史。询问学生知道不知道十三陵景区有什么有意思的东西。告诉学生：那里有许多动物的石雕。那么，石雕包括哪些动物？在那里发生了什么样的故事？请大家通过学习课文来了解。

三、课文教学：

1、将本课的挂图贴在黑板上，播放录音呈现SB第二单元活动1。让学生对照书听录音，熟悉故事内容和情节。

2、使用单词卡片向学生讲解单词，如：camel , stone animal , scary .其后，完成AB第二单元练习1，让学生把单词与对应的图片搭配起来，以此加深对单词的理解。

3、老师根据故事内容提出理解性问题；

Who are going to visit the Ming Tombs ? When are they going to visit the Ming Tombs ? What stone animals are they going to see ? Who are afraid of the scary animals ? What are these scary animals ?

4、放录音，引导学生回答问题。

5、再放一遍录音，让学生跟读。然后让学生分组表演课文故事。

四、巩固练习：

1、完成SB第二单元活动3。

2、完成运用任务1。

五、课文学习：

1、SB第二单元活动4是一首以动物园为主题的歌曲。这首歌曲的创作意图是帮助学生们在听听唱唱中巩固句型be going to

2、放录音，让学生看图听一听慢速的歌词朗读，试着理解歌曲的内容，然后播放带有音乐伴奏的歌曲，请学生听。

3、再听录音，让学生边听边唱。帮学生编排适当的动作，练习几遍后进行表演。

六、课后作业：

Module 8 Sports Day

第一课时

教学内容：Unit 1 What are you going to do ? 学习任务：What are you going to do ? I’m going to do run the 100 metres .功能：制定计划。 教学过程：

一、复习：

1、老师出示单词卡片，带领学生复习体育运动的名称，例如：basketball ,swimming , morning exercises , cycling , skipping rope , football ,table tennis 等。帮助学生复习单词的音、形、义。

2、复习过后，老师让一些学生模仿参加某项体育运动的动作，并使用What am I doing ?向全班学生提问，让学生回答。

3、老师带领学生复习上一模块中的歌曲We are going to go to the zoo .本模块的重点语言结构仍然是一般将来时be going to .

二、任务呈现与课文蹈入；

1、老师把话题引入体育运动。让学生回想一下学校运动会通常包括哪些体育比赛项目，并试着用英语说出它们的名称。教授体育项目the 100 metres 等，为课文学习做准备。

2、展示课文挂图，说：Daming 在运动会上要跑100米，你想知道谁是冠军吗？我们学习课文并找出来。

三、课文学习：

1、把挂图贴在黑板上，让学生看图听录音，呈现SB活动1 。让学生对照着书听录音，熟悉课文内容和情节。

2、再放录音，让学生边听边看书，试着找出下列问题的答案：

What are the children going to have ?

What is Daming going to do on Sports Day ?

What is he going to do for it ?

3、引导学生使用be going to 回答上述问题。

4、讲解课文，然后放录音，让学生合着书听。逐句跟读。

四、巩固练习：

1、以小组为单位完成AB练习1，加深对课文的理解。

2、完成运用任务3。

3、完成AB练习2。

五、课后作业：

第二课时

教学内容： Unit 2 I’m going to do the high jump .学习任务： I’m going to do the high jump . I’m going to do the long jump .功能： 制定计划。 教学过程：

一、复习：

1、让学生表演课后排演的短剧。

2、让学生汇报上节课后完成运用任务2的情况。

二、任务呈现与课文导入：

向学生说明：Daming 在运动会上参加了100米短跑的项目。今天我们要看一看Amy ,Lingling ,Sam打算参加运动会的哪些项目。

三、课文教学：

1、将本课的挂图贴在黑板上，播放录音带领学生复习SB第一单元活动1的故事，引入第二单元活动1。让学生对照着书听录音，熟悉故事内容和情节。

2、使用单词卡片向学生讲解运动项目the 200 metres , the high jump , the long jump .朗读几遍后，让学生听录音完成AB第二单元练习1。

3、再放录音，让学生带着问题听，例如：

What is Amy going to do for Sports Day ?

What is Sam going to do for Sports Day ?

What is Lingling going to do for Sports Day ?

What is Daming going to do for Sports Day ?

4、让学生根据课文内容口头回答问题，然后完成AB第二单元练习2和练习3。

5、讲解课文中的疑难问题。然后再放录音，让学生合上书听。逐句跟读录音。

四、巩固练习：

完成运用任务4。

五、课文学习：

1、带领学生欣赏韵诗I’m training for Sports Day 。

说明：这首韵诗讲述的是一个孩子为了在运动会上取得好成绩而努力训练、积极准备的故事。

2、播放录音呈现这首韵诗。播放诗句朗读帮助学生熟悉诗句。放录音，让学生尝试跟着录音朗读韵诗。

六、课后作业：

Module 9 Happy birthday .

第一课时

教学内容：Unit 1 Can I have some sweets ? 学习任务：Can I have some soup ? Yes , you can ./ Sorry , you can’t .功能：请求获得允许；谈论食物。 教学过程：

一、复习；

带领学生温习学习过的韵诗Noodles and rice 和Make a cake ，使用教学卡片帮助他们复习以前学过的关于食物的单词。

二、任务呈现与课文导入：

1、老师根据歌曲的内容把话题引入食物，鼓励学生说出他们已经学习过的食物和饮料的英语名称。老师把学生提到的单词写在黑板上，让学生拼读。

2、呈现故事之前，提醒学生仔细听录音并观察：Amy 是怎样向Ms Smart 要东西吃的？Amy 向妈妈要了哪几种食物？她吃到了吗？故事的结果是怎样的？Amy 吃到了哪三种食物？

三、课文学习：

1、将本课的挂图贴在黑板上，播放录音呈现SB第一单元活动1。让学生对照书听录音，熟悉故事内容和情节。帮学生弄明白课文意思。

2、再放录音，让学生边听边看书，并注意听一听：Amy 是怎样向Ms Smart 要东西吃的？Amy 向妈妈要了哪几种食物？她吃到了吗？故事的结果是怎样的？Amy 吃到了哪三种食物？

让学生用笔勾出重点单词，弄清楚以上问题。

3、从故事开始Amy感到肚子饿了，于是向妈妈要东西吃“Mum , I’m hungry .Can I have some ？的情节开始，逐段引导学生看书说出前三种食物的名称。（soup ,sweets , bread）和后三种食物的名称（biscuit ,fruit , cake ）。

4、老师讲授单词。

5、注意重点句型：Can I have some ┅?

Sorry , you can’t .

6、使用SB活动3和AB练习1帮助学生熟悉并强化课文中出现的六种食物的名称以及请求获得允许所使用的语言。

7、老师领读课文，学生熟读课文。

四、巩固练习：

完成运用任务4。

五、课后作业：

第二课时

教学内容：Unit 2 Happy Halloween ! 教学任务：Can I have some sweets ? Yes , of course .功能：请求获得允许。 教学过程：

一、复习：

1、完成AB第二单元2练习1。

2、连线：黑板左边为食物名称，右边单词。

二、任务呈现与课文导入：

向学生说明：今天我们将了解到西方国家的孩子们非常喜欢的一个节日——万圣节。询问学生是否知道这个节日，引导学生尽可能多的说出他们知道的有关万圣节的传统。

三、课文教学：

1、将本课的挂图贴在黑板上，播放录音呈现SB第二单元活动1。让学生对照书听录音，熟悉故事内容和情节。老师再放录音，学生边听边看书，勾出课文中的生词，根据上下文猜测生词的意思。

2、老师给学生介绍一下万圣节的情况。

3、再放录音，帮助学生理解课文情节。

4、向学生讲解Halloween这个单词并示范发音，让学生模仿跟读。

5、让学生注意Tom使用的语言。

把Can I come in ?

Can I have some sweets ? 写在黑板上，让学生跟录音读句子。并请学生注意与它们对应的回答：Yes , of course .Here you are .

四、巩固练习：

1、完成AB第二单元练习2和3。

2、完成运用任务4。

五、课文学习：

1、学生一起学习SB第二单元活动3。这是一首以食物以及Can I have some ┅?的语言为主要内容的韵诗。老师放录音，让学生看书听韵诗，并从整体上把握韵诗大意。老师向学生讲解不熟悉的内容。

2、再放录音，让学生模仿跟读。

六、课后作业：

Module 10 The months

第一课时

教学内容：Unit 1 There is one birthday in May .学习任务： There are three birthdays in January . There is one birthday in March . January , Febrary , March , April ,May , June 功能：用There is/are 讲述与月份相关的情况。 教学过程：

一、复习：

1、老师打开SB第九模块第一单元的故事，指着上面的图问学生是否记得谁在过生日？（Amy）

2、老师邀请几组学生表演第九模块第一单元的故事，同时告诉学生：今天大家即将看到的故事也是与生日有关的。

二、任务呈现与课文导入：

1、老师有意识的问一个生日在一月的学生：When is your birthday ?引导学生说出自己的生日是哪一天，或者是哪个月。老师让生日在一月到六月的学生分别站起来。

2、老师再请几名生日在一月到六月的学生起立，让他们尝试用英语表述自己饿生日在什么时候。

三、课文教学：

1、将本课的挂图贴在黑板上，播放录音，让学生仔细看，试着理解故事的内容。看过之后，问学生：What is Lingling doing ? (Lingling is counting days .)

2、让学生打开书，再放一遍课文录音，让学生边看书边试着跟读。

3、教学本课生词。

4、让学生翻开学生用书看课文。老师指着图2说：“January , There are three.”问学生是否明白。可以提示他们注意图中的年历和上面所做的标记，并重复Lingling 的语言：I’m counting my friends’ birthdays .老师再说：February .There are six .依次类推，老师把图二中的语言向学生清晰的呈现一遍。

5、讲解句型There is /are .举例说明：There is one birthday in May .

There are three birthdays in June .

6、老师再放一遍录音，让学生跟读。然后让学生分组朗读课文。最后，让几组学生表演课文内容。

四、巩固练习：

1、学生两人一组完成SB第一单元活动3。

2、完成AB练习3。

五、课后作业：

第二单元

教学内容：Unit 2 there are twelve months in the year .学习任务： There are twelve months in the year . July , August , September ,October , November ,December .功能： 谈论月份以及关于各个月份的情况。 教学过程：

一、复习：

带领学生复习上一单元学习的六个表示月份的单词。（January ----June ）

二、任务呈现与课文导入：

让一个学生起立，问学生一年中有几个月份？（There are twelve months .）老师再问，这些月份用英语应该怎样说？告诉学生；今天我们继续学习表示月份的单词。（July—December）

三、课文教学：

1、让学生看SB活动1。问学生图中表现的是什么内容？（是标注着生日个数的七月到十二月的年历）播放录音，让学生边听边指向相应的图。然后拿出7月到12月的年历，指着数字进行单词教学。

2、然后，老师指着书上的第一幅图向学生提问：How many birthdays are there in July?(There are five )针对后面的图依次问答。

3、让学生两人一组把上一课故事中与第二幅图对应的故事情节和文字补充完整，并表演出来。如； July .There are five .

August .there is on e

September , there are two .

四、巩固练习：

1、完成SB第二单元活动3。

2、完成运用任务1。

五、课文教学：

1、带领学生听第二单元的歌曲。老师放录音，让学生听。然后，再听一遍，请学生跟唱。多放几遍录音，直到学生学会为止。

2、完成运用任务4。

六、课后作业。

第12篇：大学教师备课心得

大学教师备课心得

经过了多年的学生生涯，初上讲台的老师虽然对如何学习都有一些自己的感受和见解，但是做老师和做学生完全不同。如何能让一名新教师少走 一些弯路，使教学效果获得更佳，在这里向大家谈一些见解。

一、初上讲台时要注意的问题

根据多年来的教学实践以及对新老师的初讲经验，感到初上讲台的老师会出现一些雷同的问题。

第一种问题是满堂灌。新老师总想在课堂上多讲点，总觉得自己讲得越多，学生也学得越多，结果一堂课下来，自己讲得很累，但学生还是不知道这堂课究竟讲了些什么。讲的内容过多，学生根本来不及归纳思考，昏昏沉沉的，一点要领都没有，这叫“贪多嚼不烂，消化不良”。

第二种问题是照本宣科。有些老师把书背得滚瓜烂熟，一堂课几乎把书本中的内容，一字不漏地在课堂上背了一遍，这样的课失去了上课的意义，老师功夫没少下，效果就不必说了，这叫“死记硬背，囫囵吞枣”。

第三种问题更为普遍，那就是不会掌握一堂课的时间。有时候50分钟不到就没内容讲了，有时候到下课铃响了，问题还没讲完，只好压堂。一压堂学生精力就不集中，根本听不进去你在上面讲些什么，效果很差。

总之，初上讲台的老师，一定会遇到很多意想不到的情况，有时当场又不知道该怎么处理。面对这些常见的问题，新教师该如何尽量避免呢？首先，新教师要明确一个问题，那就是为什么要把学生集中在教室里，而不把教科书发给学生，让他们自学就行了。其实有一个非常重要的因素，就是如何用较少的时间，引导学生较快地领会新的知识，激发学生主动地去探索新知识，指导学生学会掌握新知识的方法和途径。教师的主导地位，决定了教师在教学过程中的作用和责任。因此，当你准备登上讲台时，就应该想到如何尽快让学生领会新知识、如何激发学生主动探索新知识、如何教会学生掌握新知识的方法，而解决这些问题的前提在于你有一个怎么样的备课。

二、好的备课标准是什么

要讲一门课，首先必须对这门课的全部内容非常熟悉，绝不是现买现卖。有的老师不是对这门课的全部内容都吃透后上讲台的，而是明天要讲什么内容他就去熟悉什么内容，准备多少就讲多少。不知道这节课在整个课程中占什么地位，会对以后的课程起到什么作用。这实际上是一种不负责任的态度，这样的讲课，非但达不到前后贯通的效果，就连老师自己也可能讲到后面忘了前面。因此，老师在上讲台之前必须对这本教材的全部内容融会贯通，最好还要搞清楚本门课程与其它课程的相互关系。老师准备的内容就好比是一桶水，而一堂课教给学生的只有一杯水，这样的备课才是充分的。

新教师在熟悉全部教材内容的基础上，还必须认真阅读有关这门课程的教学大纲和教学计划，这样才可以确定每个章节的学时数。一堂课该讲多少内容是有科学依据的，决不是随心所欲、信口开河，想怎么讲就怎么讲。在熟悉教材全部内容并按教学大纲确定了章节学时后，便可以开始准备每堂课的教学内容。

三.新教师如何备课

显然，备课就是去熟悉准备讲的内容，但是只熟悉内容不够，还必须明确这堂课的内容什么是重点，什么是难点，什么是概念，什么是必须掌握的，什么是一般理解的„„这一系列问题，在备课时就必须很清醒，并且要有意识地根据这些问题，引导激发学生去领会它。对于重点、难点或比较抽象的概念，备课时就要想办法在课堂上如何用显见、易懂的事例或简明的语言，使学生比较容易理解和接受。怎样才能引起学生对重点和难点问题的重视呢？在备课时要提醒自己在讲这些问题时，除了用抑扬顿挫的声调外，还可利用板书引起学生对重点、难点的重视。如果在引出这些重点、难点问题时，能有意识地带启发性地引导学生思考，这样更能促使学生变被动为主动去理解难点和重点了。

四.板书问题

板书，无非包括文字、图表、公式、数字等，但千万不可小看它的作用，因为老师在课堂上与学生直接交流的时间很少。授教主要依靠板书和语言来表达，语言有时比较快，学生一听就过去了，而板书却可以以停留一段时间让学生边看边思考。

作为老师，对板书应该有非常严格的要求，决不要乱划乱写，也不要什么都不写。应该写什么，什么时候写，写在什么地方，怎么突出重点、要点，这些都要考虑。甚至什么时候擦黑板，擦哪部分，保留哪部分，都应在备课时设计好。对于第一次上讲台的老师，备课教案里除了有文字外，还应该有板书设计。如果用多媒体课件授课，切忌不要成为教材的电子版再现。课件的制作要引导学生层层深入思考问题，要用干练的文字和简明的图表，必要时可用动画显示视图中动态的信息流动过程，以加深学生对教材的重点和难点的理解。

备课备得越充分，上讲台讲课的底气就越足。特别是第一次上讲台的老师，最好能作一二次课前自我或集体的试讲，看看自己在一堂课内的讲授和备课是否合拍，看看一堂课的时间掌握得怎么样，以备在正式的讲课中获得更好的课堂效果。

第13篇：大学英语第一册unit1教案

Unit 1 Some Strategies for Learning English Teaching Objectives 1.To require students obtain the information related to the text.2.To help students learn the new words and expreions.3.To get the students to communicate in English confidently.4.To teach the reading skill--- finding out word meanings through many different ways.Focuses and difficulties

1.New words and phrases 2.Reading skill--- finding out word meaning Teaching methodology

1.Communicative method 2.Cognitive method

3.The Grammar-translation method 4.The audio-lingual Method

Time allocation

1.Preparation, new words and expreions ( 2 periods) 2.Analyses of Paage A ( 2 periods) 3.Exercises after Paage A ( 2 periods ) 4.Listening and speaking (2 periods )

Teaching Procedures I.Before Reading

Background Information

Active Vocabulary and Paive Vocabulary Even native speakers of a language have both an active and a paive vocabulary.Active vocabulary consists of the words you use frequently and comfortably in speaking and writing, while paive vocabulary consists of the words you recognize when you read and listen.Therefore, when you encounter a new word or expreion that you want to learn, you have to decide whether you want to be able to recognize it again or to make it part of your “active” vocabulary.

II.Global Reading 1.Discuion

1) Do you think it useful to learn English with the help of some strategies? 2) What strategies do you think can be employed in English learning? 2.Q & A 1) What is your definition of “language learning strategy”?

2) Can we treat all new words in the same way? If no, how to divide new words into different categories, which deserve different treatment? 3) What does the author want to tell us in Paragraph 4?

Do you know the different meanings of the following two sentences?

A) Besides Tom, everybody here has been to Beijing.

B) Except Tom, everybody here has been to Beijing.4) What should you do if you cannot understand very well the English conversation or paage in a tape? 5) If there is no partner, how could you practice speaking English? 6) Do you agree with the author that in our learning environment reading is the main and most reliable source of language input? Why? 7) What should be taken into consideration when you choose reading materials? 8) According to the text, could you make a list of all that you can write regularly? 9) Do you have a pen pal? If yes, what do you often write to him or her? 10) What is the relationship between reading, listening, speaking and writing? 3.Discourse Analysis

A strategy refers to a set of carefully planned methods for achieving something that is difficult and may take a long time.In introducing some strategies, the author adopts the structure of Problem—Strategy within a paragraph to show us the problems in English learning and then proposes strategies to solve the problems.Please scan the text for some examples of the Problem—Strategy structure.

III．Detailed Reading 1.by no means: not at all 我对目前的表现一点也不满意。I am by no means satisfied with my present performance by means of以„ ，借着„

by all means 无论如何, 务必 by no means/not by any 决不，一点也不

2.prolonged: adj.continuing for a long period of time prolonged是过去分词作形容词用，它的动词原型是prolong，意为“延长、拖延”。例如：他又问了她一个问题，仅仅是为了延长谈话时间。He asked her another question just to prolong the conversation.

3.sustained: adj.continuing for a long time sustained是过去分词作形容词用，它的动词原型是sustain，意为“支撑、维持”。例如：在医院里，惟一让我支撑下去的就是回家的想法。The thought of getting home was the only thing that sustained me in the hospital.

4.Employ使用， 雇佣 employ, hire & engage

这三个词都是动词，都有“雇用”之意。

employ表示支付薪水，较长期、固定地雇用某人。例如：，

Hotels employ more women than men.宾馆雇用的女性要比男性多。

hire表示支付一定钱额，雇用某人短期从事某项工作。例如： I hired a bricklayer to build a wall on the balcony. 我雇了个泥瓦匠在阳台上砌了一堵墙。 Engage

表示任命、安排某人从事某项工作。例如：

The bo has engaged a new secretary那个老板又雇了个秘书。 Directions: Fill in the blanks with the words above.Change the form where neceary. （1）We’d like to_engage

local people as volunteers. （2）The factory

employs

over 2000 people.

（3）The rest of the staff have been

hired

on short-term contracts.

（4）The approaches and methods

employed

in the study are proved succeful.

5.at fault: responsible for something bad that has happened 谁该负的责任 The police said that the driver was at fault.cram: v.1) force (sth.) into a small space 三万六千名观众挤进运动场观看比赛。

36,000 spectators crammed into the stadium to see the game.Be bound to: adj.注定

certain or very likely 你一次处理这么多事务，肯定会出错。

When you are handling so many affairs at a time, mistakes are bound to happen

6.Crowd n.a large group of people

There were crowds of people in the street.

v.fill in ，rowd into 挤入 他的脑海里充满了奇怪的想法

Strange thoughts are crowding his mind.be crowded together汇聚在一起

7.commit: v.1) do (sth.) wrong or illegal Women commit fewer crimes than men.commit a crime/error/murder/arson/suicide犯罪/犯错/犯谋杀罪/犯纵火罪/自杀 commit (sth.) to memory把„记住 commit (sth.) to paper把„写下来

8.acquaintance: n 1) somebody you know a little casual acquaintance 偶尔见面的人

make somebody\'s acquaintance 第一次见某人 mutual acquaintance 双方都认识的人

have a paing/nodding acquaintance with sth 对„知之甚少

9.concentrate: v.1) give all your attention to what you are doing Mike tried his best to concentrate on his homework 我发现刚睡醒后很难集中注意力。

I find it difficult to concentrate soon after waking up.

10.watch out for: look out for; be on (one\'s) against What problems should I watch out for when buying an old house?

11.route指路线、路程，尤指长距离的旅行路线或固定线路。例如：

What’s the shortest route from Beijing to Shanghai? 从北京到上海的最短路线怎么走？ 12.on a regular basis: often and according to a set frequency 送奶员定期给我们送奶。The milkman sends us milk on a regular basis.

13.in addition to: There is a postage and packing fee in addition to the repair charge.in addition to表示“除„之外”，后接具体事物；in addition 在句中作状语，表示“此外”。例如：这家公司提供廉价的因特网访问服务。此外，还做免费的共享软件。The company provides cheap Internet acce.In addition, it makes free shareware.

14.seek out: look for; try to find someone or something, especially when this is difficult 科学家们需要寻找实验中的因果关系。

Scientists need to seek out cause-and-effect relationships in the experiment 15.environment 表示由周围的人、物等一切物质和精神因素所构成的环境。

例如：A pleasant working environment is of vital importance有一个令人愉快的工作环境是极其重要的。

Circumstance 通常用复数，表示对局势产生影响的各种条件的总和。

例如：Prisoners can only leave their cells under certain circumstances 犯人们只有在某些情况下才能离开他们的牢房。

surroundings指环境时只可用复数形式，表示各种物体所构成的物质上的自然环境。例如：

He switched on the light and examined his surroundings他打开灯，仔细检查四周。

16.besides, except, except for & apart from这几个词和短语都有“除„之外”的意思。 besides表示“除了„还有”。例如：Besides Li Ming, there are many other students attending the meeting.except表示“除去，不包括”。He goes to work everyday except Sunday except for表示“除„以外”，指对某种基本情况进行具体的细节方面的修正。例如：

Your writing is good except for a few grammar mistakes.Proverbs and Quotations1.Knowledge advances by steps and not by leaps.学习只能循序渐进，而不能跃进。

2.Fools learn nothing from wise men, but wise men learn much from fools.愚者不学无术，智者不耻下问。3.There is no royal road to learning.书山有路勤为径，学海无涯苦作舟。 4.Time and tide wait for no man.时不我待

5.Reading makes a full man, conference a ready man, and writing an exact man.

— Francis Bacon, British philosopher

阅读使人充实，讨论使人机敏，写作使人严谨。

— 英国哲学家 F ۰ 培根

6.It never will rain roses.When we want to have more roses we must plant trees.

— George Eliot, English novelist 天上永远不会掉下玫瑰来，如果想要更多的玫瑰，必须自己种植。

— 英国小说家 G ۰ 艾略特

IV Exercises and homework

第14篇：大学英语电子教案1

第一章 交际用语

第一节 基本介绍

考试的第一部分交际用语是通过10个对话的形式来测试考生掌握日常生活常见情景中的基本交际用语的能力。 具体考查如下

1.英语中功能性用语，如：问候语， 感谢语，请求/提供帮助，征求意见语，告别，道歉、接受、拒绝等。

2.西方社会生活中常见的情景对话，如：打电话、购物、问路、借东西、银行等等。3.西方社会人们交际的基本礼节。 4.中西方交际习惯的差异 5 容易混淆的一些表达

根据统计，按常考的频率排序为：

参考范围如下：

功能性的日常对话用语

1.问候与应答

2.感谢与应答3.道歉与应答 4.邀请与应答 5．道别与应答6.请求帮助与应答

7.提供帮助与应答

8.祝愿与应答

9.恭维赞美与应答

10.安慰与应答

11.询问时间和日期

12.征询意见与应答

日常生活情景对话用语

1.打电话 2.问路3.问询事务 4.约会 5.购物 6.就餐7.旅游 8.学校生活 9.家庭生活 10.健康 11.天气

第二节

语言重点讲解

第一部分 功能性的日常对话用语 以下提供按不同功能分类的12种日常对话用语

1．问候与应答 问候：

How are you/ your kid （孩子） ?

How is everything with you?/ How is it going?/How are you doing ? / How are you getting along?/ What‟s going on? 最近怎样啊？

Haven‟t seen you for ages! What are you busy doing now? 好久不见了，忙什么了？ What‟re you up to? 你在忙些什么？

What‟s new? / What‟s up? 怎么样啊？ Long time no see! 好久没见

What brings you here? 是什么风把你吹来了？ 回答

I‟m fine, thank you.Just fine.Nothing to complain 没啥可抱怨的/挺好的 Not bad, thank you.Not very well. I‟ve got a cold.不是很好，我感冒了。

As usual./ Same old stuff / Not much./ Nothing special./ Nothing in particular.老样子

注意事项：

1).打招呼用语应熟悉程度而正式非正式而不同。 比如初次见面有第三者介绍后再致问候，就比较正式。

介绍类 自我介绍

My name is Carlos.我的名字是Carlos。 Hello.I\'m Kim.

您好。 我是Kim。

Let me introduce myself.请让我来做自我介绍。 介绍他人 This is Mr.…

May I introduce you to …? Allow me to introduce … 介绍后问候 How do you do?

Nice /Glad/ Pleased to meet you.

Hi, my name is Tom Green.Call me Tom.

注意事项：

1）老熟人之间的问候可以只是简单的 Hi!

2).问候后可以寒暄聊天， 聊聊天气，家人，近况。 但要避免打听对方的私事。 回避中方的传统问候如： Where are you going?

Did you have meal?

2 3).也可以关心对方的身体， 通常是：How are you?

如果发现对方状态不好，要委婉的问“You look tired, are you OK?”

而要回避中方的习惯“Are you sick?”此类直译说法。

另外探望病人时用 “How are you feeling?”

例子说明

1．---How are you, Bob? ( Test1)

---_______.A.How are you?

B.I‟m fine.Thank you.C.How do you do?

D.Nice to meet you.

选B.对于how are you 的问候回答，就可以具体来回答是好还是坏，比如 fine，not bad, not good 等，但是对于how do you do 的问候， 就必须是回答how do you do.这是第一次见面时的用语。

2.答谢与应答

西方交际中“谢”不离口。 对于别人提供的举手之劳， 对于夸赞，对于别人的邀请不管接受与否都要先表达谢意再说。

表达谢意 Thank you.Thanks a lot.I really appreciate what you‟ve done. 我很感激你为我所做的一切。

appreciate 感激 Thank you for the book you gave to me.

Thank you all/just the same.(当别人未能提供实质性的帮助时候。 比如问路，别人说不知道,没能给你帮上忙，但你还是要说 “Thank you all the same.(还是谢谢你) 回应感谢

Don‟t mention it.It‟s/ That‟s all right.That‟s okay.

It‟s my pleasure./ My pleasure.I‟m glad you like it.You‟re welcome.

注意事项：

1).不要把中文的答谢语“没关系”和“不要紧” 套用为It doesn‟t matter./Never mind. 2).不要套用中文的“这是我应该做的”（This is my duty.This is what I should do）.3).That‟s very kind of you.是别人在帮助你后你表达对对方的感谢。 不用You‟re so kind.

例子说明

——Wow! This is a marvelous room! I‟ve never known you‟re so artistic! （Test 6） ——_______.A.Great, I‟m very art-conscious.

B.Don‟t mention it C.Thanks for your compliments.

D.It‟s fine.

“This is a marvelous room!” 这个房间真棒！

对于此类的夸赞 (compliment)的话，都要 3 先表示谢谢。B的don‟t mention it 是用来回应别人的谢意时的用法。

3.道歉与应答 表达歉意

I‟m terribly sorry for keeping you waiting.(terribly, 程度副词，意思是“非常地”) Excuse me for my interruption.很抱歉打扰你 I‟m sorry that I‟m late.Sorry to call you so late.

I beg your pardon../Pardon me.（ 没听清，请对方重复时）

Excuse me. （打断别人谈话， 需要提前离开时， 或请人让路时） 回应道歉

It doesn‟t matter.Never mind.

Don‟t keep it in mind. That‟s OK.That‟s all right.注意事项

excuse me/ us 作为开头问话语，通常在说或做可能令人不悦的事情之前使用。 回应的人不必理会excuse me/ us, 只需回应excuse me/us后的说话内容。 例子说明

1）---I‟m sorry.I lost the key.---_______.A.Well, it‟s ok.

B.No, It‟s all right.C.You are welcome

D.You are wrong.选A.对于对方的歉意，可以回答it‟s ok./ It‟s all right. 但是B项中的NO 是不恰当的。 A项中的well是个感叹词，做接话词之用（应对之际，答话之前使用）。 也可表示同意，犹豫等情感。

2）--- Excuse me, could you show me the way to the nearest post office? (test 6)

--- ____ Oh yes! The two blocks away from here at the Green Avenue.You can‟t mi it.

A.I beg your pardon?

B.What do you mean?

C.You‟re welcome.

D.Mm, let me think.

选D. speaker A 中的excuse me是在打扰别人问别人问题时候惯常加的一句礼貌表达。 对此speaker B 不需要做专门回应。 此题中从oh yes 这个下文可以感到回答者对于此问题做了一番思考， 所以选D合适。 A是没听懂或听清时候请对方重述的表达；B是请对方解释或者反问时的表达； C是对于对方的致谢时候的回复。

4.邀请与应答

邀请

Would you like to come with me? I‟d like to invite you to dinner tonight.We‟d like to invite you to join us.

Would you mind if I ask you to sit with me? I wonder if you can… 接受邀请的应答

4 Yes, I‟d love to.

Thanks for your invitation.It‟s my pleasure.

拒绝邀请的应答

I‟d love to, but ...(后面补充不能接受邀请的原因) I‟m afraid I am busy.

I‟m afraid I can‟t.But thank you all the same.

I am sorry to turn you down.我很抱歉必须拒绝你.

turn.down 拒绝

注意事项：

1).在西方对于对方的邀请，不管是接受或拒绝都会表达对对方的邀请的谢意。 因此在回答时候，要避免只是简单的“Thank you”，而不附加接受或谢绝的语句，这样容易表达不清，让对方不明白你到底是拒绝还是接受了。 2).要注意礼貌委婉。

别人邀请你参加他们的活动, 就算你不想去, 也不要直接了当地说 \"No, I don\'t want to…\" 这样子别人下次可能就不会找你了.试著用这种比较好的说法.先说 \"I really want to…\" , 或是 \"I really love to…\", 再来才接著说 \"but I got hundreds of things to do\".这样感觉上比较礼貌, 也比较不会让别人觉得没面子.3) 要回避一些中文式的表达。

如，中文里拒绝别人常会说，“我有事“，这里不能直接翻译成 \"Sorry,I have something to do”,而应该说“I‟m afraid I‟m busy/ I‟m engaged.” 另外，最好是说出你那个时间短具体还有什么事情要做，以表诚意。

例子说明

1）--- We are going to have a singing party tonight.Would you like to join us? (Test 4) ---________ A.I‟m afraid not, because I have to go to an important meeting.B.Of course not.I have no idea.C.No, I can‟t.D.That‟s all set.选A.对于别人的邀请拒绝时候一定要委婉， 像A中的 I‟m afraid not 就要比C中的No 有礼貌， 另外还要说明原因以示真诚。 D 表示“一切都搞定了”。 2） ---Can you go to the concert with us this evening? （Test 4）

---___________

A.No, I already have plans.

B.I‟d love to, but I‟m busy tonight.

C.No, I really don‟t like being with you.

D.I‟m ill, so I shouldn‟t go out.

选B.同样也是要委婉拒绝，A，C的硬邦邦的No来拒绝要排除。D里也缺了寒暄套语，不符合西方文化， 所以还是选择B。

5．道别与应答

I\'d better go now.我最好现在就走。 Sorry, I must be off.

I have to go now./I have to get going./ I have to run.

5 我必须走了。/我得走了。

I‟m afraid I must be going/ leaving.

I‟m afraid I must go now.Thank you for your dinner.

回应

表示挽留的回应

Are you already leaving? Do you really have to go？/ Couldn‟t you at least stay for another cup of tea? 不挽留的回应

Bye./

Bye-bye./Good-bye.

See you soon.希望很快再见 So long.再见。

Speak to you soon.稍后再交谈。

See you./ See you later.Take care.保重。

Take it easy.再见,祝你过得轻松愉快。 Have a nice day.祝您全天愉快。 I\'ll call back later.稍后我将回电话。 I\'ll call you soon.我很快将给您打电话。

It\'s been really nice seeing you again.能与您再次见面我真高兴。 Let\'s get together soon.让我们不久后再相聚。 Let\'s keep [stay] in touch.让我们保持联系。

I won‟t keep/ hold up you, then.It was nice of you to come. Nice talking with you.I‟ll be seeing you.

I\'ll walk you out.我送你出去吧.

注意事项：

1).中文的告别客套话像主人的“请慢走（Walk slowly）“,客人的“请留步（Stay where you are）”,“不要送了（ Don‟t come any further）” 不能生硬的加以套用。英文中相似含义的表达是 “Take it easy”/ “Drive safely/carefully”

2).主人可以问 Do you have a good time today? 今天玩的高兴吗? 或者可以嘱咐Take care.

例子说明：

--- Marilyn， I‟m afraid I have to be leaving now.(Test 1)

---__________.

A.That sounds wonderful.

B.Oh, so early? C.Not at all.

D.Good luck. 选B.对话中Speaker A 表明要告辞了， 只有B表明是想挽留的含义。

6.请求帮助与应答

I wonder if you could …?

I would be grateful if you would be kind enough to …

6 Do you mind doing something for me? 应答

提供帮助

Sure ./ Certainly./Of course./ No problem./ All right./ With pleasure.

Yes/ Sure， here you are. ( 递给对方物品的时候) 拒绝帮助

No.I am afraid I can‟t … I‟m sorry. I need to … I‟d like to say yes, but…

注意事项：

拒绝他人的请求时候，拒绝方式一定要礼貌，而且要说明无法满足请求的原因与理由。

例子说明：

--- Would you mind changing seats with me? (Test 4) --- _______

A.Yes, you can.

B.Of course, I like to

C.No ,I don‟t mind

D.Certainly, please do.选C.此句为请求的回应。 对于英语中mind一词的回答，如果介意，就用yes; 如果不介意，就用no.

7.提供帮助与应答

提供帮助What can I do for you? Let me do it for you.

Do you need me to do it for you? 应答 接受帮助 Please.

Thank you for your help.拒绝帮助 No, thank you.

Thank you all the same.

8.祝愿与应答

祝福Congratulations! Good luck to you! I‟m glad to hear that.（听到对方的好消息时） Many happy returns of the day!（生日祝福时）

Have a nice trip.Wish you succe! 应答

Thank you.Same to you.You too.

7

9.恭维赞美与应答 You‟re so pretty today.

Good job./ Well done! （ 干得好！）

You speak English quite well.

You‟re a great cook.The food are delicious! That\'s excellent/ awesome/ terrific.那真是太棒了 Good for you.真替你高兴 （听到好消息时候， 如对方提到I\'m getting married this month.你就可以说, \"Good for you.\" 或是 \"Good to hear.\" ） 应答 Thanks! It‟s very nice of you to say so.Do you really think so?

注意事项：

对于夸赞， 英语国家的人是倾向于接受，而中国人是倾向于不接受或不正面接受， 总是习惯使用谦辞， 如，“ 哪里”，“ 差得远”“ 过奖了， 比不上你”等。 若真想表达谦虚，就可用 That‟s quite a compliment coming from you./ I‟m flattered./ You‟re flattering me.而不要生硬翻译。 另外，对于这谦虚的回答，夸赞方可以再来一句“Own it!”来强调， 表明“你确实如此”之意。

10.安慰与应答 个人心情

I‟m really tired.What a day!

Dear me! 哎呀！真糟糕！ 询问关心

What‟s happened? 怎么啦？ What‟s the matter with you? What‟s wrong with you? What‟s up ?

You do look tired.

How come? 怎么回事啊？ 宽慰劝解

I‟m sorry to hear it. 很遗憾听到这 Come on! 没事！

No more hard feelings! 别伤心了！

别难过了！ Cheer up! 开心点！ 振作起来！

That‟s not the end of the world.这不是世界末日。

11 .询问时间与日期 What time is it?

Excuse me , do you have the time? Do you have the watch with you?

8 What does your watch say? What date is it today? It‟s time for us to … 应答

Three past nine.

I‟m sorry.I don‟t have a watch./I don‟t have the time.

12.征询意见与应答

Do you mind my smoking here? 介意时：Yes, I do 不介意时： No, go ahead. No, I don‟t mind. Not at all.

例1.May I use your bike for a moment? 答应时:Sure./ By all means.不答应时:

I‟d like to say yes, but I need to go to the library by bike now.

例2.What would you like to have, meat or fish ---Either will do ( 都可以) ---Whatever.( 随便)

---I prefer fish to meat. ( 我更喜欢鱼而不是肉)

表示个人意见类日常用语 I think you should do that.I believe it is right.I gue he is right.You are right. I agree with you.I think so.

I am afraid you are wrong.Maybe not.

第二部分 日常生活情景对话用语 以下共11个常用生活情景对话用语 1． 打电话 呼叫方

May I speak to Kathy ? Is Kathy at home ? Is Kathy available?

I‟d like to talk to your manager.我找。。。。。。

This is Liu speaking.May I speak to …?

我是刘，我找。。。

9 I‟m sorry to bother you at this hour.不好意思，这时候打扰你。 I hope I didn‟t catch u at a bad time.

回应方

He\'s not in at the moment.

He‟s away from desk.他走了。 He is tied up at the moment.有点忙

He is stuck at work.他手头有事走不开

He „s on another phone / He is busy on an phone。 他在打电话 （注意介词是 on ） He\'s out for lunch.Would you like to try again an hour later? 他出去吃午餐了, 你要不要一小时后再打来? (be out for lunch/ be on lunch/ be on (lunch) break.\" 不说He went out for lunch.went 是多余的)

Please hold.Hold on, please / Would you like to hold?/ Would you mind holding for one minute?等会儿，别挂了

May I ask who‟s speaking/ calling? /Who‟s that speaking?/ And you are? 你是?请问你是谁？

I‟ll get you through.我帮你接通/ 转过去。

I‟ll get your party to you. 我把你要找的人叫来。

I\'ll put her on the phone.Just a second.我会请她听电话, 请等一下。 I‟ll connect you to extension.帮你转到分机。 I got through. / I can\'t get through.

You‟re wanted on the phone.有人找你。 Sorry, wrong number.不好意思打错了。

I‟ve got the wrong number.

She even hung me up! 她竟然挂我电话。 She hung up on me.

注意事项

1).英语打电话时候，接听人喜欢自报家门 Hello, this is Jack speaking.或者先报自家电话号码。 而中文电话时是对方不问则不说，通常是问打电话的，“你是谁？”

2).问对方是谁的时候，不要直译成“ Who are you?”

也不要问打电话者有什么事或者干什么“What‟s your busine?‟这类生硬直译。 而应该是 Who is speaking/ calling, please? Who is that speaking, please May I know who is that speaking? 3).如果接听电话的正是对方要找的人可以说： This is …speaking. Speaking, please.请讲

4).如果别人要找的人不在, 有二种选择, 第一种是请别人晚点再打来, 用 try again/ call again或者 call back/ try back。第二种选择就是请对方留言, 客气一点的讲法是, \"May I take your meage?\" 或是 \"Would you like to leave a meage?\" (你想留言吗 ?)

2.问路 问路

10 Excuse me.Is this the way to the square? Excuse me, sir.Where is the post office?

Could you please tell me how to get to the railway station? 回应

Certainly/Sure.Go down this street.You won‟t mi it.

I am not sure.Why don‟t you ask the man over there. 我不太清楚，问那边的那个先生吧。 I‟m sorry.I am a stranger here.

3．问询事务

Excuse me.May I ask where I can find a restroom? Could you tell me what time it is now? Is the booking office here?

Are those seats taken/ occupied? 这位子有人吗？ 例：

1.-- Excuse me.Where is the restroom?

-- It‟s around the corner.

2.-- Is the booking office here?

-- It is upstairs.

3.-- Are those seats taken?

-- I‟m sorry.They are taken.

4.约会 邀请方

I‟d like to meet you on Monday.Shall we make an appointment? How about Tuesday afternoon? Will Sunday do? 回应 OK.

That will do.Sure.

例：

1.-- Shall we meet at the school gate after cla?

-- OK.

2.-- How about Friday afternoon?

-- Could we change another time. I‟ll be busy then.

3.-- When do you think you can come? --Will Sunday do?

5.购物

服务人员

May I help you?

What can I do for you, sir? Is there anything I can help?

11 Are you interested in anything? 顾客

Yes, I‟d like to buy a TV set.Do you have any fresh apple? I‟m looking for …

我在找„„

Just looking/ browsing.

随便看看。 I‟m just check things out. 我转转看看。

6.就餐 服务人员

How many are there in your party? 你们一起几位啊？（注意：party此处不是指晚会而是指一个团体，即一起）

Would you like to sit at the window? Are you ready to order? / May I take your order?

可以点菜了吗? What would you like to drink? Would you like a refill? 需要续杯吗？

Are you guys OK? 您还需要些什么东西吗？ For here or to go? 这儿吃还是带走？

顾客

A table for two, please.请安排一下两个人的桌子。 What would you recommend? 你推荐什么菜？ To go. 带走

We are in a hurry.Please rush our order.

请快点上菜。 Will you bring the bill? 把账单来过来。/买单。

7.旅游

Would you please check out? 请您结账

Do you need room service? 需要客房服务吗？

Do you need a single ticket or return ticket? 要单程票还是往返票？ Do you take credit card?

I‟m sorry.We only take cash. 只收现金 例：

1.– I‟d like to book a flight to Beijing?

-- One way or round trip? (Single or return?) 是单程票还是往返票?

2.-- May I cash some money?

-- Show your ID card.

3.-- Are you checking out today? 今天退房吗？

-- No, I‟ll stay until Tuesday.

8.学校生活 教职工

Cla is over.

Let‟s call it a day.今天就到这儿 English Listening is in Room 405.

12 The homework is due next Monday.作业下周一交。 Hand in your homework before Monday.Any questions？

What‟s the holdup? 为什么迟交作业？

The library is open from 8 : 00 a.m.to 9 :00 p.m. 例：

1.-- The deadline for your paper is next Sunday.

-- Could I hand in next Tuesday?

2.-- Read aloud, so that every one can hear you?

-- I‟m sorry.I have a bad cold.

3.-- The library will be closed on Sunday.--Shall we study in the dormitory?

9.家庭生活

Will you please help me with the dishes? What‟s happening next door? My mother is not feeling well.I‟m getting married.It‟s getting late.Turn down the radio.

Turn down the volume of the TV.

10.健康 医生

What‟s wrong with you?

Take this medicine and drink a lot of water.病人

I‟m feeling terrible.

I have pain in my stomach.How many bills should I take? 例句

--- I don‟t feel quite well today.

--- Did you see the doctor?

11.天气

What‟s the weather like today? How is the weather in Shanghai? A fine day, isn‟t it? It looks like rain.It‟s getting cloudy. 例：

1.-- How‟s the weather like in your city now?

-- Very cold.

2.– It‟s getting cloudy.

13

-- Looks like rain.

3.-- A fine day, isn‟t it?

第三部分 重难点讲解

此部分针对一些含义丰富的口头表达短语 和一些容易混淆的表达做重点详解

Come on! 含义非常丰富， 在不同的场合配不同的语气就会有含有不同的意思。

例一： 在大热天你看到人家穿了一件毛衣, 你就可以说 come on, dude。 就是说大哥, 拜托你喔.(有点受不了人家的意思)

例二： 你老爸一个劲唠叨你的不是，你可以说Come on, daddy.其意思是拜托您请您别讲了好不好？

例三：跟同学约好了五点出门, 结果他四点五十九分了, 他还在磨蹭，你也可以催他, Come on, it\'s five already.

例四：Come on 也可以当作叫人家过来的意思, 例如你看到你同学在走路, 你就可以说, Come on, I\'ll give you a ride.

例五： 同学考砸了，在哭哭啼啼，你也可以说， Come on , it is not a

big deal.此处就是安慰别人。

另外给人人打气加油的意思。

What\'s up? 什么事? 1.\"What\'s up?\" 是很常用的一种打招呼方式.这就是问对方近来怎样, 有什么事吗? 通常如果没什么事人家就会说 \"Not much.\" 不过还有一种情况也很常见, 你先跟人家说 \"Hey! What\'s up?\" 那别人也不说 \"Not much\", 反而反问一句, \"What\'s up?\" 所以 \"What\'s up?\" 已经变成有点 Hello! 的味道在里面了 .

2.\"What\'s up?\" 也常被用来问人家有什么事? 例如有人登门拜访, 你就会说 \"What\'s up?\" 到底有何贵干啊?

How Come 为什么? (怎么会这样?)

How come 的用法大部分就等于 why 但是它的用法没有像 why 那么广, 它通常是用在你觉得奇怪, 而问为什么的时候, 比如说有人早上一大早要去 supermarket 你就会问他.\"How come?\"

另外, 当别人问你一个问题, 而你不想回答时可以说 \"How come?\" 相当于, \"Why do you ask that?\" 也就是说 \"It\'s none of your busine! \"

虽然 how come 跟 why 的用法上差不多, 但二者的问法不同, 例如上句, \"Why is our oven broken?\" 换成 how come 的话, 要说成, \"How come our oven is broken?\" 注意一下, 这二句的 be 动词位置是不一样的

Same here.我也是.

例如上网聊天最后大家常会说, \"All right.I have to go to bed now.\" (好吧, 我该去睡觉了.) 这时对方就可以回答, \"same here.\" 表示我也该睡觉了.

另外 ditto 这个用法也流行过好一阵子.它的意思是, \"同上\"。例如 在电影 人鬼情未了(Ghost) 里, Demi Moore 和 Patrick Swayze 的对话, \"I love you.\" \"Ditto.\"

You are set.你完成了.

14 That’s all set. All set! 做好了 。准备好了。 （ 见《大学英语》Test 4， NO5）

就是做完一件事就叫 set.比如你租用了双人自行车环东湖骑行后，在归还时候, 出租方要检查， 如果都没问题, 就可以说, Everything is all right, you are set.意思是说, 没问题, 你可以走了.

一般 set 是单指一件事, 如果不单只有一件事, 则用 all set.又例如说,大家一起分工完成一些事情, 当leader问你完成了没, 而你也已经完成你负责部分的时候，就可以讲 all set, sir! 就是说全部完成了

也可以以反问的语气说, all set? 就是问“都做完了吗？”

That\'s that.与That\'s it.

That\'s that 通常是接在否定句后, 意思是, 就这样了, 不必再多说了.这样的语气是很强烈的, 通常听的人可能会不太高兴.比如有时面对粘人的电话推销员也许一开始你只是很客气地说, \"I am not interested.\" 可是有些人就会不识相地一直说, \"What do you want me to do to change your mind?\" 这时就可不客气地说, \"I don\'t want it, and that\'s that.\" 表达厌烦了的语气。.

That\'s it.的意思是就这样吧, 就这些吧, 在点餐时会用到，表示结束，没有不耐烦的语气。

That\'s OK.与OK \"That\'s OK.\" 和 \"OK.\" 指的是完全不同的意思. \"That\'s OK.\" 其实有“没关系, 无所谓”的味道在里面。 Ok表示是“可以”。

比如如果别人问你要不要先洗个澡啊? 你答, \"That\'s OK.\" 就是不要的意思, 相当于 \"I\'m fine.\" “ 我很好, 你不用操心”的意思, 言下之意就是“你不用麻烦了, 我会照顾我自己”。

如果回答用的 \"OK.\" 却是要洗澡的意思.

第三节 总结

1.要熟悉英语中的各种功能性的表达并熟悉各种情景的对话用语，这样可以在短时间内，判断对话发生的地点和场景。

2.要熟悉西方人们日常的交际习惯，礼貌规则。了解中西方的交际习惯差异。特别提醒大家注意：我们是在说英语，不是用英语的句型套用汉语的习惯。在交际用语中，考生应该选择符合西方文化的语言，特别注意 Thank you和Sorry 的使用。

3.在做交际用语题题目时候。要注意答案不是明显的对错问题，它是指是否符合英语口语习惯的问题。答题时，不是寻找错误，而是判断语言的使用是否规范。所以通过多做多说多了解文化培养自己的英语语感。

4.建议找一本中级程度的英语口语书作为平时交际应用学习的参考与辅导。

第15篇：大学英语四级听力教案

第四节听力课教案

一、教学目标

1.巩固四级听力的技巧

2.通过听力笔记，完成相关的听力理解题目

3.通过对题目的分析，能够预测听力内容，通过第一遍听，验证自己猜测的内容。

4.通过对听力中的技巧再次综合讲解，帮助学生增强速记能力，结束听力的全部内容

二、教学重点难点

在听力的过程中将重点信息记录下来，利用笔记答题

三、教学方法

PWP教学模式，纸质试卷

四、教学过程

第一步：Pre-listening(5mins)

下发综合了前几部分所讲的板块的试卷，让同学们先根据题目来猜测对话的想要讲些什么。（设计说明：培养学生的预测能力，加速对文章大意的理解）

第二步：While-listening(30mins)

1.进行第一遍听力，让同学们先听懂文章的大意，同时验证自己刚才的猜测。

（设计说明：检验自己的猜测，获得听力的喜悦，同时对听力内容有了大致的了解，为具体的细节和听力理解做好准备）

2.听第二遍，同时记录下听力中与题目相关的重要信息点。

（设计说明：听第二遍，学会在听力中抓住重点听，学会重点记录，为下面做听力题做好准备）

3.听第三遍磁带，完善笔记，并且根据笔记回答问题。

（设计说明：听第三遍，将前一次没有听清楚的内容听清，补充完善听力笔记，根据听力笔记完成听力理解题目。通过这一活动，学生不仅要能够利用听力笔记完成学习任务，更要形成听大意获取信息的听力策略。）

4.点出听力中涉及到的一些新词汇，常用词组，语法点，选取几题难度较大的听力题进行详解，一句一句断开来重新听听力，找到自己错误的信息。（扩大学生的词汇量，增强同学们听音辨音的能力）

第三步：Post-listening

总结听力中主要碰到的一些问题，以及需要掌握的一些听力技巧，结束阶段课程。

附：听力材料：

Part III Listening Comprehension

Section A

Directions: In this section, you will hear 8 short conversations and 2 long conversations.At the end of each conversation, one or more questions will be asked about what was said.Both the conversation and the questions will be spoken only once.After each question there will be a pause.During the pause, you must read the four choices marked A), B), C) and D), and decide which is the best answer.Then mark the corresponding letter on Answer Sheet 2 with a single line through the center.

11.

W: What are you doing in here, Sir? Didn\'t you see the private sign over there?

M: I\'m sorry.I didn\'t notice it when I came in.I\'m looking for the manager\'s office.

Q: What do we learn from the conversation?

12.

W: Mike, what\'s the problem? You\'ve known from month the report is due today.

M: I know, but I\'m afraid I need another few days.The data is hard to interpret than I expected.

Q: What does the man mean?

13.

W: Excuse me, Tony.Has my parcel from New York arrived?

M: Unfortunately, it\'s been delayed due to the bad weather.

Q: What is the woman waiting for?

14.

W: Pam said we won\'t have the psychology test until the end of next week.

M: Ellen, you should know better than to take Pam\'s words for anything.

Q: What doesthe man imply about Pam?

W: Tom, would you please watch my suitcase for a minute? I need to go make a quick phone call.

M: Yeah, sure.Take your time.Our train doesn’t leave for another twenty minutes.Q: What does the man mean?

M: Frankly, Mary is not what I\'d called easy-going.

W: I see.People in our neighborhood find it hard to believe she\'s my twin sister.

Q: What does the woman imply?

M: How soon do you think this can be cleaned?

W: We have same day service, sir.You can pick up your suit after five o\'clock.

Q: Where does the conversation most probably take place?

W: I really enjoy that piece you just play on the piano.I bet you get a lot of requests for it.

M: You said it.People just can\'t get enough of it.

Q: What do we learn from the conversation?

长对话1

Questions 19-22 are based on the conversation you have just heard.

W: Good afternoon, Mr.Jones.I am Teresa Chen, and I’ll be interviewing you.How are you today?

M: I am fine, thank you.And you, Mi Chen?

W: Good, Thanks.Can you tell me something about your experience in this kind of work?

M: Well, for several years, I managed a department for the Brownstone Company in Detroit, Michigan.Now I work part time because I also go to school at night.I’m getting a busine degree.

W: Oh, how interesting.Tell me, why do you want to leave your present job?

M: I’ll finish school in a few months, and I’d like a full-time position with more responsibility.

W: And why would you like to work for our company?

M: Because I know your company’s work and I like it.

W: Could you please tell me about your special skills and interests?

M: Of course, I’m good at computers and I can speak Spanish.I used to take claes in Spanish at the local college.And I like travelling a lot.

W: Can you give me any references?

M: Yes, certainly.You can talk to Mr.McCaw, my bo, at the Brownstone Company.I could also give you the names and numbers of several of my teachers.

W: All right, Mr.Jones, and would you like to ask me any questions?

M: Yes, I wonder when I’ll be informed about my application for the job.

W: Well, we’ll let you know as soon as poible.Let’s stay in touch.Thank you very much for coming this afternoon.

M: Thank you.

Questions 19-22 are based on the conversation you have just heard.

19.What does the man say about his working experience?

20.Why does the man want to leave his present job? 21.What is the man interested in? 22.What question did the man ask the woman? 【总评】

这是一篇以面试为场景的听力对话。与采访类对话相似的是，发问者的问题往往是题目定位的关键点，而被采访者的回答往往是题目的答案。所以，对于考生来说，根据题干信息，准确定位是解题的关键。

19.B.He worked at the Brownstone Company for several years.

【解析】细节题。根据题干关键词working experience可定位至Can you tell me something about your experience in this kind of work? 根据男士的回答可知，他曾在Brownstone Company工作了很多年。因此，正确答案为B。

20.D.He prefers a full-time job with more responsibility.

【解析】细节题。根据题干关键词leave his present job可定位至Tell me, why do you want to leave your present job? 根据男士的回答可知，他想要一份全职的工作。因此，正确答案为D。

21.A.Travel.

【解析】细节题。根据题干关键词interested in可定位至Could you please tell me about your special skills and interests? 根据男士的回答可知，他喜欢旅游。因此，正确答案为A。

22.C.When he will be informed about his application.

【解析】细节题。根据题干可定位至would you like to ask me any questions? 根据男士的回答可知，男士想知道的是何时通知面试结果。因此，正确答案为C。

长对话2

Questions 23-25 are based on the conversation you have just heard.

M: Lisa, Lisa! Over here, darling! It\'s wonderful to see you.Oh, Lisa, you look marvelous.

W: Oh, Paul, you look tired.Two months away in the capital? Paul, I think you\'ve been working too hard.

M: I\'m fine.The city is very hot this time of the year.It\'s good to get back to some fresh air.You know, Lisa, what they say about pregnant women really is true.

W: What\'s that Paul?

M: They say they look beautiful.

W: Well, I had a lot of tension while you\'ve been studying hard on your course in D.C.

M: Oh?

W: Oh, don\'t worry, all from a man over 50.Father has told all his busine friends the good news about the baby.And the phone hasn\'t stopped ringing.

M: Oh, look, darling.There\'s a taxi.

W: Paul, tell me about the special project you mentioned on the phone.You sounded very excited about it!

M: You know, I\'ve learned a lot from the project.I\'m surprised that was still in busine.

W: That\'s because we have a wonderful sales manager ——you!

M: Thanks.But that\'s not the problem at all.Lisa, our little company, and it is little compared to the giants in the city.Our little company\'s in danger.We are out of date.We need to expand.If we don\'t, we will be swallowed up by one of the giants.

Questions 23-25 are based on the conversation you have just heard.

23.What do we learn about Lisa?

24.What do we learn about the man from the conversation?

25.What does the man say about his company?

【总评】 这是一段夫妇间的日常对话。丈夫出差归来，对话前半部分谈论双方的近况，后半部分则将话题转移到公司的商业项目上。考生解题的关键在于，抓住对话中的提示词，定位或推测答案。

23.B.She is pregnant.

【解析】推测题。根据对话前半段的提示信息，如what they say about pregnant women really is true.及Father has told all his busine friends the good news about the baby.可推测出，Lisa怀孕了。因此，正确答案为B。

24.A.He works as a sales manager.

【解析】细节题。根据女士说的That\'s because we have a wonderful sales manager —— you.可知，男士是一个sales manager。因此，正确答案是A。

25.D.It is in urgent need of further development.

【解析】细节题。根据题干关键词his company可定位至最后一轮对话。根据男士所说的Our little company\'s in danger.We are out of date.We need to expand.可知，公司需要扩张，further development是对expand的同义置换。因此，正确答案是D。

Section B

Paage 1

Questions 26 to 29 are based on the paage you have just heard.

Farmington, Utah, is a more pleasant community since a local girls\' 4-H club improved Main Street.Six 4-H girls worked to clean the 72 foot curbside that was covered with weeds, rocks and trash.Each member volunteered to clean up and to dig in plot, five flats of flowers.They also took terms in watering, weeding and maintaining the plot.Participation in this project helped the girls developed a new attitude towards their parents of their own homes; they\'ve learned how to work with tools, and improve their work habits.One mother said that before her daughter was involved in this project, she would not even pour a weed.The experience on Main Street stimulated self-improvement, and encouraged members to take pride in their home grounds and the total community.City officials cooperated with the 4-H members in planting trees, building cooking facilities, pick-me tables, swings and public rest rooms.The 4-H girls planted trees and took care of them during the early stages of growth.The total park project needed more plantings in the following years.Members of the 4-H club agreed to follow the project through to completion, because they receive satisfaction from the results of constructive work.The project is a growing one and is spread from the park to the school and the shopping center.Trees and flowers have all been planted in the shopping center, making the atmosphere pleasant.

Questions 26 to 29 are based on the paage you have just heard.

26.What do we learn about Main Street in Farmington?

27.What do the 4-H club members do about the curbside?

28.What have the 4-H girls learned from the project?

29.Why do the 4-H girls agree to follow the park project through to complete.

Question 30 to 32 are based on the paage you have just heard.

Paage 2

According to a survey on reading conducted in 2001 by the U.S.National Education Aociation (NEA), young Americans say reading is important, more important than computers and science.Over 50% of the 12 to 18 years old interviewed say they enjoy reading a lot.79% find it stimulating and interesting.And 87% think it is relaxing.About 68% of those surveyed disagreed with the opinion that reading is boring or old-fashioned.

Over half teenagers interviewed said they read more than ten books a year.The results also show that middle school students read more books than high schoolers.Over 66% of teens like to read fiction, such as novels and stories.Over 26% are interested in non-fiction, such history books.64% of students listed reading stories about people my own age.That\'s a favorite topic.Mysteries and detective stories came second on the list at 53%.Just under 50% said they were interested in reading about their own culture in tradition.Of the teenagers who participated in the survey, 49% said that libraries are where they get most of their books.However, many complain that their school libraries do not have enough up-to-date interesting books and magazines.Even though many teenagers in the US enjoy reading, they still have other interests.When asked which activity would be the most difficult to give up for a week, 48% said listening to music.TV would be difficult to give up for 25% of those surveyed.

Question 30 to 32 are based on the paage you have just heard.

30.What does the survey on teenager reading show?

31.What books are most popular among teenagers according to the survey?

32.What activity do teenagers find the most difficult to give up for a week?

Paage 2

【总评】本篇文章以阅读调查报告为话题，贴近生活，容易理解。但文章中数据很多，所以边听边适当记录一下数字，便于做题分析。

30.答案：A.The majority of them find it interesting.

【解析】细节题。文章开篇谈到根据调查，美国年轻人认为阅读很重要，并进一步强调比电脑和科学更重要。紧接着又摆出数据：Over 50% of the 12 to 18 years old interviewed say they enjoy reading a lot.79% find it stimulating and interesting.超过50%的青少年很喜欢阅读。79%认为阅读很有促进作用、很有趣。因此，正确答案为A。

31.答案：B.Novels and stories.

【解析】细节题。文章中间部分谈到读各类书籍的人数比例时，提到Over 66% of teens like to read fiction, such as novels and stories.64% of students listed reading stories about people my own age.That\'s a favorite topic.超过66%的青少年喜欢读小说和故事。因此，正确答案为B。

32.答案：A.Listening to music.

【解析】细节题。文章最后部分谈到最难放弃的活动时，提到一句话―When asked which activity would be the most difficult to give up for a week, 48% said listening to music.TV would be difficult to give up for 25% of those surveyed.‖ 48%认为一周不碰的活动最难舍弃的就是听音乐，25%认为是看电视。因此正确答案为A。

Questions 33-35 are based on the paage you have just heard.

Paage 3

Thank you for coming, everyone.Today’s presentation will show how we see the development of the motor car in the short to medium term, and that is why we have invited all of you here today.Let’s start with power.It’s clear that petrol-driven engines have no future.Already there are many alternative fuel vehicles on the market, powered by anything from solar power to natural gas.Some independent thinkers have even produced cars that run on vegetable oil.But as we all know, of all these alternative fuel vehicles, the most practical are electric vehicles.Sure, in the past electric vehicles have their problems, namely, a limited driving range, and very few recharging points, which limited their use.Now, however, recent developments in electric vehicle technology mean they can match conventional petrol engines in terms of performance and safety.Let’s not forget that electric vehicles are cleaner.Plus, importantly, the power source is rechargeable, so this does not involve using any valuable resources.Moving on to communications, very soon, cars will be linked to GPS satellites, so they’ll do all the driving for you.What controls remain for the users will be audio-based, so, for example, you’ll just have to say ―a bit warmer‖, and the air conditioning will adjust automatically.You’ll also be able to receive email, music and movies, all via an internet link.So just type in the destination you want, sit back, sleep, watch your movie, whatever.

Questions 33-35 are based on the paage you have just heard.

33.What is the presentation mainly about?

34.What used to restrict the use of electric vehicles?

35.What does the speaker say about electric vehicles of today?

Section C

My favorite TV show? ―The Twilight Zone.‖ I especially like the episode called ―The Printer’s Devil.‖ It’s about a newspaper editor who’s being driven out of busine by a big newspaper syndicate – you know, a group of papers owned by the same people.He is about to commit suicide when he is interrupted by an old man who says his name is Smith.The editor is not only offered 5,000 dollars to pay off his newspaper’s debts, but this Smith character also offers his services for free.It turns out that the guy operates the printing machine with amazing speed, and soon he is turning out newspapers with shocking headlines.The small paper is succeful again.The editor is amazed at how quickly Smith gets his stories – only minutes after they happen – but soon he is presented with a contract to sign.Mr.Smith, it seems, is really the devil! The editor is frightened by this news, but he is more frightened by the idea of losing his newspaper, so he agrees to sign.But soon Smith is reporting the news even before it happens – and it’s all terrible – one disaster after another.Anyway, there is a little more to tell, but I don’t want to ruin the story for you.I really like these old episodes of the Twilight Zone, because the stories are fascinating.They are not realistic.But then again, in a way they are, because they deal with human nature.

听力的场景词汇

一、学校 课程分类

optional course 选修课 required course 必修课 day course 白天的课 evening course 晚上的课 经常出现的科目或专业 Chinese 中文 English 英语 mathematic 数学 history 历史 chemistry 化学 literature 文学 考试

final exam 期终考试 middle exam 期中考试 make up 补考 test测验

pop test 事先没有说好的测验 quiz 测验 oral test 口试

考试延期或取消delay / be off / defer / hold up / postpone / put off / suspend 学校分类

public school 公立学校 private school 私立学校 religious school 教会学校 学校中的人 president 校长 dean 院长 profeor 教授 lecturer 讲师 coordinator 管理员 doctor 博士 master 硕士 bachelor 学士 freshman 大一新生 sophomore 大二学生 junior 大三学生 senior 大四学生

图书馆借书lend / borrow / check out 参考书reference book 续借renew 过期overdue 还书return 罚金fine attend / have a lecture 上课 cut a cla 逃课 mi a cla 错过了课 scholarship 荣誉奖学金 aistantship 助教奖学金 teaching aistant 助教 research aistant 助研 semester 学期

二、飞机场场景 plane / craft 飞机 book 订票 timetable 时间表 destination 目的地

open ticket one way ticket 单程票 round trip ticket 来回票 non-stop / direct flight 直航 transfer / lay over / stop over 转机

first / busine / economy cabin 头等/ 商务/ 经济舱 confirm the flight 确认航班 check in 登记 boarding card 登机牌 security check 安检s ee off 送行送别时的祝语 keep in touch 保持联系 safe landing 安全着陆 board 登机 take off 起飞 departure 离港

safety / seat belt 安全带 land 着陆 arrival 进港 pick up 接机

flight attendant空姐

三、医院场景

see a doctor 去医院看医生 send for a doctor 让医生出诊 health center / clinic 卫生所/ 门诊部 physician 内科医生 surgeon 外科医生 dentist 牙医

make an appointment 预约 emergency 急诊 check up / exam 检查 cold感冒 flu 流感 headache 头痛 sore throat嗓子痛 fever发烧 toothache牙疼 stomachache 胃疼 prescribe 开药方 pill / tablet 药片 liquid 药水

injection =>shot 注射 operation 手术

medical result 诊断结果

第16篇：新视野大学英语1教案

New Horizon College English 1.1

Unit 1 Preview The days of a “one-size-fits-all” education system have paed.Traditional clarooms no longer provide the only means of meeting one‟s learning needs.Some students are taking courses online and finding advantages to this new way of learning.The number one advantage is that online learning is more convenient.Students can choose when and where they learn.Another advantage is that students do not feel intimidated by teachers who lack patience or by students with higher skill levels.Students can take time to think through answers before making a reply.There are still many advantages to the traditional claroom, „out if a student studies well independently, he or she might do well to try learning online. Section A Pre-reading Activity The Internet may be able to help you overcome your frustrations with learning English.I started learning English when I was in junior middle school.I didn‟t, however, gain command of the language in the claroom.It was only when I tried learning English through an online course that I finally became proficient.The online course was just as difficult as claroom study, but it provided better results.There were many other advantages to online learning as well.It taught me how to manage my time better to include my online studies in my busy schedule.Learning better time management has paid many rewards since.

1.The speaker started to learn English when he was in junior middle school.He gained command of the language after he took English through an online course.

2.Online learning has taught the speaker to better manage his time so that he could include his online studies in his busy schedule.Learning better time management has paid many rewards since.

Text: Learning a Foreign Language

New Words

reward vt.give sth.in return for good and valuable doings |奖赏；回报 He was rewarded handsomely for his efforts.|他的努力得到了可观的回报。

It is often neceary to reward people for their hard work, if you want them to continue working hard for you.|如果你想要人们继续努力工作，就有必要奖励他们的工作。

n.|[C, U] sth.as a return for good and valuable doings |奖赏；回报

As a reward for paing the exams, she got a new bike from her parents.|因为通过了考试，父母奖励给她一辆新自行车。

She got no reward for all the hard work she did.|她辛苦的工作并没有得到嘉奖

rewarding a.|giving sb.satisfaction, pleasure, or profit |值得做的，有益的，有意义的 Doing exercise can be very rewarding for everyone.|锻炼身体对每个人都会有好处。 She finds her career very rewarding.|她觉得自己的工作很有意义。

frustrate

vt. 1.cause sb.to have feelings of disappointment |使沮丧，使灰心

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The lack of evidence in this case is frustrating the police.|警方因案件缺乏证据而感到伤脑筋。 The difficulties of learning a new language frustrated the students who wanted to use the language right away.|学习一门新语言的困难使那些想立即使用那种语言的学生沮丧不已。

2.cause the failure of sth.|使挫败，使受挫折

The bad weather frustrated our hopes of going out.|坏天气使我们打消了外出的念头。 The police frustrated his attempt to escape.|警方挫败了他逃跑的企图。

junior |a.|having a low position, level, or rank |（地位、水平、层次）较低的

She started work as a junior reporter on a local newspaper before working her way up to higher positions.|她从本地一家报社当初级记者干起，通过努力职位不断上升。

Students spend six years in elementary education and three years in junior middle school.|学生在小学上六年，初中上三年。

n.|1.[C] sb.who is younger |年少者 He is my junior by several years.|他比我小几岁。

She married a man seven years her junior.|她跟一个比自己小7岁的男人结了婚。

2.[C] sb.of low or lower position |（地位或等级）较低者；晚辈

She joined the firm a year ago and is now my junior.|她一年前到公司工作，现在是我的下属。

The senior officer should have been aware of what his juniors were doing.|那位上司早该清楚自己下属的所作所为。

positive |a.|1.helpful and encouraging in achieving sth.|积极的

Everyone went to Mary for advice, because Mary was known for having a positive attitude and being able to make other people feel good.|大家都向玛丽讨教，因为众所周知她总是态度积极, 会使大家感觉良好。

We need to take positive steps to improve the situation of families in poverty.|我们必须采取积极措施改善贫困家庭的处境。

2.definite;allowing no room for doubt |确实的，明确的

It seems unlikely to me, but she seemed very positive.|这在我看来是不可能的，但她却非常肯定。

I'm absolutely positive I haven't made a mistake.|我没有错，这一点我绝对肯定。

senior |a.|having a higher position, level, or rank |（地位、水平、层次）较高的 Students leave middle school at the end of their senior year.|学生在中学高年级结束之后离校。 The delegation consists of senior figures from education and busine.|代表团由教育界和工商界的资深人士组成。

n.|1.[C] sb.who is older |较年长者

Seniors can get a 10% discount in this department store.|老人在该百货店可得到九折的优惠。 Her husband was nine years her senior.|她丈夫比她大9岁。

2.[C] sb.of high or higher position |（地位或等级）较高者；长辈 Only the seniors made the decisions among us.|在我们中间只有年资较高的人才有决定权。 The three vice ministers are my seniors.|三位副部长都是我的上司。

former |a.|of an earlier period |在前的，以前的，旧时的

In former times, people were hanged for stealing in Britain.|以前，在英国小偷被处以绞刑。

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The park has been reduced to half its former size.|公园的规模已被缩减到以前的一半大了。

n.|(the ~) the first of the two people or things just mentioned |前者

Between small changes and big changes, the former is more likely.|在小变化和大变化两者之中，前者的可能性更大。

Given the choice between a white T-shirt and a green one, most people would choose the former because green is not popular.|如果让大家选择是要白T恤还是绿T恤，大多数会选择前者，因为绿色不流行。

unlike |prep.|not like; different from |不像；和...不同

He was firm and steady unlike other men she knew.|他坚毅、稳健，跟她认识的其他男人不一样。

Her recent report is quite unlike her earlier work.|她最近的报告与以前的大不相同。

intimidate |vt.|create a feeling of fear |恐吓，威胁

They intimidated him into doing what they wanted.|他们胁迫他干他们要干的事。

John intimidated his brother into not telling their parents the truth.|约翰威胁他弟弟，不准他把真相告诉父母。

opportunity |n. |[C, U] a good moment or chance for doing sth.|机会，时机

He loved music, but because his family was poor, he didn't have an opportunity to take leons.|他喜爱音乐，但因家里太穷，他没有机会去学。

All he needs is an opportunity to show his ability.|他需要的只是展现自己才能的机会。

online |a.|connected to other computers through the Internet |联线的；联网的；在线的

He took an online course to improve his English.|他选了网上课程以提高英语水平。 The result of the online survey has proved to be positive.|在线调查结果证明是积极的。

ad.|doing sth.online |联线地；联网地

I'll just go online and look up her addre.|我刚好要上网查她的地址。

Today more than 80% of customer's questions are answered online.| 现今，顾客80%以上的咨询都给予在线答复。

communication |n. |[U] the action of sending and exchanging information |交流；交际；通讯

Mobile phone is an important means of communication.|手机是重要的通讯工具。

Generation gap arises from a lack of communication between the young and the old.|代沟的产生是由于青老年间缺乏交流。

medium |n.|[C] (pl.media or mediums) a method for giving information |媒介，媒体 TV is a medium for giving information and opinions.|电视是传递消息和观点的媒体。 Light travels through the medium of air.|光通过空气传送。

a.|of middle size, amount, or quality |中等的

They have a medium-sized house in the heart of the city.|他们在市中心有幢中等大小的房子。

What size shirt does he wear—medium or large? |他适合穿哪个尺码的衬衣——大号还是中

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号？

modem |n.|[C] |调制解调器

He forgot to get a modem when he bought his computer.|他买计算机时忘记拿调制解调器了。 A modem is neceary for connecting to the Internet.|连接因特网必须用调制解调器。

acce |n.|1.[U] the right to have or use sth.|享用权

The people in the school have acce to that computer lab for free.|这个学校里的人可以免费使用那间电脑室。

Students have acce to many different courses to satisfy their individual interests and career plans.|学生可以选择多种课程以满足他们的个人兴趣和职业规划。

2.[U] the means of entering a place |通道；入口 That is the only acce into the building.|这是通向大楼的唯一通道。

The road was the only acce into and out of the small village.|这条路是进出这个小村子的唯一通道。

participate |vi. |take part |参与，参加

Some members refused to participate.|有些成员拒绝参加。

Only persons aged 8 years or over may participate in the spelling contest.|只有年满8岁或8岁以上的人才可参加拼写比赛。

virtual |a.|1.created by the computer to be similar to the experience of real life |虚拟的

This device helps make virtual reality a more usable and acceible technology.|该设备有助于提高虚拟现实技术的实用性和易用性。

Their recent online studies began with an introduction to the demands of the virtual claroom.|他们新近的在线研究是以对虚拟教室需求介绍开始的。

2.almost what is stated |实质上的；实际上的

It is a virtual certainty that you will become the best student in this cla; you've always been the best in everything.|事实上已肯定你将是班上最好的学生； 你一直在各方面都是最棒的。 Finding a parking space in the busy season is a virtual impoibility.|想在旺季找到停车位是不现实的。

commitment |n.1.[U] the hard work and loyalty that sb.gives to an organization, activity, etc.|投入, 致力，献身

My commitment to study has made me the most succeful person in my small town.|我对学习的投入使我成为小镇上最成功的人。

It's a part-time program, but it's still a big time commitment.|这虽然不是个全职项目，但却需要投入大量的时间。

2.[C] a promise to follow certain beliefs or actions |承诺，许诺，保证 Marriage is a lifelong commitment.|婚姻是终生的承诺。

The governor has made a strong commitment to creating more jobs in the state.|州长信誓旦旦地保证要给州里创造更多工作机会。

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discipline |n. |1.[U] a state of order and control; self-control |纪律；自制能力 He did not like the army because of the strict discipline.|因为纪律太严，他不喜欢军队生活。 It takes a lot of discipline to eat le and lose weight.|要做到少吃减肥得遵守许多清规戒律。

2.[C] a branch of learning |学科

She has not yet decided which discipline to take at college, but she might study history.|她没有决定在大学选修哪门学科， 但她可能学历史。

The traditional academic disciplines are le popular among students, who now prefer subjects such as busine studies.|传统的学术科目受学生欢迎的程度有所降低，而今工商类的课程更受他们青睐。

minimum |a.|the least, or the smallest poible |最低的，最小的 The minimum age to buy cigarettes is 18.|购买香烟最低年龄是18岁。

The minimum amount of money to open an account at that bank is ten dollars.|在那个银行开户至少要有10美元。

n.|[sing.] the smallest amount |最低限度；最少量 You have to stay for a minimum of seven days.|你起码要呆上7天。

The price is her minimum; she refuses to lower it any more.|这是她开的最低价，她拒绝再降价。

aignment |n.|[C] a piece of work given to a particular person |任务；作业

Half the workers were given different aignments.|有一半的工人被分配到不同的任务中。 The teacher asked her students to finish their aignments every day.|老师要求学生每天完成作业。

embarra |vt.|make sb.feel ashamed, nervous, or uncomfortable |使尴尬，使难堪 Getting up on stage without knowing what to say embarraed me.|上台不知道说什么使我感到尴尬。

I hope I didn't embarra you in front of your friends.|但愿我没有让你在朋友面前感到尴尬。

embarraing a.

|making sb.feel embarraed |使人尴尬的；令人难堪的 Don't ask me such embarraing questions.|别问我这种尴尬的问题。 The situation is embarraing.|这种情形令人很尴尬。

frustration n.[C, U] the feeling of being disappointed, annoyed, or upset |沮丧；不安；灰心

Poetry helps me expre some of the frustrations I feel at the world.|诗歌一定程度上表达了我对世事的挫折感。

I was close to tears with frustration while trying to complete the difficult math exam, but I held back.|数学考试很难，做题时我沮丧得差点掉泪，但还是忍住了。

post |vt.|put up sth.on a screen, wall, or notice board |发帖子；张贴

Could you photocopy the advertisement and post it on the notice board for us? |你能不能帮我们把广告复印一份贴到公告栏里？

They post notices on the Internet, recommending that all users, whether frequent or casual, have

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their disks checked.|他们在网上贴出通知，告诫所有用户检查自己的软盘。

continual |a.|1.continuing without stopping |不间断的，不停的 The continual noise is making me angry.|噪音不断，我很生气。

Despite continual pain, he refused all drugs.|尽管疼痛不止，他仍然拒绝使用任何药物。

2.happening again and again |多次重复的；频繁的

There have been continual requests for improved working conditions.|人们不断要求改善工作环境。

The continual news reports about the economy have scared many manufacturers.|有关经济状况的频繁新闻报道使很多生产厂家担心不已。

continually ad.1.continuing for a long time without stopping |不间断地，不停地 The Museum is continually developing—there's something new to see every year.|博物馆不断地扩展——年年都可看到新东西。

No matter how hard you try not to think about past failures, they continually cro your mind.|不管你怎样努力不去想以往的失败，这些事老在心头萦绕。

2.repeatedly for many times and over a long period of time |多次重复地; 频频地 The child was continually changing his mind.|小孩的想法老是在变。

reap vt.1.get sth., esp.sth.good, as a result of what one has done|获得，得到

Now they have come to reap the benefits of their hard work.|现在他们该摘取他们的劳动成果了。

Those who take risks often reap great rewards.|肯冒风险，才有大收获。

2.cut and gather a crop of grain |收割；收获

The women were all out reaping the fields.|妇女们都出去收割庄稼了。

Summer is the time for reaping a harvest of fruits and vegetables.|夏天是收获水果和蔬菜的季节。

benefit n.[C] anything that brings help or profit |益处，好处

Some countries offer newcomers many benefits, such as job training and language leons.|有些国家为初来者提供许多优惠，如工作培训和语言课程。

Tourism has brought many benefits to the area. |旅游业给这个地区带来了丰厚的收益。

v. be useful or helpful to |有益于

The new teaching program will benefit many students.|这个新的教学项目会使许多学生受益。 He expects stocks to continue to rise higher, benefiting from falling interest rates.|他指望股票还能持续涨高，这样就可从下跌利率中赚上一把。

insight n.[C, U] an accurate or deep understanding of sth.|洞悉；深刻的见解 The lecture provides new insights into the way we proce language.|这次讲座使我们对语言处理有了新的认识。

Her research has given us some insight into what sparks a child's curiosity.|她的研究使我们对诱发孩子好奇心的因素有所了解。

communicate vi. exchange feelings, opinions, or information with other people |交

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流；交际

He is slow in speaking and cannot communicate with other people very well.|他说话慢慢吞吞，与人交流能力比较差。

They couldn't communicate in writing, because William was illiterate.|他们不能书信交流，因为威廉不识字。

vt. |make (opinions, feelings, or information) known or understood by others |传达；传播

Our teachers communicate their ideas very clearly.|我们的老师表达思想非常清楚。 She tried to communicate her fears to her mother.|她尽力向母亲表明自己的担忧。

favorite a.(BrE favourite) best liked or most enjoyed |最喜欢的

Of the many colors in nature, red is my favorite color because it is the most beautiful.|在自然界的诸多颜色中， 我最喜欢红色， 它最美。

Most people at the stadium will be cheering on their favorite players.|在运动场上， 大多数人都会为自己喜爱的运动员加油。

n.|[C] sb.or sth.that is loved above all others |特别喜爱的人或物 I like all her books but this is my favorite.|她写的书我都喜欢，但最喜欢这本。

Conflicts in the home often result from one child being thought of as his parents' favorite.|父母视其中一个孩子为掌上明珠常会引发家庭冲突。

gap n.[C] a big difference between two amounts, situations, or groups of people|差距；分歧

There's a ten-year gap between Kay's two children.|凯的两个小孩年龄相差10岁。

The age gap between us didn't seem to matter until we decided to have children.|在我们决定要孩子以前，年龄差距对我们似乎没什么影响。

Phrases and Expreions

at times

|sometimes but not usually |有时，偶尔

He used to go to the theater at times.|他以前偶尔会去看看戏。 At times he feels that he wants to leave his job.|有时他真想辞职。

be worth sth./doing sth.

|be rewarding enough for the time, effort, money, etc.|值得...的

The watch is worth more than the price.|这表的价值超出标价。

Doing morning exercises is worth the time.|花点时间做早操是值得的。

not only...but also...|不仅...而且...Not only did I find the game very boring, but I also felt it was meaningle.|我觉得这场比赛非常枯燥而且没什么意义。

Not only the story is interesting to us but also the English is good for us to learn.|这故事不仅有趣，而且其英语地道，值得一学。

far from

| not...at all; rather than |一点都不

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The composition is far from perfect.|这篇作文太糟了。

I know he was hurt, but he was far from being the person who was hurt most.|我知道他受了伤害， 但他还不是受伤害最深的人。

a couple of| two; a small number of |两个；一些，几个

I will need a couple of minutes to complete the report to my bo.|我还需要几分钟时间完成给老板的报告。

I met him a couple of times last year.|去年我遇见过他几次。

get/have/obtain acce to

|have the right to have or use sth.|有权享用；可以使用 People living here have acce to that swimming pool for free.|住在这里的人可以免费去那个游泳池游泳。

If I could get acce to the head offices, I could tell the management my new ideas about how to improve this company.|如果我可以到总部办公室去，我就能向管理部门提出改善公司状况的新主意。

participate in

|take part in |参加

We are expected to participate actively in English cla.|我们要积极参与英语课的活动。

She participated in several sports in senior middle school.|在高中时，她参加过好几项运动项目。

keep up with

|keep the same speed as |赶上；不落后

The small child had to run in order to keep up with his brother.|这小孩为了赶上他哥哥只好跑了起来。

I'm having trouble keeping up with the rest of the cla.|我要赶上班上其他人还有困难。

feel like sth./doing sth.

|want to have or do sth.|想要；想做 I feel like a cup of tea.|我想要杯咖啡。

I just don't feel like doing anything tonight.|今晚我什么事情都不想干。

give up |stop doing or stop trying to do sth.|停止，放弃

My teacher told me not to give up no matter how difficult things become.|老师要我无论如何困难都不要放弃。

I've given up trying to get her to change her mind.|我已不再争取让她改变主意。

think out |consider all the aspects and details of sth.before doing it |仔细考虑；推敲；琢磨

I need time to think things out.|我需要时间好好想一下。

She hadn't thought out what she was going to say at the party.|她还没有想清楚自己在聚会上要说些什么。

come acro |meet, find, or discover sb.or sth.by chance |偶然遇到；偶然发现 I've never come acro anyone like her father before.|我从来没有遇到像她父亲那样的人。 While I was cleaning the house, I came acro some old baby pictures of my father that I had

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never seen before.|在打扫房间时，我偶然发现了几张我父亲还是婴儿时的老照片，这些照片我过去从未见过。

reap the benefit(s) |get sth.as a reward for sth.done |获得益处，得到好处

Only a part of the people have reaped the benefits from the new policy.|只有一部分人从新政策中受益。

But the teenagers should reap the benefits of a more personal, better-run service.|然而青少年应该享受到更加个性化、实施质量更好的服务。

trade for |exchange for |用...换...I traded my old car for a new one.|我把旧车换成了新车。

In order to pay off his debts, he had to trade his piano for money.|为了还债，他只好把钢琴拿去换钱。

give sb.insight(s) into |give sb.a deep understanding of sth.|深刻理解

The discuion gave us a real insight into the causes of the present economic crisis.|这场讨论使我们对当前经济危机的原因有了真正的认识。

The story gave us insight into his determination to win and his desire to become the best.|这件事使我们对他决心获胜、渴望完美的心情有了深刻的认识。

now that

|because of sth.or as a result of sth.|既然，由于

Now that you have come, you may stay here.|你既然来了，就留在这里吧。

Now that we know each other better, we get along fine.|既然大家相互了解更深了，相处也就融洽了。

instead of |而不是；代替

They raised prices and cut production instead of cutting costs.|他们又是提价，又是减产，却没有降低成本。

He took English as his major instead of Japanese.|他选择学英语，而没选日语。

reach out to |communicate with; contact |接触，联系

Online learning helps us reach out to new friends.|网络学习使我们接触新朋友。

I realized at the same time he was reaching out to me；he was also asking for help.|我同时也察觉到他正在联系我；他在寻求帮助。

学外语

学习外语是我一生中最艰苦也是最有意义的经历之一。虽然时常遭遇挫折，但却非常有价值。

我学外语的经历始于初中的第一堂英语课。老师很慈祥耐心，时常表扬学生。由于这种积极的教学方法，我踊跃回答各种问题，从不怕答错。两年中，我的成绩一直名列前茅。

到了高中后，我渴望继续学习英语。然而，高中时的经历与以前大不相同。以前，老师对所有的学生都很耐心，而新老师则总是惩罚答错的学生。每当有谁回答错了，她就会

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用长教鞭指着我们，上下挥舞大喊：“错！错！错！”没有多久，我便不再渴望回答问题了。我不仅失去了回答问题的乐趣，而且根本就不想再用英语说半个字。

好在这种情况没持续多久。到了大学，我了解到所有学生必须上英语课。与高中老师不同，大学英语老师非常耐心和蔼，而且从来不带教鞭！ 不过情况却远不尽如人意。由于班大，每堂课能轮到我回答的问题寥寥无几。上了几周课后，我还发现许多同学的英语说得比我要好得多。我开始产生一种畏惧感。虽然原因与高中时不同，但我却又一次不敢开口了。

看来我的英语水平要永远停步不前了。

直到几年后我有机会参加远程英语课程，情况才有所改善。这种课程的媒介是一台电脑、一条电话线和一个调制解调器。我很快配齐了必要的设备并跟一个朋友学会了电脑操作技术，于是我每周用5到7天在网上的虚拟课堂里学习英语。

网上学习并不比普通的课堂学习容易。它需要花许多的时间，需要学习者专心自律，以跟上课程进度。我尽力达到课程的最低要求，并按时完成作业。

我随时随地都在学习。不管去哪里，我都随身携带一本袖珍字典和笔记本，笔记本上记着我遇到的生词。我学习中出过许多错，有时是令人尴尬的错误。有时我会因挫折而哭泣，有时甚至想放弃。但我从未因别的同学英语说得比我快而感到畏惧，因为在电脑屏幕上作出回答之前，我可以根据自己的需要花时间去琢磨自己的想法。突然有一天我发现自己什么都懂了，更重要的是，我说起英语来灵活自如。尽管我还是常常出错，还有很多东西要学，但我已尝到了刻苦学习的甜头。

学习外语对我来说是非常艰辛的经历，但它又无比珍贵。它不仅使我懂得了艰苦努力的意义，而且让我了解了不同的文化，让我以一种全新的思维去看待事物。学习一门外语最令人兴奋的收获是我能与更多的人交流。与人交谈是我最喜欢的一项活动，新的语言使我能与陌生人交往，参与他们的谈话，并建立新的难以忘怀的友谊。由于我已能说英语，别人讲英语时我不再茫然不解了。我能够参与其中，并结交朋友。我能与人交流，并能够弥合我所说的语言和所处的文化与他们的语言和文化之间的鸿沟。 Exercises IX.

1．我永远都不会忘记那位老师，是他告诉我学外语是有趣的、有价值的。如果没有他，我的英语说得不会像现在这样好。

2．没有任何其他语言能像英语那样让你感受到多姿多彩的世界文化。有了过硬的英语知识，你就可以体验奇妙的文化之旅。

3．写作不仅仅要写老师布置的话题，而且要写自己感兴趣的东西，例如，给朋友写电子邮件。

4．远程教学课程是指授课者与学生通过计算机通信技术进行交流的课程。

5．语不但是世界上最有用的语言，也是世界上最易学、易用的语言之一。

6．远程教学课程在时间安排止给予学生更多的自由，但与其他课程比，这些课程要求学生有更强的自律能力。 XI．

The topic of the paragraph- My learning experience in junior middle school.

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The cause: I had a kind and patient teacher who often praised all of the students.

The effect:I eagerly answered all the questions I could, never worrying much about making mistakes.I was at the top of my cla for two years. XII.

I am proud to say that I succeeded in learning a foreign language.It was a real challenge and, needle to say,it took a lot of practice.I carried a small dictionary with me everywhere I went as well as a notebook in which I listed new words I came acro.I also managed my time carefully so that I met the standards of the course and finished aignments on time.After years of persistence, I reaped the benefits of all my hard work.

Section B Reading Skills: Finding Out Word Meanings Text: Keys to Succeful Online Learning

New Words

community n.1.[C] a group of people who have the same interests, religion, race, etc.|团体；界

There are four ways you can help provide this important service to our academic community.你可以通过四种方式协助向我们学会提供这项重要服务。

According to Mr.Ellison, busine online will quickly evolve into a Web-based busine community.|艾立森先生认为，网上交易会很快演变为基于网络的商务社团。

2.[C] the people who live in the same area, town, etc.|社区居民；社区

The murder has shocked the local community who never expected such a thing to happen in their small town.|这桩凶杀案让当地居民很震惊, 他们谁都没想到在这小镇上会发生这样的事。 They made regulations to better manage the community.|他们确立规章制度，以更好地管理社区。

expand v.make or become larger in size, number, or amount |（使）变大；（使）扩张；（使）膨胀

Ever since he started school, he has tried to expand his mind with new information.|从开始上学起，他就想用新知识充实头脑。

Pepsi has aggreive plans to expand overseas.|百事可乐雄心勃勃，计划拓展海外市场。

aware

a.having knowledge or understanding |意识到的；知道的

New babies are sometimes not aware of other people.|新生儿有时意识不到他人的存在。 We were not aware of the rain until we went outside.|直到我们走出门才意识到下雨了。

unique a.1.unusually good and special |极不寻常的，极好的

We have developed a unique method for preparing beef.|我们发明了一种加工牛肉的好方法。 The exhibition provided a unique opportunity to see the artist's work.|这次展览是一次欣赏该艺术家作品的好机会。

2.being the only one of its type |唯一的，独特的，独一无二的 The music is unique to that country.|这是那个国家特有的音乐。

Each person's fingerprints are unique.|每个人的指纹都是独一无二的。

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ideal a.1.the best or most suitable that sth.could poibly be |最好的；理想的 An ideal place for a home would be near a park.|理想的家居应靠近公园。

I'm afraid the working conditions here are far from ideal.|恐怕这里的工作条件不够理想。

2.as good as one can imagine, but not likely to be real |想象的；理想化的 The ideal design would never be put into practice.|脱离实际的设计永远不会付诸实施。 Plato dreamed of an ideal society.|柏拉图梦想有一个理想社会。

forum n.[C] a place where people publicly discu sth.|论坛；讨论会

The aociation began as a forum for sharing ideas about management problems.|那个协会开始时是个论坛，交流关于管理方面的问题。

It also provided a forum for the latest research results.|它还为最新研究成果提供了一个论坛。

remove vt.1.get rid of sth.so that it does not exist any longer|消除 I can't remove this stain from the carpet. |我去不掉地毯上的污渍。

It would be best for the government to remove, rather than reduce, the tax burden placed on poor farmers.|最好是由政府免除贫困农民的缴税负担， 而不是减轻负担。

2.take sth.away from the place where it is |移开，挪走 Tom paused to remove his sunglaes.|汤姆略作停顿，取下了太阳镜。

Remove the pot from the heat and allow it to cool.|把罐子从火上拿开，使其冷却。

visual a. relating to seeing |视觉的

Children learn to read by understanding visual symbols. |儿童是通过理解视觉符号来学会阅读的。

Even if you don't buy anything, shopping is enjoyable for the visual experience alone.|你就是不买东西，逛逛商场也大饱眼福。

barrier n.[C] sth.that prevents sb.from doing sth., or limits what they can do 障碍 Dance is an entertainment without a language barrier.|舞蹈是一种没有语言障碍的娱乐形式。 A lack of education is a barrier to a good job.|受教育程度不够是找好工作的一大障碍。

hinder vt.make it difficult for sb.to do sth., or for sth.to develop |阻碍，妨碍，阻止 The high cost of the vaccine has severely hindered its use.|疫苗价格昂贵严重影响了它的使用。 The project has been somewhat hindered by financial restraints and much remains to be done.|项目在一定程度上受到资金限制，许多事仍然没做。

addition

n. 1.[U] the act of adding sth.to sth.else |添加

The addition of more meat into my diet has caused me to gain weight.|在饮食中添加肉食使我体重增加。

In 1987, the house was rebuilt with the addition of a second floor.|1987年房子翻修了一次，增加了一个楼层。

2.[C] sth.that is added to sth.else |增加物

A bottle of wine would make a pleasant addition to the meal.|这顿饭要再有一瓶葡萄酒可就锦上添花了。

Additions are made to the name list from time to time.|那份名单在不断进行补充。

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reflect v. 1.think quietly and deeply |深思，考虑，反省

Things were very different before the war, he reflected. |他想，战前的局势真是大不一样。 She reflected for a moment and then decided to change her mind about getting married at such a young age.|她考虑了一阵子，最后决定改变主意, 不那么年轻就结婚。

2.show or be a sign of a particular situation or feeling |反映, 体现 After listening to her friends, she believed that their anger did not reflect their real attitudes.|听了朋友的话后， 她相信他们生气并不说明他们的真正态度。

His ideas reflected the influence of his family background. |他的想法反映了家庭背景的影响。

environment|n. [C, U] the physical and social conditions in which people live |环境；周边状况；自然环境

Do girls learn better in an all-female environment? |女孩在纯女性的环境下学习状况是否会更好呢？

It's not a very safe environment for children there.|儿童处在那样的环境下不太安全。

critical

a.|1.very important |极为重要的，关键性的

His help is critical to our succe.|他的帮助对我们的成功非常关键。

Practice is a critical factor in learning a language.|练习是学习一门语言的关键因素。

2.giving a careful judgment of the qualities of sth.|评论的

His aignment was to write a 20-page critical review of Jane Austin.|他的作业是写一篇20页的文章评论简·奥斯汀。

He made a critical analysis of the event.|他对这一事件作了评论性的分析。

perspective|n.|[C] a way of thinking about sth.|视角；观点

Lawyers and economists often approach problems from different perspectives.|律师与经济学家看待问题的角度往往是不同的。

We must look at the problem in the right perspective if we are to make positive change in the way we do things.|如果要积极地改变我们做事的办法, 必须以正确的眼光看待这个问题。

peer n.[C] a person of the same age, cla, or position |同龄人；同等地位的人 The boy was popular with his peers.|那个男孩很受同龄人的欢迎。

American children did not do as well in math as their peers in China.|美国儿童在数学方面的表现不如中国儿童。

instruct vt.1.teach sb.sth., or show them how to do sth.|教育，指导

Without anyone to instruct me on values, I learned the difference between right and wrong by myself.|没有人教，我自己就学会了判断价值的正误。

He was sent to instruct the workers in operating the new machine.|他被派去教工人们操作新机器 。

2.officially tell sb.what to do |指示，命令；通知

Tourists are instructed not to take pictures inside the building.|游客被告知楼内禁止拍照。 The manager instructed his secretary to cancel all his appointments.|经理要秘书取消他所有的预约。

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instructor |n.|[C] a teacher |教师；指导者

He worked as a dance instructor in London.|他在伦敦担任舞蹈教师。

Teaching methods and techniques may vary by instructors.|教授方法和技巧因教师而异。

arise vi.(arose, arisen) 1.come into being; appear; happen|出现；发生

What can teachers do when legal problems arise? |如果出现法律问题，老师们能做些什么呢？ All staff members are expected to work overtime, if the need arises. |如果有需要，全体员工都要加班工作。

2.(from) come from |（由...）引起，（由...）产生

Errors and mistakes often arise from poor judgment. |差错与过失往往来自于判断失误。 The civil war arose from the social injustices present in the country.|内战的爆发是因为该国存在社会不公现象。

absolute a.complete or total|完全的；十足的

There was absolute certainty in his voice and no doubt about the actions he should take next.|他的口气绝对的肯定， 下一步怎么办是不容置疑的。

He has absolute confidence in what was about to happen.|他对即将发生的事完全有信心。

absolutely ad.completely and in every way|完全地；十足地

This statement should be absolutely clear in the minds of everyone concerned and should not be misunderstood under any circumstances.|所有相关人员必须对该声明做到心中完全有数， 在任何情况下都不允许曲解。

The work of the sales team was absolutely critical to the miion of the company.|销售组的工作对完成公司的任务至关重要。

explicit

a.expreed in a clear and direct way |清楚的；直截了当的

He's not being very explicit about his plans, is he? |他对他的计划有意含糊其辞，是吗？

Mr.Smith left explicit instructions that he wasn't to be disturbed.|史密斯先生明确指示不允许任何人打扰他。

comment n.[C] an opinion about sb.or sth.|意见；评论

The author gives useful comment on many of the ideas discued.|作者对于许多议题都给予了有用的意见。

He was new to the team and wasn't sure whether or not he should give his comments on their direction.|他是新来的，不知道是否应该对他们的指示发表意见。

vi.expre an opinion about sb.or sth.|评论

Officials for those companies refused to comment on this iue.|负责那些公司事务的官员拒绝对此事发表评论。

I am in no position to comment on the matter.|我无权对此事发表评论。

reinforce vt.make sth.stronger |强化；加固

Cultural and family values often reinforce traditional beliefs.|文化和家庭价值观往往强化传统信仰。

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When the wall began to fall apart, it became clear that somebody should reinforce it with new materials.|大墙开始倒塌，显然要用新材料来加固。

requirement|n.sth.that is needed or neceary |要求；要求的东西

I knew that concentration was the first requirement for learning.|我知道专心致志是学习的首要条件。

The faculty agreed on a change in the requirements.|系里同意对要求进行修改。

likely ad.probably |可能地

He very likely does not understand the nature of the risk that he describes.|他很有可能并不理解自己所谈的风险的实质。

Profit will most likely have risen by about $25 million.|利润极有可能要增加2,500万美元左右。

a.probably going to happen, or probably true |可能的；有希望的 It is likely that investors will face loes.|投资者有可能受到损失。

An unsuitable bed is the most likely cause of back trouble.|背部的不适极有可能是因为床铺选用不当。

commit vt.1.decide to use for a particular purpose |使用；用于

They called on Western nations to commit more money to the poor nations.|他们呼吁西方国家向贫穷国家投入更多资金。

A lot of money and time has been committed to this project.| 大量资金和时间都已投入到该项目。

2.do sth.wrong or illegal |犯（错误、罪行等）；干（蠢事、坏事等） The crime had been committed in cold blood.|这宗犯罪真是残酷。

He said this was the worst mistake that he had ever committed.|他说这是他犯的最大的错误。

aimilate vt.take in new ideas, information, etc.| 吸收，理解，掌握 It will take time to aimilate all these new ideas.|消化吸收这些新想法需要时间。

The person we are looking for must be flexible, creative, and able to aimilate new ideas.|我们在物色的人必须能随机应变，有创造力，能吸收新想法。

provide

vt. give sth.to sb.or make sth.available to sb.|提供

New Horizon College English provides a new way of learning English and its Web site is definitely worth visiting.| 新视野大学英语教材为英语学习提供了新模式，其网站无疑值得访问。

The money will be used to provide the school with new computer equipment. |这笔资金将用于为学校添置新的计算机设备。

input n.[U] information or some other kinds of resources that are put in/into |输入；投入

Any information that you put into a computer is taken as input.|输进计算机的任何信息均被视为输入。

Almost everyone involved had some input into what went wrong, so they should all share the

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blame.|几乎所有人都参与了，所以都要对出现的错误承担一定责任。

eential a. completely neceary |必不可少的，非常重要的 It is eential to remember every detail.|记住每个细节非常重要。

Summarize your eential points on one page.|把你的要点总结在一张纸上。

n.[C] (usu.pl.) sth.neceary |要素；要点 the eentials of English grammar |英语语法要点

Details may hide the eentials.|细节会使要点难以辨认。

challenge vt.1.question the rightne of sth.|质疑，对...表示怀疑

They challenged the authority of what he said.|他们对其发言的权威性提出了质疑。

Six states have challenged the law in federal court.|有六个州已就该法律向联邦法院提出质疑。

2.invite sb.to compete against oneself |向...挑战

To prove that he was faster than his friend, John challenged him to a race.|为了证明他比他的朋友跑得快，约翰提出与他赛跑。

Growing forces of opposition are challenging this government.|反对派力量不断增长，对这届政府正形成威胁。

n.[C, U] sth.that needs a lot of skill, effort and determination to achieve |挑战，考验

I like the challenge of learning new things.|我喜欢了解新事物要面临的挑战。

You may find your first couple of months on the job quite a challenge.|在工作的头几个月，你会感到巨大的挑战。

normally

ad.in the usual way or to the usual degree |通常；正常地 The museum isn't normally as crowded as this.|博物馆通常不像这样拥挤。

Although they normally work a 40-hour week, much overtime is often required.|尽管他们一般一周工作40小时，还是常常被要求加班。

sequence n.1.[C, U] a series of related events, actions, etc.that happen or are done in a particular order |连续；一连串

a sequence of good news |一连串的好消息

the sequence of events leading to the war |导致战争的一连串事件

2.[C, U] the order that sth.happens or exists in |次序，顺序 The chairs are numbered in sequence.|椅子按顺序编号。 The numbers are out of sequence.|这些号码顺序乱了。

sequential a.connected with or happening in a particular order |连续的 The numbers are arranged in sequential order.|这些号码是按顺序排列的。 It's not sequential; it's more like a web.|这不是连续的，而更像一个网络。

vital a.1.very important |极其重要的

His evidence was vital to the defense case.|他的证词对辩护案件极其重要。

In this job, the ability to remain calm is vital.|在这个工作岗位上，保持镇静的能力非常重要。

2.full of life and force |有生命的，充满生机的

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He is a strong, vital man.|他是一个身体强壮、充满活力的人。

The music sounds fresh and vital. |这种音乐听起来清新且富有活力。

personally ad.by oneself |亲自

The President wrote to us personally to thank us for our hard work.|总统亲自写信给我们，感谢我们所付出的艰辛劳动。

The teacher wants to talk to you personally.|老师想亲自和你谈谈。

effective a.1.producing the desired result |有效的，起作用的

Effective communication is vital in problem solving.|有效沟通对解决问题十分重要。

The advertisement was simple but remarkably effective.|广告虽然简单，但效果却非常显著。

2.being put into practice |生效的

The effective date of the agreement has been delayed to January 1 next year.|这个协议的生效日期推迟到了明年的1月1号。

The new law will be effective from April 16th.|这部新法律要从4月16号起生效。

facilitate vt. make it easier for sth.to happen |使容易；有助

With modern technology, the proce of communication is greatly facilitated.|有了现代化设备，交流的过程大大便利了。

Guests take advantage of local transportation in order to facilitate cultural exchanges.|旅客利用当地的运输系统促进文化交流。

facilitator n.[C] sb.who helps people do things effectively |促进者，推动者

The tutor is the facilitator of learning, while the learner is active.|家教固然能促进学习，学习者自身才起主动作用 。

I hope that we will continue to have the same facilitator as last semester; she was a lot of help.|我想继续聘用上学期的学习辅导员；她有很大帮助。

Phrases and Expreions

play a role |1.do sth.and have an influence on it |起作用

Online learning is playing a very important role in education.|网络学习在教育中起着重要的作用。

Clearly there are many factors that play a role in the decision-making proce.|显然，在决策的过程中，有许多因素在起作用。

2.act a role in a play or film |扮演一个角色

Many famous actors dreamed of playing the role of Hamlet.|很多著名的演员梦想着能够扮演哈姆雷特这一角色。

be/become aware of

|know about a situation or a fact |认识到，知道，觉察到 Are you aware of my coming? |你知道我要来吗？

I was not aware that you had already heard of the news.|我不知道你们已经听说了这个消息。

in addition |what is more; moreover |另外，加之

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In addition, we usually spend a week of the first term in Paris.|此外，我们通常会在春季去巴黎呆上一周。

In addition to the 40,000 students taking cla on campus, the University has over 300 students on distance-learning.|除了在校的40,000名学生外，该校还有300多名远程学习的学生。

reflect on

|think carefully about sth.|深思，考虑

She sat reflecting on how much had changed since she'd bought the farm.|她坐在那里，想着自从自己买下农场后所发生的变化。

He had time to reflect on his succees and failures.|他有时间对自己的成功和失败进行反思。

speak up

|1.say sth., esp.to expre an opinion |说出意见或看法

There was a brief silence, then he spoke up.|先是短暂的沉默；接着他发了言。

If you never speak up, people will not know how you feel.|如果不把想法说出来，大家不会知道你是怎么想的。

2.speak louder |大声说

Could you speak up so I can hear you, please? |麻烦您声音大点好么？ Speak up so grandma can hear you.|说大声点, 祖母才会听得到。

be finished with |complete the job that one was doing |做完，完成 Aren't you finished with the wash up yet? |你还没把餐具洗完吗？

When you are finished with the book, give it back to me.|书看完后就还给我吧。

allow for |consider sth.when making a plan or decision |为...留出余地；考虑到

We must start early to allow for troubles we might have in finding her house.|考虑到她的房子不好找，我们得早点出发。

It will take you an hour to get to the station, allowing for traffic delays.|把路上耽搁的时间算进去，你要用一个小时才能到车站。

on sb.'s part/on the part of sb. |done or experienced by sb.|某人所做的；就某人而言 It was the mistake on my part.|这是我的错。

There are still doubts on the part of the students.|这些学生仍然心存疑虑。

catch up (with) |improve and reach the same standard as other people |赶上，追上 He is studying hard to catch up with his clamates.|他正努力学习以赶上其他同学。 Run faster! They are catching up with us.|跑快点！他们快追上咱们了。

remind sb.of sth. |make sb.remember sth |使想起；提醒

The photo always reminds me of college days.|这张相片总让我想起大学里的日子。

She never forgets to remind her husband of his promises.|她从不忘记提醒丈夫他曾许下的诺言。

网络学习的成功秘诀

虽然常规的学校依然存在，但虚拟课堂在今天的教学领域中起着重要的作用。随着学生就业机会的迅速增多，越来越多不同年龄层的人开始意识到这种在家就学的网上学习方

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式。然而，网络学生需要具备一些特别的素质才能取得成功。 以下是网上学生要取得成功必备的一些理想素质。

1.与人分享生活、工作及学习经验，这些是网上学习的一部分。许多人发现网上学习需要他们运用各自的经验，同时又为他们提供了相互交流的场所。这一交流场所消除了一些学生自我表达的视觉障碍。此外，学生在答题之前有时间进行思考，这就使得网上环境开放而友好。

2.能通过书写进行交流。虚拟课堂的交流几乎都是书面形式。因而很重要的一点是学生要具有书面表达能力。有些学生书面表达能力差，有待提高，可以在网上学习之前提高或将其作为网上学习的一部分。这常常需要他们加倍努力。不管是单独学习还是小组学习，学生们就学习内容交流观点和见解，并展开讨论，同时了解其他同学的意见。这样，学生可以从同龄人那里得到启发，既跟老师学，又互相学习。

3.说出你的困难。记住，虚拟课堂里老师看不见学生。这就意味学生必须直接明了地表达自己的看法和要求。如果碰到技术方面的问题，或在理解课程中遇到困难，必须大胆说出来，否则任何人都无从知晓问题所在。如果某人不理解某个问题，或许别人也有同样的问题。如果有哪个学生能解决，他(她)也许就会帮助你。学生在给他人解释问题时，自己对该问题的认识也加深了。

4.认真对待课程。网上学习并不比课堂学习容易。事实上，许多学生说它需要花更多的时间和努力。网络课程的要求不低于其他任何一种优质课程。然而，取得成功的学生认为网上学习是一种便捷的受教育方式，但并不容易。晚上或周末，为了完成作业，许多网络学生在电脑前一坐就是几个小时。别人已完成作业和学习，开始玩耍，而此时网络学生却很可能还在上课。他们每门课程每周要上4到15小时。

5.把批判性思维和决策作为网上学习的一部分。网络课程要求学生根据事实和经验做出决定。对学生来讲，理解并消化信息，并通过批判性思维做出正确的决定是十分必要的。 在积极的网络环境中，学生从老师、同学那里感受到自己的价值，对自己的学习也感到满意。

6.三思而后答。在虚拟课堂上做出有意义、高质量的回答是网上学习的重要部分。 要花时间斟酌并仔细作答，提倡对不同观点进行验证和质疑。网络学生往往并不总是对的；他们应做好准备，迎接挑战。

7.跟上课程进度。网上学习通常是循序渐进的，要求学生专心投入。与网络课程保持同步，并按时完成所有功课至关重要。一旦落后就很难赶上。学生要有成功的欲望，而且也要渴望这种经历。老师可能会与学生面对面交流，提供帮助并提醒他们跟上进度的必要性。

正如许多优秀教师并不能有效地用网络辅助教学一样，并不是所有学生都具备在网上学习中取得成功所需的素质。具备上述素质的人通常能够成为优秀的网络学生。一旦拥有这些素质，网上学习说不定将是你最有价值的发现之一。

Exercises

Section C Comprehensive Exercises

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Unit 2 Preview Do you ever have difficulty talking to your parents? You‟re not alone.Young people and their parents usually fail in their attempts to communicate with each other.As a result, their two different worlds can move in separate directions or collide head-on.This is what is known as the “generation gap”

What can be done about this problem? The best solution is for both sides to practice better listening skills.Hearing what has been said and actually listening are entirely different matters.Listening means making the effort to truly understand and connect with what someone else is trying to say, and it is the key to effective communication.

Section A Pre-reading Activity You are about to read an early morning exchange between daughter and her parents.From the exchange, you will find that they think about the same things in very different ways.You will also find how they misunderstand each other.They seem to be blind to what is important in each other„s lives.This creates the so-called gap between the older and the younger generations.Yet, from another point of view, the exchange also shows the parents‟ deep concern for their daughter, who doesn‟t seem to know it.

1.They have an early morning exchange.

2.2.They misunderstand each other and seem to be blind to what is important in each other‟s lives.This creates the so-called gap.

Text: Deep Concern

Language Point

Language Point 1 | The radio clicked on.Rock music blasted forth.(Para.1)|Meaning: As soon as the radio turned on with a short, sharp sound, rock music began playing loudly.

Language Point 2 | Sandy sang along with the words as she lay listening to her favorite radio station.(Para.1)| Meaning: Sandy sang the song that was playing on her favorite radio station while she was still in bed.

Language Point 3 | Sandy, turn that music off! (Para.2)| Meaning: Sandy, stop that music!

Language Point 4 | Steve Finch burst into her room.(Para.2)| Meaning: Steve Finch entered her room suddenly.

Language Point 5 | Why do you have to listen to such horrible stuff? (Para.2)| Meaning: Why do you have to listen to such bad music?

|Language Point 6 | ...though it does have rhythm.(Para.2)| Meaning: ...though it really has rhythm.Here "does" is used for emphasis (强调) and should be followed by the bare infinitive form of the verb.

More examples:| He does have a brother in England.他的确有个弟弟在英国。 She did go to

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see the doctor yesterday. 她昨天的确去看病了。

Language Point 7 | I can't stand it.(Para.4)| Meaning: It is too much for me to bear.

Language Point 8 | Then she grabbed the soap and washed thoroughly, including her hair.(Para.5)| Meaning: Then she took the soap suddenly and washed herself all over, including her hair.

Language Point 9 | It isn't healthy to eat standing up.(Para.7)| Meaning: It isn't good for your health if you have your breakfast while standing up.

Language Point 10 | I'll brush my teeth when I'm done.(Para.12)| Meaning: I'll brush my teeth when I have finished my breakfast.

|Language Point 11 | It's disgusting.(Para.13)| Meaning: It's bad, and I don't like it.

Language Point 12 | Stop bugging me.(Para.16)| Meaning: Stop bothering me.

Language Point 13 | Sandy Finch, you're too young to wear that much makeup.(Para.19)| Meaning: Sandy Finch, you're not old enough to wear so much makeup.

Notice that the mother greeted the daughter by full name, which means the mother was very firm in her opinion and/or wanted to be sure to get her daughter's full attention.

Language Point 14 | ...and bolted out of the house.(Para.20)| Meaning: ...and left the house quickly.

Language Point 15 | After Sandy had left for school, Jane Finch sat down in peace and quiet to drink her coffee.(Para.21)| Meaning: After Sandy had left for school, Jane Finch sat down calmly to drink her coffee.

Language Point 16 | No, thanks, honey.My stomach feels upset—like its full of knots.(Para.23)| Meaning: No, thanks, dear.I am not feeling well in stomach.It seems full of knots.

Notice that the expreion "it's full of knots" may come from the idiom "knots in ones stomach", which means a tight uncomfortable feeling caused by a strong emotion such as fear or anger.

Language Point 17 | I don't think I'm old-fashioned, but hearing those tunele, offensive lyrics repeatedly makes my blood boil.(Para.23)| Meaning: I don't think I am unwilling to accept new ideas, but hearing those unpleasant songs over and over makes me angry.

Language Point 18 | ...different music appeals to different generations...(Para.24)| Meaning: ...people of different age groups like different types of music...

Language Point 19 | Maybe eating breakfast will help me get rid of some of the knots in my stomach.(Para.25)| Meaning: Maybe eating breakfast will help me feel better.

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Language Point 20 | ...that music could have a negative influence on Sandy.(Para.27)| Meaning: ...the music could have a bad effect on Sandy.

Language Point 21 | ...she and Sandy could still talk things over.(Para.29)| Meaning: ...she could still have a good discuion with Sandy about these things.

Language Point 22 | She knew she had to have patience and keep the lines of communication with her daughter open.(Para.29)| Meaning: She knew she had to be patient and keep communication with her daughter effective.

Language Point 23 | She wanted to be there as an anchor for her, but at the same time she would give her freedom to find her own identity.(Para.29)| Meaning: She wanted to be a person who can make her feel safe and supported but at the same time let her find out who she is by herself.

New Words

concern n.1.[U] a feeling of worry |担心；忧虑

In the story the parents show their great concern for their daughter.|故事里，父母对他们的女儿表现出极大的担心。

The recent rise in crime is a matter of great public concern.|近来犯罪的增多是公众非常担忧的事情。

2.[C] sth.that makes sb.worried |关心的事；担心的事

His main concern is to be able to provide money for his family.|他主要关心的是为家里赚钱。 Your private life is not my concern.|你的私生活与我无关。

vt.|1.make sb.feel worried |使担心；使忧虑

It isn't your problem—don't concern yourself with it.|这不是你的问题，你用不着担心。

What concerns me most is that despite pay increases, production has not improved.|最令我担心的是虽然工资增加了，生产却没有上去。

2.be about sth.|涉及，与...有关系

This article concerns the iue of generation gap.|这篇文章讲的是代沟问题。

This study concerns couples' expectations of marriage.|这项研究涉及夫妻对婚姻的期待。

click vi.make a short, sharp sound |发出咔嗒声 The key clicked in the lock.|钥匙在琐里咔嗒响了一声。

Her shoes clicked against the floor as she walked.|她走动时，鞋在地板上咔噔咔噔作响。

n.|[C] a short, sharp sound |咔嗒声

The door opened with a click.|门咔嗒一声开了。

I heard a click, and then the phone went dead.|我听到咔嗒一声电话就挂了。

blast vi.produce a lot of noise, esp.music |发出响亮的声音（尤指音乐） Music blasted from the radio.|收音机里猛地响起了音乐。

A machine gun blasted just outside the tent.|帐篷外，机关枪突然嘟嘟嘟地响起来。

vt.|break up by explosion |爆破

They had to blast their way through the mountainside.|他们不得不沿着山坡炸出一条路来。 The first shot mied and blasted a hole in the wall.|第一枪打偏了，在墙上炸出了一个洞。

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n.|[C] an explosion |爆炸

The blast completely destroyed the building.|爆炸彻底摧毁了这栋建筑。

The blast killed 168 people and hurt hundreds.|爆炸炸死了168人，炸伤了数百人。

forth ad.out; forward |出来；向外

The sun came forth from behind the clouds.|太阳从云后出来。

The house was still burning with thick black smoke pouring forth.|房子还在燃烧，冒出浓浓的黑烟。

burst vi.(burst, burst) move somewhere suddenly or quickly, esp.into or out of a place |冲，闯

Several students burst into the schoolmaster's office just as he was about to leave.|校长正要离开时，几个学生闯进了他的办公室。

She burst out of the room without saying a single word.|她什么也没说，冲出了房间。

horrible a. 1.very bad or unpleasant |糟糕的；使人不愉快的 This tastes horrible! |真难吃！

The weather has been really horrible all week.|这一周天气真是糟糕透了。

2.shocking;frightening |可怕的；令人恐惧的

What a horrible story! |可怕的故事! It's horrible to hear that so many people in the world are hungry and don't have food.|听到世界上有这么多人挨饿，没东西吃，感到很可怕。

stuff n. [U] sth.that one does not know the correct name |东西

What's the green stuff at the bottom of the bottle? |瓶底上那绿色的是什么东西？

I don't know how we're going to get all this stuff into the car.|我不知道我们如何将这些东西全部搬进车里去。

vt.|push sth.into a space |填；塞

The pillow was stuffed with feathers.|枕头里塞满了羽毛。

The rooms are stuffed with antiques and pricele treasures.|这几间房子都塞满了古董和无价之宝。

rhythm n. [C, U] a regular repeated pattern of sounds or movements |节奏 I'm not keen on the tune but I love the rhythm.|我不特别喜欢那曲调，但喜欢它的节奏。 You need to feel the rhythm of the music in order to dance properly.|为了跳好舞，你需要感受音乐的节奏。

grab vt. take sth.suddenly or roughly |抓住，夺得

Helen grabbed the toy car from her little brother.|海伦抢去了弟弟手上的玩具汽车。

She grabbed her clothes and ran out when the alarm went off.|警报响起时，她抓起衣服就往外跑。

thorough a. including every poible detail |全面的，彻底的 The doctor gave the patient a thorough check-up.|医生为病人做了全面检查。

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The police made a thorough search of the house and found the child hiding under a chair.|警察彻底搜查了那所房子，发现孩子藏在椅子下。

thoroughly ad. carefully and completely |完全地；彻底地 We thoroughly enjoyed our holiday.|我们假期玩得非常开心。

Eating only thoroughly cooked foods will reduce your risk of illne.|只吃完全煮熟的食物可以减少生病的危险。

makeup n. [U] paint, powder, creams, etc.that people put on their face |化妆品 She hadn't taken off her stage makeup yet when I saw her.|我见到她时她还没有缷去戏妆。 After I put on my makeup, I'll be ready to go with you to the restaurant.|我化好妆后，就准备和你去饭馆。

toast n.1.[U] bread made brown by heating |烤面包 He had toast for breakfast.|他早餐吃了烤面包。

She had a slice of toast and a cup of coffee.|她吃了一块烤面包，喝了一杯咖啡。

2.[C] an act of drinking, esp.in order to thank sb., wish sb.luck, etc.|祝酒，干杯

We drank a toast to our teacher's health.|我们干杯祝老师身体健康。

I'd like to propose a toast to the bride and groom.|我提议为新娘新郎干杯。

vt.|hold up one's gla and wish sb.succe, happine, luck, etc.|祝酒，干杯

Let's toast the friendship between our two countries.|让我们为两国的友谊干杯。 Let's toast Edward for a job well done.|让我们为爱德华出色的工作干杯。

disgusting a.very unpleasant |令人厌恶的，令人反感的 A bad egg has a disgusting smell.|臭蛋味道很难闻。

Rubbish was piled everywhere—it was disgusting.|到处堆着垃圾，真叫人恶心。

bug vt. (infml.) bother; annoy; trouble |打扰；使烦恼

It really bugs me when people come around without calling first.|有些人不先打电话就来，实在讨厌。

It just bugs me that I have to work so many extra hours for no extra money.|我必须加班加点地干这么多小时，却没有额外的工钱，实在让人烦恼。

eyeliner n. [C] |描眼膏；眼线笔

French eye-liners are well-known to the world.|法国眼线笔世界有名。 She was wearing thick, black eyeliner.|她描了浓浓的黑色眼线。

tattoo n. [C] patterns made by putting ink into the skin |文身

She said she hated to see the tattoo on his arm.| 她说她讨厌看见他手臂上的刺纹。 He has a tattoo of a snake on his left arm.|他的左臂刺了一条蛇。

vt.|have patterns made by putting ink into the skin |在身上刺文身

He had the words "I love you" tattooed on his chest.|他胸前文着“我爱你”的字样。 The man's left arm was tattooed with a snake.|这男人的左臂刺了一条蛇。

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pierce vt.make a hole in |穿孔于，打眼于

Many women have pierced their ears.|很多女士都扎了耳朵眼。

Rose underwent emergency surgery after a bullet pierced her lung.|一颗子弹穿了她的肺后，罗斯做了紧急手术。

bolt vi. move fast or run away suddenly |奔；窜

The noise of the explosion made the horses bolt.|一声爆响，把那些马吓跑了。

Before I could say a word, she turned and bolted out the front door.|不等我说话，她转身就窜出了前门。

upset a.feeling ill, worried, or anxious |不适的；心烦的；苦恼的

Phone and tell the teacher that you get an upset stomach.|打电话告诉老师你的胃不舒服。 I was quite upset at losing my purse.|我丢了钱包，心里非常不快。

vt.|(upset, upset) make sb.worried, anxious, or ill |使心烦；使苦恼；使不适

The news of his son's disappearance upset him.|他儿子失踪的消息使他心烦意乱。 What upsets me most is the fact that she told a lie.|最让我不安的是她撒了谎。

knot n. 1.[C] an uncomfortable feeling, esp.in the stomach, caused by fear, anger, etc.|紧张（感）；心窝揪紧 a knot of fear |一阵恐惧

There was a knot of tension in his stomach.|他感到一阵紧张。

2.[C] a join made by tying rope, cloth, etc.|（绳索、布条等打成的）结

Please tie a knot at the end of rope.|请在绳子的一端打个结。 Can you help me undo the knot? |帮我打开这个结好吗？

awful a. very bad or unpleasant; terrible |糟糕的；可怕的 It would be awful if they found out.|如果他们知道了真相，那就糟了。 I felt awful about not being able to help.|我帮不上忙，心里很难受。

tune n. [C] a number of musical notes that form a pleasing pattern of sound |曲调；旋律

I can't remember the tune of that song.|我记不起那首歌的调子。

I've heard that tune before, but I don't know the words to the song.|我听过这个曲子，但记不起歌词了。

tunele a. without tune; not having a pleasant tune |不成调的；不悦耳的

A young man walked by, singing a tunele song.|一个年轻人从身边走过，哼着不成调的歌。 The song is tuneful, but her voice is tunele.|歌很有旋律，可她的嗓子不动听。

offensive

a.causing offense; unpleasant |讨厌的；令人不快的

There are complaints that the advertisement was offensive to women.|有人投诉说这则广告是对女性的冒犯。

There is an offensive smell in the room.|房间里有难闻的气味。

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lyric n. [C] (~s) words of a song, esp.a popular song |歌词 I like the lyrics of this song.|我喜欢这首歌的歌词。

He wrote some great music, but the lyrics he wrote weren't that good.|他创作了一些好音乐，但他写的歌词不怎么样。

appeal vi.1.(to) attract; interest |使喜欢；吸引

This music is too old-fashioned to appeal to young people any longer.|这音乐太老，不能再吸引年轻人。

The idea of working abroad really appeals to me.|到国外工作对我真的有吸引力。

2.make a strong request for help, support, etc.|恳请；呼吁

The police are appealing to the public for any information about the murder victim.|警方呼吁公众提供有关被害者的情况。

The police have appealed to anyone with information to come forward and talk to them.|警察呼吁所有知情的人来和他们谈谈。

rid a.no longer annoyed by sb.or sth.unpleasant or unwanted |摆脱...的 Just give him the money and you can be rid of him.|给他点钱，你就可以摆脱他了。 Take the medicine, and you can get rid of this cold.|把药吃了，感冒就好了。

vt.|(rid, rid) make sb.or sth.free from sth.unpleasant or unwanted |使摆脱，使去掉

You must rid yourself of these old-fashioned ideas.|你必须抛掉这些陈旧的观念。 Will science finally rid us of this disease? |科学最终会让我们根除这种疾病吗？

piercing n.[C] a hole made through part of one's body in order to wear jewelry there |刺穿的孔

She has piercings in both of her ears.|她两耳都打了耳朵眼。

Body maage and ear piercing are offered at the small shop.|这家小店提供身体按摩和穿耳孔服务。

negative a.1.bad or harmful |不好的；负面的；消极的

I'm feeling very negative about my job—in fact I'm thinking about finding a new one.|我觉得我的工作很没劲，事实上我正考虑找一份新工作。

All this had a negative effect on my work.|所有这些对我的工作都产生了负面影响。

2.saying or meaning no |否定的

What is the negative form of this word? |这个词的否定形式是什么？

He gave a negative answer without any explanation.|他没有解释，只是给了否定回答。

influence n.[C, U] an effect on sb.or sth.|影响；作用

The fact that he's rich and famous had no influence on our decision.|他有钱有名气，但这不会影响我们的决定。

The parents were worried about the influence of Western films and TV programs on their children.|父母们担心西方电影和电视节目会影响孩子。

vt.|have an effect on |影响

You must decide for yourself.Don't let anyone else influence you.|你必须自己决定，别受他人

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的影响。

How much does TV advertising really influence what people buy?| 电视广告对人们购物的影响到底有多少？

patience n. [U] the quality of being able to remain calm, esp.when there is a difficulty or one has to wait a long time |耐心；忍耐（性）

I'm sorry.I've got no patience with people who don't even try.|对不起，我不能容忍那些连试一下都不肯的人。

This type of medical research requires great patience.|这种医学研究需要极大的耐心。

anchor n.1.[C] sb.or sth.that provides support and a feeling of safety |依靠，靠山 Parents need to be an anchor for their children.|父母应当是孩子的靠山。

Dad was the anchor of the family and I could always go to him for help.|爸爸是家里人的依靠，我随时可以去找他帮忙。

2.[C] a heavy metal object that is dropped into the water from a boat in order

to keep the boat in one place |锚

In the morning we weighed anchor and sailed on.|清晨我们起锚继续航行。 We dropped anchor a few yards offshore.|我们在离岸几码远的地方抛锚。

identity n. [C] who or what a person or thing is |身份；本体

To escape the police, he had to conceal his identity.|为了躲避警方，他不得不隐瞒身份。 She applied for a teaching job under a false identity.|她用假身份申请从事教书工作。

Phrases and Expreions along with |together with |一起，一道

Along with hundreds of others, she lost her job when the factory closed.|工厂倒闭，她和其他几百名工人一起失去了工作。

The mother was saved from the fire along with her baby.|母亲和婴儿都被从火中救了出来。

turn off |stop using a piece of equipment by moving a switch |关闭

Please turn all the lights off as you leave the building; we can't afford to waste power.|离开时请将所有的灯关掉，我们浪费不起电。

She turned off the water, dried herself, and dreed in jeans and a shirt.|她把水关掉，擦干身上的水，然后穿上牛仔裤和衬衫。

burst into |1.enter a place suddenly |闯入

She burst into the manager's office and demanded to speak to him.|她冲入经理办公室，要求当面跟他说话。

His partner was so excited about the news that he burst into the room to tell him.|他的伙伴听到这消息非常激动，冲进房间去告诉他。

2.start suddenly |突然开始

She burst into laughter.|她突然笑了起来。

Afterwards, she went straight to the ladies' room and burst into tears.|然后，她径直走进卫生间

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哭了起来。

over and over | again and again; repeatedly |一再，反复

Read the word over and over until you can say it correctly.|一遍一遍地读这个单词，直到你读对了为止。

They kept asking the same question over and over again.|他们反复问同一个问题。

reach for |move one's hand or arm in order to touch or hold sth.|伸手去摸；伸手去取 There was no time for me to reach for my gun.|我来不及伸手掏枪。

There was a noise outside, so Bill reached for his flashlight.|比尔听到外面的声响，便伸手去拿手电筒。

turn up |increase the amount of heat, sound, etc.by moving a switch |调大，开大 He turned the heat up because it was very cold inside the house.|他把暖气开大了点，因为屋里非常冷。

Is the sound turned up too loud for you? |你看这声音是否开得太大了？

turn down |reduce the amount of heat, sound, etc.by moving a switch |调小，开小 She could not bear the music and turned down the volume.|她受不了这种音乐，于是把音量关小了。

Can you turn the TV down? I'm trying to work.|你能把电视的声音开小点吗？我正想静心工作呢。

as well as |in addition to |除...之外；和

He's worked in Japan as well as Italy.| 他在日本工作过，也在意大利工作过。

Flowers are chosen for their scent as well as their look.|选花既要闻其香，又要观其色。

turn on |cause water, gas, etc.to flow or equipment to operate |打开开关 Please turn on the light for me; it's getting dark.|天黑了，请给我开开灯。

Jack turned on his computer and checked his email.|杰克打开电脑，查看电子邮件。

as usual

|in the way that happens most of the time |像往常一样，照例

Everything went on as usual, as if nothing had happened.|一切照常进行，好像什么也没发生过。

As usual, they'd left the children at home with the babysitter.|像往常一样，他们将孩子留在家里由保姆看管。

in peace and quiet |calmly; in a peaceful state |平静地

I'm tired—can't you just leave me in peace and quiet? |我累了，你不能让我静一静吗？

I wish she would just leave me in peace and quiet so that I can think about the problem without interruption.|我希望她能让我静一静，这样我可以不受干扰，好好想一想这个问题。

wake up | (cause to) stop sleeping |（使）醒来 Wake up, Jimmy, it's 8: 00.|醒醒，吉米，八点钟了！

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I'll wake you up when it's time to leave.|到了走的时候我会叫醒你。

make one's blood boil | make sb.angry |使某人生气

Her tunele music made her father's blood boil.|她那难听的音乐使她父亲很生气。 Whenever I think about it, it makes my blood boil.|我一想起它就生气。

get rid of

|1.free oneself from sth.unwanted or unpleasant |摆脱；除去

I've tried all sorts of medicines to get rid of this cold.|为了治好感冒，我已经试了各种药物。 This is an effective way to get rid of weeds.|这是一种除草的有效方法。

2.throw away or destroy sth.that one does not want|丢弃；扔掉

We're moving, so we have to get rid of a lot of our old furniture.|我们要搬家，不得不扔掉很多旧家具。

We should encourage the governments of the world to get rid of all nuclear weapons.|我们应该鼓励各国政府销毁所有的核武器。

knots in one's stomach |an unpleasant tight feeling |紧张，不安 He said he felt knots in his stomach.|他说他感到不安。

She had knots in her stomach before meeting his parents for the first time.|她第一次见他的父母时感到紧张。

in any case |no matter what happens |无论如何；不管怎样

The cost may be lower than we first thought, but in any case it will still be a lot.|费用也许比我们当初想象的低，但无论如何仍相当可观。

I don't understand why you're against it.In any case, I'm going to try.|我不明白为什么你不同意，无论如何我要试一试。

talk sth.over |talk about sth.thoroughly and seriously, esp.in order to settle a problem or reach a decision |商议；讨论

If you're worried about this change of career, why don't you talk it over with your family? |如果你对这次变换职业担心的话，为什么不和家人商量一下呢？

She wanted me to go to her office to talk things over.|她要我到她办公室把事情谈清楚。

深深的忧虑

收音机“咔嗒”一声，摇滚乐就大声地响开了。音乐像枪声似的将桑迪吵醒。她看了一下钟，早上6点一刻。她躺在床上，听着她喜欢的电台广播，嘴里哼着歌词。

“桑迪，” 她父亲喊道，“桑迪，把音乐关了！”史蒂夫·芬奇冲进她的卧室。 “你为什么一定要听这么糟糕的音乐？ 还听了一遍又一遍。虽然有节奏，可恐怕不是真正的音乐。”

“我喜欢这种音乐，爸爸。这是我最喜欢的。您听一下吧，您肯定会喜欢的。” 桑迪伸手把音乐开得更响。

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“别，别开那么响，我受不了。把收音机音量调低点，这样我和你妈妈就听不到了。我敢肯定，那音乐既伤你的耳朵，又伤你的大脑。”

桑迪走进浴室，打开淋浴喷头。然后她抓起香皂，浑身上下洗个遍，连头发也洗了。

淋浴后，桑迪梳了梳头发，穿上一件旧的绿色圆领衫和一条牛仔裤。接着她化好妆，走进了厨房。和往常一样，她不知道早餐该吃什么，便抓了杯牛奶，站在洗涤槽旁吃烤面包。就在此时，她妈妈简走进了厨房。

“桑迪，你怎么不坐下吃饭？ 站着吃饭对身体不好。” “我知道，妈妈，可我没时间坐着吃。” “昨天做作业了吧，宝贝？” “做了。”

“刷过牙了？”

“妈妈，我还没吃完饭呢。吃完了再刷。”

“桑迪，你怎么穿那件旧圆领衫呢？ 难看死了。” “妈妈，请别这样。” “别怎么样？” “别这样烦我。”

“桑迪，你怎么描起眼线来了？”

“我是描了，妈妈。我都描了几个月了。难道不漂亮？” “桑迪·芬奇，你还小，不能化这么浓的妆。”

“妈妈，我都15岁了，到了可以化妆的年龄了。给您说实话吧，学校的女孩子都化妆有些还文身，有的还戴耳环、鼻环、舌环呢。妈妈，我现在没时间给您说，我快迟到了，得走了。再见。” 桑迪匆匆吻了一下妈妈的脸颊，拿起书冲出了屋子。

桑迪离家上学后，简·芬奇平静地坐下来喝咖啡。没过一会儿，她丈夫走了进来。

“史蒂夫，喝点咖啡吧？”简问道。

“不，谢谢，亲爱的。我胃不舒服，心乱如麻。可能是因为那讨厌的音乐每天早上把我吵醒。我想我还不至于老得落伍吧，可没完没了地听那毫无韵律、令人讨厌的歌曲实在让我生气。”

“你知道，亲爱的，不同年龄的人喜欢不同的音乐，” 简劝说道。“还记得我们听过的一些音乐吗？”

史蒂夫笑了，“你说得有道理。也许吃点早饭能让我感觉好一点。” “你注意到了吗，今天早晨我们15岁的女儿都化了什么样的妆？我真不敢相信自己以前没有注意到。我想我们应该感到幸运，因为我们女儿的最大问题还只是化妆。我看到其他年轻人在镇上游手好闲，还文身，浑身穿了许多洞。”

“令我担心的是，”史蒂夫说，“那种音乐对桑迪可能有负面的影响。我不知道我们的女儿到底怎么回事。她在变，我很担心她。化妆品，糟糕的音乐，谁知道以后还会有什么花样？

我们得和她谈谈。新闻里报道的尽是惹上麻烦的青少年，可他们的父母却不知道自己的孩子有什么问题。”

“哦，我倒不认为她的音乐如此糟糕。但不管怎么说，你还是说得对，我们需要和桑

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迪谈谈，” 简说道。

去上班的路上，简·芬奇一面开着车，一面想着她的桑迪。她知道自己想说什么，得对桑迪说什么。她和桑迪之间还可以进行交流，这令她很高兴。她知道自己得有耐心，得保持自己和桑迪之间沟通的渠道畅通。她想在桑迪的身边，做她的保护人，同时又给她寻找自我的自由。 Exercises IX．

1．我认为那些在镇上游手好闲、在身上又文身又穿洞的青少年是在表达他们的个性。

2．因特网提供了一种更快捷的方式，让我们与全球的新老客户取得联系，并保持沟通渠道畅通无阻。

3．父母与自己十多岁的孩子的沟通问题不仅仅在于“代沟”，而且还在于双方都不完全理解对方的思想。

4．当父母与子女间有了这类沟通障碍时，青少年面临的问题可能更大。

5．青少年常常要经历这么一个阶段，在这个阶段，他们觉得父母会让他们没面子，害怕他们达不到自己朋友的标准。

6．比如，青少年希望在外呆到很睌，但是当第二天早上要起床上学时，那又是另一回事了。

Structured Writing XII.

The first thing you should do to make tea is to boil water.While waiting for it to boil, you can get your teapot out and put the right amount of tea leaves into it.When the water has come to boil, pour it into the teapot.Then wait for a few minutes to 1et the leaves steep.Next? Enjoy the tea.

Section B Reading Skills: Distinguishing Between Facts and Opinions Text: Is There a Generation Gap? Language Point Language Point 1 | As a result, many parents fear that peer opinions will become more highly valued and that they in turn will lose influence.(Para.1)| Meaning: Because of this, many parents worry that their children will pay more attention to peers' opinions than to theirs.

Language Point 2 | Several questions were asked to tap into basic beliefs and values...(Para.2)| Meaning: Several questions were asked to learn about people's basic beliefs and values...

Language Point 3 | Acro the generations, there was great consistency in the responses.(Para.2)| Meaning: All four generations have nearly the same answers.

Language Point 4 | These studies show that while young people tend to value their peers' evaluations over parents on things like music, clothing and what's "cool"...(Para.3)| Meaning: These studies show that while young people are more likely to prefer their peers' opinions to their parents about such things as music, clothing, and what's "cool" ...

Language Point 5 | ...they continue to look to parents for basic values and guidance in the more important areas of life, such as career and lifetime goals.(Para.3)| Meaning: ...they continue to

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depend on their parents for basic values, help, and advice in the more important areas of life, such as profeion and lifetime goals.

Language Point 6 | Perhaps, though, the problem does not lie in a difference of opinions or values, but in the way we relate to and communicate with each other.(Para.4)| Meaning: Perhaps, though, the problem is not that there is a difference of opinions or values between the old and the young, but that they have different ways of understanding and communicating with each other.

Language Point 7 | Here are some tips from an article entitled "Bridging the Generation Gap" that might help.(Para.4)| Meaning: Here are some pieces of useful advice taken from an article with the title "Bridging the Generation Gap".

Language Point 8 | An attitude of respect and trust can be contagious.(Para.5)| Meaning: An attitude of respect and trust can bring about the same feelings in other people.In other words, if you respect and trust others, others will respect and trust you.

Language Point 9 | Questioning can sound like interrogation.(Para.6)| Meaning: To children the questions parents ask may seem to be questions police ask criminals.

Language Point 10 | Instead, adopt an attitude of curiosity rather than control.(Para.6)| Meaning: Instead, you should show your desire to know about your child, not to control him or her.

Language Point 11 | If your object is only to listen, you should be careful not to be preparing your response while your teen is still talking.(Para.6)| Meaning: If you just want to listen to your child, you should pay attention to what he or she says rather than think about how to give a reply.

Language Point 12 | Ask whether your child wants to hear it before sharing your point of view.(Para.7)| Meaning: Ask whether your child wants to hear your opinion before telling him or her about your ideas on that particular subject.

Language Point 13 | If you state your case with a "This is what makes sense to me" attitude as opposed to "This is the right way to see things", he or she can listen more openly instead of planning rebellion.(Para.7)| Meaning: If you tell your story with a friendly attitude instead of a commanding one, he or she will listen more willingly to you rather than rebel against you.Notice that "This is what makes sense to me" is taken as a modifier that describes attitude.

Language Point 14 | Any way you can get acro the meage "We're in this together" can help bridge gaps that conflicts might otherwise create.(Para.8)| Meaning: Any method by which you make your teen understand "We shall work on this together" can help bridge gaps that might be caused by other differences between you and your teen.Note that "you get acro the meage" is a clause that modifies "any way" while "that conflicts can otherwise create" is a clause that modifies gaps."We're in this together" is in apposition (同位) to "the meage".The word "in" here means involved in.

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Language Point 15 | Instead of "You're ruining your life!", say "I'm concerned about what might happen if..." "What do you think you might do in a situation like that?" (Para.9)| Meaning: Do not say "You're ruining your life!" Just say "I worry about what might happen if..." or "What do you think you might do in a situation like that?"

Language Point 16 | Whether it's about checking in by the phone, putting things away, or drinking out of the milk carton, "Do as I say and not as I do" will not improve the relationship.(Para.10)| Meaning: Whether it is about reporting ones arrival at a place by the phone, about putting things where they are usually kept, or about drinking out of the milk carton, parents will not make the relationship better if they themselves do not follow the rules that they give to their children.The implied meaning of this sentence is that whatever the rule is about, parents should follow it before asking their teens to obey it.

Language Point 17 | Showing self-acceptance and tolerance for imperfection is very encouraging to teenagers (as well as other people around you) and tends to make you easier to approach with questions, regrets, and challenges.(Para.11)| Meaning: Accepting yourself and admitting that you are not perfect is very encouraging to teenagers (and to other people around you) and is likely to make you an easier person for other people to ask questions, expre regrets, and present challenges.

Language Point 18 | ...like losing your cool or saying something hurtful during an argument.(Para.11)| Meaning: ...like losing your self-control or saying something hurtful during a discuion.

Language Point 19 | The humor, energy and sense of poibility teenagers often have can awaken parents to positive sides of themselves they had forgotten or neglected.(Para.12)| Meaning: Teenagers are full of humor and energy, and they think that everything is poible.This can make parents aware of their own strong points which they had forgotten or given little attention to.Note that "teenagers often have" is a clause modifying "the humor, energy and sense of poibility".

New Word

concept

n. [C] a thought, idea, or principle |概念；观念

The concept that "big is beautiful" is no longer as popular as it was.|“大就是美”这种观念不再那么流行了。

This section has introduced some of the basic concepts used by many sociologists.|本节介绍了许多社会学家使用的某些基本概念。

consistency n. [U] the quality of always being the same |一致性；连贯性

Your work lacks consistency.Sometimes it's excellent but at other times it's full of mistakes.|你的工作缺乏稳定性，有时做得很好，有时则错误百出。

Consistency of performance depends on several factors.|表演的稳定依赖于几种因素。

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response

n.1.[C] a reply |回答

I've sent out 20 letters of inquiry but I haven't had any responses yet.|我发出了20封询问信，但还没有收到回复。

Her response was to leave the room and slam the door.|她的反应是离开房间把门砰地关上。

2.[C, U] an action done as a reaction to sth.|反应，回应 She opened the door in response to the knock.|听到敲门后她便开了门。

The report has aroused a strong response from the readers.|这篇报道引起了读者的强烈反应。

refute

vt.prove that sb.or sth.is not correct |反驳，驳斥

I knew he was lying but I had no evidence with which to refute his story.|我知道他在撒谎，但我没有证据反驳他。

tend vi.be likely to do sth.|倾向于，趋于

People tend to need le sleep as they grow older.|随着年龄增长，人们对睡眠的需求往往在减少。

It tends to rain here a lot in the spring.|这里春天往往雨水很多。 vt.|take care of; look after |照料，照顾

She tended her husband during his long illne.|丈夫长期卧病，她一直照料他。

ane was outside tending the garden when the fire broke out.|发生火灾时，简在外面护理花园。

evaluate vt. judge the value, quality, or degree of sth.|评价；评估

|The school has only been open for six months, so it's hard to evaluate its succe.|该学校仅开办了六个月，现在很难估计其成绩。

It can be difficult to evaluate the effectivene of different treatments.|很难评估不同治疗方法的效果。

evaluation n. [C, U] a judgment about the value, quality, or degree of sth.|评估；评价 We need to carry out a proper evaluation of the new system.|我们需要对这个新的系统做适当评估。

They took some samples of products for evaluation.|他们取了一些样品进行评估。

guidance n.[U] help and advice |指导，引导

They offer practical guidance to people starting their own businees.|他们给开始自己创业的人提供切实可行的指导。

Your teacher can give you guidance on choosing a career and writing a job application.|你的老师可以指导你如何选择职业和写就业申请。

career n.[C] a job or profeion one is trained for and intends to follow for part or the whole of one's life |职业；一生的事业

His career in politics is rather succeful.|他的政治生涯很成功。

Overall, I am very pleased about this new turn in my career.|总的说来，我对自己事业中的转机很满意。

trend n.[C] a change toward sth.new or different |趋势；倾向

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Lately there has been a trend towards hiring younger employees.|近来的一种趋势是雇用年轻的员工。

A lot of the students don't think for themselves; they just follow the latest trends.|很多学生不用脑思考，他们只会跟随最新潮流。

apply vt.use sth.such as a method, idea, etc.|使用，应用

New technology is being applied to almost every industrial field.|新技术被应用到几乎每个工业领域。

These ideas are often difficult to apply in practice.|这些思想在实践中往往难以应用。

vi.|request sth., esp.in writing |申请

She said she would apply to the department for a computer.|她说她会向系里申请要部电脑。 How many jobs had you applied for before you were offered this one? |在得到这份工作之前，你申请了多少工作？

individual a.single or particular |单个的；个别的

The education department decides on general teaching policies, but the exact details are left to the individual schools.|教育部门决定总的教育方针，但确切的细节留待各个学校自己处理。 He has his own individual method of organizing his work.|他以自己独特的方式组织自己的工作。

n. [C] one single person or thing |个人；个体

Are the needs of society more important than the rights of the individual? |社会的需求比个人的权利更重要吗？

Effects of the drug vary from individual to individual.|这药的效果因人而异。

teen n.[C] (infml.) a teenager |少年，十几岁的孩子

Many teens continue to look to their parents for guidance in their studies.|许多十多岁的孩子学习时依然依赖父母给予帮助。

Seeing the police, the teens ran away.|一看到警察，这些少年就跑开了。

relate vi.(to) be able to understand a situation or the way sb.feels or thinks |理解；适应；和睦相处

The magazine deals with scientific subjects that ordinary people can relate to.|该杂志讨论的科学话题一般人都能看懂。

Laurie finds it difficult to relate to children.|劳利感到很难与孩子沟通。

V.show or make a connection between two different things |把...联系起来

I don't understand how the two ideas relate.|我不明白这两个观点之间有什么联系。

The report relates heart disease to high levels of stre.|这篇报告认为心脏病与精神压力过大有关。

entitle vt.1.give a title to a book, play, etc.|给（书、剧本等）题名；定名

Have you read the novel entitled Crime and Punishment? |你读过《罪与罚》这部小说吗？

The last song is entitled "Into the Woods".|最后一首歌叫《走进森林》。

2.give sb.the right to have or do sth.|使有权做；给予...的资格

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Only members of the company are entitled to use the facilities.|只有公司职员有权享用这些设施。

Being a member entitles you to discounts on tickets.|成为会员可以使你享受折扣票。

attitude n.[C] a way of feeling or thinking about sb.or sth.|态度；心态 She shows a very positive attitude to her work.|她的工作态度很积极。

Officials took the attitude that the problem was not their responsibility.|官员的态度是，这问题不是他们的责任。

contagious a.1.(of an action, thought, etc.) that is likely to cause a similar response in others |有感染力的

Her contagious smile impreed me most.| 她的微笑富有感染力，给我留下深刻印象。

Trust is contagious.You trust other people and they will trust you.|信任是有感染力的。你信任他人，他人就信任你。

2.(of a disease) that can be paed from one person to another |传染的

Measles is highly contagious.|麻疹的传染性很强。

Most eye infections are contagious.|多数眼睛感染是会传染的。

confidence n.1.[U] the belief that one can do sth.well |信心，把握

The company is looking forward with confidence to the next five years.|那家公司对未来五年充满信心。

I developed much more confidence in my ability and I've pushed my grades up.|我对自己的能力信心更足，而且我的成绩也提高了。

2.[U] the belief that sb.or sth.is good and one can trust them |信任，信赖

We have complete confidence in your ability to do the job.|我们完全相信你有能力做这项工作。

What is most important is to maintain the customers' confidence in our product.|最重要的是要保持消费者对我们产品的信赖。

self-confidence n. [U] confidence in oneself |自信

Paing the test helped her gain self-confidence.|她通过了考试，这帮助她获得了自信。

He's new on the job, but he has plenty of self-confidence.|他干这项工作是个新手，但是他非常自信。

sound vi.(linking verb) seem |听起来；好像

This proposal sounds good to me, and I'm interested in seeing how it actually works.|这个建议听起来很好，而且我很想看如何实施它。

It sounds to me as if he needs profeional help.|我觉得他好像需要职业帮助。

interrogation n.[C, U] the proce of asking sb.questions for information, sometimes using threats |审问，盘问

He said he had the right to silence during the police interrogations.|他说警察审问时他有权保持沉默。

The interrogation of terrorist suspects gave the police a lot of information.|通过审问恐怖分子嫌

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疑犯警察获得了很多信息。

adopt vt.1.decide to use sth.|采用；采取

She decided not to adopt her husband's name when she got married.|她决定婚后不从夫姓。 These standards have been adopted by many cities; others have established their own standards.|很多城市采用了这些标准；其他城市建立了自己的标准。

2.take sb.else's child into one's family and legally become its parent |收养，领养

The couple adopted a baby boy.|那对夫妇领养了一个男婴。 She was adopted when she was four.|他四岁时被人领养了。

curiosity n.[U] the desire to know or learn |好奇心；求知欲 She asked the question out of curiosity.|她问这个问题是出于好奇心。

The news aroused a lot of curiosity among local people.|这条新闻引起了当地人的极大好奇心。

view n.1.[C] an opinion or idea about sth.|观点，意见 In my view, she has done nothing wrong.|依我看，她没有做错。

I don't agree with the view that longer prison sentences stop people from committing crime.|我不同意判重刑会阻止人们犯罪这一观点。

2.[U] ability to see sth.; sight |视力；视线

The car turned the corner and was no longer in our view.| 那辆车拐过街角就从我们的视线中消失了。

Frank hit him in full view of all the guests.|弗兰克当着所有客人的面打了他。

oppose vt.disagree with sth.such as a plan or idea and try to change or stop it |反对 Some people oppose the use of death penalty.|有的人反对使用死刑。

The local people opposed the building of an airport nearby.|当地居民反对在附近修建机场。

rebellion n.[C, U] opposition to sb.in authority; refusal to obey |反抗；反对；对（权威等的）蔑视

As a result of the workers' rebellion, their working conditions have been improved.|工人们反抗的结果是，他们的工作条件得到了改善。

Teenage rebellion is something that many parents are concerned about.|青少年叛逆是很多父母关心的事情。

chore n.[C] a regular piece of work or job, esp.in a house |家庭杂务；日常零星工作 Everyday chores like shopping and housework take much of her time.|购物、家务等日常杂务占去了她很多时间。

Husbands should do their share of the household chores.|丈夫也应该承担部分家务活。

conflict

n.[C, U] a state of disagreement or argument between people or groups |冲突；争论

There is a conflict between what they are doing and what we need.|他们所做的事与我们的需要有冲突。

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I came into conflict with one of my key managers.|我与我的一个重要经理发生了冲突。

vi.(of ideas, beliefs, etc.) cannot exist together or both be true |冲突；抵触

His statement and yours conflict.|他的话和你的话相互矛盾。

The company's desire to make large profits often conflicts with consumers' interests.|公司想赚大钱，这往往与顾客的利益冲突。

credibility n. [U] the quality of deserving belief and trust |可信性；可靠性

The accident has damaged the credibility of the nuclear power industry.|这一事故损坏了核能工业的可信度。

There are questions about the credibility of these reports.|对于这些报道的可靠性，有人提出了质疑。

ruin vt.|destroy or spoil completely |毁坏，毁掉 The war ruined the ancient city.|战争毁掉了那座古城。

A long strike would ruin the company.|长期罢工会毁掉这家公司。

carton n.[C] a box made from stiff paper or plastic |硬纸盒；塑料盒 a carton of orange juice |一盒橙汁

I took a ballpoint pen and punched a hole in the carton.|我拿了一支圆珠笔，在盒子上戳了个洞。

admit vt. accept or agree that sth.is true or sb.is right |接受；承认 He admitted his guilt.|他承认有罪。

You may not like her, but you have to admit that she's good at her job.|你可能不喜欢她，但你得承认她工作很出色。

acceptance n.[U] the act of accepting or being accepted |接受；认可

The new theory is gaining acceptance among the experts.|这一新理论正被专家所接受。 His calm acceptance of whatever comes his way surprised us.|无论发生什么，他都能冷静接受，这使我们很吃惊。

Self-acceptance n. [U] the act of accepting oneself |自我接受

Self-acceptance may be even more difficult than getting other people to accept you.|自我接受也许比让别人接受你更难。

Self-acceptance is important to most youngsters.|自我接受对多数青少年来说很重要。

tolerance n.[U] the ability to accept or allow sth.that one does not like or agree with |包容；宽容

We should have tolerance for those with different views.|我们应该包容不同意见的人。

My biggest weakne was my lack of tolerance for any error.|我最大的缺点是我不能容忍任何错误。

perfection n. [U] the state of being perfect or without fault |完美 He aims at perfection in everything he does.|他做事样样追求完美。

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The perfection of a person's looks is only skin deep.True beauty comes from the inside.|外貌的完美是肤浅之美。真正的美来自内心。

imperfection n. [C, U] the state or quality of not being perfect |不完美

He admits that there are imperfections in the social system.|他承认社会制度有不完美的地方。 The design of the test has some imperfections.|这一考试的设计有不完美的地方。

approach v.move closer |接近，靠近

She heard footsteps approaching from behind.|她听到身后有脚步声向她靠近。 As I approached the house, I noticed a light on upstairs.|在我靠近房子时，我注意到楼上有盏灯亮着。

vt.begin to consider or deal with |处理

What is the best way to approach this problem? |着手处理这个难题的最好办法是什么？

It might be poible to approach the iue in a different way.|或许可以用另一种方式来处理这个问题。

n.1.[C] a method of doing sth.or dealing with a problem |方法；途径

Parents don't always know what approach to take with teenage children.|父母往往不知道怎样对待十多岁的孩子。

The company needs to adopt a different approach to this matter.|处理这个问题，公司需要一种不同的方法。

2.[U] the act of moving closer |接近，靠近

With the approach of winter, animals begin collecting food.|冬天来临，动物开始储藏食物。 At their approach the boy ran away.|他们走近时，小男孩跑开了。

hurtful a.painful to the feelings |伤感情的；刻薄的 His words were hurtful.|他的话很伤感情。

Don't say such hurtful things to your friend.|别对你的朋友说这样伤感情的话。

argument n.1.[C] a disagreement, esp.one that is noisy |争论，争吵

She had an argument with her father about music.|她和她父亲为了音乐问题而争吵。 She told the police that she and her husband had an argument before he left.|她告诉警察，在丈夫离开前，她和他吵了架。

2.[C] a reason given to support or oppose sth.|论据；论点

His argument was that if they bought a smaller car, they would save money.|他的理由是，如果买辆小的车，他们就可以省点钱。

Do you agree with the argument that violence on TV makes people behave violently? |电视里的暴力使人们行为充满暴力，你同意这种观点吗？

humor n.[U] (BrE humour) the quality of causing fun |幽默；诙谐

|It's an awful situation but at least you can see the humor in it.|处境虽然尴尬，但你至少可看到其中的幽默。

Do the best you can, hope for the best, and try to keep a sense of humor.|尽力干，往好的方面想，力求保持幽默感。

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poibility n.[C, U] sth.that might happen or be true |可能（发生）的事；可能性 There is a strong poibility that they will win the election.|他们很有可能在选举中获胜。

What's the poibility of the weather getting better before the weekend? |周末之前天气好转的可能性有多大？

awaken v.wake up or make sb.wake up |醒来；唤醒

He awakened to see it was already 10 in the morning.|他醒来时，发现已是上午10点。 We were awakened by a loud knock at the door.|敲门声音很大，把我们吵醒了。

neglect vt.give little or no attention to |忽视，忽略

The garden has been neglected for a long time.|花园已很久没有人照管了。

Four security guards were accused of neglecting their duties.|四位保安人员被指控失职。

n. [U] failure to look after sth.or sb.properly |忽略，疏忽

The accident was caused by neglect of duty.|事故是由于玩忽职守引起的。

After years of neglect, the road was in poor condition.|由于几年无人维护，这条路的路况很糟糕。

Phrases and Expreions as a result |because of sth.that has happened |结果是

There was a heavy snow and, as a result, she was late.|她由于下大雪而迟到了。

A terrible earthquake took place last week.As a result, 2,500 people were killed.|上周发生了可怕的地震，结果死了2,500人。

in turn |1.as a result of sth.|因此，转而

One of the members told the story to his friend who, in turn, leaked it to a reporter.|一名成员将情况告诉了他的朋友，这个朋友转而将消息告诉了记者。

Streful environment leads to unhealthy behavior, which in turn increase the risk of heart disease.

2.one after the other, esp.in a particular order |依次；轮流

There were cheers for each of the women as they spoke in turn.|女士们依次发言，听众对每个人报以欢呼。

We drove in turn so that each of us could rest a bit.|我们轮流开车，以便大家都能休息一会。

tap into |understand sth.such as people's ideas, beliefs or attitudes |了解

The survey is aimed to tap into people's attitudes toward the new policy.|这项调查旨在了解人们对新政策的态度。

The program helps people tap into more job opportunities.|这个项目帮助人们了解更多的就业机会。

get ahead |make progre or be succeful |取得进步；成功

The best way to get ahead is through hard work.|成功的最佳途径是努力工作。

She soon found that it wasn't easy to get ahead in the movie busine.|她很快发现很难在电影业发展。

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look to |depend on sb.to do sth.|依赖；指望

He always looked to his father for advice.|他经常依靠父亲给他提供意见。

They're looking to the new manager to make the company profitable.|他们正指望新经理能使公司赢利。

feel like |feel as if |感觉好像；似乎

They felt like they were giving away company secrets.|他们觉得好像在泄露公司秘密。 I stayed there two days, but it felt like a week.|我在那里呆了两天，但觉得好像呆了一周。

the way |(used to introduce a clause) in the way that |以...方式，以...方法

He does not bother about small matters the way his elder brother does.|他不像他哥哥常为琐事而操心。

He tried to decorate his house the way we did.|他尽力像我们一样装修房子。

sound like |seem |听起来；似乎

Becoming a doctor sounds like a good idea.|当医生似乎是个好主意。

Malta sounds like a great place for a holiday.|马耳他似乎是个度假的好地方。

rather than |instead of |而不是

It was what he meant rather than what he said that annoyed me.|让我生气的是他话中的意思，而不是他所说的话。

Nuclear science should be developed to benefit the people rather than harm them.|发展核科学应该是为了造福人类而不是伤害人类。

point of view |a particular way of seeing or judging a situation, person, event, etc.|观点，意见

He always put his point of view with courage.|他总是大胆地说出自己的观点。

From an economic point of view, the new development will benefit the town greatly.|从经济角度看，新的发展大大有利于这个城镇。

as opposed to |used to compare two things and show they are different from each other |与...对照；而不是

This is a book about busine practice as opposed to theory.|这本书讲的商业实务而不是理论。 Students have discuions as opposed to just listening to the teacher.|学生们展开讨论，而不是单纯地听老师讲。

get acro |(cause to) become understood or accepted |（被）理解；（被）接受

It is hard to get some Chinese jokes acro to foreigners because of cultural gap.|由于文化差异，一些中国笑话很难被外国人理解。

We must get acro the simple fact that drugs are dangerous.|我们必须让人知道这个简单的事实：毒品是很危险的。

be concerned about

|give one's attention to or worry about sb.or sth.|担心

If you are concerned about your baby's health you should consult a doctor immediately.|如果你

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担心婴儿的健康，就立刻带他去看医生。

She is concerned about her son's performance at school.|她很担心儿子在学校的成绩。

check in |1.(AmE) call a person to say where one is and what one is doing |打电话报平安

He called to check in and tell us how he was doing.|他打电话报平安，告诉我们他的情况。 She checks in with her mother at least once a week.|她一个星期至少打一次电话给妈妈报平安。

2.report one's arrival, as at a hotel desk, airport, etc.|登记入住；办登机手续

We've checked in at a local hotel.|我们已在当地一家旅馆办理了入住手续。

Paengers should check in two hours before the time their plane leaves.|旅客要在起飞前两小时办理登机手续。

put sth.Away |put sth.where one usually keeps it |把某物收好或放好 Put the books away on the bookshelf.|把书放回到书架上。 He put his toys away every night.|他每晚都把玩具收拾好。

lose one's cool

|lose one's calmne and self-control |失去冷静

His teacher lost his cool when the boy was late again.|男孩又迟到了，他的老师很生气。

I should not have lost my cool and behaved in that manner.|我真不该生气，做出那样的行为。

awaken sb.to sth. |make sb.aware of sth.|使某人意识到某事

We must awaken people to the need to protect our environment.|我们必须使人们认识到保护环境的必要性。

The program awakens us to the danger of pollution.|这个节目让我们认识到污染的危害。

有代沟吗？

“代沟”这一术语出现于20世纪60年代。代沟的概念之一是指父母和孩子有不同的价值观和信仰。因此，很多父母害怕孩子赞成伙伴的观点，父母转而失去影响力。虽然这个术语还是常常被使用，有人却开始问这个问题：“今天的社会还有代沟吗？”

有一项研究比较了四代人：18-30岁的人，31-48岁的人，49-62岁的人，63岁和63岁以上的人，问了几个问题以了解人们对一些问题的基本信仰和价值观， 如“努力工作是成功之道”，“美国是世界上最佳的生活地”。四代人给出的答案非常接近。

许多对年轻人的研究驳斥了代沟这一观念的存在。这些研究显示，较之父母对音乐、服装和何为“酷”的评价，年轻人更趋于赞同伙伴的见解，与此同时，在生活中更重要的方面，如职业生涯、终身目标等，他们还是继续依赖父母的基本价值观和指导。

当然，总趋势是不能时时用于个例的。觉得在我们和我们的十多岁孩子之间好像存在令人不快的“代沟”，需要弥合它，这是自然的。然而，问题也许不在于见解和价值观的不同，而在于我们相互理解和沟通的方式。下面的建议摘自于一篇题为“弥合代沟”的文章，也许对弥合代沟有所帮助。

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尊重他人。尊重与信任是能感染人的。年轻人往往以父母看待他们的方式看待自己。反过来，当你表示你尊重他们有能力决策和从错误中学习时，他们会因此而获得自信和自尊。

多听少说。询问听起来可能像审问，不要这样。应该抱有好奇的态度而不是控制之心。 问些这样的问题：“怎么会这样？你现在怎么看？当时吃惊吗？现在打算怎么做？你有什么计划？这事你是不是需要帮助？”如果你的目的只是听，在孩子说话时，你就需小心别在心里琢磨怎么回答。这样你会听得更好，而孩子也会受到鼓励说得更多。

先问孩子是否想听，然后才说你的观点。只有当孩子说“是”时才继续说下去，而且要简洁。不要说教，不要期待孩子同意你的观点。说话时，如果你的态度是“我是这样理解的”，而不是“这样看问题才对”，孩子就可能更愿意听，而不会有逆反心理。

用“我们”而不用“你”。“离开家之前我们要做家务，我们怎么料理必须做的事呢？” 不论你用什么方式，只要能将“这是我们共同的事”这一信息传达给孩子，就有助于弥合本可能由冲突带来的鸿沟。

保持冷静。交谈时生气或者太激动，你就可能轻易地毁了自己的可信度。不要说“你毁了你的一生！”而要说“我担心如果......会怎么样。在这种情况下，你想你可能怎么办？”

不要使用双重标准。青少年非常警惕双重标准。别指望他们遵守你自己都不遵守的规则。无论是打电话报平安，还是叫他们收拾东西，或用奶盒喝牛奶，“照我说的做”而不是“照我做的做”是不会改善关系的。

承认自己的错误，说说你从他们身上学到了什么。表现出自我接受和对不完美的容忍能很好地鼓励青少年（以及你身边的其他人），也往往能让他们更容易接近你，向你提出问题、表达遗憾甚至对你提出挑战。当你认为自己做错了事或说错了话，比如发了脾气或争论时说了令人伤心的话，就道歉。

有欣赏之心。青少年常有幽默感，充满活力，看什么事都觉得可能，这些能使父母意识到自己身上已被忘记或忽略的好的方面。当十多岁的孩子体验到被人爱时，他们通常表现得更可爱。 Exercises

Section C Comprehensive Exercises

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Unit 3 Preview When we are faced with a problem that we are unable to solve, a simple act of kindne from a stranger may provide a solution, lift our spirits, and even change our lives.Further, their actions may give us an example to follow in our own lives.Even when facing personal problems of our own, we need to choose to make other people‟s lives better with our courage, imagination, and generosity.We should live our daily lives with the goal of helping others, and provide support without thinking of our own gains.If we live our lives in this way, we will find the satisfaction and purpose that we seek.

Section A Pre-reading Activity In this story, a man describes that he felt ashamed when walking down the street with his crippled father when he was younger.He did not like the way people stared at the two of them.His father, on the other hand, never showed that he noticed others‟ reactions to his disability.He was very active and often took part in activities with his son.Over time, the son learned that his father had a very good heart.His father has been gone for many years now and he regrets not telling him how much he admired him.He often remembers the example his father set 1.Because his father was crippled.

2.2.He felt ashamed to be with his father when he was younger.Now he regrets not telling his father how much he admired him.

Text: A Good Heart to Lean On

Language Point

Language Point 1 | More than I realized, Dad has helped me keep my balance.| Meaning: Dad supported me emotionally and mentally more than I knew.

Language Point 2 | He was severely crippled and very short...(Para.1)| Cultural Notes: Whereas at one time it might have been acceptable to call a person a "cripple" if injuries or deformities kept him from walking properly, it is no longer so.Nowadays we use the terms "handicapped person" or "disabled person"/individual instead of "cripple".Some especially sensitive people prefer the terms "handi-capable person" and "specially-abled person".

Language Point 3 | I would inwardly struggle at the unwanted attention.(Para.1)| Meaning: I tried to overcome my feelings of embarrament caused by the people who watched us; I did not want them to watch us.

Language Point 4 | If he ever noticed or was bothered, he never let on.(Para.1)| Meaning: He never showed that he was aware of it or troubled.Note that the conjunction "if" is used here to mean "although".| More examples:| If she's poor, at least she's honest.她虽然穷，至少她是诚实的。It was a nice meal, if a little expensive.那是一顿美餐，虽然贵了点。

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Language Point 5 | It was difficult to coordinate our steps—his halting, mine impatient...(Para.2)| Meaning: We had difficulty walking together at the same speed because he was slow and unsteady and I walked quickly, having no patience to wait for him...

Language Point 6 | But as we started out, he always said, "You set the pace.I will try to adjust to you." (Para.2)| Meaning: But when we began our walk, he always said, "You set the speed of our walk and I will try to change my speed to keep up."

Language Point 7 | He went to work sick...(Para.3)| Meaning: He went to work even when he was ill...| Here the adjective "sick" indicates a clause "even when he was sick".| More examples:| He went to bed hungry last night.他昨晚是饿着肚子上床睡觉的。The tomatoes should be picked green.这些西红柿应该青的时候摘。

Language Point 8 | ...despite nasty weather.(Para.3)| Meaning: ...although the weather was very bad.

Language Point 9 | ...and would make it to the office even if others could not.(Para.3)| Meaning: ...and he would arrive on time at the office even if others could not.

Language Point 10 | It was a matter of pride.(Para.3)| Meaning: It (getting to the office on time) was something that my father was proud of.

Language Point 11 | Once there, he would cling to the handrail...(Para.4)| Meaning: As soon as he got there, he would hold on to the handrail for support...| "Once" as a conjunction introduces an adverbial clause in which the subject and the verb "be" can often be omitted.| More examples:| Once (they are) in bed, the children usually go to sleep very quickly.一上床，这些孩子通常很快就睡着了。Once (it is) damaged, it takes many years for the environment to recover.环境一旦遭到破坏，需要许多年才能恢复（正常）。

Language Point 12 | ...the lower steps that the warmer tunnel air kept free of ice.(Para.4)| Meaning: ...the lower steps that had no ice on them because of the warm air from the tunnel.

Language Point 13 | When I think of it now, I am amazed at how much courage it must have taken...(Para.5)| Meaning: When I think of it now, I am surprised at how brave he must have been...

Language Point 14 | ...subject himself to such shame and stre.(Para.5)| Meaning: ...make him experience such shame and stre.

Language Point 15 | And at how he did it—without bitterne or complaint.(Para.5)| Meaning: (I am amazed) at how he subjected himself to shame and stre without pain or complaining.

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Language Point 16 | He never talked about himself as an object of pity, nor did he show any envy of the more fortunate or able.(Para.6)| Meaning: He never said that other people should feel sorry for him.And he didn't show any jealousy of those who were luckier or could do things he could not.| "Nor" is used after a negative statement in order to add something else that the negative statement applies to.Note the use of the past auxiliary "did" and the reversed order.| More examples:| I have never been dishonest, nor do I plan to start being so now.我从来没撒过谎，现在我也不打算开始破这个例。I have never been to Paris, nor has my wife.我从未去过巴黎，我妻子也没去过。

Language Point 17 | What he looked for in others was a good heart...(Para.6)| Meaning: He tried to find qualities of, kindne, honest, etc.in other people...| Note that "good heart" is used to refer to the kind, honest, and generous nature of a person.|

Language Point 18 | ...I believe that is a proper standard by which to judge people...(Para.7)| Meaning: ...I believe that it is suitable to judge whether a person is good or bad by whether he or she has a good heart or not...

Language Point 19 | But I know at times I don't have one myself.(Para.7)| Meaning: But I know sometimes I don't have a "good heart".

Language Point 20 | Unable to engage in many activities...(Para.8)| Meaning: Although he was unable to take part in many activities...| Here "unable to..." is used to show conceion.In English, adjectives or adjectival phrases are often used, especially at the beginning of a sentence, to show reason, conceion, etc.| More examples:| Glad to accept, the boy nodded his agreement.那男孩乐意接受，点头表示同意。Anxious for a quick decision, the chairman called for a vote.主席急于作出决定，要求投票表决。Rather nervous, the man opened the letter.那个人很紧张，拆开了信。

Language Point 21 | ...my father still tried to participate in some way.(Para.8)| Meaning: ...my father still tried to take part in some activities in one way or another.

Language Point 22 | When a local baseball team found itself without a manager, he kept it going.(Para.8)| Meaning: When a local baseball team had no manager, my father managed to make it run smoothly.| Pay attention to the structure of "find oneself + prep./V-ing/V-ed".| More examples:| At dusk, they found themselves at a valley.黄昏时，他们来到一个山谷。I found myself agreeing with everything she says.我发现她说什么我都同意。They woke up to find themselves surrounded by water.他们醒来时，发现被水包围了。|

Language Point 23 | ...where he could have a good time just sitting and watching.(Para.8)| Meaning: ...where he could enjoy himself by just sitting and watching.| In English, "have a good (hard, difficult, etc.) time" is usually followed directly by

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-ing verb phrases without using any preposition.|

More examples:| I had a hard time finding you.我费了好大劲才找到你。She had a difficult time persuading him to accept the job.她好不容易劝说他接受了那份工作。In Spain she had a good time swimming and sunbathing on the beach.在西班牙，她又游泳又在海滩上晒太阳，过得很愉快。

Language Point 24 | On one occasion a fight broke out at a beach party, with everyone punching and shoving.(Para.9)| Meaning: Once a fight suddenly started at a beach party and everyone at the party struck and pushed each other.

Language Point 25 | He wasn't content to sit and watch...(Para.9)| Meaning: He wasn't satisfied just sitting and watching...

Language Point 26 | ...but he couldn't stand unaided on the soft sand.(Para.9)| Meaning: ...but he couldn't stand on the soft sand without help.| The adjective "unaided" is used here to show the condition of being without help.|

Language Point 27 | But the next day people kidded him by saying...(Para.10)| Meaning: But the following day people made fun of him and said...

Language Point 28 | ...it was the first time any fighter was urged to take a dive before the fight began.(Para.10)| Meaning: ...it was the first time any fighter was asked to admit defeat before the fight started.

Language Point 29 | And when I came home on leave, he saw to it that I visited his office.(Para.11)| Meaning: And when I came home from the Navy for a holiday, he made sure that I visited his office.

Language Point 30 | ...and I could have done this, too, if things had been different.(Para.11)| Meaning: ...and I could have done the same thing too, if I had not been severely crippled like this.| Pay attention to the subjunctive mood used in the sentence.|

Language Point 31 | He has been gone many years now...(Para.12)| Meaning: He has been dead for many years now...| "Be gone" is a more pleasant, le direct way of saying "be dead".This use of language is called euphemism (委婉语).| Another example:| His father paed away (= died) last year.他父亲是去年过世的。

Language Point 32 | I wonder if he sensed my reluctance to be seen with him during our walks.(Para.12)| Meaning: I don't know (even today) whether he realized that I was unwilling to be seen with him during our walks.

Language Point 33 | If he did, I am sorry I never told him how sorry I was, how unworthy I was,

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how I regretted it.(Para.12)| Meaning: If he did realize that I was embarraed, I regret not telling him that I was sorry, and that I didn't deserve to be his son, and that I regretted having behaved that way.

Language Point 34 | I think of him when I complain about trifles...(Para.12)| Meaning: I think of him when I expre feelings of unhappine about unimportant things...

|Language Point 35 | ...I am envious of another's good fortune...(Para.12)| Meaning: ...I wish I had another person's good luck...

New Words

lean vi.1.be against a wall or other surface |倚，靠

There is a ladder leaning against the wall.| 有一架梯子靠在墙上。

The old man leaning upon his stick at the gate is John's grandfather.| 那位在大门边倚着拐杖的老人是约翰的祖父。

2.bend in a certain direction |倾斜，倾向，偏向

Don't lean out of the window when the bus is moving.|公共汽车开出时，别把身子探出窗外。 Just lean forward for a moment, please.|请向前靠一会儿。

balance n.1.[U] mental or emotional calm |平静，镇静

She soon recovered her balance after she lost her temper.|她发脾气后不久就恢复了平静。 His wife helped him keep his balance during difficult times.|他的妻子在他困难时候帮助他保持沉着心态。

2.[U] a state in which all weights and forces are evenly spread so as not to fall |平衡，均衡

Horse riders need a good sense of balance.|骑马的人需要有良好的平衡感。

It's difficult to keep one's balance on an icy street.|在结冰的街道上保持平衡是不容易的。

v.(cause to) be even and keep in balance |（使）平衡，（使）均衡

When you ride a bicycle you must learn to balance.|骑自行车必须学会保持平衡。

Balancing my cup of coffee in one hand, I managed to open the door.|我拿稳手中的咖啡杯，设法打开了门。

vt.|consider in relation to sth.else; compare |权衡，比较

You have to balance the positive points of living in a big city against the negative ones.|你必须权衡居住在大城市的利弊。

They balanced the profit and lo to see what had been gained.|他们比较盈亏情况，看看赚了多少。

severe a.1.very bad or serious |恶劣的，严重的；剧烈的 She is suffering from a severe headache.|她头疼得厉害。

The dry season is becoming more and more severe.|旱灾日益严重。

2.strict or hard in thinking or treatment|严格的，严肃的，严厉的

Drug dealers face a severe punishment. |贩毒者会受到严厉的惩罚。

The president came under severe criticism for the new tax policy.|新的税收政策使总统受到严厉抨击。

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severely ad.in a strict way |严重地；严格地，严厉地

The house was severely damaged in the hurricane.|房屋在飓风中遭受严重损坏。 My mother was suffering severely from a cold.|我母亲正患重感冒。

cripple vt.make sb.unable to walk or move properly |使跛，使残废 He was crippled in an accident.|他在一次事故中变成了残废。 He has been crippled with pain.|他感觉很疼，走路一瘸一拐。

n.[C] sb.who is physically disabled, esp.unable to walk |跛子，瘸子

Though he is a cripple, he supports his family by working hard.|虽然腿脚不便, 他还是努力干活养家。

She has gone from being a healthy young woman to being a cripple.|她从一个健康的年轻女子变成了残疾人。

inward a.1.located within; inside, esp.in the mind or spirit |在内的，内部的（尤指头脑中、精神上）

inward doubts |内心的怀疑

He helped others to achieve inward peace.|他帮助别人以获得自己内心的平静。

2.going toward the inside |向内的

an inward curve |向内的弧线 an inward movement |向内移动

inwardly ad.in mind or spirit |内心 （或精神）方面

She was inwardly sad but she would not say anything about it.|她内心痛苦，却不会在言辞中表现出来。

She hates him inwardly.|她从心底恨他。

bother vt.make sb.feel worried or upset |使苦恼

What bothers me most is my inability to keep up with others.|令我烦心的是我跟不上其他人。 His rudene bothers me.|我讨厌他的粗鲁。

vi.|make an effort to do sth.|尽力，费心

Few people ever bothered to talk to him.|很少有人费心和他讲话。

I never bother to iron my shirts, so they're often a bit wrinkled.|我从不愿意花精力去熨衬衣，所以它们常常有点皱。

coordinate vt.cause different parts, body parts, etc.to work together very well |使协调 The plan was not very well coordinated.|那项计划协调得不好。

We must coordinate our efforts to help people who have been affected by the flood.|我们必须齐心协力去帮助遭受水灾的灾民。

halt v. stop |暂停，中断，中止

The project halted for lack of fund.|那个项目因缺乏资金而停了下来。 No one can halt the advance of history.|谁也阻挡不了历史的前进。

n.|[sing.] a stop or pause |暂停，中断，中止

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The car came to a halt in time to prevent an accident.|汽车及时刹住，避免了一场事故。 Production was brought to a halt by a strike.|由于罢工，生产停顿了。

impatient a.1.easily annoyed; not patient |不耐烦的，没有耐心的

Don't be so impatient! The bus will be here soon.|别这样不耐烦！公共汽车很快就来。 You're too impatient with her.She's only a child.|你对她太没耐心了，她还只是个孩子。

2.very eager to do sth.or for sth.to happen; anxious |急切的，渴望的

They were already impatient to try.|他们已经迫不及待，跃跃欲试了。

Many busine students are impatient to become managers.|许多商科学生急切地想成为经理。

pace n.1.[sing.] speed of walking or running |步速；走（跑）的速度

They quickened their pace as they approached their cars.|他们接近汽车时加快了步伐。 She slowed down her pace so I could keep up with her.|她放慢了速度，以便我能跟上她。

2.[sing.] the speed at which sth.happens |速度，速率；节奏

The pace of change in the computer industry is very fast.|计算机工业发展变化速度很快。 I like the pace of life in the city.| 我喜欢这个城市的生活节奏。

vi.walk with slow, regular, even steps |踱步，慢步走

The policeman paced up and down the street.|警察在街上踱来踱去。

Sarah paced back and forth in the hallway, waiting for the doctor to come back.|莎拉沿着走廊走来走去，等医生回来。

adjust v.(to) become or make suited (to new conditions) |（使）适应

The former soldiers had difficulty in adjusting to ordinary life.|退役军人难以适应普通人的生活。

The body quickly adjusts itself to changes in temperature.|人体能很快自行调节以适应气温变化。

subway n.1.[C] (AmE) a railway under the ground in a city |地铁 He travels to work by subway every day.|他每天乘地铁上班。 I don't ride the subway late at night.|夜间太晚时我不乘地铁。

2.[C] (BrE) a path for walking under a road or railway|地下通道，人行隧道

The subway to the other side of the road was under repair.|过街地下通道正在维修。

|People are advised to walk through a subway to cro a street .|人们过马路时应走地下通道。

despite prep.in spite of |尽管，不管

They had a wonderful holiday despite the bad weather.|尽管天气不好, 他们的假日仍然过得很愉快。

Despite the fact that she wants to see him, she turned down his invitation.|尽管想看到他，她还是拒绝了他的邀请。

nasty a.1.unpleasant; horrible; disgusting |令人不快的，令人厌恶的 She could never forget that nasty sight.|她永远也忘不了那令人作呕的情景。 I'm so glad you didn't get that nasty flu.|你没染上那讨厌的感冒，我很高兴。

2.unkind|不友善的，恶意的

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第17篇：七年级英语上册第一单元备课教案

XX七年级英语上册第一单元备教案

单元

标题

七年级上册Unit1nae’sGina

备项目

设计区域

备标

一、语言知识与技能

根据读音规则和音标拼读单词。

2理解和领悟词语的基本含义、语法项目以及语言形式的基本结构和常用表意功能;

3．能在日常交际情景中听懂对话，例如，能听懂连续的指令并据此完成任务；能引出话题并进行几个回合的交谈；

4．能听懂接近正常语速、熟悉话题的语段和简单故事，获取相关信息；

．能运用…词汇和…语言形式就熟悉的话题进行交谈；能运用…词汇和…语言形式及所给提示描述人、物、事、行为、特征等，表达简单的观点；

6能在教师的指导下进行简单的角色表演；

7．能连贯、流畅地朗读文；能从简单的中找出有关信息，理解大意；根据上下文猜测生词的意思；

8每天外阅读量最少达到100词。

9能运用…词汇和…语言形式以及参照范例（结构）写出简单的文段等，包括起草和修改。

二、文化意识

0了解语言和语用的文化因素，体验跨文化交际。

三、学习策略

1-（1）利用读音规则和音标拼读词汇，利用上下文、非语言信息等理解词义，联想学习和记忆词汇，构词法等。

1-（2）利用情境等理解语法结构和表意功能，发现语言规律并举一反三。

1-（3）复习、整理归纳所学内容。

1-（4）利用预测、语调、重音、问题等来获取听力信息。

1-（）在内外活动中借助体态语用英语交流。

1-（6）利用预测、跳读、寻读、细节读等来获取信息。

1-（7）仿写短文，准备素材、起草短文并修改。

1-（8）明确目标，制定计划，

1-（9）了解并跨文化交际（恰当使用）。

四、情感态度

2．乐于参与英语活动，敢于用英语表达，积极与他人合作，体验自己的学习效果。

备教学

重、难点

内容

标具体知识、技能、文化目标

知识与技能、文化意识的重、难点内容

标具体策略目标选择

setinA

setinB

目标1

在读写过程中，能够根据读音规则和音标拼读单词。

1-（1）

1-（2）

1-（3）

目标2

词汇：

nae,nie,t,eet,t,ur,s,his,and,her,es,she,he,n,nt

语言形式：

)hat’surnae?---Alan/I’Alan/nae’sAlan

2)Nieteetu

3)hat’shisnae?---He’sEri/Hisnae’sEri

4)hat’shernae?---She’sar/Hernae’sar

)Ishea?---es,heis/N,heisn’tHisnae’sie

6)AreuHelen?---es,Ia/N,I’ntI’Gina

词汇：

zer,ne,t,three,fur,five,six,seven,eight,nine,telephne,nuber,phne,telephne/phnenuber,first,firstnae,last,lastnae,friend,hina,iddle,shl,iddleshl

语言形式：

)hat’surphnenuber?---It’s…/phnenuberis…

2)Isthisurphnenuber?---es,itis/N,itisn’t

3)hat’s

urfirst/given/last/failnae?---first/given/last/failnae’s…

目标3

堂教学活动中的英语交际

1-（4）

1-（）

目标4

b,2a,2b,

a,1b,1d,1e

目标

a,1,2,2d,3a,3b,3

a,1,1f

1-（）

目标6

,2,2d

，1f

目标7

3b

2a,2b,23a

1-（6）

目标9

3b

1-（7）

目标10

了解西方初次见面的礼节

2了解英语姓名小常识

1-（9）

备注：

目标8要求每天外阅读至少200词

目标12乐于参与英语活动，敢于用英语表达，积极与他人合作，体验自己的学习效果。

第18篇：九年级英语教研组集体备课教案(四月份)

九年级英语教研组集体备课教案

（四月份）

课题名：新目标八年级（上）英语中考复习

Unit1-2重点知识梳理

主备人：向鸿敏

成员：黄明娅 田宏梅 罗灵敏

时间：2015年4月15日

地点：九年级办公室

讨论稿（记录各位成员的发言）

向鸿敏： 有人曾经说过“一节课不可能处处开花，但至少要有一个亮点。”可是一直以来我们还是会说复习课难以开展，或是开展起来尽是炒冷饭的感觉，吃力不讨好，温故而不知新。尤其是词汇复习课，我们的日常教学中，应该很少有老师会这么去做，也无从做起，我们比较常规的做法是发试卷，结合试卷中常错的语法点做进一步讨论，是吧？复习课要做得更具体，更确定，更具有可操作性的。 总体上来说，复习课要做到 合理，有序，高效

罗灵敏：复习要以中考为目标，为学生的中考做准备，紧紧围绕着中考，同时又为学生的高中学习，尤其是词汇的学习打下基础。在这过程中，侧重构词法的复习和运用。作为阅读题中的一个类型。这越来越是考试中的一种趋势。在座的老师如果有关注高中的英语课本就会发现，高中教材中每个单元需要学生识记的单词的量是很大，

黄明娅：参考上一届初中毕业会考题型，主要是以书本为主。尤其是每个单元的课文。所以复习的时候要以书本为主。

田宏梅：写作训练也很重要。第二单元有关健康的书面表达。如：近20年来各方面调查表明青少年体质的下降令人担忧。请你以How to keep healthy为题，写一篇60—80词的短文，说说你的看法和建议。 要求：主要包括以下内容，可以适当发挥。开头已给出，不计入总词数。

1.体质下降的原因; 如：eat too much junk food , have too much homework, „

2.合理的健康建议。如：some useful advice, should do more exercise, eat a balanced diet（饮食平衡), enough sleep„

How to keep healthy

Nowadays students physical fitne is declining(体质下降) year by year.I think there are some reasons.

定稿（讨论后确定的教案）

课题名：新目标七年级（下）英语中考复习

Unit1-2重点知识梳理

课型：复习课

教学目标：1.How often do you exercise?

Once a day.2.What does she usually do on weekends?

She usually watches TV.看病用语

3.What’s the matter(with sb.)? 怎么了？

= What’s the trouble (with sb.)?

教学重点：表频率副词：always, usually, often, sometimes, hardly ever, never.

教学难点：写作

Unit 1  句子

1.问频率 1.How often do you exercise?

Once a day.2.What does she usually do on weekends?

She usually watches TV.3.How many hours do you sleep?

Nine hours. 核心知识

1.表频率副词：always, usually, often, sometimes, hardly ever, never.2.once a week 一周一次， twice a year 一年两次

three times a week 一周三次

3.be good for sth./ doing sth.对什么有益

be bad for sth./doing sth.对什么有害 4.as for至于

5.of course = certainly = sure当然 6.look after = take care of 照顾

7.keep healthy=stay healthy 保持健康

8.be the same as 与什么相同

be different from 不同

9.how often 多久一次

10.keep/be in good health保持健康  熟读

P1 1b , P 2 2a G.F, P3 3 , P5 3a 3b

Unit 2  句子

1.看病用语

错误！未找到引用源。What’s the matter(with sb.)? 怎么了？

= What’s the trouble (with sb.)? = What’s wrong (with sb.)?

②I’m not feeling well.我觉得不太舒服

③I have a stomachache 我胃痛

④ When did it start? 什么时候开始的？ ⑤ You should drink more water.表建议 You shouldn’t eat more.2.That’s a good idea 好主意

That’s too bad 太糟糕了

3.I have no idea = I don’t know 我不知道

4. I’m sorry to hear that.听到此事我很难过 核心知识

1.身体各部位名称P7 1a 2.情态动词 should 与shouldn’t 表建议

3.have a cold / stomachache / toothache / fever/ sore throat 4.see a dentist / doctor

5.feel 觉得，get 变, stay 保持, keep 保持，

sound 听起来是系动词 常和形容词连用 如：feel happy , get tired, healthy

6.too much 太多＋不可数名词, too many 太多＋可数名词, much too 太＋形容词

7.streed out压抑

筋疲力尽

8.it’s ＋形容词＋ to do sth.做某事怎么样 9.a few 一些 修饰可数名词

a little 一些 修饰不可数名词

few 少许 修饰可数名词 表否定

little 少许 修饰不可数名词 表否定

10.at the moment = now 此刻

常和现在进行时连用 11.I think so 我认为如此 12.tooth n . 复数形式teeth 熟读

P7 1a , P8 , P9 3a ,

 P10 1a 形 1b 建议 , P11 4 , P12 2 写作 How to keep healthy.

stay / keep

第19篇：小学六年级英语上册Unit8备课教案

小学六年级英语上册Unit8备课教案

一、教学要求

、通过复习，要求学生掌握四会单词和词组：aholiday,last,early,meet,before,did,taste,pullup,milk,cook;children

’

sDay,Newyear

’sDay,also,christmas,people,had,went;answer,hers,his,mine,ours,yours,theirs,infrontof.

2、通过复习，要求学生掌握四会句型:

whatdidyoudo…?

we/I…

when’s…?

It’sin…

whatdopeopleusuallydoat…?

They…

Didyou…

last…?

yes,Idid./No,Ididn’t.

whose…isit/arethey?

It’s/They’remine/yours/his/hers/ours.

3、通过复习，要求学生掌握三会单词和词组:afarm,acarrot,fun,acamp,NationalDay,afilm,acow,pick,wonderful,volleyball,mountain;DragonBoatFestival,Easter,mayDay,mid-autumnFestival,SpringFestival,relative,didn

’t=didnot,delicious,favourite,dreup,amooncake,popular,beach,arace,dumpling;acalculator,acomb,adiary,ahairdryer,amirror,awallet,aseat,askateboard,awatch,sunny,ateapot,sat,got,saw,nobody,ask,policestation,atthebackof,getoff.

4、通过复习，要求学生掌握三会日常交际用语:Didyoulikethefilm?Itwasafunnycartoon.

wealllikeditverymuch.werethereanyfruittreesonthefarm?Therewereappletrees,orangetreesandpeartrees.christmasiscoming.myfavouriteholidayisHalloween.what

’syourfavouriteholiday?ThisoneisfromGrandpa.openitforme,please.whoaretheyfrom?TheyrefromGrandpaandGrandma.you’rewelcome.

5、通过本单元的复习操练，要求学生能综合运用所学的日常交际用语。

二、单元教材分析

本单元是本册第二个复习单元，重点复习第五至第七单元所涉及的语言项目。通过排列对话顺序、看图回答问题、听录音回答问题及游戏等方式帮助学生复习巩固三个单元

’中所学的语音、词汇、日常交际用语、句型等基础知识，从而进一步提高学生综合运用语言的能力。本单元容量大，综合性强，教师在教学过程中要及时分析学生学习的现状，针对他们的掌握情况采取灵活、有趣、高效的方法，使学生缺有所补，学得扎实，用得灵活。

Unit8（第一课时）

一、

复习内容

、Unit5单词、句型和日常交际用语。

2、完成教科书中关于Unit5的练习。

二、

复习重难点

、

要求学生四会掌握的单词和句型。

2、

学生能正确运用“一般过去式”。

3、

能正确地听说读写动词的过去式。

三、

教学准备

、动词过去式表（不规则/规则）。

2、练习册。

3、课堂测验本。

4、若干图片。

5、实物投影。

6、板书准备：写好课题。

四、

教学过程

Step1Freetalk

T:whatdayisit?

what’sthedatetoday?

S:……

T:whatdaywasityesterday?

S:……

T:whatdidyoudoyesterday?

S:……

（学生小组自由交谈过去发生的事）

Step2

Revision

、复习一般过去时，阐述它与一般现在时，现在进行时的区别。

（1）

一般现在时：表示经常性的事情。时间状语有often,usually,

always，every,sometimes等。有两种情况：第三人称单数，动词用第三人称单数形式；所有人称复数和I,you，动词用原形。

（2）一般过去时：事情发生在过去。时间状语：justnow,yesterday,

last等。动词用过去式。

（3）现在进行时：表示现在进行的动作。时间状语有now,标志性的词语有look,listen.句子结构：be+现在分词。

2、教师呈现不规则动词表，学生朗读、记忆。

3、教师呈现规则动词表，学生归纳其三种读音，朗读、记忆单词。

4、教师呈现4张图片，每一大组围绕其中的一幅图自编对话，之后全班交流，教师点评。

Step3

Exercises

、

学生背诵Unit5课文

2、

学生默写四会词语及句型

3、

完成教科书中Unit8的相关练习。

4、补充练习：

一．根据中文完成英文句子:

.今天早上,我打扫了我的卧室.

I_____mybedroom__________.

2.上星期六我们拜访了我们的语文老师张老师.

_____Saturday,we_____ourchineseteachermrZhang.

3.高山的舅舅住在南京附近的一个小镇上.

GaoShan’suncle_____inasmalltownnearNanjing.

4.在周末,林涛经常去看望他的外公外婆.

LinTao__________his

grandfatherandgrandmother_______________.

二．根据文中提示完成下列句子:

.Ioftengetup_______________

2.myfatherusually_______________aftersupper.

3.LiuTaooftenvisitshisgrandparents_______________.

4.yangLing

’suncle______________asmalltownnearNanjing.

5.Billyalwayseatsalotoffood_______________.

6.SuHai,whereismydiary?Itwasonmybed_______________

五、

作业设计

、

总复习试卷一张（动词过去式专练）。

2、

默写本课四会词语和课文。

3、

默写动词及其过去式（不规则变化）。

六、

板书设计

实物投影

Unit8

Review&check

七、

教后记

Unit8（第二课时）

一、复习内容

、Unit6单词、句型和日常交际用语。

2、完成教科书中关于Unit6的练习。

二、复习重难点

、

要求学生四会掌握的单词和句型。

2、

能熟练地谈论“节日里所做的事”。

3、

能恰当地使用“一般现在时”和“一般过去式”。

4、

能听说读写本课出现的节日名称。

三、

教学准备

、

练习册。

2、

课堂测验本。

3、

多媒体。

四、

教学过程

Step1Freetalk

T:whatdayisit?

what’sthedatetoday?

S:……

T:whatdidyoudolastweek?

S:……

T:Doyoulikeholidays?

S:……

T:whichholidaydoyoulikebest?

S:IlikeSpringFestival.

T:when’sSpringFestival?

S:It’sinjanuaryorFebruary.

T:whatdopeopleusuallydoatSpringFestival?

S:Theyusually…

T:Didyou…lastSpringFestival?

S:…

（师生、生生交流，讨论节日）

Step2Revision&Exercises

、Game（猜节日名称）

（1）教师或学生口头描述一些节日现象，学生猜节日名称。

（2）教师用多媒体呈现在该节日吃的一种食物图片或进行的活动照片，学生猜节日名称。

2、片段写作：围绕“我最喜爱的节日”写一段对话或短文。

3、

默写本课四会词语和句型。

4、

背诵第六课课文。

5、

完成第八单元关于本课的练习。

五、

作业设计

、

学生背诵第六课课文。

2、

默写本课四会词语及课文。

3、

总复习试卷一张（“节日”专练）

六、

板书设计

Unit8

Review&check

七、教后记

Unit8（第三课时）

一、

复习内容

、Unit7单词、句型和日常交际用语。

2、完成教科书中关于Unit7的练习。

3、熟练运用名词性物主代词。

二、

复习重难点

5、

要求学生四会掌握的单词和句型。

6、

正确运用“名词性物主代词”。

三、

教学准备

、多媒体或图片。

2、练习册。

3、课堂测验本。

4、板书准备：写好课题。

四、

教学过程

Step1Freetalk

T:Hello,boysandgirls.SpringFestivaliscomingsoon.whichpresentsdoyouwanttogivetoyourfriends.Letstalkaboutit.

Ss:…

教师多媒体呈现若干节日图片，学生选择自己喜爱的节日，围绕“节日”和“互赠礼物”展开话题。

Step2

’

Revision

、

教师呈现代词表，学生进一步巩固代词的用法。

（1）

人称代词（主格/宾格）

（2）

物主代词（形容词性/名词性）

2、

代词专项练习。

）-Isthis

watch?

-Letmesee.yes,it’s

.

2）

Thisbookis

.Pleasegiveitto

.

3）

Thisis

present.openitfor

,please.

……

3、

默写代词表（人称代词/物主代词）

4、

默写本课四会词语和句型。

5、

背诵第七课课文。

6、完成第八课中关于本课练习。

五、

作业设计

7、

总复习试卷一张（代词专练）。

8、

默写第七课四会词语和课文。

9、

学生背诵第七课课文。

六、

板书设计

Unit8

Review&check

七、

教后记

第20篇：英语集体备课手册

3A Unit1-3集体备课手册发言稿

集体备课手册给我们提供了很多有效的教学方法和教学资料。手册在每单元都设计了很多游戏来辅助教学。在教学参考资料中，每单元都给我们提高了教学歌谣，新授导入方法以及教学游戏。借助这些资料，不仅让教师教的容易，更能帮助学生学的更轻松。下面我就3A Unit1-3的集体备课手册内容作以下分析

首先，三年级是学生学习英语的起始阶段，大多数学生都对英语学习充满好奇心。因此，在这一阶段，想方设法激发他们的英语学习兴趣是首要任务。我在教学时，就鼓励全班所有同学不要惧怕学习英语，告诉他们其实学习英语很有意思，我还对他们说不管他们语文数学学得怎么样，英语只要认真学肯定能学好的，因为他们毕竟才刚刚接触英语。这样的教学就能突出全员参与教学的宗旨。

一 Unit1 Hello 本单元安排了“自我介绍”和“询问对方姓名”的功能项目，动物词汇及字母Aa—Dd的教学。本单元分为五课时教学。

第一课时 A Learn to say

Step 1 Warm up 环节，我认为把两个环节交换一下比较好，即首先应该是教师的自我介绍。因为，这是新学期的第一节课，教师先用英语进行自我介绍可以让学生对教师有个初步的了解，为以后的和谐教学打下基础。然后再对学生课堂常规训练。教师可以通过手势让学生理解Stand up,sit down,please!等的意思。同时要提醒学生以后上课都要用英语与老师问好。这样的教学给学生英语学习创造了良好的氛围。

Step 2 Presentation 教师大量的肢体语言可以很好的辅助教学。例如，本环节中“Hi”及“Hello”教授，教师通过手势，学生就完全可以理解其意思，而不用去用汉语进行解释了，因为英语毕竟是一门语言，要多说才能熟练。另外，教师将手指放在自己胸前来表示I’m，让学生学会自我介绍。同时，让他们学会询问别人的姓名What’s your name？让学生注意口型模仿跟读。这里，我设计增加了一个小游戏以操练What’s your name？I’m„。具体方法是；学生坐在座位上，老师站在学生面前，背向学生抛一个小软球，球离手后转向学生，谁接到球就和老师进行对话练习，对话结束后，由他取代老师的位置上前抛球继续游戏。这个游戏不仅能巩固操练句型，也能照顾到全班所有同学，这正体现了“六模块”建构课堂突出“学生发展为主”“以学生为主体”的教学目标。

Step 3 Consolidation 通过一个拇指游戏，巩固了本节课所学的所有知识点。

Step 4 Summary 这个环节我采用了让学生自己进行总结知识的方法，教师给予适当的补充。体现了以学生为主的 学习活动，使学生真正成为学习的主人。

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